ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Storytelling and Reflection in Higher Education: A Case of Pre-Service Student Teachers and Their Lecturers at a University of Technology
Author: Ivala, Eunice
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Story Telling,Teaching Methods,College Faculty,Preservice Teachers,Professional Development,Reflection,Cognitive Processes,Qualitative Research,Focus Groups,Video Technology,Personal Narratives,Case Studies,Skill Development

Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that digital storytelling if implemented properly is one of the ways which can be used to help HEIs in this accomplishment. It documents results of production of digital stories by 29 final-year pre-service student teachers at the Cape Peninsula University of Technology (CPUT), South Africa, as part of their assessment in their professional development course. The study was informed by structuration theory and levels of reflection and cognitive processing to help the researchers understand the potential of digital storytelling in enhancing reflection. Qualitative methods of collecting data were utilized. Focus group interviews were conducted with the students and their facilitators to elicit whether production of digital stories led to reflection. Findings showed that the production of digital stories promoted the three levels of reflection and thus deep learning and higher-order thinking skills.
An Application of the L2 Motivational Self System to Motivate Elementary School English Learners in Singapore
Author: Magid, Michael
Date: 2014-01-00
Type: Journal Articles
Subjects: Student Motivation,Learning Motivation,English (Second Language),Second Language Learning,Second Language Instruction,Elementary School Students,Imagery,Experimental Groups,Self Concept,Workshops,Program Descriptions,Control Groups,Grade 5,Foreign Countries,Negative Attitudes,Student Attitudes,Mixed Methods Research,Longitudinal Studies,Questionnaires,Interviews,Intervention,Qualitative Research,Statistical Analysis

I will describe a program that I developed to motivate grade five elementary school learners of English in Singapore to put more time and effort into learning English by enhancing their vision of their Ideal second language (L2) self and making their goals for learning English more clear and specific. The Ideal L2 self is the representation of the L2 attributes that one wishes to possess if one is able to master one's L2. The participants, who were separated into a control group and an experimental group, lacked both confidence in their English and the motivation to study it. They also had negative attitudes toward studying English. During the training program, which consisted of a series of workshops, I asked the participants in the experimental group to imagine scripted imagery situations to enhance their vision of their Ideal L2 self. I also helped these participants to develop clear and specific goals and action plans for learning English. The mixed methods longitudinal study, which lasted four months, employed a series of questionnaires and interviews in order to assess the participants' motivational development. The main findings were that 90% of the participants in the experimental group became more motivated to learn English, more confident in their English, and exhibited more positive attitudes toward learning English as a result of the program. Only 50% of the participants became motivated, 75% became more confident, and 90% improved their attitudes toward learning English in the control group.
A Decade of Evolution in the Practice Teaching Component of a Canadian Teacher Education Program: What Drove Change, What Insights Were Gleaned, and What Challenges Lie Ahead
Author: Benson, Fiona
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Educational Change,Student Teaching,Delivery Systems,Feedback (Response),Program Evaluation,Educational Innovation,Educational Improvement,Undergraduate Study,Graduate Study,Models,Teacher Interns,Internship Programs,Scholarship,Educational Research,Classroom Observation Techniques,Competency Based Teacher Education,Formative Evaluation

This paper explores the many and diverse factors that have driven changes to the field-based component of a program of teacher education in a large Canadian university over the past 10 years. We look at key contexts of influence to any work in program change; that of internal and external bodies at the institutional level, the operational or program delivery level, feedback from stakeholders in teacher education, and lastly, the research and scholarship in teacher education that provides a framework for innovation and improvement. A significant inclusion in this paper is the perspective on the support, at ground level, that is required but rarely acknowledged, to move any change initiatives forward. We present models that capture a decade of change to 4 undergraduate field experiences and 2 graduate level internships that comprise the field component of our teacher education program. We share key indicators of success resulting from these changes, highlight important insights gleaned, and point to pressing challenges that we face as we look to future program evolution that will carry us into the next decade. While this work reflects one single field-based component of a teacher education program in Canada--we trust that useful parallels can be drawn by the reader as they contemplate or are in the process of addressing and moving through similar orbits of change and evolution within their own programs.
Video-Based Self-Observation as a Component of Developmental Teacher Evaluation
Author: Mercado, Leonardo A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Evaluation,Video Technology,Supervision,Faculty Development,Self Evaluation (Individuals),Observation,English (Second Language),Second Language Instruction,Language Teachers,Formative Evaluation,Check Lists,Teacher Attitudes,Administrator Attitudes,Peer Evaluation,Mentors

