ethanporcaro/eric-fulltext-meta huggingface dataset:
An Empirical Study on the Influence of PBL Teaching Model on College Students&apos; Critical Thinking Ability
Author: Zhou, Zhen
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Teaching Methods,Critical Thinking,Thinking Skills,English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Educational Quality,Foreign Countries,Questionnaires,Interviews,Comparative Analysis,Control Groups,Experimental Groups,Pretests Posttests,Personality Traits,Problem Based Learning,Statistical Analysis

The critical thinking ability is an indispensable ability of contemporary college students, and the PBL teaching model abandons the shortcomings of traditional teaching methods, which is more suitable for the development trend of university curriculum teaching reform in China. In order to understand the influence of PBL teaching mode on college students' critical thinking ability, the research is carried out into English critical thinking dispositions and skills of the second grade English education majors in Jiangxi Province, via questionnaires, interview, English tests and the PBL teaching experiment. And the results indicate that the PBL teaching model can improve such three English critical thinking temperament level as analysis, openness and fair, and it can significantly improve the two English critical thinking skills of analysis and interpretation, but do not improve the English scores of the students significantly. The purpose of this study is to enrich the research into the influence of PBL teaching model on English critical thinking ability, and so as to provide some reference for improving the quality of English teaching in colleges and universities.
Assessing English Teachers as a Foreign Language (EFL) Telecollaborative Competence: A Case Study from Saudi Arabia
Author: Al Khateeb, Ahmed Abdulateef
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Teleconferencing,Teacher Collaboration,Teacher Competencies,Correlation,English (Second Language),Second Language Instruction,Language Teachers,Gender Differences,Teacher Qualifications,Questionnaires,Interviews,Likert Scales,Online Surveys,Faculty Development,Qualitative Research,Statistical Analysis

The role of telecollaborative competence has become vital among twenty-first century English language teachers. Yet, the reinforcement of this competence with its establishment within educational systems is not always straightforward; particularly in traditional educational settings. Looking at telecollaborative competence amongst English as a foreign language (EFL) teachers in relation to region, gender and qualification have become central inquiries within this research. The findings have shown correlation among some elements of telecollaborative competence as shown in Tables 1-6. In line with these findings, some recommendations, and future research directions have been suggested.
Culture Clash in the Multicultural Classroom: A Case Study from A Newcomer School
Author: Hansen-Thomas, Holly
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Environment,Culture Conflict,Cultural Awareness,Student Diversity,Cultural Differences,Bilingual Students,Case Studies,Immigrants,English Language Learners,Secondary School Students,Culturally Relevant Education,Chemistry,Ethnography,Observation

This ethnographic case study of a multicultural/multilingual classroom in a newcomer school describes an incident that occurred among new immigrant English Language Learners from widely diverse backgrounds in a secondary classroom in Texas. Increased numbers of immigrant students in U.S. schools have resulted in classrooms with tremendous diversity in terms of language, ethnicity, culture, religion, among other categories. The incident arose as the result of a clash of cultures and lack of knowledge on the part of students. As a result, an explicit focus on culturally responsive teaching is called for, as is training for newcomer school teachers regarding the specific demographic backgrounds of the students in their classrooms.
Critical Reading Skills and Translation Ability of Thai EFL Students: Pragmatic, Syntactic, and Semantic Aspects
Author: Sriwantaneeyakul, Suttawan
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Reading,Reading Skills,Translation,Semantics,Syntax,Pragmatics,English (Second Language),Majors (Students),Thai,Correlation,Foreign Countries,Error Analysis (Language),Mixed Methods Research,Second Language Learning,Second Language Instruction,Language Usage,College Students

Translation ability requires many language skills to produce an accurate and complete text; however, one important skill, critical reading in the research, has been neglected. This research, therefore, employed the explanatory sequential mixed method to investigate the differences in Thai-English translation ability between students with a high level of critical reading skill and students with a low level of critical reading skill, and to examine the relationship between translation ability and critical reading skill. Moreover, translation error analysis, with four main aspects, pragmatic, syntactic, semantic, and miscellaneous errors, was also conducted to explore the dominant translation errors committed by both groups of students. To this end, the participants of the study were 60 English major students from a Thai university. The results of the study showed that there was a significant difference in Thai-English translation ability between the students with a high level of critical reading skill and the students with a low level of critical reading skill, and a significant correlation between translation ability and critical reading skill. In the translation error analysis, the semantic aspect, particularly the wrong use of words, was found to be the most frequent error committed by both groups of students.
English Oral Communication Needs of Bhutanese Students: As Perceived by the Teachers and Students
Author: Singay
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Speech Communication,Communication Skills,Educational Needs,Questionnaires,Teacher Surveys,Student Surveys,Needs Assessment,Student Needs,Preferences,Comparative Analysis,Secondary Education,Statistical Analysis

