ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation into the Teachers&apos; Use of L1 in EFL Classes
Author: Tanriseven, Ufuk
Date: 2021-09-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Attitudes,Language of Instruction,Code Switching (Language),Native Language,English (Second Language),Second Language Instruction,Second Language Learning,Classroom Techniques,Instructional Effectiveness,Private Schools,Foreign Countries,Elementary Secondary Education

In many countries where English is used as a second or foreign language (ESL/EFL), the classroom is the main context for students' exposure to the target language (L2); however, English teachers have a tendency to use the mother tongue (L1) excessively. As a result, the appropriate use of L1 in language classrooms remains as a major problem. This study investigates Turkish EFL teachers' perspectives on the use of L1, and functions that the teachers' use of L1 serves in foreign language classrooms. Mixed method research design was adopted using a questionnaire and semistructured interviews. English teachers (n=43) responded to the Use of L1 Questionnaire and semistructured interviews were held with eight volunteer teachers working in Beyza private schools in a province in Turkey. Quantitative data from the Likert scale questionnaire items was analysed using descriptive statistics to reveal frequency, mean and standard deviation scores, and inductive content analysis was applied for the analysis of qualitative data. The findings have demonstrated that most teachers avoid or limit the use of L1 systematically and give priority to using L2 in EFL classrooms. Findings also suggest that L1 can be used as a facilitating tool for explaining difficult grammar and vocabulary items, managing classrooms, giving instructions, checking for comprehension and establishing a friendly classroom environment.
Bringing Formal and Informal Science Education in Elementary Teacher Preparation: An Evaluation of Health Center Collaboration
Author: Carrier, Sarah J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Informal Education,Science Education,Elementary School Science,Preservice Teachers,Preservice Teacher Education,Experiential Learning,Health Facilities

The purpose of this study was to explore how a health-based informal science education course, as part of an elementary undergraduate teacher preparation program, influenced pre-service teachers' ideas about formal and informal science teaching and learning. Additionally, the study explored how the course impacted their understandings of the value of bridging informal science to supplement formal instruction. Qualitative study data were gathered through two (mid- and end-of-semester) focus group interviews with five pre-service teachers enrolled in a health-based informal science course. Analysis of data indicated that the inclusion of informal science education experiences during PST preparation has the potential to support novice teachers' developing ideas about science teaching and learning including ways to connect science to students' lives and make science engaging and meaningful. Findings are reported in four key themes that emerged from the data: (a) formal teacher preparation and informal education, (b) connections between formal and informal science education, (c) personal and professional collaborations, and (d) benefits of informal science education.
Pre-Service Teacher Experiences during COVID 19: Exploring the Uncertainties between Clinical Practice and Distance Learning
Author: Hill, Jerell B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,COVID-19,Pandemics,Distance Education,School Closing,Experiential Learning,Graduation Requirements,Teacher Competencies,Skill Development,Teaching Skills,Teacher Certification,Educational Change,Student Teaching,Evaluation Methods

Teacher preparation programs assist candidates with the pedagogical, theoretical, and practical application of teaching and learning. This article explored the dialog between a state education agency and teacher preparation programs' responses to the COVID-19 pandemic. The author presents a research study of current teacher performance expectations (TPEs), online readiness, and the design of distance learning in pre-service teacher clinical practice. The participants are 10 current preservice teachers. The researcher collected data from fieldwork supervisors, observations, and survey results from participants. Kolb's experiential theory was used in the analysis of co-requisite policy and observations of field experiences of students in a teacher education program. The article analyzed data that suggested that in-person observations and opportunities to practice classroom instruction contribute to teacher readiness and relationship building in comparison to online learning. Furthermore, states will have to re-assess their teacher certification requirements, quality control efforts, and mandatory exams since COVID-19, which may lead to the reauthorization of the pre-service guidelines. Program learning outcomes and critical assignments that allow candidates to demonstrate content knowledge and instructional delivery are being compromised. The finding were that pre-service candidates did not have the opportunity to demonstrate mastery of specific teacher performance expectations within the distance learning format. This article aims to encourage further research teacher education and distance learning to discuss potential alternatives to certification and creative ways to embed flexibility into teacher preparation. Substantial changes can lower the quality of a program and significantly decrease effectiveness while increasing data misrepresentation. Distance learning can potentially limit quality supervision and teacher mentoring. In addition, pre-service teachers will enter classrooms with substantially fewer clinical practice hours.
Recognition and Application of Reading Strategies: Case of Tunisian University Learners
Author: Dallagi, Maha
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Strategies,Reading Skills,Difficulty Level,College Students,English for Academic Purposes,Second Language Learning,Majors (Students),Foreign Countries,Predictor Variables

