ethanporcaro/eric-fulltext-meta huggingface dataset:
Contributory Role of Virtual Courses via Skype to Control Embarrassment of Iranian EFL Learners&apos; Performance
Author: Jahanbakhsh, Elham
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Online Courses,Educational Technology,Technology Uses in Education,Seminars,Psychological Patterns,Semi Structured Interviews,Student Attitudes,Personality Traits,Computer Mediated Communication,Public Speaking,College Students,Majors (Students),Questionnaires,Mixed Methods Research

In recent years, there has been an increasing interest in integration of technology for pedagogical purposes. The present study aimed at finding out how presentation in the frame of virtual courses can control embarrassment and shyness of Iranian EFL learners. The practical part concentrated on using Skype for the purpose of presentation in seminar courses. The data collection was based on Revised Cheek and Briggs Shyness Scale (PRSS 14 item) and the target group was selected from three seminar classes during 2016. The final scores of the face to face presentation were compared with presentations via the Skype in such courses. The data were analyzed using a paired sample t-test. The results revealed a significant difference between observed results and expected results. The data were also gathered from semi-structured interviews based on the students' attitudes towards using the Skype to increase the validity of the method. The findings showed that the students had highly positive attitudes towards integration of the technology. This study could impact those students who have enough competence but their personality type prevents them from transferring their knowledge. It could also be fruitful for curriculum developers who want to organize pedagogical area efficiently by overcoming time and place constraints.
Successful Students in an Open and Distance Learning System
Author: Puspitasari, Kristanti Ambar
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Distance Education,Higher Education,College Students,High Achievement,Age Differences,Student Motivation,Study Habits,Interviews,Self Evaluation (Individuals),Grade Point Average,Student Characteristics,Correlation,Academic Achievement,Questionnaires,Statistical Analysis

Learning in a higher education institution that applies an open and distance learning system requires the students to study as independent learners. This research is a survey research with the purpose of exploring the characteristics, habits and learning motivation of high-achiever students or those who obtained a high level of Grade Point Average (GPA). The sample used in this study was Universitas Terbuka (UT) students of Non Elementary Education Programs who had completed at least four semesters and had obtained a GPA of 2.50 or higher. This study discovered that the high-achiever students were younger students of the average age of 29 years. Most of these higher achiever students were highly motivated to study and were studying at UT to support their career development. They usually studied 3-4 hours/for each course each day. Interviews showed that students generally did the self-assessment tests and they regularly attended the tutorials. The time of study (p = 0.001) and methods of study (p = 0.01) recorded in this study have the potential to contribute to the students' GPA.
An Evaluation of Associate Degree Distance Education Programs in Terms of Student Occupancy Rates
Author: Kesim, Eren
Date: 2018-04-00
Type: Journal Articles
Subjects: Associate Degrees,Distance Education,Enrollment Trends,Statistical Analysis,Foreign Countries,Economics,Economic Factors,Educational Technology,Technology Uses in Education,Intellectual Disciplines,Departments,Institutional Characteristics

This paper will discuss the student occupancy rates between 2007 and 2016 of two-year associate degree distance education programs in Turkey on the basis of both the program and the university and to identify the potential variances. As a result of descriptive analyses, it has been determined that Tour Guiding, Mapping and Cadastral Survey, and Mechatronic programs and Kafkas, Nevsehir Haci Bektas Veli and Celal Bayar Universities have the highest occupancy rates. It has been observed during the statistical analyses that the occupancy rates have not varied based on the period during which the program has been open and the university count. Therefore, the hypothesis that the programs opened by many universities or has accepted students for many years have the highest occupancy rate has not been supported. The university-based analyses have demonstrated that the occupancy rates of universities have varied with regard to the total number of years that distance education programs have been opened. Correspondingly, the universities which have opened the programs in more years than others, those having much experience in other words, have higher occupancy rates.
U. S. Mainland-Born and Non-Mainland-Born Children Referred for Special Education
Author: Ebworth, Miriam Eisenstein
Date: 2011-00-00
Type: Journal Articles
Subjects: Special Education,Referral,Hispanic American Students,Comparative Analysis,Language Usage,Student Behavior,Disproportionate Representation,Acculturation,Immigrants,Curriculum,Urban Schools,English (Second Language),Language Proficiency,Spanish Speaking,Indigenous Populations,Student Records,Teacher Attitudes

