ethanporcaro/eric-fulltext-meta huggingface dataset:
Discourses on Slang: Implications for English Classes in Brazil
Author: Senefonte, Fábio Henrique Rosa
Date: 2014-00-00
Type: Journal Articles
Subjects: Language Usage,Language Variation,English (Second Language),Second Language Learning,Second Language Instruction,Interviews,Teacher Attitudes,Discourse Analysis,Foreign Countries,Qualitative Research,Hermeneutics,Language Teachers,Secondary School Teachers,Semantics,Teaching Methods

There are primarily two discourses on slang: one is based on the Linguistic Purism View (slang is seen as an ugly, poor and/or dirty vocabulary); and on the other hand, the Socio-historical-cognitive view understands slang as a rich component of language (BARRA, 2007; MATTIELLO, 2005; ZARBALIYEVA, 2012). Taking this into consideration, this qualitative and hermeneutic study aims at investigating which ideology lies in the discourse of two high school English teachers in Brazil. Furthermore, the focus of this study is also on investigating the possible implications of that ideology for the English classes in the Brazilian context. For the aforementioned purposes, the teachers were interviewed and their discourses were analyzed under the Critical Discourse Analysis approach (MACHIN; MAYER, 2012), more specifically based on the Sociocognitive approach (WODAK &amp; MEYER, 2009). Results show that the teachers' discourses are shaped by both perspectives (Linguistic Purism and Socio-historical-cognitive perspective). As a consequence, the use and the teaching of slang in Brazil are limited because of several reasons, especially concerning its semantic field.
A Critical Evaluation of Phrónêsis as a Key Tool for Professional Excellence for Modern Managers
Author: Thomas, Shinto
Date: 2017-04-20
Type: Speeches/Meeting Papers
Subjects: Literary Criticism,Ethics,Thinking Skills,Strategic Planning,Models,Heuristics,Values,Personality Traits,Praxis,Cognitive Processes,Perception,Accountability,Governance,Goal Orientation,Leadership Effectiveness,Leadership Qualities,Professionalism

Phrónêsis or practical wisdom is an important element of Aristotelian virtue ethics. This paper is an attempt to study what is meant by Phrónêsis, how it might be understood, reinterpreted, applied, and extended in contemporary professional management practice and its role in enhancing professional excellence in modern managers. Phrónêsis can equip them for learning through experience, exercising praxis and having a universal and multi-perspective vision and multi-perspective vision and, substantially enhances the levels of self-concept, communication, decision making and interpersonal skills, conditions that are critical to excellence in professional management. The Phrónêtic managers can employ all competencies in its totality. The ideas in this paper will be of use to human resources practitioners and academicians interested in the professional development of managers within organizational settings and classroom settings.
Mediation in Peer Interaction
Author: Dawadi, Saraswati
Date: 2014-12-00
Type: Journal Articles
Subjects: Interaction,Peer Groups,Peer Relationship,English (Second Language),Communicative Competence (Languages),Mediation Theory,Learning Strategies,Interaction Process Analysis,Graduate Students,Classroom Techniques,Second Language Learning,Foreign Countries

This article examines the strategies used by the high-level English as a foreign language learners to mediate understanding in peer interactions. The data was generated from peer interactions of post graduate level students in their regular classroom. It was found that the students were able to understand communicative intent of their peers and provide support to each other; they worked collaboratively and co-constructed knowledge. They used different strategies to mediate understanding. The major strategies included: repetition, elaboration, definition, contextual cues, scaffolding, paralinguistic cues and real life examples. The transcription convention is appended.
The Effects of Conceptual Metaphors on the Acquisition of Phrasal Verbs by Turkish EFL Learners
Author: Kartal, Galip
Date: 2017-00-00
Type: Journal Articles
Subjects: Figurative Language,Phrase Structure,Verbs,Language Tests,English (Second Language),Quasiexperimental Design,Foreign Countries,Student Placement,Second Language Learning,Multivariate Analysis,Language Proficiency,Memorization,Pretests Posttests,Control Groups,Experimental Groups,Psycholinguistics,Teaching Methods,Comparative Analysis,Learning Processes

