ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Corpus Use on L2 Collocation Learning
Author: Satake, Yoshiho
Date: 2022-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Instructional Effectiveness,Phrase Structure,Word Frequency,Comparative Analysis,Undergraduate Students,Dictionaries,Pretests Posttests,Memorization,Technology Uses in Education,Foreign Countries,Language Variation

This study examines the effects of corpus use on learning L2 collocations. The primary aim of this study was to investigate how the information extracted from corpus data helped learners memorize and output collocations. The effects of corpus use were examined by comparing the effects of dictionary use. 55 intermediate EFL learners from a university in Tokyo looked up verb-noun collocations by consulting BNC or dictionaries and wrote what they noticed. They also wrote short essays on the topics that were related to the collocations. To find their achievement, pre- and post-tests were used. The results show that corpus use promoted more output of collocations than dictionary use because of its many example sentences and frequency information of co-occurrence words. Corpus users focused on combinations of words and looked up high frequency collocations, while dictionary users focused on meanings, looked up and memorized more collocations. For more effective vocabulary teaching in DDL settings, the findings suggest that teachers need to consider the information learners access and process with corpus use and the specific effects of corpus use on L2 learning so that DDL can be a useful option in L2 classrooms.
Captions and Learnability Factors in Learning Grammar from Audio-Visual Input
Author: Pattemore, Anastasia
Date: 2022-00-00
Type: Journal Articles
Subjects: Audiovisual Aids,Linguistic Input,Second Language Learning,Second Language Instruction,Grammar,Visual Aids,Learning Processes,Television,Programming (Broadcast),Classification,Outcomes of Education,Teaching Methods,Undergraduate Students,Romance Languages,Native Language,Bilingualism,English (Second Language),Required Courses,Foreign Countries,Language Proficiency,Language Tests,Student Placement,Guidelines,Rating Scales,Comparative Analysis,Correlation

This study explores the effects of extensive audio-visual input with three captioning modes -- unenhanced captions, textually enhanced captions, and no captions -- on learning a variety of L2 grammatical constructions and examines the effects of three learnability factors: construction type, frequency, and recency. A total of 112 participants watched ten full-length TV series episodes over a period of five weeks. The study targeted 27 frequently occurring grammatical constructions categorized as fully-schematic, partially-filled, and fully-filled. The design included a pretest, an immediate posttest to measure the effects of recency, and a delayed posttest. The results indicated mixed effects of captioning: textually enhanced captions -- a more salient condition -- led to immediate learning outcomes while unenhanced captions resulted in higher long-term effects. A limit to the amount of different textually enhanced constructions presented in the input for effective learning is suggested. In general, unenhanced captions appear sufficient for successful grammar construction learning.
Exploring the Role of Mindsets in a Sophomore Level Undergraduate Research Course
Author: Zigler, Erin D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Cognitive Processes,Student Research,Undergraduate Students,Educational Benefits,Psychological Patterns,Anxiety,Research Skills,Fear

Several investigations have established the benefits of undergraduate student research experiences, including improved understanding of the research process, development of research skills, improved ability to interpret research, interest in future research experiences, and considering academic/research careers. Unfortunately, some students are intimidated by the research process and avoid such opportunities for growth. Such student perceptions may limit engagement in research, compromising knowledge and skills to critically evaluate research so necessary for clinical practice. The present investigation examined the student mindset perceptions pre- and post-course and student perspectives towards research following an undergraduate research course. A mixed quantitative and qualitative design was employed. While student mindsets were primarily growth based at the outset, students reported gains in perspectives on mindsets and confidence following the course. Qualitative findings further highlight the development of applications to the profession, understanding the research process, research skills, and the challenges of research. Intentional scaffolding of a research course may reduce intimidation and foster positive attitudes towards the importance of research in the discipline.
Effect of Task-Based Learning on Students&apos; Understanding of Chemical Reactions among Selected Rwandan Lower Secondary School Students
Author: Musengimana, Jeannette
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Chemistry,Scientific Concepts,Secondary School Students,Foreign Countries,Gender Differences,Instructional Effectiveness,Rural Urban Differences

