ethanporcaro/eric-fulltext-meta huggingface dataset:
Young Children's Role-Playing for Enhancing Personal Intelligences in Multiple Intelligences Theory
Author: Wee, Su-Jeong
Date: 2013-00-00
Type: Journal Articles
Subjects: Role Playing,Multiple Intelligences,Teacher Student Relationship,Peer Relationship,Teaching Methods,Foreign Countries,Preschool Children,Laboratory Schools,Measures (Individuals),Self Concept,Positive Attitudes,Self Control,Preschool Education,Qualitative Research,Participant Observation,Interviews

This article examines young children's role-play in an effort to develop methods with which teachers can enhance children's interpersonal and intrapersonal intelligences. Examining how MI practice is applied in different cultural and social contexts is important because it can provide new insights on enriching and enhancing curricula and instructional methods to early childhood educators and practitioners all over the world. This research was conducted in South Korea at a university laboratory school where a curriculum based on the Multiple Intelligences theory was employed. In order to examine how role-playing was implemented and what aspects of social and emotional competences were promoted, this research using a qualitative research method focused on a pod class designed to enhance personal intelligences. The pod class was composed of nine, three to five year-old children who were identified as having strengths in interpersonal and intrapersonal intelligences. Close examination of teacher-child and child-child interactions during role-playing enabled the researchers to identify the structure of the role-plays and specific content areas of personal intelligences addressed. Importance of using role-plays to enhance children's personal intelligences and strategies to guide children in improving their personal intelligences are discussed.
Prospective Teachers' Cognitive Constructs Concerning Ideal Teacher Qualifications: A Phenomenological Analysis Based on Repertory Grid Technique
Author: Kozikoglu, Ishak
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Teacher Qualifications,Phenomenology,Qualitative Research,Structured Interviews,Classification,Communication Skills,Student Centered Learning,Instructional Innovation,Teacher Student Relationship,Pedagogical Content Knowledge,Leadership Styles,Values,Teacher Characteristics,Educational Attitudes,Teaching (Occupation),Data Analysis

The aim of this study is to identify cognitive constructs of prospective teachers about ideal teacher qualifications. This study was designed as phenomenological pattern which is one of the qualitative research designs. The study was conducted with 36 prospective teachers selected from Yüzüncü Yil University, Faculty of Education. The study group was determined by using criterion sampling method as one of the purposive sampling methods. As a structured interview technique, &quot;repertory grid&quot; was used for data collection. As a result of the study, 356 cognitive constructs were produced by prospective teachers about teacher qualifications and these cognitive constructs were grouped under ten categories namely communication skills, student centeredness, innovativeness, sensitivity, humaneness/joviality, teaching pedagogical skills, leadership/guidance, professional content knowledge, personal values and professional values by taking functions and similarities into consideration. Dominant categories of prospective teachers' cognitive constructs are teaching pedagogical skills, humaneness/joviality, personal and professional values. Their cognitive constructs play an important role in developing conceptual models of ideal teaching.
Hearing the Voices of Students and Teachers: A Phenomenological Approach to Educational Research
Author: Sohn, Brian Kelleher
Date: 2017-05-00
Type: Journal Articles
Subjects: Phenomenology,Educational Research,Interdisciplinary Approach,Interviews,Teacher Attitudes,Student Attitudes,Philosophy,Hermeneutics

Many contemporary researchers claim to use a phenomenological approach but seldom connect their methods to tenets from phenomenological philosophy. We describe a distinctive approach, grounded in the writings of French philosopher Maurice Merleau-Ponty, for conducting educational research. Procedures are outlined for bracketing pre-understandings of a phenomenon, interviewing, and thematizing data with assistance of an interdisciplinary interpretive group. Using our approach, researchers capture the figural aspects of a phenomenon that dominate perception as well as the contextual background that is less visible but integral to understanding it. This phenomenological approach offers educational researchers a radical empiricism, a flexible structure, and a dialogical community of support.
The Impact of Children's Learning during a Curriculum Reform in Singapore
Author: Ng, Josephine
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Qualitative Research,Semi Structured Interviews,Observation,Content Analysis,Classroom Observation Techniques,Student Experience,Instructional Innovation,Instructional Effectiveness,Play,Educational Policy,Preschool Curriculum,Class Activities,Case Studies,Cognitive Development,Educational Practices,Puzzles

