ethanporcaro/eric-fulltext-meta huggingface dataset:
Conceptualization of Depth of Vocabulary Knowledge with Academic Reading Comprehension
Author: Hasan, Md. Kamrul
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Vocabulary Development,Correlation,Literature Reviews,Knowledge Level,Word Study Skills,Syntax,Morphology (Languages),Second Language Learning,Relevance (Education),Concept Formation,Schematic Studies

The present study embodies a conceptual framework, and it studies the concept regarding the depth of vocabulary knowledge. Literature review is employed as a foundation for developing the conceptual framework for the present study. The current study suggests that different dimensions of depth of vocabulary knowledge, namely paradigmatic relations, syntagmatic relations, analytic relations and morphological knowledge need to be included as integral parts of depth of vocabulary knowledge to examine their correlation and prediction on academic reading comprehension. In addition, different relationships of paradigmatic relations, syntagmatic relations, analytic relations and morphological knowledge with reading comprehension are explored. At last, the paper suggests a conceptual framework of depth of vocabulary knowledge and its relationship with academic reading comprehension, and future research works need to encompass paradigmatic relations, syntagmatic relations, analytic relations and morphological knowledge as integral parts of depth of vocabulary knowledge in relation with academic reading comprehension.
MACBETH: Development of a Training Game for the Mitigation of Cognitive Bias
Author: Dunbar, Norah E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Games,Instructional Design,Cognitive Processes,Bias,Training,Video Games,Case Studies,Models,Learning Experience

This paper describes the process of rapid iterative prototyping used by a research team developing a training video game for the Sirius program funded by the Intelligence Advanced Research Projects Activity (IARPA). Described are three stages of development, including a paper prototype, and builds for alpha and beta testing. Game development is documented, and the process of playtesting is reviewed with a focus on the challenges and lessons-learned. Advances made in the development of the game through the playtesting process are discussed along with implications of the rapid iterative prototyping approach.
Global Science and Social Systems: The Essentials of Montessori Education and Peace Frameworks
Author: Kahn, David
Date: 2016-00-00
Type: Journal Articles
Subjects: Montessori Method,Montessori Schools,Natural Sciences,Social Sciences,Social Systems,Peace,Ecology,Global Approach,Developmental Studies Programs,Educational Theories,World Views,Interdisciplinary Approach,Adolescent Development,Conferences (Gatherings)

Inspired by Baiba Krumins-Grazzini's interdependencies lecture at NAMTA's Portland conference, David Kahn shows the unifying structures of the program that are rooted in the natural and social sciences. Through a connective web, these sciences explore the integration of all knowledge and lead to a philosophical view of life on earth, including human civilization. Kahn adds a new recognition of unified ecological summits that provide the real connectedness to the work that the next generation is doing to find global collaboration in making the world a better place.
Navigating the World of Technology with Kids in the Home, in the School
Author: Rupp, Bill
Date: 2016-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Parent Attitudes,Parent Education,Parenting Skills,Homework,Information Dissemination,Interpersonal Communication,Guidelines,Information Policy,Appropriate Technology,Parent Child Relationship,Montessori Method

Bill Rupp offers practical wisdom from his perch as a Montessori parent of four children and as a self-proclaimed digital immigrant who has spent over twenty years in the information technology field. His list of &quot;Considerations before Making Rules for Technology Use&quot; builds on a positive environment of conversation and communication with wise suggestions for placement of computers, time limits, access, and a screen/life balance. Suggested guidelines for schools and a guide for the ideal times for schools to re-evaluate technology rules will be valuable to administrators and teachers at all schools. [This paper was presented at the NAMTA conference titled &quot;A Montessori Integrated Approach to Science, Mathematics, Technology, and the Environment&quot; in Portland, OR, Mar 31-Apr 3, 2016.]
How the Montessori Upper Elementary and Adolescent Environment Naturally Integrates Science, Mathematics, Technology, and the Environment
Author: McNamara, John
Date: 2016-00-00
Type: Journal Articles
Subjects: Montessori Method,Montessori Schools,Elementary School Students,Adolescents,Interdisciplinary Approach,Mathematics,Sciences,History,Technology,Integrated Curriculum,Problem Solving,Educational Environment,Learning Activities,Innovation

