ethanporcaro/eric-fulltext-meta huggingface dataset:
Match between Pre- and Postmigration Education among New Immigrants: Determinants and Payoffs
Author: Girard, Magali
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Outcomes of Education,Education Work Relationship,Professional Recognition,Postsecondary Education,Enrollment

The objective of this paper is to understand the transition between immigrants' premigration education and their educational trajectories once in Canada, and the return on investment in postmigration education in terms of employment status and earnings. The data come from Statistics Canada's Longitudinal Survey of Immigrants to Canada. Using multinomial logistic regressions and fixed effects regressions, we found that: a third of new immigrants with postsecondary training pursue their education during their early years in Canada; those who are admitted to Canada because of their high levels of skills, namely the principal applicants in the skilled workers category, are more likely to pursue their education; and those who enrol do not see an immediate benefit in terms of their earnings. This is further evidence of the lack of foreign credential recognition in Canada, which delays entry into highly paid occupations and delays full participation in the Canadian economy. (Contains 3 notes and 5 tables.)
Researcher Practice: Embedding Creative Practice within Doctoral Research in Industrial Design
Author: Evans, Mark
Date: 2010-00-00
Type: Journal Articles
Subjects: Researchers,Data Collection,Creative Activities,Design,Motivation,Statistical Analysis,Qualitative Research,Research Methodology,Case Studies,Graduate Students,Doctoral Dissertations,Student Research,Foreign Countries

This article considers the potential for a researcher to use their own creative practice as a method of data collection. Much of the published material in this field focuses on more theoretical positions, with limited use being made of specific PhDs that illustrate the context in which practice was undertaken by the researcher. It explores strategies for data collection and researcher motivation during what the author identifies as &quot;researcher practice.&quot; This is achieved through the use of three PhD case studies. Methods of data collection focus on: (a) the use of output from practice for quantitative data collection (i.e., for comparative analysis), (b) the use of output from practice for qualitative data collection (i.e., reflection on new working practice), and (c) the use of output from practice for data translation (i.e., using research output to produce a creative design solution for a tool that can be used for further data collection and validation). The article discusses the methodologies employed in the case studies to identify themes which enable the definition of a generic researcher practitioner methodology. It notes the significance of creative practice in support of data collection and the differences between researcher practice and commercial practice, and emphasises the contribution of researcher practice towards personal motivation. (Contains 3 figures.)
Naturalistic Cognition: A Research Paradigm for Human-Centered Design
Author: Storkerson, Peter
Date: 2010-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Phenomenology,Design,Theory Practice Relationship,Models,Research Methodology,Cues,Epistemology,Concept Formation,Humanism

Naturalistic thinking and knowing, the tacit, experiential, and intuitive reasoning of everyday interaction, have long been regarded as inferior to formal reason and labeled primitive, fallible, subjective, superstitious, and in some cases ineffable. But, naturalistic thinking is more rational and definable than it appears. It is also relevant to design. Inquiry into the mechanisms of naturalistic thinking and knowledge can bring its resources into focus and enable designers to create better, human-centered designs for use in real-world settings. This article makes a case for the explicit, formal study of implicit, naturalistic thinking within the fields of design. It develops a framework for defining and studying naturalistic thinking and knowledge, for integrating them into design research and practice, and for developing a more integrated, consistent theory of knowledge in design. It will (a) outline historical definitions of knowledge, attitudes toward formal and naturalistic thinking, and the difficulties presented by the co-presence of formal and naturalistic thinking in design, (b) define and contrast formal and naturalistic thinking as two distinct human cognitive systems, (c) demonstrate the importance of naturalistic cognition in formal thinking and real-world judgment, (d) demonstrate methods for researching naturalistic thinking that can be of use in design, and (e) briefly discuss the impact on design theory of admitting naturalistic thinking as valid, systematic, and knowable. (Contains 3 figures and 2 tables.)
Methodological Innovation in Practice-Based Design Doctorates
Author: Yee, Joyce S. R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Research Methodology,Research Design,Innovation,Design,Graduate Study,Doctoral Dissertations,Case Studies,Foreign Countries

