ethanporcaro/eric-fulltext-meta huggingface dataset:
Reading Strategies to Support Home-to-School Connections Used by Teachers of English Language Learners
Author: Mendoza, Socorro
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Strategies,Family School Relationship,English Language Learners,Extracurricular Activities,Case Studies,Qualitative Research,Primary Education,Elementary School Students,Interviews,Teacher Attitudes,Visual Aids,Theater Arts,Oral Reading,Reading Fluency,Parent Participation,Faculty Development,School Districts,Bilingual Education,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Leadership

This particularistic qualitative case study design examined reading strategies, approaches, and resources teachers of ELL (English Language Learner) students in kindergarten through third grade use to support reading development and promote the home to school connection regarding literacy proficiency. The purpose of this study was to examine strategies, resources, and approaches used to support home-to-school partnerships focused on reading development of K-3 ELLs in the X Public School District. Data analysis resulted in six emergent themes consisting of 22 teacher interviews. The first finding in this study that was revealed through teacher interviews identified guided reading, visual aides, reader's theater, and modeling/oral reading fluency as strategies that contribute to ELLs reading proficiency. In the second finding, teachers identified inviting parents to volunteer in the classroom, sending home a reading log that helps track the students' reading at home, and inviting parent participation in extracurricular activities as approaches to encourage partnerships regarding reading development of ELLs. The results of this study provided recommendations for educational leaders to provide teachers specific professional development to encourage parent participation to focus on increasing students' reading development that is tailored to the students' and caregivers' language needs. For future research, it is recommended that the study be replicated using different school districts to determine if similar findings were consistent across different districts.
OBE EAP-EOP Model: A Proposed Instructional Design in English for Specific Purposes
Author: Hernandez, Hjalmar Punla
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English for Academic Purposes,English for Special Purposes,Business English,Outcome Based Education,Instructional Design,English Teachers,Interviews,Content Analysis,English Curriculum,Course Descriptions,Questionnaires,Qualitative Research,Higher Education

Outcome-Based Education (OBE) demands innovative Instructional Designs (ID) in the 21st century. Being a descriptive-qualitative research, this paper aimed to (1) identify the ID used in the English language curricula of a private tertiary level institution in the Southern Luzon, Philippines, (2) determined the elements that the ID of the English language curricula in the institution contains, and (3) attempted at proposing an outcome-based ID in English for Academic Purposes (EAP) and English for Occupational (EOP) Purposes courses. Ten English teachers, sampled purposively, participated in the study. Based on the data that were analyzed using content analysis, results revealed that (1) the ID of the English language curricula in the institution is actually non-existent, and that the instructors are uncertain about it. Second, some instructors subtly referred to (2) the syllabus as the only element in the ID of the English language curricula in the institution. They also advised sound elements (i.e. objectives, lessons, activities, outcomes, evaluation) that can be integrated in an ID for EAP and EOP courses. Accordingly, (3) an ID so-called as OBE EAP-EOP Model: An Instructional Design in English for Specific Purposes courses based on the OBE paradigm has been developed and proposed assimilating the suggested ID elements. The ID, however, is yet a proposal. In this regard, forthcoming research investigations shall focus on the other components or stages of instructional design.
Enhancing Students&apos; Speaking Skills through Peer Team Teaching: A Student Centered Approach
Author: Vani, V. Vijaya
Date: 2016-00-00
Type: Journal Articles
Subjects: Speech Skills,Team Teaching,Peer Teaching,Observation,Interaction,College Freshmen,Foreign Countries,Feedback (Response),Public Speaking,Class Activities,Questionnaires,English (Second Language),Second Language Learning,Language Teachers,Language Proficiency

The present paper attempts to establish that peer team teaching of a prescribed English lesson of 1st year B.Tech course by the students will provide more opportunities to enhance their public speaking skills. This kind of classroom activity will also help them to develop their vocabulary, reading skills, team working skills, etc. It is assumed that the students attain reasonable proficiency in reading and writing when they enter into tertiary level education, but they lack proficiency in speaking skills. In this context, the researcher endeavors to conduct teaching sessions by the students' teams to know whether such classroom activities help students to enhance their public speaking skills. The students' teaching sessions will be facilitated and observed by the researcher. To conduct the sessions, first year B.Tech students will be taken for the sample study and a lesson from the prescribed textbook will be provided to the students to read, explain/ present their own views in front of faculty members and entire class. The study will be covered in 3 hours ELCS lab session followed by feedback session. To collect students' feedback, questionnaires will be generated and used. The main objective of this paper is to provide insight/idea to teachers of English to approach activity based peer language teaching in ESL classrooms. It aspires to establish the fact that students' speaking skills can be improved more if they are motivated and given autonomy to speak in the given context.
Patterns of Mobile Technology Use in Teaching: The Teacher Perspective
Author: Seifert, Tami
Date: 2016-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Teaching Methods,Handheld Devices,Teacher Educators,Teacher Attitudes,Teacher Surveys,Blended Learning,Technical Support,Program Implementation,Mixed Methods Research,Semi Structured Interviews,Focus Groups,Questionnaires,Educational Practices,Barriers

