ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Tasks on Spoken Interaction and Motivation in English Language Learners
Author: Carrero Pérez, Nubia Patricia
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Learning Motivation,Grade 10,High School Students,Task Analysis,Second Language Instruction,Communicative Competence (Languages),Student Attitudes,Foreign Countries,Communication Skills,Oral Language,Teaching Methods,Public Schools,Language Usage,Pretests Posttests,Qualitative Research,Observation,Interviews

Task based learning (TBL) or Task based learning and teaching (TBLT) is a communicative approach widely applied in settings where English has been taught as a foreign language (EFL). It has been documented as greatly useful to improve learners' communication skills. This research intended to find the effect of tasks on students' spoken interaction in English and motivation towards speaking English in the classroom. Thirty-five adolescent tenth grade students from a public school in Bogota, Colombia, participated in the study. They reported positive influence of tasks in their English oral interaction improvement as well as on their motivation towards speaking English in the classroom.
High School Students' Attitudes and Experiences in EFL Classrooms Equipped with Interactive Whiteboards
Author: Han, Turgay
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Attitudes,Student Experience,English (Second Language),Second Language Instruction,Second Language Learning,Visual Aids,Educational Equipment,Educational Technology,Interactive Video,Questionnaires,Classroom Observation Techniques,Grade 9,Knowledge Level,Statistical Significance,Gender Differences,Use Studies,Educational Environment,Mixed Methods Research,Positive Attitudes,Learner Engagement

The purpose of this study was to examine ninth grade EFL students' experiences and attitudes towards classrooms equipped with interactive whiteboards (IWB). The data were collected with a questionnaire about attitudes towards IWB use in EFL classes, and observations from three different classrooms in three different high schools. The study indicated that the EFL students were not fully aware of how to use IWBs in learning English although they had a background of IWB use. In addition, there was no statistically significant difference in the attitudes of the male and female students towards using IWBs. Overall, the results revealed that EFL students' attitudes towards IWBs were positive although there were some technical challenges in IWB classrooms.
Teachers and Students' Stereotypes about the Teaching and Learning of English
Author: Roberto Flórez, Eliana Edith
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Undergraduate Students,Stereotypes,Language Teachers,Student Attitudes,Teacher Attitudes,Majors (Students),College Faculty,Semi Structured Interviews,Questionnaires,Grounded Theory,Private Colleges,Foreign Countries,Learning Processes

This article is the result of a research study that examined teachers and undergraduate students' stereotypes about English teaching and learning processes at a private university in Tunja, Colombia. The research was carried out with six English teachers and twenty undergraduate students from first and second semesters. The instruments used to collect data were semi-structured interviews and questionnaires from both teachers and students. A grounded theory method was used to analyze the gathered information. Findings demonstrate that language teachers created stereotypes about students' academic work, behavior, and attitudes due to their experiences with them as their teachers, and particularly according to students' academic majors. Students also evidence stereotypes about the teaching and learning of English, according to their experiences in English class.
Using the Cognitive Apprenticeship Model with a Chat Tool to Enhance Online Collaborative Learning
Author: Rodríguez-Bonces, Mónica
Date: 2016-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Apprenticeships,Foreign Countries,Computer Simulation,Computer Assisted Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Interviews,Student Surveys,Computer Mediated Communication,Coaching (Performance),Scaffolding (Teaching Technique),Reflection,Vocational Education,Online Courses,Action Research,Teacher Role,Student Role,Check Lists

In Colombia, many institutions are in the firm quest of virtual learning environments to improve instruction, and making the most of online tools is clearly linked to offering quality learning. Thus, the purpose of this action research was to identify how the Cognitive Apprenticeship Model enhances online collaborative learning by using a chat tool. To describe the effectiveness of this model, five of its teaching methods were implemented in an eight-week period over one semester. Twelve beginning online English students enrolled in Colombia's national vocational and technical training center participated in the study. Data was collected from surveys, chat transcripts, interviews and checklists, and analyzed through content analysis. Results reveal that modeling, coaching, scaffolding, exploration, and reflection may be implemented in a chatroom, developing a sense of collaboration. Learners also moved from guided instruction (modeling) to more independent learning (articulation), assuming the roles of experts. In conclusion, the six teaching methods of the Cognitive Apprenticeship Method enhance online collaborative learning not only because students work together to reach a common goal, but also because they can support each other's learning through synchronous interactions when using a chatroom for this purpose.
Coming out in High School: How One Gay-Straight Alliance Supports Students
Author: Rizga, Kristina
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Homosexuality,Self Disclosure (Individuals),Social Support Groups,Social Discrimination,Social Isolation,Academic Achievement,Self Esteem,Bullying,Prevention,Youth Clubs,School Culture,Dance

