ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Participatory Action Research to Develop a Course Module on Education for Sustainable Development in Pre-Service Chemistry Teacher Education
Author: Burmeister, Mareike
Date: 2013-00-00
Type: Journal Articles
Subjects: Learning Modules,Curriculum Development,Sustainable Development,Preservice Teacher Education,Science Education,Chemistry,Participatory Research,Action Research,Student Attitudes,Relevance (Education),Secondary School Teachers,Foreign Countries,Preservice Teachers,Knowledge Level,Questionnaires,Group Discussion

This paper describes the development of a course module on sustainability issues and Education for Sustainable Development in German pre-service chemistry teacher education. The module was inspired by empirical research findings about the knowledge base of student teachers. It was created and cyclically refined using Participatory Action Research. Experience gained during its three-year application will be reflected upon here, including feedback collected from student evaluation sheets. In the end, the participants responded extremely positively to the course. The student teachers stated that the module was interesting, relevant and valuable for their later profession as high school chemistry teachers. They also emphasised that they now felt more competent in the area of sustainability and ESD.
A Croatian Study of Practitioners' and Kindergarten Teacher Students' Opinions of Their Role in Children's Lives
Author: Miljevic-Ridicki, Renata
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Kindergarten,Teacher Education,Teacher Educators,Preschool Teachers,Teacher Attitudes,Student Attitudes,Motivation,Satisfaction,Expectation,Questionnaires,Teacher Role,Teaching Conditions

In the project &quot;Methods and Models in the Education of Preschool Children in Kindergartens&quot; conducted at the Faculty of Teacher Education in Zagreb, we were interested in practitioners' and kindergarten teacher students' opinions, motivation, satisfaction, expectations and attitudes with regard to their work. Two open-ended questions regarding the role of the kindergarten teacher in children's lives, were set as a separate mini-questionnaire. For the purposes of this particular study, practitioners (N = 69) and first-year university kindergarten teacher students (N = 65) had to complete two sentences: &quot;Children are like…because …&quot; and &quot;Kindergarten teachers are like… because….&quot; Their responses were content analysed and then compared. Analysis shows that both students and kindergarten teachers perceive children in a very positive way and evaluate their job as highly valuable. They also highly value their role in children's lives (as another parent, teacher, helper, model, safe haven, etc.). The most significant difference between practising teachers and students is their perception of working conditions, where students show a more idealistic approach.
Contemporary Art and Citizenship Education: The Possibilities of Cross-Curricular Links on the Level of Content
Author: Kemperl, Metoda
Date: 2013-00-00
Type: Journal Articles
Subjects: Citizenship Education,Sustainable Development,Art Education,Elementary School Curriculum,Ethics,Interdisciplinary Approach,Integrated Curriculum,Alignment (Education),Social Influences,Educational Practices,Foreign Countries

Unlike the previous phenomenon of modern art, contemporary art strives to return to society and everyday life, while thematising the current issues that the individual faces here and now. One of its more frequent topics is that of sustainable development, and the accompanying issues of environment, values, relations to others, etc. All such topics are part of the concept of active citizenship, which is why understanding contemporary art calls for active citizenship. This particularly holds true for relational art, which demands active participation on the part of the viewer. This paper inquires into the possibilities of the connection of contemporary art and citizenship education in elementary schools. Contemporary pedagogic doctrine highly encourages cross-curricular teaching; therefore, I have focused my analysis on the curricula of the subjects of Art Education, and Citizenship and Patriotic Education and Ethics, determining that (from this perspective) their link is quite troublesome. The absence of contemporary art from the curriculum of Art Education has been criticised on many occasions, but the problem of its curriculum seems to be of a conceptual nature. Only by a more intense inter-institutional link between schools and contemporary art galleries and museums can the common goals of art education and citizenship education be realised. This paper will, therefore, strive to show potential cross curricular links in content on three examples of participatory practices (&quot;Proletarians of All Countries,&quot; &quot;Beggar Robot&quot; and &quot;EU/Others&quot;), while warning (from the pedagogic perspective) against the often neglected fact that contemporary art is experienced here and now.
Community Resilience and the Fulfilment of Child Rights in the Family, School and Community
Author: Tintor, Arijana Mataga
Date: 2013-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Childrens Rights,Family Attitudes,Parent Attitudes,Community Attitudes,Interviews,Focus Groups,Student Participation,Concept Formation,Qualitative Research,Familiarity,Knowledge Level,Foreign Countries

