ethanporcaro/eric-fulltext-meta huggingface dataset:
An Exploratory Study of Grammarly in the Language Learning Context: An Analysis of Test-Based, Textbook-Based and Facebook Corpora
Author: Bailey, Daniel
Date: 2020-00-00
Type: Journal Articles
Subjects: Grammar,Computer Assisted Instruction,Error Correction,Feedback (Response),Writing Evaluation,Computer Software,Second Language Learning,English (Second Language),Error Patterns,College Students,College Admission,College Entrance Examinations,Essay Tests,Social Media,Computer Mediated Communication,Punctuation,Vocabulary,Spelling,Form Classes (Languages),Sentence Structure,Nouns,Verbs,Connected Discourse,Syntax,Foreign Countries

Different genres of writing entail various levels of syntactic and lexical complexity, and how this complexity influences the results of Automatic Writing Evaluation (AWE) programs like Grammarly in second language (L2) writing is unknown. This study explored the use of Grammarly in the L2 writing context by comparing error frequency, error types and writing complexity for university admission test essays, textbook-based descriptive essays, social network site (SNS) posts, and SNS comments. Several findings were revealed. Punctuation, grammar, vocabulary, and spelling mistakes were the most common error types across all corpora. In particular, determiner errors such as article usage were most frequent while differences existed across corpora related to incomplete sentences, run-on sentences, and spelling. Test-based and textbook-based compositions consisted of longer sentences with less lexical variation than SNS-based writing. SNS posts and comments produced greater noun, verb, and modifier variation. After applying Grammarly corrections, SNS posts resulted in the greatest clarity and this was attributed to shorter sentence length and simpler word-choice than textbook-based and test-based writing. Grammarly was more appropriate for local surface-level errors (e.g. articles, preposition, and verb-noun agreement) while instructors are needed for issues related to awkward wording and cohesion. Pedagogical implications in the English as a Foreign Language (EFL) context are given.
Improving Teacher Confidence -- Evaluation of a Pilot Music Professional Development Program for Primary Teachers
Author: Thorn, Benjamin
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Esteem,Faculty Development,Pilot Projects,Program Evaluation,Elementary School Teachers,Music Education,Foreign Countries,Teaching Skills,Self Efficacy,Creativity,Self Concept

Good musical education has been shown to have benefits across the curriculum but its delivery in schools is still extremely variable. Part of the problem is that many primary teachers lack skills and/or confidence to offer engaging music programs. In an attempt to find possible solutions to this problem we ran a pilot program of a short series of professional development workshops and evaluated their impact on the participants. The five, hour and a half workshops covered most of the primary music curriculum but focused on singing and composition, as areas that are integral to the curriculum and in the case of composition the area of most trepidation amongst teachers. After the workshops we discovered noticeable improvements in confidence to deliver music programs in all areas but particularly in composition, probably mostly due to participants becoming aware of simple yet effective activities they could use. Some participants successfully tried out workshop ideas in their classrooms, while attending the workshops, suggesting that a close relationship between learning and implementation will enhance the learning experience. The pilot program demonstrated that even comparatively short programs can be effective and provided some indications of useful strategies for delivering supportive and efficacious programs and potentially useful content and resources.
Teaching Reporting Verbs to English as a Second Language Undergraduate Writers in the Academic Context
Author: Jun, Zhao
Date: 2020-00-00
Type: Journal Articles
Subjects: Verbs,Writing Instruction,Writing Improvement,English for Academic Purposes,Second Language Learning,Information Sources,Interaction,Intervention,Freshman Composition,Revision (Written Composition),Undergraduate Students,Persuasive Discourse,Instructional Effectiveness,Student Attitudes,Linguistics

This article reports on a pedagogical trial of teaching reporting verbs for source integration in a North American ESL (English as a second language) composition class. Source incorporation challenges many novice ESL writers in the academic context as they are unable to view writing as an interactional activity, which requires proper presentation of different sources. This problem is often manifested in their monotonous, ineffective choice of reporting verbs. Advancing Halliday's Systemic Functional Linguistics (1978, 1994), Martin and White's Appraisal Theory (2005) further studies Interpersonal metafunction by focusing on speaker/writer attitude/evaluation in language use. It serves as the theoretical framework in this pedagogical trial which then helps student writers understand how reporting verbs could indicate different stances and create interactions in writing. This two-week pedagogical trial followed the teaching cycle of modelling, joint construction and independent construction recommended in the genre approach to help students to better deploy reporting verbs. Their writing samples before and after this pedagogical trial were collected, together with a final survey of their perceptions of the teaching activities, as evidence for the (in)efficiency of this pedagogical trial. Analysis of students' original and revised writings revealed progress but some lingering problems in their reporting verbs. Survey data indicated their enhanced understanding of why and how to integrate sources via reporting verbs, and their positive reactions to the teaching activities. Finally, the implications of this pedagogical intervention are discussed in the academic context for writing.
Juxtaposing Teacher Voices to Explore Upper Primary School Music Teaching and Learning
Author: Golding, Martina
Date: 2020-00-00
Type: Journal Articles
Subjects: Music Education,Elementary School Teachers,Elementary Education,Preadolescents,Teaching Methods,Mathematics Education,Communities of Practice,Cooperative Learning,Elementary School Students,Music Teachers,Mathematics Teachers,Self Esteem,Success,Scaffolding (Teaching Technique),Talent,Social Development,Cultural Influences,Student Diversity,Informal Education,Foreign Countries

