ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of E-TLM in Learning Vocabulary in English
Author: Singaravelu, G.
Date: 2011-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Secondary School Students,Electronic Learning,Vocabulary Development,Instructional Effectiveness,Multimedia Instruction,Experimental Groups,Achievement Tests,Reliability,Content Validity,Pretests Posttests,Scores,Achievement Gains,Foreign Countries

The study enlightens the effectiveness of e-TLM in Learning Vocabulary in English at standard VI. Objectives of the study: 1. To find out the problems of conventional TLM in learning vocabulary in English. 2. To find out the significant difference in achievement mean score between the pre test of control group and the post test of control group. 3. To find out the significant difference in achievement mean score between the pre test of Experimental group and the post test of Experimental group. 4. To find out the impact of Multimedia package on e-TLM in Learning Vocabulary in English at standard VI. Methodology: Parallel group Experimental method was adopted in the study. Sample: Sixty pupils of studying in standard VI from Maruthamalai Devastanam Higher secondary school Vadavalli, Coimbatore were selected as sample for the study. Thirty students were considered as Controlled group and another thirty were considered as Experimental group. Tool: Researcher's self-made achievement test was used as a tool for the study. An achievement test consisted of fifty questions. Under this study, the reliability had been computed using split-half method and the calculated value comes to 0.82. The value is quite significant and implies that the tools adopted were reliable. Hence the reliability was established for the study. The expert opinion of the co staff was obtained before freezing the design of the tools. Subject experts and experienced teachers were requested to analyse the tool. Their opinions indicated that the tool had content validity. Procedure of the study: 1. Identification of the problem by administering pre-test to the both groups. 2. Planning. 3. Preparation of TLM through package. 4. Execution of activities through using e-TLM.5.Administering post-test. Findings: 1. In the pre-test, students score 22% marks in learning English vocabulary through conventional method and the Experimental group students score 76% marks. It shows that Students of standard VI Maruthamalai Devastanam Higher secondary school Vadavalli, Coimbatore have problems in learning English vocabulary through conventional method. 2. There is no significant difference between the pre test of control group and post test control group in achievement mean scores of the pupil of standard VI in learning English vocabulary through Multimedia Package at Maruthamalai Devastanam Higher secondary school Vadavalli, Coimbatore. 3. There is significant difference between the pre test of Experimental group and post test of Experimental group in achievement mean scores of the pupils in learning English vocabulary. 4. Learning vocabulary in English by using e-TLM gave significant improvement.
A Corpus-Based Study on Use of Copular Verbs by Chinese School Children Learning English in China
Author: Du, Ailing
Date: 2011-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Foreign Countries,Verbs,Native Speakers,Language Usage,Word Frequency,College Students,Statistical Analysis,Word Lists,Essays

By adopting corpus-based approach in this research study, the authors examined the various aspects of the copular verbs used by Chinese school children learning English. This study revealed that Chinese school children use copular verbs less frequently than native English speakers; they select a limited variety of copular verbs and less often use complements after most of those copular verbs which most often lack variety as well. The authors also made an attempt to explore relevant factors causing such differences among English learners in China and studied the related implications and limitations to these effects.
The Effect of Teaching Phrasal Verbs through Pictures on EFL Learners&apos; Active Application of Phrasal Verbs in Speaking
Author: Marashi, Hamid
Date: 2011-00-00
Type: Journal Articles
Subjects: Speech Skills,Speech Communication,Verbs,Phrase Structure,Teaching Methods,English,English Language Learners,English (Second Language),Cues,Pictorial Stimuli,Experimental Groups,Control Groups,Pretests Posttests,Language Tests,Instructional Effectiveness,Intermode Differences,College Students,Communicative Competence (Languages),Foreign Countries

Lexical items, because they are language specific forms are undoubtedly one of the most difficult tasks in learning a second language. Phrasal verbs perhaps further exacerbate this difficult task since the meaning of already known verbs changes drastically when combined with different particles. Hence, facilitating the learning of these commonly used elements in English is indeed an ELT concern. To this end, the purpose of this study was to examine whether teaching phrasal verbs through pictorial cues would significantly improve Iranian EFL learners' active usage of those phrasal verbs in speaking. To fulfill this purpose, 60 pre-intermediate students of Tehran's Bayan Salis Language School were selected from among 100 students attending courses in this establishment through taking part in a Preliminary English Test (PET) and randomly put into two experimental and control groups. The same content was taught to both groups which consisted of a number of phrasal verbs inter alia: while pictures were used in the experimental group for the teaching of these phrasal verbs, the students in the control group were taught the same items without pictures. An achievement posttest was administered to the students in both groups at the end of the instruction period and the mean scores of both groups on the test were compared through a t-test. The result showed that teaching phrasal verbs through pictures did have a significant effect on pre-intermediate EFL students' active application of phrasal verbs in speaking.
A Comparative Study of Testing Grammar Knowledge of Iranian Students between Cloze and Multiple-Choice Tests
Author: Alemi, Minoo
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Grammar,Knowledge Level,Cloze Procedure,Multiple Choice Tests,Test Format,Control Groups,Experimental Groups,College Students,Intervention,Statistical Analysis,Achievement Gains,Test Reliability,Test Validity,Evaluation Methods,Goodness of Fit

