ethanporcaro/eric-fulltext-meta huggingface dataset:
The Implications of Dialogue Journals in the Art Classroom
Author: Davis, Allison
Date: 2010-00-00
Type: Journal Articles
Subjects: Diaries,Student Journals,Journal Writing,Art Education,Time on Task,Content Analysis,Student Interests,Cultural Background,English Language Learners,Elementary School Students,Grade 3,Low Income Students,Student Diversity,Urban Schools,Outcomes of Education,Writing Instruction,Immigrants,Achievement Gap

Despite the enactment of No Child Left Behind (2002), many urban school districts continue to battle the achievement gap and struggle with low literacy rates. Authentic writing instruction, a main component of literacy, is being cut in those districts that struggle most to accommodate other demands made by the nation and state. The primary purpose of this study was to determine if the use of dialogue journals in the art classroom could effectively and unobtrusively increase the amount of time students spent authentically writing. Second, journals were analyzed to see if they contained information on student interests and cultural backgrounds that could be incorporated into art instruction. This research was performed over the course of two weeks with eight English as a Second Language third graders enrolled in a low-income and racially diverse urban elementary school. While the outcomes have helped establish a motivating and easily implemented writing program that can be used in the art room, they have also positively contributed to the existing curriculum by revealing information regarding student interests and cultural backgrounds.
Fostering Awareness of the Pedagogical Implications of World Englishes and ELF in Teacher Education in Italy
Author: Vettorel, Paola
Date: 2016-00-00
Type: Journal Articles
Subjects: Metalinguistics,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Questionnaires,Pedagogical Content Knowledge,Teaching Methods,Sociolinguistics,Teacher Education Programs,Foreign Countries,Electronic Learning,Interviews,Language Variation,Case Studies,Teacher Attitudes,Statistical Analysis,Preservice Teacher Education,Preservice Teachers,Qualitative Research

Teacher education represents an essential step to raise awareness of the sociolinguistic changes brought about by the current pluralization of English and by its lingua franca role. Within the pre-service teacher education programs run at the Department of Foreign Languages and Literatures, University of Verona, Italy, part of the English language course focused on issues related to World Englishes (WE) and English as a lingua franca (ELF), aiming at fostering awareness of and active reflection upon their pedagogical implications. After taking into consideration recent developments in WE- and ELF-aware teacher education, we will report on findings from a research study involving trainee teachers attending the aforementioned courses for English in academic years 2012-13 to 2014-15. The main aim of the study has been to investigate whether, how and to what extent trainee teachers' pedagogical knowledge and reasoning about a WE and ELF-informed perspective in teaching practices may undergo a change after attending these courses. Drawing upon different sets of data (questionnaires, reflections in e-learning discussion forums, interviews and final reports), the trainees' increased awareness of and readiness to include a WE- and ELF-informed didactic approach after attending the course will be discussed, together with implications for foreign language teacher education.
The Effectiveness of Visual Input Enhancement on the Noticing and L2 Development of the Spanish Past Tense
Author: Loewen, Shawn
Date: 2016-00-00
Type: Journal Articles
Subjects: Visual Stimuli,Second Language Learning,Second Language Instruction,Grammar,Teaching Methods,Quasiexperimental Design,Pretests Posttests,Morphemes,Spanish,Verbs,Eye Movements,Layout (Publications),Reading Processes,Task Analysis,Cloze Procedure,Oral Language,Language Tests,Questionnaires,Statistical Analysis,College Students

Textual manipulation is a common pedagogic tool used to emphasize specific features of a second language (L2) text, thereby facilitating noticing and, ideally, second language development. Visual input enhancement has been used to investigate the effects of highlighting specific grammatical structures in a text. The current study uses a quasi-experimental design to determine the extent to which textual manipulation increase (a) learners' perception of targeted forms and (b) their knowledge of the forms. Input enhancement was used to highlight the Spanish preterit and imperfect verb forms and an eye tracker measured the frequency and duration of participants' fixation on the targeted items. In addition, pretests and posttests of the Spanish past tense provided information about participants' knowledge of the targeted forms. Results indicate that learners were aware of the highlighted grammatical forms in the text; however, there was no difference in the amount of attention between the enhanced and unenhanced groups. In addition, both groups improved in their knowledge of the L2 forms; however, again, there was no differential improvement between the two groups.
The Role of Extensive Recasts in Error Detection and Correction by Adult ESL Students
Author: Hawkes, Laura
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Error Correction,Teaching Methods,Adult Students,Video Technology,Pretests Posttests,Feedback (Response),Instructional Effectiveness,Oral Language,Computer Assisted Testing,Language Tests,Reaction Time,Statistical Analysis,Grammar,Foreign Countries,Questionnaires

