ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing and Validating Teachers&apos; Professional Development Scale: Iranian EFL Contexts in Focus
Author: Saberi, Leila
Date: 2019-01-00
Type: Journal Articles
Subjects: Faculty Development,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Factor Analysis,Foreign Countries,Teaching Methods,Instructional Effectiveness,Teacher Attitudes,Validity,Teaching Experience

The issues and the underlying motives behind second/foreign language teachers' professional development have been increasingly investigated by the experts and practitioners in the field due to its vital role in determining teachers' success. In line with such concerns, the current study was conducted to explore the underlying factors constituting the newly developed teachers' professional development scale. It also intended to find the professional development factors that Iranian EFL teachers use to enhance teaching effectiveness. 142 Iranian male and female practicing teachers were conveniently selected to cooperate in this study. They were asked to answer the 18-item Likert scale questionnaire and express their attitude about the contributing factors. Three sources of evidence were used to support the validity of the questionnaire including content validity, reliability coefficient, and factor analysis. The result of exploratory factor analysis depicted that this questionnaire consists of two underlying components: self-regulation and other-regulation components. It was also realized that Iranian EFL teachers tend to rely more on their own experiences and capacities rather than external guide and support in their professional development. Further research can focus on qualitative data collection procedures such as interviewing teachers in order to realize their views toward the factors that help them develop professionally.
Child Task-Based Interaction in EFL Settings: Research and Challenges
Author: García Mayo, María del Pilar
Date: 2018-00-00
Type: Journal Articles
Subjects: Task Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Course Content,Interdisciplinary Approach,Teaching Methods,Language of Instruction,Native Language,Language Usage,Elementary School Students,Cooperative Learning

Task-based language teaching research has expanded substantially in foreign language (FL) contexts but most research studies have been carried out with young adults in university settings, despite the fact that FL programs for children are on the increase worldwide. However, there is a clear lack of research-based evidence of what children actually do while performing tasks, which is crucial in order to make decisions about appropriate educational provision, to inform policy makers, and to maximize children's learning opportunities. This paper focuses on current research on children in task-based programs both in mainstream English as a Foreign Language (EFL) and Content and Language Integrated Learning (CLIL) contexts. It reviews studies that show how children successfully negotiate to make language meaningful, how they engage with the tasks and how they collaborate in different ways during task performance. Challenges and future research directions will be highlighted.
&quot;From the Perspective of&quot;: Functional Analysis of Formulaic Sequences in Applied Linguistics Research Articles
Author: Jalilifar, Alireza
Date: 2018-00-00
Type: Journal Articles
Subjects: Applied Linguistics,Phrase Structure,Computational Linguistics,Computer Software,Intellectual Disciplines,Discourse Analysis

The current study explored two levels of formulaic sequences, general and discipline specific, in a corpus of 200 applied linguistics research articles and examined the functions they serve. Using Antconc software, in total, 2563 sequences were identified including 593 general and 1370 discipline-specific sequences. These numbers account for 30% and 70% of the full list of formulaic sequences, covering 8.54% in comparison to 7.76% of one-million-word corpus, respectively. Functional analysis revealed that general and discipline-specific formulaic sequences follow the same pattern, with text-oriented sequences making it to the top of the list followed by research-oriented and participant-oriented sequences. Discipline-specific sequences surpassed general sequences, providing evidence for the existence of more diversity of discipline-specific formulaic sequences. Structural and functional correlates also showed that the form of formulaic sequences is closely related to the functional use of the sequences rather than whether they are general or specific domain.
&quot;Great to See Ur Staff Are Doing Their Job Properly&quot;: Customer (Dis)Affiliation on Corporate Facebook Pages
Author: Palomino, Patricia
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Telecommunications,Foreign Countries,Web 2.0 Technologies,Consumer Economics,Satisfaction,Evaluation,Language Usage

The emergence of new technologies has changed the way people communicate. Social media have allowed businesses to connect with customers and to market their products more efficiently. However, these platforms also allow customers to share information and opinions with the company and fellow customers, diverting from previous online service encounters which only allowed the interaction between the service provider and the customer. This new digital space of communication is in need of research. Therefore, the main objective of this paper is to analyze how customer (dis)affiliation is discursively realized on Facebook. To do so, a corpus of comments published by customers on the Facebook page of a British grocery chain was compiled. The data were analyzed drawing on Appraisal Theory (Martin &amp; White, 2005). The findings show that customers used a varied range of Appraisal resources to evaluate the company and express (dis)affiliation with it and fellow customers.
Love, Attachment and Effacement: Romantic Dimensions in Sylvia Plath&apos;s Children Poems
Author: Wierzchowska, Justyna
Date: 2018-00-00
Type: Journal Articles
Subjects: Children,Poetry,Authors,Withdrawal (Psychology),Intimacy,Attachment Behavior,Mothers,Parent Child Relationship

