ethanporcaro/eric-fulltext-meta huggingface dataset:
Dangerous Practices: The Practicum Experiences of Non-Indigenous Pre-Service Teachers in Remote Communities
Author: Auld, Glenn
Date: 2016-06-00
Type: Journal Articles
Subjects: Practicums,Rural Areas,Indigenous Populations,Culture Conflict,Risk,Preservice Teachers,Stereotypes,Foreign Policy,Interviews,Student Attitudes,Geographic Regions,Languages,Foreign Countries,Second Language Learning,Indigenous Knowledge

This paper seeks to explore the risks of providing preservice teachers with professional experiences in remote communities. In particular this paper focuses on the risks associated with this kind of professional experience. Twelve pre-service teachers were interviewed whilst on a three-week practicum around Katherine and in Maningrida in the Northern Territory during 2012. The dangers outlined in this paper relate to the way their experiences continued to be mediated by stereotypes and perpetuating colonial practices. The pre-service teachers' limited understandings of Indigenous knowledges and languages are discussed before exploring the vexed issue of reverse culture shock that some of the participants identified when they returned home. The paper concludes by exploring the notion of &quot;allies&quot; as a way to negotiate the problematic nature of this work.
Feedback on Second Language Pronunciation: A Case Study of EAP Teachers' Beliefs and Practices
Author: Baker, Amanda
Date: 2016-06-00
Type: Journal Articles
Subjects: Pronunciation,English (Second Language),Second Language Instruction,English for Academic Purposes,Observation,Semi Structured Interviews,Memory,Feedback (Response),Teaching Methods,Language Skills,Speech Communication,Language Teachers,Coding

In the modern English language classroom, teachers are often faced with the challenging task of supporting students to achieve comprehensible pronunciation, but many teachers limit or neglect giving students feedback on their pronunciation for a variety of reasons. This paper examines the case of five experienced English for Academic Purposes (EAP) instructors who strive to provide feedback on specific features of pronunciation that negatively affect students' comprehensibility. Results derived from semi-structured interviews, classroom observations and stimulated recall interviews reveal that the teachers use similar approaches to select and provide feedback on problematic features of pronunciation. Naturally, these approaches sometimes differed to better suit their particular classroom needs. The paper concludes with a discussion of several practical solutions for providing corrective feedback and implications for teacher education programs.
Investigation of Teacher Education Delivery of Bicultural Education
Author: Jenkin, Chris J.
Date: 2016-06-00
Type: Journal Articles
Subjects: Biculturalism,Student Teachers,Foreign Countries,Early Childhood Education,National Curriculum,Role,Inquiry,College Faculty,Teacher Educators,Ethnic Groups,Pacific Islanders,Semi Structured Interviews,Web Sites,Teacher Education,Standards,Cultural Awareness,Preschool Teachers,Malayo Polynesian Languages,Inclusion,Content Analysis

The national bicultural early childhood curriculum in New Zealand, Te Whariki, and the Graduating Teacher Standards require that graduating teachers are competent in Maori language as well as English, and have an understanding of aspects of Maori knowledge. However, research shows that teachers are not yet proficient in the skills needed to deliver the bicultural curriculum effectively. This paper explores the role of teacher-education providers in equipping their graduates to deliver that curriculum. Framed by an appreciative inquiry approach, data were collected from courses displayed on the websites of ten early-childhood tertiary teacher-education providers, followed by interviews with four participants from one provider. Findings revealed that providers considered their key role was in developing student teachers' cultural understanding and commitment. Although the paper focuses on a bicultural curriculum in Aotearoa New Zealand, the findings have implications internationally for lecturers who seek to provide student teachers with culturally inclusive programmes.
The Transformation of Creativity in Entrepreneurial Learning in Teacher Education: A Critical Reflection
Author: Ehrlin, Anna
Date: 2016-06-00
Type: Journal Articles
Subjects: Creativity,Entrepreneurship,Teaching Methods,Instructional Materials,Foreign Countries,Teacher Education Programs,Teacher Attitudes,Computer Software,Learning Processes,Freedom,College Students,College Faculty,Instructional Design,Personal Narratives,Student Attitudes,Qualitative Research,Content Analysis

