ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nationality Education Model: The Implementation of a &quot;Score-A&quot; Training Model for Youth across Different Cultures in Indonesia
Author: Komarudin
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Differences,Spatial Ability,Cultural Awareness,Religion,Economic Factors,Youth,Nationalism,Diversity,Critical Thinking,Creative Thinking,Models

This paper aimed to analyse to analyze the implementation of nationality education model for youth across different cultures through the SCORE-A model. The SCORE-A model stands for spatial awareness (SA); cultural awareness (CA); organization awareness (OA); religion awareness (RA); and economic awareness (EA). This model is probably effective to educate the youth coming from different backgrounds such as religion, race language and others. The qualitative study was conducted using document analysis, literature review, interviews, and questionnaire. The teaching model was constructed with literature review analyses and interviews with experts. In model implementation, the researchers worked with 22 youths living in DKI Jakarta over a six month period. The results revealed that The SCORE-A model or treatment during observation are appropriate for improving the nationalism in loving their own country even though the youths come from different backgrounds of religion, ethic, and language. In addition to this, the youths also developed their critical and creative thinking skills, although there are some limitations in applying the SCORE-A model such as variation in participants background. Therefore, it is suggested that the model can be implemented in other areas.
Teacher Talk in Higher Education as a Language for Specific Purposes: Its Features and LSP Teachers&apos; Awareness
Author: Mertelj, Darja
Date: 2019-07-00
Type: Journal Articles
Subjects: Languages for Special Purposes,Second Language Instruction,Second Language Learning,Language Teachers,Teacher Student Relationship,Classroom Communication,Foreign Countries,Teacher Attitudes,Higher Education,English (Second Language),German,Italian,College Faculty,Language Usage

There is scarce evidence of publications pertaining to the phenomenon that a foreign teachers' language in fact is a language for specific purposes. In the field of (foreign) languages for specific purposes, traditionally linked to a vast variety of professional and academic domains, it seems that LSP teachers' language has not yet gained due attention. However, any FL or LSP teacher's language is used for professional, teaching purposes; yet it does not seem that FL teachers for specific purposes are aware of their teacher talk, either in class or conceptually. On the basis of classroom observation and semi-structured interviews among 17 Slovenian teachers of foreign languages for specific purposes this paper attempted to identify differences in the teacher talk used by them in class, and the level of their awareness of their own teacher talk. The results of the quantitative analysis indicate that there are some specific features in LSP teacher talk which led us to conclude that it could be identified and categorised as a separate LSP category. However, the related LSP teacher's awareness about their own teacher talk varied from highly profiled to absent, and there was a perceptible impact on working efficiency in the class. All discussed phenomena require further research.
A Nationwide Study of Iranian Language Teachers&apos; and Content Teachers&apos; Cognitions and Practices of Collaborative EAP Teaching
Author: Taherkhani, Reza
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Second Language Instruction,English (Second Language),English for Academic Purposes,Teacher Collaboration,Knowledge Base for Teaching,College Faculty,Teacher Education Programs,Educational Change,Teacher Attitudes,Team Teaching,Teacher Role,Role Perception

Many studies have addressed the issue of collaborative teaching in EAP courses; however, there is a gap in the literature concerning EAP teachers' cognitions and actual practices regarding collaborative EAP teaching, especially in contexts like Iran where EAP courses are taught by either language teachers or content teachers - subject specialist teachers - with little or no cooperation between them. Therefore, the current nationwide study explored the cognitions and practices of language teachers and content teachers at medical sciences universities in Iran regarding collaborative EAP teaching. The participants were 128 representative language teachers and 190 representative content teachers, teaching at all five types of universities across the country. The instruments included questionnaire and semi-structured interviews. The results revealed that the differences between the two groups of EAP teachers overshadow the similarities between them. The findings also disclosed inconsistencies between the two groups of EAP teachers in terms of their cognitions and actual practices. The conclusions outline implications for the EAP community throughout the world and specifically accentuate the urgent need for teacher education programs in Iran and micro- and macropolicy reforms in the Iranian EAP educational system.
Complex Pathways to Transfer: A Qualitative Comparative Analysis of the Transition from Community College to 4-Year University
Author: Jabbar, Huriya
Date: 2019-00-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Universities,Student Educational Objectives,Barriers,Success,Social Capital,Academic Advising,Sense of Community,Family Role,Resilience (Psychology),Student Experience,Hispanic American Students,First Generation College Students,Minority Group Students,College Transfer Students,Student Financial Aid

