ethanporcaro/eric-fulltext-meta huggingface dataset:
What We Can Learn about Strategies, Language Learning, and Life from Two Extreme Cases: The Role of Well-Being Theory
Author: Oxford, Rebecca L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Learning Strategies,Learning Experience,Well Being,Trauma,Psychology,Grounded Theory,Guidelines,Role,Personality Traits,Graduate Students,Immigrants,Language Teachers,Student Attitudes,Personal Narratives,English (Second Language),Second Language Instruction,Systems Approach

This article presents two foreign or second language (L2) learner histories representing the extreme ends of the spectrum of learner well-being. One story reflects the very positive learning experiences of a highly strategic learner, while the other story focuses on a less strategic learner's negative, long-lasting responses to a single traumatic episode. The theoretical framework comes from the concept of well-being in positive psychology (with significant adaptations). In addition to contrasting the two cases through the grounded theory approach, the study suggests that the adapted well-being framework is useful for understanding L2 learning experiences, even when the experiences are negative.
Online Chats: A Strategy to Enhance Learning in Large Classes
Author: Mtshali, Muntuwenkosi Abraham
Date: 2015-11-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Interviews,Questionnaires,Management Development,Business Administration Education,Focus Groups,Diaries,Mixed Methods Research,Online Courses,Management Systems,Learning Experience,Student Attitudes,Learning Activities,College Students,Foreign Countries

Online-supported teaching and learning is a technological innovation in education that integrates face-to-face teaching in plenary lectures, with an online component using a learning management system. This extends opportunities to students to interact with one another via online chats in the process of transacting their learning. There is a need to understand how South African students experience these technologies, where many students encounter them for the first time at higher education level. We are yet to understand variations in students' experiences of online support and how it has influenced their learning. This article explores students' experiences of learning using online chats in Business Management Education. The qualitative component of this mixed-methods research draws on the tenets of phenomenography. Fifteen participants from a Business Management Education class of 156 students enrolled in a Bachelor of Education programme were sampled using phenomenographic approach. Qualitative data sources included personal reflective journals, focus group discussions and individual interviews, and questionnaires were circulated to the respondents. A quantitative component was subsequently implemented to validate the qualitative findings. Analysis of the data revealed that participants viewed online chats as learning contexts in qualitatively different ways.
Exploring the Extent to Which ELT Students Utilise Smartphones for Language Learning Purposes
Author: Yaman, Ismail
Date: 2015-11-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Technology Uses in Education,Educational Technology,English (Second Language),Second Language Instruction,Second Language Learning,Foreign Countries,Questionnaires,Interviews,Vocabulary Development,Gender Differences,Ownership,College Students,Mixed Methods Research

The advent of smartphones has had dramatic influences on our daily lives and has rendered human beings &quot;walking computers.&quot; This holds important reflections in the realm of language learning, as well as in many other areas. This study aimed to explore the extent to which English Language Teaching (ELT) students utilise smartphones for language learning purposes. To this end, a 25-item questionnaire was administered to 120 Grade Three and Four ELT students at Ondokuz Mayis University in Turkey. Following the questionnaire, a follow-up oral interview was conducted with 29 of the participants on a voluntary basis in order to further investigate their perceptions of smartphones. The statistical analysis of the participants' responses to the items in the questionnaire clearly shows that smartphones are actively used for language learning purposes. In particular, their contribution to the development of vocabulary skills is frequently reported, which is also verified by the answers given during the interview. The analysis regarding the &quot;gender&quot; and &quot;length of the students&quot; possession of a smartphone' variables does not yield any statistically significant effect on the degree to which students utilise smartphones for language learning purposes. Given the fact that almost all students have a personal smartphone, and use it very often, and considering the findings of this study, it is suggested that students be encouraged to utilise the invaluable language learning opportunities offered by smartphones when put to conscious use.
Students' Perceptions on IWB through the Lens of the Community of Inquiry Framework
Author: van Niekerk, Molly Patricia
Date: 2015-11-00
Type: Journal Articles
Subjects: Student Attitudes,Distance Education,Technology Uses in Education,Integrated Learning Systems,Adult Students,Questionnaires,Learning Experience,Participant Satisfaction,Qualitative Research,Professional Continuing Education,Faculty Development,Communities of Practice,Interaction,Teaching Methods,Usability,Principals,Assistant Principals,Department Heads,Foreign Countries

