ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Intercultural Pragmatic Competencies in Online L2 Spanish Classrooms through Task-Supported Learning
Author: Bachelor, Jeremy W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Role Playing,Second Language Learning,Second Language Instruction,Pragmatics,Student Motivation,Cultural Awareness,Authentic Learning,Error Patterns,Task Analysis,Teaching Methods,Online Courses,Communicative Competence (Languages),Comparative Analysis,Spanish,Interlanguage,Instructional Effectiveness,Undergraduate Students,Language Tests,Multiple Choice Tests,Student Attitudes,Videoconferencing,Check Lists,Self Evaluation (Individuals),Pandemics,COVID-19

Learners of a second language often have limited access to the native culture of that language in an authentic way, resulting in them committing linguistic and intercultural mistakes. One of the main advantages of task-based learning is that it can expose students to real-world circumstances, which makes learning a language more meaningful and inclusive of appropriate language behaviour. Task-based learning has become an accepted method for learning a language in face-to-face classroom environments, but its applicability to online learning is largely unaddressed. The author proposed well-organised online role-plays based on a task-based approach involving native speakers, which helped students interact in an authentic way and demonstrate their understanding of culture. The author conducted the research to increase intercultural pragmatic competencies in online L2 classrooms regarding common pragmatic speech acts as to not only increase their pragmatic competency but to also motivate students. The students from the online experimental group who were exposed to task-supported role-plays performed better than the online control group of students; however, student motivation was only mildly impacted. Thus, pragmatics and interculturality can be effectively taught in online L2 classrooms through task-supported learning, though motivation may require longer interventions.
Uncovering Teacher&apos;s Situation amidst the Pandemic: Teacher&apos;s Coping Mechanisms, Initiatives, Constraints, and Challenges Encountered
Author: Caratiquit, Kevin D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Teachers,Secondary School Teachers,Public Schools,Pandemics,COVID-19,Distance Education,Barriers,Coping,Educational Change,Educational Innovation,Adjustment (to Environment),Teaching Experience

This paper aimed to discover the coping, initiatives, constraints, and challenges public secondary school teachers encounter in the new normal education. The central question of this paper lies in &quot;What are the adapting and coping mechanisms of teachers and students in the distance learning modality amidst the pandemic?&quot;. This paper used the qualitative research design and employed a phenomenological approach to investigate secondary public school teachers' coping mechanisms and initiatives in the new normal education. This paper focused on twelve public secondary school teachers in Cagayan, Philippines. The research's findings are: (1) Most teachers encountered substantial challenges due to a lack of resources, student supervision, and duties; (2) Most teachers were constrained by the advent of the digital era; (3) Public-school teachers cope with their students' needs by employing effective initiatives and teaching strategies; and (4) Despite their weariness and stress, teachers report positive outcomes such as tremendous enthusiasm and building connections with the school community. Meanwhile, the schools' adaptation to distant learning should be guided and encouraged by the following policies and concepts: (1) Access to technology for students; (2) Regular monitoring and feedback; and (3) Providing curriculum and instruction of the highest quality. Through this paper, teachers may benefit from adopting various coping techniques and activities for the new normal education.
Opinions of Teacher Candidates on Distance Education Implemented during the COVID-19 Pandemic Period
Author: Türkan, Azmi
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,COVID-19,Pandemics,Distance Education,Educational Technology,Barriers,School Closing,Evaluation Methods,Foreign Countries,Access to Computers,Access to Information

The learning environment, learning process and the opinions and suggestions for the problems concerning the process of students participating in distance education is thought to contribute to better planning and conducting distance education lessons. With this respect, the purpose of this study is to detect the reflections of the COVID-19 pandemic period on undergraduate education through opinions of teacher candidates. The qualitative internet research, which is one of the qualitative research models, was preferred for the study. The participant group was identified through the maximum sampling method. The participant group consisted of 27 teacher candidates studying in year 3 and year 4. The semi-structured interview form developed by the instructors was used as the data collection instrument. Content analysis was conducted through the Nvivo 11 software when analyzing the data. Positive-negative opinions of teacher candidates concerning distance education and the announcements made throughout the distance education process were collected for the study. In addition, the negative outcomes it caused on the participants, its reflections on the educational process, opinions--suggestions concerning assessment and evaluation and solution advices for the process were also identified.
Relationship between Intelligence Areas and Interpersonal Problem Solving Skills According to Multiple Intelligences Theory
Author: Bulut Serin, Nergüz
Date: 2012-00-00
Type: Journal Articles
Subjects: Problem Solving,Multiple Intelligences,Preservice Teachers,Gender Differences,Intelligence Differences,Emotional Intelligence,Foreign Countries

