ethanporcaro/eric-fulltext-meta huggingface dataset:
Interdisciplinary Team Teaching as a Model for Teacher Development
Author: Stewart, Timothy
Date: 2005-09-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Team Teaching,Models,Faculty Development,College Faculty,English Teachers,English Teacher Education,Interviews,Teacher Collaboration,Partnerships in Education,Group Dynamics,Performance Factors,Training Methods,Foreign Countries

The education literature has increasingly called for collaboration between teachers as a way to enhance the quality of teaching. In the TESOL field, content-based language teaching and English for Specific Purposes approaches are being more widely adopted. These developments call for increased collaboration between language teachers and colleagues in the subject-area disciplines. This study investigates how interdisciplinary contact between language and content specialists might be viewed as a possible model for teacher development. By teacher development we mean the ability to make adjustments to one's teaching practices according to the demands of a curriculum, learner needs and the institution where a teacher works. For this study, fourteen practicing team teachers were interviewed over a twoyear period at an English-medium liberal arts college in Japan. The interviews were all recorded on video tape and were transcribed for later content analysis. Analyses of these interview transcripts generated a model for effective partnership in interdisciplinary team teaching. This model is presented in the paper through the words of the team teachers. The paper concludes by highlighting what the interviewees said were the elements of effective partnership in team teaching, as well as recommending what institutions and individual teachers can do to encourage effective partnership in team teaching.
Process Writing and Communicative-Task-Based Instruction: Many Common Features, but More Common Limitations?
Author: Bruton, Anthony
Date: 2005-12-00
Type: Journal Articles
Subjects: Writing Processes,Task Analysis,Teaching Methods,Second Language Learning,Second Language Instruction,Language Proficiency,Student Motivation,English (Second Language),Intervention,Personal Autonomy,Peer Relationship,Communicative Competence (Languages)

Process writing and communicative-task-based instruction both assume productive tasks that prompt self-expression to motivate students and as the principal engine for developing L2 proficiency in the language classroom. Besides this, process writing and communicative-task-based instruction have much else in common, despite some obvious differences. They have common rationales, similar foils, common justifications and comparable procedures. It is argued that they also have a number of limitations, both inherent and circumstantial. The inherent limitations largely reflect a lack of equilibrium between planning, teacher intervention and student initiative, while the circumstantial ones are due to their being hatched essentially for ESL instruction in privileged university contexts. The argument is that, logically, there should be a progression from more to less instructor intervention or support and from less to more student initiative, autonomy and peer interaction, thus including a broader spectrum of pedagogical options.
Earthlearningidea for the International Year of the Planet Earth
Author: King, Chris
Date: 2007-09-00
Type: Journal Articles
Subjects: Earth Science,Science Course Improvement Projects,Science Activities,Educational Resources,Multimedia Materials,Teacher Education Curriculum,Teacher Educators,Global Education,Electronic Learning,Adoption (Ideas)

Earthlearningidea will use the opportunity of the International Year of Planet Earth (2008) to publish on the internet a new Earthlearningidea each week for use in classrooms that have few resources. The International Year of Planet Earth (IYPE) was proclaimed by the United Nations for 2008, with the activities extending from 2007-2009. IYPE has a scientific programme with an equal and parallel outreach programme, with the objective of enhancing the understanding about the Earth of the global population. The Earthlearningidea activities are aimed at teacher trainers (pre-service educators) of teachers in science, geography and Earth science, and interested teachers as well. Each activity, using minimal resources, provides the opportunity for interactive and engaging teaching that will not only develop knowledge and understanding of how the Earth works at individual, local and global scales, but will enhance the investigational and thinking skills of pupils. Internet discussion around each activity will be encouraged through a blog. Readers can join us via our website www.earthlearningidea.com through linking to &quot;Blog-free subscription to ELI&quot;, by contributing to the global discussion, by offering expertise, and by providing support to this voluntary, fundless initiative.
Motivation and Affective Outcomes of Physical Education: Implications for Heath Education
Author: Reppa, Glykeria P.
Date: 2007-09-00
Type: Journal Articles
Subjects: Emotional Response,Psychological Patterns,Affective Behavior,Motivation,Physical Education,Health Education,Physical Activity Level,Child Health,Health Promotion,Teaching Methods,Intention,Statistical Analysis,Interaction,Questionnaires,Foreign Countries,Statistical Significance,Grade 5,Grade 6,Multivariate Analysis

