ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender Role in Saudi Arabian Female High School English Textbooks: &quot;Traveller 1 and Traveller 2&quot;
Author: Al Abiky, Waleed B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Sex Role,Foreign Countries,Females,Textbooks,High School Freshmen,English (Second Language),Second Language Learning,Gender Bias,Textbook Content,Gender Issues,Textbook Bias

In an era of rapid and sustainable alterations, Saudi Arabia are now going through transformation in gender roles and opportunities. The current study aimed to investigate the gender roles in the two major English language textbooks widely used by Saudi female high school students, namely &quot;Traveller 1&quot; and &quot;Traveller 2,&quot; which has been taught since 2013. To achieve the study goals, a mixed method was used; Content Analysis and a compiling quantitative data in which the corpus of the two English textbooks were analyzed and frequencies and percentages of gender appearances and activities were also calculated. The major findings of the study are 1) the textbooks contained some obvious gender bias and imbalance; 2) males were predominant whereas females were completely absent or marginalized; 3) females' pictures and participations in dialogues were very limited; 4) dialogues were largely male-male predominant and were about various topics; 5) males signed to gender roles significantly higher and more aggressive; 6) in contrast, females had weaker roles and never shown as symbolic or even significant social figures.
Challenges of Teaching English Communication to Arabic Students
Author: Abdelgadir, Ehsan Mohammed
Date: 2019-00-00
Type: Journal Articles
Subjects: Semitic Languages,Communication Problems,Teaching Methods,Learning Processes,English (Second Language),Second Language Learning,Second Language Instruction,Arabs,Spelling,Pronunciation,Language Teachers,Native Language,Error Patterns,Undergraduate Students,Females,Case Studies,Oral Language,Language Tests,Phonemes,Single Sex Colleges,Pronunciation Instruction,Foreign Countries

The present study carries out to investigate and identify the communication problems that affecting the Teaching/Learning process of ELT. It aims to help teachers and learners to know the cause of these problems and to use and practice (IPA) in English pronunciation. It also sheds light on the most common mistakes of English sounds in relation to their spellings. That the teacher's knowledge of these errors makes him/her, able to avoid them. The researcher investigates the topic title: Challenges of teaching communication to Arab students. As a type of problems affecting the Teaching/Learning process of ELT. She follows an experimental design method to achieve this purpose. The subjects for the study were undergraduate students from University of Majmaah (Hotat Sudair College of Science and Humanities for girls). With the sample of two groups of fifty students of the same sex, standard, number, and degree of education. A case study in Hotat Sudair College for girls, to collect data from the subjects by observation through an oral test and statistical analysis. The study arrives at the following results: Only 13% of students care for segmental phonemes. Only 21% of students care for the correct pronunciation of words. Few learners use dictionaries to check English words' sound in their daily presentations. On the other hand, care for transcriptions of sounds when speaking. Many students lack the basics that are supposed to be learned for acceptable pronunciation then mispronounce words. Then the researcher suggests some steps. She also finds new ideas for further investigations to improve the teaching/learning process and to achieve the aims of English communication.
Becoming Reflective Practitioners: A Case Study of Four Beginning Pre-Service EFL Teachers in Turkey
Author: Kirmizi, Özkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Reflection,Preservice Teachers,Beginning Teachers,English (Second Language),Second Language Learning,Foreign Countries,English Teachers,Practicums,Mentors,Error Correction,Classroom Techniques,Teacher Education Programs

The present study was designed to investigate the emerging reflective practices of four pre-service English teachers during their practicum experience. The teachers were selected on the basis of convenience. Qualitative paradigm was adopted in the study. Observations, video recordings, and audio recordings were used as data collection tools. Each participant was observed four times and all the lessons were video-recorded. After each lesson, reflection sessions were conducted with the researcher, the pre-service teacher, and the mentor. These sessions were audio-recorded. As for the analysis of the data, content analysis was employed. As a result of the analysis of the data, &quot;use of L1,&quot; &quot;material use and planning,&quot; &quot;the pace and mood of the lesson,&quot; &quot;error correction,&quot; &quot;content and grading,&quot; &quot;and classroom management&quot; emerged as critical areas of reflection on the part of the participants.
Effectiveness of Learner-Centered Teaching in Modifying Attitude towards EFL and Developing Academic Self-Motivation among the 12th Grade Students
Author: Ahmed, Sumaya A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Teaching Methods,Active Learning,Cooperative Learning,Pretests Posttests,English (Second Language),Second Language Instruction,Second Language Learning,Self Motivation,Learning Motivation,Student Attitudes,Instructional Effectiveness,Grade 12,High School Students,Scores,Foreign Countries,Attitude Measures,Construct Validity,Psychometrics

