ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaboration between Content Experts and Assessment Specialists: Using a Validity Argument Framework to Develop a College Mathematics Assessment
Author: Brijmohan, Amanda
Date: 2018-00-00
Type: Journal Articles
Subjects: Expertise,Mathematics Instruction,College Mathematics,College Students,Remedial Mathematics,Mathematics Skills,Mathematical Logic,Test Construction,Mathematics Tests,Foreign Countries,Models,Student Placement,Test Validity

Developing a new assessment requires the expertise of both content experts and assessment specialists. Using the example of an assessment developed for Ontario's Colleges Mathematics Assessment Program (CMAP), this article (1) describes the decisions that must be made in developing a new assessment, (2) explores the complementary contributions of content experts and assessment specialists, and (3) illustrates how the use of a validity argument framework can support collaboration in assessment development. The authors conclude that the validity argument framework facilitated effective collaboration between content experts and assessment specialists, and suggest that this approach may help other collaborators pursue transparent and effective assessment development.
Sexual Exploitation Prevention Education for Indigenous Girls
Author: Louie, Dustin William
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,Indigenous Populations,Sexual Abuse,Females,Interviews,Experience,Prevention,Intervention,School Role,At Risk Persons,Institutionalized Persons,Correctional Institutions,Racial Differences,Ethnicity,Gender Differences,Age Differences,Social Class,Recruitment,Crime

Indigenous girls in Western Canada comprise over half of the victims of sexual exploitation, but the gravity of this phenomenon is overlooked in education and academia. Five Indigenous sexual exploitation survivors and 19 service providers in a western Canadian city were interviewed to critically examine the life experiences that establish pathways to exploitation, methods of recruitment, and prevention education recommendations to inform school-based interventions. Based on these interviews, nine pathways to sexual exploitation for Indigenous girls were uncovered, most notably sexual abuse, transition from reserves, and the prison system. This article summarizes a study conducted from 2014-2016 (Louie, 2016), which found that an extensive range of gender, age, race, and class backgrounds in Canadian society contribute to Indigenous girls being recruited into sexual exploitation. At present, most research and education programs emphasize intervention, missing a key opportunity to prevent recruitment into sexual exploitation. This study has generated a potential framework for schools to establish prevention education for Indigenous girls experiencing an increased threat of sexual exploitation.
Alberta Bounded: Comprehensive Sexual Health Education, Parentism, and Gaps in Provincial Legislation and Educational Policy
Author: Grace, André P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Sex Education,Health Education,Foreign Countries,Educational Policy,State Legislation,Educational Legislation,High School Students,Minority Group Students,Sexual Orientation,Sexual Identity,Compulsory Education,Parents

This article makes a case for mandating comprehensive sexual health education (CSHE) for all students in Canadian schooling, with a focus on Grades 7 to 12. Using Alberta as an example, it examines the degree to which legislation and educational policy enable CSHE, with particular attention to sexual and gender minority (SGM) students. The article conceptualizes and interrogates parentism as a rightist politico-religious viewpoint harmful to high school students needing to build sexual knowledge and sexual agency. It concludes by calling on legislators, school districts, and faculties of education to act to enable CSHE for all students, including SGM students.
Investigating the Relationship between Foreign Language Anxiety and Oral Performance of Non-English Major University Students in Indonesia
Author: Subekti, Adaninggar Septi
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Second Language Learning,Second Language Instruction,Anxiety,Qualitative Research,Communication (Thought Transfer),Oral Language,English (Second Language),Nonmajors,College Students,Grades (Scholastic),Foreign Countries,Likert Scales,Measures (Individuals),Attribution Theory,Questionnaires,Student Attitudes

This study was conducted to investigate the relationship between Foreign Language Anxiety (FLA) and spoken performances of non-English major university students in Indonesia. The study found that learners experienced various degrees of FLA with the mean score 93.07 (SD = 17.69, N = 119). This study also found a statistically significant, negative correlation between the learners' FLA and their achievements as measured by their grades, r (117) = -0.37, p &lt; 0.01. Consistent with that, significant, negative relationships were also found between the learners' achievements and all the three related situation-specific anxieties, communication apprehension, test anxiety, and fear of negative evaluation. Considering the results, it is suggested that both teachers and students should minimise the debilitating effects of students' FLA. Based on the limitations of this study, some recommendations for future studies are also highlighted. They are investigations on the relationship between FLA and second language (L2) achievements across different levels of education and thorough qualitative investigations of FLA. A bibliography is included.
Language Learning Strategies (LLS): Teachers&apos; Notions and Practice
Author: Kussin, Haddi Junaidi
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Learning Strategies,Metacognition,Foreign Countries,Memory,Correlation,English (Second Language),Second Language Instruction,Language Teachers,Language Processing,Teacher Attitudes,Teaching Methods,Semi Structured Interviews,Observation,College Faculty,Universities,Educational Practices

