ethanporcaro/eric-fulltext-meta huggingface dataset:
Work-Family Conflict: Does Educational Attainment Influence the Amount of Negative Spillover?
Author: Erarslan, Ayse Burcin
Date: 2009-08-00
Type: Reports - Research
Subjects: Family Characteristics,Conflict,Educational Attainment,Multiple Regression Analysis,Foreign Countries,Gender Differences,Family Work Relationship,Time Management,Stress Variables,Family Structure,Child Rearing,Employed Parents,Employees,Responsibility,Family Income

Using a data from a purposive sample of 216 women and 218 men in Turkey, the relationship between educational attainment and the amount of negative spillover from job-to-home and home-to-job was examined. It was hypothesized that men and women with higher levels of education have less amount of negative spillover in both directions. Certain work and family characteristics were included into the multiple regression analysis to see the net effect of educational attainment. Results indicated general support for the hypothesis, with significant findings revealing that women experience more negative spillover in both directions than men. Among the work characteristics, perceived time pressure had a significant effect in reducing job-to-home spillover for both sexes. Researchers need to be aware of the possible gender differences in experiencing work-family conflict and the positive impact of educational attainment needs to be taken into account for reducing conflict between these domains. (Contains 6 tables.)
Developing a CEF Based Curriculum: A Case Study
Author: Ustunluoglu, Evrim
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,College Curriculum,Curriculum Development,College Second Language Programs,English (Second Language),Program Effectiveness,College Faculty,College Freshmen,Student Attitudes,Competence,Gender Differences,Language Proficiency

The common purposes of the studies conducted in language program evaluations are to examine the match between what is desired for the programme versus the actual state of the programme, to make judgments about learners' level of skills and knowledge, and to make suggestions for improvement.  However, it is not currently common practice in Turkey either to develop language teaching programmes based on the Common European Framework as a reference, or to introduce improvements in these programmes based on an evaluation of their effectiveness. This study aims to describe the process of developing a new teaching programme, taking CEF into consideration, at the Preparatory Programme at the School of Foreign Languages, Izmir University of Economics, and also to evaluate the effectiveness of the programme. 236 Freshman students and 48 faculty members from 5 different faculties participated in the study. The results indicated a significant relationship between students' proficiency scores and perception of their own competencies and a significant difference in perception of their own competence in terms of levels at the preparatory program. Although faculty members stated that Preparatory Program, in general, meets the needs of the students, students still have difficulty in practising some tasks requiring higher order thinking skills. The study suggests a series of learner training sessions to raise the awareness of the students, extending duration of the modules, reviewing the order of objectives in Intermediate and Upper-Intermediate, and working  in cooperation with Faculties in order to increase awareness of mutual expectations. (Contains 3 tables.)
The Effect of Preventive Classroom Management Training Program on Approval and Disapproval Behaviors of Teachers
Author: Guner, Nevin
Date: 2012-01-00
Type: Journal Articles
Subjects: Classroom Techniques,Program Effectiveness,Socioeconomic Status,Prevention,Inclusion,Mainstreaming,Public Schools,Regular and Special Education Relationship,Observation,Teacher Behavior,Faculty Development,Foreign Countries,Elementary School Students,Elementary School Teachers,Mild Mental Retardation,Learning Disabilities,Learning Problems,Feedback (Response)

In this study, the effect of Preventive Classroom Management Training Program (PCMTP) on approval and disapproval behaviors of teachers working in inclusive classrooms was investigated. The study group consisted of 45 teachers who were working in public schools and had students with special needs in their classrooms. Data were gathered using Teacher Behaviors Observation Form, which was developed by the researcher, and during one lesson which was videotaped in the classrooms of teachers in the experimental group (n=21) who had a training using PCMTP and the control group (n=24). The analysis of the research data revealed that PCMTP did not make significant differences in the approval/disapproval behaviors of the teachers in terms of the post-test results but the maintenance results showed that disapproval behaviors of the teachers were significantly lower. (Contains 2 tables.)
The Impact of a Curricular Innovation on Prospective EFL Teachers' Attitudes towards ICT Integration into Language Instruction
Author: Hismanoglu, Murat
Date: 2012-01-00
Type: Journal Articles
Subjects: Qualitative Research,Research Methodology,Technology Integration,Educational Technology,English (Second Language),Second Language Learning,Teacher Attitudes,Preservice Teacher Education,Interviews,Second Language Instruction,Language Teachers,Questionnaires,Instructional Innovation,Foreign Countries

