ethanporcaro/eric-fulltext-meta huggingface dataset:
Schools Examine Test Data to Guide Plans for What to Teach
Author: Blanc, Suzanne
Date: 2005-00-00
Type: Journal Articles
Subjects: Data Use,Decision Making,Educational Assessment,Urban Schools,Standardized Tests,Achievement Tests,Elementary Secondary Education,Academic Achievement,Educational Resources

There is great enthusiasm in Philadelphia and in districts across the country now for &quot;data-driven decision-making&quot; -- using the information from assessments of student learning to guide plans for what to teach and how to teach it. The core curriculum has been aligned with state standards in different content areas, and the mandated tests are aligned to measure how well students are mastering those standards. The notion of using data for instructional improvement has an appealingly logical quality to it: educators get data, educators examine data to see where their students are strong and weak, and educators modify what and how they teach so that students learn more. The research on school change however, suggests that the translation of data into increased student achievement is a challenging process. It shows that teachers and principals need easy and timely access to information that is well-organized and engagingly presented. They need the skills to analyze information and to formulate questions about their students' learning. They need to believe that the information is not only accurate, but is also a good and fair representation of what their students know and are able to do. Additionally, educators need the time to have conversations about what their students are and are not learning. School cultures need to be trusting and open environments where educators feel safe enough to be honest about what's working and what's not in their classrooms and courageous enough to make needed changes. A few web-based resources are described here that store individual student data on a variety of indicators including attendance, report card marks, standardized test scores (including not only TerraNova and PSSA, but also a variety of reading assessments and the benchmark tests for the core curriculum) are presented. School District officials are enthusiastic and believe that data use will continue to help students move to new levels of achievement. It will be important to watch whether this happens and to identify the practices and tools that help principals and teachers make use of the data that is quickly becoming available to them.
Face-to-Face Tutorial, Learning Management System and WhatsApp Group: How Digital Immigrants Interact and Engage in E-Learning?
Author: Kee, Ch'ng Lay
Date: 2020-00-00
Type: Journal Articles
Subjects: Conventional Instruction,Electronic Learning,Integrated Learning Systems,Tutorial Programs,Social Media,Computer Mediated Communication,Interaction,Educational Technology,Adult Students,Foreign Countries,College Students,Computer Literacy,Blended Learning,Preferences

The advancement of educational technology enables universities to provide various online courses to fit the needs of different learners. However, the question is -- how do adult learners learn in this digital age, especially for those who had learned and developed their digital skills through experience and by self-exploring at their workplace? As such, a case study in Malaysia was conducted to examine learning experiences exhibited by middle-aged learners, also known as digital immigrants, in an e-learning environment. Fourteen new students from the first semester of a first-year programme in a private university, with ages ranging from 40-55 years, participated in the study. Face-to-face interviews were conducted and observations were performed in Learning Management System (LMS) and WhatsApp groups for a semester. This study has pointed out that the digital immigrants require human-to-human interaction in elearning. The forming of virtual groups using the WhatsApp application is also very important to digital immigrants. Conclusively, blended learning mode in the e-learning environment which still allows interaction between humans is still the best choice for these digital immigrants, while technology is an alternative tool for the learners to complete their studies.
An Investigation of Student Teachers&apos; Engagement in Autonomous Outside-the-Classroom Learning Activities
Author: Öztürk, Samed Yasin
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Teachers,Language Teachers,Independent Study,Foreign Countries,Personal Autonomy,Learning Activities,English (Second Language),Second Language Learning,Second Language Instruction,Student Teacher Attitudes,State Universities

Learners' engagement in outside-the-classroom learning activities has many advantages and benefits in terms of academic performance. It has also been argued by other researchers that engagement in such activities would also provide independent, self-directed, self-regulated, and autonomous learning. 60 first year student teachers of English studying at one of the largest state universities in Turkey have participated in this study. The study aimed to investigate student teachers' engagement in autonomous outside-the-classroom learning activities. Results revealed that the student teachers engage in some of outside-the-classroom learning activities, yet they do not engage in some activities that would directly contribute to the process of becoming a self-regulated and autonomous learner. The results were discussed in line with the literature in learner autonomy and teacher education.
Idea Sharing: Are Analytic Assessment Scales More Appropriate than Holistic Assessment Scales for L2 Writing and Speaking?
Author: Thomas, Nathan
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Feedback (Response),Writing Evaluation,Speech Communication,Evaluation Methods,Holistic Approach,Academic Language,Vocabulary,Language Usage,Rating Scales,Scores,English (Second Language)