The present study aimed to identify the effectiveness of learner-centered teaching in modifying attitude towards EFL and developing academic self-motivation. The sample consisted of (35) 12th grade students (in one of the high schools of Jeddah, Saudi Arabia, for the academic year 2017/2018). To achieve the study objectives, a training program based on three-strategies learning modules (Cooperative Learning: Think, Pair, Share, and Think out Loud) was prepared. The pre and posttest for the scales of attitude towards EFL and academic self-motivation were applied, along with active learning-based training sessions (Cooperative Learning: Think, Pair, Share, and Think out Loud). The application lasted (8) weeks, where the quasi-experimental method was utilized. The results showed statistically significant differences between the average scores of the respondents in the pre and posttest for the scales of attitude towards EFL and academic self-motivation in favor of the posttest. Finally, some recommendations were made in the light of the study results.
Challenges in English Teaching and Learning in Colombia
Author: Del Toro, Zaily Patricia
Date: 2019-00-00
Type: Journal Articles
Subjects: Barriers,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Political Influences,Reading Comprehension,Educational Practices,Teaching Methods,Inferences,Critical Reading,Critical Thinking

This article presents a reflection on the educational scenario that permeates the teaching of English as a foreign language (EFL) in its political, methodological, didactic, curricular and investigative dimensions. A description of the current English reading comprehension level in the national context is presented. On the other hand, from a transformative conception in which educational practices must be developed, different elements aiming to the development of formative practices are explored. This is achieved, with the active participation of all the subjects that participate in the educational process by conducting research, which plays a fundamental role that contributes to achieve the emancipation of human beings and the transformation of the environment where they live. Furthermore, this article invites readers to think about and transform the pedagogical practices that are around the teaching of English as a foreign language in Colombia, Latin America and the whole world. This is possible to be achieved, from a resignification of the curriculum and emerging didactics, focused on research and the multidimensionality of human beings.
Motivation of Prospective Teachers in Associate Degree in Education [ADE] and B.Ed. [Hons] Elementary Programs in Gilgit-Baltistan
Author: Ramzan, Muhammad
Date: 2013-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Associate Degrees,Elementary Education,Foreign Countries,Teaching (Occupation),Teacher Recruitment,Teacher Motivation,Bachelors Degrees

This study seeks to understand the motivation of prospective teachers in Pakistan for embarking upon a teaching career. The study, which was conducted in the Gilgit-Baltistan region of Pakistan, used a survey instrument called Factors Influencing Teaching Choice (FITchoice) to generate data. The sample of the study was 92 prospective teachers admitted to Associate Degree in Education and B.Ed. (Hons) programs through Karakoram International University and three government colleges of education. To better understand the motivation, four sets of variables were used: 1) intrinsic values (interest and desire for teaching profession), 2) personal utility values (job security), 3) social utility value (making social contribution), and 4) fallback career (limited opportunities).The findings of the study show that respondents were motivated to join the teaching profession due to their affection for children and their interest in the teaching profession (intrinsic value). The respondents were explicit while giving their opinion in favor of the intrinsic and social values of the teaching profession. Although the findings of the current study do not concur with the results of earlier studies conducted to explore the same topic in other developing countries, they are encouraging and significant because they indicate a positive change in how people perceive the teaching profession. However, the small sample and the exploratory nature of the study raise difficulties when making broader generalizations. Based on the findings of this study, it is suggested that policy makers need to revise the teachers' recruitment and preparation policies by taking into account certain measures.
Impact of a Parent Text Messaging Program on Pre-Kindergarteners&apos; Literacy Development
Author: Cabell, Sonia Q.
Date: 2019-00-00
Type: Journal Articles
Subjects: Literacy,Parent Child Relationship,Participation,Family Environment,Preschool Children,Public Schools,Poverty,Asynchronous Communication,Well Being,Sleep,Nutrition,Health Behavior,School Readiness,Educational Benefits,Health Education,Language Skills,Program Descriptions,Telecommunications,Handheld Devices,Computer Software,Parents as Teachers,Program Effectiveness

There is increasing interest in low-cost, scalable approaches that support parent engagement in their children's learning at home. This study examined the impact of one such approach on pre-kindergarteners' literacy development during an academic year in a suburban public school setting that prioritized enrollment for children living in poverty. Parents were randomly assigned within children's classrooms to receive either: (a) a language and literacy text messaging program or (b) a health and well-being text messaging program. Unexpectedly, findings indicated that children entering the school year with higher skill levels benefited from the language/literacy program while those with lower initial skill levels benefited from the health/well-being program. Although this approach shows promise in impacting some children's literacy skills, it is clear that &quot;one size&quot; does not fit all families and that some families may benefit from text messages on basic needs such as sleep, nutrition, health, and behavior.
A Map Is More than Just a Graph: Geospatial Educational Research and the Importance of Historical Context
Author: Kelly, Matthew Gardner
Date: 2019-01-00
Type: Journal Articles
Subjects: Educational Policy,Spatial Ability,Geographic Information Systems,Geographic Distribution,Educational History,Data Analysis,Context Effect,Visualization,Equal Education,Educational Opportunities,Maps,Sociocultural Patterns,School Choice,Zoning,Attendance,Educational Equity (Finance),School Segregation,Political Divisions (Geographic),Taxes,School District Reorganization,Interdisciplinary Approach,School Districts,Trend Analysis,Time