This paper investigates whether the new EFL teacher training curriculum provides an efficient ICT training or not through both a quantitative and a partially qualitative research methodology. One hundred twenty-four prospective EFL teachers participated in this study and the results of a series of Independent Samples T-tests highlight that the prospective teachers having five ICT-related courses displayed better attitudes in comparison to those not completing this training period by reflecting that the success of technology integration into education varies from curriculum to curriculum, depending on the ways in which it is applied. In this study, parametric analysis such as Independent samples t-Test was utilized to explore any statistically significant differences between prospective EFL teachers' ICT attitudes before and after ICT-interwoven training. Moreover, the qualitative information was analyzed from the transcriptions of the interviews, and synthesized with the results from the quantitative study. A questionnaire made up of nine items and an interview consisting of nine questions were employed as data collection tools. (Contains 4 tables.)
A Constructivist Approach to the Design and Delivery of an Online Professional Development Course: A Case of the iEARN Online Course
Author: Chitanana, Lockias
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Constructivism (Learning),International Education,Online Courses,Course Content,Educational Technology,Teacher Educators,Faculty Development,Instructional Design,Discourse Analysis,Computer Mediated Communication,Web Based Instruction,Inservice Teacher Education,Teacher Educator Education,STEM Education,Student Projects,Active Learning,Integrated Learning Systems,Open Source Technology,Course Evaluation,Discussion,Qualitative Research,Participatory Research,Content Analysis

This study examined the International Education and Resource Network Science Technology and Math (iEARN-STM) online professional development course. The study used the constructivist framework as the conceptual model to examine the way in which the constructivist theory has shaped the design and implementation of the course, as reflected by the interactions of a cohort of participants in the course. The participants were 28 educators enrolled in the course, who were either teacher educators or teachers, working in different educational institutions in different countries throughout the world. The purpose of the study was to understand how the iEARN online professional development course supported teachers' learning through effective discourse in an online environment and to identify the constructivist learning principles that were behind the success of the course. The design of the course appeared to have a positive impact on participants' collaboration with peers. Results of the study confirms earlier research findings that the constructivist approach to course design and delivery provides a powerful structure for creating learning environments conducive to the development of professional skills among educators. Results of this study can be used to assist professional development coordinators and administrators to plan effective professional development. The results of the study are also expected to contribute to improvements in the design of professional development course content, instruction, delivery and administration, focusing on factors such as program model, delivery, contextual factors or best practices.
A Doctoral Program for the World: Global Tertiary Education and Leadership
Author: Hargis, Jace
Date: 2012-01-00
Type: Journal Articles
Subjects: Global Education,Doctoral Programs,Doctoral Degrees,College Faculty,Teaching Methods,Instructional Leadership,Leadership Training,Andragogy,Teaching Skills,Teacher Effectiveness,Improvement Programs,Instructional Improvement,Teacher Improvement,Training Methods,Training Objectives,Faculty Development,Blended Learning,Participant Satisfaction,Postsecondary Education,Teacher Education Programs,Feasibility Studies,Investigations

The purpose of this paper is to share the findings of a highly generalizable investigative feasibility project, whose goal is to enhance the teaching ability of current higher education faculty members. The mission of the project was to introduce a new doctoral degree on Global Education and Leadership (GEL) geared toward a ubiquitous, broad approach to assist faculty members in their pursuit of improved teaching and learning. The methods used were to perform an online search identifying 18 different institutions, whose mission focused on both student-centered learning, as well as pursued an active scholarship of teaching and learning agenda; contact 52 key personnel for a visit to share our program; travel to each of eight countries to share the vision of the program in five weeks; and finally to collate results and examine trends and identify host institutions, accreditation steps and start dates. The major result of this experience was the unanimous agreement on the universal unsystematic process of providing tertiary faculty members with the essential andragogical methods to efficiently and effectively become exemplar teachers. Due to the overwhelming uniformity in affirmative response to the program, the key conclusion is to move forward with the doctoral program aggressively.
Reflective Thinking and Teaching Practices: A Precursor for Incorporating Critical Thinking into the Classroom?
Author: Choy, S. Chee
Date: 2012-01-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Teaching Methods,Reflection,Reflective Teaching,Skill Development,Questionnaires,Teacher Competencies,Teaching Skills,Teacher Attitudes,Foreign Countries,Self Evaluation (Individuals),Misconceptions,Lifelong Learning,Feedback (Response),Metacognition