The purpose of this study is to examine how students on a teacher education programme interpret entrepreneurial learning. The study was performed in Sweden, based on a design theoretical and multimodal perspective on learning and communication which provides the basis for how we understand learning processes in early teacher education. The sample consists of course literature, teachers' PowerPoint presentations and handouts, and narrative texts written by students. The meaning given to entrepreneurial learning is presented from the analysis of the setting, in the teaching materials and the transformation in the students' texts. We conclude that entrepreneurial learning seeks to challenge traditional, authoritarian ways of teaching. However, it appears to be necessary in order to develop entrepreneurial abilities. There is a difficulty in finding a balance between control and freedom.
Scaffolding the Mathematical &quot;Connections&quot;: A New Approach to Preparing Teachers for the Teaching of Lower Secondary Algebra
Author: Ormond, Christine A.
Date: 2016-06-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Secondary School Mathematics,Algebra,Preservice Teacher Education,Preservice Teachers,Teaching Methods,Mixed Methods Research,Units of Study,Inservice Teacher Education,Teaching Models,Metacognition,Mathematical Concepts,Mathematical Aptitude,Self Efficacy,Pedagogical Content Knowledge,Educational Strategies,Pretests Posttests,Teaching Skills,Foreign Countries,Semi Structured Interviews,Undergraduate Students,Case Studies,Questionnaires

This paper discusses the results of a three-year mixed methods study into the effectiveness of a mathematics education unit. This was written for both pre-service primary education students and re-training in-service teachers, to prepare them for the teaching of pre-algebra and early algebra. The unit was taught rom 2013 to 2015 inclusively in a School of Education setting of a university in an Australian capital city. Focusing on the Number and Algebra strand in the Australian Curriculum, its purpose was to better prepare some novice teachers through modelling a more coherent approach to mathematics teaching. The unit's genesis lies in the author's belief that many mathematics teachers conduct their classes in isolated &quot;pockets&quot; of instruction that are not sufficiently informed by a broader, connected understanding of the mathematics. The unit was also prepared as a contribution to the recent call by the Australian Association of Mathematics Teachers for more targeted initiatives to combat the decrease of STEM skills in our schools (AAMT, 2014). Results from the analysis of this study suggest that there might be much to be gained from this new approach.
The Effect of Task Types on Foreign Language Learners' Social Presence in Synchronous Computer Mediated Communication (SCMC)
Author: Ko, Chao-Jung
Date: 2016-00-00
Type: Journal Articles
Subjects: Task Analysis,Second Language Learning,Second Language Instruction,Computer Mediated Communication,English (Second Language),College Students,Asians,Student Surveys,Student Attitudes,Video Technology,Foreign Countries,Interaction,Nonverbal Communication,Decision Making,Mixed Methods Research,Semi Structured Interviews

This study aims to clarify the relationship between task types and foreign language learners' social presence (SP) in text-based SCMC learning modes. The participants in this study comprised 38 high-intermediate level English as a foreign language (EFL) learners from different disciplines of a university in Taiwan. They were divided into two groups (text-chat without webcam, text-chat with webcam). The task types selected for this study included jigsaw tasks (JTS) and decision-making tasks (DMTS). The empirical data for this study were collected from students' sp surveys, interview transcripts, learning journals, and online discussion records. The findings of this study suggest that the task types could affect EFL learners' SP development in SCMC. The DMTS in this study enhanced learners' SP development better. In addition, the learners' image provided by the webcam seemed to enhance learners' SP perception. The learners perceived the highest SP in the DMT-webcam condition, and the lowest SP in the JT-non-webcam condition. However, the learners did not recognize the advantage of the webcam image. Therefore, it is highly recommended that learners be trained to adapt to learning environments in order to enhance SP before the start of learning.
Listening Diary in the Digital Age: Students' Material Selection, Listening Problems, and Perceived Usefulness
Author: Chen, Cheryl Wei-yu
Date: 2016-00-00
Type: Journal Articles
Subjects: Listening Comprehension,Audiovisual Instruction,Diaries,Student Attitudes,College Students,Second Language Learning,Second Language Instruction,Difficulty Level,Teaching Methods,Foreign Countries,Majors (Students)

