ethanporcaro/eric-fulltext-meta huggingface dataset:
The Contribution of Listening Strategy Instruction to Improving Second Language Listening Comprehension: A Case of Iranian EFL Learners
Author: Fathi, Jalil
Date: 2019-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Learning Strategies,Literature,Teaching Methods,Listening Comprehension,Foreign Countries,Language Tests,College Students,Instructional Effectiveness

As an attempt to shed more light on the effectiveness of strategy instruction in second language (L2) learning, the present study was set to investigate the contribution of listening strategy instruction to improve listening comprehension of English as foreign language (EFL) learners in Iranian context. In so doing, a number of 52 English literature students of two intact classes at Islamic Azad University, North Tehran Branch, in Iran served as the participants of the study. The two classes were randomly assigned to an experimental group and a control group. The experimental group received the listening strategy instruction according to the approach proposed by Yeldham and Gruba (2014), whereas the control group was taught with regular method with no strategy instruction. The listening section of the International English Language Testing System (IELTS) was administered to measure the listening comprehension ability of the students before (i.e., as pre-test) and after (i.e., as post-test) the strategy instruction. Oxford Placement Test (OPT) was also administered to ensure the homogeneity of the participants with regard to their general English proficiency. The findings revealed that the experimental group significantly outperformed the control group on the listening performance test, suggesting that the listening strategy instruction was effective in enhancing listening comprehension of the participants.
The Role of &quot;Jigsaw&quot; Method in Enhancing Indonesian Prospective Teachers&apos; Pedagogical Knowledge and Communication Skill
Author: Halimah, Leli
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Preservice Teachers,Pedagogical Content Knowledge,Communication Skills,Instructional Effectiveness,Preservice Teacher Education

The broad context of this paper is based on the authors' fieldwork experience in implementing a jigsaw-type cooperative learning method. The paper aims to explore the role of Jigsaw Model for prospective teachers' understanding of pedagogical content knowledge and how it can be integrated with their instructional communication skill. This study was a qualitative case study. Sixty second-year university students were involved as the study participants. Data were gathered through observations, field notes, and interviews with key respondents. The data were thematically analyzed, and they were interpreted based on the prepared achievements indicator. The results of the study reveal that the implementation of a jigsaw-type cooperative learning method is successful in improving both pedagogical content knowledge and verbal communication skill of the prospective teachers.
The Study of Relationship between Kolb&apos;s Learning Styles, Gender and Learning American Slang by Iranian EFL Students
Author: Biabani, Miriam
Date: 2019-04-00
Type: Journal Articles
Subjects: Correlation,Cognitive Style,English (Second Language),Second Language Learning,Second Language Instruction,Language Variation,Foreign Countries,Measures (Individuals),Gender Differences,Language Tests,Language Proficiency,Experiential Learning,Teacher Education,Teaching Methods,Undergraduate Students

This study aimed to investigate the relationship between Kolb's learning styles and learning slang among Iranian EFL students with a gender-based focus. To this end, 63 EFL students of Tehran University were selected as the participants of the study out of 70 through the proficiency test by simple random sampling. The participants were both genders--27 males and 36 females aged between 18 and 25 in 2017-2018. Using descriptive statistics, correlation, regression and t-test, the data were analyzed. The results of the study indicated a high, significant and positive regression of Kolb's learning style. The highest correlation between Kolb's learning styles and learning American slang was related to the Concrete Experience (CE) and the weakest one was related to the Abstract Conceptualization (AC). The results of the correlation demonstrated positive, significant and high correlation between the Kolb's (2005) learning styles and slang learning. Likewise, the study showed the highest correlation between the experiential learning styles (Concrete Experience, CE) and the slang learning. Meanwhile, the study showed non-significant correlation either between gender and slang learning or between gender and learning styles. The implication is that the teacher trainers may include fostering the beneficial learning styles in their lesson plan in order to improve the teachers' teaching.
Stability of Risk Status during Preschool
Author: Milburn, Trelani F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Children,Phonological Awareness,At Risk Students,Disadvantaged Schools,Incidence,Literacy,Identification,Predictor Variables,Scores,Reading Tests,Alphabets,Cognitive Development,Young Children,Intelligence Tests,Parent Attitudes,Classification

