ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating and Maintaining Inclusive Classrooms
Author: Goldwasser, Molly M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Inclusion,Classroom Environment,Student Attitudes,Undergraduate Students,Sense of Community,Student Diversity,Teacher Role,Teaching Methods,Group Discussion,Relevance (Education),Role Models,Tokenism,College Faculty,Teacher Student Relationship

Student populations at institutions of higher education are increasingly diverse. To maximize students' feelings of inclusivity and belongingness within heterogeneous communities -- both of which have been linked with greater educational outcomes -- it is imperative for faculty to create and maintain inclusive classroom spaces. The aim of this qualitative study is to analyze student feedback regarding what creates a sense of inclusiveness and belonging inside undergraduate classrooms. The researcher conducted in-depth semi-structured interviews with students at a diverse, highly selective, private research university in the American South. Interview transcripts were coded using inductive analysis methods. Findings indicate students' self-reported sense of inclusivity and belongingness are predominately within a professor's control. For example, students' senses of belonging increase when faculty members use diverse examples in class, relate course content to the real world, enable small-group discussions during class, model open and inclusive language in the classroom, and eliminate (or mitigate) tokenism. Student feedback was consistent across demographic diversity of respondents.
High School Student Reactions to an Interdisciplinary Teaching Method in Agricultural Education
Author: Roberts, Grady
Date: 2018-12-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Student Reaction,Interdisciplinary Approach,Teaching Methods,Agricultural Education,Critical Thinking,Student Characteristics,Outcomes of Education

Tomorrow's agricultural workforce will face challenges in the form of complex problems that transcend disciplinary boundaries, including food security. Addressing these complex issues requires professionals to work within and across disciplines in ways that may not have been required in previous generations. Teaching using an interdisciplinary approach may be one approach to helping students develop the skills needed to address these problems. The purpose of this study was to explore student reactions to being taught with an interdisciplinary teaching method in a secondary agricultural education context. Overall, students reacted favorably to this interdisciplinary teaching approach. Several student characteristics contributed to their reactions. Multiple aspects of the facilitation process also impacted student reactions, as did specific features of the interdisciplinary approach. The interdisciplinary teaching approach produced several learning outcomes beyond the technical concepts, including gaining new perspectives and critical thinking. Recommendations for teachers and recommendations for additional research are provided.
Investigation of Nomophobia Levels of Vocational School Students According to Demographic Characteristics and Intelligent Phone Use Habits
Author: Yildiz, Ezgi Pelin
Date: 2020-00-00
Type: Journal Articles
Subjects: Fear,Handheld Devices,Telecommunications,Vocational Schools,Student Attitudes,Demography,Gender Differences,Age Differences,Departments,Psychological Patterns

Nomophobia, which is accepted as the disease of today, is defined as the fear of being deprived of mobile phone. The aim of this study is to reveal the changes of nomophobia levels of Vocational School students according to demographic characteristics and smartphone usage habits. The study group consisted of 250 students studying at Hendek Vocational School of Sakarya University. The research was conducted in relational survey model. In this research, Measuring Problematic Mobile Phone Use: Development and Preliminary Psychometric Properties of the PUMP Scale developed by Stone and Bibbey (2013) was used as data collection tool. The scale consists of 20 items, 5-point Likert scale &quot;Strongly Disagree-Disagree-Undecided-Agree-Strongly Agree&quot; was used in answering the scale items. The scale supports a single factor structure. Internal consistency coefficient was found to be excellent (a = 0.94) and strong correlations between items (?? = 0.76, p &lt;0.00). According to the results of the study, there was no significant difference between demographic characteristics such as gender, age, department and nomophobia. However, the habits of using smart phones; it was found that there was a significant difference between year of use-charging intervals-checking intervals and forgetfulness panic states and nomophobia levels.
EFL Teachers&apos; Perceptions of the Effectiveness of Online Professional Development in Higher Education in Saudi Arabia
Author: Alzahrani, Fatimah Yousef
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teacher Attitudes,Foreign Countries,College Faculty,Program Effectiveness,Positive Attitudes,Preferences,Barriers,Online Courses,Faculty Development

