ethanporcaro/eric-fulltext-meta huggingface dataset:
My Classroom: Philippines
Author: Santoro, Cerise
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Profiles,English (Second Language),Second Language Instruction,Teaching Methods,Creative Teaching,Classroom Environment,Space Utilization,Culturally Relevant Education,Student Motivation,Elementary School Teachers,Educational Technology,Online Courses,Large Group Instruction,Teacher Education

In his first teaching assignment, as a fifth-grade English teacher, Edgar Manaran had only 20 desks for 48 students. Yet he was able to apply productive classroom strategies throughout his 25-hour teaching week. Some of his students sat on plastic chairs due to the shortage of desks, but that did not change the dynamic of Mr. Manaran's classes. He realized that the constant changing of seating arrangements increased the chance for students to interact with one another. This article profiles the two teaching contexts in which Edgar Manaran has taught English by using creativity, dedication, and perseverance to overcome unique challenges and meet the needs of his students.
Whose Voice Matters? LEARNERS
Author: Bansilal, Sarah
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Mathematics Skills,Student Evaluation,Feedback (Response),Secondary School Students,Grade 9,Student Attitudes,Focus Groups,Journal Writing,Observation,Self Esteem,Learning Motivation,Teacher Role,Qualitative Research,Case Studies,Interviews

International and national mathematics studies have revealed the poor mathematics skills of South African learners. An essential tool that can be used to improve learners' mathematical skills is for educators to use effective feedback. Our purpose in this study was to elicit learners' understanding and expectations of teacher assessment feedback. The study was conducted with five Grade 9 mathematics learners. Data were generated from one group interview, seven journal entries by each learner, video-taped classroom observations and researcher field notes. The study revealed that the learners have insightful perceptions of the concept of educator feedback. While some learners viewed educator feedback as a tool to probe their understanding, others viewed it as a mechanism to get the educator's point of view. A significant finding of the study was that learners viewed educator assessment feedback as instrumental in building or breaking their self-confidence.
Teaching Students How to Write a Description with Photos
Author: Chong, Ivan
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Instruction,Teaching Methods,Photography,Diaries,Learning Activities,Educational Technology,Technology Uses in Education,Writing Assignments,Prewriting,English (Second Language),Second Language Instruction

In writing instruction, teachers often struggle with developing engaging and interactive activities given constraints such as large classes and packed teaching schedules. A purposeful and appealing pre-task can energize the writing process and set the context for the subsequent writing task. With this purpose in mind, the author designed the activity presented in this article as a pre-task for teaching students to write descriptions for a photo diary--a diary that includes or is based on photos. This Teaching Technique explains what the author describes as a pre-task for teaching students to write descriptively about a photo diary that students create themselves.
Making Sense of Alternative Assessment in a Qualitative Evaluation System
Author: Rojas Serrano, Javier
Date: 2017-00-00
Type: Journal Articles
Subjects: Alternative Assessment,Qualitative Research,Evaluation Methods,Student Experience,Student Surveys,College Second Language Programs,English (Second Language),Beliefs,Journal Writing,Self Evaluation (Individuals),Interviews,Educational Change,Foreign Countries,Statistical Analysis

In a Colombian private English institution, a qualitative evaluation system has been incorporated. This type of evaluation poses challenges to students who have never been evaluated through a system that eliminates exams or quizzes and, as a consequence, these students have to start making sense of it. This study explores the way students face the new qualitative evaluation system and their views on alternative assessment as a way to help them make headway with their English learning process.
The Crucial Role of Educational Stakeholders in the Appropriation of Foreign Language Education Policies: A Case Study
Author: Peláez, Oscar
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Analysis,Case Studies,Educational Change,Second Language Instruction,Second Language Learning,Foreign Countries,Rural Areas,Stakeholders,Role,Interviews,Administrator Attitudes,Teacher Attitudes,English (Second Language),School Business Relationship,Economic Development,Elementary Secondary Education,Qualitative Research

Drawing on the concept of policy appropriation, this study investigates how different education stakeholders in a rural region of Colombia perceive foreign language education policies, and how these perceptions shape the way they recreate these reforms at the ground level. Contributing to the field of language policy analysis in Colombia and abroad, findings in this study not only provide knowledge on foreign language policymaking processes in rural areas in Colombia, but also shed light on the active role played by different stakeholders in the continuous recreation and appropriation of language education reforms.
Using Percussion to Teach English Pronunciation
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Pronunciation,Syllables,Kinesthetic Methods,Language Rhythm,Pictorial Stimuli,Manipulative Materials,English (Second Language),Second Language Instruction

