ethanporcaro/eric-fulltext-meta huggingface dataset:
The Education of the Individual
Author: Montessori, Maria
Date: 2015-00-00
Type: Journal Articles
Subjects: Montessori Method,Child Development,Personality Development,Freedom,Adolescent Development,Early Childhood Education,Elementary Education,Secondary Education,Social Experience

Only when we look at education from birth and follow the inner development of the child from the beginning can we truly see the child's psychological progress. Montessori states that personality cannot develop fully without freedom; even the formation of healthy social life requires freedom to associate, not coercion. The early childhood level develops the will, the elementary level leads to social understanding of civilization, and the adolescent level is the gateway to social organization and the fulfillment of the personality. [Reprinted from &quot;Education and Peace.&quot; Copyright 2007 by the Montessori-Pierson Publishing Company.]
The Montessori Classroom: A Foundation for Global Citizenship
Author: Leonard, Gerard
Date: 2015-00-00
Type: Journal Articles
Subjects: Montessori Schools,Montessori Method,Global Approach,Citizenship Education,Natural Resources,Elementary School Students,Social Development,Community,Cultural Influences,Educational Environment,Social Justice,Social Studies,Geography,World History

Gerard Leonard maps the child's increasingly global environment and sense of citizenship from elementary to adolescence. For the elementary child, an orientation to the local history and geography of their surroundings provides a framework for understanding geography. In Leonard's words, &quot;We have to know and understand a lot about many different places and people so we can adapt easily wherever we go.&quot; Montessori understood that by grounding children in the natural world they will have &quot;a deep feeling for the interdependencies of nature&quot; (Leonard). From this global sense of the cosmic interaction of all life on earth springs an understanding of human interdependencies that enhances one's own sense of belonging to place and to the procession of life. The elementary child needs two environments, both the school and the world beyond, &quot;the world of nature and the society of his particular region and country&quot; (Leonard). The adolescent studies his local place, the town, the county, and the bioregion finding security and community awareness by experiencing engaged living through real work in the local community. This grounding combined with the study of other languages, cultures, and religions is the key to understanding the global society. [This article is based on the talk presented at the NAMTA conference titled &quot;Fostering Montessori Preparedness for Global Citizenship&quot; in Seattle, WA, November 13-16, 2014.]
The Social Roots of a Global Community
Author: Soholt, Polli
Date: 2015-00-00
Type: Journal Articles
Subjects: Child Development,Social Attitudes,Social Development,Citizenship Education,Teaching Methods,Group Activities,Montessori Method,Personality Development,Individual Characteristics,Interpersonal Communication,Games,Movement Education,Young Children,Child Behavior,Teacher Role,Preschool Education,Attention Span,Adults,Developmentally Appropriate Practices

Polli Soholt points to normalization in the first plane as leading to the successful realization of the human personality, which is the basis of social development. Children who have cultivated concentration and purposeful work at an early age develop the virtues to become world citizens. Normalization can be assisted by certain practices: 1) interesting and purposeful presentations; 2) small group discussions and conversation; 3) group singing, finger plays, games, poetry, and true stories; and 4) group movement and demonstrations through acting out right actions. Normalization, according to Soholt, is an integral result of classroom group activities and is influenced by the teacher's self-presentation of respect, clarity, and consistency. [This article is based on the talk presented at the NAMTA conference titled &quot;Fostering Montessori Preparedness for Global Citizenship&quot; in Seattle, WA, November 13-16, 2014.]
Promoting World Citizenship: A Crucial Area of Study
Author: Hacker, Barbara L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Racial Bias,Social Justice,Citizenship Education,Montessori Method,Montessori Schools,Preschool Education,Educational Environment,Multicultural Education,Consciousness Raising,History,Role of Education,Social Development

This article probes the vicissitudes of racism and how the multicultural perspectives of a Montessori preschool environment can prevent prejudices. Barbara Hacker is whole-heartedly committed to human unity transcending color differences. Racism is incompatible with a Montessori classroom that shares different holidays and cultures, builds social cohesion, and creates a safe and tolerant place.
Profile of a Growing Urban School: The Lumin Experience
Author: Ford, Terry
Date: 2015-00-00
Type: Journal Articles
Subjects: Urban Schools,Profiles,Montessori Method,At Risk Students,Personal Narratives,School Community Relationship,Charter Schools,Educational Finance,Elementary Schools