The main aim of this study was to investigate the oral communication needs in English from the perspective of students and teachers to improve students' oral communication ability. A questionnaire was administered to 45 participants consisted of 36 students and 9 teachers. The data were analyzed using descriptive statistics like mean and standard deviation. Results revealed that students and teachers had different standpoints of oral communication needs in English in the classroom, especially with regard to general listening and speaking skills. In addition, findings from the questionnaire suggested that teachers and students perceive speaking and listening informally in situations, for instance working in pair, discussion in small groups, role plays, interviews, classroom debates, storytelling, and being able to communicate orally with teachers as most important oral communication abilities to be practice in the classroom. Lastly, the most important oral communication abilities such as the use of academic language in the classroom and daily conversation in English should also be taken into account to ensure effective oral communication in the classroom.
The Effect of a Computer Program Based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) in Improving Ninth Graders&apos; Listening and Reading Comprehension Skills in English in Jordan
Author: Alodwan, Talal
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,Reading Skills,Listening Comprehension,Listening Skills,Grade 9,Influence of Technology,Experimental Groups,Control Groups,Computer Uses in Education,Language Tests,Statistical Significance,Achievement Tests,Teaching Methods,Statistical Analysis,Achievement Gains,Instructional Effectiveness

The study aimed to assess the effectiveness of a computer program based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) Model on the achievement of Ninth Graders' listening and Reading Comprehension Skills in English. The study sample comprised 70 ninth graders during the second semester of the academic year 2016/2017. The selected students were distributed into two groups: an experimental group and a control one. A computer program based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) was prepared, and a 40-item listening test in addition to a 40-item reading comprehension test were designed according to modules outcomes which were presented in (Teachers' Book Action Pack 9). Validity and reliability were ensured for both tests. The results showed a statistically significance difference at (a = 0.05) between the mean scores of the control compared to the experimental group on both tests (listening achievement test and reading comprehension achievement test) due to the independent variable implementing a computerized program based on ADDIE Model in favor of the experimental group.
The Students&apos; Error in Using Conjunction (Because, Since, As, in Case) in the Sentences
Author: Pangaribuan, Tagor
Date: 2018-00-00
Type: Journal Articles
Subjects: Error Analysis (Language),Sentences,Sentence Structure,Form Classes (Languages),Grammar,Language Tests,Test Reliability,Test Validity,Error Correction,English (Second Language),Second Language Learning,Foreign Countries

This research deals with the students' error in using conjunction (because, since, as, in case) in the sentences. Conjunction is very important for the learners to develop a skill in grammar. And grammar is the most important part of language for anyone. Should be first understood before being able to construct sentences, rules based on the grammar of language are used to express a certain idea represented in a sentence. By understanding the grammatical rules, the sentences can be arranged to produce the desired meaning. The objective of the study are to find out the students' difficulties in using subordinate conjunction and to find out the causes of the students' problems in using subordinate conjunction. Finding of the study expected to provide information for the improvement of teaching conjunction. In addition the findings and description would be of some use for the teachers in teaching conjunction. The outcomes would be useful in minimizing the difficulties in teaching conjunctions. The data of this research were the scores of the students based on the number of items that they hard correctly. A test was administered to collect the data; the research was helped by the classroom English teacher. Based on the value of standard reliability, the result of reliability of the test is 0.97; it means that the value of the standard reliability of test is very good. It was shown that students made more errors working with items numbers 5, 6, 9, 10, 14, and 15 the total frequency of errors were 237 all items. It means that the second students of Senior High School, SMK Swasta HKBP Pematangsiantar good errors in using subordinate conjunction (as, in, case, because, since) in the sentence (complex sentences).
Contemporary Multi-Modal Historical Representations and the Teaching of Disciplinary Understandings in History
Author: Donnelly, Debra J.
Date: 2018-00-00
Type: Journal Articles
Subjects: History Instruction,Case Studies,Foreign Countries,Educational Technology,Teaching Methods,Evidence Based Practice,Surveys,Educational Research,Models,Multimedia Materials,History,Semi Structured Interviews

