ethanporcaro/eric-fulltext-meta huggingface dataset:
Introduction of Phonological Concepts in an Initial Teacher Education Literacy Unit
Author: Thwaite, Anne
Date: 2022-01-00
Type: Journal Articles
Subjects: Phonology,Preservice Teacher Education,Preservice Teachers,Literacy,Foreign Countries,Response to Intervention,Phonological Awareness,Phonics,Knowledge Base for Teaching,Diagnostic Tests,Student Attitudes,Summative Evaluation,Academic Achievement

Pre-service teachers (PSTs) need sound Knowledge About Language (KAL), both for their own professional communication and for their teaching practice. In the longer term, enhanced KAL will benefit our graduates in their implementation of the Australian Curriculum. This paper reports on work with First Year PSTs at one Australian university. We present an analysis of students' response to an intervention designed to develop their KAL, focusing on Phonological Awareness (PA) and phonics. While the designed resources were introduced and discussed in class, students mainly accessed them online afterwards. Student achievement was measured by online testing, and attitudes were obtained from unit evaluation instruments and a survey. We present results documenting their knowledge before and after the intervention, and their attitude toward the content. Most students demonstrated improved confidence and increased knowledge in particular areas post intervention. Nevertheless, their ability to apply their knowledge lagged behind their ability to give definitions.
Preparing Initial Teacher Education Students for Flexible Learning Programs
Author: Thomas, Jeff
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Nontraditional Education,Program Effectiveness,Teacher Education Programs,Masters Programs,Student Attitudes,Teacher Attitudes

In Australia, there is currently no official training pathway or qualification required for working in Flexible Learning Programs (FLPs). This causes a problem for both new teachers wishing to work in this area and for employers who have no way of knowing whether a new teacher has the appropriate skills or knowledge to teach in this alternative context. To address this problem, we designed and implemented a program during which Initial Teacher Education (ITE) students were given the opportunity to experience teaching in a FLP. Here we report on the experiences and perceptions of the preparation program from the perspectives of the key stakeholders, including the ITE students, FLP staff, and the young people attending the FLP. All stakeholders perceived the project to be a success in enabling the ITE students to gain valuable theoretical knowledge and practical experience of the FLP context.
Social Discourses on the Teacher Performance Assessment: Media Tales, Twitter Tweets and Leadership Surveys
Author: Exley, Beryl
Date: 2022-01-00
Type: Journal Articles
Subjects: Performance Based Assessment,Social Media,Preservice Teacher Education,Foreign Countries,Administrators,Administrator Attitudes,Group Unity,Social Influences,Discourse Analysis,Educational Change,News Media,Teacher Evaluation

This paper explores the introduction of the new Teacher Performance Assessment (TPA) for graduate teachers in Australia. We investigate how the broader discussion around TPAs has been understood by multiple agents during an eight-month period from January 2019 to August 2019. Data includes legacy media, social media tweets and a survey of school leaders. The analysis draws on Bernsteinian (1975) theory about the way particular social relations produce differing sentiments of social unity. While eschewing a strict binary, legacy media was characterised by a mechanical solidarity which promoted the TPA as akin to a test. Contributions to social media and responses to the survey suggested an orientation to organic solidarity and a recognition of the complex inter-dependence of specialised roles within initial teacher education. These diverse social discourses carry the potential to influence the broader commission of what counts as graduate teacher quality.
Learning Losses Caused by the COVID-19 Pandemic - A Significant Threat to Economic Development
Author: Kasradze, Tea
Date: 2021-00-00
Type: Journal Articles
Subjects: Achievement Gains,COVID-19,Pandemics,Economic Development,Developing Nations,Foreign Countries,School Closing,Youth Employment,Distance Education,Educational Policy

Numerous studies show that there is a positive correlation between education and the economic development of the country. Strong education systems have a positive impact not only on the success of individuals but also on the economy of the entire country. Graduates equipped with the skills required by the labor market can easily find a place in this market. Knowledge and skills relevant to market demand increase productivity have a positive impact on economic growth and development. Unfortunately, COVID Pandemic has severely damaged the education systems. Governments, scientists, and experts provide us with statistical information daily around the world about both the slowdown in economic growth as a whole and the problems of individual sectors of the economy. These are the problems and numbers that are already visible and it can be said that the losses are easily measurable. However, the damage caused to the economy by education systems affected by the pandemic will be felt by countries and humanity years later, nor will it be easy to calculate. The problem is even more difficult in poor and developing countries. This paper aims to study the impact of the COVID Pandemic on the education system and economy in Georgia. The research examines the reports and studies of various international organizations, analyzing the secondary data obtained from them. Local policy documents, government reports and regulations, and papers of different researchers have also been studied, conclusions have been made and relevant recommendations have been developed.
Mobile Assisted Language Learning (MALL): Trends from 2010 to 2020 Using Text Analysis Techniques
Author: Arvanitis, Panagiotis
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Telecommunications,Handheld Devices,Learning Processes,Research Reports,Teaching Methods,Educational Trends,Trend Analysis,Computer Software

