ethanporcaro/eric-fulltext-meta huggingface dataset:
Speaking Difficulties of Philippine Indigenous Learners in English Semantics
Author: Leaño, Adelaila J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Semantics,Language Skills,Grade 2,Elementary School Students,Indigenous Populations,Vocabulary,Oral Language,Teaching Methods,Language Processing,Expressive Language,Receptive Language

This study aimed to investigate Philippine indigenous learners' speaking difficulties in English Semantics. The objectives was to identify indicators of poor vocabulary, processing and expressing of information. It was a qualitative research through case studies of five Grade 2 Indigenous Peoples (IP) learners in Echague, Isabela, Philippines. Data collection was done through observation and oral assessments activities. Instruments include checklist of speaking difficulties signified by inadequacy in English vocabulary; and constructed oral assessment activities in English. Data gathered were qualitatively analysed. Findings revealed that all the five indigenous learner-participants demonstrated English vocabulary deficiency to name depicted objects in the surroundings. They had struggles in reciting week-days, months and in citing common Philippine events. They had difficulty in conveying illustrated antonyms and synonyms. These findings denote a language intervention to improve essential skills in English semantics. This study can be an alternative to investigate problems in other language literacy domains.
Levels of Competence in the Learning Domains of Kindergarten Entrants
Author: Aquino, Leticia N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Education,Kindergarten,School Readiness,Preschool Curriculum,Social Development,Emotional Development,Self Management,Psychomotor Skills,Mathematics Skills,Emergent Literacy,Receptive Language,Expressive Language,Gender Differences,Skill Development,Child Care Centers,Foreign Countries,Daily Living Skills

Nursery is a preparation for kindergarten education. This paper deals with the gained competence of the nursery as they move up to the kindergarten program of the K-12 Curriculum in the Philippines. This study reveals that there are similarities and differences in the curriculum programs of nursery and kindergarten; that the nursery children performed very satisfactory in the learning domains on Social and Emotional; Self-Management; Perceptual and Motor; Early Math; Early Literacy; Receptive Language; and Expressive Language; and that sex is not related to the children's ability to learn and develop the skills needed of their age. This is a quantitative-descriptive method that investigated 568 nursery children from the 29 National Child Development Centers or Day-Care Centers in the Philippines. Using documentary analysis, Levene's test, and T-test, the study revealed the similarities and difference in the 2 programs and the levels of competence of the nursery children in the different domains of learning offered by the program showing their ability and the skills which help them move up to kindergarten. This study recommends that there should be a good transition of children from nursery to kindergarten and this can only be achieved if there is congruency of the curriculum offered by the two programs. The skills mastered by the children in nursery program should be enhanced more in the kindergarten program. Since kindergarten is an important developmental milestone for young children, it should offer children an experience to develop their skills, competence and potentials to the fullest and that a balance and holistic development of the children should be ensured.
Comparison of Registration Status of Institutional &quot;TASKA&quot; Services in East Coast Malaysia
Author: Kharuddin, Azrul Fazwan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Child Care Centers,Safety,Nutrition,Accreditation (Institutions),Institutional Characteristics

The analytical comparative profile of the nursery services of TASKA in three states on the east coast of Malaysia namely Pahang, Kelantan and Terengganu is the main idea of this study. Survey method using questionnaire was conducted on 37 TASKA selected based on three registration status. The questionnaire was modified from the SERVQUAL Model. The data were analyzed using statistical chi-squared exact test. The findings show that there is no significant difference in the safety aspect shown by the institutional TASKA whether registered or unregistered. Nevertheless, the analysis shows that there is a significant difference in the nutritional aspect based on several items from the perspective of the caretaker. An independent sample t tests also found no significant difference between the registrationstatusesin all aspects. In conclusion, the difference in terms of the TASKA category can be assessed through different perspectives where safety and nutrition factors are the key indicators in this study.
The Effects of the Emotion Happy as Induced by Colors on the Performance of Grade 1 Pupils in Addition
Author: Nael, Michael M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Emotional Response,Psychological Patterns,Color,Addition,Grade 1,Elementary School Students,Mathematics Instruction,Instructional Materials,Teaching Methods,Foreign Countries