This article presents a selective review of recent design PhDs that identify and analyse the methodological innovation that is occurring in the field, in order to inform future provision of research training. Six recently completed design PhDs are used to highlight possible philosophical and practical models that can be adopted by future PhD students in design. Four characteristics were found in design PhD methodology: innovations in the format and structure of the thesis, a pick-and-mix approach to research design, situating practice in the inquiry, and the validation of visual analysis. The article concludes by offering suggestions on how research training can be improved. By being aware of recent methodological innovations in the field, design educators will be better informed when developing resources for future design doctoral candidates and assisting supervision teams in developing a more informed and flexible approach to practice-based research. (Contains 8 figures and 2 tables.)
The Conversational Self: Structured Reflection Using Journal Writings
Author: Shumack, Kaye
Date: 2010-00-00
Type: Journal Articles
Subjects: Reflection,Learning,Design,Journal Writing,Case Studies,Dialogs (Language),Social Theories,Educational Psychology

This article presents an approach for structured reflection by a designer through journal writing. The journal writing situates the agency of the designer, using a range of internal conversations as a way to expand horizons and perspectives. Through a structured approach using journal entries, experiences of the design process are introduced as reflective internal talkback. In the approach that is described, decision points and perspectives are negotiated and potentially contested through a series of voices of self as I, Me, You, and We. These voices are intertwined within the journal narrative and are proposed as a useful framework for negotiating and effectively engaging with design complexity. The article introduces the conceptual backgrounds with reference to conversation as a process of learning. The specific dynamics of the journal writing approach are explained and then illustrated in a case study. The case study describes how the approach is applied for a specific design project. (Contains 5 figures and 1 table.)
Self-Regulation: A New Perspective on Learning Problems Experienced by Children Born Extremely Preterm
Author: Lynn, Lisa N.
Date: 2011-00-00
Type: Journal Articles
Subjects: Learning Problems,Educational Objectives,Outcomes of Education,Academic Achievement,Premature Infants,Intelligence Quotient,Scores,Self Control,Cognitive Processes,Role,Intervention,Correlation

Survival rates are increasing for children born extremely preterm, yet despite the majority of these children having IQ scores within the average range, 50-70% of these children have later school difficulties. This paper reviews factors associated with academic difficulties in these children, emphasizing the contributions of executive functions (EF) and self-regulation. The roles of EF are examined separately, and also under the unifying construct of self-regulation; that is, the integration of various behavioural, cognitive, and affective elements. Improving self-regulatory skills could moderate the negative effects of EF deficits and inform interventions to improve the educational outcomes of these children.
Sub-Lexical Reading Intervention in a Student with Dyslexia and Asperger's Disorder
Author: Wright, Craig
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Intervention,Asperger Syndrome,Dyslexia,Reading Difficulties,Developmental Disabilities,Decoding (Reading),Phonological Awareness,Word Recognition,Reading Skills,Skill Development,Children,Phoneme Grapheme Correspondence,Foreign Countries

Dyslexia is a common presenting condition in clinic and educational settings. Unlike the homogenous groups used in randomised trials, educators typically manage children who have multiple developmental problems. Investigations are required into how these complex cases respond to treatment identified as efficacious by controlled trials. This study reports on a sub-lexical intervention in a student with dyslexia and Asperger's Disorder. Substantial and clinically significant gains were obtained on multiple measures of phonological decoding skill and irregular-word reading. The improvements in word-level skills were accompanied by moderate improvements in text-reading accuracy and reading comprehension. Results are discussed in the context of single-case methodology and the implications for practice and future research are discussed. (Contains 2 figures and 2 tables.)
Second-Language Learning through Imaginative Theory
Author: Broom, Catherine
Date: 2011-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Models,Educational Theories,Imagination,Cultural Awareness

This article explores how Egan's (1997) work on imagination can enrich our understanding of teaching English as a second language (ESL). Much has been written on ESL teaching techniques; however, some of this work has been expounded in a standard educational framework, which is what Egan calls an assembly-line model. This model can easily underlie our unconscious structures. The article begins by reviewing Egan's kinds of understanding and then discusses how conceptions of English-language learning may be changed when Egan's Imaginative Education (IE) theory is used as the theoretical base. For example, ESL learning jumps from a simple progression through language levels to multiple and interacting ecological zones that interplay with and within the learner. As well, the focus moves from the generation of activities to the students themselves as conscious, living beings. This theoretical orientation provides possibilities for second-language learning to become wondrous, multifaceted, and intricate. (Contains 2 figures and 1 note.)
Second-Language Acquisition and the Information Age: How Social Software Has Created a New Mode of Learning
Author: Davies, Renaud J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Curriculum Development,Socialization,Computer Software,Social Change,Educational Technology,Second Language Learning,Online Courses,Electronic Publishing,Computer Mediated Communication,Information Technology