This document presents a step-by-step description of an activity that demonstrates how learners at all levels and all ages can use percussion and percussion instruments to support their learning of English pronunciation.
Cell Phones for Low-Resource Environments
Author: Chiverton, Scott
Date: 2017-00-00
Type: Journal Articles
Subjects: Telecommunications,Cost Effectiveness,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Learning Activities,Program Descriptions,Photography

Those of us in North America, Europe, many parts of Central and South America, and eastern Asia live in a digital world, and there has been ongoing debate about technology and learning. In other parts of the world, such as the African continent and much of central and south central Asia, there is evidence of a digital invasion, but it is still not complete. However, one part of twenty-first-century technology that has infiltrated nearly every corner of the world is the cell phone. After discussing the use of cell phones as an efficient and low-cost tool in business and educational contexts, the article illustrates several cell phone activities that supplement and enhance English language learning in the classroom. The article also discusses obstacles to using cell phones in class.
The Effects of Teacher Professional Development on Rural Students' Lexical Inferencing Skills
Author: Collins, Ginger G.
Date: 2016-09-00
Type: Journal Articles
Subjects: Faculty Development,Special Education,Inferences,Rural Areas,At Risk Students,Error Patterns,Vocabulary Development,Teaching Methods,Consultation Programs,Speech Language Pathology,Internet,Skill Development,Elementary School Teachers,Elementary School Students,Grade 4,Response to Intervention,Socioeconomic Status,Profiles,Control Groups,Experimental Groups,Comparative Analysis,Statistical Analysis,Knowledge Base for Teaching

Rural students are at risk for vocabulary underdevelopment and often have less access to educational resources. The purpose of this investigation was to examine the effectiveness of an Internet-based Speech/Language Pathologist (SLP)-teacher consultation to support rural teachers' vocabulary instruction to improve their students' lexical inferencing skills. The investigators probed rural fourth-graders' lexical inferencing skills three times throughout a semester. The experimental group's teachers participated in SLP-teacher consultation, while the control group's teachers did not. Although both groups demonstrated increases in lexical inferencing skills, there were significant differences in the groups' error patterns. Clinical implications of these findings are discussed.
A Comparison of Three Opportunity-to-Respond Strategies on the Academic Engaged Time among High School Students Who Present Challenging Behavior
Author: Adamson, Reesha M.
Date: 2017-02-00
Type: Journal Articles
Subjects: Student Behavior,Behavior Problems,High School Students,Comparative Analysis,Teacher Student Relationship,Peer Teaching,Disabilities,Academic Achievement,Intervention,Attention Deficit Hyperactivity Disorder,Behavior Patterns,Student Reaction,Mathematics Instruction,Mathematics Teachers,Secondary School Mathematics,Regular and Special Education Relationship,Special Education,Tutoring,Learner Engagement,Observation

A single subject alternating treatment design across three student-teacher dyads was used to investigate the comparative impact on student academic engaged time of three opportunity-to-respond (OTR) strategies: guided notes, class-wide peer tutoring, and response cards. Participants were three high school students with disabilities with noted behavioral concerns and poor academic performance within mathematics general education courses. Results indicated all OTR interventions were effective in improving percentage of academic engaged time and reducing behavioral disruptions. Using visual analysis and an additional replication phase, response cards proved to the most efficacious in improving student outcomes. Implications for the existing knowledge base on the efficacy of OTR as well as future research within high school settings are discussed.
Poverty and Brain Development in Children: Implications for Learning
Author: Dike, Victor E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Poverty,Brain,Child Development,Developmental Psychology,Academic Achievement,Cognitive Development,Children,Neurosciences,Learning Processes,Elementary Secondary Education,Literature Reviews

Debates on the effect of poverty on brain development in children and its implications for learning have been raging for decades. Research suggests that poverty affects brain development in children and that the implications for learning are more compelling today given the attention the issue has attracted. For instance, studies in the fields of cognitive neuroscience, educational neuroscience, and developmental psychology have shown that living in poverty may indeed change how the brain grows and develops and may have implications for learning through adulthood and professional opportunities. This paper argues that living in poverty may put pre-school and school-aged children at health risks and behavioral problems in the classroom as it upsets brain development. Drawing from available pertinent literature, this paper will through descriptive design and in-depth analysis identify areas of the brain affected by poverty, implications for learning, and recommend possible ways teachers can apply their knowledge of the brain in the classroom to ameliorate the challenges faced by children living in poverty.
Relationship between Levels of Student Alienation and Hemsehrilik Attitudes of University Students: A Study on Kyrgyz-Turkish Manas University Students
Author: Öksüz, Yücel
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,College Students,Alienation,Student Attitudes,Statistical Analysis,Attitude Measures,Social Class,Place of Residence,Gender Differences,Family Size,Measures (Individuals),Foreign Countries,Comparative Analysis,Social Isolation