Many community college students express a desire to transfer to a 4-year institution, but few achieve that goal. In this article, we examine what conditions lead to successful student transfer and which serve as barriers. Drawing on data from a longitudinal qualitative study of 61 transfer-intending students in Texas and using qualitative comparative analysis, we investigate the student-level conditions and experiences that contribute to successful or unsuccessful transfer to a 4-year institution. We find that there is no single condition that can predict success. Instead, we describe how factors such as social capital, students' family background, and advising supports interact with one another to determine student success or failure in the transfer process. We identify specific pathways to transfer, with implications for policies and programs that can help bolster students in the face of potential barriers. We provide suggestions for policy, practice, and future research.
The Relation between Students&apos; Intrinsic Reading Motivation and Book Reading in Recreational and School Contexts
Author: Locher, Franziska Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Motivation,Grade 9,Books,Recreational Reading,Reading Assignments,Literature,Predictor Variables,Difficulty Level,Reading Habits,Foreign Countries,Readability,Secondary School Students

In comparison with younger children, older students tend to be less motivated to read. A literature class that fails to motivate students is one aspect that has often been discussed in this regard. Using data from 405 German ninth graders, we examined how students' book reading is related to intrinsic situational and intrinsic habitual reading motivation in and out of school. The books that students reported to have read were characterized by LIX readability and text type. Our results first showed that recreational reading motivation exceeded school reading motivation. Second, the reading of classic literature was a negative predictor of intrinsic situational reading motivation. Third, in the school context, students who read more difficult books were less motivated to read them. Fourth, analyses showed that individual book-reading experiences were linked to intrinsic habitual reading motivation. We discuss practical implications for book reading in and out of the literature class.
Developing a Flipped Classroom Framework to Improve Tertiary Education Students&apos; Learning Engagements in India
Author: Sandhu, Sandeep
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Access to Education,Access to Computers,Educational Technology,Technology Uses in Education,College Faculty,Teacher Attitudes,Telecommunications,Handheld Devices,Internet,Homework,Video Technology,Social Media

There is a large proportion of the population in India that has very limited access to higher education (HE). Of this, the northern states seem to worse off than their southern counterparts. The access to HE is further problematized by a lack of access to personal computers; however, there is a large proportion of the population that has access to mobile phone technology. Linked with this is the possibilities that the flipped classroom methodology could offer HE in North India; leveraging the affordances of mobile technologies. This paper reports on a preliminary, scoping study undertaken to understand the level of consciousness of a flipped classroom methodology in North India and if there is any appetite to see this trialed in HE classrooms. A qualitative research study was undertaken using a sample of 26 lecturers from different universities in Punjab, New Delhi and Maghalay. The results showed that participants, although not fully understanding it, generally had a positive view towards flipped classrooms. This suggests that it would be helpful to make teachers more aware of using the flipped classroom methodology and provide them with adequate training to adopt this methodology. It also suggests that using a social networking site (for example, WhatsApp), to help facilitate flipped classrooms might be considered.
If You Offer It, Will They Come? Patterns of Application and Enrollment Behavior in a Universal Prekindergarten Context
Author: Shapiro, Anna
Date: 2019-00-00
Type: Journal Articles
Subjects: Public Schools,Behavior Patterns,Neighborhoods,Preschool Children,Geographic Distribution,Low Income Students,Bilingual Students,Minority Group Students,Kindergarten,Elementary Schools,Institutional Characteristics,Community Characteristics,Academic Achievement,School Choice,Enrollment

Universal public prekindergarten programs have been expanding in recent years, but not all eligible families apply to these programs, for reasons that are not well understood. Using two cohorts of students (N = 8,391) enrolled in Boston Public Schools, we use geographic information systems to combine administrative records with census data to compare the student-, neighborhood-, and school-level characteristics of kindergarteners who did and did not apply to the Boston Public Schools prekindergarten program. We find that nonappliers are more likely to be non-White (SD = 0.27), low income (SD = 0.11), and dual language (SD = 0.58), particularly those who did not attend any other prekindergarten program. We find similar differences at the neighborhood and school levels. Our study provides some of the first descriptive information on the sociodemographic characteristics and spatial distribution of families who opt out of applying to universal prekindergarten programs. Findings may inform recruitment strategies to promote equitable and universal prekindergarten enrollment.
Barriers Perceived by Teachers for Use of Information and Communication Technology (ICT) in the Classroom in Maharashtra, India
Author: Singhavi, Chandan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Educational Policy,Teacher Attitudes,Negative Attitudes,Barriers,Language of Instruction,English,Technology Integration,Technological Literacy,Time,Internet,Indo European Languages

