ethanporcaro/eric-fulltext-meta huggingface dataset:
Students' Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania
Author: Makewa, Lazarus Ndiku
Date: 2013-07-00
Type: Journal Articles
Subjects: Teacher Motivation,Class Activities,Learning Activities,Student Attitudes,Teaching Methods,Second Language Learning,English (Second Language),Classroom Environment,Foreign Countries,Questionnaires,Anxiety,Linguistic Theory,Linguistic Input,Reliability,Language Proficiency,Qualitative Research,Interlanguage,Secondary School Students,Language Attitudes

This paper looked at students' perceived level of English proficiency among Dodoma secondary schools in Tanzania. Factors like attitude, anxiety, classroom activities, motivation, and learning resources were considered as influencing English learning. The study was guided by three theories: Input Hypothesis, Inter-language and Vygotsky's theory of value. Correlation design was used to describe the association between the student and teacher-related factors and students' perceived level of English proficiency. Purposive sampling was used to select 300 form three students. Questionnaires were used to collect data from the participants. Reliability of the research instrument was determined by conducting a pilot study. Pearson Descriptive statistics and Kendall's Tau-b were used to analyze the data. The study revealed that the students' perceived level of proficiency in spoken English was average. The findings indicated a significant positive correlation between perceived English proficiency and attitude toward the English language, classroom activities, teacher motivation, and classroom environment. It is suggested that further studies integrate qualitative research methods to the research design in order to get an in-depth understanding of students' perception on English proficiency. (Contains 9 tables.)
Service-Learning Might Be the Key: Learning from the Challenges and Implementation Strategies in EFL Teacher Education in Oman
Author: Al Barwani, Thuwayba
Date: 2013-07-00
Type: Journal Articles
Subjects: Measures (Individuals),Foreign Countries,Service Learning,Educational Change,English (Second Language),Second Language Learning,Questionnaires,Preservice Teacher Education,Preservice Teachers,Second Language Instruction,Language Teachers,Gender Differences,Educational Strategies,Student Attitudes,Teacher Attitudes,College Faculty

Service-learning, a major reform in higher education, is considered essential for developing citizenship for the 21st century. This paper reports a study aimed at investigating the problems and challenges faced when implementing service-learning in pre-service education of teachers of English as a Foreign Language (EFL) and carried out in the Sultanate of Oman. The study also investigated the strategies that could possibly be used to overcome the challenges. A two-part questionnaire was designed and administered to a sample of 65 respondents comprising EFL instructors, pre-service student-teachers, administrators and administrative support staff. The first part of the questionnaire included 26 items covering 5 dimensions of challenges and the second consisted of 14 dimensions that covered a total of 77 strategies for overcoming the challenges identified. In general, the challenges were perceived to present serious problems in implementing service-learning; there were no significant differences between respondent groups on account of gender.  The study also found that the strategies suggested were perceived to be very helpful in overcoming the challenges with no significant differences between faculty and administrators. (Contains 7 tables.)
Talent: A State's Resource, A State's Responsibility. Report of a Conference of State Department of Education Directors of Programs for the Gifted. Bulletin, 1963, No. 34. OE-20048
Author: Bryan, J. Ned, Ed.
Date: 1963-00-00
Type: Historical Materials
Subjects: Talent,Gifted,Conferences (Gatherings),State Departments of Education,Talent Development,Supply and Demand,Teaching Methods,Program Descriptions,Bibliographies

The gap between the supply of creatively and intellectually able individuals in America and the demand for the services of highly talented people is constantly widening. Key to the development of provisions for gifted and talented children and youth at the State level will be State department of education personnel directly concerned with such programs. To examine their role, the Commissioner of the U.S. Office of Education called a conference in Washington, D.C., April 16-18, 1962. Departments of education which were represented at the conference by full-time directors of programs for the gifted were those of California, Georgia, Hawaii, Illinois, Minnesota, New York, North Carolina, Ohio, Oregon, Pennsylvania, Puerto Rico, Texas, and Washington. Material presented in this publication is an outgrowth of the conference and is presented in five sections: (1) Formal addresses given during the conferences; (2) A discussion of selected problems facing a State director of programs for the gifted; (3) An examination of the growth of established State directorships of programs for the gifted; (4) Recommendations of the conferees; and (5) Appendixes which include a directory of State department of education personnel directly concerned with programs or provisions for the gifted, a list of research projects which are supported by the Cooperative Research Branch of the U.S. Office of Education and which are related to the education of the gifted, and bibliographies of State department of education and U.S. Office of Education publications about the gifted. An index is included. (Contains 15 footnotes and 3 tables.) [Best copy available has been provided.]
The Junior High School: A Survey of Grades 7-8-9 in Junior and Junior-Senior High Schools, 1959-60. Bulletin, 1963, No. 32. OE-20046
Author: Wright, Grace S.
Date: 1963-00-00
Type: Historical Materials
Subjects: Educational History,National Surveys,Questionnaires,Junior High Schools,Secondary School Curriculum,School Administration,School Organization,Educational Practices,School Personnel,Secondary School Teachers,Pupil Personnel Services,School Schedules,Grouping (Instructional Purposes),Study Centers,Study,Grading,Student Evaluation,Student Promotion,Educational Policy,School Guidance,School Health Services,Student Records,Report Cards,Articulation (Education),Extracurricular Activities,School Size,Early Adolescents,Library Services,Audiovisual Aids,School Counselors,High Schools,Grade 7,Grade 8,Grade 9,Educational Trends,School Role,School Orientation,Principals,Junior High School Students,Block Scheduling

