ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Audio vs. Video on Aural Discrimination of Vowels
Author: McCrocklin, Shannon
Date: 2012-09-00
Type: Journal Articles
Subjects: Student Attitudes,Vowels,Video Technology,Auditory Discrimination,Audio Equipment,Pronunciation Instruction,Pretests Posttests,Questionnaires,College Students,English (Second Language),Second Language Learning

Despite the growing use of media in the classroom, the effects of using of audio versus video in pronunciation teaching has been largely ignored. To analyze the impact of the use of audio or video training on aural discrimination of vowels, 61 participants (all students at a large American university) took a pre-test followed by two training sessions on a vowel contrast (/i/-/I/). One group received audio training and the other group received video training. The groups then took a post-test and delayed post-test to determine the impact of the training. Students' reactions to the two training types were also obtained through a questionnaire. Results showed that while both groups improved significantly from the pre-test to both post-tests, there was no statistically significant difference between the video and audio groups. Results show that reactions were more favorable to the video training. (Contains 3 tables and 2 figures.)
Native- and Non-Native Speaking English Teachers in Vietnam: Weighing the Benefits
Author: Walkinshaw, Ian
Date: 2012-12-00
Type: Journal Articles
Subjects: Teaching Experience,Native Speakers,English (Second Language),Foreign Countries,Communicative Competence (Languages),Language Teachers,Second Language Learning,Second Language Instruction,Teacher Qualifications,Teacher Behavior,Advanced Students,Pronunciation,Student Attitudes

This paper examines a common belief that learners of English as a foreign language prefer to learn English from native-speaker teachers rather than non-native speakers of English. 50 Vietnamese learners of English evaluated the importance of native-speakerness compared with seven qualities valued in an English language teacher: teaching experience, qualifications, friendliness, enthusiasm, the ability to deliver interesting and informative classes, understanding of students' local culture, and advanced English communicative competence. Findings show that the respondents placed more value on all but one of these qualities than on native-speakerness. The only outlier was advanced English competence and respondents selected innate native-speakerness over this quality because they believed that native-speaker pronunciation was the ideal model. These findings build on a growing body of research that challenges the notion that native speakers of English are ideal English language teachers. (Contains 1 table and 1 figure.)
The Effects of Input-Based and Output-Based Instruction on L2 Development
Author: Rassaei, Ehsan
Date: 2012-12-00
Type: Journal Articles
Subjects: Grammar,Control Groups,Experimental Groups,English (Second Language),Second Language Learning,Linguistic Input,Second Language Instruction,Task Analysis,Pretests Posttests,Teaching Methods,Outcomes of Education,Foreign Countries,Adult Students

This study investigated the effects of input and output on the development of L2 knowledge. Participants included 129 third-semester Persian learners of English enrolled in 5 intact EFL classrooms functioning as four experimental groups and one control group. Two experimental groups received two types of input-based instruction, which differed from each other in terms of the saliency and the number of tokens of target structures in the input. Participants in another experimental group received instruction that required them to produce meaningful output that contained target structures. The last experimental group that only received explicit instruction about target structures was included in the study to specify the moderator role of explicit instruction, which was also included in the input-based and output-based instruction. The results of grammaticality judgment, multiple choice grammar, and written production tests administered as pre-test, immediate and delayed post-tests suggested that both input-based and output-based instruction can lead to the development of L2 knowledge. Our findings also support the claim that more obtrusive input in which target structures are more salient to learners has more positive effects on L2 development than just exposing learners to more tokens of target structure. (Contains 7 tables and 3 figures.)
Coping with Demotivation: EFL Learners' Remotivation Processes
Author: Falout, Joseph
Date: 2012-12-00
Type: Journal Articles
Subjects: Foreign Countries,Coping,English (Second Language),Second Language Learning,Social Networks,College Students,Second Language Instruction,Language Proficiency,Self Concept,Stress Variables,Learning Motivation

