ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Perceptions Regarding Their B.A. in English Language Graduate
Author: Vez López, Enrique
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Bachelors Degrees,English (Second Language),College Seniors,Foreign Countries,Transfer of Training,English Instruction,Teacher Role,Critical Thinking,Personal Autonomy,Language Skills,Student Motivation,Professional Development,Research Skills,Communication Skills,Student Development,Public Colleges,Education Work Relationship

This paper examines the perception undergraduate students have, regarding the attributes they have developed in terms of transferable and communicative skills. The goal was to shed light on how undergraduate students, in the context of this research, perceive their graduate profile. This study was carried out at a university school of foreign languages in southeast Mexico over the course of a year, from August 2016 to July 2017. Thirty male and female students participated in the study. Their ages ranged from 21 to 30 years old. They all were about to complete the last term of the BA program at the time the data were collected. The data collection tools used for this inquiry were interviews and surveys. The interviews were used to get an insight, in general terms, into the participants' perceptions whereas the surveys provided richer information about the students' perceived competences and skills. Content analysis was used to process the data, which were coded classified, summarized. The data suggest that students perceived gains in critical thinking skills, research skills, language skills, autonomy, and motivation as part of the attributes they developed within the program. However, attributes regarding teaching skills, learning strategies, technology skills, teamwork and ability to develop new projects and ideas are perceived as poorly developed or not acquired at all.
The Patras Blended Strategy Model for Deep and Meaningful Learning in Quality Life-Long Distance Education
Author: Mystakidis, Stylianos
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,Distance Education,Quality Assurance,Educational Quality,Lifelong Learning,Foreign Countries,Active Learning,Cooperative Learning,Authentic Learning,Learning Processes,Teaching Methods,Electronic Learning,Universities,Case Studies,Program Descriptions,College Faculty,Guidelines,Summative Evaluation,Formative Evaluation,Student Attitudes,Learning Experience,Gender Differences,Age Differences,Teacher Attitudes,Work Experience,Course Evaluation

Life-long learning is currently being embraced as a central process that could disrupt traditional educational paths. Apparently, the (ideal) type of learning often promoted is deep and meaningful learning, though it is not always required to be so. Deep learning goes beyond superficial knowledge assimilation of unlinked facts; it aims at developing deep disciplinary understanding, transformative knowledge, personal meaning, emotional intelligence, critical thinking, creativity and metacognitive skills. Meaningful learning occurs when learning is active, constructive, intentional, authentic, and cooperative. Technology enhanced teaching and learning methods should prove their potential to transform life-long learning provision and facilitate the achievement of deep and meaningful learning. In the context of distance education in life-long learning, one important challenge is the design of versatile quality assurance strategies for e-training. Based on the experiences in distance lifelong learning programmes in the University of Patras' Educational Center for Life-Long Learning (KEDIVIM) the authors present how the principles and attributes of deep and meaningful learning can be combined with project management in practice and be incorporated in an e-Learning quality strategy. We present i) the methods used to assess the quality of the e-Learning programmes, ii) key findings of the evaluation process and iii) first research evaluation results on the quality of learning. This research study on learning process quality was conducted by using an online questionnaire, which aimed at estimating the level of participants' satisfaction while using interactive learning methods such as collaborative learning. Some results of the evaluation indicate that the e-Learning quality strategy led to e-Learning programmes that used active learning methods to achieve high learners' satisfaction towards deep and meaningful learning.
Becoming Language Teachers: Exploring Student-Teachers&apos; Identities Construction through Narratives
Author: Torres-Cepeda, Nancy María
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Teacher Attitudes,Language Teachers,Second Language Learning,Second Language Instruction,Reflection,Personal Narratives,Journal Writing,Undergraduate Students,State Universities,Teaching Experience,Teacher Education Programs,Classroom Communication,Self Concept,Professional Identity,English (Second Language),Foreign Countries

This paper reports on the findings of a qualitative narrative study. Its aim was to analyze what student-teachers' narratives unveiled about the construction of their identity as language learners, and the connections made with being future in-service teachers. This study, which was carried out with undergraduate students from a public university in Tunja, was the product of permanent interaction and dialogue with student-teachers in their initial teaching experiences. Narratives, in-depth interviews, and journals were used as data collection instruments. Data were analyzed using the grounded theory approach. The results suggest that student-teachers construct and re-construct their identities as language learners and future teachers across classroom interactions and their empowerment through teaching and reflection.
Educating for Global Citizenship: Australia as a Case Study
Author: Reynolds, Ruth
Date: 2019-00-00
Type: Journal Articles
Subjects: Global Education,Citizenship Education,Foreign Countries,Case Studies,Civics,Elementary School Students,Interdisciplinary Approach,Elementary School Teachers