The present paper presents the experience of researching the resilience of the local community and the fulfilment of the rights of the child. The aim of research was to place the assessment of the rights of the child in the function of local community resilience, focusing on one particular group of rights: the right to participate. This concept is defined through the view of the local community from the perspective of children, parents and teachers, within the context of the realisation of child rights at the local level, which has a direct influence on the development and upbringing of children. The local community selected for study was the town of Velika Gorica in the Republic of Croatia, and the research included qualitative data collected through interviews in seven focus groups. The study included 13 children, 9 parents and 10 teachers. The results show that the key element of children's understanding of the concept of child rights is respect and appreciation from adults despite differences in the amount and type of power possessed by children. The understanding of the concept of child rights from the perspective of adults is based on the need for these rights due to children's dependence, immaturity and need for protection. Discussion about resilience opens up a new dimension for nonprofessional interpretation. The concept of resilience produced ambiguous reactions among children, parents and teachers, being perceived in two ways: as &quot;positive&quot; and &quot;negative.&quot; In all three focus groups, participants agree that there is a connection between child rights and resilience. They explain the connection as clear, logical and conditioned by interaction.
Competences for Education for Sustainable Development in Teacher Education
Author: Rauch, Franz
Date: 2013-00-00
Type: Journal Articles
Subjects: Sustainable Development,Teacher Education Programs,Teacher Competencies,Minimum Competencies,Models,Politics of Education,Social Influences,Educational Practices,Knowledge Base for Teaching,Foreign Countries

Competences are intensively discussed in the context of cross-curricular themes, such as Sustainable Development and Education for Sustainable Development (ESD), especially in light of the United Nations Decade for ESD (2004-2015). Recent literature on ESD lists a number of competences for ESD in various fields with the exception of teacher education. A competence model for ESD for educators was generated in the Austrian research project KOM-BiNE (Competences for ESD in Teacher Education) as part of a large-scale EU project. The KOM-BiNE competence model consists of areas of competences within fields of action. The constituent elements of the competence model are described in detail and are illustrated with examples.
Changing University Students' Alternative Conceptions of Optics by Active Learning
Author: Hadžibegovic, Zalkida
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Attitudes,Attitude Change,Optics,Active Learning,Geometric Concepts,College Freshmen,Student Diversity,Vision,Instructional Design,Barriers,Educational Opportunities,Physics,Achievement Gains,Freehand Drawing,Scoring Formulas,Teaching Methods,Foreign Countries,Qualitative Research,Statistical Analysis

Active learning is individual and group participation in effective activities such as in-class observing, writing, experimenting, discussion, solving problems, and talking about to-be-learned topics. Some instructors believe that active learning is impossible, or at least extremely difficult to achieve in large lecture sessions. Nevertheless, the truly impressive implementation results of the SCALE-UP learning environment suggest that such beliefs are false (Beichner et al., 2000). In this study, we present a design of an active learning environment with positive effect on students. The design is based on the following elements: (1) helping students to learn from interactive lecture experiment; (2) guiding students to use justified explanation and prediction after observing and exploring a phenomenon; (3) developing a conceptual question sequence designed for use in an interactive lecture with students answering questions in worksheets by writing and drawing; (4) evaluating students' conceptual change and gains by questions related to light reflection, refraction, and image formation in an exam held a week after the active learning session. Data were collected from 95 science freshmen with different secondary school backgrounds. They participated in geometrical optics classes organized for collecting research results during and after only one active learning session. The results have showed that around 60% of the students changed their initial alternative conceptions of vision and of image formation. It was also found that a large group of university students is likely to be engaged in active learning, shifting from a passive role they usually play during teacher's lectures.
Nurturing Interdisciplinary Competence in Academic Writing Classes: Two Taiwanese TESOL Professionals' Shared Journey
Author: Chen, Cheryl Wei-yu
Date: 2016-00-00
Type: Journal Articles
Subjects: Writing Instruction,Interdisciplinary Approach,Teaching Methods,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Academic Discourse,Majors (Students),Entrepreneurship,Figurative Language,Business,Feedback (Response),Student Attitudes,College Students,Language Teachers,Teacher Attitudes,Personal Narratives