The aim of this research is to analyse relationship between intelligence areas and problem solving skills of the students of Faculty of Education according to multiple intelligences theory of Gardner. Research sample is composed of 311 (64.3% female, 35.7% male) students who attended the Faculty of Education. Research data has been collected through &quot;Multiple Intelligences Scale&quot; developed by Yesildere (2003) and &quot;Problem Solving Inventory&quot; developed by Heppner and Peterson (1982). It was determined that problem solving skill perception of the teacher candidates according to the gender differentiated meaningfully according to scores of mathematical, visual, kinesthetic intelligence areas. it was found that problem solving skills of the male teacher candidates are higher than the female teacher candidates. There is a negative meaningful relation among all intelligence areas and problem solving skill perception of the candidate teachers. There is a meaningful relationship in a positive aspect between problem solving skill and emotional intelligence.
Determination of School Administrators&apos; and Teachers&apos; Views on the Quality of Education in Special Education Institutions
Author: Demir, Yazgülü
Date: 2020-00-00
Type: Journal Articles
Subjects: Administrators,Administrator Attitudes,Special Education Teachers,Teacher Attitudes,Educational Quality,Special Education,Foreign Countries,Class Size,Student Characteristics,School Buildings,Educational Facilities,Educational Environment,School Guidance,Identification,Student Placement,Cooperation

Aim of this research is to determine the views of school principals and special education teachers on the quality of education provided in special education institutions in Turkish Republic of Northern Cyprus. Semi-structured interview technique as a qualitative research method was used in this research. It was aimed to obtain information about the views of the school principal and the special education teachers about the educational quality provided in the special education institutions. Interview questions of the study were formed with comprehensive literature review and expert views from special education field were received. Descriptive and content analysis were made after the data obtained in the research. Themes and sub-themes were created based on the analysis of the data. Results showed that school principals and special education teachers indicated school management, personnel qualification, physical conditions of schools, number of students in the class, individual characteristics of students, curriculum, early diagnosis and placement and guidance services are the factors which determine the quality of education. School principals provided many suggestions by expressing what they see as incomplete and stated that the quality of the education given in special education institutions can be increased with these suggestions. When teachers' views on the quality of education provided in special education institutions are analyzed, it is determined that there are many points to be developed. Many suggestions have been made about these points to be developed by teachers and it has been stated that the quality of the education given in special education institutions can be increased. The results obtained from the research were discussed in light of the literature and recommendations for future educational practices and policies were presented.
The Reality of Administrative Empowerment of Boys Secondary School Administrators in KSA
Author: El-Harbi, Srour Bin Mohamed
Date: 2020-00-00
Type: Dissertations/Theses
Subjects: Males,Single Sex Schools,Secondary School Students,Foreign Countries,Administrator Attitudes,Empowerment,Self Motivation,School Administration,School Culture,Decision Making,Professional Autonomy,Barriers,Administrator Characteristics,Efficiency,Teamwork

The study aimed to identify the theoretical frameworks of administrative empowerment and its level of reality, its faced obstacles and the components of the proposed perception of the reality for the administrators in Secondary schools for males in the Kingdom of Saudi Arabia. To achieve the objectives of the study, the researcher used the descriptive and analytical approach and the following study tool: The reality of the administrative empowerment of Secondary school administrators for boy's scale. The study sample consisted of (312) administrators from the school's administrators. The study found the following results: The administrative empowerment of the administrators of Secondary schools for boys in the Kingdom of Saudi Arabia came in a moderate degree, with a relative weight of 55.19%. The first dimension of the administrative empowerment dimensions was the efficiency dimension with a relative weight of %76.50, followed by the delegation of authority dimension with a relative weight of %72.22, followed by the culture dimension with a relative weight of %53.63, followed by, in the fourth place, the information flow dimension with a relative weight of % 46.37, followed by the dimension of participation in decision-making, the dimension of group work, effective communication dimension, the influence dimension, and the technical dimension with a relative weight of %38.25, followed by the dimension of possessing and investing knowledge with a relative weight of %35.68, and lastly after self-motivation which came with a relative weight of %17.95 comes the obstacles related to the administrative empowerment among Secondary school male administrators in the Kingdom of Saudi Arabia, reaching a moderate degree, with a relative weight of %59.97, The proposed vision for administrative empowerment among Secondary school male administrators in the Kingdom of Saudi Arabia, came in a high degree, with the relative weight of %67.76.
Incorporating Environmental Education within Montessori Environments; A Call for Educational Change
Author: Flack, Isabelle
Date: 2022-08-07
Type: Information Analyses
Subjects: Montessori Schools,Montessori Method,Natural Resources,Outdoor Education,Child Development,Sustainability,Environmental Education,Primary Education,Well Being,Attention Deficit Hyperactivity Disorder,Educational Change

