ethanporcaro/eric-fulltext-meta huggingface dataset:
Action Research in Pre-Service Teacher Education: Is There Value Added?
Author: Lattimer, Heather
Date: 2012-06-00
Type: Journal Articles
Subjects: Action Research,Preservice Teachers,Value Added Models,Preservice Teacher Education,Teacher Education Programs,Classroom Techniques,Instructional Effectiveness,Teaching Methods,Mixed Methods Research,Comparative Analysis,College Graduates,Graduate Surveys,Elementary School Teachers,Secondary School Teachers,Interviews

This paper examines the value added by engaging pre-service teacher candidates in action research. At a time when teacher preparation programs are under pressure to respond to state and national assessments, extend field experiences, and meet other external demands, what added benefits are gained from also requiring action research from the candidates? The study uses a mixed methods approach to compare graduates from two programs, one that does require action research and one that does not. Findings indicate that although there is little added benefit in relation to knowledge and skills, action research does strengthen candidates' dispositions toward effective classroom practice.
The Fight in My Classroom: A Story of Intersectionality in Practitioner Research
Author: Casey, Zachary A.
Date: 2011-06-00
Type: Journal Articles
Subjects: High School Students,African American Students,White Students,Conflict,Violence,Controversial Issues (Course Content),Racial Bias,Learning Experience,Educational Practices,Race,Teacher Role,Classroom Environment,Classroom Techniques,Teacher Researchers,Classroom Research

Using the story of a fight between an African American male student and a white male student in a high school classroom, I trace not only the raced and classed actors involved, but also the story of my sense making as a practicing teacher and researcher. Drawing on the concept of intersectionality, I show how a story that seems as simple as a racist white student and a reactionary African American student is far more nuanced and complex. Finally, I discuss what this complexity means for us as researchers of our own practice, and find that intersectionality as a theoretical tool can give us as researchers and practitioners new-found insights into processes of oppression as well as into our own practice.
Teaching as Inquiry: One School&apos;s Approach Using a Macro Level Cycle
Author: Bird, Lyn
Date: 2011-06-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Researchers,National Curriculum,Inquiry,Faculty Development,Quality Circles,Educational Objectives,Reflective Teaching,Observation,Discussion,Scoring Rubrics,Teacher Collaboration

This article outlines the &quot;Inquiry Cycle&quot; at Ilam School in New Zealand. It is underpinned by the main tenets of the New Zealand Curriculum &quot;Teaching as Inquiry&quot; statement. Ilam's cycle involves seven core elements that evolved over a two-year, whole-school journey focused on developing a meaningful localised curriculum framework, building a community of learners, and ensuring all professional development is a comprehensive, sustained, and intensive approach to improving teachers' and principals' effectiveness in raising student achievement. They are: (1) Teaching and learning goals; (2) Ariki Project Quality Learning Circles; (3) Moderation of students' work; (4) Learning Walks; (5) Specific quality professional development; (6) Classroom Observations, and (7) Effective Pedagogy Rubric. Successful programmes encourage the development of teachers' learning communities, provide ways for teachers to share their expertise and experience more systematically, and develop schools as learning organisations. The perceived positive outcomes of the &quot;Ilam Macro-Level Teaching as Inquiry Cycle&quot; confirm the value of this approach and offer further insight into how this could be structured. Such a structure might build on the ideas from the Ariki Project, where connections can be viewed between the principal's intents, teacher behaviour, and student outcomes.
Empowerment Research or Equivalent Research: One University&apos;s Journey into Action Research
Author: Travick-Jackson, Cecelia
Date: 2012-01-00
Type: Journal Articles
Subjects: Empowerment,Action Research,Research Projects,Graduate Study,Universities,Masters Programs,Interviews,Case Studies,College Faculty,Masters Degrees,Grounded Theory,Graduate Students