The use of mobile learning spaces is an opportunity to break the boundaries of the classroom and to prepare teacher-educators and pre-service teachers for future school classes. The purpose of this study is to examine the implementation of mobile technology and usage patterns in the mobile technology space among lecturers in a teacher education college and to examine the role of pedagogical support and guidance in relation to the methods applied and the attitudes of the lecturers toward teaching and learning in the mobile learning space. The paradigm of the present study is the mixed research model combining quantitative and qualitative research. The research population consisted of the faculty members teaching in the last 2 years in this learning space and eight pedagogical tutors and their mentors who got a tablet and were trained throughout the year to support and enhance their professional practice. The findings show that in the 1st year, most of the lecturers did not use hybrid computers in the learning space. In the 2nd year, when many of the technical difficulties were solved, more lecturers got pedagogical assistance, there were various uses of the hybrid computers for various activities. As for the pedagogical tutors, this study emphasized the significance of owning a personal and improved device, as well as providing the needed tools and assistance.
Combining Anderson&apos;s Model in the Teaching of Art Appreciation for Undergraduate Students
Author: Subramaniam, Maithreyi
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Scores,Art Appreciation,Quasiexperimental Design,Correlation,Art Education,Communications,Design,Private Colleges,Statistical Analysis,Multimedia Instruction,Tests,Teaching Methods,Pretests Posttests,Reliability,Validity

This study utilized 33 students taking creative communication design 3 in the third year of the graphic design and multimedia program, using an Anderson's model in teaching art appreciation. The quantitative research design and procedures were employed in this study. An experimental research using the quasi-experimental design, a single-group interrupted time series-design was used to examine a group of students' achievement. The research was conducted at the researcher's university, a private higher learning institution. In collecting the data, two instruments were used, namely the new teaching module and three sets questions of tests. The descriptive statistics made use of means and standard deviations to determine students' achievements and inferential statistics, Pearson correlation coefficient to study the relationship between the students' three sets questions of test scores and studio art production scores. The findings exhibited that the 33 students tested have exhibited a moderate developmental progression in their three sets questions of tests. In terms of studio art production, students were able to make the appreciation of artwork with a better understanding. Generally, the correlation between students' test scores and studio art production scores exhibited students have gained a reasonable amount of knowledge through the new teaching module. The effectiveness of the teaching module using Anderson's model exhibited students' good understanding and its ability to foster implementation in cognitive knowledge both in their tests and studio art production.
Keys to Successful Interactive Storytelling: A Study of the Booming &quot;Choose-Your-Own-Adventure&quot; Video Game Industry
Author: Tyndale, Eric
Date: 2016-00-00
Type: Journal Articles
Subjects: Video Games,Handheld Devices,Story Telling,Interactive Video,Popular Culture,Coding,Satisfaction,Grounded Theory,Qualitative Research

Video gaming has become a multi-billion dollar industry that continues to capture the hearts, minds and pocketbooks of millions of gamers who span all ages. Narrative and interactive games form part of this market. The popularity of tablet computers and the technological advances of video games have led to a renaissance in the genre for both youth and adult audiences. Understanding the resurgence in this aspect of the market would be the topic for a useful academic endeavor, but exploring the bases for the interest in this aspect of technology can not only satisfy academic curiosity, but also lead to expansion of the overall industry. The goal of the research is to provide an explanation and framework of what makes some interactive narratives more successful than others. This was done by identifying the common story elements and writing strategies that are used to make digital interactive stories enjoyable and satisfying to participants. This research can potentially be a valuable tool for studios entering the interactive storytelling space because it will provide writers with a general outline of the key success factors required to design a compelling game and story. The paper analyzes selected interactive narrative video games in order to provide an explanation and framework of what makes them successful. The research questions addressed are: (1) What are the common storytelling elements present in successful games? (2) Why do these help to ensure a satisfying experience?
Factors Influencing Interaction and Cognitive Engagement in Online Discussions in an Undergraduate Course of Nursing
Author: Bhaleshah, Nimira Asif
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Nursing Education,Distance Education,Qualitative Research,Discourse Analysis,Focus Groups,Computer Mediated Communication,Teaching Methods,Student Attitudes,Leadership Training,Educational Technology,Management Systems,Foreign Countries,Online Surveys