The concept of reflective thinking as a precursor for incorporating critical thinking has been not been adequately researched. Most research has not given any effective strategies on how to incorporate these two concepts. There is a constant need to incorporate critical thinking into the classroom without much success. This study will attempt to show a link between reflective thinking and its ability to stimulate critical thinking. Teachers often perceive that critical thinking skills need to be taught, however research has shown that they may not know how to do this effectively. The use of reflective thinking may be a precursor to stimulating critical thinking in teachers. The research questions are on the reflective thinking skills of teachers and how they perceive themselves and their teaching. In this study a total of 60 participants from institutions of higher learning volunteered to answer a questionnaire to determine the level at which they reflected on their teaching practices as an indicator of their level of critical thinking. It was found that most of the teachers did not reflect deeply on their teaching practices. They did not seem to practice the four learning processes: assumption analysis, contextual awareness, imaginative speculation and reflective scepticism which were indicative of reflection. It would suggest that critical thinking is practised minimally among teachers. Further research need to be carried out on how to bring about reflective practices among teachers and how it would enhance the quality of lessons in terms of critical thinking. (Contains 2 tables.)
The Effect of Task Repetition and Noticing on EFL Learners' Oral Output
Author: Baleghizadeh, Sasan
Date: 2012-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Teaching Methods,Oral Language,Grammar,Communicative Competence (Languages),Foreign Countries,Student Attitudes,Error Correction,Comparative Analysis,Task Analysis,Adult Students,Linguistic Theory

Teaching grammar is still a topic of heated debate in second/foreign language teaching. One major approach to teaching grammar holds that the learners should receive reactive focus on form in the context of communicative language teaching. The present study is an attempt to examine the effect of task repetition along with reactive focus on form on learners' subsequent accurate output. To achieve this end, four Iranian intermediate EFL students participated in this study by volunteering to present lectures while their voices were being recorded. After transcribing their voices at home, the participants corrected their mistakes and submitted the draft to their teacher for additional corrections. The revised draft was returned to the participants to prepare themselves for a second oral presentation. The comparison of the number of erroneous utterances made in the first and the second presentations confirmed the positive effect of task repetition on the participants' more accurate second oral performance. (Contains 4 tables.)
Analyzing Algebraic Thinking Using "Guess My Number" Problems
Author: Patton, Barba
Date: 2012-01-00
Type: Journal Articles
Subjects: Grade 10,Algebra,Mathematics Instruction,Visual Aids,Arithmetic,Grade 7,Age Differences,Middle School Students,High School Students,Mathematical Concepts,Concept Formation,Problem Solving,Mathematics Skills,Scores

The purpose of this study was to assess student knowledge of numeric, visual and algebraic representations. A definite gap between arithmetic and algebra has been documented in the research. The researchers'  goal was to identify a link between the two. Using four "Guess My Number" problems, seventh and tenth grade students were asked to write numeric, visual, and algebraic representations. Seventh-grade students had significantly higher scores than tenth-grade students on visual representation responses. There were no significant differences between the seventh and tenth grade students' responses on the numeric and algebraic representation. The researchers believed that the semi-concrete and visual models, such as used in this study, may provide the link between numeric and algebraic concepts for many students. (Contains 4 tables and 8 figures.)
Instruction, Curriculum and Society: Iterations Based on the Ideas of William Doll
Author: Varbelow, Sonja
Date: 2012-01-00
Type: Journal Articles
Subjects: Curriculum,Instruction,Educational Philosophy,Preservice Teacher Education,Postmodernism,Theories,Systems Approach

This paper explores the relationship between society and school from the point of view of chaos theory with the purpose to understand the deficiencies in teacher education programs and to offer suggestions for their improvement.  Based on the ideas of the postmodern curriculum theorist William Doll, it examines the paradigm shifts of world views from pre-modern to post-modern times and their implications for education.  The methodology is theoretical analysis.  The findings will show that classrooms are fractal in nature and reflect the society of which they are a part.  Therefore, it is necessary to understand that the function of school goes beyond passing generations along or changing society. Today's schools must bridge the gap between a modernist education system and a post-modern, globalized knowledge society.  The paper concludes with examples that use those findings to improve the praxis of pre-service teacher education.
The Impact of Gloss Types on Iranian EFL Students' Reading Comprehension and Lexical Retention
Author: Farvardin, Mohammad Taghi
Date: 2012-01-00
Type: Journal Articles
Subjects: Undergraduate Students,Reading Comprehension,English (Second Language),Reading Tests,Foreign Countries,Vocabulary Development,Second Language Instruction,Language Teachers,Preservice Teachers,Indo European Languages,Teaching Methods

