ethanporcaro/eric-fulltext-meta huggingface dataset:
Reforming Initial Teacher Education: A Call for Innovation
Author: Yeigh, Tony
Date: 2017-12-00
Type: Journal Articles
Subjects: Teacher Education,Educational Innovation,Preservice Teacher Education,Criticism,Educational Development,Educational History,Educational Change,Partnerships in Education,College School Cooperation,Models,College Programs,Educational Objectives,Teacher Education Programs,Foreign Countries

A variety of public critiques, reports and government reviews into Initial Teacher Education (ITE) in Australia and globally have called for a rethink on teacher education. Similarly, key researchers such as Hattie (2011), Smith and Lynch (2010) and Ingvarson et al. (2014) have argued for new, innovative approaches to ITE that are able to provide alternative pathways to the training of teachers. From this perspective the current article examines several models and features of ITE in terms of innovation. This examination provides clarification concerning the nature and role of ITE reform, as well as a series of arguments highlighting the need for ITE innovation, in order to illustrate and suggest how initial teacher education might move forward in a way that best supports the aims and goals of the Australian Professional Standards for Teachers.
Exploring Models of Team Teaching in Initial Foreign/Second Language Teacher Education: A Study in Situated Collaboration
Author: Barahona, Malba
Date: 2017-12-00
Type: Journal Articles
Subjects: Team Teaching,Second Language Learning,Second Language Instruction,Foreign Countries,Teacher Education,Language Teachers,Teacher Collaboration,Case Studies,Guidelines,Semi Structured Interviews,Observation,Preservice Teachers,Workshops,English (Second Language)

The demonstrable potential of team teaching as a productive mechanism for developing collaborative teacher learning is now broadly understood in the field of teacher education. However, there is less evidence of the use of such collaborative teaching as a means of strengthening initial foreign/second language teacher education. This paper reports on the findings of a multiple case study in Chile that explored team teaching in a foreign language teacher education program. The study is illuminated through the lens of cultural historical activity theory framework (CHAT) and draws on the analysis of semi-structured interviews, work shadowing observations and reflections. The outcomes suggest that team teaching provides a space for developmental forms of collaboration that can promote deeper learning among pre-service teachers. The findings support the argument that collaborative practices could be a path for developing and deepening the prospective reflexive practices of pre-service teachers.
Quality Teaching Practices as Reported by Aboriginal Parents, Students and Their Teachers: Comparisons and Contrasts
Author: Lewthwaite, Brian Ellis
Date: 2017-12-00
Type: Journal Articles
Subjects: Indigenous Populations,Instructional Effectiveness,Educational Practices,Best Practices,Parent Attitudes,Student Attitudes,Teacher Attitudes,Teacher Qualifications,Teacher Characteristics,Phenomenology,Interviews,Culturally Relevant Education,Secondary School Students,Correlation,Comparative Analysis,Foreign Countries

This paper summarizes the findings from the first phase of a three-part project which, overall, investigates what Aboriginal students perceive as the qualities and actions of effective teachers and subsequently seeks to determine the impact of the enactment of these identified qualities on educational outcomes. This first phase of the research was centered on gathering accounts of quality teachers and teaching practice from students, parents and their teachers from phenomenologically aligned interviews. Similar and contrasting themes among these three groups are presented, with the intention of exposing potential mismatch in perception of the construct of &quot;quality&quot; teaching. Finally, we present implications of this research in light of the more recent development of professional standards for Australian teachers that seek to define and evaluate high quality teaching.
The Complexity of Practicum Assessment in Teacher Education: An Examination of Four New Zealand Case Studies
Author: Aspden, Karyn M.
Date: 2017-12-00
Type: Journal Articles
Subjects: Practicums,Case Studies,Teacher Education Programs,Faculty Development,Preschool Teachers,Early Childhood Education,Student Teachers,Student Teacher Attitudes,Meetings,Foreign Countries,Teacher Educators,Teacher Attitudes,Student Evaluation,Mixed Methods Research,Semi Structured Interviews

Practicum is a key element of initial teacher education (ITE) programmes, designed to support the professional growth of student teachers. Practicum is also a key point of assessment, leading to a determination of the student's professional growth and their readiness to teach and enter the teaching profession. This study sought to understand the way in which the assessment of practicum was enacted and experienced within New Zealand early childhood ITE programmes. Case study methodology was used to explore the experiences of practicum triads from four participating institutions. Data included recordings of triadic assessment meetings, post-assessment interviews with the student teachers, associate teachers and teacher educators, and examination of associated assessment documentation. In presenting key features of the four case studies it is argued that practicum assessment is complex and multi-faceted, enacted with institutional parameters, but highly individualised in practice.
On Distributional Features of Adverbial Modifier of Manner in Typologically Different Languages: A Case Study
Author: Gahraman, Mirzayeva Intizar
Date: 2017-12-00
Type: Journal Articles
Subjects: Form Classes (Languages),Second Language Learning,Grammar,Semantics,English,Turkic Languages,Sentence Structure,Intonation,Suprasegmentals,Distinctive Features (Language),Contrastive Linguistics,Language Classification,Language Research,Foreign Countries