In this study, we compared the referrals for special education evaluation of U.S. mainland-born children with those of mostly Latino non-mainland-born children in two school systems in the Northeastern United States. The investigation focused on whether there was a significant difference between referrals for special education from each group, based on either language or behavior. According to the literature, nonnatives are both overrepresented and underrepresented in special education, with reasons for referral including problematic use of language and inappropriate behavior. The researchers found that referrals for behavior in our sample were more frequent among natives compared with nonnatives, while referral for language use did not differ significantly between the groups. We discuss variables that could account for these findings including nonnative acculturation, the availability of alternative curricula for these learners, and the fact that many native children in inner-city schools speak alternative English varieties that contrast with the standard language used in school settings.
A Voice-Based E-Examination Framework for Visually Impaired Students in Open and Distance Learning
Author: Azeta, Ambrose A.
Date: 2018-04-00
Type: Journal Articles
Subjects: Visual Impairments,Educational Technology,Technology Uses in Education,Computer Assisted Testing,Distance Education,Test Construction,Usability,Assistive Technology,Blindness,Questionnaires

Voice-based systems allow users access to information on the internet over a voice interface. Prior studies on Open and Distance Learning (ODL) e-examination systems that make use of voice interface do not sufficiently exhibit intelligent form of assessment, which diminishes the rigor of examination. The objective of this paper is to improve on the achievements of previous studies by providing a framework that will guide the development of a voice-based e-examination expert system for the visually impaired students in ODL. The study employs a combination of technologies such as system design, server side scripting, voice-based system development, data management and rule-based reasoning in developing the system. The system was evaluated to determine the level of usability. The results of the usability evaluation showed that the developed application has an 'average usability' rating of 3.48 out of 5 scales. The findings show that the voice-based e-examination system will not only be of immense benefit to the visually impaired students in ODL in respective of distance, but will also complement the existing web-based method for online examination.
Instructional Design to Measure the Efficacy of Interactive E-Books in a High School Setting
Author: Pabrua Batoon, Maria Victoria
Date: 2018-04-00
Type: Journal Articles
Subjects: Instructional Design,Interaction,Electronic Publishing,Books,Foreign Countries,High Schools,Qualitative Research,Case Studies,Teacher Surveys,Student Surveys,Handheld Devices,Technology Uses in Education,Pilot Projects,Program Implementation,High School Freshmen,Secondary School Teachers,Interviews,Questionnaires

This article describes a qualitative research analysis on the implementation of interactive ebooks in high school courses using a case study approach. The subjects of the study included seven professors and 16 freshmen who were surveyed and interviewed with a questionnaire designed according to the Kemp Model of Instructional Design. The study revealed that participants use interactive e-books as a technological educational resource. The professors pointed out that the design of the interactive e-books helped students develop essential learning skills: technological ability, reading and writing skills, as well as cognition and metacognition abilities. Furthermore, the students noted that the use of interactive e-books has a positive effect on their grades due to its high audio and visual contents. However, the students indicated that they were allured to chat, to play or to navigate in their mobile device while they were using it. Finally, this study can contribute to the relative knowledge about the use of mobile technology in education, as well as, it aids the professor to make a reflection about the Instructional Design of the educational technological resources used in the classroom to promote better result in the process of learning.
Massive Open Online Courses (MOOC) for Teaching Portuguese for Foreigners: A Case Study
Author: Zancanaro, Airton
Date: 2018-04-00
Type: Journal Articles
Subjects: Online Courses,Case Studies,Portuguese,Models,Foreign Countries,Universities,Resource Units,Shared Resources and Services,Instructional Materials,Technology Uses in Education,Educational Technology,Distance Education,Second Language Learning,Undergraduate Students,Second Language Instruction

Education is experiencing a period of change and the traditional models of education adopted by universities need to go through innovative processes to democratize knowledge, attract new learners and optimize resources. The use of Open Educational Resources (OERs) and Massive Open Online Courses (MOOC) can contribute to such changes. However, studies on the reuse of OERs and language courses in the MOOC format are still scarce. To this end, the aims of this study are (a) to verify whether the OER production cycle proposed by Zancanaro (2015) in his framework could be used in part for the production and supply of MOOCs and (b) to present the production and to offer a process of the Portuguese Teaching MOOC for Foreigners (MOOC-PFL), developed at the Regional University of Blumenau. This is a case study that shows a production and offers cycle comprising the phases of analysis and design, coding, evaluation, dissemination and offering. Considering it was the first experience of the University with a MOOC course, it exceeded expectations, provided an increase in the institution's and city's visibility, contributed to the demystification of the OER use by the production and offer team and generated incentives for the production of new levels.
Validation of Learning Theories in Their Relationship with Information and Communications Technology
Author: Capacho, Jose
Date: 2018-04-00
Type: Journal Articles
Subjects: Learning Theories,Learning Processes,Technology Uses in Education,Curriculum Design,Courseware,Behaviorism,Cognitive Psychology,Cultural Traits,Program Validation,Electronic Learning,Alignment (Education),Reliability,Specialists,Relevance (Education),Statistical Analysis