The current study reports on a group of Taiwanese college students' first-person diary accounts of their private, transactional listening activities outside the classroom. Issues related to students' material selection, listening problems, and perceived usefulness of keeping a listening diary were explored. It was found that most students chose audiovisual materials to listen to, and the most frequently chosen material was ted talks. In their diaries, the most frequently reported listening problems were unknown vocabulary and speed. Most students perceived the experience of keeping a listening diary positively. It was found that keeping a listening diary facilitated the development of future study plans, linguistic knowledge, listening and writing skills, and self-confidence. Data also suggest that students need to take more responsibility of their own learning to be able to benefit from the abundant resources available in the digital age. The study concludes with a set of recommendations to further the research on using listening diary as a pedagogical and research tool.
Using Different Types of Dictionaries for Improving EFL Reading Comprehension and Vocabulary Learning
Author: Alharbi, Majed A.
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Reading Comprehension,Vocabulary Development,Dictionaries,Reading Improvement,Pretests Posttests,Experimental Groups,Control Groups,Statistical Analysis,Cognitive Processes,Difficulty Level,Second Language Learning,Second Language Instruction,Foreign Countries,Males,Reliability,Likert Scales,Questionnaires,Language Tests

This study investigated the effects of monolingual book dictionaries, popup dictionaries, and type-in dictionaries on improving reading comprehension and vocabulary learning in an EFL program. An experimental design involving four groups and a post-test was chosen for the experiment: (1) pop-up dictionary (experimental group 1); (2) type-in dictionary (experimental group 2); (3) book dictionary (experimental group 3); and (4) no dictionary aid (control group). Following training on different types of paper and electronic dictionaries, posttests were given to the participants. Findings showed differential effects produced by the three treatments compared with the control group. Results indicated that the pop-up dictionary group had the shortest average vocabulary searching time, vocabulary and text reading time, and more &quot;look-ups&quot; (p&lt;0.0001) than other dictionary groups. In addition, ANOVA analyses showed that text reading time was significantly longer for the book dictionary group. Reading comprehension and vocabulary learning were higher for the pop-up dictionary group than for other dictionary groups. Furthermore, survey data indicated that popup dictionary participants had slightly more positive attitudes toward dictionary use than the type-in group, and both had significantly more positive attitudes than book dictionary participants. Discussion of findings according to cognitive load theory followed, eventually leading to recommendations for teaching and research.
An Analysis of the Critical Reading Levels of Pre-Service Turkish and Literature Teachers
Author: Maltepe, Sadet
Date: 2016-00-00
Type: Journal Articles
Subjects: Critical Reading,Preservice Teachers,Language Teachers,Turkish,Skill Development,College Students,Surveys,Foreign Countries,Achievement Tests,Literature,Test Reliability,Multiple Choice Tests,Statistical Analysis,Gender Differences,Social Media,Student Attitudes,Reading Habits,Academic Achievement,Teaching Methods,Media Literacy

Problem Statement: Critical reading refers to individuals' thinking about what they read, assessing what they have read, and using their own judgment about what they have read. In order to teach critical reading skills to students, a teacher is expected to have knowledge about text selection, use of appropriate methods, preparation of functional learning and teaching processes, among other qualities; teachers must display critical reading skills as well. Purpose of Study: The aim of the study was to determine the critical reading levels of pre-service teachers of Turkish language as well as Turkish language and literature in terms of several variables in order to make inferences about pre-service teachers' potential to develop their students' critical reading skills. Method: The study group, which was selected using the descriptive survey model, consisted of a total of 173 students attending Balikesir University Necatibey Faculty of Education. A personal information form and the Critical Reading Achievement Test (CRAT) were used as the data collection tools. CRAT employs a multiple-choice format, and its KR 20 reliability was determined to be 0.81 and its mean difficulty 0.64. The data were analyzed using a t-test and variance analysis. Findings and Results: The study revealed that pre-service teachers' have moderate critical reading skills. In addition, in the analysis examining the relationships of pre-service teachers' critical reading levels to their department, a difference emerged in favor of students from the Turkish Language and Literature Department. In contrast, the analysis revealed that the variables of gender, achievement level, number of books read annually, the preferred book types, and the effective use of social media did not influence students' critical reading levels. Conclusions and Recommendations: Critical reading education constitutes an important dimension of language teaching programs that aim to improve comprehension and expression skills. It is important that pre-service teachers have critical reading skills and know how to teach critical reading. Therefore, critical reading practices and ways of teaching this skill should be included in appropriate courses (reading education, special teaching methods, etc.) in both Turkish language as well as Turkish language and literature teaching programs; additionally, these programs should be supported with optional courses such as critical reading and media literacy.
The Effect of the Differentiated Teaching Approach in the Algebraic Learning Field on Students' Academic Achievements
Author: Bal, Ayten Pinar
Date: 2016-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Mathematics Education,Academic Achievement,Teaching Methods,Individualized Instruction,Mixed Methods Research,Foreign Countries,Semi Structured Interviews,Mathematics Achievement,Pretests Posttests,Control Groups,Experimental Groups,Difficulty Level,Test Items,Mathematics Teachers,Grade 6

