ethanporcaro/eric-fulltext-meta huggingface dataset:
Phrasebook: a Way out for CLIL Teachers in Thailand
Author: Kewara, Punwalai
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Course Content,Teaching Methods,Foreign Countries,Language of Instruction,Mathematics Teachers,Phrase Structure,Teacher Attitudes,Units of Study,Elementary School Teachers,Elementary School Students,Mathematical Concepts,Guides,Bilingual Education

Content and Language Integrated Learning (CLIL) is an alternative approach for English teaching and learning that is in focus in Thailand today. Preparing Thai content teachers to confidently use English as a means of instruction in the English integrated classroom just as they do in the Thai monolingual classroom takes time and long-term financial investment. Creating a classroom language manual for mathematics teachers to promptly use is a way out for those professionals who struggle with language. This article aims to examine the possibility of providing prefabricated classroom language sentences to Thai content teachers who need language support in order to identify the appropriateness of the components of the manual and the language for classroom use, in order to create a motif of language support for other subjects. In addition, this paper aims to explore Thai mathematics teachers' perception toward the CLIL classroom. The phrasebook design was based on a unit of mathematics at the primary level for 25 Thai mathematics teachers to implement in their classes. The results revealed that the designed prefabricated phrasebook could be a way out. Prefabricated phrases should respond to the specification of mathematics concepts for each level. Ultimately, the CLIL concept should be clearly established for Thai content teachers to make CLIL classes effective and possible.
Using WhatsApp to Create a Space of Language and Content for Students of International Relations
Author: Keogh, Conor
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Software,International Relations,Second Language Learning,Vocabulary Development,Sociocultural Patterns,Learning Theories,Scaffolding (Teaching Technique),Qualitative Research,English (Second Language),Communities of Practice,Telecommunications,Handheld Devices,Student Attitudes,College Faculty,Course Content,Undergraduate Students,Bilingual Education,Language of Instruction,Foreign Countries,Teaching Methods

For language learners of this generation, the smart phone represents a key cultural artefact that complements the learning process. Instant messaging applications such as WhatsApp are widely used in personal, professional and, increasingly, academic circles to maintain constant contact among friends, colleagues, or classmates. This study seeks to analyze how a group of 19 International Relations students and their teacher utilized a WhatsApp chat group throughout their semester-long English class. The group was conceived of as being an extension to a Community of Practice. On a basic level, the chat group was to be used as a shared space in which learners could practice their use of new phrases or vocabulary learned within the class in relation to real life issues connected to themes associated with International Relations. The space could also be interpreted as a virtual ZPD (Zone of Proximal Development) in which learners were scaffolded by their teacher as well as their classmates. Finally, the group provided a space in which learners could engage dialogically and more openly in a truly collective, reciprocal, supportive, cumulative, and purposeful manner. This qualitative study analyzed both interactions within the group and student reflections on its effectiveness, which served to indicate that such a group space can lead to effective learner scaffolding, increased learner participation, and the formation of an advantageous community of learners.
Successful Instructional Leadership Styles in Education
Author: Smith, Gina
Date: 2017-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Leadership Styles,Success,Online Courses,College Faculty,Teacher Surveys,Teacher Attitudes,Preferences,Teaching Styles,School Support,Synchronous Communication,Asynchronous Communication,Teaching Methods,Classroom Techniques

The purpose of this research study was to explore the dominant leadership styles of online college instructors. Online instructors voluntarily participated in a survey to indicate which of four leadership styles they use in their classes: transformational, situational, democratic, or authoritarian. The surveys indicated that the transformational leadership style was the most common style used by the online instructors. The majority of instructors felt that their leadership style in the classroom was effective based on feedback and evaluations, although only half of the instructors indicated that the university or college they teach at offers leadership training.
Strategies for Successful Group Work
Author: Nipp, Mary Beth
Date: 2017-00-00
Type: Journal Articles
Subjects: Success,Teamwork,Educational Strategies,Best Practices,Communication Strategies,Teacher Role,Compliance (Legal),Cooperative Learning,Interpersonal Competence,Group Dynamics,Group Unity,Higher Education