This article examines seventeen children poems by Sylvia Plath written in the years 1960-63, in relation to the poetics of romantic love. Drawing on motherhood studies (Klein, 1975; O'Reilly, 2010; Rich, 1976; Winnicott, 1956, 1965, 1967), the maternal shift in psychoanalysis (see Bueskens, 2014: 3-6), and attachment theory (Bowlby, 1950, 1969, 1988), it reads love as a continuous human disposition, informed by one's attachment history, and realized at different stages of one's life (Hazan &amp; Shaver, 1987). It specifically refers to Daniel Stern's and Anthony Giddens's largely overlapping concepts of maternal and romantic love to argue that Plath's children poems are significantly infused with a poetics of romantic love. This poetics, however, becomes gradually compromised by a poetics of ambivalence, withdrawal, and self-effacement.
Cooperative Learning Strategies to Enhance Writing Skills among Second Language Learners
Author: Yusuf, Qismullah
Date: 2019-01-00
Type: Journal Articles
Subjects: Cooperative Learning,Second Language Learning,Second Language Instruction,Writing Skills,Middle School Students,Accuracy,Grammar,Vocabulary Development,Pretests Posttests,Writing Evaluation,Foreign Countries,Teaching Methods,Essays,Writing Instruction,English (Second Language),Writing Improvement

The mastery of the writing skills is crucial, not only among the school children, but also to everyone. The use of Cooperative Learning (hereafter, CL) has become increasingly popular in recent years as pedagogy trends worldwide. It has shifted from teacher-centred to learner-centred methods. Among the methods endorsed in teaching writing is the application of CL. This research investigated the effects of CL to improve the writing skill of ninth grade students in a middle school in Kuala Lumpur. This research used the quasi experimental design, with pre-test and posttest of the narrative essays as the instruments. The data were further analysed by employing descriptive and inferential statistics. The students' writing were scored on the five writing components, they are vocabulary, organization, grammatical accuracy and mechanics. The results showed that the students had increased in their writing scores from the pre-test to the posttest after the application of CL in the class. Subsequently, the results indicate positive effects of CL in improving the writing skill of students at the school, and they are also discussed in the paper.
The Self-Regulated Learning of Younger Adolescents with and without Learning Difficulties -- A Comparative Multiple Case Study
Author: Cerne, Tanja
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Management,Learning Problems,Early Adolescents,Metacognition,Cognitive Processes,Planning,Evaluation,Psychological Patterns,Family Role,Special Education,Attention Deficit Hyperactivity Disorder,Learning Disabilities,Foreign Countries

Well-developed self-regulated learning is the key to enabling learners to achieve both their educational goals and wider personal development. However, this can be especially challenging for adolescents with learning difficulties, because of the neuropsychological and neurophysiological characteristics of such individuals, as well as the significant disparities they tend to experience between the effort put into learning on the one hand, and the resulting learning achievements on the other. In the current comparative multiple case study, we researched the self-regulated learning of three younger adolescents with learning difficulties and that of one younger adolescent without learning difficulties. The data were subjected to triangulation methods and qualitative analysis, with the results showing that the younger adolescents with learning difficulties mainly used cognitive rehearsal strategies, while the organisational and elaboration strategies were used only with the aid of the available social resources. The results also show that metacognitive strategies with regard to planning, assessment, and self-regulation were not yet fully developed in the participants with learning difficulties. Two of the three younger adolescents with learning difficulties show several signs of defensive pessimism and learned helplessness. All the adolescents participating in this case study received support and help in their home environments and developed suitable self-encouragement and self-rewarding strategies through perceptions of their own success in their free-time activities. The participating teachers did not fully identify the strong areas and performance factors in the younger adolescents, both with and without learning difficulties. The results obtained from this case study might contribute to developing more efficient special-educational intervention approaches.
Cognition Processes of Students with High Functioning Autism Spectrum Disorder in Solving Mathematical Problems
Author: Fauziyah, Nur
Date: 2019-01-00
Type: Journal Articles
Subjects: Cognitive Processes,Autism,Pervasive Developmental Disorders,Mathematics Skills,Problem Solving,High School Students,Visualization,Planning,Freehand Drawing,Visual Aids,Intelligence Quotient,Foreign Countries

