ethanporcaro/eric-fulltext-meta huggingface dataset:
Making Sense of Experienced Teachers' Interactive Decisions: Implications for Expertise in Teaching
Author: Gün, Bahar
Date: 2014-01-00
Type: Journal Articles
Subjects: Experienced Teachers,Decision Making,Teacher Behavior,Language Teachers,Motivation,Reflection,College Faculty,Foreign Countries,English (Second Language),Qualitative Research,Observation,Interviews,Expertise

Teachers' decision making has always been an area of curiosity in many studies related to teachers and teaching. One approach to understanding teachers' decisions is through the analysis of their reflection-in-action behaviours. This study, based on the premise that one can gain understanding from examining experienced teachers' classroom performances, focuses on the interactive decisions made by ten experienced language teachers. The study presents the findings of an analysis of similarities in the motivations behind teachers' interactive decisions, as demonstrated in their verbal reports following the video recorded lesson observations. These findings show that there are both shared pedagogical and affective attributes among participant teachers. These results, and the insight they give into experienced teachers' decision making are potentially beneficial for all pre-service and practising teachers.
Digital Natives: Fifth-Grade Students' Authentic and Ritualistic Engagement with Technology
Author: Dietrich, Trevor
Date: 2014-07-00
Type: Journal Articles
Subjects: Grade 5,Learner Engagement,Technology Uses in Education,Student Participation,Elementary School Students,Elementary School Teachers,Qualitative Research,Information Technology,Familiarity,Computer Literacy,Semi Structured Interviews,Educational Technology,Handheld Devices,Student Role

Thirty four fifth-grade students were interviewed about classroom learning and technology. Interview data were considered through Schlechty's (2002) levels of engagement framework to explore students' authentic or ritualistic engagement during technology supported lessons. Student engagement is defined as interest in and commitment to learning. Results indicated that students were engaged in classroom learning when using technology, particularly when they had control of the technology. Control and choices inherent in the learning task support authentic engagement with lesson content more than does technology alone.
Predicting Language Teachers' Classroom Management Orientations on the Basis of Their Computer Attitude and Demographic Characteristics
Author: Jalali, Sara
Date: 2014-07-00
Type: Journal Articles
Subjects: Language Teachers,Classroom Techniques,English (Second Language),Second Language Learning,Questionnaires,Second Language Instruction,Teacher Attitudes,Computer Attitudes,Teaching Experience,Age Differences,Teaching Methods,Predictor Variables,Correlation,Females,Foreign Countries,Educational Technology,Teacher Characteristics,Multiple Regression Analysis

The advent of modern technologies has had a remarkable role in revolutionizing the classroom setting. It is, therefore, incumbent on teachers to utilize strategies for effective managing of the change. The aim of the present study was to find out English as a Foreign Language (EFL) teachers' beliefs regarding classroom management. In so doing, the relationship between EFL teachers' demographic variables (age and years of teaching experience), computer attitude, and their classroom instructional and behavior management orientations was explored. The participants of the study comprised a total of 105 male and female EFL language school teachers in Iran. The data for the current study were collected through two questionnaires. The results of the multiple linear regression analyses revealed that the independent variables of participants' computer attitude, age, and teaching experience are not suitable predictors of both behavioral and instructional management. The results also showed that as the age and teaching experience of the participants increased their attitudes towards computers became more negative.
Pre-Service Teachers' Competencies and Perceptions of Necessity about Practical Tools for Content Development
Author: Eren, Esra
Date: 2015-01-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Competence,Student Attitudes,Teaching Methods,Course Content,Pretests Posttests,Statistical Analysis,Gender Differences,Internet,Computer Use,Measures (Individuals)

The purpose of the study is to investigate pre-service teachers' competencies and their perceptions of necessity about using practical tools for content development. The study was designed using pre- and post-test experimental design method. The study group consisted of 170 pre-service teachers at a public university in Turkey. The Practical Tools for Content Development (PTCD) scale was used for data collection. Pre-service teachers had been trained about practical tools for 14 weeks during the Computer II course in spring semester. For the data analysis; descriptive statistics, independent t-test, dependent t-test and single factor variance analysis (ANOVA) methods were applied. It was observed that the competency levels of pre-service teachers increased from medium to high. A slight decrease was observed in pre-service teachers` perceptions of necessity. No significant differences were observed in competency levels of pre-service teachers depending on gender, department and daily internet use variables. Female participants' level of perceptions of necessity was significantly higher than the the males, whereas there was no other significant differences. It can be concluded that Computer II course might have an important role to improve pre-service teachers' competencies and skills on the use of practical tools for content development.
Investigation of the Relationship between the Spatial Visualization Success and Visual/Spatial Intelligence Capabilities of Sixth Grade Students
Author: Yenilmez, Kursat
Date: 2015-01-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 6,Elementary School Students,Statistical Analysis,Gender Differences,Mathematics Achievement,Geometry,Spatial Ability,Visualization,Intelligence,Reliability