The current study investigated the stability of children's risk status across the preschool year. A total of 1,102 preschool children attending Title 1 schools (n = 631) and non-Title 1 schools (n = 471) participated in this study. Using averaged standard scores for two measures of language, print knowledge, and phonological awareness administered at the beginning of preschool (Time 1) and midyear (Time 2), children were classified as at-risk or not at each time point. Prevalence rates were determined for four categories of risk status: (1) always at risk, (2) only at risk at Time 1, (3) never at risk, and (4) only at risk at Time 2. Univariate and multivariate analyses indicated that the best predictor of children's risk status was their level of skill in the respective literacy domain at the beginning of preschool. These results suggest that children with stable risk can be identified early and may benefit from the early provision of extra instructional support within a response-to-instruction framework.
Student Practice Opportunities in Core Mathematics Instruction: Exploring for a Goldilocks Effect for Kindergartners with Mathematics Difficulties
Author: Doabler, Christian T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Kindergarten,Young Children,Mathematics Achievement,Drills (Practice),Direct Instruction,Core Curriculum,Learning Problems

Opportunities for practice play a critical role in learning complex behaviors. In the context of explicit mathematics instruction, practice facilitates systematic opportunities for students with mathematics difficulties (MD) to learn new mathematics content and apply such knowledge and skills to novel mathematics problems. This study explored whether there is an optimal amount of student practice that teachers should provide in core mathematics instruction to maximize the mathematics achievement of kindergarten students with MD, a so called &quot;Goldilocks effect,&quot; as opposed to simply &quot;more is better.&quot; Results from observation data collected in a large-scale efficacy trial supported the latter rather than the former. Specifically, we found that three individual practice opportunities for every explicit teacher demonstration of mathematical content was associated with increased mathematics achievement for students with MD relative to fewer practice opportunities. Implications for facilitating frequent student practice opportunities during core mathematics instruction and designing professional development for teachers who work with students with MD are discussed.
Assessing the Impacts and Ripple Effects of a Community-University Partnership: A Retrospective Roadmap
Author: Zimmerman, Emily B.
Date: 2019-00-00
Type: Journal Articles
Subjects: School Community Relationship,Participatory Research,Urban Areas,Urban Universities,Program Effectiveness,School Community Programs,Research Projects,Community Benefits

Each community-based participatory research (CBPR) partnership may incur &quot;ripple effects&quot; -- impacts that happen outside the scope of planned projects. We used brainstorming and interviewing to create a roadmap that incorporated input from nine CBPR participants and five community/academic partners to retrospectively assess the ripple effects observed after five years of participatory research in one urban community. The resulting roadmap reflected a range of community impacts which we then divided into four key areas: impacts in the community (i.e., strategies, programs, and policies implemented by community partners), impacts on the CBPR team, impacts on individuals (participants and community members), and contributions to the field and the university. Our approach focused on observing what happened in the community that was directly or indirectly related to our partnership, process, products, and relationships. Much of the impact we observed reflected the synergy of sharing our research and community voice with responsive partners and stakeholders.
Beyond Employability: Embedding Soft Skills in Higher Education
Author: Tang, Keow Ngang
Date: 2019-04-00
Type: Journal Articles
Subjects: Employment Potential,Higher Education,Foreign Countries,Workshops,Critical Thinking,Thinking Skills,Teamwork,Communication Skills,Problem Solving,College Faculty

Today, higher education institutions are being evaluated by the manners in which they react to the social and economic needs of society, that is, how they are expediting social mobility and wider access to higher education, hence this leads to their actions to enhance graduate employability. Therefore, this research was designed to examine the 34 lecturers who joined a workshop related to how they are transferring soft skills and sharing their experiences of their instructional activities. These 34 lecturers are eligible participants who have fulfilled the criteria given by Newton Fund Researcher Links Workshop comprising of 20 Thai, 13 United Kingdom, and one Vietnamese. A qualitative interview research method was employed. An interview protocol was used as an instrument to explore the key ideas from these participants on how to embed soft skills in detail to enhance graduate employability. Results of the study revealed that most of the higher education institutions have been facing the challenges head-on, rethinking the role of career services, academics, and even support services in boosting employability. In addition, results also indicated that in the United Kingdom higher education system has been emphasized on the vital importance of non-academic skills to employability. Besides, participants have highlighted a list of soft skills that graduates should possess and it seemed that the place where these skills will most often be instructed is in the lecture theatre, the tutorial room or the study group. Those soft skills are depending on how lecturers to ensure that they are embedded these soft skills in their course design and delivery.
Using Dictogloss to Advance Proficiency and Accuracy in Teaching Arabic
Author: Husseinali, Ghassan
Date: 2013-00-00
Type: Journal Articles
Subjects: College Students,Second Language Instruction,Second Language Learning,Semitic Languages,Instructional Effectiveness,Teaching Methods,Class Activities,Language Proficiency,Accuracy,Vocabulary Development,Grammar,Notetaking