The cognition processes of students with autism spectrum disorder (ASD) in solving mathematical problems is still rarely studied in depth, although the prevalence of the students is increasing. The purpose of this research was to describe the cognition processes of students with ASD in solving mathematical problems. The subjects in this research are two high school students with high functioning ASD. Data was gathered from task-based interviews. The cognition processes in solving mathematical problems involved reading and paraphrasing the problems, visualizing the problems and representing them in the form of drawings or diagrams, determining the hypothesis to create a plan to solve the problems, estimating or predicting an answer to the problem, completing computations, and finally, checking to ensure the process of problem solving resulted in a correct answer. Some characteristics of students with ASD were very perceptible during mathematical problems solving process. Differences in intelligence of the both subjects had a role in every process of cognition.
Cognitive Maps of the Beliefs of Pre-Service Mathematics Teachers Regarding Mathematics: A Phenomenological Research
Author: Katmer-Bayrakli, Vildan
Date: 2019-01-00
Type: Journal Articles
Subjects: Cognitive Mapping,Beliefs,Student Attitudes,Preservice Teachers,Mathematics Teachers,College Students,Constructivism (Learning),Knowledge Level

This study investigates the beliefs of pre-service mathematics teachers (PMTs) regarding mathematics through plotting their cognitive maps. The PMTs' beliefs regarding the nature of mathematics, and teaching and learning mathematics were considered in depth using a phenomenological approach. Participants in the study were seven PMTs in the fourth year of the Elementary School Mathematics Education Program at a university in Istanbul. Data were collected through individual interviews and analyzed by plotting cognitive maps. The results showed that all PMTs had similar cognitive maps of beliefs regarding mathematics. Although the PMTs stated that they held traditional (teacher centered) beliefs before enrolling in the teacher-training program, they demonstrated that they held more constructivist beliefs as a result of the teacher-training program. The use of cognitive maps was shown to be effective in providing a holistic examination of the beliefs of PMTs and a comparison of their belief systems.
Participatory Action Research in University Chemistry Teacher Training
Author: Tolsdorf, Yannik
Date: 2018-00-00
Type: Journal Articles
Subjects: Action Research,Participatory Research,Chemistry,Teacher Education,Science Instruction,Foreign Countries,Secondary School Science,Science Teachers,Models,Teaching Methods,College Science

The Participatory Action Research (PAR) model developed by Eilks and Ralle is very well known in science education. Over the years, many teaching and learning materials have been developed and implemented in German secondary schools using this method. The success of the model encouraged us to adapt it to the university level in order to develop university chemistry education courses. However, to do this, we encountered and conquered some challenges. The present paper is based on an advanced model of Participatory Action Research for developing university chemistry teacher training. For an advanced model, the focus is strongly on the extended development team, which contains people who were not part of the original team. The role of the students also changes. The ideas we used to further develop the model and implement it in practice will be described and discussed below.
Assessing Eighth-Grade Mathematics Teachers and Textbook in Embodying Thinking Levels
Author: Alkhateeb, Mohammad Ahmad
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 8,Textbooks,Textbook Content,Thinking Skills,Questioning Techniques,Teaching Methods,Inferences,Elementary Secondary Education,Mathematics Achievement,Mathematics Education,Discussion (Teaching Technique),Elementary School Students,Elementary School Teachers

The aim of this study was to investigate the extent of embodying thinking levels in the eighth-grade textbook and teachers' classroom questions and exams. Five teachers who teach eighth grade were chosen from schools that obtained the highest and lowest TIMSS results in Zarqa City, Jordan. Textbook content analysis, teachers' classroom observation and exam questions were assessed according to the triadic classification of thinking levels (knowledge and understanding, application and inference). The findings concerning textbooks revealed that the knowledge and understanding level obtained the highest means (67.5%-81%), followed by the application level (14.3%-24.1%) and questions measuring inference level (analysis 4.7%-6.3%), composition (0%-1.5%), evaluation (0%). Questions prepared by the teachers in the exams that measured knowledge and understanding ranked first in both the highest- and lowest performance schools. Both categories of schools achieved roughly the same rate in terms of application level. Nevertheless, the inference average rate was higher in the higher-performance schools. In general, the focus of evaluative practices, classroom questions and discussions was on the lower thinking levels, with the lowest rates being achieved by the low-performing schools.
An Analysis of Quality Assurance Key Performance Indicators in Research in Ugandan Universities
Author: Musa, Matovu
Date: 2019-01-00
Type: Journal Articles
Subjects: Universities,Educational Quality,Quality Assurance,Foreign Countries,College Faculty,Teacher Attitudes,Islam,Research,Role,Educational Indicators,Case Studies,Best Practices,Factor Structure