Duoethnography and narrative inquiry are used to investigate the perspectives of two experienced teachers from contrasting curriculum specialties, one in music and the other in mathematics within a primary school setting. Initiated by the music teacher, research focuses on the usefulness of embodied and participatory forms of music-making for students in the upper primary school (generally 10-12 year age group). Themes emerge from the research that inform subsequent dialogue including the relationship between accessible participatory experience, minimising tedium for students, self-paced learning and student agency, psycho-social well-being, community of practice and life-long learning. Through a dialogic process, emergent ideas provoke dissonance that leads to re-framed thinking about the teaching and learning of music in the upper primary school context.
A Qualitative Assessment of Considerations on How Teachers Can Use Classroom Growing Systems as a Teaching Model in Middle School Classrooms
Author: Bice, Matthew R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Gardening,Health Education,Middle School Teachers,Rural Schools,Teacher Workshops,Experiential Learning,Ecology,Program Implementation,Middle School Students,Instructional Materials,Integrated Activities

For many schools, the opportunity for more time to teach health continues to be a struggle. School gardening programs come as a result of farm-to-fresh initiatives that aim to link students with food production, increase access to healthy and local foods, and serve as an educational opportunity. The purpose of this study was to examine how one type of growing system, aquaponics, can be used as a health education teaching model within middle school classrooms. Participating middle school teachers (n = 17) attended three interactive workshops focusing on how to integrate the growing systems into their classrooms. Researchers administered semi-structured interviews using open-ended questions focusing on integration and implementation strategies, aesthetics of the systems and how they fit within their classrooms, and overall system functionality. Three specific themes emerged from participant responses: increase in experiential learning; learning about ecosystems; and lessons learned from implementation. Health educators can use growing systems to teach about healthy ecosystems and nutritional behaviors in a learner-centric environment using interactive activities that promote the development of higher-order thinking skills.
Teachers Framing Exploratory Learning within a Text-Book Based Singapore Maths Mastery Approach
Author: Boyd, Pete
Date: 2018-00-00
Type: Journal Articles
Subjects: Discovery Learning,Mastery Learning,Mathematics Instruction,Elementary School Teachers,Teacher Attitudes,Attitude Change,Cooperative Learning,Problem Solving,Teacher Researchers,Textbooks,Lesson Plans,Questioning Techniques,Curriculum Development,Comparative Education,Foreign Countries

South Asian approaches to teaching mathematics have been influential globally and are entangled with mastery approaches. This study investigates changing strategies and beliefs of Primary School teachers in England as they engage with a sustained curriculum development project. The teachers were working with a commercially available text book based scheme entitled Maths -- No Problem!™ which is informed by Singapore Maths mastery approaches. The collaborative research involved seven teacher researchers in design, data collection and analysis. Data sources included classroom video and stimulated recall interviews with each of the seven teachers, plus a focus group in which the same teachers considered the role of the text books and two focus groups in which they contributed to collaborative data analysis. In lesson planning, supported by the scheme's text books and teacher guidance, the teachers appear to focus on maths subject knowledge as they anticipate how children might take different directions in exploring the 'anchor problem'. In classroom teaching, the teachers moved away from the use of in-class grouping and used questioning during a collaborative dialogic exploration phase of each lesson, before drawing together student solutions, supporting student journaling and introducing the text book to support reflective learning and practice.
Perspectives of Teachers on Causes of Children&apos;s Maladaptive Behaviour in the Upper Primary School Level: A Case of Hhohho Region, Eswatini
Author: Mafumbate, Racheal
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Attribution Theory,Child Behavior,Behavior Problems,Elementary School Students,Student Behavior,Parenting Skills,Family Environment,Socioeconomic Status,Peer Influence,Discipline

