ethanporcaro/eric-fulltext-meta huggingface dataset:
Private English Tutoring and Adolescents' Motivation to Learn English as a Foreign Language: A Self System Perspective
Author: Huang, Hung-Tzu
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Tutoring,Prevention,Learning Motivation,Secondary School Students,Questionnaires,Student Attitudes,Self Concept,Profiles,Comparative Analysis,Learning Experience,Foreign Countries,Factor Analysis,Multiple Regression Analysis

The present study investigated how self-related English learning motivation among Taiwanese adolescent learners differs between students who only receive English instruction in formal schooling and those who have additional private tutoring. A total of 1,698 teenage English learners in public secondary schools across Taiwan completed a self-reported questionnaire based on the &quot;L2 motivational self-system theory&quot; (Dörnyei, 2005, 2009). The results showed that students who had additional tutoring had a significantly stronger intention to learn English and exhibited a higher frequency of English learning behaviors compared with those who only received English instruction in the mainstream. Regression analyses revealed similarities and differences between the motivational profiles and self-conceptualizations of those with and without private tutoring, revealing that &quot;ought-to self,&quot; &quot;learning attitudes,&quot; and &quot;learning experiences&quot; were prominent predictors of learning motivation for both groups. For students without tutoring, the influence of prevention-based instrumentality was found in their intention to invest effort and their perceived motivated learning behaviors. While the motivational power of &quot;ought-to self&quot; was observed in both groups, &quot;ideal self&quot; was only a pertinent contributory factor of intended effort in those who had tutoring. The study highlights the importance of considering learning experiences across diverse learning contexts in L2 motivation research.
Reconceptualizing Curriculum Politics: A Case Study of an ESP Program for Vocational High School Students in Taiwan
Author: Lo, Yi-Hsuan Gloria
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Vocational High Schools,English for Special Purposes,Second Language Learning,Second Language Instruction,Politics of Education,Admission Criteria,High Stakes Tests,Educational Objectives,Comparative Analysis,Program Descriptions,Second Language Programs,Curriculum Design,Sociocultural Patterns,Semiotics,Questionnaires,Interviews,Student Attitudes,Needs Assessment,Qualitative Research,Foreign Countries,Educational Principles,Course Descriptions,Teaching Methods,Computer Software

A curriculum is a form of politics (Apple, 1993). The politics of a curriculum defines what is legitimate and valued and what is not. In Taiwan, the objectives of vocational high school (VHS) education are to prepare students to acquire relevant professional knowledge and practical skills and to integrate them into their future career development. However, with the push for students to pass the Joint Entrance Examination (JEE), few English curriculum designs have been developed to align with the originally intended objectives. Inspired by the notion of critical pedagogy and participatory curricula, a task-based ESP (English for Specific Purposes) program was developed for a group of Vocational High School (VHS) students. This program aimed to empower and embody an alternative curriculum politics that opposed the test-oriented curriculum but highlighted authentic language use and meaningful tasks and emphasized the integration of theory and practice. This paper analyzes and describes how an alternative curriculum politics was shaping and being shaped by different components of the ESP program based on the language design model proposed by Nation and Macalister (2010). It also demonstrates how instructional objectives, activities, and materials were organized and implemented in the four courses of the ESP program to reflect the curriculum politics. Finally, to deepen and broaden our understanding of the notion of curriculum politics, this study reconceptualizes curriculum politics by comparing and contrasting the sociocultural system of the ESP program and that of the VHS English education based on the six dimensions of Gee's (1999) cultural model. In light of the findings and discussion, both theoretical and practical implications are addressed. Suggestions for further studies are provided.
Refugee Education: The State of Nigeria's Preparedness
Author: Obashoro-John, Oluwayemisi A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Refugees,Foreign Countries,Children,Childrens Rights,International Law,Treaties,Civil Rights,Readiness

