ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Micro-Level Discourse Markers in British and American Feature-Length Films: Implications for Teaching in EFL Contexts
Author: Basol, Hasan Çaglar
Date: 2019-00-00
Type: Journal Articles
Subjects: Films,Language Variation,English (Second Language),Second Language Learning,Second Language Instruction,North American English,Language Fluency,Pragmatics,Language Usage,Scripts,Computational Linguistics,Teaching Methods,Linguistic Input,Foreign Countries,Form Classes (Languages),Discourse Analysis

Discourse markers (DMs) are significant for fluent speech. Furthermore, they are essential elements of language for conversation organisation, reciprocal relation of interlocutors, productive speaking and comprehension. Although they have critical functions for pragmatic development, they are neglected in language teaching either because of the belief that they are challenging to teach or as a result of the focus on grammatical competence in language teaching. This study examined the use and functions of micro-level DMs in British and American feature-length films, and it provided implications for using feature-lengths films as a means for authentic language input in explicit or implicit teaching of DMs. The scripts of four films (two British and two American) were analysed using the AntConc Concordance program. The results showed that there is not a significant difference between British and American films regarding the frequency of DMs &quot;well,&quot; &quot;like,&quot; and &quot;you know.&quot; On the other hand, it was found that &quot;oh&quot; was used more frequently in British films than American films. The functional analysis of the DMs showed that both British and American feature-length films represent the use of English DMs in native discourse. Therefore, the study concludes that the films could be used for teaching and learning of DMs in foreign language classrooms. The results were discussed with pedagogical implications.
The Coverage of Classroom Management in Teacher Evaluation Rubrics
Author: Gilmour, Allison F.
Date: 2019-05-00
Type: Journal Articles
Subjects: Classroom Techniques,Teacher Evaluation,Scoring Rubrics,Students with Disabilities,Evidence Based Practice,Student Behavior,Behavior Problems,Educational Indicators,Guidelines,Positive Behavior Supports,State Standards

Many teachers struggle with the classroom management skills necessary to support students with disabilities. Teacher evaluation is a potential method for supporting teachers' use of classroom management strategies. The authors evaluate the extent to which classroom management was included in state teacher evaluation rubrics and the types of classroom management topics that were included in the rubrics. They find that while one fifth of standards and indicators were related to classroom management, there was large variability across states. Rubrics that included classroom management focused on proactive strategies, but often did not include specific evidence-based practices that could help teachers improve their classroom management skills. Very few rubrics included any focus on how to address student misbehavior. In light of these findings, the authors provide a discussion of the importance of including high-quality standards and indicators about classroom management to support teachers of students with disabilities.
&quot;Developing That Balance&quot;: Preparing and Supporting Special Education Teachers to Work with Paraprofessionals
Author: Biggs, Elizabeth E.
Date: 2019-05-00
Type: Journal Articles
Subjects: Special Education Teachers,Paraprofessional School Personnel,Students with Disabilities,Severe Disabilities,Teacher Competencies,Skill Development,Teacher Leadership,Cooperating Teachers,Faculty Development,Training

The prominence of paraprofessionals in the education of students with severe disabilities highlights the importance of ensuring special education teachers provide effective supervision and support. The authors conducted in-depth individual interviews with members of nine educational teams--a total of 22 teachers and paraprofessionals--to identify (a) the competencies they consider important for special education teachers to work effectively with paraprofessionals and (b) their recommendations for equipping teachers to develop these competencies. Participants identified 10 competencies addressing three areas contributing to balanced leadership: knowledge, skills, and dispositions. They also recommended eight avenues for leadership development spanning three broad pathways: university-based preparation, school/district support, and personal development. The authors' findings suggest the need to embed development of these competencies within existing training and support programs for teachers. The authors offer recommendations for future research and practice targeting teacher development in these areas.
Anxiety towards Mathematics: A Case of Study in High-School Students
Author: Escalera-Chávez, Milka E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,High School Students,Secondary School Mathematics,Foreign Countries,Student Attitudes,Gender Differences,Age Differences