John McNamara shares his wisdom and humbly credits Camillo Grazzini, Jenny Höglund, and David Kahn for his growth in Montessori. Recognizing more than what he has learned from his mentors, he shares the lessons he has learned from his students themselves. Math, science, history, and language are so integrated in the curriculum that students comment they don't even think whether they are doing science or math. A schedule that allows time for students to follow a query to a conclusion is vital to the kinds of discoveries John's students make, such as a shortcut for multiplying binomials or reconfiguring cubing materials that made even John marvel at student independence and innovation. A bibliography is included. [This paper was presented at the NAMTA conference titled &quot;A Montessori Integrated Approach to Science, Mathematics, Technology, and the Environment&quot; in Portland, OR, Mar 31-Apr 3, 2016.]
The Scientist in the Classroom: The Montessori Teacher as Scientist
Author: Sackett, Ginni
Date: 2016-00-00
Type: Journal Articles
Subjects: Scientists,Montessori Method,Classroom Techniques,Educational Practices,Educational Philosophy,Science Instruction,Scientific Literacy,Scientific Methodology,Teaching Methods,Science Teachers,Intellectual History

Ginni Sackett shares insights ignited by a presentation given by Professori Raniero Regni in Rome at an AMI International Trainers Meeting. Dr. Regni stated that, &quot;To go beyond Montessori is to rediscover Montessori. Montessori is waiting for us in the future.&quot; By re-examining Montessori's writings, Sackett traces the subtle ways in which Montessori's scientific pedagogy has gradually become more associated with the teaching profession than with that of scientists, and she urges us to remember Maria's scientific foundations: &quot;experiment…observation…evidence or proof.&quot; Because we study &quot;children, not brains&quot; in a prepared environment and because we offer experiences and do not impose experiences, we are uniquely poised to &quot;help contemporary neuroscience&quot; and contribute to future research. [This paper was presented at the NAMTA conference titled &quot;A Montessori Integrated Approach to Science, Mathematics, Technology, and the Environment&quot; in Portland, OR, Mar 31-Apr 3, 2016.]
Examining the Role of the Library in Promoting the Academic Achievement of English Learners
Author: de Souza, Marcela
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Achievement,Library Role,Student Improvement,English Language Learners,Qualitative Research,Mexican Americans,Low Income Students,Disadvantaged,Library Research,User Satisfaction (Information),Profiles,Access to Information,Financial Support,Library Services,Public Libraries,School Libraries,Elementary Secondary Education

The purpose of this article is to share findings from a qualitative study showing the positive influences the local public library and the school library had on the personal and academic lives of 18 low-income English language learners of Mexican descent while they were adjusting to the numerous demands of school in the US. For these students, the library represented a resource and a safe haven, a direct link to the academic world they knew little about and a strong connection with librarians who not only supported them with reading materials and guidance for homework assignments, but who also encouraged them to pursue their formal education against all odds. These particular findings are consistent with evidence from related research in the last 3 decades pointing to the vital roles played by well-stocked and properly staffed libraries in the lives of students from disadvantaged backgrounds, especially English learners.
Professionalism Prevails in Adult Education ESL Classrooms
Author: Brown, Megan C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Professionalism,Adult Education,English Language Learners,Second Language Instruction,Adult Educators,Equal Education,Educational History,Educational Trends,Faculty Development,Part Time Faculty,Teacher Surveys,Classroom Techniques,Teacher Participation,Dress Codes,Student Needs,Teacher Attitudes,Educational Attainment

