ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors Affecting Item Difficulty in English Listening Comprehension Tests
Author: Sung, Pei-Ju
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Listening,Listening Comprehension,Listening Comprehension Tests,Difficulty Level,Test Items,Item Response Theory,Grade 5,Grade 6,Grade 7,Models,Elementary School Students,Junior High School Students,Multiple Regression Analysis,Predictor Variables,English (Second Language),Second Language Instruction,Correlation,Statistical Analysis

Task difficulty is a critical issue affecting test developers. Controlling or balancing the item difficulty of an assessment improves its validity and discrimination. Test developers construct tests from the cognitive perspective, by making the test constructing process more scientific and efficient; thus, the scores obtained more precisely represent the proficiency level. In this paper, a framework of cognitive factors related to English listening comprehension (LC) tests is proposed. Data used were derived from the After School Alternative Program (ASAP) English test item pool. A total of 150 items were analyzed, and item difficulty was concurrently calibrated according to three-parameter-logistic item response theory from the responses of 1,459 fifth- to seventh-grade participants. Components affecting item difficulty were proposed and discussed with regard to the cognitive perspective. The 53.5% of variance in item difficulty of LC can be explained by the cognitive predicting model. This result is expected to make the task constructing procedure more organized and to ensure the task is of the desired difficulty, thus enabling the intended ability to be effectively measured. In addition, the ASAP English test aims to assist low-achieving students in remedial instruction; the cognitive factors and study results provide a reference for developing teaching materials of English LC remedial instruction and for constructing LC test items.
Higher Secondary Learners' Effectiveness towards Web Based Instruction (WBI) on Chemistry
Author: Sudha, A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Science Instruction,Chemistry,Secondary School Science,Secondary School Students,Student Attitudes,Scientific Attitudes,Instructional Effectiveness,Control Groups,Experimental Groups,Research Methodology,Pretests Posttests,Science Achievement,Science Tests,Conventional Instruction,Teaching Methods,Comparative Analysis

Web-based training is becoming a phenomenon in education today because of its flexibility and convenience, it is vitally important to address those issues that adversely impact retention and success in this environment. To generate principles of effective asynchronous web-based materials specifically applicable for secondary level students based upon the perceptions of those who have developed effective web-based content. The development and formulation of an instructional approach for effective use of web-based learning is generally in science and particularly in chemistry. Web-based instruction is more appropriate to be used as a supplementary tool in learning process. WBI enables the learning process interesting and more meaningful since it provides multisensory experience to the students. The paradigm shift from student centered to learner-centered education has emphasized the use of WBI. Students have to use a variety of strategies in learning to accomplish classroom academic tasks. WBI help students and teachers and also institutions in improving overall learning process. The authorities need to focus on the integration between the technology and the pedagogical practices. Web-based instruction created by Blackboard was well suited to the students' needs. Learners' perspectives toward online learning have offered valuable insights into a way to make the connection between the teachers goal and learners need while learning in a Web-based instructional environment. This paper attempts to find out the higher secondary learners' effectiveness towards web-based instruction on chemistry. Experimental method was adopted in this study. Samples were divided into control and experimental groups. Control group was taught by traditional method and experimental group with web based instruction. Pre-test and post-test was administered to both the groups. The findings of the study reveals that there is no significant mean difference between the achievements of pre-test and post-test scores taught by traditional method and there is significant mean difference between the achievements of pre-test and post-test scores in the web based instructional method since it provides multisensory experience to the students.
&quot;Impressing Heaven&quot;: Creative Non-Fiction as Reflective Practice in Foreign Language Teaching and Cross Cultural Study
Author: Waldern, Barbara
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Nonfiction,Cross Cultural Studies,Young Adults,English Language Learners,Journal Writing,Reflective Teaching,Teaching Methods,Educational Research,Learning Experience,Educational Practices,Foreign Countries