When foreign language education is compulsory, competitive, or coercive, how learners cope with stress can determine outcomes, including value of the subject, persistence on task, and level of proficiency. The development of adaptive or maladaptive coping processes toward situated learning goals is influenced by learners' beliefs about themselves and their experiences. This study consisted of 157 university learners in Japan who responded to an open-ended questionnaire about the ways they lost, regained, and maintained motivation when learning English as a foreign language (EFL) as a compulsory subject. Data were analyzed using a framework of coping processes. Short- and long-term coping processes were compared between learners with positive and negative self-concepts regarding EFL. This paper reports on the stages and types of developmental coping processes that can lead to building a wide range of adaptive processes, or to self-defeating helplessness, when facing impediments to learning. Findings indicate that establishing adaptive processes early in learning appeared critical for long-term self-confidence and eventual proficiency. Moreover, learners with positive self-concepts more often reported using their social networks for motivational support than learners with negative self-concepts, who believed such support would have helped them to remotivate. Implications for teaching are also discussed. (Contains 1 note, 4 tables, and 8 figures.)
Emerging Themes in Integrating Mathematics into Agricultural Education: A Qualitative Study of Star Teachers in Virginia
Author: Anderson, Ryan
Date: 2012-00-00
Type: Journal Articles
Subjects: Agricultural Education,Vocational Education Teachers,Teacher Attitudes,Mathematics Education,Integrated Curriculum,Teacher Collaboration,State Standards,Academic Standards,Needs,Interviews

The purpose of this study was to analyze outstanding agricultural education teachers' attitudes towards mathematics integration. An investigation into the collaboration efforts being made between the agricultural education and mathematics departments was also included. The objective of this study was to identify the primary themes to integration of mathematics that emerged through interviews with the five agricultural education instructors who were identified as having high self-reported levels of mathematics integration in their courses. This study used qualitative methods were used to collect, interpret and analyze the data. Interviews were used by the researcher to collect in-depth information regarding mathematics integration into the agricultural education curriculum. Based on the interviews of the five outstanding agricultural education teachers, four major themes emerged from each of the interviews. Those themes include mathematics as a component of agricultural education, teacher collaboration, role of STATE Standards of Learning, and perceived needs of the teachers. (Contains 1 figure and 1 table.)
Career and Technical Education Secondary Female Teachers: Leadership Attributes
Author: White, Tedra H.
Date: 2012-00-00
Type: Journal Articles
Subjects: Vocational Education,Women Faculty,Vocational Education Teachers,Secondary School Teachers,Teacher Leadership,Transformational Leadership,Leadership Qualities,Teacher Characteristics

The purpose of this study was to determine the leadership attributes, professional characteristics, and personal characteristics of secondary female teachers in career and technical education program areas of agriculture, business, family and consumer sciences, healthcare science, marketing, and technology. This study included 179 female secondary career and technical education teachers. Study findings showed that on the 37 leadership attributes, which are presented according to the five clusters (trust, organization, drive, interpersonal, and tolerance), teachers' mean scores that ranged from a low of 4.7 to a high of 5.7 on a 6-point scale. Of the five clusters (trust, organization, drive, interpersonal, and tolerance) the Tolerance cluster received the lowest mean scores whereas the Trust cluster received the highest mean scores from teachers. This study found that 35.2% of female secondary career and technical education teachers have a desire to take on leadership roles. These teachers identified 21 leadership positions that they desired to have. (Contains 4 tables.)
Identifying Innovative Agricultural Education Programs
Author: Rayfield, John
Date: 2012-00-00
Type: Journal Articles
Subjects: Agricultural Education,Educational Innovation,Experiential Learning,Teacher Motivation,Vocational Education Teachers,Problem Solving,Critical Thinking,Global Approach,Field Experience Programs,Delphi Technique,Futures (of Society),Educational Trends

