ethanporcaro/eric-fulltext-meta huggingface dataset:
Citizenship Education in Post-Revolutionary Egypt: Examining the Curriculum of a Civic Organization
Author: Waly, Salma G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Social Change,Democracy,Organizations (Groups),Summer Programs,Curriculum,Citizen Participation,Democratic Values,Moral Values,Nationalism,Self Concept,Teaching Methods,Educational Objectives,Sustainable Development

The purpose of this paper is to explore how civic organizations in Egypt after the revolution prepare students to be active citizens with a solid understanding of what their roles and duties are in an emergent democratic system. Through examining the curriculum of the summer school of one of the civic organizations in Cairo, I first look at the kind of themes or issues that are presented to the students. I then align the activities used at the school with research-based practices in citizenship education. I also try to look at the kind of democratic values that students develop through participation in the summer school.
ICT in India's Elementary Schools: The Vision and Realities
Author: Byker, Erik
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Literature Reviews,Barriers,Elementary Schools,Student Rights,Access to Education,Access to Computers,Teacher Competencies,Teacher Education,Computer Attitudes,Shared Resources and Services,Context Effect

As India aspires to emerge as the information and communication technology (ICT) leader among the knowledge-based societies, it does so with the education of children as a primary concern. With the passage and enforcement of the &quot;2009 Right of Children to Free and Compulsory Education Act&quot; (RTE), the Indian government has affirmed its commitment to ensuring universal elementary education for all Indian children. Part of India's RTE commitment includes the vision of preparing Indian children with 21st century skills such as learning to operate a computer. Yet, realities exist, including a lack of empirical research on Indian elementary schools, which impedes this vision. The purpose of this literature review is to examine the barriers to and possibilities of ICT programs in India's elementary schools.
Children's Rights and the Operation of Greek Kindergartens
Author: Synodi, Evanthia
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Rights,Kindergarten,Foreign Countries,Educational Policy,Student Participation,Educational Legislation,Thematic Approach,Access to Education,Religion,Student Evaluation,Progress Monitoring,Safety,Hygiene,Student Placement,Ethnic Groups,School Entrance Age

This paper provides a critical analysis of the impact of the &quot;Presidential Decree 200&quot; (1998) regarding the operation of kindergartens in Greece, on children's enjoyment of their rights. It appears that the &quot;Decree&quot; does not respect, protect or fulfil the participation rights of the child whereas it respects, protects and fulfils some provision rights (the right to education for all but not the right to participate in a culture other than the official) and some protection rights (the right for adults to act in a child's best interests but not the right to be safe from discrimination) of the child. The &quot;Decree&quot; withholds or allows adults to withhold certain rights from children who are not able-bodied, Greek, Christian Orthodox and of sound mind in terms of family circumstances, ethnicity, nationality, religion and medical or psychological evaluations of their health (illness, learning, emotional and social difficulties).
Comparing and Contrasting Primary School Playgrounds in Turkey and Australia
Author: Chancellor, Barbara
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Playgrounds,Surveys,Cross Cultural Studies,Cultural Differences,Educational Facilities,Community Involvement,Student Participation,Participative Decision Making,Play,Safety,Space Utilization,Barriers,Design,Elementary Schools,Teacher Role,Informal Education

This collaborative study aims to investigate aspects of school playgrounds in the city of Denizli, Turkey and in the state of Victoria, Australia. Using a survey designed for a recent study in Victoria, data was collected from a large number of schools in both settings and analysed in light of international research findings. The most significant differences between playgrounds in both contexts are related to the age of schools, involvement of local communities in their school playground, enforcement of playground rules and the natural features in the playgrounds. A number of shared challenges have emerged from this study such as involvement of children in decision making in playground design, processes for playground rule making, provision of loose parts for play, increasing natural features in playgrounds, maintaining playspaces and increasing teacher understanding of the learning that occurs when children play freely.
Interaction in a Blended Environment for English Language Learning
Author: Romero Archila, Yuranny Marcela
Date: 2014-00-00
Type: Journal Articles
Subjects: Interaction,Blended Learning,English Language Learners,Virtual Classrooms,Qualitative Research,Case Studies,English (Second Language),Second Language Learning,Educational Theories,Technology Uses in Education,Cognitive Mapping,Predictor Variables,Semi Structured Interviews,Transcripts (Written Records),Interpersonal Communication,Interaction Process Analysis,Computer Mediated Communication,Teacher Student Relationship,Performance Factors,Teacher Attitudes,Student Attitudes,Undergraduate Students,Foreign Countries