Enjoyment and mood affection are considered to be main targets of intervention to promote physical activity (PA). Health education based on PA is seeking to explore the factors that affect children to foster and retain healthy habits. This study recognizes that the teaching methodology is crucial and attempts to investigate the effect two different teaching approaches have on affective variables, such as, enjoyment, mood and intention. The indirect method (&quot;The Guided Discovery Style&quot;) and the direct one (&quot;The Command Style&quot;) were implemented. A two way repeated measures ANOVA indicated that there is a statistically significant interaction between the enjoyment and the indirect method, while the impact on mood was insignificant but noticeable. Intention to participate in similar lessons after school curriculum found to be independent of the methods. Thus, the direct method seems to have the potential of a powerful tool to promote PA. Implications for health education are also discussed.
The Six &quot;C&quot; Pyramid for Realizing Success with STS Instruction
Author: Yager, Robert E.
Date: 2007-06-00
Type: Journal Articles
Subjects: Science Education,Science Instruction,Teaching Methods,Educational Practices,Instructional Effectiveness,Instructional Improvement,Instructional Innovation,Educational Change,Constructivism (Learning),Creative Teaching,Science Activities,Elementary Secondary Education,Success

In education, STS too often is viewed as a new kind of course--new material for use in teaching. However, this view of STS is fraught with the same kind of problems as traditional teaching of natural science and technology. This major problem is that information is merely transmitted to students by lecture, discussion, verification laboratories, or textbooks, and the other written materials. Nevertheless, good STS instruction captures more broadly the aspects of both science and technology.
Influences of Some Philosophical Approaches in the Historical Development of Turkish Science Education
Author: Turkmen, Lutfullah
Date: 2007-06-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Science Education History,Intellectual History,Educational Development,Educational Change,Curriculum Development,Cultural Influences,Islamic Culture,Social Change,Politics of Education,Educational Practices,Educational Policy,Educational Philosophy

The last one thousand years or more of Turkish science educational development have numerous historical similarities to other parts of the world. While documentation of historical educational developments are important to those whose ancestors are being described, the true value of this regional- and country-specific evolutionary historical journey has even greater value when compared and contrasted with similar investigations from around the world. Only then do we see the critical events clearly and isolate the influences of our past intellectual growth as a society. The past is the key to our future. This paper highlights several major periods of science education change and the influences that led to those reforms. Until the middle of the 18th century, science education was limited and almost always tied to Islamic religious philosophy. By the 1830's, western influence, with France providing the greatest impact, resulted in curricular changes in both the kinds of science courses taught and expanded positivist approaches. The collapse of the Ottoman Empire and the emergence of the Republic of Turkey in 1923 led to society-wide reforms, especially in education. John Dewey's visit to Turkey in the 1930's created another science education curricular shift as elements of experimentalism and pragmatism were added to Turkish science curriculum. The next major science education development occurred after the Second World War, when Turkey became a full member of NATO and expanded its connections with western countries, especially the USA. This influence helped to create what was called modern science curriculum, especially in the area of biology, but the traditional positivist approach remained imbedded. And lastly the paper reflects on the current courting with the European Union and the shift to include more of a foundation to science curriculum by including the nature of science.
What Makes Physics Difficult?
Author: Ornek, Funda
Date: 2007-09-00
Type: Journal Articles
Subjects: Physics,Introductory Courses,Student Surveys,Difficulty Level,Needs Assessment,Achievement Need,Performance Factors,Influences,Teacher Attitudes,Correlation,Etiology,College Students,Study Habits

According to many students, introductory physics is difficult. We investigated what students believe makes physics difficult and what can be done to overcome these difficulties. Our investigation included an initial free-response survey given to approximately 1400 students in an introductory physics course and a second survey, which was given to approximately 400 students in another semester, distilled from the responses to the first survey. Our findings show that the conceptions of the students and faculty members were different in terms of difficulties that students encounter in a physics course. The perceptions of students and TAs were mostly the same. Both students and faculty members agreed that student-related factors, such as not studying more, have the most influence on students' success in physics.
English Language Teaching Strategies Used by Primary Teachers in One New Delhi, India School
Author: Piller, Bonnie
Date: 2005-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Educational Strategies,English Instruction,Teacher Behavior,Delivery Systems,English (Second Language),Journal Writing,Kindergarten,Beliefs,English Language Learners,Educational Principles,Demonstrations (Educational),Drills (Practice),Repetition,Visual Aids,Verbal Learning,Associative Learning,Questioning Techniques,Narration,Evaluation Methods,Evaluation Utilization,Elementary Secondary Education,Elementary School Teachers,Observation,Semi Structured Interviews,Qualitative Research

