ethanporcaro/eric-fulltext-meta huggingface dataset:
Does Web 2.0-Supported Project-Based Instruction Improve Jordanian EFL Learners&apos; Speaking Performance?
Author: Bataineh, Ruba Fahmi
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Web 2.0 Technologies,Technology Integration,Active Learning,Student Projects,Instructional Effectiveness,English (Second Language),Second Language Learning,Grammar,Language Fluency,Vocabulary Development,Speech Skills,Cooperative Learning,Authentic Learning,Secondary School Students,Grade 11,Females

This study examines the potential effectiveness of Web 2.0-supported project-based learning in Jordanian EFL eleventh-grade students' speaking fluency and accuracy of grammar and vocabulary. The participants of the study were 43 female students who were purposefully selected from two schools at Al-Koura Directorate of Education (Jordan) in the first semester of the academic year 2018/2019. Using a quasi-experimental, pre-/post-test design, the participants were divided into the experimental group (n=21) who was instructed using computerized project-based instruction and the control group (n= 22) who was taught per the guidelines of the prescribed Teacher Book, Action Pack 11. Descriptive statistics and One-Way ANCOVA were used to analyze the students' scores on the speaking pre-/post-tests. The results showed that the participants instructed through the computerized project-based treatment outperformed those who were conventionally instructed in both speaking fluency and accuracy of vocabulary and grammar. A number of pedagogical implications and recommendations are put forth.
Integrating Instagram into EFL Writing to Foster Student Engagement
Author: Prasetyawati, Octana Ayu
Date: 2020-07-00
Type: Journal Articles
Subjects: Learner Engagement,Learning Processes,Social Media,Writing (Composition),Photography,Technology Integration,Writing Teachers,Writing Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Teacher Attitudes,Student Attitudes,Cognitive Style,Cooperative Learning,Writing Processes,Social Networks,College Students,College Faculty,Foreign Countries

Engaging students in writing is a challenge for language teachers. Nowadays, some students have low engagement in writing classes because the genres of writing inside the classes are disconnected from students' real lives. Since today's students are close to social media, integrating it into writing activities can promote student engagement in the learning process. One of the popular social media that can be incorporated into the writing process is &quot;Instagram,&quot; which is featured with a photo caption where students can write text messages. The present study aimed to investigate how the implementation of &quot;Instagram&quot; can promote student engagement in EFL writing. This exploratory study used a qualitative research design. The participants of this study were forty-five students enrolled in writing courses and one lecturer of writing. The data were obtained through a semi-structured interview with the lecturer and seven students, classroom observations, and &quot;Instagram&quot; documentation. The findings showed that &quot;Instagram&quot; promoted student engagement in five ways, namely allowing the students to be more actively involved in the learning process, providing a new learning environment for the students, providing greater target readers, allowing the collaboration and interaction between the students, and facilitating the students to choose their own learning style during the process of writing.
Effects of Teacher Mentoring on the Classroom Practices of Lower Grade Primary School Teachers in Kwale County, Kenya
Author: Muraya, Daniel Ngaru
Date: 2020-08-00
Type: Journal Articles
Subjects: Mentors,Classroom Techniques,Elementary School Teachers,Teacher Effectiveness,Instructional Improvement,Public Schools,Professional Development,Foreign Countries,Rural Schools,Experienced Teachers,Learner Engagement,Children,Teacher Collaboration,Grade 1,Grade 2,Grade 3

Teacher classroom practices have been identified as the key contributing factor to the low learning outcomes of primary school grades in Kenya. Teacher mentoring has the potential to improve classroom practices and this study sought to determine its effects on the classroom practices of primary school teachers in Kwale County, Kenya. Using One Group Repeated Measures Quasi-Experimental Design, one cohort of 40 teachers in 22 public primary schools was mentored for 20 months, from May 2016 to October 2018. A classroom observation tool was used in data collection during this period. The tool achieved a Cronbach's Alpha reliability coefficient of 0.84, 0.81 and 0.79 in 2016, 2017 and 2018 respectively. Data was analysed using Repeated Measures ANOVA and teacher mentoring had a statistically significant effect on mean classroom practice score at F=6.282, df=2, p=0.003. Significant mean differences were located between 2016 and 2017 in favour of 2017, and between 2016 and 2018 in favour of 2018. There was no significant mean difference between 2017 and 2018. In conclusion, teacher mentoring is effective in improving teacher classroom practices and should be integrated into the formal school programme in Kenya.
Exploring Challenges of Preparing Authentic English Language Tests in Secondary and Preparatory Schools: The Case of Gamo, Gofa and Konso Zones in Southern Ethiopia
Author: Wado, Mohammed Shure
Date: 2020-08-00
Type: Journal Articles
Subjects: Language Tests,Authentic Learning,English (Second Language),Foreign Countries,Communicative Competence (Languages),English Teachers,Teacher Attitudes,Class Size,Student Motivation,Testing Problems,High School Teachers,Instructional Materials,Assessment Literacy,Language Skills,Pronunciation,Content Validity

