ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Frequency and Idiomaticity on Second Language Reading Comprehension in Children with English as an Additional Language
Author: Kan, Rachel T. Y.
Date: 2020-00-00
Type: Journal Articles
Subjects: Word Frequency,English (Second Language),Second Language Learning,Second Language Instruction,Figurative Language,Reading Comprehension,Vocabulary Skills,Role,Phrase Structure,Barriers,Reading Tests,Bilingualism,Elementary School Students,Intelligence Tests,Scores,Receptive Language,Monolingualism,Comparative Analysis,Foreign Countries

Vocabulary plays an important role in reading comprehension in both the L1 and the L2 (Murphy, 2018). In measuring vocabulary knowledge, however, researchers typically focus on mono-lexical units where vocabulary assessments tend not to take into account multi-word expressions which include phrasal verbs, collocations, and idioms. Omitting these multi-word lexical items can lead to an over-estimation of comprehension skills, particularly in reading. Indeed, adult learners of English comprehend texts containing a larger number of multi-word expressions less well compared to texts containing fewer of these expressions, even when the same words are used in each text (Martinez &amp; Murphy, 2011). To investigate whether children learning English as an additional language (EAL) face a similar challenge, two reading comprehension tests were administered to EAL and monolingual (non-EAL) English-speaking children in primary school. Both tests contained the same common words, but whereas in one test some of the words occurred in multi-word expressions, in the other test they did not. Reading comprehension was significantly reduced for both groups of children when multi-word expressions were included. Monolingual participants generally performed better than children with EAL on both tests further suggesting that children with EAL may face a particular disadvantage in English reading comprehension. These results are discussed within the context of the importance of developing rich vocabulary knowledge in all children, and especially emergent bilingual children, within primary school and beyond.
Exploring Young EFL Learners&apos; Motivation: Individual versus Pair Work on Dictogloss Tasks
Author: Kopinska, Marta
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Motivation,Second Language Learning,English (Second Language),Second Language Instruction,Teaching Methods,Foreign Countries,Task Analysis,Cooperative Learning,Anxiety,Elementary School Students,Grade 6,Student Attitudes

Motivation has been widely considered one of the most influential variables in the field of second language learning. Motivation may vary throughout the years, even within the duration of a single language class, and this might occur due to different factors, such as the choice of tasks or the activity type (i.e., collaborative or individual). These two factors have not been investigated in depth with young learners in foreign language settings, and from a task-based perspective. Thus, this paper addresses this gap, and explores the potential changes in motivation of 64 Spanish young learners of English as a foreign language who worked on a number of dictogloss tasks in pairs and individually over the span of a school year. Data was collected several times by means of different tools that measured students' general and more specific task motivation, as well as their attitudes towards individual/pair work. The findings revealed that, overall, these children's motivation was high and consolidated with time, while their level of anxiety decreased. Their attitudes towards the dictogloss were positive from the beginning to the end of the school year, and more so when they carried out the task in pairs. These findings support the benefits of collaborative work, and the dictogloss, as an appropriate task that engages children in their learning of a foreign language.
Teachers&apos; Self-Reported L1 and L2 Use and Self-Assessed L2 Proficiency in Primary EFL Education
Author: Wilden, Eva
Date: 2020-00-00
Type: Journal Articles
Subjects: Native Language,German,Code Switching (Language),English (Second Language),Second Language Instruction,Self Evaluation (Individuals),Language Proficiency,Classroom Techniques,Correlation,Teacher Qualifications,Elementary School Teachers,Foreign Countries

