ethanporcaro/eric-fulltext-meta huggingface dataset:
Using a PRISM for Reflecting: Providing Tools for Study Abroad Students to Increase Their Intercultural Competence
Author: Williams, Tracy Rundstrom
Date: 2017-00-00
Type: Journal Articles
Subjects: Study Abroad,Intercultural Programs,Interpersonal Competence,Student Needs,Student Experience,Reflection,Statistical Analysis,Qualitative Research,Cues,College Students,Essays

Numerous studies have shown that simply being in another culture does not guarantee the development of intercultural competence. Students need guidance to seek out opportunities to engage and to make sense of those experiences. Reflection has become a popular methodology to assist students with this. Unfortunately, students often do not know how to do reflective writing or do not have cultural incidents to write about. This research examines one approach to guiding reflection: the use of prompt questions to elicit thoughtful responses and the integration of readings to provide context and grounding. This study demonstrates that reflective writing can be an effective tool for intervening in student learning abroad if done with structure and intentionality
Components of Reflection: A Longitudinal Analysis of Study Abroad Student Blog Posts
Author: Savicki, Victor
Date: 2017-00-00
Type: Journal Articles
Subjects: Reflection,Longitudinal Studies,Study Abroad,Student Journals,Electronic Publishing,Web 2.0 Technologies,Outcome Measures,College Students,Content Analysis,Cognitive Ability,Program Descriptions,Emotional Adjustment,Student Satisfaction,Statistical Analysis

Reflection supports actively transforming perspectives regarding study abroad experiences. The current study examines the &quot;how&quot; of reflection. Content of reflections is dictated by questions posed. The process of reflection is less prescribed yet revealing of paths to student understanding. Students posted to a web log (blog) over six time periods during their study abroad sojourn. Five reflection components were identified and tracked via cognitively complex processes and emotional aspects of their writings as analyzed by linguistic inquiry computer software. Changes in language usage revealed patterns of how students reflected. A precipitous drop in identifying distinctions between self and the host culture during immersion seemed to indicate an intense struggle attempting to make meaning of their experience. Also, findings highlighted markedly conflicted feelings both at pre-departure and upon reentry. Linguistic analysis proved promising for both assessment and design of reflective prompts.
Doing More with Less: Civic Practices for Longer-Term Impact in Global Service-Learning
Author: Alonso García, Nuria
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Study Abroad,Global Education,College Students,Case Studies,Story Telling,Intercultural Communication,Intercultural Programs,International Cooperation,Outcomes of Education,Classification,Program Descriptions,Educational Practices,Foreign Countries

This essay explores the potential value of short-term study abroad experiences within the unique framework of a new global service-learning program at Providence College which connects international with local engagement as a way to &quot;do more with less.&quot; The authors first introduce a typology for global service-learning, illustrating how this model fits within current approaches to international service-learning. They then describe a case study, &quot;Voices Across Borders,&quot; the global service-learning program which provides opportunities for students to engage with rural Nicaraguan and urban Providence youth through projects that harness the power of storytelling to make connections across borders. Based on the lessons from this effort, the essay offers a set of civic practices that can support the longer-term impact of short-term global service-learning, including i) fostering storytelling across borders; ii) cultivating students as partners; iii) developing reciprocal community partnerships; and iv) creating public work, visual, auditory or performing public artifacts. After describing the challenges for short-term international engagement, the authors conclude that global service-learning initiatives might more appropriately be focused on collaborative learning, rather than service, as a way of thinking more comprehensively about the entire global &quot;ecology of education&quot; which links learning at the international and local levels.
Supporting Child Participation in the Early Years of Education
Author: Sturges, Marion
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Ethnography,Participation,Workshops,Preschool Education,Interviews,Surveys,Freehand Drawing,Photography,Student Attitudes,Participative Decision Making,Outdoor Education,Student School Relationship,Teacher Student Relationship,Family School Relationship,Social Change

This paper aims to contribute to conversations around child participation within early childhood settings in Australia. Ethnographic approach was used for this study to explore child participatory workshops in Early Childhood Centers. The center in which this study took place was chosen as one of the sites of analysis for a broader PhD research project. Data were collected at the Early Childhood site using a variety of collection tools deemed child friendly amongst educators who conducted participatory workshops. By examining the pedagogical actions of the center, this paper explores six of their practices which support child participation. The findings provide practical applications of examples of practices which may be adopted by early childhood educators.
Investing in Education: Pakistan as a Traditional Society in a Modern World
Author: Nauman, Sarwat
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Donors,Cultural Influences,Religious Cultural Groups,Islamic Culture,Questionnaires,Family Environment,Human Capital,Educational Policy,Policy Formation,Late Adolescents,Grade 11,Grade 12

