ethanporcaro/eric-fulltext-meta huggingface dataset:
Faculty Perceptions of Challenges and Enablers of Effective Teaching in a Large Research-Intensive University: Preliminary Findings
Author: Briseño-Garzón, Adriana
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Effectiveness,Higher Education,Research Universities,Foreign Countries,Teacher Surveys,Teaching Methods,Measurement Techniques,Faculty Workload,Class Size,College Faculty,Meta Analysis,Campuses,Program Effectiveness,College Programs,Program Implementation,Comparative Analysis,Multiple Choice Tests,Likert Scales,Class Activities,Classroom Techniques,Teacher Responsibility,Teaching Load,Teaching (Occupation)

In October 2014, the University of British Columbia Vancouver campus (UBCV) ran a campus-wide survey to establish baseline information on teaching practices and attitudes among faculty, to measure the impact of existing teaching and learning initiatives and to identify the conditions leading to change in practices and attitudes around teaching. Over 1000 participants with teaching responsibilities across 11 Faculties responded to the survey. This paper explores the main challenges and enablers of effective teaching practice at this large research-intensive institution, and presents preliminary findings centered on emergent themes of class size, workload, balancing activities and content, perceptions of the institutional value of teaching, and the current support for teaching available at UBCV.
Facebook Activities and the Investment of L2 Learners
Author: Shafie, Latisha Asmaak
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Media,English (Second Language),Second Language Learning,College Students,Observation,Semi Structured Interviews,Foreign Countries,Language Proficiency,Computer Mediated Communication,Films,Interpersonal Communication,Language Usage,Qualitative Research

The article discusses the investment of L2 learners in the English language on Facebook that they portrayed through their Facebook activities. It studied four informants consisted of diploma students in a Malaysian university. The study consisted of 14 weeks of online observation and semi-structured interviews. Data were collected from online observation and semi-structured interviews. Data were analysed using thematic analysis and Second Cycle Coding. The findings revealed that there were five Facebook activities that were used by L2 learners to improve their English language proficiency: (a) writing posts and comments in English, (b) reading news feeds in English, (c) participating in interest-based Facebook groups, (d) watching movies in English, and (e) communicating with foreign Facebook friends. The most popular Facebook activities were writing posts and comments in English and reading news feeds in English.
Indonesian EFL Teachers Professional Knowledge Development during Their Participation in TSG: A Case Study
Author: Munifatullah, Feni
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Pedagogical Content Knowledge,Knowledge Base for Teaching,Foreign Countries,Group Discussion,Junior High School Students,Secondary School Teachers,Qualitative Research,Questionnaires

The study examines three new EFL teachers professional knowledge development through discussion in a &quot;Teacher Study Group&quot; (&quot;TSG&quot;) in Indonesian (Asian) context. These three participants have less than five year-teaching experience and teach junior high schools in Bandarlampung in the time of the study. The data were collected through audio-visual recorded observation of TSG sessions teaching practice. They were converted into written transcription. The analysis signifies that group discussion recalls participants' case knowledge from distant experience while group reflection explores participants' practical knowledge from their own immediate practice. Some of the knowledge is still fragmented and some has been integrated into pedagogical content knowledge (PCK). Both TSG group theme-based discussion and collaborative reflection manage to explore participants' professional knowledge.
Be Creative and Collaborative: Strategies and Implications of Blogging in EFL Classes
Author: Roy, Catherine Karen
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Electronic Publishing,Writing (Composition),Foreign Countries,Collaborative Writing,Teaching Methods,Editing,Student Attitudes,Program Descriptions,Females,College Students,Questionnaires

The 21st century has seen the emergence of blogs as an authentic writing practice that provides students with a sense of immediacy by allowing them to document their lives as stories or to engage their classmates with real or imaginary tales. In this study, Saudi EFL students were asked to post their writing in a blog and collaborate with their peers to edit that writing. This research used Storybird.com to offer students an opportunity to blog on curriculum topics. By sharing their entries with each other, students developed collaboration skills, individual voices, and responsibility for their writing. This research concludes by discussing the project's implications (the peer collaboration involved gave students ownership of their writing and a better understanding of standards), challenges (time and privacy constraints), recommendations specifically for the Saudi context, and general recommendations for implementing blogging in the curriculum.
The Role of WhatsApp in Teaching Vocabulary to Iranian EFL Learners at Junior High School
Author: Jafari, Sanaz
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Oriented Programs,Vocabulary Development,English (Second Language),Second Language Instruction,Junior High School Students,Handheld Devices,Mixed Methods Research,Pretests Posttests,Teaching Methods,Experimental Groups,Control Groups,Comparative Analysis,Outcomes of Education,Gender Differences,Scores

