ethanporcaro/eric-fulltext-meta huggingface dataset:
Cognitive Transfer of a Reading Strategy: From Oral Participation to Silent Reading
Author: Welch, Myrtle I.
Date: 2009-00-00
Type: Journal Articles
Subjects: Silent Reading,Oral Communication Method,Reading Strategies,Cognitive Processes,Teaching Methods,Learning Activities,Vocabulary Development,Reading Comprehension,Adolescents,Reading Difficulties,Scoring Rubrics,Program Implementation,Reading Achievement

This article explains a viable, researched, teaching activity that I call Treasure Hunt. Treasure Hunt is an oral participation, vocabulary lesson that facilitates the transfer of reading comprehension to silent reading. I designed and used this activity with adolescent, challenged readers. The readers had scored below the 70th percentile on a state exam. This activity became a research project for the purpose of testing its reliability. Students actually thought of the activity as a vocabulary game; however, their ability to comprehend texts was enhanced after they participated. Comprehension was fostered through locating words in texts, reading orally, listening to themselves and others give meanings of words, and writing word meanings. After students participated orally, they were better able to make meaning when they read silently.
Charter Schools, Market Capitalism, and Obama's Neo-Liberal Agenda
Author: Mora, Richard
Date: 2011-00-00
Type: Journal Articles
Subjects: Charter Schools,Presidents,Taxes,Neoliberalism,Privatization,Public Schools,Educational Policy,Marketing,Access to Education,Educational Quality,Achievement Gap,Academic Achievement,Elementary Secondary Education,School Choice,Misconceptions,Educational Innovation,Futures (of Society),Civil Rights

This paper analyzes President Obama's education policies as they relate to charter schools. The authors first show how his policies continue previous neoconservative and neoliberal educational initiatives that marketize schooling. Arne Duncan's role in charter schools, both in his capacity as former CEO of Chicago Public Schools, and in his capacity as Secretary of Education, is then discussed. Using evidence from empirical studies, the authors argue that the data supporting charter schools are underwhelming. Despite President Obama's invested hope, charter schools have not given children greater access to quality education, nor have they closed the &quot;achievement gap.&quot; While the durable consequences of President Obama's charter policies remain unknown, research foreshadows the fate of American public schooling during and beyond President Obama's tenure as president. The authors then speculate on the future of public education in capitalized school markets and argue that charter schools are an intermediary step in the larger neoliberal and conservative agenda to privatize schools and funnel tax dollars into the market.
Explaining Obama: The Continuation of Free Market Policies in Education and the Economy
Author: Hursh, David
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Practices,Politics of Education,Commercialization,Ideology,Educational Change,Presidents,Neoliberalism,Economic Impact,Social Problems,Social Services,Program Termination,Misconceptions,Public Policy,Free Enterprise System

Many who would define themselves as liberal progressives were heartened by the election of Barack Obama to the presidency. However, perhaps almost as many have been disappointed by Obama's policies as president. In this paper the author seeks to understand and explain the seeming reversal in Obama's policies, especially regarding education. He begins by describing the ascent of neoliberalism as a doctrine to restore corporate profits in response to the pre and post World War II spread of social democratic liberalism. Social democratic liberalism, which in the United States is more commonly referred to as liberalism, endorses Keynesian economic policies in which governments should adopt economic policies to limit economic hardships and promote economic growth and individual rights. He concludes by proposing that there is a need to counter neoliberal ideology with an approach that focuses on developing a more equitable and sustainable world. Furthermore, there is a need to counter the power of the oligarchs by reforming the governing structures so that wealth does not equal legislative control, by creating political alliances that work toward economic and social equality and environmental sustainability, and by reinvigorating democratic dialogue at the local, national, and international level.
Answering My Sister's Question: The Critical Importance of Education for Diversity in Those Spaces Where We Think We Are All the Same
Author: Corbett, Michael
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Desegregation,Race,Criticism,Politics of Education,Critical Theory,Rural Areas,Whites,Racial Relations,Teacher Background,Mythology,Regional Characteristics,Academic Achievement,Educational Practices,Social Attitudes,Racial Discrimination

This essay is a response to a question about school desegregation in Nova Scotia, Canada posed by my sister in 2008. I argue that the question itself illustrates the extent to which critical analysis of the politics of race in Canadian schools, particularly in rural areas, is seldom taken up. This feeds into a persistent mythology of a racially integrated, benevolent Nova Scotia where nasty problems of race were taken care of in the historic past. The reality in many rural regions of Canada is, I argue, quite the opposite and it may be precisely the friendly, homespun imagery which support the persistence of exclusive educational and social practices, as well as persistent regional economic disadvantage. It is in these apparently non-diverse places that diversity education is perhaps most desperately needed.
Feedback and Feed-Forward for Promoting Problem-Based Learning in Online Learning Environments
Author: Webb, Ashley
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Problem Based Learning,Teaching Methods,Feedback (Response),Instructional Design,Graduate Study,Efficiency,Models,Statistical Analysis,Qualitative Research,Student Projects,Metacognition,Guidelines,Curriculum Development,Teacher Role,Student Surveys,Student Attitudes,College Students,Web Based Instruction,Observation