Developing countries have seen a direct influence of foreign players on their educational policies. This influence of foreign players on the Pakistani educational policy has been direct and prominent after 9/11 attacks. This paper looks into the effectiveness of money spent by the donor nations to malign the effect of Islamization in the Pakistani society. This research was conducted taking into consideration the ideas that investment in the Pakistani education sector by foreign donors have not westernized the Pakistani youth and that there is no difference between the perception of the Pakistani youth and their parents with regard to culture and religion. The sample selected consisted of 120 youngsters aged between 16 to 18 years of age. A questionnaire consisting of 17 yes/no questions was used to collect the required data. The results from the research showed that the family structure in Pakistan was half way between traditional and western. There were certain things that the Pakistani youth understood as an essential part of their lives, and there was no compromise on the traditional values, whereas there were other things that the youth considered less important and these were steadily disappearing from their set of traditional values.
Relationship between Bilingual Instruction and Learners&apos; Performance in English as Second Language Context
Author: Khan, Huma Imran
Date: 2015-06-00
Type: Journal Articles
Subjects: Bilingual Education,Academic Achievement,English (Second Language),Statistical Analysis,Correlation,Control Groups,Experimental Groups,Second Language Learning,Second Language Instruction,Likert Scales,Feedback (Response),Public Schools,Language Teachers,Comparative Analysis,Secondary School Students,Secondary School Teachers,Questionnaires,Foreign Countries,Outcomes of Education

The prime purpose of this study was to explore a correlation between bilingual instruction in an ESL class and the class performance of the ESL learners at the secondary level. Quantitative research method was used to evaluate the test performance of 60 ESL learners divided into two groups: One was the controlled group (which was given instructions in L2 only) and the other was the treatment group (which was given instructions in both L1 and L2) in Public School settings. Apart from the students, 15 language teachers' feedback upon their perceptions of L1 usage in L2 classrooms was taken by using the Likert scale feedback forms. The results confirmed that the instructions given bilingually are directly associated to improved learner outcomes and teachers' responses for the usage of L1 in classrooms showed a strong positive response.
Motivating Learning in Mathematics through Collaborative Problem Solving: A Focus on Using Rich Tasks
Author: Mirza, Anusha
Date: 2014-06-00
Type: Journal Articles
Subjects: Learning Motivation,Secondary School Mathematics,Mathematics Education,Secondary School Students,Cooperative Learning,Problem Solving,Qualitative Research,Action Research,Semi Structured Interviews,Foreign Countries,Economically Disadvantaged,Middle Class,Intervention,Teaching Methods,Student Attitudes,Preferences,Difficulty Level,Task Analysis

This paper is based on the concept that lively and interactive math classes are possible by incorporating rich tasks to meet the needs of students operating at different levels in the classrooms. A study was carried out to find out the impact on learning and motivation of using rich tasks at secondary level in the maths class by incorporating co-operative learning. Qualitative research paradigm was opted for the study using an action research approach and the data were collected through two semi-structured interviews conducted at the onset of the research and after the intervention. Few important findings indicate that rich tasks demand different levels of challenge and extend opportunities to those students who need them.
Academic Reading Strategies Used by Leeds Metropolitan University Graduates: A Case Study
Author: Sohail, Samira
Date: 2015-12-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Graduate Students,College Graduates,Reading Strategies,Case Studies,Reading Improvement,Efficiency,Reader Text Relationship,Critical Reading,Reading Skills,Reading Habits,Questionnaires,Likert Scales,Mastery Learning

Academic reading is different from other forms of reading because it is complex and discipline-specific. It involves a measured, challenging, and multifaceted process in which students are dynamically engaged with a range of reading strategies. Academic reading improvement is possible, provided students work on it and there are no short cuts or remedies which will cure the reading problems. Reading improvement is hard work and a difficult task, but it is rewarding as well. This study examined the selection and use of academic reading strategies used by the undergraduate and postgraduate students studying at Leeds Metropolitan University, Headingley Campus, Leeds. A quantitative data study was carried out to investigate three aspects of academic reading strategies: (a) efficiency, (b) interacting with texts, and (c) critical reading strategies. The results of this survey suggest that the participants on balance have proficient reading skills, but a significant number of participants have ineffective reading strategies and bad reading habits. Recommendations and suggestions have been put forward to improve academic reading strategies and for further research.
Efficacy of Skill Development Techniques: Empirical Evidence
Author: Gul, Eijaz
Date: 2014-12-00
Type: Journal Articles
Subjects: Skill Development,Learning Strategies,Teaching Methods,Instructional Effectiveness,Student Attitudes,Questionnaires,Statistical Analysis,Guidelines,Cooperative Learning,Self Evaluation (Individuals),Time Factors (Learning),Institutes (Training Programs),Foreign Countries