Junior and junior-senior high schools enroll a large proportion of our early adolescent population. The programs they provide, the services they offer, their administrative practices, and the character of their staffs have far-reaching effects. These programs, services, practices, and staff characteristics constitute the scope of the present survey, the first of its extent and coverage to be conducted on a nationwide basis. The study is a sampling drawn from a universe of 4,549 junior high schools with 75 or more pupils, and 7,841 junior-senior high schools with more than 125 pupils. Of the total of 1,507 questionnaires mailed to principals, returns were received from 1,360. The report provides information on the study and the background of the junior high school, and discusses: (1) Administrative arrangements--double and staggered sessions, length of the school year, length of the school day, and number and length of class periods; (2) organization for instruction--grouping of pupils in class sections, block-time classes and unified learning experiences, homeroom and activity periods, provisions for study during the school day, library services, and availability of audiovisual equipment; (3) pupil evaluation, orientation, and services--tests and inventories, promotions, policies for marking pupils, progress reports, guidance counselors, cumulative record files, health, and articulation with lower and upper grades; (4) curriculum--required and elective subjects, and extraclass [cocurricular] activities; and (5) staff--professional supervisory and specialist personnel, and teachers. This study tends to indicate that, in general, size has more to do with differences in educational practices at the junior high school level than does the type of school. Appended are a description of the sample design and the questionnaire used in the survey. (Contains 12 footnotes and 47 tables.) [Best copy available has been provided.]
Cultivating Bilingual Learners' Language Arts Knowledge: A Framework for Successful Teaching
Author: Almaguer, Isela
Date: 2013-07-00
Type: Journal Articles
Subjects: Bilingualism,Second Languages,Second Language Instruction,English Language Learners,Low Achievement,Content Area Reading,Learner Engagement,Prior Learning,Culturally Relevant Education,Metacognition,Instructional Effectiveness,Cooperative Learning,Language Arts

It is essential to support bilingual learners' language and academic development; however, teaching second language learners English has taken precedence over teaching content area knowledge and vocabulary, specifically for language arts. The focus has shifted from content area instruction to primarily second language instruction due to an increasingly diverse population and an increasing number of bilingual learners in formal school settings. This article introduces a framework for accomplishing both linguistic and content literacy simultaneously. The framework takes into account the four elements of the principles of learning, learner appropriate pedagogy, contextual interaction theory, student language (L1/L2) proficiency level, and a learner-centered environment that can lead to the successful achievement of content literacy for bilingual learners. The framework illustrates both the theory and practical applications that are needed for bilingual learners to achieve linguistic and cognitive success by attaining the language arts content literacy needed to succeed both in and out of the classroom. (Contains 1 figure.)
Research in Reading for the Middle Grades: An Annotated Bibliography. Bulletin, 1963, No. 31. OE-30009
Author: Cutts, Warren G.
Date: 1963-00-00
Type: Historical Materials
Subjects: Educational History,Annotated Bibliographies,Elementary School Students,Study Skills,Student Adjustment,Reading Skills,English (Second Language),Word Recognition,Educational Media,Comparative Analysis,Reading Research,Oral Reading,Educational Testing,Student Characteristics,Educational Practices,Teacher Education,Questionnaires,Research Reports,National Surveys,Teaching Methods,Reading Comprehension,Reading Interests,Vocabulary,Language Arts,Child Development,Reading Achievement,Reading Materials,Reading Instruction,Reading Programs,Reading Difficulties,Reading Readiness,Intelligence,Auditory Perception,Visual Perception,Grouping (Instructional Purposes),Disabilities,Language Skills,Reading Tests,Intermediate Grades,Bilingualism

