ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of Iranian Monolingual and Bilingual EFL Students' Listening Comprehension in Terms of Watching English Movie with Latinized Persian Subtitles
Author: Yamchi, Roghayeh
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Monolingualism,Bilingualism,Bilingual Students,English (Second Language),Listening Comprehension,Foreign Language Films,Latin,Indo European Languages,Translation,Visual Aids,Listening Comprehension Tests,Statistical Analysis,Nonparametric Statistics,Academic Achievement,Memory,College Students,Questionnaires

The main concern of the present study was to compare Iranian monolingual and bilingual EFL students' listening comprehension in terms of Latinized Persian subtitling of English movie to see whether there was a significant difference between monolinguals and bilinguals on immediate linguistic comprehension of the movie. Latinized Persian subtitling was representing Persian language in Latin script. To achieve this end, an ex post facto design was employed. The homogenized participants of this study were 24 Persian monolingual students and 22 Azeri-Persian bilingual students. One listening comprehension test which was based on the linguistic information of the movie was administered to both groups of monolinguals and bilinguals. The results of Mann-Whitney U test revealed a significant difference between two groups; that is, monolinguals outperformed bilinguals on immediate linguistic comprehension of the movie. Finally, the study concludes with some pedagogical implications and recommendations for further research.
Together We Stand: Using Collaborative Writing in Developmental Writing Courses
Author: D'Antonio, Monica
Date: 2011-00-00
Type: Journal Articles
Subjects: Developmental Programs,Collaborative Writing,Teaching Methods,Active Learning,Writing Processes,Writing Instruction,Educational Strategies,College English,College Students

Teaching developmental writing courses is a high-wire act, complicated by its need to balance both rudimentary skill-building and college-level writing preparation. However, many developmental writing instructors spend most of their time on the former, focusing on rote memorization of grammar rules and sentence skills development, which often leaves students feeling unmotivated and anxious about their writing. This article offers an effective teaching method aimed at increasing student success in developmental writing courses by taking an active-learning approach, known here as the &quot;class essay,&quot; that emphasizes the entire writing process, not just the building blocks of the English language. Additionally, this article explains the benefits of collaborative writing in general, details the &quot;class essay&quot; approach specifically, and describes the observed results of using this method.
Enhancing the Learning Experience for Millennial Developmental Students
Author: Wilkinson, Denise
Date: 2011-00-00
Type: Journal Articles
Subjects: Learning Experience,Developmental Programs,College Students,Generational Differences,Student Characteristics,Student Needs,Classroom Techniques,Best Practices

The values and needs of today's college students are different from the needs of students from past generations. It is important that developmental educators recognize the characteristics of these students in their classroom and develop strategies to address their needs. This article focuses on the characteristics of the Millennial student, as compared to characteristics of students from past generations. In addition, implications of having these students in the developmental classroom and best practices and activities that may be implemented to address their needs are discussed.
&quot;The Burden of Diversity&quot;: The Sociolinguistic Problems of English in South Africa
Author: Ntombela, Berrington X. S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Blacks,Indo European Languages,English (Second Language),Second Language Learning,African Languages,Ethnography,Foreign Countries,Sociolinguistics,Language of Instruction,Multilingualism,Language Usage,Language Planning,Economic Factors,Foreign Policy,Second Language Instruction

At the emergence of democracy in South Africa the government corrected linguistic imbalances by officialising eleven languages. Prior to that only English and Afrikaans were the recognised official languages. The Black population had rejected the imposition of Afrikaans as the medium of instruction. However, such rejection did not mean the adoption of indigenous languages as media of instruction; instead English was supposedly adopted as a unifying language among linguistically diverse Africans. Such implicit adoption of the English language has created a stalemate situation in the development of African languages to the level of English and Afrikaans. Although there is a widespread desire to promote indigenous languages to the level of being media of instruction, the desire is peripheral and does not carry the urgency that characterised the deposition of Afrikaans in the 1976 uprisings. On the other hand this paper argues that the hegemony of English language as a colonial instrument carries ambivalence in the minds of Black South Africans. Through ethnographic thick description of two learners, this hegemony is illustrated by the &quot;kind&quot; of English provided to most Black South African learners who do not have financial resources to access the English offered in former Model C schools. The paper concludes that Black South Africans do not only need urgency in the promotion and development of indigenous languages, but further need to problematize, in addition to the implicit adoption of English language, the quality of the language they have opted. The paper therefore suggests that this is possible through a decolonised mindset.
Benefits of the NADE Certification Process: Self-Knowledge, Informed Choices &amp; Programmatic Strength
Author: Greci, Dana
Date: 2016-00-00
Type: Journal Articles
Subjects: Developmental Programs,Program Evaluation,Certification,Professional Development,Educational Benefits,Self Evaluation (Groups),Empowerment