This study investigates teachers' first language (L1, German) and second language (L2, English) use in the primary English as a foreign language (EFL) classroom in two federal German states. It particularly focuses on the question of whether a more frequent, (self-reported) use of the L2 is positively correlated to teachers' professional qualification as well as (self-assessed) L2 proficiency. To this end, data was collected in 2017 through an online survey among German primary teachers teaching EFL in year 4 (N = 844). L2 use was assessed through a 4-point Likert scale comprising 16 items on various classroom situations. L1 use was surveyed with an open question on situations of L1 use in the L2 classroom. Moreover, teachers self-assessed their L2 proficiency with a 4-point Likert scale and adapted CEFR descriptors for speaking. Findings indicate that teachers claim to use the L2 more in L2-related situations and the L1 more in classroom management situations. The study shows that teachers with a higher formal qualification tend to assess their L2 proficiency higher and claim to use the L2 more often in the primary EFL classroom. In contrast, teachers with a lower formal qualification tend to assess their L2 proficiency lower and claim to use the L1 more frequently in the L2 classroom.
Language-Related Episodes and Pair Dynamics in Primary School CLIL Learners: A Comparison between Proficiency-Matched and Student-Selected Pairs
Author: Basterrechea, María
Date: 2020-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Second Language Learning,Second Language Instruction,Sociocultural Patterns,Language Proficiency,Cooperative Learning,Comparative Analysis,Grammar,Accuracy,Elementary School Students,Grade 5,Grade 6,Foreign Countries,English (Second Language),Teaching Methods,Language Tests,Oral Language,Discourse Analysis

A considerable body of research within the interaction framework (Long, 1996) has centred on the language-related episodes (LREs) which occur when learners topicalize a specific linguistic item while they are engaged in meaning-focused tasks. Several studies have shown that the production of LREs may be influenced by the proficiency level of the learners (Kim &amp; McDonough, 2008; Leeser, 2004). Sociocultural theory (Lantolf &amp; Appel, 1994) has also explored collaborative work and the effect that pairing learners with the same proficiency levels or different &quot;patterns of interaction&quot; (Storch, 2002) has on the production of LREs (e.g., Mozaffari, 2017; Storch &amp; Aldosari 2013), but little research has compared the effect of the pair formation method (student-selected vs. proficiency-matched) on young learners' production of LREs and pair dynamics. This study compares young CLIL learners (aged 10-12) in student-selected and proficiency-matched pairs in task-based interaction. Results indicate that learners produce more meaning-based than form-based LREs, regardless of their pair formation method. The percentage of meaning-based LREs which are resolved accurately is much higher in proficiency-matched dyads than in student-selected ones. As for the patterns of interaction (Storch, 2002), the dynamics of proficiency-matched dyads are of a more collaborative nature than those of self-selected pairs.
The Ability of Young Learners to Construct Word Meaning in Context
Author: Butler, Yuko Goto
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Elementary School Students,Inferences,Metacognition,Reading Skills,Oral Reading,Reading Fluency,Thinking Skills,Receptive Language,Emergent Literacy,Vocabulary Skills,English,Grade 4,Monolingualism,Comparative Analysis,Reading Strategies,Context Effect,Spanish,Vietnamese,Native Language,Intelligence Tests,Verbal Ability,Vocabulary,Teacher Student Relationship

This study examines young English readers' ability to infer word meanings in context and to use metacognitive knowledge for constructing word meanings in relation to their reading performance. The participants were 61 fourth-grade students in the United States, comprising 24 monolingual English-speaking (ME) students and 37 English-as-a-second-language (L2) students; each group was also divided into strong and emergent readers in English. Participants were asked to read aloud paragraphs containing words unfamiliar to them in two different contextual conditions (i.e., explicit and implicit conditions), to guess the unfamiliar word meanings, and to tell a teacher how they arrived at the inferred meanings. Quantitative analyses found significant differences between strong and emergent readers in their oral fluency as well as in their ability to infer word meanings and articulate their use of metacognitive knowledge. Although significant differences were found in the ability to infer word meanings and the use of metacognitive reasoning between ME and L2 students, such differences disappeared after controlling for the size of students' receptive vocabulary. Qualitative analyses also revealed differences in the kinds of knowledge and strategies that strong and emergent readers relied on when constructing the meaning of unknown words in both explicit and implicit contexts.
&apos;It&apos;s Not That Bad Singing with Other People&apos;: The Effect of a Single Outreach on Singing Attitudes and Confidence in Adults
Author: Bodkin-Allen, Sally
Date: 2019-00-00
Type: Journal Articles
Subjects: Singing,Music Education,Intervention,Attitudes,Self Esteem,Adults,Workshops,Altruism,Foreign Countries,Attitude Change,Experience

