ethanporcaro/eric-fulltext-meta huggingface dataset:
Web 2.0 Tools in the EFL Classroom: Comparing the Effects of Facebook and Blogs on L2 Writing and Interaction
Author: Dizon, Gilbert
Date: 2016-03-00
Type: Journal Articles
Subjects: Comparative Analysis,Social Media,Web 2.0 Technologies,English (Second Language),Second Language Instruction,Syntax,Foreign Countries,Student Attitudes,Electronic Publishing,Writing Skills,Undergraduate Students,Pretests Posttests,Writing Improvement

Web 2.0 technologies have become an integral part of our lives, transforming not only how we communicate with others, but also how language is taught and learned in the L2 classroom. Several studies have looked into the use of these tools and how they influence L2 learning (e.g. Jin, 2015; Wang &amp; Vásquez, 2014), yet only one has compared the effects of two Web 2.0 technologies (Castaneda Vise, 2008). Thus, the aim of this study was to compare the impact that Facebook and blogs had on the writing skills, namely, writing fluency, lexical richness, and syntactic complexity, of Japanese EFL learners. Moreover, the authors examined the influence blogging and Facebook had on interaction, i.e., the number of comments the learners posted outside of class. Student attitudes towards using these tools for written English were also measured through a survey based on the technology acceptance model (Davis, 1989). Twenty-three students at a Japanese university participated in the study and were divided into a Facebook group (n = 14) and a blog group (n = 9) according to their classes. Both groups took part in a ten-week treatment consisting of weekly guided free-writings on their respective Web 2.0 applications. Pre- and post-tests were administered and nonparametric statistical tests were used to determine if any significant writing gains were made. It was found that students in both blogging and Facebook groups showed similar improvements in writing skills. However, blogging seemed to be more effective at promoting interaction and students who took part in this group retained more favorable attitudes on using blogging for L2 writing. It was concluded that Facebook may indeed present an environment where students can be distracted from more formal educational pursuits (e.g. Wang &amp; Kim, 2014) even when they are in private Facebook groups, while blogging may support a more serious environment for improving L2 writing skills.
Staging Co-Teaching: An Investigation of College Faculty Leading a Course on Collaboration for Inclusion
Author: Gladstone-Brown, Wendy
Date: 2018-00-00
Type: Journal Articles
Subjects: Team Teaching,Teacher Collaboration,Preservice Teacher Education,Inclusion,Teacher Educators,Modeling (Psychology),Special Education

The following qualitative auto-ethnographic study examined the experience of two co-teaching faculty, one in childhood education and one in special education, as they planned and implemented a co-teaching model to prepare teacher candidates for inclusion. As a result of the Individuals with Disabilities Education Act (1990), schools have implemented a greater number of inclusion settings and co-teaching models. This rise in co-teaching opportunities has increased the probability of new teacher candidates being placed in collaborative settings for their fieldwork experiences, student teaching placements, and eventually paid teaching positions. There has been little research about how college instructors prepare teacher candidates for co-taught settings. Methods were reviewed by comparing and contrasting data, revealing trends as well as the confirmation of beliefs and practices. The main themes that emerged included the following: &quot;Building Relationships&quot;, &quot;Implementing a Co-teaching Pedagogy&quot;, &quot;Modeling of Co-teaching Pedagogy&quot;, &quot;Negotiating Roles, Responsibilities and Parity while Co-teaching&quot;, and &quot;Setting the Stage and Using Space&quot;. The results of this study indicate that co-teaching faculty in a school of education who demonstrate and model how they negotiate building a relationship, roles and responsibilities, co-teaching pedagogy, and staging and space, provide teacher candidates with the opportunity to see co-teaching in action and provide opportunities to reflect upon, practice and better understand the complexities of co-teaching for faculty as well as for teacher candidates.
Science and Mathematics Teaching through Local Games in Preschools of Botswana
Author: Bose, Kabita
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Preschool Education,Science Instruction,Mathematics Instruction,Knowledge Base for Teaching,Teaching Skills,Case Studies,Workshops,Focus Groups,Pedagogical Content Knowledge,Games,Play,Teaching Methods,Concept Formation,Preschool Children,Culturally Relevant Education,Faculty Development

