ethanporcaro/eric-fulltext-meta huggingface dataset:
Partnerships in Professional Learning: Engaging with Secondary Teachers to Support Literacy in a Global World
Author: Clary, Deidre
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Partnerships in Education,Communities of Practice,Faculty Development,Secondary School Teachers,School Community Relationship,Literacy Education,High Schools,Social Theories,Semiotics,Learning Theories,Research Design

In a global and volatile world, teachers are being constantly challenged to support students' literacy development and assist them to develop knowledge and skills to expand into new ways of knowing. This two-year school-university partnership is dedicated to enhancing teachers' learning about language with the goal of building teachers' repertoires in ways that promote effective literacy teaching within their subject specific teaching areas in an Australian high school. The project is grounded in theories of knowledge structures of discipline learning within the sociology of education and associated social semiotic theories of language as a resource for meaning making. The project utilizes formative experimental methodology to understand how teachers enact text-based approaches to school-based literacy. Initial findings reveal how a partnership based on trust, mutuality, and reciprocity motivated teachers to make small but measurable changes to their classroom practice in one area of literacy development.
Making Omelettes without Breaking Eggs: Improving the Comprehension Skills of Teachers of English as a Second Language in Nigeria Secondary Schools
Author: Kolawole, Clement O. O.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Teaching Skills,Teacher Improvement,Reading Comprehension,English (Second Language),Second Language Instruction,Educational Practices,Teaching Experience,Age Differences,Teacher Qualifications,Participant Observation

Reading comprehension skill is an important aspect of language acquisition that has far-reaching implications on the life of any student. Weak comprehension ability invariably affects not only students' performance in English language, but it hinders competence in other critical fields. Reading comprehension skills are not being taught in ways to promote students' acquisition of the required skills. This study reveals the extent to which teachers impart comprehension skills to students by focusing on the teachers' practices during comprehension lessons. From the study, the majority of the teachers, rather than teach during comprehension lessons, test the students; thereby, depriving the students of having basic comprehension abilities. This study reveals that for teachers who lack the knowledge of comprehension skills to facilitate the acquisition of such to students is akin to making omelette without eggs. The study shows the need for the teacher training curriculum to be reviewed as the teachers' inability is traceable to their teacher training foundation. The study further remarks that there is the need to review teacher training curriculum so that emphasis can be laid on how to teach reading comprehension skills to students.
Going beyond the Recommended Primary School Curriculum as Determinant of Students&apos; Learning Outcomes at the Junior Secondary School One
Author: Odinko, Monica N.
Date: 2015-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Secondary School Students,Academic Achievement,STEM Education,Curriculum Evaluation,Elementary School Curriculum,Prior Learning,Private Schools,Followup Studies,School Effectiveness,Student Surveys,Likert Scales,Questionnaires,Achievement Tests,Social Studies,Language Tests,Relevance (Education),Foreign Countries

Nigerian educators are concerned about the need to improve learners' academic achievement in core subject areas (mathematics, English language, science, and social studies). Research, however, appears not to have focused on children who attended private primary schools in which other subjects are taught. This gap is what this study sought to examine by looking at how curriculum contents used by public and private primary schools affect learners' performance. The study adopted the survey design. The population comprised of Nigerian children in junior secondary school 1 (JS1) who attended private primary school and those who did not. A total of 34 proprietors from 17 public and 17 private primary schools, and 680 students participated. These students were traced to their new schools. Five research instruments were used. Results revealed that private primary schools in Nigeria expose learners to extra subjects which are not recommended by the government. Significant differences exist in scores of learners exposed to extra subjects: mathematics exposed (x-bar = 75.3154, SD = 12.98728) and not exposed (x-bar = 46.1100, SD = 18.1); English language (x-bar = 74.11, SD = 14.57) and not exposed (x-bar = 53.15, SD = 18.56); integrated science exposed (x-bar = 59.97, SD = 15.1) and not exposed (x-bar = 44.51, SD = 171); and social studies exposed (x-bar = 64.35, S.D = 14.45) and not exposed (x-bar = 56.53, SD = 18.03). The implications of these findings to educational practice in Nigeria were discussed.
Portfolio Training: Getting Learners Actively Involved
Author: Djoub, Zineb
Date: 2015-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Portfolio Assessment,English (Second Language),Personal Autonomy,Relevance (Education),Teaching Methods,Educational Practices,Active Learning,Learning Readiness,Consciousness Raising,Foreign Countries,College Students

