ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Corpus-Based Collocation Instruction on Iranian EFL Learners' Collocation Learning
Author: Ashouri, Shabnam
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Computational Linguistics,Vocabulary Development,Phrase Structure,Foreign Countries,Scores,Control Groups,Experimental Groups,Language Tests,Oral Language,Language Proficiency,Pretests Posttests,Statistical Analysis

Over the past decades, studies of EFL/ESL vocabulary acquisition have identified the significance of collocations in language learning. Due to the fact that collocations have been regarded as one of the major concerns of both EFL teachers and learners for many years, the present study attempts to shed light on the impact of corpus-based collocation on EFL learners' collocation learning and awareness. 60 Iranian EFL learners, who participated in this study, were chosen randomly based on their scores in an OPT exam. There were two groups, experimental and control ones. The study examined the effects of direct corpus-based collocation instruction on EFL learners' collocation learning. For 15 sessions the control group received single-item vocabulary or, the usual work of their class and the experimental group received lexical collocation instruction as treatment. The same test as post-test was given to the learners when the treatment accomplished, and after that a t-test and kolmogorov-smirnov test between the pre-tests and post-tests were calculated. According to the results demonstrated by the statistical program, the effectiveness of the treatment was noticeable. This study suggests that direct corpus-based collocation instruction can be a worthy alternative. It demonstrated that the learners, who were in the experimental group, got aware of the existence of collocations, used them and learnt them properly, and they also started to find the collocation of every other word, which they learnt during the term, by themselves because the treatment appealed to them.
An Exploratory Study on Simulated Teaching as Experienced by Education Students
Author: Presnilla-Espada, Janet
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Education,Teaching Methods,Simulation,Simulated Environment,Teaching Skills,Likert Scales,Undergraduate Students,Role Playing,Transfer of Training,Student Attitudes,Practicums,Student Teaching,Mentors,Guidance,Expertise,Qualitative Research,Statistical Analysis,Questionnaires,Interviews

Empirical research has shown that simulated teaching could be one of the most powerful tools in preparing college education students for a solid field teaching experience. With the right function and mechanics, this pedagogy can equip students with the necessary teaching skills, aptitudes and competencies. Using a 30-item Likert-type Perceptions Scale on Simulated Teaching this 3- year exploratory study examined 352 undergraduate education students' perceptions on their simulated teaching experience wrapped in a live action role play. The study, anchored on the model-centered instruction, transfer of learning and embodied cognition theories further probed into their beliefs, attitudes and responses in the course of the immersion process. Results showed that majority of the respondents strongly believed they should be exposed to teaching prior to practicum and agreed that early training could develop their competence in teaching. They showed a highly positive attitude towards simulated teaching as an effective way to acquire and apply both content and skills in teaching and learning. Based on the findings, it may be concluded that when simulated teaching functions under conditions such as clear goals, guidelines, proper mentoring and guidance from teachers, students are then able to unlock and develop their potentials and prepare for every issue they will face in their practicum stage. The study further confirms a long-held principle that prolonged practice builds expertise.
Engaging Citizens: A Cross Cultural Comparison of Youth Definitions of Engaged Citizenship
Author: Goering, Elizabeth M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Definitions,Adolescent Attitudes,Citizen Participation,Citizenship Responsibility,Cross Cultural Studies,Citizenship,Thematic Approach,Content Analysis,Cultural Differences,Personal Narratives,Focus Groups,Interviews,Student Reaction,Activism,Foreign Countries,Youth Problems,Youth Opportunities,Secondary School Students

In recent years, citizenship, particularly what it means to be an engaged and active citizen, has received considerable attention from researchers and theorists in the field of education. This burgeoning interest is not surprising, given that in most societies educational institutions have been accorded primary responsibility for educating young people to become good citizens. As the debate over what it means to be an active citizen continues, and as educators continue to seek ways to foster civic engagement, it is critical to solicit and include the perspectives of young people. In addition, it is important for researchers to explore the ways in which conceptualizations of citizenship might vary across diverse cultures. Through thematic content analysis of narratives of engaged citizenship generated by young people in Germany and the United States, this paper examines cultural differences in the communicative construction of what it means to be an engaged citizen and explores the implications of those differences for higher education.
Course Delivery Platform Changes and Instructional Delivery Methods: Student Attitudes and Perceptions
Author: Garner, William E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Attitudes,Delivery Systems,Distance Education,Integrated Learning Systems,Graduate Students,Masters Degrees,Masters Programs,Student Surveys,Online Surveys,Measures (Individuals),Instructional Design,Web Based Instruction,Video Technology,Mixed Methods Research,Demography,Computer Literacy,Correlation