This article presents a study regarding preschool teachers' skills and competencies in teaching science and mathematics. The aim of the project was twofold; one to find out the preschool teachers' knowledge about mathematics and science concepts and then to develop support material to empower them with skills and competencies to teach these concepts in preschools. A qualitative approach was adopted, and a case study method was used. Data were collected through two workshops and focus group discussions with preschool teachers. The study revealed that the preschool teachers had content knowledge, but lacked pedagogical knowledge that is crucial in teaching of preschool children, and they provided science and mathematics experiences in preschools scarcely. A resource book of 33 local games and rhymes thus was developed as a support material to empower the teachers with skills and competencies to use play to teach science and mathematics in preschools. The resource book developed consists of 33 local games/rhymes and is packaged with the games' illustrations, steps and rules followed in the games, science and mathematics concepts and competencies that could be taught to children, along with probing questions that would help in teaching of science and mathematics concepts to children.
Digital Video Creation in the LSP Classroom
Author: Rodgers, Ornaith
Date: 2016-03-00
Type: Journal Articles
Subjects: Video Technology,Languages for Special Purposes,Second Language Learning,Second Language Instruction,Technological Literacy,Biotechnology,French,Undergraduate Students,Foreign Countries,Student Attitudes,Positive Attitudes,Language Skills,Teaching Methods,Interdisciplinary Approach,Computer Assisted Instruction,Student Projects,Instructional Effectiveness

The twenty-first century world of digital media and multimodalities demands a rethinking of approaches to languages for specific purposes (LSP). This article seeks to determine the effectiveness of digital video creation as a teaching and learning tool in the LSP context through an investigation of students' perceptions of the usefulness of this activity. The study is based on a digital video creation project carried out with a group of second year undergraduate students on the BSc in Biotechnology programme in NUI Galway who also study French as part of their degree programme. The findings are indicative of an overwhelmingly positive response from learners to this activity, both in terms of the development of language skills and other key social and professional skills. However, findings also warn that students' digital competencies must not be over-estimated, despite a general assumption in technology-enhanced language learning research, that the current generation of students have a high level of digital literacy. This study highlights the pedagogical potential of digital video creation in the language classroom and demonstrates that it embraces many of the core elements underpinning progressive LSP pedagogy, by giving students the opportunity to keep pace with the multimodality afforded by digital media and by ensuring their language learning is both contextualised and authentic. It advocates the use of digital video creation in language learning and particularly in LSP, by highlighting the strong impact that this activity had on the participants in this study.
Technology Supports for Individuals with Disabilities in New York State: A Survey of Current Status
Author: Laskowski, Margaret M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Assistive Technology,Technology Uses in Education,Learning Disabilities,Barriers,Preferences,Handheld Devices,Computers,Computer Oriented Programs,Elementary Secondary Education,Use Studies

This exploratory study examines the current use of instructional technology, and assistive technologies for support of individuals with learning disabilities as well as other disabilities in New York State. The researchers used SurveyMonkey and postings on social media websites for various professional organizations to solicit responses to a questionnaire from individuals working with or caring for persons with disabilities. A small sample of responses (N=122) revealed barriers to the use of technology, as well as the preferred type and most convenient for persons with disabilities. School districts may want to use this survey with students, parents and community members.
Teachers&apos; Beliefs about Child Participation in Grade R
Author: Shaik, Naseema
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Elementary School Students,Grade 1,Student Participation,Epistemology,Beliefs,Attitude Change,Educational Attitudes,Foreign Countries

The focus of this paper is to examine teachers' beliefs about child participation in Grade R. Five Grade R teachers working with children between the ages of five and six participated in this study. Participants were interviewed about their epistemological beliefs on teaching and learning in Grade R and specifically the role of child participation in development at this grade level. Data were analysed deductively using typologies by Perry and Rokeach. The findings of this study showed that these teachers' beliefs concerning child participation were complex, 'messy', context-bound and did not fall neatly into one category. Teachers' views were multidimensional: primitive, dualistic, derived, multiplistic or relative. Teachers drew from different sources of experience and their own knowing to shape their thinking about children's participatory roles in the Grade R experience and implementation of child participation. The findings show how teachers' beliefs were influenced by issues of background, tradition, power and voice.
Quality in South African Early Learning Centres: Mothers&apos; and Teachers&apos; Views and Understanding
Author: Van Heerden, Judy
Date: 2016-00-00
Type: Journal Articles
Subjects: Mothers,Parent Attitudes,Teacher Attitudes,Preschool Teachers,Preschool Education,Foreign Countries,Well Being,Social Development,Emotional Development,Holistic Approach,Values Education,Educational Environment,Educational Quality,Case Studies,Interviews,School Safety,Psychological Patterns