The availability and the use of mobile messaging applications are increasingly widespread among the new generation of students in Iran. The present study aimed to investigate the role of WhatsApp in the vocabulary learning improvement of Iranian junior high school EFL students. Using a mixed method design, a group of 60 students including 30 male and 30 female students studying at two male and female junior high schools in Isfahan, Iran participated in the study. A pre-test and post-test were used. Four English classes were instructed and the experimental group received vocabulary instructions electronically four days a week for four weeks using the WhatsApp while the control group was taught vocabularies of their textbook inside the classroom by traditional method used in all Iranian schools for teaching English to students. The results revealed that using WhatsApp had significant role in vocabulary learning of the students. The results also showed that there was not a substantial difference between male and female students regarding their vocabulary knowledge after using WhatsApp. The findings of this study can be beneficial to Iranian EFL students, teachers, language schools, policy makers, and syllabus designers.
Perceptions of Education Faculty Students on Teaching Methods and Materials
Author: Esmer, Elif
Date: 2016-06-23
Type: Journal Articles
Subjects: Teaching Methods,Instructional Materials,Individual Differences,Preservice Teachers,Foreign Countries,Data Collection,Questionnaires,Teacher Education,Teacher Education Programs,Student Attitudes,Statistical Analysis,Likert Scales,Pilot Projects,Data Analysis,Case Studies,Preservice Teacher Education,College Students,Schools of Education,Sample Size,Teacher Attitudes,Comparative Analysis

Individual differences have an influence on a wide range of education fields. These differences can range from organizing teaching environments to the techniques and strategies that the teacher uses. This study focused on individual differences of pre-service teachers and aimed to investigate the perceptions of Education Faculty students on teaching methods and education materials. A descriptive method was utilized for the study. The participants were 691 female and 364 male students from seven different departments of the education faculty. Personal information forms were used to collect data. Teaching method and teaching material preference questionnaires were used to determine the preferences of teaching methods and materials. According to pre-service teachers, the most effective teaching methods are case studies and discussions, and the most effective teaching materials are film demonstrations; however, models, schemas and graphics are also effective. As a result of this study, lecturing, question and answers, group work, individual work, inductive, discussion, case study, problem-solving and presentation methods show significant differences at a 0.01 level, while the points based on schemas, graphics, film demonstrations, computer software (CD-VCD), PowerPoint presentations and over-head projector show significant differences at a 0.01 level. Conversely, books and written materials show significant differences at a 0.05 level.
Relationships among Motivation, Commitment, Cognitive Capacities, and Achievement in Secondary Education
Author: Korpershoek, Hanke
Date: 2016-00-00
Type: Journal Articles
Subjects: Correlation,Secondary School Students,Student Motivation,Academic Achievement,Cognitive Ability,Self Concept,Goal Orientation,Path Analysis,Student Attitudes,Foreign Countries,Measures (Individuals),Intelligence Tests,Achievement Tests,Standardized Tests,Structural Equation Models,Goodness of Fit,Factor Analysis,Maximum Likelihood Statistics

The aims of the present study were (1) to identify to what extent school motivation and school commitment contributed to the explanation of students' academic achievement in addition to the effect of students' cognitive capacities, (2) to find out whether school commitment mediated the relation between school motivation and academic achievement, and (3) to find out whether school motivation mediated the relation between school commitment and academic achievement. New in the field is that perspectives from two different research traditions were adopted, resulting in a selection of variables introduced by identity development theory and by motivational theories on achievement goals. The overall goal was to provide insight in the underlying structure of the relationships among these variables by providing new empirical evidence derived from a large student sample. A sample of more than 6,000 secondary school students from the Netherlands was therefore used in the study. Path models (structural equation models) were used to analyse the data. Fit indices of the final model were satisfactory. This model included students' cognitive capacities, three motivation factors (performance, social, and extrinsic motivation; mastery was excluded) and one commitment component (in-depth exploration; the &quot;commitment&quot; and &quot;reconsideration of commitment&quot; components were excluded). The results showed small effects of performance (+), social (+), and extrinsic (-) motivation on academic achievement in addition to students' cognitive capacities. A very small negative effect was found for in-depth exploration. In-depth exploration mediated the motivation--achievement relationships to a limited extent. Suggestions for further research are discussed.
Psychological Skills Development and Maintenance in Professional Soccer Players: An Experimental Design with Follow Up Measures
Author: Miçoogullari, Bülent Okan
Date: 2016-06-23
Type: Journal Articles
Subjects: Skill Development,Team Sports,Athletes,Research Design,Multivariate Analysis,Control Groups,Comparative Analysis,Followup Studies,Experimental Groups,Pretests Posttests,Well Being,Measurement,Psychological Characteristics,Foreign Countries,Males,Questionnaires,Likert Scales,Anxiety,Correlation,Item Analysis,Data Analysis,Scores,Mixed Methods Research,Group Unity,Perception,Young Adults,Late Adolescents,Mental Health

