ethanporcaro/eric-fulltext-meta huggingface dataset:
The New Statutory Requirements in Careers Guidance in England and the Implications for Careers Provision under the Coalition Government
Author: Chadderton, Charlotte
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Career Guidance,Educational Legislation,Politics of Education,Secondary Schools,Career Education,Educational Change,Urban Schools,Case Studies,School Responsibility,Educational Finance

The Education Act 2011 passed responsibility for careers guidance in England from local authorities to schools, providing no extra funding or staff training. This paper reports on a project conducted in two schools in East London, which aimed to enhance careers work in response to the new requirements. It argues that whilst schools can enhance their careers programme, the new arrangements have left them with requirements they do not have the funding, expertise, or networks to fulfil. This move by the Coalition Government is contributing to a process of deterioration of careers provision in England, involving the undermining of the careers profession and the diminishing of professionalism in careers provision.
Portal Pedagogy: From Interdisciplinarity and Internationalization to Transdisciplinarity and Transnationalization
Author: Monk, Nicholas
Date: 2015-12-00
Type: Journal Articles
Subjects: Teaching Methods,International Education,Educational Trends,Higher Education,Trend Analysis,Blended Learning,Learning Experience,Interdisciplinary Approach,Educational Innovation,Distance Education,Communities of Practice,Student Centered Learning,Foreign Countries,Case Studies

Education in the twenty-first century is characterized by narratives of global connectivity. Opportunities offered by digital technologies, connectivity through mobile platforms, and social media, reinforced by changing expectations of students and parents, have put pressure on universities to reimagine global learning and flexible delivery contained in a modern higher degree. The higher education sector has sought to address these developments in a number of ways: through intensified student exchange and recruitment, the establishment of off-shore campuses, an expanding online delivery presence, and by increasing flexibility of delivery for on-campus students. While each of the current options taken up by universities addresses different aspects of these trends in the sector, all have inherent problems and imbalances in their approach. In this paper we reflect on the effectiveness of the current trends in international education and propose that the innovative &quot;Portal Pedagogy&quot; approach outlined here makes a significant contribution to higher education. The pedagogy connects geographically distant students through technology and curriculum to create a student-centred community of inquiry neither bound by disciplines nor countries. Bringing together cross-disciplinary interaction, student-driven learning, and technological solutions to pedagogical and logistical challenges, Portal Pedagogy offers a hybrid model that seeks to go beyond the limitations of online delivery and student exchange programmes in order to offer a flexible, meaningful, and globalized learning experience.
Streamlining Verbal Feedback: Reflection on a Feedback Research Project in Secondary Schools
Author: Nadeem, Rizwana
Date: 2015-12-00
Type: Journal Articles
Subjects: Feedback (Response),Secondary Schools,Verbal Communication,Action Research,Instructional Effectiveness,Secondary School Students,Single Sex Classes,Males,Foreign Countries,English (Second Language),Second Language Instruction

This paper is a reflection on action research I conducted in two classrooms to explore the effectiveness of feedback. As a result of this project, I have changed my practice to streamline verbal feedback. Despite its transience, verbal feedback can be made far more effective if it is reduced to key points only
The Impact of Accountability Reforms on the Key Stage 4 Curriculum: How Have Changes to School and College Performance Tables Affected Pupil Access to Qualifications and Subjects in Secondary Schools in England?
Author: Parameshwaran, Meenakshi
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Accountability,Educational Change,Secondary School Curriculum,Politics of Education,Qualifications,Secondary Schools,Access to Education,Equal Education,Vocational Education,Secondary School Students

The Conservative-Liberal Democrat Coalition Government's reforms to secondary school Performance Tables have changed how schools make decisions about the subjects and qualifications entered by their pupils. The National Pupil Database is used to explore these changes between 2005 and 2014. We find that schools are responding to accountability reforms by changing access to subjects and qualifications for pupils: entry rates for English Baccalaureate qualifications have increased, while those for qualifications no longer counted as a result of the Coalition's response to the Wolf Review have decreased. However, reforms have not yet led to equal access to subjects and qualifications for all pupils.
The Politics of Education Revisited: Anthony Crosland and Michael Gove in Historical Perspective
Author: Finn, Mike
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Politics of Education,Governance,Educational Change,Comparative Analysis,Public Officials,Ideology,Educational Policy,Social Systems,Political Attitudes,School Organization,Role,Case Studies