This study investigated how quality in early learning centres (preschools) in South Africa was experienced and perceived by mothers and teachers. A theoretical framework, based on a model of quality development by Woodhead (1996), informed the study. This framework that consists of input (structural), process and outcome quality indicators is a well-established model for quality development, which has been used in developing countries. The findings generated from a thematical analysis of interview data showed that aspects perceived by mothers and teachers as quality indicators in early learning centres were predominantly process indicators and hard to 'measure' in a quantitative way. For mothers and teachers, children's social-emotional well-being, holistic development, a normative foundation for values and respect, effective infrastructure and accountable learning indicated quality. A quality school climate enhances emotional and social well-being, and the findings suggest that for mothers and teachers quality concerns were not about that which the early learning centres have provided in terms of facilities (input indicators), but rather about the process indicators where centres promote children's holistic well-being. The only outcome indicator that was regarded as extremely important by mothers and important, but not to the same extent, by teachers, is whether children are happy and content and enjoying school.
Flipped Learning in an EFL Environment: Does the Teacher&apos;s Experience Affect Learning Outcomes?
Author: Leis, Adrian
Date: 2016-03-00
Type: Journal Articles
Subjects: Homework,Video Technology,Technology Uses in Education,Educational Technology,College Students,Foreign Countries,Teaching Methods,Academic Achievement,Instructional Effectiveness,English (Second Language),Second Language Instruction,Writing Instruction,Quasiexperimental Design,Writing Assignments,Teaching Experience,College Faculty

In this paper, the authors discuss the findings of a quasi-experimental study of the flipped learning approach in an EFL environment. The authors investigated the composition-writing proficiency of two groups of Japanese university students (n = 38). The teacher of one of these groups had had much experience teaching with the flipped learning model, whereas the other teacher had had no experience. The first aim of the study was to discover if improvements in writing proficiency could be observed within each group. The results indicated that statistically significant improvements were seen both for students studying under a teacher with experience conducting flipped classrooms, t(16) = 4.80, p &lt; 0.001, d = 1.27, and a teacher without flipped classroom experience, t(20) = 7.73, p &lt; 0.001, d = 1.61. The second aim of the study was to investigate whether any differences in improvement between the two groups occurred. The results suggested that students in both groups improved at similar degrees: F(1, 36) = 0.087, p = 0.77. These results suggest that regardless of a teacher's experience with the flipped learning approach, it appears to be a successful way of teaching in EFL environments. The authors conclude that, regardless of the teacher's experience with the model, the flipped learning approach is an ideal way to increase the amount of individual coaching possible in the classroom, bringing about more efficient learning.
Speaking Practice outside the Classroom: A Literature Review of Asynchronous Multimedia-Based Oral Communication in Language Learning
Author: Young, Eric H.
Date: 2016-03-00
Type: Journal Articles
Subjects: Asynchronous Communication,Oral Language,Computer Mediated Communication,Teaching Methods,Video Technology,Literature Reviews,Pronunciation,Language Fluency,Accuracy,Barriers,Technology Uses in Education,Educational Technology,Student Projects,Self Evaluation (Individuals),English (Second Language),Second Language Learning,Higher Education

Classroom instruction provides a limited amount of quality speaking practice for language learners. Asynchronous multimedia-based oral communication is one way to provide learners with quality speaking practice outside of class. Asynchronous multimedia-based oral communication helps learners develop presentational speaking skills and raise their linguistic self-awareness. Twenty-two peer-reviewed journal articles studying the use of asynchronous multimedia-based oral communication in language learning were reviewed, (1) to explore how asynchronous oral communication has been used to improve learner speaking skills, and (2) to investigate what methodologies are commonly used to measure and analyze language gains from using asynchronous multimedia-based oral communication to improve learner speaking skills. In this study we present three principal findings from the literature. First, asynchronous multimedia-based oral communication has been used in conjunction with a variety of instructional methods to promote language gains in terms of fluency, accuracy and pronunciation. Second, the methods found in this review were technical training, preparatory activities, project-based learning, and self-evaluation with revision activities. Third, the majority of previous studies demonstrating the effectiveness of these methods have relied on learner perceptions of language gains rather than on recordings of learner speech.
African Indigenous Care-Giving Practices: Stimulating Early Childhood Development and Education in Kenya
Author: Wadende, Pamela
Date: 2016-00-00
Type: Journal Articles
Subjects: African Culture,Early Childhood Education,Child Development,Culturally Relevant Education,Indigenous Populations,Family Environment,Educational Environment,Foreign Countries,Teaching Methods,Learning Motivation,Child Care,Females,Child Caregivers,Correlation