In a university, research is used to generate new knowledge and also increases the visibility of the university. The quality of research undertaken by the university is important in defining the nature of the university and its ranking nationally, regionally, and internationally. In universities, for research to be vibrant and quality-oriented, it should be based on achievable Quality Assurance Key Performance Indicators (QA_KPIs). This paper analyses QA_KPIs used to guide research at the Islamic University in Uganda. The objectives of this study included (a) to understand the roles of QA_KPIs in research at Islamic University in Uganda (IUIU), (b) to examine the differences in staff perceptions on QA_KPIs in research at Islamic University in Uganda, and (c) to examine the relationship between QA_KPIs' variables used in maintaining quality in research at the Islamic University in Uganda. Results of descriptive statistics highlight that 154 majority of staff agreed that QA_KPIs have a role to play in ensuring the quality of research at the Islamic University in Uganda. It was observed that there was a statistically mean difference in staff perceptions as regards QA_KPIs in the academic qualifications. It was also observed that there are relationships between QA_KPI variables on the quality of research undertaken at Islamic University in Uganda.
Certification Policy: Reflections Based on the Chilean Case of the INICIA Test for Beginner Teachers
Author: Aravena, Felipe
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Certification,Reflection,Beginning Teachers,Foreign Countries,Educational Policy,Pedagogical Content Knowledge,Teacher Education,Teacher Education Programs,Teacher Evaluation,Holistic Approach,Teacher Competency Testing

The main purpose of this paper is to analyse a specific educational policy in a national context: INICIA (In Spanish: Start) in Chile. Enacted in 2008, this policy evaluates beginning teachers at the national level before they start their professional careers in schools. The INICIA has been categorised as a certification policy to measure what teachers know in relation to a certain disciplinary area. At present, INICIA is voluntary for beginning teachers. However, due to policy changes, a passing score on it will soon be necessary to become a nationally qualified teacher in Chile. Through a holistic analysis of the policy, we develop a complex picture of the problem INICIA generates as a requirement for certification. According to our analysis, INICIA has been misunderstood as a policy that provides quantitative and qualitative information about a teacher's performance. In actuality, INICIA merely provides information about a specific moment in a teacher's professional development and cannot be used as a predictor of future performance.
Young People Learning from Digital Media outside of School: The Informal Meets the Formal
Author: Pereira, Dra. Sara
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Multimedia Materials,Informal Education,Adolescents,Secondary School Students,Student Motivation,Skill Development,Internet,Media Literacy,Foreign Countries,Social Media,Adolescent Attitudes,Student Attitudes

The dissonance between what teenagers learn in classrooms and their everyday lives is not a recent phenomenon, but it is increasingly relevant as school systems are unable to follow the evolution of media and society beyond traditional concerns regarding the protection of young people. An overly scholarly view of learning continues to prevail in our society, which seems to marginalize the knowledge that young people develop with and through media and digital platforms. Based on questionnaires, workshops, and interviews conducted with Portuguese teenagers, aged 12 to 16 years old (N=78), attending an urban and a rural school in the North of the country, this paper aims to understand how these teens are learning to use the media, what motivates them, and if their media practices contribute to the acquisition of skills and competencies useful to their lives inside and outside school. The research main results confirm the existence of a gap between formal and informal education. Informal education is mainly motivated by their needs and peer influence. Colleagues and family, alongside the Internet and self-discovery, appear as important sources of knowledge. Another important conclusion is that informal learning strategies contribute to the development of skills and competencies that are useful from a school viewpoint.
The &apos;Danmu&apos; Phenomenon and Media Participation: Intercultural Understanding and Language Learning through &apos;The Ministry of Time&apos;
Author: Zhang, Leticia-Tian
Date: 2019-00-00
Type: Journal Articles
Subjects: Audiovisual Aids,Foreign Countries,Spanish,Discourse Analysis,Popular Culture,Cultural Differences,Second Language Learning,Mass Media,Intercultural Communication,Interpersonal Competence,Chinese,Japanese,Video Technology,Technological Literacy,Asian Culture

While research on Western multimedia platforms, such as YouTube, is prolific and interdisciplinary, Asian portals remain unknown. We explore this field by analyzing the juvenile and intercultural uses of a popular visualization system in Japan and China, known as &quot;danmaku&quot; or &quot;danmu&quot;. This technology inserts dynamic and contextualized comments on a photogram, with several typographical possibilities. Based on a corpus of 1,590 comments on &quot;The Ministry of Time&quot;, collected from a fandom platform with millions of users, we analyzed the topics that arouse the most interest among Chinese fans. We combine content analysis, which incorporates coding and counting techniques of the categories with the most interventions (n&gt;16), with multimodal discourse analysis (TV series, Asian platform and user comments). Results show that the viewers are most interested in the film genre (time travel), the characters, the plot, certain sociocultural contents, and the Spanish language. Their discussions address issues of interculturality, some topics that are taboo in China and the fandom culture in Asia. Our study illustrates the potential of participation, communication, and learning in Asian social media, and constitutes an interesting and innovative contribution to the field of media and digital literacy, with various suggestions to promote intercultural competence with the use of popular culture.