Throughout the decade of 2010-2020, the widespread use of mobile devices of any type (smartphones, tablets) has encouraged and strengthened their use in different learning processes and in different ways. Latest improvements in devices' processing power, in storage capacity, in memory allocation, in wireless connectivity, in GPS and in Bluetooth capabilities, has led to their wider integration and smoother use in the field of learning and in the field of language learning as well. This study examined the trend of a large number of academic studies concerning Mobile Assisted Language Learning (MALL) using text analysis techniques and tools, published in the decade 2010-2020. Over three hundred and forty (340) publications such as journal articles, conferences proceedings papers, books chapters and books were retrieved and analyzed. The preliminary analysis presents the main characteristics and the research trends of this decade and discuss how the field of mobile assisted language learning has evolved in these years.
Students&apos; Perceptions of Distance Language Learning in Vocational Training
Author: Krystalli, Pinelopi
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Distance Education,Second Language Learning,Vocational Education,COVID-19,Pandemics,Online Courses,Synchronous Communication,Cooperative Learning,French,Preferences,Computer Assisted Testing

The coronavirus pandemic has had a significant impact in almost all areas of human activity around the world with education being unquestionably affected as well. Universities and Vocational Training Institutes have been forced to close their doors in an effort to stop the spread of the COVID-19 virus. To ensure pedagogical continuity, distance learning courses have been recommended as immediate alternatives. The purpose of this contribution is to investigate how students of Vocational Training Institutes perceive distance education and effectiveness of online foreign language teaching. To this end, a quantitative research based on an online survey was conducted, which included 206, students of five (5) public Vocational Training Institutes and different specialties. The questions were intended to examine the participants' views on the use of platforms and the collaborative tools, the utility of the educational materials and activities proposed, the learning outcomes in the target language, and, the benefits and limitations of distance synchronous language learning.
Using Systems Perspectives to Develop Underlying Principles for Educational Reform
Author: Kenny, John
Date: 2022-01-00
Type: Journal Articles
Subjects: Systems Approach,Educational Change,Educational Principles,Educational Policy,Feedback (Response),Accountability,Teacher Role,Expertise,Teaching Experience,Partnerships in Education,Faculty Development,Context Effect,Science Education,Elementary Secondary Education

One of the enduring problems in the education system is the gap between theory and practice, where the research to improve teaching and learning is not fully realised in the classroom. This has impacted the effectiveness of education reform. We take a systems thinking approach to better understand the complexity of an education system, which involves multiple stakeholders, each with different levels of power, purposes, and perspectives about what is important. Drawing on an extensive body of research we propose a set of six foundational and five enabling principles that support systemic educational reform. These 11 principles are put forward to provide guidance for decision-makers, researchers and practitioners on how a given educational reform might be more effectively implemented.
The Value of Conceptual Mental Spaces in Structuring a Man as (&quot;Endagera&quot;) Food in Ekegusii
Author: Ntabo, Victor Ondara
Date: 2022-00-00
Type: Journal Articles
Subjects: Food,Semantics,Psycholinguistics,Masculinity,Figurative Language,Language Processing,Gender Differences,Males,Language Usage,Nutrition,Language Research,Computational Linguistics,African Languages

Food is useful in the transference of semantic aspects that are vital in the construction of masculinity in society. Consequently, foodsemic metaphors that aid in the conceptualization of &quot;omosacha&quot; (a man) are pervasive in Ekegusii. Metaphor use may, however, present difficulties in comprehension due to the various interpretations that may be assigned to each of them. The meaning of Ekegusii foodsemic metaphors may, therefore, be elusive to the native speakers of Ekegusii. The paper employs the principle of conceptual mental spaces to interpret Ekegusii foodsemic metaphor within the Cognitive Linguistics framework. The study adopts descriptive research design. First, the terms that are used to describe men in Ekegusii are identified by administering an interview schedule to 48 Ekegusii native respondents purposively sampled on the basis of gender. The data collected is then subjected to the Metaphor Identification Procedure &quot;Vrije Universiteit&quot; (MIPVU) in which four annotators are used to identify Ekegusii male metaphors. Through the MIPVU, 52 metaphors are identified. The paper then selects one metaphor that describes a man as food hence the Ekegusii foodsemic metaphor for this study. The research reveals that the integration of the four conceptual mental spaces that include two input spaces, the generic space and the blended space is resourceful in structuring a man as a symbol of nourishment in Ekegusii. Moreover, the MIPVU is unveiled as a useful metaphor identification method that provides a clear guide in the establishment of precise metaphors for study. The study concludes that metaphors are integral components of communication and should be explained using the Cognitive Linguistics paradigm. The findings of the study will contribute to Linguistics especially the field of Cognitive Linguistics which is relatively new and has not been subjected to extensive research. In addition, the findings will be useful to metaphor scholars in comprehending Ekegusii male metaphors and culture.
Requests and Linguistic Politeness Strategies: A Case Study of Igbo English Speakers in Nigeria
Author: Dozie, Chinomso P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Speech Acts,Native Speakers,African Languages,Undergraduate Students,Bilingualism,English (Second Language),Second Language Learning,Foreign Countries,State Universities,Transfer of Training,Task Analysis,Sociolinguistics,Sociocultural Patterns,Pragmatics,Case Studies,Language Proficiency,Language Usage

