ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Teachers' Juxtaposed Memories: Implications for Teacher Education
Author: Balli, Sandra J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Introductory Courses,Research Universities,Beliefs,Memory,Reflection,Personal Narratives,Handwriting,Literary Devices,Educational Attitudes,Qualitative Research,Teacher Effectiveness,Educational Quality,Teacher Characteristics,Phenomenology

Teacher education research has long understood that pre-service teachers' beliefs about teaching are well established by the time they enroll in a teacher education program. Based on the understanding that teacher memories help shape pre-service teachers' beliefs, teacher educators have sought ways to both honor such memories and facilitate a reflective dialog that analyzes those memories in light of accepted theories and methods that comprise teacher education coursework. In the updated preface to his distinctive work, &quot;Schoolteacher&quot; (1975; 2002), Lortie suggested that facilitating such a dialog could begin by asking pre-service teachers to write about their former teachers, thus making their memories and beliefs explicit and available for analysis. This study drew from a larger qualitative study that examined 148 preservice teachers' handwritten narrative memories about a past teacher (kindergarten through college) who, from the pre-service teacher's perspective, demonstrated excellence in the classroom and thus helped shape individual beliefs about good teaching. The narratives included memories of good teachers that spanned all grade levels, kindergarten through college, and a wide spectrum of content areas. Although they were not prompted to do so, about one in every four pre-service teachers used juxtaposition as a writing device to contrast their memories of good teachers with descriptions of poor teachers, perhaps to further demonstrate excellence through dichotomy. Data for this qualitative study were collected from 148 pre-service teacher education students enrolled in two sections of an introductory teacher education course at a research university. It was found that one in every four pre-service teachers used juxtaposition as a writing device to contrast their memories of good teachers with descriptions of poor teacher qualities. The results include 28 juxtaposed excerpts clustered into eight themes around two categories of teacher characteristics.
Effects of Scoring by Section and Independent Scorers' Patterns on Scorer Reliability in Biology Essay Tests
Author: Ebuoh, Casmir N.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Biology,Science Instruction,Reliability,Scoring,Essay Tests,Judges,Secondary School Teachers,Secondary School Science,Statistical Analysis,Control Groups,Experimental Groups,Comparative Analysis,Pretests Posttests

The study investigated the effects of scoring by section, use of independent scorers and conventional patterns on scorer reliability in Biology essay tests. It was revealed from literature review that conventional pattern of scoring all items at a time in essay tests had been criticized for not being reliable. The study was true experimental study of post-test only control design. All the 42 Biology teachers from the 23 secondary schools in Enugu Education zone were used. The 42 Biology teachers were assigned to three groups namely: experimental group I: scoring by section, experimental group II: scoring by independent scorers and group III: conventional pattern of scoring all items. The treatment lasted for 13 days (three days coordination and 10 days scoring exercise). The research question was answered by calculating the mean scores and Kendall's coefficient of concordance (w). The hypothesis was tested using t-test. The results revealed that the use of independent scorers was found to be the most effective followed by the scoring by section while conventional pattern was not significant. Recommendations were made based on the findings.
Early Fractions Learning of 3rd Grade Students in SD Laboratorium Unesa
Author: Sari, Elisabet Ayunika Permata
Date: 2012-01-00
Type: Journal Articles
Subjects: Indonesian,Elementary School Mathematics,Elementary School Students,Grade 3,Numeracy,Fractions,Statistical Distributions,Mathematics Skills,Mathematics Activities,Learning Processes,Comprehension,Foreign Countries

Fractions varied meanings is one of the causes of difficulties in learning fractions. These students should be given greater opportunities to explore the meaning of fractions before they learn the relationship between fractions and operations on fractions. Although students shading an area represents a fraction, it does not mean they really understand the meaning of fractions as a whole. With a realistic approach to mathematics, students are given the contextual issues of equitable distribution and measurements that involve fractions.
Fostering Ethnic and Religious Harmony through Classroom Language Experiences
Author: Obiekezie, Eucharia Obiageli
Date: 2015-00-00
Type: Journal Articles
Subjects: Ethnic Groups,Religious Cultural Groups,Prosocial Behavior,Statistical Analysis,Experimental Groups,Control Groups,Social Bias,Pretests Posttests,Foreign Countries,Surveys,Student Attitudes,Critical Thinking,Educational Games,English (Second Language),Second Language Learning,Second Language Instruction,Generalization,Muslims,Christianity,Conflict,Secondary School Students,Teaching Methods