Reading is perhaps the most important skill for second language learners in academic contexts (Grabe, 2014; Lynch &amp; Hudson, 1991). The need to be able to read in English is especially felt at the tertiary level where most of the academic sources are in English. Yet, Reading is one of the skills that learners often find extremely difficult (Littlewood &amp; Liu, 1996). One major reason for these difficulties is the use of reading strategies and importance of lower-level processes in reading. This study investigated to the choice and frequency of reading strategies by Tunisian tertiary level students (N=147). It aimed to point out whether variables such as Specialty, Proficiency and Gender correlated with the broad categories of Reading strategies identified by Mokhtari and Sheorey (2002). Results unveiled little difference between Hard Science and Soft Science majors in their use of Reading strategies. Statistical analyses demonstrated no relationship between proficiency level, gender, and strategy use.
Changes in Teaching Efficacy Beliefs among Elementary Preservice Teachers from a STEM-Focused Program: Case Study Analysis
Author: Thomson, Margareta Maria
Date: 2018-12-00
Type: Journal Articles
Subjects: Attitude Change,Self Efficacy,Elementary School Teachers,Preservice Teachers,STEM Education,Case Studies,Science Instruction,Mathematics Instruction,Student Attitudes,Reflection

Four case studies of preservice teachers enrolled in a STEM-focused elementary teacher preparation program are used to document changes in mathematics and science teaching efficacy over the course of one academic year. Qualitative analysis revealed that all four case studies experienced changes in their mathematics and science teaching efficacy beliefs over the course of the year. Participants described unique ways of understanding their growth (or lack thereof) in teaching efficacy, the trajectory of teaching efficacy over the course of the year, and the role of teacher training in changing their efficacy beliefs.
Effects of Using Instagram on Iranian Intermediate Autonomous/Dependent EFL Learners&apos; Learning of Pictorial Metaphors
Author: Ahmadi, Zahra
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Second Language Instruction,Second Language Learning,English (Second Language),Language Proficiency,Social Media,Electronic Learning,Pictorial Stimuli,Handheld Devices,Telecommunications,Figurative Language,Personal Autonomy,Independent Study,Positive Attitudes,Adolescents,Foreign Countries

This study was an attempt to investigate whether using Instagram had any significant effects on Iranian intermediate autonomous/dependent EFL learners' pictorial metaphors or not. In doing so, Oxford Placement Test was administered among100 EFL learners studying at Rooyesh language institute in Kelishad, Isfahan, Iran; and based on the results, 80 EFL learners were selected. Then, the autonomy test was conducted to divide them into autonomous and dependent groups. In the next step, they were divided into two equal experimental and control groups (N=40) that each group was subdivided to an autonomous and a dependent group (i.e., 20 autonomous and 20 dependent participants in each CG and EG). Their age ranged between 41 and 41 years old. Gender of participants was not considered as a variable in the study. Next, a metaphorical expression pretest was administered to all groups of the study and then the experimental group was given the metaphorical expressions via Instagram application, whereas the control group only followed conventional treatment. At the end, the posttest of L2 metaphorical expression was administered to both groups of the study and finally the data were analyzed. Analyzing the data through the one-way repeated measures ANOVA and ANCOVA revealed that utilizing Instagram application had a positively significant effect on autonomous/dependent Iranian intermediate EFL learners' pictorial metaphors learning. Furthermore, both autonomous and dependent students had a positive attitude toward using Instagram Application.
Conceptualizing the Pathways of Literature Review in Research
Author: Neupane, Nabaraj
Date: 2021-00-00
Type: Journal Articles
Subjects: Literature Reviews,Inferences,Guidelines,Researchers,Microteaching,Teaching Methods,Educational Research

