ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of CEFR-Related Professional Learning on Second-Language Teachers&apos; Classroom Practice: The Case of French in Canada
Author: Rehner, Katherine
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Faculty Development,Language Teachers,Guidelines,Rating Scales,Teacher Attitudes,Teacher Surveys,Teaching Methods,Evaluation Methods,Speech Acts,Student Needs,Sociolinguistics,Pragmatics,Instructional Materials,Task Analysis,Authentic Learning,Communicative Competence (Languages),Foreign Countries,French,Lesson Plans

This study explores the impact of professional learning about the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) on second language (L2) teachers' classroom practice. Ninety self-selected French as a second language (FSL) teachers across Canada responded to an online survey about their planning, teaching, and assessment/evaluation practices before versus after their professional learning. The results revealed that the impact of such professional learning is wide-reaching and remarkably consistent across all three areas of practice. The teachers reported that their professional learning spurred them to start presenting language through speech acts and based on students' needs, to emphasize not only linguistic but sociolinguistic and pragmatic competence as well, and to focus more intently on students' ability to communicate in the L2. The teachers also reported that they increased the use of authentic materials and developed communicative and action-oriented tasks that simulate real-life situations. The findings suggest that CEFR-related professional learning may be used successfully to inspire L2 teachers to implement CEFR-informed classroom practices.
Face-to-Face with Place: Place-Based Education in the Fraser Canyon
Author: Farrell, Teresa
Date: 2020-00-00
Type: Journal Articles
Subjects: Place Based Education,Foreign Countries,Preservice Teachers,Field Experience Programs,Indigenous Populations,Inclusion,Resilience (Psychology),Indigenous Knowledge,Community Relations

Two instructors from the Faculty of Education at Vancouver Island University organized a three-day field experience with 35 pre-service teachers along the Fraser Canyon corridor, home of the Nlaka'pamux and Stó:lo Nations. We asked: How will an educational field experience in this place impact and inform pre-service teachers and researchers' understanding of placebased education (PBE) in their practice? We explore the shift towards Indigenous perspectives that subtly wove its way through the work and how it framed new ways of thinking about place for our participants and new ways of considering decolonizing education for the instructor researchers. We conclude by arguing that PBE is necessitated by active, living relationship in place and provides opportunities for critical pedagogy grounded in Indigeneity. We also suggest that both Indigenous and non-Indigenous educators have a role to play in this work.
Teachers&apos; Beliefs about Teacher Metamorphosis
Author: Kamali, Jaber
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Teacher Role,Teaching Methods,Professional Development,Beliefs,Barriers,Incentives,Time Management,Foreign Countries

The advent of postmethod encouraged much debate over the concept amongst researchers from different approaches. One approach was the concept of &quot;teacher metamorphosis,&quot; which posits that teachers should perform different roles and hence, &quot;teacher metamorphosis&quot; is considered a possible remedy for certain criticisms of postmethod. Although this metamorphosis is a solution that seems tenable, there remain many questions regarding its practicality. Considering that those who are most directly connected with the concept are teachers, the present study investigates the practicalities of &quot;teacher metamorphosis&quot; from teachers' perspectives. To this end, ten teachers were selected and interviewed about their beliefs on &quot;teacher metamorphosis.&quot; Data analysis reveals that almost all the interviewed teachers agreed that there is a need for &quot;teacher metamorphosis,&quot; although they also agree that there are barriers including financial barriers, respect barriers, time-constraint barriers, and incentive barriers that encourage teachers to resist metamorphosis and that, therefore, needs further consideration.
The Role of Visual Cues in the Keyword Method: Assessing Variations of the Mnemonic Approach in L2 Vocabulary Learning
Author: Cancino, Marco
Date: 2021-00-00
Type: Journal Articles
Subjects: Mnemonics,Cues,Rote Learning,Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Comparative Analysis,Teaching Methods,Visual Stimuli,Visual Aids,Correlation,Acoustics,Instructional Effectiveness,Journalism,Majors (Students),Recall (Psychology),Trend Analysis,Native Language,Associative Learning,Private Colleges,Undergraduate Students,Foreign Countries,Language Tests,Pretests Posttests

