ethanporcaro/eric-fulltext-meta huggingface dataset:
A Survey of Students&apos; Attitudes toward English Graded Teaching in China: A Case Study of North China Electric Power University
Author: Ren, Junhong
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Second Language Learning,English (Second Language),College English,Second Language Instruction,Teaching Methods,Instructional Materials,Expectation,Student Surveys,High Achievement,Low Achievement,Comparative Analysis,Data Analysis,Qualitative Research,Statistical Analysis,Questionnaires

The present study investigates students' attitudes toward English graded teaching in North China Electric Power University (NCEPU for short). In essence, differences between learners of different grades and achievement groups were examined with regard to five constructs, namely, their perception of English graded teaching, the impact of English graded teaching on their learning, their attitudes toward teaching materials, their attitudes toward teaching content and their expectations for college English instructions. The study also aims to put forth proposals to alter the undesirable aspects of college English graded teaching. Sixty-six students from ten departments participated in the survey. Questionnaire containing both questions with best choices and open-ended questions was the main instrument. Analysis of the quantitative and qualitative data shows that students from different achievement groups tend to hold neutral attitude toward our teaching practice, the teaching materials, and the teaching content. Despite this tendency, students from high achievement group tend to take positive attitude toward the undesirable aspects of this teaching practice. Finding from the questions with best choices indicates that our teaching practice may have lost its appeal to the language learners due to its failure to stimulate their motivation and meet their demand and interest. In addition, results of open-ended questions reveal that alterations are needed in teaching contents, teaching focus and assessment system if it were to regain students' interest. The results of the study contribute to a good understanding of current English teaching situation in NCEPU. Proposals to alter this undesirable situation are put forward.
Production-Oriented Approach and Its Implications for the Cultivation of Critical Thinking Skills in College English Instruction in Mainland China
Author: Ren, Junhong
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Critical Thinking,Thinking Skills,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,College Students,Educational Change,Instructional Materials,Educational Objectives

Absence of critical thinking skills is perceived to be a growing problem among many university students. The production-oriented approach, an initiative to college English instruction reform in mainland China, may offer a better solution to this problem. To cultivate critical thinking skills under this approach, reforms have to be implemented in teaching objectives, teaching materials, teaching approaches and assessment.
Helping College Students Claim Ownership of Their Mathematics Learning
Author: Liang, Su
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Mathematics Education,Learner Engagement,Introductory Courses,Mathematical Logic,Educational Strategies,Teaching Methods,Outcomes of Education,Active Learning,Reflection,Student Surveys,Pretests Posttests,Reading Assignments,Homework,Mathematics Tests,Feedback (Response),Semi Structured Interviews,Student Attitudes,Data Analysis,Minority Group Students,Hispanic American Students

This is an exploratory study about engaging students in mathematics learning both inside and outside of the classroom of an introductory proof course. The author utilized the framework of scholarship of teaching and learning as a guide to ensure the research process was carried out systematically. This study was conducted through one cycle of scholarly teaching. The implemented teaching strategies showed positive impacts on students' learning. These strategies can be tested and improved through more cycles of scholarly teaching research in different settings.
Perceptions of Preservice Teachers about Adaptive Learning Programs in K-8 Mathematics Education
Author: Smith, Kevin
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Student Journals,Methods Courses,Mathematics Instruction,Elementary Secondary Education,Student Surveys,Semi Structured Interviews,Educational Technology,Technology Uses in Education,Technology Integration,Coding,Student Attitudes,Qualitative Research

Adaptive learning programs are frequently used in the K-8 mathematics classroom. These programs provide instruction to students at the appropriate level of difficulty by presenting content, providing feedback, and allowing students to master skills before progressing. The purpose of the study was to seek to interpret how preservice teachers' experiences influence their perceptions and plans to integrate adaptive learning programs in their future K-8 mathematics classroom. This was a qualitative study with 17 participants who were enrolled in an undergraduate teacher education program. Data was collected and analyzed from archived journals the participants completed as a part of their K-8 Math Methods course, a survey, and semi-structured interviews. The findings from this study indicate that the participating preservice teachers perceive adaptive learning programs to be beneficial for students, and they recognize they have many decisions to make regarding what adaptive learning programs are used and how they are integrated into the classroom. The study also found that the instruction the preservice teachers received in their K-8 Math Methods course played a critical role in making them aware of the features available and myriad of options available in adaptive learning programs.
Educator Perspectives on the Instructional Effects of One-to-One Computing Implementation
Author: Lawrence, Andrew C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Counselor Attitudes,Administrator Attitudes,Teacher Attitudes,Learning,Program Effectiveness,Technology Integration,Catholic Schools,High Schools,Secondary School Teachers,School Counselors,Mixed Methods Research,Surveys,Observation

