ethanporcaro/eric-fulltext-meta huggingface dataset:
Creativity in Gifted Education: Contributions from Vygotsky and Piaget
Author: Stoltz, Tania
Date: 2015-00-00
Type: Journal Articles
Subjects: Creativity,Academically Gifted,Piagetian Theory,Special Education,Epistemology,Theories,Educational Environment,Personality Traits,Imagination,Fantasy,Personal Autonomy

This research aims to highlight the importance of developing creativity in the school environment by promoting quality education to gifted students, with contributions from Vygotsky and Piaget. For Vygotsky creativity is inherent in the human condition, and it is the most important activity because it is the expression of consciousness, thought and language. It is the highest expression of subjectivity (Vygotsky, 2010). According to Piagetian theory, Stoltz (2013) points out that although the source of creativity is a mystery to Piaget, it manifests itself doubly: in the construction of knowledge structures and construction of real or structure and cognitive functioning. The method of this research is a bibliographic study of the area of high ability/giftedness, the cultural-historical theory of Vygotsky and Piaget's genetic epistemology. We conclude that for Vygotsky (2008) as well as for Piaget (1968) the environment has essential importance to the development of creative potential. In the environment the child has his/her experiences that stimulate curiosity, desire to learn, fantasy and imagination. The teacher should enable gifted students to share their high abilities with their couple performing challenging activities in a stimulating and responsive environment.
Creativity and Complex Thoughts of Gifted Students from Contributions of Edgar Morin and Rudolf Steiner
Author: Piske, Fernanda Hellen Ribeiro
Date: 2016-00-00
Type: Journal Articles
Subjects: Academically Gifted,Creativity,Educational Practices,Personality Traits,Imagination,Learning,Models,Educational Change,Inclusion,Difficulty Level

This study aims to highlight the importance of creativity in education of gifted children. Gifted students are generally individuals that talk with uncertainty because they are always looking for solutions and discoveries for their varied researches in their area of interest. These students need educational practices that develop creativity and enable to incite their complex thinking. These practices require measures that instigate their curiosity and promote activities that represent challenges during classes. Creativity is essential for their education because the development of creativity in teaching can generate possibilities of well-being for it arouses curiosity, excitement and desire to learn from each individual. It is important that teachers are prepared to attend these children and encourage gifted students to have a creative and autonomous spirit and exercise a critical and reflective thinking about the process of teaching and learning.
Barriers to Creativity, Identification and Inclusion of Gifted Student
Author: Piske, Fernanda Hellen Ribeiro
Date: 2016-00-00
Type: Journal Articles
Subjects: Academically Gifted,Inclusion,Barriers,Creativity,Ability Identification,Special Education,Access to Education,Educational Quality,Student Characteristics

At most time, gifted student remains hidden in the classroom, without voice and no right to a quality education. The current educational reality can be considered a barrier to the development of creativity at school and the worst thing is that this student often does not have access to specialized service because he/she is not identified. In this sense, this research aims to highlight opportunities of identification and inclusion for gifted children. The conclusion is that the elucidation of the gifted child's needs can help many teachers to improve teaching strategies that foster creativity of this child and incite their curiosity and their desire to learn. From the moment that this child is identified, there will be the possibility of having access to specialized service so that their special needs can be attended. It is essential that teachers are prepared to promote a quality education that attends each dimension of development of gifted student. This way is possible to identify and include this child at school.
The Effects of Integrating Theatre-Arts Strategies and Traditional Strategies on Student Performance in an English Classroom at a Selected High School
Author: Kariuki, Patrick N.
Date: 2016-11-02
Type: Speeches/Meeting Papers
Subjects: Grade 11,High School Students,English Instruction,Interdisciplinary Approach,Theater Arts,Teaching Methods,Conventional Instruction,Correlation,Gender Differences,Academic Achievement,Language Arts,Rural Schools,Observation,Formative Evaluation,Summative Evaluation,Assignments,Scores,Comparative Analysis