Classroom assessment practices can be confusing for many teachers. Terminology is numerous and elusive. Different types of assessment serve different purposes. This short discussion paper's contribution originates from my own attempt to determine whether analytic scales would be more appropriate than holistic scales for assessing the L2 writing and speaking of young adults in classroom settings. A scoping search and subsequent review of the relevant literature seems to demonstrate that analytic scales tend to be more precise than holistic scales. If the purpose of the assessment is to provide feedback for learning, analytic scales are more appropriate. Conversely, holistic scales are acceptable if the assessment is not intended to provide implications for improvement. To expand on these general statements, this paper first discusses terminology necessary to understand academic texts on assessment and assessment scales. It then discusses the assessment of writing as performed by teachers, followed by the assessment of speaking performed by both students and teachers, focusing on a small number of studies selected for their relevance and applicability to practice. I hope this paper serves its 'idea sharing' purpose by providing a gentle introduction to the discussion of assessment for teachers with little to no experience in this area.
ICT Integration in Teaching and Learning Activities in Higher Education: A Case Study of Nepal&apos;s Teacher Education
Author: Rana, Kesh
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Technology Integration,Higher Education,Preservice Teacher Education,Educational Policy,Program Implementation,Sustainability

This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in higher education in Nepal. ICT education policy by the government of Nepal emphasises the need to develop teachers' ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. The case study reported the lack of clear strategy to implement the ICT education policy and to fund for the ICT infrastructure and professional development of university staff to integrate ICT in teacher education. In this case, the Faculty of Education in the university, where there is no funding from the government and university for the ICT in education project, received funding from an international organisation to install ICT infrastructure and provide ICT training for teachers and other staff. It is argued that, to realise the policy in practice, more sustainable mechanisms need to be developed to provide ICT facilities for teachers and to train them how to use ICT in teaching activities.
Online Teaching Skills and Competencies
Author: Albrahim, Fatimah A.
Date: 2020-01-00
Type: Journal Articles
Subjects: Teaching Skills,Online Courses,Teacher Competencies,Pedagogical Content Knowledge,Instructional Design,Technological Literacy,Interpersonal Competence,Communication Skills,Educational Technology,Technology Uses in Education,Teacher Role,Classroom Techniques

This paper sheds light on the skills and competencies required for teaching online courses in higher education. The paper started with an overview of the issues related to online learning and teaching. Reviewing and analyzing literature in this topic were performed to confine skills and competencies that instructors need to effectively teach in online learning environments. These skills and competencies are classified into six categories: (a) pedagogical skills, (b) content skills, (c) design skills, (d) technological skills, (e) management and institutional skills, and (f) social and communication skills.
Psychometric Properties of the Student-University Match (SUM) Questionnaire in Turkish = Üniversite-Ögrenci Eslesme Ölçegi&apos;nin (ÜÖEÖ) Türkçe psikometrik özellikleri
Author: Avci, Dilek
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychometrics,Student Surveys,Questionnaires,College Freshmen,Student College Relationship,College Environment,Student Adjustment,Educational Environment,Scores,Test Reliability,Construct Validity

The aim of this research is to adapt the Student-University Match (SUM) Questionnaire into Turkish. The scale was developed by Wintre vd. (2008) in order to measure how well-matched freshmen students perceived themselves as compatible with universities during their transition period to university at their first year. The scale measures the matching characteristics of the student's individual goals and needs and the opportunities provided by the university. The scale consists of 17 items within the scope of the social dynamics of the university, academic difficulties, program eligibility and physical environment. The high scores obtained from the scale indicate the perception of student-university positive match whereas the low scores indicate the negative-matching perception. In parallel to the development of the original scale, data from the 698 first year university students who began education in different universities of Turkey. SUM Questionnaire, University Life Scale and Personal Information Form were applied. Cronbach's Alpha Reliability Coefficient was determined as 0.85 for Social, Personal and Environmental Match sub-dimension of the 17 items of SUM; it was determined as 0.83 for Academic and Intellectual Match subdimension, and 0.90 for the whole scale. Obtained findings support that the items of the SUM Scale homogeneously measure the same psychological structure at the level of whole scale and sub-dimensions, and it is a valid and reliable scale.
The Application of a Game-Based AR Learning Model in English Sentence Learning
Author: Wang, Dan
Date: 2020-00-00
Type: Journal Articles
Subjects: Game Based Learning,Computer Simulation,English Instruction,Sentences,Cooperative Learning,Teacher Role,Vocational Schools,Foreign Countries,Learning Motivation,Student Attitudes,Instructional Effectiveness,Technology Integration,College Students,English (Second Language)