Singing is an activity fundamental to human existence, yet for many, the act of singing where others may hear them is confronting and can generate anxiety. The Music Outreach Principle (MOP) offers an approach that has singing at its heart, and is socio-altruistic music making. One aspect of the MOP involves taking groups into aged care facilities to sing with the residents. Known as Outreach Singing, the focus is on using music for another's benefit. This study uses the philosophy of the MOP to determine if one episode of Outreach Singing can have a difference on an individual's singing confidence. The participants were adults (n=140) who attended a workshop where they were introduced to the philosophy of the MOP and then partook in an Outreach at a local aged care facility. Data were gathered via two questionnaires prior to the workshop and post the Outreach. Participants were asked about their singing behaviour, and also whether or not they considered themselves 'tone-deaf'. The results indicate that the single Outreach session positively affected the way the participants thought about singing, and had an impact on the singing confidence of all participants. The greatest positive impact was for the group who considered themselves 'tone-deaf'.
A Visual Approach to Teaching Properties of Water in Engineering Thermodynamics
Author: Bakrania, Smitesh
Date: 2020-00-00
Type: Journal Articles
Subjects: Water,Engineering Education,Thermodynamics,Teaching Methods,Charts,Visual Aids,Visualization,Video Technology,Multimedia Instruction,Prediction,Evidence Based Practice,Undergraduate Students,Models,Instructional Design

Overcoming the challenge of using the steam tables can be considered a rite of passage in undergraduate thermodynamics courses. Students often circumvent the use of steam tables and resort to simpler digital alternatives to retrieve properties. In fact, the steam tables and their digital relatives that supply numeric property values fail to reinforce the fundamentals; namely, how state properties are related to each other. Supplying state properties without context adds to the abstractness of water properties which lack a simple equation of state. Instead, research has demonstrated that replacing the steam tables with property charts can greatly improve student's ability to visualize property relationships and facilitate the creation of a mental model of the complicated equation of state for water. Recognizing these results, the traditional use of the steam tables for property retrieval was entirely replaced by property charts for an engineering thermodynamics course. To leverage the highly visual nature of the property charts, animated videos and related multimedia resources were produced and used in a flipped classroom setting for instruction. This new implementation greatly reduced instructional load and allowed deeper engagement with the concepts taught. The new instructional practice was evaluated by a controlled impact study and student feedback. The evaluation study showed that the students who used property charts as their primary reference were significantly better at predicting water property trends when compared to students who relied on the steam tables accompanied by property chart sketches. When surveyed, students favored property charts and the supplementary videos for their ability to visually convey the complex relationships. The results support existing research and make a strong case for revising thermodynamics pedagogy within engineering. By embedding an intuitive and evidence-based approach to teach the engineering fundamentals, educators can ensure that students are better equipped for professional practice.
A Study on Digital Citizenship: Preschool Teacher Candidates vs. Computer Education and Instructional Technology Teacher Candidates
Author: Elmali, Filiz
Date: 2020-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Preschool Education,Computer Science Education,Educational Technology,Student Attitudes,Information Security,Citizenship Responsibility,Ethics,Moral Issues,Civil Rights,Compliance (Legal),Misconceptions,Computer Use,Internet,Technological Literacy,Foreign Countries