The study aims to analyze the distributional features of adverbial modifier of manner in two languages that are typologically and genealogically different: English and Azerbaijani. Although the issue has been focused in these languages separately from various angles including semantic, syntactic and prosodic perspectives, there is a gap in the domain of comparative studies. In this regard, syntax is of special importance. Syntactic analysis reveals that in the both languages sentence members are not distributed randomly. In other words, their distribution within the sentence is regulated by certain rules. Each of the sentence members, entering the sentence structure in the syntagmatic order, establishing coordination with sentence members coming before or after it, turns to the bearer of the intended semantic or grammatical functions. Analyses of grammatical forms of the sentences in the English and Azerbaijani sentences show that alongside the universal features which are common for the grammatical forms in sentences of each language, these languages possess distinctive features as well.
Enhancing the Students&apos; Positive Attitude in Learning Business English by Using Technology
Author: Agustina, Lia
Date: 2017-12-00
Type: Journal Articles
Subjects: Positive Attitudes,Student Attitudes,Business English,Second Language Learning,Second Language Instruction,English (Second Language),Technology Integration,Interviews,Questionnaires,Meetings,Educational Technology,Computer Software,Action Research,Accounting,Foreign Countries,Undergraduate Students

Many research findings have stated that the use of technology in EFL classroom results invaluable achievements and develops positive attitudes. Technology may integrate sounds, pictures, motions, and colors that fi ure out a natural picture of real life. The aim of the study was to enhance the students' attitude toward learning English by using technology of internet that used as the data-finding resources while computer software used as an instrument to do the assigned project. The instruction was performed in a project simulating business meeting, done in a group of seven members. The study was an action research using a total of 52 students from Accounting Department of State Polytechnic of Malang in the year of 2015/2016. The study took 12 meetings, with 90 minutes for each meeting. The data were collected through interviews, questionnaire, and direct observation, pre-test and post-test. Result of the study showed that by using technology, the students' positive attitude toward learning English was promoted.
Validation of the Malaysian Version of the Teacher Education Program Coherence Questionnaire
Author: Goh, Pauline Swee Choo
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Questionnaires,Teacher Education Programs,Preservice Teachers,Factor Analysis,Alignment (Education),Translation,Cohort Analysis,Statistical Analysis,Test Reliability,Test Validity,Student Teacher Attitudes

The main purpose of this study was to validate a Malay Language version of a 30-item teacher education program coherence questionnaire. Two different samples of preservice teachers completed the Malay translation of the questionnaire. Exploratory factor analysis (N=220) showed four types of perceived program coherence which had good internal consistency ranging from 0.79 to 0.86: &quot;Opportunity to enact practice,&quot; &quot;Opportunity to analyze practice,&quot; &quot;Opportunity to connect ideas across courses&quot; and &quot;Coherence between courses and practical experience.&quot; The confirmatory factor analysis (N= 234) provided support for a four-factor model. In addition, an analysis of criterion validity of the four types of perceived program coherence also indicated meaningful relationships to teaching efficacy. Our study supports the applicability of the Malaysian teacher education program coherence questionnaire for use among Malaysian preservice teachers. Both theoretical and practical implications are provided for teacher educators and researchers.
Learning Strategies Model to Enhance Thai Undergraduate Students&apos; Self-Efficacy Beliefs in EIL Textual Reading Performance
Author: Kakew, Jiraporn
Date: 2017-12-00
Type: Journal Articles
Subjects: Learning Strategies,Undergraduate Students,English (Second Language),Second Language Learning,Second Language Instruction,Self Efficacy,Majors (Students),Teacher Education,Language Teachers,Foreign Countries,Literary Genres,Asian Culture,Western Civilization,Questionnaires,Student Attitudes,Teaching Methods