The purpose of the study was to find out both notions and practice where language learning strategies (LLS) are concern. LLS according to Oxford (1990) could be divided into two main strategies--direct and indirect strategies. Direct strategies are sub-divided into memory, cognitive and compensation strategies and required mental processing of the language. Indirect strategies however are the processes that support language learning and the sub-strategies include metacognitive, affective and social strategies. LLS are made the focal point of the study as numerous studies suggested that successful language learning could somehow be linked to utilization of language learning strategies (Areen Ahmed, 2014). The study targeted the teacher population at Centre for Foundation Studies of the International Islamic University Malaysia, particularly teachers responsible of teaching English at the educational institution. However, there were only four teachers who responded to the invitation to become part of the study. The study first explored the individual perception of the four teachers who volunteered (done via three separate interview sessions) before lesson implementations of the four were observed to substantiate their notions on incorporating LLS into lesson implementations. The notions of the four volunteered teachers were found to have aligned with their individual practices where LLS are concern.
PRWR: Evidence of Its Effectiveness in Teaching Academic Content-Area Reading across English Proficiency
Author: Lubis, Azhar Aziz
Date: 2018-00-00
Type: Journal Articles
Subjects: Evidence,Evidence Based Practice,Instructional Effectiveness,Instructional Innovation,Teaching Methods,Content Area Reading,Language Proficiency,English (Second Language),Quasiexperimental Design,Reading Comprehension,Reading Tests,Questionnaires,College Second Language Programs,Control Groups,Experimental Groups,Pretests Posttests,Reading Strategies,Foreign Countries,Language Tests,Second Language Learning,Statistical Analysis

This factorial quasi-experimental 2 x 2 study aimed to corroborate the effect of PRWR strategy, compared to Translation and Reading Aloud, on students' academic content-area reading comprehension as observed from their English proficiency. This study also examined the interaction between the strategy and English proficiency. Data were obtained from a reading comprehension test, a TOEFL PBT Equivalent test, and a set of questionnaires on students' perception towards the PRWR strategy. Prior to their administration, both the reading test and the questionnaire were expert validated and tried out, whereas the TOEFL PBT Equivalent test was conducted under the auspices of an English institute. 58 sophomore students at a state university in Malang, Indonesia, served as the subjects of the study. This turned out that first; students taught by the PRWR strategy have better reading comprehension than that of by Translation and Reading Aloud. Second, students with high English proficiency taught by the PRWR strategy have better reading comprehension than that taught by Translation and Reading Aloud. Third, there was no interaction between reading strategy and English proficiency. All in all, the employment of the PRWR strategy was highly recommended in academic content-area reading comprehension regardless students' English proficiency levels.
ESP Teacher&apos;s and Students&apos; Perceptions on Teaching Speaking for a Tourism Program
Author: Khoirunnisa
Date: 2018-00-00
Type: Journal Articles
Subjects: Tourism,Speech Skills,Teacher Attitudes,Student Attitudes,English for Special Purposes,Vocational High Schools,Semi Structured Interviews,Second Language Learning,Second Language Instruction,Knowledge Level,Language Skills,Teaching Methods,Barriers,Foreign Countries,Secondary School Teachers,Secondary School Students,Case Studies

This study was focused on English for Specific Purposes to look into the teacher's and students' perceptions about teaching speaking for a Tourism Program. Eight males and females Tourism students and their English teacher in a private Vocational Secondary School in Surakarta were purposely selected as the participants of this study. They were invited to take part in a semi-structured interview. The findings showed that English for Tourism emphasizes more on building students' speaking skills. All participants share their positive perceptions on teaching speaking for the Tourism Program. The students perceive that speaking is crucial for them since it strongly affects their future career. Moreover, there are several difficulties faced by the students during the learning process including grammar, pronunciation, vocabulary, and content. There are also some challenges such as lacking confidence, low motivation, and limited learning materials. However, both teacher and students are actively involved in overcoming those problems. This study shed light on the importance of teacher-students collaboration. Therefore, it is suggested that they should work collaboratively to improve the quality of ESP programs.
Assessment Model Implemented in Learning Gallery to Teach Cross Cultural Understanding for EFL Learners
Author: Iftanti, Erna
Date: 2018-00-00
Type: Journal Articles
Subjects: Models,Program Implementation,Cross Cultural Training,Cross Cultural Studies,English (Second Language),Second Language Learning,Instructional Effectiveness,Instructional Innovation,Evaluation Methods,College Second Language Programs,Foreign Countries,Interviews