This study investigates the effects of conceptual metaphors on Turkish EFL learners' acquisition of phrasal verbs. The participants were 120 beginner, elementary, and pre-intermediate level students. The research follows a pre and post-test quasi-experimental research design. The students were assigned to proficiency levels according to their Michigan Placement Test scores. A phrasal verb completion test was used as the measurement instrument of the study. With regard to their proficiency levels, students were divided into control and experimental groups. The experimental group received cognitive linguistics inspired phrasal verb teaching (conceptual metaphors) while the control group was provided only traditional memorization method. Three paired samples t-tests were run in order to investigate the effects of conceptual metaphors in proficiency levels. In addition, a 2X3 MANOVA was conducted to investigate whether the method (traditional and conceptual metaphors) and proficiency level (beginner, elementary, pre-intermediate) have an effect on completion test of phrasal verbs (as measured by exposed and unexposed phrasal verbs). This study found evidence that conceptual metaphors have positive effects on the learning of phrasal verbs.
Educational Research: Educational Purposes, the Nature of Knowledge and Ethical Issues
Author: López-Alvarado, Julio
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Research,Educational Objectives,Educational Practices,Educational Researchers,Role of Education,Ideology,Epistemology,Beliefs,Ethics

Educational research should aim at improving educational practice by analysing the world of Education to understand it and make it better. It should be a critical, reflective and professionally oriented activity. Educational research should have three objectives: to explore issues and find answers to questions (for academics), to share policy (e.g. relationships between education/work/training, for policy makers) and to improve practice (for practitioners). Historically the role of the educational researcher has moved from academic theorist, through expert consultant, to reflective practitioner. Educational research has changed from the positivist assumptions underpinning the scientific-experimental paradigms which had prevailed during the 20th century, to the recent postmodernist and poststructuralist trends, which challenged the previous assumptions. Educational purposes are many and varied, and there is probably no consensus on this issue. The purposes of education can be affected by the context of the historical periods and by ideology. The purposes of education research can also be affected by the views and beliefs of reality. Educational research can in turn be affected and constrained by ethical issues. In this paper I will try and discuss the main issues regarding educational research, and how they affect the modern educational researcher.
Comparing Second Language Student Participation under Three Teaching Modes
Author: Magee, Vicky Y. G.
Date: 2001-00-00
Type: Reports - Research
Subjects: College Students,Second Language Learning,Second Language Instruction,Mandarin Chinese,Teaching Methods,Group Instruction,Cooperative Learning,Discourse Analysis,Statistical Analysis,Questionnaires,Semi Structured Interviews,Student Attitudes,Interpersonal Communication,Student Participation,Classroom Communication,Learning Activities,Foreign Countries

This study examined the talk of 20 university level learners of Mandarin as a Second Language in three instructional modes: teacher-led (TL), unstructured group work (UGW), and structured group work using a cooperative learning technique (SGW), in this case, Jigsaw. Statistical analyses showed that more learner talk (in terms of turns and c-units) was generated in both types of group work than in the TL setting. Of the two group modes, SGW generated more learner talk than UGW. These learner talk data were supplemented by using questionnaires and interviews to learn how the students and their teacher reacted to the three modes. The results of the study suggest that all three settings can play a positive role in classroom language acquisition. Therefore, keeping a balanced mixture of each in the curriculum is recommended. The following are appended: (1) Questionnaire for students (in English translation); (2) Questionnaire for the teacher (in English translation); (3) Interview schedule for student (in English translation); and (4) Interview schedule for the teacher (in English translation). [This article was published in &quot;Journal of the Chinese Language Teachers Association,&quot; v36 n1 p61-80 2001.]
Cooperative Learning and Peace Studies
Author: Jacobs, George M.
Date: 1989-00-00
Type: Reports - Descriptive
Subjects: Cooperative Learning,Peace,Definitions,Accountability,Interpersonal Competence,Heterogeneous Grouping,Group Dynamics,Group Activities,Reinforcement,Global Approach,Inclusion,Outcomes of Education

