ethanporcaro/eric-fulltext-meta huggingface dataset:
From Observation of Teaching Practices to Mentoring and Teacher Development in a Multicultural Setting: A Case Study
Author: Parathyras, Vassilis
Date: 2020-00-00
Type: Journal Articles
Subjects: Mentors,Faculty Development,Professionalism,Trust (Psychology),Cultural Pluralism,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Feedback (Response),Foreign Countries,Cultural Context,Error Correction,Reflection,Instructional Effectiveness,Case Studies,Language Teachers,Observation

This article examines whether teacher mentoring can be achieved in the Greek EFL multicultural teaching context, within the private sector, mainly through observation and if this could contribute to the teacher (observee) or even mentor (observer) development. Observation explores everyday multicultural classroom situations and results in a trustworthy interaction between the observer and the teacher about how these could be handled. Mentoring is provided by means of feedback and discussion in an attempt to educate the teacher, offer corrective options and promote reflection. Ideally, development is produced either via the mentor's suggested alternatives or by the teacher's own introspection. The article concludes with findings that suggest the suitability of the direct observation form for observing teaching practices in a multicultural setting and the effectiveness of the face-to-face provision of feedback. Furthermore, evidence is provided regarding achievement of mentoring in the private sector, within a working environment of professionalism, respect and trust. Finally, it is shown that teacher development is an issue relying mainly on the personal approach, with innovation and change being its fundamental characteristics.
Exploring the Interplay between Iranian EFL Teachers&apos; Perceptions of Research and Their Academic Degrees
Author: Barjesteh, Hamed
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,College Faculty,Teacher Researchers,Research,Teacher Participation,Academic Degrees,Correlation,Knowledge Level

This study aimed to explore the relationship between English language instructors' conceptions of research holding different academic degrees. To this end, from the population of teachers teaching in different EFL contexts both at Islamic Azad and state universities in Mazandaran province, Iran, a sample of fifty teachers were selected based on a purposive sampling method comprising 20 B.A., 20 M.A., and 10 PhD instructors respectively. To measure the targeted groups' attitude concerning the necessity of research for EFL instructors teaching in various academic settings, Borg's (2009) questionnaire was utilized. The prompts on the questionnaire represented different scenarios such as types of research, characteristics of high-quality research, teachers' opinions about necessity of research in academic environments, the need for teachers' engagement in reading related research studies and their commitment to conducting research, as well as their research profile over the last five years. The analysis and interpretation of the obtained data revealed that there was a significant difference among the samples under investigation in regard with their attitudes about the pre-specified scenarios addressed by the questionnaire. The results indicated that the EFL instructors' type of academic degree and their views about the need for teachers to have their hands on research were highly correlated and statistically significant. Notably, the findings transpired that there was a great need for raising EFL instructors' awareness and knowledge of research in foreign language teaching because the teaching self can turn into a meaningful process through teachers' direct involvement in research. [Note: The page range (1-17) shown on the PDF is incorrect. The correct page range for this article is p1-16.]
Should Feedback Be Direct or Indirect? Comparing the Effectiveness of Different Types of WCF on L1 Arabic Writers&apos; Use of English Prepositions
Author: Karim, Khaled
Date: 2019-00-00
Type: Journal Articles
Subjects: Native Language,Error Analysis (Language),Comparative Analysis,Accuracy,Metalinguistics,Pictorial Stimuli,Cues,Task Analysis,Feedback (Response),Second Language Learning,Second Language Instruction,English (Second Language),Form Classes (Languages),Language Usage,Content Analysis,Teaching Methods,Writing (Composition),Writing Instruction,Instructional Effectiveness,Error Correction,Grammar,Revision (Written Composition),Undergraduate Students,Foreign Countries

This study investigated the effects of direct and indirect WCF on students' revision accuracy as well as on new pieces of writing over time. Intermediate level pre-faculty university students were divided randomly into four groups: direct, underlining only, underlining metalinguistic, and a control group. They produced two texts from two different picture prompts and revised these over a two-week period. They also produced two new texts three and four weeks after the last treatment. Both WCF significantly reduced learner errors in subsequent revision tasks. All three treatment groups also made significant reduction of errors after 3 weeks of CF treatment.
Promoting Intercultural Communicative Competence through CLIL in Greek Primary Education
Author: Lagou, Fotini
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Intercultural Communication,Communicative Competence (Languages),Second Language Instruction,English (Second Language),Elementary School Teachers,Teaching Methods,Language of Instruction,Cultural Awareness,Teacher Attitudes,Language Teachers,Educational Technology,Technology Uses in Education,Barriers