Information and Communication Technology (ICT) in school education is considered as one of the important tools to make education learner centric and helps to reduce the digital divide between different socio-economic classes in a developing country like India. The government is implementing policies to encourage schools to adopt ICT and integrate in the school curriculum, but the response is lukewarm from the schools. School teachers have a decisive role to play in the effective implementation of ICT in the classroom. Their level of acceptance of new pedagogy using ICT is a key to successful implementation. The existing research shows that the lack of willingness of the teachers to use ICT in the classroom is one of the major hurdles in its implementation at the ground level. At present, there are very few studies that identify these perceived barriers of the teachers. This paper focuses on identifying the barriers to use of ICT from the teachers' perspectives by using the rank order method for English and Regional medium school teachers. The paper uses logistic regression analysis to find out how the willingness to use ICT can be improved if some barriers are mitigated for both types of schools.
Exploring the Role of Information and Communication Technology for Pedagogical Practices in Higher Education: Case of Ethiopia
Author: Ergado, Amanuel Ayde
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Higher Education,Technology Integration,Time,Negative Attitudes,Educational Policy,Teaching Methods,Teacher Competencies,Technological Literacy,Barriers,Internet

ICT is a key role player in higher education institutions for pedagogical practices. This paper is aimed at exploring the role of ICT in the Ethiopian higher education system. In the Ethiopian Higher Education system there are movements to integrate ICT into teaching and learning practices. However, the implementation is inadequate. Factors like limited infrastructure, user's attitude towards ICT, management support, skilled human resources and policy issues supporting ICT integration are affecting the implementation of ICT in Ethiopian higher education. To explore the role of ICT in the higher education system of Ethiopia, the researcher reviewed the literature and interviewed professionals from the Ministry of Education and the Ministry of Science and Technology. The findings of the study indicated the lack of an ICT policy for pedagogical practices as the main challenge to the integration of ICT in teaching and learning. Further, lack of support from top management, implementation problems, lack of training for instructors and experts, the structure of ICT service under the administrative unit, and student's skill to use ICT for their learning are considered as the critical problems impacting the integration of ICT for pedagogical practices.
Examining the Measurement Invariance of the Teachers&apos; Sense of Self-Efficacy Scale in Terms of Gender
Author: Dogan, Yildiz Burcu
Date: 2019-06-00
Type: Journal Articles
Subjects: Teacher Attitudes,Self Efficacy,Measures (Individuals),Measurement Techniques,Measurement,Learner Engagement,Preservice Teachers,Gender Differences,Beliefs,Classroom Techniques,Educational Strategies,Foreign Countries

The aim of this research was to analyze the measurement invariance of the &quot;Teachers' Sense of Self-Efficacy Scale,&quot; developed by Tschannen-Moran and Hoy, and adapted into Turkish and Turkish culture by Çapa, Çakiroglu and Sarikaya, with respect to gender. Turkish version of the scale consists of 24 items and 3 subscales. The scale measures pre-service teachers' and teachers' sense of and belief in self-efficacy for student engagement, classroom management and instructional strategies. Research revealed that the scale is being used by a myriad of researchers. The sample of this study consists of 267 female, 163 male pre-service teachers who participated in the Pedagogical Formation Certificate Traning at Inönü University in the 2017-2018 academic years. First of all, CFA was executed in order to confirm the validity of the scale's current structure for both genders which was confirmed based on the analysis results. Then, MGCFA was executed to analyze the scale's measurement invariance in terms of gender. The results of the MGCFA indicated that the scale has the measurement invariance with respect to gender at each of the stages of strict, metric, scalar and configural invariance.
Intersections of Language, Content, and Multimodalities: Instructional Conversations in Mrs. B&apos;s Sheltered English Biology Classroom
Author: Meskill, Carla
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,English Language Learners,Secondary School Science,Science Education,Biology,Instructional Effectiveness,Science Instruction,Teaching Methods,Learning Modalities,Multimedia Instruction,Classroom Communication,Academic Language

