ethanporcaro/eric-fulltext-meta huggingface dataset:
Bit by Bit: How One Preschool Increased Its Natureness
Author: Crandell, Sunny
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Preschool Education,Outdoor Education,Physical Environment,Preschool Children,Summer Programs,Gardening,Environmental Education

Preschool teachers are becoming increasingly aware of the benefits of nature connection during early childhood, including the development of healthy bodies, social-emotional competency and eventual academic success (Sobel, 2015; Warden, 2012). However, for many preschools located in urban settings, the question isn't whether nature connection is important for young children -- the question is how to enable it? This article lays out an incremental approach to achieving nature connection for urban preschool teachers by telling the story of how one preschool -- the one I direct -- has approached the problem. The approach we took can be used in almost any preschool setting to increase nature connectedness. It is incremental, and takes time, but its impact can be transformative and lasting.
Physical Activity and Parental Attitudes and Beliefs of Children Attending a Nature Preschool
Author: Fyfe-Johnson, Amber L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Physical Activities,Parent Attitudes,Beliefs,Preschool Education,Environmental Education,Outdoor Education,Preschool Children,Institutional Characteristics,Behavior Problems,Child Behavior,Questionnaires,Screening Tests,Educational Benefits

Children who spend more time outdoors are more physically active and have fewer behavioral problems than those who spend less time outdoors. No studies to date have evaluated physical activity and behavioral outcomes in an exclusively outdoor nature preschool setting. The aim of this study was to examine differences in objectively measured physical activity and child behavior in children attending a nature preschool compared to waitlisted controls. This cross-sectional pilot study was conducted in Seattle, Washington, in 2016. Children were 3-5 years of age (n=33) at the time of enrollment; parents or primary caregivers completed assessments. Children in the intervention group were enrolled at the nature preschool. The comparison group included children that were either waitlisted at the nature preschool, or were participating in a 2-hour nature-based outdoor enrichment class at the same location once per week. All children wore Actigraph accelerometers to measure moderate-to-vigorous physical activity (MVPA; primary outcome) for 5 days; parents completed the Strengths and Difficulties Questionnaire to assess child behavior (secondary outcome). Children in the control group engaged in 16 more minutes/day of MVPA compared to children attending the nature preschool (113 minutes, SD=24; 97 minutes, SD=16, respectively). No differences were found in MVPA during preschool hours (9 am to 1 pm). Parents of children attending the nature preschool reported wanting their children to engage in more active outdoor playtime compared to controls (206 minutes, SD=136; 150 minutes, SD=87, respectively). Actual self-reported active outdoor playtime was also higher for nature preschool participants compared to controls (233 minutes, SD=61; 67 minutes, SD=52, respectively). Parents of nature preschool participants were more comfortable with lower temperatures (21 degrees F, SD=12) for their children to play outdoors than control families (30 degrees F, SD=19). In summary, both children attending more traditional childcare environments and nature preschools had high levels of MVPA and parents of children in nature preschools were more tolerant of colder conditions for outdoor play.
Challenging Hidden Assumptions in Language Teaching
Author: Cook, Vivian
Date: 2019-01-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Speech,Writing (Composition),Language of Instruction,Grammar,Language Proficiency

Much language teaching still depends on assumptions established in the nineteenth century, namely the priority of speech over writing, the maximal use of the target language in the classroom, the rejection of explicit explanation of grammar and the use of the native speaker as the role model for the student. None of these assumptions are supported by contemporary view of second language acquisition: written language has its own characteristics and functions; however much the first language is banned, it is still active in the students' minds; grammar is a central component of language learning, whether explicit or otherwise; students should aim to be successful second language users, not imitation of native speakers. The assumptions need then to be re-examined in the light of current ideas of second language learning.
Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review
Author: Gull, Carla
Date: 2019-00-00
Type: Journal Articles
Subjects: Definitions,Early Childhood Education,Outdoor Education,Play,Young Children,Creativity,Manipulative Materials

Loose parts is often an ambiguous term with different interpretations depending on the context. Using the search parameters, a scoping review was implemented to narrow down over 2,400 articles related to &quot;loose parts,&quot; &quot;early childhood,&quot; and &quot;outdoor classrooms&quot; to 15 articles for in-depth review. From the selected research, a definition of loose parts in this context was formulated, a list of loose parts was extrapolated and analyzed, and descriptor words of the theory were discussed. A more uniform definition of loose parts potentially allows for more diverse application and use of this theory.
Nature-Based Education and Kindergarten Readiness: Nature-Based and Traditional Preschoolers Are Equally Prepared for Kindergarten
Author: Cordiano, Tori S.
Date: 2019-00-00
Type: Journal Articles
Subjects: School Readiness,Kindergarten,Outdoor Education,Program Effectiveness,Physical Environment,Social Development,Emotional Development,Play,Academic Achievement,Educational Environment,Preschool Children,Interpersonal Competence,Child Behavior,Teacher Attitudes,Parent Attitudes,Conventional Instruction,Private Schools,Suburban Schools

