ethanporcaro/eric-fulltext-meta huggingface dataset:
Continuing Professional Development Options of Foreign Language School Directors
Author: Ayar, Zülal
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Second Language Learning,Second Language Instruction,Foreign Countries,Administrator Attitudes,English (Second Language),State Universities,College Second Language Programs,Administrator Education,Comparative Analysis,Institutional Characteristics,Private Colleges,Program Administration

The professional development activities designed solely by respecting the instructors and the trainers are mostly presented to fail to reflect the operations at schools of foreign languages. Hence, continuing professional development programs need to include the directors of the schools, and their preferences about the practices. To this end, the current study is of significance in terms of highlighting the opinions of the directors about CPD process in Turkey. The study was conducted at two state and two foundation universities through questionnaires and semi-structured interviews. Purposive sampling method was utilized while determining the participants of this research. Having filled in the questionnaires which include some statements about their educational background, personal preferences of CPD, and the operationalization of professional development process, four directors gave answers to some of these questions in an interview to explain critical points thoroughly. According to interpretations of the data gathered from the directors, it was concluded that the directors at state universities could not have equal chance to adopt and serve opportunities for the instructors compared with the foundation universities. Nevertheless, the directors whose educational background has been grounded to ELT were noted to be more successful in implementation of CPD events.
Teaching for Civil Society in Finland: A Canadian Perspective on Finnish Educators&apos; Reflections
Author: Orlowski, Paul
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Educators,Teacher Role,Teacher Attitudes,Immigration,Welfare Services,Social Problems,Teaching Methods,Controversial Issues (Course Content),Social Justice,Democracy,Public Schools,Neoliberalism

This article describes a study that took place in Helsinki, Finland in late 2015. A Canadian education professor conducted individual interviews with Finnish educators: six practicing teachers in Helsinki schools, two education professors at the University of Helsinki, and the advisor to the president of Finland's teachers' union. Although all five Nordic countries are known to support the social welfare state, Finland was chosen because it is considered to be the most economically left. The study is an exploration of how Finnish educators consider their role and the role of the school regarding civil society and the commons in Finland. The actual research question for the study was, &quot;How do Finnish educators think about the school's role in supporting the commons and in fostering social cohesion with immigration?&quot; The nine participants were unanimous in their support of the commons and Finland's generous social welfare state, apparently the result of a collectivist mentality in Finnish society. However, there appears to be growing social, economic, and political discrimination for immigrants and refugees who look different from White Finns. The six teacher-participants expressed uncertainty around how best to deal with these tensions, and were committed to attempting neutrality in their teaching of these social problems, or perhaps even ignoring them altogether. Despite the small sample set, I believe it represents a cross section of views of educators in contemporary Finland. Recent studies mentioned in the literature review support this position. Some comparisons with similar studies in Canada are briefly mentioned.
The Flipped Classroom: High School Student Engagement through 21st Century Learning
Author: Avery, Kent F. G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Blended Learning,High School Students,Learner Engagement,21st Century Skills,Grade 11,Teacher Student Relationship,Active Learning,Foreign Countries,Independent Study,Student Attitudes,Video Technology,High School Teachers,Cooperative Learning,Public Schools

The purpose of this qualitative study is to document the experiences of students who participated in a flipped classroom during a Grade 11 Modern World History and a Grade 11 Biology course. An abridged literature review revealed the flipped classroom provides enriched opportunities for collaborative learning and for greater teacher-student interaction; however, during the homework phase, some students are not equipped to be independent learners. For this action research project, we collected data from 48 students who completed three sets of qualitative questionnaires and participated in two focus groups. Augmented data included excerpts from reflective journals maintained by the flipped classroom teachers. From the data, three dominant themes surfaced. First, the flipped classroom promoted active learning. Second, it supported stronger relationships among students and their teachers. Third, it activated a steep learning curve. Details of 21st century learning are used to conceptualize the findings. One implication of the study is that, at the start of the flipped experience, teachers need to communicate fluidly to students what the flipped classroom is and is not.
Improving Professional Practices of In-Service Teachers in Delhi
Author: Goel, Chanchal
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Innovation,Teaching Methods,Mentors,Faculty Development,Teacher Collaboration,Teacher Role,Administrator Role,Meetings,Facilitators (Individuals)