The purpose of this study was to examine the effects of integrating theatre-arts strategies and traditional strategies in high school English classrooms. The sample consisted of one eleventh grade English class of twenty-one students. Data were collected from students' cumulative grades. The study was conducted throughout an eighteen-week term, divided into two nine-week semesters. Theatre-arts strategies were implemented for four weeks of the first nine-week semester. Traditional teaching methods were employed for four weeks of the second nine-week semester. The data from the study were analyzed using a dependent T-test to compare the scores of students when taught using theatre-arts strategies and traditional teaching methods. Although each student's score increased 3.05 points when taught using theatre-arts strategies, the results indicated no significant difference found between the scores (t (20) = 1.86, p&gt; 0.05). An independent T-test was conducted to determine whether there was a difference in academic achievement between genders when taught using theatre-arts integrated strategies. A significant result was found between the mean scores of males and females (t (19) = -2.93, p&lt; 0.05). Another independent T-test was also conducted to determine whether there was a difference in academic achievement between genders when taught using traditional methods. A significant result was found between the mean scores of males and females (t (19) = -2.46, p&lt; 0.05). These findings suggest that theatre integrated strategies are beneficial to both males and females, although females tend to excel in theatre integrated classes.
Accountability in Education: An Imperative for Service Delivery in Nigerian School Systems
Author: Usman, Yunusa Dangara
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Accountability,Educational Quality,Barriers,Supervision,Leadership,Communication (Thought Transfer),Audits (Verification),Educational Finance,Financial Support,Elementary Secondary Education

Schools and other educational institutions are established, maintained and sustained essentially to achieve certain assured objectives. The goals of such establishment cannot be easily achieved without putting in place certain mechanisms towards ensuring the success of implementation of its policies and programmes. In the education system, one of the vital mechanisms to be put in place towards achieving the goals of the school and ensuring quality service delivery to the society is accountability. This paper therefore examines the concept of accountability in education, its dimensions and relevance in the school system. Some factors hindering accountability in the education system and strategies for improving accountability in the School System like regular supervision of schools, visionary leadership, effective communication, education auditing and adequate funding of the education sector to ensure efficient management and improve quality service delivery by the schools in Nigeria are adduced.
Learning Icelandic Language and Culture in Virtual Reykjavik: Starting to Talk
Author: Bédi, Branislav
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Indo European Languages,Video Games,Second Language Instruction,Computer Simulation,Mixed Methods Research,Pilot Projects,Learning Experience,Questionnaires,Interviews,Video Technology,Nonverbal Communication,Oral Language,Foreign Countries

This paper describes how beginners of Icelandic as a foreign and second language responded to playing the first scene in Virtual Reykjavik, a video game-like environment where learners interact with virtual characters--Embodied Conversational Agents (ECAs). This game enables learners to practice speaking and listening skills, to learn about the language and culture by solving various tasks. A mixed-method pilot study examined how six learners responded. The results were divided into how learners perceived (1) playing the game in general; (2) interaction with virtual characters; (3) multimodal behaviour of the virtual characters, in particular the speech, facial expressions, hand gestures and body movements; and (4) what the game helped them learn. In conclusion, some learners reported they learned to start speaking in Icelandic and that the spoken behaviour of virtual characters resembled real Icelanders. [For the complete volume of short papers, see ED572005.]
Towards the Development of a Comprehensive Pedagogical Framework for Pronunciation Training Based on Adapted Automatic Speech Recognition Systems
Author: Ali, Saandia
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Pronunciation,Pronunciation Instruction,English (Second Language),French,Native Language,Computer Assisted Instruction,Second Language Learning,Computer Software,Research and Development,Program Descriptions,College Students,Art Education,Literature,Communication (Thought Transfer),Graduate Students,Undergraduate Students,Majors (Students),Grammar,Syntax,Foreign Countries,Oral Language,Guidelines

This paper reports on the early stages of a locally funded research and development project taking place at Rennes 2 university. It aims at developing a comprehensive pedagogical framework for pronunciation training for adult learners of English. This framework will combine a direct approach to pronunciation training (face-to-face teaching) with online instruction using and adapting existing Automatic Speech Recognition systems (ASR). The sample of learners chosen for the study are university students majoring in Arts, Literature or Communication at graduate and undergraduate level. These students might show an advanced mastery of grammar and syntax, but their spoken English remains heavily accented and may hinder effective communication. A considerable body of research has already investigated the efficacy of ASR systems for pronunciation training. This paper takes stock of how Computer Assisted Pronunciation Training (CAPT) software has been used and developed so far and looks at further potential improvements to address bad pronunciation habits among French learners of English. [For the complete volume of short papers, see ED572005.]
Elementary Teachers' Experiences of Departmentalized Instruction and Its Impact on Student Affect
Author: Minott, Robert Charles
Date: 2016-05-27
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Elementary School Teachers,Primary Education,Departments,Elementary School Students,Teaching Experience,Qualitative Research,Student Needs,Psychological Patterns,Outcomes of Education,Semi Structured Interviews