The thought of group work, or CLC Groups often strikes fear and loathing in the hearts and minds of both students and instructors. According to Swan, Shen, and Hiltz (2006) collaborative work presents the possibilities of many difficulties including a largely unequal contribution of group participants, an inability of the students to manage the different ideas and opinions while progressing, a decentralization of the objective of the work due to the requirement for increased autonomy and control over the choice of information and its processing, and individual assessment of each group participant. However, the many proven benefits of collaborative work make it worthwhile in both traditional and online classrooms. It is well worth the effort to gain control of this aspect of the class and position students for a successful and fulfilling experience. This article will discuss key steps, including connecting to collaborate, committing to comply, and anticipating to adapt, that instructors and students can take to help ensure the best chance for successful group work in the classroom.
Laughter to Learning: How Humor Can Build Relationships and Increase Learning in the Online Classroom
Author: McCabe, Crystal
Date: 2017-00-00
Type: Journal Articles
Subjects: Humor,Teaching Methods,Online Courses,Interpersonal Relationship,Educational Technology,Technology Uses in Education,Student Attitudes,Learner Engagement,Academic Achievement,College Students,College Faculty,Student Surveys

Research has shown that students perceive their success, in even the most difficult courses, on their interactions and relationships with their instructors (Anderson, 2011; Micari &amp; Pazos, 2012). In the online classroom, instructors run into an even greater challenge when it comes to engaging students, showing their personalities, and being present. One way of making connections with online college students is through humor. Hackathorn, Garczynski, Blankmeyer, Tennial, and Solomon (2011) found that students not only expressed favorable comments about their professors who used humor in the classroom, they also showed higher success rates and levels of engagement. Davies (2015) also discovered that student comprehension of material delivered with wit was increased over students whose instructors did not use humor. This article will provide research behind using humor, examples of appropriate and effective means of demonstrating humor in the online classroom, and samples of student comments when humor was used. Even the most humor-challenged faculty members will learn strategies to add elements of their own wittiness to their online classes.
Increasing Student Engagement through Paired Technologies
Author: Basko, Lynn
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Motivation,Learner Engagement,Student Participation,Motivation Techniques,Technology Uses in Education,Videoconferencing,Undergraduate Study,Computer Mediated Communication,Best Practices,Teaching Methods

This article highlights efficient ways to combine tech tools, such as Remind and video conferencing, to increase student engagement and faculty/student communication. Using Remind is a great way to provide information to students outside of LoudCloud, and video conferencing is a tool for having synchronous meetings and conferences with students. Video conferences can be used to provide students with important information about courses and assignments and give students an opportunity to see their instructor and fellow classmates face to face. Based on a study of 58 undergraduate courses with 1,302 enrolled students, the authors found that by combining video conferencing and Remind, instructors can increase the number of students who attend their video conferences and therefore increase student achievement in their courses. The article provides strategies for implementing these technologies as well as best practices regarding when and where to use them in online classrooms.
The Integration of Spirituality and Transformational Leadership in Higher Education
Author: Patton, Cheryl
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Transformational Leadership,Religious Factors,Integrated Curriculum,College Programs,Cost Effectiveness,Open Source Technology,Decision Making,Online Courses,Proprietary Schools,Business Administration Education,Curriculum Design,Curriculum Development,Educational Needs,Values,Morale

As concerns about the skyrocketing costs of a college degree have converged with the increasing availability of open educational resources (OER), higher education administrators are asking faculty and curriculum designers to use OERs to design courses and programs. This case study explores the decision making process and outcomes of an online, for-profit university's attempt to build low-cost business degree programs using open educational resources. The paper concludes with a list of suggested criteria for evaluating open source content when designing similar programs.
Advancing Social Work Practice Research Education--An Innovative, Experiential Pedagogical Approach
Author: Kwong, Kenny
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Work,Experiential Learning,Case Studies,Caseworkers,Research,Research Methodology,Research Design,Qualitative Research,Statistical Analysis,Active Learning,Inquiry,Graduate Students,Teaching Methods

Achieving practice research competency is an essential pillar of social work practice. However, research material is often associated with dry lectures and incomprehensible statistical applications that may not reflect real life issues. Teaching research course is often antithetical to the pedagogical approach commonly used in social work education, which engages students in practical applications of real life situations with case examples. This paper described and evaluated six sets of experiential class and field activities designed to increase graduate level social work students' competencies of practice research. These activities included: (1) formulating a practice-based research topic; (2) using assessment templates for critical evaluation of published research; (3) learning single-system research design; (4) conducting agency research and evaluation field assessment; (5) designing and executing a practice-focused class study project; and (6) presentation and dissemination of research findings. An online course evaluation was administered with altogether 63 students in 2 Foundation Research and 2 Advanced Research classes to elicit both their qualitative feedback and quantitative ratings of their attainment of research competencies. The instructor's assessment of individual student performance using a grading rubric helped determine their level of attainment of course competences. Findings suggest several critical elements of this pedagogical approach. Students learn about real-world research issues through a case-based learning approach. Both students and the instructor involve in a collaborative learning process. Finally the instructor selects context-specific cases for class discussion and activities so that students see the connection of social work research to day-to-day practice contexts.
The Relationship between Ideal L2 Self and Willingness to Communicate inside the Classroom
Author: Bursali, Nihan
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Self Concept,Communication (Thought Transfer),Second Language Instruction,Curriculum Design,Learning Motivation,College Students,Student Attitudes,Language Teachers,English (Second Language),Foreign Countries,Scores,Measures (Individuals),Questionnaires,Statistical Analysis,Gender Differences,Age Differences,Classroom Environment