Twenty-first-century teaching prepares students for a globalized existence. The long-established goal of schooling to prepare a responsible citizenry who strive for the benefit of the community must now be extended, assisting students to become global citizens, equipped to deal with global issues. This article investigates how civics and citizenship education is addressed in curricula; in particular, to what extent the ongoing issue of supporting a critical citizenry, locally and globally, is addressed. Using Australia as a case study, we present an analysis of selected Australian primary school (ages 5-12) curriculum documents to determine the extent of commitment to educating for global citizenship specifically. While intentions are good, work is needed to ensure that these are enacted within schools.
Developing a Programme of Support for Teacher Leadership in Egypt
Author: Eltemamy, Amina
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Leadership,Educational Change,Social Justice,Program Evaluation,Capacity Building,Educational Research,Faculty Development

In this article the author presents an account of the development of support for teacher leadership in Egypt based on the non-positional approach promoted by the HertsCam Network in the UK. The article is informed by a doctoral study recently undertaken by the author, Amina Eltemamy, in which she used an action-based methodology to amplify the voices from her collaborators -- teachers from private schools in Egypt. The discussion examines the highly socially stratified context for development, one which requires transformational educational reform. The article explicates a programme which is contributing to this reform. Key issues such as the role of senior leadership teams in creating conditions that enable teacher leadership to flourish are addressed. Current plans to develop the programme's international links and to extend the approach to state schools are also explored.
Children&apos;s Cultural Identity Formation: Experiences in a Dual Language Program
Author: Rodríguez-Tamayo, Ilba Yaneth
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Identification (Psychology),Bilingualism,Immersion Programs,Elementary School Students,Spanish,English,Influences,Language Usage,Self Esteem,Acculturation,Family Influence

The role of cultural identity in bilingual programs has barely been discussed in regard to second language acquisition (SLA). This research study focuses on providing relevant information that would help in providing more information about the experiences that an elementary student has during the second language learning process in a bilingual program within a multicultural context. This qualitative study took place in a Dual Language Program in a public elementary school in Northern Virginia, USA. A total of 17 students were immersed in a 50:50 program, that is, 50% of the classes were in English and the other 50% in Spanish. The information was collected using in person interviews, focus group sessions, participants' artifacts, and field observations. The experiences that emerged as contributors to children's cultural identity formation include receiving others' influence, living situations as determiners of languages switch, and using two languages as a key aspect in self-esteem improvement.
Revisiting the Issue of Knowledge in English Language Teaching, a Revision of Literature
Author: Castañeda-Londoño, Adriana
Date: 2019-00-00
Type: Journal Articles
Subjects: English Teachers,Knowledge Base for Teaching,Language Teachers,English (Second Language),Foreign Countries,Pedagogical Content Knowledge,Second Language Instruction

In the following literature review, I set out to show an analysis of the main developments regarding the study of in-service English teachers' (IELTs) knowledge. In the first part, I trace scholarly work regarding the topic at the national and international levels. I bring up both poststructuralist and decolonial perspectives to problematize the concept of teacher knowledge base (Shulman 1987, 2005). By means of research profiling and data base search, articles and trends related to the issue of teachers' knowledge were found. The analysis suggests that there are two core trends in the study of English teachers' knowledge in Colombian publications. The first shows that there are studies which revolve around backing up the concept of knowledge base. The second one shows that few studies take up a different perspective towards the study of English teachers' knowledge.
International Development Volunteering: An Instrument for Promoting Education in Line with the Sustainable Development Goals?
Author: Scheinert, Laura
Date: 2019-00-00
Type: Journal Articles
Subjects: Volunteers,Sustainable Development,Foreign Countries,International Programs,Educational Objectives,Program Effectiveness

Education is one of the central tenets of the United Nations 2030 Agenda for Sustainable Development. International volunteer services (IVS) in development often aim to provide volunteers with knowledge and skills needed in a globalized world. We use the case of the German &quot;weltwärts&quot; programme, one of the largest IVS worldwide, to investigate how far IVS can be viewed as an instrument promoting education in line with the Sustainable Development Goals (SDGs). First, we discuss how &quot;weltwärts&quot; aligns conceptually with the principles and contents of the SDGs. Second, we present empirical evidence on how far the envisioned principles and education outcomes are achieved on the implementation level. We conclude with a discussion of the potentials and limitations of &quot;weltwärts&quot; in promoting education in line with the SDGs.
Tuning the Chords of Youth Identity: A Community-Based Project Focused on Music in English
Author: Bonilla-Salazar, Edna Mercedes
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 10,English (Second Language),Second Language Instruction,Music,Identification (Psychology),Teaching Methods,Place Based Education,Females

