ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Practice and Perceptions of Self-Assessment and Peer Assessment of Presentation Skills
Author: Thienpermpool, Patteera
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Teacher Attitudes,Self Evaluation (Individuals),Peer Evaluation,Communication Skills,Public Speaking,English (Second Language),Second Language Instruction,Foreign Countries

Assessment has shifted from assessment of learning to assessment for learning. Self-assessment and peer assessment therefore appear to play more important roles as they encourage students to critically reflect on their own and their peers' learning progress and performance. Although self-assessment and peer assessment of written language performance have been widely explored, assessment of spoken language, especially in presentation skills, is under-explored. Additionally, students' peer assessments are found to be different from teachers' assessments (De Grez, Valcke, &amp; Roozen, 2012), with this possibly due to the lack of training. This study aimed to investigate whether in-service teacher participants, with experience in marking students' performance, would be able to undertake self-assessment and peer assessment effectively in comparison to the teacher's assessment. The study also intended to explore participants' perceptions of self-assessment and peer assessment of English presentation skills. The participants were 14 in-service teachers teaching their native language at different levels, ranging from primary to tertiary, who were also studying English as a foreign language. The research instruments were scoring rubrics and an online questionnaire. The data were analysed by Pearson's correlation coefficients, means and standard deviations. The results revealed that in-service teachers could perform better in peer assessment. The study's discussion provides fruitful implications for language assessment.
Intercultural Activities in Teaching Foreign Languages: Modern Ukrainian Dimension
Author: Korolova, Tetiana Mykhailivna
Date: 2021-09-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,Intercultural Communication,College Students,Academic Achievement,Cultural Awareness,Learning Activities,Outcomes of Education,Content Analysis,Student Attitudes,Linguistics,Majors (Students),Student Mobility,Learning Processes,International Education,Computational Linguistics,English (Second Language),Chinese,Turkish,Korean,Online Courses

The article covers the issues related to implementing intercultural events into teaching foreign languages to Ukrainian university students. Against the backdrop of the requirements set by the Bachelor Educational Programs learning outcomes, the main aim of this research is to investigate how the integration of international work and methodological tools of teaching foreign languages to Ukrainian students can contribute to their academic success. The significance of the study manifests itself through the analysis of the methodological background for successful teaching foreign languages to Ukrainian students under current transformed teaching/learning conditions. These questions are considered: How can culture-related activities contribute to learning foreign languages? What learning outcomes can students have? The authors used the context and research tools as follows: the methods of systemic and content-oriented analyses to analyze and generalize the theoretical bases for the topic under study, to systemize the results of the survey (education-based intercultural activities, students' learning outcomes); focused observation using the register as a tool for data collecting for two semesters each in six groups of second-year students majoring in Philology and Lingua Didactics at Ushynsky University. The authors presented a sum of main findings: contribution of the programs of distance-based academic mobility to the teaching/learning process; internationalization of the educational process; adaptation of a criterial corpus for assessing Ukrainian students' learning acquisitions in English, Chinese, Turkish, and Korean in terms of linguistic and cultural knowledge and skills. The article contains recommendations for English, Chinese, Turkish, and Korean online and offline classes.
The Empirical Study of Lexical Approach in College English Classroom Teaching and Its Effects on Art Major&apos;s Writing
Author: Wang, Jianwei
Date: 2021-00-00
Type: Journal Articles
Subjects: College Instruction,Art Education,Majors (Students),Writing Improvement,Teaching Methods,Foreign Countries,College Second Language Programs,English (Second Language),Second Language Learning,College Freshmen

Lexical approach has been believed to be an ideal way for language teaching and learning, but few empirical studies are concerned with the effects that lexical approach has on art major students' English writing. This study aims to explore the effects the lexical has on writing through an experiment in which the lexical approach was applied in an English class for art majors. All of them attended the pre-test before the experiment and the post-test after the experiment. Through analyzing the data of composition scores and the number of lexical chunks used in compositions by paired sample t tests, this study finds that the lexical approach has positive effect on art majors' writing proficiency and it is quite feasible and effective to apply the lexical approach to college English teaching, especially in English writing teaching.
Formal Education in Gold Coast-Ghana: An Overview of Colonial Policies and Curriculum from 1919 to 1927
Author: Wiafe, Ernestina
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Foreign Policy,Curriculum,Social Control,Educational Policy,Religious Education,Educational Principles,Cultural Influences