In recent years, the application of augmented reality (AR) technology has been explored in numerous disciplines. This research focused on English sentence learning and utilized the activity theory as the basis to structure a game-based AR learning model (GBARLM). The aim of the investigation was to describe the model and explore the following questions: 1. How did the change of teacher's role influence the effect of English sentence learning in this model? 2. How did the game-based AR learning environment affect English collaborative learning? This study was implemented in a vocational college in China and semi-structure interview and questionnaire were utilized to collect data. The results of the investigation revealed that the change of teachers' role had a positive influence on the students' English learning effect and it enhanced learning interaction, motivation and reduced students' mental pressure. Furthermore, the game-based AR learning environment could facilitate collaborative learning through enhancing learning motivation and providing more discussion, time and learning materials for students.
Characteristics of Teacher Knowledge Produced by Preservice Mathematics Teachers: The Case of Open-Ended Problem-Based Learning
Author: Hannula, Jani
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Problem Based Learning,College Mathematics,Preservice Teacher Education,Mathematical Concepts,Pedagogical Content Knowledge,Instructional Effectiveness,Secondary School Mathematics,Algebra,Specialization,Foreign Countries

One major issue in mathematics teacher education regards the role of university-level mathematics in teacher knowledge. In the context of a design-based research project, an advanced mathematics teacher education course aimed at strengthening the connections between university-level mathematics and school mathematics was developed. In this paper, I present a case study, conducted within the education course, in which I analyse the characteristics of teacher knowledge produced by five small groups of pre-service teachers in an open-ended problem-based learning task. The results indicate the problem-based learning approach has the potential for enhancing specialised content knowledge such as knowledge of different representations of and applications of mathematical concepts. The results also highlight the challenges in using this approach for enhancing horizon content knowledge such as knowledge about the relationships between mathematical concepts. The findings in this case study suggest that problem-based learning can be used to develop mathematics teacher education, although further research is needed to design instructional practices that enhance pre-service teachers' horizon content knowledge.
Identifying the Needs of Reticent Pre-Service English Teachers for Remediation Course Development
Author: Shing, Soo Ruey
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Needs Assessment,Preservice Teachers,English Teachers,Remedial Instruction,English for Academic Purposes,Shyness,Student Attitudes,Speech Communication,Training,Participation,Intervention

The development of any intervention to remedy student reticence should be based on students' real needs. This is to avoid the risk of making generalisation and hasty decision in designing course contents. This study investigated reticent pre-service English teachers' needs with the view of developing a remedial course to alleviate reticent behaviour and to improve oral participation in English for Academic Purposes classrooms. Adopting a mixed-methods approach, this study employed a survey, a semi-structured interview and a focus group discussion to collect data from pre-service English teachers and English instructors in a Malaysian state university. The findings revealed that the pre-service English teachers' reticent behaviour was caused by virtual of their negative beliefs towards oral participation, lack of discussion skills and fear of negative evaluation. Additionally, the findings also implied that training in oral participation skills alongside relevant linguistic knowledge is needed for remediation of reticence as the reticent pre-service teachers encountered difficulties in asking questions, contributing ideas and providing connected utterances during open-class discussions. This study highlights the needs for further research in this domain in order to inform the development of intervention to remedy student reticence.
Adaptation of Internal Audit System to Supervisory System in the Provincial Directorate of National Education and a Model Proposal = Iç denetim sisteminin il milli egitim müdürlügü denetim sistemine uyarlanmasi ve bir model önerisi
Author: Baris, Ali Erkan
Date: 2020-00-00
Type: Journal Articles
Subjects: Audits (Verification),Administrator Attitudes,Teacher Attitudes,School Districts,Measures (Individuals),State Agencies,Educational Administration,Inspection,Institutional Evaluation,Supervision,Elementary Secondary Education,Foreign Countries

The aim of this research is to provide a supervision model for provincial directorates of national education in accordance with contemporary audit approaches. The study is designed as a mixed research method. The participants of the study include 4082 people; 3576 teachers, 452 administrators (10 provincial/district national education directors and assistant directors, 11 branch managers, 431 school principals and assistant principals) and 10 education supervisors working in public schools and institutions in Nevsehir in 2017 and 44 education supervisors working in the ministry of education. Data collection tools were developed by the researcher. The quantitative data were collected by the Adoption and Applicability Scale of the Internal Audit System (AASIAS). Qualitative data were collected through semi-structured interview form. Results of the study showed that the participants adopted the internal audit system to a great extent and found it applicable in provincial directorates of national education. In addition, the opinions of the participants were integrated into the internal audit system and a supervision model was developed for the purpose, structure and process dimensions of provincial directorates of national education.
A Qualitative Analysis: Black Male Perceptions of Retention Initiatives at a Rural Predominately White Institution
Author: Ottley, Jason A.
Date: 2014-00-00
Type: Journal Articles
Subjects: African American Students,Males,College Students,Academic Persistence,Student Attitudes,Rural Schools,Racial Composition,Whites,Graduation Rate,School Holding Power,Barriers,Administrator Attitudes,At Risk Students,Program Effectiveness,Intervention

