ethanporcaro/eric-fulltext-meta huggingface dataset:
The Mwanje Project: Engaging Preservice Teachers in Global Service Learning
Author: Doppen, Frans H.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Service Learning,Preservice Teachers,Social Studies

This article reports the findings of a study that engaged preservice social studies teachers at two institutions of higher education in Ohio and West Virginia in a service learning to benefit the Mwanje school in Malawi. The findings suggest that despite some initial levels of apprehension the project enhanced the student teachers' global awareness and kindled their predisposition to engage their future students in service learning beyond their own region to include a global perspective as well.
An Alternative Educational Method in Early Childhood: Museum Education
Author: Akamca, Güzin Özyilmaz
Date: 2017-07-23
Type: Journal Articles
Subjects: Early Childhood Education,Museums,Semi Structured Interviews,Content Analysis,Art,Foreign Countries,History,Consciousness Raising,Cultural Education,Program Effectiveness,Preschool Children,Childhood Attitudes,Pretests Posttests,Qualitative Research

According to the preschool education program that came into effect by Turkish Ministry of Education in Turkey in 2013, teaching should be offered not only in classrooms but also in places outside classrooms likely to boost learning. The program required utilizing learning techniques, and environments different from conventional ones. The aim of the present study was to raise awareness about history through a museum education program created as described by the Ministry in 2013, and offering information about cultural heritage of Turkey and other cultures, and to test effectiveness of the program. The study was conducted in Izmir Tarih ve Sanat Müzesi (The History and Art Museum in Izmir, Turkey). Data were collected at face to face interviews with a semi-structured interview form created to determine what children thought about museums. Obtained data was evaluated with content analysis. The analysis showed that the education program offered was effective.
Exploring the Lifeworlds of Children in Hong Kong: Parents' Report on after School Time Use
Author: Yelland, N. J.
Date: 2017-07-23
Type: Journal Articles
Subjects: Foreign Countries,After School Programs,Time Management,Elementary School Students,Preschool Children,Parent Surveys,Recreational Activities,Educational Practices,After School Education,Home Study,Socioeconomic Influences,Access to Computers,Student Attitudes,Educational Attitudes,Life Satisfaction,Interviews,Statistical Analysis

This study aims to discuss the findings of a survey completed by 335 parents of children in Kindergarten 1 (3 to 4 years), Primary 1 (6 to 7 years) and Primary 5 (10 to 11 years) in Hong Kong, about their children's out of school time use. We wanted to explore the widely held notion that Asian students spend much of their time studying, with little leisure time, and there is scant information about Asian children's everyday lives outside schooling. The findings from the survey indicate that this cohort of parents reported that their children spend their time out of school engaged in a variety of activities. The children don't spend large amounts of time (that is, &gt; 4 hours) on academic activities, but do on visiting friends and relatives and playing, indoors, outdoor and in organized sporting contexts. Doing school homework fell in the mid-range of activities. The students also did not spend a lot of time using technology. These findings reflect existing data collected in western contexts in terms of the time spent on leisure activities and homework, but contrast to other findings with older students where students in East Asia spent more time out of school engaged in academic work with minimal leisure time.
Plurilingual Reading Practices in a Global Context: Circulation of Books and Linguistic Inequalities
Author: Rivière, Marie
Date: 2017-00-00
Type: Journal Articles
Subjects: Multilingualism,Reading Materials,Sociolinguistics,Second Languages,Second Language Learning,Second Language Instruction,Multiple Literacies,Qualitative Research,Immigrants,Books,Foreign Countries,Adults,Language Teachers,Teaching Methods,Uncommonly Taught Languages,Purchasing,Costs,Native Language,Interviews

Media consumption is commonly seen as a major way of appropriating languages and cultures. Availability and accessibility of material are essential conditions for developing plurilingual cultural practices. Transnational circulation of cultural goods has reached a particular intensity in today's world but is still marked by deep language inequalities. Combining sociolinguistic, language education, cultural sociology, and multiliteracy approaches, this study examines how plurilingual readers access books in their different languages. This qualitative analysis is based on 24 in-depth interviews with both migrant and non-migrant adults living in Western Europe. The findings indicate that printed and digital books in dominant languages circulate more easily, and through more visible and formal channels than books in dominated languages. In addition, the local and online book supply in dominant languages is generally cheaper and more varied, thus being more attractive. However, a wider range of means of access to books, and the active participation of the readers themselves in the circulation of cultural goods enable book-reading practices in less disseminated languages. Pedagogical recommendations for language teachers to encourage autonomous cultural practices among learners according to global evolutions and local specificities are provided.
Using the Vocabulary Self-Collection Strategy plus to Develop University EFL Students' Vocabulary Learning
Author: Khodary, Manal Mohamed
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Statistical Analysis,Experimental Groups,Scores,Foreign Countries,Control Groups,Pretests Posttests,Quasiexperimental Design,College Students,Reading Strategies,Teaching Methods,Learning Processes,Language Tests,Reading Materials,Computer Software,Dictionaries,Instructional Effectiveness

