ethanporcaro/eric-fulltext-meta huggingface dataset:
Speaking Activities to Foster Students&apos; Oral Performance at a Public School
Author: Bocanegra Bonilla, Carolina
Date: 2018-00-00
Type: Journal Articles
Subjects: Oral Language,English (Second Language),Second Language Learning,Second Language Instruction,Public Schools,Foreign Countries,Cartoons,Teaching Methods,Translation,Instructional Design,Classroom Communication,Student Participation,Native Language,Instructional Effectiveness,Television,Programming (Broadcast),Grade 4,Elementary School Students,Action Research

By employing an action research framework, this study was designed to explore the effectiveness of a set of speaking activities centered on a children's cartoon to improve oral performance in the EFL classroom. The participants were fourth graders of a public school in Colombia, who had low oral performance in spoken English language. The findings suggest that the proposed speaking activities were comprehensible for the students, and appropriate to the students' proficiency level. Although to maximize learners' opportunities to speak in the classroom, teachers should design activities that provide chances to talk in English. Thus students will be engaged to participate in the classroom. Also, most of the students were comfortable speaking during the activities since they were familiar with watching cartoons, thus being at ease with certain topics can help students exchange ideas in class. The most important recommendation is to avoid translating instruction into students' mother tongue for the purpose to familiarize students with the target language.
Supporting EFL Students&apos; Learning of Theoretical English-Content through Using an Inquiry-Based Teaching Technique
Author: Al-Wadi, Hasan Mohsen
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Student Teachers,Inquiry,Study Skills,Foreign Countries,Majors (Students),Student Motivation,Instructional Effectiveness,Language Teachers,Teacher Education Programs,Course Content,Questioning Techniques

The present study investigates the effects of implementing an inquiry-based teaching technique on motivating EFL/ESL student teachers to learn an English content-based course and to become critical toward the knowledge they are exposed to in this course. A quasi-experimental methodology of research was implemented through the one independent group design on a class of 19 students majoring in English education in the bachelor program at Bahrain Teachers College, University of Bahrain. A pre-post questionnaire was conducted to identify students' motivations towards both the English content-based course and the proposed technique that is the inquiry-based teaching before and after the application of it. The study findings revealed positive impact of the proposed technique on increasing those EFL/ESL student teachers' motivations toward the current course which indicates the effectiveness of this technique in motivating students to study other theoretical English content-based courses as well as supporting these students to develop new study skills that can assist them to learn and understand the content of these types of courses, which usually are theoretical.
How to Drink from the Pierian Spring: A Liberal Arts and Humanities Question about the Limits of Honors Education
Author: Keller, Christopher
Date: 2018-00-00
Type: Journal Articles
Subjects: Liberal Arts,Humanities,Honors Curriculum,Interdisciplinary Approach,Role of Education,Higher Education,Individual Development,Political Attitudes

Honors educators frequently engage in conversations about the decline of interest in and funding for the liberal arts and humanities. Larry Andrews's essay &quot;The Humanities are Dead! Long Live the Humanities!&quot; is one of several that contributes to a metanarrative about the liberal arts and humanities, playing out along the following lines: workforce-minded politicians, short-sighted university administrators, STEM-related programs, and market-driven students no longer understand the true value of the liberal arts and humanities because they cannot be easily measured in dollars and cents; consequently, higher education today typically narrows students' perspectives, facilitates short-term and uncritical thinking, and fails to adequately enable student growth and development--that is, growth and development of the fully formed person, of the well-rounded individual, and of the caring soul. (For other articles that tie honors education to this narrative, see Blaich and Ditzler; Dooley; Martino; Salas; and Wintrol.) This familiar narrative offers some truths, no doubt, but its simplicity is troubling. It quickly papers over many complexities related both to workplaces and to the liberal arts and humanities, and, followed to its logical conclusion, it becomes less a narrative about education and more a narrative about limits, about who and what provide limits as opposed to who and what provide freedoms, about who and what open minds and who and what close them. Those in higher education who focus too much on careers, as this narrative goes, are in the business of setting limits on what students receive from a college education, which stunts their personal, professional, and intellectual growth; conversely, proponents of the liberal arts and humanities are interested in developing fully formed minds, expanding horizons, and unshackling students from career-based chains that keep them from becoming critical thinkers, strong and empathetic communicators, and seekers of truth.
Examining Study Abroad Involvement: A Descriptive and Comparative Analysis of Agriculture Teaching Faculty
Author: Rampold, Shelli D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Study Abroad,Agricultural Education,Teacher Attitudes,College Faculty,Teacher Participation,Educational Benefits,Teacher Characteristics,Tenure,Academic Rank (Professional),Gender Differences,Racial Differences