This study aimed at examining EFL teachers' perceptions of the effectiveness of an OPD program provided by a Saudi University. The program lasted for almost one year, and consisted of different courses about teaching English language. An online questionnaire was sent to the teachers to examine their perceptions of the effectiveness of the program through examining teachers' perceptions of the significant features of the program, their learning in the program, and their use of the new knowledge and skills. Findings indicated limitations in teachers' positive perceptions of the features of the OPD courses, teachers' learning, and teachers' use of new skills and knowledge. Providers of OPD need to take into consideration teachers' needs and preferences, and the obstacles that might inhibit teachers' learning. Needs analysis might be helpful to discover their needs and preferences and solutions for the obstacles they face.
Factors Affecting Students&apos; Preferences for Online and Blended Learning: Motivational vs. Cognitive
Author: Keskin, Sinan
Date: 2019-00-00
Type: Journal Articles
Subjects: Preferences,Electronic Learning,Blended Learning,Learning Strategies,Learning Readiness,Learning Motivation,Preservice Teachers,Self Efficacy,Self Management,Test Anxiety,Value Judgment,Foreign Countries,Questionnaires,Student Characteristics

Today's educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners' mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners' mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of selfefficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners' learning delivery preferences.
Aligning Best Practices in Student Success and Career Preparedness: An Exploratory Study to Establish Pathways to STEM Careers for Undergraduate Minority Students
Author: Kendricks, Kimberly D.
Date: 2019-05-00
Type: Journal Articles
Subjects: Career Readiness,STEM Education,Undergraduate Students,School Holding Power,Graduation Rate,Black Colleges,African American Students,College Readiness,Family Involvement,Social Support Groups,Mentors,College Programs,Program Effectiveness,Academic Achievement,Student Attitudes

Undergraduate minority retention and graduation rates in STEM disciplines is a nationally recognized challenge for workforce growth and diversification. The Benjamin Banneker Scholars Program (BBSP) was a five-year undergraduate study developed to increase minority student retention and graduation rates at an HBCU. The program structure utilized a family model as a vehicle to orient students to the demands of college. Program activities integrated best K-12 practices and workforce skillsets to increase academic preparedness and career readiness. Findings revealed that a familial atmosphere improved academic performance, increased undergraduate research, and generated positive perceptions of faculty mentoring. Retention rates among BBSP participants averaged 88% compared to 39% among non-participant STEM peers. The BBSP graduation rate averaged 93% compared to 20% for non-participants. BBSP participants were more likely to gain employment in a STEM field or enter into a professional study. This paper furthers the body of research on STEM workforce diversity and presents a transferrable model for other institutions.
Sharing New Knowledge: A Review of Dissemination Rates and Journal Emphasis in Career and Technical Education
Author: Hernandez-Gantes, Victor M.
Date: 2018-12-00
Type: Journal Articles
Subjects: Vocational Education,Career Education,Technical Education,Scholarship,Periodicals,Information Dissemination,Classification,Research,Researchers,Electronic Publishing,Peer Evaluation

In career and technical education (CTE), the role of academic journals has been critical in the dissemination of information as the field shifted from vocational education to CTE. To keep up with changes in the field, some journals have been renamed to reflect the new emphasis, other journals have retained their historical branding, and new journals have emerged. Thus, the purpose of this descriptive research was to review the typology and dissemination rates of journals currently available in CTE as a means to clarify their role and impact in the field. The review resulted in the identification of 17 journals mediating the diffusion of research information in the United States and internationally. Further, over the past 10 years (2008-2017), a consistent rate of dissemination was observed as a whole, but variable for individual journals. In general, considering the overall pool, scope, and emphasis relevant to different audiences, it appears that journals in the field represent a consistent diffusion model to make research information readily accessible for a variety of purposes.
Preparing Students for a Bright Outlook: Survey of the Preparation of High School Counselors for Advising on Technician Careers
Author: Ferguson, Sarah L.
Date: 2019-05-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Counselor Training,Technical Occupations,High Schools,Career Counseling,Vocational Education,STEM Education,Science Careers,Familiarity