The purpose of the research was to identify the existence of anxiety towards mathematics in high-school students. A quantitative, non-experimental and descriptive study was carried out. The sample was made up by 353 high school students from the city of Rioverde S.L.P. of which 164 were men and 189 were women. A non-probabilistic sampling was used. The Auzmendi test was applied and using only the data corresponding to anxiety. The results indicate that 15.3 % of students present a low level of anxiety, 68.6 % a medium level and 16.1 % a high level, which means that a large number of students feel anguish towards this discipline.
Development of Effective Education and Training System in the Context of the Transition to International Accreditation
Author: Dudin, Mikhail N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Trends,Accreditation (Institutions),Higher Education,Business Administration Education,Business Schools,Global Approach,Standards,Competition

The article examines the trends in the development of higher education in Russia (in general, and in particular -- higher management education). Based on the data obtained, it was concluded that the Russian system of higher education (including higher management or business education) does not have adequate competitiveness in the global market. To increase the competitiveness of Russian higher business education, it was proposed to use the Triple Crown international accreditation system (within this system, accreditation is implemented in three formats: AMBA, EQUIS and AACSB, described in this article).
Modernization of Regional Continuing Pedagogical Education in the «School-College-Institute»
Author: Nagovitsyn, Roman S.
Date: 2019-00-00
Type: Journal Articles
Subjects: College School Cooperation,Continuing Education,Foreign Countries,Secondary Schools,Schools of Education,Inservice Teacher Education,Preservice Teacher Education,Beginning Teachers,Preservice Teachers

The development of a strategy for continuous pedagogical education in the aspect of professional training of students in the direction of &quot;Pedagogical education&quot; contributes to solving the problem of lack of teaching staff in the region, including young graduates. The implementation of this technology involves a wide synergistic interaction of higher education institutions, pedagogical colleges and secondary educational institutions. In this regard, the goal of the research is to develop a structural model for the modernization of regional continuing pedagogical education in the school-college-university system and experimentally prove its effectiveness in the implementation of teacher education in the region. The structural model developed in the study includes synergistically interconnected blocks: regulatory and legislative, targeted, theoretical, methodological, technological, and resulting. The study involved various budget organizations (n = 50) and the pedagogical institute (n = 1) of the Udmurt Republic. The implementation in practice of the model showed its effectiveness at each link in the holistic system of the educational route of the region: from schoolchild to young specialist. The increase in the number of applicants for pedagogical training profiles, the increase in students' motivation from the first to the fifth year to the future professional activity, as well as the directly proportional reduction in the lack of young specialists in this area in the region consistently proves the effectiveness of the study and the need to continue it.
Opinions of Teachers from the Central Slovak Region on Teaching Sports Games at Elementary Schools
Author: Nemec, Miroslav
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Elementary School Teachers,Physical Education Teachers,Physical Education,Athletics,Games,Gender Differences,Preferences,Team Sports,Urban Schools,Rural Schools

This study analyses the opinions of male and female teachers of Physical and Sport Education in the 264 elementary schools from the Central Slovak Region (n = 507, 257 female teachers and 250 male teachers) on the popularity of teaching the sports games thematic unit. These opinions were collected and analysed by questionnaire survey during the school year 2016-2017. Differences of opinions were evaluated from the aspects of gender (male teacher and female teacher) and location (city and countryside). In general, it has been shown that all respondents prefer collective sports, whether in their leisure time or during the class. Artistic gymnastics was ranked as the least popular sport. Several other studies have confirmed that male teachers prefer football while female teachers prefer teaching volleyball. Interestingly, floorball was ranked as the second most popular sport and was ahead of more traditional sports games like basketball. Female teachers firmly refer to football as the least favoured sports game taught in class. The total number of between 11 and 16 hours allocated to the sports games thematic unit is an important finding as well. From the gender aspect, the variance between female and male teachers' answers was statistically significant in terms of popularity and unpopularity of teaching individual types of sports games (p &lt; 0.01). From the location aspect, the statistically significant variance at the level of significance was observed only in the female teachers' answers (p &lt; 0.01) concerning favouring of a popular thematic unit and unpopularity of teaching specific types of sports games.
Pedagogical Model of Integrative-Modular Training in Professional Preparation of Students
Author: Abramova, Irina V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Education,Teaching Models,Foreign Countries,College Students,College Instruction,Instructional Effectiveness,Computer Science Education,Job Skills