The main aim of this research was to examine the relationship between the spatial visualization success and visual/spatial intelligence capabilities of sixth grade students. The sample of the research consists of 1011 sixth grade students who were randomly selected from the primary schools in Eskisehir. In this correlational study, data were collected by the Visual/Spatial Intelligence and Spatial Ability Tests. Data were analyzed by, descriptive statistics techniques, ANOVA and t-test. In addition, correlation analysis was used to search correlations between the spatial visualization success and visual/spatial intelligence capabilities of sixth grade students. According to the results of the study, there were significant differences among students' spatial visualization success with respect to students' gender, mathematics achievement, interest in geometry and visual/spatial intelligence levels. In addition, there was positive, significant but low correlation between the spatial visualization success and visual/spatial intelligence capabilities of sixth grade students.
Positive Psychology in the Class: The Effectiveness of a Teaching Method Based on Subjective Well-Being and Engagement Increasing Activities
Author: Eryilmaz, Ali
Date: 2015-07-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teaching Methods,Well Being,Learner Engagement,Learning Activities,College Instruction,Mixed Methods Research,Pretests Posttests,Academic Achievement,Undergraduate Students,Foreign Countries

The aim of the present study is investigate that the effectiveness of a teaching method which is based on subjective well-being increasing activities and engagement increasing activities, has been developed for university students in the present study. The method of the present study is a mixed method. Thus, the most important feature of it has been considered experimental method that includes pre-test, post-test and follows up design with experimental and control groups. Also, qualitative method has been conducted in the present study. 72 university students (14 males and 22 females in the experimental group; 10 male and 26 female in the control group) participated in this study. The Positive and Negative Affect scale, Engagement Scales, academic achievement tests were used to collect data. The study findings suggest that the levels of subjective well-being, engagement, learning, academic achievement of students may be increased through using this teaching method.
Servant Teaching: An Exploration of Teacher Servant Leadership on Student Outcomes
Author: Noland, Aaron
Date: 2015-12-00
Type: Journal Articles
Subjects: Leadership Styles,Outcomes of Education,Student Centered Learning,Learner Engagement,Teacher Student Relationship,Student Motivation,Correlation,College Students,Student Surveys,Rating Scales,Student Attitudes,Introductory Courses,Predictor Variables,Multiple Regression Analysis

Servant leadership is an approach to leadership that embraces the opportunity for the leaders to embrace service to their followers. This approach to leadership puts the goals, needs, and development of &quot;followers&quot; ahead of those of the leader. Applying servant leadership to classroom contexts serves as an opportunity to improve education by positively impacting student learning, development, and deepening the student-centeredness of instruction. This paper examines the veracity of a servant approach to teaching by exploring its impacts on student learning, engagement, and motivation. The results of this study provide evidence that servant teaching is positively associated with student engagement and indicators of learning.
Uptake of Optional Activities Leads to Improved Performance in a Biomedical Sciences Class
Author: Verkade, Heather
Date: 2015-12-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Biomedicine,Learning Activities,Scientific Concepts,Concept Formation,Electronic Learning,Grades (Scholastic),Student Attitudes,Fees,Genetics,Undergraduate Students,Foreign Countries,Problem Solving,Task Analysis,Learner Engagement,Surveys,Likert Scales,Computer Software,Management Systems,Preferences,Computer Assisted Instruction,Conventional Instruction

Optional (non-assessed) learning activities are a learning tool that may help students achieve their desired grade, or help students with lower levels of previous experience in the topic. This study examines the implementation of, and outcomes from, two optional activities, one online and one paper-based. The activities complemented the lectures and practical (laboratory) classes and were designed to give students additional practice with the key concepts. It was predominantly the most ambitious students who engaged with the activities. Those students who engaged with the activities achieved a higher mark relative to their mark in a comparable prerequisite class. The students strongly preferred the paper activities, and although they would like both online and paper options to be available, they would not be willing to pay a small fee for the online activity.
Shaping Student Activists: Discursive Sensemaking of Activism and Participation Research
Author: Taha, Diane E.
Date: 2015-12-00
Type: Journal Articles
Subjects: Activism,Participatory Research,Social Media,Qualitative Research,Student Attitudes,Social Change,Self Concept,Student Participation,Stereotypes,Service Learning,Student Motivation,Knowledge Level,College Students,Public Colleges,Semi Structured Interviews,Extracurricular Activities,Classification

