ethanporcaro/eric-fulltext-meta huggingface dataset:
Action Research to Address the Transition from Kindergarten to Primary School: Children's Authentic Learning, Construction Play, and Pretend Play
Author: Lee, Scott
Date: 2012-00-00
Type: Journal Articles
Subjects: Play,Action Research,Early Childhood Education,Academic Achievement,Young Children,Foreign Countries,Kindergarten,Learning Experience,Teaching Methods,Preschool Education,Feedback (Response)

Children experience demanding changes during the transition from early childhood programs to primary school. Research shows that children's initial academic and social success at school can affect their long-term adjustment, achievement, and success. The authors, both early childhood teachers in Singapore, undertook an action research project that involved using young children's constructions and pretend play to adapt a transition-related challenge into an authentic learning experience for a group of fourteen 5- to 6-year-olds in a suburban kindergarten. The teachers employed the action research cycle of data gathering and reflection about teaching practice and learner needs, planning and implementation of change to address the problem, and additional data gathering and reflection to assess the effects of the change and to determine future modifications. The teachers concluded that the activities achieved successful cognitive and affective outcomes in supporting the children's ability to apply what they had learned to solve a real-life problem outside the classroom. The children's positive experience contributed to helping them develop positive attitudes about school prior to transition. It also contributed to reducing one potential cause of anxiety and stress for the children and their parents. (Contains 16 figures.)
&quot;Babies Grow a Long Time&quot;: A Preschool Project about Babies
Author: Harrison, Andromahi
Date: 2012-00-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Education,Student Centered Curriculum,Birth,Infants,Classroom Communication,Role Playing,Student Projects

This article describes a project related to babies undertaken by preschoolers in a university-affiliated child care center in the Midwest. Following a description of the class, the author discusses the three phases of the project. Photographs taken during the project are included throughout the article. The article concludes with the author's reflections. (Contains 63 figures.)
Exploring Pre-Service Teachers' Perceived Teaching-Efficacy, Attitudes and Concerns about Inclusive Education in Bangladesh
Author: Ahsan, M. Tariq
Date: 2012-00-00
Type: Journal Articles
Subjects: Barriers,Preservice Teacher Education,Predictor Variables,Foreign Countries,Disabilities,Student Teacher Attitudes,Teacher Effectiveness,Self Efficacy,Inclusion,Mainstreaming,Regular and Special Education Relationship,Gender Differences,Educational Attainment,Correlation,Questionnaires

This paper reports on pre-service teachers' preparedness for inclusive education in Bangladesh through measuring their perceived teaching-efficacy, concerns and attitudes towards inclusive education and identifying predictor variables that contribute to those three variables. Using two standardized scales with 1,623 pre-service teachers from 16 teachers training institutions, it was found that variables such as length of training, gender, interaction with persons with disabilities, knowledge about local legislation, and level of training involved had significant relationship with participants' perceived teaching-efficacy, attitudes and concerns. In addition, it was also found that pre-service teachers' perceived teaching-efficacy is correlated to their attitudes towards inclusive education. This study also revealed that pre-service teachers having higher perceived teaching-efficacy showed lower level of concerns towards inclusive education. Implications of this study for further improvement of pre-service teacher education program for inclusive education are briefly discussed. (Contains 2 tables.)
Use of Language Learning Strategies by Spanish Adults for Business English
Author: Judge, Jeffrey Wallace
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Phenomenology,Learning Strategies,Second Language Learning,English (Second Language),Adults,Business English,Business Communication,Qualitative Research,Semi Structured Interviews,Educational Experience,Secondary Education,Teaching Models,Cultural Influences,Language Usage,Metacognition

The aim of this phenomenological study was to explore the language learning strategies (LLSs) of Spanish adults in a business context. The research questions examined the specific LLSs used by Spanish adults in business communication tasks. In addition, this study addressed the cultural influences on LLSs from the Spanish educational system along with the influence from current and historical events in Spain. The conceptual framework was the Oxford LLS model. These qualitative data were collected through 11 semistructured, in-depth interviews with Spanish business people who use English in their work and who studied English in Spanish secondary school. The data were analyzed following a typological analysis. The results show a strong tendency towards cognitive, metacognitive, and social strategies in business tasks. Cultural influences include the media, past political situation in Spain, and general issues in the English class in Spanish secondary schools.
Pre-Service Teachers' Comparative Analyses of Teacher-/Parent-Child Talk: Making Literacy Teaching Explicit and Children's Literacy Learning Visible
Author: O'Neill, Shirley
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Introductory Courses,Literacy Education,Interpersonal Communication,Classroom Environment,Teacher Student Relationship,Comparative Analysis,Parent Child Relationship,Family Environment,Discourse Analysis,Meta Analysis,Role,Investigations,Sociocultural Patterns,Evidence,Literacy,Scaffolding (Teaching Technique),Foreign Countries