The goal of this paper is to advocate that cooperative learning be a key, but not the only, methodology used in peace education. Two reasons will be put forward to support this view. First, research has shown that cooperative learning promotes positive educational outcomes generally. Second, cooperative learning is harmonious with peace education because both seek to help students recognize that we all depend on each other to succeed. Cooperative learning helps students translate this recognition into action by providing opportunities to learn and practice collaboration.
Integrating Language Functions and Collaborative Skills in the Second Language Classroom
Author: Jacobs, George M.
Date: 1996-00-00
Type: Reports - Descriptive
Subjects: Second Language Learning,Second Language Instruction,Language Teachers,Instructional Materials,Cooperative Learning,Interpersonal Competence,Teaching Methods

Language learning materials frequently include group activities, and many books and journals for language teachers recommend that groups be an important part of teachers' instructional repertoire. Unfortunately, group activities sometimes fail because students lack the skills necessary to function effectively in groups. For instance, teachers often find that students do not participate equally in group activities, that they do not help one another, that disagreements lead to bad feelings, and that groups get off task. But is spending time helping students learn to function together the language teacher's job? Wouldn't that just be a distraction from our main job of teaching the language? We've already got enough to do. Wouldn't it be better just to skip using groups and avoid the headache of trying to get students to work together? In this article we maintain that helping students learn and practice collaborative skills is not a distraction from language teaching. Instead, the language necessary to use these skills involves basic language functions (such as greetings, information requests, apologies) which students will find useful in the many ways they interact with other people. This article has four parts. In the first part, we describe the teaching of language functions. In the second part, we discuss the teaching of collaborative skills. Next, we give examples of how, in using cooperative learning activities, we integrate the teaching functions with instruction in collaborative skills. Finally, we relate the story of one student who benefited from such instruction. [This article was published in &quot;TESL Reporter,&quot; v29 n1 p21-33 1996.]
Introducing Cooperative Learning to Primary 1 and Primary 2 Pupils
Author: Fong, Salim
Date: 2000-00-00
Type: Reports - Descriptive
Subjects: Cooperative Learning,Foreign Countries,Elementary School Students,Teaching Methods,Elementary School Teachers,Communities of Practice,Teacher Collaboration,Skill Development,Evaluation Methods,Faculty Development

It was scary at first. Just getting P1 and 2 students to follow basic instructions is hard enough; trying to get them to work together in groups seemed like asking for extra trouble. But, a dash or two of trouble adds a bit of spice to a veteran teacher's life; so the four of us teachers at Mayflower Primary School--a neighbourhood school in Ang Mo Kio--decided to take up the challenge when our principal, Ms Ngeow Ah Cheng, asked if we'd like to join a Learning Circle to help us use cooperative learning with our lower primary students. This article recounts our odyssey. We begin with a little background on cooperative learning and Learning Circles. Cooperative learning (CL) can be defined as concepts and strategies for helping students work well with one another. In other words, CL is a lot more than just telling students to &quot;work together&quot;. Learning Circles (LC) are a form of teacher-directed professional development. Through LCs, we teachers work together to: reflect on the how, what, and why of our teaching; identify and solve problems in our teaching; and share our insights with fellow professionals. So, you could say that LCs are a form of CL among teachers, but LCs don't have to be about CL. Other LCs in Singapore deal with issues such as helping underachievers, environmental education, and teaching thinking. In Singapore, MOE's Teachers' Network is a prime breeding ground for LCs. They supplied us with a friendly facilitator, Sheila, and a not-so-friendly, but charming nonetheless, resource person, George.
Making Thinking Audible and Visible via Cooperative Learning
Author: Jacobs, George M.
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Cooperative Learning,Thinking Skills,Auditory Stimuli,Visual Stimuli,Verbal Communication,Teaching Methods,Heterogeneous Grouping,Group Dynamics,Peer Relationship,Interaction,Student Participation,Accountability,Success,Educational Principles