The purpose of this research was to identify the types of interaction that emerged not only in a Virtual Learning Environment (VLE) but also in face-to-face settings. The study also assessed the impact of the different kinds of interactions in terms of language learning. This is a qualitative case study that took place in a private Colombian university. Theories related to interaction, foreign language learning, and the use of technology in the EFL classroom were taken into account for analyzing the data. The data revealed a new type of interaction and the need to have specific subdivisions of the established types of interaction.
Explicit Vocabulary Instruction in an English Content-Area Course with University Student Teachers: When Comprehensible Input Needs to Be Comprehended
Author: Dimas, Héctor Manuel Serna
Date: 2011-11-00
Type: Journal Articles
Subjects: Vocabulary Development,English (Second Language),Second Language Learning,Second Language Instruction,Class Activities,Teaching Methods,Teacher Student Relationship,Classroom Communication,Interviews,Action Research,Student Teachers,Linguistic Input,Lesson Plans,Word Study Skills,Teacher Education,Foreign Countries,Course Content,Bilingual Teachers,Classroom Observation Techniques

This action research study explores explicit vocabulary instruction in an L2 (English) content-area course with a group of university student teachers. The study reviews several positions on the treatment of vocabulary in L2 contexts. The researcher takes up the teaching of explicit vocabulary through class activities and the students' completion of vocabulary entries in a Word Study notebook. The data collection procedures included the teacher's lesson plans, the students' Word Study entries, and their opinions on both their vocabulary learning and their notebook completion through a final interview. Research findings reveal that the Word Study notebook did contribute to students' learning since they had a grasp of the vocabulary used in the class in terms of participating in the instructional conversations led by the professor and doing the class activities.
Reading Comprehension from a First to a Second Language
Author: Montes, Florencia
Date: 2009-11-00
Type: Journal Articles
Subjects: Action Research,Reading Comprehension,Second Language Learning,Grade 6,Private Schools,Bilingual Education,Foreign Countries,Spanish,Single Sex Schools,English (Second Language),Females,Catholic Schools,Language Proficiency,Reading Strategies,Cognitive Processes,Questionnaires,Reading Tests,Grades (Scholastic),Video Technology,Oral Reading

The purpose of this action research paper is to disseminate the results of a 2-month study which focuses on how a student's first language (L1) reading comprehension skills affect the same skills in their second language (L2). The subjects of the study are sixth grade girls, ranging in age from 11 to 13 years old. They attend a private bilingual school in Bogotá, Colombia. The school instructs young people mostly from the higher socio-economic population. Outcomes presented are correlated with both established theories and research.
Bilingual Teacher Beliefs and Practice: Do They Line Up?
Author: King, Celia den Hartog
Date: 2011-11-00
Type: Journal Articles
Subjects: Bilingual Teachers,Qualitative Research,Bilingual Education,Teacher Attitudes,Teaching Methods,Student Diversity,Comparative Analysis,Professional Identity,English Language Learners,Observation,Correlation,Semi Structured Interviews,Elementary Secondary Education

A qualitative study used observation and collection of artifacts to examine the pedagogical strategies of six teachers; four taught in a two-way bilingual education school, while the other two were first-year teachers in a school setting with large numbers of English language learners. Informal interviews were conducted throughout the time of the study; semi-structured interviews were conducted at the end of a semester of observation and recording of field notes. Some interviews attempted to uncover the beliefs teachers had about student learning, and in particular, that of culturally and linguistically diverse students. Teachers were asked about the influences and sources of their beliefs. Other interviews explored teacher identities as educators of culturally and linguistically diverse students and how these identities fit in school settings that were or were not welcoming of such students. Transcripts of taped interviews were compared with field notes and collected artifacts in order to determine the degree to which teachers used strategies related to what they said they believed to be important for culturally and linguistically diverse students. It was determined that there were numerous cases where teacher practice confirmed statements made in interviews.
Critical Literacy for Monolinguals and Bilinguals-in-the-Making
Author: Daniel, Mayra C.
Date: 2008-11-00
Type: Journal Articles
Subjects: Critical Literacy,English Language Learners,Critical Theory,Teaching Methods,Monolingualism,Bilingualism,Knowledge Base for Teaching,Teacher Education,Self Concept,Biculturalism,Educational Practices