This study was carried out to examine the effectiveness of using the Vocabulary Self-Collection Strategy Plus (VSSPlus) on developing university EFL students' vocabulary learning. It adopted the quasi experimental design which included two groups design. The participants were first level students at Languages and Translation Department, Arar Faculty of Education and Arts, Northern Border University, KSA. They formed two groups: an experimental group (n = 40) and a control one (n = 40). Both groups were pre-tested by using the pre Vocabulary Achievement Test (VAT) for equivalence in vocabulary prior to the treatment. The researcher taught the experimental group throughout the sessions that based on using the VSSPlus in vocabulary learning and she taught vocabulary to the control group by using the Vocabulary Self-Collection Strategy (VSS). Then, the researcher post tested the two groups by using the post VAT and she used the t-test to calculate the differences between the mean scores of the pre and post VAT. The results revealed that a statistically significant difference was found between the mean scores of the experimental group and the control group on the post VAT in favor of the experimental group. The results also showed that a statistically significant difference was found in the mean scores of the experimental group between the pre and post VAT in favor of the post VAT. Therefore, it was concluded that the experimental group outperformed the control group on the post VAT as a result of receiving training on the VSSPlus. It was also concluded that the experimental group performed better on the post VAT than the pre VAT because the VSSPlus helped them develop vocabulary. Some recommendations and suggestions for further research were provided.
Enhancing English Learners' Willingness to Communicate through Debate and Philosophy Inquiry Discussion
Author: Shamsudin, Mardziah
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Philosophy,Teaching Methods,Communication (Thought Transfer),Discussion (Teaching Technique),Debate,Comparative Analysis,Pretests Posttests,Control Groups,Experimental Groups,Foreign Countries,Questionnaires,Communicative Competence (Languages),Anxiety,Undergraduate Students,Inquiry

The present study investigated the impact of two instructional methods, Debate and Philosophy Inquiry (PI), in enhancing Willingness to Communicate (WTC) among two groups of English as a Second Language (ESL) learners who were randomly selected. In each group there were sixteen participants. The researchers used independent samples t-test and paired samples t-test to analyze the collected data. The data analysis using paired samples t-test showed that both methods of instruction have a significant effect on learners' WTC. However, the learners' WTC increased more in Debate group comparing to the Philosophy Inquiry classroom discussion group. The results indicate that Debate is more effective than Philosophy Inquiry classroom discussion in enhancing ESL learners' WTC.
An Ever Closer Union . . . of Linguistic Diversity
Author: Tomozeiu, Daniel
Date: 2017-00-00
Type: Journal Articles
Subjects: Civil Rights,Language Usage,Language Minorities,Foreign Countries,Federal Legislation,Language Planning,Public Policy,Second Languages,Mass Media,Language of Instruction,Language Research,Interviews

The analysis carried out between October 2014 and February 2015 by a team of researchers from the University of Westminster with support from colleagues from across the EU identified the linguistic communities across the 28 EU member states as recognized (or not) by the country's legislation and the linguistic rights of these communities in education, judiciary and public services. The findings present a complex picture of different linguistic traditions, as well as different levels of minority language use. Education and media appear as the two areas where these minority languages are most used. The diversity of national policies across the EU towards minority languages is highlighted. At the same time, a number of factors that influence the use of minority languages in one context and not in another are identified. Finally, a policy approach that would enhance education in minority languages, strengthen community cohesion and diversity in a globalizing world is put forward.
Unscrambling Jumbled Sentences: An Authentic Task for English Language Assessment?
Author: Lanteigne, Betty
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Test Items,Language Tests,English (Second Language),Language Variation,Language Usage,Sentences,College Admission,Foreign Countries,Standards,Scores,Language of Instruction,Educational Policy,Task Analysis