Most of the laboratory studies on recasts have examined the role of intensive recasts provided repeatedly on the same target structure. This is different from the original definition of recasts as the reformulation of learner errors as they occur naturally and spontaneously in the course of communicative interaction. Using a within-group research design and a new testing methodology (video-based stimulated correction posttest), this laboratory study examined whether extensive and spontaneous recasts provided during smallgroup work were beneficial to adult L2 learners. Participants were 26 ESL learners, who were divided into seven small groups (3-5 students per group), and each group participated in an oral activity with a teacher. During the activity, the students received incidental and extensive recasts to half of their errors; the other half of their errors received no feedback. Students' ability to detect and correct their errors in the three types of episodes was assessed using two types of tests: a stimulated correction test (a video-based computer test) and a written test. Students' reaction time on the error detection portion of the stimulated correction task was also measured. The results showed that students were able to detect more errors in error+recast (error followed by the provision of a recast) episodes than in error-recast (error and no recast provided) episodes (though this difference did not reach statistical significance). They were also able to successfully and partially successfully correct more errors in error+recast episodes than in error-recast episodes, and this difference was statistically significant on the written test. The reaction time results also point towards a benefit from recasts, as students were able to complete the task (slightly) more quickly for error+recast episodes than for error-recast episodes.
EFL Teacher Motivation In-Situ: Co-Adaptive Processes, Openness and Relational Motivation over Interacting Timescales
Author: Sampson, Richard J.
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Teacher Motivation,Qualitative Research,Diaries,Case Studies,Language Teachers,Teacher Education,College Faculty,Teacher Attitudes,Second Language Instruction,Professional Identity,Foreign Countries,Ethnography

This paper presents an exploratory case study of the classroom motivational dynamics of an English as a foreign language (EFL) teacher at a Japanese technology college. The article examines how motivation evolved in-context over various timescales through interactions with affect and identity. An introspective research journal generated rich, qualitative data concerning fluctuations in teacher motivation over one academic year. The analysis also drew on student journal data to provide a different perspective on teacher reflections. The study applied a thematic analysis, with &quot;theoretical comparison&quot; (Corbin &amp; Strauss, 2008) to understand teacher motivation from a &quot;person-in-context relational view&quot; (Ushioda, 2009). The article utilises the properties of complex systems to render insight to the evolution of teacher motivation as open to influences &quot;external&quot; to the classroom, yet fundamentally tied to adaptive experiences with a particular class group. A variety of diagrammatic tools are also employed to illuminate the relational development of teacher motivation, affect and identity constantly occurring over interacting timescales.
Second Language Learners' Divergence from Target Language Pragmatic Norms
Author: Gomez-Laich, Maria Pia
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Pragmatics,Native Speakers,Intercultural Communication,Interpersonal Competence,Language Research,Self Concept,Student Attitudes,Values,Cultural Background,Teaching Methods,Language Usage,Language Variation,Cultural Context,Qualitative Research,Statistical Analysis,Synthesis

Pragmatic competence is an indispensable aspect of language ability in order for second and foreign language (L2/FL) learners to understand and be understood in their interactions with both native and nonnative speakers of the target language. Without a proper understanding of the pragmatic rules in the target language, learners may run the risk of coming across as insensitive and rude. Several researchers (Bardovi-Harlig, 2001; Kasper &amp; Rose, 2002) suggest that L2 pragmatics not only can be taught in the L2/FL classroom, but, more importantly, that explicit approaches that involve direct explanation of target pragmatic features are beneficial for learning pragmatics. Just as native speakers of a language acquire a &quot;set of dispositions to act in certain ways, which generates cognitive and bodily practices in the individual&quot; (Watts, 2003, p. 149), instructors can help learners to become aware of the pragmatic features that characterize the target language. Although the importance of explicit teaching of pragmatics is well recognized in the literature, learning norms and rules of pragmatics largely depends on learners' subjectivity. Learners' convergence or divergence from the L2 pragmatic norms, both consciously and out of awareness, sometimes depends on whether these norms fit their image of self and their L1 cultural identity. Since identity-related conflict can have significant consequences for the acquisition of second language pragmatics, failing to consider the centrality of learners' identities will produce an inadequate understanding of SLA. This paper synthesizes studies that document the reasons why learners opt to remain foreign by resisting certain L2 practices. The following synthesis question was proposed: Why do language learners resist the pragmatic norms of the target language?
Observing the Interactive Qualities of L2 Instructional Practices in ESL and FSL Classrooms
Author: Zuniga, Michael
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,French,Interaction,Teaching Methods,Classroom Communication,Secondary School Teachers,Secondary School Students,Foreign Countries,Goal Orientation,Discourse Analysis,Student Centered Learning,Video Technology,Computational Linguistics,Classroom Observation Techniques,Class Activities

