ethanporcaro/eric-fulltext-meta huggingface dataset:
Achieving Quality Mathematics Classroom Instruction through Productive Pedagogies
Author: Bature, Iliya Joseph
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Classroom Techniques,Classroom Environment,Foreign Countries,Qualitative Research,Case Studies,Mathematics Teachers,Secondary School Teachers,Secondary Schools,Teaching Methods,Secondary School Mathematics,Class Activities,Problem Solving,Teacher Workshops,Observation,Interviews

This paper seeks to investigate the implementation of the Productive Pedagogies Framework in Nigerian mathematics classroom setting. The researcher adopted a qualitative case study approach to seeking data for the three research questions postulated for the study. Three mathematics teachers taught mathematics in two secondary schools in two Central states of Nigeria using the Productive Pedagogies framework introduced to them by the researcher. Two major instruments (observation and reflective interviews) were employed to seek information from the teachers and the students. While the researcher uses the grounded theory approached to interpret and or analyzed the data collected. The findings of this study suggest that the teachers made attempts to used Productive Pedagogies framework to achieved quality mathematics classroom instructions. This was demonstrated in their effort to used problem-solving to achieve intellectual quality classrooms instructions, making mathematics classroom instruction relevant to the world around their students, developing an atmosphere of friendship during classroom instruction and identifying and recognizing the differences existed among students during classroom instruction. It was observed that the used of the Productive Pedagogies can increase students' engagement, collaborations, interactions, substantive conversations and effective inclusion during mathematics classroom instruction in which the research finally recommended the adoption of the Productive Pedagogies framework in the Nigerian mathematics classroom.
Application of Principal Component Analysis (PCA) to Reduce Multicollinearity Exchange Rate Currency of Some Countries in Asia Period 2004-2014
Author: Rahayu, Sri
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Factor Analysis,Multiple Regression Analysis,Correlation,Statistical Analysis,Matrices,Models,Multivariate Analysis

This study aims to apply the model principal component analysis to reduce multicollinearity on variable currency exchange rate in eight countries in Asia against US Dollar including the Yen (Japan), Won (South Korea), Dollar (Hong Kong), Yuan (China), Bath (Thailand), Rupiah (Indonesia), Ringgit (Malaysia), Dollar (Singapore). It looks at yield levels of multicollinierity which is smaller in comparison with PCA applications using multiple regression. This study used multiple regression test and PCA application to investigate the differences in multicollinearity at yield. From this research, it can be concluded that the use of PCA analysis applications can reduce multicollinearity in variables in doing research.
Cognitive Learning Strategy of BIPA Students in Learning the Indonesian Language
Author: Suyitno, Imam
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Indonesian,Learning Strategies,College Students,Foreign Students,Qualitative Research,Data Analysis,Interviews,Language Usage,Semantics,Classification,Spelling,Information Retrieval,Inferences,Generalization,Memorization,Notetaking,Repetition,Code Switching (Language),Protocol Analysis,Observation

The study outlined in this article aims to describe and explain the cognitive learning strategies used by foreign students in learning the Indonesian language. The research was designed as a qualitative study. The research participants are foreign students who were learning the Indonesian language in the BIPA program. The data sources of the research were students' behaviors that indicated the cognitive strategies they adopted in learning the Indonesian language. Data were collected by interview and observation, and were analyzed by (1) identifying the data, (2) classifying and categorizing the data, (3) interpreting the data, and (4) drawing a conclusion. Findings of the research showed that in learning Indonesian language, BIPA students used various learning strategies. The cognitive learning strategies used by BIPA students in learning Indonesia ranged from applying their understanding of language structures and punctuations to strategies that drew on higher-level thinking processes. BIPA students selected and applied the learning strategies depending on the types of learning tasks they encountered. Apart from that, individual factors and the learning environment were also influential in students' selection of learning strategies.
A Study of Turkish High School Students&apos; Burnout and Proficiency Levels in Relation to Their Sex
Author: Yeni Palabiyik, Pinar
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Burnout,Correlation,Language Proficiency,English (Second Language),Statistical Analysis,Questionnaires,Grade 10,Grade 11,Grade 12,Cohort Analysis,Gender Differences,Likert Scales,Pretests Posttests