This fairytale-come-true began with an idealistic public school teacher just out of college who lived in the neighborhood of her students. In stages, working with a community organizing group consisting mainly of concerned parents, Terry Ford founded what is now called Lumin Education, a network of campuses serving more than six hundred children in a Montessori setting. Her hard-hitting, positive spiritual values bring premium Montessori education into a successful implementation for the most needy children. [This article is based on the talk presented at the NAMTA conference titled &quot;The Social Relevance of the Montessori First Plane: Engaging Families, Building Partnerships, and Finding Common Ground with the Wider Early Childhood Community&quot; in Dallas, TX, Jan 15-18, 2015.]
Changes in Study Strategies of Medical Students between Basic Science Courses and Clerkships Are Associated with Performance
Author: Ensminger, David C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Medical Education,Medical Schools,Medical Students,Learning Strategies,Study Skills,Cognitive Style,Student Surveys,Likert Scales,Clinical Experience

We tested the hypothesis that medical students change their study strategies when transitioning from basic science courses to clerkships, and that their study practices are associated with performance scores. Factor scores for three approaches to studying (construction, rote, and review) generated from student (n = 150) responses to a questionnaire were correlated to examination and clinical performance scores. Composite factor scores were compared using a paired t-test and sign test to examine changes in study practices as students transitioned from basic science courses to clerkships. The construction approach to studying was more likely to have a positive and stronger relationship to examination scores in both courses and clerkships, but showed no significant associations with clinical performance scores. Our analyses indicated that students are more likely to increase their use of study practices associated with construction of knowledge as they transition from courses to clerkships. Although learning is a complex endeavor, students employing construction study strategies are more likely to outperform their peers who rely mostly on rote and review practices. Transitioning from basic science courses to the clerkships students tend to utilize more construction study practices suggesting that students are responsive to their learning environments when selecting study strategies.
School-Based Management with or without Instructional Leadership: Experience from Sweden
Author: Lindberg, Erik
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Based Management,Instructional Leadership,Principals,Administrator Attitudes,Secondary Schools,Administrator Surveys,Predictor Variables,Measures (Individuals),Questionnaires

This study sets out to examine schools principals' perception of the importance of school-based management (SBM) and instructional leadership tasks and their assessment of the performance of those tasks in Swedish upper secondary schools. A review of the literature on SBM and instructional leadership results in a list of twenty one tasks grouped into administrative, firefighting, and instructional leadership. Analysis of the survey responses from 234 principals shows that 80% of administrative and 75% of firefighting tasks were seen as highly important and performed well, while 68% of instructional leadership tasks were perceived as of having lower importance and performance. Implications for school principals and policy-makers are discussed and venues for future research are outlined.
Issues of ICT Usage among Malaysian Secondary School English Teachers
Author: Raman, Arumugam
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Secondary School Teachers,English Teachers,Teacher Attitudes,Information Technology,Computer Uses in Education,Technology Integration,Computer Use,Barriers,Pedagogical Content Knowledge,Technological Literacy,Statistical Analysis,Questionnaires,Teacher Surveys

This study explored on perception, usage and obstacles of using ICT in teaching English Language among secondary school English teachers. The advancement of technology has given a space for teachers to boost teaching and learning of English language in secondary schools. It is believed that integration of ICT could enhance quality of teaching and make learning very effective. This paper first examined on secondary school English teachers' perception about the integration of ICT in teaching English lessons. It is found that the majority of teachers have positive views about the integration of ICT in teaching English. Then, the study revealed about the usage level of ICT among secondary school English teachers. The findings showed that teachers are utilizing ICT equipments only for certain tasks such as finding for information and preparing PowerPoint presentations. They do not have much exposure about the other opportunities provided by ICT. Next, researchers identified the dominancy of obstacles faced by secondary school English teachers in ICT integration with English lessons. Finally, this study provides some implications of the study and recommendations which are useful for researchers to expand their study in this area. In addition, this study too provides information for teachers on the advantages of ICT. Therefore, teachers could make adjustment to their teaching methodology which may lead to effective ICT integrated teaching and learning of the English language.
Constituting the Identity of an Elementary School Teacher in the 21st Century World of Teaching and Learning
Author: Gatimu, M. Wangeci
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Professional Identity,Observation,Interviews,Case Studies,Experience,Teacher Student Relationship,School Districts,Teacher Education,Inquiry,Standardized Tests,Demography,Curriculum Design,Instruction