Educational technology is now widely used in education and offers a great support in distance education. This research paper is a second part of the study which analysed the types and levels of cognitive engagement; this paper has identified the factors that affected on the cognitive engagement in the online discussion forums, within undergraduate nursing students of post basic nursing curriculum, in the course of Professional development Leadership and Management. Moreover, this was one of the subsidiary questions, focusing on possible contributing factors for variation in the interaction pattern. The study was of retrospective qualitative paradigm utilizing discourse analysis to understand the student's cognitive engagement in the online discussion forum, 24 students provided written consent to participate. The data were collected by online posts and focus group discussion. The analysis was done by utilizing Zhu (2006) framework of cognitive engagement and it was revealed that there was a low level of engagement. The Focus Group Discussion (FGD) reported that due to new mode of teaching, being very flexible, technology shutdown and less facilitation of faculty are the contributing factors. Thus, it was recommended that, more awareness is needed for students using online interaction, informing course expectations and feed forward for more effective participation.
Cracking the Code of Effective Learning through Management of Learning Experiences
Author: Al-Fuqaha, Isam Najib
Date: 2016-00-00
Type: Journal Articles
Subjects: Colleges,College Graduates,Gender Differences,Age Differences,Experience,Specialization,Teacher Role,Measurement,Skill Development,Online Surveys,Questionnaires,Foreign Countries,Statistical Analysis,Student Experience,Hypothesis Testing,Statistical Significance

This article is an attempt to explore why the efforts of universities fall short of accomplishing their objectives, and fail to improve the caliber of their graduates, as large numbers of them are unable to encounter real-life problems. It also probes the relations between four independent demographic variables (gender, age, experience, and specialization) and four dependent variables (role of faculty members, learning experiences focused upon, measures principally administered to achieve learning experiences, and the skills necessary to create synergy and momentum). A relevant online questionnaire is devised to survey the views of a sample of (176) faculty members, comprising (60.5%) of the faculty society at Philadelphia University/Jordan in 2015-2016. SPSS program is utilized for data processing. The article concludes that faculty members focus upon facilitating provision of information instead of achieving self-actualization. The farther objectives of learning experiences are from that, the more learners are subject to become incompetent.
Cultivating Practitioners of Democratic Civic Engagement
Author: Keith, Novella Zett
Date: 2016-00-00
Type: Journal Articles
Subjects: Democratic Values,Ethics,Urban Education,Higher Education,Teacher Competencies,Teaching Methods,Inclusion,Equal Education,Vignettes,School Community Relationship,Critical Incidents Method,Service Learning,Partnerships in Education,Teacher Characteristics,Social Capital,Knowledge Level,College School Cooperation,Power Structure

How can we support campus-based practitioners of civic and community engagement in moving from normalized engagement toward practices that engage others democratically and respectfully across borders created by social race, class, gender, status, and other markers of difference? The article presents a framework derived from practice theory, a social science perspective that has influenced professional and organizational studies. The framework, which is meant as an aid for practice, integrates Bourdieu's habitus, field, and capital with the theory of practical wisdom or phronesis. Bourdieu helps us understand how normal practice is constituted while phronesis provides the tools to consider practice that is ethical, democratic, border-crossing, and wise. Two mini-cases drawn from a graduate and an undergraduate course in urban education feature engaged practitioners in school settings and provide illustrations for the theory. The concluding section discusses implications of this way of framing the cultivation of community-engaged practitioners for the practice of reflection, course design, and research.
Exploring Faculty Perspectives on Community Engaged Scholarship: The Case for Q Methodology
Author: Morrison, Emily
Date: 2016-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,School Community Relationship,Scholarship,Q Methodology,Classification,Data Collection,Educational Benefits