In this article the author describes how Pablo, a senior at Mission High School (San Francisco, California), performs in the schools' annual Gay-Straight Alliance (GSA) drag show. The drag show is a homegrown expression created by students of the school, featuring student- and teacher-choreographed dances, student and teacher &quot;coming out&quot; speeches, short educational videos on LGBTQ (lesbian, gay, bisexual, transgender, and queer/questioning) issues, and the popular &quot;fashion show,&quot; in which teachers, administrators, security guards, and students appear dressed in drag. Even though Mission High School sponsors the annual drag show, this article demonstrates how LGBTQ students still face challenges there. Pablo faced discrimination and social isolation following his performance in the drag show, eventually causing his attendance and grades to plummet. One of Pablo's teachers connects him with a case manager at a local LGBTQ youth community center and educational organization called LYRIC where he found a group of like-minded people who were dealing with similar issues. The article describes how Pablo built up his self confidence, became vice president of Mission's GSA and proposed more homegrown activities designed by students and more events that celebrated queer culture rather than focusing on its repression. He later performed in his third and final drag show--the most popular event at Mission among students that year. Educators at Mission agree that the success of any antibullying initiative depends on the degree of student ownership of the strategies for solutions. A GSA club, a drag show, or any other antibullying strategy that is superimposed by adults without genuine leadership and engagement by the students will not work. Another thing that wouldn't work, Pablo adds, is expecting that one club, like a GSA, can by itself change the entire school culture. [This article is excerpted from &quot;Mission High: One School, How Experts Tried to Fail It, and the Students and Teachers Who Made It Triumph&quot; by Kristina Rizga (2015).]
Parent Involvement, Technology, and Media: Now What?
Author: Patrikakou, Eva N.
Date: 2016-00-00
Type: Journal Articles
Subjects: Parent Participation,Parent Child Relationship,School Role,Telecommunications,Parenting Styles,Information Technology,Internet,Computer Mediated Communication,Middle School Students

The rapid technological advances, the expansion of online media use, and the declining cost of mobile technology have introduced a communication factor that has precipitously affected parent involvement and the relationship between parents and children. The present article explores ways through which technology and online media have affected interactions, the impact such developments have had on parent involvement in children's lives, as well as the school's role in keeping parenting relevant in these confusing times. An adaptation of the ten principles of good parenting for a technology- and media-dominated environment are also offered for enhancing parent-child interactions and parent involvement in their children's lives and learning.
&quot;Minecraft,&quot; Teachers, Parents, and Learning: What They Need to Know and Understand
Author: Ellison, Tisha Lewis
Date: 2016-00-00
Type: Journal Articles
Subjects: Video Games,Technology Uses in Education,Educational Research,Educational Benefits,STEM Education,Art Education,English,Language Arts,Teaching Methods,Special Needs Students,Learning,Learner Engagement

This article explores six effective principles for teachers to use to understand and apply &quot;Minecraft&quot; in today's classrooms. Video games have become one of the fastest growing forms of media for youth and adult consumers. &quot;Minecraft,&quot; a multiplayer online game (MOG), is one of the most popular video games to date. By allowing its players to build simulated, virtual worlds, &quot;Minecraft&quot; aims to foster creativity, control, and imagination. Yet while the affordances of playing &quot;Minecraft&quot; spark collaborative learning, critical thinking, and problem-solving skills among youth, one constraint still remains: there appears to be a disconnect between some teachers' and parents' understandings about the &quot;Minecraft&quot; world's mechanisms, uses, and benefits. Due to the success of &quot;Minecraft&quot; in the digital era and in some schools, studying this game is significant. For instance, students benefit from using &quot;Minecraft&quot; to enhance learning in STEM/STEAM (Science, Technology, Engineering, [Arts], and Math) and English Language Arts content areas. In addition, teachers benefit from using &quot;Minecraft&quot; to increase academic engagement with students and reinforce parental involvement. This article (a) provides an examination of educational research on the use of &quot;Minecraft&quot; in classrooms; (b) suggests educational benefits for students and practical classroom approaches for teachers from various disciplines; and (c) presents a handout for teachers to share with parents about what they need to know and use to support their children's literacy practices and learning while playing &quot;Minecraft.&quot; [This article was written with Jim Pike.]
Stripping the Wizard's Curtain: Examining the Practice of Online Grade Booking in K-12 Schools
Author: Miller, Roxanne Greitz
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Grades (Scholastic),Access to Information,Computer Uses in Education,Educational Practices,Family School Relationship,Organizational Communication,Literature Reviews,Experience,Students,Teachers,Parents

