ethanporcaro/eric-fulltext-meta huggingface dataset:
Reasons for Avoidance of Vocational Education in Jordan
Author: Al-Saaideh, Mon'im A.
Date: 2016-06-10
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Secondary School Students,Course Selection (Students),Questionnaires,Influences,Statistical Analysis,Social Influences,Economic Factors

The study aimed to identify the factors that lead students to avoid joining Vocational Education (VE) in Jordan. A pilot study was conducted, then a 39-item questionnaire was developed, and its validity and reliability were ensured. The reasons included were divided into personal, social, economic, educational and vocational domains. The questionnaire was administered to 1050 students of the 10th basic grade. Results showed that the factors included in the questionnaire contribute at a medium level to students' avoidance of VE. The highest contributing factors were the vocational factors of which the most contributing factor was the nature of the jobs that they had to take up. The second was the domain of personal factors, the highest of which was the discrepancy between students' academic ambitions and the nature of vocational work. The third was the social factors, the highest of which was the effect of peers and their academic orientations. The fourth in level were the economic factors with the fluctuating nature of the income for the prospective careers of those who join VE being of the highest influence. The least contributing domain was the educational domain with the negative image of vocational schools being of the highest influence. The study produced some recommendations to mitigate avoidance of VE.
Differences in Meta-Aesthetic Consciousness in Students Taking Fine Arts, Design and Academy Education
Author: Tataroglu, Eylem
Date: 2016-06-10
Type: Journal Articles
Subjects: Comparative Analysis,Aesthetic Education,Aesthetics,Fine Arts,Art Education,Design,Visual Arts,Foreign Countries,Higher Education,College Seniors,College Students,Computer Assisted Design,Freehand Drawing,Attitude Measures,Attitudes,Validity,Reliability,Statistical Analysis

Meta-aesthetics is the aesthetic field relating to the images of products where the conversion value, separate from the product's function, takes part directly in its value. Meta-aesthetics is among the subjects that today's art and design world must address more sensitively. This study was based on a 2009 dissertation measuring university students' awareness and understanding of meta-aesthetics. In 2014, the study was repeated using a different sample and was published as an essay in 2015. Using these data, this research compared the meta-aesthetic awareness of the group of students receiving art education and trained to be art educators in 2009, and another group of students trained as artists and designers receiving art and design education in 2014. The study found that neither the teenagers training as artists and designers nor the art educator students had full knowledge of the meta-aesthetic subjects of their awareness or of aesthetics. Aesthetic function of education, and especially art education, does not meet expectations to improve and crystallize students' aesthetic awareness. This research underlines the obligation of art and design education institutions to renew their focus on aesthetic subjects. It will serve as a resource for researchers concerned with the future of art and design education.
Effect of Leadership Styles of School Principals on Organizational Citizenship Behaviors
Author: Avci, Ahmet
Date: 2016-06-10
Type: Journal Articles
Subjects: Leadership Styles,Principals,Administrator Behavior,Measures (Individuals),Foreign Countries,Teacher Attitudes,Public Schools,Private Schools,Records (Forms),Computer Software,Correlation,Regression (Statistics),Administrator Characteristics,Citizenship,Transformational Leadership,Factor Analysis,Likert Scales,Qualitative Research,Statistical Analysis

The aim of this research is to investigate the relationship between the leadership styles of principals and organizational citizenship behaviors of teachers according to teachers' perceptions. In this research, a relational survey model was used. Data for the research were obtained from 1,723 teachers working in public and private schools which were subject to Ministry of National Education in the Kadikoy district of Istanbul province in 2014. In this research, data were collected through &quot;Personal Information Form&quot; developed by the researcher, and &quot;Effects of Leadership Styles of Principals on Organizational Citizenship&quot; inventory consisting of &quot;Leadership Styles Scale&quot; and &quot;Organizational Citizenship Scale&quot;. The inputs of data obtained from respondents were entered via SPSS 17.0; data of the research were analyzed by &quot;average&quot;, &quot;standard deviation&quot;, &quot;Pearson correlation coefficient moments&quot; and &quot;regression analysis&quot;. According to the analysis results obtained in the research, teachers' average perceptions regarding the transformational and transactional leadership characteristics of principals and the average of acting in organizational citizenship behavior were high. There was a positive highly significant relationship between the transformational and transactional leadership characteristics of principals and the organizational citizenship. Transformational leadership positively affects the level of organizational citizenship more than transactional leadership.
The Effects of Peer Tutoring on University Students' Success, Speaking Skills and Speech Self-Efficacy in the Effective and Good Speech Course
Author: Uzuner Yurt, Serap
Date: 2016-06-10
Type: Journal Articles
Subjects: Peer Teaching,Tutoring,Higher Education,College Students,Speech Skills,Self Efficacy,Control Groups,Speech Instruction,Student Attitudes,Mixed Methods Research,Foreign Countries,Experimental Groups,Data Collection,Semi Structured Interviews,Multivariate Analysis,Comparative Analysis,Positive Attitudes,Teacher Effectiveness,Data Analysis,Pretests Posttests,Experiments,Achievement Tests,Content Analysis,Surveys,Correlation,Likert Scales,Test Reliability,Difficulty Level,Test Items