Over the past decades there has been a dramatic increase in academic research on motivation to learn a second or foreign language (L2). The present study tried to investigate the relationship between the ideal L2 self as a motivational variable and willingness to communicate in English (L2 WTC) inside the classroom. Participants were 56 university students majoring in English as a foreign language (EFL) at a private university in Ankara, Turkey. Data were collected using the Ideal L2 Self Scale and Willingness to Communicate inside the Classroom Scale. Findings of descriptive statistics indicated that 32.1% of the participants had high, 30.4% had moderate, and 37.5% had low L2 WTC inside the classroom scores. Findings also revealed a significant relationship between these two constructs noticing the relations at a skills specific level. The implications are discussed to present ideas to language teachers, teacher trainers, and curriculum designers to raise their awareness on the impact of ideal L2 self on willingness to communicate.
The Effect of &quot;Physical Education and Sport Culture&quot; Course on the Attitudes of Preservice Classroom Teachers towards Physical Education and Sports
Author: Koç, Yakup
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Physical Education Teachers,Student Attitudes,Athletics,Pretests Posttests,Statistical Analysis,Foreign Countries,Student Surveys,Effect Size,Attitude Change,Program Effectiveness,Questionnaires,Student Characteristics,Body Composition,Gender Differences

The study aims to investigate the effect of &quot;Physical Education and Sport Culture&quot; (PESC) course on the attitudes of preservice classroom teachers towards physical education and sports. The one group pre-test post-test design among experimental models which is included in quantitative research designs was employed in the study. The study was conducted on a total of 90 sophomores (66 female and 24 male) taking PESC course offered in Erzincan University Faculty of Education Classroom Teaching Program during the fall term in 2016-2017 academic year. The &quot;Physical Education and Sports Scale&quot; was used to measure attitudes of students towards physical education and sports both at the beginning and end of the term, and the &quot;personal details form&quot; prepared by the researcher was used for data collection purpose. An analysis of pre-test post-test attitude scores of preservice teachers taking PESC course indicated a significant difference between pre-course (??¯=94.43) and post-course attitude scores (??¯=97.49) (t [subscript (89)] =-2.291, p&lt;0.05). The size of effect that is calculated after the test (d=0.25) showed a medium level of difference. The results concluded that PESC course taken by preservice classroom teachers has a positive effect on their attitudes towards physical education and sports.
The Relationship between School Administrators&apos; Happiness Levels and Their Self-Efficacy Levels
Author: Duran, Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Administrator Attitudes,Self Efficacy,Psychological Patterns,Statistical Analysis,School Administration,Scores,Administrator Characteristics,Age Differences,Principals,Assistant Principals,Gender Differences,Foreign Countries,School Districts,Institutional Characteristics,Measures (Individuals),Graphs

The aim of this present research is to specify the interrelation between the happiness and self-efficacy levels of the school administrators. This study is a descriptive survey model, and its population consists of the school principals and deputy principals in Amasya Province which are the subsidiaries of the Ministry of National Education. The Correlation coefficient was calculated and the methods of One-Way ANOVA, t-test, and Kruskal-Wallis &quot;H&quot; tests were used for the sub-problems. Once the findings of the research were analysed, a positive and mid-level significant interrelation was discovered between the happiness and the self-efficacy levels of the administrators about school administration. The results of the analysis suggest that happiness and self-efficacy levels of the school administrators according to their perceptions can be observed as &quot;fine.&quot; Furthermore, their perceptions about happiness and self-efficacy levels differ according to the length of service groups they belong to. This is evident from the finding that the group of 1-5 years of service has highest score of happiness level, and the experience groups of 6-10, 16-20, 21 and above, and 11-15 years follow them respectively. The highest score of self-efficacy level, at the same time, is owned by the ones who have 21 years of service and above, and the experience groups of 16-20, 6-10, 11-15, and 1-5 years follow them respectively. The self-efficacy levels also show significant difference regarding the variable of age.
Interest and Identity Convergence for Equitable Mathematics&apos; Teaching: Reflections on the Interplay of the Institutional and Individual on Teacher Development and Action
Author: Meister, Tara
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Institutional Characteristics,Teacher Characteristics,Faculty Development,Barriers,Equal Education,Teaching Methods,Cultural Influences,Whites,Minority Group Students,Racial Bias,Social Bias,Social Influences,Teacher Attitudes,Economic Factors,Racial Identification,Consciousness Raising,Critical Thinking,Social Justice