Psychological skills training and Psychological well-being (PWB) are two essential concepts not only for general mental health but also for athletic performance in sport settings. However, the effects of problems in Sport Training Scale (PSTS) on sport performance and general psychological well-being have not been systematically examined through experimental designs, especially in professional soccer teams. Consequently, the goal of this research was to investigate the relationship between performance related psychological skills (team cohesion, confidence, and anxiety) and PWB and the effects of twelve weeks of cognitive-behavioral conceptual framework-based PST program on psychological skills of a professional soccer team. Results showed improved psychological skills and PWB after 12 weeks of PST. Follow up measurements indicated that improved psychological skills were preserved up to six months. Finally, psychological skills and PWB were found to be interconnected parameters, with congruence components. Overall, the PST program improved athletes' team cohesion, self-confidence, anxiety and PWB levels.
University Teachers' Perceptions of Appropriate Emotion Display and High-Quality Teacher-Student Relationship: Similarities and Differences across Cultural-Educational Contexts
Author: Hagenauer, Gerda
Date: 2016-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Teacher Student Relationship,International Education,Educational Theories,Theories,Cross Cultural Studies,Emotional Response,Foreign Countries,Individualism,Correlation,Teacher Educators,Teacher Education,Teaching Methods,Semi Structured Interviews,Comparative Analysis

Research on teachers' emotion display and the quality of the teacher-student relationship in higher education is increasingly significant in the context of rapidly developing internationalization in higher education, with scholars (and students) moving across countries for research and teaching. However, there is little theoretically grounded empirical research in this area, and the different research strands remain relatively unconnected. The present study aimed to address this gap. Psychological, educational and cross-cultural theories were brought together to investigate the interplay of emotion display and the quality of the teacher-student relationship from a teachers' perspective and across &quot;cultural-educational&quot; contexts. Given that social interaction, and the mores and norms associated with emotion display are often culturally underpinned, this study explored how university teachers in two so-called &quot;individualistic&quot; countries with different educational systems displayed positive and negative emotions in their teaching and what they perceived as an ideal teacher-student relationship. Australian (N = 15) and German (N = 9) university teachers in teacher education were interviewed. The study revealed that while both groups viewed the open expression of positive emotions as integral to teaching, and negative emotions to be controlled based on their understanding of professionalism, significant group differences were also found. While the Australian teacher educators reported higher and more intense expression of positive emotions, their German counterparts reported more open anger display. Subtle yet noteworthy differences in the TSR quality between the two groups of teachers emerged. The findings of this study have implications for research and practice in international higher education.
Written Teacher Feedback: Student Perceptions, Teacher Perceptions, and Actual Teacher Performance
Author: Zhan, Li
Date: 2016-00-00
Type: Journal Articles
Subjects: Feedback (Response),Teacher Attitudes,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Questionnaires,Preferences,Writing Instruction,Grammar,Vocabulary,Teacher Student Relationship,Asians,Foreign Countries,Writing Teachers,Student Attitudes,Essays,Check Lists,Statistical Analysis,College Students,Semi Structured Interviews

This study sets out to investigate a teacher's and her students' perceptions of written teacher feedback in a college English as a foreign language (EFL) writing class in China. Essays, questionnaires, and interviews were employed to identify the types of feedback given by the teacher, the perceptions and preferences of students and the perceptions of the teacher. The teacher and her six students were interviewed, and sixty two students completed the questionnaires. The results are that the written teacher feedback covered content, organization, vocabulary, grammar and mechanics, and students reported that they benefited most from feedback on organization, which was focused on by the teacher but not specific enough and in a small amount. Moreover, the preferences of students were not expected by the teacher. Foreign language writing teachers were suggested to communicate more with their students about their feedback practices, and be aware of students' perceptions and preferences, so that their writing instructions could be more effective.
Learning Actions, Objects and Types of Interaction: A Methodological Analysis of Expansive Learning among Pre-Service Teachers
Author: Rantavuori, Juhana
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Cooperative Learning,Learning Processes,Learning Theories,Educational Theories,Preservice Teacher Education,Problem Solving,Interaction,Learning Modules,Meetings,Data Analysis,Group Dynamics,Problem Based Learning,Planning

