ethanporcaro/eric-fulltext-meta huggingface dataset:
Virtual School Startups: Founder Processes in American K-12 Public Virtual Schools
Author: Taylor, Brett D.
Date: 2018-02-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Public Schools,Virtual Classrooms,Educational Technology,Technology Uses in Education,School Districts,Traditional Schools,Case Studies,Documentation,Content Analysis,Interviews,Observation,Educational Administration

Traditional school districts do not have a lot of experience with virtual schools and have lost students to state and charter virtual schools. To retain students and offer alternative learning opportunities, more public districts are starting their own virtual schools. This study was an examination of foundational processes at three California virtual schools in traditional school districts. An analysis of the findings revealed that sites perceived the establishing founder, preliminary research, district support, teacher and staff selection, financial evaluation, and curriculum decisions as keys to the founding process. The analysis also led to surprising conclusions, including the need for virtual schools to constantly change and adapt and the focus in this study of organizations over technology. The findings have implications for traditional districts starting virtual schools. The study also indicates that changes in policy could reduce the need for organizational adaptation among virtual schools in traditional school districts.
A Study in Enhancing L2 Learners&apos; Utility with Written Academic Formulaic Sequences
Author: Murray, Lewis
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Phrase Structure,Pretests Posttests,Intervention,Control Groups,Experimental Groups,Editing,Comparative Analysis,Instructional Effectiveness,Academic Discourse,Vocabulary Development,Word Frequency,Computational Linguistics,Statistical Analysis,College Students,Writing Instruction

Intervention exercises have tended to be limited to restricted controlled output in studies related to second language (L2) learners' acquisition of written academic formulaic sequences (FSs), while measurement of use has been drawn from freer output (AlHassan &amp; Wood, 2015; Jones &amp; Haywood, 2004; Peters &amp; Pauwels, 2015). The current study reports on an intervention designed to be less controlled than previous studies and therefore closer to what learners would subsequently be required to produce. The intervention required a treatment group to edit target FSs into given paragraphs. These paragraphs were similar to those they were later required to produce and from which the data were drawn. Data drawn from pretests established that there was no significant difference in the occurrence of target FSs use between the treatment and control groups. Data drawn from posttests were used to determine whether there was any significant difference in the occurrence of the target FSs between pre- and posttests for each group. Results from the treatment group indicate that the intervention appears to have been effective in increasing learners' utility with the target FSs.
An Emerging Pedagogical Approach to Teaching Pragmatic Formulas
Author: Zavialova, Alisa
Date: 2017-00-00
Type: Journal Articles
Subjects: Phrase Structure,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Pragmatics,Foreign Countries,Immigrants,Consciousness Raising,Speech Acts,Course Descriptions,Language Tests,Interpersonal Competence

A good mastery of a range of formulaic sequences appears to be an important component of successful language learning (Wood, 2015; Wray, 2002). Certain formulaic sequences, known as pragmatic formulas, play a vital role in developing second language pragmatic competence, as they are crucial for successful speech act realization (Bardovi-Harlig, 2012). However, this category of formulaic language has been rather neglected in ESL pedagogy. To date, approaches to teaching formulaic language and pragmatics mainly use awareness-raising techniques; this approach, however, lacks potential for retention of formulaic sequences in learners' long-term memory (Boers &amp; Lindstromberg, 2009). This article reports on a 6-hour course that was taught to 4 intermediate ESL students enrolled in one of the Language Instruction for Newcomers to Canada (LINC) programs in Ontario. The course followed a refined approach to teaching pragmatic formulas that went beyond awareness-raising and consisted of three teaching phases: awareness-raising, deep cognitive engagement, and practice. Results of the final assessment showed that 2 participants expanded their repertoires of both refusal and thanking pragmatic formulas, while the other 2 participants improved their performance in the thanking speech acts.
Tracking Myself: African American High School Students Talk about the Effects of Curricular Differentiation
Author: Stanley, Darrius
Date: 2018-00-00
Type: Journal Articles
Subjects: African American Students,High School Students,Student Attitudes,Qualitative Research,Track System (Education),Educational Change,Change Strategies,Case Studies,Interviews,Focus Groups,Observation,Documentation,Content Analysis,School Policy,Student Needs,Educational Environment,Student Characteristics,School Culture

