ethanporcaro/eric-fulltext-meta huggingface dataset:
Intercultural Communication Challenges and Strategies for the Thai Undergraduate Hotel Interns
Author: Jhaiyanuntana, Anyada
Date: 2020-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Hospitality Occupations,Undergraduate Students,Internship Programs,Foreign Countries,Communication Strategies,Language Proficiency,Second Language Learning,Second Language Instruction,Problem Solving,Multilingualism,Cultural Pluralism,Cultural Awareness,Communicative Competence (Languages),Student Attitudes,Barriers

The hospitality industry is one of Thailand's most important sectors that contributes to the national economy. Human capital has become so vital that a strong foundation and development of undergraduate students in this discipline are needed. Their internship experience is part of the process of learning and integrating their knowledge into practice, especially concerning intercultural communicative encounters. There are, however, few studies related to this particular issue. This research aims to study Thai undergraduate hotel interns' intercultural communication challenges and strategies while undertaking their internship at an in-house hotel training center located on a university campus. Drawing upon a mixed-method approach based on questionnaires and semi-structured interviews, the results based on calculated mean scores suggest that the interns ranked five intercultural communicative strategies from highest to lowest as follows: (i) critical cultural awareness ([x-bar] = 3.94), (ii) attitudes ([x-bar]= 3.81), (iii) knowledge ([x-bar]= 3.71), (iv) skills to interpret and relate (x¯ = 3.63), and (v) skills to discover and interact ([x-bar] = 3.62). This study suggests that academic programs should equip Thai undergraduate hotel interns with proficiency in foreign languages and cultures, problem-solving skills, and cross-cultural and interpersonal understanding. This study contributes to awareness and the need to incorporate intercultural communicative competence into the hospitality programs that can produce graduates who are well-equipped and prepared for multilingual and multicultural working environments.
&quot;I Would Like Her to…:&quot; ELT Student-Teachers&apos; Reflections on Mentoring Practices
Author: Orsdemir, Esra
Date: 2020-00-00
Type: Journal Articles
Subjects: Mentors,Student Teachers,Teacher Education Programs,Practicums,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Student Teacher Attitudes,Diaries,Teaching Methods,Personality Traits,Interpersonal Relationship,Teacher Student Relationship,Feedback (Response),Pedagogical Content Knowledge,Foreign Countries

Attention to the crucial role of mentors in preparing student-teachers for their future profession has significantly increased in the past few years. However, most teacher education programmes tend to assign mentors from the present pool of teachers in schools without any special preparation (Okan &amp; Yildirim, 2004). This leads to mentoring practices with mentors being unaware of what is actually expected of them. Drawing on this, this study explores mentoring practices and mentor growth areas as perceived by three student-teachers in a 12-week practicum period in a Turkish English Language Teaching (ELT) context. Data was acquired through interviews and student-teacher journals in which they wrote about their experiences with their mentor. The findings revealed that while modelling of teaching and the personal attributes of the mentor were reported as the most common mentoring practices, practices related to feedback, pedagogical knowledge and system requirements were found to be employed rarely. The student-teachers reported the rarely employed mentoring practices as the mentor's possible growth areas. The study offers invaluable implications for designing and implementing mentor training programmes.
Unpacking Perceptual and Contextual Influences on Task-Based Instruction: A Framework of Teacher Beliefs and Practice
Author: Van Loi, Nguyen
Date: 2020-00-00
Type: Journal Articles
Subjects: Task Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Language Proficiency,Language Teachers,Teacher Education,Faculty Development,Teacher Attitudes,Context Effect,Educational Principles,Teacher Characteristics,Social Influences,Cultural Influences

Task-based language teaching (TBLT) is one of the contemporary approaches which attracts a vast amount of research in the past decades. Research on the dissemination of TBLT, however, has provided abundant evidence of hindering factors in various educational contexts, especially in Asian cultures. Two major groups of factors were reported. One is directly associated with the teachers, namely their language proficiency, understanding of TBLT, and beliefs about language pedagogy. The other group involves the social, cultural, and educational forces which indirectly militate against the teachers' implementation, including assessment policy, large mixed-ability classes, social accountability, and instructional time constraint. This situation reflects an existing gap between what second language acquisition research has to say and classroom realities, in which the teacher plays a crucial bridging role. The current paper draws on studies on TBLT published within two to three recent decades to argue that teachers' belief is a key mediator of their practice which interacts with their classroom experiences and contextual factors. Based on this position, the paper attempts to depict a conceptual framework that captures the interaction to provide implications for future research and work on EFL teachers' education and development.
The Investigation of Pre-Service English Teachers&apos; Information Searching and Commitment Strategies on the Web
Author: Atar, Cihat
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,English Teachers,Online Searching,21st Century Skills,Public Colleges,Foreign Countries,Information Sources,Information Literacy,Computer Use,Gender Differences,Student Characteristics,Student Attitudes,Self Efficacy,Search Strategies,Web Sites