Discourse features that promote the generation of interactionally modified input and output, such as negotiation for meaning, have been shown to significantly enhance second language acquisition. Research has also identified several characteristics of instructional practices that render them more or less propitious to the generation of these discourse features. While various classroom observation studies have successfully measured the communicative orientation of classroom environments, most of the indicators of interactivity analyzed in those studies were obtained through micro-level discourse analyses and not through macro-level analyses of task-related factors shown to directly influence the interactivity of instructional practices. Such a macro-level scale has potential practical implications for teachers and administrators seeking an efficient tool for assessing and improving the interactivity afforded by a given curriculum. The objective of the present study was therefore to develop macro-level scale to determine the extent to which teachers of French and English as a second language use interaction-friendly instructional practices. Using an observation scheme designed to code data on factors shown to influence interactivity, 63 hours of FSL and ESL classes from secondary schools in the Montreal area were observed and analyzed. Results indicate clear differences between the two groups. While both ESL and FSL classes were less teacher-centered than those observed in previous studies, they were still rated as not-very-interactive. Target language differences showed that the FSL classes were more teacher-centered and characterized by fewer interaction-friendly tasks and activities than the ESL classes. Task characteristics, reasons for ESL and FSL differences and recommendations for improvement are discussed.
Crossing into Uncharted Territory: Developing Thoughtful, Ethical School Administrators
Author: Surface, Jeanne L.
Date: 2009-00-00
Type: Journal Articles
Subjects: School Administration,Administrator Education,Ethics,Ethical Instruction,Capacity Building,Action Research,Moral Development,Moral Issues,Student Attitudes,Student Satisfaction,Online Surveys,Program Effectiveness,College Students,Student Surveys

In this distrustful, unstable, and ethically polarized era, there is a need to prepare school administrators to resolve a myriad of moral dilemmas. As professors of school administration, how can we make sure that our future leaders have the capacity to make thoughtful, ethical decisions? How do we prepare these leaders to develop, foster and lead tolerant and democratic schools? What follows is a small action research project aimed at elevating moral and ethical wherewithal among graduate students studying school administration. Ninety-six percent of the students indicated that learning through dialogue or Socratic questioning, deepened their understanding of the topic. Most importantly, one-third of the students indicated that the dialogue caused them to uncover errors and incorrect assumptions in their own thinking and change them as a result.
The Use of Articles in L2 English: A Phraseological Perspective
Author: Lesniewska, Justyna
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Phrase Structure,Form Classes (Languages),Teaching Methods,Grammar,Polish,Native Language,Language Usage,Language Patterns,Language Tests,Statistical Analysis,Foreign Countries,Comparative Analysis,Computational Linguistics,Test Construction,Scores,Test Items,Item Analysis,College Students

While it is a well-known fact that speakers of article-less mother tongues, such as Polish, experience problems with articles in English, this study seeks to investigate the problem from a different perspective. Namely, it poses the question of whether the correct use of the article system of the L2 is indeed a purely grammatical task (as it is universally perceived), or whether the correct use of articles is to some extent aided by the mechanisms that underlie the formulaic character of language. The study was conducted with 90 Polish upper-intermediate and advanced users of L2 English, who completed a test on article use, which made it possible to compare patterns of article use between contexts of different collocational strength (defined in terms of the frequency of occurrence in a corpus). The statistically higher success rates for article use in high-frequency collocations (with the grammatical &quot;rule&quot; being the same) indicate that phraseological aspects of language use may indeed play a role in what is usually perceived as the correct application of grammatical rules.
A Tale of Two Towns: The Significance of a School to a Rural Community
Author: Mills, Ed
Date: 2009-00-00
Type: Journal Articles
Subjects: Rural Population,School Role,Institutional Survival,Action Research,School Closing,Comparative Analysis,Community Benefits,Relevance (Education),Rural Development,Rural Sociology,Interviews

The great majority of America's population now resides in urban/suburban locales and consequently most Americans do not struggle with the question of whether their community can, or should, maintain its own school. Nevertheless, this question continues to confront many rural dwellers in all states. What follows is an action research project intended to examine the consequences of the decision to keep or remove a school from a rural community. The subjects in this study are two Kansas towns that exist a mere five miles from one another. The town that kept its school continues to sustain itself, while the town that lost its school has almost disappeared.
Deconstructing the NCLB Impact on the Instructional Goals and Practices of Urban School Teachers: A Case Study
Author: Orelus, Pierre
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Educational Objectives,Educational Practices,Urban Schools,Urban Teaching,Middle School Teachers,Case Studies,High Stakes Tests,Standardized Tests,Teacher Attitudes,Educational Change,Resistance to Change,English Language Learners,Test Preparation,Stress Variables,Job Satisfaction,Expectation,Accountability,Qualitative Research,Participant Observation,Scores,Resource Allocation,Faculty Development,Teacher Evaluation,Interviews