Over the past 25 years, community engaged scholarship has grown in popularity, practice, and scholarship. A review of the literature suggests that a wide range of personal, professional, institutional, and communal factors (Demb &amp; Wade, 2012) interact in ways that shape faculty members' perspectives on, conceptualizations of, and means of conducting community engaged work. To make sense of the potential number of factor combinations and inform more customized support for community engaged faculty, the authors discuss the merits and utility of faculty typologies. Q Methodology offers a way to create a typology that is capable of not only managing the complexity of faculty engagement, but also providing rich descriptions of varied points of view that do not oversimplify the phenomenon. The techniques and foundational assumptions of Q Methodology are described, making the case for Q as a good fit for developing a typology of community engaged faculty that more fully reflects multiple points of view.
The Counter-Normative Effects of Service-Learning: Fostering Attitudes toward Social Equality through Contact and Autonomy
Author: Brown, Margaret A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Service Learning,Social Justice,Power Structure,Prosocial Behavior,Experimental Groups,Control Groups,Comparative Analysis,Experiential Learning,Student Attitudes,Attitude Change,College Students,Surveys,Hypothesis Testing,Statistical Analysis,Predictor Variables

Power dynamics are implicated in intergroup prosocial behavior (Nadler &amp; Halabi, 2015). This research investigated two factors that influence the effect of intergroup prosocial behavior on views of social equality: amount of direct intergroup contact and type of helping. Students in a social psychology course (N = 93) were randomly assigned to a service-learning group or to a control group. The service-learning group was further subdivided into an autonomy-oriented helping group or a dependency-oriented helping group. After participating in approximately 19 hours of community service over nine weeks, service-learners had more positive views of social equality compared to the control group. This effect was strongest in autonomy-oriented helpers who had high levels of direct intergroup contact. The implications and mechanisms of service-learning as a form of counter-normative intergroup prosocial behavior are discussed.
Winding Pathways to Engagement: Creating a Front Door
Author: Kniffin, Lori E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Service Learning,Learner Engagement,Graduate Students,Experiential Learning,Leadership Training,School Community Programs,Doctoral Programs

Service-learning and community engagement (SLCE) practitioner-scholars--meaning all who do the work of SLCE with a commitment to integrating practice and study--find avenues to this work in a variety of ways. Through custom-made pathways, graduate students are forced to articulate and define their place in the academy, which can enhance voice, confidence, relationships, and identity exploration. Too often, however, students have to settle for a fairly traditional department as their primary academic home and seek out more innovative opportunities for learning and research elsewhere. Graduate students who want to self-define as SLCE practitioner-scholars thus experience identity fracturing, finding themselves needing to wear distinct &quot;hats&quot; as they move between disciplinary work in their departments and SLCE-related work in other arenas of their lives. Worse, students without a high level of persistence, the resources to devote significant time and attention to the search for a program, and/or strong connections in the field may never find these pathways--with the consequence that the SLCE movement may lose their participation and leadership. Further, the movement may disproportionately lose the voices of students who lack the privilege of access to the human, cultural, and economic capital needed to pursue such winding pathways toward SLCE. Therefore the authors believe that unclear, winding paths serve as a significant deterrent to growing the SLCE movement. The movement is more likely to flourish in the future if a &quot;front door&quot; to SLCE is created in the form of graduate education explicitly designed to integrate SLCE practice, study, work, and scholarship.
Teach the Partnership: Critical University Studies and the Future of Service-Learning
Author: Fine, David J.
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,Service Learning,School Community Relationship,Partnerships in Education,Higher Education,Global Approach,Institutional Characteristics,Institutional Mission,Stakeholders,Study Abroad,Foreign Countries

Students, staff, and faculty ought to engender a culture of civic action and ethical accountability enhanced by rigorous coursework, but this goal necessitates resources: administrators must invest in service-learning to reap its full benefits. Issues arise, however, when one considers this investment in light of the academy's corporatization. As higher education, deeply influenced by neoliberalism's pressures to marketize, adopts the structure and value systems of big business, it risks placing private interest before public concern. Higher education may not prove the best location, after all, from which to effect progressive democratic change. In this article, the author stays the course with this provocation and argues that service-learning and community engagement (SLCE) educators must teach their partnerships--the specific histories, missions, and stakeholders involved--and thereby contextualize SLCE within the often problematic forces at work within and upon higher education. He thus calls on the movement to interrogate, pedagogically, the motivations behind institutional &quot;commitments&quot; to SLCE and to account, ethically, for the economic and social privilege animating this service.