Intercultural Communicative Competence constitutes one of the most burning issues in foreign Language education given the challenges cultural diversity poses to our formerly homogeneous classrooms. This article attempts to explore the intercultural practices of EFL teachers working in primary schools in Greece, as well as the extent to which Content and Language Integrated Learning (CLIL), which is still striving for recognition in the particular context, promotes the development of intercultural knowledge, attitudes and skills. Using the mixed method research model, the present study investigates the importance primary EFL teachers in Greece ascribe to intercultural objectives, the way the cultural dimension is articulated in professional praxis, the potential of a CLIL approach to foster intercultural sensitivity, as well as the perceived gains and challenges CLIL practitioners face in primary education. The analysis of the findings shed light on a number of constraining factors along with the potential of CLIL to circumvent obstacles and promote intercultural dialogue. It is hoped that the implications of the findings will pave the way for future full-scale research that will serve as a basis for the much-needed change in intercultural education and policy in Greece.
Engl 101: Writing in Wikipedia
Author: Vetter, Matthew A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Freshman Composition,Course Descriptions,Electronic Publishing,Collaborative Writing,Instructional Innovation,Writing Instruction,Rhetoric,Writing Processes,Knowledge Level,Critical Thinking,Reflection,Transfer of Training,College Freshmen

Indiana University of Pennsylvania's (IUP) course catalogue describes English 101: Composition I as a first-year writing course in which students use a variety of resources--including but not limited to memory, observation, critical reading and viewing, analysis, and reflection--and a focus on writing process to create projects in a variety of writing genres. The course design presented here, Composition I - Writing in Wikipedia, takes an innovative approach to learning about writing, rhetoric, and research in that the large majority of work revolves around reading, evaluating, and writing in Wikipedia. To frame this engagement with Wikipedia, we rely on Anne Beaufort's writing knowledge domains, which allow students to become familiar with policies and practices for contributing to the encyclopedia.
A Career Impacted
Author: Quirke, Phil
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Media Selection,Instructional Materials,Instructional Material Evaluation,Teaching Methods,Specialists,Career Choice,Language Teachers,Professional Recognition,College Faculty,Personal Narratives,Teacher Leadership,Career Development,Instructional Leadership,Higher Education,Publications,Program Descriptions

In this article the author honors Dr. Brian Tomlinson's distinguished career and his standing as one of the world's leading experts on materials development in English language teaching and learning. Noting Tomlinson's ability to touch the professional lives of his colleagues, the author hopes that a journey through his own personal career and how it has been impacted by Tomlinson's work will not only resonate with the reader, but will introduce some of Tomlinson's work that may be unfamiliar.
The Power of Research: Exploring Active Older People Participating in Creative Dance--Challenging Perceptions
Author: Richards, Jacqueline A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Older Adults,Dance,Creative Activities,Leadership,Coaching (Performance),Performance,Networks,Aging (Individuals),Doctoral Programs,Workplace Learning,Stereotypes,Retirement,Dance Education,Ethics,Doctoral Students,Student Research,Foreign Countries

This paper contributes to understanding the power of participating in work-based doctoral research after a fulltime career. It explores ways in which active older people choose to participate in &quot;creative dance&quot; activities and how this may benefit them. It draws upon the first author's experiences in using her leadership, management, presenting and coaching skills creatively, having decided to leave her career as a senior manager and return to dancing and community activities &quot;to see what life will bring&quot;. This includes becoming involved with dance performance activities, founding/managing a grassroots dance organisation, advising, networking and participating in projects concerning ageing and creative arts, whilst undertaking a work-based doctorate programme. Adaptable methodological approaches are explored so that uncertain new ad-hoc paid and voluntary work could be incorporated within research processes. The paper outlines findings about active older people dancing and recommends a way forward on issues concerning ageing; creativity and older people's creative dance becoming mainstream. There is an argument for the social, political and health benefits of dancing for all, especially older adults and the need for more choices so that all ages can lead meaningful purposeful lives. This research challenges the stereotypes of retiring and becoming marginalised, showing positive aspects of entering the next stage of life and later stages of work, using skills and experience in new ways to benefit others as well as oneself.
Writing Workshops in the Public Turn
Author: Lesh, Charles N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing Workshops,Writing (Composition),Writing Instruction,Instructional Design,College Students,Rhetoric