Purpose: The study aimed to (1) review the literature to construct conceptual models that could guide instructional designers in developing problem/project-based learning environments while applying effective feedback strategies, (2) use the models to design, develop, and implement an online graduate course, and (3) assess the efficiency of the models. Method: Quantitative and qualitative data were gathered during the implementation of an online graduate-level course that was designed and developed using the two proposed conceptual models. Eleven students were enrolled in the course. Multiple sources of data and analytical strategies were used to collect, analyze, and interpret the data. Findings: The results show that the characteristics and strategies suggested in the proposed models supported student achievement in course projects and activities. The timely and frequent feedback allowed students to make necessary changes to their final project parts and improve performance. The motivating, informative/ specific feedback and feed-forward goals appeared to provide a reference for areas of student improvement. A balance of the three types of feedback, along with metacognitive questioning, supported student improvement. Because the frequency of feedback was dependent upon student request, those who needed more frequent feedback during the acquisition of learning benefited from that, but those who did not need it received the moderate amount necessary to be successful. Significance: The study brings to light the importance of three types of formative feedback in problem or project-based learning. It offers two conceptual frameworks for instructional designers and curriculum developers. The models could be used to provide all forms of feedback including feed up, feedback and feed-forward to support student success in PBL learning environments.
Exploring Teacher Strategies in Teaching Descriptive Writing in Indonesia
Author: Suriyanti, Sufatmi
Date: 2016-00-00
Type: Journal Articles
Subjects: Writing Instruction,Qualitative Research,Teaching Methods,Interviews,Intervention,English (Second Language),Second Language Learning,Language Teachers,Foreign Countries,Figurative Language,Junior High School Students,Secondary School Teachers,Second Language Instruction,Observation,Instructional Improvement,Language Usage,Pedagogical Content Knowledge,Teacher Attitudes,Faculty Development,Guidelines,Educational Change

Purpose: This paper is the outcome of a study which examined teacher strategies in teaching descriptive writing to junior high school students in Delitua, North Sumatra, Indonesia. The study was based on two questions: 1) What are the teaching strategies used by EFL teachers in teaching descriptive writing? 2) To what extent did the descriptive writing intervention change the EFL teacher teaching strategies? Methodology: The qualitative data were obtained from observations, interviews and student writing. An intervention conducted with four teachers for four months using Spencer's Writing Model (2005) to enhance the teaching of writing strategies was examined. The data were recorded, transcribed verbatim and analyzed using thematic coding. Findings: The findings revealed that the teachers used limited strategies in teaching writing due to their lack of knowledge and understanding of the writing approaches. However, after the writing intervention, they improved their instructional strategies by incorporating richer writing descriptions which contained sensory details, figurative language and vivid words. Significance: These findings can be used as teaching guidelines for EFL writing in any teacher professional development programmes. Training of teachers could be a starting point not only to increase teachers' knowledge and skills in teaching writing but also to increase their awareness of the beliefs about teaching and learning. Our study provided evidence that training can bring about changes in teachers' pedagogical practices which in turn, will lead to a more meaningful learning environment for their learners.
Using Cooperative Teams-Game-Tournament in 11 Religious School to Improve Mathematics Understanding and Communication
Author: Veloo, Arsaythamby
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Teamwork,Games,Competition,Religious Education,Mathematics Education,Teaching Methods,Secondary School Students,Socialization,Randomized Controlled Trials,Pretests Posttests,Control Groups,Experimental Groups,Comparative Analysis,Grade 11,Statistical Analysis,Scores,Interpersonal Communication,Learner Engagement,Instructional Effectiveness,Multivariate Analysis