Prior to the arrival of Europeans in the 15th century, education existed in the Gold Coast (now Ghana) with the goal of introducing young people into the society by teaching children the traditions and values of the community, as well as the meaning of life. However, Great Britain, during colonization, implemented their own form of education within the Gold Coast. Great Britain thought it was their responsibility to bring the Gold Coast into the modern world by using education to lift the natives to a higher level of civilization. The Christian missionaries' eagerness to propagate their faith through education and the British colonial governments' educational policies, character-training curriculum, and desire to civilize natives, instead became a tool to achieve social control over the people of Gold Coast-Ghana which resulted in cultural annihilation, religious, and linguistic hegemony.
The Impact of EFL Teachers&apos; Pedagogical Beliefs and Practices: Communicative Language Teaching in a Saudi University Context
Author: Alghamdi, Ahmed
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,College Faculty,Teacher Attitudes,Communicative Competence (Languages),Teaching Methods,Theory Practice Relationship,Educational Principles,Congruence (Psychology),Teacher Role,Grammar,Error Correction,Foreign Countries

This study aims to explore the pedagogical beliefs of Saudi instructors of English as a foreign language (EFL), and the extent to which they apply the values of the communicative language teaching (CLT) approach in their classroom practice. The study was conducted with 42 Saudi EFL teachers and employed a mixed methods approach. A descriptive analysis of classroom observation data was conducted. The results showed that teachers hold positive views of CLT, but that there are some discrepancies between their beliefs and their implementations of the approach. For example, most of the instructors continued to apply traditional teaching methods (i.e., grammar translation and the audio-lingual approach). The study concludes that it is essential in the Saudi EFL context for teachers to cultivate relations between their beliefs and practices to assure better language learning outcomes. The key contribution of this study lies in disclosing the reasons for the discrepancies between Saudi EFL teachers' beliefs and practices to help them develop congruence, and in highlighting the pedagogical implementations.
The Impact of Using Automated Writing Feedback in ESL/EFL Classroom Contexts
Author: Benali, Ameni
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Evaluation,Writing Instruction,Feedback (Response),English (Second Language),Second Language Learning,Second Language Instruction,Essays,Teaching Methods,Barriers,Computer Assisted Instruction,Writing Improvement,Instructional Effectiveness

It is undeniable that attempts to develop automated feedback systems that support and enhance language learning and assessment have increased in the last few years. The growing demand for using technology in the classroom and the promotions provided by automated- written-feedback program developers and designers, drive many educational institutions to acquire and use these tools for educational purposes (Chen &amp; Cheng, 2008). It remains debatable, however, whether students' use of these tools leads to improvement in their essay quality or writing outcomes. In this paper I investigate the affordances and shortcomings of automated writing evaluation (AWE) on students' writing in ESL/EFL contexts. My discussion shows that AWE can improve the quality of writing and learning outcomes if it is integrated with and supported by human feedback. I provide recommendations for further research into improving AWE tools to give more effective and constructive feedback.
STEAM Integration
Author: Taylor, Simon
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Integrated Curriculum,International Schools,Foreign Countries,Art Education,Teacher Motivation,Environmental Education,Student Centered Learning,Cooperative Learning,Inquiry,Learning Activities,Teacher Attitudes,Secondary School Teachers

There has been growing interest to establish curriculum integration in secondary schools due to the promotion of relevant contexts used in programmes. This study examined the role of a STEAM programme with junior secondary school students, using a future-focused inquiry which included Science, Environmental studies, Technology, the Arts, and Mathematics. To explore the potential role of STEAM programmes, a group of teachers from a New Zealand and a Japanese international school participated in a short-term research intervention. While curriculum integration has been a feature of learning in many primary schools, secondary teachers, who are usually subject specialists, are faced with the challenge of how to design and facilitate cross-curricular inquiries using STEAM. To meet this challenge, the teachers and curriculum developers considered the interface between their conceptions of cross-curricular inquiry and taking practical steps to implement such a programme. The study investigated pedagogies to develop skills in cross-curricular project work and new themes to exemplify integrated STEAM learning.
STEM Education in the New Zealand Setting: A Case-Study of STEM in a Year 7/8 Classroom
Author: Hall, Tanithe
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Grade 7,Grade 8,Value Judgment,Learner Engagement,Interdisciplinary Approach,Instructional Effectiveness,Relevance (Education),Game Based Learning,Fire Protection,Risk,Foreign Countries