The study uses teacher identity as a lens to explore how teachers make sense of their work and constitute professional identities in the often complex world of teaching and learning. Three teachers who completed the same teacher preparation program and taught in the same school district were observed and interviewed for the study in 2009-2010. A multiple case methodology was used to explore the question: How do teachers who go through the same teacher preparation program and teach in the same school district constitute their professional identities? Findings indicate that school and district mandates have a strong influence in shaping teacher identities because these mandates appeared to either limit or distract teacher reflective practices. It was found that teachers caught up in the logic of the mandated curricular and assessments were less likely to use constructivist frameworks to understand student perspectives or to connect with the lived experiences of their students. On the other hand, it was found if a teacher was engaged in critical inquiry about teaching and learning, that teacher was likely to use multiple assessment strategies to understand students, and was likely to engage student learning through open-ended, classroom conversations. We concluded that since a teacher is the single most important factor affecting student achievement, school districts should be forums for continuous teacher learning. The goal for such learning should be to create adaptive experts or--teachers who continually expand the breadth and depth of their expertise. Additionally, such learning should be both practice--centered and inquiry oriented.
Comparison of Effects of Teaching English to Thai Undergraduate Teacher-Students through Cross-Curricular Thematic Instruction Program Based on Multiple Intelligence Theory and Conventional Instruction
Author: Rattanavich, Saowalak
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Comparative Analysis,Multiple Intelligences,Conventional Instruction,Statistical Analysis,Pretests Posttests,Randomized Controlled Trials,Control Groups,Experimental Groups,Interdisciplinary Approach,Preservice Teachers,Questionnaires,Likert Scales,Reliability,Multivariate Analysis

This study is aimed at comparing the effects of teaching English to Thai undergraduate teacher-students through cross-curricular thematic instruction program based on multiple intelligence theory and through conventional instruction. Two experimental groups, which utilized Randomized True Control Group-Pretest-posttest Time Series Design and statistical data analysis using MANOVA with repeated measures, t-test for independent samples, basic statistical analysis and figures, showed significantly higher development in English performance (reading, listening-speaking and writing), expressed significantly positive opinions at a much higher level on the learning program, and identified more experiences in using each and every aspect of multiple intelligences than what the two control groups did. The results thus show that prospective teachers whose English language performance was enhanced with integrated content areas can benefit their students for learning English across the curriculum.
The Exploration of an Appropriate Strategy of College English Instruction in China
Author: Yan, Jiaolan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Language Proficiency,Educational Quality,College Faculty,College Students,Educational Improvement,Reading Instruction,Writing Instruction,Critical Thinking,Critical Reading,Comparative Analysis

College English (CE), a required course for college and university's students in China, plays a significant role in students' academic performance and future career success. The quality of College English instruction contributes to students' outcomes of English proficiency. Writing, as an important outcome of students' English learning, is an integral part to the assessment of College English competence. As an instructor paying less attention to students' English writing may have a dramatic consequence on reading instruction and thus has led to the inefficiency of improving students' overall English proficiency. Based on professor Yan's one year visiting scholar experience at University of Massachusetts (Boston) of the United States, especially by sitting in several English faculties' lectures, here the author tries to illustrate new ways of improving College English instruction at colleges and universities in China. It might have important impact on College English instruction pedagogies. The paper also attempts to provide suggestions for College English teachers to rethink their College English instruction pedagogies, especially in the area of College English Intensive Reading, in a changed, and changing, context.
The Study of Student Motivation on English Learning in Junior Middle School--A Case Study of No. 5 Middle School in Gejiu
Author: Long, Chunmei
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Student Motivation,Middle School Students,Middle Schools,Case Studies,Questionnaires,Learning Motivation

