ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Relationship between Learning Motivation and L2 WTC in an EFL Classroom among Thai EFL Learners
Author: Ma, Xingxing
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Learning Motivation,Communication (Thought Transfer),Correlation,College Students,Student Attitudes,Gender Differences,Predictor Variables,Teaching Methods,Teacher Student Relationship,Foreign Countries,Nonmajors,English for Academic Purposes

The present study investigates the relationship between university learners' English learning motivation and their willingness to communicate in English (L2 WTC) in EFL classroom under the big environment of Thailand joining the AEC (ASEAN Economic Community). By applying mixed methods, data is collected and the findings can be summarized as follows. Firstly, the university learners including males and females all have high motivation towards English learning, especially with higher instrumental motivation. Besides, the university learners in total have intermediate level on their willingness to communicate in English in EFL classrooms without significant gender difference. More than 50% of students are more willing to communicate in English with friends than with teachers for they believe that friends are easier to communicate and understand. Thirdly, university learners' English learning motivation has strong positively correlation with their L2 WTC. In English learning motivation, instrumental motivation has stronger positively correlation with their L2 WTC than integrative counterpart and is better predictor of students' L2 WTC in EFL classroom. These findings have implications for teachers teaching English in EFL context who should take the big environment in society and their distance with students into account, and shed some lights on the research of L2 WTC in the future.
The Chronicles of the Renaissance Group
Author: Giovannetti, Michael J.
Date: 2012-08-00
Type: Journal Articles
Subjects: Teacher Education,Consortia,Educational Change,Institutional Characteristics,Oral History,Institutional Mission,Educational Improvement,National Organizations

The Renaissance was a cultural movement initiated in Florence, Italy, during the late Middle Ages and later spread to the rest of Europe, focusing on the improvement of various disciplines through a revival of ideas from antiquity. The influence of the Renaissance movement affected art, literature, philosophy, politics, science, religion, and other aspects of intellectual inquiry. What does the Renaissance movement of fourteenth century Italy have to do with The Renaissance Group (TRG) of 21st America? The times and places may be very different, but as we review TRG's contributions to teacher education from the 1980s to the present (a time during which The Renaissance Group laid a strong foundation to shape this national consortium of colleges, universities and professional organizations) we may discover more similarities between the two than imagined.
Math and Science Teacher Candidates&apos; Use of Technology to Facilitate Teaching and Learning during Student Teaching
Author: Tassell, Janet
Date: 2013-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Science Teachers,Technology Uses in Education,Mathematics Instruction,Science Instruction,Educational Technology,Elementary Secondary Education,Teaching Methods,Planning

The goal of this study is to determine how effectively student teachers from a large comprehensive institution have used technology to complement their teaching in mathematics and science. The researchers reviewed the required Teacher Work Sample (TWS) capstone projects of student teachers. The TWS is an assessment instrument designed to guide student teachers in designing, implementing, reviewing, and adjusting instruction. Student teachers document in the TWS narratives their use of technology, and this use was compared to the &quot;2008 U.S. Department of Education (USDE): Measures of Teacher and Student Technology Use.&quot; Data gathered in the study revealed both strengths and weaknesses regarding the student teachers' use of technology to enhance their teaching goals. Implications are derived about effective use of technology by mathematics and science teacher candidate preparation.
Identifying Core Learning Needs for English for Nursing Purposes
Author: Chien, Chi-ying
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Nursing Education,Majors (Students),Vocabulary Development,Foreign Countries,Comparative Analysis,Student Attitudes,Work Environment,Medical Services,English for Special Purposes,Educational Needs,Teaching Methods

The purpose of this study is to explore the core learning needs being met from English exercises that are most helpful for Taiwanese nursing preprofessionals and in-service full-time nurses. The study focuses on the learning exercises that are most useful in the workplace, lists the five exercises used most and least frequently in school, compares exercises in terms of different proficiency levels, and refines the most important training components as common core learning needs for preprofessionals and in-service nurses. Subjects were randomly selected, and 60 female nursing majors were surveyed in a questionnaire about 18 learning exercises most teachers use in the classroom. Data was interpreted using a one-way analysis of variance. Then an a posteriori comparison was performed for those items reaching significance to gather advanced information on where the significance originates from. Based on the findings, the following common core learning needs have been identified: cultural notes for nursing, building medical vocabulary, and short expressions and medical information. The intended result of this study is to apply general English exercises such as vocabulary introduction, sentence patterns, and situational expressions to English for medical purposes exercises such as cultural notes for nursing, improving medical vocabulary, and reading medical journals for the benefit of both English for nursing purposes teachers and learners.
Implicit Demonstrative Reference with Reference to English Arabic Translation: The Case of Harry Potter and The Prisoner of Azkaban Novel
Author: Alhinnawi, Arwa N. T.
Date: 2019-00-00
Type: Journal Articles
Subjects: English Literature,Translation,Semitic Languages,Sentence Structure,English (Second Language),Form Classes (Languages),Language Research,Novels

