ethanporcaro/eric-fulltext-meta huggingface dataset:
EFL Teacher Identity: Impact of Macro and Micro Contextual Factors in Education Reform Frame in Chile
Author: Salinas, Danisa
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Professional Identity,Teacher Student Relationship,Educational Change,Sociocultural Patterns,Computer Software,Semi Structured Interviews,Focus Groups,National Curriculum,Teacher Attitudes,Foreign Countries,Grounded Theory,Work Environment,Classification

The research aims at exploring how macro and micro contextual factors have influenced on the construction of English as a foreign language (EFL) teachers' identity in education reform contexts in Chile based on sociocultural theories. Grounded theory was used in the methodological design to analyse and categorize data utilizing the ATLAS.ti software. Deep semi-structured and focus group interviews were used to collect data, and twelve EFL teachers participated in the research. From a macro contextual environment, results show that educational demands turn into bureaucracy and a non-coherent EFL national curriculum which have weakened teachers' identity resulting in a sense of frustration and resignation. Micro contextual factors have emotional (appreciation, student/teacher bond, and work climate) and cognitive dimensions (in-service training) with a dual role--strengthening or weakening EFL teachers' identities.
Looking into Burnout Levels of Freshmen in English Majors of Normal University
Author: Xu, Linjing
Date: 2017-00-00
Type: Journal Articles
Subjects: College Freshmen,Burnout,Majors (Students),English (Second Language),Second Language Instruction,Stress Variables,Gender Differences,Family Structure,Knowledge Level,Drills (Practice),Interpersonal Communication,Foreign Countries,Questionnaires,Interviews

Nowadays, college students are facing a complex society. Under the influence of various factors, the learning situation of college students has met a variety of problems, among which is learning burnout. The purposes of this study are (1) to assess the burnout levels of freshmen in English majors of normal university; (2) to explore what causes learning burnout and (3) to figure out the possible strategies to reduce the degree of its. The result shows that the means of all responded items is about 2.8286 on average, indicating that the burnout was close to the level of medium. There is no significant difference in terms of gender and only/not only child. However, there is indication of influence of other factors such as knowing little about the major, lack of practice and communication with their seniors.
When Volunteering Is Mandatory: A Call for Research about Service Learning
Author: Cloyd, Melissa
Date: 2017-00-00
Type: Journal Articles
Subjects: Volunteers,Service Learning,At Risk Students,Dropout Rate,High School Students,Hispanic American Students,Racial Differences,Ethnicity,Program Effectiveness,Equal Education,Self Determination,Critical Theory,Models,State Legislation,Required Courses

Stakeholders have long been concerned about high school drop-out rates and associated achievement gaps between groups, specifically racial, of high school students. While significant improvements have been made to these drop-out rates at the national level, the largest group of drop-out students continues to be those of Hispanic heritage. Research indicates nearly 28% of high school drop-outs make those decisions in the ninth or tenth grade and may do so as a result of already being behind in meeting graduation requirements. Including community service as part of high school graduation rates is the current trend. The purpose of the discussion in this article is to gain an understanding of the history, goals, implementation, and outcomes of student service learning (SSL) relational to curriculum equity. Self-determination theory and critical theory were used in the theoretical framework.
Infusing Multicultural Literature into Teacher Education Programs: Three Instructional Approaches
Author: Howlett, Kristina M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Multicultural Education,Cultural Awareness,Literature,Teacher Educators,Teacher Collaboration,Oral Reading,Evidence Based Practice,Teaching Methods,Social Justice,Discussion (Teaching Technique),Reading Instruction,Group Activities

Today's classrooms in the United States reflect the growing diversity of the changing world. In order to prepare high-quality multicultural educators, the authors of this article, three teacher educators at a large, mid-south, research-one university, collaborated to share successful strategies to infuse multicultural literature into the three educator preparation programs (EPPs) at their institution.
Mathematics Preservice Teachers Are Literacy Educators Too: Learning How to Administer and Use Data from the Texas Middle School Fluency Assessment to Plan Instruction
Author: Brooks. Benita R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Preservice Teachers,Middle School Teachers,Middle School Students,Grade 7,Reading Tests,Alternative Assessment,Reading Fluency,Reading Instruction,State Legislation,Training,Faculty Development,Lesson Plans