This paper reports on the results of a meta-analysis of first year pre-service teachers' investigations of two transcripts of teacher/student talk. The first is set in the home environment and the second in the classroom. Working with specific tools of analysis and knowledge of the role of talk in literate, cultural and social practices they identified evidence of effective literacy pedagogy. They presented their findings in the genre of a written comparative analysis. The results showed the discourse analysis task helped them understand the vital role of the adult's talk in scaffolding children's learning in each context and raised awareness of how the adults' cognitive &quot;moves&quot; impacted on the scaffolding of literacy learning. Outcomes highlighted the need for teacher preparation courses to focus on the way classroom discourse relates to pedagogy and children's literacy learning by providing exemplary teaching episodes, and studying the pedagogical language competencies involved. (Contains 5 tables and 2 figures.)
Cognitive Approaches to L3 Acquisition
Author: Garcia-Mayo, Maria del Pilar
Date: 2012-00-00
Type: Journal Articles
Subjects: Multilingualism,Language Research,Psycholinguistics,Irish,German,Swedish,Language Role,Linguistic Theory

Multilingualism has established itself as an area of systematic research in linguistic studies over the last two decades. The multilingual phenomenon can be approached from different perspectives: educational, formal linguistic, neurolinguistic, psycholinguistic and sociolinguistic, among others. This article presents an overview of cognitive (psychological and formal linguistic) approaches to third language (L3) acquisition where the assumption is that language acquisition is a complex multi-faceted process. After identifying what is meant by L3, the article briefly reviews the major issues addressed from both the psycholinguistic strand and the emerging L3 linguistic strand and concentrates on those aspects that are in need of further research in both. (Contains 5 notes.)
&quot;Are You with Me?&quot; A Metadiscursive Analysis of Interactive Strategies in College Students' Course Presentations
Author: Agnes, Magnuczne Godo
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Speaking,Speech Acts,Interaction,Audiences,College Second Language Programs,English (Second Language),Majors (Students),College Students,Communication Skills

In recent years increasing research attention has been devoted to the definition and development of presentation skills. As an interactive oral discourse type, the presentation is characterised by specific speech acts, of which cooperative acts have proved to be of a highly developmental nature (Sazdovska, 2009). The aim of the present paper is to report on a study which investigated the metadiscursive realisations of interactional acts in English major novice presenters' speeches as well as their correlation with raters' holistic perceptions of presentation quality. (Contains 5 tables.)
Online Dictionaries and the Teaching/Learning of English in the Expanding Circle
Author: Fuertes-Olivera, Pedro A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Business Communication,Dictionaries,Internet,Business English,English for Special Purposes,Language Styles,Definitions,Second Language Learning,Second Language Instruction

This article follows current research on English for Specific Business Purposes, which focuses on the analysis of contextualized business genres and on identifying the strategies that can be associated with effective business communication (Nickerson, 2005). It explores whether free internet dictionaries can be used for promoting effective business communication by presenting a detailed analysis of the definitions and encyclopedic information associated with three business terms that are retrieved from "YourDictionary.com", and "BusinessDictionary.com". Our results indicate that these two dictionary structures can be very effective for acquiring business knowledge in cognitive use situations. Hence, this paper makes a case for presenting free internet dictionaries as adequate tools for guiding instructors and learners of Business English into the new avenues of knowledge that are already forming, which are characterized by an interest in continuous retraining, especially in the field of ESP where both teachers and students have to deal with areas of knowledge with which they might not be very familiar. (Contains 2 tables.)
Faster and Further Morphosyntactic Development of CLIL vs. EFL Basque-Spanish Bilinguals Learning English in High-School
Author: Ibarrola, Amparo Lazaro
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Languages,Teaching Methods,Comparative Analysis,High School Students,Secondary Education,Language Proficiency,Morphology (Languages),Syntax,Grammar,Oral Language

A general advantage in proficiency has been repeatedly reported for learners receiving Content and Language Integrated Learning (CLIL) when compared to learners who only receive English lessons. However, fine-grained studies addressing the aspects which make up this general advantage are still scarce. Within this context, this paper concentrates on the morphosyntactic development of two groups of (Basque-Spanish) adolescents learning English in high-school over a two-year period. One group (n= 15) received CLIL instruction and English classes while the other group (n=11) only received English classes. The results indicate a clear advantage for the CLIL group, which seems to be at a further developmental stage. Nonetheless, both groups improve over the two years and, unlike previous claims in schools, no signs of fossilization are found although inaccuracies in inflection still exist. In light of these results, the value of increasing exposure in the form of CLIL lessons in high-school is discussed. (Contains 6 tables, 5 notes and 1 figure.)
Faculty for the Engaged Campus: Advancing Community-Engaged Careers in the Academy
Author: Seifer, Sarena D.
Date: 2012-03-00
Type: Journal Articles
Subjects: Higher Education,Partnerships in Education,School Community Relationship,Access to Health Care,Social Justice,College Faculty,Faculty Promotion,Tenure,Change Strategies,Systems Approach,Change,Models,Teacher Competency Testing,Career Development,Barriers,Peer Evaluation,Service Learning,Careers,Health Materials,Resource Materials,Information Dissemination,Public Health

