ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Perceptions towards the Benefits and Drawbacks of EMI Classes
Author: Phuong, Yen H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,Undergraduate Students,Universities,International Trade,Business Administration Education,Information Technology,Educational Benefits,Foreign Countries,Language Attitudes,Employment Opportunities,Barriers,Language Proficiency,Difficulty Level,Group Discussion,Language Usage,Majors (Students)

Globalization and internationalization have fostered the development of English as a medium of instruction (EMI). EMI is gaining its popularity all over the world. In line with this tendency, various universities in Vietnam introduce EMI to its undergraduate programs in forms of advanced or high-quality training programs. However, little research has been conducted to discover the benefits as well as drawbacks of these EMI programs, especially in context where English is not a second language nor popularly used outside the classroom as in Vietnam. The purpose of this study was therefore conducted to explore the issue in a university in Vietnam. A group of 136 sophomores majoring in International Business and Information Technology participated in this study. A questionnaire was administered to them to obtain quantitative data. Six students were selected randomly to take part in individual interviews to obtain qualitative data. Results indicated that students perceived four clusters of benefits and drawbacks that EMI classrooms provide.
The Effectiveness of Using Flipped Classroom Model on Iranian EFL Learners&apos; English Achievements and Their Willingness to Communicate
Author: Mohammadi, Jahangir
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,English (Second Language),Second Language Learning,Second Language Instruction,Social Networks,Teaching Methods,Grade 11,Communication (Thought Transfer),Foreign Countries,High School Students,Video Technology,Textbooks,Discussion (Teaching Technique),Learning Activities,Language Tests,Cooperative Learning,Feedback (Response),Educational Change,Communicative Competence (Languages)

This study aims at investigating the influence of using flipped classroom model on Iranian EFL eleven graders' English achievements and their willingness to communicate. A pre-experimental design was used in this study. The participants were students in four classes of two high schools in Sanadaj, Iran. Two classes functioned as experimental and two others as control. The students in the experimental group (N=48) received instructional videos based on their English textbook. The videos were uploaded on a social network channel made by the researcher so the students could download them and watch them at their convenience time. Each individual participant in the experimental group then had the opportunity to interact with his classmates and teacher via the social network made by the students. This could help the students in the experimental group for the in-class discussion formed on the content of the videos and textbook exercises, Meanwhile, the students in the control group (N=47) received in-class traditional teaching focusing on lectures and explanations by the teacher. Despite these two different ways of presenting the contents of the English textbook, students in both experimental and control groups had the opportunity to take part in various learning activities in each classroom session including collaborative activities, completing the textbook exercises, giving comments and presenting new ideas, giving each other support and feedback and taking in-class quizzes. Statistical analysis of the post- test results revealed that the participants in the experimental group could outperform the participants in the control group. Furthermore, the findings of this study indicated that there was a significant difference in learners' willingness to communicate between experimental and control groups in favor of the experimental group.
Teaching English Idioms to Chinese EFL Learners: A Cognitive Linguistic Perspective
Author: Guo, Yi
Date: 2019-00-00
Type: Journal Articles
Subjects: Chinese,Figurative Language,English (Second Language),Second Language Learning,Second Language Instruction,Psycholinguistics,Teaching Methods,Instructional Effectiveness,Learning Strategies,Native Language,College Students,Foreign Countries,Classification,Pretests Posttests

Learning idioms has always been difficult for L2 learners of English. Drawing on a cognitive linguistic perspective of idiom learning, this paper reports on an empirical study that investigated the effects of incorporating the knowledge of conceptual metaphor and metonymy in L2 classroom instruction of English idioms. The study confirmed the efficacy of applying the conceptual metaphor- and metonymy-based ways of teaching to Chinese college-level EFL learners. It further revealed the different degrees of teaching effect towards different types of metaphoric idioms. While no significant progress was made in learning orientationally and ontologically metaphoric idioms, students benefited more from the conceptual metaphor-based method in learning structurally metaphoric idioms. These findings serve to enrich L2 idiom pedagogy and provide EFL learners with strategies other than &quot;rote memorization&quot; in the process of idiom learning.
The Halo Effect as a Teaching Tool for Fostering Research-Based Learning
Author: Behrmann, Lars
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Heuristics,Student Characteristics,Preservice Teachers,Research Methodology,Student Teacher Attitudes,Bias,Attitude Change,Cognitive Processes,Emotional Response,Foreign Countries,Teacher Education,Competency Based Education,Beliefs,Teacher Expectations of Students