Since research work is an adventurous expedition, one requires clear pathways, without which the researcher can be lost in the foggy way. To develop a good roadmap is, thus, a crucial task on the part of the researcher. Based on this assumption, this study aimed to conceptualize the notions, functions, and components of literature review that subsumes developing a conceptual framework, an outline of a research work. To achieve this objective, I adopted descriptive-interpretive design of research. Basing my study on theoretical and conceptual insights from different theoreticians' and researchers' works, I analyzed and interpreted the information obtained from the templates used by the previous researchers. I have inferred that literature review, which is indispensable in research process, functions like a beacon light for safe harbouring the research work. I have also inferred, like many have done, that the basic components of literature review consist of introduction, review of theoretical and empirical literature, implication of the review, and theoretical and/or conceptual framework/s. Its implication is that any research work needs to pave its pathways distinctly for its successful execution.
Implementation of Immersive Classroom Simulation Activities in a Mathematics Methods Course and a Life and Environmental Science Course
Author: Lee, Carrie W.
Date: 2018-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Science Education,Mathematics Education,Methods Courses,Program Effectiveness,Pedagogical Content Knowledge,Teaching Skills,Computer Simulation,Interaction,Preservice Teacher Education,Elementary School Mathematics,Elementary School Science,Assignments,Classroom Techniques,Time Management,Knowledge Level,Teacher Characteristics,Student Attitudes

This study investigated the influence of immersive classroom simulation activities on the development of elementary pre-service teachers in two separate mathematics and science education courses that simultaneously focus on pedagogy and content. Participants submitted written personal reflections about their teaching experiences using the immersive classroom simulation activities. These reflections were analyzed for common emergent themes within and across courses. The participants discussed the benefits of the immersive classroom simulation activities in their written personal reflections. They viewed the experience as helpful in developing their skills as a practicing teacher in mathematics and science. Specifically, participants identified three sub-themes including: (a) the immersive classroom simulation activities as being beneficial by providing more authentic real-life teaching experiences than those experienced during peer-group teaching activities; (b) the importance of holding complete and appropriate understandings of content when teaching mathematics and science; and (c) the role of deep content knowledge in the process of developing high quality questions for students. This study has shown immersive classroom simulation activities to be a viable alternative for teacher education programs to engage elementary preservice teachers in developing skills regarding classroom mathematics and science discourse.
Effects of Montessori Teaching Method on Writing Ability of Iranian Male and Female EFL Learners
Author: Aghajani, Fatemeh
Date: 2021-00-00
Type: Journal Articles
Subjects: Montessori Method,Writing Ability,Foreign Countries,English (Second Language),Second Language Learning,Writing Achievement,Preschool Children,Gender Differences,Kindergarten

This study was an attempt to find out the impact of Montessori teaching method on EFL learners' writing achievement. To fulfill the purpose of the study, out of 150 students, 95 male and female students were selected randomly to participate in this study. All of them were given a pretest to find out their level of proficiency. They had no background knowledge of English and they had not studied English before. They were also divided randomly into two groups namely experimental and control. The experimental group consisted of 23 male and 27 female learners while the control group consisted of 21 male and 24 female learners. Experimental group members were instructed based on Montessori teaching method and their instruction was based on different Montessori materials. The control group members had a routine teaching process. Each group was a mixture of both male and female learners with the age range of 5-6. After 12 sessions, writing posttest was given to both groups to evaluate whether there is any significant difference between these two groups or not. The obtained data were analyzed both descriptively and inferentially. The data were analyzed by statistical tests such as one-way ANCOVA and one-sample t-test. The statistical analyses revealed that there was significant statistical differences between two groups mean scores on the writing posttest. Therefore, it can be argued that Montessori teaching method had significant impact on learners' writing skill.
Attaining the Elusive: Efficacy, Math Education and Black and Latino Students
Author: Arriaza, Gilberto
Date: 2018-12-00
Type: Journal Articles
Subjects: Mathematics Education,African American Students,Hispanic American Students,Advanced Placement,Self Efficacy,Disproportionate Representation,High School Students,Student Experience,Modeling (Psychology),Psychological Patterns,Student Attitudes,Grade 12

Low enrollment of Latino, African American, Native American, and Southeast Asian American students in science, technology, engineering, and math (STEM) classes, via advanced placement (AP) courses, remains a problem for high schools, and education leaders across the United States. More than just examining the factors behind this enrollment issue, we wanted to understand the focal factors underpinning success in AP courses of those few who do enroll. For that purpose, we grounded this case study on social cognitive theory's central variable of self-efficacy. We found that teacher facilitated experience plays a pivotal function in students' success in STEM education, more specifically, AP math.
Teacher Leadership in Special Education: Exploring Skills, Roles, and Perceptions
Author: Bagley, Sylvia
Date: 2018-12-00
Type: Journal Articles
Subjects: Teacher Role,Teacher Leadership,Special Education,Special Education Teachers,Specialists,Standards,Advocacy,Leadership Role,Phenomenology,Professional Associations,Innovation,Facilitators (Individuals)