This article aims at helping teachers make effective use of language portfolios in an EFL/ESL context. This is through proposing and making clear the steps of integrating them into their teaching and the way learners' training into their use needs to be conducted to promote their reflective and autonomous learning. These range from identifying the students' readiness to autonomous learning to teachers' assessment of students' portfolios and their evaluation of this process. It is worth noting here that, this training process is being carried out on a sample of undergraduate students at the department of English of Abdelhamid Ibn Badis University of Mostaganem, Algeria.
Secondary-School Students&apos; International Voluntourism Experiences: Effects on Worldviews, Behaviours, and Aspirations
Author: Woloshyn, Vera E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Secondary School Students,Volunteers,Student Experience,Case Studies,Females,World Views,Student Behavior,Academic Aspiration,Social Justice,Semi Structured Interviews,Student Leadership,Student Participation,Advocacy,International Educational Exchange,Foreign Countries,Qualitative Research

In this case study, we document the experiences and perspectives of six young women who participated in two or more voluntourism projects while in secondary school. Participants completed individual interviews where they discussed the impact of their voluntourism experiences on their worldviews, behaviours, and aspirations. Voluntourism appeared to foster participants' long-term commitment to social justice and equity issues at global and local levels, with some participants expressing affiliated career ambitions. While participants reported enjoying being part of a community of like-minded individuals, they also discussed tensions, transitional difficulties and frustrations associated with their voluntourism experiences. To this end, we conclude by providing recommendations to prepare teachers for supporting youth's deconstruction, reflection, and meaning-making processes.
Teaching Mathematics in a Volatile, Uncertain, Complex and Ambiguous (VUCA) World: The Use of Concrete-Representational-Abstract Instructional Strategy
Author: Akinoso, Sabainah Oyebola
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Active Learning,Secondary School Students,Secondary School Mathematics,Pretests Posttests,Foreign Countries,Quasiexperimental Design,Control Groups,Experimental Groups,Instructional Effectiveness,Mathematics Achievement,Gender Differences,Statistical Analysis,Achievement Tests

This paper presents the teaching of mathematics in a volatile, uncertain, complex and ambiguous world with the use of concrete-representational-abstract instructional strategy (CRAIS). The CRAIS involves active participation of students in learning. The study adopted the pretest-posttest, control group, quasi experimental design. 191 senior secondary II students from four public schools purposively selected from two local government areas in Ibadan municipality were randomly grouped into one experimental and one control group. The experimental group was exposed to CRAIS and the control to modified conventional teaching strategy for 6 weeks. Instrument used was Students' Mathematics Achievement Test (r = 0.83). Two instructional guides on CRAIS and modified conventional teaching strategy were also used. Data were subjected to analysis of covariance. It was found out that the performance of the students taught with CRAIS improved significantly. Therefore, the teachers of mathematics should learn the use of CRAIS for effective teaching of mathematics.
Critical Thinking as a Nourishing Interface to EFL Context in Higher Education
Author: Petek, Elcin
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Second Language Learning,English (Second Language),Higher Education,Action Research,Student Attitudes,Questionnaires,Semi Structured Interviews,Thinking Skills,Language Skills,Student Improvement,Program Implementation,Undergraduate Students,Outcomes of Education,Qualitative Research,Statistical Analysis

As one of the renowned learning and innovation skills of 21st century, critical thinking (hereafter CT) has been studied in various fields of education. Contrary to expectations, the emphasis on the mutual link between CT and language learning in tertiary education is newly flourishing. That being the case, the awareness of English as a Foreign Language (hereafter EFL) learners regarding this close connection and how it affects their perceived language learning potential should be inquired and increased. Drawing on such need, this paper reports on the investigation of an action research implementation and its effects on the perceptions of EFL learners over a ten week period of CT integrated practice. Qualitative and quantitative analysis of the data collected through two CT tasks, open-ended questionnaires, and semi-structured interviews based on learners' logs revealed an unequivocal influence on the perspectives of EFL learners towards CT and language learning. The implementation also helped the learners improve their thinking and language skills.
Family and Volunteer Partner Opinions on Young Athletes Project
Author: Bildiren, Ahmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Athletes,Volunteers,Family Attitudes,Opinions,Special Needs Students,Preservice Teachers,Adapted Physical Education,Pretests Posttests,Competition,Student Teacher Attitudes,Attitude Change,Interviews,Preschool Children,Early Childhood Education,Qualitative Research,Statistical Analysis,Case Studies,Foreign Countries