This study intended to measure the effect of Task-Based Learning (TBL) on lower secondary school students' understanding of chemical reactions. The study employed a quasi-experimental pre and post-test research design with eight intact classes of 369 students purposively selected from eight schools in two districts in Rwanda. The experimental group of four schools was exposed to the TBL method, while a control group of the other four schools was exposed to the conventional teaching method (teacher-centered). A chemistry test of a Pearson product-moment reliability coefficient of 0.643 was developed and used in both groups. The results of repeated-measures ANOVA revealed a significant effect of treatment on students' understanding of chemical reactions (p &lt; 0.001) with a medium effect size (d = 0.357) in favor of the experimental group. Gender and school location variables were also analyzed. It was found that the interaction effect of experimental and gender was not significant (p &gt; 0.05, d = 0.010). However, the effect was significant with the school location (p &lt; 0.05, d = 0.026) in favor of students studying in rural schools. The results imply that TBL method improves students' understanding of chemical reactions. Recommendations were given to educational stakeholders to train teachers in this method and teachers to use it in chemistry teaching.
Teachers&apos; Perceptions and STEM Teaching Activities: Online Teacher Professional Development and Employment
Author: Yildirim, Bekir
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,STEM Education,Faculty Development,Online Courses,Lesson Plans,Science Instruction,Teacher Employment,Teacher Improvement,Skill Development,Pedagogical Content Knowledge,Technological Literacy,Self Efficacy,Teaching Skills

This study addressed teachers' perceptions of the effect of online teacher professional development programs (OTPDPs) on their professional development. This five-month study focused on four aspects of OTPDPs: (1) Teachers' perceptions on OTPDPs, (2) the impact of OTPDPs on lesson planning, (3) the impact of OTPDPs on STEM teaching, and (4) the impact of OTPDPs in STEM education on teacher employment. The sample consisted of 36 teachers. An OTPDP tailored to STEM education was designed to help participants develop professional skills. This study adopted a qualitative type of research, which was a single case study.&quot; Data were collected through interviews, videotapes, and lesson plans. The data were analyzed using content analysis. Participants had positive perceptions about OTPDPs. They stated that the OTPDP helped them plan and teach STEM better and gain pedagogical and content knowledge. It also allowed them to acquire technological self-efficacy. They also noted that OTPDPs helped teachers develop the skills that would make them more likely to be employed in the future. The results indicate that technological self-efficacy and Internet access are of paramount importance for effective OTPDPs.
The Preferred Mentoring Attributes and Practices for Effective Science Teaching
Author: Burak, Durmus
Date: 2022-00-00
Type: Journal Articles
Subjects: Mentors,Science Instruction,Instructional Effectiveness,Preservice Teachers,Individual Characteristics,Preschool Teachers,Cooperating Teachers,Student Attitudes

Pre-service teachers encounter many different mentor teachers during the teaching practicum process. While some teachers give sufficient coverage to early childhood science education, some do not. This research aimed to explain effective mentoring attributes and practices of the mentors which preferred by pre-service preschool teachers during science teaching activities throughout the teaching practice lessons. The study was designed in line with the Q-methodology. The participants of the study were 39 pre-service teachers. Quantitative data were collected with the Q measurement tool developed by the researchers to describe the mentoring attributes and practices in science teaching. In addition, qualitative data were collected and analyzed through an open-ended questionnaire. The results obtained in the study revealed that pre-service pre-school teachers preferred the mentoring attributes and practices, in which they could get support at the point of personal development in science teaching. In addition, it was found that the same pre-service teachers were less likely to prefer the mentor who gave feedback and tried to be a role model while science teaching.
An Analysis of a Conflict between the Theories of Creationism and Science in the Experience of a Pre-Service Physics Teacher
Author: Lukie, Michael Paul
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Physics,Science Teachers,Practicums,High Schools,Religious Education,Creationism,Conflict,Beliefs,Religion,Cooperating Teachers,Teacher Role,World Views,Psychology,Foreign Countries,Grade 12,Climate,Biblical Literature,Religious Factors

This paper explores a conflict a pre-service physics teacher experienced while completing a teaching practicum at a religious high school that supported creationism. As a result of the conflict, the pre-service teacher was scapegoated by the staff and students at the school. An analysis of the projective dynamics involved in this conflict are explored including scapegoating, psychic inflation, fanaticism for science, and what was constellated in the pre-service teacher's personal, familial, and cultural unconscious. In examining the pre-service teacher's unconscious, it will be suggested that religion is part of the pre-service teacher's repressed shadow and the cooperating/mentor teacher's religious projections helped to constellate this shadow element. By examining the conflicts that arise between pre-service teachers and their cooperating teachers as a result of psychodynamics and differing worldviews, educators can begin to understand how analytical psychology may be applied so that such conflicts may be depotentiated in the future.
Designing an Educational Environment in Six Steps: Teaching for Understanding and the Motivation for Understanding
Author: Harpaz, Yoram
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Facilities Design,Educational Environment,Teaching Methods,Educational Objectives,Decision Making,Role of Education,Holistic Approach,Curriculum Design,Evaluation Methods,Psychological Needs,Physical Environment

