ethanporcaro/eric-fulltext-meta huggingface dataset:
Itaukei Indigenous Fijian &quot;Masi&quot; as an Education Framework: Retaining and Adapting Tradition in Epistemology and Pedagogy for a Globalised Culture
Author: Varani-Norton, Eta Emele
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Knowledge,Pacific Islanders,Cultural Maintenance,Cultural Education,Social Change,Social Environment,Models,Epistemology,Teaching Methods,Educational Practices,Educational Strategies

iTaukei (Indigenous Fijians) are experiencing rapid social transformation through urbanisation and globalisation. Indigenous knowledge is being quickly eroded by its conflicts with modern Western knowledge and values. To counter this decay, there is need, in the school curriculum, for teaching methods that can help students achieve, in their own understanding, accommodations between Indigenous and non-Indigenous concepts, between modern values and expectations, and the emphasis being placed by the Ministry of iTaukei Affairs on the importance of preserving traditions. This paper proposes an innovative iTaukei pedagogical and epistemological framework based on the traditional textile &quot;masi&quot; (tapa), with design and motifs used as metaphors to facilitate better understanding of the conflicts between and the potential for reconciling or accommodating &quot;outside&quot; (Western) and &quot;inside&quot; (Indigenous) knowledge. At the centre of the design is the learner who must critically reflect on the possibility of a symbiosis of Western and Indigenous knowledge. The &quot;masi&quot; framework could prove a powerful tool for educators dealing with the dilemmas of social change in an oral culture like the iTaukei.
Nominal Group as Qualifier to &quot;Someone&quot;
Author: Sujatna, Eva Tuckyta Sari
Date: 2017-00-00
Type: Journal Articles
Subjects: Form Classes (Languages),Linguistics,Qualitative Research,Phrase Structure,Classification,Nouns,Language Research,English,Computational Linguistics,Language Variation,Foreign Countries

The paper titled &quot;Nominal Group as Qualifier to 'Someone'&quot; investigated types of qualifiers which are embedded to the head &quot;someone&quot; in a nominal group. This research was conducted in the light of Systemic Functional Linguistics analysis. The data was analyzed, classified then described using descriptive qualitative method. This research produced four classifications of nominal group as qualifier, which were clauses, prepositional phrases, nominal groups, and linked independent element. The clause as qualifier is sub-classified into finite and non-finite clauses. Further sub-classification is conducted over finite clause into Full Relative Clause (FRC), Relative Clause with Preposition (RCP), and Contact Clause (CC). Further sub-classification over non-finite clause resulted in Operative Imperfective Non Finite Clause (OINFC), Receptive Imperfective Non Finite Clause (RINFC), and Operative Perfective Non Finite Clause (OPNFC). This research also found qualifiers which consisted of two or more linked non-embedding elements.
Exploring English Language Teaching in an Ecuadorian Urban Secondary Institution
Author: Burgin, Ximena
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Urban Schools,Secondary School Students,Foreign Countries,Case Studies,Language Teachers,Teaching Methods,Educational Change,Cultural Pluralism,Multilingualism,Secondary School Teachers,Course Organization,Lesson Plans,Observation,Check Lists

This article presents a case study focused on the pedagogy of nine English language teachers' pedagogy in Ecuador. The significance of this study is its potential to inform practitioners, teacher educators, and policymakers in countries where teachers need to be prepared to teach in multilingual settings, such as Ecuador. Data analyses of nine observations of practicing teachers seems to suggest the curriculum used to prepare English teachers does not fully meet the educational needs of teachers or students. Observations of secondary level English teachers were conducted using the Classroom Observation Checklist (2010). This instrument is useful to analyze teachers' delivery of content, lesson organization, classroom interactions, verbal and non-verbal communication in the classroom, and integration of media during instruction. One major theme emerged from data analyses; English language teaching appears to follow teaching as a foreign language paradigm. The validation of the results of this exploratory study through the participation of a larger sample size of classroom teachers would be important to provide a more robust conclusion regarding teaching diverse student populations.
Humor in Elementary Science: Development and Evaluation of Comic Strips about Sound
Author: Özdemir, Ertugrul
Date: 2017-00-00
Type: Journal Articles
Subjects: Cartoons,Teaching Methods,Science Instruction,Acoustics,Qualitative Research,Student Attitudes,Instructional Effectiveness,Scientific Concepts,Humor,Observation,Science Tests,Foreign Countries,Content Analysis,Grade 7,Middle School Students