The aim of this study is to determine the effect of the emotion &quot;happy&quot; as induced by colors on the addition performance of grade 1 pupils. The experiment involved the pupils in the experimental group (n=80) were taught addition, using modules developed by the researcher which utilized seductive augmentation of learning materials through colors, the pupils in the control group (n=70) were taught addition using the method in the current math education program which do not utilize emotion-based teaching aids. The study was implemented for 1 week. Pretest and post-test developed by the researcher based on the math competencies for grade 1 of the Department of Education (DepEd) were administered to the pupils before and after the study and data obtained were statistically analyzed. The study found that Gold, Yellow, Rose, Red and Green were respectively the top five colors that induced happy emotion. Although significant statistical difference was registered between the pre-test and post-tests of the control group (t (70) = -7.04, m = -1.04, sd= 1.23, p = &lt;0.001), the performance of the experimental group registered statistically significant difference over the control group (t (80) = -26.75, m =-0.292, sd=0.99, p = &lt;0.001. This showed that the experimental group had better performance than the control group. Thus, there is statistical basis to claim that the emotion happy as induced by certain colors improved the addition performance of grade 1 pupils.
Some Strategies in Dealing with High-Stakes Testing and the Death of Social Studies Education
Author: Furin, Terrance L.
Date: 2005-00-00
Type: Journal Articles
Subjects: Social Studies,High Stakes Tests,History Instruction,Elementary Education,Graduate Students,Interpersonal Relationship,Teacher Attitudes,Teacher Motivation,Student Teachers

The pressure of high-stakes testing has virtually eliminated the teaching of history and the other social studies from many urban elementary schools. The author has heard it directly from many Philadelphia (Pa.) teachers in numerous classes where he teaches graduate social studies pedagogy courses to graduate student teachers who are pursuing Masters degrees or state certification. Many of these graduate student teachers describe enormous stress on them and their students to meet the established Annual Yearly Progress (AYP), as indicated by standardized test results. Graduate student teachers also describe the pressure they face to eliminate altogether the teaching of subjects other than reading/language arts and math. Over the past two years more than forty graduate student teachers have related receiving similar directives from their supervisors. Moreover, the situation is not unique to Philadelphia. High-stakes testing pressure has lead to sporadic treatment of subjects other than reading/language arts and math in many schools across the United States. Faced with what he considered an untenable situation, he decided to develop a different approach to his university's elementary social studies pedagogy course. It is based on the premise that the key in developing strategies in schools where social studies has been eliminated lies in creating a deep passion within classroom teachers for social studies education which is accomplished by focusing on several substantive human relations encounters.
Intercultural Fortuitous Learning: Preparing Prospective Teachers to Teach Culturally Diverse Populations
Author: Kondor, Carrie
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Diversity,Teacher Education Programs,Teacher Competencies,Cultural Awareness,Tutoring,Intercultural Communication,Cross Cultural Training,Situated Learning,Reflection,Culturally Relevant Education,Program Effectiveness,Reading Difficulties,Private Colleges,Urban Schools,Elementary School Students,Children,School Community Programs

Out of every three students enrolled in either elementary or secondary school in the United States, one is of a racial or ethnic minority, whereas about 87% of the teachers are White and female (Cross, 2003; Griner &amp; Stewart, 2013; Sleeter, 2001; Villegas &amp; Lucas, 2002). The rate of increase in minority K-12 students, who are often also living in poverty, is projected to increase to 41% by the year 2020 (National Center for Education Statistics, 2007). This cultural divide, reflecting disparity between an overwhelmingly homogeneous teaching force and an increasingly diverse student population (Gallego, 2001; Grant &amp; Secada, 1990; Griner &amp; Stewart, 2013), can lead to devastating learning experiences for the students (Anton, 1999; Cho &amp; Reich, 2008; Griner &amp; Stewart, 2013). The study in this article expands on previous published studies of cultural competency in field experiences of teacher education coursework. It explores prospective teachers' fortuitous learning through our teacher education program's cross-cultural community-based tutoring program. While the tutoring experience does not directly teach the prospective teachers about cultural competency, prospective teachers have the opportunity to interact cross-culturally with children and families and reflect upon those experiences. The study explores how experience and reflection combined impact prospective teachers' development toward cultural competency.
Visibly Invisible: The Reality of Five Black Boys in a Public High School
Author: Coleman, Franciska
Date: 2005-00-00
Type: Journal Articles
Subjects: African American Students,High School Students,Males,Public Schools,Identification (Psychology),Labeling (of Persons),Resistance (Psychology),Reading Instruction,Grade 9

In a study of the New Orleans public schools, African American males represented 43% of the school population, while accounting for 58% of the non-promotions, 65% of the suspensions, 80% of the expulsions, 43% of the dropouts, and only 9% of the gifted and talented. African American males are denied equal educational opportunity at such alarming rates that some writers have dubbed them an endangered species. The societal ramifications of this systemic non-education have lead to a proliferation of research studies addressing the tragedy of being young, Black, and male in America. The current study attempts to engage with this issue by first stepping away from the framework within which teachers, politicians, and academics have situated the problem - that of society's expectation of the five D's: &quot;dumb, deviant, disturbed, disadvantaged, and dysfunctional&quot; (Cooper &amp; Jordan, p.383) and seeks instead to understand and probe the (counter)identities African American males assign themselves when not being forced to answer the question, &quot;How does it feel to be a problem?&quot; (Du Bois, 1903). This study seeks to understand the mechanisms by which African American male adolescents situate themselves within or without the paradigm of deviance and the implications this holds for successful academic interventions.
Kids on the Move: The Effects of Student Mobility on NCLB School Accountability Ratings
Author: Rhodes, Virginia L.
Date: 2005-00-00
Type: Journal Articles
Subjects: Federal Legislation,Educational Legislation,Student Mobility,Accountability,Urban Schools,Educational Indicators,Ethnicity,Socioeconomic Status,Public Schools,School Size,Elementary Secondary Education