Teachers' knowledge base and cultural stances affect classroom practice and the school climate. In respect to immigrant populations, teachers' perceptions delimit what students come to believe they can accomplish. Teachers who espouse the goals of cultural pluralism validate the backgrounds of learners as well as legitimize bilingual bicultural identities (Igoa, 1995; Pang, 2005). This article addresses why it is important that teachers examine their pedagogy and identify ways to implement critical pedagogy with monolingual and bilingual learners. For English language learners (ELLs) in the United States, as well as for other immigrant populations or speakers of a language that is not the dominant language of the country where they reside, critical literacy is a path to becoming citizens who know it is safe to have a voice within the political and educational system of their country. Critical pedagogy provides a path to understanding and gaining access to the norms and beliefs of those who speak a language other than one's own. Literacy approaches may either empower or disempower learners. A teacher's greatest challenge in this regard is acquiring the preparation needed to understand and address the cultural heterogeneity of students (Taylor &amp; Sobel, 2001). Knowing and implementing the ideologies of critical literacy meets this mandate.
Exploring Teachers' Use of Technology in Classrooms of Bilingual Students
Author: Daniel, Mayra C.
Date: 2012-11-00
Type: Journal Articles
Subjects: Bilingualism,Teaching Methods,Technology Uses in Education,Teacher Attitudes,Video Technology,Focus Groups,Surveys,Academic Discourse,Language Proficiency,Academic Achievement,English (Second Language),Second Language Learning,Graduate Study,English Language Learners,Qualitative Research,Statistical Analysis

This article presents results of an investigation that documents teachers' perceptions of the contribution of technology use in classrooms of bilingual learners. Study questions asked how teachers perceive teacher-made digital movies impact learning, and what situational factors delimit technology infusion. Data gathered in focus groups and surveys indicate teachers perceive appropriate technology gives bilingual students greater access to academic language. Results strongly suggest that school administrators control access to technology.
Education Reform in Latin America: Equal Educational Opportunity?
Author: Noel, Barbara
Date: 2009-11-00
Type: Journal Articles
Subjects: Educational Change,Equal Education,Educational Opportunities,Quality of Life,Educational Quality,Public Education,Foreign Countries,Human Capital,Guidelines,Access to Education,Educational Benefits,Salaries,Futures (of Society),Graduation,Outcomes of Education,Educational History,Academic Persistence,Graduation Rate,Dropouts,Elementary Secondary Education,Social Change,Employment Potential

This article discusses the general developments and challenges of Latin American public education systems from the 1970s to the late 1990s. A framework using five stages of equal educational opportunity is used to organize the findings: (1) Enrollment--Involves the mechanisms needed to enroll children in school; (2) Quality--Great disparities in educational opportunity in Latin America begin to emerge; (3) Staying in school--Concerns the ability to complete grade cycles; (4) Benefits of being schooled--Families and broader society evaluate whether the investment in formal schooling has added value to student human capital; and (5) Expansion of future life opportunities--Evaluates whether or not the student will receive an equal share of societal benefits upon graduation. Connections are made between the student population's levels of access to quality with their future earning potential. Equitable and compensatory programs need to be expanded to reach the most disenfranchised sectors of Latin American communities not only to promote quality of life, but in order to raise the level of economic prosperity for entire communities.
21st Century Skills and the English Foreign Language Classroom: A Call for More Awareness in Colombia
Author: Fandiño, Yamith José
Date: 2013-11-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Technological Literacy,Career Development,Second Language Instruction,Language Teachers,Creativity,Innovation,Learning Strategies,Critical Thinking,Cultural Awareness,Information Literacy,Teacher Motivation,Foreign Countries,Skill Development,Teaching Methods

The 21st century demands the explicit integration of learning strategies, digital competences and career abilities. Schools in general and EFL classrooms in particular should provide students with practices and processes focused on acquiring and developing, among other things, creativity, critical thinking, collaboration, self-direction, and cross-cultural skills. In this regard, the Partnership for 21st Century Skills (2007) argues for the explicit integration of learning and innovation skills, information, media and digital literacy skills, and life and career skills. Despite its relevance, a basic review of Colombian scholarly publications suggests that little has been done in order to infuse the EFL class with some of these ideas. Consequently, this paper seeks to inform and motivate Colombian EFL teachers to incorporate meaningful and intellectually stimulating alternatives that allow students not just to learn English, but more importantly to understand complex perspectives, use multiple media and technologies, and work creatively with others.
Teaching the Students and Not the Book: Addressing the Problem of Culture Teaching in EFL in Argentina
Author: Moirano, María Carolina
Date: 2012-11-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,English (Second Language),Second Language Instruction,Textbooks,Questionnaires,Semi Structured Interviews,Textbook Content,Cultural Influences,Culturally Relevant Education,Content Analysis,Identification (Psychology)

