ethanporcaro/eric-fulltext-meta huggingface dataset:
An Experiential Online Training Approach for Underrepresented Engineering and Technology Students
Author: Mohammadi, Arefeh
Date: 2020-00-00
Type: Journal Articles
Subjects: Experiential Learning,Disproportionate Representation,Engineering Education,Technology Education,STEM Education,Community Colleges,Two Year College Students,Minority Group Students,Labor Force Development,Dislocated Workers,Nontraditional Students,Transformative Learning,Manufacturing Industry,Adult Vocational Education,Outcomes of Education,Construction Industry,Program Effectiveness,Older Adults,Females,Ethnic Groups,Online Courses

Workforce pipelines are essential to sustain a productive workforce in an increasingly competitive, high-tech environment. Advanced automation, sensors, materials and data analytics will increase the need for highly skilled workers in the manufacturing (and manufactured construction) sector. Attracting and developing the next-generation workforce is not without its challenges; however, students are often deficient in technical skills and generally have negative perceptions about manufacturing and construction. As a result, new education and training models have been developed to provide instruction at all levels of the educational system, with a focus on both traditional students and non-traditional students, including ethnic minorities, women, veterans, disabled persons and older adult learners. This study focused specifically on certain underrepresented students in STEM programs offered at community colleges in the Great Plains region of the U.S. An available online training program by the Society of Manufacturing Engineers was used as a contextualized online training tool. The Learning Management System embedded in this online training tool was used to gather student data. Conducting multiple regression analyses on the test outcomes, completion rates, and improvement between post-test and pre-test scores showed that female participants achieved greater improvement between pre- and post-test scores than males, and achieved higher rates of credentialing compared to all other demographic groups. African American participants achieved greatest improvement between pre- and post-test scores than all other ethnic groups while Hispanics achieved higher rates of module completion. Additionally, this study also examines the background related to contextualized teaching and learning, as well as the effectiveness of this delivery method for these underrepresented populations.
Quality of Feedback in Higher Education: A Review of Literature
Author: Haughney, Kathryn
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Feedback (Response),Standards,College Faculty,Teacher Competencies,Student Evaluation,Preservice Teachers,Teacher Attitudes,Student Attitudes,College Students,Evaluation Methods

In raising the standards for professional educators, higher educators must be prepared to provide the highest quality feedback on student performance and work products toward improved outcomes. This review of the literature examined the major findings of 70 quantitative, mixed methods, or qualitative studies found in higher education journals across a range of disciplines. Multiple recommendations and results for feedback emerged which fall into the categories described by Susan Brookhart. This review found research for each of Brookhart's categories, with results indicating differences between the perceptions of adherence to sound feedback practices versus the reality of implementation, the potential for innovative tool use, and a disagreement about the effectiveness of peers for providing effective feedback. Indicators for quality within the research confirmed the importance of commonly accepted standards such as positivity, specificity, timeliness, and encouraging active student participation. Additionally, trends and themes indicated a need for the consistent implementation of the feedback exchange process and flexibility to account for student input/preferences. Greater consistency toward the application of these quality indicators should be undertaken when determining the quality of higher education feedback for preservice teachers prior to undertaking summative licensure assessments.
Moving Spaces: Mapping the Drama Room as Heterotopia
Author: Szatek, Elsa
Date: 2020-00-00
Type: Journal Articles
Subjects: Drama,Females,Community Programs,Foreign Countries,Classroom Environment,Environmental Influences,Performance,Adolescents,Theater Arts,Space Utilization,Social Influences,Resistance (Psychology),Gender Issues

This article is aimed at exploring the political characteristics of the drama space, which reflects, juxtaposes, and opposes particular sites in a participant's everyday life, such as the school. By putting spatial theories to work, this article investigates the drama space belonging to an all-girls community group in Sweden, participation in which is voluntary and where the artistic work produced relies on a democratic process, with the girls' input being vital. I conceptualise the drama room as a heterotopia that functions as an exclusive and excluding space as a well as a space of resistance. Based on interviews with the girls, this ethnographic study challenges the conventional notion that applied drama is only an interrelational matter between the drama participants. By examining the drama room's role as the 'other place' in the girls' everyday lives while being connected to 'everyday' places, this article demonstrates the drama room as an important space for the girls to have agency, there and elsewhere. When placing space and place in the foreground, a 'dramaspaceknowledge' emerges, the influence of which stretches beyond the drama room. This article argues that the girls' dramaspaceknowledge is utilised when creating a performance and while challenging structures and norms elsewhere, such as in their schools and communities.
Less but Better? Teaching Maths in Further Education and Collateral Growth
Author: Nixon, Lawrence
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Continuing Education,Postsecondary Education,Foreign Countries,Student Attitudes,Teacher Attitudes,Mathematics Achievement,Mathematics Anxiety,Mathematics Teachers,Student Experience,Mathematics Curriculum,Exit Examinations