The present article is aimed to prove that integrative-modular training is one of the conditions for the formation of students' unified vision of the professional world, and to offer a solution to the problem: what is the pedagogical model of integrative-modular training in professional preparation of students. The aim of the article is to describe the features of the pedagogical model of integrative-modular training in professional preparation of students. The review of foreign and Russian literature on the subject of the study is done. Research methods include analysis of scientific literature and analysis of learning outcomes. The theoretical, methodological and empirical basis of the study is described. The conceptual apparatus of the pedagogical model of integrative-modular training is specified. The analysis of experimental work of professional preparation of students in the conditions of integrative-modular training is given. Results: the ascertaining, forming and control stages of the experiment within the professional training of students are described. The content of each component of the pedagogical model of integrative-modular training of students is revealed. Finally, it is concluded that the developed pedagogical model of integrative-modular training has a positive impact on the professional training of students, in accordance with the indicators of their professional skills formation.
Teacher Training for the System of Primary Education in Switzerland in the Mid-Nineteenth Century
Author: Mamadaliev, Anvar M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Elementary School Teachers,Elementary Education,Teacher Education

The paper deals with primary education in Switzerland in the middle of the nineteenth century with a particular focus on the primary school organization in various cantons. It also reviews the training process of primary school teachers in Swiss teacher seminars. The materials used include specialist literature on the research topic. The methods of research were the principles of objectivity, historicism, systemic, complex consideration of social subjectivity in the subject of study, the maximum possible neutrality of the researcher towards the interpretation and evaluation of the actual material was assumed. The use of these methods allowed the authors to consider the system of singing training in educational institutions in retrospect and in historical sequence. Summarizing the discussion, the authors concluded that the government turned its attention to talent training for primary schools almost as soon as primary education was introduced in Switzerland in the 1830s. Such training entirely fell on the so-called normal schools -- seminars preparing teaching staff, which were divided into two types -- men's and women's institutions. Despite the existing diversity of teaching formats in different cantons in Switzerland, the Confederation government made considerable efforts to unify education in the country. On the other hand, in competing with other cantons, independent cantons were committed to bringing only best practices into the public education system.
The Model of the Emotionally-Valuable Component of the Content of Primary School Foreign-Language Education: Designing and Testing
Author: Tatarinova, Maya N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Secondary Education,FLES,Foreign Countries,Textbooks,Speech Instruction,Humanistic Education,Textbook Content

The purpose of this article is to develop and test an invariant of the basic model of the emotionally-valuable component (EVC) of the content of foreign-language education, allowing the implementation of this component at a primary stage in a secondary school (grades 2-4)* . The leading approach to the study is emotionally-valuable, the methods are systemic-structural, comparative, organizational-functional; designing, modelling; experimental teaching; mathematical statistics; tabular and graphical representation of information. The use of the presented complex of complementary methods allowed us to solve all the problems of the study, namely: to present the concept of a foreign-language text of emotionally-valuable content; to select a specific type of such texts for inclusion in the model of the EVC in the conditions of primary foreign-language education; to describe the techniques of working with texts of emotionally-valuable contents at a primary stage in a secondary school and, finally, to design and test the model of the EVC, adapted to the conditions of teaching a foreign language in a primary school. The results of the study prove the expediency of including the EVC in the component structure of the content of foreign-language education and the construction of its models not only for a primary level, but, in in perspective, for all stages of school foreign-language education. The novelty of the work consists in the substantiation of the author's concept of the EVC as the basis for the introduction of the emotionally-valuable approach in the practice of school-foreign language education.
The Applicability of Visualization Tools in the Meta-Design of an Educational Environment
Author: Zakharova, Alena A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Visualization,Design,Educational Environment,Data Collection,Problem Solving,Data Analysis

At the stage of designing an educational environment, one of the most significant problems is the creation of effective visualization tools for collecting, organizing and analysing educational information. Existing approaches to visual information analysis have a number of disadvantages, which include a significant resource intensity and high requirements for preparation for those who are involved in the analysis. This article demonstrates the feasibility of using visualization tools for the design assessment of educational environments, which enables the development of necessary tools for tasks with a large amount of educational information, as well as in the event of their change or accumulation. The purposeful use of visual perception features and the proposed approach to the organization of educational activities create perspectives for visualization tools, while working with a large amount of information. A number of features of a student and educational environment interaction have been identified, which are designed according to the principle of meta-design.
Chinese MBA Students&apos; Perceptions of Business English Writing: Needs Analysis and Student Self-Reflections
Author: Wang, Weiqiang
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Asians,Business Administration Education,Business English,Masters Programs,Second Language Learning,Second Language Instruction,Writing (Composition),English (Second Language),Work Experience,International Trade,Writing Skills,Foreign Countries,Needs Assessment

