ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Peer Assessment on the Evaluation Process of Students
Author: Alzaid, Jawaher Mohammed
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Peer Evaluation,Student Evaluation,Hypothesis Testing,Learning Processes,Evaluation Methods,Credibility,Correlation,Statistical Significance,Self Management,Comparative Analysis,Statistical Analysis

This study aims at finding out the effect of peer assessment on the evaluation process of students. The hypothesis underlying this study is that assessment is an integral part of the learning process, which should play an important role in the educational model. The current study will emphasize the importance of using peer assessment as a tool to engage students in the evaluation process, clarify the role of peer assessment in promoting student learning, diversify the scope of the evaluation through the frameworks of theory and methodology to get to understand the uses and limitations of peer assessment as a tool for assessment, and discuss the goals and benefits that can be achieved by the students from practicing peer assessment in accordance with scientific standards and bases, which emphasize active participation of the students in their learning and responsibility. Additionally, this study will check the credibility of peer assessments as a suitable tool in the assessment process. Findings show that there is a statistically significant relationship between the assessment of peers to each other, as well as between peer assessment and teacher assessment.
Sources of Writing Anxiety: A Study on French Language Teaching Students
Author: Aslim Yetis, Veda
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Second Language Learning,French,Writing Apprehension,Mixed Methods Research,Likert Scales,Language Proficiency,Measures (Individuals),Writing Attitudes,Semi Structured Interviews,Correlation,Content Analysis,Coding,Scores,Anxiety

Conducted on French Language Teaching students, this research aims to determine the causes of writing anxiety. Designed in accordance with the mixed method, a writing anxiety inventory, a language proficiency exam, a retrospective composing-process questionnaire, a writing attitude scale and semi-structured interviews were used. After identifying anxiety levels of 22 Turkish students attending French Writing Activities, course, proficiency levels, attitudes towards writing, and the composing-process have been found as possible sources of writing anxiety. Data obtained via semi-structured interviews held with students have not only confirmed these results, but also revealed new findings as to other causes of writing anxiety: classmates, time pressure on writing activities, and teacher's attitudes towards students.
&quot;Careful, Now You Are Both the Learner and the Teacher!&quot;: Student Teachers' Evaluation of Inquiry-Based Peer Lecturing as a Tool in Teacher Training
Author: Seroussi, Dominique-Esther
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Teachers,Student Teacher Attitudes,Inquiry,Active Learning,Peer Teaching,Lecture Method,Course Content,Self Concept,Introductory Courses,Zoology,Science Instruction,Reflective Teaching,Pedagogical Content Knowledge,Semi Structured Interviews

Linking between pedagogical content knowledge and high-level subject-matter knowledge in science teacher training remains a challenge. This paper analyses the reaction of beginning student teachers to an activity designed for this purpose, &quot;peer lecturing.&quot; This activity was a part of the requirements of an introductory zoology course, and included students' literature inquiry processes oriented to answer a question linked to the course's contents, followed by whole class presentation of the knowledge acquired in the inquiry. According to students' view, it seems that the inquiry component and the peer learning component of the activity induced original characteristics in the activity concerning student teachers' self-concept, students' beliefs about the level of knowledge needed to teach science, their treatment of prior conceptions, and multiple sources of reflective thinking on science teaching. On the basis of these results, the further development of teacher training activities is envisioned.
Purpose-Built, Web-Based Professional Portfolios: Reflective, Developmental and Showcase
Author: Blackley, Susan
Date: 2017-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Electronic Learning,Pilot Projects,Preservice Teacher Education,Preservice Teachers,Undergraduate Students,Professional Identity,Professional Development,Knowledge Base for Teaching,Online Surveys,Transcripts (Written Records),Web 2.0 Technologies,Skill Development,Usability,Individual Development,Teaching Methods,Foreign Countries

This pilot study examined student engagement with a web-based digital professional portfolio through the 3C process of collect-critique-curate. To overcome common problems associated with electronic portfolios, including cost; specificity; lifelong access; and ease of use, the study used &quot;Weebly&quot; as its portfolio platform. The creation and use of the portfolio was embedded into the first professional studies unit in the second year of an undergraduate initial teacher education degree, and technical seminars ensured that the base portfolio was created. As students reflected on possible sources of evidence to demonstrate achievement of the Australian Professional Standards for Teachers (AITSL, 2011) and crafted their capacity statements to preface their CVs, they began to clarify their present selves and to envisage their possible future selves as graduate teachers. The study tested strategies, based on the notion of self-authorship that assisted the students' transition from aligning with a personal student identity to demonstrating a burgeoning professional teacher identity.
Attitudes of Classroom Teachers to Cultural Diversity and Multicultural Education in Country New South Wales, Australia
Author: Forrest, James
Date: 2017-05-00
Type: Journal Articles
Subjects: Teacher Attitudes,Cultural Pluralism,Multicultural Education,Racial Bias,Educational Policy,Indigenous Populations,English (Second Language),Second Language Learning,Teacher Student Relationship,Student Needs,Foreign Countries,Teacher Surveys,Online Surveys,Teacher Education,Teacher Characteristics,Faculty Development,Instructional Effectiveness,Educational Objectives,Factor Analysis,Elementary School Teachers,Secondary School Teachers,Teaching Methods