The purpose of this study was to establish the relationship between urban school mobility and school ratings, one of the performance indicators mandated for schools under the 2001 No Child Left Behind Act (NCLB) by the Ohio Department of Education (ODE) and the U.S. Department of Education. While many studies have linked school mobility and achievement (Alcoser &amp; Shoho, 2001; Azcoitia et al., 2003; Daughtry &amp; Greene, 1961; Downey &amp; Pribesh, 1999; Felner et al., 1981; Fried &amp; Whalen, 1973; Ingersoll &amp; Eckerling, 1989; Kerbow, 1996; Levine et al., 1966; Rumberger &amp; Larsen, 1998; Rumberger, 2003; Schafft, 2002, 2003; Sewell, 1982; Wood et al., 1993), no study has defined the complex links among school mobility, ethnicity, socio-economic status, and the specific state and NCLB performance requirements to which all U.S. public schools are now accountable. A secondary purpose of this study was to critique current research methodology for mobility. Research questions examined in this study include: Is there a significant relationship between school mobility and the school's overall school ranking category? Can knowing the mobility of a school help predict its probable rating? If there are such relationships, how does that significance compare to the effects of ethnicity and socioeconomic status?
The Language We Cry in: Black Language Practice at a Post-Desegregated Urban High School
Author: Duncan, Garrett Albert
Date: 2004-00-00
Type: Journal Articles
Subjects: Urban Schools,High Schools,Black Dialects,African American Students,School Desegregation,Males,Desegregation Litigation,Public Schools,Equal Education,Student Experience,Language Usage

The country must celebrate the unprecedented improvements the &quot;Brown v. Board of Education&quot; ruling has brought about in the education of black students. At the same time, it must also be acknowledged that &quot;Brown&quot; did not and could not completely resolve the struggle that has shaped questions of race and education in the U.S. for nearly 400 years. In this paper, the authors argue that the intransigence of white supremacy in U.S. public education informs the contradictory role that school desegregation policy has played in the education of black students the past 50 years. Specifically, the authors examine the textured legacy of &quot;Brown&quot; in the context of an ethnographic analysis of the academic and social lives of black male students at City High School (CHS), a magnet academy located in the Midwest United States. The authors argue in this paper that the intransigent nature of white supremacy in post-Civil Rights era public schools and the way it shapes how educators, researchers, and policy-makers view, educate, and evaluate black students in general accounts for color-coded inequalities that are observable in public schools such as CHS.
What is Wrong with Silence in Intercultural Classrooms? An Insight into International Students&apos; Integration at a UK University
Author: Wang, Sihui
Date: 2019-00-00
Type: Journal Articles
Subjects: International Education,Higher Education,Student Mobility,Cultural Pluralism,Foreign Students,English (Second Language),Second Language Learning,Language of Instruction,Language Proficiency,Cultural Differences,Communities of Practice,Classroom Communication,Interpersonal Relationship,Case Studies,Graduate Students,Foreign Countries,Student Participation,Intercultural Communication

The internationalization of higher education and growth of international student mobility make higher education classrooms culturally and linguistically more diverse than ever, especially among postgraduate students (Brown and Holloway 2008; Gu, Schweisfurth, and Day 2009; Yu and Moskal 2019). However, recent research reports a common tendency for international students to be silent in the Western English-medium classroom (Choi 2015; Zappa-Hollman and Duff 2015; Morita 2004), identifying language competence and cultural difference as two main barriers to participation (Zhou, Knoke, and Sakamoto 2005). International students often bring a different cultural understanding of classroom interaction norms and conventions (Dippold 2015). Grounded in the theoretical framework of &quot;community of practice&quot; (Lave and Wenger 1991), this paper perceives international students' verbal participation as a &quot;dynamic, socially situated process&quot; (Duff 2010, 169) and classrooms as communities, in which students develop &quot;an evolving form of membership&quot; as they &quot;change in how they participate in a community through the multiple social relations and roles they experience&quot; (Lave and Wenger 1991, 53). In short, this study investigates how community members interact with and adjust to each other in order to create an equal classroom atmosphere.
An Examination of Philadelphia &apos;s School Desegregation Litigation
Author: Morrison, Malik
Date: 2004-00-00
Type: Journal Articles
Subjects: Desegregation Litigation,School Desegregation,Urban Schools,Desegregation Methods,Educational Finance,Educational Equity (Finance),Equal Education