Interactive whiteboards (IWBs) are being utilised at a rapidly increasing rate, especially in distance education (DE). As a medium of instruction they allow the presenter to simultaneously interact with numerous students at different centres across the country. This study is unique in the sense that a collaborative learning community is created between two groups separated by distance. If utilised correctly and efficiently, IWBs have the potential to enhance the teaching and learning experience for the student. This article focuses on the perceptions of students (adult learners) from various school management teams (SMT), pertaining to their experiences with several IWB sessions. Open-ended questionnaires were completed by 45 students enrolled for the Advanced Certificate in Education (School Management and Leadership) (ACE SL). Participants' perceptions with regard to their IWB learning experience were determined according to the Community of Inquiry (CoI) framework, creating a collaborative constructivist educational experience. This article will indicate how important it is to focus on keeping the balance between the three presences in the CoI and also highlight the crucial role that presenters play to ensure an effective teaching and learning experience through the use of IWBs.
Perceptions and Needs of South African Mathematics Teachers Concerning Their Use of Technology for Instruction
Author: Stols, G.
Date: 2015-11-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Attitudes,Teacher Effectiveness,Educational Quality,Questionnaires,Technology Integration,Mixed Methods Research,Pilot Projects,Social Influences,Workshops,Educational Technology,Teaching Methods,Technological Literacy,Secondary School Teachers,Urban Schools,Educational Resources,Foreign Countries,Likert Scales

Although many South African teachers have access to the internet, they often refrain from using available online resources to improve the quality of their own teaching. In an attempt to promote Mathematics teachers' effective use of online resources, we developed a web-based platform. This article reports on the first phase of a broader project that focuses on Mathematics teachers' perceptions about and needs for utilising technology in the classroom. Twenty-two teachers participated in this mixed-method pilot study. To obtain qualitative data, we facilitated a Participatory Reflection and Action (PRA) workshop and for the quantitative part of our study, we implemented a questionnaire. The Unified Theory of Acceptance and Use of Technology (UTAUT) were selected for the theoretical framework. With regard to effort expectancy, participating teachers found the use of technology overwhelming, resulting in a need for further training. No evidence was found of social influence affecting the participants' acceptance of technology. The participants proved to have access to sufficient equipment. However, their perceptions of their own limited skills weighed heavier than external facilitating conditions. As a result, participating teachers were hesitant to utilise technology in their teaching.
Variations of Reasoning in Equal Sharing of Children Who Experience Low Achievement in Mathematics: Competence in Context
Author: Hunt, Jessica
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Low Achievement,Mathematics Instruction,Teaching Methods,Mathematical Logic,Grade 5,Problem Solving,Learning Problems,Knowledge Level,Intervention,Achievement Gains,Comparative Analysis,Coding,Student Evaluation,Concept Formation,Mathematical Concepts

For children with persistent mathematics difficulties, research and practice espouses that an altered kind of mathematics instruction is necessary due to sustained performance differences. Yet, a critical issue in mathematics education rests in the question of why research locates the problem within these children. In this paper, we challenge a longstanding assumption about the type of mathematics children with low achievement in mathematics &quot;need&quot; along with how these children are positioned in terms of mathematical thinking and reasoning. Our aim in this work is to identify ways of reasoning evident in the partitioning activity of 43 fifth-grade children as they solved equal sharing situations independent of instruction over ten sessions. Results reveal three themes of reasoning that show a resemblance between these children's reasoning and existing frameworks of reasoning in equal sharing problems found in prior research among children who did not show low achievement in mathematics. We discuss the results in terms of the problem of a continued conceptualization of low achieving students' need for specific kinds of teaching and learning experiences and/or detached instructional experiences in school. We advocate for an increase in research that examines how teachers can support participation of these children in mathematics classrooms such that children might develop powerful mathematics conceptions.
Universities and Epistemology: From a Dissolution of Knowledge to the Emergence of a New Thinking
Author: Barnett, Ronald
Date: 2017-00-00
Type: Journal Articles
Subjects: Epistemology,Higher Education,Universities,Abstract Reasoning,Ecology,Philosophy,Postmodernism