Researchers identified innovative agricultural education programs across the United States. A Delphi study was conducted with the teachers in innovative programs. According to the teachers, innovative programs in 2020 will use hands-on activities and will be run by highly motivated teachers. The purpose of innovative programs in the future will be to utilize the current professional community to teach skills needed in a changing industry and to encourage students to "think outside the box" and challenge themselves. Innovative programs will be hands-on, include problem solving, and critical thinking. The people involved in innovative agricultural education programs in the future are students, innovative agricultural education teachers, school administrators, and professionals in the community with particular skills sets needed in agricultural education. Teachers of selected innovative agricultural education programs did not agree that innovative agricultural education programs should have a global reach or that every student should have a Supervised Agricultural Experience. (Contains 4 tables.)
What 21st Century Leadership in Career and Technical Education Should Look Like
Author: Viviano, Thomas
Date: 2012-00-00
Type: Journal Articles
Subjects: Vocational Education,Instructional Leadership,Leadership Qualities,Principals,Supervisors,Vocational Education Teachers,Teacher Characteristics,Teacher Administrator Relationship

When speaking of educational leadership today there are many characteristics of leadership that are needed that perhaps were not necessary five, ten, or fifteen years ago. Technology's impact on how students learn and how teachers teach has had educational leadership think about more innovative ways in which to prepare, deliver, and assess curriculum. It is necessary now to empower our teachers as they are in the trenches and to lead in a way that that reflects unconditional positive regard through relationships. Trust and love take the place of power and fear in order for employees to buy into educational reform and it's important for them to know that they are in the forefront of change and are key agents of change. It is equally as imperative for today's CTE leaders to stay abreast of current and future trends in business and industry and to encourage technical educators to stay current in their professional and trade areas as well as in pedagogy.
Texas Agricultural Science Teachers' Attitudes toward Information Technology
Author: Anderson, Ryan
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Information Technology,Innovation,Teaching Experience,Agricultural Education,Teacher Attitudes,Electronic Mail,Internet,Computer Assisted Design,Career Development,Correlation,Agriculture,Scores,Gender Differences,Teacher Education,Questionnaires,Secondary School Teachers

The researchers sought to find the Agricultural Science teachers' attitude toward five innovations (Computer-Aided Design, Record Books, E-Mail Career Development Event Registration, and World Wide Web) of information technology. The population for this study consisted of all 333 secondary Agricultural science teachers from Texas FFA Areas V and VI. The potential subjects were identified from the Texas Teachers of Agricultural Science &amp; Technology Directory published by the Texas Education Agency. Demographic and program variables for each respondent were classified as independent. Teachers' attitude scores for each innovation were classified as the dependent variable. Correlation analysis was used to identify significant relationships, if existing, between independent and dependent variables. Demographic variables analyzed included years of teaching experience, highest level of education, age, gender, grade level taught, membership in the Vocational Agricultural Teachers Association of Texas (VATAS), types of technology training received, and source of technology training. Program variables included location of campus (rural or metro) and number of Agricultural science teachers of campus. The study indicated favorable attitudes toward information technology were identified since mean subscale scores for each innovation were positive. The Agricultural Science teachers in this study who participated in technology training had more positive attitudes toward information technology. The study reported new information regarding Texas Agricultural Science teachers' attitude toward, and adoption of five specific innovations of information technology (Computer-Aided Design, Computerized Online Record Books, Electronic Mail, Online Career Development Event Registration and World Wide Web). The study also found that the Agricultural Science teachers had favorable attitudes toward online CDE registration, but it had the lowest attitude score. (Contains 8 tables.)
Instructional Strategy Use of Faculty in Career and Technical Education
Author: Fletcher, Edward C., Jr.
Date: 2012-00-00
Type: Journal Articles
Subjects: Vocational Education,College Instruction,Postsecondary Education,College Faculty,Teaching Methods,Group Discussion,Lecture Method,Questioning Techniques,Problem Based Learning,Independent Study,Synchronous Communication,Audience Response Systems,Video Technology,Electronic Publishing,Web Sites,Tests