House Bill (HB) 2237 (80th Legislature), Section 6: Adolescent Reading Assessment requires districts and public charter schools to administer the Texas Middle School Fluency Assessment (TMSFA) or some other state approved alternative assessment to students in grade seven who do not demonstrate reading proficiency on the grade six state reading assessment. This requirement began in the fall 2008. Many school districts provided training for teachers to learn how to administer the TMSFA. Yet, there are many middle school administrators and teachers who do not know about HB 2237 Section 6 or the TMSFA. This article explains HB 2237 Section 6 requirements. In addition, it provides information about the TMSFA and a free online training offered through the Texas Adolescent Literacy Academies (TALA) website. This article also includes the beliefs of mathematics preservice teachers enrolled in a grades 4-8 literacy methods course about the TMSFA form.
Investigation of Academic Success, Self-Esteem and Academic Self-Concept in 4th Class Primary School Students
Author: Çetinkaya, Seher
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Self Esteem,Self Concept,Comparative Analysis,Mixed Methods Research,Phenomenology,Correlation,School Entrance Age,Elementary School Students,Teacher Attitudes,Grade 4,Sampling,Mathematics Instruction,Elementary School Mathematics

In Turkey due to changes in the age starting school implemented during the 2012-2013 academic year, children ages from 60 months to 84 months were subject to the same educational program in the same class. By the 2015-2016 academic year these children were at the end of 4th class. This research aimed to investigate the Turkish and mathematic lesson success, academic self-concepts and self-esteem of 4th class students and determine the opinions of class teachers on this topic. The research used a mixed method pattern with convergent parallel pattern. At the end of the research quantitative findings relating to Turkish and mathematic lesson success according to age starting school and educational level of parents; Turkish and mathematic lesson academic self-concept and self-esteem according to age starting school; and qualitative findings of class teacher opinions were compared, interpreted and discussed in light of the literature.
Reader Response in Secondary Settings: Increasing Comprehension through Meaningful Interactions with Literary Texts
Author: Woodruff, Amanda H.
Date: 2017-00-00
Type: Journal Articles
Subjects: Reader Response,Secondary School Students,Reading Comprehension,Reading Improvement,Reader Text Relationship,Reading Instruction,Critical Reading,Thinking Skills,Best Practices,Reading Strategies,Student Journals,Workshops,Group Activities

A fresh look at the reader response theory to enhance student comprehension through meaningful interactions with literature, this paper explores the instructional implications of a reader response approach in secondary classrooms and examines its role in fostering students' critical reading and thinking skills. The approach promotes transaction between readers and texts as readers are given the freedom to analyze literary pieces based on their personal experiences, diverse cultures, and unique perspectives. A selective review of recent literature on the positive effect of the reader response approach in secondary settings is included, demonstrating how this approach yields positive results with students becoming both more critical readers and thinkers. The paper also addresses best practices or strategies that help secondary students increase their reading comprehension and interactions with literary texts through a reader response approach. Implications for instruction include reader response journals, reading workshop, and literature circles, which encourage students to respond to literature as a means of interacting with various texts in meaningful ways.
Investigating the Major Effect of Principal&apos;s Change Leadership on School Teachers&apos; Professional Development
Author: Chang, Dian-Fu
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Transformational Leadership,Elementary School Teachers,Faculty Development,Questionnaires,Regression (Statistics),Change Agents,Factor Analysis,Statistical Analysis

In a rapidly changing era, educational change has become one of the crucial tasks for better student performance in schools. Potential and innovative leadership in schools is needed to keep up with the fast-pace of change, and to achieve better learning results for students. Therefore, how to construct a teacher's professional development to fulfil the outcome-based policy in schools is a new challenge for principals. This study focused on principals' change leadership as perceived by school teachers and explored which dimension of change might impact on the teachers' professional development. This study successfully invited 490 teachers from 41 elementary schools in New Taipei City (Taiwan) to participate in this study. There were 453 valid questionnaires returned which represented a 92.4% return rate. Twenty-five indicators of change in leadership were classified into three dimensions, namely: &quot;communicating and shaping change action,&quot; &quot;building a supported environment,&quot; and &quot;adjusting organization and performance.&quot; The teachers' professional development has been defined by eight indicators which classified into &quot;willing&quot; and &quot;effect&quot; of participation. This study employed the stepwise method to determine the major factors that impact a teachers' professional development by using regression models. The results reveal both &quot;building a supported environment&quot; and &quot;adjusting organization and performance&quot; in a principal's change in leadership can explain 23.2% of the teachers' professional development. Based on the results of regression analysis, this study suggests that properly shaping a principal's change leadership can prompt to enhancing a teachers' professional development. Furthermore, change leadership might be applied to wider practices to improve a teachers' performance in various settings.
Show, Don&apos;t Tell: Reading Workshop Fosters Engagement and Success
Author: Lain, Sheryl
Date: 2017-00-00
Type: Journal Articles
Subjects: Learner Engagement,Workshops,Secondary School Teachers,English Teachers,Literature,Reading Instruction,Reading Strategies,Reading Processes,Literature Appreciation,Secondary School Students,Teaching Methods