The purpose of this qualitative dissertation was to explore the lived experiences of departmentalized elementary teachers, Grades 1-3, and how they addressed their students' affective needs. The main research question of the study was how do elementary school teachers perceive departmentalized instruction and describe their experiences of this structure's impact on their students' affective needs. Data from interviews were initially open coded into 47 categories. Nonnotable responses appearing in less than 75% of the transcripts were eliminated. The remaining open-coded responses were then grouped into 5 axially coded themes. This dissertation employed a qualitative interview and data gathering process. Phenomenology was used as the research design. This mode of inquiry allowed me to capture the lived experiences of teachers' perceptions related to addressing their students' affective needs. All subjects reported positive experiences and successes in this endeavor. Recommendations include piloting departmentalization prior to implementation, consideration of teacher personality and teaching style prior to pairing teachers, and investigating the impact of departmentalization on various types of learners. Appended to the paper are: (1) Confirmation of Participation E-mail; (2) Interview Guide and Protocol; (3) Invitation to Participate E-mail; (4) Selection Confirmation; and (5) Adult Consent Form.
Self-Evaluation Using iPads in EFL Teaching Practice
Author: Allen, Christopher
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Self Evaluation (Individuals),Handheld Devices,Telecommunications,English (Second Language),Second Language Instruction,Technology Uses in Education,Educational Technology,Elementary School Teachers,Preservice Teachers,Teaching Methods,Integrated Learning Systems,Foreign Countries,Feedback (Response),Reflection,Video Technology,Questionnaires,Student Attitudes

The relentlessly accelerating global educational demands for teaching English as a Second or Foreign Language (ESL/EFL) in multiple, diverse, and often remote geographic locations constitute new challenges for academic institutions, teacher training and preparation programs, and teachers themselves. This study describes a novel approach where five elementary school preservice teachers teaching ESL/EFL borrowed an iPad mini from their teacher training institution customized with specific apps to record a series of five teaching sequences during their teaching practice placement in elementary schools in Tanzania and Kenya. All recorded sessions were uploaded to a Moodle Virtual Learning Environment (VLE) site specially constructed for the purpose of the teaching practice course. Results indicate that, apart from their experienced instructors' feedback on their teaching practice, the recorded sessions formed constructive tools for self-reflection, self-evaluation and the pursuit of possible paths for improvement. [For the complete volume of short papers, see ED572005.]
Quantifying CALL: Significance, Effect Size and Variation
Author: Boulton, Alex
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Second Language Learning,Statistical Analysis,Meta Analysis,Effect Size,Language Research,Educational Research,Research Methodology,Research Problems

Good practice in primary research has evolved over many decades of research in applied linguistics to counter human fallibility and biases. Surprisingly, perhaps, synthesising such research in an entire field has only recently started to develop its own methodologies and recommendations. This paper outlines some of the issues involved, especially in terms of quantitative research and meta-analysis. A second-order synthesis of meta-analyses in Computer-Assisted Language Learning (CALL) provides only medium effect sizes, but the figures are interpreted in terms of realistic expectations. The inevitable variation in effect sizes can be attributed in principle either to the research methodologies (both primary and secondary) or--more interestingly--to real-world phenomena. [For the complete volume of short papers, see ED572005.]
Students' Attitudes and Motivation towards Technology in a Turkish Language Classroom
Author: Chryso, Pelekani
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Turkish,Student Attitudes,Educational Technology,Technology Uses in Education,Second Language Instruction,Adult Learning,Teaching Methods,Student Characteristics,Program Effectiveness,Foreign Countries,Questionnaires,Interviews