The paper presents and explores the experience of maths students studying in a context shaped by a core concept maths curriculum. The three vignettes that illuminate experience are drawn from a larger research project that worked with five teachers and 630 learners aged 16-18 in Further Education classrooms in England. Analysis involved distinguishing different understandings of being good at maths, different views of a good maths curriculum and identifying enablers and barriers to being a 'successful' maths student. Dewey's ideas about focused experience and collateral learning were used to deepen this analysis. The paper reports a surprising finding. In some cases, students recognize the positive impact learning maths had on developing their wider human capabilities. Maths teachers in England, working in the context of 'new public management', may find reasons to take heart from the accounts of teaching and learning presented. For the international reader who is grappling with the challenge of reengaging maths students, the accounts of what matters to students could spur a reconsideration of priorities and practice.
Students&apos; Academic Use of Mobile Technology and Higher-Order Thinking Skills: The Role of Active Engagement
Author: Kim, Hye Jeong
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Handheld Devices,Technology Uses in Education,Thinking Skills,Learner Engagement,Foreign Countries,Academic Achievement

The academic use of mobile technology engages students beyond traditional classroom contexts. Over the past few years, higher education institutions have promoted students' learning and growth by supporting their use of mobile technology. Mobile technology offers educational possibilities that can enhance students' growth in higher education. The aim of this study is to examine the relationship between college students' academic use of mobile technology and higher-order thinking skills through their active engagement and learning effort. The sample consisted of 456 students at a university in South Korea, and the data were analyzed using partial least squares structural equation modeling. The results suggest that the academic use of mobile technology influences students' higher-order thinking skills directly, in addition to their learning effort and active engagement in courses. These findings provide valuable information for higher education institutions that seek to introduce interactive and technology-integrated environments.
Hong Kong Teachers&apos; English Oral Input in Kindergarten Classrooms
Author: Lai-Reeve, Sara
Date: 2018-00-00
Type: Journal Articles
Subjects: Oral Language,Linguistic Input,Kindergarten,Second Language Learning,Second Language Instruction,Foreign Countries,Pronunciation,English (Second Language),Learning Activities,Native Speakers,Teaching Methods,Language Usage,Chinese,Phonological Awareness,Vocabulary,Classroom Observation Techniques,Positive Attitudes,Self Efficacy

Oral input has long been recognised as a key factor influencing second language acquisition in early childhood. Children rely heavily on oral input to learn new words and develop phonological awareness of a language. However, in the context of English teaching in Hong Kong kindergartens -- which feature diversity in language use in the classroom -- little work has been done on the oral input given to children. This study examined the English oral input of teachers in Hong Kong kindergarten classrooms. It investigated the amount and features of teachers' English oral input, and how the input affected the conditions for English language learning. Classroom observations were conducted monthly for three months with one native speaking (NS) and two non-native speaking (NNS) kindergarten teachers together with a total of 44 Chinese-speaking children. The research used the Oral Input Quality Observation Scheme developed for systematically collecting oral input and output data from the teachers and children respectively. The results show that the learning activities did not seem to be hindered by the different pronunciations of the NS and NNS teachers. However, the NS teacher tended to use a broader variety of vocabulary and a richer amount of English than the NNS teachers. Both the NS and NNS teachers demonstrated limitations in pedagogical skills in teaching the children English pronunciation. The implications of the results are discussed in relation to the context of English teaching in Hong Kong kindergartens.
How Creativity in STEAM Modules Intervenes with Self-Efficacy and Motivation
Author: Conradty, Cathérine
Date: 2020-00-00
Type: Journal Articles
Subjects: Creativity,Art Education,STEM Education,Learning Modules,Self Efficacy,Student Motivation,Children,Adolescents,Science Instruction,Gender Differences,Foreign Countries,Cognitive Processes,Science Careers

Many current curricula, in going beyond traditional goals, increasingly foster creativity in science classrooms, declaring creativity a core skill of the 21st century. For enhancing creativity in science classrooms, the subject Arts is considered to offer a potential way from STEM (Science, Technology, Engineering, Mathematics) to STEAM (STEM with Arts)). The Horizont-2020 project Creations prepared more than 100 creativity-enhancing STEAM modules based on the 5E instructional model. STEM subjects were mathematics, biology, physics, chemistry or technology, and often interdisciplinary for different school and class levels between the ages of nine and nineteen. All modules provided a social environment fostering creativity where students imagine, explore, experiment, test, manipulate, and speculate. Exemplarily, five modules including physics, math, and biology, were selected, for monitoring motivation and creativity. The first was measured on the level of career-motivation and self-efficacy, the latter focused on two sub-constructs: active cognition such as idea processing (ACT), and a mental state of creative immersion (FLOW). Subjects were a sample of 995 students (9-18 years). In summary, no gender impact or age effect appeared in any of the monitored variables. Participation intervened with Self-Efficacy and ACT, while Career Motivation or FLOW did not. Act as a cognitive variable associated with creativity might be more sensitive to changes, whereas Flow as a parameter measuring a state of mind related to emotion appears more stable. Path analysis supported the role of creativity for Career-Motivation by promoting Self-Efficacy. Conclusions for appropriate educational settings to foster STEAM environments are discussed.
Drawn to Story
Author: Gregson, Daniel
Date: 2020-00-00
Type: Journal Articles
Subjects: Story Telling,Teaching Methods,Academic Language,Writing (Composition),Higher Education,Graduate Students,Foreign Countries,Researchers,Educational Research,College Faculty,Research Methodology