&quot;Impressing Heaven&quot; is the title of my collection of short stories about career decisions and experience interacting in English on the part of actual young adult learners of English as a foreign language in South Korea. (See &quot;Impressing Heaven&quot; by Barbara Waldern, July 2012 Smashwords ISBN: 9781476467023). While I was first settling in Korea, I got acquainted with a few students and other young adults who liked to talk with and assist English speaking foreigners. They made such a strong impression that I remembered them and thought about our conversations over the years. I ended up writing about them, imagining their real life situations as they had confided in me, or envisioned how their lives would proceed thereafter. I interwove their narrations with my narration of my experience with them to put myself in the shoes of others. This collection thereby serves as a journalistic reflection of some of my first encounters with such students of English as well as a preservation of memories. Given the artistic approach to this work, it is not standard social science although it is a useful exploratory activity, and can be used as one tool of reflective practice in educating, understanding, or relating to a particular cultural group as an outsider. I conclude that this form of creatively written journal keeping serves reflective practice and could contribute to sound methodological and anthropological study as an additional tool of ethnographic research and pedagogical research.
The Design and Implementation of an In-Service EFL Teacher Training Model in the Costa Rican Public School System (El Diseño e Implementación de un Modelo de Capacitación para Docentes de Inglés en Servicio en la Educación Pública Costarricense)
Author: Córdoba Cubillo, Patricia
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inservice Teacher Education,Language Tests,English (Second Language),Second Language Learning,Second Language Instruction,Linguistic Performance,Language Teachers,Multilingualism,Language Proficiency,Faculty Development,Program Descriptions,Mixed Methods Research

In response to the challenges of the 21st century and to the need for students in the public school system to have a higher level of English proficiency, English was declared an issue of national interest in Costa Rica in 2008. For this reason, a decree called Multilingual Costa Rica was signed by the government, setting the stage for an in-service EFL teacher training project. This article deals with the analysis of the design and the implementation of a training model, which led to the improvement of the linguistic skills of approximately 80% of the teacher population in the Costa Rican public school system. This study includes a description of the components of the teacher training model as well as the results of the linguistic performance of the participating EFL teachers on the TOEIC[superscript C] test administered prior to and after three years of training.
An Approach to Integration: The Integration of Language and Content to Promote L2 Learner Autonomy at the College Level (Un Acercamiento a la Integración: El Aprendizaje Integrado de Lengua y Contenidos para Promover la Autonomía del Estudiante de Lengua Extranjera en la Universidad)
Author: Oliva Parera, Pablo M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Control Groups,Experimental Groups,Career Choice,Personal Autonomy,Spanish,Course Content,Teaching Methods,Language of Instruction,Masters Degrees,Textbooks,Metacognition,Portfolios (Background Materials),Foreign Countries,Pretests Posttests,Surveys,Student Attitudes,English,Native Language,Graduate Students,Action Research

This article reports the preliminary findings of an action research on the effects of autonomy on a group of university students at the post-graduate level taking their first Spanish course through the Content and Language Learning (CLIL) methodology. The participants, whose Spanish was at the low/mid intermediate level (ACTFL, 2012), were exposed to content related to their Masters' degrees at a university in the United States. The sample consisted of 13 students in the experimental group and 14 in the control group. Results showed that students in the experimental group who followed a CLIL class experienced more autonomy than students in the control group who followed a more traditional class with a textbook. Pedagogical implications reflect advantages of planning curriculum according to the students' interests and career objectives.
Developing Leadership Literacy: A University-School District Partnership
Author: Neufeld, Patricia J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Partnerships in Education,College School Cooperation,School Districts,Leadership,Literacy,Leadership Training,Interviews,Organizational Change,Change Strategies,Operations Research,Educational History,Program Descriptions,Program Development,Foreign Countries

This project analyzes a long-standing school district-based leadership development program in British Columbia, Canada, and its transition to a partnership with the local university in which the students receive credit toward a graduate degree. The intent of this study was to explore the change process in leadership development from a school district-based program to a joint venture between the school district and the local university. Historical data was gathered to situate the pre-existing program. Interviews with key participants in the process of changing to program were held. Consideration of the research literature about current leadership program partnerships and a mapping to the interviews reveals this program to be in line with effective leadership development partnerships according to research findings, and highly innovative in the province of British Columbia. Future considerations are addressed.
Developing Science Literacy through the Heat Game: An Online Role-Playing Game
Author: Rees, Carol Ann Butler
Date: 2015-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Video Games,Educational Games,Learner Engagement,Action Research,Teacher Researchers,Grade 7,Grade 8,Science Curriculum,Role Playing,Scientists,Engineering,Heat,Computer Mediated Communication,Scientific Principles,Middle School Students,Middle School Teachers,Foreign Countries