This descriptive and comparative study was conducted to explain agriculture teaching faculty involvement in and perceptions of study abroad. Further, faculty involvement and perceptions were compared based on the personal and professional characteristics of faculty. Faculty involvement in this study included a set of activities in which faculty may be involved in addition to leading a study abroad program. Findings revealed that faculty were somewhat involved in study abroad activities and perceived study abroad outcomes as important. However, faculty were slightly less convinced that studying abroad actually produces those outcomes among students. While faculty perceived increasing study abroad participation as a priority at the institutional and college levels, they agreed less with increasing study abroad participation as being a priority among administrators and colleagues in their department. Analysis of differences between groups yielded few significant findings, with the exception of the prior international experience acquired by faculty. Recommendations for future research include replication of this study with faculty from additional universities, as well as qualitative or mixed method approaches to further investigate inconclusive findings of this study.
Examining the Critical Moments in Information Processing of Water Conservation Videos within Young Farmers and Ranchers: A Psychophysiological Analysis
Author: Fischer, Laura M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Water,Conservation (Concept),Conservation Education,Psychophysiology,Young Farmer Education,Agricultural Occupations,Video Technology,Metabolism,Critical Theory,Cognitive Processes,Attention,Neuropsychology,Predictor Variables,Likert Scales,Personal Narratives,Affective Measures,Affective Behavior,Sustainable Development

Discussions on how to conserve and provide enough water has become one of the most highly debated issues in modern society. Although many Extension efforts have engaged the public in understanding behavior and attitudes toward water conservation, limited research has focused on understanding how agriculturalists respond to water conservation messages. The goal of this study was to employ the use of a psychophysiological measure to determine what message components elicited increased information processing during exposure to two water conservation videos. When the two videos were compared in total, no significant difference in heart rate was observed. However, a more granular analysis of phasic or short-term periods of heart rate deceleration revealed five segments of increased cognitive resource allocation while viewing the scientific video and three segments during the testimonial evidence video. Finally, self-report data approached statistical significance, with the subjects reporting greater elaboration while viewing the testimonial evidence video compared to the scientific video treatment. These findings provide unique evidence suggesting that farmers and ranchers allocate greater cognitive resources to scientific evidence, on screen graphics, and narrated statistics.
Forecasting College Students&apos; Motivations to Study Abroad: A Pilot Study
Author: Raczkoski, Brandon M.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Student Motivation,Study Abroad,Pilot Projects,Agricultural Education,Expectation,Success,Self Efficacy,Predictor Variables

To date, agricultural students' motivations regarding study abroad courses using the expectancy value-cost model of motivation have not been incorporated into study abroad research as potential factors influencing their choices to participate. In this paper, we present agricultural students' conceptualizations of their motivations to participate in short-term, study abroad courses or experiences. We used a descriptive-correlational research design in combination with modified versions of the Self and Task Perceptions Instrument (STPI), Expectancy-Value-Cost Questionnaire, and social cognitive theory items. It was posited that expectation for success, subjective-task value, cost, and self-efficacy would influence students' motivations to enroll in a short-term, study abroad course or experience before graduation. Overall, agricultural students displayed somewhat strong motivation to study abroad. Subjective-task value and expectation for success represented the largest motivational factors. Students indicated outside effort cost and self-efficacy as the least motivational factors. Task effort cost and location lived while growing up correlated lowly and negatively. However, outside effort cost correlated substantially and positively with students' motivations to study abroad.
Impact of Teacher Attire on Students&apos; Views of Teacher Credibility, Attitude Homophily, and Background Homophily within School-Based Agricultural Education Programs
Author: Shoulders, Catherine W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teacher Role,Case Studies,Student Attitudes,Clothing,Course Content,Expectation,High Schools,Foods Instruction,Agricultural Engineering,Student Surveys