This article traces continuity and change in the governance of British education through the comparison of two ministers, Anthony Crosland and Michael Gove. Taking Maurice Kogan's seminal &quot;The Politics of Education&quot; as the point of departure, the article highlights the role of political ideology in large-scale educational change, taking school reorganization as a case study. The article argues that the recent tenure of Michael Gove indicates that large-scale change within the British education system still requires a (more or less) coherent ideological framework and considerable commitment on the part of the individual minister.
Emotional Availability and Touch in Deaf and Hearing Dyads
Author: Paradis, Grace
Date: 2015-00-00
Type: Journal Articles
Subjects: Deafness,Tactual Perception,Infants,Parent Child Relationship,Emotional Response,Hearing (Physiology),Mothers,Correlation,Statistical Analysis,Play,Comparative Analysis,Intervention,Longitudinal Studies,Special Schools,Partial Hearing,Exceptional Child Research,Communication Skills,Universities,Parents,Measures (Individuals)

In recent years, increasing attention has been given to the development of deaf children, though few studies have included Deaf parents. The present study examined emotional availability (EA) and functions of touch used by Deaf or hearing parents with hearing or deaf infants during free play. Sixty dyads representing four hearing status groups were observed when the infants were 18 months old. Comparisons among all four groups revealed significant differences in regard to parental sensitivity and child responsiveness, with hearing mothers with deaf infants tending to score lowest in the various subcategories of EA. Significant differences were also found for &quot;attentional&quot; touch and &quot;total&quot; touch, with deaf mothers of deaf or hearing infants using both types of touch more than hearing mothers of deaf or hearing infants. The importance of support and interventions for hearing mothers with deaf infants is discussed. [The research for the present study was supported, in part, by the Division of Maternal and Child Health and Resources Development (Grant no. MCJ-110563).]
Quantitative Considerations for Improving Replicability in CALL and Applied Linguistics
Author: Plonsky, Luke
Date: 2015-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Educational Technology,Second Language Instruction,Teaching Methods,Statistical Analysis,Spanish,Educational Games,English (Second Language),College Students,Questionnaires,Reading Comprehension

There are a number of methodological practices commonly employed by CALL researchers that limit progress in the field. Some of these practices are particular to replication research, but most are more general and are found throughout the field. I describe in this paper two studies that are fabricated but that resemble much of what is found in published second language research. Each study corresponds to and contains a set of methodological issues. Following each study, I address the issues they illustrate, providing comments and suggestions for how the analyses could be modified to produce greater replicability and/or replicational value. I conclude with a summary of suggestions for quantitative reforms related to improving replication research and quantitative practices more generally in CALL and applied linguistics.
Engaging in Mobile Phone-Based Activities for Learning Vocabulary: An Investigation in Japan and Taiwan
Author: Stockwell, Glenn
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Surveys,Semi Structured Interviews,Second Language Instruction,English (Second Language),Cross Cultural Studies,College Students,Vocabulary Development,Scores,Learning Activities

Studies investigating the use of mobile technologies when other options are available are still relatively rare in the literature, with the majority of studies requiring that learners use a particular technology, either using their own devices or devices provided by the institution. One exception to this was a study by Stockwell (2010) that examined how learners in Japan perceived the use of mobile phones for language learning and how willing they were to engage in the activities. This study, however, was conducted prior to the spread of smart phones and it focused exclusively on learners in Japan. Thus, the purpose of the current study was to replicate this study, but differed in two ways. First, although it was run in essentially the same environment as the original study, in the current study the majority of learners owned smart phones. Second, the same system was used not only in Japan but also with learners studying at a university in Taiwan. Data were collected through server logs, post-treatment surveys and semi-structured interviews. The results are discussed in terms of the ways in which learners engaged in the activities on their mobile phones, and the effect of the mobile platform on the time taken to complete the activities over the course of the semester. These results were correlated with those from the original 2010 study to identify the potential effect of the smart phone.
Input and Output Grammar Instruction in Tutorial CALL with a Complex Grammatical Structure
Author: Collentine, Joseph
Date: 2015-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Educational Technology,Grammar,Teaching Methods,Program Effectiveness,Spanish,Second Language Instruction,Computer Simulation,Feedback (Response),Statistical Analysis,Morphology (Languages),Language Proficiency,Cultural Awareness,Interdisciplinary Approach,Sentences,Verbs,Syntax,Regression (Statistics),Pretests Posttests

