ethanporcaro/eric-fulltext-meta huggingface dataset:
Group Dynamics: Building a Sense of Belonging in the EFL Classroom
Author: Pham, Huynh Phu Quy
Date: 2017-00-00
Type: Journal Articles
Subjects: Group Dynamics,Group Unity,Second Language Learning,English (Second Language),Cooperative Learning,Teamwork,Group Activities,Learning Activities,Trust (Psychology),Learning Experience,Peer Relationship,Teaching Methods,Vocabulary Development,Morphemes,Interpersonal Communication,Language Acquisition

There is no doubt that pair/group work is an integral part of language learning because it not only provides a unique opportunity for students to improve an array of skills such as critical thinking and problem solving, but also enables them to experience a diversity of personalities and perspectives. Frequent exposure to a wide range of individuals through pair/group work plays a crucial role in the overall learning process. Developing good group dynamics is crucial for students' learning journey, as it not only promotes a sense of confidence in students but also builds trust and acceptance among group members. Team bonding activities are helpful to reinforce students' sense of belonging throughout the course. At the beginning of the course, students should feel comfortable and relaxed in sharing personal information with one another. During the course, students participate in activities where they share a sense of joy by revealing their life stories, collaborating to solve problems, and competing in games, which helps develop feelings of understanding, belonging, and trust. At the end of the course, students receive time to reflect on their best memories about the learning experience with friends. By incorporating bonding activities in all stages of group work, teachers build a cohesive environment that is fundamental in helping students learn English.
Twelve Activities for Teaching the Pragmatics of Complaining to L2 Learners
Author: Hilliard, Amanda
Date: 2017-00-00
Type: Journal Articles
Subjects: Pragmatics,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Language Usage,Interpersonal Competence,Speech Acts,Task Analysis,Learning Activities,Vocabulary Development,Cultural Differences,Vignettes,Video Technology,Role Playing

Pragmatic competence, or the ability to use language appropriately in a variety of contexts, is a critical skill for communication in a second language (L2). Thus, teaching that focuses on developing students' abilities to communicate effectively in an L2 must also include a focus on developing students' pragmatic competence. This article discusses issues related to pragmatics in general as well as specific pragmatic challenges one group of English as a second language (ESL) students in the United States faced when complaining in their L2. Next, activities for teaching the pragmatics of complaining are suggested. It is hoped that by highlighting specific problems with one group of students and presenting ways to address these issues, this article will encourage teachers to examine their own classes, discover their own students' pragmatic issues, and incorporate activities to teach pragmatics into their own classes.
Timed Partner Reading and Text Discussion
Author: Giovacchini, Michael
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Reading Strategies,Reading Comprehension,Discussion (Teaching Technique),English Language Learners,Reading Skills,Literacy Education,Teaching Methods,Reading Instruction

This engaging partner-reading activity provides students with an opportunity to improve their reading comprehension and text-based discussion skills. The activity, which can be used with intermediate and advanced learners, is ideal for English language learners in content classes and is particularly useful for building foundational knowledge of a new topic. Most applicable when the class is using introductory texts that include overarching content themes, this technique allows students to connect prior learning to new information, priming them for more in-depth study in subsequent lessons within a previously learned foundational context. This activity helps students build foundational knowledge before engaging in more in-depth study of content. It can also be used to target literacy skill development while covering miscellaneous topics that don't require more than one or two class periods or don't fit seamlessly within your curriculum. Overall, this process aids the development of literacy skills and provides time for unstructured and purposeful conversation in a second language. The primary objective of the activity is literacy skill development, and the follow-up in a less time-pressured environment lets students practice meaningful use of language while learning important content. With repeated practice, your students should demonstrate improvement in reading comprehension, pace, and text-based discussion skills.
Factors Influencing Undergraduates Attitudes towards ICT: An Empirical Study in Kheis
Author: Meerza, Alyya
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Information Technology,Computer Attitudes,Models,Institutional Characteristics,Language of Instruction,Mixed Methods Research,Usability,Technical Support,English (Second Language),Semitic Languages,Technology Integration