Community-Campus Partnerships for Health (CCPH) is a national membership organization that promotes health equity and social justice through partnerships between communities and higher education institutions. In response to faculty concerns about the institutional barriers to community-engaged careers in the academy, CCPH embarked on a series of national initiatives centered on a two-pronged change strategy: (1) to support community-engaged faculty members going up for promotion and tenure in a system unlikely to change in time to benefit them, and (2) to work toward longer-term systems change. CCPH's initiative, Faculty for the Engaged Campus, aimed to strengthen community-engaged career paths in the academy by developing innovative competency-based models of faculty development, facilitating peer review and dissemination of products of community-engaged scholarship, and supporting community-engaged faculty members through the promotion and tenure process. In this article, the authors describe these challenges, the approaches taken to address them, lessons learned, and observations for the future. Subsequent articles in this thematic issue of the "Journal of Higher Education Outreach and Engagement" report on the design and impact of the initiative's components. (Contains 3 figures.)
Building Capacity for Community-Engaged Scholarship: Evaluation of the Faculty Development Component of the Faculty for the Engaged Campus Initiative
Author: Gelmon, Sherril
Date: 2012-03-00
Type: Journal Articles
Subjects: Higher Education,Faculty Development,Creative Thinking,Design,Group Dynamics,Capacity Building,School Community Relationship,Teamwork,Interprofessional Relationship,Institutional Research,Self Evaluation (Groups),Faculty College Relationship

This article reports the findings of an evaluation of the faculty development component of the Faculty for the Engaged Campus initiative. For this component, the Community-Engaged Scholarship Faculty Development Charrette was attended by 20 university teams from across the United States, and six teams subsequently received 2 years of funding and technical assistance. This project was intended to stimulate campus-wide, innovative, competency-based faculty development programs for community-engaged faculty. The findings suggest that external funding, ongoing support beyond a one-time charrette, and a set of standard curricular tools can help institutions implement community-engaged scholarship faculty development programs on their campuses. (Contains 5 figures and 4 tables.)
CES4Health.info: A Web-Based Mechanism for Disseminating Peer-Reviewed Products of Community-Engaged Scholarship--Reflections on Year One
Author: Jordan, Catherine
Date: 2012-03-00
Type: Journal Articles
Subjects: Web Sites,Information Dissemination,Video Technology,Public Health,Higher Education,School Community Relationship,Teamwork,Tenure,College Faculty,Faculty Promotion,Evidence,Health Materials,Resource Materials

CES4Health.info was launched in November 2009 as an online mechanism for peer reviewing and disseminating products of community-engaged scholarship in forms other than journal articles. One year after its launch, the authors conducted an online survey of CES4Health.info contributing authors, reviewers, and users of published products. Early evidence suggests that CES4Health.info may be helpful for recognizing community-engaged scholarship in promotion and tenure processes and for providing communities with resources to address community health concerns. (Contains 7 tables.)
Competency-Based Faculty Development in Community-Engaged Scholarship: A Diffusion of Innovation Approach
Author: Jordan, Catherine
Date: 2012-03-00
Type: Journal Articles
Subjects: Individual Needs,Mentors,Pilot Projects,Faculty Development,Competence,Competency Based Teacher Education,Scholarship,Educational Innovation,Interviews,Position Papers,Content Analysis,Program Effectiveness,Program Evaluation,Participant Satisfaction,Teacher Surveys,Outreach Programs,School Community Programs,School Community Relationship,Training Methods,Training Objectives

The authors utilized interviews, competency surveys, and document review to evaluate the effectiveness of a one-year, cohort-based faculty development pilot program, grounded in diffusion of innovations theory, and aimed at increasing competencies in community engagement and community-engaged scholarship. Five innovator participants designed the program for five early adopter participants. The program comprised training sessions and individual mentoring. Training sessions focused on the history and concepts of community-engaged scholarship; competencies in engaged research and teaching; and navigation of career advancement as a community-engaged scholar. Mentoring focused on individual needs or discipline-specific issues. The interviews and surveys indicated that the participants gained knowledge in specific areas of community-engaged scholarship. Critical program features and lessons learned are explored. (Contains 1 table and 2 figures.)
Engaged Scholarship at the University of North Carolina at Chapel Hill: Campus Integration and Faculty Development
Author: Blanchard, Lynn W.
Date: 2012-03-00
Type: Journal Articles
Subjects: Faculty Development,College Faculty,Program Implementation,Scholarship,School Activities,Context Effect,Learning Experience,Service Learning,Partnerships in Education,Campuses,Learner Engagement,Communities of Practice,Public Service,Program Descriptions,Institutional Characteristics,Tenure,College Planning,Outreach Programs,Integration Studies