Time spent outdoors benefits children's physical, social and psychological development, although children today spend far less time outdoors than children of previous generations. The nature-based school initiative has grown in popularity as a means of increasing children's connection with nature and harnessing its benefits for their educational development. The current study is one of the first to quantitatively compare a traditional and a nature-based pre-primary program at the same school. Using a multi-method approach, this study aimed to better understand the relationships between learning environment and important developmental variables, including social interaction, play, behavior, school enjoyment and nature appreciation. Results indicate that both groups are equally prepared for kindergarten with regard to social-emotional, academic and pretend play skills.
Linguistic Theory-Based Research as Core Discipline in Second Language Acquisition Studies
Author: Wakabayashi, Shigenori
Date: 2019-07-00
Type: Journal Articles
Subjects: Linguistic Theory,Language Research,Second Language Learning,Morphemes,Grammar,Language Usage,English,English (Second Language),Phrase Structure,Linguistic Input,Personality Traits,Learning Motivation,Learning Strategies,Student Behavior,Learning Activities,Second Language Instruction

This paper presents an argument for how second language acquisition (SLA) research should be carried out if a researcher is genuinely interested in learner grammar (i.e., knowledge of language), its acquisition and use. SLA research has expanded greatly over many years and currently spans many subfields, but researchers share one main goal: to describe and explain second language learners' knowledge and behavior in a broad sense. After presenting important insights from Doughty and Long (2003), who discuss relations between SLA research and language teaching, we divide these subfields into three areas following Wakabayashi (2003) and contend that investigating learners' linguistic systems is the core area of SLA research. We will illustrate the importance of linguistic theory-based research with data concerning 3rd person singular -s in English. It will be argued that SLA studies need a rigorous descriptive tool (i.e., a theoretical framework) to describe and explain the system underlying learners' behavior in their use of second languages.
The Effect of Integration of a Blended Learning and Extensive Reading Instructional Model on Thai EFL Undergraduate Students&apos; Learner Autonomy
Author: Chanthap, Naruethai
Date: 2019-07-00
Type: Journal Articles
Subjects: Blended Learning,Personal Autonomy,Undergraduate Students,Instructional Effectiveness,Reading Instruction,Public Colleges,English (Second Language),Reading Material Selection,Foreign Countries,Student Interests,Synchronous Communication,Electronic Learning,Reading Strategies,Student Improvement,Self Management,Reading Comprehension,Self Evaluation (Individuals)

To be able to read well as well as to manage one's own reading is important because it leads to the development of learner autonomy, which is necessary for learners in the 21st century. The present study investigates the effects of integration of a blended learning and extensive reading instructional model on Thai EFL undergraduate students' learner autonomy. This study employed a one-group, pre-test post-test design to collect quantitative data supplemented by the qualitative data from semi-structured interviews. The sample consisted of forty English major students who enrolled in the Reading for Text Interpretation Course at a public university in Suratthani, Thailand. The research instruments included the learner autonomy questionnaire and the learner autonomy interview protocol. The findings revealed that learner autonomy increased with statistical significance after the treatment. Based on the findings, it could be concluded that integration of a blended learning and extensive reading instructional model could be effectively implemented to promote learner autonomy of EFL students.
Patterns of the &apos;Current Relevance&apos; Meaning of the Present Perfect in Real Use and Textbooks: A Corpus-Driven Perspective
Author: Chareonkul, Chanakarn
Date: 2019-01-00
Type: Journal Articles
Subjects: Computational Linguistics,Morphemes,Grammar,Textbooks,Content Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Language Patterns,Material Development,Teaching Methods,Foreign Countries

