ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Video as a Personalized Learning Assignment: A Qualitative Study of Student Authored Video Using the ICSDR Model
Author: Campbell, Laurie O.
Date: 2018-01-00
Type: Journal Articles
Subjects: Video Technology,Qualitative Research,Graduate Students,Educational Technology,Technology Uses in Education,Assignments,Phenomenology,Statistical Analysis,Pretests Posttests,Surveys,Group Discussion,Documentation,Student Attitudes,Brainstorming,Females

Students within this study followed the ICSDR (Identify, Conceptualize/Connect, Storyboard, Develop, Review/Reflect/Revise) development model to create digital video, as a personalized and active learning assignment. The participants, graduate students in education, indicated that following the ICSDR framework for student-authored video guided their video creation process, resulting in focus for their ideas, and increasing motivation to learn more about their content. Finally, the participants indicated that creating a digital video was an authentic and personalized learning experience that fostered personal choice and voice and peer collaboration. Evidence from the qualitative study supports students following a development framework for video creation.
Reflections versus Extended Quizzes: Which Is Better for Student Learning and Self-Regulation?
Author: Clinton, Virginia
Date: 2018-01-00
Type: Journal Articles
Subjects: Reflection,Quasiexperimental Design,Tests,Academic Achievement,Test Format,Comparative Analysis,Introductory Courses,Psychology,Teaching Methods,College Students,Self Control,Learning Strategies,Questionnaires

Both quizzes and reflections have been found to benefit student learning, but have been typically compared to passive or superficial controls. The purpose of this quasi-experiment is to test the relative effectiveness of brief quizzes followed by reflections compared to longer quizzes. Participants (N = 218) were introductory psychology students enrolled in two different courses, one in which students engaged in weekly brief quizzes and reflections and a second in which students engaged in longer quizzes. Results indicated that the two conditions were similar in effectiveness in terms of learning and self-reports of self-regulation.
Identifying the Individual Differences among Students during Learning and Teaching Process by Science Teachers
Author: Kubat, Ulas
Date: 2018-00-00
Type: Journal Articles
Subjects: Individual Differences,Science Teachers,Science Instruction,Teaching Methods,Qualitative Research,Phenomenology,Teacher Student Relationship,Case Studies,Semi Structured Interviews,Science Curriculum,Cognitive Style,Identification,Foreign Countries

It is important for teachers to know variables such as physical characteristics, intelligence, perception, gender, ability, learning styles, which are individual differences of the learners. An effective and productive learning-teaching process can be planned by considering these individual differences of the students. Since the learners' own learning speeds and interests vary, these characteristics should be taken into consideration by the teacher. The aim of this research is to determine how science teachers are bringing out the individual differences of students during the learning-teaching process. Qualitative research method is used in this research and case is designed according to phenomenology. According to research findings, half of interviewed science teachers stated that individual differences are important for determining the learning styles of students. Again, half of the teachers emphasized that students identify their individual differences with the help of tests, homeworks and activities during the teaching and learning process. Teachers also stated that in order to design the learning-teaching process appropriate to the individual differences of the learners, the learners would make active participation in the lesson and the individual differences could be supported by increasing the experiment and school trips.
Embracing Service-Learning Opportunities: Student Perceptions of Service-Learning as an Aid to Effectively Learn Course Material
Author: Currie-Mueller, Jenna L.
Date: 2018-01-00
Type: Journal Articles
Subjects: Service Learning,Student Attitudes,Teaching Methods,Program Effectiveness,Teacher Attitudes,Assignments,Experiential Learning,Undergraduate Students,Reflection,Comprehension,Intercultural Communication,Surveys,Reports,Coding,Statistical Analysis

Educators are aware of the benefits of service learning such as retention or application of course concepts. Students enrolled in courses with a service learning assignment may not be aware of the benefits or may not view the assignment as beneficiary. This study examined student perceptions of service learning to determine if students' perceptions matched educator perceptions in the literature. Overall, students make the connection between the assignment and course material. Results and themes are discussed.
College Connectedness: The Student Perspective
Author: Jorgenson, Derek A.
Date: 2018-01-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Student School Relationship,Learner Engagement,Focus Groups,Qualitative Research,Definitions,Social Theories,Student Participation,Identification (Psychology),Expectation,Teacher Student Relationship,Rating Scales,Factor Analysis,Predictor Variables,Regression (Statistics),Statistical Analysis