This study aims to designate pre-service English teachers' information searching and commitment strategies on the web. In accordance with the 21st century skills, searching for information on the web has become a vital skill and it cannot simply be taken for granted. In the literature, there are no studies on Turkish pre-service English teachers' strategies regarding searching information on the web and the commitment strategies they use. Accordingly, quantitative data in the form of a scale are collected from 131 pre-service teachers and a semi-structured interview is used to collect qualitative data from 16 (out of the 131) pre-service teachers studying English language teaching at a state university in Sakarya, Turkey. This study has a mixed method design and The Scale for Web Information Searching and Commitment Strategies which was developed by Wu and Tsai (2005) and adapted into Turkish by Geçer and Ira (2014) has been used as a collection tool for the quantitative part and a semi-structured interview developed by the researchers has been undertaken to obtain qualitative data and improve the validity and reliability of the study. The findings suggest that pre-service English teachers in this context have a high level of competence (at I agree level) in four of the factors and they have a medium level competence in &quot;technical properties and visuality&quot; and &quot;using a single source&quot; factors. As for the effects of the variables, daily internet use and the sources used to acquire knowledge are observed to have no significant effect. However, gender (only on &quot;checking formal and expert websites&quot;) and grade (on &quot;checking formal and expert websites&quot; and &quot;the appropriateness of the content for the goals&quot;) are observed to have a significant effect. This study has implications for information searching and commitment strategies on the web, pre-service teachers and their use of technology for pedagogic purposes.
Needs Analysis of Infographic Media Using Technology for Learning Physics
Author: Apriyanti, Netty
Date: 2020-00-00
Type: Journal Articles
Subjects: Needs Assessment,Science Education,Physics,Motion,Scientific Concepts,High School Students,Teaching Methods,Visual Aids,Information Sources,Validity,Social Media,Telecommunications,Handheld Devices,Educational Media,High School Teachers,Foreign Countries

This research aims to analyze the needs of infographic media for physics learning of the concept kinematics of rectilinear motions, especially for the concept of uniform rectilinear motion and accelerated uniform motion in Senior High School. This research was conducted to teachers, students, and document analysis, namely syllabus and list of instructional media at Senior High School in Sambas district using interview technique, observation, and documentation study. Researcher used triangulation and member check to ensure the validity of the findings of this study. The results based on document analysis showed that the lack of supporting books and no instructional media for the kinematics of rectilinear motions concept in selected schools and based on interviews to teachers and students that they are very interested in infographic learning media and are in need of infographic as a medium of Physics learning. The intended infographic media will be well packaged and accessible via Facebook social media and backed up using smartphones as a learning tool for learners.
Difficult Knowledge(s) and the False Religion(s) of Schooling
Author: Jarvie, Scott
Date: 2019-00-00
Type: Journal Articles
Subjects: Religious Education,Catholic Schools,Epistemology,Educational Change,Religious Factors,Islam,Discourse Analysis

This analytic essay builds on recent work examining the ways religiosity in U.S. education is manifest in the particular discourses that come to shape popular understandings of the possible in and through schooling. The authors analyze the function of four concepts, in light of recent constructions of religions and their relative positioning as 'true' or 'false,' in order to make a larger point about the ways in which religious understandings of difficult knowledge (Pitt &amp; Britzman, 2003), falsehood, truth, and risk underline that which is im/possible in the U.S. educational project. Building from an &quot;exorbitant moment&quot; (Gallop, 2002) in a Catholic school, and putting it in conversation with recent discourses about ISIS/ISIL, Christianity, and the possibility of a true (and thus, false) religion, the work argues that ultimately schooling, averse to the risk of falsehood, continues to posit a single road to what is true and who has access to truth. This orientation, the authors suggest, is especially manifest in the ongoing moment of educational reform.
The Funny Thing Is, Instructor Humor Style Affects Likelihood of Student Engagement
Author: Nienaber, Kristie
Date: 2019-12-00
Type: Journal Articles
Subjects: Teaching Styles,Humor,Learner Engagement,Gender Differences,Teacher Student Relationship,College Faculty,Extraversion Introversion,Undergraduate Students,Public Colleges,Vignettes,Student Attitudes

Instructors often use humor in teaching their classes. Research suggests that humor can affect how instructors and their teaching are perceived. The current study examined whether the type of humor used by a hypothetical instructor and instructor gender affected the perceived likelihood of engaging with the instructor. College students read a vignette describing the teaching and humor used by a hypothetical instructor. The likelihood that students would engage with the instructor was highest when the instructor's humor style was good-natured and lowest when it was hostile and sarcastic. Instructor gender had no effect on students' likelihood of engaging with the instructor.
Teaching Developmental Theory with Interrupted Video Case Studies
Author: Anderson, Bill
Date: 2019-12-00
Type: Journal Articles
Subjects: Video Technology,Case Method (Teaching Technique),Graduate Students,Individual Development,Instructional Effectiveness,Critical Thinking,Theories,Documentaries