In response to one of the demands for EFL learners to have cross cultural competence mainly on cultures of English speaking countries, this article describes assessment model implemented in &quot;Learning Gallery technique&quot; to teach &quot;Cross Cultural Understanding.&quot; &quot;Learning Gallery&quot; as one of the innovative ways of teaching content courses with an abundant coverage of materials proves to be able to help learners to be competent in some topics of cultures. This fact has been proved by implementing assessment model, namely Student-Self Test and Teacher-Made Test. The result of this study reveals that such an assessment model brings about improving the students' cross cultural competence, awareness, and sensitivity and it leads them to be more independent learners as well. Moreover, through a reflective interview given at the end of the course, they claim that by developing their own test, doing their peer's made test, and doing teacher-made test, they are experienced in test development, better prepared for the test, and to be more independent learners. Accordingly, this study gives a meaningful insight for EFL lecturers teaching content courses to implement &quot;Learning Gallery technique&quot; with such an assessment model in order to help the EFL learners to be autonomously independent learners and competent in their own subjects learnt.
Investigating Self Professional Development in Teaching English: The Case of English College Teachers&apos; Role as Models
Author: Nurhayati, Dwi Astuti Wahyu
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Faculty Development,English Teachers,Second Language Instruction,English (Second Language),Role Models,Teacher Surveys,Professional Identity,Social Networks,Pedagogical Content Knowledge,Information Technology,Teaching Skills

Self Professional Development is one of the key factors in Foreign Language Learning, and therefore strategies in developing English professional college teachers should be seen as an important aspect of improving English lecturers' role as models. This research conducted a survey towards 30 EFL lecturers of PGRI Teacher Training College and IAIN Tulungagung, East Java, to highlight the foundations in improving efforts in bringing forth English Professional who try to develop the favourable results of the act of acquiring particular knowledge. The instrument--a questionnaire including three open ended questions--was created by reconsidering similar papers around skilled progress. This study reveals the fact that to be a professional English college teachers, one should develop nine professional efforts namely perceived professional identity as model; progress advancement demands, intellectual and fulfilled proficiency; factual intelligence and well-qualified accomplishments; professional networking; pedagogical content knowledge; perceived benefits of ICT use to students (perceived by the teacher); perceived benefits to the college teachers (self); engaging conducting academic research.
Egosystem: A Visualization of Wholeness amidst Environmental Uncertainty and Fragmentation
Author: Nokes, Christopher
Date: 2017-00-00
Type: Journal Articles
Subjects: Visualization,Environmental Influences,Literacy,Holistic Approach,Creative Activities,Critical Thinking,Learning Motivation,Intellectual Freedom,Intellectual Development,Art Expression,Figurative Language,Social Systems,Hermeneutics

Students are embedded in a stochastic world. Postmodern practitioners of fragmentation accept this, however they dispute Jungian and Eriksonian wholeness. The existential representation ego as a two-dimensional thing, the Kantian-, Jungian- I-formation is questioned. Similarly, Gardnerian frames of mind and MI are questioned as functional pedagogical models within the context of a stochastic reality. Thus, the term literacy must be expanded to address this enduring reality of both the classroom, and the shape-shifting, kaleidoscopic, urban landscapes through which students move daily. Egosystem (Author, 2005) is a perfect model for this environmental kaleidoscope. This requires a new literacy, a true 'reading the world' (Freire, 1995). We understand that the classical ego is an extension of a system of influential forces of the embedding world that inform, shape and re-shape it. Egosystem is the new complex ego struggling for survival. Uncertainty is the undercurrent beneath volatile educational environments wherein visual arts achieves some measure of control by offering challenging design problems. Archaic and modern confrontation with challenges presented by this stochastic world is an impetus for intellectual development through increasing visualization, heightened awareness, self-healing and self-renewal. The search for wholeness extends the Jungian archetype of teleiosis to an enlightened version of the whole Self within an entropic field that tends towards fragmentation. It is the same ego-consciousness and environmental awareness the genus Homo used to negotiate survival within the original stochastic classroom of the African Rift Valley. We witness the same successive growth of modern students learning to solve challenging design problems, to adapt and to change within an uncertain world. As ego evolves into egosystem--with its palpable links to a stochastic environmental milieu--so students evolve through a consequential series of 'successive emancipations of the human will and intellect' (Malraux, 1956).
Teaching English at Indonesian Islamic Higher Education: An Epistemological Perspective
Author: Irwansyah, Dedi
Date: 2018-00-00
Type: Journal Articles
Subjects: Epistemology,Higher Education,Islamic Culture,Teaching Methods,English (Second Language),Second Language Instruction,Second Language Learning,Beliefs,Case Studies,Qualitative Research,Interviews,Transcripts (Written Records),Western Civilization,Educational Practices,Learning Processes,College Second Language Programs,College Faculty,English Teachers,Administrators,Foreign Countries