The present study examines high school students' burnout levels. The main aims of the study are to investigate whether their burnout levels vary according to gender and grade levels, and to check the correlation between overall burnout levels and their English language proficiency attained with a specific test. The study followed a quantitative research design, the data of which were collected via a questionnaire. The participants of the study were 10th, 11th and 12th grade students (n = 62). The findings indicated an increase in students' burnout levels. Emotional exhaustion levels are particularly high across all grades. Regarding the impact of sex and grade levels, 12th grade male students have the highest burnout and depersonalization rate while 10th grade female students have a decrease in their professional efficacy levels. Finally, no correlation was found between students' overall burnout and English language proficiency levels.
Enabling Language Help: Epistemic Maneuvering in Extended Information Request Sequences between EFL Teachers
Author: Leyland, Christopher
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,Second Language Instruction,English (Second Language),Information Seeking,Epistemology,Teacher Collaboration,Interprofessional Relationship,High Schools,Secondary School Teachers,Interaction,Discourse Analysis,Data Analysis,Team Teaching

Recent years have seen an upsurge in interest in epistemics/knowledge in interaction (e.g., Heritage, 2012a, 2012b; Stivers, Mondada &amp; Steensig, 2011). Insights from such research are now being used by Second Language Acquisition (SLA) researchers yielding valuable insights into teacher-student interaction (e.g., Sert, 2013) and student-student interaction (e.g., Jakonen &amp; Morton, 2013). The current study, however, tracks how teachers use other teachers as language learning resources. Conversation Analysis (CA) is used to examine English language learning sequences in Japanese high school staffrooms between English L1 and L2 speaker teachers, namely JET Programme Assistant Language Teachers (ALTs) and Japanese teachers of English (JTEs). This study reveals that the relationship between the information request and subsequent provision of help is not a straightforward one. Information requests in this study are particularly lengthy multi-turn collaborative processes that see the use of various interactional tools used and careful epistemic manoeuvring to equip the prospective helper with the knowledge necessary to provide help. This process ends when the recipient is able to provide the necessary information--with a &quot;penny-drop moment&quot; frequently given. This study contributes to a deeper understanding of epistemics in SLA, and adds a layer of complexity to our understanding of epistemics in interaction.
Languages of Education in Nigeria: Extent of Implementation in the (UBE) Schools in Ebonyi State
Author: Okonkwo, Adaobi F.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language of Instruction,Second Language Instruction,Native Language Instruction,English (Second Language),African Languages,Afro Asiatic Languages,French,Semitic Languages,Elementary Education,Teacher Surveys,Elementary School Students,Urban Schools,Rural Schools,Rural Urban Differences,Educational Resources,Statistical Analysis

The study focused on languages of education in Nigeria and extent of implementation in the (UBE) Schools in Ebonyi State. The study adopted a descriptive survey design. The population of the study constituted all the Universal Basic Education teachers in the 13 LGA of the State. A sample study of 555 respondents was selected using proportionate stratified random sampling technique which reflected teachers in the urban and the rural schools. The instrument used was questionnaire which was validated and trial tested for reliability and a value of 0.84 was obtained. Mean and standard deviation were used to answer the research questions while t-test was used to test the hypotheses at 0.05 alpha level of significant. Findings showed that languages in education were implemented to a low extent and that extent of materials that enhance languages' effective implementation were made available to a low extent which were more experienced in schools in rural areas. It was recommended that teachers should embrace stipulations of the Government based on the National Policy on Education and that the government should embark on training and retraining of teachers on different languages in Nigerian Education and provide other resources for effective language implementation.
Unpacking TPACK in Mathematics Education Research: A Systematic Review of Meta-Analyses
Author: Young, Jamaal Rashad
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Pedagogical Content Knowledge,Technological Literacy,Mathematics Education,Educational Research,Meta Analysis,Teaching Methods,Program Effectiveness,Coding,Research Methodology,Effect Size,Calculators,Computation,Handheld Devices,Computer Assisted Instruction,Computer Software,Literature Reviews