The paper presents the conceptual basis of the theories: Behaviorism, Gestalt, Cognitive Psychology, and the Historic-Cultural Psychology. The essential categories of these theories were validated in a population of 2704 courses at the Massachusetts Institute of Technology, MIT (USA). The research seeks the relationship of theories with course design and student learning process supported by ICTs. The results for a sample of 629 open courseware analyzed gives the conclusion that the concepts of the theory of Piaget are the most influential in the process of eLearning of students in a 49.92%.
Not Too Well-Known &quot;Predecessors&quot; of C. R. Rogers&apos;s Humanistic Pedagogy (J. A. Comenius, J. I. Felbiger, J. F. Herbart, O. Chlup)
Author: Šterba, Radim
Date: 2018-00-00
Type: Journal Articles
Subjects: Humanistic Education,Content Analysis,Educational Theories,Empathy,Teacher Characteristics,Concept Formation,Statistical Analysis,Qualitative Research,Teaching Methods,Educational Philosophy,Intellectual History

The paper deals with the analysis of the works of selected pedagogical thinkers in relation to the humanistic pedagogy of C.R. Rogers. The aim of the paper is to identify the components of humanistic pedagogy--Person Centred Education (PCE) in pedagogical theories that were created prior to the PCE. Based on the content analysis, we tried to identify the central components of PCE--empathy, authenticity and acceptance in pedagogical concepts of significant pedagogical thinkers. We focused on selected pedagogical thinkers who lived in Central European space from the first half of the 17th century until the first half of the 20th century. In particular, such thinkers were selected who were ideally close to the PCE bases influenced by European humanism--J. A. Comenius (Komenský) and his lesser known successor J. I. Felbiger, German thinker J. F. Herbart and later O. Chlup influenced by pedocentrism. The above-mentioned authors dealt with the subject of teacher empathy, at Comenius we even have the technique of active listening, and we also find authenticity and acceptance. We can say that these central components of PCE had been used in pedagogical theories to varying degrees before the PCE was established. In addition to enriching and modifying contemporary pedagogical theory, the article also aims inspire interest in pedagogical thinkers of past centuries who have dealt with similar problems in our theories that we are dealing with today. Thanks to this thematically defined reflection of the mentioned pedagogical theories, we can get inspirational insights into some of the problems of contemporary pedagogical theory and practice.
An Exploration of Preservice Teachers&apos; Reasoning about Teaching Mathematics to English Language Learners
Author: Turkan, Sultan
Date: 2018-00-00
Type: Journal Articles
Subjects: English Language Learners,Mathematics Instruction,Preservice Teachers,Mathematics Teachers,Teacher Education Programs,Teaching Methods,Mathematical Concepts,Teacher Competencies,Qualitative Research,Decision Making,Attitude Measures,Student Needs,Language Usage,Elementary School Teachers,Vignettes,Interviews,Knowledge Level,Cultural Influences,Coding

Research indicates that many English learners (ELs) have not been effectively supported in meeting their academic learning goals. This explains, in part, the growing interest and corresponding research on the essential teacher knowledge-base for teaching ELs. Despite the attention paid to this issue, research on preservice teachers' reasoning and instructional decision-making, especially regarding teaching mathematics to ELs remains underexplored. For this reason, we examined--through the use of authentic teaching scenarios--how ten preservice mathematics teachers, at the end of their teacher training, chose to present mathematical concepts to their EL learners. We also studied, in depth, the rationale behind their choices. Qualitative analyses of these data revealed that pre-service mathematics teachers' instructional decision making was grounded in their perceptions of ELs as either a homogenous or a markedly heterogeneous group of learners. When asked how to best accommodate ELs with varying levels of linguistic proficiency, some preservice teachers opted to remove all discipline-specific language from math problems, others included math terminology and defined key terms prior to the lesson, and several changed their minds--while thinking aloud--regarding how to best present the material. The practical utility of these findings are discussed in detail.
Teachers Learning to Prepare Future Engineers: A Systemic Analysis Through Five Components of Development and Transfer
Author: Hardré, Patricia L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Technical Occupations,Engineering,Mathematics Teachers,Science Teachers,Secondary School Mathematics,Secondary School Science,Secondary School Teachers,College Faculty,Mentors,STEM Education,Science Careers,Science Interests,Teaching Methods,Student Attitudes,Mixed Methods Research,Faculty Development,Teacher Collaboration,Teacher Attitudes,Engineering Education,Questionnaires,Observation,Intervention