The purpose of this report is to explore the issue of professionalism of adult education ESL educators and uncover any inequities. The arc of this exploration describes the history of adult education, the current state of adult education ESL professionals, and the direction in which ESL adult educators appear to be heading. The results illustrate a positive trajectory of continued growth in training. Additionally, this article identifies challenges, such as part-time teacher status, and successes, such as a highly educated workforce, throughout the field.
Achieving Student-Centered Success on the High School Exit Exam: Five Components of an Effective Remediation Program
Author: Forrest, Scott N.
Date: 2010-00-00
Type: Journal Articles
Subjects: High School Students,Exit Examinations,Academic Failure,Success,Remedial Programs,Program Descriptions,Program Effectiveness,Test Preparation,Language Arts,Mastery Learning,Academic Standards,High School Graduates,Alignment (Education),Student Centered Learning,Learner Engagement,Relevance (Education),Reading Strategies,Self Esteem,Student Evaluation,Attendance,Student Needs,Educational Opportunities,Educational Needs

High schools spend incredible amounts of time and resources toward preparing students for high school exit exams. A predicament arises when some students continue failing the exam and are in danger of not receiving a high school diploma. This article describes 5 components of an exit exam remediation program through which to equip and empower students who have failed the exit exam at least once to pass the English Language Arts section of an exit exam. An effective remediation program must not only prepare the students for the exam but also ensure the students master the standards of learning expected of high school graduates. Also, the components must be viewed in light of the unique educational and life needs of students who have failed an exit exam at least once. Therefore, the components are standards aligned with student-centered approaches to learning and assessment.
Task-Based Writing Instruction
Author: Bantis, Alexandros
Date: 2010-00-00
Type: Journal Articles
Subjects: Writing Instruction,Teaching Methods,Second Language Instruction,English Language Learners,Individualized Instruction,Reading Programs,Prompting,Constructivism (Learning),Writing (Composition),Elementary School Students,Grade 3,Editing,Revision (Written Composition),Mixed Methods Research,Urban Studies,Public Schools,Language Acquisition,Oral Language,Written Language,Data Analysis,Writing Evaluation

The purpose of this study was to investigate the impact of task-based writing instruction, a communicative language-teaching method, on second language acquisition and differentiation of instruction for English language learners during the independent work time instructional component of the Open Court Reading program. Through student-teacher interaction that incorporated prompts, recasts, and constructivist pedagogy, the students' rough drafts (written interlanguage) were transformed into standard English at the conclusion of 1-to-1 writing conferences. One teacher and 10 3rdgrade students participated in this mixed-methods study. The study took place after school for 1 month (20 sessions of 20-45 minutes each). The data consisted of 35 transcribed writing conferences, writing samples, and interviews. Results indicate that it can be a useful vehicle for differentiated instruction, constructivist pedagogy, and second language acquisition to address the diverse needs of second language learners.
Teaching Research for Academic Purposes
Author: Pashaie, Billy
Date: 2010-00-00
Type: Journal Articles
Subjects: Information Literacy,Information Skills,English Language Learners,College Students,Units of Study,Lesson Plans,Learning Modules,Course Content,Course Organization,Course Evaluation,Skill Development

Teaching the ability to find, analyze, evaluate, and synthesize information is an important part of creating an environment in which ESL students feel empowered in the information age. However, a preliminary search of professional literature shows that there is a lack of research in information-literacy programs for ESL learners in higher education. This article seeks to create a framework for developing the information-literacy skills of college-level ESL students while at the same time teaching them the academic discourse and linguistic requirements they need to become lifelong learners, succeeding as college students and beyond. The author will propose a unit plan that can be used in its entirety in a content-based instruction (CBI) setting or that can be used in a modular manner within any given course. After the general unit plan is introduced, a more detailed lesson plan for 1 of the modules within the unit will follow.
Negotiation Strategies in Short-Term Two-Way Conversation Partnerships: Their Use and Usefulness
Author: Poreba, Janine
Date: 2010-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Semitic Languages,Mandarin Chinese,Korean,Teaching Methods,Interpersonal Communication,Native Language,Groups,Audio Equipment,Persuasive Discourse,Questionnaires,Metalinguistics,Communication Strategies,Student Attitudes,Second Language Instruction,Discourse Analysis,Adults