Teaching with technology is considered a necessity in the U.S. mathematics classroom. However, few studies have established explicit considerations to support technology-enhanced student achievement. The purpose of this study was to characterize the effectiveness of technology in the mathematics classroom by systematically reviewing meta-analytic research. An exhaustive literature search was conducted. After applying a prioi inclusion criteria the pool of 65 initial meta-analyses was reduce to 13 representative studies. Each study was reviewed and characteristics were coded in four categories: (1) sample, (2) measurement, (3) design, and (4) source. An inductive review of the coded studies produced five unique moderators that were the most salient across studies. Overall mean effect sizes were retrieved or calculated from available study data. Hedges g was used as the common effect size metric for comparison across studies. The Technological Pedagogical Content Knowledge (TPACK) framework was used to interpret the most salient moderators of effects across studies. Studies were categorized by didactical functionality and technology type. The results suggest that effects vary by didactical functionality from small to medium. The largest variations were observed for the didactical function of developing conceptual understanding. Implications for research and instructional praxis are provided.
Vietnamese Female Spouses&apos; Language Use Patterns in Self-Initiated Admonishment Sequences in Bilingual Taiwanese Families
Author: Wang, Li-Fen
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Females,Language Usage,Bilingualism,Spouses,Vietnamese,Mandarin Chinese,Contrastive Linguistics,Intercultural Communication,Discourse Analysis,Context Effect,Cues,Data Analysis,Code Switching (Language)

This paper aims to identify how Taiwanese and Mandarin (the two dominant languages in Taiwan) are used as interactional resources by Vietnamese female spouses in bilingual Taiwanese families. Three Vietnamese-Taiwanese transnational families (a total of seventeen people) participated in the research, and mealtime talks among the Vietnamese wives and their Taiwanese family members were audio-/video-recorded. Conversation analysis (CA) was adopted to analyse the seven hours of data collected. It was found that the Vietnamese participants orient to Taiwanese and Mandarin as salient resources in admonishment sequences. Specifically, it was identified that the two languages serve as contextualisation cues and framing devices in the Vietnamese participants' self-initiated admonishment sequences.
Using Tablet Technologies to Engage and Motivate Urban High School Students
Author: Howard, Nicol R.
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Student Motivation,Urban Schools,Handheld Devices,Telecommunications,Educational Technology,Technology Uses in Education,Observation,Cooperative Learning,Interviews,Computer Oriented Programs,Blended Learning,Mixed Methods Research,Online Surveys,Learner Engagement,Teacher Attitudes

In this two-year study, researchers examined the impact of using tablet technologies across content areas in an urban high school setting. Class observations provided notable examples of how student motivation and learning appeared to be enhanced by use of the iPads in conjunction with opportunities to collaborate and be creative in the context of their learning. Interviews from a set of teachers with a range of classroom teaching experience provided multiple perspectives of the program's impact. The opportunity for teachers and students to have the flexibility to select the apps they believe achieve curricular and/or learning goals supports the shift in educational settings to including teacher and student voice and choice for more collaborative blended learning (self-directed and self-paced) environments.
Designing Computer-Based Assessments: Multidisciplinary Findings and Student Perspectives
Author: Dembitzer, Leah
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Test Reliability,Test Validity,Usability,Student Attitudes,Heuristics,High School Students,Questionnaires,Testing Accommodations,Test Construction,Mixed Methods Research

A partnership was created between psychologists and computer programmers to develop a computer-based assessment program. Psychometric concerns of accessibility, reliability, and validity were juxtaposed with core development concepts of usability and user-centric design. Phases of development were iterative, with evaluation phases alternating with development phases. The system was evaluated by the team using an accessibility measure, standard usability heuristics, and student questionnaires (n = 131). In its final form, the assessment was satisfactory to students, although many students did not use the provided testing accommodations, and reliability analyses were in the acceptable range. Recommendations include updating and creating common language, standards, heuristics, and measures to develop and evaluate computer-based assessments.
Telling Tales: Discursive Narratives of ESOL Migrant Identities
Author: Li, Li
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Immigrants,Cultural Capital,Self Concept,Social Capital,Case Studies,Foreign Countries,Adult Education

This paper concerns migrant identity construction in an ESOL course. Taking a poststructuralist perspective, identity is viewed a fluid process of ongoing struggle between different subject positions that individuals take in a variety of social sites. In this study, five migrant ESOL learners were interviewed to talk about the concept of self to investigate the process of identity construction. The purpose of this study was also to identify the role of learning English for migrant workers in relation to imagined community and self. The study showed how these migrant ESOL learners conceptualize self in relation to two aspects: learning English and investment, gaining social and cultural capitals and access to imagine community, and being transmigrants. This paper highlights the implications in language education.
Teachers&apos; Perceptions of Other Teachers&apos; Spontaneous Hand Gesturing in the EFL Classroom
Author: Thompson, John Michael
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Nonverbal Communication,English (Second Language),Second Language Instruction,Qualitative Research,Video Technology,Language Teachers,Questionnaires,Online Surveys,Semi Structured Interviews,Teaching Methods,Reflection,Foreign Countries