Environmental education, a growing field, is recognized as a crucial element in combating climate change for current and future generations. Although environmental education seeks to offer children a holistic worldview of nature while striving to inspire young thinkers, it is missing from most classrooms, specifically Montessori schools. The Montessori method is one that recognizes each individual child's interconnectedness with the natural world while offering guidance as they discover their role. This is a brief overview of literature and case studies which speak to the various benefits of incorporating nature-based learning within classrooms. Specific benefits in regards to child development, sustainable actions and children with exceptionalities are discussed. The aim of this review is to support the notion that environmental education should be incorporated in Montessori schools, specifically Primary age Environments.
A Multiple-Associations Approach to Teaching Technical Terms in English for Specific Purposes Courses
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Vocabulary Development,Teaching Methods,Retention (Psychology),Associative Learning,Classification,Morphemes,Semitic Languages,Definitions,Learning Activities,Listening Comprehension,Cognitive Mapping,Visualization,Mnemonics,Language Tests,Phonology

Teaching and learning of technical terms constitute a major problem for ESP instructors and students. To help the students learn, retain, apply and relate technical terms, a multiple-associations instructional approach that focuses on connecting the printed form of the technical term with its pronunciation (the hidden sounds, double and silent letters, and homophones), with its part of speech, singular or plural form, synonym or antonym, English and Arabic meanings, usage, component parts (prefixes, suffixes, roots), previously-encountered terms and others should be followed while presenting the new technical terms in business, computer science and engineering to the students. Categorization, association, and visualization skills and mnemonic approaches should be emphasized. Mind maps can be used to show those connections. Out of class, extensive listening and reading activities are also encouraged. Quizzes should require the students to make the multiple associations described in the article. The multiple associations instructional approach proved to be effective in enhancing the learning of technical terms by EFL college students. Further recommendations for strategies that can be used in teaching multiple associations are given.
Theoretical and Practical Model for Professional Development of Pedagogical Specialists
Author: Tsokov, Galin
Date: 2022-00-00
Type: Reports - Research
Subjects: Faculty Development,Evidence Based Practice,Cross Cultural Studies,Teaching Methods,Specialists,Guidelines,Mentors,Pilot Projects,Teacher Attitudes,Self Efficacy,Learner Engagement,Self Esteem,Peer Groups,Foreign Countries,Teacher Role,Teacher Qualifications,Blended Learning,School Community Relationship,Elementary Secondary Education

The purpose of this book is to provide an evidence-based theoretical practical model for professional development of pedagogical specialists in Bulgaria, Romania and Serbia. The framework steps on two key strands of knowledge, linked to online teaching evaluation and mentoring provision, informed by Jim Knight's impact cycle model. The model is tested through a transnational piloting exercise, involving 64 teachers from the three targeted countries. Despite the short duration of mentoring activities, participating teachers confirmed the added value from this intervention on various dimensions such as: increased professional self-confidence and motivation for development and improved students' engagement. The collected evidence confirms the opportunity for national policy-makers to reconsider the overall strategic approach towards teachers' professional development pathways and place further emphasis on internal support measures such as peer mentoring. [The publication is created within the European project &quot;ProTeach,&quot; which includes three organizations: the Bulgarian Union of Teachers (SEB), Teachers Union of Serbia (TUS), and the Trade Union of Teachers in Romania (FSLI). The project is implemented within the Erasmus + program by the National Agency for Human Resources Development in Bulgaria (HRDC).]
Goal Orientations, Learning Outcomes, and Interest in English and Mathematics of Grade 9 Students
Author: Pimentel, Khristian Ross P.
Date: 2018-07-00
Type: Journal Articles
Subjects: Goal Orientation,Outcomes of Education,Student Interests,Secondary School Students,Grade 9,Second Language Learning,English (Second Language),Mathematics Education,Mastery Learning