Making students skillful is the ultimate aim of teaching. The teacher who feel that their jobs are over once they explain and demonstrates the lesson in the class is certainly on the defective side of thinking. Rather, students must be guided towards the objectives of learning demonstrated through modeling, and given ample practice to handle learning independently. This paper elucidates various techniques available for skill development by studying the case of 75 students. Their views regarding learning were gathered through a questionnaire. A statistical analysis of their views was carried out, after which they were given a skill to practice through a selected technique which they considered as the most effective technique for skill development. It was empirically concluded that students learned the skill more rapidly when they are allowed to use their initiative and judgment in a mutual practice technique of skill development. At the end, guidelines for effective skill development have been suggested which could be adopted by teacher for skill training of students.
Bloom&apos;s Taxonomy: Improving Assessment and Teaching-Learning Process
Author: Chandio, Muhammad Tufail
Date: 2016-12-00
Type: Journal Articles
Subjects: Learning Processes,Public Sector,Foreign Countries,Secondary Education,Educational Objectives,Classification,Rote Learning,Memorization,Statistical Analysis,Taxonomy,Educational Assessment

This research study critically analyzes the scope and contribution of Bloom's Taxonomy in both assessment and teaching-learning process. Bloom's Taxonomy consists of six stages, namely; remembering, understanding, applying, analyzing, evaluating and creating and moves from lower degree to the higher degree. The study applies Bloom's Taxonomy to the prevailing assessment system at the level of secondary education in Sindh. The data are collected from the last five years' question papers used by the Board of Intermediate and Secondary Education (BISE), Karachi, Hyderabad Sukkur at secondary level for the subject of English. The questions asked in these papers are classified and analyzed from the vintage point of Bloom's Taxonomy to determine whether the present assessment system focuses on the lower degrees of learning like remembering, understanding, applying or it transcends to the higher degrees such as analyzing, evaluating and creating. The data are quantitative hence SPSS. 20 is used to analyze and draw conclusions and results. The findings of this study will help to improve both assessment and teaching-learning process, which will hopefully uplift the learner from the sheer practices of description, rote-learning and memorization to the profound level of analysis, evaluation and creativity.
Language Ideologies in a Business Institute: A Case Study of Linguistic and Socio-Cultural Realities
Author: Sikandar, Aliya
Date: 2014-12-00
Type: Journal Articles
Subjects: Language Attitudes,Case Studies,English (Second Language),Second Language Learning,Business Schools,Social Structure,Foreign Countries,Power Structure,Discourse Analysis,Language Role,Ethics,Equal Education,Semi Structured Interviews,Management Development

This case study explored the English language related ideologies of different management groups and student representatives at a business school of Karachi, Pakistan. The study tried to bring an insider's perspective to the causes of certain language ideologies prevalent in the business school's social structure, and the role language played in power relations between the main actors of the community. For this purpose, a sample of four research participants from each of the focussed management cadres was selected for study. Analysis of semi-structured interviews, administered on the participants, was done using Fairclough's (2009) dialectical-relational approach of critical discourse analysis (CDA). The study suggested the prevalence of certain language ideologies that were manifested and latent in the discourses of the participants. These deeply rooted beliefs were predominantly patterned by centering authorities: language became a means for those in power to sustain their hegemony and maintain social stratification in society. Functionally, English played a stratifying role, and also was found to be extensively perceived as a commodity, a product that is to be acquired or attained. The study realised this social wrong of inequity and divide in a particular community, and on the basis of the findings, recommends a reorganizing of social structures into those of more inclusive and democratic ones for the operationalizing of equality and fairness in social practices.
Conduct Problems in Children Attending Pre-Primary Schools in Rural Areas of Pakistan
Author: Bhamani, Shelina
Date: 2014-06-00
Type: Journal Articles
Subjects: Behavior Problems,Rural Areas,Foreign Countries,Young Children,Statistical Analysis,Early Childhood Education,Early Intervention,Gender Differences,Child Behavior,Comparative Analysis