The decline of young peoples' interest in science &amp; technology education in western counties is causing concern worldwide. To help change this situation teachers need to take a leadership role in designing innovative approaches for engaging students with science curriculum in schools. Here I report on an action research study to examine science literacy learning opportunities that emerged for my grade 7/8 students through engaging in an innovative project-based learning approach based on literature on learning through video games. The project called The Heat Game is designed to simulate for grade 7/8 students a real-world context for their science and technology work. Teacher and students role-play scientists and engineers working together in a futuristic scenario to learn about heat transfer and design energy efficient housing for their city. This research study uses discourse analysis to analyze online communication between teacher and students through e-mail and blog. Findings demonstrate that the project afforded students the opportunities to increase their science literacy by developing understanding of aspects of the nature of science including: the importance of evidence and repeatability in science, scientists' ways of reporting, and peer review. The implications of the findings for my professional practice and for curriculum design in general are discussed.
How Should Different Types of Feedback Be Administered to Create More Effective Learning among Advanced ESL Writing Students? A Student Perspective
Author: Bao, Ze
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Feedback (Response),Writing Instruction,Peer Evaluation,College Faculty,College Students,Computer Mediated Communication,Comparative Analysis,Writing Skills

This paper is set in the context of my experience in advanced ESL writing classes at two Canadian universities. Based on my experience and the research literature, several types of feedback should be administered by teachers to create more effective learning opportunities among advanced ESL writing students. In this paper, I examine the advantages and disadvantages of three main types of feedback: peer feedback, teacher feedback and online feedback with anonymity used in university advanced ESL writing courses. I also present evidence as to which types of feedback are the most effective, how online feedback with anonymity plays an important role in processing peer feedback and how feedback should be administered. I conclude that among advanced ESL writing students written feedback with oral explanations will improve the accuracy of writing faster than only providing written feedback. At the same time, online feedback with anonymity will encourage students to provide more objective feedback than class discussion. I will illustrate what I consider to be an effective feedback which will conclude as my suggested model.
Transitional Challenges Faced by Post-Secondary International Students and Approaches for Their Successful Inclusion in Classrooms
Author: Xu, Lichan
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Students,Culturally Relevant Education,Teaching Methods,Culture Conflict,Learning Processes,Course Descriptions,Academic Achievement,Student Adjustment,Cultural Pluralism,College Students,Educational Research

As the number of international students in post-secondary education institutions in Canada and the United States continues to increase substantially, much scholarly attention is being paid to the wide variety of transitional challenges that international students face. At the same time frequent controversial conversations are occurring about whether and how instructors' teaching methods should be adapted to support international students' learning. Written from the perspective of an international student, this paper draws upon evidence from research articles to argue that although it is difficult for international students to deal with transitional challenges, nevertheless the transition can be successful if their instructors understand their challenges and develop teaching approaches to help them. I will first describe the transitional challenges faced by international students, these I call culture shock and learning shock, and then I will examine the teaching approaches, their theoretical basis, and how they can help international students to be successful. The approaches I will describe are: culturally relevant teaching practices, a bridging course called Learning about Learning; and the instructional approach of constructive controversy.
Narrative Generates a Learning Spiral in Education: Recognition, Reflection, and Reconstruction
Author: Liu, Xueyang
Date: 2015-00-00
Type: Journal Articles
Subjects: Personal Narratives,Teaching Methods,Reflection,Models,Asian Culture,American Indian Culture,Masters Programs,Metacognition,Learning Processes,Experience,Self Evaluation (Individuals),Foreign Countries