Comic strips on newspapers, magazines and Internet are one of the most accessible materials that may be used in science classroom as instructional tool. However, it is sometimes difficult to find and adapt appropriate comic strips useful for instructional purposes, because most of them are irrelevant. The purpose of this study is to develop and evaluate instructional comic strips aiming to contribute learning about sound related concepts. In this study, a series of instructional comic strips were created and implemented to a group of seventh grade students. Students' responses to a number of open-ended questions were evaluated through qualitative content analysis. According to results, most of the students believed that comic strips help learning through simplifying science concepts and making retention of them easier. In addition, comic strips seemed to contribute students' enjoyment toward science and perception of success in science.
The Logic of Sense Incorporated to the Notion of Inquiry as an Orientation for Learning: Two Classroom Experiences
Author: Vásquez, Gonzalo Camacho
Date: 2017-00-00
Type: Journal Articles
Subjects: Inquiry,Workshops,Foreign Countries,Reading Comprehension,Questioning Techniques,Logical Thinking,Curriculum Design,English (Second Language),Second Language Instruction,Language Skills,Problem Solving,Reading Instruction,Undergraduate Students,Graduate Students,Theory Practice Relationship

A reflection about two classroom experiences is presented in the attempt to incorporate the Logic of Sense into the notion of inquiry for learning. The author used the method of Experimentation introduced by Deleuze and Guattari, who based its principles on philosophical conceptions by Baruch Spinoza. The first experience is conducted with students from the subject called Reading and Speaking workshop from the BA in English Teaching at Tolima University. The researcher designed a reading protocol which, in an initial stage, allowed students to comprehend the texts assigned for the class. Afterward, this protocol enabled students to reach levels of application and evaluation through the formulation of questions based on the Series of the Logic of Sense. The second experience was carried out with students from the Masters in English Didactics from the same University. The same reading protocol format was used; but, this time the questions constructed let students envision perspectives in the design of new curricular proposals.
An Evaluation of Factors Affecting Decision Making among 4th Grade Elementary School Students with Low Socio-Economic Status
Author: Kaskaya, Alper
Date: 2017-06-00
Type: Journal Articles
Subjects: Decision Making,Grade 4,Elementary School Students,Socioeconomic Status,Foreign Countries,Qualitative Research,Research Methodology,Case Studies,Semi Structured Interviews,Elementary School Teachers,Self Determination,Low Income Groups,Evaluation

Decision making is one of the most important life skills. While making correct, timely, accurate and appropriate decisions lead to positive changes in one's life, making incorrect decisions may have a negative impact. It is an important issue to examine what the 4th grade students in primary school have about the decision-making ability to be achieved in adolescence and what qualities 4th grade primary students should have for this skill. Evaluation of 4th grade elementary school students for developmental characteristics and qualifications they need to have to be able to gain appropriate decision making ability by puberty emerges as an important issue. Even though age 9-10 is not a period when important or life changing decisions are made, it is still considered the period that individuals start to make real decisions in their life. In this age period, we believe that attempts can be made to help children use their decision making ability more effectively by identifying factors affecting this behavior. In this regard, the aim of this study is to determine factors that have impact on children's decision making process. This study is designed as a case study and conducted according to qualitative research approach. The study was conducted with 34 elementary school students and 3 teachers. Student interview forms developed by researchers were used to collect the data. In accordance with the data obtained, interviews were conducted with the teachers. The content analysis is included during data analysis process. In our study, we have shown that TV-media, family--close family/friends, neighborhood, the teaching process and some developmental characteristics are found to have affected children's decision making.
The Effect of an Enrichment Reading Program on the Cognitive Processes and Neural Structures of Children Having Reading Difficulties
Author: Kuruyer, Hayriye Gül
Date: 2017-06-00
Type: Journal Articles
Subjects: Reading Difficulties,Reading Programs,Cognitive Processes,Enrichment Activities,Reading Improvement,Reading Skills,Foreign Countries,Research Methodology,Cognitive Tests,Short Term Memory,Word Recognition,Neurological Organization,Neuropsychology,Interference (Learning),Reaction Time,Color,Visual Stimuli,Elementary School Students,Grade 4

The main purpose of the current study is to explain the effect of an enrichment reading program on the cognitive processes and neural structures of children experiencing reading difficulties. The current study was carried out in line with a single-subject research method and the between-subjects multiple probe design belonging to this method. This research focuses on a group of eight students with reading difficulties. Within the context of the study, memory capacities, attention spans, reading-related activation and white matter pathways of the students were determined before and after the application of the enrichment reading program. This determination process was carried out in two stages. Neuro-imaging was performed in the first stage and in the second stage the students' cognitive processes and neural structures were investigated in terms of focusing attention and memory capacities by using the following tools: Stroop Test TBAG Form, Auditory Verbal Digit Span Test-Form B, Cancellation Test and Number Order Learning Test. The results obtained show that the enrichment reading program resulted in an improvement in the reading profiles of the students having reading difficulties in terms of their cognitive processes and neural structures.
The Impact of Grading on the Curve: A Simulation Analysis
Author: Kulick, George
Date: 2008-07-00
Type: Journal Articles
Subjects: Grading,Higher Education,Scores,Outcomes of Education,Evidence,Correlation,Mathematical Models,Monte Carlo Methods,Student Evaluation,Statistical Distributions,Computer Simulation,Grades (Scholastic),Validity,Undergraduate Students