In this article, we show that the retention and graduation rate of Black male students at institutions of higher education is dismal when compared to other groups. Approximately, 30% of Black college males who enroll in a four-year institution earn a college degree compared to 57% of White male students (Bohrnstedt et al., 2015). Black men find it difficult to persist and complete a college degree, and reasons behind it should be explored. The purpose of this study is to explore student and administrator perceptions of retention strategies for Black male students attending a Predominantly White Institution (PWI).
Controversial Public Issues in the Secondary Classroom: Exploring Teachers&apos; Thoughts and Perceptions
Author: Tannebaum, Rory P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Controversial Issues (Course Content),Teacher Attitudes,Beginning Teachers,Secondary School Teachers,Correlation,Citizenship Education,Democratic Values,Educational Change,Current Events,Teacher Education Programs,Methods Courses,Middle School Teachers,Graduate Students,Social Justice,Student Attitudes,Context Effect,Teacher Student Relationship

The present empirical study seeks to explore the perceptions novice educators have toward the use of controversial public issues (CPI) in the secondary classroom. The research attempts to do this by examining the following research questions: (a) To what extent do new teachers associate the use of CPI in the classroom with broad principles of democratic education? and (b) To what extent do new teachers view the practicality of integrating CPI within the classroom? Findings suggest that participants associate CPI with citizenship education (e.g., voting) instead of reform-oriented components of democratic education (e.g., providing spaces for historically marginalized groups and overturning the status quo). Additionally, findings suggest that although novice educators remain enthusiastic about using CPI in their pedagogy, several constraints prevent them from feeling confident about discussing critical and current issues in their classrooms. On the basis of these findings, future research should explore ways in which teacher preparation programs can foster a deeper understanding of democratic education in teachers and ways in which CPI can be effectively integrated into the secondary classroom.
Insights into Listening Comprehension Problems: A Case Study in Vietnam
Author: Tran, Thao Quoc
Date: 2020-00-00
Type: Journal Articles
Subjects: Listening Comprehension,Foreign Countries,Second Language Learning,English (Second Language),Teacher Attitudes,Student Attitudes,High School Students,Grade 11,Language Teachers,Vocabulary,Barriers

In EFL learning and teaching, listening is believed to be the most challenging of the four macro language skills. Various obstacles have been reported as causing challenges to English listening comprehension for EFL learners. This study, therefore, aimed to determine the English listening comprehension problems of Vietnamese high school students as perceived by students and their teachers. The research was conducted at a high school in Ho Chi Minh City, Vietnam with the participation of 368 eleventh graders who answered a questionnaire and 8 EFL teachers who took part in semi-structured interviews. Then the collected quantitative and qualitative data were analyzed using descriptive statistics (i.e. frequencies/percentages) and content analysis, respectively. Both the teachers and the students pointed out English listening comprehension problems relating to perception, parsing, and utilization. In particular, the students encountered phonological and lexical problems (i.e. high speech rates and challenging vocabulary), semantic and syntactic problems (i.e. long utterances), and discoursal problems (i.e. implied meanings, unfamiliar topics, and organization of ideas). The results are discussed in relation to the Vietnamese EFL context, and some pedagogical implications are presented.
Promoting the Value of Non-Native English-Speaking Teachers
Author: Floris, Flora D.
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Native Speakers,Credibility,Teacher Characteristics,Teacher Effectiveness

There is a common, but mistaken, assumption that language teaching should best be placed in the hands of native speakers. Although the misperception of the superiority of native speaker teachers has been challenged in the professional ELT literature, many continue to hold fast on this misguided belief, often resulting in discriminatory practices towards non-native speaking teachers. The purpose of this paper is to raise greater awareness among stakeholders about this issue, so that they can make more informed decisions about hiring and pedagogical practices. We first look closely at current practices that wittingly or unwittingly support and exacerbate the ideology of native speakerism and then offer some suggestions on how ELT professionals can promote non-native speaker teachers' professional credibility. We also propose a set of qualities that all teachers, regardless of their language or geographical backgrounds, should have.