Past studies in language teaching have addressed the issue of whether the benefits of formal instruction outweigh those of naturalistic instruction, or vice versa. This study examined 1 aspect of naturalistic instruction closely: the conversation partnership. There were 3 conversation partnerships (English/Mandarin, English/Arabic, and English/Korean); each partner played the role of native speaker (NS) and nonnative speaker (NNS) of 1 language. An underlying idea of this study is that the repercussions of a relationship in which members are equal partners in language learning may extend beyond the relationship and into the community. These pairs were organized by the ESL Center at the Monterey Institute of International Studies (MIIS). Transcripts of 10-minute English parts of 6 conversations (2 from each partnership) were examined for uses of certain negotiation strategies, and the participants' opinions regarding the usefulness of these strategies in learning English, Mandarin, Arabic or Korean were sought.
Their Words and Worlds: English as a Second Language Students in Adult Basic Education Literacy Programs
Author: Csepelyi, Tünde
Date: 2010-00-00
Type: Journal Articles
Subjects: Adult Basic Education,Literacy Education,English (Second Language),Second Language Learning,Second Language Instruction,Adult Literacy,Adult Learning,Educational Needs,Immigrants,Program Development,Student Attitudes,Teacher Attitudes,Sociocultural Patterns,Equal Education,Native Speakers,Masters Programs,Teacher Education,Language Teachers,Tutors

The focus of this article is on adult literacy in adult basic education (ABE) programs with special emphasis on English as a Second Language (ESL) students. The article intends to highlight several relevant points in ABE ESL literacy instruction. It focuses on (a) the nature of adult learning, (b) the structure of ABE programs, (c) who the students, in particular ESL students, are in ABE programs, and (d) ESL students' instructional needs. It also refers to the Generation 1.5 phenomenon and describes studies comparing native and nonnative English-speaking students' literacy development. Finally, it proposes some recommendations for future research projects and underlines the necessity of developing literacy programs with a focus on adult ESL learners.
State of the Profession: Intensive English Programs
Author: Szasz, Patricia
Date: 2010-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Intensive Language Courses,Language Teachers,Online Surveys,Program Descriptions,Teacher Attitudes,Integrity,Second Language Instruction,Professional Recognition,Models

This article focuses on the current state of the ESL profession for teachers in Intensive English Programs (IEPs). Because the IEP context may be unfamiliar to some readers, the author first gives an overview of the characteristics and goals of these types of programs. Second, an examination of how administrators and programs are striving to ensure the integrity of language instruction in this setting is presented. Finally, the results of an online survey of more than 100 ESL professionals are shared. While many respondents expressed frustration with their current situation, one institution's efforts to promote equity for IEP teachers offers a model to other programs.
&quot;Glue&quot;: A Technique for Eliminating Fragments and Run-Ons
Author: Marshall, Helaine W.
Date: 2010-00-00
Type: Journal Articles
Subjects: English Language Learners,Writing Instruction,Sentence Structure,Two Year College Students,Community Colleges,Writing Exercises,Teaching Methods,College Instruction