The main objective of this research was to study challenges of preparing authentic English language tests in Ethiopian six secondary schools. The focus was to assess current challenges in the preparation of authentic and communicative language tests. To this end, interviews and FGD with English language teachers were made and hence, 61 teachers were taken as the sample for the study from six secondary schools: Arba Minch, Chamo, Konso, Chencha, Gidole and Sawla secondary and preparatory schools using available sampling technique. Finally, the finding of the study shows that teachers have problems in preparing authentic language tests because of six main challenges: Large class size, student's low motivation, teachers' language proficiency, the test setting and absence of authentic materials.
School-Based Counseling in the United States: Mode of Practice and International Comparisons Related to Five Dimensions of Practice
Author: Carey, John C.
Date: 2020-01-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Counselor Role,Counseling Techniques,Comparative Education,Foreign Countries,Scores,Preferences,Counseling Services,Advocacy,Program Improvement,Prevention,Educational Planning,Career Planning,Surveys

This study used the five dimensions of practice identified by Carey, Fan, He, and Jin (2020) to describe the preferred mode of practice of US school-based counselors and compare this mode of practice with nine other countries. A total of 380 US school counselors completed the International Survey of School Counselor Activities-United States. Mean item ratings and mean BART scores were used for both descriptions and comparisons. US counselors indicated that Counseling Services; Advocacy and Systemic Improvement; Prevention Programs; and, Educational and Career Planning were all important aspects of their role. In comparison to international counterparts, US counselors placed greater emphasis on Advocacy and Systemic Improvement and Prevention Programs. Results confirmed previous scholarship suggesting that counselors in the US have a very broad role. Any reformulation of this role would benefit from comparative international research on the strengths and limitations of different modes of practice.
School-Based Counsellors&apos; Role as Perceived by Nigerian Counsellors
Author: Aluede, Oyaziwo
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,School Counselors,School Counseling,Counselor Role,Role Perception,Counselor Attitudes,Educational Counseling,Career Counseling,Secondary School Students,Counseling Services,Administrator Role,Advocacy,Prevention

This study assessed the perceptions of Nigerian counsellors regarding the appropriateness of a range of school counsellors' activities and determined how Nigerian school counsellors viewed the appropriateness of the five dimensions of counselling practice. School counsellors from the Association of Professional Counsellors in Nigeria (n = 176) completed the International Survey of School-based Counselor Activities. Results were compared to those of counsellors from nine other nations. Findings revealed some commonalities and some potentially important differences. Nigerian counsellors considered the Educational and Career Planning dimension the most important dimension. In contrast to all the other national groups, Nigerian counsellors considered Administrative Activities as role appropriate. Relatedly, Nigerian counsellors considered Advocacy and School Improvement as the least important dimension of practice. Based on the findings, we recommend the continuation of national policy development to clarify the appropriate activities of school-based counsellors in Nigeria to assure the delivery of effective services to students.
A Five-Year Reflection on Ways in Which the Integration of Mobile Computing Technology Influences Classroom Instruction
Author: Hilton, Jason T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Technology Integration,Handheld Devices,Influence of Technology,Classroom Techniques,Instructional Effectiveness,21st Century Skills,Teacher Attitudes,School District Size,Suburban Schools,Barriers,Elementary School Teachers,Middle School Teachers,High School Teachers,Student Centered Learning,Educational Change

As one-to-one technology integration with mobile computing technology (MCT) becomes increasingly popular, it is important to examine ways in which such integration can influence classroom instruction. This study explores a five-year period of MCT integration in a small suburban school district, using both survey and focus group interviews. The findings indicate a positive change in classroom instruction and greater alignment to 21st century learning, but gaps persist in the frequency and depth of technology use. Gaps relate to teacher beliefs about ways in which students make use of MCT. The results include suggestions for supporting enhanced technology use among teachers.
The ASPID Model: A Systemic Approach to Understand Technology Appropriation
Author: Karsenti, Thierry
Date: 2018-00-00
Type: Journal Articles
Subjects: Technology Integration,Physical Education,Models,Systems Approach,Computer Oriented Programs,Barriers

The ASPID model (Adoption, Substitution, Progress, Innovation, Deterioration) is an interpretive framework that allows a systemic understanding of how technologies are adopted and integrated in physical education (PE). The ASPID model was inspired by ten years of research work with over 50,000 teachers and athletes. The ASPID model also implies that technology integration in the classroom is not necessarily smooth sailing. Both teachers and students can progress through the different ASPID phases. A successful technology-assisted approach requires a good understanding of these phases.
Many-Body Approaches to Cross-Level and Multidisciplinary Initiatives for Encouraging Learners into STEM from Primary to Further and Higher Education
Author: Uhomoibhi, James
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Professional Personnel,Gender Differences,Disproportionate Representation,Student Recruitment,Females,Career Choice,Competition,Elementary Secondary Education,Higher Education,Social Support Groups,Student Interests,Foreign Countries,Educational Practices,Interdisciplinary Approach,Cognitive Style,Computer Science Education