The challenges inherent in mastering academic content in a new language are many. When it comes to learning science in U.S. high schools, English learners (ELs) confront these on a daily basis. In an effort to document expert language/content instructional strategies, we analyze Mrs. B's sheltered high school biology class, made up of ELs from around the world and representing varying stages of emerging bilingualism. The aim of this 2-year case study was to detail effective teaching patterns in a high-functioning multicultural science class--a class where the myriad linguistic, cultural, and affective needs of students are expertly met--and to subsequently suggest a model for understanding and undertaking powerful language and content learning supported by multimodal referents. From a rich data set comprising class recordings, interviews, reflections from Mrs. B, course documents, student work, and survey responses emerged a model of the language/content multimodal interface for teaching ELs.
Online Education in Emerging Knowledge Economies: Exploring Factors of Motivation, De-Motivation and Potential Facilitators; and Studying the Effects of Demographic Variables
Author: Sinha, Ekta
Date: 2019-00-00
Type: Journal Articles
Subjects: Developing Nations,Knowledge Economy,Economic Development,Comparative Education,Foreign Countries,Student Motivation,Electronic Learning,Sustainable Development,Gender Differences,Age Differences,Employment Level,Educational Attainment,Enrollment,Preferences

In 2015, the United Nations member states adopted the 2030 Sustainable Development Goals (SDGs). Education, which is the fourth Sustainable Development Goal, has seen some major transformations with the advent of digital technologies. Education is increasingly being imparted through these digital technologies. However, this change resulting from the use of Information and Communication Technologies (ICTs) is often reported without in-depth analysis especially in emerging knowledge economies. This paper overcomes that barrier by exploring the motivating factors and de-motivating factors; as well as potential facilitators of online education. The paper also attempts to understand the enrolment, preference and awareness related to online education of the respondents with respect to country, gender, age, employment status and educational qualification, while presenting a comparative analysis of two emerging knowledge economies: India and Uganda. In the first phase, in order to explore motivating, de-motivating factors, and potential facilitators of online education, in-depth interviews were conducted with 51 learners. Data thus collected was checked for content validity through an extensive literature review. In the second phase, a questionnaire was administered to 252 respondents from both countries, drawn from a population of participants pursuing or having an intention to pursue online education. It explored any potential differences in enrolment, awareness, and preference for online-education on the basis of country, gender, age, employment status and existing educational qualification, in order to get better insights for further facilitation and improvement of online-education in emerging economies. To establish statistical validity, Mann-Whitney U-Tests and Kruskal-Wallis Tests were conducted. Based on this primary and secondary data, the paper concludes with some suggestions and recommendations on how to overcome barriers and factors which de-motivate learners from pursuing online education in order to achieve the desired Sustainable Development Goals.
Pre-Service EFL Teachers&apos; Conceptions of Language Proficiency: Entry and Exit Level Qualifications
Author: Köksal, Dinçay
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Foreign Countries,Grammar,Vocabulary,Vocabulary Development,Student Attitudes

It is clearly observed that EFL teachers' language proficiency has been great concern for researchers in recent decades. However, there seems to be few studies conducted in Turkey to conceive EFL teachers' language proficiency level. Language proficiency refers to competency of performing a language where receptive and productive awareness of language systems are highly emphasized. Any low performance in teachers' language proficiency may endanger the success of students who do not receive effective input from their teachers. Teachers' language performance that includes pragmatic and strategic competence may eventually ease any practice in classroom environment. Although Turkey, where English is a foreign language, introduced English language at an early age starting from the 2nd class of elementary schools, most EFL teachers may still not be sufficiently educated to teach the language. Based on the stated issue, this study inquires the views of pre-service EFL teachers to see their reflections on their university entry and exit levels of English language. A semi-structured interview adopted from Butler's questionnaire titled Self-reported Current and Desired Minimum English Language Proficiency was utilized for the qualitative data. The participants (N=35) were interviewed about their language proficiency based on the prompts. The findings of the study suggest that ELT departments should be more aware of the weaknesses of the new students and take precautions accordingly.