This classroom based research of a learning strategies model was designed to investigate its application in a mixed-ability classroom. The study built on Oxford's language learning strategies model (1990, 2001) and fulfilled it with rhetorical strategies to accommodate challenges encountered in the paradigm of English as an international language (EIL). The main purpose aimed to explore Thai students' self-efficacy beliefs (SE) in reading different texts regarding both Western and Asian styles after receiving a strategies-based training. In this research, thirty-three first-year undergraduate students majoring in English Education were purposively selected as participants for the training. The data from pre and post questionnaires focusing on students' self-efficacy beliefs was analyzed using descriptive statistic and thematic analysis. The results revealed that students believed to have higher efficacy in EIL textual reading after learning strategies-based training. The presentation will also include discussion and suggestion in implementing rhetorical-language learning strategies in the classroom.
Item Analysis of a Multiple-Choice Exam
Author: Toksöz, Sibel
Date: 2017-12-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Item Analysis,Test Items,Translation,Literature,Second Language Learning,Language Tests,English (Second Language),Second Language Instruction,Higher Education,Grammar,Vocabulary,Reading Comprehension,College Students,Student Attitudes,Efficiency,Foreign Countries

Although foreign language testing has been subject to some changes in line with the different perspectives on learning and language teaching, multiple-choice items have been considerably popular regardless of these perspectives and trends in foreign language teaching. There have been some studies focusing on the efficiency of multiple choice items in different contexts. In Turkish context multiple choice items have been commonly used as standardized stake holder tests as a requirement for undergraduate level for the departments such as English Language Teaching, Western Languages and Literatures and Translation Studies and academic progress of the students in departments. Moreover, multiple choice items have been used noticeably in all levels of language instruction. However, there hasn't been enough item analysis of multiplechoice tests in terms of item discrimination, item facility and distractor efficiency. The present study aims to analyze the multiple choice items aiming to test grammar, vocabulary and reading comprehension and administrated at a state university to preptory class students. In the study, 453 students' responses have been analyzed in terms of item facility, item discrimination and distractor efficiency by using the frequency showing the distribution of the responses of prepatory students. The study results reveal that, most of the items are at the moderate level in terms of item facility. Besides, the results show that 28% of the items have a low item discrimination value. Finally, the frequency results were analyzed in terms of distractor efficiency and it has been found that some distractors in the exam are significantly ineffective and they should be revised.
Needs Analysis in ESP Context: Saudi Engineering Students as a Case Study
Author: Alsamadani, Hashem Ahmed
Date: 2017-12-00
Type: Journal Articles
Subjects: Needs Assessment,English for Special Purposes,Engineering Education,Second Language Learning,Second Language Instruction,Classroom Observation Techniques,Semi Structured Interviews,Receptive Language,Language Skills,Foreign Countries,Teaching Methods,Student Needs,College Students,Case Studies,Statistical Analysis,Language Teachers,Teacher Attitudes

Needs analysis can be a vital asset for teachers of English for specific purposes (ESP) to identify their learners' key requirements or needs and determine the areas in which they are lacking skills. Against this background, this study was undertaken during the academic year 2015-16 to define the English language needs of engineering students (N=200) majoring in civil engineering and industrial engineering. The data of this study was collected from different sources, including a classroom observation protocol, a questionnaire, and a semi-structured interview with both ESP and subject-matter teachers (SM) at Umm Al-Qura University. Results of the data analysis offered significant insights as to the teaching of ESP course. The study revealed that receptive skills (i.e., reading and listening) were mostly focused on in ESP classes. It has been also reported that writing and reading along with speaking skills were needed more than others. The data analysis helped to determine the most important language tasks in the context of engineering studies. Finally, a call was being made by both ESP and SM teachers to enhance the quality of the ESP course taught to engineering students by offering relevant suggestions. Based on these findings, the present study concluded with implications for course designers and recommendations for future studies.
Collaborative Leadership as a Catalyst for Change
Author: Davenport, Allan
Date: 2018-00-00
Type: Journal Articles
Subjects: Leadership Styles,Cooperation,Educational Change,Organizational Change,Change Agents,School Libraries,Instructional Leadership,Transformational Leadership,Librarians,Librarian Teacher Cooperation,School Districts,Elementary Secondary Education,Communities of Practice,Participative Decision Making

In the spring of 2015, Dr. Karen Sullivan, superintendent of Indian Prairie School District 204 in Aurora, Illinois, signed the Alliance for Excellent Education's Future Ready Pledge, &quot;making a firm commitment to implementing meaningful changes toward a digital learning transition that supports teachers, and addresses the district's vision for student learning&quot; (Alliance for Excellent Education n.d.). The work that followed put school librarians in the spotlight as agents of innovation, professional development, and community support. In this article, Kristen Mattson, school librarian at Waubonsie Valley High School, and Allan Davenport, Director of Instructional Leadership and Innovation for Indian Prairie School District 204, share their story of how shared leadership and a coalition of support became the catalysts for both school and organizational change.
Focus on Collaboration: How Understanding the Nature of Trust Can Help Address the Standards
Author: Rinio, Deborah
Date: 2018-00-00
Type: Journal Articles
Subjects: Trust (Psychology),School Libraries,Library Administration,Standards,Librarian Teacher Cooperation,Interprofessional Relationship,Interpersonal Communication,Expertise

