ethanporcaro/eric-fulltext-meta huggingface dataset:
A Case Study of the Use of Short Stories in a Junior Secondary ESL Classroom in Hong Kong
Author: Yang, Chi Cheung Ruby
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,English (Second Language),Second Language Instruction,Teaching Methods,Story Telling,Student Attitudes,Secondary School Students,Language Usage,Qualitative Research,Statistical Analysis,Pretests Posttests,Questionnaires,Observation,Semi Structured Interviews,Student Interests,Attitude Change,Self Esteem

Short stories are considered as good resources that can be used in language classrooms. Laine (1997) suggests that in foreign language classes where there are children who are not motivated and who are low achievers, a story, if it is well-chosen, can help change their attitudes to the language. And, the narrative (or storytelling) approach is believed to help students understand the story easily. The present study was conducted in a small class of junior secondary school students in order to investigate if they became more interested and more confident in English with the use of short stories. The findings of the study show that using short stories will not automatically make students become more interested in English unless the stories are interesting and the language used meets the level of the students. Regarding storytelling, the investigated class of students, in general, favoured this approach as it helped them understand the stories easily, though their confidence in using English could not be boosted within a short period of time. The following are appended: (1) Observation Checklist; (2) Group Interview Questions; (3) Teaching Diaries; and (4) Questionnaire findings.
Whole Language Instruction vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students
Author: Maddox, Krissy
Date: 2013-10-18
Type: Speeches/Meeting Papers
Subjects: Whole Language Approach,Phonics,Teaching Methods,Reading Fluency,Spelling,Elementary School Students,Grade 1,Comparative Analysis,Reading Skills,Lesson Plans,Action Research,Quasiexperimental Design,Pretests Posttests,Rural Schools,Statistical Analysis

The purpose of this study is to investigate the efficacy of whole language instruction versus phonics instruction for improving reading fluency and spelling accuracy. The participants were the first grade students in the researcher&apos;s general education classroom of a non-Title I school. Stratified sampling was used to randomly divide twenty-two participants into two instructional groups. One group was instructed using whole language principles, where the children only read words in the context of a story, without any phonics instruction. The other group was instructed using explicit phonics instruction, without a story or any contextual influence. After four weeks of treatment, results indicate that there were no statistical differences between the two literacy approaches in the effect on students&apos; reading fluency or spelling accuracy; however, there were notable changes in the post test results that are worth further investigation. In reading fluency, both groups improved, but the phonics group made greater gains. In spelling accuracy, the phonics group showed slight growth, while the whole language scores decreased. Overall, the phonics group demonstrated greater growth in both reading fluency and spelling accuracy. It is recommended that a literacy approach should combine phonics and whole language into one curriculum, but place greater emphasis on phonics development. The following are appended: (1) Sequence of Phonics Skills and Whole Language Stories; (2) Sample Lesson Plan for Phonics Instruction; and (3) Sample Lesson Plan for Whole Language Instruction.
Studies in Teaching: 2014 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, NC, June 26, 2014)
Author: McCoy, Leah P., Ed.
Date: 2014-06-26
Type: Collected Works - Proceedings
Subjects: Oral Interpretation,Poetry,English Instruction,Writing (Composition),Electronic Publishing,Portfolios (Background Materials),Visual Aids,History Instruction,High Schools,French,Second Language Instruction,World History,Geography,Oral Language,Spanish,Language Skills,Primary Sources,Perspective Taking,Social Studies,Academic Achievement,Secondary Education,Algebra,Secondary School Mathematics,Mathematics Instruction,Story Telling,United States History,Mass Media Use,Chemistry,Video Technology,Secondary School Science,Science Instruction,Reading Instruction,Group Activities,Action Research,Educational Research