Action research classes are being offered in many universities as part of the education curriculum. The definition and methods for conducting educational action research are as varied as the projects and people engaging in them. This paper seeks to define educational action research as it applies to one graduate program that incorporates action research classes into its Master of Education program as a requirement for the graduate degree. The university is a small private liberal arts university that graduates 50-70 teachers from it masters' program each year. The research is grounded in in-depth interviews with the two professors who organized, planned, and initiated the action research classes. In addition to defining action research the paper examines the rationale and formation of the classes. The analysis shows that while the action research classes can be empowering for the professors and the practicing teachers, the practicing teacher's research projects are greatly influenced by the prior research knowledge of the instructing professor and the university's institutional review board.
Investigating Tertiary Level EFL Learners&apos; Willingness to Communicate in English
Author: Basöz, Tutku
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Interpersonal Communication,Readiness,Intention,Tourism,Measures (Individuals),Individual Differences,Statistical Significance,Student Surveys,Student Attitudes,Communicative Competence (Languages),College Second Language Programs,Foreign Countries

The present study aimed to investigate Turkish EFL learners' perceived levels of willingness to communicate (WTC) in English inside and outside the classroom. The study also aimed to explore whether there is a statistically significant difference between their in-class WTC in English and out-of-class WTC in English. The study, which employed a quantitative research design, was conducted with the participation of 701 EFL learners enrolled in the departments of Tourism Guidance and Tourism Management at Balikesir University Faculty of Tourism located in Balikesir, Turkey. The data collection instrument included a scale which measures the participants' perceived levels of WTC in English. The data were analyzed descriptively through IBM SPSS 21. The findings of the study indicated that EFL learners have a moderate level of WTC in English. The findings also showed that there was a statistically significant difference between the participants' perceived levels of their in-class WTC in English and their out-of-class WTC in English. It was found that they are more willing to communicate in English outside the classroom than they are inside the classroom. In the light of the findings, some practical recommendations were also noted.
Effects of Enhancement Techniques on L2 Incidental Vocabulary Learning
Author: Duan, Shiping
Date: 2018-00-00
Type: Journal Articles
Subjects: Incidental Learning,Vocabulary Development,English (Second Language),Second Language Learning,Second Language Instruction,Retention (Psychology),Reading Materials,Teaching Methods,Native Language,College Students,Pretests Posttests,Comparative Analysis,Measures (Individuals),Foreign Countries,Language Tests,Statistical Analysis

Enhancement Techniques are conducive to incidental vocabulary learning. This study investigated the effects of two types of enhancement techniques-multiple-choice glosses (MC) and L1 single-gloss (SG) on L2 incidental learning of new words and retention of them. A total of 89 university learners of English as a Foreign Language (EFL) were asked to read the same reading texts with the two types of glossing and no glossing. Vocabulary acquisition was measured with the vocabulary knowledge scale (VKS). The results indicated that there were obvious vocabulary gains for both MC and SG groups. MC glossing is more conducive to incidental vocabulary learning than SG glossing in both immediate and delayed vocabulary post test. What's more, learners with larger vocabulary size demonstrated much more significant gains than those with small ones.
Research on the Application of &quot;Tree Analysis Diagram&quot; to the Teaching of English Argumentative Writing of the Chinese EFL Learners
Author: Liu, Xiaokai
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Grammar,Vocabulary Development,Writing (Composition),Comparative Analysis,Thinking Skills,Writing Instruction,Persuasive Discourse,Teaching Methods,College Students,Questionnaires,Statistical Analysis,Asian Culture,Confucianism,Buddhism,Cultural Influences,Cultural Differences