Innovations are changing everything from school culture to student assessment. Changing educational needs of the student and advancement in technology has widened the area of responsibilities of teachers. Pre-service and in-service teachers training became crucial in this aspect. However, studies in field of teacher education point towards various lacunas in pre-service as well as in-service teacher education. In a bid to robust education system in national Capital, the Government of Delhi, began reforming school education in Delhi in 2015 by designing and successfully implementing large scale programs. Placement of Teacher Development Coordinator (TDC) in each school is one of such initiative introduced by Delhi Government through SCERT in July, 2017 as part of the flagship programme of Mentor Teachers. The vision of this programme is to create a collaborative network of teacher-educators for professional development of all teachers teaching in DoE (Directorate of Education) schools for creating 'An education system where everyone learns together'. This programme was started with a view to strengthen the culture of sharing teachers' best teaching practice in the school system, and to identify and work on the specific needs of teachers in particular school to further strengthen the learning of all students. This paper presents a comprehensive understanding of Teacher Development Programme- an innovative project stated by Delhi Government.
Professional Development of Pre-Service Teachers in an English Language Teacher Education Program
Author: Bal-Gezegin, Betül
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Preservice Teachers,Second Language Instruction,English (Second Language),Preservice Teacher Education,Mentors,Practicums,Professional Development

This case study aims to explore the professional development experiences of two fourth-year student teachers (mentees, hereafter) and their two cooperative school teachers (mentors, hereafter) in the practicum component of English language teacher education program in a state university. The participants of this study were doing their internship in their last year of pre-service education. In order to understand the mentorship process in terms of professional development practice for those involved, two mentees and their mentors were interviewed. The results indicated that the relationship between mentor and mentee is continuous, dynamic, and fruitful for both parties. Mentees reported that they developed a teacher identity and improved themselves particularly in classroom management. Mentors also stated that they felt refreshed and had the chance to update their knowledge with the help of mentees. Implications for the mentorship and practicum process are discussed based on the results of this study.
The Effects of Learning Model and Cognitive Style on Students&apos; English Listening Skill
Author: Supriyadi, Agus
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Style,English (Second Language),Second Language Learning,Second Language Instruction,Comparative Analysis,Experiential Learning,Teaching Methods,Listening Skills,Listening Comprehension Tests,Language Tests,College Students,Foreign Countries,Models

Listening is one of the most basic language skills in second language learning. The various obstacles in language learning can be overcome through the use of learning models and cognitive styles that are appropriate with the characteristics of the students. The objective of this research is to find the effect of learning models and cognitive style toward the students' English listening skill. This research is an experimental study with treatment by level design and analyzed using two-way ANOVA at a significance level of 0.05. The participant of the study consisted of 32 students who were divided into two groups, namely the experimental group and the control group. The data were obtained through listening tests and cognitive style tests. The results showed that the students who were taught with integrative learning models were better than those taught with experiential learning models. There is an influence of interaction between learning models and cognitive styles on listening skills. The listening skills of the student who have the cognitive style of field independent that is taught with integrative learning models are higher than those taught with experimental learning models.
Pre-Service Elementary Mathematics Teachers&apos; Views on Geometric Constructions: Building on Paper or Interactive Whiteboard?
Author: Cansiz Aktas, Meral
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Mathematics Teachers,Student Attitudes,Geometry,Geometric Concepts,Mathematics Activities,Visual Aids,Foreign Countries,Cognitive Processes

This study examined pre-service teachers' views and experiences of building geometric constructions on paper and with the interactive whiteboard. The study group consisted of 26 pre-service elementary teachers in a state university in the Black Sea region of Turkey who took the Geometry Teaching course. The data were obtained from an opinion form consisting of open-ended questions and field notes. Findings revealed that almost all of the teachers had no experience with geometric constructions in their previous education and the majority of pre-service teachers' opinions about geometric construction activities are positive. They experienced more problems when building geometric constructions on the interactive whiteboard so their opinions about building geometric constructions on paper are more positive than building on the interactive whiteboard. Moreover, it was determined that pre-service teachers' views imply that building geometric constructions on the interactive whiteboard makes sense in the affective learning domain, whereas building on paper contributes more to the cognitive learning domain.
Experiences of General Secondary Education Teachers in Inclusive Classrooms: Implications for Sustaining Inclusive Education in Botswana
Author: Boitumelo, Mangope
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Secondary School Teachers,General Education,Inclusion,Barriers,Students with Disabilities,Regular and Special Education Relationship,Educational Policy,Teacher Attitudes,Teaching Experience,Teacher Competencies,Student Needs