The increasing use of information and communication technology (ICT) in higher education has been explored largely in relation to undergraduate's attitude towards the usage of ICT in the universities. However, the success of ICT in any learning institution including Higher Education Institutions (HEIs) depends on the attitudes of undergraduates towards using ICT in their daily learning. Therefore, this paper aimed to investigate the critical factors that impact undergraduates use of ICT in learning at Kuwait universities. The Technology Acceptance Model (TAM) was applied to reach the aim of the study. A sample of 717 undergraduates was selected from a public and a private university in Kuwait. The critical factors examined in this study are the type of university, language of learning and ICT support. Mixed methods such as quantitative and qualitative methods were conducted for the data collection. The quantitative results suggested that the Usefulness of ICT and Ease of use of ICT factors are the key dimensions of undergraduates' attitudes towards ICT. Another result showed that the examined factors have had a direct impact on undergraduates' attitudes. Moreover, the qualitative results suggested the factor of peer learning had a strong impact on undergraduates' attitudes towards the use of ICT.
Integration of iPad-Based M-Learning into a Creative Engineering Module in a Secondary School in England
Author: Li, Yulong
Date: 2017-04-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Secondary Education,Semi Structured Interviews,Observation,Attitude Measures,Teaching Methods,Secondary School Teachers,Engineering,Problem Based Learning,Case Studies

Mobile learning (M-learning) has become a popular topic in educational research, in previous research there have been many studies on attitude to M-learning directed towards staff, parents and students; however, limited research has focused on the comparison between teachers and students in the context of creative engineering and their respective opinions on issues of M-learning (iPad-based), comparing with other stakeholders' opinions. The study investigates the integration of iPad-based M-learning into a creative engineering module in a secondary school in England, applying a problem-based learning pedagogy. By using a case study approach involving semi-structure interviews, group interviews, and observation, the research participants, this research found that all of whom were involved in the creative engineering module, have a relatively objective and rational opinion of the affordance of the iPad, and the teachers were generally positive about the benefits of iPad-based M-learning in terms of discussing how it has changed learning as a whole. The results also challenge previous claims that the outcomes of M-learning are difficult to assess, thereby advocating a case-to-case assessment of the outcomes of M-learning. Some limitations of iPad-based M-learning were first discovered. The school's iPad policy integrates building of an online platform, evaluating teachers' belief in iPad-based M-learning and the expectations of students, irregular teacher-student communication, teachers' and students' self-training to facilitate iPad-based M-learning. However, the formal training in iPad use provided by the school was not well thought of by the research participants.
My Classroom: Georgia
Author: Baker, Melanie
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Creative Teaching,Instructional Innovation,Student Motivation,Learning Motivation,Faculty Development,Teaching Methods,Language Usage,Teacher Improvement,Teacher Attitudes,Professional Associations,Doctoral Programs,Educational Trends,Language Role,Foreign Countries,College Faculty,College Students

Khatuna Kharkheli is an English language teacher in the Faculty of Education, Exact, and Natural Sciences at Gori State Teaching University (GSTU) in Gori, Georgia. With her passion for developing innovative and creative lessons and with her commitment to professional development, Ms. Kharkheli works to inspire her students to achieve success both in and out of the classroom. This article describes techniques Ms. Kharkheli uses to increase her students' motivation, to provide them with opportunities to use English outside the classroom, and improve their speaking and presentation skills. To continue learning and improving as a teacher, Ms. Kharkheli takes advantage of professional-development opportunities, such as actively participating in the Gori chapter of the English Teachers' Association of Georgia and enrolling in a PhD program in English Language Teaching. As the role and status of English in Georgia and trends in English language teaching continue to change, Ms. Kharkheli is among the new generation of teachers leading the way. With her motivation and passion for English teaching and desire to continually learn and improve, she is sure to have a positive impact on today's learners, and perhaps she will inspire a few to become tomorrow's teachers.
Issues and Impediments Faced by Canadian Teachers While Integrating ICT in Pedagogical Practice
Author: Saxena, Anoop
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Planning,Technology Integration,Technological Literacy,Barriers,Educational Practices,Influence of Technology,Obsolescence,Access to Computers,Computer Attitudes,Beliefs,Prior Learning,Knowledge Level,Faculty Development,Elementary Secondary Education