This study investigated teacher behaviors, lesson delivery and sequence of content and learning expectations used by K-5 teachers at one school in New Delhi, India. This research brings broader understanding of strategies for teaching English reading and writing to students whose first language is not English. The rationale for the study stems from the need to gain greater international perspective of the teaching of English learners. Results reflect analysis of classroom observation field notes, face-to-face interviews with thirty three teachers and administrators, digital photo journaling, and artifacts. The theoretical framework for this study draws from Collier's Conceptual Model, Acquiring a Second Language, explaining the complex interacting factors students experience when acquiring a second language, and the work of Dorothy Strickland outlining effective literacy instruction. Emerging from the data are nine effective teaching strategies that teachers of English learners can add to their repertoire.
Assessment for Learning in Teaching and Assessing Graphs in Science Investigation Lessons
Author: Gioka, Olga
Date: 2007-09-00
Type: Journal Articles
Subjects: Investigations,Science Education,Graphs,Qualitative Research,Ethnography,Educational Practices,Student Evaluation,Grading,Teaching Methods,Pretests Posttests,Curriculum Implementation,Feedback (Response),Mathematics Skills,Science Teachers,Teaching Experience,Teacher Qualifications,Semi Structured Interviews,Difficulty Level,Task Analysis,Role Perception,Testing,Evaluation Criteria,Self Evaluation (Individuals),Peer Evaluation,Formative Evaluation,Secondary School Science,Foreign Countries,Observation

The major literature review by Black and Wiliam (1998a) provided strong research evidence indicating that assessment for learning can produce significant gains in students' learning. The present study applied the main aspects of assessment for learning, as highlighted in the Black and Wiliam review, in a specific area of science education, that of graphs in investigation lessons. It is a qualitative study with ethnographic aspects aiming to look at the extent to which science teachers employ assessment for learning practices, when they teach and assess graphs. It involved close observation of nine science teachers for one school year, collection of marked copies of students' investigation reports, and two interviews with each of them. Two in-depth interviews were carried out with each teacher to look at how they teach and assess graphs, and how they help students. One interview (pre-observation), prior to the classroom observations and one upon completion of the observations (post-observation). They study found that only a few of the participant teachers implemented some aspects of assessment for learning practices. The contribution of the present study is that it exemplifies what good quality feedback in graphing skills looks like. It is argued that science teachers need professional support encouraging them to implement assessment for learning practices.
A Case Study of the Development in Pedagogic Thinking of a Pre-Service Teacher
Author: Borg, Michaela
Date: 2005-09-00
Type: Journal Articles
Subjects: Case Studies,Preservice Teachers,Preservice Teacher Education,Educational Practices,Beliefs,Student Teacher Attitudes,Teaching (Occupation),Student Experience,Attitude Change,Teaching Skills,Adult Education,Interviews,Questionnaires,Observation,English Instruction,Feedback (Response),Lesson Plans,Transcripts (Written Records),Affective Behavior,Professional Development,Didacticism,Teacher Empowerment,Pedagogical Content Knowledge,Transformative Learning,Teacher Responsibility,Teaching Styles,Foreign Countries

Within education there has been considerable research into the process of learning to teach. This has often taken the form of investigations of trainee-teachers' knowledge and beliefs. However, within ELT, empirical research into the development of trainees' thinking whilst taking a formal training programme is limited. This article reports on a case study of a pre-service (CELTA) course and takes as its focus an in-depth look at the development of one trainee. The trainee, Penny, despite her &quot;ab-initio&quot; status, held strong beliefs about teaching which interacted with her experience of the training programme in sometimes complex ways. Whilst some of her pre-course beliefs showed elaboration and a deepening understanding, others were remarkably resistant to change. One particular area where she did evidence a growth in her understanding, was in the shift of her perspective on grammar from that of a learner to that of a teacher.
The Impact of Teacher Knowledge Seminars: Unpacking Reflective Practice
Author: Curtis, Andy
Date: 2005-09-00
Type: Journal Articles
Subjects: Seminars,Faculty Development,Transformative Learning,Communities of Practice,Experienced Teachers,Performance Factors,Teacher Surveys,Teacher Attitudes,Knowledge Base for Teaching,Teacher Motivation,Attitude Change,Reflective Teaching,Student Improvement,Teacher Workshops,Elementary School Teachers,Secondary School Teachers,Program Effectiveness,Program Evaluation,Semi Structured Interviews