This research is aimed to reveal the relationships between students' alienation levels and their &quot;hemsehrilik&quot; attitudes. However, it is examined whether students' alienation levels and &quot;hemsehrilik&quot; attitudes differentiated with regards to various variables as gender, class, the number of sibling and parents' home city in this research. The research was prepared at relational screening model. It was attended to 300 university students who studied at Kyrgyz Turkish Manas University in 2015-2016 academic year in spring term. Data were collected through &quot;Student Alienation Scale&quot; developed by Çaglar and &quot;University Students of Hemsehrilik Attitude Scale&quot; developed by Öksüz. The analysis of data were used to mean, standard deviation, frequency and percentage as well as independent samples of t test, one-way ANOVA and correlation analysis. It was found that university students' alienation levels were affected by class and parents' home city. Also, students' hemsehrilik attitudes were affected by gender, parents' home city and the number of siblings. However, it was not found a significant relation between students' alienation level and &quot;hemsehrilik&quot; attitude.
An Investigation of Forcibly Migrated Syrian Refugee Students at Turkish Public Schools
Author: Tösten, Rasim
Date: 2017-00-00
Type: Journal Articles
Subjects: Migration,Refugees,Foreign Countries,Public Schools,Semi Structured Interviews,Phenomenology,Posttraumatic Stress Disorder,Teacher Student Relationship,Elementary School Teachers,Elementary School Students,Student Problems,Readiness,Decision Making,Teacher Participation,Student Evaluation,Parent Attitudes,Teacher Attitudes,Teacher Expectations of Students,Educational Practices

This study is a descriptive phenomenological research that aims to reveal Syrian refugee children' experiences within formal public schools in Turkey. The data was collected through semi-structured interviews from 28 teachers who teach these refugee Syrian students. Results show that the students are under the effect of post-traumatic stress disorders, they have problems understanding and communicating the content in class, there are issues stemming from overcrowded classes, teachers have not been involved in decision-making processes regarding these students, there does not seem to be an reliable effort to increase teachers' capacities to better deal with these students, nor are they effectively informed about refugee students. The study also presents discussion related to integration of refugee students into mainstream classes, lack of an effective system to address issues, and some suggestions for policy making in the case of refugee students.
Analyzing the Reading Skills and Visual Perception Levels of First Grade Students
Author: Çayir, Aybala
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Skills,Reading Instruction,Visual Perception,Grade 1,Foreign Countries,Reading Rate,Correlation,Reading Comprehension,Reading Processes,Elementary School Students,Reading Ability,Reading Difficulties,Error Patterns,Emergent Literacy,Early Reading

The purpose of this study was to analyze primary school first grade students' reading levels and correlate their visual perception skills. For this purpose, students' reading speed, reading comprehension and reading errors were determined using The Informal Reading Inventory. Students' visual perception levels were also analyzed using Beery-Buktenica Developmental Visual Motor Coordination Test. Results have shown that most of the students were in the anxiety (poor) level (75%) and the rest of the children were in the instructional level (25%). It has been found that instructional level first grade students had better scores in reading speed, reading comprehension, and reading errors. They also had significantly (p&lt;0.01) better scores on the visual perception test. The Pearson correlation test also indicated that there is a positive relation between visual perception skills (visual perception and visual motor coordination) and reading levels. It has been suggested that students' visual perception skills should be supported for successful reading processes.
Activities at Early Childhood Centers in Ghana: Observations of Early Childhood Teacher-Trainees
Author: Abdulai, Ahmed
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Teaching Methods,Educational Environment,Prior Learning,Parent Participation,Preschool Curriculum,Statistical Analysis,Preschool Teachers,Student Attitudes,Internship Programs,Check Lists,Educational Facilities