This paper explores ways the classroom environment can fertilise ethnic and religious tolerance in students. In a pre/post test design, 76 students at a university secondary school in the Niger Delta region of Nigeria were randomly selected to respond to a twenty-item survey. Afterwards, the experimental group was exposed to a critical thinking game that focused on rational appraisals of ethnic and religious prejudices. A t-test analysis indicated a significant difference in prejudice between the experimental and the control group. It was concluded that classroom language experiences could foster positive changes in ethnic and religious prejudices.
Relational Identity Making on the Professional Landscape as a Substitute Teacher: Interruptions and Continuities
Author: Driedger-Enns, Lynnette M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Substitute Teachers,Professional Identity,Teaching (Occupation),Career Development,Foreign Countries,Teaching Experience,Personal Narratives,Teacher Responsibility,Teaching Conditions,Interpersonal Relationship,Poetry,Teaching Methods,Beginning Teachers

This article, which comes out of a research project exploring teaching as intellectual work, focuses specifically on a young woman who worked as a substitute teacher after she graduated from a two-year teacher education program at her local university. For Penny, substitute teaching was an interruption as she shaped a professional life moving toward a full time permanent contract in a western Canadian urban school division. Although she yearned for a permanent contract, Penny's many experiences as a substitute teacher helped her learn what she wanted and what she did not want in her identity as a professional.
Does Input Enhancement Work for Learning Politeness Strategies?
Author: Khatib, Mohammad
Date: 2013-00-00
Type: Journal Articles
Subjects: Linguistic Input,Pragmatics,English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Correlation,Language Proficiency,College Freshmen,Majors (Students),Pretests Posttests,Native Speakers,Foreign Countries,Dialogs (Language),Control Groups,Experimental Groups,Statistical Analysis

The present study investigated the effect of input enhancement on the acquisition of English politeness strategies by intermediate EFL learners. Two groups of freshman English majors were randomly assigned to the experimental (enhanced input) group and the control (mere exposure) group. Initially, a TOEFL test and a discourse completion test (DCT) ensured homogeneity of the groups in terms of general proficiency and pragmatic competence. Then, the participants received the instructional treatments on English politeness strategies (PSs). They read and listened to dialogues containing the intended PSs. The target PSs were in bold typeface in enhanced input group's dialogue booklet and in regular font in mere exposure group's booklet. Subsequently, the groups took the DCT posttest. The analysis of the pretest and posttest data revealed the following results: Iranian intermediate EFL learners differed from English native speakers in their use of PSs; there was a low relationship, an insignificant correlation (rxy = 0.25), between general proficiency and pragmatic competence (i.e. competence in English PSs) of Iranian intermediate EFL learners; and input enhancement had a significantly greater effect on the acquisition of English politeness strategies (both comprehension and use of PSs) than simple exposure to PSs. The study implies that EFL learners should be provided with a specific instruction on English PSs and PSs should be presented in a noticeable way (e.g. typographically enhanced).
Mathematical Understanding and Proving Abilities: Experiment with Undergraduate Student by Using Modified Moore Learning Approach
Author: Maya, Rippi
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,College Mathematics,Mathematics Skills,Skill Development,Mathematical Logic,Algebra,Advanced Courses,Teaching Methods,Statistical Analysis,Difficulty Level,Mathematics Achievement,Mathematics Instruction,Conventional Instruction,Comparative Analysis,Student Attitudes,Preferences,Prior Learning,Correlation,Experimental Groups,Control Groups

This paper reports findings of a post test experimental control group design conducted to investigate the role of modified Moore learning approach on improving students' mathematical understanding and proving abilities. Subjects of study were 56 undergraduate students of one state university in Bandung, who took advanced abstract algebra course. Instrument of study were a set test of mathematical understanding ability, a set test of mathematical proving ability, and a set of students' opinion scale on modified Moore learning approach. Data were analyzed by using two path ANOVA. The study found that proof construction process was more difficult than mathematical understanding task for all students, and students still posed some difficulties on constructing mathematical proof task. The study also found there were not differences between students' abilities on mathematical understanding and on proving abilities of both classes, and both abilities were classified as mediocre. However, in modified Moore learning approach class there were more students who got above average grades on mathematical understanding than those of conventional class. Moreover, students performed positive opinion toward modified Moore learning approach. They were active in questioning and solving problems, and in explaining their works in front of class as well, while students of conventional teaching preferred to listen to lecturer's explanation. The study also found that there was no interaction between learning approach and students' prior mathematics ability on mathematical understanding and proving abilities, but there were quite strong association between students' mathematical understanding and proving abilities.
Factors Negatively Affect Speaking Skills at Saudi Colleges for Girls in the South
Author: Hamad, Mona M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Single Sex Colleges,Womens Education,Speech Skills,English (Second Language),Language Skills,Second Language Learning,Questionnaires,Interviews,Language of Instruction,Anxiety,Language Usage,Learning Strategies,Drills (Practice),Teaching Methods,Listening Skills,Student Motivation,Clubs,Class Size