This paper examines the relation between epistemology and higher education. We shall start by briefly examining three classical texts on the understanding of knowledge at universities, as well as noting some others, and go on to sketch a version of our own. Our argument is as follows: the world is such that the relationship between the university and knowledge remains fundamental but that it needs to be reconceptualised. In particular, the 21st century is seeing the emergence of digital reason, which could be said to be a form of non-reason. It may appear, therefore, that we are witnessing the dissolution or severing of the relationship between the university, on the one hand, and knowledge and truth on the other hand. To the contrary, we argue for what we term an ecological perspective on knowledge, with the concept of ecology being treated in the most generous way, partly as a way of rethinking the university into the future. The idea of knowledge as a defining concept of the university still has mileage in it.
Beyond Interpersonal Competence: Teaching and Learning Professional Skills in Sustainability
Author: Brundiers, Katja
Date: 2017-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Sustainability,Skill Development,Skill Analysis,Professional Development,Teamwork,Communication Skills,Program Administration,Group Dynamics,Course Descriptions,Student Evaluation,Educational Practices,Professional Continuing Education,Undergraduate Students,Program Effectiveness,Barriers,Teaching Methods,Delivery Systems

Successful careers in sustainability are determined by positive real-world change towards sustainability. This success depends heavily on professional skills in effective and compassionate communication, collaborative teamwork, or impactful stakeholder engagement, among others. These professional skills extend beyond content knowledge and methodical expertise. Current sustainability programs do not sufficiently facilitate students' acquisition of such skills. This article presents a brief summary of professional skills, synthesized from the literature, and why they are relevant for sustainability professionals. Second, it presents how these skills have been taught in an undergraduate course in sustainability at Arizona State University, USA. Third, it critically discusses the effectiveness and challenges of that exemplary course. Finally, the article concludes with outlining the lessons learned that should be incorporated into future course offerings.
Techno-Mathematical Discourse: A Conceptual Framework for Analyzing Classroom Discussions
Author: Anderson-Pence, Katie L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Discussion (Teaching Technique),Technology Uses in Education,Manipulative Materials,Educational Technology,Grade 5,Elementary School Mathematics,Academic Discourse,Discourse Analysis

Extensive research has been published on the nature of classroom mathematical discourse and on the impact of technology tools, such as virtual manipulatives (VM), on students' learning, while less research has focused on how technology tools facilitate that mathematical discourse. This paper presents an emerging construct, the Techno-Mathematical Discourse (TMD) framework, as a means for analyzing and interpreting aspects of learning when students use technological representations to mediate mathematical discussions. The framework focuses on three main components: classroom discourse, technology tools, and mathematical tasks. This paper examines each of these components, and then illustrates the framework using examples of students' exchanges while interacting with virtual manipulatives. The TMD Framework has applications relevant to teachers, teacher educators, and researchers concerning how technology tools contribute to discourse in mathematics classrooms. The TMD framework addresses a critical issue in mathematics education, in that classroom teachers and researchers need to understand how technology facilitates classroom interactions and how to best leverage technology tools to enhance students' learning of mathematics.
The Use of Learning Map Systems to Support the Formative Assessment in Mathematics
Author: Kingston, Neal M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Mathematics Instruction,Evaluation Methods,Student Evaluation,Maps,Elementary Secondary Education,Teaching Methods

Despite much theoretical support, meta-analysis of the efficacy of formative assessment does not provide empirical evidence commensurate with expectations. This theoretical study suggests that teachers need a better organizing structure to allow a formative assessment process to live up to its promise. We propose that the use of learning map systems can provide that structure, and we describe aspects of using learning map systems to support mathematics instruction in two projects: the Dynamic Learning Maps® alternate assessment (DLM) and the Use of Learning Maps as an Organizing Structure for Formative Assessment (also referred to as Enhanced Learning Maps, or ELM).
Learning Environments Matter: Identifying Influences on the Motivation to Learn Science
Author: Schulze, Salomé
Date: 2015-05-00
Type: Journal Articles
Subjects: Foreign Countries,Science Achievement,Science Instruction,Secondary School Science,Learning Motivation,Grade 9,Questionnaires,Racial Differences,Self Efficacy,Science Teachers,Teacher Role,Gender Differences,Educational Environment,High School Students,Hypothesis Testing,Mastery Learning,Goal Orientation,Student Attitudes,Statistical Analysis