Propelled by Maxine Greene's (1988) continuum of freedom from normative structures to critical consciousness and action, I illuminate the institutional and individual influences on teacher development and action in mathematics teaching. I focus on the question: What barriers and openings, both individually and institutionally, spur teachers to consider equitable mathematical teaching practices as important to pursue with commitment? Reflecting on the broad cultural features that uphold mathematical inequities, factors that inform mathematical contexts, and constructions of individual identity, I contemplate avenues to enter meaningful, asset-oriented growth for white teachers in particular toward equity practices in mathematics. I argue that linear frameworks, such as white privilege and racial identity development, do not provide the required reflection and action steps for transformation. Rather, the nuance of societal conditions and dynamics of individual identity must be examined in depth by teachers and mathematics classrooms to progress toward equity. Teachers' identity convergence, the moral imperative to understand the self and others, will prompt institutional change before interest convergence (Bell, 2005a) necessitates it, as the economic benefits of mathematical equity are not immediately apparent.
Improving Mathematics Teaching as Deliberate Practice through Chinese Lesson Study
Author: Huang, Rongjin
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Grade 9,Algebra,Communities of Practice,Teaching Methods,Student Centered Learning,Teacher Attitudes,Instructional Effectiveness,Teaching Skills,Feedback (Response),Self Evaluation (Individuals),Repetition,Lesson Plans,Video Technology,Instructional Materials,Semi Structured Interviews

This study examined how a ninth grade teacher improved an Algebra I lesson through a lesson study approach. We used multiple data sources to investigate the improvement of the lesson towards student-centered mathematics instruction, perceived benefits of the teacher, and factors associated with the improvement of teaching. The lesson group substantially improved the lesson through appropriately launching and effectively implementing worthwhile mathematical tasks and strategically orchestrating students' work. The teacher improved his teaching skills and reflection ability, changed his views about mathematics teaching, and acknowledged the importance of repeated teaching, expert feedback, and self-reflection in improving his teaching.
Motivation and Achievement of Middle School Mathematics Students
Author: Herges, Rebecca M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Middle School Students,Secondary School Mathematics,Student Surveys,Student Attitudes,Student Motivation,Mathematics Achievement,Correlation,Grades (Scholastic),Psychological Patterns,Self Esteem,Parent Participation,High Achievement,Low Achievement,Incentives,Gender Differences,Questionnaires,Learning Strategies,Longitudinal Studies,Statistical Analysis

Mathematics achievement among K-12 students has been a long-standing concern in schools across the United States. A possible solution to this mathematics achievement problem is student motivation. A survey was administered to 65 mathematics students at a Midwestern middle school to determine their beliefs and attitudes related to motivation and mathematics achievement. Significant positive correlations were found between internal motivation and self-reported mathematics grades, self-reported grades and enjoyment, self-reported grades and confidence, and self-reported grades and parental involvement. Independent t-tests between high- and low-achieving students found significant differences in beliefs regarding intrinsic motivation, extrinsic motivation, mathematics value, mathematics enjoyment, mathematics confidence, parental involvement, and parental intrinsic motivation. There were no statistically significant gender differences in achievement or attitudes towards mathematics.
Encouraging Student Autonomy through Higher Order Thinking Skills
Author: Smith, Victoria D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Thinking Skills,Metacognition,Higher Education,Distance Education,Electronic Learning,Self Disclosure (Individuals)

This article discusses how to empower students to work, think, and act independently in the higher education setting. Inspiring students to progress through the stages of Bloom's Taxonomy emboldens them to discover intrinsic motivation and self-regulated learning. This article defines and focuses on the importance of teaching intrinsic motivation through higher order thinking skills, reliance on materials provided for success, and metacognitive assessment. Additionally, this article provides examples of ways to implement student autonomy in the traditional and online classroom settings.