This article examined the Igbo native speakers' perception of request act as well as the linguistic politeness strategies used to achieve this communicative intention in their conversational English as bilinguals. The study participants were 2748 undergraduate Igbo native speakers purposively selected from different Federal and State Universities in the core Igbo-speaking states of South-east/South-south Nigeria. To elicit data, a 10-item discourse completion task (DCT) with guided options written in English and designed to evoke politeness strategies in request discourse projecting hypothetical situations was administered to the participants. The results showed that the study samples brought to fore their sociocultural expectations as Igbo by adopting principally the directness strategy in performing the request act. Also, findings revealed that the participants paid attention to certain sociolinguistic variables such as hierarchy, extent of familiarity, which contributed to the variance, observed in their choice of strategies in some contexts. Furthermore, the study noted a measure of linguistic transfer of a tinge of the native language to the target language (English language) as participants tried to fulfill the communicative goals of the request act in the target language. Notably, the findings demonstrated the possibility of communication breakdowns arising from grammatically correct but pragmatically inappropriate utterances from learners hence the need to further emphasize pragmalinguistic and sociopragmatic consciousness - the dearth of which has been implicated in the study.
Preparing and Implementing Instruction Reading Activities in French Language Classes: An Action Research with Pre-Service French Teachers
Author: Aydogu, Cihan
Date: 2022-00-00
Type: Journal Articles
Subjects: French,Reading Instruction,Second Language Learning,Second Language Instruction,Reading Skills,Grammar,State Universities,Undergraduate Students,Action Research,Video Technology,Diaries,Preservice Teachers,Academic Achievement,Reading Strategies,Teacher Education Programs,Language Teachers,Foreign Countries

In this study, answers were sought about how instruction reading activities affect pre-service teachers' instruction reading behavior, the opinions of pre-service teachers about instruction reading activities, how to apply instruction reading activities in Text Grammar in a French course, and how instruction reading activities affect pre-service teachers' awareness of delivering the instructions. The study was designed as action research. For this purpose, following the literature review, teaching materials were developed and applied to improve instruction reading skills. The participants of the study consisted of students studying at the French Language Teaching Program in a state university, who are attending a second-year spring semester Text Grammar in a French course. Different qualitative and quantitative data collection tools such as video recordings, observations, interviews, researcher diary, and achievement tests were used to collect data in the study. As a result of the analysis of the data, it was observed that instruction reading activities had a positive effect on the students' instruction reading skills, increased the students' awareness of instruction reading, and supported the use of strategies in instruction reading. Instruction reading activities conducted during the action research influence the development of instruction reading skills of French teacher candidates. And these activities created an awareness of the instruction in pre-service teachers and supported instruction reading behaviour. In addition, instruction reading activities had positive effects on the academic achievement, strategy use, and professional development of participants.
Breaking the Mold: Supporting Post-Traditional Students
Author: Gutierrez, Czarina Desiree
Date: 2021-00-00
Type: Journal Articles
Subjects: Nontraditional Students,Adult Students,Undergraduate Study,Nontraditional Education,Student Experience,Student Needs,Social Isolation,Inclusion,Student Motivation,Age Differences,Self Concept,College Programs,Adult Programs