The purpose of this study is to investigate adult learners' approaches towards Turkish Language (TL) and examine learners' outlooks towards the use of digital technologies for learning. It will also evaluate the impact of the Language Lab's model on learners' language achievement. Language Lab model is a system that is used for learning languages by using technology. It comprises a teacher and student console. The role of the teacher console is to offer the control purposes while the student console is given the facility to obtain the lessons that have been recorded. They are also required to listen to the pronunciations. An example of the Language Lab is the digital language lab (Saxena, 2012).The research questions of the study were based on whether attitudes towards digital technologies varied based on different backgrounds (i.e linguistic, educational, etc). There was also an analysis of whether the implementation of Language Lab's model motivated the Turkish as a Second or Foreign Language (TSL/FL) learners of Adult Education Programs (AEP) to continue their studies. During this assessment procedure, it was identified that students used varied technological tools (Kahoot and Facebook) that motivated them to learn foreign languages in an efficient way. In conclusion, it can be affirmed that with the adoption and the execution of the above stated technological tools, the approaches of the students changed by a considerable degree in learning TL within the classroom setting. It is thus worth mentioning that the findings of this study can encourage the TL teachers to use technology in their classes in order to turn them into more autonomous, student-centered teachers using an effective language method in TL acquisition. [For the complete volume of short papers, see ED572005.]
The Impact of EFL Teachers' Mediation in Wiki-Mediated Collaborative Writing Activities on Student-Student Collaboration
Author: Alghasab, Maha
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,English (Second Language),English Teachers,Second Language Learning,Web 2.0 Technologies,Collaborative Writing,High School Students,Secondary School Teachers,Interviews,Teacher Role,Teacher Behavior,Student Centered Learning,Qualitative Research,Case Studies,Females

This paper focuses on how teachers mediate wiki collaborative writing activities, and the impact of their mediations on students' collaboration. It is based on a study conducted with three English as a Foreign Language (EFL) teachers and their students (aged 17-18 years) at two government-funded girls' high schools in Kuwait. The selected groups of students, supported by their class teachers, carried out wiki collaborative writing activities over a period of eight weeks. The writing activities were tracked from conception to completion, by closely analysing the wiki discussion and edits, in order to explore the process of interaction. This was triangulated with interview data with teachers and students to gain deeper insights. The results show that, despite the fact that all groups of learners and teachers received a similar type of training and worked on the same activity, there were some variations in the level of their collaboration. Teachers played an essential role in shaping the way that learners collaborated; i.e. some teachers' behaviours promoted collaboration, while others hindered it. Although it can be acknowledged that the wiki is a powerful tool for student-centred collaborative writing, it can also be argued that the role of the teacher is indispensable, and the right kind of teacher intervention is critical to the success of collaborative writing, especially in educational contexts that are similar to Kuwaiti schools. Therefore, professional training is required in order to raise teachers' awareness of effective pedagogy in supporting wiki-mediated collaborative writing activities. [For the complete volume of short papers, see ED572005.]
Japanese University Students' Self-Assessment and Digital Literacy Test Results
Author: Cote, Travis
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Self Evaluation (Individuals),Computer Literacy,Second Language Learning,Study Abroad,College Freshmen,Student Surveys,Foreign Countries,Questionnaires

Study abroad programs provide an opportunity for students to accelerate language learning and acquire cultural capital. Evaluations of returnees from study abroad programs however, have revealed that this is not always guaranteed. To promote a more positive academic and culturally-inclusive study abroad experience, one recommendation is for language teachers to focus on students' digital literacy. Given the reported levels of poor digital literacy among Japanese freshmen students, the researchers in this current study were attempting to determine if this wider trend applied to students at their private university in Tokyo. The authors surveyed first-year College of Tourism and Hospitality (CTH) students and will report on their responses to two sections of a computer literacy questionnaire originally created by Son, Robb, and Charismiadji (2011). The first section focuses on self-assessment of digital skills, while the second section reports on the results of a 10-item digital literacy test. [For the complete volume of short papers, see ED572005.]
Amateur Online Interculturalism in Foreign Language Education
Author: Alm, Antonie
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Cultural Awareness,Intervention,Teaching Methods,Intercultural Communication,Stereotypes,Animation,Humor,Computer Mediated Communication,Student Attitudes,Electronic Publishing,Foreign Countries,Second Language Instruction

This paper discusses the animated web series &quot;Lifeswap&quot; as an example for &quot;amateur online interculturism&quot; and investigates its potential for intercultural language education. Drawing on Dervin's (2015) discussion on the &quot;amateur interculturist&quot;, I suggest that online publications of personal encounters of intercultural interaction can be used to foster critical reflection in intercultural language education. To illustrate this idea, I first introduce the concept of &quot;amateur online interculturism&quot; and the approach of the makers of the &quot;Lifeswap&quot; series. I then focus on one episode to provide an example of the series and to show how humour and cultural stereotypes can be used constructively to explore tensions in intercultural interactions. The online comments I present in the last section highlight the harmonising effect of humour but indicate that pedagogical intervention is needed to problematise intercultural issues. [For the complete volume of short papers, see ED572005.]