Traditional privileging of the printed text has been considerably eroded by rapid technological advancement and in Australia, as elsewhere, many History teaching programs feature an array of multi-modal historical representations. Research suggests that engagement with the visual and multi-modal constructs has the potential to enrich the pedagogy and make the classroom encounters significant and relevant to students' world life outside and beyond school. However, these multi-modal creations of the past are often compromised with agendas and pressures beyond traditional historical evidence, research and writing. This leaves the history teacher to navigate the tension that arises from the cognitive, affective and &quot;beyonds the classroom&quot; appeal of these historical representations and the quest to teach evidence-based, memorable history. This pedagogical dilemma was the focus of an Australian research project that used survey, interview and case study to investigate the utility of these historical-based contemporary representations in the teaching of disciplinary concepts in the History classroom. This paper presents a synoptic model of the broad research findings and uses case studies to provide examples of effective pedagogies. The unit plans from the case studies are also appended.
Mapping the Hidden Discourse of Geographical Inquiry and Curriculum Change--Initial Case Study Responses to Geography Education K-10 in Australian Schools
Author: Carroll, Kay
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,Hidden Curriculum,Global Approach,Sustainable Development,Multicultural Education,National Curriculum,Cultural Awareness,Creative Teaching,Geography Instruction,Curriculum Implementation,Inquiry,Teacher Attitudes,Fear,Educational Change,Teaching Methods,Case Studies,Risk,Interviews,Curriculum Development,Communities of Practice,Lesson Plans,Observation,Educational Practices

Within Australia, globalization, contentious connections with Asia, and an increasing concern with sustainable development and intercultural education have created a new educational framework and curricula. The Australian Curriculum is the tangible, multidimensional, and pedagogic catalyst to deliver capable, creative, culturally aware, future-focused, and critical education to all young people across the nation. Within this context, Geography as unique discipline has been introduced from foundational years to the end of compulsory schooling. Australian teachers have responded to the implementation of this new curriculum with fear, reticence, resistance, brave enthusiasm, and pedagogic creativity. This paper analyzes these responses to geographical inquiry and curriculum implementation in the early stages of this process and considers the rationale, context, and potential impact on learning.
Children as Bushfire Educators--&quot;Just Be Calm, and Stuff Like That&quot;
Author: Gibbs, Lisa
Date: 2018-00-00
Type: Journal Articles
Subjects: Natural Disasters,Environmental Education,Emergency Programs,Resilience (Psychology),Fear,Anxiety,Qualitative Research,Risk,Pilot Projects,Program Descriptions,Fire Protection,Elementary School Students,Longitudinal Studies,Student Attitudes,Adults,Role,Critical Thinking,Holidays,Foreign Countries,Semi Structured Interviews

The limited evidence regarding disaster-related environmental education programs for children indicates that these programs can increase disaster resilience and family preparedness activities, and reduce children's fear and anxiety. However, the literature lacks qualitative studies to provide insights into children's experiences of disaster education programs, the programs' influence on citizenship opportunities in disaster risk environments, and follow-ups with children impacted by actual disasters. This paper reports on a pilot study in Victoria, Australia, of the Survive and Thrive program, an environmental education program delivered by the local fire brigade and incorporated into the school curricula for upper primary school children in Anglesea, a coastal town rated as having an extreme risk of bushfires. A mix of longitudinal qualitative methods captured children's experiences and the program's impact on child agency. The results showed that the children enjoyed the Survive and Thrive program and valued the life skills they acquired. The children demonstrated knowledge and skills gained in monitoring environmental risks and bushfire behavior, as well as a more nuanced understanding of the different civic roles of adults and children in responding to a bushfire in different contexts. Faced with the reality of a nearby bushfire during the summer holidays, children demonstrated their capacity for critical thinking and application of their knowledge to support appropriate action.
From Empathy to Critical Reflection: The Use of Testimonies in The Training of Holocaust Educators
Author: Bornstein, Lilach Naishtat
Date: 2018-00-00
Type: Journal Articles
Subjects: Empathy,Teaching Methods,European History,Jews,Death,Victims,Foreign Countries,Personal Narratives,Critical Thinking,Undergraduate Students,Course Descriptions,Student Attitudes,Identification (Psychology),Futures (of Society),Preservice Teachers,Ethnography