This study delineates two Taiwanese TESOL teachers' efforts of combining English writing with entrepreneurship education to cultivate English majors' interdisciplinary competence in academic writing classes. An integrated business-and-writing approach was proposed to foster English majors' academic writing skills and entrepreneurial capacities. In this study, farming metaphors (&quot;The two farmers,&quot; &quot;Planting the seed,&quot; &quot;Growing the seed,&quot; and &quot;Harvest&quot;) will be used to portray the instructors' shared journey of guiding students to complete a creative business planning project. Feedback from students reveals that students gained content knowledge about the business world, and they learned how to write a business plan. For the two instructors, their endeavors to transform English writing courses to link academic knowledge with real-world purposes have encouraged them for more cross-campus collaborations to inject new energy into higher education institutions. To conclude the paper, pedagogical recommendations are provided to foster English majors' learning of English beyond disciplinary boundaries.
Respect for Nature--A Prescription for Developing Environmental Awareness in Preschool
Author: Ärlemalm-Hagsér, Eva
Date: 2013-00-00
Type: Journal Articles
Subjects: Sustainability,Environmental Education,Preschool Education,Ecology,Foreign Countries,Ethics,Young Children,Participation,Documentation,Content Analysis,Natural Resources,Consciousness Raising,Case Studies,Critical Theory

Embedded in the notion of sustainability lies a striving for an environmentally sustainable world and respect and care for the non-human world, as well as efforts to establish social, economic and political justice for all people. This paper deals with education for sustainability in Swedish pre-schools from two perspectives: first, the views held concerning the relationship between human beings and nature; second, young children's participation and agency. The theoretical underpinning is informed by critical theory with a case study approach. The empirical material is derived from 21 applications, which were from Swedish preschools to be certified with &quot;The Diploma of Excellence in Sustainable Development&quot; (Swedish National Agency for Education). The main findings show that few critical questions are raised about the human-nature relationship in the applications, even though views concerning the connectedness with, and care and respect for the natural world are emphasised. Children's participation and agency are neglected in a structure of ready-made views, activities and working methods already imbedded in the current pedagogical practices. Implications for research and practice would be to further explore how the understandings of the relationship between humans and nature are constructed within early childhood education.
A Corpus-Based Approach to the Register Awareness of Asian Learners of English
Author: Kobayashi, Yuichiro
Date: 2016-00-00
Type: Journal Articles
Subjects: Computational Linguistics,English (Second Language),Second Language Learning,Second Language Instruction,Oral Language,Written Language,Databases,Native Language,Language Proficiency,Asians,Language Styles,Nouns,Verbs,Form Classes (Languages),Japanese,Academic Discourse,Korean,Chinese,Language Usage,Language Variation,Writing (Composition),Foreign Countries,Metalinguistics,Statistical Analysis,Factor Analysis,Discourse Analysis

The purpose of the present study is to investigate the impact of learners' L1s and proficiency levels on their written production. This study also examined the influence of speech upon their writing. The following research questions were explored: (a) How do L1 and proficiency levels of learners affect their degrees of register awareness? (b) Which linguistic features distinguishing writing and speech registers are characteristic of each Asian learner group? This study draws on four sub-corpora of the International Corpus Network of Asian Learners of English (ICNALE), which is considered to be the largest East Asian composition database. Using the methodology originally developed by Biber (1988) to analyze the differences in the spoken and written registers of English, this study investigated the differences in a wide range of linguistic features among Asian learners of English. The results suggest that the L1s of learners affect the degree of their register awareness. Hong Kong learners display a set of stylistically appropriate features, such as nominalizations, predictive modals, and conjuncts, in their academic prose whereas Japanese learners exhibit many of informal features, such as first person pronouns, private verbs, and independent clause coordination, in their written production. Besides, Korean and Taiwanese learners show several features typical of speech, including second person pronouns, in their writing. In addition, this study demonstrates the effectiveness of Biber's list of linguistic features in the study of spoken nature in L2 writing.
Investigating Students' Test Anxiety and Attitude toward Foreign Language Learning in Secondary School in Ilam
Author: Aliakbari, Mohammad
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Anxiety,High School Students,English (Second Language),Second Language Instruction,Language Tests,Student Attitudes,Gender Differences,Majors (Students),Questionnaires,Student Characteristics,Age Differences,Statistical Analysis,Correlation

This study tried to examine the level of anxiety of Iranian high school students in English language exams and their attitudes towards English language learning. Further, relationship between these two variables and the differences between test anxiety and attitude in different genders and majors of study were addressed. Westside Test Anxiety Scale and Language Learning Attitudes Questionnaire were used as research instruments to collect the data. The instruments were translated into Persian and their reliability and validity were confirmed. They were, then, administered to 400 male and female high school students. The findings showed that 60% of students had an above average level of test anxiety. However, no significant difference in test anxiety was found between male and female participants. Nonetheless, the level of Incapacity was higher among females but the level of Worry was not significantly different. Significant differences in anxiety level were found between students of Mathematics vs. Humanity; Science vs. General, and Humanity vs. General, yet no difference was found between students of different majors regarding attitude. However, female participants tended to have more optimistic attitudes toward English language learning. In spite of the fact that meaningful differences were found between gender vs. Risk-taking and Ambiguity, no meaningful relationships were found between gender and Self-image, Inhibition and Ego Permeability. In general, there was a meaningful, nonetheless weak, relationship between test anxiety and attitude, and between test anxiety and age. [Note: The publication year (2017) shown on the citation for this PDF is incorrect. The correct publication year is 2016.]
Professional Qualifications of Teachers for English for Primary and Secondary Education--A Brief Comparison between Hong Kong and China
Author: Mak, Barley
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cross Cultural Studies,Cultural Differences,Teacher Qualifications,English (Second Language),Second Language Instruction,Language Teachers,Comparative Analysis,Preservice Teacher Education,Language Proficiency,Language Tests,Barriers