The spate of insurgences and conflicts in the country and around the sub-region has led to the increased presence of refugees and Internally Displaced People (IDPs) in Nigeria. This has resultant challenges on the basic needs of refugees and IDPs at different levels. One of the highest priorities of refugees and IDPs communities is education. Nigeria is obviously struggling to provide basic education for her citizens hence the emergence of refugees and IDPs and their need for education put a double burden on the nation's education system. Sections of the 1948 Universal Declaration of Fundamental Human Rights; 1951 Convention on the Status of Refugees, 1989 Convention on the Rights of the Child, and 1990 Declaration of World Conference on Education for All call for no discrimination in the education of men, women and children irrespective of status; compulsory and free education for all and the right to education in emergencies. These are supposed to be the policies and implementation guidelines for ratifying countries. Observations show that, in spite of the challenging situation, there is little evidence of the commitment by the Nigerian government through the Universal Basic Education Commission (UBEC) to the education of refugees and IDPs. In cases where some levels of provisions are available, the quantity and quality of such provisions needs improvements. Since there is no guarantee that refugees' problems will end soon, this paper examines the available provisions and institutional approaches for the education of refugees and IDPs in Nigeria; analyses the level of Nigeria's preparedness for providing education for refugees and IDPs persons; and makes propositions for meeting this peculiar global reality.
Critical Reflection on the Role of Education as a Catalyst of Peace-Building and Peaceful Coexistence
Author: Agnihotri, Seema
Date: 2017-00-00
Type: Journal Articles
Subjects: Role of Education,Peace,Fundamental Concepts,Civil Rights,Public Relations,Educational Philosophy,Barriers,Social Influences,Political Influences,Institutional Characteristics,Social Theories,Integrated Curriculum

Human being since its evolution is continuously struggling to combat inherent prowess of violence and conflict as a part of biological species which is falling in an ambivalent position in the ecosystem. It was realized long years back that only peaceful coexistence can ensure the prolonged journey of humanity without any turmoil. But this realization and its implementation have always been a herculean task for those who tried to do it through different forms. In fact, they have to sacrifice their lives also for doing the same. The prevailing long history of wars, revolts, conflicts all across the world are the glaring examples in this regard which have tried to subvert the desire for peace among the peace loving people in a very indifferent manner. In due course of human evolution, various modes were taken to instill the significance of peace in the humanity. Religion, music, painting, folktales, architecture, etc. are used prominently to spread the message of peace by highlighting the repercussion of violence in different forms. But it has been seen that the impact of all these modes were not as pervasive as desired. Despite of their intensive usages in different cultural settings in its own specific ways, the intensity of violence and conflicts could not be minimized and the climax can be seen in the form of two world wars which have been fought within such a short span of time. Immediately after the wars, the search for another mode was started and it was found that education can be that mode through which the goal of peace can be achieved and sustained for a long period of time through adoption of correct strategies and techniques. In the course of due deliberations, proper frameworks have been created in the education systems of different countries of the world to minimize the occurrence of violence along with promoting peace. This paper is attempting to highlight those efforts and to critically present the case for the effectiveness of education as a catalyst for peace building through the model. The paper got concluded by emphasizing on the changing aims of education revolving around to gain true peace through different channels.
Investigating Prospective Teachers' Perceived Problem-Solving Abilities in Relation to Gender, Major, Place Lived, and Locus of Control
Author: Çakir, Mustafa
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Problem Solving,Gender Differences,Majors (Students),Place of Residence,Locus of Control,Attitude Measures,Likert Scales,Questionnaires,College Freshmen,Correlation,Statistical Analysis,Multiple Regression Analysis

The purpose of this study is to investigate prospective teachers' perceived personal problem-solving competencies in relation to gender, major, place lived, and internal-external locus of control. The Personal Problem-Solving Inventory and Rotter's Internal-External Locus of Control Scale were used to collect data from freshman teacher candidates (N = 476). Data analysis procedures included descriptive statistics, an independent group t-test, ANOVA, correlational analysis, and hierarchical regression analyses. Findings suggest a significant positive correlation between perceived problem-solving skills and locus of control, place lived, gender, and two subcategories of major. Female participants' problem-solving ability was found to be higher than male participants'; however, male participants' scores indicated stronger internal locus of control than females'. Results show place lived, gender, locus of control, and two categories of major are significant predictors of perceived problem-solving ability (R[superscript 2] = 0.125; P &lt; 0.001). Implications for teacher education are discussed.
Relationship between Lifelong Learning Levels and Information Literacy Skills in Teacher Candidates
Author: Solmaz, Dilek Yaliz
Date: 2017-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Preservice Teachers,Information Literacy,Physical Education Teachers,Physical Education,Athletics,Correlation,College Students,Foreign Countries,Technological Advancement