This document presents the proceedings of the 19th Annual Research Forum held June 26, 2014, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 17 action research papers: (1) Using Voices to Change Minds: Oral Performance and Poetry in the English Classroom (Erika Bunpermkoon), (2) Imagining Audiences: The Use of E-Portfolios in Writing (Jordan Daniels), (3) &quot;A Picture's Worth a Thousand Words&quot;: A Study on the Use of Visual Media in the High School History Classroom (Sara Freeman), (4) Integrating Authentic Voices in the High School French Class (Ben Gladding), (5) When and Where: Teaching World History through a Geographic Lens (Devon Nicole Haas), (6) Use of the Interpersonal Mode to Develop Oral Language Ability in the High School Spanish Classroom (Kat Hall), (7) What Were They Thinking? Primary Sources and Perspective Taking in Social Studies Instruction (Kendra D. Hickman), (8) Effect of Lesson Order on Student Achievement (Cory Holliday), (9) Approaching Narrative Text with a Film Director's Mindset: Producing Real and Imagined Scenes in the Secondary English Classroom (Matthew Koval), (10) Algebra Tiles in the High School Mathematics Classroom (Kristen McGahan), (11) The Use of Storytelling to Develop Oral Language Ability in a Secondary Spanish Classroom (Julie Ross), (12) Historical Thinking in the High School Classroom (Mary Ann Sane), (13) Take a Picture, It'll Last Longer: Looking at Text-Based Versus Image-Based Primary Sources in a U.S. History Classroom (Amanda Stapleton), (14) The Use of Entertainment Media in Secondary Social Studies Classrooms (Christian Tardieu), (15) Sharing Writing to Create Community: Exploring Classroom Community Construction through Open-Mics (Andrew Waszkowski), (16) Effects of Student-Created Explanatory Video on Student Learning of Chemistry in the High School Classroom (Yue-Ling Wong), (17) Breaking Tradition: Bringing the Literature Circle into the 21st Century (Kate Youngblood). Individual papers contain references, tables, and figures.
The Lasting Impact of Influential Teachers
Author: Cotnoir, Colleen
Date: 2014-07-24
Type: Reports - Research
Subjects: Teacher Influence,Teacher Student Relationship,Mentors,Work Attitudes,Teacher Expectations of Students,Foreign Countries,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Personal Narratives

Influence can be defined as having an effect on the character, development, or behaviour of someone or something. Teachers influence students in many different areas of students' lives, not only academically but socially as well. This article presents the findings of a study about how teachers influence their students--specifically students who have become teachers themselves. Thus, data was collected from fifteen working teachers who teach in Central Alberta (centered in Red Deer). Data suggested that teacher, influence can be categorized into five main themes: (1) building relationships, (2) a teacher's passion for their work, (3) mentoring students through modeling, (4) having high expectations of students; and (5) the ways teachers go &quot;above and beyond&quot; in their work. Our research findings suggest the importance of growing and nurturing teacher-student relationships.
The Use of Blogs in Learning English as a Foreign Language
Author: Aydin, Selami
Date: 2014-04-00
Type: Journal Articles
Subjects: Electronic Publishing,English (Second Language),Second Language Learning,Web Sites,Diaries,Literature Reviews,Constructivism (Learning),Interaction,Interpersonal Communication,Language Skills,Learning Motivation,Student Attitudes,Personal Autonomy,Teaching Methods,Cultural Awareness,Speech Skills,Reading Skills,Writing Skills

Within the context of English as a foreign language (EFL), using blogs has emerged as a language learning tool. However, how teachers effectively incorporate blogs within the confines of an instructional framework and what the current research shows about using blogs as a learning tool remain unsolved issues. Thus, the current paper presents a review of the research on the use of blogs in EFL learning contexts. The study first introduces blogs and a theoretical framework for the use of blogs within the borders of the constructivist approach. Then, in accordance with the studies reviewed, the research is divided into the following five sections: effects on (1) the awareness of the target culture, (2) interaction and communication, (3) basic language skills, (4) learners&apos; motivation, perceptions and attitudes, and (5) autonomous learning. In conclusion, while the current literature reflects that using blogs is a valuable and effective technique that can be readily used in the context of EFL, more research is necessary. Finally, the paper ends with practical recommendations for EFL teachers and researchers.
Creating a New Vision for the Future: &quot;A Report from the Blue Ribbon Commission.&quot; Revised Report, February 1, 2006
Author: Arendale, David
Date: 2006-02-01
Type: Reports - Descriptive
Subjects: Futures (of Society),Professional Associations,Developmental Studies Programs,Tutoring,Academic Support Services,Organizational Effectiveness,Opportunities,Higher Education