Teachers' use of everyday cognitive heuristics can lead to biases in information processing and, thus, to unfair assessments of student characteristics. This problem can be addressed by a core aspect of research-based learning, i.e., by making use of principles and methods of empirical research in order to systematically collect information. However, pre-service teachers' attitude towards the use of empirical research methods is usually rather low. To foster their attitudes, a total of 444 student teachers were confronted with their own biased perception during a methodology course. Biased perception was triggered by a halo effect inducing experiment. In a subsequent semester, n = 113 of these students participated in an online survey. They answered questions about their cognitive activity and affective reaction following the presentation of the results of the experiment. Moreover, they reported about perceived attitude changes towards systematic thinking and research methods. The results demonstrate the successful implementation of the halo effect, which affected the students cognitively and emotionally. Structural equation modelling showed that attitude change was dependent on both cognitive and affective reactions. The findings indicate that the halo effect is not only easy to implement in university courses but also appears to have substantial impact on students' attitudes towards research-based learning.
The Impact of an Interactive Approach on the Evolution of Moroccan University Students&apos; Conceptions of Neurotransmission
Author: Kouchou, Ihsane
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Scientific Concepts,Teaching Methods,College Science,Science Instruction,Pretests Posttests,Interaction,Instructional Effectiveness,Neurosciences,Science Teachers,College Faculty

Currently, it is taken for granted that teachers have to take into account the conceptions in order to achieve some efficient learning, the latter are generally resistant and may hinder the learning. Studies have shown that learning amounts to make conceptions evolve which play a determining role in the appropriation of scientific concepts such as neurotransmission, which is the subject of our study. This concept is present in the Life Science syllabus as early as high school. The aim of this study is to assess the impact of an interactive approach on the evolution of students' conceptions of neurotransmission. For this purpose, a questionnaire was administered to the first two years' students (second year) in the Life Sciences stream at Dhar El Mahraz Faculty of Science in Fez during the academic year 2016-2017. This questionnaire was in the form of a pre-test and a post-test on learning/teaching of neurotransmission. The results of the study showed that the approach which was adopted had a positive effect on the evolution of the students' conceptions of neurotransmission in that it apparently contributed to a conceptual change for them.
The Influence of Mistake-Handling Activities on Mathematics Education: An Example of Definitions
Author: Gedik Altun, Solmaz Damla
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Education,Definitions,Teaching Methods,Mathematics Activities,Misconceptions,Mathematics Teachers,Preservice Teachers,Pedagogical Content Knowledge,Mathematical Logic,Validity

The study aims to find out the influence of Mistake-Handling Activities to determine mathematical definitions knowledge, which can be regarded as a component of mathematics content knowledge, of teachers on the development of teachers in providing mathematical definitions. Within this framework, Mistake-Handling Activities were carried out with five volunteer mathematics teachers. Written opinions and semi-structured face-to-face interviews were used as data collection tools. During the application, focus group interviews were carried out, and the application was enhanced with discussions. The data were analyzed using the document review method, and codes, categories, and themes were also determined. The results revealed that Mistake-Handling Activities yielded certain emotional advantages such as increasing teachers' interest and curiosity, critical thinking, self-confidence, awareness, and offering different viewpoints as well as yielding cognitive advantages such as recognizing their shortcomings, acknowledging the importance of knowing the definition of a concept, and using the definition.
Citizens of the Teaching Commons: The Rise of SoTL among US Professors of the Year, 1981-2015
Author: Taylor Huber, Mary
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Educational History,Competition,Undergraduate Students,Excellence in Education,Scholarship,Teaching Methods,Teacher Effectiveness,Awards,Professional Recognition,Instructional Leadership,Instructional Innovation,Material Development,Educational Change,Active Learning,Workshops,Faculty Publishing,Expertise,Learning Processes

