ethanporcaro/eric-fulltext-meta huggingface dataset:
The Power of Professional Learning: Using PLCs to Enhance Accessibility of Instruction for English Learners
Author: Slack, Andrea
Date: 2019-00-00
Type: Journal Articles
Subjects: Communities of Practice,Access to Education,English Language Learners,Professional Development,Middle School Teachers,Facilitators (Individuals),Individualized Instruction,Program Effectiveness,Urban Schools,Attitude Change,Instructional Improvement,Teacher Collaboration,Equal Education

The number of English Learners (ELs) is growing across the United States, yet research indicates that teachers are not receiving enough professional development specifically focused on serving ELs (de Jong &amp; Harper 2005). Teacher leader roles which incorporate both EL program management and supporting teachers in addressing the challenges of instructing this historically underserved student population are one way to address this gap. This article will focus on a year-long action research study I conducted while serving in a hybrid teacher-leadership role as both an EL teacher and middle school Instructional Coach (Margolis, 2012). After conducting a literature review on best practices related to both ELs and teacher learning, I facilitated a professional learning community (PLC) for teachers interested in learning how to make their instruction more accessible for ELs (DuFour, 2014). Qualitative data gathered during this study included field notes, interactive agendas during PLC meetings, and interviews, while quantitative data was gathered through a pre and post intervention survey. Findings revealed that a teacher-leader facilitator with knowledge of both language acquisition and methods to support adult learning influenced shifts in teacher perceptions, which then resulted in meaningful changes in teachers' mindset and practice. My research indicates that skillfully facilitated PLCs can build shared efficacy and cultures of learning that ensure equitable access to learning for culturally and linguistically diverse students. longer.
The Use of Multimodal Text in Enhancing Engineering Students&apos; Reading Skill
Author: Cahyaningati, Desi Tri
Date: 2018-00-00
Type: Journal Articles
Subjects: Engineering Education,Reading Skills,Reading Tests,Reading Habits,English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Foreign Countries,Reading Comprehension,Majors (Students),Undergraduate Students,Reading Programs,Pretests Posttests,Multimedia Materials,Reading Materials,Comparative Analysis,Teaching Methods

It is believed that the students' low reading proficiency, as shown in their TOEIC scores, is due to their poor reading habit. One of the ways to overcome such a problem is by facilitating them with a lot of reading practices in an extensive reading program. Since today non-printed multimodal texts (NPMT) and Linear texts (LT) are available in the society, an experiment on which mode is most effective to enhance the students' reading proficiency needs to be done. This study aims to investigate the effect of implementing non-printed multimodal text in an extensive reading program on the students' reading comprehension. Two groups of students undertaking engineering major at a polytechnic in Surabaya, one group was exposed to NPMT and the other to LT in a one-semester extensive reading program, were chosen to be the subject of this quasi experimental study. A pretest and posttest on TOEIC were conducted to measure the students' reading proficiency (only the reading scores of the test were analysed for the purpose of the study). The t-test analysis using SPPS for windows 23 shows that there is a significant difference in achievement between those who are exposed to NPMT and LT after the reading program ends (p-value = 0.010). The NPMT group gain better reading proficiency than that of the LT. It means the use of non-printed multimodal text in extensive reading can boost the students' reading comprehension.
A Comparison between Virtual Patient and Peer-Assisted Learning in Teaching Basic Medical Knowledge and Skills
Author: Seifert, Lukas
Date: 2020-00-00
Type: Journal Articles
Subjects: Peer Teaching,Web Based Instruction,Patients,Program Effectiveness,Premedical Students,Medical Education,Clinics,Foreign Countries,Student Attitudes,Seminars,Feedback (Response),Computer Simulation,Family Practice (Medicine)