We often hear that the most important role of education is to teach children to think creatively and effectively. Singapore Ministry of Education (MOE) has recognised the importance of nurturing children from young and aimed to shift from &quot;academic rote learning&quot; to more experiential learning. Since 2003, mandated nationwide skill development for all preschool teachers has taken place together with a new kindergarten curriculum framework based on American (Developmentally Appropriate Practice-DAP) ideas of play. This change, requiring a shift from years of instructional teaching, is not unproblematic. A qualitative research methodology was used to study the lived experiences of children after teachers were trained on the play curriculum. Data collection methods included semi-structured interviews, observation and document analysis. In this paper, children's lived experiences in classroom were captured through observation and findings indicated that trained teachers did not move away from instructional teaching to a more child-centred curriculum. Impacts on children's outcomes were observed from the classroom activities. This study will inform on the new curriculum implementation and the implications on children's learning.
Private Speech in Teacher-Learner Interactions in an EFL Context: A Sociocultural Perspective
Author: Gheisari, Nouzar
Date: 2017-07-00
Type: Journal Articles
Subjects: Inner Speech (Subvocal),Second Language Learning,Code Switching (Language),Metalinguistics,Translation,Language Proficiency,Reading Comprehension,English (Second Language),Females,Foreign Countries,Sociocultural Patterns,Video Technology,Reading Aloud to Others,Classroom Techniques,Metacognition,Teacher Student Relationship

Theoretically framed within Vygotskyan sociocultural theory (SCT) of mind, the present study investigated resurfacing of private speech markers by Iranian elementary female EFL learners in teacher-learner interactions. To this end, an elementary EFL class including 12 female learners and a same-sex teacher were selected as the participants of the study. As for the data, six 30-minute reading comprehension tasks with the interval of every two weeks were videotaped, while each participant was provided with a sensitive MP3 player to keep track of very low private speech markers. Instances of externalized private speech markers were coded and reports were generated for the patterns of private speech markers regarding their form and content. While a high number of literal translation, metalanguage, and switching to L1 mid-utterance were reported, the generated number of such private markers as self-directed questions, reading aloud, reviewing, and self-explanations in L2 was comparatively less which could be due to low L2 proficiency of the learners. The findings of the study, besides highlighting the importance of paying more attention to private speech as a mediating tool in cognitive regulation of learners in doing tasks in L2, suggest that teachers' type of classroom practice is effective in production of private speech. Pedagogically speaking, the results suggest that instead of seeing L1 private speech markers as detrimental to L2 learning, they should be seen as signs of cognitive regulation when facing challenging tasks.
Australian Indigenous Students' Performance on the PIPS-BLA Reading and Mathematics Scales: 2011-2013
Author: Styles, Irene
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Knowledge,Performance Based Assessment,Test Bias,Rating Scales,Mathematics Tests,Reading Tests,Item Response Theory,Elementary School Students,Prior Learning,Early Childhood Education,Test Reliability,Test Validity,Test Items,Low Achievement,High Achievement,Indigenous Populations,Comparative Analysis,Statistical Analysis,Regression (Statistics)

The assessment of literacy and numeracy skills of students as they enter school for the first time is not yet established nation-wide in Australia. However, a large proportion of primary schools have chosen to assess their starting students on the Performance Indicators in Primary Schools-Baseline Assessment (PIPS-BLA). This series of three studies aimed to establish whether (a) items in the Reading and Mathematics scales of the PIPS-BLA function differently for Indigenous and non-Indigenous students; (b) easier items developed for both scales are able to target Indigenous low-scoring students more reliably; and (c) factors such as gender, age, geolocation and ESL status are related to high and low levels of performance. The samples consisted of Indigenous and non-Indigenous students from metropolitan, regional and remote areas in Western Australia starting school in the years 2007 to 2013. The Rasch model was used to examine the operation of items. Both scales showed very little differential item functioning; the new items improved the measures for low-scoring students only marginally; and ESL status predicted performance most strongly. Female students performed better than male students and regional and metropolitan students better than remote students. These findings support previous research. Some reasons for the lowest performances are discussed.
An Interview with John Liontas
Author: Sadeghi, Karim
Date: 2017-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,College Faculty,Awards,Figurative Language,Applied Linguistics,Professional Recognition,Teacher Attitudes

John I. Liontas, Ph.D. is an associate professor of foreign languages, English for speakers of other languages (ESOL), and technology in education and second language acquisition (TESLA), and director and faculty of the TESLA doctoral program at the University of South Florida. Dr. Liontas is a distinguished thought leader, author, and practitioner in the fields of applied linguistics, second language acquisition (SLA), and ESL/EFL and the recipient of over two dozen local, state, regional, national, and international teaching awards and honors. In this interview, Dr. Liontas talks about his academic and professional life, particularly the development of his interest in SLA, his publications, including his forthcoming publication &quot;The TESOL Encyclopedia of English Language Teaching,&quot; as well as his focus on the research areas of idiomaticity and technology.
Development and Evaluation of a Model-Supported Scientific Inquiry Training Program for Elementary Teachers in Indonesia
Author: Ertikanto, Chandra
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Education,Science Education,Science Process Skills,Skill Development,Program Evaluation,Pretests Posttests,Questionnaires,Scores,Experimental Groups,Control Groups,Nonparametric Statistics,Statistical Analysis