Conceptual replication within a computer-assisted language learning (CALL) environment provides an understanding of the generalizability of second language acquisition (SLA) research (Porte, 2013; Smith &amp; Schulze, 2013). The present study replicates Collentine (1998a), a classroom-based experiment framed within a larger discussion on the relative benefits of input- and output-based instruction. Collentine (1998a) compared the benefits of Processing Instruction (VanPatten, 2004) and output-based instruction, both of which elevated the Spanish subjunctive's communicative value. The results showed that input- or output-oriented instruction informed by how learners process grammatical information can affect the acquisition of complex grammatical phenomena. This conceptual replication not only seeks to corroborate the original study's findings in a new learning context. It also tests the finding's generalizability to a tutorial CALL environment built on 3D simulations and emerging web-app technologies. The participants were foreign-language learners of Spanish in a classroom-based curriculum (N = 50). The results indicate that, in the classroom and in a CALL environment, both input- and output-oriented approaches can promote the acquisition of a complex grammatical structure if practice is meaningful (informed by psycholinguistic processing principles) and deliberate, and if feedback is provided.
The More Things Change, the More They Stay the Same, or Do They? Revisiting Classroom Interaction Approaches and Their Effects on Quantity and Characteristics of Language Production
Author: Jones, Linda C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Interaction,Synchronous Communication,Statistical Analysis,Language Acquisition,Computer Mediated Communication,Comparative Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Handheld Devices,French,Intervention,Student Surveys,College Students,Statistical Significance

This study investigated the quantity and characteristics of student language production, discourse functions, and morphosyntactic features in three different discourse settings--face-to-face (F2F), lab-setting chatroom interactions (Lab), and any place/any device chatroom interactions (APAD). Discourse was examined through the replication and extension of Richard Kern's (1995) study. Similarities in findings between the two studies included a continuation of incomplete, and short sentence lengths among F2F students, an absence of F2F greetings, and a higher rate of assertions, verb tenses, and simple sentences in the Lab setting. Differences included a higher rate of F2F turns in the current study, an absence of greetings in the lab setting, and a greater number of commands among F2F participants. Findings underscored what Kern previously asserted: that F2F and chatroom settings tend to encourage and support slightly different goals associated with language discourse. Kern stated that more sophisticated conversation occurred in the chatroom setting. Current findings concurred but furthered that more conversational interaction took place within the F2F discourse setting due to a greater number of commands, turns, and incomplete sentences. Similarly, F2F students experienced greater input due to the increase of words heard, questions asked, and commands made.
Comprehending and Learning from Internet Sources: A Conceptual Replication Study of Goldman, Braasch, Wiley, Greasser and Brodowinska (2012)
Author: Rott, Susanne
Date: 2015-00-00
Type: Journal Articles
Subjects: Internet,Electronic Learning,Replication (Evaluation),Second Language Learning,German,Progress Monitoring,Protocol Analysis,Reading Skills,Reading Processes,Research Skills,Reading Strategies,Reading Comprehension,Information Sources,College Students,Reliability,Reading Tests,Objective Tests,Outcomes of Education,Statistical Analysis,Qualitative Research

This investigation reports on a conceptual replication of Goldman et al. (2012) which sought to determine processing patterns of better and poorer learners as they attempted to comprehend and learn from seven textual sources on the Internet in their native language English. The aim of the current investigation was to explore how reading multiple textual sources in the L2 interacts with sense making, monitoring and evaluation processes during reading and researching on the Internet. Nineteen intermediate and advanced learners of German were asked to outline the position of the German government regarding immigration. L2 readers received a selection of five Internet sources which varied in reliability and appropriateness for the research assignment. Students' reading behavior was recorded through think-aloud protocols. The findings only partially replicated Goldman et al. Better learners used significantly more varied reading strategies overall than poorer learners. Their reading behavior was marked by greater use of self-explanation and monitoring. Better learners also skipped more unfamiliar words. Nevertheless, neither group of L2 readers employed reading and research skills that lead to a coherent intertext model fulfilling the goal of the research task.
Using Teachers&apos; Choice of Representations to Understand the Translation of Their Orientation toward Science Teaching to Their Practice
Author: Boesdorfer, Sarah B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Chemistry,Scientific Concepts,Science Instruction,Science Teachers,Pedagogical Content Knowledge,Secondary School Science,Secondary School Teachers,Correlation,Decision Making,Teaching Methods,Case Studies