The objective of this study was to examine the impacts during the pre-school period of Special Olympics activities on the attitudes of children with special needs as well as the families of normal developing children along with the teacher candidates who are likely to work with disabled children in the future (volunteers). The study group was comprised of the parents of 45 special athletes from 6 different cities who have participated in the Young Athletes Project and whose opinions have been asked during the pre-test along with the parents of 60 partner athletes along with 119 volunteer partners, parents of 46 special athletes and 51 partner athletes as well as 107 volunteer partners. Children with special needs and normal developing children were placed in an 8 week sports and game program within the scope of an integrated approach. Qualitative and quantitative data collection techniques were used in the study. The study results set forth that Young Athletes project has a positive impact on the opinions of the families of children with special needs and normal developing children as well as the opinions of volunteer partners.
The Development of Media Activities by Undergraduate Students in Order to Promote Agricultural Tourism Community Enterprise According to the Principles of Social Service Learning and Community-Based Leaning
Author: Thamwipat, Kuntida
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Community Education,Agriculture,Tourism,Foreign Countries,Community Programs,Social Media,Service Learning

This research was aimed to develop media activities by undergraduate students to promote agricultural tourism community enterprise according to the principles of social service learning and community-based learning, 2) to evaluate the quality of such media activities, 3) to measure the income of the community after the development of media activities, and 4) to evaluate the satisfaction and the learning achievements of the sampling group. This research was conducted in the second semester of the academic year 2016. There were 5 important phases as in 1) Survey on the concepts and the community's demands, 2) Development of media activities according to ADDIE Model, 3) Evaluation of the quality by 9 experts and the results showed that the contents were of good quality (x-bar = 4.33, SD = 0.63) and that the presentation was of good quality (x-bar = 4.48, SD = 0.54), 4) Measurement of the income of 34 persons in the community and it showed an average income of 6000 to 12000 Baht, or 15% increase, and the satisfaction of the local shops was at the highest level (x-bar = 4.66, SD = 0.54), and 5) Evaluation of the satisfaction and the learning achievements of 79 undergraduate students showed that the students expressed the highest level of satisfaction (x-bar = 4.70, SD = 0.26). After Action Review (AAR) showed that the learning achievements were good because students gained practical knowledge and used their experience in every step of their activities.
Target versus Native Language Use in Foreign Language Classes: Perspectives of Students and Instructors
Author: Ekmekçi, Emrah
Date: 2018-00-00
Type: Journal Articles
Subjects: Native Language,Second Language Instruction,Language Usage,Teacher Attitudes,Student Attitudes,English (Second Language),German,French,Foreign Countries,Questionnaires,Likert Scales,Statistical Analysis,College Students

Whether or not to use students' native language (L1) in second or foreign language classes has always been debated by many scholars and researchers. This controversial issue has taken place in the literature with various case studies and findings. The current study investigates into both students and teachers' perspectives on using L1 in foreign classes. The study was conducted in a state university offering compulsory language education for at least one academic year in three foreign languages, English, German, and French in 2016-2017 academic year. As data collection instruments, two Likert-type questionnaires were administered to instructors and students. Ten English, seven German and three French Language instructors participated in the study together with 217 students from three compulsory foreign language preparatory classes. Descriptive data were analysed in order to determine the students and instructors' perspectives about L1 use. ANOVA test was also used to find out whether there exist significant differences among students and instructors with regard to L1 use. The results reveal that there is a statistically significant difference between English and German language students and between French and German language students with regard to L1 use in the foreign language classrooms. However, there is not a statistically significant difference between English and French language students with regard to L1 use in the foreign language classrooms. The findings also indicate that there is no statistically significant difference among English, French and German language instructors concerning the use of L1 in the classes.
The Relation between the Awareness Level of Writing Strategies and Writing Self-Efficacy
Author: Demir, Sezgin
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Strategies,Self Efficacy,Knowledge Level,Secondary School Students,Foreign Countries,Statistical Analysis,Gender Differences,Instructional Program Divisions,Parent Background,Reading Habits,Books,Television Viewing,Internet,Correlation,Time on Task,Predictor Variables,Factor Analysis,Likert Scales,Outcomes of Education