In the light of the poor academic achievement in science by secondary school students in South Africa, students' motivation for science learning should be enhanced. It is argued that this can only be achieved with insight into which motivational factors to target, with due consideration of the diversity in schools. The study therefore explored the impact of six motivational factors for science learning in a sample of 380 Grade Nine boys and girls from three racial groups, in both public and independent schools. The students completed the Student Motivation for Science Learning questionnaire. Significant differences were identified between different groups and school types. The study is important for identifying the key role of achievement goals, science learning values and science self-efficacies. The main finding emphasises the significant role played by science teachers in motivating students for science in terms of the learning environments that they create. This has important implications for future research, aimed at a better understanding of these environments. Such insights are needed to promote scientific literacy among the school students, and so contribute to the improvement of science achievement in South Africa.
Learning and Living Overseas: Exploring Factors That Influence Meaningful Learning and Assimilation--How International Students Adjust to Studying in the UK from a Socio-Cultural Perspective
Author: Taylor, Georgia
Date: 2017-00-00
Type: Journal Articles
Subjects: Study Abroad,Foreign Students,College Students,Student Attitudes,Interviews,Language Proficiency,Interpersonal Relationship,Student Adjustment,Foreign Countries,Cultural Influences,Higher Education,Context Effect,Correlation,English (Second Language),Second Language Learning,Barriers,School Policy,Visual Aids,Qualitative Research

There is a considerable amount of research investigating students' transition from college to university but it is important this focus is directed specifically towards the transition of international students, as the difficulties they face are profound. The literature surrounding international students seems to lack an in-depth understanding of how multiple contextual factors influence how students adjust to Higher Education. Therefore, the present study utilizes Bronfenbrenner's (2009) ecological theory of human development in order to understand both immediate and distal environmental influences and how they interact to impact on the individual's development from a holistic perspective. Five international students participated in a timeline interview. Findings suggest that international students face a number of challenges when transitioning from their home country to study in higher education in the UK, particularly in the areas of language competence; cultural assimilation and social relationships. This in turn prevented meaningful learning occurring. Applying Bronfenbrenner's theory, the participants' broader environment was analysed, which encouraged an examination of the challenges they faced which regards to cultural influences, government influences and university policies, as well as influences from within their immediate environment.
Post-Monolingual Research Methodology: Multilingual Researchers Democratizing Theorizing and Doctoral Education
Author: Singh, Michael
Date: 2017-00-00
Type: Journal Articles
Subjects: Multilingualism,Doctoral Programs,Language Research,Higher Education,Graduate Students,Figurative Language,Criticism,Teaching Methods,Chinese,Language Usage,Second Languages,English (Second Language),Student Research,Foreign Countries,Language Attitudes,Native Language,Research Methodology,Doctoral Dissertations,Second Language Learning,Longitudinal Studies

This paper reports on the ground-breaking research in the study of languages in doctoral education. It argues for democratizing the production and dissemination of original contributions to knowledge through activating and mobilizing multilingual Higher Degree Researchers' (HDRs) capabilities for theorizing through them using their full linguistic repertoire. This paper contributes to this study's development of post-monolingual research methodology which provides a theoretic-pedagogical framework for multilingual HDRs (1) to use their full linguistic repertoire in their research; (2) to develop their capabilities for theorizing; and (3) to construct potentially valuable theoretical tools using metaphors, images, concepts and modes of critique. This paper is based on a longitudinal program of collaborative research whereby monolingual Anglophone and multilingual HDRs jointly developed their capabilities for theorizing through producing Anglo-Chinese analytical tools, and the associated pedagogies for using their languages in doctoral research. This longitudinal research program has been undertaken in the field of doctoral education to further a defining feature of democracy, namely linguistic diversity. This research has been conducted with the aims of promoting the multilingualism of Australian universities and activating linguistic communities of scholars to use their full linguistic repertoire in their research. The main finding arising from this program of research has been the development of post-monolingual research methodology which (1) uses the divergences within and between languages to undertake theorizing and (2) in co-existence with the tensions posed by monolingualism, especially the insistence on using extant theories available in only one language. Doctoral pedagogies of intellectual/racial equality provide multilingual HDRs with insights into the debates about the geopolitics governing the use of languages in the production and dissemination of theoretical knowledge and the capabilities for theorizing. Often, from an English-only monolingual mindset, difference and divergence are seen as a recipe for deficits and dissonance. However, this paper challenges such mistaken beliefs by showing that multilingual HDRs can deepen and extend their capabilities for theorizing by using their own linguistic repertoires. Post-monolingual research methodology is to be of enormous benefit to multilingual researchers and scholars engaged in intellectual labor in predominantly English-only monolingual universities.