The narrative form is everywhere. It can be as common as our daily stories and as significant as a great novel. Narrating can be a process of self-assessment and introspection around a certain theme. In this sense it is important in education. In this paper I argue that people learn not only by listening to narrative but also by teaching others through narrative and by reflection, which is really a form of narrative where we tell stories to ourselves. I propose a model of narrative learning adapted from the work of Mary Catherine Bateson (1994) that involves recognition of experience, reflection, and reconstruction, which are interrelated to each other as a spiral. In this paper I will first describe my understanding of the importance of narrative and my own experience with narrative learning, then I will describe the narrative learning spiral model. I claim that narrative is ubiquitous and that it is essential for learning.
The Implications of System 4 Approach on School Leadership Practices
Author: Khumalo, Steph Shuti
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Administration,Principals,School Effectiveness,School Desegregation,Elementary Schools,Semi Structured Interviews,Observation,Instructional Leadership,Behavior,Organizational Culture,Case Studies

School management is a highly contested research area. Credible research studies consistently argue that there is a positive relationship between school performance and school leadership. Like in any organisation, school principals deploy a number of leadership techniques to ensure that organisational objectives are achieved. School leadership is a barometer for school effectiveness. The organisation is as good or as bad as its leader. The rational for this study was to use system 4 theory of management (Likert theory) to investigate the effects of the leadership practices of the sampled primary school. Semi structured interviews, observation and document scanning were used as a form of research instrumentation. Data results to a significant extent show that (a) the case in point do resemble a system 4 organisation due to the leadership practices demonstrated by the incumbent and (b) the case in point convincingly reflects a high performing school.
Education Empowerment Model for the Disabled Learners: A Case Study at Cicendo School for Special Education
Author: Kamil, Mustofa
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Disabilities,Special Education,Empowerment,Teaching Methods,Models,Skill Development,Employees,Foreign Countries,Mental Retardation,Groups,Advocacy,Surveys,Junior High School Students,High School Students

This paper originates from a study conducted to examine the challenges faced by the Schools for Special Education (SLB) in their effort to empower people living with disabilities. The study aimed: 1) to describe the stages involved in the education for empowerment of the disabled groups through schools for special education, 2) to present an education model appropriate for the empowerment of special groups, especially people living with disabilities and, 3) to explain the constraints and challenges faced by institutions in the empowerment of people living with disabilities. The study concludes that &quot;an education empowerment model for the people living with disabilities can lead to formation of strong groups which are able to advocate for their own needs. In addition, this model can contribute to the improvement of knowledge and skills of the disabled persons.
Problems and Outlooks of International Integration of Higher Education
Author: Kashkan, Galina Valerianovna
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,International Education,Educational Trends,Global Approach,Student Mobility,Distance Education,Science Education,International Cooperation,Human Capital

The aim of the study was to identify the major trends related to increasing the role of science in production and society. After the completion of the study it was able to determine the enrollment level for high school graduates into higher education institutions in different countries. It was concluded that the internationalization of a higher education acquires the features of a new stage--integration, as evidenced by the appearance of the appropriate political and legal superstructure integration complex. There were considered systemic symptoms of the world system of higher education. International cooperation is a powerful tool for the world of higher education. It is designed to address a number of urgent tasks. It was concluded that competition between values and models of public, state and social and economic development is one of the key trends of the new millennium. There were determined the tasks of the International Federation of Social Workers which promote international integration of higher education. It was concluded that there was an appearance of new internationalization forms which characterized by cross-border mobility of universities or their curriculums. Program mobility includes distance learning courses offered by foreign universities or joint courses and programs. Mobility of the universities involves opening foreign universities campuses by universities or an establishment of an entirely new institution of the higher education university which shall attract capital of foreign university. Today one can watch the fourth wave of &quot;internationalization of the higher education&quot; which is a reflection of contemporary processes of globalization and internationalization of the economy and society. The internationalization of the higher education is an objective and dynamically developing process. According to many scientists and educationalists of the higher school the internationalization of the higher education acquires the features of a new stage which is integration as evidenced by the appearance of the appropriate political and legal superstructure integration complex.