The Studentische Poliklinik is Germany's first student-run free clinic. Prior to fulfilling clinical obligations there, students must complete an extensive peer-assisted learning program (PAL). Due to capacity constraints, a web-based learning program involving virtual patients has been launched. The aim of this study was to evaluate and compare the effectiveness of Virtual Patient Learning (VPL) vs. PAL in the acquisition of basic medical knowledge and skills. Forty undergraduate medical students (m=9; f=31) in their third year were randomly assigned to either the PAL (n=20), or VPL (n=20). Short-term (after each seminar) and long-term learning retention (after completion of the electives) was measured using a validated theoretical test. Objective structured clinical examinations (OSCE) were used to assess practical knowledge. Additionally, the course itself was evaluated. Differences in theoretical knowledge between students in the PAL and VPL existed over the short term (VPL median = 100%; PAL median = 80; p = 0.006), but not over the long term (VPL = 94.17; PAL = 95.62 %; p = 0.617). An assessment of practical skills showed no differences in OSCE scores between the two different groups (VPL = 79.30 %; PAL = 80.26 %; p = 0.141). Students assessed their learning experience and the comprehensibility of seminars as either &quot;very good&quot; or &quot;good&quot;. Basic medical knowledge and skills can be taught as effectively using VPL as PAL. Given the cost-effectiveness, high reproducibility and freedom of time and place, VPL should be performed more often when teaching family medicine in student-run free clinics. Ultimately, this may result in enhanced treatment quality and patient satisfaction.
Assessing Down Syndrome EFL Learner&apos;s Language Ability: Incorporating Learners-Teachers&apos; Perspectives
Author: Abbasian, Gholam-reza
Date: 2020-00-00
Type: Journal Articles
Subjects: Down Syndrome,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Attitudes,Language Tests,Test Items,Learning Processes,Language Skills,Language Teachers,Counselor Attitudes,Language Proficiency,Foreign Countries,Student Attitudes

This study aimed to explore Down syndrome EFL learners and their teachers' perceptions of language ability assessment and considering their perceptions in order to develop an appropriate test format which can enable them to present their best of language ability. To achieve this purpose, 35 individuals with Down syndrome (both genders), their teachers, and counselors participated in this research. 21 individuals with Down syndrome were at the basic level of second language development, 14 individuals were elementary. It is noteworthy that four instruments were used in this study: Observation, Interview, and Questionnaire and Down Syndrome EFL learners' language proficiency test. Down syndrome individuals' English classes were also observed to achieve information on the strengths and weaknesses in developing second language. Then, an interview was conducted among Down syndrome individuals, their teachers, and counselors for the purpose of qualitative data required to make a researchers-made questionnaire in order to elicit their assessment perceptions. The data obtained from the study revealed that the Down Syndrome learners preferred to be tested that most of students with Down Syndrome prefer to be assessed only through some especial test items which including the multiple-choice, matching, true-false, short-answer questions, fill-in-the-blanks tests, conversation with patterns and oral assessments. This study can provide teachers and material developers with the knowledge to develop and provide assessment models to help Down Syndrome EFL learners improve their learning quality.
Exploring the Impact of Ineffective Formal Communication between Teachers and Students: A Case Study of Mustaqbal University and Jubail University College, Kingdom of Saudi Arabia
Author: Albalawi, Hanan
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Student Relationship,Barriers,Student Attitudes,College Faculty,Language Teachers,Teacher Attitudes,Learner Engagement,Communication Problems,Educational Strategies,Foreign Countries,Universities

This study investigates the specific barriers to effective communication by teachers and students of the EFL programs of higher education in the Saudi Kingdom. The study utilized a qualitative design to examine perspectives of EFL students and the faculty members of the EFL programs at Al-Mustaqbal and Jubail University College on the effects, causes and viable solutions to ineffective communication between teachers and students. Data collection involved interactive methods which included using open-ended questionnaires and online focus groups respectively. Overall, 39% agreed that poor and ineffective communication is common between teachers and students, and 44% agreed that it was a cause of poor performances for students in EFL programs; while 17% indicated that ineffective communication between teachers and students was to blame for the poor quality of engagement of students with their teachers. The findings qualify the critical significance of considering the implementation of motivating methodologies for improving teacher-student communication.
Views of School Administrators about Lost Value
Author: Aydin, Bahri
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary Schools,Administrators,School Administration,Administrator Attitudes,Foreign Countries,Moral Values,Social Values

Development of countries in regards to economic, cultural and political perspectives and welfare depends on individuals' education in areas such as academic, social, emotional, mental, moral, and personality. Education begins in family and continues in organizations called as schools. Education has to contribute not only to the cognitive development of individuals but also to their development in terms of emotional and values. It is essential to have individuals who try to gain the national, moral, ethical, cultural and human values. The purpose of this research is to determine the opinions of the primary school administrators about the lost values of the Turkish Nation and in which ways those values could be regained. In this qualitative research study, the data was gathered through semi-structured interviews with the primary school administrators in the province of Bolu. According to the results of the research, the school administrators indicated that the lost values and the values that needs to be regained are ethical, human, national, spiritual and cultural values. In order to regain these values, they also recommend that schools, media, family, common education institutions and universities should be in charge.
The Relationship between the Emotion Management Proficiencies of School Administrators and the Motivation Level of the Teachers
Author: Güngör, Alper
Date: 2020-00-00
Type: Journal Articles
Subjects: Administrators,Teacher Motivation,Emotional Response,Elementary School Teachers,Foreign Countries,High School Teachers,Gender Differences,Teacher Attitudes,Administrator Characteristics,Middle School Teachers