Writing as one of essential skills in English learning is attached more and more importance. English writing involves not only the application of lexicon and grammar, but also the construction of the text and the expression of the thought. For Chinese EFL learners, the common problem in English writing is that they tend to apply the Chinese thinking pattern and organizational pattern to wording, phrasing and even the text construction. In other words, Chinese EFL learners lack English thought pattern. Based on that, the researcher puts forward the &quot;tree analysis diagram&quot; to help Chinese EFL learners acquire the English thinking pattern. The current research compares the differences between the Chinese thinking pattern and the English thinking pattern; analyzes the effect of these differences on English writing and verifies the effectiveness of the &quot;tree analysis diagram&quot; in helping Chinese EFL learners developing the English thinking pattern and improving the quality of English writing by an experiment. The results of the research showed that the Chinese thinking pattern influences students' English writing and the main problem is that the organizational pattern and the logic of the writing are not clear. After the application of the &quot;tree analysis diagram&quot;, the results showed that &quot;tree analysis diagram&quot; to some extent can help Chinese EFL learners avoid the influence of the Chinese thinking pattern; improve the ability of composing English writings with the English thinking pattern; develop the habit of conceiving and writing in English; arouse the interest for English writing and eventually improve the quality of English writing.
On the Pragmatic Functions of English Rhetoric in Public Speech: A Case Study of Emma Watson&apos;s &quot;HeForShe&quot;
Author: Yuan, Bin
Date: 2018-00-00
Type: Journal Articles
Subjects: English,Rhetoric,Public Speaking,Case Studies,Critical Reading,Opinions,Discourse Analysis,Pragmatics,Gender Issues,Sex Fairness

The current research is mainly conducted to explore the pragmatic functions of English rhetoric in public speech. To do this, methods of close reading and case studies are adopted. The research first reveals that the boom of public speech programs helps reexamine the art of utterance, during the delivery of which English rhetoric plays an indispensable role in shaping and expressing a speaker's opinions, and then, with Emma Watson's &quot;HeForShe&quot; as a case study, concludes the specific pragmatic functions of English rhetoric: parallelism helps strengthen opinions; irony shows dissatisfaction, disapproval or rejection; rhetorical questions invite no answers, but call for emphasis and sense of urgency; contrast describes difference(s) so as to show preference. Use of proper English rhetoric devices in public speaking as well as in daily life improves communicative effect and efficiency.
Saudi Parents&apos; Perceptions of the Kind of Help They Offer to Their Primary School Kids
Author: Mahmoud, Salameh S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Elementary School Students,Questionnaires,Homework,Parent Child Relationship,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Parent Teacher Cooperation,Family Environment,Parents as Teachers

Parents in the Kingdom of Saudi Arabia usually help their kids in early school years especially in English language. This help varies according to the parents' level of education, the degree of difficulty of the curriculum and the type of school their kids join. Sometimes they give the right kind of help that matches the teachers' strategies and objectives and most of the time their help is in the wrong direction. This study aims at investigating the Saudi parents' perceptions of the kind of help they offer to their primary school kids in order to decide which help is constructive and which is misleading. To this end, the researcher designed a 29-item questionnaire divided into three categories under three subtitles and distributed it to one hundred parents. The results of the study showed that the majority of parents agreed that a healthy constructive parents-teachers relationship is very important for a successful kid at school. It also showed that the parents' help whether direct through helping the kid in homework, assignments or projects or indirect through saving a motivating environment or involving him in cocurricular activities is vital for a fruitful academic life for kids. The study recommended that certain kinds of help such as direct translation to L1 or the exaggerated help that sometimes reaches to doing assignments on behalf of kids should be avoided.
The Impact of Glossed Texts on Reading Comprehension among Tertiary Saudi Students
Author: Alharbi, Bader
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Postsecondary Education,Vocabulary Development,English (Second Language),Second Language Learning,College Second Language Programs,Control Groups,Experimental Groups,Preferences,Text Structure,Pretests Posttests,Majors (Students),Second Language Instruction,Foreign Countries,Statistical Analysis