This chapter begins with a section that describes cooperative learning and explains eight cooperative learning principles. The second section looks briefly at why making thinking audible and visible enriches students' thinking. Making thinking audible means that teachers and students speak out what is going through their minds as they do a task, while making thinking visible means that teachers and students show what is going on in their minds as they go about a task. This visibility can be achieved via such means as writing out the steps in a mathematics equation while doing the task or using a graphic organizer such as a mind map to illustrate one's thinking. Section three shows cooperative learning techniques that can be used to make thinking audible and visible. As cooperative learning is a generic methodology, it can be used in any content area, with any age of student and at any stage in a unit of instruction, from introducing concepts to reviewing before an examination. Furthermore, cooperative learning fits well with other modes of instruction, such as teacher talk and individual work. Thus, in any one lesson students can usefully listen to the teacher, work cooperatively with peers and study alone. [This article was published in Jacobs, G. M., Wang, A., Li, X., &amp; Xie, Y. (2008). &quot;Making thinking audible and visible via cooperative learning.&quot; In M. H. Chau &amp; T. Kerry (Eds.),&quot; International perspectives on education&quot; (pp. 103-117). London: Continuum.]
Noxious Noise or Sweet Sound: Adjusting the Volume of Group Activities
Author: Jacobs, George M.
Date: 2000-00-00
Type: Reports - Descriptive
Subjects: Group Activities,Acoustics,English (Second Language),Second Language Instruction,Classroom Environment,Interpersonal Communication,Teaching Methods,Cooperative Learning

Group activities have become more common in second language instruction. For example, a few years ago I collaborated on a study comparing ESL coursebooks from the 1960s with those from the 1990s (Jacobs, Crookall, &amp; Thiyaragarajali, 1997). My colleagues and I found many more group activities in the latter books. Key support for the increase in group activities lies in interactionist views of second language acquisition (Long, 1996; Pica, 1996). For instance, Swain (1999) argues that while learners need to receive large quantities of comprehensible input in order to develop proficiency in a second language, learners also need to produce output, via speaking and writing, in order to advance to higher levels of proficiency. One reason that other second language teachers and I use group activities as part of our teaching is because such activities give students have many more opportunities to speak than when a teacher-fronted mode of instruction is used. I like to picture this example. If I am teaching a class of forty students, in the teacher-fronted mode, I will speak more than half of the time. Even when I call on individual students, for instance, to answer questions, only one student is speaking while the rest are, hopefully, listening. In contrast, picture this same classroom when group activities are used. Students are in 10 groups of four students each. Thus, when I am not talking, 10 students (one per group) are speaking. In this manner, group activities result in a geometric increase in my students' output. However, this dramatic increase in learner talk brings with it a well-known issue: all those voices speaking as once may result in an increased noise level. Indeed, noise is frequently cited as one of the reasons to avoid group activities. Below are some suggestions for addressing this issue. I found most of these suggestions in the many books available on cooperative learning (e.g., Baloche, 1998). [This article was published in &quot;Guidelines&quot; v22 p20-23 2000.]
Teachers' Perception of Social Justice in Mathematics Classrooms
Author: Panthi, Ram Krishna
Date: 2017-04-18
Type: Reports - Research
Subjects: Mathematics Teachers,Teacher Attitudes,Social Justice,Semi Structured Interviews,Secondary School Teachers,Equal Education,Caring,Social Development,Foreign Countries,Public Schools,High Schools,Classroom Environment,Teaching Methods,Qualitative Research,Hermeneutics,Interviews,Observation