As social media becomes a more potent force in society, particularly for younger generations, the role in activism has been contested. This qualitative study examines 35 interviews with students regarding their perceptions of the use of social media in social change, their perceptions of activists, and their level of self-identification as an activist. Data suggest that students use media to engage in offline participation in activist causes because online interactions present a &quot;safe&quot; place to begin their involvement. Findings also point to the unified pejorative connotations of the term &quot;activist&quot;, yet also demonstrate ways that students transform the negative stereotype of activists in a way that creates a more positive image. Most participants in the study were able to see sufficient positive characteristics in behaviors they associated with activism to prompt the students to identify themselves as &quot;activists&quot; or &quot;aspiring activists&quot;. We offer 3 practical recommendations for teachers who seek to increase service learning vis a vis activism in their classrooms.
Assessment Behavior and Perceptions of Raters in Paired and Group Oral Interaction
Author: Negishi, Junko
Date: 2015-00-00
Type: Journal Articles
Subjects: Evaluators,English (Second Language),Second Language Learning,Scores,Groups,Interrater Reliability,Oral Language,Language Tests,Language Proficiency,Student Evaluation,Scoring,Attitudes,Foreign Countries

The study considers the assessment of L2 English learners by trained raters in paired and group oral assessments in comparison to an individual, monologue assessment, to determine 1) the degree to which raters assign pairs/groups shared (the same) scores and the degree to which raters give individual members of pairs/groups higher or lower as opposed to matching individual scores, 2) assessment tendencies by participants' English proficiency and paring/grouping conditions, 3) individual variation among raters, and 4) the types of comments (positive, negative, or mixed) raters give participants in pair/group conditions. It was found that 1) on the whole, pair/group scores tend to be shared and lower than individual scores, 2) raters tended to assign bother higher- and lower-level speakers lower scores when they are in interaction with lower-level speakers, but to assign middle-level speakers better scores in such a condition, 3) raters exhibited significant inter-rater variability, and 4) raters tended to give more negative comments when assigning lower scores and more positive comments on higher scores.
Addressing the Needs of Doctoral Students as Academic Practitioners: A Collaborative Inquiry on Teaching in Higher Education
Author: Starr, Lisa J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Programs,College Instruction,College Faculty,Teaching Methods,Inquiry,Teacher Student Relationship,Cooperation,Self Evaluation (Individuals),Teaching Assistants,Foreign Countries

This paper presents preliminary findings from a pilot study whose purpose was to explore how we, a tenure-track faculty member and a doctoral student, understood and developed our teaching practice when engaged in a formal faculty-student relationship. Using a hybrid of collaborative inquiry and collaborative self-study--which included verbal and written dialogue, interrogation, as well as observation--we sought to understand how that formal faculty-student relationship promoted the development of strong teaching pedagogy. The motivation for this study was a commitment to fostering high-quality teaching in undergraduate courses in our faculty of education. Driving this study was the research question: How are we investigating and improving upon our practices as teachers in post-secondary education?
Evaluating the Differential Impact of Teaching Assistant Training Programs on International Graduate Student Teaching
Author: Meadows, Ken N.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Assistants,Graduate Students,Foreign Students,Training,Comparative Analysis,Intercultural Programs,Program Effectiveness,Self Efficacy,Teacher Effectiveness,Student Centered Learning,Reflective Teaching,Focus Groups,Observation,Foreign Countries,Action Research

In this study, we compared the effects of a traditional teaching assistant (TA) training program to those of a specialized program, with a substantial intercultural component, for international graduate students. We expected both programs to result in an increase in international graduate students' teaching self-efficacy, observed teaching effectiveness, and adoption of student-centred approaches to teaching, and we anticipated a greater degree of change for the participants in the specialized program. We found the expected increases for graduate students in both programs, with a larger increase in observed teaching effectiveness for students in the specialized program. We discuss the implications of tailoring TA training programs for international graduate students and of providing time and learning activities for the development of student-centred teaching and reflective practice.
Exploring Future Teachers' Awareness, Competence, Confidence, and Attitudes Regarding Teaching Online: Incorporating Blended/Online Experience into the &quot;Teaching and Learning in Higher Education&quot; Course for Graduate Students
Author: Sheffield, Suzanne Le-May
Date: 2015-00-00
Type: Journal Articles
Subjects: Graduate Students,Electronic Learning,Blended Learning,College Instruction,Competence,Self Esteem,Student Attitudes,Preservice Teachers,Higher Education,Foreign Countries,Student Surveys,Online Surveys,Pretests Posttests,Likert Scales