This study aims to examine the relationship between lifelong learning levels and information literacy skills in teacher candidates. The research group consists of 127 physical education and sports teacher candidates. Data were collected by means of &quot;Lifelong Learning Scale (LLL)&quot; and &quot;Information Literacy Scale&quot;. In the data analysis, &quot;mean, standard deviation and Product-Moment Correlation coefficients&quot; were used. As a result of the study, it has been observed that participant student' LLL levels are above the average. Sub-dimensions of LLL levels have been analyzed, it shows that participant student' curiosity, perseverance, motivation and self-regulation subscale scores, were slightly above the mean score of the scale. Another result obtained from this research is that students' information literacy trends are also quite high. It shows that students' &quot;defining information needs&quot; &quot;access to information&quot; &quot;use of information&quot; and &quot;ethical and legal settings in use of information&quot; subscale average scores is the high level. According the results of the analysis, there is a significant relationship between students' information literacy skills and LLL levels. This relationship is positive and at moderate level. Thus, it is understood that when students' information literacy skills increase their attitudes toward LLL will also increase in parallel at moderate level.
Essential Characteristics of EFL Practicum Supervisors from Their Perspective
Author: Dakhiel, Maysoon A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Supervisor Qualifications,Practicum Supervision,Questionnaires,Student Teacher Supervisors,Teacher Characteristics,Teacher Surveys,English (Second Language),College Second Language Programs,Incidence,Foreign Countries,Statistical Analysis

The present study aims to identify the essential characteristics required for the EFL practicum supervisors from their perspective. The questionnaire validity and reliability was tested through application to a sample of (7) supervisors. Then the questionnaire was distributed to the participants, which consisted of (20) EFL supervisors for the practicum of the EFL student teachers. The results were processed statistically and showed that there is an agreement among the participants in determining the importance of all essential characteristics required for the practicum supervisors. Moreover, there are no statistically significant differences of the perspective of the participants due to the academic qualification, its type and number of years of experience. The study recommended that the essential characteristics required for the practicum supervisors should be a prerequisite for choosing supervisor from the English Language Department, training courses should be held for the supervisors in order to raise their efficiency, and a special guide for the practicum supervisors should be developed.
Opportunities and Barriers of Practicum from the Perspectives of English Language Student Teachers
Author: Masadeh, Thouqan Saleem Yakoub
Date: 2017-00-00
Type: Journal Articles
Subjects: Majors (Students),English (Second Language),College Students,Practicums,Foreign Countries,Barriers,Gender Differences,Questionnaires,Teaching Skills,Supervisors,Principals,Cooperating Teachers,Student Teacher Attitudes,Student Teachers,Student Satisfaction,Teacher Characteristics

The study investigated the perspectives of student teachers regarding the opportunities provided by Practicum course, in addition to the barriers that potentially inhibited their performance as teachers. The descriptive approach was used to identify these opportunities and barriers. Participants were (27) females and (31) males. They were all enrolled in the Practicum course offered by the department of curriculum and instruction to students majoring in English at Najran University. A two-part questionnaire was the main instrument of data collection. The first part investigated the opportunities while the second one sought to identify the barriers. Results showed that Practicum course was effective in certain areas such as developing student teachers' supportive relationships with various participants in the Practicum setting; improving their teaching accomplishments and professional achievements; and enhancing their feelings of self-efficacy in being able to affect positively the students under their care. Findings however revealed many shortcomings or obstacles that hindered their performance as teaching practitioners. Such shortcomings were not related to one specific party but many parties such as academic supervisors, school principals, and cooperating teachers. No significant differences among Participants' perspectives regarding the course's opportunities or barriers were found due to their gender or university accumulative average.
How Do Second Grade Students in Primary Schools Use and Perceive Tablets?
Author: Karalar, Halit
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 2,Elementary School Students,Handheld Devices,Telecommunications,Educational Technology,Computer Attitudes,Technology Integration,Student Attitudes,Case Studies,Computer Uses in Education,Foreign Countries,Questionnaires,Content Analysis