Research on the merit of school tracking policies has long been at the center of heated educational debate. Unfortunately, while the trend in studies looking at tracking in schools has continued, the student perspective has been underutilized in much of this previous research. Recently, however, there has been a surge in research that focuses on the benefits of student-centered research This research recognizes the legitimacy of student perspectives in reform efforts. This paper focuses on the student perspectives in a qualitative project with seven black students to understand the insights and contributions they have for school leaders. Findings revealed that students can contribute nuanced perspectives on complex educational reform issues, such as tracking, and provide powerful insights that should be considered in school reform conversations.
Building Speaking Fluency with Multiword Expressions
Author: Thomson, Haidee
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Fluency,English (Second Language),Second Language Learning,Second Language Instruction,Phrase Structure,Teaching Methods,Quasiexperimental Design,Workshops,Comparative Analysis,Control Groups,Experimental Groups,Correlation,Feedback (Response),Recall (Psychology),Cues,Learning Activities,Engineering Education,Foreign Countries,Pretests Posttests,Student Surveys,Student Attitudes,College Students,Cloze Procedure,Language Tests

Previous research has shown a link between speaking fluently and using multiword expressions. However, evidence on how to effectively teach multiword expressions is limited. This study investigates the effect of fluency-oriented classroom teaching on speaking fluency, with special attention to multiword expressions. In this quasi-experimental study, a sequence of activities believed to foster fluency was implemented for 6 weeks in the classroom. The activity sequence was based on Wood's (2009) fluency workshop report. The students' gains in speaking fluency as well as their cued recall of multiword expressions were compared with a control group. Results show significant gains under the experimental condition for cued recall of multiword expressions (N = 73), but speaking fluency and the number of multiword expressions used in speech (n = 23) did not increase significantly when compared with the control group. The data also lend further support to the thesis that speaking fluency and use of multiword expressions are positively correlated. Learner feedback on the activities revealed &quot;shadowing&quot; to be one of the most favoured activities.
Factors Impacting Recognition of False Collo­cations by Speakers of English as L1 and L2
Author: Makinina, Olga
Date: 2017-00-00
Type: Journal Articles
Subjects: Phrase Structure,Recognition (Psychology),Pretests Posttests,Reading Comprehension,Reading Tests,Second Language Learning,Second Language Instruction,English (Second Language),Learning Processes,Native Language,Bilingualism,Russian,Monolingualism,English,Language Tests,Student Surveys,Student Attitudes,Intervention,Teaching Methods,Sentence Structure,Vocabulary Development,Learning Strategies,College Students,Foreign Countries,Mixed Methods Research,Semi Structured Interviews

Currently there is a general uncertainty about what makes collocations (i.e., fixed word combinations with specific, not easily interpreted relations between their components) hard for ESL learners to master, and about how to improve collocation recognition and learning process. This study explored and designed a comparative classification of external factors that affect adult English as L1 and L2 speakers' recognition of false (non-native-like) collocations. At Stage 1, the reading-comprehension test and interview were administered to 5 participants: emergent bilinguals (another language/English), an advanced bilingual (Russian/ English), and a monolingual speaker of English. The results provided insights into the strategies and criteria participants employed to identify false collocations. At Stage 2, more than 90 speakers of English as L1 and L2 took a reading-comprehension test and posttest survey that gathered information on the differences and similarities in the participants' collocation recognition. The results suggested that certain factors positively correlated with recognition of false collocations: English as a predominant language of communication, the length of residence, vocabulary-learning strategies, and the focus of attention on sentence structure and the form and meaning of word combinations. The implications concern potential focus areas for pedagogical intervention in the ESL classroom.
Improving English Learners&apos; Productive Collocation Knowledge: The Effects of Involvement Load, Spacing, and Intentionality
Author: Snoder, Per
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Phrase Structure,Scores,Verbs,Nouns,Incidental Learning,Pretests Posttests,Vocabulary Development,Statistical Analysis,Comparative Analysis,Native Language,Swedish,Retention (Psychology),Prediction,High School Students,Quasiexperimental Design,Teaching Methods,Foreign Countries