The paper analyzes a collaborative learning process among Finnish pre-service teachers planning their own learning in a self-regulated way. The study builds on cultural-historical activity theory and the theory of expansive learning, integrating for the first time an analysis of learning actions and an analysis of types of interaction. We examine the theory of expansive learning as a possible conceptual and methodological framework for understanding this type of collaborative learning. The task of the paper is primarily methodological. We believe that cultural-historical activity theory needs to be turned into methods and procedures of systematic empirical analysis, and this article examines one such methodological solution. At the same time, we aim to uncover some substantive dynamics of expansive learning in collaborative teacher education oriented at open-ended problems and tasks. An almost complete expansive mini-cycle of learning actions appeared in the pre-service teachers' meeting. However, an analysis of the steps of formation of the shared object revealed a more complex iterative process. As the expansive learning process moved epistemically from questioning to analysis, modeling and implementation, it also moved interactionally from coordination to cooperation and communication. Yet there was no mechanical correspondence between specific learning actions and specific types of interaction. Transitions and disturbances were crucial for the dynamics of expansive learning. A full assessment of a potentially expansive mini-cycle of learning calls for extending the time scale of the analysis.
Influence of Cooperative Integrated Reading and Composition Technique on Foreign Students' Reading and Writing Skills in Turkish
Author: Varisoglu, Behice
Date: 2016-06-23
Type: Journal Articles
Subjects: Second Language Learning,Mixed Methods Research,Academic Achievement,Turkish,Second Language Instruction,Foreign Countries,Literacy,Cooperative Learning,Reading Comprehension,Reading Tests,Achievement Tests,Reading Aloud to Others,Writing Evaluation,College Students,Error Patterns,Likert Scales

The purpose of this study was to reveal whether the technique of Cooperative Integrated Reading and Composition (CIRC) in Turkish Language teaching had influence on students' skills in reading and writing. In the study, the mixed method, which included quantitative and qualitative dimensions together, was used. The study group was made up of 16 students learning Turkish language in Estonia. In the study, the participants were determined based on their accessibility at the time of the study. Depending on the mixed method applied in the study, both quantitative and qualitative data collection tools were used. In the study, for the analysis of the quantitative data, Wilcoxon's test of order of signs was applied. As for the analysis of the qualitative data, descriptive analysis technique was used. The findings obtained in the study revealed that the CIRC technique was influential on the students' academic achievement in such skills as writing, comprehension and reading aloud.
Challenges and Learning Outcomes of Educational Design Research for PhD Students
Author: Bronkhorst, Larike H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Doctoral Programs,Research Methodology,Instructional Design,Graduate Students,Doctoral Degrees,Foreign Countries,Case Studies,Research Design,Interviews,Scientific Research,Comparative Analysis,Qualitative Research,Higher Education,Postsecondary Education,Self Evaluation (Groups)

Educational design research (EDR) is described as a complex research approach. The challenges resulting from this complexity are typically described as procedural, whereas EDR might also be challenging for different reasons, specifically for early career researchers. Yet, challenging experiences may be noteworthy in the process of learning to do research and becoming a researcher. To explore this issue further, we engaged in a collaborative self-study, and conducted a narrative cross-case analysis of two PhD candidates' experiences of engaging in EDR, focusing on challenges and learning outcomes. We find indications that the challenges of EDR might be related to EDR's relatively new and minority position in educational sciences and the role a (early career) researcher needs to assume in EDR. Retrospectively, the challenges appear closely related to learning outcomes, which are described in terms of a more profound understanding of research (quality) and of oneself as a researcher. As such, insights gained by self-study of research practices provide a complementary perspective to existing literature on EDR and becoming a researcher.
Metaphors of Teacher Candidates' Regarding the Concept of &quot;Non-Governmental Organizations&quot; (NGOs)
Author: Selanik-Ay, Tugba
Date: 2016-06-23
Type: Journal Articles
Subjects: Figurative Language,Preservice Teachers,Nongovernmental Organizations,Foreign Countries,Teacher Role,Social Studies,Elementary School Teachers,Qualitative Research,Data Collection,Phenomenology,College Students,Data Interpretation,Data Analysis,Teacher Attitudes,Statistical Analysis

In this study, a learning area in social studies curriculum called &quot;Groups, institutions and social organizations&quot; was used. It can be seen that an important role for teachers in a social studies programme is to benefit from non-governmental organizations. The aim of this study is to investigate primary school teacher candidates' social metaphors to describe the concept of non-governmental organizations. In the study, phenomenology method is used which is widely employed in a qualitative research approach. The participants of the study are 300 teacher candidates attending Afyon Kocatepe University, Faculty of Education. The Non-governmental Organizations (NGOs) Metaphor Form is used to collect data. The findings obtained show that the participants developed 47 NGO-related metaphors. The most commonly reported category is society (38.31%) followed by the category of others (34.48%) and values (26.81%).