Motivation plays an important role in foreign language learning. Learning motivation is to promote and guide and maintain learning activities which have been conducted an internal strength or internal mechanism. Learning motivation once formed, the student will use an active learning attitude to learn, and express a keen interest in learning, and can focus attention in class to master knowledge. Through the study of the theory of modern education, this paper discusses the definition of motivation, types of motivation; the role of motivation in English learning are analyzed. The subjects in the thesis are Gejiu middle school students, and the author designed a questionnaire on English motivation. The purpose of the study was to find out the unfavorable factors. According to the results and the related theory, the author presents some suggestions to arouse the students' English motivation and improve the efficiency of English learning and teaching in Junior Middle School. Among the suggestions, the implications by the study include that students need motivation to help them learning English, they should establish the right goal to enhance them learning English well. Meanwhile, as an organizer in teaching, teacher should pay more attention to communicative learning that can stimulate students to learn effectively.
The Impact of Multiple Intelligences-Based Instruction on Developing Speaking Skills of the Pre-Service Teachers of English
Author: Salem, Ashraf Atta M. S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,English (Second Language),Second Language Instruction,Second Language Learning,Multiple Intelligences,Correlation,Speech Skills,Individual Differences,Quasiexperimental Design,Instructional Effectiveness,Statistical Analysis

The current study investigates the impact of multiple intelligences-based Instruction on developing speaking skills of the pre-service teachers of English. Therefore, the problem of the current study can be stated in the lack of speaking skills of the pre-service teachers of English in Hurgada faculty of Education, South Valley University. To confront this problem, the researcher developed a multiple-intelligences based program to enhance the speaking skills paying a due attention to the individual differences among students. The sample of the study consists of sixty fourth-year Prospective teachers of English. The Quasi-experimental research design was used in the study as the researcher used the one group pre-posttest to assess the usefulness of using this approach. Results of the study proved the effectiveness of Multiple-intelligences based Instruction on developing speaking skills of the pre-service teachers of English.
The Effects of the Peer Feedback Process on Reviewers' Own Writing
Author: Wakabayashi, Reina
Date: 2013-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Feedback (Response),Scores,Student Attitudes,Writing Improvement,Comparative Analysis,Questionnaires,Correlation,Teaching Methods,Foreign Countries,Asians,Language Proficiency,Writing Instruction,College Students,Revision (Written Composition),Writing Processes,Pretests Posttests,Instructional Effectiveness

The purpose of this study is to determine which is more beneficial to improving learner writing: reviewing peer texts or one's own text. The study took place over one semester at a Japanese university with 51 students enrolled in two writing classes at two proficiency levels. The students at the lower proficiency level reviewed peer texts, while those at the higher proficiency level reviewed their own texts. Multiple task sheets were used in both classes for students to give detailed feedback on texts. To examine gains in writing quality, a comparative analysis was conducted on writing samples collected at the beginning and the end of the semester. A questionnaire survey was also conducted to investigate the students' perceptions towards the tasks. The results of the analysis indicated that the students who focused on reviewing their own texts made more total gains in score than did the students who focused on reviewing peer texts. On the other hand, a significant correlation was observed between score gains and perceived effectiveness of the task with the students who focused on reviewing peer texts. The pedagogical implications of the results are discussed.
On the Nature of Interaction in SLA: A Philosophical Stream
Author: Maftoon, Parviz
Date: 2013-00-00
Type: Journal Articles
Subjects: Interaction,Second Language Learning,Second Language Instruction,Role,Educational Philosophy,Teaching Methods,Classroom Communication,Linguistic Input,Linguistic Theory,Sociocultural Patterns,Dialogs (Language)

Researchers have long grappled with situating the stance of interaction in SLA, but it is only recently that interaction has begun to receive consideration from SLA quarters. Delving into the nature of interaction and the prerequisite of interaction in real world, in general, and in classroom, in particular, the authors hold that based on different perspectives of interaction, interaction can be placed into diverse philosophical stances and has a prominent role in second language classrooms. To the present writers, provided that second language teachers have good grasp of the philosophy of interaction, its pedagogical implications in the class will be more purposeful.