This study used a systemic perspective to examine a five-component experiential process of perceptual and developmental growth, and transfer-to-teaching. Nineteen secondary math and science teachers participated in a year-long, engineering immersion and support experience, with university faculty mentors. Teachers identified critical shifts in perceptions of engineering, and recognized appropriateness of engineering as a career option for their students. They transferred content learning and perceptions to students, through experiential narratives and instructional activities. Teachers reported that their secondary math and science students demonstrated observable change in knowledge, skill and beliefs about engineering, subject area score and skill improvement, class engagement, and engineering-related career aspirations.
The Development of the Bilingual Special Education Field: Major Issues, Accomplishments, Future Directions, and Recommendations
Author: Zhang, Chun
Date: 2010-00-00
Type: Journal Articles
Subjects: Bilingual Education,Special Education,Referral,Disabilities,Outcomes of Education,English (Second Language),Second Language Learning,Cultural Differences,Disproportionate Representation,Sociocultural Patterns,Special Education Teachers,Teacher Effectiveness,Knowledge Base for Teaching,Response to Intervention,Delivery Systems,Cooperation,Cultural Awareness,Teacher Education,Educational History,Futures (of Society),Prevention,Elementary Secondary Education,Identification

In this paper, we review various challenges in regard to educating children with and without disabilities from culturally and linguistically diverse (CLD) backgrounds. The challenges discussed include (1) biased assessment that results in mis- or overrepresenting CLD students in special education, (2) difficulty distinguishing between disability and differences, and (3) lack of competent bilingual special educators. As recommended practices, we propose to use the response to intervention model in identifying and instructing CLD children with and without disabilities. We point out that future research should examine how collaborative service delivery models contribute to referrals of CLD children into special education and the instruction of these children. Future research should also focus on how to expand teachers' knowledge about both the sociocultural and learning contexts to aid in producing positive outcomes for CLD children both with and without disabilities.
Developing a Framework of Outcomes for Mathematics Teacher Learning: Three Mathematics Educators Engage in Collaborative Self-Study
Author: Bahr, Damon L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Mathematics Instruction,Mathematics Teachers,Models,Teacher Collaboration,Self Evaluation (Individuals),Independent Study,Preservice Teachers,Preservice Teacher Education,Inservice Teacher Education,Teacher Educators,Cooperative Learning,Teaching Methods,English Language Learners,Science Instruction,Qualitative Research,Educational Change,Faculty Development

This article synthesizes the literature on what it means to teach mathematics and science to ELLs and abstract from it a set of knowledge and skills teachers might need to teach ELLs effectively. To this end, the article brings together the sociocultural and linguistic perspectives identifying three areas of effective teaching practice. One argument is that collaborative learning conditions are beneficial in teaching mathematics and science to ELLs. A second contention is that teachers should be able to engage ELLs in mathematics 'talk' and the discourse of scientific concepts by bridging the divide between students' background experiences and the content of mathematics and science lessons. The third area of effective teaching practice forwards the claim that teachers should engage ELLs in talking and writing the language of mathematics and science. To support this point, the linguistic perspective identifies the shared and distinctive features of the academic languages of mathematics and science. Into this discussion, we integrate the insights of the mathematics and science specialists that participated in our panel.
Depositioning the &quot;Foreign&quot;: Considering the Challenges and Opportunities of a Postmodern Foreign Language Education
Author: Wagner, Manuela
Date: 2010-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Heritage Education,Native Language Instruction,Korean,Spanish,Language Research,Teaching Methods,Educational Research,Educational Finance,Language Planning,Decision Making,Postmodernism,Attitude Change,Program Development,Classification,Barriers,Educational History,Immigrants,Educational Attitudes,Applied Linguistics,Language Proficiency,Language Variation

This article focuses on how attitudes toward HLLs [heritage language learners] have changed, both with regard to program development and in learning and teaching. First, the ambiguity towards heritage language preservation is illustrated by examining historical aspects of heritage languages in the United States. Secondly, a closer look at two examples of heritage language learning, namely Korean and Spanish, reveals the complexity of language policies and funding decisions regarding HLL. Finally, research in language teaching and linguistics confirms that a shift in attitude toward the HLL is underway. Rather than considering HLL as a pedagogical challenge or problem, researchers and practitioners start investigating and reporting the opportunities of HLL for the classroom as well as for second language acquisition research.
Navigating Teacher Leaders&apos; Complex Relationships Using a Distributed Leadership Framework
Author: Klein, Emily J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Models,Qualitative Research,Faculty Development,Science Teachers,Elementary Secondary Education,Fellowships,Mentors,Science Instruction,Phenomenology,Case Studies,Secondary School Teachers,Middle School Teachers,Semi Structured Interviews,Grounded Theory,Secondary School Science,School Districts,Leadership Role,Inclusion

This article presents findings from a multi-year, qualitative study of K-12 science teacher fellows involved in a grant-funded professional development program. This research hones in on Year 2 where we examine the actions our fellows have taken in their districts as science teacher leaders and their sense of agency. The following main themes emerged in the data: how science teacher leaders see personal/organizational change as a process; the importance of differentiated mentoring and support; the fellows' acceptance of roadblocks as part of the growth process; and finally, the value of reflection as a means to sustain leadership efforts beyond the fellowship. We explore the implications for professional development programs in districts, and in particular, those that address the need to cultivate teacher leadership.