This article details the secondary English teacher's application of a reader's workshop to teach literature.
Student-Produced Podcasts in Language Learning--Exploring Student Perceptions of Podcast Activities
Author: Phillips, Birgit
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Developed Materials,Handheld Devices,Audio Equipment,Information Dissemination,Second Language Learning,English (Second Language),Student Attitudes,Postsecondary Education,Student Surveys,Cohort Analysis,Learner Engagement,Learning Activities,Outcomes of Education,Technology Uses in Education,Learning Motivation,Cooperative Learning,Skill Development,Language Skills,Transfer of Training,Competition,Story Telling

Podcasts are a useful tool for developing speaking skills in language acquisition settings, particularly within the context of the emerging Mobile Assisted Language Learning (MALL). While much research has emphasized the effectiveness of teacher-produced podcasts, this study seeks to address the gap in knowledge on student-generated podcasts in language learning. In addition to highlighting some of the main pedagogical considerations of using podcasts in language learning, this paper explores students' perceptions of podcasts as a learning tool. To this end, this study describes the results of two surveys which were conducted with two different student cohorts over the course of two years. The surveys explored the students' levels of acceptance and enjoyment of activities in which they had to produce their own podcasts, as well as the perceived learning benefits. The discussion section describes a range of positive learning outcomes and highlights the pedagogical implications of using podcasts in class. The paper concludes with some practical suggestions for the effective use of student-generated podcast activities in the language classroom.
The Impact of Pecha Kucha Presentations in the Assessment of a Translation Studies Unit at the University of Western Australia
Author: Colombi, Anna Gadd
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Translation,English (Second Language),Second Language Learning,Teaching Methods,Foreign Students,English for Academic Purposes,Second Language Instruction,Foreign Countries,Units of Study,Student Evaluation,Evaluation Methods,Speech Communication,College Students

Results of a case study on the implementation of Pecha Kucha presentations undertaken at The University of Western Australia in 2015 are presented and discussed here. Pecha Kucha, a fast-paced presentation format consisting of 20 slides set to proceed automatically every 20 seconds, was used in the assessment of the unit &quot;Translation Localisation&quot; for two reasons: it is a time-effective method to assess a large number of students in a short time, and it has the potential to teach students whilst also assessing them, thus killing two birds with one stone. Recent studies show that the Pecha Kucha style can improve presenting skills and English speaking skills in general. This has particular relevance when teaching large numbers of international students, such as in &quot;Translation Localisation,&quot; where 84% of students spoke English as their second language. The paper ultimately shows how the use of Pecha Kucha presentations in the assessment of a unit carries important pedagogical implications for students of English for Academic Purposes.
Students with a Foreign Background in Italian Initial Vocational Education and Training (IVET) and the Access to Italian as Second Language
Author: Daniele, Luisa
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Italian,Vocational Education,Self Concept,Biculturalism,Multilingualism,Teaching Methods,Multicultural Education,Foreign Countries,Foreign Students,Student Surveys,Student Attitudes,Immigrants,Second Language Instruction,Interviews,Statistical Analysis

This paper is based on the results of a 2014-2015 quantitative survey on a sample of 1,840 foreign students and 1,835 Italian students, of which, 41% of the Italians and 35% of those of foreign origins interviewed were female. The overall age was between 14 and 24, and these students attended courses in the Initial Vocational Education and Training (IVET) system in six Italian Regions: Emilia-Romagna, Lazio, Lombardy, Sicily, Tuscany, and Veneto. Language is the central issue in the survey, both in relation to the construction of multicultural and transcultural identity, and as a bridge to combine localisms with the global dynamics of migration, in its &quot;dialect&quot; edition. Some conclusive reflections on the enhancement of multilingualism in the Initial Vocational Education and Training (IVET) system are proposed for the development of national strategies in order to strengthen intercultural teaching and curricula.
Empirical Validation of Indices for Consideration in the Revision of Recommended Senior School Financial Accounting Textbooks in Southwestern Nigeria
Author: Oyetoro, Oyebode Stephen
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbook Evaluation,Accounting,High School Students,Secondary School Teachers,Evaluation Criteria,Statistical Significance,Hypothesis Testing