The purpose of this study is to explore the existing effect of gloss conditions on reading comprehension and vocabulary understanding of learners in the context of English as a foreign language. The study composed of 72 male students aged between 19 and 21 years selected from Qassim University in Saudi Arabia. The participants were divided into four groups, namely; L1 Arabic gloss, L2 English gloss, a combination of L1 and L2, and the last group with no gloss. Results and findings of the study revealed a significant difference regarding the comprehension of the texts among the experimental groups when correlated with the control group. Additionally, there was no significant change noted regarding performance among the experimental groups. Another finding indicated that the learners had a preference of L1 and L2 gloss over L1 gloss and L2 gloss types, with 93.03% of them preferring to read glossed texts. Overall, these findings suggest that the gloss and no conditions were significantly distinct. This research results will be beneficial for future studies that are interested in developing reading comprehension of EFL learners.
Effect of X-Word Grammar and Traditional Grammar Instruction on Grammatical Accuracy
Author: Livingston, Sue
Date: 2018-00-00
Type: Journal Articles
Subjects: Grammar,Teaching Methods,Accuracy,Essays,Verbs,Second Language Learning,College Students,Writing Improvement,Comparative Analysis,Instructional Effectiveness,Sentences,Error Analysis (Language),Error Correction,Feedback (Response),English (Second Language),Second Language Instruction,Intensive Language Courses,Writing Instruction,Control Groups,Experimental Groups,Statistical Analysis

This study first briefly describes an instructional approach to teaching grammar known as X-Word Grammar and then compares its effectiveness in assisting students in achieving grammatical accuracy with traditionally taught grammar. Two groups of L2 pre-college students were taught using curricula and practice procedures in two different grammar texts over a three-month period of time for 20% of their class time. Essays written at three different times were analyzed for the correct and incorrect use of sentence patterns and verb constructs. Results demonstrated that improvement (writing with less error) was larger in both categories for the X-Word Grammar group and significant for two verb constructs as compared to the traditional grammar group, indicating that X-Word Grammar students wrote more accurately in month three than they did in month one of the study when compared with students in the traditional grammar group. Possible reasons for these results are discussed in light of the differences in the two approaches and how these differences support the literature on ways of improving grammar instruction.
Maximize the Mobile Learning Interaction through Project-Based Learning Activities
Author: Sulisworo, Dwi
Date: 2018-03-10
Type: Journal Articles
Subjects: Student Projects,Active Learning,Teaching Methods,Telecommunications,Handheld Devices,Learning Strategies,Online Courses,Management Systems,Questionnaires,Learning Experience,Student Attitudes,Peer Relationship,Teacher Student Relationship,Physics,Scores,Reflection,Science Instruction,Statistical Analysis,Teacher Education,Technological Literacy,Preservice Teachers,Foreign Countries

Mobile learning implementation at school is a must and meets what students currently need. To facilitate those conditions, teachers also need to have competencies in managing online learning. This research is a descriptive research to find out the experience of students who are prospective teachers when attending the mobile learning course supporting Moodle open source application on the topic of 'designing online learning.' Constructivist On-Line Learning Environment Survey (COLLES) questionnaire which is installed on learning management system was used to find out the learning experience. This poll includes six aspects which are relevance level, the reflective level for students, student interactivity level, tutor support level, peer support level and communication level of student and tutor (interpretation). Each aspect consists of 4 items, so there are 24 items in total. Learning strategy used is project-based learning. The final product is online learning design for physics. Analyzing data from the questionnaire, the highest score is relevance (86.54%), followed by peer support (83.65%), tutor support (78.85%), reflective thinking (73.08%), interpretation (70.19%), and the lowest one is interactivity (69.23%). This result shows that altogether students experience positive learning through online learning.
A Study on Young Turkish Students&apos; Living Thing Conception
Author: Özgur, Sami
Date: 2018-03-10
Type: Journal Articles
Subjects: Foreign Countries,Questionnaires,Qualitative Research,Student Attitudes,Misconceptions,Grade 3,Grade 4,Grade 5,Elementary School Students,Middle School Students,Statistical Distributions,Science Instruction,Elementary School Science,Biology