The purposes of this study were to examine students' perceptions and attitudes toward changes in Distance Education (DE) course management systems and to evaluate their instructional delivery preferences. Students (N = 145) enrolled in an online master's degree program on either a full- or part-time basis completed an online survey instrument specifically designed for this study. Results showed a strong preference for distance education, but no significant differences in student perceptions toward changes in Course Management Systems (CMS). The benefit of transparency in course design is discussed along with other findings.
Democratic Education through the Eyes of the Poor: Appraising the Post-Apartheid Experience
Author: Msila, Vuyisile
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Change,Racial Segregation,Educational Policy,Critical Thinking,Democratic Values,Foreign Countries,Policy Analysis,Poverty,Equal Education,Power Structure,Educational Opportunities,Educational Finance

Arguably, one of the major achievements in the 1990s in South Africa was the final toppling of apartheid government and the triumph of democracy over the unjust and unequal past legislation. Since then schools are some of the institutions that have infused democracy ideals into their policies, curriculum and other aspects of school life. The post-apartheid education was formulated with direct links to the Constitution of the Republic. &quot;Education is the key because it empowers us to exercise our democratic rights, and shape our destiny, by giving us the tools to participate in public life, to think critically, and to act responsibly.&quot; The post-apartheid education policy proclaimed in 1997 also declared that education and the curriculum in particular have an important role to play in realizing the democratic aims of the Constitution. Furthermore, the curriculum aimed to develop the full potential of learners as citizens of a democratic South Africa. The post-apartheid education in South Africa is based on noble values born out of the years of struggle. Education is perceived as a perfect tool to realize the ideals of democracy because it would lead people to be critical citizens, hence they would play a pivotal role in the transformation of society. Yet, there are paradoxes in a democratic society and this article explores some of them.
Cyberbullying: Resources for Intervention and Prevention
Author: Notar, Charles E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Bullying,Intervention,Prevention,Educational Environment,Computer Mediated Communication,Internet,School Role,Laws,Resources

Cyberbullying is of major concern in the educational field. Unlike normal bullying cyberbullying is anonymous and can take place anywhere which is a major problems for schools. Topics covered in the article are types of cyberbullying and can happen anywhere. What resources are available today to combat cybullying. The article reviewed all article from 2005-2013 that related to cyberbullying resources. Roles in cyberbullying, school climate, prevention and intervention programs, law and resources available are topics covered in the article. There is a myriad prevention and intervention program. More research is needed due to the various school systems approach to cyberbullying prevention and intervention.
A Framework for an ICT-Based Development Program for Science Teachers in State Universities and Colleges in Region VI
Author: Magallanes
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Teachers,State Colleges,State Universities,Technology Integration,College Science,College Faculty,Mixed Methods Research,Information Technology,Training,Teacher Attitudes,Computer Literacy,Barriers,Computer Uses in Education,Foreign Countries

Curriculum reform is central to the aspirations of many developing countries as they strive to deliver a quality education to their citizens. In State Universities and Colleges in Region VI, with its remarkable achievement of a high literacy rate in a few decades, the next step is bringing its resources to bear on providing a quality education so that Filipino science professors and students may take their places in the global labor force. This study concerns the integration of information and communications technologies (ICT) into the science curriculum of Higher Education Institutions in State Universities and Colleges in the Philippines particularly in Region VI, and the training and development requirements of science professors in this regard. A mixed methodology was employed to obtain qualitative data from 11 policy makers as represented by the Vice President of Academic Affairs of the SUC's in region VI, and quantitative data from a questionnaire for which 139 replies were received from SUC's science professors in Region VI.The findings of this study confirmed those citations in the literature that inefficient management planning and inadequate resources influence the integration of ICT in the science curriculum. Furthermore, the qualitative and quantitative findings confirmed that teachers' access to training is affected by time constraints, ineffective ICT course material, unavailability of ICT infrastructures and facilities, and high cost of ICT trainings. The policy makers interviewed in this study perceived the teachers as having a positive attitude toward ICT integration in the science curriculum, quantitative data from the teachers pointed to a high interest in ICT integration, and their willingness to pursue further professional development in the effective use of ICT in the science curriculum. Furthermore, age factor exhibited a significant difference in ICT skills, utilization and individual barriers of science teachers in SUC's Region VI. The length of service also showed a very significant difference as to the ICT skills, utilization attitudes, and individual barriers of the teacher respondents. However, as to their gender and highest educational attainment, home location and school location, there was no such factor implicating a non-significant difference in the attitudes, skills, utilization and perceived barriers.
A Curriculum Development Route Map for a Technology Enhanced Learning Era
Author: Castañeda, Linda
Date: 2013-00-00
Type: Journal Articles
Subjects: Curriculum Development,Curriculum Evaluation,Curriculum Implementation,Information Technology,Educational Technology,Models,College Curriculum,Online Courses