With the enactment of the NCLB mandates, emphasis on high-stakes testing became more prevalent than ever. Some argue that high-stakes tests can be a driving force behind fundamental change in schools. Whether or not this type of test-driven change leads to school improvement is an empirical question. What we do know is that high-stake testing can affect teachers' disposition of and their dedication to the teaching profession if what they accomplish at school is measured only in test scores. Drawing on data collected over the course of three academic years, this case study examines the extent to which the institutional pressure resulting from NCLB affected two urban teachers' teaching practices. To this end, this study analyzes various positions and decisions taken by these teachers to determine in what way they succumbed to and/or resisted the institutional pressure of standardized tests, and the implication this has for student learning.
Human Relations: Assessing the Affect of Cultural Awareness Curriculum on Preservice Teachers
Author: Olson, Seth
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Cultural Awareness,Cultural Literacy,Curriculum Evaluation,Multicultural Education,Human Relations Programs,Sensitivity Training,Knowledge Base for Teaching,Teaching Skills,Skill Development,Likert Scales,Pretests Posttests,Questionnaires,Demography,Factor Analysis

Human relations training is intended to prepare teachers to be culturally sensitive to an increasingly diverse population. There is a growing trend in teacher education to train preservice teachers more effectively to meet the demands of multicultural society. However, limited research is available to guide the future design of human relations training courses. This research was conducted to address the gap in the literature by investigating the effectiveness of human relations training course on preservice teachers. Results indicate that the course made a significant difference on improving knowledge and skills categories for participants, but there was no significant improvement regarding a cultural awareness category among participants in the training. Results also indicated that specific multicultural concepts, such as White privilege and White Racial Identity, are unfamiliar concepts to participants in this course as evidenced by low pretest scoring. This article will address suggestions for future human relations courses.
Content Analysis of Research Trends in Instructional Design Models: 1999-2014
Author: Göksu, Idris
Date: 2017-00-00
Type: Journal Articles
Subjects: Content Analysis,Educational Trends,Trend Analysis,Instructional Design,Models,Periodicals,Social Sciences,Citations (References),Educational Research,Educational History,Systems Approach,Search Strategies,Literature Reviews,Research Methodology

This study examines studies on instructional design models by applying content analysis. It covers 113 papers published in 44 international Social Science Citation Index (SSCI) and Science Citation Index (SCI) journals. Studies on instructional design models are explored in terms of journal of publication, preferred model, country where the study was conducted, research method, data collection tool, data analysis method, sampling interval, and field in which the model was applied. Studies are also examined in terms of variables, focusing on connections with model used, relevant results, and orientation of the model (e.g., system-oriented, class-oriented, or product-oriented). Results identified the most preferred models as ADDIE, ARCS, Gagne and Briggs, 4C-ID, and Dick and Carey. System-based instructional design models were most common. These results show recent trends in instructional design models and will contribute to both researchers and instructional designers.
&quot;Think Like a Lawyer&quot; Using a Legal Reasoning Grid and Criterion-Referenced Assessment Rubric on IRAC (Issue, Rule, Application, Conclusion)
Author: Burton, Kelley
Date: 2017-00-00
Type: Journal Articles
Subjects: Criterion Referenced Tests,Foreign Countries,Scoring Rubrics,Lawyers,Thinking Skills,Criticism,Creative Thinking,Professional Identity,Problem Solving,Law Students,Legal Education (Professions)

The Australian Learning and Teaching Council's Bachelor of Laws Learning and Teaching Academic Standards Statement identified &quot;thinking skills&quot; as one of the six threshold learning outcomes for a Bachelor of Laws Program, which reinforced the significance of learning, teaching and assessing &quot;thinking skills&quot; in law schools (Kift, Israel &amp; Field, 2010). The fundamental conceptions underpinning &quot;thinking skills&quot; in a legal education context are &quot;legal reasoning,&quot; &quot;critical analysis&quot; and &quot;creative thinking.&quot; These conceptions shed light on what it means to &quot;think like a lawyer&quot; and help shape a professional legal identity. This paper identifies a number of acronyms used to teach traditional &quot;legal reasoning,&quot; drawing particular attention to IRAC, which is commonly understood within the legal academy as Issue, Rule, Application and Conclusion. An incremental development approach to learning, teaching and assessing IRAC is recommended whereby first year law students use a legal reasoning grid to a simple problem-based question before applying IRAC to a more complicated problem-based question in the form of barrister's advice. An example of a criterion-referenced assessment rubric that breaks IRAC down into five performance standards is shared with the community of practice.