The aim of this study is to find out young Turkish students' opinions about living thing concept in detail and to investigate the criteria used by the students to define this concept. The study sample consisted of randomly selected 140 students studying at the 3rd, 4th and 5th grades in four different primary and middle schools located in the western part of Turkey. The data of the study were collected with the help of &quot;Living Thing Conception Questionnaire&quot; which was adapted from Rolland (1994) and developed by the researchers. Qualitative methods were utilized in data analysis. As a result, of the analysis, it appeared was seen that the students tended to explain the concept of living things via anthropomorphism and a number of misconceptions were determined in at this respect. These misconceptions could be It is thought that those results can be originated from Turkish cultural structure and formal education system. In order to correct remove such misconceptions, teachers should consider them during teaching process and teaching/learning process should be supported with appropriate activities such as out of class activities. Thus, the misconceptions of the students related to living things with anthropomorphic roots can be overcome.
An evaluation of Global Zakat Game (GZG) as edutainment board game in enhancing Zakat education in Malaysia
Author: Rahman, Azman Ab.
Date: 2018-03-10
Type: Journal Articles
Subjects: Foreign Countries,Educational Games,Islam,Experiential Learning,Instructional Effectiveness,Outcomes of Education,College Students,Altruism,Donors,Prosocial Behavior,Instructional Design,Student Surveys,Observation,Statistical Analysis

Board games have become one of the useful tools in teaching and learning. Many instructors and educators have chosen to use board games to enhance the way of delivering course contents. A board game will help students understand the education concept quickly and get involved in experiential learning, where students can manage and solve problems in an actual situation. This study will focus on the evaluation of a board game, namely Global Zakat Game (GZG) as a Zakat edutainment tool among users at various levels of learning institutions in Malaysia. The respondents were purposively selected among a Malaysian national competition in using Global Zakat Game (GZG) organized at Islamic Science University of Malaysia (USIM) on 8 November 2017. A questionnaire was distributed among 235 participants from various levels of learning institutions during the national event to evaluate the practical use of GZG as a Zakat edutainment tool in increasing their comprehension and understanding on Zakat theories and concepts. The result indicated that the use of GZG as a Zakat edutainment tool has a positive impact on users and players as it helps them to learn more about Zakat theories and concepts between high (4.65) and moderate high (3.95) mean scores. Most of the respondents mentioned that they enjoyed playing GZG as it involves experiential learning. It also can be used as an edutainment tool for learners and society at all ages.
Latent Profile Analysis of the Good Teacher Characteristics in the 21st Century in the Northeastern Region of Thailand
Author: Sripai, Sunan
Date: 2018-02-23
Type: Journal Articles
Subjects: Profiles,Teacher Characteristics,Classification,Interviews,Teacher Attitudes,Expertise,Awards,Elementary School Teachers,Sampling,Factor Analysis,Questionnaires,Reliability,Probability,Role Models,Foreign Countries,Statistical Analysis

This research aimed to analyze the Latent Group Profile, hereafter (LPA) of good teacher characteristics' in the 21st century in the Northeastern region of Thailand. The samples were 4 groups, viz; 10 expert teachers for interviewing on the draft of the variable to develop the indicators; 12 teachers who won Guru Awards from Teachers Council for in-depth interviewing and use the data to adjust the variable to confirm good teacher characteristics' in the 21st century in a real situation. 1,103 primary school teachers in the Northeastern region were random from 11 provinces and were selected by applying multi-stage sampling technique and employed them for second-order confirmatory factor analysis. The research instrument was a set of 71 items questionnaire focusing on the good teacher characteristics' in the 21st century. The reliability of the questionnaire was at 0.933 and the discrepancy was between 0.264-0.696. The research findings revealed that, the LPA had 3 models, and the numbers of the groups in each model were 2, 3 and 4, respectively. When considering the probability that the classification was the most accurate (E_k), it was the model with 2 groups (likelihood = -7138.381, AIC = 14344.763, BIC = 14514.960, ABIC = 14406.967, E_k = 0.954). The proportion of the teachers in the LPA group 1 were 483 teachers, who were being a good role model for the learners (43.79%) and the LPA group 2 were 620 teachers, who believed in good values (56.21%).