The main goal of this study is to determine the digital citizenship perceptions and digital citizenship levels of preschool teacher candidates in terms of digital rights and responsibilities, digital security and digital law by comparing them with Computer and Instructional Technologies teacher candidates' perception. To this end, we worked with 80 teacher candidates in total. Both qualitative and quantitative research methods were employed. To identify participants' digital citizenship levels, a questionnaire was administered. Also, semi-structured interviews were conducted to understand their digital citizenship perceptions. The results showed that participants' digital citizenship levels were above average and their digital citizenship perceptions supported this result. In addition, their responses related to digital security, digital rights and responsibilities, and digital law were parallel to their definitions in the literature and they connected them with digital communication and ethics. However, teacher candidates' misconceptions in terms of digital rights and responsibilities and digital security were observed.
The Hybrid Education Model: Evolution of the Higher Colleges of Technology, UAE
Author: Samy, Ahmed
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Academic Education,Vocational Education,Professional Education,Partnerships in Education,School Business Relationship,Experiential Learning,Labor Force Development,Educational History,21st Century Skills

The &quot;Applied&quot; or &quot;Professional&quot; Higher Education (HE) institutions across the world are engaged to explore new, innovative educational models to address the expectations of the labour market. This has been triggered by the intensive globalization emphasizing the institutional need to streamline the mission and clearly define the identity, which would be recognised by concerned external stakeholders. Since established in 1988, the pedagogy at the Higher Colleges of Technology (HCT), the largest public HE institution in the UAE, has evolved from the &quot;Learning by Doing&quot; concept towards the progressive and innovative &quot;Hybrid Education&quot; model, comprising together elements of academic, professional and vocational learning approaches. The HCT 2.0 Strategy prioritizes continuous innovative transformation towards needs of the knowledge economies of the future. In order to achieve the development goals, HCT focusses on partnership with the industry and provision of the real-life and real-work learning experiences.
Active Shooter Events: The Guardian Plan
Author: Walker, David R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Leadership Responsibility,Planning,School Safety,Emergency Programs,Weapons,Crime,Violence,School Personnel,Models,Role,Teacher Responsibility,Training,Law Enforcement,School Districts

The decision on how to protect the children and youth while at schools is a serious conversation with varying agreements on the best practices. Some feel that school personnel should not be trained nor expected to be able to react to an armed person while others believe that training of school personnel and allowing them to be armed will deter armed assailants in schools. Ultimately, each school board and district leadership need to choose an emergency safety plan that fits their community. The number of school shootings has brought emergency safety discussions to the forefront again. One school district, highlighted in this article, chose the implementation of a plan called the Guardian Plan.
Shared Leadership on a Career and Technical Education Campus
Author: Ward, Samantha
Date: 2018-00-00
Type: Journal Articles
Subjects: Participative Decision Making,Vocational Education,Job Skills,Leadership Training,Cooperative Planning,21st Century Skills,Job Satisfaction,High School Teachers,Accountability,Group Dynamics,Teamwork,Interpersonal Relationship

Many students enter career and technical education (CTE) programs to pursue the attainment of job-specific skills. K-12 career and technical education program educators help prepare students for careers after high school by offering students a way to establish and improve upon industry-based skills (Treschan &amp; Mehrotra, 2014). Through CTE programs, educators train students to become global competitors in the workforce by introducing them to career practices that are prominent within their fields (Conley, 2013; Gordon, 2014; Stone &amp; Lewis, 2012).
Development of Online Course Satisfaction Scale
Author: Bayrak, Fatma
Date: 2020-10-00
Type: Journal Articles
Subjects: Test Construction,Construct Validity,Test Reliability,Online Courses,Electronic Learning,Student Satisfaction,Attitude Measures,College Freshmen,Public Colleges,Self Efficacy,Computer Literacy,Gender Differences,Foreign Countries