The aim of this study was to discover teachers' attitudes towards culture in the EFL classroom in three different institutions in La Plata, Argentina. In order to do this, eleven EFL teachers who were using three different EFL textbooks (World English 3, Laser B1+, and Upstream B2+) were interviewed using a semi-structured questionnaire. Also, with the aim of determining to what extent these textbooks reflect &quot;the global coursebook&quot; and whether they address Argentine students' cultural needs, a content analysis using an a priori approach was carried out. The results showed that these textbooks tend to deal with and to avoid the same topics and that they are not identity enhancers for local students. As for teachers' attitudes towards culture teaching, the results also indicate that teachers hardly notice this problem and do very little to remedy it.
Teaching Science in English through Cognitive Strategies
Author: Bueno Hernández, Yuly Andrea
Date: 2012-11-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Learning Strategies,Course Content,Science Instruction,Classroom Techniques,Learner Engagement,Teaching Methods,Teacher Role,Grade 2,Elementary School Students,Photography,Bilingualism,Observation,Interviews,Video Technology,Foreign Countries,Personal Autonomy,Task Analysis,Action Research,Qualitative Research,Surveys

This study shows the impact and results of implementing three cognitive strategies in science teaching in English. The three-month study was carried out with 144 second grade students at a public school of Bogota's Bilingualism program, but only 40 students contributed in the data collection process. Data collected from observations and fieldnotes, surveys, interviews, videotapes, and photographs revealed that the use of the strategies helped children understand not only the content and language, but also the class tasks. Preliminary findings showed that students are the main actors of their learning, and they gain certain autonomy and independence using the cognitive strategies. On the teachers' side, strategies facilitated classroom management and engagement. The author recommends the constant and gradual implementation of learning strategies not only in science classes, but also in the rest of the content classes to integrate language and content easily.
An Investigation of Tensions between EFL Teachers' Beliefs and Practices about Teaching Culture
Author: Baleghizadeh, Sasan
Date: 2013-11-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Teacher Attitudes,Teacher Education Programs,Language Teachers,Foreign Countries,Educational Practices,Curriculum Development,Beliefs,Cultural Awareness,Knowledge Base for Teaching,Models,Teaching Methods,Semi Structured Interviews,Observation

This study explores tensions between three Iranian EFL teachers' beliefs and practices with respect to teaching culture. The teachers were observed and interviewed over a period of eight weeks. The observations provided insight into how they taught culture in practice, while the interviews tried to elicit their beliefs. Drawing on the distinction between what they perceived as ideal and what they did in practice illustrated some differences between the two. It is argued that these tensions between beliefs and practices lead teachers with different beliefs to act similarly in practice. Claims are also made about the probable roots of the tensions which have been grouped into two main categories of macro-scale decisions by educational system and micro-scale preferences of learners and teachers. Finally, a number of implications for curriculum developers and teacher education programs are also made.
Using Tasks to Assess Spanish Language Learning
Author: Herrera Mosquera, Leonardo
Date: 2012-11-00
Type: Journal Articles
Subjects: Spanish,Second Language Learning,Middle School Students,Teaching Methods,Second Language Instruction,Introductory Courses,Language Proficiency,Student Evaluation,Task Analysis,Performance Based Assessment,Language Tests,Multiple Choice Tests,Statistical Analysis,Achievement Gains,Grade 7,Grade 8,Interviews

The methodology of Task-based teaching (TBT) has been positively regarded by many researchers and language teachers around the world. Yet, this language teaching methodology has been mainly implemented in English as a second language (ESL) classrooms and in English for specific purpose (ESP) courses; and more specifically with advanced-level learners. The present experimental research study aimed at proving the feasibility of a Task-Based Assessment (TBA) approach in a different learning context: A beginning Spanish class. That is to say, contrary to the traditional TBT-TBA implementation, the experiment was conducted in a foreign language class with students bearing a low level of language proficiency. The research produced positive results in terms of students' linguistic and communicative performance.
The Reality of Comenius Projects in Ten Catalan Educational Institutions
Author: Gutiérrez Colón-Plana, Mar
Date: 2012-11-00
Type: Journal Articles
Subjects: Foreign Countries,Qualitative Research,Second Language Learning,Educational Policy,Faculty Workload,Interviews,Teacher Attitudes,Elementary Secondary Education,Higher Education,Partnerships in Education,Program Evaluation,International Educational Exchange,Cultural Awareness,Scheduling,Criticism

This paper submits a qualitative study on different aspects of Comenius projects undertaken in ten educational centres in Catalonia during the academic year 07- 08. The objectives of this paper are to present these projects within the realities of particular school contexts, to emphasize the strengths and weaknesses of the projects, the difficulties the coordinators have to face as well as analyzing all the issues that should be improved. The data was drawn from 10 interviews (25-45 minutes) conducted with the coordinating teachers for such projects. The study concludes that the Comenius project is a complex project in its development, completely adaptable to the reality of each centre, and very positive at primary, secondary and high school levels. However, it has also brought to light problems in our society and, especially, in Catalan educational institutions, such as a general lack of knowledge of a second language, fear of other cultures, lack of policies to support continuity projects, as well as the workload of teachers.