This study investigated factors negatively affect English language speaking skills in Saudi colleges for girls in the South in terms of: a) Instructors. b) Students. c) Curriculum and textbook. d) English Language teaching methods and exercises. e) Teaching and learning environment. To collect data for the study, a questionnaire papers were distributed to 150 students studying at Mhayeal and Almajardah colleges of King Khalid University (KKU) at English languages department, and 10 female instructors were interviewed about the students' questionnaire information. Data generated were subjected to descriptive and analytical approach using SPSS. The findings were: 1. Using Arabic in class affect students' proficiency. 2. Students fear speaking English Language in public and can't make a phone conversation, presentation in English without Arabic translation. 3. Curriculum of listening and speaking does not contain enough exercises for speaking skills. 4. Instructors do not use strategies that develop speaking such as: role-play, debates, and presentation - assignment. 5. More time is devoted to listening skills than speaking skills. 6. Labs are not used for teaching listening and speaking skills. 7. Rarely CD is used as speaking model. 8. More than 30 students are in listening and speaking class. It has been strongly recommended: 1. Prohibit the students from using Arabic in English Language classes. 2. Use motivating teaching strategies such as: cultural debatable topics, discussions, role-play, and presentations - assignment to develop speaking proficiency. 3. Teach Listening and speaking course in the lab. 4. Increase the time of listening and speaking course to six hours instead of three to develop speaking proficiency. 5. Activate English club and societies inside the colleges. 6. Students' number in listening and speaking class must not exceed 30.
Shadowing, &quot;The Most Valuable Thing You Can Do&quot;: Threading Informal Classroom Experiences into Secondary Pre-Service Teacher Education
Author: Wilks, Judith
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Job Shadowing,Preservice Teachers,Mentors,Secondary Education,Preservice Teacher Education,Student Surveys,Focus Groups,Student Teacher Attitudes,Educational Benefits,Experiential Learning,Program Effectiveness

This article describes a venture that arose out of an exciting opportunity for a partnership between a regional university's school of education and an exceptional local high school in Coffs Harbour, New South Wales (NSW), Australia. It presents the findings of a continuous program of &quot;shadowing&quot; by pre-service teachers of mentor teachers in schools throughout the university teaching session, and the authors' and students' experiences and reflections about this very successful program.
TPS as an Effective Technique to Enhance the Students' Achievement on Writing Descriptive Text
Author: Sumarsih, M. Pd.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Achievement,Writing Tests,Learning Strategies,Writing Strategies,Cooperative Learning,Action Research,Junior High School Students,Writing Attitudes,Student Attitudes,Positive Attitudes,Writing Improvement,Scores,Questionnaires,Qualitative Research,Statistical Analysis,Interviews

Students' achievement in writing descriptive text is very low, in this study Think Pair Share (TPS) is applied to solve the problem. Action research is conducted for the result. Additionally, qualitative and quantitative techniques are applied in this research. The subject of this research is grade VIII in Junior High School in Indonesia. From this study, the mean of the first evaluation sharply increased to the mean of the second evaluation and to the mean of the third evaluation. They are 66.4375, 78.125 and 87.5625 respectively. Observation result showed that the students gave their good attitudes and responses during teaching and learning process by applying the application of TPS (Think Pair Share) technique. Questionnaire and interview report showed that students agree with the application of TPS (Think Pair Share) technique have helped them in writing descriptive text. It can be conclude that the students' achievement is improved when they are taught by TPS Technique.
English Bar as a Venue to Boost Students' Speaking Self-Efficacy at the Tertiary Level
Author: Liu, Mingxu
Date: 2013-00-00
Type: Journal Articles
Subjects: Self Efficacy,College Students,Independent Study,Oral Language,Second Language Learning,Second Language Instruction,Questionnaires,Interviews,Asians,Foreign Countries,Communicative Competence (Languages),Student Attitudes,Learning Motivation,Correlation,Statistical Analysis,Scores

Research in EFL and ESL has confirmed that self-efficacy affects language learners' choices of learning tasks, persistence, motivation and achievement. As a cognitive construct, self-efficacy can be strengthened by both outcomes of behaviors and input from the environment. This paper studies the effects of an English Bar, a self-access center for students to practice oral English, on Chinese college students' self-efficacy enhancement. The study's questionnaire and in-depth interviews reveal that students who often go to the Bar to speak in English demonstrate considerably higher levels of self-efficacy than their peers who seldom or never visit the Bar. Finally, the implications and limitations of the study are discussed.
Relations among L1 Reading, L2 Knowledge, and L2 Reading: Revisiting the Threshold Hypothesis
Author: Park, Gi-Pyo
Date: 2013-00-00
Type: Journal Articles
Subjects: High School Students,English (Second Language),Second Language Learning,Second Language Instruction,Statistical Analysis,Linguistic Input,Transfer of Training,Reading Comprehension,Correlation,Native Language,Asians,Foreign Countries,Linguistic Theory