The present study aims at exploring the way in which English implicit demonstrative reference is rendered into Arabic through analyzing a number of sentences in the novel &quot;Harry Potter and the Prisoner of Azkaban,&quot; written by J. K. Rowling (2010), and its Arabic translated version by Ahmad Hassan Mohammed (2010). The scrutiny of the English implicit demonstrative reference shows that it can be translated into Arabic, whether implicitly or explicitly. This procedure is determined by the entailment of the demonstrative reference, whether it is clear and comprehensible, or unclear and incomprehensible. Also, the study has revealed that literal translation and formal equivalence present themselves as valid options in translating the English implicit demonstrative reference into Arabic. Recommendations of the study are stated at the end of the present research paper.
Tracing a Journey of Curriculum Redesign in Education: Are We There Yet?
Author: Britt, Judy
Date: 2013-06-00
Type: Journal Articles
Subjects: Curriculum Design,Early Childhood Teachers,Teacher Education Programs,Elementary School Teachers,Preservice Teachers,Educational Improvement,College Faculty,Liberal Arts,Departments,Partnerships in Education,Teacher Certification,Alignment (Education),Federal Aid,Grants,Teacher Effectiveness,Student Needs,Pedagogical Content Knowledge,Student Diversity,Young Children,Professional Associations,Program Implementation,Academic Standards

The phrase &quot;Are we there yet?&quot; is used by travelers, often children who pose the question to gauge the distance and time remaining in a trip. How far have we traveled? How much longer will it be until we arrive at our destination? This article describes curriculum redesign for our early childhood and elementary education programs at Winthrop University in South Carolina. The details of this journey offer a roadmap of the program revision process that we encountered in our efforts to work toward continuous improvement in teacher education. By working with program faculty from within our college as well as faculty from the College of Arts and Sciences we accomplished our goals for curriculum redesign. As we enter the final phase of this 2-year endeavor, our writing documents the process that we encountered to achieve this goal.
Enhancing EFL Students&apos; English Competency through Drama: A Case Study in a Primary School in China
Author: Yuanyuan, Chen
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Proficiency,Drama,English (Second Language),Second Language Learning,Elementary School Students,Teaching Methods,Foreign Countries,Grade 6,Second Language Instruction,Student Attitudes

Drama courses are widely set up in K-12 education in Western countries, and drama in education promotes both language acquisition and drama acting in the West. Therefore, in the current K-12 education curriculum in China, the practice of offering English drama courses is in line with the needs of students' core competencies development. Drawing on the participants' interview narratives, classroom observations and journals, based upon the case in a foreign language primary school in Guangzhou, China, this study examines how the drama course is carried out and how the students' English competency is enhanced through the drama course. The enquiry revealed that the drama course had helped promote both students' language competency and drama acting capacity. These findings will be discussed with suggestions for making setting up drama courses in other schools and cities in China possible.
Transforming Clinical Practice in Teacher Education through Pre-Service Co-Teaching and Coaching
Author: Strieker, Toni S.
Date: 2014-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Team Teaching,Preservice Teacher Education,Coaching (Performance),Clinical Experience,Performance Based Assessment,Educational Change,Teacher Education Programs,Teaching Models,Faculty Development,Elementary Education,Classroom Techniques,Teacher Educators,Cooperating Teachers

Teacher preparation programs on a national level have been called to change, focusing on clinical practice as a primary focus of teacher education rather than course work. Concurrently, performance based assessment is becoming the tool to measure candidate capacity to plan and instruct. This study highlights one teacher education program and the Pre-Service Co-Teaching Model (PSCT), which utilizes instruction in co-teaching models, co-teaching internships, and instructional coaching as a means for teacher development. Forty-three pairs of co-teachers and 14 coaches participated in this study. Each coach, collaborating teacher, and teacher candidate participated in professional development to better understand co-teaching models, as well as coaching techniques. Each co-teaching pair had a coach to observe and debrief the implementation of co-teaching models in classrooms for the purpose of planning, assessment, and instruction. Goal setting, conference notes, coaching reflections, as well as focus group interviews served as data. Analysis indicated that co-teaching strategies from the professional development were used primarily to facilitate differentiated instruction as well as classroom management. Analysis also indicated that coaches had a tendency to be more prescriptive regarding classroom management and have a more open-ended conversation when the focus was on differentiated instruction.
A Study on the Effect of Continuation Task on the Usages of the Second Language in the Argumentative Writing
Author: Cai, Honggai
Date: 2019-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Computational Linguistics,Comparative Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Language Usage,Vocabulary Development,Phrase Structure,Reading Materials,Teaching Methods,Essays,Undergraduate Students,Engineering Education,Foreign Countries