The aim of this research is to put forth the relationship between the emotion management proficiencies of the managers and the motivation level of the teachers. In this study, the opinions of school administrators on the emotion management behavior and the motivation level of the teachers have been examined. It was determined whether or not the opinions of the teachers differentiate according to the changes of genre, marital status, school type, the number of the teachers and the working time at the school they work. In this Ascanning model was used in this study. 374 teachers chosen by random sampling from 650 teachers working in primary, secondary and high schools in the district of Simav in Kütahya created the research phase. Two scales, Mottaz's (1985) &quot;Job Motivation Scale&quot; and &quot;Emotion Management Behaviors of Managers in Terms of Management Process gelistiril developed by Çoruk and Akçay (2012) were used. According to the findings obtained from the research, the motivation perceptions of the teachers and the proficiency levels of the emotion management of the school principals were found. While the proficiency level of the emotion management of the school administrators differentiates significantly depending on the numbers of the teachers in the whole dimensions of the emotion management, it differentiates depending on the school type in the communication and evaluation dimension. The intrinsic and extrinsic motivation opinions of the teachers differentiate significantly depending on the number of the teachers at school. As a result, it has been reached that there is a positive directional strong relationship between the emotional management and and the teacher motivation.
The Metaphorical Expressions of Basic Color Words in English and Chinese
Author: Li, Tinghua
Date: 2020-00-00
Type: Journal Articles
Subjects: Color,English,Chinese,Figurative Language,Language Usage,Intercultural Communication,Second Language Learning,Second Language Instruction,Translation,Vocabulary,Contrastive Linguistics

This study makes a comparison of color metaphors about the similarities and differences between English and Chinese for few articles study the metaphorical usage of shared basic color terms in Chinese and English. The author makes a relatively systematic study of the color metaphors, which has some significance in the light of the cross-cultural communication, language teaching, language learning, as well as translation practice.
When Is Open and Online Learning Relevant for Curriculum Change in Higher Education? Digital and Network Society Perspective
Author: Volungeviciene, Airina
Date: 2020-00-00
Type: Journal Articles
Subjects: Open Education,Electronic Learning,Curriculum Development,College Curriculum,Relevance (Education),Social Networks,Educational Needs,College Role,Expertise,Foreign Countries,Technology Integration,Student Centered Learning

Digital and network society learning happens in new, timeless and borderless spaces. Such society members are always connected and online, sharing and co-creating knowledge, and their learning needs serve as the biggest driving forces for higher education curriculum change. Open online learning methodology seems to be the best-suited way to implement this change, in order to meet the needs of digital and network society. This research aims to investigate why and when open online learning is relevant for digital and network society and how open online learning supports curriculum change in higher education to meet the learning needs of digital and network society members. Theoretical research findings are discussed to: a) define the characteristics of digital and networked society, b) identify emerging ways of learning of a digital and networked society, and explain why open online learning is best suited for their needs, c) discuss the gap between the new ways of learning and higher education curricula and how open online learning is relevant for its change. Empirical research is based on global experts' semi-structured interviews. The results of the research demonstrate that open online learning should serve as a solution for curriculum change in higher education to respond to digital and network society learning needs. Higher education curricula should change to ensure better flexibility, recognition of nonformal learning in formal curricula, better collaboration and exchange of people with diverse cultural and social experiences. Assessment and recognition of prior learning in the formal curricula of universities could be one of realistic scenarios for faster adaptation and introduction of more diversified learning paths. The research findings support the need to change the pedagogical approach from teacher-centred into a learner-centred, small-group orientated, multidimensional model of teaching, which raise further challenges and research dilemmas for academic community, in order to integrate important elements of change into university practices.
A Study of College English Culture Intelligence-Aided Teaching System and Teaching Pattern
Author: Meng-yue, Cao
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Intelligent Tutoring Systems,Teaching Methods,Information Technology,Cultural Awareness,Artificial Intelligence,Educational Quality,College Students,Foreign Countries,Higher Education