Research shows that systematic, ongoing program evaluation is needed to adequately assess the effectiveness of developmental programs. Ongoing evaluation provides both (1) validation of programs to educational institutions and legislators; and (2) impetus for program improvement. The author of this article works in the Developmental Education Department at University of Alaska Fairbanks (UAF), where he recently coordinated the department's National Association of Developmental Education (NADE) certification program evaluation. Becoming NADE certified was an incredible learning process that produced fruits beyond what ever could have been imagined when they were starting out. Both in terms of professional development for faculty and the development of a stronger program for students, going through the NADE certification process was indispensable. This article looks as the process and the benefits of NADE certification.
Pedagogical Design Capacity and Underlying Knowledge Base of Curriculum Materials Use of a Hong Kong English Teacher
Author: Chong, Ivan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Materials,English Teachers,Instructional Design,Knowledge Base for Teaching,Case Studies,Secondary School Teachers,Reading Comprehension,Secondary School Students,Semi Structured Interviews,Observation,Reading Instruction,Experienced Teachers

Using &quot;pedagogical design capacity&quot; (&quot;PDC&quot;) as the conceptual framework, this single-case study examines how an English teacher in Hong Kong perceives and mobilizes curriculum materials to teach reading comprehension to secondary one students in two stages of implementation. Relying on data collected from semi-structured interviews, lesson observations, and analysis of curriculum materials, the study sought to uncover the underlying teacher knowledge at work when the teacher interacts with the curriculum materials. The findings show that knowledge of curriculum materials, personal practical knowledge, and knowledge of learners play an important role in making teachers more adept at using curriculum materials. Ultimately, the paper concludes with implications both theoretical and practical: The expansion of PDC framework and support to English teachers' use of school-based curriculum materials.
Anadolu University, Open Education Faculty, Turkish Language and Literature Department Graduated Students' Views towards Pedagogical Formation Training Certificate, Special Teaching Methods Courses and Turkish Language and Literature Education from: Sample of Turkey
Author: Bulut, Mesut
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Open Education,Turkish,Teacher Education,Certification,Teaching Methods,Preservice Teachers,Semi Structured Interviews,Content Analysis,Methods Courses,Native Language Instruction,Literature,Distance Education,Feedback (Response),Data Analysis

The aim of this study is to find out Anadolu University Open Education Faculty Turkish Language and Literature graduated students' views towards Pedagogical Formation Training certificate and their opinions about special teaching methods. This study has been done in one of the universities of East Karadeniz in Turkey in which the 20 Turkish Language and Literature graduated students participated in Pedagogical Formation training certificated program. The data are collected from teachers' candidate (prospective teachers) of Turkish Language and Literature who joined special teaching methods in Pedagogical Formation training program, as a result interviewing sessions had been held. During the interview, the approvals of participants have been taken into the consideration. The data collected from interviews has been analyzed according to content analysis method with emphasizing on accurate translation as possible. After approving its reliability by participants, audio recordings were shattered. The data which was collected with interviews was analyzed by content analysis method. At the end of study the teachers express that their participation in pedagogical training program and taking part in special teaching methods course helped them to overcome their deficiencies. So, especially in Turkish Language and Literature teaching they experienced difficulties in practice with the intense use of theoretical knowledge in textbooks, and are not able to develop written and oral expression skills in test-driven examination system. Accordingly at the end of Pedagogical Formation Education program it represented the efficiency of teaching methods and techniques, effective and efficient learning. So this paper signifies the practice opportunity which participants have experienced during the program and in this regard the recommendations have been suggested to the possible problems.
On-Screen versus On-Paper Reading: Students' Strategy Usage and Preferences
Author: Hamer, Arden B.
Date: 2011-00-00
Type: Journal Articles
Subjects: Preferences,Reading Strategies,Layout (Publications),Printed Materials,Electronic Publishing,Student Surveys,Student Attitudes,Reading Habits,Reading Assignments,Undergraduate Students

Reading professionals at the college level have long taught their students multiple and varied strategies to master textbook reading and learning. Students are continuously encouraged to adapt their strategies to the discipline and the type of text they are reading. Now that students have the option to complete at least a portion of their academic reading electronically, students must adapt these traditional strategies to reading on screen. The objectives of this study were to (a) determine what strategies students are using when reading in each format and (b) ascertain what format students prefer. Two hundred thirty-seven successful students enrolled in higher-level reading intensive courses were surveyed. Results showed that strategy-use was somewhat determined by the format, but that students overwhelmingly preferred to read and study on paper.
Sleep Is Overrated: The Developmental Education Innovative Research Imperative
Author: Burley, Hansel
Date: 2008-00-00
Type: Journal Articles
Subjects: Developmental Programs,Educational Research,Educational Innovation,Remedial Programs,College Students,Social Theories,Self Efficacy,Resilience (Psychology)