This is an exploratory case study implemented in a public school of Ibagué Colombia, that reports findings of a qualitative research. In this study tenth graders EFL students, explored into their local contexts, salient aspects of youth identity, that emerged from interaction with music in English. The study is framed on some basic principles of Critical Pedagogy (CP) and foundations of Community-Based Pedagogies (CBP). Content data analysis was used to examine the information obtained from the different tools of data collection: community mapping, questionnaires, recorded semi-structured interviews and notes in the teacher's journal. Finally, member checking was implemented to validate data and to increase the credibility and validity of this qualitative study. Conclusions and pedagogical implications reveal how local inquiries focused on music in English become a source for language learning and enlighten curriculum designers and teachers towards the construction of a flexible curriculum with relevant content, oriented to youth identity exploration and understanding.
Constructing Sense of Community through Community Inquiry and the Implementation of a Negotiated Syllabus
Author: Gómez, Paola Andrea
Date: 2019-00-00
Type: Journal Articles
Subjects: Sense of Community,Course Descriptions,Needs Assessment,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Action Research,Public Schools,Rural Areas,Language Attitudes,Educational Facilities,Journal Writing,Goal Orientation,Cooperation,Critical Theory,High School Students,Grade 10,Grade 11,Instructional Design

The following paper describes the outcomes and insights of the first stage of an action research study aimed to explore ways in which CBP [Community Based Pedagogy] and NC strengthen sense of community and provoke actions to benefit that community is a public school located in a rural area. This work emerged from a needs analysis study in which students gave their opinions about the importance of English as a foreign language. Implementing CBP and Negotiated Syllabus as means to involve and foster students to be aware of their responsibility for the preservation of the school facilities, as well as educating the surrounding community, demonstrated the development of sense of community in the students. Throughout the use of questionnaires, surveys and journals, the outcomes revealed that students felt more motivated when they are taken into account in making curricular decisions. In addition, this study showed that a commitment from the entire academic community is possible when some academic and personal goals are established collaboratively and efforts are made to generate important changes.
An English for Research Publication Purposes Course: Gains, Challenges, and Perceptions
Author: Giraldo, Frank
Date: 2019-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Writing for Publication,Scholarship,Writing (Composition),Writing Strategies,Feedback (Response),Peer Evaluation,Writing Evaluation,Holistic Approach,Technical Writing,Research Reports,Foreign Countries

Academic writing for scholars wanting to publish in English has gained considerable research attention in writing circles. This article reports the findings of a case study on the gains, challenges, and perceptions about writing in English that a group of scholars had while taking an academic writing course. Two questionnaires, an in-depth interview, and a teacher-researcher's journal were used for data collection. The findings emphasize gains emerging from genre-based pedagogy as a holistic approach to academic writing and usefulness of teaching strategies for writing. The study reports time, discipline, and language proficiency as challenges to overcome. Finally, the participants report differing views towards peer feedback and a predominantly positive perception of English as the language for scientific writing.
Critical Components of Formative Assessment in Process-Oriented Guided Inquiry Learning for Online Labs
Author: Purkayastha, Saptarshi
Date: 2019-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Inquiry,Active Learning,Virtual Classrooms,Laboratories,Undergraduate Students,Learner Engagement,Process Education,Information Management,Online Courses,Cooperative Learning,Student Evaluation

In the traditional lab setting, it is reasonably straightforward to monitor student learning and provide ongoing feedback. Such formative assessments can help students identify their strengths and weaknesses, and assist faculty to recognize where students are struggling and address problems immediately. But in an online virtual lab setting, formative assessment has challenges that go beyond space-time synchrony of online classroom. As we see increased enrollment in online courses, learning science needs to address the problem of formative assessment in online laboratory sessions. We developed a student team learning monitor (STLM module) in an electronic health record system to measure student engagement and actualize the social constructivist approach of Process Oriented Guided Inquiry Learning (POGIL). Using iterative Plan-Do-Study-Act cycles in two undergraduate courses over a period of two years, we identified critical components that are required for online implementation of POGIL. We reviewed published research on POGIL classroom implementations for the last ten years and identified some common elements that affect learning gains. We present the critical components that are necessary for implementing POGIL in online lab settings, and refer to this as Cyber POGIL. Incorporating these critical components are required to determine when, how and the circumstances under which Cyber POGIL may be successfully implemented. We recommend that more online tools be developed for POGIL classrooms, which evolve from just providing synchronous communication to improved task monitoring and assistive feedback.
Developing Practice in a School for Children with Special Educational Needs
Author: Dillon, Lisa
Date: 2019-00-00
Type: Journal Articles
Subjects: Severe Disabilities,Teacher Leadership,Special Schools,Masters Programs,Foreign Countries,Leadership Responsibility,Values,Change Strategies,Teacher Collaboration,Program Design,Family Involvement,Cooperative Planning,Knowledge Level