We are presently witnessing a great shift in how young people learn and in the benefits that social software has to offer. New technologies can augment and build on traditional forms of social learning, giving birth to an improved and more multifaceted approach to knowledge acquisition that complements the current more general shift toward an increasingly technological world. The purpose of this article is not only to consider how social learning through the use of technology benefits learners, but also to investigate the implications of such learning and technology for curriculum development.
Framing the Problem of Identity in Composition and TESOL Studies: A Sampler
Author: Messekher, Hayat
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Teachers,Language Research,English (Second Language),Second Language Learning,Self Concept,Teacher Education,Transformative Learning,Teaching Methods,Second Language Instruction,Language Teachers

This article looks at how the intricate issue of identity has been addressed and framed in composition and TESOL studies (C&T). It reviews five articles and a book as a sampler to explore identity research in various contexts ranging from the problematic rise of identity in second-language acquisition (SLA) research in 1997, which represented a paradigm shift in SLA research, to other research dealing with second-language (L2) learners' identity, identity in a teacher training program (i.e., identity of student teachers), and finally, teacher identity as a transformative pedagogy.
Knowledge Base of Pronunciation Teaching: Staking out the Territory
Author: Baker, Amanda
Date: 2011-00-00
Type: Journal Articles
Subjects: Pronunciation Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Attitudes,Knowledge Base for Teaching,Schemata (Cognition),Classroom Research,Teaching Methods,Language Teachers

Despite decades of advocacy for greater investigative attention, research into pronunciation instruction in the teaching of English as a second language (ESL) and English as a foreign language (EFL) continues to be limited. This limitation is particularly evident in explorations of teacher cognition (e.g., teachers' knowledge, beliefs, and understandings), an area emerging as a vibrant focus for grounded research on the development, preparation, and instructional behaviors of ESL/EFL teachers. This article provides a comprehensive review of teacher cognition literatures tied to ESL/EFL pronunciation instruction. The review's dual purposes are (a) to document the current knowledge base of pronunciation teaching, and (b) to propose future directions for classroom-based teacher cognition research in this area. (Contains 1 note.)
Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension
Author: Mihara, Kei
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Strategies,English (Second Language),Second Language Learning,Vocabulary,College Students,Language Proficiency,Questionnaires,Prereading Experience,Foreign Countries,Genetics

This study focuses on two pre-reading strategies: vocabulary pre-teaching and comprehension question presentation. Researchers have claimed that a vocabulary strategy is less effective than any other pre-reading strategy. This study investigates whether their claim is true of Japanese university students. The purpose of the study is twofold. The first goal is to examine the effects of the two pre-reading strategies; the second is to discuss the relationships between students' English proficiency and their reading comprehension. The participants in the present study were asked to perform a pre-reading strategy, read a passage, and then answer comprehension questions. They read four passages altogether. Three weeks after they read the fourth passage, they were asked to answer a questionnaire. This study indicates that vocabulary pre-teaching is less effective for Japanese students, although students with higher English proficiency outperformed lower-level students regardless of which pre-reading strategy they used. (Contains 13 tables.)
The Effect of Three Consecutive Context Sentences on EFL Vocabulary-Learning
Author: Baleghizadeh, Sasan
Date: 2011-00-00
Type: Journal Articles
Subjects: Sentences,Second Language Learning,Vocabulary Development,English (Second Language),Indo European Languages,Context Effect,Role,Foreign Countries,Scores,Language Tests,Adults,Institutes (Training Programs)

Investigations into the role of context have often failed to find a positive role for this in vocabulary learning. This study, following a line of research concerned with the role of context, adds to the literature by examining the effect of three consecutive context sentences instead of one. Thirty-three Iranian EFL learners were asked to learn 20 challenging English words in two conditions. They encountered half of the words in three consecutive sample sentences plus their Farsi equivalents and the other half merely with their Farsi equivalents devoid of any context sentences. The results of both immediate and delayed post-tests revealed a positive role for context sentences in vocabulary learning. It is proposed that successful vocabulary learning through context sentences could be attributed to the mixed effects of both context and frequency of occurrence. (Contains 4 tables.)
Second-Language Education Policy in Quebec: A Critical Analysis of the Policy of English as a Compulsory Subject at the Early Primary Level in Quebec
Author: Fallon, Gerald
Date: 2011-00-00
Type: Journal Articles
Subjects: Language Planning,Electronic Mail,Seminars,Criticism,Foreign Countries,Critical Thinking,Primary Education,Second Language Learning,Educational Policy,English (Second Language),Second Language Instruction,Compulsory Education,French,Native Speakers,Interviews,Policy Analysis