With the increasing demand for STEM professionals, together with many of the current STEM professionals approaching or already gone over retiring age, there is a current shortfall which is now an urgent requirement to be addressed by Western countries as so much of activities and life in general is increasingly technology dependent. Actions that are currently being taken to address this shortfall in the UK by academic establishments, organizations and professional bodies are considered in this paper. Some of these include those actions that are directed at encouraging a better gender balance in the future as well as those involving actions to attract students to be aware of STEM from an early age to supporting women returning to the STEM profession. Parts of our research examines the learning and studying approaches adopted by some of the learners, their levels of attainment and attitude to learning to use technology and using technology to improve their learning. The paper reports on the developments and improvements from some of these initiatives and activities implemented. Some of these actions include details of competitions from primary to postgraduate students, women only training sessions, online support groups for STEM women, ranging from technical to career and social issues, and details of CAS (Computing At School) support for teachers, both face to face and online, currently with over 30,000 CAS participants. In conclusion the paper reflects on a roll out of some of these activities and potential impact on enhancing interest and uptake of STEM subjects by both the young and older learners and across diverse levels of education.
Challenges and Benefits of Blended Learning in Higher Education
Author: Namyssova, Gulnara
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Benefits,Barriers,Graduate Students,Instructional Effectiveness,Course Evaluation,Student Attitudes,Instructional Leadership,Masters Programs,Universities,Teaching Methods,College Faculty,Teacher Attitudes,Student Interests,Student Projects,Active Learning

This exploratory study researched the effectiveness of a graduate level blended learning course on the development of teachers, and educational leaders in Kazakhstan studying a Master?s of Science in Educational Leadership at Nazarbayev University Graduate School of Education (NUGSE). All of the student participants in this course were invited to participate in a survey and an interview. The findings include an analysis of the pedagogical practices which promote educational leadership skills among students via blended learning courses as well as the challenges both faculty and students faced during this course. Finally, the paper makes recommendations for policy and practice in relation to enhancing effectiveness of blended learning courses in higher education. It may be of particular interest to schools in the early stages of implementing blended learning.
School Counselor Knowledge, Beliefs, and Practices Related to the Implementation of Standards-Based Comprehensive School Counseling in the United States
Author: Lauterbach, Alexandra A.
Date: 2018-09-00
Type: Journal Articles
Subjects: School Counselors,Knowledge Level,Beliefs,School Counseling,Educational Change,Standards,Literature Reviews,Models,Educational Policy,Elementary Secondary Education,Institutional Characteristics,Differences,Program Implementation,Comprehensive Guidance,Occupational Information,Research Methodology

As school counselors have adapted to changing policy and social structures, their beliefs, knowledge, and practices have evolved. Over the past two decades, a body of survey research has examined school counselors' beliefs, knowledge, and practices, though no systematic review exists. In this review, we synthesize and evaluate survey research on the knowledge, beliefs, and practices relevant to the implementation of a standards-based comprehensive school counseling model in the United States. We identify the most salient findings, evaluate the research, identify the most rigorous studies, discuss their findings, and provide recommendations for future research. Considering the recent changes to how funding is distributed to states and schools within the Every Student Succeeds Act of 2015, such research is both timely and necessary to help clarify and increase the role school counselors play in helping schools achieve the goals of legislation.
A Meta-Analysis of Reform-Based Professional Development in STEM: Implications for Effective Praxis
Author: Kuehnert, Eloise
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Professional Development,Pedagogical Content Knowledge,Program Effectiveness,Mathematics Teachers,Science Teachers,Educational Research,Elementary School Teachers,Secondary School Teachers,Teacher Effectiveness,Preservice Teachers,Educational Change