This article focuses on teacher leadership in a school for children with profound disabilities and learning difficulties. The narratives of development work led by three teachers are drawn upon to explore how the teacher-led development work methodology as it is deployed in the context of a master programme can be used to support change in a variety of educational institutions. The article also draws on the perspective of one of the authors, Sarah, who leads the masters programme and acted as academic supervisor to the three teachers. The account also contains interesting insights in to educational provision for children with special educational needs in the UK.
Rubric-Based Formative Assessment in Process Eportfolio: Towards Self-Regulated Learning
Author: Tur, Gemma
Date: 2019-06-00
Type: Journal Articles
Subjects: Scoring Rubrics,Formative Evaluation,Portfolio Assessment,Self Management,Teacher Education Programs,Preservice Teachers,Foreign Countries,Student Improvement,Feedback (Response),Thinking Skills,Performance Based Assessment,Reflection,Early Childhood Teachers,Elementary School Teachers,Personal Autonomy

This article explores the results of a rubric-based formative assessment of an eportfolio task as part of a pedagogical subject on a weekly basis during the first year in the Teacher Education programme of the University of the Balearic Islands. The study aims to explore the possibilities of the rubric usage for formative assessment and in particular, is aimed at exploring the consistency of students' improvement throughout the semester. The literature review briefly covers research on closely related concepts such as formative assessment and feedback along with process eportfolios for reflective tasks, which are all aimed at achieving higher-level cognitive skills and, eventually, self-regulated learning. Data, which is obtained from students' performance and statistically analysed, reveals evidence of the general improvement of results throughout the semester with the majority of students moving from lower to higher levels. Furthermore, data obtained also allows observing some difficulties for reflective skills. Conclusions reflect on challenging implications for sustainable transferrable practices, self-regulated learning and formative assessment.
Assessment of Entrepreneurship Competencies through the Use of FLIGBY
Author: Almeidea, Fernando
Date: 2019-06-00
Type: Journal Articles
Subjects: Entrepreneurship,Game Based Learning,Student Evaluation,Video Games,College Students,Competence,Business Administration Education,Computer Science Education,Differences,Work Experience,Performance

Serious games are increasingly being used as innovative tool for developing entrepreneurial skills, such as strategic management, leadership, communication, negotiation or decision making. FLIGBY is a serious game that was initially developed with the objective of simulating the business management process and the application of Flow theory in a business context. However, most recently it has been suggested that serious games in general, and FLIGBY in particular, can be used in other contexts, namely in the development of entrepreneurial skills. In this sense, this study tries to verify if the competences developed and evaluated in FLIGBY on the Master Analytics Profiler (MAP) can be used to evaluate the entrepreneurial capacities of the students in the context of the course of entrepreneurship in a higher education institution. The findings indicate that the performance of these students in FLIGBY is very similar to the benchmark with only small oscillations. However, some asymmetries emerged considering the educational and professional experience, such that the students of the management course showed better business-oriented thinking and IT students revealed greater time-management skills. Finally, professional experience has proved to be relevant for making decisions about stress and for the completion of managerial tasks successfully.
Leading Development Work to Build Learners&apos; Resilience in a Primary School
Author: Squires, Samantha
Date: 2019-00-00
Type: Journal Articles
Subjects: Organizational Change,Teacher Leadership,Masters Programs,Transformational Leadership,Principals,Faculty Development,Administrator Role,Elementary School Teachers,Disadvantaged Schools,Instructional Improvement,Nonprofit Organizations,School Culture,Resilience (Psychology),Child Behavior,Foreign Countries

This article focuses on a development project led by the lead author in her primary school. Samantha's story provides insight related to the pedagogical focus of the project but importantly highlights the challenges and triumphs involved in the process of improving and changing practice in the school workplace. Two vital conditions of support for teacher leadership are highlighted throughout the article. Samantha's increased capacity for leadership was enabled by her participation in a teacher-led masters programme dedicated to supporting teacher leadership and by the transformational form of leadership offered by the headteacher at her school, one of the co-authors.