Purpose: This paper was part of a larger study which looked into the effect of implementing Cooperative Teams-Games-Tournament (TGT) on understanding of and communication in mathematics. The study had identified the main and interaction effect of using Cooperative TGT for learning mathematics in religious secondary school classrooms. A recommendation was made to incorporate Cooperative TGT as a pedagogical approach to enhance interest in actively learning mathematics with peers via tournaments among students. Students in Cooperative TGT classrooms had also learned to socialise while learning mathematics. Methodology: A quantitative approach using Randomized Pretest-Posttest Control Group design was utilised in framing the research study. Simple random sampling was used to select 64 Grade 11 students from Madrasah Aliyah, Riau, Indonesia. Data from control groups without TGT treatment was collected using pretest, posttest-1 and posttest-2 across three time periods. The duration between one test and the subsequent test was five weeks. Mathematics understanding and communication was measured using an open-ended test. A mixed between-within subjects ANOVA was conducted to analyse the effectiveness of Cooperative TGT on understanding of and communication in mathematics. Findings: The findings showed that there was significant interaction between group types (experimental &amp; control groups) and time periods [pretest, posttest-1, &amp; posttest-2 (without TGT)]. Cooperative TGT was found to have an effect on student understanding of and communication in mathematics. The gap score for posttest-1 between understanding of mathematics and communication in mathematics was 17.69, indicating a significant effect of Cooperative TGT on the latter compared to the former. Significance: Cooperative TGT had encouraged students and teachers to be innovative and creative in the process of teaching and learning of mathematics in classrooms. This study has provided insights into how the teaching and learning of mathematics which incorporated group activities and tournaments in classrooms has helped to improve the understanding of mathematics and communication in mathematics of students at the Madrasah Aliyah, Riau, Indonesia.
Designing Instruction for Active and Reflective Learners in the Flipped Classroom
Author: Shahnaz, Sherina Mohamed Fauzi
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Design,Active Learning,Reflection,Learning Processes,Blended Learning,Cognitive Style,Preferences,Educational Benefits,Student Empowerment,Learner Engagement,Learning Motivation,Communication Skills,Thinking Skills,Research Methodology,Educational Research,Data Analysis,Undergraduate Students,Foreign Countries,Observation,Qualitative Research

Purpose: This paper proposes a framework of instructional strategies that would facilitate active and reflective learning processes in the flipped classroom It is aimed at allowing one's maximum potential to be reached regardless of any individual learning style. As tertiary classrooms increasingly needs to be as active and social as possible, the needs of the more introverted student could have been unintentionally overlooked. Therefore, the objective of this study was to produce an instructional design that could accommodate different learning styles and preferences in the flipped classroom. Method: A design-based research approach was employed in three phases (preliminary research, prototyping phase and assessment phase) in a flipped communication studies course of 24 students. The instructional design, based on a literature review on the flipped classroom and Felder and Silverman's active-reflective learning style dimensions, was tested and refined over six iterative design cycles to produce a final design framework. Findings: Qualitative findings via observation showed that despite a learning curve, the finalized instructional design was able to facilitate different learning styles satisfactorily. Added benefits included learner empowerment, engagement, motivation and improved communication and thinking skills. Significance: As a design-based research, this study may be significant from the perspectives of both educational research and practice. Besides adding to the existent literature on different implementations of the flipped classroom, the proposed instructional design may serve as a practical guide for instructors who wish to flip their classrooms and spend face-to-face class time with their students on a more meaningful and personalized level.
Influence of Culture on Students' Awareness of How and Why They Learn
Author: Choy, Siew Chee
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Influences,Asian Culture,Student Centered Learning,Student Attitudes,Two Year College Students,Semi Structured Interviews,Learning Experience,Learning Processes,Teacher Student Relationship,Power Structure,Individualism,Peer Relationship,Help Seeking,Assignments,Parent Child Relationship,Qualitative Research,Cohort Analysis,Preferences,Risk,Gender Differences,Educational Attitudes,Occupational Aspiration,Cultural Background

Purpose: The reason many Asian students find student-centred learning challenging may be due to cultural factors present in every human interaction between individuals. This study attempts to determine the influence of these cultural factors on students' awareness of how and why they learn. Method: A sample of 12 students enrolled in a two year diploma course in a Malaysian university was interviewed, using a semi-structured interview protocol, on the students' perceptions and experiences when learning. The results were analysed qualitatively using the interpretive approach. Findings: The results show that students rely on their teachers for information, implying a high power distance as well as low individualism, and are not inclined to explore on their own. These students readily approach their friends rather than teachers for help with their assignments. They also hold their parents' opinions in high regard. Significance: The results of this study are important for teachers when implementing student-centred learning. It will be challenging for Malaysian students to respond well to this form of learning strategy as it requires a certain amount of independent learning as well as risk-taking behaviour which these students seem to lack.
Fitting In versus Learning: A Challenge for Migrants Learning Languages Using Smartphones
Author: Gaved, Mark
Date: 2017-00-00
Type: Journal Articles
Subjects: Telecommunications,Social Influences,Cultural Influences,Learning Activities,Interviews,Foreign Countries,Second Language Learning,Language Skills,Immigrants,Handheld Devices,Computer Software,Informal Education,Citizenship,English (Second Language),Second Language Instruction