The purpose of this study was to examine educator's perceptions regarding the quality of student learning during the implementation of a one-to-one computing program in a private secondary school in central Illinois. The sample of the study consisted of 26 teachers, administrators, and counselors who worked with 320 students during one-to-one technology implementation program. First a Likert type scale was administered and then interviews were conducted with the participants to find out their observations, perceptions, and opinions with regard to student learning. The results show that most educators believe that student learning has slightly improved with the implementation of one-to-one technology program.
Clickers in EFL Classrooms: Evidence from Two Different Uses
Author: Cakiroglu, Unal
Date: 2018-00-00
Type: Journal Articles
Subjects: Audience Response Systems,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Student Participation,Quasiexperimental Design,Observation,Instructional Effectiveness,Private Schools,Secondary School Students,Foreign Countries,Control Groups,Experimental Groups,Comparative Analysis,Statistical Analysis

Clickers as electronic response systems allow students to respond instantly to questions. The aim of this study is to compare the effects of using clickers on student participation during different periods of EFL courses. The intervention was implemented in question-response sessions of an EFL course at a secondary school. A quasi-experimental design was used in which twenty participants were assigned to two groups, Group A (n = 10) and Group B (n = 10). The implementation process is divided into three periods. In the preparation period, both of the groups did not use clickers, in the first period while the Group A used clickers, Group B continued without using clickers in the lessons. Then in the second period; in contrary, Group A and Group B students changed the roles in using the clickers; that is Group B started with clickers in the second period and Group A followed the lesson without clickers. When the clickers used the students' participation rates were determined by clicker system records and an observation form is used when non-clickers strategies were used. As a result, even if they used clickers in different time periods both Groups A and B increased their participation rates while using clickers. Moreover, when the students in Group A were non-clickers, their correct answer rates were decreased. In contrast, when the students in Group B were non-clickers, their correct answer rates were increased. Results showed that even after students ceased to use clickers, positive effects on participation continued; however, the quality of the students' answers declined. Along with the study findings, suggestions for clickers use in various periods of the courses are included.
L2 Reading Fluency Progression Using Timed Reading and Repeated Oral Reading
Author: Shimono, Torrin R.
Date: 2018-04-00
Type: Journal Articles
Subjects: Oral Reading,Reading Fluency,Second Language Learning,Second Language Instruction,Reading Comprehension,Sustained Silent Reading,Foreign Countries,College Students,Comparative Analysis,Quasiexperimental Design,Reading Rate,Statistical Analysis,Phrase Structure,Intonation,Teaching Methods,Control Groups,Experimental Groups,Reading Materials,Timed Tests,Pretests Posttests,Multivariate Analysis

The progression of silent reading rates and reading comprehension were examined among Japanese university students (N = 55) over one academic semester. Participants were divided into three quasi-experimental groups. The first group practiced a combination of timed reading and repeated oral reading with attention paid to chunking and prosody. The second group practiced timed reading exclusively. The comparison group engaged in oral communication training. Reading rate data were examined using four scoring methods. The results indicated that the treatment groups made statistically significant rate gains, ranging from 13 to 27 standard words per minute. While comprehension percentages were slightly below 70% for both groups, rate gains were accompanied by comprehension increases during the treatment. Both treatment groups outperformed the comparison group in terms of rate and comprehension. While no statistically significant differences were found between the treatment groups, both types of practice were efficacious in promoting second language reading fluency.
Examining Student Perceptions of Their Experience in a TBL Formatted Capstone Course
Author: McCubbins, O. P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Experience,Teamwork,Teaching Methods,Curriculum,Active Learning,Farm Management,Pretests Posttests,Comparative Analysis,Agricultural Education,College Students,Transformative Learning,Blended Learning,Learning Activities,Class Activities,Problem Solving,Decision Making,Statistical Analysis