Despite the steady growth in the recruitment and education of MBA students in China, there is a dearth of research on MBA students' perceptions of Business English Writing (BEW) in this context. This paper conducts a qualitative inquiry into Chinese MBA students' perceptions of BEW in English as a foreign language context in China. Forty-four MBA students of a ten-week BEW course participated in this study. An open-ended questionnaire was used near the end of the course to elicit their work-related writing needs, self-reflections on BEW abilities, and perceptions of the BEW course. A focus group was conducted with six students to provide insights into the students' work-related writing experience. The results showed that the students' work-related writing needs differed in terms of their respective job positions, with those working in foreign-funded enterprises or joint ventures having more job-related demands to write in English than those working at state-owned enterprises. Moreover, the students generally regarded their BEW abilities as moderately good or low, with distinct expectations of the BEW course raised. Pedagogic implications were drawn for improving BEW course in the Chinese context.
Visualisation in Basic Science and Engineering Education of Future Primary School Teachers in Human Biology Education Using Augmented Reality
Author: Fuchsova, Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Simulation,Visualization,Preservice Teachers,Elementary School Teachers,Constructivism (Learning),Handheld Devices,Computer Software,Anatomy,Telecommunications,Electronic Learning,Teacher Education Programs,College Freshmen,Foreign Countries,Brain,Retention (Psychology),Student Motivation,Engineering Education,Science Education,Instructional Effectiveness,Technology Uses in Education

New technologies with a modern method of teaching must be implemented in university studies, and an important part is teacher training study. These technologies make study more attractive for students and bring greater motivation to an understanding of notions. The main focus of this study is visualisation in science and engineering education using augmented reality in the context of biology education based on constructivist and constructionist concepts. We present in our contribution augmented reality technology as a part of using mobile technologies in biology education for future primary school teachers. The study is focused on perception of this method by future primary teachers who will teach biology as one of the areas of primary education and who were also the subjects of the research. We also mention two already existing biology-themed augmented reality applications, which appear to be interesting, enhancing and beneficial in the context of biology education. The findings of the study confirmed, using this method, that the students' understanding was deeper, their motivation was greater, and, last but not least, their creativity was strongly supported. The students were motivated by the new method, they cooperated very well and learning was constructive.
The Phenomenon of Human Mind Slip in Rapid Writing Chinese Characters
Author: Zhou, Xiaoying
Date: 2019-00-00
Type: Journal Articles
Subjects: Chinese,Written Language,Orthographic Symbols,Phrase Structure,Psychological Patterns,Writing Processes

The slip-over phenomenon is a very interesting feature in rapid writing Chinese characters, a unique psychological phenomenon in Chinese language. Most of the slip-over characters appear in set phrases. It is just like a walking man, when he is in a hurry he would sometimes run one or two steps. Since most Chinese characters contain radicals, slip-over phenomenon occurs quite frequently. In this paper the author lists four groups of slip-over characters and analyzes their psychological processes. The author holds that this study is useful, in some ways, in their use in computers.
Problem Based Learning: A Student-Centered Approach
Author: Ali, Sheeba Sardar
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Thinking,Problem Based Learning,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Student Centered Learning,Skill Development,Cooperative Learning,Teamwork,Teacher Role,College Students,Foreign Countries

Problem-based learning is a teaching method in which students' learn through the complex and open ended problems. These problems are real world problems and are used to encourage students' learning through principles and concept. PBL is both a teaching method and approach to the curriculum. It can develop critical thinking skill, problem solving abilities, communication skills and lifelong learning. The purpose of this study is to give the general idea of PBL in the context of language learning, as PBL has expanded in the areas of law, education, economics, business, social studies, and engineering. It encourages students to develop skills that can be useful for their future and in practical life within a team environment. For the language classroom in Arab countries, where English is spoken as a foreign language PBL can be very useful. Trained teachers can design problems to meet the needs of the learners, that can be useful to improve English practically in social context.