Background: The background which led to the researchers embarking in this research study was that they had noticed that teachers in schools in Eswatini, though they are always trying to ensure good behaviour of learners through positive discipline, maladaptive behaviour is still on the rise in most schools. This status has resulted in compromised teaching and learning since most of the time is now spent in trying to deal with maladaptive behaviour issues. If the behaviour of learners is not dealt with, they face a greater risk of becoming violent and chronic juvenile offenders. Aim: The aim of the study was to explore the factors contributing to children's maladaptive behaviours in the upper primary school level. Setting: The study was conducted in the Hhohho region in Eswatini. Methods: The study employed a qualitative research design and in-depth interviews and focus group discussions were used as data gathering instruments. Note taking and audio recordings were used to ensure that details the discussions were captured. Results: The study revealed that a lack of proper parenting skills is a major factor, and that family dysfunctionality, family socioeconomic status as well as peer influence being contributors to maladaptive behaviour among children in Hhohho region. Conclusion: Based on the literature and findings in this study, it is evident that maladaptive behaviour among children in primary schools is persistent and a serious problem worldwide. This study revealed that currently there are no intervention strategies in the school to enhance proper behaviour among learners. Teachers also struggle to implement positive discipline because they lack the know-how.
An Exploration of In-Service Teachers&apos; Understanding of Teaching Mathematics in Grade R Classrooms: A Case Study of Grade R in Lesotho University of Kwazulu-Natal, South Africa
Author: Setoromo, Mamasiphole
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Elementary School Teachers,Mathematics Instruction,Pedagogical Content Knowledge,Inservice Teacher Education,Instructional Effectiveness

Background: Research has indicated that young learners are capable of learning mathematics because they are born with an innate core of mathematics knowledge. Teachers of young learners are, therefore, expected to offer mathematical curriculum that exposes learners to a deep and explicit knowledge of high mathematics. Aim: The study aimed at Grade R in-service teachers' understanding of teaching mathematics in their classrooms. Setting: The study sampled five in-service Grade R teachers from four districts in Lesotho, while they were enrolled in an in-service programme at a college of Education. Methods: This is a qualitative approach, and a case study design was employed. Data sources included teachers' interviews, classroom observations and document analysis for instance, the teachers' files, lesson plans for Grade R curriculum for mathematics and course outline of mathematics offered to in-service teachers during their training in the Lesotho College of Education (LCE). Which focussed on four domains of knowledge, namely, common content knowledge, special content knowledge, knowledge of content and students, and knowledge of content and teaching. Results: The findings revealed that the in-service teachers in the LCE had insufficient understanding of the teaching of mathematics, which in turn had a negative influence on the teaching of mathematics in Grade R classes. Conclusion: Despite the Lesotho government's commitment to improving the learning of mathematics at the Grade R level. Teachers' difficulties raise concerns about the effectiveness of their teaching of mathematics.
Re-Engineering National Reading Policy, Pedagogy, and Professional Development: The Case for a Simple View of Meaningful Reading
Author: Smith, John E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Instruction,Educational Policy,Phonics,Instructional Effectiveness,Word Recognition,Reading Comprehension,Foreign Countries,Faculty Development

Justifications for the change of model supporting national reading instruction in England reveal the influence of international 'Reading Wars' divisions. Replacement of the 'Searchlights' diagram by an illustration of the 'Simple View of Reading' (SVR) generated an opportunity for the implementation of stable policy and balanced reading instruction in a conflicted environment. However, a one-dimensional emphasis in government policy since that time has not taken full advantage of the SVR's two-dimensional conceptualisation of reading. Measures taken to reinforce national systematic synthetic phonics instruction have ensured that effective instruction is directed to the 'word recognition processes' dimension of the SVR, but equal emphasis on measures supporting the development of the 'language comprehension processes' dimension is not so evident. This inequality risks the successful achievement of the SVR 'reading product' that results from the integration of both knowledge-rich dimensions that the diagram illustrates. A revised version, The Simple View of Meaningful Reading (SVMR), is therefore argued and presented in this paper. This aims to not only clarify and re-illustrate the significance of instructional interactions that incorporate both SVR dimensions in achieving meaningful reading outcomes, but also to afford an instrument for the professional development of teachers that further supports their agency in the alignment of effective reading policy and pedagogy. [Note: The page range (65-79) shown on the PDF is incorrect. The correct page range is 65-80.]
Is Initial Teacher Education (ITE) Based on the Capabilities Approach Likely to Foster Inclusion for Autistic Learners in the Further Education Sector?
Author: Fernandes, Lisa
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Autism,Pervasive Developmental Disorders,Postsecondary Education,Inclusion,Students with Disabilities,Social Bias,Teacher Education Programs,Equal Education,Student Characteristics,Social Isolation