Despite the need to provide differentiated instruction to diverse learners in contemporary CTE programs across institutes of higher education, little research has explored the actual classroom instructional strategies employed in postsecondary settings. To that end, this study found 387 CTE faculty most frequently use interactive lecture, questioning, whole-group discussion, and guided practice in their courses. While, the most infrequently used instructional strategies for CTE faculty included question and answer methods using clickers, synchronous online lecture, video creation, student-generated examinations and quizzes, and reflective blogs. As such, recommendations are articulated for both novice and experienced CTE doctoral students, faculty, and instructors regarding alternative pedagogies they might consider when teaching CTE courses. (Contains 3 tables.)
A Preliminary Study of Career Education in Middle School
Author: Ting, S. R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Career Education,Middle Schools,Earth Science,Science Education,Career Exploration,Urban Schools,Middle School Students,STEM Education,Competence,Science Interests,Student Interests,Science Careers,Satisfaction,Student Attitudes,Program Effectiveness,Student Surveys

This article reports a preliminary study on the Geosciences in Middle School, which was a career education program in the Southeastern U.S focusing on science based on Super's (1990) theory. The students (n = 80) were found to improve their interests in studying science, increase science knowledge, skills and awareness and highly satisfied with the program. Implications on career education programs in middle schools and research as well as limitations of the study were discussed. (Contains 2 tables.)
A Gender Analysis of Job Satisfaction Levels of Agricultural Education Teachers in Georgia
Author: Gilman, Donald
Date: 2012-00-00
Type: Journal Articles
Subjects: Agricultural Education,Young Farmer Education,Vocational Education Teachers,Secondary School Teachers,Middle School Teachers,Job Satisfaction,Teacher Characteristics,Gender Differences,Teacher Attitudes,Correlation

The over-arching premise of many concerning issues in secondary agricultural education may be directly related to levels of job satisfaction among teachers (Delnero &amp; Weeks, 2000). The purpose of this study was to examine the factors that influenced the perceptions of job satisfaction/dissatisfaction among agricultural educators in Georgia. The findings indicated that male and female agriculture teachers in Georgia were satisfied with their jobs, and they did not differ significantly in terms of their overall job satisfaction scores. These findings concur with those found by Cano and Miller's 1992 study. With respect to the job satisfier and dissatisfier factors, both male and female agriculture teachers rated &quot;the work itself&quot; highest among the job satisfier indicators. Males and females rated &quot;school policy&quot; lowest from the variables identified as job dissatisfiers; indicating that regardless of gender, agriculture teachers were most dissatisfied with school policy. The results of this study may be beneficial to state and local school agencies in determining the needs of agricultural educators to lessen the factors of job dissatisfaction and increase factors that help maintain teacher retention. (Contains 1 figure and 7 tables.)
Charlotte Danielson or National Board Certification: A Comparison and Contrasting of Two Major National Frameworks for Teaching
Author: Viviano, Thomas
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Teacher Effectiveness,Teacher Certification,National Standards,Teacher Evaluation,Scoring Rubrics,Comparative Analysis

Two well-known major frameworks to measure teacher performance and determine what a teacher should know and be able to do are undoubtedly the National Board for Professional Teaching Standards and Charlotte Danielson's Framework for teaching. Charlotte Danielson has four major domains and National Board Certification (NBPTS) has five major core propositions. Although they differ in wording, there are many similarities. As of this writing the Pennsylvania Department of Education is in the process of adopting Danielson's Framework domains and is in the process of piloting a rubric for the four domains that will be used as its teacher evaluation/assessment system. This paper explores the differences and similarities of NBPTS and Danielson's Frameworks but doesn't advocate for either. It also explores whether an NBPTS teacher would fare well on Danielson's framework rubric given their similarities. (Contains 1 figure.)
From All Walks of Life: New Hope for School Integration
Author: Kahlenberg, Richard D.
Date: 2013-00-00
Type: Journal Articles
Subjects: School Desegregation,Socioeconomic Status,Social Integration,Achievement Gap,Public Schools,Middle Class,Economically Disadvantaged,Students,Educational Change,Resistance to Change,School Choice,Politics of Education,Evidence,Educational Research,Cost Effectiveness,Barriers,Track System (Education),Magnet Schools,School Turnaround,Charter Schools