School-based agricultural education teachers can face conflicting role obligations and conflict when contradictory expectations accompany their positions, making the daily selection of what to wear difficult for these educators. The decision is crucial, however; dress sends strong messages of the profession to others, including students. We used a multiple case study design to examine the impact of teacher attire on students' perceptions of attitude homophily, background homophily, and teacher credibility. Findings indicated differing perceptions of business professionally, business casually, and casually dressed agriculture teachers between cases. Further, data suggested students' expectations for teacher attire varied by content matter, with agricultural mechanics content requiring more casual clothing. We recommend teachers wear business casual clothing most frequently in order to moderate between students' teacher-related and agriculturalist-related expectations, while shaping students' views regarding the professionalism of the agricultural, food, and natural resources industry.
Place of Critical Thinking in EFL
Author: Tosuncuoglu, Irfan
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Teaching Methods,Problem Solving,Decision Making,Skill Development,Student Attitudes,Foreign Countries,Creative Thinking,English (Second Language),Second Language Learning,Second Language Instruction,College Students

Developing the ability to think critically is vital component of real, meaningful teaching and learning. Critical thinking helps us solve problems, make decisions and reach our goals. Thinking is not a passive but an active process. If students' critical thinking skills are activated, for example while writing, very successful results can be attained. It can be said that critical thinking can be considered in two respects: to achieve a goal and to make a decision. As for teaching, there is very little evidence that students at universities acquire the skills of critical thinking in their learning and teaching activities. In accordance with its important place of in learning and teaching periods, it has been a concept recently highlighted in the field of EFL, like in many other fields of education such as mathematics, history and geography. The skill of critical thinking plays a great role and it has been accepted as an important step in every area of teaching and learning, particularly nowadays due to developments cognition and intelligence. So, in order to understand the awareness of the students for critical thinking, an experiment was performed in the fall of AY 2017-18, with 79 students in Karabuk University, Turkey. In this study, the significance of critical thinking and result of the experiments were discussed in detail, it also shed light on the students' perceptions of it.
Readiness of General Elementary Schools to Become Inclusive Elementary Schools: A Preliminary Study in Indonesia
Author: Rasmitadila
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,General Education,Elementary Schools,Inclusion,Readiness,Educational Change,Interviews,Principals,Administrator Attitudes,Teacher Attitudes,Parent Attitudes,Program Implementation,Intention,Accessibility (for Disabled),Special Needs Students,Public Schools,Educational Facilities,Elementary School Teachers,Educational Cooperation,Partnerships in Education,Teacher Competencies,Special Education Teachers

A preliminary study was conducted to find out the readiness of general elementary schools (GES) to become inclusive elementary schools (IES) based on the criteria for the implementation of the government-specified inclusive schools. Data were collected through face-to-face interviews in 50 general elementary schools involving principals, teachers, parents and school committees. The results show that 60% of principals are ready to implement inclusive education programs because of government appointments, 92% of schools do not have inclusive school supporting facilities, 94% of schools have no special educators, 88% of schools have special needs students, 72% of schools have never received socialization inclusive education, 80% of schools do not yet have cooperation with institutions relevant to inclusive education, 82% of schools are not aware of the inclusive school administration procedures. The conclusion of this research is that GES is not yet ready to become an IES. The government has not maximized the implementation of inclusive schools and needs effective programs, such as, pioneering prospective schools through continuous assistance of inclusive elementary school candidates.
Multiple-Draft/Multiple-Party Feedback Practices in an EFL Tertiary Writing Course: Teachers&apos; and Students&apos; Perspectives
Author: Nguyen, Ha Thi
Date: 2018-00-00
Type: Journal Articles
Subjects: Feedback (Response),Writing Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Teacher Attitudes,Foreign Countries,Oral Language,Peer Evaluation,Revision (Written Composition),Higher Education,Content Analysis,Teaching Methods,Writing Improvement,Check Lists,Language Teachers,Teacher Education Programs,College Students

Based on various sources of data collection for a qualitative research project, the study reported in this paper set out to examine four teachers' and sixteen students' perceptions of a multiple-draft/multiple-party feedback approach to English as a Foreign Language (EFL) student writing. This approach had been implemented as a trial in a tertiary setting in Vietnam. Three sources of feedback at three phases were provided. These included (1) peer/group written and oral feedback on the students' first drafts, (2) a teaching assistant's written and oral feedback on their second drafts and (3) the lecturer's written feedback on their final drafts. Content analysis of the data revealed that all participants valued this multiple feedback approach because of its practicality and the quality of the feedback which participants believed contributed to writing improvement. Based on the participants' reactions, the study highlights the potential of multiple-draft/multiple-party feedback practices for improving English language writing in a tertiary context.
Teaching Materials Development and Meeting the Needs of the Subject: A Sample Application
Author: Aydin, Abdullah
Date: 2018-00-00
Type: Journal Articles
Subjects: Material Development,Instructional Materials,Educational Principles,Design Requirements,Grade 12,Mathematics Curriculum,Models,Textbook Preparation,Textbook Standards,Concept Mapping,Instructional Effectiveness,Foreign Countries