The indigenous communities in Africa, specifically Kenya, which is the focus of this article, had their own well-developed motivational systems that positively enhanced teaching and learning programmes in the community. These motivational systems were manifested in behaviours that were presented as sequential cultural tasks that demanded active engagement from children at every stage of development. The philosophical tenets of African indigenous education underscored education as preparation for life. This was a culturally based education that addressed the physical, emotional, mental and social aspects of a child's successful development. It offered the child an opportunity to participate in practical, productive and responsible livelihood activities. This article suggests that a concert of research into these indigenous motivational care-giving practices and community participation in the activities of early childhood education may offer important insights into transitioning children from life in the home environment to that of the school and its accompanying academic tasks. When these motivational care-giving practices are incorporated in the process of transitioning children to formal schooling, then their chances of success in these new educational programmes could be enhanced.
What Is History? Views from a Primary School Teacher Education Programme
Author: Godsell, Sarah
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,History,Concept Formation,Student Attitudes,Moral Values,History Instruction,Student Journals,Tests,Critical Thinking,Racial Bias,Cultural Influences,Elementary School Students,Thinking Skills

This article focuses on how history as a concept is understood by first-year BA Education students. Students were asked to respond to the following questions: 'what is history?', 'what is history to you?' and 'who writes history?' Verbal and written consent was obtained from the students to participate in the study. Their answers demonstrated a concept of history that is imbued with a spatial and temporal as well as ideological and moral position. This article argues that, through the data, it seems that for these students the concept of history emerges as an object that is given a moral value, rather than history being seen as having value as a knowledge or skill set. I draw parallels between my findings and Donovan and Bransford's work on how history is learnt by primary school students in the United States. There are clear similarities between the primary school understandings recorded in Donovan and Bransford, and first-year university understandings that emerged in the data of this study. This article argues that if history is understood as moral, as 'good' or 'bad', critical thinking and analytic skills which learning history can imbue are vastly diminished. Furthermore, this article uses Lauren Berlant's concept of 'cruel optimism' to consider the implications of how the participating students understand what history is.
The Everyday Experiences of Early Childhood Caregivers: Challenges in an Under-Resourced Community
Author: Vorster, Adri
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Young Children,Caregivers,Semi Structured Interviews,Low Income Groups,Child Development,Environmental Influences,Early Childhood Education,Access to Education,Barriers,Child Care Centers,Preschool Teachers,Teacher Responsibility,Role Models,Teacher Aides

One factor that has been identified to enhance the early development of children is the care provided by caregivers outside the home environment. However, little research has been done in this regard in South Africa, where a significant number of children receive care outside their home environment. The current research study subsequently focused on the experiences of caregivers who work with young children in an under-resourced community. Semi-structured interviews were conducted and revealed the following themes: the responsibility of being a role model; ECD is a place; and challenges for all. Overall, the participants in this sample yielded valuable information that contributes not only to our understanding of the experiences of caregivers in under-resourced communities but the information that also described how some contextual factors could arguably influence the type of care given to young children.
Maestro for a Moment: A Conceptual Framework for Music Integration in Grade R
Author: van Vreden, Mignon
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Early Childhood Education,Teacher Competencies,Time,Case Studies,Preschool Teachers,Observation,Semi Structured Interviews,Teaching Methods,Singing,Musical Instruments,Music Theory

In South Africa, possibilities to utilise music to contribute to the holistic development of preschool learners are under continuous investigation. However, music education in the Grade R classroom is limited due to insufficient time in the daily programme and a lack of sufficient musical training amongst generalist educators. The urgent need to equip these educators with the necessary competencies is critical. Therefore, in this article the practicability of integrating music into the daily programme in Grade R is explored by means of a conceptual framework. This conceptual framework was generated from the literature review and data analysis, describing six aspects of integrating music into Grade R teaching and learning: &quot;about&quot; music, &quot;from&quot; music, &quot;on&quot; music, &quot;with&quot; music, &quot;in&quot; music and &quot;through&quot; music. Within this framework, every aspect of integration is connected with music activities in accordance with the Grade R learning principles of play, exploration and practical experiences. In this article, the author argues that music can be successfully integrated into the Grade R daily programme by music specialists as well as generalist teachers with no or minimal musical training.