The purpose of this study is to investigate the effect of continuation writing on the usages of the second language in the argumentative writing. The research questions in this study are as follows: 1) Whether the language application of the second language learner exists in coordination with the reading text; 2) Whether the continuation writing can promote the learning of vocabulary and phrases in the second language learning; 3) Whether the comparative continuation reduce the learner's linguistic bias. In this study, the experimental group was asked to read the materials first, and through the guidance, attention, and other measures to strengthen the understanding of the reading materials while the control group without reading materials ahead of time blindly write an essay on the same topic and then compare them by corpus. The results of the study indicate that the alignment effect of the experimental group was stronger. The subjects are able to use the words and phrases that appear in the reading materials at high frequency. The research results can provide reference for the continuation writing teaching and research in the field of the second language.
Analyzing Implicit Science and Math Outcomes in Engineering and Technology Programs
Author: Zakani, Sima
Date: 2019-05-00
Type: Journal Articles
Subjects: Calculus,Physics,Science Education,Technology Education,Engineering Education,Mathematics Education,Mathematical Concepts,Scientific Concepts,Comparative Analysis,Outcomes of Education,Foreign Countries,College Transfer Students,Transfer Programs,Colleges,Universities,College Credits

One of the key steps when developing pathways between baccalaureate and diploma programs is comparing learning goals between the programs. This paper presents application of a seven-dimensional framework (cognitive process, transferability, depth of analysis, interdependence, question novelty, scaffolding and communication) to analyze the implicit learning outcomes in 11 of Ontario's post-secondary programs in engineering and engineering technology. We collected 319 calculus questions (179 from six technology programs and 140 from five engineering programs) and 205 physics questions (122 from two technology programs and 83 from four engineering programs). Content specialists assessed each question in the first four of these dimensions, and instructors from the participating institutions scored random questions from their own disclosed questions on the remaining dimensions. Analysis of scaffolding in physics questions showed that engineering questions mostly required the students to choose from or synthetize a range of approaches while technology questions often required the students to use a specific approach. The study found that technology programs focused more on discipline-specific physics concepts and their applications than physics courses in engineering. Calculus questions from both sectors mostly required application of mathematical concepts in non-contextualized scenarios or a general engineering context, with no significant difference in question novelty, scaffolding and level of communication. From a credits perspective, these results suggest that direct credit for bidirectional transfers may be warranted, and that small bridging learning modules targeting missing outcomes may be able to support efficient transfer pathways.
Examining the Reliability of a Culminating Teacher Education Assessment and Discovering Areas for Reform
Author: Murley, Lisa D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Education,Interrater Reliability,Scoring Rubrics,Preservice Teachers,Student Teaching,Seminars,Teacher Educators,Scoring,Taxonomy,Test Interpretation,Cues,Learning Processes,Elementary School Teachers,Preschool Teachers,Secondary School Teachers,Cooperating Teachers,College Faculty,Holistic Approach,Educational Objectives,Training,Assessment Literacy,Construct Validity,Teaching Methods,Misconceptions,Data Analysis,Performance Based Assessment,State Standards

The purpose of this article is to provide an overview of the process used to examine the inter-rater reliability of the Teacher Work Sample (TWS) Scoring Rubric involved with the senior culminating experience for teacher candidates used at a large comprehensive university. The study compared holistic and analytic scores reported by Student Teacher Seminar course instructors to those of trained participants to determine the consistency of ratings between the two groups. The study resulted in several clear areas for revising the TWS for reliability and created a foundation for future revisions. What may prove to be the most important finding of the study, however, is the need to examine the differences among scoring practices of raters because scoring varies among people. Common errors include misinterpretation of scoring rubrics, prompts, the teaching and learning process, and even concepts such as revised Bloom's Taxonomy. This finding could be generalized to other universities as all education programs utilize scoring prompts and rubrics to measure teacher candidate performance and most all use revised Bloom's Taxonomy in the teaching and learning process.
The Power of Partnerships in Becoming Accountable for the Impact of Teacher Candidates on P-12 Learning
Author: Pankratz, Roger
Date: 2012-08-00
Type: Journal Articles
Subjects: Partnerships in Education,College School Cooperation,Teacher Education Programs,Preservice Teacher Education,Elementary Secondary Education,Program Effectiveness,Accountability,Teacher Competencies,Mentors,Teacher Educators,Teacher Role