The University of North Carolina at Chapel Hill undertook faculty development activities to increase awareness of community-engaged scholarship through campus dialogue and by assisting faculty members in acquiring skills for community-engaged scholarship. This article presents a case report describing activities and their impact. The activities informed campus-wide initiatives on promotion and tenure as well as the development of the university's new academic plan. Two lessons learned from the university's community-engaged scholarship faculty development activities include (1) incorporating these activities into existing campus programs helps institutionalize them, and (2) implementing these activities within broader institution-wide initiatives helps those initiatives and provides a wider forum for promoting community-engaged scholarship. (Contains 7 tables.)
Reflections on Community-Engaged Scholarship Faculty Development and Institutional Identity at Ohio University
Author: Hamel-Lambert, Jane M.
Date: 2012-03-00
Type: Journal Articles
Subjects: Participatory Research,Faculty Development,Institutional Characteristics,Reflection,Competency Based Teacher Education,Scholarship,Fellowships,Partnerships in Education,Program Implementation,Communities of Practice,Group Activities,Group Dynamics,Program Descriptions,Performance Factors,Outreach Programs

Ohio University was one of six campuses funded in 2009-2010 as part of the Faculty for the Engaged Campus initiative. Following a self-assessment, a faculty development program to increase faculty competency in community-based participatory research (CBPR) was designed and implemented. The program included three major components designed to advance individual competencies for engaged scholarship: (1) a Faculty Fellowship in Engaged Scholarship, (2) the Community-Based Participatory Research Learning Community, and (3) the co-editing of a book, "Participatory Partnerships for Social Action and Research." An additional goal, centralizing community-based participatory research efforts within the Appalachian Rural Health Institute, was partially achieved and is the focus of ongoing efforts. Two lessons were learned from this grant-funded endeavor: (1) there is a reciprocal relationship between institutional and faculty values and action; and (2) sustained dialogue with institutional leadership is critical for creating institutional structures and sustaining resources for community-engaged scholarship. (Contains 1 table.)
Institutionalization of Community-Engaged Scholarship at Institutions that Are Both Land-Grant and Research Universities
Author: Jaeger, Audrey J.
Date: 2012-03-00
Type: Journal Articles
Subjects: Research Universities,Land Grant Universities,Faculty Development,College Faculty,Reflection,Participant Satisfaction,Tenure,Institutional Characteristics,Role Conflict,Financial Support,Scholarship,Partnerships in Education,Organizational Change,Organizational Culture,Program Descriptions,Teacher Education Programs

This case study examines North Carolina State University's community-engaged scholarship faculty development program established in 2009-2010. Reflections by the program coordinators and participants reveal that the university's paradoxical identity as both a land-grant and a research institution has produced tensions in three areas: funding support; reappointment, promotion, and tenure policies; and faculty commitment. During the 2-year process of designing and implementing the program, the authors concluded that simultaneously holding an institutional identity as a land-grant university and as a research university creates a paradox that challenges the institutionalization of community-engaged scholarship on a campus. (Contains 2 tables.)
Community-Engaged Scholarship: Critical Junctures in Research, Practice, and Policy
Author: Wenger, Lisa
Date: 2012-03-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Educational Practices,Educational Policy,Educational Research,Partnerships in Education,Scholarship,Educational Opportunities,Values,Conflict,Educational Resources,Communities of Practice,Organizational Objectives,Conference Papers,Conferences (Gatherings),Change Strategies,Organizational Change,Outreach Programs,Learner Engagement

Community-engaged scholarship and community-academic partnerships are gaining momentum in higher education institutions. Federal research funding agencies in Canada have moved aggressively toward increasing support for community-engaged research and knowledge mobilization efforts. Yet there is a well-articulated disjuncture between calls for social relevance, knowledge translation and mobilization, community-based research, service-learning, and engagement more broadly; and the resources, structures, and policies in Canadian universities. In November 2010, the University of Guelph and Community-Campus Partnerships for Health convened national and international leaders from diverse organizational and disciplinary backgrounds to consider what is known about community-engaged scholarship in higher education and its implications for future research, practice, and policy. Participants identified conceptual challenges, values and tensions, opportunities for action, and resources to support community-engaged scholarship.