A teacher training program, named Model-Supported Scientific Inquiry Training Program (MSSITP) has been successfully developed to improve the inquiry skills of Indonesian elementary teachers. The skills enhanced by MSSITP are defining problems, formulating hypotheses, planning and doing investigations, drawing conclusions, and communicating the results. This teacher training program was evaluated by 48 teachers selected by stratified random sampling technique from 48 elementary schools in Bandar Lampung City, Lampung Province, Indonesia. The program was designed to follow Bandura's stages of social learning: attention, retention, production, and motivation. The impact of MSSITP was evaluated in three ways. &quot;First,&quot; by analyzing the improvements of inquiry skills compared to conventional SITP through pretest and posttest control group design. &quot;Second,&quot; by using an inquiry questionnaire to describe teachers' perceptions of inquiry learning. &quot;Last,&quot; by using a response instrument to elicit teachers' opinions of the program. The results indicate a significant difference (sig 0.00) in teachers' skills acquired from the two different training programs. Mean posttest scores, varying from 34.7 to 56.9 for the control group and 58.3 to 98.6 for the experimental group, confirmed the effectiveness of MSSITP.
The Development and Validation of an English Language Teacher Talk Functional Scale
Author: Khany, Reza
Date: 2017-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Interviews,Language Teachers,Teacher Attitudes,Teacher Educators,Factor Analysis,Measures (Individuals),Item Analysis,Feedback (Response),Teacher Student Relationship,Faculty Development,Construct Validity,Classroom Communication,Foreign Countries

Teacher talk is of noteworthy significance in mainstream education and several attempts have aimed at evaluating it. The existing tools, nevertheless, are only general frameworks and with no specific focus on the main functions of teacher talk in ELT contexts. The present study gives a comprehensive account of ELT teacher talk and aims at developing a teacher talk instrument whose items are specific to ELT classes. Accordingly, extensive analysis of the related literature and the researchers' developed concept of the main functions of teacher talk were used as the foundation to develop a preliminary theoretical model of ELT teacher talk. The proposed theoretical conceptualization was refined through observation of the talk of ELT practitioners as well as interviews with ELT teachers and teacher educators. Ultimately, the theoretical conceptualization led to the development and validation of an observational English Language Teacher Talk Functional Scale (TTFS). The scale was piloted and then administered through having the talk of 182 ELT teachers rated by ELT teacher educators for final validation. TTFS was validated through both exploratory and confirmatory factor analyses. The result indicated that the constructed items in the TTFS and the conceptualization of the construct of teacher talk were meaningful to teachers, teacher educators, and teacher observers and indicative of the effectiveness of teacher talk in ELT contexts. We hope that the present study results in a more worthwhile understanding of the functions of teacher talk and provides an efficacious assessment tool for reflective practice and constructive feedback to ELT teachers.
Using PulpMotion Videos as Instructional Anchors for Pre-Service Teachers Learning about Early Childhood Special Education
Author: Chapman, Denise N. J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,General Education,Special Education,Early Childhood Education,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Inclusion,Critical Thinking,Teaching Skills,Teacher Competencies,Computer Software,Video Technology,Group Discussion,Computer Mediated Communication,Case Studies,Educational Technology,Technology Uses in Education

Providing pre-service early childhood general educators with a strong knowledge base of key aspects of early childhood special education is essential in the United States as US federal law mandates it. Specifically, the Individuals with Disabilities Education Act (IDEA) stipulates that children with special needs must to be placed in the least restrictive environment, and thus this legislation increases the number of young children with special needs in general education settings (Cook, Klein, Tessier, 2008; Crockett &amp; Kauffman, 2013; Siegel, 2007). For many pre-service early childhood educators, learning about concepts in early childhood special education can be challenging given that pre-service general educators can often feel uncomfortable with potentially working with children with special needs, a population that they may feel they have little understanding of how to effectively teach (Henning &amp; Mitchell, 2002). However, teacher education approaches that allow the exploration of various perspectives about inclusive practices while also developing critically reflective thinking skills can promote a sound understanding of inclusive teaching practices (Silverman, 2007). This study introduced an anchored instructional experience using a software program called PulpMotion to create video media to bridge meaningful understandings of general educators with potentially challenging knowledge of early childhood special education. Pre-service early childhood educators presented with the PulpMotion created anchored instructional video experiences were shown to have a marked increase of on-line discussion board postings and reviews of &quot;non-required&quot; reading of early childhood special education
The Social Attitude Empowerment of Biology Students: Implementation JiRQA Learning Strategy in Different Ethnics
Author: Bustami, Yakobus
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Social Attitudes,Student Attitudes,Student Empowerment,Biology,Program Implementation,Student Diversity,Ethnic Groups,Learning Strategies,Quasiexperimental Design,Questionnaires,Likert Scales,Statistical Analysis