Views of country school teachers towards multicultural education and anti-racism policy directives are examined against a background of a largely &quot;white&quot; landscape but increasing numbers of language background other than English (LBOTE) immigrants. A 10 per cent response from a self-administered online survey of government primary and secondary classroom teachers in country New South Wales examines their attitudes to cultural diversity, goals of multicultural education, and anti-racist strategies. Though strongly supportive of attempts to combat racism, implementation in some schools lags behind intention. Whether on cultural diversity, multiculturalism or acknowledgement of racism, teacher attitudes are more tolerant than those in the wider communities the schools serve. But while among teachers and the wider community there is some level of intolerance and discrimination towards Aboriginal and LBOTE Australians, such attitudes do not vary significantly across country areas with different cultural diversity mixes, except for recognition of the needs of Aboriginal students among teachers.
Teaching for &quot;Historical Understanding&quot;: What Knowledge(s) Do Teachers Need to Teach History?
Author: Tambyah, Mallihai M.
Date: 2017-00-00
Type: Journal Articles
Subjects: History,History Instruction,Inservice Teacher Education,Pedagogical Content Knowledge,Preservice Teacher Education,Foreign Countries,National Curriculum,Case Studies,Teaching Methods,Educational Change,Concept Formation,Politics of Education,Middle School Teachers,Teacher Attitudes,Semi Structured Interviews,Focus Groups

Recent curriculum reform in history in Australia promotes &quot;historical understanding&quot; through discipline-based teaching practice. However, many middle school teachers are new to the scope of historical knowledge and skills required. This paper reports on a case study of five Queensland teachers in one secondary school who undertook a school-based trial of the Year 8 Australian Curriculum: History in 2012-2013. Drawing on notions of historical consciousness and frameworks for curriculum alignment, the case study indicates that the intent of the stated curriculum to develop concepts of &quot;historical understanding&quot; is undermined by two factors--first, teachers' inadequate knowledge of the scope of the curriculum and second, a patchy understanding of how key substantive and procedural historical concepts contribute to &quot;historical understanding&quot;. The research identified significant gaps in the disciplinary knowledge of history teachers and makes recommendations for pre-service and in-service history teacher education.
Teachers' Perceptions of Financial Literacy and the Implications for Professional Learning
Author: Sawatzki, Carly M.
Date: 2017-05-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Money Management,Knowledge Level,Consumer Education,Decision Making,Educational Practices,Likert Scales,Pedagogical Content Knowledge,Surveys,Focus Groups,Intervention

Consumer, economic and financial literacy education at school is central to active and informed citizenship. Over the past decade, the Australian Securities and Investments Commission has led various policy initiatives and influenced curriculum and resource development in this area. However, there remains a paucity of research exploring how Australian teachers make sense of and approach their work as financial literacy educators or their professional learning needs and interests in this interdisciplinary field. This article reports research exploring practising teachers' perceptions of the opportunities for financial literacy teaching and learning. Data were collected from 35 teachers in 16 Victorian primary schools. The findings suggest a need to educate teachers to: reflect upon the knowledge, skills and capabilities required to make informed financial decisions; identify and interpret the possibilities for financial literacy teaching and learning in the Australian Curriculum; and enact sophisticated pedagogical practice.
Participant Perspectives and Critical Reflections on Language Teacher Education by Distance
Author: Knox, John S.
Date: 2017-05-00
Type: Journal Articles
Subjects: Distance Education,Language Teachers,Teacher Education,Second Language Learning,Second Language Instruction,Qualitative Research,Student Attitudes,Teacher Educators,Teacher Attitudes,Electronic Learning,Applied Linguistics,Foreign Countries,Teaching Methods,Educational Benefits,Surveys