Connectedness and integration are essential elements of student satisfaction, academic success, and retention. Despite its importance in the lives of college students, research on connectedness has approached the concept from definitional perspectives other than those of students. This multi-study explores connectedness from the student perspective while drawing from social identity theory and student involvement theory. In Study 1, students described their experiences and perceptions of connectedness in focus groups. Study 2 built on the qualitative findings of Study 1 and empirically tested connectedness as defined by the students. Results of the study indicate the need for a student definition of connectedness and provide practical suggestions for institutions of higher education.
Teaching Accounting in English in Higher Education--Does the Language Matter?
Author: Cai, Huan
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Accounting,English (Second Language),Second Language Learning,Second Language Instruction,Business Administration Education,Language Role,Undergraduate Students,Majors (Students),Language Proficiency,Language of Instruction,Correlation,Student Motivation,Career Choice,Academic Achievement,Instructional Design,Foreign Countries,Student Surveys,Statistical Analysis

Learning business related courses, especially accounting, in English is a challenge for many Chinese students. The purpose of this study is to provide some insights into the role of the language in accounting learning. We investigate this issue in the program of Teaching Business Related Courses in English for undergraduate students at Guangdong University of Foreign Studies. Accounting courses in English at GDUFS are taught to two different groups: English majors with higher English proficiency who are required to receive 2 years of intensive training in listening, speaking, reading and writing before taking the accounting course in English and non-English majors who do not receive the same level of English training as English majors do. We find that there is no direct significant relationship between accounting learning and students' English proficiency but we do find a strong correlation between students' analytical ability and their accounting learning instructed in English. We also find that motivation, specifically students' clear career path in the accounting field, plays an important role in determining their performance in accounting learning. The findings in this paper have meaningful implications for the feasibility of teaching non-English majors accounting in English and for designing a good learning environment in English educational settings.
A Comparison of Abstract Writing Style between English and Chinese
Author: Zhou, Xiaoying
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Strategies,English,Chinese,Literary Styles,Concept Formation,Performance Factors,Abstract Reasoning,Comparative Analysis,Contrastive Linguistics

In this paper the authors conducted a comprehensive study on English abstract writing style. Abstraction is the process of forming a theoretical concept based on the observation and classification of object things. This concept has no definite denotation. However in specific situation it can be clearly understood. In English, writing an abstract expression has always been a very important part. However, Chinese is a language which seldom uses abstract writing style. In this paper the authors will make a comparison between English and Chinese languages about the use of abstract writing style.
Creating Curriculum of English for Conservative Tourism for Junior Guides to Promote Tourist Attractions in Thailand
Author: Wimontham, Onsiri
Date: 2018-00-00
Type: Journal Articles
Subjects: Tourism,Curriculum Development,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Skill Development,Language Skills,Guides,Geographic Regions,Income,Employment,Interviews,Questionnaires,Children,Adolescents

This research was supported the research fund of 2017 by Office of the Higher Education Commission of Thailand. The objectives of this research are listed: (1) To form the model of teaching and learning English for local development by English curriculum (B. Ed.) students' participation in training on out-of-classroom learning management, which focuses on the students' English skills improvement along with developing the sense of love of their home towns; (2) To create curriculum of English training for conservative tourism for junior guides in Sung Noen District, Nakhon Ratchasima Province; and (3) To promote conservative tourist attractions in Sung Noen District, Nakhon Ratchasima Province among foreign tourists, and to boost the local economy so that young generations can earn income and rely on themselves in the future. An interesting result from the research was more income gained from tourism in Sung Noen District, Nakhon Ratchasima Province between April 2016 and June in the same year. The junior guides' ability to communicate and provide information about tourism in English was evaluated. This result also accorded with the evaluation done by the youth and stakeholders on the curriculum of English for conservative tourism for junior guides, and 75 percent considered it very good, matching with the synthesis from the interview. The curriculum was created to be applicable to the local tourism context and match the need of users.
Exploring Language Teachers&apos; Perceptions of Cyclical Presentation of Materials in an EFL Context: A Grounded Theory
Author: Ostovar-Namaghi, Seyyed Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Grounded Theory,Teacher Attitudes,Sampling,Student Motivation,Junior High School Students,Language Proficiency,Foreign Countries,Secondary School Teachers,Second Language Instruction,Stress Variables,Educational Practices,Instructional Materials