While shown to be less effective than active learning strategies, traditional methods of content delivery in post-secondary classrooms are the most prominent. Flipped classrooms, an example of an active learning approach, have been shown to be effective in long-term student outcomes. Team-Based Learning (TBL), a specific application of the flipped approach, has been linked to an increase in student performance, engagement, and satisfaction. TBL emphasizes the application of content knowledge through structured problem solving and decision making activities. The capstone farm management course at Iowa State University was recently restructured to implement TBL. This course revision sought to emphasize the development of skills necessary for success in an evolving workforce. The purpose of this study was to examine student perceptions concerning their attitudes and beliefs about learning, their motivation to learn, and their professional development through critical thinking. Pretest and posttest measures were compared and showed statistically significant increases across all three areas. These results offer valuable insight for the adoption of student-centered teaching methods, specifically TBL. Further examination of this teaching method compared to traditional teaching methods is warranted and recommended.
A Measure of Self-Regulated Learning in Online Agriculture Courses
Author: Chumbley, Steven
Date: 2018-00-00
Type: Journal Articles
Subjects: Independent Study,Online Courses,Agricultural Education,Dual Enrollment,Goal Orientation,Learning Strategies,Gender Differences,Racial Differences,Correlation,Student Experience,Secondary School Students,Introductory Courses,Questionnaires,Likert Scales,Statistical Analysis,Student Attitudes,Study Habits,Educational Environment,Time Management,Self Evaluation (Individuals),Help Seeking

For students to be successful in the online learning environment, change from passive learners to active learners is essential. Students who successfully regulate and change their learning know where and how to acquire the knowledge necessary for success in the online environment. Introducing students early through dual enrollment programs can ensure students have the necessary skills for success. This project sought to determine the self-regulated learning level of students in an online agriculture course. Students were found to have the highest self-regulation within environmental structuring and goal setting. The lowest online learning self-regulation was in the area of task strategies. Females had a higher level of self-regulated online learning while there was found to be little difference by ethnicity. Low correlations were found between student experience with online courses and their perceived online self-regulated learning level. Students in an online agriculture dual enrolment course are encouraged to develop goals and at the conclusion complete a self-evaluation of their learning. Research should continue to help researchers understand and properly identify any personal, behavioral or environmental factors that influence secondary students' self-regulated learning in an online agriculture dual enrollment course.
Can Dissatisfaction Relative to Perceived Importance Affect Extension Clients&apos; Landscape Management Practices?
Author: Warner, Laura A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Education,Extension Education,Rural Extension,Extension Agents,Water Quality,Satisfaction,Best Practices,Natural Resources,Preferences,Conservation (Environment),Data Analysis

Water quality and availability are critical issues currently addressed by agricultural education professionals. Extension professionals need to employ innovative approaches to help residents adopt practices and technologies to reduce the impact of urban landscapes on water resources. This study explored how individuals' dissatisfaction relative to their perceived importance of either clean water for large and local water bodies or plentiful water for local water bodies related to their intent to engage in landscape best management practices following a tailored message. Individuals were randomly assigned to receive a message appealing to improving water quality through good fertilization practices or a message appealing to improving water availability through good irrigation practices. Those who assigned higher importance but perceived lower satisfaction with clean water had greater likelihood of engaging in most fertilizer best practices after receiving a tailored message compared to those who assigned lower importance and perceived higher satisfaction with clean water. Those who assigned higher importance but perceived lower satisfaction with plentiful water were more likely to engage in one of the five irrigation best practices compared to those who assigned lower importance and perceived higher satisfaction with plentiful water after receiving the message. Agricultural education programs should tailor messages to dimensions clientele perceive as important but with which they are unsatisfied, especially when intent is lower.
Organizational Change in the Land-Grant System: A Qualitative Evaluation
Author: Lamm, Kevan W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Organizational Change,Land Grant Universities,Agricultural Education,Program Evaluation,Focus Groups,Barriers,Epistemology,Qualitative Research,Content Analysis,Sustainability

Individuals representing different organizations within the Land-Grant University System (LGUS) were asked to provide their insights on organizational change using a focus group approach. The study focused on three key components to organizational change in the LGUS: what initiates change, the hindrances to change, and what sustains change. Themes were analyzed relative to the existing literature and synthesized into a new conceptual model of organizational change in the LGUS. Results indicated change can be effectively initiated at lower levels of the organization where individuals have the appropriate span of control to drive change. Bureaucratic inertia was identified as the primary hindrance to change in the LGUS. Finally, relationships were identified as most important for sustaining change. Based on the results recommendations suggest that organizations within the LGUS employ a balance between proactive and reactive change and establish a clear communication plan and to ensure the plan emphasizes the respect due to those that will be involved or affected. Furthermore, to mitigate the effects of bureaucratic inertia, any organizational change effort within the LGUS should be accompanied by enough time to analyze the culture and build organizational support and buy-in. Additional recommendations were provided based on the results of the study.
Increasing Reading Self-Efficacy and Reading Amount in EFL Learners with Word-Targets
Author: McLean, Stuart
Date: 2018-04-00
Type: Journal Articles
Subjects: Self Efficacy,Reading Skills,English (Second Language),Second Language Learning,Second Language Instruction,Comparative Analysis,Sustained Silent Reading,Books,Student Motivation,Private Colleges,Undergraduate Students,Quasiexperimental Design,Foreign Countries,Reading Instruction,Teaching Methods,Outcomes of Education,Statistical Analysis,Reading Comprehension,Interviews