This article explains a case study undertaken for the purposes of answering the research questions: What does STEM education look like in a Year 7/8 New Zealand classroom? How do Year 7/8 students engage in the interdisciplinary approach of STEM education? Do/how do students value STEM learning in contrast to individual subject learning? This case study focused on a STEM unit of work with data collected through pre- and post-unit surveys, observations and student journals. Findings illustrate that students find STEM learning an engaging and interesting avenue for developing a deeper understanding when their learning is situated within a context they can connect with. The case study discussed in this article provides a rich example of STEM teaching and learning that will, hopefully, be informative for other teachers and researchers interested in exploring the integration of STEM education in the New Zealand setting.
The Potential of Involving Communities to Enhance STEM Education
Author: Mildenhall, Paula
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Community Involvement,School Community Relationship,Learner Engagement,Local Issues,Grade 7,Grade 8,Foreign Countries,Student Motivation,Problem Based Learning

By engaging students in everyday issues and events, STEM education can contribute to the development of citizens who are equipped to make the world a better place. However, students' STEM learning with this focus requires teachers to identify age and context appropriate issues. Student investigation of local issues and events can be motivating for students. Their learning can benefit from involvement with community members who input their knowledge and ideas. Students can contribute ideas and actions to the community, especially when there is a two-way exchange of information from the community to students and students to the community. In this paper we illustrate these ideas with examples from Australian and New Zealand classrooms.
Using Emerging Technology to Draw Learning across the Curriculum
Author: MacCallum, Kathryn
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Technology Uses in Education,Technology Integration,High Schools,Foreign Countries,Computer Simulation,Design,Participatory Research,Action Research,High School Teachers,Secondary School Curriculum,Technology Education

To drive the wider adoption of STEM in schools, researchers have promoted the benefits of teaching STEM subjects integrated across the curriculum. This integration can support more authentic learning opportunities where learning is framed in real-world application or driven through problem/project-based learning. The integration of digital technologies (DT), where the learning moves away from consumption to creation, provides for further application of learning where the development of artefacts can be situated within other subjects. This integration, however, raises new challenges for effective teaching and learning, and while new technologies and approaches can support this practice, this is still evolving. In this study we explore how one high school in New Zealand has integrated the creation of digital artefacts situated, in the digital technologies (DT) class, with learning in the Maori Performing Arts class. The study explores how mixed reality (MR), combined with design thinking approaches, provide new opportunities to integrate learning and support engagement in STEM. Drawing on a participatory action research methodology, this article explores the experiences and perceptions of three teachers as they adopt MR to engage and teach students drawing on critical DT skills.
Keeping up with the Joneses: District Adoption of the 4-Day School Week in Rural Missouri
Author: Anglum, J. Cameron
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,School Schedules,Rural Schools,School Districts,Educational Policy,Institutional Characteristics,Teacher Characteristics,Student Characteristics,Geographic Location

In recent years, rural school district adoption of 4-day school weeks has grown markedly. Despite this rapid growth, scant empirical evidence has documented the factors associated with district adoption and subsequent effects on student, labor, and economic outcomes. We examine the spread of the 4-day school week in rural Missouri, where over 10% of the state's districts have adopted the policy in the past decade, the majority over the past 2 years. To help policymakers understand why districts forgo a day of instruction and to contextualize postpolicy effects, we conduct a survival analysis to assess student, district, and staff characteristics associated with policy adoption. We find that the presence of nearby 4-day school week districts most strongly predicts policy adoption. Adopting districts typically offer lower teacher salaries than nearby districts and have declining student enrollments. Our findings may inform policy focused on teacher recruitment and retention in rural locales.
A Missed Opportunity? Instructional Content Redundancy in Pre-K and Kindergarten
Author: Cohen-Vogel, Lora
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Education,Kindergarten,Redundancy,Preschool Curriculum,Literacy Education,Mathematics Education,Language Skills,Preschool Children,Young Children,Racial Differences,Gender Differences,Low Income Students,Educational Attainment,Parent Background

Policy observers have expressed concern over whether misalignment between pre-K and K--12 has negative consequences for children. This study considers students' exposure to redundant content across the pre-K and kindergarten years. Specifically, it asks, to what extent are skills and concepts taught in kindergarten redundant with skills and concepts taught in one state's public pre-K program, and for whom is redundancy most likely? Overall, findings from teacher surveys show that about 37% of the language, literacy, and math content covered in kindergarten is redundant with content covered in pre-K. The highest rates of redundancy seem to occur for basic (rather than advanced) content items, including the identification of letters and sight words. Moreover, children from families who live at or below the poverty line experience significantly higher rates of redundant content. Implications for policy, practice, and future research are discussed.
Varied Experiences of Science Education in Auckland Primary Schools: Siloed, Integrated, or Somewhere in Between?
Author: Swanson, Carolyn Julie
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Education,Elementary School Science,Administrator Attitudes,Teaching Methods,Science Instruction,Foreign Countries,Student Diversity,Inquiry,Faculty Development,Interdisciplinary Approach