The present study was carried out to find out whether regular administration of cloze test improved the students' knowledge of grammar more than the multiple choice one. Subjects participating in this study were 84 Iranian pre-university students of Allameh-Gotb-e Ravandi University, aged between 18 and 35 and enrolled in a grammar course. To investigate the research, the candidates were screened through a NELSON test. This test enabled the researchers to have homogeneous subjects; therefore, among 84 subjects, 75 students were selected to take part in this research. Among this number of students, 39 students were to be in one group and the other 36 were the other group members. The two groups were provided with 10 consecutive weeks, each session 100 minutes long. Every week one experimental group was treated by a 25-item cloze test of grammar while the other experimental group was provided with a 25-item multiple choice one. The time allowed for each multiple choice test was about 25 minutes. Each week the grammatical point which had been taught the previous session, was tested. After the treatment, a 60-item test consisting of a 30-item cloze passage and a 30-item multiple-choice grammar section were administered to find out whether there was any difference in the grammatical knowledge of both experimental groups. The analysis of data indicated that there was no significant difference between the average performance of the two groups. In another words, the findings proved that the cloze procedure did not improve the subjects' knowledge of grammar any more than the multiple-choice grammar test did.
School-Based Smoking Prevention with Media Literacy: A Pilot Study
Author: Bier, Melinda C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Smoking,Media Literacy,Intervention,Literacy Education,Program Evaluation,Prevention,Program Effectiveness,Middle School Students,Lesson Plans,Advocacy,Community Involvement,Psychometrics,Attitude Measures,Student Attitudes,Pretests Posttests

School-based tobacco prevention programs have had limited success reducing smoking rates in the long term. Media literacy programs offer an innovative vehicle for delivery of potentially more efficacious anti-tobacco education. However, these programs have been neither widely implemented nor well evaluated. We conducted a pre-post evaluation of a cross-disciplinary tobacco media literacy program. The sample consisted of 204 students across six schools. Results indicated that students' smoking-specific media literacy and general media literacy measures increased significantly over the course of the intervention.
An Evaluation of a Media Literacy Program Training Workshop for Late Elementary School Teachers
Author: Scull, Tracy Marie
Date: 2011-00-00
Type: Journal Articles
Subjects: Workshops,Media Literacy,Literacy Education,Substance Abuse,Prevention,Teacher Attitudes,Intervention,Teacher Characteristics,Familiarity,Knowledge Level,Program Effectiveness,Outcomes of Education,Program Evaluation,Elementary School Teachers

The present study examined the efficacy of a media literacy education, substance abuse prevention training workshop for late elementary school teachers. Analyses revealed that the randomly assigned intervention (n = 18) and control (n = 23) teachers were similar in demographic characteristics and pre-training beliefs and knowledge. Teachers who participated in the workshop reported stronger beliefs in the importance of and familiarity with media literacy education and scored higher on a direct assessment of media deconstruction skills than teachers in the control group. Teachers reported positive program assessment ratings. This randomized controlled trial provides evidence that a one-day teacher training workshop on media literacy education is effective at improving teachers' beliefs and knowledge about media literacy that are relevant for successful student outcomes.
Take the Red Pill: A New Matrix of Literacy
Author: Brabazon, Tara
Date: 2011-00-00
Type: Journal Articles
Subjects: Media Literacy,Films,Models,Vertical Organization,Literacy,Information Literacy

Using &quot;The Matrix&quot; film series as an inspiration, aspiration and model, this article integrates horizontal and vertical models of literacy. My goal is to create a new matrix for media literacy, aligning the best of analogue depth models for meaning making with the rapid scrolling, clicking and moving through the read-write web. To undertake this study I deploy not only the filmic series, but one of the scholars who inspired it. I explore the relevance and application of Jean Baudrillard's research on contemporary understandings of media literacy.
The Other Side of Media Literacy Education: Possible Selves, Social Capital, and Positive Youth Development
Author: Young, Joslyn Sarles
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Networks,Literacy Education,Critical Thinking,Skill Development,Program Descriptions,Films,Summer Programs,Social Capital,Group Membership,Outcomes of Education,Youth Programs,Social Support Groups