From 1981 to 2015, the US Professors of the Year program recognized 101 college and university teachers as national winners in its annual competition for faculty who demonstrated &quot;extraordinary dedication to undergraduate teaching.&quot; Their dossiers provide a window onto the leading edge of teaching and educational leadership over a critical thirty-five years when innovative faculty nationwide sought to engage a more diverse set of students, enliven the teaching repertoires of their fields, develop new media for instruction, and encourage more active learning in their classrooms and beyond. But that is not all. As the pace of pedagogical change picked up, so too did the level of engagement with colleagues both on and beyond campus on educational issues. The roster of national winners has always included authors of textbooks and other materials, but as time went on, a growing number were also making their approaches to pedagogical problems public through workshops, conference presentations, and publications. Increasingly engaged in the scholarship of teaching and learning, the US Professors of the Year reflect the emergence of a new view of the nature and source of teaching expertise and of what it means to be a &quot;citizen&quot; of the teaching commons.
Using Study Times for Identifying Types of Learners in a Distance Training for Trainee Teachers
Author: Stiller, Klaus D.
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Study Habits,Outcomes of Education,Electronic Learning,Self Management,Learning Strategies,Anxiety,Computer Attitudes,Student Motivation

One focus of distance learning research is to explore the extent that learner characteristics and skills determine learning outcomes and to elaborate predictive models of performance. Modern approaches can benefit from objective data, such as various time indices and frequencies of learner actions, provided by log systems catching online traces to identify learners that are in threat of performance loss. This approach might result in better online diagnostics and intervention methods when the mechanisms behind log data are known. Following this idea, the current study gained objective and subjective study time parameters and explored how study time is connected to learner characteristics and learning by using a script-based modularized distance-training course about media education. Data was collected from 379 trainee teachers. Given a calculated workload of 60-90 min per training module, students were clustered into two groups: learners having spent less than 25 min for at least one of their completed modules (n = 118; short study time group) and learners having spent more than 25 min for each completed module (n = 261; long study time group). The first goal was to investigate the extent that study time is relevant for learning process and success. Groups were compared in their ratings of content difficulty, difficulty of studying, invested effort, and experienced pressure while learning, and their test performance. Differences between groups were found in all variables. The long study time learners experienced less content difficulty, studying difficulty, and pressure while learning, but reported more effort and showed higher performance. The second goal was to explore the effect of learner characteristics on study time. Groups were compared in their domain-specific prior knowledge, intrinsic motivation, computer attitude, computer anxiety, and use of learning strategies. Long study time learners showed a higher level of motivation, competences in metacognitive learning strategies, and strategy use for arranging an adequate learning environment. These findings revealed that study time is indicative of problematic students that could be targets for interventions.
Canadian Undergraduates&apos; Reports of Co-Curricular Involvement across the Degree
Author: Martini, Tanya
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Learning Experience,Experiential Learning,Educational Attitudes,Extracurricular Activities,Career Planning,Volunteers,Intramural Athletics,Clubs,Intention,Student Participation,Career Readiness,Transfer of Training

The study discussed in this article investigated university student beliefs and behaviours with respect to co-curricular activities among incoming (n=983), mid-degree (n=173), and graduating (n=1006) students. When asked about their most significant learning experiences during their time at university, graduating students were more likely to report on co-curricular activities than those related to coursework. However, participation in co-curricular activities was not related to graduating students' feelings of preparedness to undertake a job search or apply for postgraduate education. Incoming students reported clear intentions to participate in some types of co-curricular activities (e.g., volunteering, intramural sports, clubs) but were more uncertain about others (e.g., events or activities related to global awareness, or diversity and inclusion). Parallel findings were observed with respect to actual co-curricular involvement among mid-degree and graduating students. This research is discussed in the context of university efforts to promote co-curricular activities to students in order to develop career ready transferrable skills, and the relevance of particular patterns of involvement to the current job market.
Creative Innovation Takes a (Team-Teaching) Family
Author: Pope-Ruark, Rebecca
Date: 2019-00-00
Type: Journal Articles
Subjects: Team Teaching,Interdisciplinary Approach,College Faculty,Experiential Learning,Program Implementation,Citizen Participation,Teacher Collaboration,Undergraduate Students,Social Change,School Community Programs,Service Learning,Teacher Student Relationship,Student Attitudes,Program Design,Student Projects,Public Health,Creativity