Leaders representing the major professional organizations involved with learning assistance and developmental education and learning assistance conducted a strategic analysis of the field and reflected upon these organizations in particular. These organizations were: Association for the Tutoring Profession, College Reading and Learning Association, National Association for Developmental Education, National Center for Developmental Education, National College Learning Center Association, and National Tutoring Association). These leaders were members of an ad hoc task force called the Blue Ribbon Commission (BRC). They were appointed by the professional organizations that were members of the American Council of Developmental Education Associations (ACDEA). Now this umbrella organization has changed its name to the College Learning Assistance and Developmental Education Associations (CLADEA). The ACDEA charged the BRC with conducting a strategic analysis of the profession and to report their findings back for guidance regarding potential planning decisions by the ACDEA member organizations. This report was intended as a catalyst for conversation and reflection at this crucial time. The report concluded many opportunities were identified to coordinate, collaborate, and to create new activities, services, and structures to better meet the needs of current and potential members. Rather than attempting to evaluate the merits of each of these three avenues in this report, the goal was foster an informed conversation about the future. The choices made by the organizations may include a combination of activities among these three categories. The critical next step is for a wider conversation among members of the organizations to take place concerning the future of the profession.
Economic Uncertainty, Parental Selection and the Criminal Activity of the &quot;Children of the Wall.&quot; CEP Discussion Paper No. 1256
Author: Chevalier, Arnaud
Date: 2014-01-00
Type: Reports - Research
Subjects: Economic Factors,Crime,Behavior Problems,Social Influences,Social Indicators,Cohort Analysis,Research Design,Birth Rate,Socioeconomic Influences,Data Analysis,Information Sources,Background,Pregnancy,Migration,Participation,Statistical Analysis,Gender Differences,Robustness (Statistics),Child Rearing,Parenting Skills,Generational Differences,Risk,Mothers,Parent Role,Foreign Countries

We study the link between parental selection and children criminality in a new context. After the fall of the Berlin Wall, East Germany experienced an unprecedented temporary drop in fertility driven by economic uncertainty. We exploit this natural experiment to estimate that the children from these (smaller) cohorts are 40 percent more likely to commit crimes. We show that women who gave birth at this period were negatively selected. Investigation of the underlying mechanisms reveals that emotional attachment and risk attitudes play important roles in the fertility-crime relationship. Finally, results for siblings support a causal interpretation of our findings. [This research was partially funded by a grant from the Graduate School of Business and Economics (GSBE), Maastricht University.]
From the Couch to the Classroom: A Fresh Curricular Approach for Television in EFL Instruction
Author: Mora, Raul Alberto
Date: 2003-02-21
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Instruction,Teaching Methods,Television,Educational Technology,Cultural Awareness,Curriculum,Popular Culture,Critical Viewing,Media Literacy,Second Language Learning,Adolescents

American (and English language) television has gradually become a more influential factor in the way people are learning English overseas, as access to cable programming has widely spread across cities, regardless of socio-cultural backgrounds. What students watch on TV affects not only how they are learning the language, but also their cultural constructions about their local and international societies. Oftentimes, their visions of reality are exactly those that movies and series portray. Unfortunately, schools are not addressing this cultural phenomenon in its full length, only using video as a linguistic aid. English instruction, and education in general for what matters, cannot stay aside in the discussion of these cultural issues, and it has to find ways to reinvent itself, providing further challenges to learners other than learning grammar, while reinforcing the possibilities they have to construct knowledge. This paper will present my proposals for a curricular approach brings television more meaningfully to the English as a Foreign Language classrooms. First, I will go over some ideas that took me through this not-very-well-paved road of rethinking curricula. Then, I will mention some elements that validate the novelty in the proposal. I will move on to explaining how I would implement it and how I find it beneficial for the EFL curriculum. Two appendices present: (1) Draft of Class Project; and (2) Assessment Criteria for Quality of Contents and Accuracy in Language Use within the Projects (Proposal).
From Couch Potatoes to Critical Learners: A Theoretical Framework for Television Use in EFL/ESL Classrooms
Author: Mora, Raul Alberto
Date: 2004-02-21
Type: Speeches/Meeting Papers
Subjects: Television,Teaching Methods,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,Popular Culture,Media Literacy,Television Viewing,Language Usage,Social Influences,Cultural Awareness

Television shows have been a traditional outlet for language practices in second language classrooms around the world. However, the only criteria that teachers seem to have to choose said shows are that they are in English and native speakers are involved. This may lead to choosing materials for the sake of watching or selecting materials that do not fit the real communicative needs of our students. This paper, stemming from the author&apos;s experiences as an English teacher before he began his graduate studies in the US, is part of a larger reflection by the first author spanning two years. In this paper, the author proposes a framework toward the better use of television shows to the language classroom. The paper will share the author&apos;s considerations that teachers should bear in mind to engage their students in critical viewing of these shows, using ideas from media literacy as the basis of this discussion. Two practical examples of how to incorporate media literacy when using these shows bookends the paper. Two appendices present: (1) Draft of Class Project; and (2) Assessment Criteria for Quality of Contents and Accuracy in Language Use within the Projects (Proposal).
Organizational Effectiveness in Higher Education: Faculty Informal Structure as Social Capital
Author: Dose, Jennifer J.
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Organizational Effectiveness,College Faculty,Social Capital,Social Networks,Network Analysis,Governance,Participation,Trust (Psychology),Job Satisfaction,Teacher Attitudes,Online Surveys