Grading on the curve is a common practice in higher education. While there are many critics of the practice it still finds wide spread acceptance particularly in science classes. Advocates believe that in large classes student ability is likely to be normally distributed. If test scores are also normally distributed instructors and students tend to believe that the test reasonably measures learning and that the grades are assigned fairly. Beyond an intuitive reaction, is there evidence that normally distributed test scores appropriately distinguish among student performance? Can we be sure that there is a significant correlation between test scores and student knowledge? Testing these assumptions would be difficult using actual subjects. In this paper we use mathematical models and Monte Carlo simulation to test the assumption that normally distributed grades assign the highest grades to the students who were best prepared for an exam.
Improving English Language Learners' Academic Writing: A Multi-Strategy Approach to a Multi-Dimensional Challenge
Author: Marulanda Ángel, Nora Lucía
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Improvement,Preservice Teachers,Academic Discourse,Syntax,Vocabulary,Teaching Methods,Writing Instruction,State Universities,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Scoring Rubrics,Writing Evaluation,Teacher Education Programs,Instructional Effectiveness,Process Approach (Writing),Feedback (Response),Writing (Composition),Laboratories,Action Research,Tutoring,Peer Evaluation,Teacher Student Relationship,Test Preparation,Language Tests,Essays

The demands of the academic field and the constraints students have while learning how to write appropriately call for better approaches to teach academic writing. This research study examines the effect of a multifaceted academic writing module on pre-service teachers' composition skills in an English teacher preparation program at a medium sized public university in Colombia. Four written samples from sixteen students were analyzed throughout the two academic periods of 2016. Analytical rubrics measured six writing features quantitatively. Results showed that this multifaceted academic writing module significantly improved pre-service teachers' competences such as discourse, syntax, vocabulary, mechanics and language conventions.
An Evaluation of Primary School Students' Views about Noise Levels in School
Author: Bulunuz, Nermin
Date: 2017-06-00
Type: Journal Articles
Subjects: Elementary School Students,Student Attitudes,Acoustics,Educational Environment,Student Surveys,Laws,Foreign Countries,Statistical Analysis

Effective education and teaching requires keeping classroom noise levels within specific limits. The purpose of this study is to evaluate students' views about the noise level in school, its effects, and control of it at two primary schools (one public school and one private school) located in a district of Bursa--within the scope of the TÜBITAK 1001 project numbered 114K738. The research sample consists of 432 third and fourth graders, 223 of whom are from the public school and 209 of whom are from the private school. To collect data, a 20-question survey was administered to the students, and noise measurements were carried out in the schools. According to the findings obtained from the analysis of the answers from the student questionnaire, the students think that the noise level is high especially during break times. In parallel with the student views, the average noise level at break time during recess was found to be 74.56 dBA at the private primary school and 82.18 dBA at the public primary school. These values are much higher than the limits prescribed in the Regulation on Assessment and Management of Environmental Noise in Turkey (RAMEN) European Union Harmonization Laws. The research findings show that this important problem must be dealt with urgently, and substantive efforts and activities must be launched to reduce high noise levels in schools.
Educational Videos: A Didactic Tool for Strengthening English Vocabulary through the Development of Affective Learning in Kids
Author: Celis Nova, Jonnathan
Date: 2017-00-00
Type: Journal Articles
Subjects: Video Technology,Teaching Methods,Vocabulary Development,English (Second Language),Second Language Learning,Second Language Instruction,Grade 5,Elementary School Students,Pretests Posttests,Grounded Theory,Action Research,Learning Motivation,Questionnaires,Foreign Countries,Elementary School Teachers,Student Attitudes,Teacher Attitudes,Journal Writing,Workshops,Instructional Effectiveness