We compared three methods for increasing reading amount and reading self-efficacy among L2 learners. (1) We required a word-target group to read at least 2,500 words a week outside class. (2) We required a sustained silent reading (SSR) group to do (a) in class SSR for 15 minutes every week, and (b) to read one book per week. (3) We required a comparison group to read one book per week. In the post-treatment period, we required all participants to read one book per week outside class, and during the post-treatment, the word-target group read significantly more, relative to a previously established baseline. We argue that learners in the word-target group internalized extrinsic motivation from the word-targets, and this led them to do more free reading and increase their reading self-efficacy more than the other groups.
Embodied EFL Reading Activity: Let&apos;s Produce Comics
Author: Shiang, Ruei-Fang
Date: 2018-04-00
Type: Journal Articles
Subjects: Cartoons,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Reading Comprehension,Interviews,Translation,Schemata (Cognition),Reading Instruction,Prior Learning,Comparative Analysis,Semi Structured Interviews,Reading Tests,Instructional Effectiveness,Chinese,Native Language,Foreign Countries,Focus Groups,Student Attitudes,College Freshmen,Statistical Analysis

While theories of embodied cognition have been investigated in lab experiments with proficient readers, currently no studies have applied these theories to improving reading comprehension for low-proficiency readers. Using an embodied cognition approach, this study investigated producing comics as an embodied reading activity. To compare effects on English as a foreign language (EFL) reading comprehension of narrative texts, 71 low-proficiency tertiary EFL readers were randomly assigned to one of two collaborative post-reading activity groups: comics production or translation. Before the activities, the participants were given background knowledge instruction for the narrative texts. Reading comprehension was assessed by a true-false test, followed by a semi-structured focus group interview. The results show that the comics production group outperformed the translation group in reading comprehension. Moreover, evidence from interviews shows the comics production activity assisted low-proficiency EFL readers in constructing multimodal representations of what they read, improving the depth of their reading comprehension.
Agriculture Teachers&apos; Integrated Belief Systems and Its Influence on Their Pedagogical Content Knowledge
Author: Rice, Amber H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teacher Attitudes,Pedagogical Content Knowledge,Grounded Theory,Experienced Teachers,Botany,Science Education,Soil Science,Qualitative Research,Interviews,Diaries,Observation,Secondary School Teachers

This grounded theory study explored the pedagogical content knowledge (PCK) of experienced agriculture teachers in the plant sciences. The central phenomenon that emerged during data collection and analysis was the influence of beliefs on shaping participants' PCK. This finding guided subsequent collection and analysis that resulted in the following central research question: what shapes experienced agriculture teachers' PCK in plant sciences? The data presented here focused on the most emergent category shaping PCK, integrated belief systems, which included participants' beliefs about the purpose of agricultural education, beliefs about plant science education, and beliefs about teaching and learning in agricultural education. A substantive level theory was developed that illustrated the relationships between the three belief components on participants' PCK. These findings support further investigation into how beliefs are shaping agriculture teachers' PCK in plant sciences and other agriculture content areas.
The Effect of Two Different Pedagogical Delivery Methods on Students&apos; Retention of Knowledge over Time
Author: Baker, Marshall A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Students,Rural Education,Agricultural Education,Retention (Psychology),Experiential Learning,Direct Instruction,Outcomes of Education,Pretests Posttests,Statistical Significance,Academic Achievement,Scores,Educational Practices,Pacing,Comprehension,Hypothesis Testing,Multivariate Analysis,Criterion Referenced Tests,Statistical Analysis

The purpose of the study was to determine the effect of two contrasting pedagogies (i.e., experiential learning and direct instruction) on students' retention of agricultural knowledge over time. A six-week deferred post-test was employed to assess long-term retention of the subject matter. The results indicated that initially, students who were taught both experientially and through direct instruction experienced a statistically significant increase in analytical scores, with the direct instruction treatment group outperforming the experiential learning treatment group. However, that increase was not statistically significant but was followed by a statistically significant decrease in analytical scores six weeks following instruction. Implications exist for preparing instructors to pace their lessons in a slower fashion to increase understanding and mastery of the content learned.