This study investigates the effectiveness of using dictogloss in making students notice and reproduce key vocabulary and highlighted structural features in a college intermediate level Arabic L2 class. Dictogloss is a technique used in second language classes to make students pay attention to the relationship between form and meaning. Students listened to a short text containing the target form(s) read aloud by the instructor. Students were asked to work in small groups/pairs to reconstruct the original text. Data for this study were obtained from individual student notes, group-generated text reconstructions, and post-dictogloss reflections. The results of this classroom-based investigation show a significant gap between individual student notes and the final groups-reconstructed texts in terms of both quantity and quality.
The Use of Expert Systems in Individualized Online Exams
Author: Simsek, Irfan
Date: 2019-04-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Artificial Intelligence,Adaptive Testing,Item Response Theory,College Faculty,Expertise,Teacher Attitudes,Foreign Countries

With the Expert Examination System developed within the scope of this study, questions can be prepared in accordance with the measurement and evaluation criteria in education, which helps measure the students' actual knowledge levels effectively. It is possible to create exam forms by using these questions. The developed Special Examination System records the data of the student and the student's interaction with the system and determines the questions to be used to measure the knowledge level of the student and the order of the system in accordance with the information obtained from the student. In addition, what has also been taken into consideration in the development of this system is that it can be developed according to the needs and student characteristics, and that it can be adapted to the current situation. The aim of this study is to develop an individual exam module where the questions are categorized according to cognitive levels, item difficulty and item discrimination are calculated automatically and difficulty levels are adjusted according to the situation of answering the questions of the person during the examination in both classroom and online environments.
The Research of Socio-Economic Development in the European Union Countries with an Application of the Modified HDI Indicator
Author: Migala-Warchol, Aldona
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Social Indicators,Social Development,Economic Development,Socioeconomic Status,Quality of Life

The aim of this paper will be the presentation of an alternative, a deeper one compared to the popular measure of the standard of living, which is HDI, a measure of the socio-economic development of residents of the European Union. In this article the synthetic index of the socioeconomic development of the European Union countries will be presented. It will be calculated through the use of the following determinants: 'Economy and Finance', 'Science and Technology', 'Health', 'Education' and 'Living Condition'. This index of the socio-economic development of residents of the European Union countries will be created as an arithmetic mean of indicators counted for particular determinants. The index, which will be created, is treated as a modified Human Development Index due to the fact that it will be completed with the added information.
School Attachment and Video Game Addiction of Adolescents with Divorced vs. Married Parents
Author: TAS, Besra
Date: 2019-04-00
Type: Journal Articles
Subjects: Student School Relationship,Video Games,Addictive Behavior,Adolescents,Divorce,Marital Status,Foreign Countries,Internet,Social Media,Academic Achievement,Gender Differences,Age Differences,Socioeconomic Status,Parent Background,Educational Attainment,Institutional Characteristics

The aim of this paper will be the presentation of an alternative, a deeper one compared to the popular measure of the standard of living, which is HDI, a measure of the socio-economic development of residents of the European Union. In this article the synthetic index of the socioeconomic development of the European Union countries will be presented. It will be calculated through the use of the following determinants: 'Economy and Finance', 'Science and Technology', 'Health', 'Education' and 'Living Condition'. This index of the socio-economic development of residents of the European Union countries will be created as an arithmetic mean of indicators counted for particular determinants. The index, which will be created, is treated as a modified Human Development Index due to the fact that it will be completed with the added information.
Exploring the Relationship of Background, Technology and Motivation Variables to Business School Transfer Intent for Two Mixed Course Format Business Undergraduate Samples
Author: Blau, Gary
Date: 2019-03-00
Type: Journal Articles
Subjects: Undergraduate Students,Business Schools,College Transfer Students,Intention,Student Characteristics,Student Motivation,Online Courses,Grade Point Average,Majors (Students)