Inclusive education in the context of Botswana involves addressing the barriers that prevent students with disabilities from fully participating in the activities of the general education schools. A lack of understanding often exists among general education teachers in relation to the implementation of inclusive education in general education classrooms. This qualitative study reports on the daily experiences of eight general education secondary school teachers who are teaching in an inclusive school in the South-Central Region of Botswana. Using interviews and reflective journals, the study investigated teachers' experiences and understandings of the Inclusive Education Policy of Botswana in one secondary school. The data were analysed using content analysis procedures. Key findings revealed that teachers had limited experiences of inclusive education and limited understandings of what it entails in Botswana. The findings further revealed that the participants had both positive and negative experiences in the inclusion setting and that these experiences affected their attitudes and beliefs about inclusion. The implications with respect to inclusive implementation are discussed along with the relevance of professional development opportunities and support.
Situating Intergenerational Trauma in the Educational Journey
Author: Gaywish, Rainey
Date: 2018-00-00
Type: Journal Articles
Subjects: Trauma,Indigenous Populations,College Students,Student Attrition,Teaching Methods,Culturally Relevant Education,Student Attitudes,Indigenous Knowledge,Foreign Countries,Canada Natives,Public Policy,Student Needs,Student Behavior,Self Esteem,Family Relationship,Identification (Psychology),Coping,Intervention

The impact of trauma on learning in post-secondary institutions is largely ignored. However, recent studies on how Aboriginal people experience mental health issues are bringing attention to Aboriginal students' experiences of intergenerational trauma (IGT). IGT occurs when the maladaptive effects of an original trauma experience, such as historic trauma inclusive of Indian Residential Schools (IRS), results in unhealthy effects on the first generation being passed down to the next generation or multiple generations. Given the lengthy history of collective historic trauma experienced by Aboriginal people, it is reasonable to expect that Aboriginal students' learning is affected by IGT. As post-secondary educators, we engaged a limited study to further our knowledge of the impact of IGT on Aboriginal students. We were puzzled by Aboriginal students' attrition within university programs--students we believed who were more than capable of success. We chose to explore this issue from the perspective of trauma-informed education principles (Mordoch &amp; Gaywish, 2011). Building on past work, this qualitative study explores how IGT affects the educational journeys of Aboriginal students. A conceptual framework based on an Anishinabe teaching of Four Lodges (directional)--Talking, Planning, Teaching, and Healing--guided our research. The researchers formulated questions for each Lodge to frame our research on how IGT is understood by students enrolled in select programs for mature Indigenous students. We asked about the effects of IGT in the classroom and the resultant problems students face in their educational journey. Sixteen Indigenous students, 10 instructors, and nine administrators employed in Aboriginal focus or access programs for at least three years participated in semi-structured interview conversations. Findings reflect their perceptions of the interplay between IGT and educational experiences and potential strategies to redress resultant issues.
Critical Reading in EFL Courses: The Facile and Challenge Confronted
Author: Dogan, Cemile
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Reading,English (Second Language),Second Language Instruction,Public Colleges,Foreign Countries,Student Attitudes,Age Differences,Critical Thinking,Preservice Teachers,English Teacher Education,Reading Processes,Thinking Skills

Although critical thinking has been on the agenda for the past few decades, there is a serious gap in the field of foreign language teaching especially for quantitative research carried out regarding the teaching of this process as a skill. When the case is the teaching of critical thinking in EFL courses more specifically, teaching critical reading skills shares the same problem as one of its sub-skills. Yet, it is of utmost necessity to proliferate this kind of research to reach beyond epistemological deductions to delineate the borders of such a significant skill. Thus, the current study is designed as quantitative research that aims to contribute to foreign language teaching literature utilizing the procedures of both descriptive and inferential statistics. In this sense, a specifically developed critical reading scale was chosen and distributed to the third-year EFL students of a state university in Turkey to obtain the required clear data to detect any probable connection between their age and attitudes and to assess their evaluation concerning the easiest and hardest sides of the critical reading process. The results indicated beneficial findings for the interests of EFL literature.
Determining Reflectivity Levels of Prospective Teachers through Blogs
Author: Çetin, Nihal Menzi
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Electronic Publishing,Web Sites,Reflective Teaching,Practicums,Public Colleges,Computer Science Education,Educational Technology,Foreign Countries,Middle Schools,High Schools,Writing (Composition)