Although language is a communicational system which is based on two fundamental language skills; internal and external, it is one of the external/productive language skills together with speaking that requires a certain civilization level for a society. Writing is a tool that transfers every kind of message, dialogue, emotion, desire to stones, tablets, papyrus and finally on paper through symbols that are the result of reaching a certain level of civilization. While writing strategies enable a type of cognitive monitoring mechanism to operate; writing self-efficacy meets the need of belief regarding managing, achieving before deeds regarding performance. The purpose of this research is to determine the relation between the awareness level of writing strategies and writing self-efficacy of the secondary school students. The population of the research consists of secondary school students and the sample consists of 671 students from 5, 6, 7 and 8th grade students of four secondary schools, which were chosen from every educational region in the city of Aksaray in Turkey through simple random sampling method. Within the analysis of the data independent group t test was used in terms of gender variable; and variance analysis was used in terms of grade, parental education status, and duration for reading books, watching television, and the use of internet. In order to determine the relation between the two variables Pearson correlation coefficient and for the determination of the predicting level between these two variables, simple linear regression analysis were used. As a result of the study it was seen that both the writing strategies awareness level and the self-efficacy of the female students were higher; as the grade increases, as the parental education status decreases, as the duration for daily book reading decreases and the time for watching television increases the writing strategies awareness levels of the students and their writing self-efficacies decrease. However the time for internet use did not reflect in a negative way. In addition in the research it was determined that writing strategies awareness level is a significant predictor of writing self-efficacy.
Research on the Influencing Factors of High School English Teacher Professional Learning Community Evaluation in Changchun, China
Author: Li, Yang
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Secondary School Teachers,Communities of Practice,Teacher Attitudes,Questionnaires,Online Surveys,Cultural Influences,Democracy,Leadership,Confucianism,Career Development,College Entrance Examinations,Democratic Values,Test Construction,Teacher Characteristics,Statistical Analysis,Cooperation

This research shows the development and influencing factors of high school English teachers' evaluation of professional learning community in Changchun, China. Followed Olivier and Hipp &amp; Huffma's research, the teacher professional learning community evaluation questionnaire was developed by the researchers. 422 English teachers in Changchun were invited to participate in the online survey. This study found that the organization characteristics of professional learning communities in this city shared similar characteristics with Western countries at some degree. English perceptions of including the &quot;shared personal practice&quot; and &quot;collective learning and application&quot; achieves the average level in this research. Compared to the western professional learning communities, the Chinese professional learning communities in this study lack of the democratic leadership and shared value and vision attributions. According to the analysis, we find that the Confucian cultural context, teacher' career development stages, the pressures of national college entrance examination and the systematic teaching training have a significant impact on the evaluation of teacher professional learning communities. Aiming at to build a learning organisation rather than a bureaucratic administration, we suggest that the &quot;shared value and vison&quot; and &quot;shared and supportive leadership&quot; needs more reform in the current professional learning communities. Namely, traditional Soviet model of school-based professional learning communities need to reform toward a learning organisation emphasizing the teaching and learning.
A Genre-Based Approach to Writing Instruction in EFL Classroom Contexts
Author: Nagao, Akiko
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Instruction,Classroom Techniques,English (Second Language),Second Language Instruction,Literary Genres,Teaching Methods,Functional Literacy,Writing Skills,Pretests Posttests,Student Surveys,College Freshmen,Correlation,Instructional Effectiveness,Foreign Countries,Qualitative Research,Statistical Analysis

This study explored how 14 foreign-language writers at a university in Japan changed their genre awareness of discussion genre texts (particularly argumentative essays) during a 15-week systemic functional linguistics course consisting of text-based writing lessons assigned as part of a teaching and learning cycle. To obtain in-depth quantitative and qualitative insights into changes in the students' awareness of genre and writing skills, pre- and post-surveys and self-reflection written texts were administered and analyzed. Twelve previously proposed criteria (covering generic structure, lexicogrammar, and multidimensional analyses of attitudes and performance) were used to analyze the self-reflection texts. The preliminary results showed that the students' understanding of generic structure and lexicogrammar improved, especially their comprehension of the second and third paragraphs of the target genre text. The preliminary results of the correlation analysis illustrated that the increased understanding of lexicogrammatical features, such as textual meaning, interpersonal meaning, and experiential meaning, was related to their self-efficacy and confidence in their writing skills. The preliminary analysis results indicated that that applying a teaching and learning cycle and a genre-based approach to writing instruction has the potential to enhance EFL students' awareness of generic structure and interpersonal meaning in writing argumentative essays.