The present study adopts a corpus-driven perspective to an analysis of the 'current relevance' meaning, a central meaning of the present perfect, in general and textbook corpora. The term 'current relevance' refers to a meaning of the present perfect, in which a past action or event is shown to be connected with the present time in some ways. The relevance to the present, however, is in many cases implicit (Downing &amp; Locke, 2006). This might pose a problem to EFL learners as they may fail to see the link between actions in the past and in the present time and hence use other tenses in English, e.g. the past simple tense or the present simple tense, instead of the present perfect. Adopting a corpus-linguistic perspective, which highlights the pattern-meaning relationship, the present study examines two English general corpora, BE2006 and AME2006, to explore if the 'current relevance' meaning of the present perfect can be realized on textual surface. The analysis suggests that the meaning under study can be expressed textually in four patterns: (1) 'completion', (2) 'cause-effect', (3) 'purpose', and (4) 'sequences of action'. These formal categories are then explored in an investigation of English language textbook samples in Thailand. The comparison between patterns found in the general and textbook corpora reveals that the four textual patterns are shared by both corpora but with different ratios. That is, the pattern 'completion' is found to occur more frequently in the sampled textbooks while the patterns 'purpose' and 'cause-effect' show a significantly lower frequency than that in the general corpora. The study offers a new light on the description of the present perfect's central meaning 'current relevance' in terms of the pattern-meaning relationship and also provides pedagogical implications for development of textbooks and teaching materials.
Seeing the Forest and the Trees: A Historical and Conceptual Look at Danish Forest Schools
Author: Dean, Stephanie
Date: 2019-00-00
Type: Journal Articles
Subjects: Forestry,Teaching Methods,Outdoor Education,Educational Philosophy,Early Childhood Education,Educational History,Cultural Context,Foreign Countries,Child Development,Holistic Approach

This narrative review examines the history and future implications of Forest School, a pedagogical approach to early years outdoor education. Forest School is considered a philosophical perspective towards learning outdoors that values holistic development. There are numerous benefits to Forest School and the opportunities that it presents for young children to learn within a natural environment and to engage with nature. Due to the significance of a region's culture and history, the consideration of education and outdoor learning differs greatly depending on the geographical context. The theory of social constructionism allows for a more precise analysis of Forest School's history as it developed first in Scandinavia, then in the United Kingdom and North America. Forest School is a relatively new phenomenon within the realm of outdoor education that has taken on unique characteristics unique to the cultural setting. Forest School is becoming popular, yet more research is needed to understand the complexities of standardization and Forest School's application within distinct cultures.
Innovative Use of English Language Teaching as an International Language in Graduate Studies in Thai Universities
Author: Wongsothorn, Achara
Date: 2019-07-00
Type: Journal Articles
Subjects: English Instruction,Graduate Study,Universities,Educational Media,English (Second Language),Teaching Methods,Guidelines,Experienced Teachers,College Faculty,Doctoral Students,Foreign Countries,Teacher Attitudes,Printed Materials,Global Approach,Educational Indicators,Educational Technology,Educational Innovation,Curriculum Development

&quot;Innovative use of English language teaching as an international language in graduate studies in Thai universities&quot; is a mixed method proactive and responsive action research study exploring learning management in teaching English as an International Language (EIL). The research has 3 objectives: (1) to study the opinions on the use of media in teaching EIL at the graduate level, (2) to set indicators of how to use the media in teaching graduate level EIL, and (3) to find guidelines for developing instructional media and media innovation guides for EIL at graduate level. The 3 sample groups consist of (1) 25 experts in EIL who have been teaching English as an international language for not less than 15 years, (2) 65 Thai university teachers of EIL and (3) 9 doctoral degree EIL students at Suan Sunandha Rajabhat University. Research instruments consist of 3 sets of questionnaires for rating and ranking of EIL methods and innovations, and questions for in-depth interviews. Data analyses are frequency count, percentage, mean and standard deviation, and ranking with in-depth interview, observation, and content analysis. The research results are: (1) Thai and foreign language teaching experts are of the opinion that the EIL method should be Pragmatics, Global, Communicative, and teaching content should be Pragmatic employing Negotiation of meaning; the use of print media ranks the highest, and final exams are for student learning evaluation; (2) 84% of the respondents agree that English language teaching should be relevant to the content/CLIL and language interaction activities. Printed texts are used most, followed by portable mobile learning device and digital media. Media innovation guides should include standards and indictors which are operationally defined for teachers, personnel, and students.
Issues on Assessment Using CEFR in the Region
Author: Foley, J. A.
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Standards,Second Language Learning,English (Second Language),Language Tests,Scores,Language Proficiency

This paper first discusses the Common European Framework of Reference Languages: Learning, teaching and assessment CEFR 2001 and the revisions to this framework in CEFR 2018. It then looks at the Frameworks of Reference for English Language Education in Thailand, Japan, Vietnam, Malaysia and China which are based on CEFR. The main purpose of this study is to highlight the potential issues that need to be addressed including international forms of assessment such as TOEFL, IELTS, TOEIC and how the rating in CEFR can be compared to the scores obtained in these high-stake standardized tests of language proficiency. The indications are that using the same proficiency scales as the basis for rating scale criteria may lead to perceived equivalence but does not necessarily lead to a greater comparability of shared criteria. The implications from a number of studies are that different tests use similar criteria that are based on the same descriptors, but the comparability is only assumed.
Thinking Skills in Practice: A Case Study of an English Curriculum at a Thai University
Author: Kanokpermpoon, Monthon
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Thinking Skills,Critical Thinking,21st Century Skills,English (Second Language),College Second Language Programs,Taxonomy,Active Learning,Universities,Textbooks,Introductory Courses