Numerous studies have verified the effect of cyclical presentation of materials on learners' language proficiency and achievement. However, there is a dearth of research exploring language teachers' perceptions of cyclical approach. Since teachers' perceptions may catalyze or nullify the effect of this approach, this study aims at exploring experienced language teachers' perceptions through the reformulated grounded theory (Stauss &amp; Corbin, 1990). Using non-probability sampling procedures, fifteen experienced teachers, both male and female, were selected from the population of language teachers teaching in junior high schools of Shahrood, a major city in Semnan province, Iran. Iterative data collection and analysis and the constant comparative techniques yielded &quot;Merits of Cyclical Presentation&quot; and &quot;Suggestions for Practice&quot; as the two main categories, each subsuming some propositions. Among other things, the emerged propositions revealed that cyclical presentation: helps students internalize materials; reduces students' level of stress and tension; serves a remedial function; and increases students' motivation. Since the syllabus imposed by central agencies is linear in nature, participants suggested down-to-earth techniques to modify the syllabus and pave the way for cyclical presentation of materials where possible. The findings have clear implications for language teachers, syllabus designers and language learners.
Strategies for Better Learning of English Grammar: Chinese vs. Thais
Author: Supakorn, Patnarin
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Grammar,Learning Strategies,Preferences,Metacognition,Memory,Affective Objectives,Low Achievement,High Achievement,Grade 11,Questionnaires,Language Proficiency,Language Tests,Comparative Education,Foreign Countries

The success of language learning significantly depends on multiple sets of complex factors; among these are language-learning strategies of which learners in different countries may show different preferences. Needed areas of language learning strategy research include, among others, the strategy of grammar learning and the context-based approach to learning strategies. To fill in these gaps, this study aimed at finding the grammar learning strategies adopted by high school students as well as exploring the national differences between Chinese and Thai students. The results showed that in general the strategies significantly taken up by the high achievers in the grammar test included the metacognitive, the memory, the social and the cognitive. In terms of the national differences, the strategies that characterized the Thai students were the social and the affective. Regarding the Chinese, even though they generally applied all strategy categories at lower frequencies, they were found to prefer different sub-strategies in the following three categories: memory (revision and space reliance), cognitive (note taking) and metacognitive (lesson preview). The findings lead to implications for learners of grammar, interesting future research in grammar strategies and culturally responsive grammar teaching.
Teaching Mathematics Bilingually for Kindergarten Students with Teaching Aids Based on Local Wisdom
Author: Ambarini, Ririn
Date: 2018-00-00
Type: Journal Articles
Subjects: Kindergarten,Bilingual Students,Language Skills,Communication Skills,Mathematics Skills,Bilingual Education,Qualitative Research,Learning Activities,Foreign Countries,English (Second Language),Observation,Check Lists,Questionnaires,Culturally Relevant Education,Instructional Materials

Language and Mathematics are both skills and knowledge that need to master well so that it can be the provision for students' future life when mingling with the community or society. Because of that the integration of teaching both language and Mathematics in bilingual Math learning will give many benefits to the students. They will learn not only how to interact with others by improving their communication skills but also how to develop their Math concepts and skills. Moreover students will also get lots of advantages by learning Mathematics bilingually. This study aimed to find out the development of the students' English for Math ability in numbers and number sense in which the process of teaching learning is equipped with teaching aids based on local wisdom. The participants were 30 kindergarten students. The study used descriptive qualitative method and the results revealed that the teaching learning activities with teaching aids designed based on local wisdom have a significant effect on the development of both kindergarten students' performance in English for Math activities and their love toward the local products found in their surrounding environment.
The Effect of EFL Teachers&apos; Training in Rural West China: Evidence from Phonics-Oriented Program
Author: Kang, Yeqin
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Rural Education,Phonics,Teacher Attitudes,Program Effectiveness,Academic Achievement,Teaching Methods,Faculty Development,Elementary School Teachers,Secondary School Teachers,Inservice Teacher Education,Control Groups,Experimental Groups,Comparative Analysis,Observation,Language Tests,Semi Structured Interviews

China has launched a nation-wide project of learning English as a &quot;core&quot; subject starting from the third grade in primary schools after the Ministry of Education (MOE) issued &quot;National English Curriculum Standards for Compulsory Education&quot; at the beginning of this century. However, EFL teachers are far from sufficient in rural schools, and thus students are in a more disadvantageous position compared to their peers in the urban area. To meet this need, many &quot;Zhuangang&quot; teachers are employed after being trained. This study examined a phonics-oriented training program in which scholars and practitioners cooperated to train EFL teachers and prospective trainers in rural west China. The current study collected data about EFL teachers' perceptions on the effect of this program and student achievement. The results showed that the training program was quite effective with EFL teachers regarding the program as helpful and students obtaining significantly better scores. These findings indicate that phonics-oriented professional support system is a good way to make teacher development sustainable in the long run.
The Effect of WhatsApp Chat Group in Enhancing EFL Learners&apos; Verbal Interaction outside Classroom Contexts
Author: Minalla, Amir Abdalla
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,Verbal Communication,Interaction,Questionnaires,Pretests Posttests,Randomized Controlled Trials,Telecommunications,Handheld Devices,Written Language,College Freshmen,Language Tests,Statistical Analysis