There is great interest in the potential of smartphones to enable language learning during daily activities. However, this overlooks the paradox faced by migrant learners that while they have the educational goal of seeking to improve their language skills, they also have the cultural goal of fitting into the host society. Inappropriate use of smartphones as learning aids makes learners stand out as outsiders. Here, we investigate the use of smartphones by migrants for Mobile Assisted Language Learning (MALL) in their daily lives. We report on their participation in the trial of a system that coupled a custom smartphone app with location-based hardware triggers. This presented learning activities based on scenarios from everyday life that were prompted when approaching relevant locations around a UK town. Analysis of pre- and post- interviews indicates that social and cultural influences affect the location, timing and type of learning undertaken using the system. Participants preferred to learn in ways that were unobtrusive, and deferred engagement with content if social context inhibited use of the phone. For example, playing audio in public was seen as inappropriate. Although the app was designed with location-specific content, many participants chose to study elsewhere and at other times, in addition to accessing content from the phone at the time and place that the activity was triggered. We conclude that social context and wanting to belong are important influences for migrant learners, and emphasise the potential of MALL systems in encouraging engagement with physical and digital spaces and reflections about citizenship.
Defining Success with Big Ideas: A New Teacher's Growth and Challenges
Author: Sampson, Meg
Date: 2009-00-00
Type: Journal Articles
Subjects: Success,Beginning Teachers,Faculty Development,Global Education,Test Preparation,Teaching Methods,Adoption (Ideas),Barriers,Grade 11,Teaching Experience,Educational Practices,Instructional Effectiveness,Instructional Innovation

This article is a compellation of my work with big ideas and my findings based on that work for the second semester of the 2006-2007 school year. I worked with three 11th grade students that have in the past struggled to pass the Global Studies Regents exam. The class was created as a RCT (Regents Competency Test) preparation course. The purpose of this class, as it was told to me in January, was to give these students the skills and motivation they needed to pass the Global Studies RCT in June. I encountered many obstacles along the way, attendance issues, IEP modifications, miscommunication between myself and administration, and poor student selfefficacy. My personal goal was to incorporate big ideas into every class in hopes that this method would combat some of the problems I was facing with the students. Having been a first year teacher during this experience, I still held much of my idealistic enthusiasm for teaching with big ideas. This article focuses on the struggles, successes and disappointments I faced incorporating big ideas into my work with this small group of struggling students.
A Hopeful Pedagogy to Critical Thinking
Author: Nicholas, Mark C.
Date: 2016-07-00
Type: Journal Articles
Subjects: Teaching Methods,Critical Thinking,College Faculty,Teacher Attitudes,Accountability,Educational Improvement,Instructional Effectiveness,Intellectual Disciplines,Qualitative Research,Grounded Theory,Semi Structured Interviews,Focus Groups

Elements of what we are calling a &quot;hopeful pedagogy&quot; emerged when faculty reflected on the question--Do you think your current approach to develop CT in students is successful? Faculty across disciplines and institutions used the word &quot;hope&quot; to characterize the outcome of their efforts. While attempting to disentangle the &quot;hopeful pedagogy&quot;, we found answers in (a) how faculty defined CT in disciplinary and non-disciplinary contexts; (b) a misalignment between faculty and institutional approaches to CT; (c) a disconnect between faculty and their own approaches to CT, and (d) logistical and curricular issues within general education programs that placed constraints on the ability of faculty to adequately focus on CT. The &quot;hopeful pedagogy&quot; brought to the forefront the serious implications of a misaligned system for student learning, faculty engagement, institutional improvement and accountability.
Unrealistic Optimism in the Pursuit of Academic Success
Author: Lewine, Rich
Date: 2016-07-00
Type: Journal Articles
Subjects: Academic Achievement,Undergraduate Students,Personality Traits,Psychological Patterns,Self Esteem,Self Evaluation (Individuals),Accuracy,Prediction,Tests,Scores,Statistical Analysis,Bias,Grades (Scholastic),Student Motivation

Although the ability to evaluate one's own knowledge and performance is critical to learning, the correlation between students' self-evaluation and actual performance measures is modest at best. In this study we examine the effect of offering extra credit for students' accurate prediction (self-accuracy) of their performance on four exams in two semester-long classes on Personality. The courses emphasized the role of self-awareness. Despite these motivational interventions and performance feedback, there was minimal change in accuracy over the semester; a large proportion of students remained unrealistically optimistic about their performance in the face of evidence to the contrary. Moreover, inaccurately inflated confidence was related to poorer academic performance. A small minority of students improved in accuracy and exam performance over the each of the courses, offering a potentially useful source of comparison for addressing unrealistic optimism. We discuss the findings as reflecting the powerful influence of protecting self-esteem and suggest the need for realistic self-appraisal as a factor in academic success