Higher education institutions consider student satisfaction to be one of the main factors in determining the quality of their online learning. The purpose of this study was to develop a reliable, valid, and practical instrument to measure online students' satisfaction as well as to explore the psychometric and theoretical concerns surrounding the construct validity of existing satisfaction scales. The study was carried out in 2017-2018 fall and spring with participants consisting of freshmen who took the online course in a state university (N[subscript fall]=1585; N[subscript spring]=1206). In this study exploratory factor analysis (EFA) (Study 1-N[subscript EFA]=921) and confirmatory factor analysis (CFA) (Study 1-N[subscript CFA]=664; Study 1-N[subscript CFA]=1206) were performed to assess the construct validity of the scale's measures. As proof of validity, the effect of gender on satisfaction was examined, for which independent sample t-test was performed. For the criterion validity, the relationship between computer and internet self-efficacy and satisfaction scores of the learners was examined. The finalized version of satisfaction scale, consisting of eight items, demonstrated that the scale is suitable for general use. Suggestions for future researchers and practitioners are proposed.
Up from Poverty: A Narrative Non-Fiction Study of Three Female Superintendents from Poverty
Author: Johnson, Stephanie
Date: 2018-00-00
Type: Journal Articles
Subjects: Poverty,Personal Narratives,Women Administrators,Superintendents,Family Influence,Experience,Social Support Groups

This study focused on three female superintendents from poverty and how they elevated out of poverty to become successful superintendents in their school districts and help students living in poverty.
The Early Promise of TBRI Implementation in Schools
Author: Reid, Mark J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Trust (Psychology),Intervention,Trauma,Foster Care,Adoption,Social Development,Emotional Development,At Risk Students,Children,Empowerment,Program Effectiveness

The program known as Trust Based Relational Intervention® (TBRI®) began as an exploration into the detrimental behaviors of foster and adopted children placed in homes with unsuspecting caregivers who assumed their living environment would result in positive results rather than fear based emotions and behaviors. The researchers at the Karyn Purvis Institute of Child Development (KPICD) at Texas Christian University held summer camps for adopted children and through that work developed an intervention to meet the needs of children who had experienced trauma. KPICD identifies these young people as &quot;children from hard places&quot; (Purvis &amp; Cross, 2005). Copeland et al (2007) reported that an estimated 68% of children in the United States have experienced some sort of trauma. This astounding statistic holds great meaning for teachers and administrators, because these children from hard places routinely manifest aggressive and undesired behaviors due to an altering of their physiology. The literature on TBRI® at this point mostly has chronicled success with families, group homes and summer camps (McKenzie, Purvis, &amp; Cross, 2014; Howard, Parris, Neilson, Lusk, Bush, Purvis &amp; Cross, 2014; Purvis &amp; Cross, 2006). TBRI® has only recently been implemented in school settings. This report provides an overview of the impacts of trauma, trauma related work in schools, and the four articles published to this point related to the use of TBRI® in schools.
Work-Based Learning Application - BrightStart Program: An Initiative to Promote Digital Skills in Higher Education
Author: Gonçalves, Nuno Pina
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Technology,Technology Uses in Education,Technological Literacy,Constructivism (Learning),Experiential Learning,Employment Qualifications,Job Skills,Vocational Education,High School Graduates,Program Effectiveness,School Business Relationship,Partnerships in Education,Postsecondary Education,Work Experience Programs

Higher education institutions and organisations have the responsibility to work together to provide better curricula and better projects aiming the market needs. This work highlights a constructivist approach and the work-based learning perspective giving the focus on a digital competence learning program in Portugal -- the BrightStart Program. BrightStart is a Deloitte Portugal pilot program, led in collaboration with Setubal Polytechnic Institute, focused on increasing employability and professional skills of high school graduates currently enlisted in vocational training. During the program, the enrolled students combine their academic curricula with the opportunity to integrate delivery project teams (non-facing client activities). This program is highly focused on the work-based learning approach and was inspired in a similar program that exists in North Ireland with Deloitte UK and Ulster University. The work focuses on the already obtained results in this pilot program in Portugal and highlights the work-based learning approach and principles opening the future work phases and improvements.