This study sought to determine the usefulness of interrupted case studies, utilizing a progressive disclosure of information over time, to increase critical thinking and student learning in the study of foundational theories in the human development field. Apted's (2013) Up documentary series, consisting of video interviews over a 49-year period, was used as the interrupted study and successfully provided vicarious, but meaningful, opportunities to consistently and authentically apply course content. Participants (N = 23) were students in three sections of a graduate Human Development course where a pre-/post-test format was utilized. The effect was significant as all participant's posttest score improved an average of 24.3%, F(3, 19) = 3.55, p = 0.049. Also, coded student work indicated an increase in complex levels of thinking across the 8-week assignment, further validating post-test scores, t(352) = -3.172, p = 0.002. Evidence from student work further confirmed that an interrupted video case-study, could address limitations typically associated with case-based instruction and, more importantly, provide the critical case-study qualities needed here. Those included, telling a detailed, ambiguous, and real-life story that provided genuine context to connect theory and practice.
Social Justice in Action: A Document Analysis of the Integration of Social Justice Principles into Teaching
Author: Spitzman, Emily
Date: 2019-12-00
Type: Journal Articles
Subjects: Social Justice,English Language Learners,Teaching Methods,Learning Processes,Teacher Education Programs,Culturally Relevant Education,Intercultural Communication,Lesson Plans,Scoring Rubrics,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Standards,Graduate Students,Course Content,Preservice Teachers,Student Characteristics

Teachers of all students, particularly English Learners (ELs), need to integrate social justice pedagogy into their lessons so that all learners are included in the learning process, thinking critically about curriculum and taking action in the face of injustice. There has been some research into teacher preparation programs focusing on how they integrate culturally responsive and social justice pedagogy into their curricula and whether there has been a positive impact on teachers' self-awareness, social justice knowledge and classroom practices as a result (Ruffin, 2016; Thieman, 2016). However, these studies do not address lesson content. This document analysis study, framed theoretically with critical intercultural communication (Halualani &amp; Nakayama, 2010), explored the integration of social justice principles into lesson plans developed by pre-service and in-service English as a second language (ESL) teachers who were pursuing a TESOL graduate degree (Initial License) at a university in the Northeast of the United States. The lesson plans were analyzed using a rubric aligned with the Social Justice Standards: The Teaching Tolerance Anti-Biases Framework. The exploration unveiled the need for more connections to students' backgrounds, structured in-class dialogues, support for linguistic needs and modeling of intercultural practices.
Not All Flipped Classes Are the Same: Using Learning Science to Design Flipped Classrooms
Author: Lawson, Alyssa P.
Date: 2019-12-00
Type: Journal Articles
Subjects: Video Technology,Homework,Educational Technology,Technology Uses in Education,Design,Teaching Methods,Lecture Method,Instructional Design,Statistics,Barriers,Higher Education,Student Attitudes,Intelligence,Mathematics Skills

The flipped classroom has recently become a popular method used in both higher education and K-12 classrooms, yet research has not consistently demonstrated clear benefits of flipping a classroom. Also, any benefits seen might not be from the flipped design itself, but instead from the individual aspects of a flipped classroom (e.g., more active learning in class, more feedback on homework). This suggests that research focused on how to develop the activities and components of the flipped classroom, instead of simply flipping the traditional in-class and out-of-class activities, is critical to flipped pedagogy. These activities (both in and out of the classroom) should be designed based on a theory of learning. We draw upon the Practicing-Connections (PC) Hypothesis, supported by contemporary theories and research in the cognitive sciences, to design instructional activities to promote learning by having students practice making connections between concepts and situations. This paper examines a flipped class based on a theory-driven design versus a basic flipped classroom. The results of this work offer suggestions as to what dimensions of flipping may be important and how to design and evaluate flipped classrooms based on theories of learning.
Making Connections: Student-Teacher Rapport in Higher Education Classrooms
Author: Sybing, Roehl
Date: 2019-12-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Classroom Communication,Undergraduate Students,College Faculty,Public Colleges,Expository Writing,Required Courses,Academic Language,Power Structure,Student Participation