It is well documented in the cognitive literature that visual stimuli create strong memory connections (Shapiro &amp; Waters, 2005). In L2 research, mnemonic devices have been found to be a relevant factor in the development of vocabulary learning (Sagarra &amp; Alba, 2006). However, the extent to which visual cues are needed in the association of an L2 item with an acoustic link has not been explored. Thus, the present study sought to compare two different versions of the Keyword Method (KM) (Atkinson &amp; Raugh, 1975) in an EFL setting and to assess their effectiveness when compared to a group using Rote Learning. To this end, 37 EFL learners from a private university majoring in Journalism were divided into three groups (KM + visual cues, KM with no visual cues, and Rote Learning) and were exposed to the three different approaches to learn and retain 15 unknown target words. A Kruskal-Wallis test ran with immediate and delayed outcome measures (passive recall and passive recognition) showed that there were no significant differences in the three groups. However, a trend was seen where the version of the KM with no visual cues consistently had higher scores than the other version of the KM. Furthermore, it was found that rote rehearsal may be an effective vocabulary learning tool when the pedagogical goal is to learn and retain a discrete number of lexical items.
Differences in Perception between Students and Teachers of High School Science: Implications for Evaluations of Teaching and Classroom Evaluation
Author: Fitzgerald, Michael T.
Date: 2020-11-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,High School Students,High School Teachers,Science Instruction,Teaching Methods,Foreign Countries,Teacher Student Relationship,Grade 9,Grade 10,Comparative Analysis

The science teacher in the modern high school acts as the designer and driver of the in-class practice. In this role, the teacher must broadly assess the effect of the practice on the student. This would rely on accurate self-knowledge of how they act in class and impact their students. In this study we explore these issues by comparing the difference in responses of 86 teachers and 2512 Year 9 and 10 students to an instrument probing their perceptions of their in-class practice. We report two significant findings. First, not only do teachers constantly positively overrate their in-class practice but secondly, these perceptions are completely unrelated to how their students see their classrooms. This implies that using teachers as the sole source of evaluation about their own classroom practice is problematic and that evaluation should always be endeavoured to be undertaken at the level of both teachers and students.
Implicit Theories of Learning as Reflected in One Upper Elementary Teacher&apos;s Talk
Author: May, Laura
Date: 2020-11-00
Type: Journal Articles
Subjects: Learning Theories,Elementary School Teachers,Language Usage,Classroom Communication,Professional Autonomy,Verbal Communication,Speech,Context Effect

Strong empirical evidence exists indicating language can influence students' beliefs about ability. Professional literature for teachers offers practical advice on how to adjust their classroom-based talk to support student achievement by orienting students toward an incremental theory of ability. Yet, little empirical work has been done to investigate how teacher talk plays out moment-to-moment within the classroom context. This study reports on a qualitative analysis of one upper elementary teacher's talk with regard to implicit theories of learning. Findings suggest teacher talk is dynamic and overlapping, operating along a continuum from entity-oriented talk to incremental-oriented talk across varied classroom situations. Additionally, a relationship was identified between teacher autonomy and the implicit theories of learning used in the teacher's talk. Examples of varied teacher talk during classroom activities are presented, and scholarly and practical implications for language use, learning, and instruction are included.
Preservice Teachers&apos; Sense of Belonging during Practicum Placements
Author: Dewhurst, Yvonne
Date: 2020-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Sense of Community,Practicums,Foreign Countries,Elementary School Teachers,Undergraduate Students,Graduate Students,Teaching Experience,Student Attitudes,Educational Environment,Classroom Environment,Teacher Student Relationship

Practicum placements in schools are keystone features of preservice teacher education, yet inconsistencies in their nature and quality are pervasive. This phenomenon was explored in two cultural contexts, with a focus on 'belonging', which the literature reveals may impact practicums and commitment to the profession. Interviews were conducted with six primary school preservice teachers in Australia and Scotland, about their lived experience of belonging/non-belonging during practicum. Hermeneutic phenomenological analysis revealed four themes in both cultural contexts: 1. Being welcomed; 2. Settings and procedures; 3. Interpersonal interactions; and, 4. Strategic behaviours. This study indicates belonging as crucial to preservice teachers' cognition, wellbeing and learning during practicums, with 'non-belonging' inhibiting their development. Preservice teacher and mentor preparedness for practicums is highlighted, alongside challenges for initial teacher education programs and schools in addressing the fundamental need to foster a sense of belonging for preservice teachers during this crucial aspect of their teacher preparation.
Teachers&apos; Beliefs and Practices of Cooperative Group Work Assessment: Selected Secondary School Teachers in Focus
Author: Gedamu, Abate Demissie
Date: 2020-11-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Methods,Cooperative Learning,Student Evaluation,Secondary School Teachers,Foreign Countries,Evaluation Methods,Peer Evaluation

This study aimed to investigate the beliefs and practices of group work assessment of secondary school teachers. For this reason, 213 teachers were selected randomly for a questionnaire survey. In addition, two teachers and five students were selected for interviews and focus group discussions at each site, respectively. A one-sample t-test was applied to analyze the data acquired through the questionnaire while the Pearson product-moment correlation was used to examine the relationship between the beliefs and practices of group work assessment. The data obtained through interviews and focus group discussion (FGD), were analyzed through thematic verbal descriptions. The findings showed favorable teachers' beliefs towards group work assessment. On the contrary, teachers' assessment practices were partial with focus on group product, with diminutive or no assessment of group process and individual contribution. Hence, Ethiopian Bureaus should conduct on- job training for teachers on the assessment of group work.
Curriculum Alignment after Reforms: A Systematic Review with Considerations for Queensland Pre- and In-Service Teachers
Author: Johnson, Claudia Elisabeth
Date: 2020-11-00
Type: Journal Articles
Subjects: Alignment (Education),Educational Change,Literature Reviews,Foreign Countries,Preservice Teachers,Thinking Skills,Educational Policy,Teacher Education,Instructional Effectiveness