The &quot;Renaissance Partnership&quot;, a consortium of eleven universities and their partner schools, was one of the first twenty-five Teacher Quality Enhancement Projects funded in 1999. The Project's two primary goals, &quot;to become accountable for the impact of teacher graduates on the students they teach&quot; and &quot;to institutionalize reforms in preparation programs,&quot; to a great extent have been achieved. Successes are attributed to &quot;the power of partnerships.&quot; This paper provides a brief account of the development of the Renaissance Partnership and the struggles to achieve project objectives, a description of project achievements, a third party evaluator's summary and, finally, a project director's reflections and conclusions.
A Pedagogic Strategy for Instructors of Postsecondary Sector Students Returning to Learn from Concussion
Author: Frost, Gail
Date: 2019-00-00
Type: Journal Articles
Subjects: Head Injuries,Educational Strategies,Symptoms (Individual Disorders),Cognitive Processes,Student Participation,Difficulty Level,Academic Accommodations (Disabilities),Classroom Environment,Risk Management,Teacher Responsibility,College Faculty,College Students,Brain,Stress Management,Sequential Approach,Pacing,Stimuli,Learning Activities,Learner Engagement,Safety,Foreign Countries

Concussion is a functional brain injury that can produce physical, cognitive, emotional and sleep-related symptoms. Return to learn protocols designed to help students recovering from concussion recommend a gradual, symptom-governed, increase in cognitive activity before a return to full-time school attendance and participation. Return to learn in a post-secondary setting often means that instructors are tasked with accommodating for these students, some of whom are back in the classroom even though they are still experiencing symptoms. This paper presents a progressive, ramping approach to increasing cognitive load by using literal, interpretive and applied adaptations to already existing course requirements, with the goal of minimizing the risk of provoking or worsening post-concussion symptoms.
Outlining the Language Policy and Planning (LPP) in Fiji; Taking Directions from Fiji Islands Education Commission Report of 2000
Author: Goundar, Prashneel Ravisan
Date: 2019-00-00
Type: Journal Articles
Subjects: Language of Instruction,Educational Policy,Educational Planning,Foreign Countries,Language Variation,Second Languages,Government Publications,Official Languages,Multilingualism,English (Second Language),Malayo Polynesian Languages,Second Language Learning,Second Language Instruction,Native Language

Language is something many individuals take for granted. It is usually when we discover that our language (or language variety) is different from and perhaps less valued than, the language of others or that our options are somehow limited, either because 'we do not speak/understand a language or language variety, or use it inappropriately or ineffectively in a particular context that we begin to pay attention to language'. This paper gives a sketch of Language Policy and Planning (LPP) which is becoming a well-researched field for many academics as well as postgraduate students. The article provides the latest pertinent information on Fiji's LPP, the linguistic background as well as the medium of instruction (MOI). It further deliberates on the recommendations from the Fiji Islands Education Commission Report of 2000 which is a well-articulated document that provides an overt grounding for LPP in the South Pacific.
Eastern Time: Reflections on the Evolution of a Cross-Institutional Instructional Skills Workshop (ISW) Program in Atlantic Canada
Author: Kay, D. William
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Workshops,Communities of Practice,Teaching Skills,Faculty Development,Facilitators (Individuals),Professional Development,Trainers,Higher Education,Educational Quality,Institutional Cooperation

This short paper outlines the design and development of a multi-phase, cross-institution Instructional Skills Workshop (ISW) program that was conceived by educational developers from five higher educational institutions in Halifax, Nova Scotia. The initiative is grounded in the belief that implementing the ISW program in the Halifax Regional Municipal (HRM) area will foster a local community of practice and further cross-institutional initiatives focused on enhancing teaching and learning approaches. This paper offers a brief historical background and rationale of the ISW program, and details of implementation. In addition, the lead coordinators share their reflections on the challenges and implications resulting from the process of adapting this established program to fit an innovative and mutually supportive cross-institutional design within the HRM.