Teachers in many schools struggle to integrate Information and Communications Technology (ICT) as part of their teaching practice. Among the issues faced by teachers when attempting to integrate ICT into their classrooms are gaps in ICT knowledge and skills, lack of training and inadequate support and scaffolding. Other issues include inability to translate training into pedagogical practice and curriculum design and lack of access to current hardware and software. Research in the field addresses the exponential pace of technology development and obsolescence as well as the financial and educational implications of teaching and learning in such an environment. Teachers are core to the integration of ICT in the classroom and hence are often under pressure, since ICT integration is not just about having the right hardware and software; it is deeper and covers many layers. Integrating ICT requires a harmonious synchronicity of content, teacher knowledge, compatible theoretical framework and suitable pedagogy all at the appropriate stage of knowledge acquisition. This review explores the current obstacles to ICT integration in the Canadian classroom as well as the issues faced by educators related to these obstacles.
The Professional Educator: Why Supporting Latino Children and Families Is Union Work
Author: Fortino, Catalina R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Unions,Family Programs,Family Relationship,Family (Sociological Unit),Immigrants,Hispanic Americans

This article discusses the creation and promise of the American Federation of Teachers (AFT) resolution &quot;¡Si Se Puede!: Improving Outcomes for Latino Children and Youth and Addressing the Needs of the Latino Community.&quot; The resolution affirms the AFT's commitment to elevating the importance of Latino issues. As a union committed to social justice and equality of educational opportunity, the AFT is advancing the credo that supporting Latino children and families is union work. In addition, the author describes her own immigrant experience and how it informed her work with English Language Learners and their families. She presents Tara J. Yosso's six forms of &quot;community cultural capital,&quot; which all help to shape Latino youth. In advocacy work for ELLs, the author says it is always important to emphasize that this population is not monolithic. The professional educator's role is to recognize the diversity of ELLs and continually ask, &quot;Are we meeting the diverse needs of this heterogeneous population?&quot; As the promise of &quot;¡Si Se Puede!&quot; begins to become a long-hoped-for reality, remember that at the very heart of the union movement is the belief that we don't achieve anything in this world alone. We work together, in solidarity--and that always has been, and always will be, our strength. We live our history, and our union principles, in our daily actions. And that's why the author is proud to say, and why our union has said, supporting Latino children and families is union work.
Time to Play: Recognizing the Benefits of Recess
Author: Ramstetter, Catherine
Date: 2017-00-00
Type: Journal Articles
Subjects: Recess Breaks,Play,Student Needs,Student Behavior,Social Development,Emotional Development,Peer Relationship,School Schedules,Child Health,Physical Activities,School Culture

Given the evidence of the value of recess for children and teachers, what can educators, schools, and districts do to promote this critical aspect of the education of the whole child? Daily decisions about who gets recess and when and where it will happen are often made by teachers; thus, teachers are a crucial link for recess. Policies that support daily recess for all children are also essential, especially when it comes to the practice of withholding some or all of recess for disciplinary reasons. In this article, the authors describe recess and the importance of play, discuss the current state of recess in schools and integrating recess into school culture, and describe promising programs that expand our understanding of why recess and play are crucial.
Online Interaction Quality among Adult Learners: The Role of Sense of Belonging and Perceived Learning Benefits
Author: Diep, Nguyet A.
Date: 2017-04-00
Type: Journal Articles
Subjects: Social Cognition,Social Capital,Adult Learning,Interaction,Blended Learning,Educational Benefits,Electronic Learning,Interpersonal Relationship,Trust (Psychology),Group Unity,Questionnaires,Factor Analysis,Path Analysis,Sense of Community,Altruism,Adult Education,Foreign Countries,Statistical Analysis,Least Squares Statistics