College English teaching is supposed to cover both language acquisition and culture learning due to the close relationship between language and culture, taking cultural teaching as an indispensible part of college English courses. With the rapid integration of information technology and English curriculum, artificial intelligence has brought new opportunities to college English teaching, and college English cultural teaching methods are now faced with new innovations. In the age of intelligence, to promote teaching quality and learning effect, artificial intelligence technology can be embedded in English teaching practice, exerting its technical advantages and frontier characteristics. In consideration of integrated developing tendency of college English cultural teaching model and modern information technology, the paper is aimed to design and build up an intelligence-aided system so as to extend the depth and width of the application of modern information technology in college English cultural teaching as well as to exploit the great application potential of modern information technology in college English cultural teaching, thus opening a new way and presenting a direction for college English cultural teaching.
Ideal Classroom Setting for English Language Teaching through the Views of English Language Teachers (A Sample from Turkey)
Author: Yildiz, Canan Demir
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Educational Policy,Classroom Environment,High School Teachers,Teacher Attitudes,Content Analysis,Classroom Techniques,Instructional Materials,Language Teachers,Teaching Methods,Teacher Characteristics

English is the most common foreign language given as a class in Turkey. Although English language education has been given for many years, it is seen that there is not a desired result yet. There are many factors that affect this situation such as language, program, method, language education policies, teacher, and student. One of the factors affecting language education is the physical classroom setting. Within this context, it is searched for ideal classroom setting in language education at high schools. 22 English language teachers from 9 different high schools participated in the study. Views of teachers were reported to Word and analyzed through content analysis. In the context of the current research, it is stated that there are some technological problems, the areas where foreign language materials are exhibited in the classroom environment are limited, and the classrooms do not allow different seating arrangements. According to English language teachers, it was stated that there should be technological equipment and hardware in an ideal language learning setting, there should be sufficient areas for displaying visual materials, furniture should be flexible and classroom population should be at an ideal level. [This study was presented as a paper at the 2nd Conference of Language, Culture and Education held in Istanbul in June, 2019 at Medipol University.]
A SWOT Analysis to Raise Awareness about Cyber Security and Proper Use of Social Media: Istanbul Sample
Author: Tosun, Nilgün
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Internet,Social Media,Computer Mediated Communication,Crime,Information Security,Knowledge Level,Teacher Role,Faculty Development,Teacher Attitudes

Internet is a cyber-ambient where the number of users is increasing consistently as a result of wide opportunities those are provided and where access can be ensured with information technologies. Today, via internet and social media where the number of users reaches billions, the samples of committed cybercrimes and cyber-attacks are increasing throughout the world. For this reason, it is inevitable to raise awareness in the society about cyber security and social media use. Raising awareness also can be done by providing education for all sections of the society. It is aimed to bring the expert person who has knowledge and experiences to provide support about creating substructure of education about both cyber security and using social media, by considering potential of institution and organization, and these sharers hosted by Istanbul Provincial Directorate of National Education and it is aimed to make cooperations. In line with this aim, Cyber Security and Proper Use of Social Media Workshop was realized in Istanbul on 17-18 February 2018. In discussions made within the scope of the workshop, the participants made SWOT analyses on behalf of using social media properly and to raise awareness for cyber security. In that study, information will be given about these analyses performed for Istanbul province.
Preschool Pre-Service Teachers&apos; Scientific Attitudes for Sustainable Professional Development
Author: Sakin, Ahmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Preservice Teachers,Scientific Attitudes,Sustainable Development,Faculty Development,Comparative Analysis,Pretests Posttests,Student Attitudes,Undergraduate Students,Correlation,Science Education,Foreign Countries

The purpose of study was to identify the scientific attitudes for Sustainable Professional Development of pre-service teachers in the Preschool Education program. The research was conducted on true experimental design and we used post-test control group design, a quantitative research approach. A total number of 89 university students were included and &quot;Scientific Attitude Inventory&quot; (SAI-II) was used to determine the scientific attitudes of pre-service teachers. When the attitude score means of the control group were examined, it was found that the students with the highest scores from the sub-dimensions were included in the willingness to do scientific studies sub-dimension. Based on results, it is seen that the average scientific attitude scores of the experiment group is higher than the control group and scientific attitudes are important for sustainable professional development.