Educational research asserts the importance of establishing rapport between teachers and their students for the sake of fostering a classroom environment that is conducive to learning. Especially given the disparities in outcomes of university students, it is imperative for educators and policy makers to look at teaching practices in the college classroom as well as policies relevant to teaching and learning in university contexts. This paper reports on an ethnographic study of a college-level academic writing class, centering on how its writing teacher seeks to establish rapport and facilitate understanding with first- and second-year undergraduate students. The findings presented in this paper highlight examples practitioners can examine to validate student knowledge and participation as well as mitigate the effects of differences in identity between teacher and student. This paper closes by inviting discussion and reflection of college-level teachers' practices in the classroom and whether they elicit engagement from students.
First Generation College Students&apos; Perceptions of an Academic Retention Program
Author: Schelbe, Lisa
Date: 2019-12-00
Type: Journal Articles
Subjects: First Generation College Students,Student Attitudes,School Holding Power,Academic Achievement,Transitional Programs,State Universities,Minority Group Students,Summer Programs,Program Effectiveness,Expectation,Academic Support Services,Student Personnel Services,Student Financial Aid,Student Needs,Labeling (of Persons),Sense of Community,Skill Development

This qualitative study examines the perceptions of students enrolled in a campus-based program designed to promote academic success and retention of first generation college students. Method: Twenty-five undergraduate students in the program participated in focus groups and interviews to share their perceptions and experiences. Research team members conducted a thematic analysis on the focus groups and interviews transcripts. Findings: Students reported program components that contributed to their academic success and retention including support, expectations, resources, and preparation. Students also described concerns about how students' needs changed over time and how students in the program were perceived on campus.
Fame and Fortune: Developing a Simulation Game for the Music Industry Classroom
Author: Herzig, Monika
Date: 2019-12-00
Type: Journal Articles
Subjects: Computer Simulation,Computer Games,Musicians,Music,Merchandise Information,Educational Change,Video Technology,Teacher Attitudes,Grounded Theory,Teaching Methods,Psychomotor Skills,Learner Engagement,Business Administration,Industry,Correlation,Contracts,Budgets,Discussion (Teaching Technique),Instructional Materials,College Students

This study documents the development of a classroom game simulating the effects of contractual arrangements on the economic relationships between artists, record labels, and consumers. The game was tested with multiple revisions in classroom settings over a period of three years by using surveys, interviews, session videos, and teacher observations. Using the approach of Grounded Theory, observations and insights were extracted from the collected data with the goal of identifying effective strategies for developing and using classroom simulations. Findings include evidence of deeper engagement with the subject through cognitive, psychomotor, and affective learning.
Examination of Teachers&apos; Views on Organizational Uncertainty: A Qualitative Research = Ögretmenlerin örgütsel belirsizlige iliskin görüslerinin incelenmesi: Nitel bir arastirma
Author: Kosar, Didem
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Phenomenology,Coping,Organizational Culture,Teacher Collaboration,Foreign Countries,Educational Administration,Psychological Patterns,Organizational Communication,Teacher Administrator Relationship,Correlation,Educational Policy,Educational Change,Work Environment,Teaching Conditions,Instructional Leadership,Elementary Secondary Education

In this study, it was aimed to examine teachers' opinions about organizational uncertainty. Semi-structured individual interviews were conducted with 14 teachers within the scope of phenomenology design. As the results of this study, teachers stated that uncertainty means unpredictability, disorder, confusion, obscurity and uneasiness; they stated that uncertainty can emerge internally and environmentally, have organizational and individual results, and coping strategies include consultation, collaboration, time-out, planned management, culture and individual strategies. The findings were discussed in the light of the related literature and suggestions for eliminating organizational uncertainty were presented.
Developing Reflective Thinking through Theory-Practice Connection = Yansitici düsünmeyi kuram-uygulama baglantisi yoluyla gelistirme
Author: Ünver, Gülsen
Date: 2020-00-00
Type: Journal Articles
Subjects: Reflection,Theory Practice Relationship,Thinking Skills,Doctoral Students,Public Colleges,Foreign Countries,College Faculty,Beginning Teachers,Instructional Improvement,Undergraduate Students,Teaching Skills

The present study aimed to improve reflective thinking skills of doctoral students from different fields taking the Instructional Planning and Evaluation course (IPE) during their studies in order to obtain findings that can contribute to enhance the quality of teaching at a state university. A total of 80 doctoral students in the spring (n=47) and fall (n=33) semesters of 2016 participated in the study which was conducted with the Technical/Scientific/Cooperative action research design and implemented two actions. Data were collected using the Reflective Thinking Scale and the Attitude Scale towards IPE Course. The main activities of the program implemented in the first action included small group work, teaching real students, writing reflective pieces and feedback. In addition, participants were better encouraged to think reflectively, participated in reflective discussions and took formative tests in the second action. Descriptive statistics results of the study showed that both actions helped the participants to reach the levels in the order of reflection, understanding, critical reflection and habitual action. On the other hand, participants' attitudes towards the IPE course were found to be low. For future actions, it is recommended that participants gain experience in their own fields in order to improve their reflective thinking levels through theory-practice connection and conduct their reflection activities over these experiences.