In the life of students who are named digitally born in this era, tablets have a crucial role. The aim of this study, which is designed as a case study model, is to determine the use of tablet by second grade students and it aims to reveal their perception towards tablets via metaphors. 63-second grade students are participated in this study in spring semester in 2015-2016 in Mugla regarding convenient sampling method. The data for the study is gathered via a written form including students' background information and open-ended questions that is developed by the researchers of this study. The data are analyzed via content analysis methods. As a result of the study, it is determined that parents mostly restrict the use of tablets by their children; moreover students prefer reading printed books to digital ones and they prefer playing with their friends in parks to playing games in their tablets; additionally it is determined that the students in this study use tablets for the aim of playing games, searching, watching videos and doing homework, however they rarely use tablets in order to read books, listen to music and take photographs. Besides, it is seen that the students have a positive aspect for using tablets, and they develops 24 metaphors under 4 main themes.
Evaluating of In-Service Training Activities for Teachers in Turkey: A Critical Analysis
Author: Yolcu, Hüseyin
Date: 2017-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Learning Activities,Program Evaluation,Faculty Development,Educational Needs,Technological Advancement,Criticism,Content Analysis,Program Effectiveness,Elementary Secondary Education,Higher Education,Foreign Countries

The aim of this study is to examine the in-service training activities organized by the Ministry of Education of Turkey for the last 15 years (between 2001 and 2015). Two main starting points were identified in commentaries on in-service training; (1) Teacher needs which are part of the field of teacher training (2) Technological developments related to education, especially digital education, which have taken place in recent years in educational settings. In the study, it has been found that approximately a thousand centralized training activities have been offered every year in the analyzed periods. Activities have also been organized in the areas of professional development and general culture as well as field-specific activities. It has also been found that the training activities are addressed to teachers at all types and levels of schools attached to the Ministry of National Education (MoNE). The effectiveness of in-service training activities organized by MoNE should be evaluated.
An Analysis of Theories Related to Experiential Learning for Practical Ethics in Science and Technology
Author: Parahakaran, Suma
Date: 2017-00-00
Type: Journal Articles
Subjects: Experiential Learning,Ethics,Higher Education,Science Education,Technology Education,Learning Theories,Science and Society,Cognitive Style,Measures (Individuals)

Learners in higher education are self -driven to attain goals and objectives of what is required by the Universities for career prospects in the fields of Sciences and Technology. This paper analyses theories of experiential learning which will contribute to implementation of Ethical behaviors in science and technology towards citizenship learning. This paper will focus on the theoretical aspects of the conceptions of learning, cultural implications of learning, how different types of knowledge contributes to learning and analyses why such knowledge and learning is insufficient to meet long term sustenance in life. Educational aims for sustenance of life through theories and practice have been discussed in ancient texts and education requires the re-integration of Ethics in all disciplines, particularly in Science and Technology. Education for higher order thinking emphasizes on creating discriminative skills, critical thinking, implementing knowledge as reflective practitioners and for the progress of society. The review and analysis of Experiential Learning theories and its contribution to practical ethics is discussed in this paper. The emphasis on knowledge and skills are explained by theorists and this paper discusses how the theories can be implemented in critical pedagogy for practical ethics related to the fields of Science and Technology at the tertiary level.
An Insight into the Challenges Faced by Academic Women with Pre-School Age Children in Academic Life
Author: Günçavdi, Gizem
Date: 2017-00-00
Type: Journal Articles
Subjects: Women Faculty,College Faculty,Females,Preschool Children,Child Rearing,Family Work Relationship,Qualitative Research,Case Studies,Foreign Countries,Semi Structured Interviews,Pregnancy,Teacher Attitudes,Mothers,Administrator Role,Faculty Workload,Parent Responsibility,Social Support Groups,Sex Role

This study aimed to explore the challenges academic women, especially those who were mothers of pre-school age children, went through. The main guiding question of this study was &quot;How do academic mothers with pre-school age children survive in the academia from pregnancy through all the various stages of parenting and motherhood?&quot;. This study employed qualitative case study research design. The study was conducted in a faculty of a state university in Turkey. 6 academic women participated in this study based on the selection criteria. Data was collected through open-ended, semi-structured interviews and analysed through thematic analysis. The findings indicated that though academic women in the study valued the experience of being mothers, they were overwhelmed by the workload; lacked administrative support; and suffered from a never-ending struggle to balance between their academic duties and parental responsibilities.