How can we bridge the emotional and cognitive study of Holocaust testimonies in Israel? Can empathy be used as a stepping stone to critical reflection? And how can teachers address the manipulative popular interpretation of these testimonies in Israel, which seemingly place them beyond critical reflection? We examine these questions through an undergraduate course at an Israeli college of education, using the methodology of collaborative self-study. The fostering of empathy was a key component of the course, with students encouraged to share their feelings, personal experiences, and impressions. At the same time, various pedagogical methods were used to elicit critical reflection, allowing us to explore preconceived notions held by the students concerning the preservation and expression of Holocaust memory. The students' close identification with Holocaust victims became in and of itself an effective tool for critical examination. The central foci of the study were the assumptions of Israeli Jewish students with regard to Holocaust memory, and the changes achieved in the course through critical reflection. We conclude with a discussion of future approaches to the teaching of Holocaust studies in Israel and elsewhere, in light of the experiences gained from this course. [Note: The publication year (2017) shown on the PDF is incorrect. The correct publication year is 2018.]
In Search of a More Effective Strategy: Using the 5E Instructional Strategy to Teach Civic Education in Senior Secondary Schools in Ilorin, Nigeria
Author: AbdulRaheem, Yusuf
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Instructional Innovation,Civics,Secondary School Students,Experimental Groups,Control Groups,Multiple Choice Tests,Conventional Instruction,Intermode Differences,Hypothesis Testing,Learner Controlled Instruction,Direct Instruction,Scores,Achievement Gains,Instructional Effectiveness,Quasiexperimental Design,Pretests Posttests,Statistical Analysis

The sociopolitical and economic structure of Nigeria is being threatened by youth incivility, while civic virtues in all spheres of life are gradually declining. This study examined the effects of the 5Es instructional strategy on the literacy scores of students in Civic Education. A research question was raised with the corresponding hypothesis. Two intact classes in two different schools were selected for this study from the available secondary schools. Seventy-seven students participated in the study, in which the experimental group consisted of 39 students while the control group consisted of 38 students. The 50-item multiple-choice objective Civic Education Literacy Test (CELT) was used for collecting data. The validated CELT was tested for reliability, and a value of 0.68 was obtained. Analysis of Covariance was used in determining the significant differences between the two groups. The results revealed that there was a statistically significant difference between pretest and posttest literacy scores of students taught Civic Education using the 5Es instructional strategy. Thus, the study recommended that teachers should expose students to the 5Es instructional strategy in the classroom to develop students' generic skills and civic competence.
A Glimpse Inside: Considering the Impact of Curriculum Outcomes and Personal Ideology on Social Studies Pedagogy: A Study Summary
Author: Hadley, Gregory R. L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Studies,Teaching Methods,Teacher Role,Masters Programs,Public School Teachers,Course Content,Teacher Attitudes,Political Attitudes,Economic Factors,Social Problems,Academic Freedom,Standards,Social Justice,Grade 12,Secondary School Teachers,History Instruction,Foreign Countries,Qualitative Research,Hermeneutics,Case Studies,Interviews

This article aims to explore how social studies teachers understand their role in the delivery of course content. Drawing on data from an interpretive study completed as part of a Master of Education degree, the article investigates how social studies teachers understand their personal ideology as it relates to their teaching, navigate the prescriptions of the curriculum outcome model, and justify their respective positions on the political, economic, and social issues examined in their classrooms. These considerations will seek to present a clear understanding of contemporary social studies pedagogy, the extent of ideological liberties taken by public school social studies teachers, their implications, and potential impacts on student learning and political, social, and economic understandings.
Using History to Inform the Modern Immigration Debate in the United States
Author: McCorkle, William David
Date: 2018-00-00
Type: Journal Articles
Subjects: Immigration,Public Policy,Social Justice,Stranger Reactions,Social Studies,History Instruction,Nationalism,Beliefs,Social Change,Cultural Influences,Teaching Methods,Civil Rights,Social Discrimination,Racial Discrimination,Organizations (Groups),Second Languages,Cultural Pluralism,Religious Factors,Stereotypes,United States History

The contentious modern immigration debate in the United States is often void of historical context and thus filled with fallacious narratives. To confront this trend, social studies educators should place the issues of modern immigration within their proper historical framework. This paper looks at three primary themes educators can explore: the increasingly restrictive immigration system, the similarities between the past and present in relation to xenophobic and nativist beliefs and movements, and the changes immigrants have continuously brought to American society. By exploring both the historical continuity and contrasts, students can begin to obtain a more nuanced and embracive view of immigration. History is a powerful tool that educators can employ to undermine increasingly popular xenophobic rhetoric and policies and help lead students towards a vision of social justice.