The empowerment of social attitudes in higher education is indispensable. The aim of this research was to uncover the effect of the empowerment efforts on the social attitudes of multiethnic biology students through the implementation of JiRQA learning strategy. This research was a quasi experimental of 2 x 3 factorial design implemented on the multiethnic biology students of STKIP Persada Khatulistiwa Sintang. The total sample was 125 students consisting of ethnics of Dayak, Malay and Javanese. The samples were taken by using simple random sampling technique. The data of social attitudes were obtained from SSAQ. The data were analyzed by using analysis of covariance (ANCOVA) at the 5% significance level (p &lt;0.05). The results of the analysis showed that the JiRQA learning strategy was more potential in empowering social attitudes of biology students. All the three ethnic groups did not have different social attitudes on each learning strategies due to the acculturation and assimilation.
Who Is in My Classroom? Teachers Preparing to Work with Culturally Diverse Students
Author: Lin, Miranda
Date: 2014-00-00
Type: Journal Articles
Subjects: Ethnic Groups,Student Diversity,Cultural Background,Cultural Differences,Cultural Literacy,Semi Structured Interviews,Beliefs,Class Activities,Teacher Participation,Teacher Background,Teacher Characteristics,School Support,Knowledge Base for Teaching,Teacher Competencies,Parent Attitudes,Interpersonal Competence,Elementary School Teachers

The purpose of this study was to examine how teachers attempt to understand the various ethnic groups, cultural backgrounds, languages, customs, values, ceremonies and symbols of the children and families in the community in which they teach. Sixty practicing teachers in the Midwestern United States were interviewed to examine their understanding of diversity. Teachers report numerous methods; however, they demonstrate a lack of true understanding of diversity. Teachers reported a reliance on outside sources such as guest speakers and children around the world unit but failed to utilize their colleagues, parents, and their own experiences.
Collaboration between Higher Education and Labor Market in Kinshasa, DR Congo
Author: Etshim, Rachal
Date: 2017-00-00
Type: Journal Articles
Subjects: Labor Market,Curriculum Design,Foreign Countries,Higher Education,Crime,Universities,School Business Relationship,Educational Policy,College Graduates,Online Surveys,Questionnaires,Employer Attitudes,Job Skills,Education Work Relationship

The transition of new graduate students from school to the labor market in Democratic Republic of Congo has been a major topic for debate over the last twenty years. This study identifies the factors affecting collaboration between higher education and the labor market in Kinshasa, the Capital city of the Democratic Republic of Congo. Even though the demand for access to higher education is very high, results revealed that the current curriculum and policies have inherent inefficiencies that do not provide new graduates with sufficient skills to easily move into and be productive in the labor market (African Development Bank, 2012). Moreover, with an outdated curriculum and the high level of corruption, universities are now lucrative markets where professors trade grades for sex and money (International Governance Institute, 2011; Kutumisa, 2015; 2009; Zindi 1998; Simelane, 2001; Taiwo et al, 2014). The results of this study suggest the need for collaboration between higher education institutions and employers in order to design effective curricula and build up an educational environment that truly benefit current students and their future employers.
A Snapshot in Time: Themes, Tags and International Reach--An Analysis of the Journal of International Research in Early Childhood Education
Author: Pendergast, Donna
Date: 2015-00-00
Type: Journal Articles
Subjects: Periodicals,Content Analysis,Children,Learning,Parents,Early Childhood Education,Preschool Teachers,Preschool Children,Vocabulary,Geographic Regions,Educational Research,Word Frequency,Journal Articles,Foreign Countries

A thematic content analysis of the seven issues (35 papers and two editorials) of the &quot;International Research in Early Childhood Education&quot; (&quot;IRECE&quot;) journal published by Monash University in Melbourne, Victoria was conducted to explore the themes over its five years of publication. Publications were grouped into defined data chunks by year and Leximancer was used to discover concepts and themes. Five dominant themes emerged: children/s; childhood; learning; parent/s and teacher/s. Pathway analyses were then conducted to more fully understand and describe each theme. Data were used to visually represent the most frequently appearing terms to form a tag cloud, which in turn contributes to the development of a &quot;folksonomy&quot; for the journal. Finally, mentions of geographic regions were also explored which positively reflected on international focus of the journal.