The following paper seeks to develop a proposal, observing to what extent educational videos and affective learning can strengthen vocabulary in an EFL setting. This action research study was done with fifth grade students belonging to a public school, who showed a low degree of motivation in the English class, making it difficult to acquire the language. The instruments that were applied are pre/post-tests, pre/post questionnaires, field notes and class workshops. Grounded theory was implemented for the data analysis. Results evidence the enhancement students had in vocabulary acquisition along with educational videos and affective learning.
The Bridge Course Design: Formative Assessment and Student-Centered Learning in Cross-Course Classrooms
Author: Davies, John
Date: 2008-07-00
Type: Journal Articles
Subjects: Student Evaluation,Formative Evaluation,Student Centered Learning,Interdisciplinary Approach,Instructional Design,Instructional Effectiveness,Curriculum Design,Assignments,Comparative Analysis,Peer Teaching,Peer Relationship,Control Groups,Student Participation,Discussion (Teaching Technique),Critical Thinking,Cooperative Learning,Outcomes of Education,Active Learning,Likert Scales,Student Surveys,Statistical Analysis,Hypothesis Testing,Undergraduate Students

This paper reports on the effectiveness of an innovative course design that bridges classes from two different disciplines. The &quot;Bridge&quot; design creates assignments in two classes: a summary class and a panel class. The design encourages students to engage in teaching and interacting with their peers within and across disciplines, and provides instructors with unique opportunities for formative assessment. Relative to control groups, students in the summary class perceived greater opportunities to teach peers, participate in class discussions, think critically, and engage in collaborative learning. Students in the panel class showed gains in critical thinking. Both classes afforded multiple opportunities for formative assessment. Following a discussion of the results, recommendations for improving the &quot;Bridge&quot; design are presented.
How Preservice Teachers Use Children's Literature to Teach Mathematical Concepts: Focus on Mathematical Knowledge for Teaching
Author: Edelman, Jennifer
Date: 2017-06-00
Type: Journal Articles
Subjects: Knowledge Base for Teaching,Elementary School Teachers,Preservice Teachers,Mathematics Instruction,Lesson Plans,Observation,Documentation,Methods Courses,Preservice Teacher Education,Teacher Competencies,Learning Activities,Mathematics Skills,Skill Development,Childrens Literature

This descriptive study examines the elements of mathematical knowledge for teaching (MKT) that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children's literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates' ability to identify and locate mathematical concepts in children's literature, as well as the need for supporting teacher candidates' critical analysis of curricular materials and mathematical representations in children's literature.
Questions in English as a Medium of Instruction versus Non-English as a Medium of Instruction Lectures
Author: Maíz Arévalo, Carmen
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,Spanish,Lecture Method,Teaching Methods,College Faculty,Discourse Analysis,Native Language,Teacher Student Relationship,College Students,Classroom Communication,Hypothesis Testing,Economics Education,Course Content,Statistical Analysis,Foreign Countries,Language Usage,Undergraduate Students

University lectures are by far the most common method of teaching at Spanish universities. More recently, however, this knowledge transmission has become increasingly interactive. Students' participation and verbal output becomes especially important in classes where the language of instruction is not the students' mother tongue but a second or foreign language such as English since it gives them the opportunity to produce output in that second language. One of the ways to allow for students to participate is the lecturer's use of questions. The aim of this study is to compare the same lecturer's use of questions in her mother tongue or L1 (Spanish) versus her lectures in English (L2). More specifically, I intended to answer the following research question: Is the frequency and type of questions affected by the language of instruction (Spanish vs. English)? It is hypothesized that questions will be more frequent in English so as to boost verbal interaction between the lecturer and the students and allow them to produce verbal output in English. To test this hypothesis, a group of six lectures by the same lecturer (3 in English and 3 in Spanish) was analyzed, involving two groups of students taking the same subject albeit in one of these two languages. According to expectations, results show that English lectures display a slightly higher frequency of questions than those in Spanish. However, a qualitative analysis also reflects interesting aspects of the type (and characteristics) of questions in English.
Student Perceptions of the Purpose and Function of the Laboratory in Science: A Grounded Theory Study
Author: Russell, Cianán Brooks
Date: 2008-07-00
Type: Journal Articles
Subjects: Undergraduate Students,Scientific Attitudes,Science Laboratories,Grounded Theory,Qualitative Research,Chemistry,Semi Structured Interviews,Science Education,Correlation,Lecture Method,Data Analysis,Knowledge Level,Learning Modalities,Theory Practice Relationship

The laboratory has long been an important part of the undergraduate science experience. This paper reports on a qualitative, grounded theory study on students' perceptions of the purpose of the laboratory. Thirteen undergraduate chemistry students were interviewed about their experiences in the science laboratory to provide data on students' understanding of the purpose of the laboratory in science education. Results reveal that students had views that were polar opposites regarding the correlation between laboratory and lecture content material and the effectiveness of the laboratory at enhancing their learning in science. This paper also reveals the need for explicit instruction regarding the purpose of the laboratory to enhance student understanding. Interpretations of these and other findings are provided, along with a schema for approaching the undergraduate perception of the laboratory synthesizing current and past findings.