The present study employs social cognitive theory (SCT) and social capital as the guiding frameworks to explain online interaction quality among learners in a blended learning program (N = 179). Capturing performance expectancy by perceived learning benefits and online interaction quality with nuanced cognitive measures, the study aims to validate how the SCT and social capital, which are mostly used in predicting online interaction quality in virtual settings, are applicable in an academic setting. More specifically, we investigate the relationship between trust, norms of reciprocity, sense of belonging, altruism, perceived learning benefits and learners' perception of online interaction quality. Data were collected quantitatively by means of a questionnaire. Confirmatory factor analysis (CFA) and path analysis were employed to validate the instrument and answer the research question respectively. The findings show that only sense of belonging and perceived learning benefits significantly account for a moderate variance in online interaction quality (R[superscript 2] = 0.46). Based on the findings, implications for instructional practice and further research are suggested.
Screen Design Principles of Computer-Aided Instructional Software for Elementary School Students
Author: Berrin, Atiker
Date: 2017-04-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Computer Software,Educational Technology,Elementary School Students,Design,Student Attitudes,Foreign Countries,Student Surveys,Questionnaires,Color,Animation,Screening Tests,Student Characteristics,Statistical Analysis

This study aims to present primary school students' views about current educational software interfaces, and to propose principles for educational software screens. The study was carried out with a general screening model. Sample group of the study consisted of sixth grade students in Sehit Ögretmen Hasan Akan Elementary School. In this context, the evaluation of 142 sixth grade students' about existing software are analyzed with Instructional Software Screen Design Survey. Some of the survey items were created by researchers and some of them were taken from previously created questionnaire items. The research is limited with Bilden, Eurosoft, Kraker software and the sample group is limited to sixth grade students in Sehit Ögretmen Hasan Akan Elementary School. In the scope of this study, selected examples of current instructional software are evaluated in terms of graphics, text, animation, color and screen layout. Survey data where students' ideas are collected is processed with the SPSS 15 software. There is significant difference in text, graphic and screen layout of three software. In addition, there is significant difference between Eurosoft and the other two software in terms of color and animation. In the light of the findings, revision of educational software will be useful. Qualified screen designs will be created with user reviews and the studies done in this field. Uncomplicated, simple structured graphics, and animations created with vibrant colors, and screenshots which can be adapted easily, won the admiration of students. The study based on findings aims at guiding software manufacturers and educators.
Spread the Word: In New York City, Encouraging Successful Schools to Share and Grow
Author: Dubin, Jennifer
Date: 2017-00-00
Type: Journal Articles
Subjects: Public Schools,Contracts,Educational Planning,Teamwork,Outcome Measures,School Effectiveness,Best Practices,School Administration,Educational Improvement

In New York City, which has the largest school district in the country, there are 1,700 public schools--and one contract for all of them. Often, schools want to make changes to the contract on a limited set of topics, a practice the district has long allowed. The Progressive Redesign Opportunity Schools for Excellence (PROSE) provides a structure to enable schools with a proven record of collaboration between teachers and administrators to make changes outside of the contract and regulations to support student learning and teacher development. The program was created to encourage schools to replicate and build on some of the best practices they had spent years putting in place: shared decision making, classroom visits by peers seeking to improve, scheduling changes to allow for more planning time and in-depth student work, and support for diversity in student enrollment. In this article, the PROSE program is described and the implementation and effectiveness of the program in the Brooklyn New School and the International High School at LaGuardia Community College is discussed.
The Teacher Residency: A Practical Path to Recruitment and Retention
Author: Guha, Roneeta
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Persistence,Teacher Recruitment,Residential Programs,Program Design,College School Cooperation,Partnerships in Education,Selection Criteria,Student Recruitment,Program Descriptions,Mentors,Apprenticeships,Program Effectiveness,Preservice Teacher Education

Recruitment and retention challenges are once again leading to teacher shortages across the nation. Especially in urban and rural school districts, low salaries and poor working conditions often contribute to the difficulties of recruiting and keeping teachers, as can the challenges of the work itself. As a consequence, in many schools--especially those serving the most vulnerable populations--students often face a revolving door of teachers over the course of their school careers. Newly emerging teacher residency programs seek to address these problems by offering an innovative approach to recruiting and retaining high-quality teachers. Residencies have typically been focused in hard-to-staff geographic areas (urban and rural) and subject areas (e.g., mathematics, science, special education, and bilingual/English as a second language teaching). They recruit the teachers that local districts know they will need early, before they are prepared, so that they can then prepare them to excel and remain in these schools. When used in this deliberative manner, teacher residencies can address a crucial recruitment need while also building the capacity of districts to provide high-quality instruction to the students they serve. The design of teacher residency programs, their key characteristics, and their impact are discussed.