Developmental education sits at the nexus of all things educational, yet developmental education research seems asleep, unaware of the valuable and critical perspectives the field can provide. In that light, this article addresses the developmental education identity crisis addressed by Arendale (2005) in &quot;Terms of Endearment,&quot; suggesting principles for a new wave of developmental education research. These principles suggest an innovative research imperative that includes the exploration of new learning contexts with new theoretical perspectives and analysis techniques. A new commitment to innovative research ideas should help revive research in the field and help students reach their educational goals.
Enhancing the Academic Performance of At-Risk College Students via Self-Explanations
Author: Calais, Gerald J.
Date: 2008-00-00
Type: Journal Articles
Subjects: College Students,At Risk Students,Developmental Programs,College Preparation,Reading Skills,Writing Skills,Mathematics Skills,Academic Achievement,Self Evaluation (Individuals),Program Effectiveness,Transfer of Training,Problem Solving,Learning Processes,Individual Differences,Teaching Methods

Research suggests that student enrollment in developmental level courses at the postsecondary education level increases annually. This is occurring because underprepared and/or nontraditional students' reading, writing, or math skills are inadequate to meet the challenges of college-level work. This article focuses on self-explanations as an instructionally effective approach designed to enhance the academic performance of at-risk college students. Implications regarding these findings are discussed.
Technologies That Capitalize on Study Skills with Learning Style Strengths
Author: Howell, Dusti D.
Date: 2008-00-00
Type: Journal Articles
Subjects: Study Skills,Cognitive Style,Assistive Technology,Technology Uses in Education,Kinesthetic Methods,Visual Aids,Audiovisual Aids,Instructional Material Evaluation,Profiles,Cluster Grouping

This article addresses the tools available in the rapidly changing digital learning environment and offers a variety of approaches for how they can assist students with visual, auditory, or kinesthetic learning strengths. Teachers can use visual, auditory, and kinesthetic assessment tests to identify learning preferences and then recommend students use technological tools that match those strengths. To assist in this process, new software- and hardware-based digital study tools will be profiled and categorized as visual, auditory, and kinesthetic resources. It is hoped that this will help generate new thoughts and approaches for educators and learners.
Assessing the Cost of Redesigning Developmental Mathematics
Author: Lucas, Marva S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Developmental Programs,Mathematics Curriculum,Educational Change,Curriculum Design,Cost Effectiveness,College Programs,Program Costs,Remedial Mathematics

The number of students needing remediation upon enrollment in post-secondary institutions has risen steadily in recent years. Concurrently, state legislatures and governing boards are putting pressure on higher education institutions to lower budgets. Under these conditions, developmental education programs are often primary budget-tightening targets. In response to this scrutiny, administrators and faculty members at Middle Tennessee State University created a structure that included special sections of two general education mathematics courses. This new design resulted in cost savings for the university and cost and time savings for students. The redesigned curriculum at MTSU has strong implications for post-secondary institutions that find it necessary to reduce expenditures while continuing to serve students who are lacking skills that would prepare them for success in entry-level mathematics courses.
What Matters Most: Using High-Traction Instructional Strategies to Increase Student Success
Author: Turner, Curtis
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Innovation,Educational Strategies,Teaching Methods,Success,Teacher Student Relationship,Feedback (Response),Classroom Environment,Strategic Planning,Developmental Programs,College Programs

What matters most when it comes to increasing achievement and student success in the developmental classroom? Recent reform efforts in developmental education have brought sweeping changes in some states. New curricular pathways, redesigned courses, and a handful of new instructional delivery methodologies have been the result. Although these are important and needed, they are only a piece of what is necessary to yield meaningful results. In the midst of intense times of change, it is vital not to forget what matters most in any classroom--the instructor. The author, an instructor in the UCCSTeach program at the University of Colorado at Colorado Springs, a teacher-licensing program, discusses his strategies for using high-traction instructional strategies to increase student success.
El Paso's College Readiness Initiative: Cooperation at Work
Author: Stein, Kathy
Date: 2008-00-00
Type: Journal Articles
Subjects: College Readiness,High School Students,College Attendance,Developmental Studies Programs,College Preparation,College School Cooperation,Partnerships in Education,Program Implementation,Barriers,Program Development,Cooperative Planning