Jumbled sentence items in language assessment have been criticized by some authors as inauthentic. However, unscrambling jumbled sentences is a common occurrence in real-world communication in English as a lingua franca. Naturalistic inquiry identified 54 instances of jumbled sentence use in daily life in Dubai/Sharjah, where English is widely used as a lingua franca. Thus it is seen that jumbled sentence test items can reflect real-world language use. To evaluate scrambled sentence test items, eight test item types developed from one jumbled sentence instance (&quot;Want taxi Dubai you?&quot;) were analyzed in terms of interactivity and authenticity. Items ranged from being completely decontextualized, non-interactive, and inauthentic to being fully contextualized, interactive, and authentic. To determine appropriate assessment standards for English tests in schools in this region, the English language standards for schools and English language requirements for university admission in the UAE were analyzed. Schools in Dubai/Sharjah use Inner Circle English varieties of English (e.g., British or American English) as the standard for evaluation, as well as non-native-English-speaker varieties (e.g., Indian English(es)). Also, students applying to English-medium universities in the UAE must meet the required scores on standardized English tests including the IELTS and TOEFL. Standards for evaluation of communication in English involving tasks of jumbled sentences in classroom tests must reflect the language learning goals of the school and community. Thus standards for classroom assessment of English in Dubai/Sharjah are determined by local schools' and universities' policies.
Effects of Gender, Mathematics Anxiety and Achievement Motivation on College Students' Achievement in Mathematics
Author: Ajogbeje, Oke James
Date: 2013-07-00
Type: Journal Articles
Subjects: College Students,Mathematics Achievement,Gender Differences,Mathematics Anxiety,Achievement Need,Student Motivation,Correlation,Hypothesis Testing,Mathematics Tests,Behavior Rating Scales,Foreign Countries,Anxiety,Rating Scales

The urge to excel or perform maximally in mathematics varies from individual to individual because achievement motivation is often developed or learnt during socialization and learning experiences. The study examined the relationship between College of Education students' achievement motivation and mathematics achievement, correlation coefficient between mathematics anxiety and college students' achievement motivation as well as mathematics anxiety and mathematics achievement. The sample, 268 College of Education students offering mathematics as one of their subject combination, was selected using purposive sampling techniques. Three research instruments namely: Mathematics Anxiety Scale (MAS), Achievement Motivation Scale (AMS) and Mathematics Achievement Test (MAT) were used to collect data for the study. Data collected for the study were analyzed using correlational analysis and ANOVA. The results showed that a significantly low negative correlation coefficient existed between mathematics anxiety and mathematics achievement. There is a negative and significant correlation coefficient between mathematics anxiety and achievement motivation. Similarly, a positive and significant correlation coefficient also exists between achievement motivation and mathematics achievement. Based on the findings of the study, it was recommended that mathematics teachers should adopt activity based strategies and conducive learning environment in order to reduce college students' anxieties in mathematics learning.
Cultural Perspective on African American Culture
Author: Brown, Angela Khristin
Date: 2013-10-00
Type: Journal Articles
Subjects: African American Culture,Cultural Activities,Cultural Enrichment,Cultural Education,Literary Styles,Literary Genres,Oral Tradition,Music,Art,Dance,African American Community,African American History,African American Influences,African American Literature,Slavery

The migration of blacks in North America through slavery became united. The population of blacks passed down a tradition of artist through art to native born citizens. The art tradition involved telling stories to each generation in black families. The black culture elevated by tradition created hope to determine their personal freedom to escape from poverty of enslavement and to establish a way of life through tradition. A way of personal freedoms was through getting a good education that lead to a better foundation and a better way of life.
A Literacy Exercise: An Extracurricular Reading Program as an Intervention to Enrich Student Reading Habits in Qatar
Author: Nasser, Ramzi
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Programs,Extracurricular Activities,Reading Habits,Grade 4,Elementary School Students,Experimental Groups,Control Groups,Pretests Posttests,Student Interests,Recreational Reading,Program Effectiveness,Reading Attitudes,Questionnaires,Observation,Parent Influence,Family Environment,Statistical Analysis

This paper evaluates an extracurricular reading activity in Qatari schools. The paper presents a two-month extracurricular reading program designed for fourth grade students. The methodology used triangulation of the data to analyze, in detail, the students' primary perceptions towards reading, teacher self-efficacy, teacher instructional behavior and home literacy measures. The program was implemented in four randomly selected schools. The reading program was announced to each school, and students in the four schools were asked whether they wished to enroll contingent upon receiving parental consent. There were 248 students in the treatment group (students enrolled in the English and Arabic reading program), and 176 students were recruited for the control group (not enrolled in the reading program). The main design was a randomized subjects pretest-posttest control group design and analytical split-plot analysis of variance (ANOVA) design. The findings of this study suggested that students in the reading program demonstrated greater interest in reading than those who did not enroll in the reading program, even when factoring out the effects of parents and home environments. The extracurricular program was significant to the extent that it has improved students' reading habits. An increase in breadth and depth of such programs shall increase language literacy and numeracy in schools and can improve the school culture towards a more student-teacher interactions and engaging activities.
Hmong History and LGBTQ Lives: Immigrant Youth Perspectives on Being Queer and Hmong
Author: Mayo, J. B., Jr.
Date: 2013-00-00
Type: Journal Articles
Subjects: Hmong People,Homosexuality,Cultural Influences,Barriers,History,Organizations (Groups),Social Studies,Social Change,Social Justice,Social Attitudes,Social Bias,Immigration,Case Studies,Interviews,Group Membership,Family Relationship,Economic Factors,Academic Achievement,Self Concept,Victims