This article reports on a classroom-based experiment that tested the effects of three vocabulary teaching constructs (involvement load, spacing, and intentionality) on the learning of English verb-noun collocations--for example, &quot;shelve a plan.&quot; Laufer and Hulstijn's (2001) &quot;involvement load&quot; predicts that the higher the motivational-cognitive load of a task, the more effectively it promotes word retention. &quot;Spacing&quot; refers to the advantage of spreading out learning opportunities for words as opposed to massing them. &quot;Intentionality&quot; comprises two word processing modes: intentional learning (posttest announced) and incidental learning (posttest unannounced), where the former is claimed to outperform the latter. The constructs were integrated into an intervention study with 59 adolescent L1 Swedish learners of English in within- and between-subjects designs. Learners processed target items three times when performing tasks that operationalized the constructs. Three posttests of productive knowledge of target items were administered. Statistical analyses of gain scores show that neither involvement load nor spacing had a significant positive impact on learning gains. Significant effects were found on three measures for intentional learning when compared to incidental learning. The findings are discussed in relation to previous research and their implications for English language teaching (ELT).
College and Career Readiness: Course Taking of Deaf and Hard of Hearing Secondary School Students
Author: Nagle, Katherine
Date: 2015-00-00
Type: Journal Articles
Subjects: College Readiness,Career Readiness,Deafness,Longitudinal Studies,Secondary School Students,College Credits,Vocational Education,Academic Education,Comparative Analysis,Peer Groups,Academic Standards,Difficulty Level,Mathematics Education,Educational Trends,Trend Analysis,Statistical Analysis,Disabilities,Special Education,Transitional Programs

Research shows that deaf and hard of hearing (DHH) students frequently enter college and the workplace relatively unprepared for success in math, science, and reading. Based on data from the National Longitudinal Transition Study-2 (NLTS2), the present study focused on DHH students' college and career readiness by investigating their opportunities in secondary school to acquire college and career skills. DHH students earned more credits overall than hearing peers; both groups earned a similar number of credits in academic courses. However, DHH students took more vocational and nonacademic courses and fewer courses in science, social science, and foreign languages. There was evidence that DHH students' academic courses in math lacked the rigor of those taken by hearing peers, as DHH students earned more credits in basic math and fewer credits in midlevel math courses, and even fewer in advanced math courses, than hearing peers.
Multimodal Discourse Analysis of the Movie &quot;Argo&quot;
Author: Bo, Xu
Date: 2018-00-00
Type: Journal Articles
Subjects: Films,Discourse Analysis,Cultural Context,Western Civilization,Semiotics,Foreign Countries

Based on multimodal discourse theory, this paper makes a multimodal discourse analysis of some shots in the movie &quot;Argo&quot; from the perspective of context of culture, context of situation and meaning of image. Results show that this movie constructs multimodal discourse through particular context, language and image, and successfully publicizes western mainstream ideology
Interculturality and Teacher Education. A Study from Pre-Service Teachers&apos; Perspective
Author: Hinojosa Pareja, Eva F.
Date: 2018-03-00
Type: Journal Articles
Subjects: Intercultural Communication,Correlation,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Foreign Countries,Multicultural Education,Cultural Pluralism,Statistical Analysis,Teacher Education Programs

Due to the multicultural nature of society and the failure of some of the educational models adopted to respond to cultural diversity, there is a need to pay greater attention to teachers' training. This study examines Teacher Education students' beliefs about cultural diversity and their relationship with pre-service teacher training as key aspects in designing intercultural teacher training proposals and improving educational practice. This quantitative, descriptive study was carried out with 1464 participants enrolled in teacher training programs. The results show that future teachers have positive beliefs about cultural diversity in general terms, but their positions diverge when dealing with specific aspects and transferring them to professional practice. These beliefs vary depending on the year group, with students who are finishing their training process having more intercultural beliefs.
The Education of an English Professor: The Biographical Narrative
Author: González Valencia, Heriberto
Date: 2018-00-00
Type: Journal Articles
Subjects: Qualitative Research,Hermeneutics,Life Style,College Faculty,Personal Narratives,English (Second Language),Language Teachers,Foreign Countries,Teacher Education,Second Language Learning,Second Language Instruction,Women Faculty

This article is the result of a qualitative research following the characteristics of hermeneutical research aims to understand the training process of the English university professor, taking into account factors that affect and surround the social, economic, and cultural environment; in which the experience and the story of life, shape the professor. A historicity that allows the subject to be an actor of her own life, and from her experiences narrated, it is analyzed and a training path by which the subject under study obtained academic and life skills. All times and spaces in which the professor is exposed are interpreted to understand the whole process of training. Finally, it is evidenced how the professor's training transcends beyond a simple classroom. The experience of life, lifestyle, family background, socio-cultural context are inseparable part of the training processes.
Exploring Professional Knowing, Being and Becoming through Inclusive Pedagogical Approach in Action (IPAA) Framework
Author: Klibthong, Sunanta
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Knowledge Level,Early Childhood Education,Inclusion,Barriers,Access to Education,Disabilities,Partnerships in Education,Preschool Teachers,Communities of Practice,Pretests Posttests,Workshops,Semi Structured Interviews,Journal Writing,Faculty Development,Student Needs,Attitude Change,Teacher Attitudes,International Programs,Qualitative Research,Experiential Learning,Cultural Influences,Best Practices,Immersion Programs