Dalhousie University's Centre for Learning and Teaching offers a Certificate in University Teaching and Learning, which includes a 12-week course entitled &quot;Teaching and Learning in Higher Education.&quot; This course provides the certificate's theory component and has evolved to reflect the changing needs of future educators. One significant change is the development of a blended course model that incorporates graded online facilitation, prompted by the recognition that teaching assistants and faculty are increasingly required to teach online or blended (i.e., combining face-to-face and online) courses. This study invited graduate students enrolled in the course to participate in pre- and post-facilitation questionnaires that assessed their awareness, competence, confidence, and attitudes towards online and blended learning. Students recognized the value of the online component for future teaching expertise and experienced increased awareness, competence, and confidence regarding teaching online. However, preference for face-to-face teaching and student learning did not change.
Sink or Swim
Author: Chang, Sunmee
Date: 2015-00-00
Type: Journal Articles
Subjects: Heritage Education,Second Language Learning,Second Language Instruction,Learning Motivation,Interaction,Sociocultural Patterns,Cooperative Learning,Peer Relationship,Language Dominance,Language Proficiency,Korean,Korean Americans,Classroom Communication,Language Research,Psycholinguistics,College Students,Diaries,College Faculty,Student Attitudes,Ethnography,Participant Observation,Interviews

This study investigates how five non-heritage language learners manage themselves in a heritage learner dominant classroom. It looks at mainly the interactions among the students from a sociocultural perspective in terms of their attitude, socialization, and using strategies. The results indicate that most of subject students struggle but successfully manage to keep up with their heritage peers and sometimes put a counter-impact on them and facilitate an affirmative learning atmosphere. Cooperation is the main strategy the students mainly rely on. They seek help from either their heritage peers or the same group peers. One unsuccessful case is found, but it has nothing to do with the heritage learner dominant context. Not being motivated turned out to be the reason.
Evaluation of Cross-Cultural Distance Learning in the Korean ELT Context
Author: Chang, Bok-Myung
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Higher Education,Language Proficiency,Foreign Countries,Program Evaluation,Program Descriptions,Student Motivation,College Students,Questionnaires,Student Attitudes,Student Interests,Global Education,Distance Education,Intercultural Communication,Teaching Methods,Asians,Instructional Effectiveness

This study aims to review the development of NWCCDL Project during the last 10 years from (2005 to 2014) and evaluate the effects of NWCCDL Project on the students' satisfaction of the project and their affective domain. The research data was analyzed from the results of the questionnaires which were conducted at the end of every semester. This research paper consists of three parts. The first is to review the development of NWCCDL Project from fall semester 2005 to fall Semester 2014. The second part is to prove that the participants are satisfied with this project. The students' satisfaction was analyzed on the results of the questionnaires focusing on several items. The third part is to prove that this project is very effective in cultivating the motivation and interest of EFL learners in the Korean university-level education context. This study can give much significant implication in the ELT area. First, this research is very important in the globalized educational context because NWCCDL Project is the international distance learning project designed to improve English proficiency through the interaction between Japan and Korea university students. Second, this research shows that the participants are satisfied with this project, which implies that using ICT in ELT area can be very effective in a foreign teaching and learning context. Third, this research can show that the interaction of non-native speakers of English through distance learning is effective in cultivating the motivation and interest of EFL learners in Asian countries. So the analytic results from the students' responses through the questionnaire provide significant implications for the effectiveness of NWCCDL Project in cultivating the motivation and interest of EFL learners in the Korean university, and also for the effectiveness of non-native speakers' interaction in learning English as a foreign language in Asian countries.
Articulating Learning Objectives for an Undergraduate Teaching Assistant Program: Merging Teaching Practicum, Leadership Seminar, and Service Learning
Author: Murray, Jeffrey W.
Date: 2015-12-00
Type: Journal Articles
Subjects: Undergraduate Students,Teaching Assistants,Student Leadership,Seminars,Service Learning,Best Practices,Class Activities,Practicums,Educational Objectives,Experiential Learning,Program Descriptions,Guidelines,Mentors,Peer Relationship,Correlation,Teacher Education,Skill Development,Metacognition,Cooperation,Communication Skills,Teaching Methods,Writing Skills

Since its inception in 2009, the Undergraduate Teaching Assistant Program (in the Department of Focused Inquiry at Virginia Commonwealth University) has evolved and expanded into an amalgamation of three distinct but overlapping elements: (i) teaching practicum, (ii) leadership seminar, and (iii) service learning experience. But only recently have we begun to fully and systematically itemize and map the precise learning objectives of the program. This task is particularly important, and particularly challenging, as the program merges learning objectives typically associated with each of the aforementioned elements. This essay seeks to more fully and more systematically articulate the precise learning objectives of this program, first by collating the observations and best practices of faculty who participate in the program into a list of seven skill sets and twenty-one subordinate classroom activities and modes of engagement, second by wedding those results with the &quot;ABC&quot; framework of experiential learning discussed by Carver (1996), and third by further mapping specific learning objectives within that framework through a process of triangulation. It is hoped that this process can be deployed in any similar undergraduate teaching assistant or peer mentoring program in order to reveal the interconnections among various programmatic elements and particular learning objectives.