This explanatory mixed methods study investigated which achievement goal drives students' learning processes and outcomes as well as the relationship between students' goal orientations and learning outcomes, between their goal orientations and interest, and between their learning outcomes and interest in English and Mathematics. The participants in this study were 398 grade 9 students from four secondary schools in Antipolo City of the Academic Year 2016-2017. The findings of the research indicate that students are driven more by mastery goals. No significant difference was found between students' goal orientations in English and Mathematics and between goal orientations of students from public and private schools. Mastery goals were significantly related with students' learning outcomes and interest while learning outcomes were significantly related with interest. Several internal and contextual factors that influence students' goal orientations, learning outcomes, and interest were identified. The results in this study may encourage readers develop latest instructional interventions and innovations, design projects, and reform the curricula in consideration of goal orientation and motivation. Instilling among the students the intrinsic value of learning in any subject is recommended.
Emergence of False Realities about the Concept of &quot;Silaturrahim&quot;: An Academic Social Construction Perspective
Author: Anwar, Ch. Mahmood
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Consciousness Raising,Tourism,Business Administration,Education,Professional Personnel,Information Literacy,Social Media,Deception,Computer Mediated Communication,Information Sources,Citations (References),Publications,Misconceptions,Constructivism (Learning),Prevention,Communities of Practice,College Faculty,Muslims,Islam,Social Theories

Purpose: The purpose of this paper is to raise awareness among tourism and business scholars and professionals to avoid using socially constructed academic artifacts (such as &quot;Silaturrahim&quot;), which do not describe their real meanings but reflect false realities constructed by scholars over a period of time. In the last decade, academic research on identifying false information has played a significant role to raise awareness among electronic and social media users so that they may distinguish between false and true reality. In contrast, studies on misleading devices, such as false information reporting and citations in published academic literature, and their pejorative consequences are rare and scant. This paper, therefore, viewed the underexamined and relatively obscure issues of false information reporting and citations in published business and tourism research by highlighting a wrongly perceived concept &quot;Silaturrahim&quot; from the theoretical lens of social constructionism. It has been established that factors like false information, false information citation chains and falsely attributed meanings of academic artifacts pave the way for myths and urban legends which in turn formulate socially constructed academic artifacts. These artifacts are impulsively entrusted by the academic community but, in reality, their meanings are socially constructed, therefore, represent false realities. This paper calls the experts to invest their time and efforts to further explore the proposed concepts of &quot;academic social construction&quot; and &quot;academic social artifacts.&quot; Lastly, it is suggested to develop strategies to minimize or eradicate the dreadful psychological impacts of &quot;academic social construction&quot; on academic communities. [This is the online version of an article published in &quot;Tourism Critiques: Practice and Theory&quot; (ISSN 2633-1225).]
Building Classroom Communities for Children with Autism Spectrum Disorder
Author: Zeedyk, Sasha M.
Date: 2021-00-00
Type: Reports - Research
Subjects: Autism,Pervasive Developmental Disorders,Mothers,Mother Attitudes,Classroom Environment,Academic Accommodations (Disabilities),Teacher Student Relationship,Peer Relationship,Interaction,Young Children,Family School Relationship,Teaching Methods,Inclusion,Discipline,Diagnostic Tests,Observation,Intelligence Tests,Cognitive Development

Limited research has explored mothers' perceptions of teachers' pedagogical practices that may or may not support the learning and development of their child with autism spectrum disorder (ASD). Mothers of children with ASD were asked to describe their perspective regarding three questions: (1) How do teachers structure the classroom environment to accommodate their students with ASD? (2) How do teachers engage and interact with the child in the classroom? (3) How do teachers facilitate classroom peer interactions? Twenty-nine primary parents (97% mothers) of children with ASD, ages 4-7, were interviewed. Findings revealed structural differences in the students' classroom environments. Some classrooms were described as chaotic and unsafe while others were described as welcoming and accommodating for the child. Teacher interactions with the target child were frequently characterized as competent and encouraging, marked by clear discipline practices and expectations. Peer interactions with the target child were varied, with some mothers reporting that the teacher isolated the child from peers and others reporting that the teacher encouraged explicit peer interaction. Study findings have implications for strengthening the home-school connection, including identifying pedagogical practices for building inclusive classroom communities for young children with ASD and how mothers might utilise similar practices at home. [The is the online version of an article published in the &quot;International Journal of Inclusive Education.&quot;]