In this paper we are trying to present a model of analysis that includes a comprehensive perspective of the state of the art in the specialized literature about curriculum development. From this theoretical approach, we get a complete curriculum overview. Including insights into: what are the curriculum principal elements, what we already know about didactic strategies, what are the dimensions the characterise an educational process, etc, This can be used as a route map for teachers or designers that are approaching for the first time to the complexity of a teaching-learning process. In addition, and as we have tested in the validation process of this, it is a useful tool for curriculum analysis, assessment guide for educational practices, as well as check list for curricular implementing taking decision processes. Using this, the planning process and the professional development of teachers will be improved, and may inspire improvement in teaching and learning models. In the end, it can be used as a metacognitive tool for teaching.
Relationship between Social Media and Academic Performance in Distance Education
Author: Gupta, C. A. Pallavi
Date: 2013-00-00
Type: Journal Articles
Subjects: Distance Education,Academic Achievement,Mass Media,Mass Media Use,Mass Media Role,Mass Media Effects,Social Networks,Web 2.0 Technologies,Technology Uses in Education,Electronic Learning,Scores,Use Studies,Questionnaires,Online Surveys,Student Surveys,College Students,Foreign Countries

The scope and method of imparting distance education to the learner has evolved over a period of time. Various models of distance education have been introduced over the years; the latest introduction is the use of Web 2.0 technologies to make distance learning more analytical, flexible, interactive, and collaborative for both the teacher and the taught. This research paper has assessed the purpose of usage of social media tools, specifically Facebook, Blogs, Google groups, SkyDrive and Twitter by the students for academic purposes. Further, the relationship between usage of Facebook and academic performance of students has been tested statistically. The study reveals that majority of the students access various social media tools for information sharing and personal interaction. The academic performance of the students is independent of the use of Facebook as a social media tool for academic purpose.
A Detailed Analysis over Some Important Issues towards Using Computer Technology into the EFL Classrooms
Author: Gilakjani, Abbas Pourhosein
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Computer Uses in Education,English (Second Language),Technology Integration,Computer Assisted Instruction,Teacher Role,Teachers,Students

Computer technology has changed the ways we work, learn, interact and spend our leisure time. Computer technology has changed every aspect of our daily life--how and where we get our news, how we order goods and services, and how we communicate. This study investigates some of the significant issues concerning the use of computer technology resources in the EFL classrooms. The first aim of the study is to discuss the advantages of the use of computer technology into the classroom. The second aim is to explain the successful integration of computer technology into the classroom. The third aim is to elaborate teachers' roles in computer technology integration. The last aim is to mention contribution of computer technology to English Language Teaching and learning. The review of the related literature shows that simply introducing computer technology resources does not guarantee teachers' use of these in practice. Knowledge of EFL teachers' roles about teaching, learning and computers affords them the opportunity to design and implement EFL instruction.
Black at Higher Education
Author: Kadi-Hanifi, Karima
Date: 2013-00-00
Type: Journal Articles
Subjects: College Faculty,African American Teachers,Interviews,Learning,Teaching Methods,Racial Discrimination,Teacher Role,Student Empowerment,African American Students,Critical Theory,Success,Race