The way science education is positioned and practised in New Zealand primary schools varies widely. In this qualitative case study, participants in senior management from five Auckland primary schools were asked how they perceived science, how it was taught and reasons for the pedagogical approaches chosen. It was clear all schools were different in terms of population and the pedagogical approaches used to teach science. Science was taught in a range of configurations--from siloed to transdisciplinary integrative approaches and by classroom teachers, specialists and outside providers. The schools in this study who saw 'science as everywhere' and practised collaborative teaching were more likely to teach science through integration.
Testing a Theoretical Assumption of a Learning-Trajectories Approach in Teaching Length Measurement to Kindergartners
Author: Sarama, Julie
Date: 2021-00-00
Type: Journal Articles
Subjects: Kindergarten,Mathematics Instruction,Measurement,Teaching Methods,Instructional Effectiveness,Sequential Learning,Individual Instruction

We tested a specific theoretical assumption of a learning trajectories (LTs) approach to curriculum and teaching in the domain of early length measurement. Participating kindergartners (n = 189) were assigned to one of three conditions: LT, reverse-order (REV), or business-as-usual (BAU). LT and REV students received one-on-one instruction using the same activities from a length LT, while the REV condition reversed the LT order. At posttest, LT and REV children exhibited significantly greater learning relative to BAU peers. But importantly, LT children outperformed their REV peers. We conclude that instruction following LTs (i.e., providing instruction just beyond a child's present level of thinking, progressing through the levels in order as the child advances) may promote more learning than an equivalent amount of instruction using the same activities but that are not theoretically sequenced.
Exploring an Unexamined Source of Racial Disparities in Juvenile Court Involvement: Unexcused Absenteeism Policies in U.S. Schools
Author: McNeely, Clea A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Differences,Juvenile Courts,Attendance Patterns,Educational Policy,Disproportionate Representation,African American Students,Hispanic American Students,American Indian Students,White Students,Low Income Students,Critical Theory,Race,Policy Analysis,Asian American Students

This two-part study explored whether discrimination encoded into U.S. school absenteeism policies leads to racially minoritized students being overrepresented in the juvenile court system. First, we examined unexcused absenteeism policies in a nationally representative school district sample (n = 97). All districts excused absences for reasons White students often miss school but not necessarily for reasons racially minoritized students do. Next, in three school districts we documented large racial disparities in both the proportion of absences designated unexcused (Whites 13%, Asians 18%, Hispanics 21%, Blacks 24%, and American Indians 24%) and risk of court petition for truancy, even after accounting for the total number of absences: Whites hazard ratio (HR) = 1.0; Asians HR = 1.15, 95% confidence interval (CI) [0.98, 1.36]; Hispanics HR = 1.60, 95% CI [1.34, 1.92]; Blacks HR = 2.17, 95% CI [1.88, 2.50]; and American Indians HR = 3.94, 95% CI [3.12, 4.97]. Disproportionality in unexcused absenteeism fully explained the Hispanic/White and partially explained the Black/White and American Indian/White court petition disparities.
Higher Education in Times of COVID-19: University Students&apos; Basic Need Satisfaction, Self-Regulated Learning, and Well-Being
Author: Holzer, Julia
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Student Needs,Competence,Predictor Variables,Student Attitudes,Learning Motivation,Personal Autonomy,Relevance (Education),Independent Study,Student Motivation,Cultural Differences,Well Being,Distance Education,COVID-19,Pandemics,School Closing,Emotional Response,Foreign Countries,Reading Achievement,Mathematics Achievement

In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students' well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic learning motivation, considering self-regulated learning as a moderator. Self-reports were collected from 6,071 students in Austria (Study 1) and 1,653 students in Finland (Study 2). Structural equation modeling revealed competence as the strongest predictor for positive emotion. Intrinsic learning motivation was predicted by competence and autonomy in both countries and by relatedness in Finland. Moderation effects of self-regulated learning were inconsistent, but main effects on intrinsic learning motivation were identified. Surprisingly, relatedness exerted only a minor effect on positive emotion. The results inform strategies to promote students' well-being through distance learning, mitigating the negative effects of the situation.