Representations are an effective tool that chemistry teachers choose to use in their classes to help their students understand abstract concepts. According to the model of pedagogical content knowledge (PCK), a teacher's knowledge of representations is part his/her PCK, which is shaped specifically by his/her orientation towards science teaching. Yet, PCK is criticized as focusing on teachers' knowledge not how their knowledge is translated to their practice. This study used a comparative case study of two secondary chemistry teachers to explore the relationship between the teachers' choice of the representations used in their practice and their orientation toward science teaching. The study focused on the teachers' use of representation for a unit on electronic structure and the periodic table, which they both identified as abstract for students. Results of the study indicate that the teachers' choices of representations were reflective of their orientation toward science teaching. The finding support questioning a teacher about representations as a useful tool for understanding teachers' PCK as it is translated to practice.
Digital Resource Exchange About Music (DREAM): Phase 2 Usability Testing
Author: Upitis, Rena
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Music Education,Electronic Learning,Usability,Music Teachers,Online Surveys,Feedback (Response),Teacher Surveys,Use Studies,Educational Resources

The Digital Resource Exchange About Music (DREAM) is a virtual space for exchanging information about digital learning tools. The purpose of the present study was to determine how users responded to DREAM in the first four months after its public release. This study is the second phase of usability research on DREAM, and was conducted to guide future development of the tool. Research questions were designed to determine patterns of use for DREAM, the most popular resources, and gaps in the DREAM resources, in order to guide further design and content development. The primary data sources were site analytics, supplemented by an online survey and feedback from teachers who took part in a DREAM workshop. Results indicated that DREAM is steadily gaining users, and that the tool is effective and satisfying for music teachers as a way of keeping abreast about digital learning tools, especially for resources for ear training and sight reading. The paper concludes with suggestions for design enhancements and ways of broadening the user base. [For the full proceedings, see ED562095.]
Electronic Education System Model-2
Author: Güllü, Fatih
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Models,Higher Education,Instructional Systems,Foreign Countries

In this study we presented new EES Model-2 extended from EES model for more productive implementation in e-learning process design and modelling in higher education. The most updates were related to uppermost instructional layer. We updated learning processes object of the layer for adaptation of educational process for young and old people, taking into account interests and abilities of students of the different age groups. Important added objects of the uppermost layer are cultural diversity and language. We updated communication object of the instructional layer and added human and social factor. The methods of study of instructional layer were updated with selective object &quot;religion&quot;. We added to E-paradigm layer an object &quot;combination&quot; that explains by combination of synchronous and asynchronous objects. Our study has high significance for increase of quality of e-learning in higher education in specific cases. We strongly recommend application of this updated EES Model-2 to support high educational standards of higher education and provide rights of students with different needs and abilities. [For the full proceedings, see ED562095.]
Innovation Diffusion Model in Higher Education: Case Study of E-Learning Diffusion
Author: Buc, Sanjana
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Innovation,Adoption (Ideas),Higher Education,Colleges,Models,Program Implementation

The diffusion of innovation (DOI) is critical for any organization and especially nowadays for higher education institutions (HEIs) in the light of vast pressure of emerging educational technologies as well as of the demand of economy and society. DOI takes into account the initial and the implementation phase. The conceptual model of DOI in higher education (HE), where e-learning is considered as innovation, will be elaborated in the poster. [For the complete proceedings, see ED562095.]
A Proposal to Enhance the Use of Learning Platforms in Higher Education
Author: Marques, Bertil P.
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Higher Education,Electronic Learning,Integrated Learning Systems,Intervention,Adoption (Ideas),International Cooperation,Student Mobility

The results of several studies conducted to analyze the quantitative and qualitative use of learning technologies in Higher Education in Portugal showed that, in general, these technologies are not used systematically and effectively and e-learning platforms tend to be relegated to repositories of contents rather than as full-fledged tools actively enabling and promoting learning. Several gaps were also identified at the management, pedagogical and technical levels. Following best-practice in this domain, a holistic intervention including these three levels is crucial to achieve positive results. Therefore, following these studies, a set of guidelines and recommendations was created to raise the level of technology adoption in higher education and improve the educational performance of each institution by raising teaching/learning levels so that they are in accordance with the Bologna paradigm. This way it is possible to have a systematic approach, expanding the intervention to the entire institutional campus and resulting in an effective learning platform usage by teachers and students. [For the full proceedings, see ED562095.]