This paper details a survey study of high school counselors' awareness of and comfort with advising students in technician/technologist careers. The survey focused on careers designated as Bright Outlook by the US Department of Labor to explore familiarity with these careers, the effectiveness of the current career advising process, and recommendations on additional support or resources. Results indicate participants were more familiar with technician/technologist careers in health and medicine than those in engineering or other areas of science. Counselors acknowledged the importance of familiarity with a career in the career advising process, but communicate a number of challenges they face in meeting this need. The participants provide specific recommendations for additional supports, and future research in this area is recommended.
Emotions Attributions of ELT Pre-Service Teachers and Their Effects on Teaching Practice
Author: Méndez López, Mariza G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Practicums,Student Attitudes,Emotional Experience,Attribution Theory,Journal Writing,Preservice Teachers,Reflection,Teacher Responsibility,Language Teachers,Teacher Education Programs,Foreign Countries

This article presents the results of a qualitative study which aimed to develop an understanding of the emotions experienced by pre-service English language teachers during their teaching practicum and the emotions' effects on instructional teaching. Attribution theory was used as a framework for analysing the results, while the data were gathered through classroom observation, reflection journals, and semistructured interviews. Results revealed a need for language teaching programmes to include classroom management strategies; however, there is also evidence of the urgent need for socio-emotional support to be provided to pre-service teachers to help them shape their teaching practice through reflection. Providing a space for pre-service teachers to reflect on their beliefs and discuss the emotions experienced during practicum may help to instil commitment and responsibility in future teachers.
Differences between Native English-Speaking Teachers and Their Non-Native Counterparts When Evaluating Pronunciation
Author: Arcaya, Mauricio
Date: 2020-00-00
Type: Journal Articles
Subjects: Comparative Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Pronunciation,Teacher Characteristics,Native Speakers,Foreign Countries,Student Evaluation,Teaching Methods,College Faculty,Teacher Education,Learning Processes

This article is a small-scale qualitative study whose objective was to identify differences between the way in which native English teachers and their non-native Chilean counterparts assess pronunciation. To achieve this, teachers from both groups were asked to assess the same material produced by two students of English pedagogy in a Chilean university. The results show that native English teachers rate students higher than their non-native colleagues. This is apparently due not only to differences in training but also the differences in the processes of acquisition. The outcome of this research concerns anyone interested in teaching and learning English as a second/foreign language.
Strategies to Enhance or Maintain Motivation in Learning a Foreign Language
Author: Muñoz-Restrepo, Ana
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Motivation,Second Language Learning,Second Language Instruction,Self Determination,Student Motivation,Scaffolding (Teaching Technique),Modeling (Psychology),Feedback (Response),Teacher Behavior,Learning Processes,Teacher Student Relationship,Self Concept,Self Esteem

Motivation is one of the most important factors in the enjoyment and success in learning any subject, especially a foreign language. Many students approach the learning of a language based on academic mandates, family impositions, job requirements, and so on. These non-intrinsic motivations make learning a more difficult, frustrating, and non-pleasurable experience, both for students and teachers. Therefore, skills in motivating learners should be seen as central to teaching effectively. In this article, we provide a series of strategies for teachers to gradually lead students from an extrinsic motivation to a more internal and autonomous motivation. This approach is framed within one of the most recent and well-known theories of motivation: self-determination theory.
University Students&apos; Attitudes towards EFL: A Case from the South of Chile
Author: Gómez Burgos, Eric
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,English (Second Language),Second Language Instruction,Undergraduate Students,Language Usage,Study Habits,Learning Strategies,Student Interests,Emotional Response,Student Motivation

Attitude towards English as a foreign language is a new field of study in tertiary education in Latin-American countries, especially in Chile. However, its importance in the process of learning a language has been reported upon around the world. The aim of the current study was to identify the attitudes towards English as a foreign language of 131 university students from different educational institutions in Chile; the students' programs included English courses as part of their study plan. The three components of attitude were analyzed by means of the participants' replies to the statements of a questionnaire. Results gave evidence that university students hold a positive attitude towards English as a foreign language; nonetheless, the behavioral aspect of attitude obtained the lowest average of agreement among the respondents.
Intercultural Communicative Competence: In-Service EFL Teachers Building Understanding through Study Groups
Author: Cuartas Álvarez, Luis Fernando
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,Communicative Competence (Languages),Intercultural Communication,Language Teachers,Second Language Instruction,Faculty Development,Foreign Countries,Teacher Attitudes,Cultural Awareness,Teacher Participation,Teaching Methods,Educational Change,Second Language Learning