In this paper, we explore the benefits to teacher evaluation when video-based self-observation is done by teachers as a vehicle for individual, reflective practice. We explore how it was applied systematically at the ICPNA bi-national center among hundreds of EFL teachers within two institution-wide initiatives that have relied on self-observation through video for success in the implementation of professional development foci. In these cases, we will provide a descriptive framework for each initiative as well as information on what was ultimately achieved by teachers, supervisors and the institution as a whole. We conclude with recommendations for implementing video-based self evaluation.
Using Video-Based Self-Assessment to Develop Effective Conferencing Skills
Author: Knoll, Marcia
Date: 2014-00-00
Type: Journal Articles
Subjects: Video Technology,Self Evaluation (Individuals),Conferences (Gatherings),Administrator Education,Teacher Supervision,Observation,Listening,Reflection,Questioning Techniques,Time on Task

Conferencing is the commonly used vehicle for improving instruction by providing feedback to teachers. However, it is the nature of the feedback given to the teacher and how it is delivered, using effective conferencing strategies and techniques, that will actually involve the teacher in understanding, accepting, agreeing and initiating changes, or make him angry and hostile. This article focuses on defining effective conferencing strategies, and the process that was used to help program participants preparing for leadership certification to practice these strategies in a clinical setting. The leadership program at Hunter College prepares educators for certification as school building and district leaders. Supervision of instruction for student achievement is considered the heart of the work of the school and district leader. Therefore a major focus for program participants seeking leadership certification is on content and practice for conferencing effectiveness. Participants learn and practice these skills in simulations, and then implement them by trying out their abilities in the field in real observation and conferencing experiences with a practicing classroom teacher. Participants video-tape themselves conducing conferences with their practicing classroom teacher clients following an observation. They then view the video of their conference performance and self-assess their conferencing skills by electronically recording the behaviors they observe using a set of criteria and design a growth plan for the further development of their conferencing skills.
Do Learners Fear More than Fear Itself: The Role of Fear in Law Students Educational Experiences
Author: Perrin, Jeffrey
Date: 2014-04-00
Type: Journal Articles
Subjects: Legal Education (Professions),Law Students,Law Schools,Fear,Qualitative Research,Semi Structured Interviews,Student Motivation,Peer Evaluation,Emotional Response

While previous research has examined the various relationships between fear and learning in K-12 academic settings, the relationship is surprisingly unexplored amongst law students. Using a descriptive qualitative approach, we examine the role fear plays in law students' learning experiences. Through a series of semi-structured interviews a few areas of interest emerged including: fears related to disappointing family members and professors, as well as fears of peer judgment from classmates. The findings of this study demonstrate the unique relationship between the type of fear and how it influences academic motivation within this sample of law students. Based on our findings, we propose suggestions for future research that addresses the potentially detrimental effect of peer judgment on graduate students' academic motivation.
Thematic Analysis of Teacher Instructional Practices and Student Responses in Middle School Classrooms with Problem-Based Learning Environment
Author: Yukhymenko, Mariya A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Middle School Students,Middle School Teachers,Teaching Methods,Qualitative Research,Teacher Role,Student Role,Learner Controlled Instruction,Observation,Social Studies,Video Technology

Problem-based learning (PBL) environment is a student-centered instructional method based on the use of ill-structured problems as a stimulus for collaborative learning. This study tried to gain an understanding of teachers' instructional practices and students' responses to such practices in middle school classrooms with PBL environment through qualitative analyses. A hybrid approach of inductive and deductive thematic analyses was employed and applied to field notes and transcripts of video observations of four PBL classrooms. To do so, a codebook was created based on the descriptions of roles of teachers and students in PBL classrooms in literature, and was then applied to inductive codes that emerged from the data. This study identified a number of specific instructional practices of teachers, as well as responses that students might engage in during PBL instructions. Being able to articulate these roles is an important step in helping new PBL teachers learn to facilitate student-centered classrooms.
What Goes on inside Latin American Math and Science Classrooms: A Video Study of Teaching Practices
Author: Näslund-Hadley, Emma
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Science Instruction,Teaching Methods,Video Technology,Qualitative Research,Cross Cultural Studies,Foreign Countries,Grade 6,Classroom Techniques,Learner Engagement,Learning Activities,Critical Thinking,Thinking Skills,Inquiry,Coding,Interviews,Mathematics Skills,Science Process Skills,Concept Formation,Teacher Role