Team teaching can be a valuable means of enabling cross-disciplinary collaboration, interdisciplinary study, and pedagogical innovation, but the logistical and intellectual challenges can seem too daunting to overcome. Here, we share the story of how four faculty members from professional writing, communications, and computing sciences developed a team teaching &quot;family&quot; as we imagined, created, launched, and ran an innovative experiential learning program at our university. The Design Thinking Studio in Social Innovation is a semester-long program worth four full courses of credit that brought us together with 14 students from disciplines across the university to learn and apply design thinking and social innovation theories to a large-scale civic engagement project. Here we explore the lived experience of the faculty during the pilot semester and how our team-teaching family was crucial to our personal and professional success supporting our &quot;kids&quot; in this high-stress environment. We then offer tips for creating your own team-teaching family.
Psychological Counseling and Guidance Services in Early Childhood Education
Author: Gencoglu, Cem
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychological Services,Counseling Services,Guidance Programs,Early Childhood Education,School Counselors,Preschools,Parent Education,Prevention,Identification,Early Intervention,Foreign Countries

The purpose of this study is to identify views of counselors working in early childhood education institutions about psychological counseling and guidance services. To this end, face-to-face interviews were carried out with 73 guidance teachers using semi-structured interview forms in order to explore their views about counseling and guidance services offered in early childhood education. The study used a qualitative phenomenological research design. The sample consisted of 73 guidance teachers working in preschools or nursery classes in primary schools. The data were analyzed using content analysis. According to the analysis results, the guidance teachers mostly considered psychological counseling and guidance services to be necessary especially for parent education, preventiveness, and developmental guidance. They also held the view that there should be a separate assignment for the reconstruction of psychological counseling and guidance services in early childhood education and focus should be directed on especially family-related work. The results were discussed in relation to the existing literature.
Enhancing Elementary Science Learning through Organic Chemistry Modeling and Visualization
Author: Fried, Daniel B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Science,Science Instruction,Organic Chemistry,Models,Visualization,Molecular Structure,Grade 3,Grade 4,Grade 5,Elementary School Students,Hands on Science,Teaching Methods

The scientists of the future will need to begin studying science to great depth, much earlier in life, in order to keep up with the accelerating pace of discovery and technological innovation. For this to be possible, engaging and child-friendly pedagogical approaches need to be developed that leverage the natural enthusiasm of young science learners, as many students lose interest in science well before they encounter the rich subject matter of high school and college. This study provides evidence that a specially-designed chemistry curriculum can allow students 8-11 years old to rapidly learn advanced material while motivating them. The curriculum adhered to a backward design strategy and utilized a visual approach to chemistry learning. It also featured extensive use of hand-held organic chemistry model building and computerized molecular modeling activities. The 5-session study involved 63 students from grades 3-5 from an economically disadvantaged urban school in New Jersey. Despite the technical nature of the program, student motivation for chemistry learning was high, and assessment results showed students' high-level understanding of the material.
Analysis of the Parental Support Perceived by Pre-Service Music Teachers in Instrumental Education in Line with Some Variables: Uludag University Sample
Author: Arslanhan, Ecehan
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Participation,Preservice Teachers,Music Teachers,Foreign Countries,Music,Music Education,Musical Instruments,Student Attitudes,Correlation

In this study, it was aimed to examine existing condition of parental support taken by pre-service music teachers in instrumental education according to some variables and to determine the relationship between them. 123 students, who study in Uludag University Department of Music Education, constitute the sample of the research. The data collected with &quot;Parental Support Scale Perceived in Instrumental Education&quot; is analyzed with t-test, ANOVA and Mann-Withney U test. The results demonstrated that parental support perceived in instrumental education does not change according to gender, living together/separate status of parents, mother's working/not working status, income level of parents or students living together/separate with parents' status. Nevertheless, when the class level increases, the parental support perceived in instrumental education decreases. Also, it is determined that the students who has someone playing musical instrument in their family has higher points for parental support perceived in instrumental education. There was a significant linear trend, indicating that as the education level of mother increased, both the sub-dimensions and total scores of parental support perceived in instrumental education increased proportionately. On the other hand, as the education level of father increased, only the total scores increased proportionately.