In this study, the effects of the use of peer tutoring in Effective and Good Speech Course on students' success, perception of speech self-efficacy and speaking skills were examined. The study, designed as a mixed pattern in which quantitative and qualitative research approaches were combined, was carried out together with 57 students in 2014 to 2015 Academic Year at Erzincan University. The 30 of the students were in the experimental group while the rest 27 were identified as the control group. In the experimental group, the Effective and Good Speech Course was performed within the scope of peer tutoring practices, on the other hand, in the control group it was conducted through an individual education program which was teacher centred. Effective and Good Speech Achievement Test, Speech Self-Efficacy Perception Scale and Effective Speech Scale were used as data collection tools. Semi-structured interview forms were used in collecting qualitative data. Interview records were coded according to specified categories, and frequencies and percentages were calculated and analysed. In the analysis of quantitative data, independent samples t-test and multiple analyses of variance (MANOVA) were used. It was observed that the success, perception of speech self-efficacy and speaking skills of the students in the experimental group in which peer tutoring practices were applied (n = 30) were better when compared with the control group (n = 27) at the end of a 6-week study. In addition, it was seen that the students in the experimental group had positive attitudes against peer tutoring practices.
Using Concept Mapping to Teach Young EFL Learners Reading Skills
Author: Teo, Adeline
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Skills,Concept Mapping,Teaching Methods,Reading Strategies,English (Second Language),Second Language Learning,Prompting,Learning Activities,Reading Instruction,Second Language Instruction,Observation,Story Telling,Elementary School Students

Many English as a foreign language (EFL) students fail to be effective readers because they lack knowledge of vocabulary and appropriate reading strategies. We believe that teaching proper reading strategies can help second-language learners overcome their reading problems, especially when the instruction begins in elementary school. Effective reading strategies &quot;provide the means to tackle complex problems in more efficient ways&quot; and allow students to build a &quot;path to comprehension&quot; (McNamara 2009, 34). One effective strategy is &quot;concept mapping,&quot; which is the use of visual tools to help readers understand material by transferring &quot;the written content into concrete images&quot; (Liu, Chen, and Chang 2010, 442). Through concept-mapping activities, learners connect previously learned and newly learned ideas onto a visual representation, or &quot;map.&quot; Research shows that concept maps have positive effects on children's language skills; for example, Liu et al. (2011) describe how concept mapping &quot;prompts learners to reflect to construct meaning based on their observations and knowledge,&quot; thereby helping &quot;students develop and apply the knowledge about storytelling&quot; (873). In this article, the authors describe two reading lessons that use concept mapping to produce beneficial effects for elementary school students.
Human Mind Maps
Author: Glass, Tom
Date: 2016-00-00
Type: Journal Articles
Subjects: Concept Mapping,English Instruction,Teaching Methods,Learning Activities,Imagination

When students generate mind maps, or concept maps, the maps are usually on paper, computer screens, or a blackboard. Human Mind Maps require few resources and little preparation. The main requirements are space where students can move around and a little creativity and imagination. Mind maps can be used for a variety of purposes, and Human Mind Maps are no different. The topics you choose can be abstract; they can be controversial; they can be arguments for and against a proposal; they can be students' own opinions about an issue discussed in class. This article shares steps teachers can follow to create a Human Mind Map in the classroom. The activity requires students to think critically and creatively as well as apply vocabulary and concepts they have studied. Finally, it requires students to move around--purposefully--and communicate in English and collaborate.
Research Feature--Executive Summary: The Relationship between Elementary School Foreign Language Study in Grades Three through Five and Louisiana Students' Academic Achievement on Standardized Tests
Author: Taylor, Carolyn
Date: 2004-00-00
Type: Journal Articles
Subjects: Academic Achievement,Achievement Tests,Standardized Tests,Accountability,High Stakes Tests,Second Language Learning,Second Language Instruction,Correlation,Grade 3,Grade 4,Grade 5,FLES,Control Groups,Course Content,Educational Benefits,Educational Legislation,Federal Legislation,Statistical Analysis,Qualitative Research