Beyond common associated factors, such as teacher characteristics and socioeconomic background of students, little is known about how student achievement relates to differences in the pedagogical approaches used in Latin American classrooms. This paper highlights the main findings from a qualitative study on cross-country differences in teaching practices in three Latin American countries. Of the three countries selected for the study, Paraguay and the Dominican Republic perform at the bottom of the regional comparative test, &quot;Second Regional Comparative and Explanatory Study&quot; (SERCE), and the Mexican state of Nuevo Leon is one of the top performers. Our findings, based on a large sample of video recordings from sixth-grade classrooms in the three countries, indicate that certain classroom practices appear to be associated with higher levels of learning. Teachers who actively engage students in activities that promote analytical and critical-thinking skills and move beyond a procedural understanding may lead to better performance on the SERCE assessments. However, drill, practice, and memorization predominate in all three countries.
Curating and Nudging in Virtual CLIL Environments
Author: Nielsen, Helle Lykke
Date: 2014-03-00
Type: Journal Articles
Subjects: Virtual Classrooms,Scaffolding (Teaching Technique),Second Language Programs,Second Language Instruction,Educational Principles,Integrated Curriculum,Integrated Activities,Multimedia Materials,Semitic Languages,Student Needs,Preferences,Educational Environment,Electronic Libraries,Information Sources,Instructional Materials,Feedback (Response),Student Surveys,Student Attitudes,Participant Satisfaction,College Students,Information Management,Access to Information

Foreign language teachers can benefit substantially from the notions of curation and nudging when scaffolding CLIL activities on the internet. This article shows how these principles can be integrated into CLILstore, a free multimedia-rich learning tool with seamless access to online dictionaries, and presents feedback from first and second year university students of Arabic as a second language to inform foreign language teachers about students' needs and preferences in virtual learning environments.
Promoting Critical Thinking in Online Intercultural Communication
Author: Batardière, Marie-Thérèse
Date: 2015-03-00
Type: Journal Articles
Subjects: Educational Experience,Teaching Methods,Critical Thinking,Intercultural Communication,Computer Mediated Communication,Undergraduate Students,Blended Learning,Attribution Theory,Cognitive Processes,Cooperative Learning,French,Native Speakers,Second Language Learning,Foreign Countries,Business Communication,Business Administration Education,Second Language Instruction,Task Analysis

This paper investigates the educational experience arising from the use of an online discussion forum in an undergraduate blended learning language programme; to do this, it focuses on the type of cognitive processes that learners experience during a computer-mediated collaborative task and explores the potential causal relationship between the instructional strategies and the students' cognitive activity. Findings indicate that the &quot;teaching presence&quot; had a significant indirect influence on the outcome of the online intercultural interactions.
John Paul College: The Professional Renewal Journey
Author: Mundie, Pauline
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Faculty Development,Program Descriptions,Behavioral Objectives,Improvement Programs,Elementary Secondary Education,Goal Orientation,Student Improvement,Mentors,Classroom Observation Techniques,Instructional Improvement,Educational Practices,Training Methods,Foreign Countries

John Paul College, a K-12 School in Queensland, Australia, recognises the centrality of classroom teachers to the ongoing improvement of student outcomes. The College has implemented a multi-tiered &quot;professional renewal and assessment process.&quot; These changes of emphasis are the result of significant research and subsequent/associated professional discussion and were supported during the EBA decision-making in 2012. The professional renewal process at John Paul College guides teachers through a cycle of goal setting (related to any aspect of teacher practice which aims to improve student learning and achievement); ongoing discussion between the teacher and a mentor which determines actions; directed classroom observations (3 per term) and associated pre and post reflection/discussion; leading to application of changed practice toward achieving the criteria of the goals. The principles of the professional renewal program are to: enhance development along accepted school-wide, team and department goals; encourage professional pedagogical reflections and conversations with a colleague/mentor; and motivate improved performance and highlight the next steps in a teacher's development. Through the introduction of &quot;professional renewal,&quot; &quot;attestation and exemplary teacher&quot; processes, the leadership and teachers of John Paul College have achieved an appropriate and innovative balance between self-directed, peer supported/directed and college-wide, strategic initiatives. Each member of the teaching team, from graduate to senior leaders are actively engaged in personalised programs of professional growth which is specifically aimed at improved learning and outcomes of the college's students.
Combining Skype with Blogging: A Chance to Stop Reinforcement of Stereotypes in Intercultural Exchanges?
Author: Kirschner, L. Lynette
Date: 2015-03-00
Type: Journal Articles
Subjects: Stereotypes,Social Networks,Web 2.0 Technologies,Web Sites,Intercultural Communication,Intercultural Programs,Student Attitudes,Social Attitudes,Network Analysis,Attitude Change,Figurative Language,Task Analysis,National Standards,Second Language Programs,Assignments,Negative Reinforcement,German,International Educational Exchange,Foreign Countries,College Students,Computer Mediated Communication