Entry to the teaching career in most education systems nowadays is based on academic qualifications and professional credentials. The requirements and trainings for teachers of English vary in different regions and countries. This short review presents the professional preparation of pre-service teachers of English and the English language qualification examinations for teachers in Hong Kong and Mainland China. Hong Kong has been a British colony for over 100 years and it has become the special administrative region of China since 1997. English has always been an important language in the city for business and other commercial activities with other parts of the world. The training of teachers of English in Hong Kong could feature a double degree in education and English language, an English-related degree with a Postgraduate Diploma in Education (PGDE), or a non-English-related degree with PGDE and postgraduate study in the subject knowledge. On top of teaching practices in real school settings, undergraduate programmes offer students the opportunities in immersing into English speaking countries to further polish their language skills. In order to benchmark the English ability of teachers, the Language Proficiency Assessment for Teachers (LPATE) was introduced since 2000. On the other hand, English is a crucial foreign language for China in connecting with the world due to its rapid development. The normal universities in China have a long history in delivering teacher training, and students are granted the teaching licences upon graduation. In addition, the Test for English Majors--Band 8 is deemed as a high-level qualification for teachers of English and other students taking English-related subjects. The present review points out that the English language is an important subject at schools in regions like Hong Kong and China. Thus, trainings for the pre-service teachers are continuously improved and the regional testing systems are developed to ensure the English proficiency of the teachers.
A Case Study of the Flipped Classroom in a Korean University General English Course
Author: Choe, Erika
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Educational Technology,Technology Uses in Education,Homework,Video Technology,Student Attitudes,College Students,English (Second Language),Second Language Instruction,Mixed Methods Research,Questionnaires,Teaching Methods,Case Studies

Research has proven the effectiveness of Flipped Classrooms (FC) for a variety of settings. However, more exploration needs to be done in regards to how FC can be used effectively in foreign language classrooms. The purpose of this study was to 1) explore student perceptions of FC in a Korean university general English course and 2) provide suggestions to inform better instructional practices. The FL model applied to the study was based on the University of Texas at Austin Center for Teaching and Learning and was conducted in a general English course for one semester at a university in South Korea. Both qualitative and quantitative data was collected in the form of a questionnaire administered to 80 students at the end of the course. The results were largely positive. Over half of students felt that the FC model aided their English studies. Students felt the FC gave them more chances to communicate in English, in addition to greater participation, preparedness, and feedback. Students also reported that the FC helped them have a deeper understanding of the course content. However, some students reported some dissatisfaction with the FC. When questioned regarding the disadvantages of FC, many reported the time requirement of the online homework and quizzes in addition to the video quality and variety of activities could be improved upon. Suggestions on how to use the FC more effectively are provided at the end of the paper.
An Investigation into Iranian Undergraduate English Students' Perceptions about the Importance and Use of CALL before and after a Related Course
Author: Dehghan, Farzaneh
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Educational Technology,Technology Uses in Education,Undergraduate Students,Foreign Countries,Interviews,Student Attitudes,Teaching Methods,Communication Skills,Coding

Over the past decades, there has been an increasing tendency to incorporate new technologies in language education. Although EFL students and teachers are accustomed to using new technologies in their everyday life, they may not be well aware of such assets in education. This qualitative study aimed at investigating how Iranian B.A. English students perceived and used new technologies before and after an undergraduate course of CALL. A total of 27 senior students of Yasouj University participated in this study. They were interviewed by one of the researchers before and after the course. Content analysis of the interviews revealed that almost all participants appreciated the course and it had engendered their enthusiasm about CALL potentialities and the new learning options it might offer. The respondents maintained that the course raised their awareness on how CALL could expedite their learning through providing more chances of both oral and written communications with native and non-native speakers of English well beyond the confinements of their traditional EFL classes. Although some participants were anxious about utilizing new technologies, they were favorably inclined towards CALL uses after the course. More specifically, the paper provides insights into the implications of raising university students' awareness about CALL.