The passage of the federal No Child Left Behind Act of 2001 established foreign languages as a core curricular area. Nonetheless, educational policymakers at the state and local levels often opt to allocate greater resources and give instructional priority to content areas in which students, and ultimately the school systems themselves, are held accountable through high-stakes testing. This article highlights a study designed to explore quantitatively whether foreign language study on the part of first-year 3rd grade foreign language students who continue their foreign language study through and including the fifth grade in Louisiana public schools contributes to their academic achievement in curricular areas tested on the Iowa Tests of Basic Skills (ITBS) and the Louisiana Educational Assessment Program for the 21st Century (LEAP 21) test. Concurrently, a qualitative aim, assessed using a survey and interviews, examined how foreign language teachers of the students tested in this study perceive that they link instruction to the reinforcement of English language arts, mathematics, science, and social studies content standard skills.
Using the Power of Language to Foster Community
Author: Bixby, Christa
Date: 2016-00-00
Type: Journal Articles
Subjects: Sense of Community,Form Classes (Languages),Second Language Learning,Educational Environment,Learning Activities,Teaching Methods,Educational Strategies

The process of learning a second language requires vulnerability, and vulnerability demands trust. To put students into a language-learning environment where they are unsure of their abilities, do not know their classmates, and are getting a grade for their performance can lead to an atmosphere of hesitation and fear. It has been said that &quot;words are the voice of the heart&quot; (Confucius), and to ask students to allow others to see their inner thoughts and heart is a hefty request and one that should be approached delicately and with intentionality. This article describes a lesson on adjectives and discusses ways to promote a sense of community while reinforcing the ability of students to use adjectives authentically. This activity can be adapted for use with adults and children alike. An example list of adjectives is provided.
Collaboration: Definitions and Explorations of an Essential Partnership
Author: Kinsella-Meier, Mary Ann
Date: 2016-00-00
Type: Journal Articles
Subjects: Cooperation,Participation,Deafness,Special Education,Educational Cooperation,Partnerships in Education,Communication (Thought Transfer),Coordination

In today's world collaborating is critical, and collaborations, while always essential, are not always easy. It may be important to focus on exactly what this term means. What we have found is that what is often labeled &quot;collaboration&quot; may instead be simply a partnership or one of several levels of a working relationship in which different parties invest different degrees of involvement and time (Montiel-Overall, 2005). This article discusses a variety of partnerships, each defined by a particular level of involvement; it notes the characteristics of collaborations and the process involved in maintaining these collaborations.
Evaluative Thinking: Using Results-Oriented Reasoning to Strengthen Collaboration
Author: Malloy, Courtney L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Evaluative Thinking,Abstract Reasoning,Cooperation,Problem Solving,Cooperative Learning,Data Collection,Needs Assessment,Formative Evaluation,Summative Evaluation,Technical Assistance,Information Utilization,Evidence Based Practice,Researchers,Evaluators,Role,Change Strategies,Progress Monitoring

In today's world, much of what used to be individual work has become collaborative. Moreover, complex change initiatives often require individuals within and across organizations to team up to set and achieve meaningful goals. The role of researchers and evaluators is to offer support that can be used to strengthen the work of organizations and interdisciplinary teams. When infused into the culture and activities of a collaboration, evaluative thinking propels individuals forward in the same direction. This article focuses on four broad categories that can increase the likelihood of successful collaboration: (1) identifying existing evidence in the field that can be used to inform the quality of a project; (2) gathering information from stakeholders to identify key needs in the field; (3) conducting formative and summative evaluation for programs and initiatives; and (4) offering technical assistance support regarding how to use data. These lessons illustrate how transparency in planning activities, naming assumptions behind their effectiveness, and monitoring outcomes can assist collaborative teams in the development and implementation of activities.
Listening Journals for Extensive and Intensive Listening Practice
Author: Schmidt, Anthony
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Diaries,Listening Skills,Teaching Methods,Student Attitudes,Web Based Instruction