A systematic review and meta-analysis was conducted to examine the effects of reform-based professional development on mathematics and science teachers Pedagogical Content Knowledge (PCK). An exhaustive literature search returned 15 studies, from which 21 independent effect sizes were extracted. These studies included, K-12 pre- and in-service mathematics and science teachers as participants (N = 1,044). The mean overall effect size was statistically significant (d = 0.51, p &lt; 0.001). Heterogeneity analysis revealed consistency throughout the studies based on a non-significant value for the Q statistic. This suggests that the variance between studies was not more than what would be expected by random error. The variation in study characteristics warranted an examination of possible moderators, despite the absence of statistically significant heterogeneity. Teacher type (in-service vs. pre-service), subject (mathematics vs. science), and outcome measures were all non-statistically significant moderators of the effect size. The results of this study are substantial because they suggest that the effects of reform-based professional development are consistent across settings and teaching populations. Additionally, this suggests that the relationship between reform-based professional development and PCK are robust. Other implications and recommendations for professional development to maximize opportunities to learn in STEM classrooms are also provided.
Using School-Based Career Development to Support College and Career Readiness: An Integrative Review
Author: Falco, Lia D.
Date: 2018-09-00
Type: Journal Articles
Subjects: Career Development,College Readiness,Career Readiness,Program Effectiveness,Academic Achievement,Academic Persistence,Student Adjustment,Elementary Secondary Education,Meta Analysis,Career Awareness,Learning Activities,Outcomes of Education,Educational Policy

For current college and career readiness efforts to be effective, it is important to recognize the value and contribution of career development activities in schools and take a critical look at the most effective strategies, programs, and research in this area. This integrative review synthesizes research related to the impact of school-based career development on student achievement, retention, post-secondary transitions, and other career-related outcomes. Using an iterative key word search, in multiple scholarly databases including JSTOR, PsycInfo, and EBSCOhost Fulltext Finder, 157 studies published in years 1961-2017 were selected for this review. Findings are examined within the context of college and career readiness. Implications for school counseling research, evaluation, practice, and policy are discussed.
A Literature Review: Digital Citizenship and the Elementary Educator
Author: Walters, Meghan Gail
Date: 2019-00-00
Type: Journal Articles
Subjects: Technological Literacy,Citizenship,Elementary School Teachers,Literature Reviews,Technology Integration,Educational Practices,Knowledge Level,Teacher Attitudes,Elementary Secondary Education,Technology Uses in Education,Computer Mediated Communication,Educational Policy,Student Behavior,Ethics,Preservice Teacher Education,Information Technology,Curriculum Development,Social Media

This literature review was conducted as part of a dissertation research study. The review examines what scholars have studied in relationship to educators' implementation of technology and instructional practices relating to digital citizenship. Additionally, the review examines the knowledge and beliefs of educators to include pre-service and current service teachers and students in K-12 education. Often research, as well as educational institutes, have emphasized the negative aspects of technology or the misuse of technology by users. Alternatively, this review highlighted the knowledge, beliefs, and professional practices of educators in order to ascertain what gaps exist to understand what needs to be addressed in promoting digital citizenship instruction in preparing students to use technology appropriately, responsibly, and ethically.
Activities and Role of School-Based Counselors in the US: A National Survey of American Counseling Association Members
Author: Fan, Kui Y.
Date: 2019-06-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Counselor Role,National Surveys,Professional Associations,Professional Identity,Counselor Attitudes,Role Perception,Group Counseling,Career Counseling

This study was conducted to determine: how a US sample of American Counseling Association (ACA) affiliated school-based counselors viewed their role; the extent to which various activities were practiced; and, how demographic variables (e.g., work setting and professional identity) were related to both perceptions of role and practice. Participants (N = 249) completed the International Survey of School Counselors Activities-US (ISSA-US) online, which measured both perceptions of the appropriateness of 42 activities and whether these activities are reported to be enacted. US counselors had a broad definition of their role and showed a high degree of consensus regarding the appropriateness of activities. Grade level proved to be an important determinate of the level of enactment of both group counseling and college and career counseling. The implications for of these findings for redefining the role of school counselors in the US and for international comparative research are discussed.
A Study of Early Childhood Development Teachers&apos; Experiences in Zimbabwe: Implications to Early Intervention and Special Education
Author: Nyarambi, Arnold
Date: 2020-00-00
Type: Journal Articles
Subjects: Early Childhood Teachers,Teaching Experience,Foreign Countries,Early Intervention,Special Education,Teacher Attitudes,Young Children,Developmental Delays,Students with Disabilities,Access to Education,Program Effectiveness,Developmentally Appropriate Practices,Educational Resources,Faculty Development,Knowledge Level,Parent Participation

This study examined Early Childhood Development (ECD) teachers' perceptions of ECD programs regarding benefits and opportunities for early intervention. Research indicates that young children with developmental delays and disabilities demonstrate better progress when intervention is offered early and in inclusive classrooms. A mixed method design was used to collect data from a purposeful sample of 81 ECD teachers in Chipinge district, in Zimbabwe. Both descriptive and regression analysis methods were used for data analysis. Findings indicated that there was a general lack of in-depth knowledge, and most teachers did not follow developmentally appropriate curriculum. Threats and challenges included: lack of knowledge and assessments to diagnose developmental delays, disabilities, as well as lack of developmentally and culturally relevant teaching materials. Regression analysis indicated that age, experience, location, and training are important variables explaining perceived benefits of ECD. This study offers research-based ways to address challenges and threats to effective ECD programs.