This study looked at activities at early childhood education centers in Ghana in the areas of; nature and use of curriculum, environmental conditions, pedagogical practices, and the nature and use of assessment. Using the quantitative research approach, 136 final year early childhood teacher-trainees engaged in teacher-internship practice in the 10 regions of Ghana administered a researcher designed observation checklist to a number of early childhood centers in the country. Findings that emerged were that participants were fairly satisfied with teaching and learning conditions at the different early childhood centers they visited, and that the curriculum used at the centers were relevant, meaningful, and based on learner's prior experiences. The early childhood environment was described as one that enhanced teaching and learning. Pedagogical practices as seen by participants was one that promotes learning, and also assessment tools were described as encouraging and appropriate. Despite this encouraging information presented by participants, shortfalls such as a one-fit-all curriculum, learners not allowed to learn at their own pace, lack of space for private learning at classrooms, as well as lack of parental involvement in evaluating assessment data also emerged in the findings. Based on these, the study provides a number of recommendations of which include the need for flexible curriculum to carry on board all learners, the need for training for educators in the area of manipulating the curriculum to meet individual learner needs, and also a rethink of early childhood classroom architectural design to accommodate the learning needs of all levels of learners.
Multi-Engagement, Learning Approach and Student Learning Outcomes: Evidence from Taiwanese Private University
Author: Peng, Michael Yao-Ping
Date: 2017-00-00
Type: Journal Articles
Subjects: Economic Development,Outcomes of Education,Educational Opportunities,Foreign Countries,Hierarchical Linear Modeling,Teaching Methods,Private Colleges,Correlation,Competition,Academic Standards,Difficulty Level,Cognitive Style,Learner Engagement,College Students,Questionnaires,Educational Quality,Higher Education,Structural Equation Models,Statistical Analysis

Higher education plays a key role in national economic development. According to statistics from the Ministry of Education (MOE), there were 166 higher education institutions (HEIs) in Taiwan in 2014. This form of mass education provides more educational opportunities for students, but also causes problems like low teaching quality and competitiveness which decrease students' learning outcomes. Using multilevel models, this study examined the strength of the association between student engagement and the development of student learning outcome based on data from 1,226 students. This study examined how learning and institutional scales contribute to the narrative on academic rigor at a medium, private teaching institution. The results indicate that a specific type of engagement is linked to a particular learning outcome, which means that not every engagement type has an equal impact thereon.
Development of the Artistic Supervision Model Scale (ASMS)
Author: Kapusuzoglu, Saduman
Date: 2017-00-00
Type: Journal Articles
Subjects: Supervision,Foreign Countries,Factor Analysis,Elementary School Teachers,Secondary School Teachers,Causal Models,Goodness of Fit,Item Analysis

The purpose of the study is to develop the Artistic Supervision Model Scale in accordance with the perception of inspectors and the elementary and secondary school teachers on artistic supervision. The lack of a measuring instrument related to the model of artistic supervision in the field of literature reveals the necessity of such study. 290 teachers working in 14 public elementary and secondary schools in Bolu province and 179 educational inspectors working in 17 provinces participated in the study. In order to verify the scale, exploratory factor analysis and confirmatory factor analysis were conducted. For the reliability of the scale, internal consistency and item analysis were calculated. SPSS 18.00 and Lisrel 8.7 package programs were used for the data analysis. The analysis of the data revealed that it is a reliable scale made up of four dimensions and has a very good adaptation value. The dimensions involved in the scale are called as philosophy of artistic inspection, teaching as an art, assessment activities for artistic approach, and educational specialty task for the inspector.
TeenACE for Science: Using Multimedia Tools and Scaffolds to Support Writing
Author: Hitchcock, Caryl H.
Date: 2016-06-00
Type: Journal Articles
Subjects: Multimedia Materials,Multimedia Instruction,Scaffolding (Teaching Technique),Intervention,Science Education,Expository Writing,Writing Skills,Middle School Students,Content Area Writing,Mixed Methods Research,Pretests Posttests,Curriculum Based Assessment,Focus Groups,Inclusion,Teacher Surveys,Access to Education,Teaching Methods,Instructional Effectiveness,Achievement Gains,Achievement Tests,Rural Schools,Rural Education,Common Core State Standards,Workshops

TeenACE for Science (TAS) is a writing intervention that combines components of Multimedia Technology, Universal Design for Learning (UDL), and Self-Regulated Strategy Development (SRSD) to help students develop expository writing skills in science. This developmental study examined the effect of the TAS intervention with two groups of culturally and linguistically diverse middle school students. Forty-six students in two classrooms that included general and special education students participated in a 12-week intervention during which they wrote multiple science reports. Students used the multimodal features of a productivity software (PowerPoint) to organize pictures and headings, take notes on a cognitive map, type in text, and record their voices narrating what they had written. This mixed methods study utilized pre-post tests and curriculum-based measures to examine quantitative changes. Qualitative measures included surveys and focus groups. Pre-post test results showed that students scored significantly higher on two Woodcock Johnson III subtests (Writing Fluency and Writing Samples) though no significant change was noted on the Editing subtest. Teachers rated the intervention as relevant, useful, and high quality; they reported continued use of the same protocol at a 1-year follow-up.