The aim of this study was to explore the conduct problems faced by school going children in the rural areas of Pakistan. Two hypotheses were formulated to explore the significant differences between the intervention and non-intervention groups and gender on the variables of conduct and internalization. The data of a total 386 young children were collected from three different regions, who were enrolled in government pre-primary classes. The children under study comprised two kinds of schools: intervention schools that had early childhood interventions, and non-intervention schools. The data analysis revealed no significant difference between children in intervention and non-intervention schools. However, there was a gender difference found in the variables of conduct and internalization. The conclusion of the study was framed to provide implications of the study for professionals.
Head Teachers and Teachers as Pioneers in Facilitating Dyslexic Children in Primary Mainstream Schools
Author: Jaka, Fahima Salman
Date: 2015-12-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Elementary School Teachers,Administrator Role,Teacher Role,Interviews,Dyslexia,At Risk Students,Emotional Disturbances,Academic Achievement,Student Needs,Mainstreaming,Low Achievement,Educational Environment,Faculty Development,Teacher Competencies,Qualitative Research,Intervention

This study explores the perceptions of school heads and teachers in facilitating young dyslexic children in primary mainstream schools of Pakistan. Through purposive sampling, the researcher selected eight participants: Four primary school heads and four primary teachers from elite schools of Karachi. The research instrument selected for this study was in-depth interviews to get a deeper insight of school heads' and teachers' perceptions regarding the facilitation of dyslexic children. The findings revealed that children with dyslexia face many emotional and academic problems and only a few elite schools provide policy to facilitate them in mainstream education. Findings showed that some schools hired remedial teaching services or special education services and the school heads and primary teachers put in immense effort in preparing intervention plans and evaluation plans to suit individual and young dyslexic children needs. It was also suggested that positivity of the learning environment depends upon the teachers. The findings further disclosed that unlike the more developed nations, apart from a few elite schools in Pakistan, there is no importance paid to professional training related to dyslexia.
Exploring Perceptions of University Students Pertaining to Grades over Knowledge and Skills
Author: Hasnain, Asma
Date: 2014-12-00
Type: Journal Articles
Subjects: Student Attitudes,College Students,Grades (Scholastic),Grading,Foreign Countries,Qualitative Research,Phenomenology,Private Colleges,Research Methodology,Interviews,Grade Point Average,Job Skills,Ability,Knowledge Level

The aim of the research was to study the phenomenon surrounding the perspective of university students preferring grades to knowledge and skills. Three currently enrolled participants were selected from different private universities of Karachi. Participants' interviews were examined through thematic analysis. The findings suggested that students give preference to grades and knowledge, more job oriented focus of the study and made recommendations for institutions and academicians for further probing of the issue in hand.
Perceptions of Teachers towards Assessment Techniques at Secondary Level Private School of Karachi
Author: Fatemah, Henna
Date: 2015-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Evaluation Methods,Secondary School Teachers,Private Schools,Foreign Countries,Qualitative Research,Research Design,Interviews,Secondary Education,Case Studies,Semi Structured Interviews,Diagnostic Tests,Summative Evaluation,Formative Evaluation,Curriculum,Exit Examinations

This paper sets out to explore the perceptions of teachers towards assessment techniques at a secondary level private school of Karachi. This was conjectured on the basis of the circumstances of parallel boards in the education system of Pakistan and its effectiveness within the context with respect to the curriculum. This was gauged in line with the forms and techniques of assessment corresponding with the curriculum. A qualitative research design based on interviews was chosen for this study. Purposive sampling was used to select the teachers from a school. The findings of the study revealed that the General Certificate of Secondary Education (GCSE) is best suited to assess students' knowledge and skills and the teachers viewed that in order for students to be accomplished in this board, the ways of assessment must take a more meaningful measure of evaluating students' progress.
Exploring the Contribution of Teaching and Learning Processes in the Construction of Students&apos; Gender Identity in Early Year Classrooms
Author: Baig, Amina
Date: 2014-06-00
Type: Journal Articles
Subjects: Identification (Psychology),Sexual Identity,Single Sex Schools,Observation,Teacher Student Relationship,Interaction,Peer Relationship,Focus Groups,Semi Structured Interviews,Teacher Influence,Teacher Expectations of Students,Qualitative Research,Case Studies,Gender Bias,Elementary School Students,Elementary School Teachers,Foreign Countries

The present study explores how gender identity construction takes place in a single gender classroom in early years. Qualitative research guided the study design which was conducted in two public sector single gender schools. The data were collected through observations of the teacher-student interaction, student-student interaction, focused group discussion, and semi-structured interviews. The study found that teaching and learning is gendered in single sex settings as gender messages are passed on to the students, who play an important role in the gender identity construction of these children. The study also indicated that the teachers' personal experiences greatly affect their perceptions regarding gender identities. There was also evidence of teachers having different expectations for girls and boys. Schools were hence found promoting stereotypes regarding gender roles and responsibilities in a social context.