Research has shown that the effect of marginal glosses on reading comprehension and vocabulary retention is a controversial issue. The purpose of this study was to investigate this issue among Iranian university EFL students. Three types of glosses were applied in this study: single gloss in participants' first language (SL1G), single gloss in participants' second language (SL2G), and multiple-choice gloss (MCG) in participants' second language. One hundred and twenty undergraduate students majoring in English Teaching at Azad University of Najafabad, Iran, read the texts under three conditions: SL1G, SL2G, and MCG. Afterwards, participants answered two vocabulary tests, one administered immediately after the reading test and another three weeks later. One-way repeated measures ANOVA and follow-up post hoc tests (p less than 0.05) showed that MCG facilitated participants' vocabulary learning while reading the text more than SLGs. The results of One-way ANOVA also revealed that SL2G was the most facilitative gloss type for the participants' reading comprehension. The study illustrates how different types of textual glosses can affect both reading comprehension and vocabulary retention. Limitations and suggestions for future research are discussed. Reading Text with Single L2 Gloss is appended. (Contains 10 tables.)
Pre-Service Teachers' Beliefs about Teaching English to Primary School Children
Author: Shinde, Mahesh B.
Date: 2012-01-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Questionnaires,Language Teachers,English (Second Language),Second Language Instruction,Elementary School Students,Student Teacher Attitudes,Teaching Methods,Language Skills,Self Efficacy,Foreign Countries

This paper is a part of an ongoing doctoral research on &quot;Teacher Talk in ESL Classrooms&quot;. The idea for this was gained through the hypothesis that teachers' beliefs about English teaching may also mould their talk. The researcher intends here to analyse and comment on teachers' English teaching beliefs. It is generally accepted that teaching is greatly affected by the belief systems of its practitioners-teachers. Teachers' beliefs influence their consciousness, teaching attitude, teaching methods and teaching policies, and finally, learners' development. Horwitz (1987) also states rightly that the formation of teachers' educational beliefs in language teaching/ learning process will influence, though indirectly, on forming effective teaching methods and will bring about the improvement of learners' language learning abilities. In Indian context, there is dearth of research evaluating teachers' beliefs about English teaching. This study explores teachers' beliefs regarding teaching English to children and tries to explore whether medium of instruction makes any difference in their beliefs. It also intends to determine what similar and different beliefs might be held by in-service teachers from two different mediums. A total of 100 pre-service teachers are the subjects of this study. In order to recognize these teachers' specific beliefs in a more systematic way, a research instrument, The Questionnaire of Primary School Pre-service English Teachers' Teaching Beliefs was developed. Almost all of these pre-service teachers expected to have training regarding how to make their talk effective and relevant in classrooms. The Questionnaire of Primary School Pre-Service English Teachers' Teaching  Beliefs is appended.
An Analysis of Curriculum Renewal in EAP Context
Author: Yurekli, Aynur
Date: 2012-01-00
Type: Journal Articles
Subjects: Curriculum Development,Academic Achievement,Interviews,Language Skills,English for Academic Purposes,Second Language Learning,Second Language Instruction,Needs Assessment,College Freshmen,Semi Structured Interviews,Teaching Methods,Course Objectives,Educational Change,Foreign Countries,Student Attitudes,Teacher Attitudes,College Faculty,Language Teachers

This study aims at describing the new approach to English for Academic Purposes (EAP) teaching based on the results of the curriculum renewal conducted for the freshman &quot;Academic Skills in English&quot; courses (ENG 101 and ENG 102) with reference to the Faculty of Computer Sciences. The study is based on the results of the needs analysis carried out with 1005 Freshman students, 17 Freshman EAP course instructors, and 35 departmental teachers. Taking the results of the needs analysis as the starting point, semi-structured interviews were conducted with department teachers to elicit their expectations from freshman students in terms of English language skills and academic skills. The sum of the gathered data formed the basis for the curriculum renewal, the target objectives and the approach for their achievement in the classroom. The findings of the study refer to a need for an integrated approach to EAP teaching which centers around the achievements of certain tasks expected by students' department teachers. The findings also highlight the need for an approach which is content-based and specific to students' study areas. (Contains 1 figure and 4 tables.)