Higher education institutions encounter complex external environments, requiring increasing responsiveness and innovation. Research on social capital has demonstrated that highly connected employee relational networks are more creative, effective, and exhibit higher member satisfaction. The present study examines one college to demonstrate how social network analysis can be used to assess the informal relational networks of faculty members within a higher education institution. Characteristics of the faculty social network are described and mapped. The relationship between aspects of individuals&apos; network linkages, governance participation, and their organizational commitment, satisfaction, and trust are assessed. Recommendations for building effective organizational networks, particularly through expanding participation in college governance, are provided.
The Effectiveness of a Program Based on the Combination of Relevance and Confidence Motivational Strategies in Developing EFL Argumentative Writing Skills and Overcoming Writing Apprehension among Students Teachers at Faculty of Education
Author: Ahmed Helwa, Hasnaa Sabry Abdel-Hamid
Date: 2014-00-00
Type: Reports - Research
Subjects: Program Effectiveness,Writing Instruction,Persuasive Discourse,Writing Skills,Writing Apprehension,English (Second Language),Student Teachers,Relevance (Education),Motivation Techniques,Mixed Methods Research,Intervention,Semi Structured Interviews,Foreign Countries

The aim of this research is to investigate the effectiveness of a program based on the combination of relevance and confidence motivational strategies in developing EFL argumentative writing skills and overcoming writing apprehension among students teachers at Faculty of Education. The design of the research is a mixed research methodology. It combines both quantitative and qualitative modes of inquiry. The researcher used two groups: an experimental group and a control group. Both groups were tested before and after the intervention. Subjects of the present research consisted of fifty students who were chosen randomly from fourth year students enrolled in English section at Faculty of Education, Benha University, Egypt. They were divided into two groups: an experimental group (N = 25) students who taught through a program based on the combination of relevance and confidence motivational strategies and a control group (N = 25) students who taught in the regular way. The instruments of the research included an EFL argumentative writing skills test, the Daly-Miller Writing Apprehension Test (WAT) and a semi-structured interview. Results of the research revealed a statistically significant difference between the mean score of the experimental group and that of the control group in the post test of EFL argumentative writing skills in favor of the experimental group. Also, students' writing apprehension was decreased. These results were ascribed to using a program based on the combination of relevance and confidence motivational strategies.
Effects of Resource Allocation on Student Academic Achievement and Self-Perceptions of Success in an Urban Setting
Author: Harris, Kimberly
Date: 2014-05-00
Type: Dissertations/Theses
Subjects: Resource Allocation,Academic Achievement,Self Concept,Success,Urban Schools,Teacher Attitudes,School Segregation,Elementary School Teachers,Qualitative Research,Interviews,Socioeconomic Status,Elementary School Students

Civil Rights legislation, now 50 years old, &quot;de facto&quot; segregation based on socioeconomic factors, such as poverty and ethnicity in urban areas translates into the surrounding schools, with a legacy of limited funding, reduced services, and teachers with limited training to successfully engage students in high poverty areas. This study is an examination of teacher perceptions of the effect of resource allocation on student academic achievement and student self-perceptions of success. Within urban settings, districts have changed little to reduce &quot;de facto&quot; segregation in schools as a whole, and create equal opportunities for all children. What are the effects limited resource allocation has on student learning in urban elementary school districts? A review of the literature reveals that in school settings with a majority of students of color do not receive the same resources as schools with a majority of Caucasian students, thus limiting student learning in the classroom. Student self-perceptions may also be affected by resource allocation. This study follows a qualitative design using interview protocol with open-ended questions. Four teachers were purposely selected from schools with different populations and varying resource allocations. These teachers formed a purposive sample, two of whom are from a low wealth area and two are from a high wealth area. They were asked to participate in an interview, which explored their perceptions of the effect of resource allocation on student academic performance, comparing high wealth and low wealth school settings. Results indicated that there is a difference in the variety of resources students receive based on the school they attend. The main factor was the support from the parents and community. Those at a high wealth school donated much more than those at the low wealth school. The parents at a high wealth school worked to fund the salaries of additional specialty teachers for pullout classes such as art and music. While the parents at the low wealth schools may want these classes for their students, they don't have the funds to do so.