In this article, I model an approach to writing workshops grounded in collaborative design and a sensitivity to the multiple writing locations and identities that students inhabit within and outside the classroom. In redirecting our attention to the potential of designing workshops with students as an enactment of their own writerly ecologies, I situate the workshop as a location for the public work of Composition: protopublic spaces in which writers design, experiment with, and reflect on various forms of circulation and publicity. I ground this discussion in a teacher-research study conducted in an upper-level writing course focused on the specious distinctions between workshops inside and outside classroom walls. This article describes how this pedagogy took shape, explores findings from my research, and examines the value of spatial multiplicity and collaborative design in academic writing workshops.
Intercultural Story-Based Framework in Young Language Learners&apos; Classrooms: From Alternative Teaching to Alternative Assessment
Author: Effrosyni, Bisiri
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Alternative Assessment,Learning Processes,Multicultural Education,Creativity,Story Telling,Listening Skills,Metacognition,Cognitive Processes,Psychological Patterns,Self Esteem,Social Emotional Learning,Second Language Learning,Second Language Instruction,Cultural Awareness,Course Descriptions,Portfolio Assessment,Educational Games,Early Childhood Education,Foreign Countries

Placing young learners at the center of the teaching attention and learning process is considered to be of high importance in the teachers' attempt to help them be motivated to participate in the learning activities (Holderness, 1991, p.19). Towards that goal, young learners' characteristics such as imagination, creativity, curiosity and love for play need to be considered carefully in the language classroom. The aim of this paper is the presentation of a story-based framework for young learners at beginner's level pre-A1 of the CEFR (2001, p.24) through using intercultural stories. The main aim is to encourage the young learners' creativity and develop their listening skill through incorporating both metacognitive and cognitive strategies. Listening to stories in class is a shared social experience that provokes a shared response of laughter, sadness, excitement and anticipation which is not only enjoyable but can help build up the child's confidence and encourage social and emotional development (Ellis and Brewster, 2014, p.7).
Developing as a Teacher -- A Study of Nigerian Teachers
Author: Fasoyiro, Olufunke
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Educational Change,Elementary Secondary Education,Faculty Development,Educational Quality,Teacher Attitudes,Teaching Experience,Beginning Teachers,Graduate Study,Teacher Education Programs,Work Environment,Educational Environment,Context Effect,Foreign Countries

The quality of teaching staff and the subject of teacher education have been at the centre of education reforms in Nigeria for a long time. Fafunwa (1974) drew attention to the dependence of higher education on the foundations laid by primary and secondary education emphasizing the need for a well-qualified teaching staff as the vital step for training skilled manpower. Nigeria endorsed and benefited from Health and Education initiatives of the 1990s and 2000s, for example the initiatives following the Education for All Conferences (1990, 2000). Despite this, Nigeria's attempt at professional development for teachers has not recorded the success it was intended to achieve. Current processes have failed to support the teaching profession and to provide the required quality of education teachers provide. The main focus of this research concerns new teachers' experiences, perceptions and views relating to their Early Professional Development (EPD) and how participation in the Post Graduate Diploma in Education (PGDE) programme affects this. The research aims to find out if and how the experience of the PGDE affects new teachers' EPD, why this may be the case, and the role that learning and work contexts play in furthering or constraining these new teachers' EPD. In addition, the research will include an appraisal of the PGDE course (the course aims, approach, structure and content). This research is part of the author's doctorate in Education at University College London (UCL) Institute of Education (IOE) which will be concluded in 2017.
Embedding Work Based Learning within Organisational Practice
Author: Critten, Peter
Date: 2016-00-00
Type: Journal Articles
Subjects: Masters Programs,Salesmanship,Foreign Countries,School Business Relationship,Universities,Organizational Culture,Learning,Work Experience Programs,Communities of Practice

This paper argues that work based learning has primarily addressed and rewarded the individual learner and that the 'workplace' which has provided the context for the learning receives scant attention. The author begins by speculating on how to reframe the way that organisations are thought of from a work based learning perspective and reviews some of the theories of organisation of the last 25 years, which have learning at their heart. Next, the author gives examples of work he is currently carrying out with companies supporting a particular Masters through Work Based Learning, the MSC in Sales Transformation, which is co-validated between Middlesex University and Consalia, the latter describes itself as a global sales performance improvement company. And finally the author makes recommendations as to how individuals, companies and professional accrediting bodies might reflect on the extent to which they can follow up and put a value on 'learning reach' and how it can make a difference to organisational practice.
English 3374: Writing, Rhetoric, and Multimedia Authoring
Author: Beck, Estee
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Instruction,Multimedia Instruction,Multimedia Materials,Introductory Courses,Undergraduate Students,Rhetoric,Multiple Literacies