The study determined a significant difference in teachers' overall evaluations of six recommended Financial Accounting Textbooks in Southwestern Nigeria. It also assessed the specific evaluation parameters that account for the difference. It adopted the survey research design. The multistage sampling technique was used to select a total of 80 teachers from 64 schools from the six states in Southwestern Nigeria. Results of data collected which were analysed using the Kruskal-Wallis (H) test depicted a significant difference in teachers' overall evaluations of the textbooks. Also, results revealed that the textbooks differ significantly on the parameters of mechanics, assessment, lesson design and instructional strategy and incorporation of technology into students' learning. The implications of these findings were discussed and the study concluded that financial accounting textbook writers and ministry of education officials at both national and state levels should give adequate consideration for these parameters in the revision of recommended financial accounting textbooks for improved effectiveness in the realization of curricular objectives in the subject.
Cognitive Strategies Use in Reading Comprehension and Its Contributions to Students&apos; Achievement
Author: Suyitno, Imam
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Comprehension,Reading Achievement,Cognitive Processes,Likert Scales,Reading Tests,Questionnaires,Correlation,Foreign Countries,Statistical Analysis,Cloze Procedure,English (Second Language),College Students

The study outlined in this article describes the use of cognitive strategies designed to aid the comprehension of Indonesian texts. It also examines the contributions of such strategies to students' comprehension scores. The participants were 97 students who had completed and passed the reading course. In collecting the research data, the researcher used a reading comprehension test instrument in the form of a cloze test, as well as a Likert scale questionnaire. The cloze test was used to measure the students' ability to understand the texts, while the questionnaire was used to obtain information about cognitive strategies used by students in comprehension of the texts. Data collection of the comprehension test results and understanding strategy data are performed sequentially over the same day. Research data are described and analyzed by product moment correlation technique. The research found that students' scores in cloze tests ranged from A to D. This score indicates that students have varying abilities in reading comprehension. The research findings also showed that students used various cognitive strategies in understanding text reading. The results of the correlation analysis showed that the use of cognitive strategy has a positive or negative contribution to the results of reading comprehension depending on the accuracy of the selection strategy in accordance with the text he read.
Elements of Motivational Structure for Studying Mechanical Engineering
Author: Dubreta, Nikša
Date: 2017-00-00
Type: Journal Articles
Subjects: Engineering,Engineering Education,Foreign Countries,Motivation,Predictor Variables,Probability,Student Interests,Science Education,College Freshmen,Grade Point Average,Socioeconomic Status,Student Surveys,Science Interests,Statistical Analysis

The article presents the findings on students' reasons for studying mechanical engineering. These reasons were covered in terms of extrinsic and intrinsic motivation additionally related to selected independent variables of the sample--students' secondary school Grade Point Average, their gender and the socio-economic status. The research was conducted with the first year students of the Faculty of Mechanical Engineering at the University of Zagreb, Croatia. The sample consisted of 282 students (228 males and 54 females) and comprised students of all majors. According to descriptive character of the questionnaire type survey characteristics of the sample are presented. Composite variables of extrinsic and intrinsic motivation were dichotomized to present different levels of the students' overall motivational structure. Results indicate a students' interest in the field of science and technology as the most important element of intrinsic motivation, with no significant relation to any of independent variables. By contrast, extrinsic motivation has manifested as significantly related to the variables of Grade Point Average and to parents' education as one component of the socio-economic status. However, a significant level of indecisive respondents regarding the both intrinsic and extrinsic motivation suggests that the choice of the study programme is not always a consistent and an unambiguous process.
Reading Refugee Stories: Five Common Themes among Picture Books with Refugee Characters
Author: Nath, Lopita
Date: 2017-00-00
Type: Journal Articles
Subjects: Refugees,Picture Books,Social Integration,Childrens Literature,Land Settlement,Acculturation,Adjustment (to Environment),Cultural Pluralism,Teaching Methods,Discussion (Teaching Technique)

The U.S. Refugee Resettlement Program offers a quick path to permanent residency and adjustment to the United States, with the major objectives of economic success, community involvement, and local integration. The success of the program partly depends on the response of the American community towards refugees. Using the foundational idea that multicultural literature encourages learners to respect and accept people who are different from themselves, this article identifies five common themes among picture books with refugee characters. A total of 17 books were analyzed. A product of this research is a list of suggested picture books for exploring social inclusion with young readers. The list is organized to reflect the lessons or themes pulled from the analyzed texts. Suggestions for classroom discussions are also provided.