Business students are increasingly taking online courses to supplement their more traditional face-to-face (F2F) course-delivered education. This study explored the relationship of demographic, curricula, and motivation variables on business school transfer intent for a mixed course delivery sample of undergraduate business students taking online classes. Two separate samples of students taking both online and F2F courses (i.e., mixed course delivery format) filled out an online survey in the fall 2016 and spring 2017 semesters. Intent to transfer business schools was lower for both samples. Results showed that being male, perceived favorability of online courses, and lower institutional commitment were significant correlates of intent to transfer across both samples. This outcome variable, intent to transfer, should be added to the research agenda for ongoing efforts across all universities and colleges when testing the impact of online education.
New Approach at Evaluating the Private Schools&apos; Curriculum: I-CODE Model
Author: Aygören, Fatih
Date: 2019-04-00
Type: Journal Articles
Subjects: Curriculum Evaluation,Private Schools,Evaluation Methods,Computer Uses in Education,Parent Attitudes,Student Attitudes,Elementary Secondary Education,Foreign Countries

This research is designed to develop the I-CODE model, which is a unique approach to evaluate curricula. Basic features of the model, design process, code of practice, feasibility and functionality were investigated. It was concluded in accordance with the first sub-objective of the study that the model has features such us having a subjectivist and utilitarian philosophy; relativist and consumerist ideology, a design which is consumer-oriented and participant-oriented; externally-directed regarding the types of evaluation; and making informal, input, process, output, impact evaluation and inspired by Goal Free, Consumer-Oriented, Responsive curriculum evaluation models. In the design process of I-CODE model, analyses of the needs of the consumers were made through an interview and these analyses was supported by literature review and curriculum evaluation questions of the model were determined. Accordingly, icode.com.tr curriculum evaluation website belonging to I-CODE model was designed and has been put into practice as a pilot project for the evaluation of private schools. The process to develop the I-CODE model continued through feedback from the pilot project and expert perspectives. Implementation principles of the I-CODE model have been clarified through interviews and literature review. This model is based on parents' and students' evaluation of the curricula through becoming a member of icode.com.tr website. All private schools in Turkey can be displayed on the system. The evaluation is carried out by the consumers by scoring ten questions out of ten about the school's curriculum. After each beneficiary evaluation, the score is being updated. Furthermore, the general and sub-statistics of the school's curriculum can be displayed separately and continuously. In accordance with the second sub-objective of the research, it was concluded that this model is need-oriented, functional and useful at curriculum evaluation. The model, while being practicable from an educational point of view, needs to be sensitive to legal aspects.
Integrating UDL Strategies into the Online Course Development Process: Instructional Designers&apos; Perspectives
Author: Singleton, Korey
Date: 2019-03-00
Type: Journal Articles
Subjects: Online Courses,Access to Education,Instructional Design,Research Universities,Curriculum Development,Attitudes,College Faculty,Resistance to Change,Educational Cooperation,Adoption (Ideas),Academic Accommodations (Disabilities)

This qualitative case study design examined the perspectives that instructional designers at a four-year research institution in the Mid-Atlantic region of the United States have about integrating UDL strategies into the online course development process. The participants were six individuals involved in the online course development process: four of the participants were instructional designers working for the Instructional Design Team, one participant was an assistant program manager in the Office of Distance Education, and the other was an instructional designer working in the College of Health and Human Services. The interviews focused on the participant's perspectives on the integration of UDL strategies and how they believe faculty perceived such practices. Using a series of semistructured interviews and document analysis, three distinct themes emerged: (a) the importance of the instructional designer-faculty member partnership, (b) the number of factors impacting faculty adoption of UDL strategies in their online courses, and (c) faculty resistance to changes in how classroom accommodations are addressed in the higher education classroom. In addition to highlighting factors impacting the integration of UDL strategies, the findings also revealed techniques that could be useful in improving faculty adoption of such practices.
Professional Development: Teachers&apos; Attitudes in Online and Traditional Training Courses
Author: Wasserman, Egoza
Date: 2019-03-00
Type: Journal Articles
Subjects: Teacher Attitudes,Online Courses,Foreign Countries,Faculty Development,Inservice Teacher Education,Conventional Instruction,Teacher Centers,Comparative Analysis

Humans have a basic need to be constantly engaged in learning. The learning process, however, has undergone interesting changes as a result of the technological revolution, such as the advent of online learning. Technological changes in learning have also affected professional development courses. The purpose of this study is to compare attitudes among teachers enrolled in online and traditional training course in &quot;Pisgah&quot; teaching staff development centers in Israel. This study was conducted using a quantitative method. The study population included 495 teachers. The findings indicated four factors related to teachers' attitudes: Effectiveness and Application, Environment, Course Assignments, and Attitudes towards ICT (information and communication technology). Significant differences were found in the Environment factor and the Attitudes towards ICT factor between online and traditional training, in favor of online training. A multi-regression analysis found that the effectiveness of a course can be explained by the Environment, Course Assignments, and Attitudes towards ICT factors.