This papers looks into whether combining Skype, blogging and class discussions reinforces or refutes stereotypes. The hypothesis was that some students do not have an adequate chance to reflect on their skype experience and course content. To see if students have made improvements in reducing stereotypes, the Standards for Foreign Language Learning: Culture will be used to evaluate their blog entries. In addition a survey will be given at end of the semester to analyse the student's perspective of their own learning.
Pan-American Teletandem Language Exchange Project
Author: Castillo-Scott, Aurora
Date: 2015-03-00
Type: Journal Articles
Subjects: Program Descriptions,Second Language Learning,Second Language Instruction,Intercultural Communication,Learning Experience,Foreign Countries,Exchange Programs,Spanish,English (Second Language),Student Attitudes,Video Technology,Synchronous Communication,Cultural Awareness,Interviews,Computer Mediated Communication,Electronic Publishing,Interlanguage,Student Evaluation,Program Evaluation

This paper describes a TeleTandem language exchange project between English speaking Spanish students at Georgia College, USA, and Spanish speaking English students at Universidad de Concepción, Chile. The aim of the project was to promote linguistic skills and intercultural competence through a TeleTandem exchange. Students used Skype and Google Hangouts for monthly synchronous conversations where they interviewed each other, and exchanged information about their lives and cultures. The project also involved a monthly blog and a video report where students talked about their TeleTandem partner and reflected on their learning experience.
Secondary Teachers' and Their Supervisors' Perceptions of Current and Desired Observation Practices
Author: Romano, Vincent A., Jr.
Date: 2014-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Supervision,Supervisors,Teacher Attitudes,Supervisory Methods,Educational Practices,Instructional Improvement,Interprofessional Relationship,Reflection,Behavioral Objectives,Trust (Psychology),Supervisor Supervisee Relationship,Teacher Surveys,Teacher Behavior,Affective Behavior,Observation

The purpose of this research is to provide insight on how to improve current classroom observation practices in order to meet the needs of teachers, promote professional growth, and develop effective supervision practices. This study built upon previous research which identified four key components of a classroom observation process that promotes instructional growth and development: instructional improvement practice, purpose of observation, professional trust, and reflective thinking (Ginsberg, 2003; Card 2006). These dimensions were used in this study and results were analyzed by teacher, by supervisor, and then compared by teacher and supervisor. The participants in this study consisted of 263 faculty from one junior-senior high school district in Nassau County, New York grades 7-12. Subjects were asked to respond to a 38 question survey, which asked teachers and supervisors to respond to how frequently they experienced a specific behavior, and how desirable or important they believed that behavior was as an action that would help improve teacher performance. The research showed that teachers and supervisors agreed on important practices that promote instructional improvement of teachers, but they disagreed on the extent to which it existed in their current process. Supervisors demonstrated higher scores for &quot;existence of practice&quot; when compared to teachers. &quot;Professional trust&quot; represented the largest mean change score for existing practice.
Why in the World Would I Want to Talk to Someone Else about My Culture?
Author: Bohinski, Chesla Ann
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Mail,Intercultural Communication,Intercultural Programs,International Educational Exchange,Social Networks,Network Analysis,Web 2.0 Technologies,Second Language Programs,Spanish,Pretests Posttests,Observation,Program Effectiveness,Participant Satisfaction,College Students,Cultural Education,Online Surveys

This paper shares the work and observations from a task-based 6-week email exchange project between participants in Spain and the US. Though small in scale, the study offers insights for those interested in telecollaboration but face constraints on multiple fronts. Close examination of the exchanges reveal participants' engagement on multiple levels, including reflection on one's own culture.