This systematic review synthesises research on curriculum alignment to suggest considerations for the implementation of the Senior secondary curriculum reform in Queensland, Australia. It focuses on the coherence of cognitive skills in the prescribed and enacted curriculum as these are typically the least aligned curriculum components. Search methods, which followed the PRISMA model, resulted in 108 relevant articles for qualitative synthesis. Results show that alignment after curriculum reforms is typically low. The use of educational taxonomies can support curriculum alignment. Marzano and Kendall's (2007) New Taxonomy of Educational Objectives underpins the new Queensland Senior secondary syllabi which, in line with other Australian policy, encourage the explicit teaching of cognitive skills. Research is needed on the enacted cognitive skills curriculum in Queensland and its alignment with the reformed prescribed curriculum. To promote the successful implementation of the new Queensland Senior system, pre- and in-service teachers could engage with the New Taxonomy and best practice for teaching cognitive skills.
Development of Historical Thought in Primary Education: Analysis of an Intervention in Colombian Schools
Author: Palacios Mena, Nancy
Date: 2020-11-00
Type: Journal Articles
Subjects: Thinking Skills,History Instruction,Grade 4,Elementary School Students,Intervention,Teaching Methods,Comparative Analysis,Primary Sources,Learning Activities,Foreign Countries,Skill Development,Social Change,Task Analysis,Student Evaluation,Rating Scales

The main goal of this study was to analyze the development of historical thinking abilities in two groups of fourth graders in Colombian schools. The study consisted of the design, implementation, and evaluation of a three-month pedagogical intervention. After an initial assessment, nine learning activities were implemented. An Intervention Group (IG) received the intervention, while a Control Group (CG) served as a comparison. The assessment comprised three main areas (Historical Sources, Narratives, and Change and Continuity). The results of the intervention indicated that the IG performed better than the CG in the assessment. Introducing concepts that favor historical thinking development such as working with historical sources, identifying change and continuity, and constructing narratives, seems to promote the construction of historical knowledge in a complex way. Pedagogical interventions focused on the development of these concepts provide information on the progression of learning and the ability of children to understand the past.
The Investigation of the Effectiveness of Applying Group Investigation Method at Different Intervals in Teaching Science Courses
Author: Zorlu, Fulya
Date: 2020-04-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Science Instruction,Secondary School Science,Secondary School Students,Public Schools,Grade 7,Grade 8,Teaching Methods,Cooperative Learning,Group Activities,Investigations,Intervals,Academic Achievement,Science Process Skills,Skill Development,Teacher Attitudes,Foreign Countries

The aim of the study was investigation of the effect of twice application of the Group Investigation method at different intervals on improvement of the students' academic achievement and science process skills in teaching the science lesson. Method of the study was a quasi-experimental design. The study used Solomon Four-group Experimental Design in the first year, and an experimental design in the second year which was created by adding a new experimental group to involve three experimental and two control groups. It was applied the Group Investigation method in the experimental groups and current methods on the curriculum of the secondary school science curriculum of Ministry of National Education in the control groups. Data collection process were used qualitative interview, preliminary information, science process skills and academic achievement tests. Applying the Group Investigation method for two years proved positive contributions to students' academic achievement and science process skills in science lessons. The researchers believe that experimental model developed this study will be used in different research areas in long-term studies in the future, and these studies will also make a great contribution to the literature.
Towards a Defensible EAP Curriculum: A Needs Analysis
Author: Ergünay, Onur
Date: 2020-04-00
Type: Journal Articles
Subjects: English for Academic Purposes,Academic Language,Second Language Learning,Second Language Instruction,Curriculum Development,Curriculum Design,Language Teachers,College Students,Teacher Attitudes,Student Attitudes,Public Colleges,Objectives,Instructional Materials,Instructional Improvement,Grading,Educational Needs,Foreign Countries