In this article, I discuss the promise of geospatial techniques for education policy research and how increased attention to the historical context of spatial data can enhance that work. While scholarship utilizing geographic information systems has added considerable breadth to our understanding of education policy, recent geospatial studies in education policy tended to neglect long-term, historical trends. Drawing on research in geography dealing with temporality, this article discusses the critical importance of historical context for spatial analysis. Then, to illustrate this point, I use the example of education policy research on school district boundaries to suggest the benefits of extending our temporal frame when conducting geospatial educational research. Greater attention to the historical context of geospatial data can (1) help policy researchers generate new research questions, (2) enhance their use of quantitative spatial analysis techniques, and (3) deepen their understanding of the underlying causes of contemporary patterns in the distribution of educational opportunity.
Beliefs and Practices of Teacher Educators Teaching B.Ed (Hons) and ADE in Universities and Affiliated Colleges in Punjab
Author: Akbar, Rafaqat Ali
Date: 2013-08-00
Type: Journal Articles
Subjects: Beliefs,Teacher Attitudes,Teacher Educators,Teaching Methods,Universities,Colleges,Foreign Countries,Preservice Teachers,Preservice Teacher Education

The purpose of the study was to examine the gaps between teaching beliefs and teaching practices of teacher educators teaching new curriculum of B.Ed. (Hons) and ADE in universities and affiliated colleges in Punjab. The study draws its motivation by the needs to reduce the gaps between the expected and actual teaching practices of teacher educators in Pakistan. Eight institutions; two universities and six affiliated colleges offering B.Ed (Hons) and ADE programs were selected for collection of data. Data were collected from 48 teacher educators teaching to prospective teachers enrolled in B.Ed (Hons) and ADE in the selected institutions. Mixed method approach was used to examine the beliefs and teaching practices of teacher educators in the B.Ed. (Hons) and ADE programs in different universities and affiliated colleges. The data was collected through the survey, observation and interviews. Study revealed that majority of teacher educators strongly believed that preparation of lesson plan; writing objectives of the lesson and sharing these with students; orientating the students with lesson; student centered approach for teaching are important for a teacher. While their classrooms practices on these beliefs are poor.
Investigating Pakistani Students&apos; Alternative Ideas Regarding the Concept of Chemical Bonding
Author: Awan, Ahmed Sher
Date: 2013-00-00
Type: Journal Articles
Subjects: Chemistry,Foreign Countries,Science Instruction,Student Attitudes,Science Teachers,Misconceptions,Secondary School Students,Secondary School Science,Scientific Concepts,Grade 10,Gender Differences,Test Reliability

Acknowledgement of prior students' conceptions by science teacher has proved a significant tool for effective science teaching/learning. So the major objective of this research study is to investigate students' alternative ideas (misconceptions) and to develop an understanding about the existence of high frequencies of alternative ideas among science students at secondary level. A random sample of 120 students of 10th class was selected to explore students understanding regarding the concept chemical bonding. Seven instances or non-instances in total about this concept were developed to explore student's misconceptions. Inter-rater reliability was used to determine the reliability of the instrument (IAI) through Cohan Kappa cross tab statistics. Content validity of the instrument was established by experts' judgemental procedures. On the whole high frequencies of alternative ideas and low frequencies of scientific responses were obtained from girls and boys. Although, there was found relatively high frequency of alternative ideas in boys than girls, but overall high proportion of alternative ideas both in girls and boys at secondary level pointed out a big challenge for science educationalist. Further, categorical analysis revealed five categories of alternative ideas. In these alternative ideas many responses were identified as self-centered/human-centered. Similarly, subjects used many scientific terms but explained them incorrectly. There were found three other categories of alternative ideas but comparatively less in numbers. It was notable that less number of scientific ideas could develop despite of teaching chemistry for two years through traditional textbook approach at secondary level.
Residential Segregation across Metro St. Louis School Districts: Examining the Intersection of Two Spatial Dimensions
Author: Hogrebe, Mark C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Neighborhoods,Residential Patterns,Racial Segregation,School Segregation,School Districts,Metropolitan Areas,Poverty,Educational Attainment,Geographic Isolation