This discussion will argue that Initial Teacher Education (ITE) for students planning to teach in Further Education (FE), which includes schools, colleges and training providers for learners aged 14+, should be revised to encourage ITE students to view their own approach to inclusion through the framework of American philosopher Nussbaum's Capability Approach (CA). Autistic people are more likely than their peers with more profound physical and cognitive disabilities to go to mainstream school. These learners are often misunderstood and excluded from school due to a lack of understanding amongst professional teaching staff and as a result are at an increased risk of exclusion from school. Exclusion from education leads to exclusion from society, impacting life chances, dignity, self-esteem and mental health. Grounded in human dignity, the CA will provide a framework for exploring inclusion of autistic learners within initial teacher education (ITE) and will be a preferable future for moving towards a more inclusive society.
You Only Need a Potato Peeler and Tarpaulin -- Perceptions of Outdoor Learning from Primary Education Trainees
Author: Hawxwell, Louise
Date: 2019-00-00
Type: Journal Articles
Subjects: Primary Education,Preservice Teacher Education,Preservice Teachers,Student Attitudes,College Freshmen,Outdoor Education,Educational Benefits,Value Judgment,Barriers,Child Safety,Risk Management,Foreign Countries

Spending time in the outdoors has been shown to have a number of benefits, including those related to academic, health and well-being, and social factors. Teachers are in an ideal position to deliver outdoor experiences to the children they work with, therefore it is important that trainee teachers develop their knowledge and understanding of how to provide outdoor learning experiences and make use of outdoor settings in their teaching. In order to support trainees in making effective pedagogical decisions, it is important to establish their opinions of teaching and learning, including their views of outdoor learning. This article presents the findings from a small-scale research study exploring the perceptions of outdoor learning held by trainee teachers at the start of their Initial Teacher Training (ITT) primary education degree programme. Findings show that at this early stage of training, trainees held mixed views on outdoor learning; they were generally positive but also appeared to be apprehensive and cautious about specific elements related to outdoor learning. Trainees were also asked to make suggestions as to how they felt their degree programme could support them further in this area. The article also offers suggestions as to how ITT may support trainees in developing understanding and knowledge of outdoor learning to inform their practice as both a trainee and future primary school teacher.
Teaching Critical Thinking and Writing in Higher Education: An Action Research Project
Author: Ahmed, Kamal
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Thinking,Writing Skills,Study Skills,Skill Development,Intervention,Workshops,Program Effectiveness,Student Attitudes,Minority Group Students,Undergraduate Students,Direct Instruction,Teacher Education,Young Adults,Self Efficacy,Foreign Countries

Critical thinking (CT) and critical writing (CW) skills are no doubt one of the core requirements and necessary tools required in Higher Education (HE). Previous research has highlighted the need as well as the benefits of supporting students with critical thinking, yet few have identified strategies which can be used effectively to promote students' understanding and development of the concepts. This study identified some of the challenges often faced by students in HE with regards to CT and CW and explores how a targeted intervention could potentially develop students' understanding and application of CT and CW. In particular, the study found that although students were aware of what CT and CW were, they required explicit instruction on how to apply and demonstrate these concepts in their assignments. Using an action research methodology with a random sample of 10 students from Black and Minority Ethnic (BME) backgrounds at a university in London, England, the research found effective strategies through the use of a targeted workshop as an intervention to develop and enhance students' CT and CW skills. Participant feedback revealed the workshop had a positive impact on all the students highlighting the need for such interventions in order to suitably equip students with the 'critical' demands of studying.
The Canary in the Mine: Remote Learning in the Time of COVID-19
Author: Coker, David
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Educational Policy,School Districts,School Closing,Conventional Instruction,Online Courses,Educational Methods,Public Schools,Planning,Organization,School Personnel,School Schedules,Goal Orientation,Educational Change,Equal Education,Holistic Approach,Curriculum Development,Educational Technology

National organizations in the United States issued policy proposals for returning to school during the COVID-19 pandemic. A qualitative review, using the constant comparison model, examined six policies from different organizations. The policies operate on the notion of a progressive curriculum, with the values of equity, access, and adaptations driving the planning process. There are five variables national policies utilize to operationalize the progressive curriculum and values: organizing, staffing, scheduling, envisioning, and vulnerabilities. A case study using an individual school district examined the impact on learning within the framework of the policies. Recommendations to improve online and remote learning follow.