This study was mainly conducted to examine the possibility of utilizing &quot;WhatsApp Group&quot; in enhancing EFL learners' verbal interaction. To do this experimental and descriptive methods were used to achieve the objective of this study. A questionnaire and pre- and post-test were adopted as tools for data collection. Samples of two groups (experimental &amp; control) were randomly selected. The results were analyzed with SPSS. Both groups were taught the same content using the traditional way integrated with WhatsApp Chat groups via text message as communicative platforms for practicing outside classroom contexts for what have been taught in the traditional class. However, the participants of experimental group were restrictively interacted via voice messages while the participants of control group were only interacted via text messages. The analysis of the data revealed that the participants who underwent the voice messages on WhattsApp treatment significantly outperformed those who underwent in text messages on WhatsApp. Hence, utilizing voice messages on WhatsApp chat group can be recommended as an efficient technique in enhancing EFL learners' verbal interactions outside classroom contexts. Because EFL traditional classroom is no longer more appropriate in offering sufficient opportunities for EFL learners' verbal interaction.
School Disorder, School Connectedness, and Psychosocial Outcomes: Moderation by a Supportive Figure in the School
Author: Hurd, Noelle M.
Date: 2018-04-00
Type: Journal Articles
Subjects: Student Attitudes,High School Students,Educational Environment,Student Development,Gender Differences,Student Behavior,Antisocial Behavior,Self Destructive Behavior,Symptoms (Individual Disorders),Student School Relationship,Grades (Scholastic),Structural Equation Models,Maximum Likelihood Statistics,Statistical Analysis

The current study examined whether students' perceptions of school disorder influenced their psychosocial outcomes directly and indirectly via connectedness to school. The current study also explored moderation by the presence of a supportive figure in the school and investigated gender differences. Participants were 28,104 high school students. Results indicated that students' perceptions of school disorder predicted more externalizing behaviors and internalizing symptoms directly and indirectly via reduced connectedness to school. Perceived school disorder also indirectly predicted lower academic grades. The presence of a supportive figure in the school lessened the detrimental influence of school disorder on student outcomes. Results also indicated that male students may stand to benefit more from the protective influence of a supportive figure in the school.
Developing Culturally Relevant Literacy Assessments for Bahamian Children
Author: Sachs, Gertrude Tinker
Date: 2018-00-00
Type: Journal Articles
Subjects: Culture Fair Tests,Reading Tests,Literacy,Foreign Countries,Test Construction,Readability,Teaching Methods,Culturally Relevant Education,Elementary School Students,Readability Formulas

The strong presence of culturally relevant materials in classrooms is seen as an indicator of good teaching but the development and use of these materials is under-investigated. Similarly, the actual construction and use of culturally relevant materials for literacy assessment purposes is under-reported. This paper examines the development and field-testing of culturally appropriate reading assessment materials for primary-school children in the Bahamas. The construction of culturally relevant assessment materials relies on the deep and intimate knowledge of the context and the use of the materials involves analyses from several perspectives: estimation of readability levels, creation of a range of question and activity types, analyses of students' performance and comparison with other literacy performance indicators. This paper describes the development and field-testing of culturally relevant materials in the Bahamas.
Prospective Mathematics Teachers&apos; Perceptions on and Adaptation of Student-Centred Approach to Teaching
Author: Osmanoglu, Aslihan
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Teacher Attitudes,Teaching Methods,Student Centered Learning,Secondary School Teachers,Mathematics Instruction,Teacher Education Programs,Foreign Countries,Constructivism (Learning),Surveys,Student Attitudes,Video Technology,Microteaching,Qualitative Research,Statistical Analysis

The aim of this study was to investigate prospective secondary mathematics teachers' perceptions on and adaptation of student-centred approach to teaching. The study was conducted with 58 prospective secondary mathematics teachers who were the graduates from mathematics departments from different universities' Science and Literature faculties. They were educated to teach in secondary schools during their Pedagogical Formation Certificate Program at the Education Faculty in a western university in Turkey. In this study, Constructivist Learning Environment Survey (CLES) was administered to the participants, and reflection papers were collected to understand their perceptions towards student-centred approach to teaching. To understand whether and how they adapted student-centred curriculum into their teaching, the videos of micro-teaching experiences were examined. The findings suggested an improvement on prospective teachers' scores on CLES. It was also found that prospective teachers satisfied several expectations of the approach during microteaching.