Critical thinking is an important 21st century learning skill. In practice, how it is integrated into the curriculum is still in question, especially in a language curriculum, where its aim is to develop learners' proficiency. In the context of Thailand, educational reform has led to a revised curriculum and Thai universities have responded to this. In one such university, a case study analysed a language curriculum and learning materials to determine the extent to which thinking skills were infused within them. The theoretical frameworks used in the analysis were the revised Bloom's taxonomy and an active learning model. Low-level thinking skills were found to be dominant factors in the language curriculum when the revised Bloom's taxonomy was used. However, active learning was seen to promote higher order thinking in the language curriculum. The suggested way to integrate thinking within the language curriculum is thus to embed a thinking skills framework and active learning in the curriculum design and learning materials.
Concepts for Teaching Speaking in the English Language Classroom
Author: Burns, Anne
Date: 2019-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Speech Instruction,Teaching Models,Speech Skills

Systematically and explicitly addressing the teaching of speaking is an aspect of English language teaching that is often underestimated. While teachers may be presenting various speaking activities in the classroom, such activities may amount to 'doing speaking' rather than 'teaching speaking'. In this article, I argue that being a competent teacher of speaking involves understanding the 'combinatorial' nature of speaking, which includes the linguistic and discoursal features of speech, the core speaking skills that enable speakers to process and produce speech, and the communication strategies for managing and maintaining spoken interactions. The article concludes by presenting a 'teaching-speaking cycle' (Goh and Burns, 2012) that teachers can use to plan tasks and activities that explicitly address these aspects of speaking and that scaffold student learning.
Shadow Education in Thailand: A Case Study of Thai English Tutors&apos; Perspectives towards the Roles of Private Supplementary Tutoring in Improving English Language Skills
Author: Saengboon, Saksit
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),English Teachers,Tutors,Private Education,Teacher Attitudes,Tutoring,Language Skills,Second Language Instruction,Role of Education,Educational Policy,Success,Failure,Learning Motivation

Shadow education, particularly tutorial schools, is a familiar yet under-studied educational phenomenon in Thai society. This exploratory qualitative case study aimed at gaining a better understanding of English tutorial schools through the lens of tutors. Specifically, two tutors in Bangkok, Thailand were selected via purposive sampling. Two rounds of interviews were conducted: 1) focus group and 2) individual. Key themes emerged from the two rounds of interviews, namely challenges in providing tutorial courses, tutorial schools and Thai society, the importance of motivation, tutorials and English teaching, success and failure in tutoring and English language teaching policy. Concluding remarks suggested that shadow education, in this case private supplementary tutoring, has a potential to improve English language skills of Thais through its motivating force and that dichotomous thinking about key components of English language teaching e.g., to teach or not to teach grammar; English native speaking vs. non-native speaking teachers should be avoided.
Intelligibility of English in Thai Street Food Menus Perceived by East Asian Tourists
Author: Srisongka, Naridtiphol
Date: 2019-07-00
Type: Journal Articles
Subjects: English (Second Language),Language Variation,Foreign Countries,Tourism,Asians,Food,Reading Comprehension,Grammar,Translation

This research aims to determine the intelligibility of Thai English used by local vendors on street food menus for East Asian tourists. To achieve the primary goal, the characteristics of Thai English used in dishes on street food menus, including Moo Nam Tok (Spicy sliced pork salad), Pad Thai (Thai-style stir-fried noodles), Khao Pad (Fried rice), Som Tam (Papaya salad), and Tom Yam Kung (Hot and sour lemongrass soup with shrimps), were collected from five famous street food areas, namely, Chinatown, Old Town, Sukhumvit, Silom and Sathorn, and Saphan Lueng. The research made use of Ngampramuan's (2016) framework that divides Thai English features into two types: grammatical features and lexico-semantic features. Then, these characteristics were applied in the survey asking 100 Chinese, Japanese, and South Korean tourists to determine the extent of the intelligibility. The findings revealed that the grammatical features had higher intelligibility mean score, while lexico-semantic features had lower intelligibility mean score. This implies that Thai English with grammatical features on street food menus are easier to understand than lexico-semantic features.