Problem Statement: Algebra, which is one of the basic principles of mathematical learning, still maintains its importance in mathematics programmes. However, especially starting from the primary school years, algebra represents a complex mathematical factor in the operational stage for many students. In this scope, a differentiated teaching approach that accounts for personal differences within a class, considers different students' different skills and learning needs, and draws on students' strengths gains importance. Purpose of the Study: This study was done with the aim of determining the effect of a differentiated teaching approach in sixth grade mathematics lessons in the algebraic learning field on students' academic successes. Method: This study was designed according to equal status, sequenced, mixed methods research. The sixth grade students of a lower socioeconomic level were chosen from a state secondary school in Saricam County in Adana. Fifty-seven randomly chosen students who were close to each other in terms of gender distribution and first term final grade formed the study group for the research. The research used the data collection tools &quot;Algebraic Success Test&quot; and &quot;Semi-Structured Interview Form Regarding the Differentiated Teaching Approach,&quot; which were developed by the researcher. The quantitative data that were obtained were tested by covariance analysis, and the qualitative data were analyzed by content analysis. Findings and Results: At the end of study, it was revealed that the differentiated teaching approach in a sixth grade algebra lesson increases student success, and during this period, students showed positive cognitive and affective developments. Conclusion and Recommendations: In sum, based on the results, it evident that a differentiated teaching approach applied to sixth grade algebra lessons increases students' academic success, and during this period, such an approach provides positive cognitive and affective developments. Since this study is limited in terms of student dimensions, more studies should be conducted on different subjects and at class levels in which teachers' opinions about application stages can also be investigated. Additionally, this study examined multiple teaching methods of differentiated teaching. In future research, experimental studies regarding the application or comparison of different techniques can be pursued.
Faculty Members' Views on the Effectiveness of Teacher Training Programs to Upskill Life-Long Learning Competence
Author: Kazu, Hilal
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Program Effectiveness,Lifelong Learning,College Faculty,Teacher Attitudes,Teacher Educators,Phenomenology,Sampling,Qualitative Research,Interviews,International Cooperation,Educational Cooperation,Student Mobility,Teacher Evaluation,Teacher Competencies,Foreign Countries

Problem Statement: Teacher training programs are expected to provide teachers with life-long learning competence and enable them to practice this competence after graduation in all areas of their lives. In this way, teachers who undergo qualified pre-service training in accordance with the concept of life-long learning will shape the education system as their practices will renew themselves, and they will train future generations accordingly. However, at the point at which these expectations are implemented, the extent to which these teacher training programs are effective in upskilling life-long learning competence is unclear. The views of the members of the Faculty of Education on this topic therefore are important, since they are the programs' practitioners. Purpose of the Study: This study was conducted to determine faculty members' views on the effectiveness of teacher training programs (TTP) to upskill life-long learning competence. Method: The study was carried out with phenomenological pattern qualitative research methods. The study's working group consists of seven faculty members determined by sampling method. The data were collected via in-depth interviews using semi-structured interview forms developed by the researchers. In analyzing the data, the content analysis approach was adopted. Findings: The faculty members' views on the effectiveness of teacher training programs to upskill life-long learning competence were collected under four themes. The themes consist of &quot;pre-service teachers' possession of the characteristics of life-long learners,&quot; &quot;how TTPs reflect the Bologna Process,&quot; &quot;whether life-long learning competence is upskilled via TTPs,&quot; &quot;the expectations that TTPs will upskill life-long learning competence and suggestions for those programs.&quot; Conclusions and Recommendations: The faculty members' views show that the Bologna Process is in practice inadequately reflected in the academic activities of faculties of education. The study also concludes that teacher training programs are insufficient to upskill life-long learning competence, to improve pre-service teachers' self-improvement; the study also concludes that the faculties of education ignore the need to upskill life-long learning competence in the current programs. In order to equip pre-service teachers with life-long learning competence, the faculty members suggest that the programs be updated, be equipped with more basic skills, and prioritize practicing during learning process. In order to achieve all these goals, they recommend reducing the programs' quota and establishing quality standards by evaluating faculty members' competences.