Special Education teachers frequently assume formal or informal leadership roles and responsibilities across disciplines (Council for Exceptional Children, 2015a, 2015b). However, despite the increasing attention paid to teacher leadership on an international scale (Wenner &amp; Campbell, 2016), little research exists on the experiences and needs of teacher leaders within the diverse field of Special Education. In this descriptive phenomenological study, we addressed the following questions: (1) What does teacher leadership within the landscape of Special Education look like? (2) How does this work relate to the roles and dispositions laid out in both the Teacher Leader Model Standards (2011) and the Council for Exceptional Children's Special Education Specialist Preparation Standards (2015a, 2015b)? We found that Special Education teacher leaders primarily demonstrate leadership via support, specifically through the skills of advocacy, facilitating, innovating, and 'administrating'.
A Study on the Readability of the English Versions of Chinese Red Tourism Based on Readers&apos; Response
Author: Shen, Huijia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Readability,Translation,Tourism,Museums,Reader Response,Social Systems,Asian History,Chinese,English

The year 2021 is the 100th anniversary of the founding of the Communist Party of China. With the rapid development of red tourism in China, the importance of red publicity translation has become increasingly prominent. How to evaluate the readability of red publicity translation has gradually become a hot issue. Taking the English versions of Museum of the War of Chinese People's Resistance against Japanese Aggression, Jinggangshan Revolution Museum, Chongqing Hongyan Revolution History Museum and Nanhu Revolution Memorial Museum as examples, this article collects 16 target language readers' feedbacks on the red tourism publicity translations through questionnaire and interview. The results show that the readability of the translation is influenced by many factors such as the quality of the text, the length of the text and the background of the readers. Due to the lack of understanding of the target language and text functions, there are various problems in the translation of words, sentences and discourses. Studies show that the emphasis of the importance of target language readers in quality assessment of red tourism publicity texts may effectively prevent researchers from substituting their own subjective judgments for readers' feedback, thus; it is important to provide a more readable publicity text. This article attempts to improve the readability of red publicity translation, so as to better promote Chinese red tourism and spread Chinese red culture.
Leveraging Findings on the Cost of Positive Behavioral Interventions and Supports to Inform Decision Making by Leaders in Special Education Programming
Author: Bradshaw, Catherine P.
Date: 2021-03-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Special Education,Decision Making,Program Costs,Cost Effectiveness,Computation,Educational Research,Coaching (Performance)

The field of special education has become increasingly interested in and concerned about the costs associated with delivering programs and services to students. Yet, to date, there has been relatively limited data on the costs or return on investment of special education services and preventive interventions. There is an opportunity to learn from other areas of education about the costs and benefits of programming related to students with disabilities. One such line of cost-related work that has emerged over the past few years has focused on Positive Behavioral Interventions and Supports (PBIS). This paper reviews the process of conducting a cost analysis alongside findings from a series of recent PBIS-related research on costs and benefits, including the return on investment associated with PBIS. Research suggests that the benefits of PBIS outweigh the costs, signaling a positive return on investment. Current research evidence shows that the largest benefits of PBIS come from improvements in academics, suggesting the value of interventions that support student behavior, which may be maximized for students with special educational needs.
Teaching Strategies for Enhancing Students&apos; Learning
Author: Abulhul, Zeinab
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Critical Thinking,Class Activities,Learning Processes,Cognitive Style,Instructional Effectiveness,College Students,Educational Needs,Lecture Method,Brainstorming,Cooperative Learning,Writing (Composition),Reports,Technology Uses in Education,Visual Aids

There are various teaching methods and learning styles. These methods mostly focus on students' learning capacities for better understanding and engagement. Educational principles and pedagogy focus on the type of students' learning, the type of teaching tool, and the classroom environment. These three aspects can help students and instructors facilitate the learning process and make it easily absorbable. This paper aims to shed light on various teaching strategies and class activities that instructors could use in their teaching methods to enhance students' learning. The author shows five strategies that are effective for teaching college students. These strategies can help students meet their educational needs and stimulate their brains to expand their knowledge and learning. These methods are as follows: presenting short lectures to refresh students' attention to the class lesson and help their brains come up with ideas about the topic based on their daily experience, brainstorming that is a class group activity helping students work together and learn how to value each other opinions, group reports that encourage students to be familiar with strategies of writing a report as a conclusion for the group meeting, technology-based activities that develops students' educational skills in broadening their self-learning, and PowerPoint presentation that helps students review what they have learned in the class.