It has been determined that the drawings, photographs and pictures related to the subject of the continuity of the tangent function on page 68 of the Ministry of National Education's twelfth-grade mathematics textbook contradict principles 1, 7 and 10 of Yanpar's (2007) teaching material development principles. According to these principles, teaching materials should: i) be simple, plain, and understandable, ii) reflect real life as much as possible, and iii) be easy to develop or revise, if necessary. This study aims to develop a portable tangent bridge model to meet the needs of the subject of the continuity of the tangent function. With this aim: i) teaching with the analogies model in the design of the teaching material, ii) &quot;this is my project&quot; format in the development and iii) Yanpar's (2007) principles were considered. The design of the model lasted 14 weeks. At the end of the study, a portable tangent bridge model from waste products was designed and developed. This model is thought to contribute to the teaching effectiveness of teachers (Shulman, 1987) with content knowledge alongside with pedagogical knowledge (Shulman, 1986). With this contribution, the needs of the subject as described by Taba (1962) and Tyler (1949) will be met. This model will also serve as an example of meeting the needs of the subjects of knowledge and its product, technology, as highlighted by Cahit Arf (Terzioglu &amp;Yilmaz, 2006).
Teacher, Teaching, and Technology: The Changed and Unchanged
Author: Lu, Linqiong
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Ethnography,Video Technology,Technological Literacy,Pedagogical Content Knowledge,Large Group Instruction,Online Courses,Language Teachers,English (Second Language),Higher Education,Lecture Method

The use of videotaped microlectures as a new medium of teaching has been receiving increased attention in China's educational reform agenda. Since 2012, microlecture competitions targeting various levels of education have been held nationwide. However, a top-down contest-based approach, while efficiently popularizing the concept of microlectures, may create a false impression among classroom teachers unfamiliar with technology, leading them to confuse microlectures with exhibitions of complex computer and media technologies and, thus, intimidating them from trying the new teaching mode. Using autoethnography to document in detail the author's production of a nationally awarded microlecture, the present study highlights what classroom teachers can do using technology-mediated teaching and asserts that teachers' personal practical knowledge, rather than technology, plays the decisive role in producing a microlecture. It also argues that by taking on the dual role of ethnographer-as-researcher and ethnographer-as-informant, classroom teachers can use reflective autoethnography as a meaningful learning experience to understand and critique their teaching practices and develop living educational theories for the enhancement of technological pedagogical and content knowledge (TPACK) in massive open online courses (MOOCs).
Predicting Likelihood to Pay Attention to Agriculture-Related Issues in the News with Demographic Characteristics
Author: Ruth, Taylor K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Agriculture,Motivation,Attitude Change,Probability,Models,Demography,Predictor Variables,Marital Status,Geographic Regions,Age,Political Attitudes,Current Events,News Reporting

The public has more choices than ever when it comes to choosing media, which has led to gaps in knowledge across members of the public. Investigating motivational differences across demographic groups to pay attention to agriculture-related news could address knowledge gaps related to agriculture-related issues. The Elaboration Likelihood Model (ELM) includes motivation as a precursor to attitude change. Past research has indicated the public utilizes the peripheral processing route of the ELM when presented with agriculture-related messages, which leads to weak changes in attitude. The purpose of this research was to explore how demographic characteristics could predict likelihood to pay attention to agriculture-related news issues. A nationwide survey of United States residents indicated that respondents were likely to pay attention to agriculture-related news topics. A regression analysis found the following to be statistically significant predictors for likelihood to pay attention: marital status, geographic region, age, and political beliefs. However, the model accounted for a small amount of variance in likelihood to pay attention. The results from this study illustrate that while U.S. residents possess the motivation to process agriculture-related news, they may be utilizing the peripheral pathway of the ELM due to a lack in ability to process the communication.