Despite extensive changes in early childhood inclusive education policy and practice, various barriers continue to inhibit access and participation of children with special needs in inclusive schools. Often mentioned barriers include negative beliefs, lack of understanding of inclusive pedagogy and the effectiveness of professional development to improve teacher knowledge to reduce these barriers. This study reports on a Thai Bureau of Special Education professional development partnership program with an Australian inclusive school in which 16 early childhood teachers from Thailand participated. This community of practice inquiry project generated qualitative data from pre- and post-professional workshops semi-structured interviews and analysis of teachers' professional learning journals during the inquiry phases of the project. Thematic analysis of the data showed that the international professional learning immersion program exerted an influential impact on the teachers who participated suggesting; teachers developed better understandings of children with special education needs by creating a mindset for change.
Freedom and Constraint in Teacher Education: Reflections on Experiences over Time
Author: McGraw, Amanda
Date: 2018-03-00
Type: Journal Articles
Subjects: Teacher Education,Reflection,Teaching Experience,Teacher Educators,Teacher Education Programs,Foreign Countries,Preservice Teachers,Preservice Teacher Education,Autobiographies,Personal Narratives,Accountability,Program Design,Curriculum Design,Accreditation (Institutions)

Teacher education programs in Australia increasingly comply with new and narrowing accountabilities so that they can be approved by diverse regulatory authorities and accredited. This is an auto-biographical narrative study which draws upon the memories of a teacher educator who contrasts her experience of learning to teach in the early 1980s with her recent experience as a Program Leader working with colleagues to design a new Master of Teaching program. She interviews Professor Bernie Neville who was responsible for the design and implementation of the teacher education program she completed in 1983. He reflects on the principles guiding his practice at a time when greater freedoms were possible. She contrasts this with an interview her colleagues conducted with her during the program accreditation phase and highlights tensions in the current process of program design related to an increasing performance-orientation, greater levels of compliance, and managing an over-crowded curriculum.
Challenges of First Years of Teaching in Turkey: Voices of Novice EFL Teachers
Author: Sali, Pinar
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Beginning Teachers,Foreign Countries,Case Studies,Preservice Teachers,Preservice Teacher Education,Inservice Teacher Education,Student Attitudes,Qualitative Research,Elementary Schools,Secondary Schools,Teacher Education Programs,Grounded Theory,Elementary School Teachers,Secondary School Teachers,Semi Structured Interviews,Observation,Interviews

The present study aims to describe the challenges as perceived by novice teachers of English as a foreign language (EFL). The participants of the study were seven (7) novice EFL teachers in public primary and secondary schools in Turkey. The data sources include semi-structured interviews, diary entries, video-recorded classroom observations and stimulated recall interviews. The results, discussed in relation to pre-service and in-service teacher education, suggested that the novice EFL teachers started out their pedagogical journey amid competing and interacting challenges.
Contextual Clues Vocabulary Strategies Choice among Business Management Students
Author: Ahmad, Siti Nurshafezan
Date: 2018-00-00
Type: Journal Articles
Subjects: Context Effect,Vocabulary Development,Business Administration Education,Business Communication,Active Learning,Learning Strategies,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Decision Making,College Students,Statistical Analysis,Cues,Foreign Countries

New trends in vocabulary learning focus on strategic vocabulary learning to create more active and independent language learners. Utilising suitable contextual clues strategies is seen as vital in enabling and equipping language learners with the skill to guess word meaning accurately, moving away from dependency on a dictionary to improve their academic reading experience. Therefore, the objectives of this study are to investigate types of contextual clues selected and the extent of learners' ability to obtain accurate word meaning through contextual guessing. The participants were Business Management students of various programmes who were taught contextual clues strategies and tested using class work sheet to analyse their utilisation of the strategies. Results indicated most participants depended on variety of contextual clues strategies, particularly cognitive strategies. The participants were also observed to be independent in guessing word meaning by making conscious decisions, as well as showing minimal reference to the instructor when attempting to utilise the strategies taught. Nevertheless, other interesting results indicated unsuccessful accurate guesses by some participants despite similar strategy choice. Overall conclusions indicated a degree of successful language learners who self direct themselves by making conscious and informed strategy choices. This leads to more emphasis on the importance of teaching and learning how to utilise suitable contextual clues strategies in continuous effort in improving and utilising the skill.