Online grade booking, where parents and students have access to teachers' grade books through the Internet, has become the prevailing method for transmitting daily academic progress for students across the United States. However, this practice has proliferated without consideration of the potential relational impacts of the practice on parents, teachers, and students. Arising from a comprehensive literature review and thematic analysis of participating individuals' comments and quotes in online mass media sources, a conceptual framework is offered to describe relevant dialectical tensions undergirding online grade booking, informing future research and practice that better supports home-school communication.
Who Gets the Better Educators in Afterschool? An Analysis of Teaching and Learning Interactions and Student Economic Status
Author: St. Clair, Lisa
Date: 2016-00-00
Type: Journal Articles
Subjects: After School Education,Teacher Effectiveness,Economic Status,Elementary School Students,Student Characteristics,Statistical Analysis,Low Income Students,Teacher Distribution

The purpose of this study was to identify whether the quality of afterschool educators varies across economic groups of students. This article describes a statewide study of the relationship of ratings on CLASS--a validated measure for teaching and learning interactions--and student economic status. In essence, what is the distribution of high-quality afterschool educators among an afterschool student population in Nebraska comprised of 3,791 elementary students? An analysis of variance showed that elementary students who were eligible for free meals experienced out of school time instruction from staff members who were rated of significantly lower quality in Emotional Support (ES) and Instructional Support (IS) on the CLASS.
Launching a Principal Preparation Program for High Needs Rural Schools
Author: Pijanowski, John C.
Date: 2016-12-00
Type: Journal Articles
Subjects: Educational Administration,Principals,Administrator Education,Rural Areas,Poverty,Standards,Scholarships,Educational Finance,Program Descriptions,Models,Selection Criteria,Sustainability,Program Evaluation,Disadvantaged Schools

This paper describes the first two years of planning and launching a full scholarship principal preparation program aimed at developing leaders to work in poor rural schools throughout Arkansas. The founding principles that guided the program are explored as well as how those principles were challenged and retained from the initial proposal through funding and implementation. Ultimately the program launched with $1,954,129 in funding over a four year period and was able to remain innovative while still leading to traditional licensure, remaining consistent with NCATE standards, working within the bureaucratic requirements of a university course delivery model, and meeting the needs of participants and stakeholder in poor rural communities.
School-Business Partnerships: Understanding Business Perspectives
Author: Badgett, Kevin
Date: 2016-00-00
Type: Journal Articles
Subjects: School Business Relationship,Partnerships in Education,Interviews,Educational Experience,Administrator Attitudes,Trust (Psychology),Futures (of Society),Integrity,Communication (Thought Transfer),Risk

School-business partnerships have been shown to enhance educational experiences for students. There has, however, been limited research demonstrating the priorities and perspectives of for-profit business leaders on those partnerships. In order to address that gap, the researcher interviewed business leaders in two different areas of Texas. After reviewing interview transcripts, the research identified seven themes that emerged in two distinct constructs. Interviewed leaders reported that relationships, communication, trust, and the future of students are important considerations within a construct of collaboration and common purpose, while return on investment, integrity, and responsibility are important within the construct of results and follow-through.
Successful Innovations in Educational Leadership Preparation
Author: Gordon, Stephen P.
Date: 2016-12-00
Type: Journal Articles
Subjects: Educational Innovation,Leadership Training,College Faculty,Teacher Attitudes,Program Descriptions,Interviews,Stakeholders,Instructional Leadership,Program Effectiveness,Selection Criteria,Peer Groups,Coaching (Performance),Fellowships,Mentors,Doctoral Programs,Doctoral Dissertations,Equal Education

The purpose of this study was to identify and describe successful innovations in educational leadership preparation programs. Professors of educational leadership from across the nation nominated innovations of 12 programs. Based on review of descriptions of the innovations provided by nominees, further documentation on the innovations was requested from the programs. Various stakeholders in the programs with the most promising innovations were interviewed to gather additional data on those innovations. Data analysis in relation to three criteria for selection--fidelity of implementation, positive student learning outcomes, and adaptability to other programs--resulted in the identification of six successful innovations.
Stakeholder Experiences in District-University Administrator Preparation Partnerships
Author: Sanzo, Karen L.
Date: 2016-12-00
Type: Journal Articles
Subjects: Partnerships in Education,Trust (Psychology),School Districts,Grants,Phenomenology,Time Management,Leadership Training,Sustainability,Program Effectiveness,Administrator Education,College School Cooperation,Interviews,Change Agents,Administrator Attitudes,Qualitative Research,Stakeholders