This is an exploratory paper, drawing on the author's experiences as well as those of three other black lecturers in Higher Education (HE). Three interviews were carried out, asking the same five questions around themes of concern to the author. These are about the learning and teaching approaches used by these lecturers; their experiences of racism in HE; the professional role that they feel they play in HE; their strategies for the empowerment of black students and finally the meaning of academic &quot;success&quot; from their perspective. The individual narratives that emerge are explored and commonalities between them and with the author's own experiences and hopes are identified.It is the desire of this work to add to the scholarship on Critical Race Theory (CRT) and Critical Pedagogy and to emphasise the need for more counter-hegemonic narratives from the &quot;black&quot; experience in HE. This is explored through the voices of these academics as they recount their strategies for a more equitable student experience in the classroom, on modules and on curricula, based on their lived experience and shared history of racism.
Evaluation of Students' Perceptions about Efficiency of Educational Club Practices in Primary Schools
Author: Gelen, Ismail
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Elementary Schools,Elementary School Students,Sampling,Measures (Individuals),School Location,Gender Differences,Grades (Scholastic),Clubs,Student Surveys,Reliability,Validity,Efficiency,Factor Analysis

The purpose of this study is to examine the efficiency of &quot;Educational Club Practices&quot; that has been in Elementary School program since 2005-2006, by examining the attitudes of students about &quot;Educational Club Practices&quot;. Sample was selected in two steps. First, stratified sampling was employed and then random sampling was employed. A total of 941 students were included in this study. For the data collection, an instrument consisting of 30 items was developed by the researchers. The data obtained from study were analyzed according to school location, type of education, grade level and gender. The results indicate that students' attitudes towards educational club practices differ in terms of students' school location, grade level, and type of education. However, there isn't significant difference between male and female students in terms of attitudes towards educational club practices. As a result, overall satisfaction of students with the educational club practices is found low.
Should Male Primary School Teachers Be There Principally as Role Models for Boys?
Author: Faulstich-Wieland, Hannelore
Date: 2013-00-00
Type: Journal Articles
Subjects: Males,Elementary School Teachers,Role Models,Secondary School Students,Interviews,Teaching (Occupation),Preservice Teachers,Work Attitudes,Foreign Countries

There is a worldwide debate about the need for male teachers as role-models especially for boys. This might motivate young men to start a teacher career expecting that their gender is the essential qualification. In a German project we interviewed upper secondary students regarding their study plans and found that most of them thought that teaching--i.e. in primary schools--would be both a rather boring job as to the intellectual demands and at the same time be rather challenging as to the personal dedication to children. Both make a teaching career unattractive for most of them. Future teachers in their first year of study, on the other hand, find the dedication to children exciting, but are not very interested in intellectual challenges. On such grounds, recruitment of men with role-model arguments--so the focus in this article--might result in a de-qualification of the teaching profession. The perspective must therefore emphasize the required competencies--including gender competencies.
Assistive Technology at the University of Tennessee-Chattanooga: Providing Pre-Service Educators with the Opportunity to Utilize Assistive Technology as an Instructional Strategy
Author: Crider, Tiffani Kay
Date: 2014-00-00
Type: Journal Articles
Subjects: Assistive Technology,Preservice Teacher Education,State Universities,Educational Legislation,Federal Legislation

With the legal mandates described in the Amendments to the Individuals with Disabilities Education Improvement Act Amendments (IDEIA) of 2004 and the No Child Left Behind Act (NCLB) of 2001, educators must meet the needs of all students in their inclusive classrooms. Today's diverse classrooms include students with a wide range of abilities. The rise in diversity of America's classrooms makes differentiation, accommodating, and modifying instruction imperative for learner success. Assistive technology (AT) is at the forefront of services for students as a means to meet the individual needs of students when appropriate. The key to teacher and student success is training and knowledge of the educators as it relates to the implementation of AT. This begins with educators at the pre-service level. University teacher education programs must take the necessary steps to ensure their graduates are equipped with the skills needed to make instruction effective for all students. This process can not be done without the proper background knowledge and training in the area of AT.
Teachers' Beliefs about Educational Justice in an Advancement via Individual Determination (A.V.I.D.) Program
Author: Gillmore, Marina V.
Date: 2014-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Qualitative Research,Phenomenology,Case Studies,Educational Practices,Educational Philosophy,Academic Achievement,Educational Opportunities,Observation,Teacher Attitudes,Program Effectiveness,High School Students,At Risk Students,Social Justice,Focus Groups,Semi Structured Interviews

This research project explored the impact of seven teachers' life experiences on their core beliefs about educationally just teaching philosophy and practices. Results of a qualitative, phenomenological case study yielded six themes, each revealing particular connections between teachers' life experiences and their beliefs about educational justice. The research was conducted at high-school sites within programs designed to foster educational opportunities for students not academically succeeding within their respective institutions. Results were based on extensive interviews and classroom observations. The work is grounded in educational justice scholarship and has particular significance for teachers who work with disenfranchised student populations.