The first part of this article describes in brief the Six Steps methodology for designing educational environments--be they K-12 schools, tertiary institutions, community centers, youth movements, or the like-- as set forth in my book &quot;Educational Design in Six Steps: A Strategic and Practical Scaffold&quot; (Routledge 2020). The second part of the article illustrates application of the Six Steps method in designing an educational environment the aims of which are teaching for understanding and the motivation for understanding.
Exposing the IT Skills Gap: Surveying Employers&apos; Requirements in Four Key Domains
Author: Draus, Peter
Date: 2022-04-00
Type: Journal Articles
Subjects: Skills,Achievement Gap,Employment Qualifications,Information Technology,Career Readiness,Education Work Relationship,Employer Attitudes,Expectation,Job Skills,College Graduates,Computer Security,Computer Software,Programming,Computer Networks,Technological Advancement,Knowledge Level

Information Technology (IT) skills gap discourse suggests a mismatch between what students are acquiring in terms of knowledge and skills in their education versus what employers believe are useful skills for doing day to day tasks. This study builds upon previous research (analyzing the skills of college students in IT-related majors) by surveying industry professionals to determine the skills their organization requires and offering suggestions that can benefit the educational institutions and create a better educated workforce. Implications are drawn and a conclusion is presented.
Education for Meaning: What Is It and Why Do We Need It?
Author: Karmon, Amnon
Date: 2021-00-00
Type: Journal Articles
Subjects: Role of Education,Educational Practices,Sustainability,Relevance (Education),Knowledge Economy,Art Education,Educational Change,Educational Objectives

The central assertion of the article is that the most important mission in the field of education today is to design a new, comprehensive educational concept for schools, without with schools are consigned to an &quot;educational-pedagogical vacuum&quot; that advances extraneous and alienating purposes. The analysis delineates the theoretical foundations and practical consequences of such a new concept called &quot;Education for Meaning.&quot; That concept addresses meaning in two senses: meaning as understanding the world and meaning as significance of and reason for living. The pattern of teaching and learning applied in the creative arts is presented as a pedagogical model upon which such an educational approach can be modeled. The article highlights the urgent educational need to initiate a dialogue that focuses on &quot;big theories&quot; of education in place of the prevailing educational discourse which has become superficial and crassly economy-focused.
Global Principles for Professional Learning in Gifted Education and Italian Primary Teachers
Author: Brazzolotto, Martina
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Principles,Faculty Development,General Education,Regular and Special Education Relationship,Individualized Instruction,Elementary School Students,Grade 4,Academically Gifted,Special Education,Teacher Attitudes,Teacher Student Relationship,Specialists,Teacher Collaboration,Special Education Teachers,Interdisciplinary Approach,Curriculum Design,Holistic Approach,Teacher Education

Aligned with the 10 Global Principles for Professional Learning in Gifted Education (WCGTC, 2021), this exploratory study investigated the co-construction of inclusive differentiated instruction for a fourth grade gifted student with three general education teachers in a North Italy public education primary school using learning menus and learning contract strategies. The research questions examined responses of general education teachers toward (a) an identified gifted student, (b) inclusion practices in the primary classroom, and (c) co-constructed interdisciplinary curricula for a gifted student. Conducted during a six-week timeframe, the primary researcher conducted Pre- and Post-Intervention Focus Groups, established an instructional baseline, planned interdisciplinary activities in five academic subjects, suggested lesson extensions, and concluded with a Parent Interview. The primary researcher provided professional learning experiences in accordance with the Italian Ministry of Education ministerial law n. 562 (2019) that mandated inclusion of children with giftedness in the category of special education needs. Analysis of Pre- and Post-Intervention Focus Groups results indicated improved dispositions of teachers toward a gifted student in general education primary classrooms, development of inclusive classroom practices with guidance from a gifted education specialist, and documented competencies co-constructing interdisciplinary curricula integrated with 10 Global Principles for Professional Learning in Gifted Education.
A Comparison of Student Perceptions and Academic Performance across Three Instructional Modes
Author: Matta, Vic
Date: 2022-04-00
Type: Journal Articles
Subjects: Student Attitudes,Academic Achievement,Teaching Methods,Comparative Analysis,Electronic Learning,Synchronous Communication,Asynchronous Communication,Teacher Participation,Peer Relationship,Teacher Student Relationship,Instructional Design,Student Satisfaction,Student Experience,COVID-19,Pandemics,Educational Change,College Students