In El Paso, Texas, the public institutions of higher education have joined with area school districts to create the El Paso College Readiness Initiative. Through a great deal of coordination and cooperation among the participating institutions, high school faculty, students, and parents are introduced to the placement test used by the city's community college and university, students are tested, and interventions are provided to the students. The purpose of this initiative is to reinforce the idea of college attendance among high school juniors and seniors and to help them avoid developmental status when they do decide to matriculate.
Using Technology to Build a Community of Writers in Developmental Writing
Author: Megeehon, Alexandria
Date: 2008-00-00
Type: Journal Articles
Subjects: Developmental Programs,College Programs,Technology Uses in Education,Writing Instruction,Sense of Community,Blended Learning,Two Year College Students,Courseware,Teaching Methods,Educational Practices,Educational Strategies

Using technology in a developmental classroom, particularly a classroom platform such as WebCT, can help provide a sense of community in a developmental writing course. The rationale for designing a hybrid developmental writing course is discussed as well as the ways in which students perceived themselves as &quot;real writers&quot; as a result of the way that their writing was submitted and critiqued on WebCT. A blended learning environment has become an integrated component of writing instruction at the two-year branch campus that is the location of this study.
The Voice of One--The Power of Many: Advancing Social Justice One Individual at a Time
Author: Robertson, Phyllis M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Justice,Academic Achievement,Higher Education,Partnerships in Education,Teacher Education,Teacher Education Programs,Preservice Teacher Education,Teaching Methods,College Faculty

In this article, the authors explore the question: How should faculty prepare educators to advocate for equity, value their own contributions, and avoid the disillusionment and despair that is only natural when those moments of feeling that, &quot;nothing ever changes?&quot; occur. The authors expand on some essential advice that includes: (1) Being realistic about what you can change; (2) Getting the lay of the land; (3) Finding and working with other like-minded individuals; (4) Avoiding preaching, selling, and confrontation as a means of transforming deficit belief; (5) Building capacity in small increments and over time; (6) Being strategic in the risks taken; (7) Standing fast in your beliefs of equity; (8) Remaining cognizant of district goals and forces driving and impeding change; (9) Networking within the larger community; (10) Hiring strategically; and (11) Valuing and celebrating your own progress.
Instructor Manuals That Reach beyond the Basics
Author: Eney, Patricia
Date: 2008-00-00
Type: Journal Articles
Subjects: Teaching Guides,Part Time Faculty,Developmental Programs,Faculty Development,Cost Effectiveness,College Faculty,Faculty Handbooks,Educational Practices

Providing instructor manuals for part-time faculty is not a new practice. Post-secondary institutions often produce manuals filled with everything from the college calendar to the procedure for obtaining a parking pass. However, in the age of stretched budgets and waning support from their institutions, developmental education programs are looking for better ideas to boost their professional development for part-time faculty in low-cost ways. Improving the department's instructors' manuals can do just that.
Relationship between Students' Reading Ability and Their Success in Medical Terminology at a Two-Year College
Author: Ryan, Mary Gene
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Ability,Success,Vocabulary Development,Medical Education,Developmental Programs,Health Sciences,Student Records,Withdrawal (Education),Academic Failure,Two Year College Students,Correlation

Health sciences faculty members at a two-year college were concerned about the poor pass rates in medical terminology, a gateway course for all students planning to major in health-related fields. Faculty suspected that students coming out of developmental reading might not have adequate reading skills to do well in medical terminology. Developmental studies faculty undertook a project that compared students' grades in medical terminology during the fall 2009 semester with their COMPASS-R and ASSET Reading entrance scores and their final grades in developmental reading to determine if there was a relationship between students' reading ability and their success in medical terminology. Results revealed that developmental students who enrolled in medical terminology during fall 2009 failed or withdrew from the course at a higher-than-expected rate compared to regular- or transfer-admitted students.
Teachers' and Students' Attitudes towards the Implementation of Content-Based Instruction in Higher Education in Ho Chi Minh City
Author: Hung, Bui Phu
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Teaching Methods,Course Content,Language of Instruction,Educational Policy,Foreign Countries,Faculty Development,Curriculum,English (Second Language),Second Language Learning,Questionnaires,Statistical Analysis,Second Language Instruction,Higher Education

Content-based instruction programs carried out in higher education in Ho Chi Minh City rests against national language-in-education policy and planning. However, in the first phase of implementation, this kind of courses proves problematic. This present study investigated teachers' and students' opinions on the implementation of content-based instruction (CBI) courses at three universities to make necessary recommendations for institutional developments. More than half of the students found the curricula problematic and thought their teachers should develop themselves more. In addition, teachers believed the institutions which they were working for should offer them opportunities to study overseas. The one thing which most of the teachers and students agreed on was that CBI was a good language-in-education policy.