Language teaching is a profession which is international in character. Language teachers often work and study in foreign countries, and distance education has become very important in the education of language teachers. Drawing on two international surveys, this paper explores language teacher education by distance from the perspective of students (i.e. trainee or practicing language teachers) and teacher-educators in such distance programs. There are significant educational advantages for language teachers who choose to study by distance, and e-learning technologies have enhanced these benefits. This paper also includes an in-depth analysis of the qualitative survey responses from two individual students, highlighting an individualized perspective on the data that complements the &quot;collective&quot; analysis, and provides additional insights into how student experiences of such programs can vary widely, and how such disparities may be addressed.
&quot;I Learned Quite a Lot of the Maths Stuff Now That I Think of It&quot;: Maori Medium Students Reflecting on Their Initial Teacher Education
Author: Hawera, Ngarewa
Date: 2017-05-00
Type: Journal Articles
Subjects: Ethnic Groups,Pacific Islanders,Foreign Countries,Mathematical Concepts,Preservice Teacher Education,Preservice Teachers,Mathematics Instruction,Qualitative Research,Practicums,Mathematics Teachers,Mentors,Pedagogical Content Knowledge,Malayo Polynesian Languages,Second Language Learning,Language of Instruction,English (Second Language),Focus Groups,Interviews

Research involving preservice or initial teacher education (ITE) indicates that mathematics education is a vital component of study. Little is known however, of indigenous student views of their compulsory mathematics education courses for a teaching degree. This research contributes to that knowledge space as it explores Maori medium ITE students' perceptions of mathematics education in Aotearoa New Zealand. A thematic and qualitative analysis of a focused group discussion provides insights into key factors that students reported as significant links between their university and practicum experiences (teaching practice in schools). Some suggestions for strengthening that programme were also expressed. Findings indicate that factors linked to teacher &quot;cultural competencies&quot;, including an ethic of care, respectful relationships, revision of content knowledge, language learning, assessment practices, exposure to different ideas and planning and pedagogy were important. Navigating student-mentor teacher tensions as well as clarifying the significance of ideas in texts were highlighted as areas for strengthening. Mathematics educators preparing students for indigenous primary school settings may find this study useful.
Developmental Delays in Executive Function from 3 to 5 Years of Age Predict Kindergarten Academic Readiness
Author: Willoughby, Michael T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Executive Function,Young Children,Kindergarten,School Readiness,Predictor Variables,Child Development,Developmental Delays,At Risk Persons,Short Term Memory,Inhibition,Preschool Teachers,Rating Scales,Achievement Tests,Cognitive Development,Intelligence Tests,Verbal Ability,Vocabulary,Statistical Analysis,Individual Characteristics,Attention

Substantial evidence has established that individual differences in executive function (EF) in early childhood are uniquely predictive of children's academic readiness at school entry. The current study tested whether growth trajectories of EF across the early childhood period could be used to identify a subset of children who were at pronounced risk for academic impairment in kindergarten. Using data that were collected at the age 3, 4, and 5 home assessments in the Family Life Project (N = 1,120), growth mixture models were used to identify 9% of children who exhibited impaired EF performance (i.e., persistently low levels of EF that did not show expected improvements across time). Compared to children who exhibited typical trajectories of EF, the delayed group exhibited substantial impairments in multiple indicators of academic readiness in kindergarten (Cohen's ds = 0.9-2.7; odds ratios = 9.8-23.8). Although reduced in magnitude following control for a range of socioeconomic and cognitive (general intelligence screener, receptive vocabulary) covariates, moderate-sized group differences remained (Cohen's ds = 0.2-2.4; odds ratios = 3.9-5.4). Results are discussed with respect to the use of repeated measures of EF as a method of early identification, as well as the resulting translational implications of doing so.
Does Growth in the Executive System of Working Memory Underlie Growth in Literacy for Bilingual Children with and without Reading Disabilities?
Author: Swanson, H. Lee
Date: 2017-00-00
Type: Journal Articles
Subjects: Short Term Memory,Bilingualism,Reading Difficulties,Spanish Speaking,English Language Learners,At Risk Students,Elementary School Students,Grade 1,Grade 2,Grade 3,Executive Function,Correlation,Word Recognition,Reading Comprehension,Phonological Awareness,Inhibition,Longitudinal Studies,Cognitive Processes,Intelligence Tests,Achievement Tests,English (Second Language),Language Proficiency,Surveys,Second Language Learning,Verbal Ability,Vocabulary,Language Tests,Psycholinguistics,Statistical Analysis,Receptive Language,Reading Skills

This cohort-sequential study explored the components of working memory (WM) that underlie second language (L2) reading growth in 450 children at risk and not at risk for reading disabilities (RD) whose first language is Spanish. English language learners designated as balanced and nonbalanced bilinguals with and without risk for RD in Grades 1, 2, and 3 at Wave 1 were administered a battery of cognitive (short-term memory, WM, naming speed, and inhibition), vocabulary, and reading measures in Spanish and English. These same measures were administered 1 and 2 years later. Two important findings occurred: First, growth in the WM executive component was significantly related to growth in English word identification and passage comprehension when competing measures (phonological processing, naming speed, inhibition, and fluid intelligence) were entered into the multilevel growth model. Second, children defined as at risk for RD in Wave 1 had lower intercepts than children not at risk at Wave 3 across several measures of cognition, language, and achievement. However, except on measures of the executive component of WM, no significant group differences in linear growth emerged. These findings suggest that growth in L2 reading was tied to growth in the executive system of WM.
Modifying a Research-Based Problem-Solving Intervention to Improve the Problem-Solving Performance of Fifth and Sixth Graders with and without Learning Disabilities
Author: Krawec, Jennifer
Date: 2017-00-00
Type: Journal Articles
Subjects: Problem Solving,Teaching Methods,Intervention,Grade 5,Grade 6,Learning Disabilities,Mathematics Instruction,Curriculum Based Assessment,Cognitive Processes,Scripts,Observation,Check Lists,Program Effectiveness,Statistical Analysis,Comparative Analysis,Questionnaires,Teacher Attitudes,Experimental Groups,Control Groups