English 3374: Writing, Rhetoric, and Multimodal Authoring, an introduction to multimodal composition rooted in the subfield of computers &amp; writing, thrives in the literary studies focused English BA undergraduate program at The University of Texas at Arlington. An underlying assumption of the course reflects a long-standing position in Rhetoric and Composition--students do not compose in the alphabetic mode only and need exposure to and practice with the many modes of communication. Thus, the major goals of the course include development of the five multiliteracies (Arola, Sheppard, &amp; Ball; New London Group; Selber)--with an introduction to an implicit sixth multiliteracy: tactility--through hybrid pedagogies of collaboration, feminism, and technological approaches.
English 382: Special Topics in Multimodal Composition
Author: Fiscus-Cannaday, Jaclyn
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Instruction,Learning Modalities,College English,Feminism,Activism,Student Projects,Social Justice,Assignments,Political Issues,College Environment,Program Effectiveness,Social Problems

English 382 is a multimodal composition course that counts as a &quot;C&quot; credit, a composition course that fulfills one of the courses mandated as general education requirements. The writing program administration at the university created this course as one in a series of four new multimodal composition courses in response to increasing scholarship on the connections between transfer and multimodality (DePalma). English 382 is described in the University of Washington's course catalogue as a course whose &quot;topics vary&quot; because each iteration &quot;focuses on emerging questions, debates, genres, and methods of multimodal analysis and production.&quot; This iteration of English 382 considered the multimodal nature of feminist research methodologies, writing practices, and design strategies through a class-wide simulation of a feminist grassroots organization.
Association between Interprofessional Collaboration Readiness and Clinical Decision Making Ability of Midwifery Students
Author: Hermasari, Bulan Kakanita
Date: 2019-11-00
Type: Journal Articles
Subjects: Correlation,Interprofessional Relationship,Career Readiness,Clinical Diagnosis,Decision Making,Obstetrics,Allied Health Occupations Education,Job Skills,Student Attitudes,Competence,Foreign Countries,Cooperation,College Students

Maternal mortality remains a major challenge to health system worldwide. This problem requires the attention of health practitioners and health professional educators including midwives. Effective clinical decision making is among the most important skills required by healthcare practitioners in the intra-profession and interprofessional context. This study aims to explore the midwifery student's clinical decision-making ability and attitude toward interprofessional learning. This study used quantitative design with cross-sectional approach. Subjects of research were 50 midwifery students. The instruments were The Readiness for Interprofessional Learning Scale (RIPLS) questionnaire; and an assessment rubric of the obstetric case study. Most of the students are not ready to collaborate with other health professions (68%), and have low and moderate clinical decision-making abilities (98%). There is a significant positive correlation (p &lt;0.05) between student readiness for inter-professional collaboration with clinical decision-making ability. This study emphasizes that the ability of a midwife in clinical decision making, especially in emergency cases, is related to their readiness or experience in collaborating with other health professionals.
The Effectiveness of Problem-Based Learning Model to Increase the Students&apos; Critical Thinking Skills
Author: Dakabesi, Daud
Date: 2019-11-00
Type: Journal Articles
Subjects: Problem Based Learning,Instructional Effectiveness,Critical Thinking,Thinking Skills,Skill Development,Grade 11,High School Students,Science Instruction,Chemistry,Foreign Countries

The previous research result showed that the learning model based on the investigation could increase the students' critical thinking skills. The aim of this research was to measure the effectiveness of the using of problem-based learning model to increase the students' critical thinking skills. The research design was quasi-experiment by using post-test only design. The population of this research was the eleventh grade students of science which contained 124 students of SMAN 6 and SMAN 7 Kupang that were chosen randomly. The treatment that was given in this research was problem-based learning model for the experiment class and conventional model for the control class whereas the given materials were the reaction rate. The instrument that was used in this research previously validated by two experts of theory and material. The result of this research showed that the students who studied in experiment class had different critical thinking skills better that the students who studied using conventional model.
The Effectiveness of Practicum-Based Worksheet Based on Salt Hydrolysis Material Viewed from the Aspect of Laboratory Skills and Interpersonal Intelligence Learners
Author: Astuti, Elsa Ari
Date: 2019-11-00
Type: Journal Articles
Subjects: Practicums,Worksheets,Laboratory Experiments,Science Process Skills,Science Instruction,Instructional Effectiveness,Chemistry,High School Students,Student Attitudes,Interpersonal Competence,Active Learning,Inquiry,Discovery Learning,Foreign Countries

This study aims to determine the effectiveness of a practicum worksheet (LKPPD) based on guided inquiry and the response of learners as users. The effectiveness of LKPPD is seen from aspects of laboratory skills and students' interpersonal intelligence on hydrolysis material. This type of research is qualitative and quantitative. Data collected by interview, observation, and questionnaire. The results showed that LKPPD that has been developed is effective because 76% of students have laboratory skills with very high category and 96.5% of students have interpersonal intelligence with a minimum category high. In addition, this LKPPD received a positive response from learners as users with a percentage score of 77.9%.