The present study employs a geospatial analytical approach to studying the evenness-clustering and isolation-exposure dimensions of segregation in the context of the St. Louis, Missouri, metropolitan region. In contrast to global indicators of segregation, this approach focuses on the evenness and isolation dimensions at the local level to visualize how they interact across neighborhoods. While not traditionally thought of as a method for theory testing, geographic information systems (GIS) can contribute to the validation process by displaying how constructs interact when applied in an actual geographic context. We examined separately the segregation dimension of racial evenness-exposure and its intersection with Black isolation and poverty isolation. The study used data from 446 census tracts that represent 65 St. Louis area school districts. When visualizing segregation dimensions through spatial mapping, it becomes apparent that communities that appear diverse may have neighborhoods where individuals or groups remain isolated.
An Inclusive Schooling Model for the Prevention of Dropout in Primary Schools in Pakistan
Author: Farooq, Muhammad Shahid
Date: 2013-06-00
Type: Journal Articles
Subjects: Models,Dropout Prevention,Dropouts,Foreign Countries,Elementary School Students,Elementary Schools,Elementary School Teachers,Parents,Educational Improvement,Student Attitudes

The main objective of this study was to explore causes of dropout by children in primary schools and develop a model for prevention. In light of the literature four instruments were developed to survey causes of dropout from primary school teachers, children who dropped out, their parents and teachers. The respondents were of the opinion that the leading causes which forced a child to leave school were parental carelessness, poor parental economic condition, grade retention, student's out of school companionship, truancy, difficulty in learning, student's preference for child labor over studies, inability to continue learning, psychological problems, illiteracy of parents, and student's poor health. Based on these identified causes of dropout, a model for school improvement founded on an inclusive education philosophy was presented. The salient features of this model include social, professional and school transformations. A number of initiatives are discussed for enabling this. This model was validated by international and local experts.
A Study on Implementation of Suggested Pedagogical Practices in ADE &amp; B.Ed. (Hons.)
Author: Ayub, Alia
Date: 2013-08-00
Type: Journal Articles
Subjects: Observation,Teacher Educators,Bachelors Degrees,Honors Curriculum,Teaching Methods,Foreign Countries,Preservice Teachers,Preservice Teacher Education,Curriculum Implementation,Teacher Student Relationship,Student Centered Learning,Associate Degrees

The research aimed at investigating the implementation teaching pedagogies suggested in new ADE/B.Ed. (Hons.) programs in teacher education institutions of Baluchistan. Moreover, it was focused to find out the challenges faced by teacher educators in implementation of these pedagogies. The research was conducted in seven teacher education institution spread across Baluchistan. The data was collected through survey questionnaire from 42 teacher educators, classroom observation of seven general science teacher educators and semi-structured interviews from seven teacher educators. The data from three instruments helped in triangulation of findings. The results showed that teacher educators recognize the need of implementing suggested pedagogies. They are engaged in moving towards greater use of student-centered pedagogies but not to the extent as reported in self-reported questionnaire. Despite willingness, teacher educators found it quite challenging to use ICTs and educational equipment effectively. It is also a challenge to determine suitability of a teaching method for a particular content and smooth integration of more than teaching methods during one lesson. Lack of physical, financial and academic resources is also a serious problem facing teacher education institutions in implementing student-centered pedagogies.
Effect of Reformed Teaching Practicum on Professional Development of B.Ed (Hons) Prospective Teachers
Author: Saifi, Saifullah
Date: 2013-08-00
Type: Journal Articles
Subjects: Practicums,Faculty Development,Bachelors Degrees,Preservice Teachers,Preservice Teacher Education,Honors Curriculum,Cooperating Teachers,Foreign Countries,Educational Change,Beliefs,Teaching Skills,Teacher Educators,Teaching Methods

The current study is to explore the effect of reformed teaching practicum on the professional development of prospective teachers in terms of their pedagogical beliefs and skills. The major research question was, 'do the pedagogical beliefs and skills of prospective teachers change through following the guidelines of reformed teaching practicum given by USAID, teacher education project?' For the purpose, 28 students of B.Ed (Hons) at University of Gujrat were selected as sample of the study. Three tools i.e. a 'Teachers' belief inventory', classroom observation and an interview protocol were administered to collect the data. It is concluded that visiting the schools by prospective teachers their beliefs about overall environment, discipline and behavior of the teachers in the school was slightly changed positively. In the same way regular triad meetings, weekly conferences, daily meeting with cooperative teachers, and supervised classroom teaching have a strong effect on the pedagogical beliefs and skills of the prospective teachers. It is recommended that the school administration may be more legally bound to facilitate the prospective teachers for completion of teaching practicum to make it more quality oriented component of teacher education.