English Language Teaching (ELT) practices are strongly underpinned by an epistemological view. Different beliefs on what constitute as sources of knowledge and methods of knowledge acquisition bring about different instructional implications. The case is true within the context of ELT at Indonesian Islamic higher education where the desired goals of the English teaching are not only for mastering language skills and pedagogy but also for strengthening Islamic faith and nurturing virtuous action. This research, therefore, aims to provide a description of how the decision makers and ELT practitioners at the Islamic higher education view the Islamic epistemology conceptually and practically. It addresses an attitude toward the epistemological contestation between Islam and West, as well as the strategies of integrating Islamic epistemology into English language instruction. A case study with a qualitative technique of data collection was conducted. Four decision makers, with a formal educational background of Islamic epistemology, and three ELT practitioners were involved as the research participants. The findings show that: First, ELT has its roots in Quranic revelation and prophetic tradition. Second, the Islamic epistemology and the Western epistemology ought to be interconnected rather than to be put within a contestation framework. Third, the Islamic epistemology should be integrated, explicitly or implicitly, into the curriculum, teaching materials, classroom scenario, assessment, academic atmosphere, and research policy. It is recommended that ELT practitioners responsibly explore the notion of Qur'an as the basis of linguistics and language pedagogy, and creatively accommodate the issues of locality and particularity into their instructional activities.
Sexual Language Translation: The Perspective of Teaching Polite English
Author: Putranti, Sulistini Dwi
Date: 2018-00-00
Type: Journal Articles
Subjects: Sexuality,Language Usage,English (Second Language),Second Language Learning,Second Language Instruction,Translation,Indonesian,Pornography,Poetry,Accuracy,Teaching Methods,Readability,Generalization,Social Behavior,Social Values,Case Studies,Qualitative Research,Novels,Classification,Figurative Language,Phrase Structure,Foreign Countries

Students of English language can benefit their learning from translating English novels which can be found easily everywhere. Since many of those novels contain sexual languages, students need to be exposed on how to deal with taboo, vulgar and harsh languages. This research investigated how to produce a good and qualified translation of taboo, vulgar and harsh languages from English into Indonesian without creating pornography. The quality examined was its accuracy, acceptability and readability of the translation. The method applied in this research was descriptive qualitative with the strategy of an embedded case study. The source of data was a novel by Sandra Brown and its translation. The research reveals that the students and/or translators should handle taboo, vulgar and harsh languages found in sexual languages by applying generalization, modulation, euphemism, reduction and deletion as the techniques to translate such languages, so they are able to use polite languages which do not violate norms and values.
Post-Secondary Pathways among Second-Generation Immigrant Youth of Haitian Origin in Quebec
Author: Collins, Tya
Date: 2018-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Immigrants,Haitians,Educational Opportunities,Qualitative Research,At Risk Persons,Educational Attainment,Predictor Variables,Academic Persistence,Interviews,Classification,Foreign Countries

The aim of this article is to develop a better understanding of the educational pathways experienced by Haitian youth in Montreal when it comes to their post-secondary studies. The qualitative analysis of their life stories within the educational and learning pathways framework (Doray, 2011) reveals an assortment of pathways. Many are characterized by various sources of constraint (financial, institutional, social) and negative experiences with guidance counsellors during the transition to post-secondary studies. Perceived discrimination and racism also emerge as significant themes in the students' discourses. In conclusion, future research and intervention strategies are suggested.
Elementary School Third Grade Students&apos; Expectations of Their Teachers in the Course of Language Education
Author: Sidekli, Sabri
Date: 2018-06-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 3,Expectation,Teacher Student Relationship,Language Teachers,Elementary School Teachers,Foreign Countries,Questionnaires,Student Attitudes,Student Surveys,Qualitative Research,Gender Differences,Student Participation

The purpose of the study is to determine the elementary school third grade students' expectations of their classroom teachers within the context of the course of language education. The sampling of the study is comprised of 200 elementary school third grade students attending elementary schools in the Milas Province of the city of Mugla. The data were gathered by means of the questionnaire, which had six sub-categories, in order to identify students' expectations of their teachers. The findings of the study revealed that the students have high expectations of their teachers in terms of the subdimensions of active participation, verbal participation, written participation, participating in reading, inclusion of the topics and measurement and evaluation. The students' expectations of their teachers in relation to the subdimension of measurement and evaluation were found to be varying significantly depending on the gender variable. This difference is in favor of boys.