The recent pandemic compelled educational institutions all over the world to shift to online instruction. And now institutions find themselves trying to answer questions like how should we proceed when we come back to normal? Which online instructional innovations should we keep? This research attempts to answer those questions by comparing three modes of instruction: in-class, synchronous, and asynchronous for the same course during a semester taught by one instructor. The research analyzes responses from students on the following instructional characteristics: instructor involvement, interaction amongst students, interaction with instructor, course design, student satisfaction and learning experience. Survey data is analyzed using a repeated measures design with pairwise comparisons to understand the differences in students' perceptions of instructional characteristics across these modes. The study also explores differences in actual learning outcomes. Results showed that students overwhelmingly perceived all instructional characteristics to be better facilitated with in-class instruction than with either of the online modes, except for course design which showed no significant differences. It is also seen that students perceive synchronous and asynchronous instruction to have many parallels. Commentary from students suggests that online instructional practice may need a shift, not just in technology improvement, but also in pedagogical design. Students noted that with the shift to online instructional modes, they would like to see increased flexibility, willingness to personalize support, and timely responses.
Investigating the Success of Academically Talented Students with Financial Need: Pathways and Decisions of Jack Kent Cooke Scholars
Author: Brandon, Laurel E.
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,College Students,Outcomes of Education,Student Financial Aid,Academic Advising,Enrichment,Academically Gifted,Financial Needs,Low Income Students,Financial Support,Educational Attainment,Success,Decision Making,Majors (Students),Academic Aspiration,Scholarships,Graduate Study,Gender Differences

This study investigated the outcomes of financial aid, advising support, and other enrichment opportunities provided to academically talented high school and college students who have strong financial need. The Jack Kent Cooke Foundation provides funding to exceptionally promising young scholars from low-income families to enable them to attend and graduate from competitive universities and also complete graduate school. This research identified positive outcomes of this support for academically talented scholars who received financial support. All responding scholars attended and graduated from selective, competitive colleges, completing their undergraduate education at a much higher rate than their socioeconomic peers and the general population. Over half of the scholars also were enrolled in or completed graduate school.
A Bot Assisted Instructional Framework for Teaching Introductory Programming Course(s)
Author: Dawar, Deepak
Date: 2022-04-00
Type: Journal Articles
Subjects: Teaching Methods,Introductory Courses,Computer Science Education,Assignments,Programming,Learning Motivation,Scaffolding (Teaching Technique),Achievement Gains,Instructional Effectiveness,Natural Language Processing,Student Attitudes,Study Habits,Computer Software,Intelligent Tutoring Systems,Tests,Scores,Cognitive Ability,Undergraduate Students

Learning computer programming is a challenging task for most beginners. Demotivation and learned helplessness are pretty common. A novel instructional technique that leverages the value-expectancy motivational model of student learning was conceptualized by the author to counter the lack of motivation in the introductory class. The result was a frequency adherent scaffolded instructional technique called An Assignment A Day (AAAD). Instead of writing an assignment and a lab for each module/chapter, students were asked to complete one assignment a day, not exceeding four assignments a week. The assignments were incrementally difficult and had to be done almost every day. With the application of AAAD for two consecutive semesters, there was a meaningful improvement in the final grades. This technique, though initially encouraging, created a significant load on the instructor in terms of assignments graded and questions answered every day. A natural language processing (NLP) based conversational agent was designed and integrated with AAAD to counter this overload. The idea was simple -- relay commonly asked course questions to an NLP based chatbot and let the instructor handle the complex queries. This integrated system was named Conversational Agent Supported Scaffolded Approach (CASSA). The main contribution of this work is the construction of a conversational agent and its integration with AAAD. The conversational agent is currently being assessed for overall efficacy, though preliminary results are discussed. The vision is to create a generic virtual assistant template that can be re-used across multiple courses to assist instructors.
Going with the Flow: Shifting Face-to-Face PD to Fully Online in the Era of COVID-19
Author: Scott, Heather
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Faculty Development,Summer Programs,Asynchronous Communication,Program Effectiveness,Outdoor Education,Active Learning,Water Quality,Ecology,Place Based Education,Middle School Teachers,High School Teachers

Immersive professional development is often used to provide teachers first-hand experience in developing place-based curricula. Knowing this, we had carefully crafted such a professional development for our participants to learn how to engage their students in local watershed research and ecology. However, following year one of a two-year grant-funded weeklong summer professional development opportunity for teachers in the Okefenokee Swamp, a shift to online instruction occurred due to COVID-19 related travel restrictions. Although the first summer in the swamp and the successive year of follow-up with teacher participants proved successful, the shift to online asynchronous instruction proved surprisingly successful as well. Qualitative and quantitative data compared across year one and year two indicated positive outcomes, such as a self-paced, engaging experience that required outdoor activities in participants' local area.