Integrating our schools is a goal that many of us share. But some seem to have given up on the idea, as plans to boost racial diversity have come under attack, and as the fixation on test scores has narrowed some people's concept of a good education. There is, however, new hope: integration by socioeconomic status. It's a cost-effective, legally sound strategy that can promote racial diversity while narrowing the achievement gap. (Contains 48 endnotes.)
High-Flying High-Poverty Schools
Date: 2013-00-00
Type: Journal Articles
Subjects: Poverty,Disadvantaged Youth,Public Schools,Charter Schools,School Desegregation,Social Integration,School Effectiveness,Academic Achievement,Peer Influence,Student Attrition,Educational Finance,Faculty Mobility

In discussing socioeconomic integration before audiences, the author is frequently asked: What about high-poverty schools that do work? Don't they suggest that economic segregation isn't much of a problem after all? High-poverty public schools that beat the odds paint a heartening story that often attracts considerable media attention. In 2000, the conservative Heritage Foundation published a report, titled "No Excuses," meant to show that high-poverty schools can work well. The forward of the report proudly declared that the author "found not one or two ... [but] twenty-one high-performing, high-poverty schools." Unfortunately, these 21 schools were dwarfed by the 7,000 high-poverty schools identified by the US Department of Education as low performing. Knowledge Is Power Program (KIPP), a chain of 125 schools educating more than 35,000 students in 20 states and the District of Columbia, is often cited as evidence that high-poverty public schools ought to be able to produce very positive results. The school program emphasizes "tough love": a longer school day and school year, more homework, and the explicit teaching of middle-class habits and norms. (Contains 21 endnotes.)
The Folly of the Big Idea: How a Liberal Arts Education Puts Fads in Perspective
Author: Senechal, Diana
Date: 2013-00-00
Type: Journal Articles
Subjects: Liberal Arts,Educational Trends,Educational Change,Poetry,Geometry,Mathematical Logic,Validity,Elementary Secondary Education,Special Education,Middle Class,Higher Education

America was made by and for big ideas. Insofar as big ideas have shaped it, it is ever on the verge of hyperbole and dream. Today's big ideas come with an air of celebrity and accessibility; they glitter with glamour but demand little of the Americans. While they have many manifestations, people see them epitomized in TEDTalks. TED (which stands for Technology, Entertainment, Design), a nonprofit that offers two annual conferences of short lectures on innovative ideas, mixes extreme elitism with extreme accessibility. Honoring the liberal arts may sound like a big idea in itself, but it requires modesty, as its meaning comes clear only in the details. Today's worship of sweeping innovations is preventing more modest, thoughtful ideas from being heard. As those who wish to build on the past are assumed to be protecting the status quo, people risk forsaking the works of lasting beauty and practical significance that are part of the liberal arts tradition. (Contains 18 endnotes.)
Union Members Are Community Members
Author: Gray, David
Date: 2013-00-00
Type: Journal Articles
Subjects: Interests,Unions,Voting,Nutrition,Union Members,Eating Habits,Cooperation,School Community Relationship

Unions serve their members' interests. But union members are also community members, and their interests go well beyond increasing pay and benefits. A local union president has found that his members are best served by participating in a community-wide coalition. Providing eyeglasses to needy students, promoting healthy eating, and increasing voter registration are just a few of the important issues they have tackled together.