Fifty years after &quot;Brown v. Board of Education&quot; (1954) (Brown I), American schools remain racially separate and radically unequal in both per pupil expenditures and student performance. Although &quot;de jure&quot; school segregation is still illegal, &quot;de facto&quot; racial segregation is increasing. In order to understand why schools are resegregating it is necessary to understand the historical and legal failures of the desegregation process. The legal and historical analysis of federal race based equity case law has previously been done in depth (Orfield, Eaton, Harvard Project on School Desegregation., 1996; Parker, 2000; Rossell &amp; Hawley, 1983). While macrolevel analysis is important, the author believes it is useful to examine the desegregation process on a smaller scale. To this end this article seeks to examine desegregation in Pennsylvania generally and Philadelphia specifically to understand the goals and failings of desegregation litigation. The author begins with a brief overview of Supreme Court desegregation jurisprudence because it provides context for Pennsylvania's desegregation process, and then examines the thirty-year process of desegregation in Philadelphia.
Towards Humanizing Language Teaching: Error Treatment and EFL Learners&apos; Cognitive, Behavioral, Emotional Engagement, Motivation, and Language Achievement
Author: Ghanizadeh, Afsaneh
Date: 2020-01-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Questionnaires,Learning Strategies,Learner Engagement,Females,Advanced Students,Error Correction,Academic Achievement,Comparative Analysis,Feedback (Response),Peer Evaluation,Speech Communication,Teacher Student Relationship,Measures (Individuals),Student Attitudes,Student Interests,Emotional Response,Correlation,Language Proficiency,Foreign Countries

This study elucidated how humanistic teaching as manifested in teachers' error correction influences EFL learners' engagement, motivation, and language achievement. the present study was carried out in a language Institute in Mashhad, Iran. The population comprised 42 advanced female learners. To investigate how error treatment will affect EFL learners' engagement, intrinsic motivation and language achievement, a mixed-methods design incorporating both quantitative (experimental design) and qualitative (interview &amp; observation) methods (QUAN[\rightarrow]qual) was employed. The participants were divided into control and experimental groups. Speaking errors of the participants of the experimental group were corrected by three methods of corrective feedback including peer-correction, elicitation, and repetition, whereas, speaking errors of the participants of control group were directly corrected by the teacher. To measure the intrinsic motivation, the MSLQ questionnaire (Pintrich, et al., 1991) was employed. Students' engagement was determined through Tool-school engagement scale, which was assesses behavioral, emotional, and cognitive aspects of academic engagement (Fredericks, Blumenfeld, Friedel, &amp; Paris, 2005). A Babel test was utilized to assess language proficiency. To examine the effect of corrective feedback on intrinsic interest, an independent samples t-test was run. The results substantiated the efficiency of corrective feedback in enhancing intrinsic motivation. A one-way between-groups multivariate analysis of variance (MANOVA) was utilized to investigate the role of corrective feedback in Cognitive, Behavioral, and Emotional Engagement. It was revealed that all three types of engagement were influenced and the highest difference was observed in Emotional engagement and the lowest difference was obtained for Behavioral engagement. Regarding language achievement, the results implied that corrective feedback utilized in the experimental group resulted in higher language achievement. Twenty-five percent of the whole participants were interviewed after the term. The findings analyzed via MAXQDA software were in line with the results of the quantitative phase.
University EFL Students&apos; Use of Online English Information Searching Strategy
Author: Chen, Kate Tzu-Ching
Date: 2020-01-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),College Students,Information Seeking,Gender Differences,Student Attitudes,Search Strategies,Student Characteristics,Measures (Individuals),Reading Ability,Time on Task,Reading Processes,Foreign Countries

The purpose of this study was to investigate the online English information searching strategies (OEISS) used by university students studying English as a foreign language (EFL). Students' background characteristics were also examined to determine whether they influence the students' searching strategies. This study revised and used the Online Information Searching Strategy Inventory (OISS) developed by Tsai (2009). A survey questionnaire was administered to 537 university students recruited from 11 universities. The results indicated that the participants used OEISS at an average level. In addition, significant differences were found on how students used OEISS in developing their English reading ability, their purposes for online reading, and their time spent online. Moreover, contrary to previous findings, no significant difference was found between males and females in the use of OEISS. Lastly, the majority of students were found to avoid using disorientation strategies. This research provided information that compliments the present literature on OEISS for EFL university students.