This paper reports on an exploratory collective case study on three in-service English language teachers in Medellin, Colombia. The study aimed at creating a route for teachers to collaboratively construct their understanding of intercultural communicative competence through their involvement in a study group. Data were collected through recordings, interviews, and reflective logs, which followed a bottom-up analysis. Results evidenced changes in the participants' views of culture, cross-cultural knowledge, intercultural stance, and understanding of intercultural communicative competence. As a conclusion, study groups materialized as an applicable tool for teachers' professional development, which allowed participants to redraw their own initial beliefs and assumptions, fostering them to change professionally and in their praxis.
Education Professionals as Facilitators of Study Abroad Programs in Spain: Formal Training Needs
Author: Herencia Grillo, Amalia
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Differences,Study Abroad,Educational Needs,Teacher Attitudes,Faculty Development,Teacher Role,Teacher Student Relationship,Foreign Countries,College Faculty,College Students,Foreign Students

This paper investigates an aspect of study abroad programs that has rarely been studied before: the training needs of local education professionals in Spain. Through a mixed-method, using a questionnaire completed by 103 participants, and interviews with 15 of them, we focus on their previous formal specific training and their perspective on the group of students they work with. Results show that most of them have rarely been trained on how to work as cultural facilitators for students from the us. This fact often creates a cultural gap and prevents the teachers from fulfilling their role as cultural bridges for students. Specific action needs to be taken in order to solve this lack of preparation in this group of professionals.
Pedagogy of Experience in Teacher Education for Learner and Teacher Autonomy
Author: Vieira, Flávia
Date: 2020-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Professional Autonomy,Language Teachers,Teacher Education Programs,Teaching Methods,Graduate Students,Action Research,Personal Narratives,Teacher Attitudes,Student Centered Learning,Second Language Learning,Second Language Instruction,Case Studies,Student Role,Teacher Role

Language teacher education programmes can promote autonomy-oriented change when they are based on a transformative rationale regarding learner and teacher development. This involves adopting an experience-based approach whereby dominant ideas and practices are problematized and opportunities are provided for teachers to learn about, experience, and inquire into autonomy-oriented language teaching practices. A proposal based on the analysis and construction of cases in post-graduate teacher education is presented, in which teachers analyse and design autonomy-oriented action research experiences and produce narratives of inquiry. Six teacher narratives are analysed, showing that experience-based teacher education may enhance teachers' agency to challenge mainstream practices and explore learner-centred teaching, thus developing professional autonomy in seeking to promote learner autonomy.
Using Spanish in English Language Chilean Classrooms? Perspectives from EFL Teacher Trainees
Author: Donoso, Eladio
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Language of Instruction,Spanish,College Students,Teaching Methods,Teacher Student Relationship

This article presents a study which explores perceptions of Chilean future teachers of English as a foreign language regarding the usage of Spanish as L1 in English lessons. The participants belong to first- and fourth-year levels of their programs at four universities located throughout Chile. The data collection tool was Mohebbi and Alavi's (2014) Likert questionnaire, along with an open questions section. The data were subjected to descriptive statistical analyses and mean difference tests. The results indicate that the participants would use Spanish in the English class mainly for two reasons: (1) for pedagogical-didactic purposes and (2) to maintain the student-teacher relationship. The study concludes that there are no statistically significant differences in regard to the course-level year the subjects are enrolled in or regarding the university with which they are affiliated.
A Post-Positivist and Interpretive Approach to Researching Teachers&apos; Language Assessment Literacy
Author: Giraldo, Frank
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Student Evaluation,Evaluation Methods,Faculty Development,Knowledge Level,Language Tests,Teacher Attitudes,Decision Making

The language assessment literacy of English language teachers has been one of the topics of discussion in the language testing field. In this article, I focus on the need to expand research constructs and methodologies to understand, in depth, the language assessment literacy for these key players in language assessment. I first explain the need to focus on language teachers and examine current challenges in researching language assessment literacy. Then, I reflect on how post-positivist, interpretive research constructs and methodologies can expand and why they should. If this happens, research might yield more valid, useful data to unveil the complexities of language assessment literacy for language teachers. That data can provide valuable feedback to advance teachers' professional development through language assessment literacy.