As post-traditional student presence is increasing on college campuses, traditional support systems must shift to meet the needs associated with this growing population (Soares, 2013; Soares et al., 2016). Research has shown that post-traditional students have needs that are unique of their traditional student counterparts (Kasworm, 2003; Rabourn et al., 2018; Wyatt, 2011). As such, traditional student services may not always fit the needs of post-traditional students. In response, some institutions have created academic programs specifically geared towards post-traditional adult students to close some of the gaps in services. Given this information, the following research questions guided this study: (1) What, if any, are the differences in the experiences of those who identify as post-traditional students enrolled in traditional undergrad programs versus those enrolled in programs designed to specifically serve post-traditional adult students?; and (2) What are the institutional responses that either help or hinder these students' sense of belonging within their respective programs?
Breaking Barriers to Success: Aligning Program Offerings to Better Serve Student Veterans
Author: Teixeira, Stephanie M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Veterans Education,Student Needs,Educational Practices,College Students,Student Experience,College Administration,Administrator Role,Educational History,Federal Legislation,Barriers,Best Practices,Institutional Characteristics,Academic Advising,Communities of Practice,School Policy,Tutors,School Orientation

This research analyzes the alignment of today's practices with current student needs in higher education. Veterans face unique challenges when transitioning back into civilian culture. When that transition combines with a shift to life on a college campus, these challenges are further exacerbated. Tinto's Model of Student Integration allows the research to account for persistence and withdrawal factors among student veterans and the completion of their education. Based on published recommendations, a &quot;report card&quot; was created to evaluate each institution's current programming, the information gathered from institutional websites, and administrator interviews. Administrators from six New England institutions who work directly with student veterans took part in either an interview or an online survey regarding the expertise of their institution and the needs of the students. Interviews were also conducted with eight current student veterans regarding their personal experiences within higher education. The result of the study is a set of recommendations backed by student views and published data, combining the expertise of administrators whose institutions have active student veteran programs.
Determining Logical Teaching Methods and Techniques for Primary Schoolchildren&apos;s Thought and Language Development
Author: Ontuganova, Shynar
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Elementary School Students,Language Acquisition,Grade 3,Logical Thinking,Task Analysis,Comparative Analysis,Speech Communication,Thinking Skills,Skill Development,Tests,Evaluation Criteria,Foreign Countries

This paper considers one of the relevant problems of modern pedagogy - the use of logical approaches in teaching to the development of thought and language of primary schoolchildren. The purpose of the study is to determine the main criteria for the developmental education of thought and language to primary school children and to assess the level of schoolchildren before and after the experimental work in the process of completing tasks using logical approaches. The study involved 150 3rd grade primary schoolchildren: as an experimental (76 schoolchildren) and control (74 schoolchildren) groups. The experimental work carried out gave exhibited that the use of logical approaches in teaching schoolchildren of the experimental and control groups made it possible to improve the basic skills of speech development of schoolchildren and thinking from low and medium to medium and high levels, respectively.
Development of Entrepreneurial Competence of Future Primary School Teachers
Author: Uaidullakyzy, Elmira
Date: 2022-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Competence,Elementary School Teachers,Preservice Teachers,Foreign Countries,Self Efficacy,Student Attitudes

The aim of this study is to evaluate the opinions of prospective teachers regarding the development of entrepreneurial competencies of future primary school teachers. This research was designed in accordance with the qualitative research method. The research was conducted with 40 pre-service teachers who received primary school teacher training at various universities in Almaty, Kazakhstan. The data of the research were collected by interview technique in order to get the opinions of the teacher candidates participating in the research. As a result of the research, it has been seen that preservice teachers associate their entrepreneurial skills with being innovative, evaluating opportunities, taking risks, self-confidence and emotional intelligence. In this direction, the majority of pre-service teachers stated that they partially have entrepreneurial skills. In addition, pre-service teachers stated that universities, schools, teachers and teacher candidates have duties to develop entrepreneurship skills. In line with the research results, it is necessary to intensify entrepreneurship courses for primary school teacher candidates in universities, and to organise seminars for personal development and development of entrepreneurship skills.
Do Scoring Techniques and Number of Choices Affect the Reliability of Multiple-Choice Tests in Elementary Schools?
Author: Herwin, Herwin
Date: 2022-00-00
Type: Journal Articles
Subjects: Scoring,Multiple Choice Tests,Test Reliability,Elementary School Students,Test Format

The application of multiple-choice tests often does not consider the scoring technique and the number of choices. The study aims at describing the effect of the scoring technique and numerous options towards the reliability of multiple-choice objective tests on social subjects in elementary school. The study is quantitative research with experiments using factorial design. The population of the study was all the items of the standard of multiple-choice objective test through the test development procedure. The sample of the study was part of the items taken randomly through repeated simulations. Data collection was participants' scores taken from the test and repeated simulations 120 times for the analysis. Data were analysed in descriptive quantitative and inferential through the analysis of variance. The results of the study reveal that there is an interaction between scoring technique and numerous options towards the reliability of multiple-choice objective tests on social subjects in elementary school.