This article highlights some of the cultural barriers that exist for Hmong people who identify as lesbian, gay, bisexual, transgender, and queer (LGBTQ), while placing these barriers in an historical context. It uncovers differences and similarities found between the experiences of queer Hmong youth and the larger population of queer youth living in the United States. Despite the perception that a traditional Hmong culture holds no place for queer Hmong Americans, individuals are finding spaces for acceptance and slowly moving the larger Hmong community to a place of understanding and tolerance. A vital part of this movement is Shades of Yellow (SOY), an organization that supports queer Hmong. The life stories of three of its members inform this study, offering a more nuanced look at the experiences of queer Hmong living in the Midwest. Though few social studies researchers have broached this topic, the new social historians of the 1960s, who centered their research on broad social movements and the contributions of those formerly excluded from the grand historical narrative of progress, opened the door to this conversation within the field.
Lessons Learned from Two Neighbors: How Educators Teach of United States Policies
Author: Cashman, Timothy G.
Date: 2013-00-00
Type: Journal Articles
Subjects: United States Government (Course),United States History,Public Policy,Interviews,Classroom Communication,Policy Analysis,Historical Interpretation,Time on Task,Ideology,Discourse Modes,Social Studies,Terrorism,War,Comparative Analysis,Teacher Surveys,Foreign Countries

This study provides an analysis of data collected from Chihuahua, Mexico, and Ontario, Canada, educators on how United States (U. S.) policies are taught and discussed in their classrooms. Teachers and administrators were interviewed with regard to their respective curricula and classroom discussions. The researcher sought to gain insight on how historical and current U. S. policies are addressed. Participants responded to questions regarding how much time was devoted to U. S. policies in classroom discussions, how much open discourse exists in classrooms, what ideological differences are evident, and why Americans should be informed of perspectives in another country's social studies classrooms. The researcher uses border pedagogy and meliorism to analyze how educators present geographic, historic, socioeconomic, and political issues as they relate to U. S. classrooms. Addressed are implications for integrating perspectives in U. S. classroom discussions and, in turn, broadening the social studies curriculum in American schools. Moreover, this study seeks to provide additional insight for those who educate on common issues in U. S. classrooms.
Global Education in Times of Discomfort
Author: Pike, Graham
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Global Education,Educational Development,Neoliberalism,Educational Objectives,Decision Making,Futures (of Society),Politics of Education,Role of Education,Educational Attitudes,Nationalism,Educational Change

The development of global education as a grassroots movement for educational change has always been subject to the influences of prevailing economic and political forces. Perspectives are offered on how the formative years of global education in the United Kingdom and Canada were shaped, including the impacts of controversies and tensions among proponents and opposition from governments in power. A retrospective assessment of my experiences as a global educator during this period gives rise to some personal reflections on how my perceptions of global education have changed over time and some thoughts on how the movement might tackle some key challenges that inhibit its broader acceptance. In the current era of neoliberalism, it is argued that the visionary goals of global education are now more urgently needed in order to provide future decision makers with the tools required to make ethically sound judgments on matters that will determine the fate of humankind.
Collective Memories of the Second World War in History Textbooks from China, Japan and South Korea
Author: Suh, Yonghee
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,War,History Instruction,Textbook Content,Textbook Evaluation,Textbook Standards,Secondary School Curriculum,Grounded Theory,Role of Education,Comparative Education,Curriculum Research,Controversial Issues (Course Content),Memory,Victims,Nationalism,Narration,World History

Informed by recurring international controversies, this study explores representations of the Second World War as official history in Chinese, Japanese, and Korean secondary-level textbooks and theorizes about how they influence and function as collective memories about this time period. Using grounded theory, it finds that the examined Japanese textbooks tend to present the Second World War in chronological order with a passive voice and avoid discussing why the war occurred and how it ended. The examined Chinese textbooks develop narratives in chronological order as well, but thematic units are structured to highlight the coalition of Mao's Communist Party and Chang Kai-Shek's Nationalists as the decisive factor in the victory against Japanese imperialists contributing to the worldwide fight against fascism. The examined Korean textbooks tend toward a single, patriotic perspective of a people that overcame Japanese colonialism and developed as an independent nation, often ignoring issues that complicated the relationship between the two nations.