In this study, it was aimed to determine the reflective thinking levels of prospective teachers and the change of their reflectivity levels within the teaching practicum process. For this purpose, the blog postings, which written by the prospective teachers at different themes, were analyzed. Within the scope of the study, reflective thinking levels were discussed based on the six different criteria with the following titles: Attending to feeling, sharing personal experience, analysis and meaning-making, depth of reflection, language use and writing quality, use of textual evidence and historical context, and transfer of knowledge. In this study, the document analysis method was used as a data collection technique. The study was carried out with 37 prospective teachers, attending Teaching Practicum in the Department of Computer Education and Instructional Technology (CEIT) of a state university in Ankara, Turkey. Prospective teachers wrote about their teaching experiences throughout teaching practicum on their blogs. Blogs were evaluated with the help of the reflection level rubric, which prepared by the researchers. It was concluded that the lowest reflection level emerged with regard to the use of textual evidence and historical context criteria and that less reflective blogs were, in almost all criteria, with respect to the overall evaluation of the course (Theme-5). In the last section, further results and related recommendations are mentioned.
The Authoring of School Mathematics: Whose Story Is It Anyways?
Author: Armstrong, Alayne
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Education,Teaching Methods,Story Telling,Teacher Attitudes,Problem Solving,Middle School Teachers,Middle School Students,Foreign Countries,Mathematics Activities,Group Activities

Mathematics itself is a living and creative act (Boaler, 2008), and mathematicians themselves often collaborate in their work (Burton, 2004). What, then, is holding school mathematics back? Are educators so conditioned to expect the act of mathematizing in school to proceed in a certain abstract, formalized way that they are neglecting other means by which mathematical learning may emerge? What if educators shifted their conception of what students do in school mathematics to be an act of storytelling, where they take the time to admire how students tell their stories, take pride in how they keep their audience engaged, or, on a deeper level, the themes and greater truths they touch on in the telling? In this article Alayne Armstrong argues that framing doing mathematics as storytelling would help to privilege the process of doing mathematics over the product that results from it (the answer), something that might make school mathematics more satisfying, more human, for students. Herein, he discusses how storylines that result from mathematics tasks can be compared to published works with similar plots where each author has made the story his/her own by varying the storyline. He demonstrates this point through a collective problem posing study he conducted with small groups of students at a middle school in British Columbia.
Teachers and Students&apos; Evaluation of Listening Texts in Turkish Textbooks[superscript #]
Author: Kaya, Mustafa
Date: 2020-01-00
Type: Journal Articles
Subjects: Textbooks,Foreign Countries,Secondary School Teachers,Secondary School Students,Teacher Attitudes,Student Attitudes,Textbook Content,Textbook Evaluation,Turkish,Language Arts,Difficulty Level,Listening,Listening Skills,Listening Comprehension

The aim of this study is to evaluate the listening texts in terms of the suitability for student level. In order to achieve this goal, the opinions of Turkish teachers and the secondary school students who have been taught by these teachers were studied. The research was carried out in January 2018 with 5 Turkish teachers and 20 secondary school students at different schools in Van city center. Four Turkish textbooks (5th to 8th grade) were used as the data source in this study, which aims to reveal the quality of listening texts, having multiple units required us to use the nested case study model, a qualitative research model. Semi-structured and structured interview forms developed by the researchers for teachers and students were used for data collection. Expert opinions were taken during the development of the interview protocols. After interviews with teachers and students, inductive thematic analysis method was used to analyze the interviews. The opinions of both students and teachers about listening texts can be summarized as follows; there are many unknown words, texts are not appropriate to students' level, texts are long, text types should be based on events, there is much description in texts, texts are out of date, texts are not at the desired level in terms of language and expression, and activities in the texts are quantitatively too many but qualitatively not on a desired level.