Our qualitative study explores the lived experiences of district stakeholders in university-district leadership preparation programs. Collaborative partnerships between school districts and universities focused on developing quality school leader are a part of recent efforts to provide the field of public education with exemplary leadership. The stakeholder experience in these partnerships is a little understood phenomenon lacking research. Thirteen district stakeholders in grant funded leadership development partnerships participated in the phenomenology informed study. Findings show that prior experiences, trust, issues of time, sustainability, and the power to build bridges were critical components of the district stakeholder experience in partnerships.
The Praxis of Gandhi's &quot;Satyagraha&quot;: The Scholar-Practitioner Educational Leader as Moral &quot;Truth Holder&quot;
Author: Lowery, Charles L.
Date: 2016-12-00
Type: Journal Articles
Subjects: Ethics,Moral Values,Advocacy,Activism,Social Justice,Guidelines,Instructional Leadership,Violence,Peace,Equal Education,Caring,Modeling (Psychology),Spiritual Development,Administrator Behavior

Through contemplation of a drastic divergence in thought from a paradigm of physical discipline and retaliation in learning environments to one of a peaceful demonstration of reflection and respect the authors construct a framework of spiritual leadership. From this framework a metaphor of satyagraha emerges as a means of leading schools and modeling meditative behavior for all--students, staff, and stakeholders. This alternative metaphor of educational leadership is based on the truthful speech of Gandhi, MLK, and Nelson Mandela--each with their own radical take on creating counternarratives to violence through non-violence and peaceful resistance. These counternarratives form four principal themes that require some degree of contemplation: truthful speech and teaching, authenticity of leadership, reality of experience as education, and goodness as advocacy and activism for social justice, equity and care. In conclusion, the authors explore how this connects the scholar-practitioner to the Satyagrahi-practitioners of &quot;truth-holding.&quot;
Preparing School Leaders to Work with and in Community
Author: FitzGerald, Anne Marie
Date: 2016-00-00
Type: Journal Articles
Subjects: School Community Relationship,Q Methodology,Correlation,Instructional Leadership,Factor Analysis,Community Involvement,Parent Participation,Research Design,Statistical Analysis,Experiential Learning,Graduate Students,College Faculty,Deans

We used Q methodology, a form of factor analysis, to explore and establish correlations across the perceptions of key stakeholders (i.e., deans, faculty members, doctoral students) about how doctoral programs in educational leadership engage in work with diverse communities. Four distinct viewpoints emerged suggesting the ongoing need to: develop prerequisite skills (listening and dialogue); situate learning in the community rather than in the college classroom; move towards student- and community-led curriculum; and provide doctoral students with the hands-on experiential learning they request and require. Implications include the implementation of practical innovations of learning within diverse communities.
Utilizing Professional Learning Community Concepts and Social Networking for State Advocacy: The Arkansas Case
Author: Albritton, Shelly
Date: 2016-12-00
Type: Journal Articles
Subjects: Communities of Practice,Advocacy,Collegiality,Social Networks,College Faculty,Educational Administration,Educational Change,Leadership Training,Administrator Education,Computer Mediated Communication,Meetings,Advisory Committees,Barriers,State Departments of Education,Geographic Location

This article provides an overview of National Council of Professors of Educational Administration (NCPEA) state affiliate, Arkansas Professors of Educational Administration's (ARPEA), activities, accomplishments, and advocacy efforts. Faced with numerous changes being implemented in education in the state, it became imperative for ARPEA's Executive Board to overcome barriers standing in the way of sharing information in a timely manner, developing a collective viewpoint, and advocating on behalf of the state's leadership preparation programs. As with most state affiliates, geographical distance between institutions, finding common time to meet regularly, and learning collectively about state-wide issues constituted the a need for preservice programs to develop a unified voice. ARPEA began to take advantage of social networking technologies and professional learning community practices on a statewide level. ARPEA began using an online meeting system to build collegial relationship with one another, to provide representation on department of education/state association committees/ad hoc tasks forces, and to collectively advocate for the state's leadership preparation programs.