This paper reports on the process and findings of curriculum development towards a defensible EAP curriculum in the Department of Foreign Languages at Eskisehir Osmangazi University. In addition, it illustrates the evaluation of newly introduced innovations by the students. The study was designed as a curriculum development project which was based on Brown's needs analysis (NA) framework. The NA studies were conducted in 2016-2017 academic year with the students and the teaching staff employed in the department. Focus group technique was used to take the opinions of the teaching staff about the components of the curriculum, and the opinions of the students were taken through workshops. In 2016-2017 academic year, repeat students' opinions about the innovated curriculum were taken through an open-ended questionnaire. The data were analyzed by using thematic content analysis technique. The emerging themes in the NA study are: (1) need for clarification of the program objectives; (2) need for revision of teaching materials; (3) need for improvement in teaching and learning practices; and (4) need for improvement in assessment practices. The emerging themes in the evaluation of the NA study based on the open-ended questionnaire are 'materials', 'assessment procedures', and 'overall structure of the EAP curriculum'.
Development of a &apos;Musical Knowledge Test&apos; for the Sixth Grade Music Lesson of Turkish Primary Education
Author: Öztürk, Özlem
Date: 2020-07-00
Type: Journal Articles
Subjects: Test Construction,Multiple Choice Tests,Achievement Tests,Knowledge Level,Music Education,Elementary School Students,Elementary School Curriculum,Foreign Countries,Grade 6

As in every lesson, the achievement in music lessons is determined by measurement and assessment procedures. The diversity of the learning outcomes of the music lesson necessitates the multidimensional assessment of student development. Students' learning outcomes regarding musical knowledge and behaviors can be measured through various measurement tools. In this study, it is aimed to develop a multiple-choice &quot;Musical Knowledge Test&quot; for 6th Grade music lesson subjects. In the developing process of the Musical Knowledge Test, firstly the subjects shall be discussed in the test were determined, the learning outcomes were detailed by dividing them into sub-outcomes, and a 25-question multiple-choice questionnaire was created. After obtaining expert opinion for the scope validity, a test draft was prepared and tested by making the necessary arrangements. 220 tests were analyzed using Excel program, after that, five items were excluded from the test. As a result of these corrections and analyzes, 20- item Musical Knowledge Test took its final form. The KR-20 reliability coefficient of the test was 0.77, the mean difficulty value was 0.57, the mean discrimination value was 0.44. The test, which seems valid and reliable, is thought to be an auxiliary and functional tool that music teachers can use.
Nursing Students&apos; Opinions about Usage of YouTube in Operating Room Nursing Lecture
Author: Yavuz van Giersbergen, Meryem
Date: 2020-07-00
Type: Journal Articles
Subjects: Nursing Students,Nursing Education,Undergraduate Students,Student Satisfaction,Positive Attitudes,Technology Integration,Web 2.0 Technologies,Video Technology,Clinical Experience,Lecture Method,Instructional Effectiveness,Student Characteristics,Computer Use,Foreign Countries,Surgery

This study was aimed to determine the opinions of nursing students about the usage of YouTube in content of operating room nursing lecture. A descriptive study was conducted with 144 3rd grade students. The data were collected with &quot;Sociodemographic Characteristics and Technology Use Form&quot; and &quot;Evaluation Form of Students' Opinions on the Use of YouTube Videos in the Operating Room Lecture&quot;. Data were analyzed by number percentage, mean and standard deviation. 68.9% of the nursing students stated that the integration of YouTube videos to be good. 97.9% of the students stated that they were pleased that the lecture was video-aided. The rate of effective, intelligibility and adequate use of YouTube videos was found between 59.7% and 74.3%, 69.5% and 90.3%, 89.6% and 95.2%, respectively. Nursing students indicated that they were pleased with the integration of YouTube videos into the Operating Room Nursing lecture and they found the videos to be effective, clear and sufficient.
Students&apos; Perceptions on Their EFL Teacher Efficacy: A Study on EFL Teachers&apos; Language Proficiency and Their Self-Efficacy
Author: Argudo Serrano, Juanita Catalina
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Teachers,Language Teachers,Native Speakers,Second Language Instruction,English (Second Language),Language Proficiency,Teacher Effectiveness,Self Efficacy,High School Students,Student Attitudes,Teaching Methods,Classroom Techniques,Teacher Student Relationship,Learner Engagement,Private Schools,Student Evaluation of Teacher Performance

Recent research has shown the increasing number of non-native English-speaking teachers (NNEST) around the world. Research has also considered different attributes these teachers need to have in order to be effective in their professional practices. In this light, this study examines the relationship between NNEST's language proficiency and their sense of self-efficacy in relation to students' perceptions about teacher efficacy in three different dimensions: Efficacy for instructional strategies, efficacy for classroom management, and efficacy for student engagement. A correlational quantitative design was used in which six private high schools from Cuenca, Ecuador, participated. Seventeen teachers from these schools were requested to provide an English proficiency certificate and respond to a self-efficacy survey. In the meantime, their 661 students completed a teacher's efficacy survey. The results revealed that although there are teachers who have a good level of language proficiency, according to their students, it is not necessarily an indicator of efficacy in their practices. Suggestions for further research that might help to explain the current situation are given.