This article looks at media literacy education as a critical part of education for today's youth, focusing not only on the critical thinking and technical skills it provides, but also the other side of these programs--the many social benefits they offer in addition to their skill development. To draw attention to this quieter side of media literacy education, the author presents a program that focused on both the individual growth and the social supports that can be developed. The research was conducted in the summer of 2009 during a six-week film production program, the Chester &quot;Voices for Change&quot; (VFC) Summer Institute. The program was based in Chester, Pennsylvania, for local teens, aged 12-18, with training in film production. This study found that youth involved in the VFC media production program were able to develop possible selves and establish a strong sense of group identity, which created new sources of social capital for the participants.
Using Collaborative Writing Tools for Literary Analysis: Twitter, Fan Fiction and &quot;The Crucible&quot; in the Secondary English Classroom
Author: McWilliams, Jenna
Date: 2011-00-00
Type: Journal Articles
Subjects: Literature,English Instruction,Literacy Education,Collaborative Writing,College Faculty,Secondary School Teachers,High School Students,Electronic Publishing,Essays,Creativity,Social Networks,Rural Schools,Units of Study,Teacher Role,Drama,Teaching Methods,College School Cooperation

This article describes a research group project that included students and faculty affiliated with Indiana University, along with secondary English teachers and administrators at several high schools in Southeast Indiana, as they developed and refined an approach to literacy instruction that embraces an expanded notion of literacy and supports engagement in new media literacy practices while also helping learners to be successful in the English classroom. This paper summarizes one unit that made use of the microblogging tool &quot;Twitter,&quot; fan fiction practices, and the crafting of a traditional literary analysis essay. This unit was not about &quot;Twitter,&quot; but was about developing creative strategies for working within the constraint of 140 characters per post. The authors believe the early lessons learned in implementing the unit in a rural secondary school in Southeast Indiana are instructive for other researchers and practitioners interested in incorporating new technologies and literacy practices into the classroom.
Understanding Teacher Users of a Digital Library Service: A Clustering Approach
Author: Xu, Beijie
Date: 2011-00-00
Type: Journal Articles
Subjects: Electronic Libraries,Library Services,Multivariate Analysis,Electronic Learning,Web Based Instruction,Learning Activities,Educational Technology,Research Methodology,Data Processing,Nonparametric Statistics,Statistical Analysis,Teacher Behavior,Teacher Characteristics,Teacher Effectiveness,Online Searching,Users (Information)

This article describes the Knowledge Discovery and Data Mining (KDD) process and its application in the field of educational data mining (EDM) in the context of a digital library service called the Instructional Architect (IA.usu.edu). In particular, the study reported in this article investigated a certain type of data mining problem, clustering, and used a statistical model, latent class analysis, to group the IA teacher users according to their diverse online behaviors. The use of LCA successfully helped us identify different types of users, ranging from window shoppers, lukewarm users to the most dedicated users, and distinguish the isolated users from the key brokers of this online community. The article concludes with a discussion of the implications of the discovered usage patterns on system design and on EDM in general.
A Case Study of Collaboration between a Drama Specialist and Early Childhood Classroom Teachers in an Early Childhood Drama Program
Author: Wee, Su-Jeong
Date: 2011-00-00
Type: Journal Articles
Subjects: Qualitative Research,Case Studies,Early Childhood Education,Drama,Teacher Collaboration,Teacher Role,Expectation,Interaction,Leadership Role,Interpersonal Communication,School Policy,Preschool Teachers,Elementary School Teachers,Kindergarten,Grade 1,Observation,Documentation,Literacy Education,Semi Structured Interviews

This article presents findings from a qualitative case study of a 9-week collaborative early childhood drama education program. It focuses on collaborations between a drama specialist and two early childhood classroom teachers at a private school in the Midwestern United States. A full-time drama specialist with educational background and professional experience in drama and two experienced early childhood teachers were the main participants. Analysis illustrates the participant teachers' roles, expectations, and interactions with each other. The results identify specific aspects that hindered the collaborative process at the individual teacher level (unclearly defined leadership, the lack of communication, and perceptions of insider versus outsider) and at the institutional level (the absence of school regulations and support). Suggestions including structured school-wide support and incentives in addition to individual teachers' efforts for a successful collaboration are provided.
Critical Multiculturalism: Supporting Early Childhood Teachers to Work with Diverse Immigrant Families
Author: Chan, Angel
Date: 2011-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Preschool Teachers,Immigrants,Early Childhood Education,Foreign Countries,Migration,Global Approach,Critical Theory,Parent Participation,English Language Learners,Young Children,Ethnic Groups,Family Relationship,Ethnic Diversity