Many students who are nonnative speakers of English, yet highly proficient, are placed into basic writing or English as a Second Language courses when they enter college. While these students may have advanced oral English proficiency, their writing frequently suffers from a lack of training in academic writing and commonly contains fragments and run-ons, a frustrating sentence-level problem for these students. A review of current writing texts uncovered a general failure to treat these problems as a sentence-boundary issue. The approach taken here is that such students will be able to monitor their writing for incorrectly formed sentences if given a system designed to help them understand English sentence structure. The key concept is &quot;Glue,&quot; a term used for all clause markers. Working through exercises, in which they label the &quot;Glue&quot; and systematically identify fragments, run-ons, and complete sentences, students see a system emerging, which brings them to an understanding of English written conventions. Using &quot;Glue,&quot; the students gain control of their writing and are able to avoid fragments and run-ons.
Mathematics Teacher Continuing Education: Fostering the Constitution of a Learning Network
Author: Lobo de Costa, Nielce Meneguelo
Date: 2012-06-00
Type: Journal Articles
Subjects: Mathematics Teachers,Continuing Education,Mathematics Education,Mathematics Instruction,Elementary School Mathematics,Cooperative Learning,Elementary School Teachers,Mathematics,Teaching Methods,Professional Development,Foreign Countries,Elementary School Students,Qualitative Research

This qualitative study analyzes log entries from a group of elementary school teachers aiming to understand how a collaborative learning network is set up during the continued development actions. The interpretive analysis revealed the following categories: Shared reflection, Learning, Trust, Reflection on practice, Experience Exchanging, Shared Goals and Commitment to the other, which show the features of collaborative work. Categories were analyzed using CHIC software which allowed for the relational analysis among them showing that development under this perspective can favor the practitioner's professional development by offering him opportunities to experience his role as a learner and a teacher simultaneously.
Agents of Change in Promoting Reflective Abstraction: A Quasi-Experimental, Study on Limits in College Calculus
Author: Cappetta, Robert W.
Date: 2013-10-00
Type: Journal Articles
Subjects: College Mathematics,Calculus,Mathematical Concepts,Mathematics,Change Agents,Reflection,Quasiexperimental Design,Community Colleges,Two Year College Students,Instructional Effectiveness,Effect Size,Pretests Posttests,Statistical Analysis

We measured student performance on the concept of limit by promoting reflection through four agents of change: instructor, peer, curriculum and individual. It is based on Piaget's four constructs of reflective abstraction: interiorization, coordination, encapsulation, and generalization, and includes the notion of reversal, as refined into a construct by Dubinsky. Our quasi-experimental study examined the performance of two sections of first-semester calculus students at a midwestern community college. Scores by students in the experimental section were significantly higher than scores by students in the control traditional section on a posttest of limits. A deeper examination of a three-tiered subgroup showed the reflective abstraction section had moderate effect size on mathematical knowledge and strategic knowledge and a large effect size on explanation.
Vocabulary and Content Learning in Grade 9 Earth Science: Effects of Vocabulary Preteaching, Rational Cloze Task, and Reading Comprehension Task
Author: Lee, Siok H.
Date: 2010-00-00
Type: Journal Articles
Subjects: Grade 9,Earth Science,Vocabulary Development,Reading Comprehension,Cloze Procedure,Pretests Posttests,English for Academic Purposes,Second Language Learning,Second Language Instruction,Receptive Language,Content Area Reading,Writing Skills,Questionnaires,Teaching Methods

This study examines strategies for supporting vocabulary and content learning in 5 grade 9 Earth Science classes that are part of a SDAIE program (Specially Designed Academic Instruction in English) in an urban California high school. Students received vocabulary and content instruction during a unit on Earthquakes. One group of students performed rational cloze (gap-filling) exercises as a postinstruction activity, while a second group performed reading comprehension exercises. In immediate and delayed posttests, the 2 groups showed no differences in receptive learning of vocabulary and content. However, in delayed posttests, students in the rational cloze group performed better on paragraph summary writing using content-area vocabulary and expressing content knowledge. Their superior performance may be attributable to 2 factors: The rational cloze activity gave them opportunities for text rehearsal (i.e., reading and understanding the passages while filling gaps) and the rational cloze passages gave them discourse-level language models. In a follow-up questionnaire, students in the reading comprehension group characterized their activity as equally useful to other instructional activities. However, students in the rational cloze group characterized their activity as distinctively more useful than all other instructional activities. Thus, rational cloze activities appear to provide learners with useful scaffolding for vocabulary use and summary writing.