This study attempted to test the threshold hypothesis in second/foreign language (L2) reading by investigating the relations among first language (L1) reading, L2 knowledge, and L2 reading comprehension in a sample of 2666 (1333 males and 1333 females) Korean EFL high school students. Three different methods of data analysis were utilized after closely looking into the methods of data analysis of the current literature on a language threshold. Statistical analysis revealed that the contribution of L1 reading and L2 knowledge to L2 reading was significant and substantial in the main and interaction effects, accounting for 54 percent of variance of L2 reading comprehension in tandem. However, the correlation of L1 reading to L2 reading showed, in general, a decreasing trend in accordance with the improvement of L2 knowledge, which is in contrast with the notion of a threshold level. This result of a language threshold was discussed in terms of a broad construct of language transfer and the interactive approach to reading in an L2.
Challenges Facing Adoption of Information Communication Technology in African Universities
Author: Murgor, Titus Kiptoo
Date: 2015-00-00
Type: Journal Articles
Subjects: Technology Integration,Technology Uses in Education,Higher Education,Barriers,Information Technology,Educational Technology,African Studies,Universities,Foreign Countries

A significant number of the universities and higher educational institutions have adopted the latest technology and implemented it productively, for the development of skilled human resource in respective area of specialization, as part of their responsibility. Information and communication Technology (ICT) has grown tremendously around the globe particularly in the developed nations of the world. This growth however appears to be relatively slower in the developing nations including African nations. The Partnership for Higher Education in Africa in a recent workshop survey indicated that while some governments have produced national policies on ICT, many others are yet to do so. As such, the most asked questions is; what are the challenges that hinder African universities to become efficient and effective in use of ICT as compared to developed nations.
Attitude of Students towards Teaching Practice Exercise in Nigerian University: A Case Study of University of Uyo, Uyo
Author: Ikitde, Godwin A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teaching,Experiential Learning,Case Studies,Student Teacher Attitudes,Questionnaires,Student Teacher Evaluation,Performance Based Assessment,Negative Attitudes,Gender Differences,Hypothesis Testing,Preservice Teacher Education,Preservice Teachers

This study assessed students teachers' attitude towards teaching practice exercise in the faculty of Education, University of Uyo, Uyo, Akwa Ibom of Nigeria. The study was guided by three research questions and two hypotheses. The survey design was adopted for the study. A sample of 163 student teachers constituted the study. A questionnaire tagged Student Teachers Attitude Questionnaire (STAQ) was used to collect data on the attitude of student teachers while performance of student teachers were secondary data obtained from teaching practice coordinator of the Faculty of Education. The data collected were analysed using weighted mean, mean and standard deviation, analysis of variance (ANOVA) and t-test statistics. The result indicated that on the overall, student teachers had negative attitude towards teaching practice. The result also indicated a significant difference in performance of student teachers' based on their attitude while a non significant difference existed between male and female student teachers given their attitude. Among others, it was recommended that the University of Uyo should ensure that all student teachers are properly groomed in all teaching and pedagogy courses before proceeding on teaching practice.
Learning to Educate English Language Learners in Pre-Service Elementary Practicums
Author: Daniel, Shannon M.
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Preservice Teachers,Elementary School Teachers,Practicums,Masters Programs,English Language Learners,Teaching Methods,Teacher Education,Mentors,Culturally Relevant Education,Teacher Collaboration,Caring,Teacher Student Relationship,Program Descriptions,Student Characteristics,Graduate Students,Native Language,Bilingualism,Spanish,Case Studies,Interviews

Studies have repeatedly shown that English language learners (ELLs) in elementary and secondary schools are frustrated because the school system is failing to support them in achieving their goals of acquiring English and obtaining postsecondary education. Teachers of ELLs often tell students to stop speaking their native languages, require students to repeat tedious grammar drills that are not cognitively demanding, and communicate low expectations of these students. Many ELLs are left wondering &quot;when, if ever, [they] will experience the kind of teaching [they] need&quot; to succeed in elementary and secondary schools.Too often, this growing population of ELLs, which likely will be one in every four students in K-12 schools by 2025 (U.S. Department of Education, 2006), is not getting the educational services they need to thrive within and beyond school. In this article, the author reports major findings from a study that documented how and when pre-service elementary teachers learned to educate ELLs during their thirteen-month Masters with Certification in Elementary Education (MCEE) program. First, the author provides a synopsis of the literature on what is already known about preparing teachers to educate ELLs. Then, she describes her theoretical perspective, methods, and findings. Finally, the author discusses implications for research and practice that could enhance the ways teachers can be guided to educate ELLs.