This is a critical policy study of language planning and policy in Quebec regarding the new policy direction requiring the compulsory teaching of English at the early primary level (grades 1-2, Cycle 1) in francophone public schools. Based on the analysis of policy documents, archives, and narratives from interviews, the goal of this policy study is to determine how and why language-policy decisions about the compulsory teaching of ESL at the early primary level were made by policymakers in Quebec. (Contains 1 note and 2 tables.)
Teacher Preparedness for a Changing Demographic of Language Learners
Author: Webster, Nina Lee
Date: 2011-00-00
Type: Journal Articles
Subjects: Second Language Learning,Preservice Teachers,Interviews,Foreign Countries,Elementary School Teachers,Teacher Attitudes,English (Second Language),Immigration,Student Needs,Immigrants,Qualitative Research,Student Attitudes,Teaching Methods

English-language learners (ELLs) are becoming common in classrooms with Ontario's escalating immigration trends. Elementary school teachers are increasingly becoming responsible for meeting the needs of linguistically diverse children. This qualitative study explores current teacher preparation practices through preservice teachers' (PT) perspectives and explores how prepared primary-junior PTs are to teach ELLs in southwestern Ontario. Through a structured interview, six certified graduates shared descriptive experiences, knowledge, and beliefs. Findings indicate that although moving toward greater ELL awareness and inclusive mindsets, there is evidence that well-intentioned teachers lack the competence necessary for effective classroom practice. (Contains 1 table.)
Harness the Power of Technology
Author: Duncan, Arne
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Technology,Federal Government,Computer Uses in Education,Technology Integration,Teaching Methods,Government Role,Empowerment,Evaluation,Access to Computers,Productivity

Today, U.S. educators are teaching in the midst of a technological revolution. Technology promises to provide innovative solutions in the nation's classrooms, just as it has transformed the way people communicate, socialize, and conduct business. In this article, the author argues that now is the time to harness technology to revolutionize the way students learn and the way teachers teach. He stresses the need to work with peers to overcome obstacles and the challenges educators face as they create digital learning environments. He also emphasizes the role of the U.S. Department of Education and discusses five goals for the federal government to advance the digital classroom: (1) learning: engage and empower; (2) assessment: measure what matters; (3) teaching: prepare and connect; (4) infrastructure: access and enable; and (5) productivity: redesign and transform.
One Size Never Fits All: Tech Integration for Special Needs
Author: Courduff, Jennifer
Date: 2011-00-00
Type: Journal Articles
Subjects: Individualized Education Programs,Technology Integration,Disabilities,Educational Technology,Special Needs Students,Faculty Development,General Education,Mainstreaming,Inclusion,Computer Uses in Education,Creativity

For more than seven years, Etiwanda School District in California has implemented a districtwide technology integration program that included beginning, intermediate, and advanced professional development training and support for general education teachers. Training included programs such as Intel Teach to the Future and the application of this training for the effective use of Microsoft Office programs in teaching and learning activities. In an effort to improve the programs and offer tech integration training that focused specifically on students with special needs, a practical technology support plan was implemented for teachers working in specialized academic instruction programs. Its vision and subsequent goal was to enable teachers to help students with special needs and challenges through the process of weaving existing technology resources into instructional practices in meaningful ways. Through the creative and diligent commitment of Etiwanda's specialized academic instruction teachers, students are now meeting their individualized education program (IEP) goals more quickly than ever.
Student Voices for Change
Author: Miller, Shannon McClintock
Date: 2011-00-00
Type: Journal Articles
Subjects: Community Schools,Elementary Secondary Education,Educational Technology,Laptop Computers,Technology Uses in Education,Creativity,Public Officials,Technology Integration,Student Attitudes,Student Empowerment

In the fall of 2009, Van Meter Community School in Iowa adopted a one-to-one laptop initiative in grades 6-12 and a strong technology focus throughout the district. Since that time, an atmosphere of respect, creativity, collaboration, and connection as well as independent thinking and learning has prevailed at the school. Today, Van Meter has become a source of inspiration for educational transformation. It encourages students to speak to lawmakers, education leaders, and policy makers about the role technology has played in the transformation of their school. The author shares the story of how the Van Meter students became an inspiration and have encouraged others to make changes at their schools around the world. (Contains 10 resources.)