The purpose of the present study was to test the efficacy of a modified cognitive strategy instructional intervention originally developed to improve the mathematical problem solving of middle and high school students with learning disabilities (LD). Fifth and sixth grade general education mathematics teachers and their students of varying ability (i.e., average-achieving [AA] students, low-achieving [LA] students, and students with LD) participated in the research study. Several features of the intervention were modified, including (a) explicitness of instruction, (b) emphasis on meta-cognition, (c) focus on problem-solving prerequisites, (d) extended duration of initial intervention, and (e) addition of visual supports. General education math teachers taught all instructional sessions to their inclusive classrooms. Curriculum-based measures (CBMs) of math problem solving were administered five times over the course of the year. A multilevel model (repeated measures nested within students and students nested within schools) was used to analyze student progress on CBMs. Though CBM scores in the intervention group were initially lower than that of the comparison group, intervention students improved significantly more in the first phase, with no differences in the second phase. Implications for instruction are discussed as well as directions for future research.
Exploring the Rhetorical Use of Interactional Metadiscourse: A Comparison of Letters to Shareholders of American and Chinese Financial Companies
Author: Xiaoqin, Liu
Date: 2017-00-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Discourse Analysis,North American English,Letters (Correspondence),Finance Occupations,Money Management,Chinese,Computational Linguistics,Metalinguistics,Statistical Analysis,Verbs,Language Usage,Form Classes (Languages),Corporations,Institutional Advancement,Phrase Structure,Persuasive Discourse,Interpersonal Communication

By taking Hyland and Tse's (2004) interactional metadiscourse model, this study attempts to compare the incidence of the interactional metadiscourse markers in letters to shareholders of American and Chinese companies in the financial industry and their rhetorical functions. This study makes American corpus of 41 letters and Chinese corpus of 37 letters both of which are written in English. WordSmith is adopted to find out the differences in incidence of these markers. Chi-square test further confirms these differences are significant. It is consequently found that five types of interactional metadiscourse markers are all deployed in both American and Chinese corpus but the incidence of each marker is much more in American corpus than that in Chinese corpus. Besides, this study identifies that self-mentions and engagement markers are the most frequently employed in both corpora. However, it is noticeable that self-mentions and engagement markers collaborate with another three types of markers more tactically and flexibly in American corpus than in Chinese. In particular, self-mentions markers are found to use with not only boosters, but hedges and engagement markers in American corpus, while self-mentions markers in Chinese corpus only collaborate with hedges. In addition, the engagement markers of model verbs and personal pronouns are more active in American corpus than these in Chinese. This study finds out American companies integrate these markers into building a positive personal or corporate image and closing writer-reader relationship, thereby accomplishing the promotional and persuasive purposes. It may suggest that Chinese companies employ the integration of interactional metadiscourse markers as strategically as American.
A Comparison of Students' Performances Using Audio Only and Video Media Methods
Author: Sulaiman, Norazean
Date: 2017-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Teaching Methods,Statistical Analysis,Video Technology,Listening Skills,Second Language Learning,Second Language Instruction,Oral Language,Language Proficiency,Pretests Posttests,Undergraduate Students,English (Second Language),Multiple Choice Tests,Listening Comprehension Tests,Scores,Instructional Effectiveness,Questionnaires,Cognitive Style,Interviews

Listening is a very crucial skill to be learnt in second language classroom because it is essential for the development of spoken language proficiency (Hamouda, 2013). The aim of this study is to investigate the significant differences in terms of students' performance when using traditional (audio-only) method and video media method. The data of this study were collected by giving students the same two sets of questions in pre-test and post-test. The data were then analysed with paired-sample t-test by using Statistical Package for the Social Sciences (SPSS). Based on the results attained, it was found that the majority of the students obtained higher marks when using video media method compared to audio only method. Hence, it is recognised that by using video as one of the assessment tools will help students to perform better due to the use of authentic, meaningful and real-life situation contexts and language. Therefore, instructors are advised to use more authentic texts and materials when it comes to teaching and assessing listening skills in second language (L2) classroom.