The evidence for gesture being a vital element in the classroom is becoming insurmountable; however, it remains to be seen how long it will take to be fully utilized in the EFL classroom. This study, using a qualitative descriptive methodology, briefly examines how a group of teachers perceive gesturing after viewing a video performance of an EFL practitioner. All of the data was collected online via a questionnaire and a recorded semi-structured interview. Volunteers were, or had been, teaching English within the past twelve months and approached the researcher to take part in the study via social media. The results of the study suggest that teachers fully acknowledge the importance of gesture and commonly attribute similar functions to specific gestures within a teaching performance. Overall, the results offer numerous pedagogical implications for gesture and SLA and support previous assertions regarding the need to make teachers fully aware of the gestures they use in the classroom. Analysis of the questionnaires also revealed that teachers seldom have the opportunity to view their own teaching and suggests that gesture needs to play a much greater role within critical reflective practice.
Gamification Strategies in a Hybrid Exemplary College Course
Author: Machajewski, Szymon
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Technology,Technology Uses in Education,Educational Games,Program Evaluation,Telecommunications,Integrated Learning Systems,Social Media,Game Theory,Blended Learning,Scoring Rubrics,College Students,Assignments,Grades (Scholastic),Attendance

Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
&quot;You Reap What You Sow&quot; Idioms in Materials Designed by EFL Teacher-Trainees
Author: Khan, Özlem
Date: 2014-00-00
Type: Journal Articles
Subjects: Language Patterns,Preservice Teachers,Preservice Teacher Education,Student Developed Materials,Curriculum Design,Knowledge Level,Student Teacher Attitudes,Instructional Materials,Content Analysis,Trainees,Statistical Analysis,Qualitative Research,Questionnaires,Semi Structured Interviews,Material Development,Communicative Competence (Languages),Language Proficiency,Learning Activities,Incidence,Foreign Countries

Idioms, because of their cultural and figurative aspects, cannot be readily comprehended and used appropriately; hence, they need to be taught explicitly by means of instructional materials in language classrooms. Knowledge of idioms constitutes an important component of learners' communicative competence (Bachman, 1990) since idioms as part of cultural references, and figurative, functional and formulaic language can help to enhance not only organizational competence but also pragmatic competence. Therefore, the aim of this study is to investigate EFL teacher-trainees' perceptions of their idiom knowledge, attitudes towards idiom instruction and their use of idioms in in-house instructional materials. In doing so, the materials designed by EFL teacher-trainees were examined by means of content analysis followed by the analysis of questionnaire and semi-structured interview data. The quantitative and qualitative data analyses show that the teacher-trainees hardly used idioms in their materials and those who used them usually did not incorporate them in a way to help enhance learners' communicative competence. The data analysis also reveals that teacher-trainees' insufficient idiom learning experience in the past could have been influential in their use of idioms in the materials, although they did show positive attitudes towards idiom instruction. The study has important implications for teacher education, which should emphasize the role of culture-specific expressions in developing future teachers' language as well as pedagogic competence.
The Effects of Pupil Control Ideology of Teachers on Their Conflict Management Strategies
Author: Cobanoglu, Necati
Date: 2015-00-00
Type: Journal Articles
Subjects: Ideology,Conflict Resolution,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Multiple Regression Analysis,Self Control,Comparative Analysis,Foreign Countries,Measures (Individuals),Statistical Analysis

The aim of this study was to determine teachers' perspectives on conflict management strategies and further to determine the effects of pupil control ideologies on their conflict management strategies. 120 primary and secondary school teachers were administered a Likert type questionnaire. The data collected were analyzed through multiple regression analyses and the teachers' perspectives on conflict management strategies were determined. Moreover, the effects of pupil control ideology of teachers on their conflict management strategies were revealed. The results of this study suggested that teachers preferred integration reconciliation strategy in conflict resolution the most, and domination strategy the least. It was observed that, among the conflict management strategies, teachers' pupil control ideologies predicted domination strategy positively and integration-reconciliation negatively. Certain suggestions were made based on the findings of the study.