The purpose of this study was to explore mathematics teachers' perception of social justice in mathematics classrooms. We applied interpretive qualitative method for data collection, analysis, and interpretation through iterative process. We administered in-depth semi-structured interviews to capture the perceptions of three mathematics teachers about social justice in mathematics classroom at three public secondary schools in Kathmandu. We carried out multiple layers of thematic analysis and interpretation of the narratives from the interview data. Altogether five themes on perception of social justice emerged from the analysis of the data. These themes were associated with - equality, equity, fairness, social process, and caring students. Implications of the study have been discussed at the end.
Teaching and Learning Issues in Mathematics in the Context of Nepal
Author: Panthi, Ram Krishna
Date: 2017-04-18
Type: Reports - Evaluative
Subjects: Foreign Countries,Mathematics Instruction,Social Influences,Gender Differences,Language Usage,Social Justice,Ethnic Groups,Politics of Education,Equal Education,Access to Education,Socioeconomic Status,Teaching Methods,Unions,Technology Uses in Education,Educational Technology,Technological Literacy,Access to Computers,Constructivism (Learning),Achievement Gap,Student Diversity,Teacher Associations

In this paper, we discussed major issues of mathematics teaching and learning in Nepal. The issues coming from theories such as social and radical constructivism suggest that teachers are not trained to use such approach in teaching mathematics, and there is a lack of teaching aids and materials and technological tools. The issues related to social aspects are gender issues, language issues, social justice issues, and issues related to the achievement gap. The cultural issues are related to the diversity of language and ethnicity. The issues related to political aspects are equity and access, economic status, pedagogical choice, and professional organizations and unions. The issues related to technology include the technological skills, use of technology, and affordance. Finally, we suggest that all the stakeholders should pay attention to resolving these issues by improving the curriculum, training teachers, resourcing the classroom with locally made and new technological tools.
Happiness and Ethical Values in Higher Education
Author: Lee, Jeong-Kyu
Date: 2017-04-20
Type: Reports - Research
Subjects: Higher Education,Ethics,Values,Psychological Patterns,Correlation,Fundamental Concepts,Relevance (Education),Economic Impact,Performance Factors,Content Analysis,Cross Cultural Studies,Social Change,Foreign Countries

The purpose of this paper is to discuss relations between happiness and ethical values in higher education, focusing on the need for the university to pursue happiness and ethical values. To examine the paper logically, four research questions are addressed. First, what are general concepts of happiness and ethical values? Second, why higher education pursues happiness? Third, why ethical values in higher education are important in the midst of the 4th Industrial Revolution era? Last, what are significant factors and norms for building happiness and ethical values in Korean higher education from the perspective of the Fourth Industrial Revolution? To defend the questions, the author uses a descriptive content analysis method, with a cross cultural approach. In addition, to review this paper clearly and limitedly, this article is defined as follows: higher education is limited to current Korean higher education in the 4th Industrial Revolution era; ethical values are confined Korean Confucian values; and happiness is reviewed from the perspectives of western and eastern classical standpoints, particularly, not only Christian Scriptures and Hindu-Buddhist Sacred Books, but also the classical Greek and Chinese thoughts. Based on the research results of this study, the author suggests that happiness and ethical values are important factors and norms to cope with the new emerging industrial revolution age. For future research, it is recommended that this research be broadly undertaken to explore the merits of educational, philosophical, and religious thought in the classics of both worlds.
Learning Entrepreneurship with Serious Games--A Classroom Approach
Author: Almeida, Fernando L. F.
Date: 2017-01-00
Type: Journal Articles
Subjects: Classroom Techniques,Entrepreneurship,Educational Games,Learning Strategies,Computer Games,College Programs,Educational Practices,Educational Strategies,Teaching Methods

The use of educational games for pedagogical practice can provide new conceptions of teaching-learning in an interactive environment stimulating the acquisition of new knowledge. The so-called serious games are focused on the goal of transmitting educational content or training to the user. In the context of entrepreneurship, serious games appear to have greater importance due to the multidisciplinary of the knowledge needed. Therefore, we propose the adoption of the Entrexplorer game in the context of a university classroom. The game is a cloud-based serious game about the theme of entrepreneurship where users can access learning contents that will assist them in the acquisition of entrepreneurial skills. The organization of the game in eight levels with six additional floors let students learn the different dimensions of an entrepreneurship project while progressing during the gameplay.