Teacher and librarian collaboration is a main theme in school librarianship, education research, and professional literature. Now, within the American Association of School Librarians' &quot;National School Library Standards,&quot; collaboration is one of the six Shared Foundations on which the standards are based. Improving collaboration in schools, and particularly collaboration between teachers and the school librarian, is of benefit to students both directly and indirectly, and helps improve student academic achievement. Developing trust is the first step toward building effective working relationships with colleagues. Librarians must build and maintain trust with the members of the school community, including parents, students, administrators, and teachers. This article discusses the following steps school librarians can take to help build or maintain trust among their colleagues: (1) Communicate effectively and consistently; (2) Build awareness of each other's knowledge base, and set boundaries to determine who knows what; and (3) Fulfill promises, and be careful about making commitments.
The Importance of Opening Moves in Classroom Interaction
Author: Ginting, Siti Aisyah
Date: 2017-12-00
Type: Journal Articles
Subjects: Classroom Communication,Discussion (Teaching Technique),Secondary School Teachers,High Schools,Interaction,Questioning Techniques,Qualitative Research,Case Studies,Foreign Countries

The analysis of classroom interaction is very important in teaching learning process in order to reach the learning objectives. The purpose of this study was to describe the types of opening moves used by the teacher through the learning process. The research was carried out in Senior High School. The design of the research was descriptive qualitative. The data were collected by observing and recording the teacher's utterances during teaching learning process. The data were analyzed based on Sinclair and Coulthard (1975). The result of the study shows that elicitation and bound types were the dominant ones and followed by re-initiation (i), re-initiation (ii), direct, repeat, inform, listing, and check. One of the opening moves was not applied; it was reinforce. In conclusion, the teacher used all of the types of opening moves but the main focus was in elicitation in the classroom interaction.
The Effect of Roundtable and Clustering Teaching Techniques and Students&apos; Personal Traits on Students&apos; Achievement in Descriptive Writing
Author: Sinaga, Megawati
Date: 2017-12-00
Type: Journal Articles
Subjects: Teaching Methods,Writing Instruction,Personality Traits,Writing Achievement,Descriptive Writing,Foreign Countries,Instructional Effectiveness,Writing Evaluation,Experimental Groups,Control Groups,Extraversion Introversion,Questionnaires,Writing Tests,Statistical Analysis,Secondary School Students,Grade 9

The Objectives of this paper as an experimental research was to investigate the effect of Roundtable and Clustering teaching techniques and students' personal traits on students' achievement in descriptive writing. The students in grade ix of SMP Negeri 2 Pancurbatu 2016/2017 school academic year were chose as the population of this research. The research design was experimental research by using factorial design 2x2. The students were divided into two experimental groups. The experimental group was treated by using Roundtable teaching technique and control group was treated by using Clustering teaching technique. The students are classified into the introvert and extrovert personal traits by conducting the questionnaire and the students' achievement in descriptive writing was measured by using writing test, namely &quot;Analytic Scoring&quot; by Weigle. The data were analyzed by applying two-way analysis of variance (ANOVA) at the level of significance a = 0.05. The result reveals that (1) students' achievement in descriptive writing taught by using Roundtable teaching technique was higher than that taught by Clustering teaching technique, with Fobs = 4.59&gt;Ftab=3.97, (2) students' achievement in descriptive writing with introvert personal trait was higher than that with extrovert personal traits with Fobs=4.90 &gt; Ftable=3.97, (3) there is interaction between teaching techniques and personal traits on students' achievement in descriptive writing with Fobs =6,58 &gt; Ftable=3.97. After computing the Tuckey-Test, the result showed that introvert students got higher achievement if they were taught by using Roundtable teaching technique while extrovert students got higher achievement if they were taught by using Clustering teaching technique.
Documenting Evidence of Practice: The Power of Formative Assessment
Author: Stefl-Mabry, Joette
Date: 2018-00-00
Type: Journal Articles
Subjects: School Libraries,Evidence Based Practice,Formative Evaluation,Academic Achievement,Documentation,Student Educational Objectives,Library Role,Librarians,Program Evaluation,Library Services,Instructional Effectiveness

The field of school librarianship has long called for stronger evidence related to school libraries and student achievement (Stefl-Mabry and Raddick 2017; Stefl-Mabry et al. 2016; Morris and Cahill 2017). This article outlines a systematic method for school librarians to document student learning and provide tangible confirmation of their practice--evidence of student learning. Well-written learning objectives make core capabilities visible to school librarians, students, parents, and administrators. Systematically documenting evidence of practice by using formative assessment provides tangible evidence of what and how school librarians contribute to student achievement.