This bulletin presents reading research studies in the upper elementary grades during the period from 1955 through 1960. It represents an attempt to bring together the unpublished as well as published studies for that period. This compilation was undertaken by the U.S. Office of Education in response to requests from reading and language arts specialists, particularly members of the National Conference on Research in English. To identify studies for inclusion, the Office of Education sent inquiries and requests to colleges and universities, chief State school officers, local school systems, and others. The 238 studies annotated in this bulletin are grouped under 29 categories, all of which are classified under five broad headings: (1) Causative factors and testing--readiness, individual differences, intelligence, bilingualism, vision and hearing, testing, diagnosis, and other factors; (2) psychological factors--motivation, interests, pupil attitudes, and personal adjustment; (3) reading skills--listening skills, comprehension, oral reading, word recognition and analysis, phonics, library usage and study skills, and vocabulary; (4) educational media--mechanical devices, television, materials, and readability; and (5) educational practices--grouping, individualized reading, comparative studies, subject fields, spelling, and teacher preparation. [Best copy available has been provided.]
Science Equipment and Materials: Science Kits. Bulletin, 1963, No. 30. OE-29049
Author: Piltz, Albert
Date: 1963-00-00
Type: Historical Materials
Subjects: Educational History,Elementary School Science,Secondary School Science,Science Laboratories,Science Equipment,Educational Equipment,Instructional Materials,Instructional Material Evaluation,Selection Criteria,Evaluation Criteria,Science Activities,Science Education,Science Programs,Science Instruction,Educational Policy,Curriculum Implementation,Instructional Effectiveness,Science Materials,Science Experiments,Classification,Vendors,Vignettes,Worksheets,Bibliographies

In the elementary and secondary schools, there is a movement toward a sequential instructional program which would involve the offering of a laboratory science each year from kindergarten to high school graduation. In some schools teachers have turned to science kits as a partial solution to the problems presented by restricted space, inadequate facilities and equipment, short class periods, and heavy workloads. For some small schools, the science kit is the laboratory. The selection of kits presents special problems to teachers and school administrators who must judge their suitability for the school program. The purpose of this bulletin is to clarify issues concerning the instructional value of science kits and to suggest criteria for their classification and evaluation. [Best copy available has been provided.]
EFL Teachers' Perceptions, Evaluations and Expectations about English Language Courses as EFL in Saudi Universities
Author: Liton, Hussain Ahmed
Date: 2013-07-00
Type: Journal Articles
Subjects: Prior Learning,Reading Materials,Questionnaires,English (Second Language),Foreign Countries,Cultural Influences,Class Size,Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Higher Education,Course Descriptions,Intellectual Disciplines,Observation,College Faculty,Sociocultural Patterns

The focus of this study is to explore EFL teachers' perceptions, evaluations and expectations about English language courses as EFL in Saudi tertiary level. In other words, this article aims at creating a new avenue for effective EFL teaching-learning curriculum techniques and syllabus in the Saudi tertiary context. Saudi universities offer credit and non-credit Foundation English courses as a part of their program, which are not being very effective. These courses do not promote the students in dealing with their disciplines or programs oriented courses. Even after completion of the Foundation English courses in consecutive two or three semesters, students fail to grasp comprehensive control over the reading materials of their discipline-oriented courses. This is a common scenario in almost all the universities in KSA (Kingdom of Saudi Arabia). The author of this paper ventured to study the predicament of EFL courses in some universities through survey questionnaires, observation as well as primary and secondary sources. The data were collected through questionnaires from a total of 25 EFL teachers at renowned Saudi universities. The research results revealed that the existing Foundation English Course syllabus is not tailored appropriately to the needs of the students so far as the higher studies concerned, and EFL classroom is not conducive to task-based language teaching (TBLT) practice due to large class size (100-140). It, therefore, suggests that university Foundation English Courses should be redesigned in assimilating the learners' standard and previous learning, and course contents should cover the socio-cultural factors of the learners. The study also concludes with some effective implications and recommendations based on the findings of the present research. The teachers' questionnaire profile is appended. (Contains 10 tables.)
Publications of the Office of Education, 1963. Bulletin, 1963, No. 29. OE-11000C
Author: Walpole, Martha
Date: 1963-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Government Publications,Annotated Bibliographies,Educational Research,International Education,Adult Education,Library Services,Elementary Secondary Education,School Administration,School Statistics,Special Education,Curriculum,School Activities,Elementary School Students,Secondary School Students,Rural Education,Audiovisual Aids,Higher Education,College Administration,College Students,Vocational Education,Agricultural Education,Nursing Education,Office Occupations Education,Trade and Industrial Education,Distributive Education,Home Economics Education,Research Reports,Public Schools,Postsecondary Education,Educational Policy,Educational Legislation,National Surveys,Social Studies,Two Year Colleges,Community Colleges,Educational Facilities,Educational Finance,Statistical Studies,School Guidance,Second Languages,Mathematics Education,Science Education,Health Education,Physical Education,Teacher Education,Land Grant Universities,Urban Schools,Language Arts,Paying for College,Teaching Methods