As early childhood settings in many English speaking countries are becoming increasingly multi-ethnic due to global migration, this poses challenges for many early childhood teachers who work with diverse immigrant children and families. In an effort to include all families, curriculum developers and teachers often suggest and incorporate teaching strategies that are commonly considered as culturally inclusive. While these strategies may be well intended, they may be promoting and reinforcing essentialist views of immigrants and their ethnicities, and also perpetuating social inequity. This article applies theoretical perspectives and research findings from literature relating to immigrant families' parental practices and expectations to problematise some of the dominant discourses that prevail in New Zealand early childhood education. It discusses the possible application of some theoretical concepts from the domains of critical multiculturalism to assist early childhood teachers to develop better understandings of the needs of immigrant children and families, and to generate critical pedagogies that are culturally sensitive and equitable.
Freedom to Roam? Use of Schoolyard Space in Primary Schools with New Arrivals Programs
Author: Due, Clemence
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Photography,Space Utilization,School Space,Refugees,Immigrants,Focus Groups,Content Analysis,Educational Environment,Student Needs,Student Attitudes

This paper presents findings from research conducted in two primary schools in South Australia with New Arrivals Programs (NAPs). The paper considers findings derived from a content analysis of photo elicitation data and a thematic analysis of focus group data in order to elaborate some of the ways in which the uses of, and assumptions about, space and place within the schools negatively impact upon students in NAPs. Specifically, the findings suggest that students in NAPs photographed a less diverse range of school spaces than did students not in NAPs, and that in focus groups students not in NAPs were explicit in stating that they saw school spaces as territory to be claimed. Importantly, the findings suggest that students in NAPs wished that they could roam more freely within school spaces, were they able to do so. The paper concludes with suggestions that may assist schools with NAPs to ensure that school spaces better meet the needs of all students.
Jordanian Early Childhood Teachers&apos; Perspectives toward Science Teaching and Learning
Author: Fayez, Merfat
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Early Childhood Education,Science Instruction,Mixed Methods Research,Questionnaires,Teacher Attitudes,Comparative Analysis,Semi Structured Interviews,Teaching Methods

The purpose of this study was to examine Jordanian early childhood teachers' perspectives toward science teaching and learning and understand the contextual lived science experiences as realized by teachers in early childhood settings. The study has utilized mixed methods approach. An Arabic-validated version of the Early Childhood Teachers' Attitudes toward Science Teaching questionnaire was completed by 101 early childhood teachers who were randomly selected from preschools and kindergartens in Zarqa city; one of the biggest and highly populated cities in Jordan. Follow-up in-depth interviews were then conducted with 15 teachers who were randomly selected from the teachers whose permission was granted through collected questionnaires. Findings of the quantitative part of this study indicate that Jordanian early childhood teachers hold, in general, positive attitudes toward science. None of the variables (i.e., number of years of experience, qualification level of the teachers and number of science courses taken) had significant effect on the teachers' attitudes. Despite the reported positive attitudes, most teachers in this study reported that they allocate an average of less than 30 minutes per week to the teaching and learning of science in their early childhood classrooms. Qualitative data analysis helped in contextualizing the questionnaire findings. Three major themes emerged through constant comparative analysis of the interviews' transcripts: comfort and confidence in light of contextual experience, science instructional practices, and reasons behind the limited instructional time dedicated to science. This research paper ends by considering the role of the continuous professional development and pre-service teacher preparation programs in upgrading early childhood teachers' attitudes toward science teaching and learning.
Understanding Early Childhood Socialisation in Immigrant Families: Malaysian-Chinese Parents&apos; Perceptions on the Importance of Ethnic Identity and Cultural Maintenance
Author: Voon, Shi Jing
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnicity,Cultural Maintenance,Socialization,Immigrants,Young Children,Semi Structured Interviews,Parent Attitudes,Cultural Influences,Parenting Styles,Language Maintenance,Chinese

This pilot study was designed to shed light on Malaysian-Chinese parents' beliefs about ethnic identity and cultural maintenance in children's socialisation following migration. Three Malaysian-Chinese families residing in Sydney, Australia, with at least one child within the early childhood age range of 4-8 years, participated in the study. Semi-structured interviews involved parents sharing information about their demographic and cultural backgrounds, expectations and hopes for their children, and the importance they attach to cultural beliefs and practices. The findings of this study indicate that parents' socialisation practices are inherently geared towards maintaining culture. However, whether or not this reflects a conscious emphasis on the importance of ethnic identity among parents is less clear because, as the findings presented here suggest, the concept is complex and often implied rather than overt. The paper concludes with suggestions for future research that seeks to reveal further insight into this important but complex area.