This paper reports on the learning outcomes described by experienced teachers attending a program designed to enable them to come together to engage in professional development through structured and systematic reflective practice. In the first part of the paper, we look briefly at some of the challenges of defining &quot;reflective practice&quot;. We then describe the particular project we worked with, and present the collection and analysis of interviews with seven teachers and survey data from 35 teachers working within and near to schools in Vermont, USA. Six themes emerged from the teachers' responses: (1) Renewed enthusiasm for teaching; (2) Looking at teaching with &quot;fresh eyes&quot;; (3) Shifts in understanding teaching; (4) Becoming more reflective and aware as teachers; (5) Enhancing the quality of student learning; and (6) Building professional communities.
Prospective Science Teachers' Conceptions about Astronomical Subjects
Author: Küçüközer, Hüseyin
Date: 2007-06-00
Type: Journal Articles
Subjects: Astronomy,Preservice Teachers,Preservice Teacher Education,Science Education,Student Teacher Attitudes,Educational Attitudes,Questionnaires,Interviews,Statistical Analysis,Qualitative Research,Scientific Concepts,Scientific Literacy,Knowledge Level,Familiarity,Visual Aids,Foreign Countries

The main objective of this study was to identify prospective science teachers' conceptions on basic astronomical phenomena. A questionnaire consisting of nine open-ended questions was administered to 327 prospective science teachers. The questionnaire was constructed after extensive review of the literature and took into consideration the reported cumulative evidence. More evidence was also collected from individual interviews from a smaller sample of 33 participants. The analysis of both the quantitative and qualitative data indicated that prospective science teachers (PST hold a number of conceptions about several astronomical phenomena, such as, the cause of the seasons, the stars as luminous objects, the lunar eclipse and the phases of the Moon, the shooting stars and the how the universe was created. Theoretical and or educational implications should follow.
The Importance of Teachers Writing on TESOL
Author: Burton, Jill
Date: 2005-09-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Reflection,Writing (Composition),Professional Development,Journal Writing,Writing for Publication,Reflective Teaching,Writing Instruction,Periodicals,Content Analysis,Classification

In this article, I examine the potential roles of reflective writing in ESOL teachers' learning and professional renewal. I demonstrate its importance with insights from aspects of a study on the accounts ESOL teachers construct when they do write about teaching.
&quot;Sharing Time&quot; with Young Learners
Author: Yazigi, Rana
Date: 2005-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Programs,Interaction,Learning Processes,Elementary School Students,Grade 2,Private Schools,International Schools,Language Fluency,Reading Fluency,Vocabulary Development,Constructivism (Learning),Language Acquisition,Questionnaires,Transcripts (Written Records),Educational Benefits,Qualitative Research

Although &quot;Sharing Time&quot; is a popular and widespread activity in English for Young Learners (L2) classrooms around the world, there have so far been no research studies of the interaction that is generated and its relationship to learning processes. The aims of this study were to find out how interaction is organized during &quot;Sharing Time&quot; and what kinds of learning it promotes. Audio recordings of 18 complete sessions of Sharing Time in a second grade class in a private English-medium international school in Abu Dhabi were fully transcribed and qualitative analysis of the transcripts was undertaken together with a simple coding system. The focus of the interaction is found to be on topic, meaning, and fluency, rather than form and accuracy. The teacher has no prior knowledge of the topic of the interaction and works collaboratively with the learner to develop the topic and sometimes upgrades the learners' structure and vocabulary. Sharing Time conforms to a social constructivist learning model.
Potential Sources of Anxiety for Japanese Learners of English: Preliminary Case Interviews with Five Japanese College Students in the U.S.
Author: Ohata, Kota
Date: 2005-12-00
Type: Journal Articles
Subjects: Anxiety,English (Second Language),Second Language Learning,Asians,Student Attitudes,Foreign Students,Student Needs,Student Adjustment,Interviews,Cultural Influences,Socialization,Guidelines,Teaching Methods,Second Language Instruction,Beliefs,Language Tests,Communication (Thought Transfer),Expectation,Emotional Disturbances,Translation,Language Aptitude,Pronunciation,Teacher Student Relationship,Teacher Attitudes,Foreign Countries,College Students,Competition,Self Esteem,Language Proficiency,Self Concept,Test Anxiety,Personality Traits,Age Differences,Role,Cultural Awareness,Individual Differences,Knowledge Base for Teaching

This study explores the nature of language anxiety from the perspective of five Japanese learners of English (ESL), especially in reference to their self-reflective accounts of emotional difficulties encountered in the U.S. college settings. Through the use of an in-depth qualitative interview format, this study attempts to identify potential sources of anxiety relevant to their affective needs or concerns as Japanese ESL learners in a cross-cultural learning environment. As the interview findings indicate, characteristics of language anxiety exhibited by the participants seem to be quite influenced by Japanese cultural norms or expectations acquired through numerous socialization processes in Japan. Using Young's (1991) six sources of language anxiety as a theoretical guideline for data collection and analysis, this study also discusses some of the influences or impact of those anxiety-provoking factors on L2 learning, along with some implications for further research on language anxiety and for ESL teaching.