In this article, Anthony Schmidt presents results from his research on listening instruction in a second language. Schmidt reveals that throughout the history of English language teaching (ELT), most students have never been taught how to listen. It was not just listening, but the need to do this listening in conjunction with an approach that helped focus on sounds, words, and building meaning from the bottom up as well as the top down. Schmidt offers &quot;Listening journals&quot; as one tool that can be used to serve this need. A listening journal is a book in which students record their extensive and intensive listening practices, as well as reflections on their listening experiences. The extensive listening aspect of listening journals requires students to choose and listen to texts that appeal to them from a source provided by the teacher. Students reflect on their successes, strengths, and weaknesses in order to identify skills they need to improve. Strengthening these weaker skills becomes a goal for students to focus on during further listening practice in the classroom, outside the classroom, or in subsequent listening journals. The listening resource presented is a web-based tool &quot;TED Talk&quot; from www.ted.com that provides activities for student learning and practice.
Using Freewriting to Make Sense of Literature
Author: Salas, Spencer
Date: 2016-00-00
Type: Journal Articles
Subjects: Literature,Foreign Countries,Workshops,Preservice Teachers,Preservice Teacher Education,Inservice Teacher Education,Second Language Learning,Second Language Instruction,Teaching Methods,Secondary School Teachers,Writing (Composition),English (Second Language),Reader Text Relationship,Writing Evaluation

In this article, the authors describe the outcomes of a workshop of pre- and in-service secondary school English teachers in New Delhi, India, working with a literature-based curriculum that required striking a balance between teaching the text or series of texts and creating opportunities for communicative interaction. The authors describe freewriting--and the sense of inquiry it generates--as a way of introducing the students to the exploratory, open-ended thinking that reading literature requires. The authors also explain freewriting about unfamiliar text as a powerful starting point for readers to make connections: text to self, text to text, and text to the world. Drawing from a robust body of writing-to-learn literature, the authors outline how freewriting and the literature curriculum works--its formats and variations--followed by a set of strategies for sharing and responding to freewriting in ways that elevate it as participatory analysis.
Digging Deeper: Examining Our Role as Teachers of Culture
Author: Muirhead, Pablo
Date: 2006-00-00
Type: Journal Articles
Subjects: Cultural Education,Second Language Instruction,Teacher Role,Culture,Power Structure,Language Teachers,Language Variation

As the field of world language (WL) education continues to improve the integration of language and culture, educators must constantly question and challenge their assumptions of what culture is and how to weave it into language instruction. In fact, one of NNELL's position statements states that there is a need for a &quot;cogent plan to provide opportunities for all students to effectively participate as U.S. citizens in the global community by gaining proficiency in world languages and a greater understanding and respect for diverse world cultures&quot; (2005). In order to make the link between language and culture inextricable, this article challenges us to dig deeper as we rethink what is meant by &quot;culture.&quot; Additionally, we need to reflect on the impact of this conceptualization to appropriately change our teaching practices. The first section of this article investigates what is meant by culture. The second section explores the impact of this reconceptualized understanding of culture on our roles as teachers in bridging language and culture.
Strategies for Teaching Culture in Grades K-8
Author: Haas, Mari
Date: 2006-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Cross Cultural Training,Teaching Methods,Educational Strategies,Elementary School Students,Middle School Students,Learning Activities,Cultural Differences,Data Collection,Languages,Intercultural Communication,Critical Thinking,Skill Development

Before students and teachers can really understand another culture, they need to learn about their own culture. Considering the products, practices and perspectives of their own families, for example, can open new pathways in their knowledge about family artifacts, foods, patterns of behavior and appreciation of their family's cultural traditions and values. This exploration can lead to comparisons of their own families with those of the target culture and result in a wealth of information about what &quot;culture&quot; means and the why's and how's of culture. This article offers activities for teachers and K-8 students on: (1) gathering basic cultural information; (2) exploring the relationship between language and culture; (3) cultivating cultural understanding; and (4) achieving cross-cultural competence.
Teaching Techniques: Audiovisual Feedback in EFL/ESL Writing Classes
Author: Woodard, William J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Feedback (Response),English (Second Language),Second Language Learning,Instructional Effectiveness,Language Teachers,Teacher Attitudes,Second Language Instruction,Computer Software,Video Technology,Audiovisual Communications,Listening Skills,Writing Instruction

In this article, William J. Woodard, an English teacher preparing students for university-level work in academic English, describes a more effective student feedback technique that decreases the amount of time spent writing such feedback. Woodard explains his discovery of the tool &quot;Jing.&quot; Jing is a free application for PCs and Macs by TechSmith, a company that specializes in screen capture. Jing records everything done in an area on the PC screen, as well as ones voice. Jing allows for showing rather than telling others how to do something much more clearly and in much less time than writing. Jing videos have the advantages of being clear and exact, and they can be viewed as many times as necessary and at a time convenient to the viewer. Student reactions to the audiovisual feedback was positive. Not only did they get a clear explanation of the areas in their paragraphs that needed work, they got the added dividend of being able to practice listening to English in a meaning-rich context. The advantages to audiovisual feedback are that it allows for more feedback of a higher quality, reduces the amount of time spent on grading and feedback, and provides an opportunity for students to practice listening.