This catalog identifies all currently available Office of Education publications, and some materials in press as of June 1963. The annotated list contains approximately 650 titles in the following categories: (1) General publications--miscellaneous, OE publications, research, adult education, international, and library services; (2) Elementary and secondary education--administration and statistics, students, curriculum and activities, audiovisual aids, exceptional children/special education, and rural education; (3) Higher education--administration and statistics, students, curriculum, and special institutions and education; and (4) Vocational education--general and area programs, agriculture, distributive education, home economics, trade and industrial education, practical nurse education, and office education. [Best copy available has been provided.]
Teaching Teachers to Teach Together Between High Schools
Author: Stevens, Ken
Date: 2013-07-00
Type: Journal Articles
Subjects: Teacher Education,Rural Areas,Foreign Countries,Internet,Open Education,Virtual Classrooms,High Schools,Teacher Collaboration,Preservice Teachers,Computer Networks

The proliferation of Internet-based networks linking small schools in rural communities in some countries challenges the appropriateness of teaching exclusively in the closed environments of traditional classrooms. The development of Internet-based school networks, facilitating the creation of virtual classes, has implications for the professional education of teachers who will, it is argued in this article, increasingly teach both face-to-face and on-line, or virtually and actually. Internet-based networks of schools provide opportunities for teachers to collaborate with their colleagues in the open learning spaces between sites that are academically and administratively linked. This paper outlines four ways in which pre-service Canadian teachers are encouraged to collaborate in preparation for teaching together across dispersed sites.
The 2-Year Community College: A an Annotated List of Unpublished Studies and Surveys, 1957-61. Bulletin, 1963, No. 28. OE-57005
Author: Morrison, D.G.
Date: 1963-00-00
Type: Historical Materials
Subjects: Educational History,Annotated Bibliographies,Community Colleges,Educational Research,Research Reports,Surveys,Two Year College Students,Associate Degrees,State Colleges,Two Year Colleges,College Curriculum,College Faculty,Student Personnel Services,College Administration,College Libraries,College Instruction,Educational Facilities Planning,Intercollegiate Cooperation,Enrollment Trends,Educational Trends,Institutional Research

This is the fourth Office of Education bibliography of studies pertaining to the 2-year college. It is intended as a reference work for administrators, professors, and students of 2-year college education. The bulletin gives information on sources and materials which generally are not annotated in national professional journals or in publications such as Education Index or Doctoral Dissertations. The studies cited are those unpublished and completed or underway during the period of January 1, 1957 to June 30, 1961. The organization of this bibliography is designed to provide clarity and ease of reference for the reader. There are two major sections: (1) Project Completed identifies regional studies, institutional studies, and topical studies--curriculum, instruction, faculty and staff, student services, administration, library, relationships and interinstitutional cooperation, and unclassified; and (2) Projects Underway  identifies regional studies, institutional studies, and topical studies--curriculum, faculty and staff, student personnel and student services, general administration, facilities and campus planning, library, and unclassified. Items are indexed by author or survey director and subject.  (Contains 11 footnotes.)  [Best copy available has been provided.]
Education in Czechoslovakia. Bulletin, 1963, No. 27. OE-14090
Author: Apanasewicz, Nellie
Date: 1963-00-00
Type: Historical Materials
Subjects: Higher Education,Elementary Education,Vocational Education,Preschool Education,Foreign Countries,War,Secondary Education,School Restructuring,Teacher Education,Educational History,Technical Education,Apprenticeships,Educational Change,Nursing Education,Economics Education,Industry,Teachers,Students

This bulletin provides a brief historical account of Czechoslovakia from the end of World War I to the present state. The report describes the education system in three parts: (1) School System: 1918-1948--preschool and elementary education, secondary education, teacher training, and higher education; (2) school system: 1958-1960--preschool education, elementary-secondary general education, technical-vocational education, training of apprentices, teacher training, and higher education; and (3) school reform of 1960--preschool education, elementary education, secondary education (second degree schools), and teacher training. Appended are study plans of secondary schools, and statistics for the number of students and teachers, 1958-59 and 1960-61. (Contains 23 footnotes, and 6 tables.) [Best copy available has been provided.]