Rising to the demands of academic writing, scholarship and research is challenging for many practitioners in post compulsory education. Only a small number manage to see their research through to completion and write-up. Therefore, their work is under-represented in peer-reviewed, published literature in the field of educational research. This article foregrounds the role of stories, storytelling and image in the development of different kinds of language, including scholarship and academic writing. Narrative accounts of experiences of practitioner-researchers beginning to engage in research through intensive residential research development workshops, delivered as part of a national Practitioner Research Programme (PRP), are used to illustrate the power of oracy, imagery and story in extending our ability to develop language; research and represent experience; and portray different forms of understanding in a range of educational contexts. The results indicate that being able to listen, read and 'see' the research stories of more experienced researchers, as well as telling stories of their own experiences of research, enables participants to become more comfortable in using experiences of educational practice as a starting point for research and to regard research and practice not as a dichotomy or as separate activities, but as dynamic and integral aspects of educational improvement.
How ESP Pedagogy in International Virtual Collaboration Contributes to the Authenticity of the Learning Process: A Case Study
Author: Winn, Wendy
Date: 2018-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Correlation,Engineering Education,Computer Science Education,Critical Thinking,Computer Mediated Communication,Teaching Methods,Second Language Learning,Second Language Instruction,Information Technology,Collaborative Writing,Intercultural Communication,Technical Writing,Business Communication,Cooperative Learning,Language Proficiency,Cultural Differences,International Cooperation,Case Studies,Learning Processes,Foreign Countries,Native Speakers,English (Second Language),College Students,Program Descriptions

Given the rapid advances in information communication technology (ICT) and the ever-increasing likelihood that students will be collaborating on cross-cultural teams in their future careers, creating opportunities to engage in collaborative writing projects across borders and then observing the dynamics of international virtual online collaboration have high pedagogical value, though studies are scarce. This research examines the learning process that occurred when engineering and computer science students from France and Germany were connected with business and technical writing students from the US to work on co-authored documents. The researchers were specifically interested in how students addressed the situational constraints of the collaboration and how those constraints influenced students' choices of communication and collaboration tools. Two separate projects were assigned and each employed reading, writing, &quot;talking,&quot; and critical thinking components. Analysis of post-project survey data and the correlation of students' ICT choices revealed students had to continually renegotiate their communication and collaboration. Allowing students to make rhetorical choices resulted in cultural learning through hands-on experience with these constraint variables: English language proficiency, cultural differences, project complexity, time difference, and technology. The results from this study will be useful to ESP pedagogy in projecting how to prepare students for international virtual collaboration.
Error Logs for Better English
Author: Kut, Begüm
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Error Correction,Error Analysis (Language),Writing Improvement,Native Language,Turkish,Interference (Language),College Students,Language Tests,Writing (Composition),Grammar,Syntax,Vocabulary,Recordkeeping,Feedback (Response)

The objective of this study is to investigate the common errors of L2 learners in a Turkish university setting where they have to learn L2 and pass a B1 level exam in order to be faculty students. The study aims at identifying what types of errors the learners do, what the possible determining factors at the background are and how they can overcome these. The problem areas are analyzed within 17 English paragraphs of 17 Turkish students. As Corder (1974) suggested sample collection, error identification, error description, error explanation, and error evaluation are the steps followed in this study. So, first, the errors were identified; then, the errors were explained and analyzed. The analysis of the writings showed that errors commonly occurred in areas of lexis, grammar, syntax and were the results of the differences between L1 and L2. As a solution, error logs were used in order to have the learners be aware of the origins of the problem areas and after the error correction, drafting was done to reflect the improvements in their writings by trying to overcome the problem of L1 interference.
The Role of Brain Dominance in the Pedagogical Strategies Used by Iranian ELT Teachers
Author: Suzani, Samad Mirza
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Cognitive Style,Brain Hemisphere Functions,College Faculty,Learning Strategies,Teacher Attitudes,Metacognition

This study aimed to investigate the role of Iranian ELT teachers' brain dominance in the pedagogical strategies they employ and reveal in which ways brain dominance as a cognitive factor can influence the way teachers perform in their language classrooms. To this end, data were gathered from 74 ELT teachers in higher education institutes in Shiraz, Iran, who were selected to partake in the study through availability sampling. The participants were asked to fill in two questionnaires, the first one determined their brain dominance, and the second one examined the pedagogical strategies they used in their teaching settings. Analysis of data gathered via descriptive as well as inferential statistics revealed that teachers' brain dominance did not have any effects on their use of teaching strategies. Based on the results, it can be claimed that teachers can employ any strategy type they find more useful in their language classes regardless of their brain dominance, as a cognitive style.
In-Service EFL Teachers&apos; Reflection as a Pathway to Develop Teacher Professionalism
Author: Tosriadi, Tosriadi
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Resilience (Psychology),Reflective Teaching,Teacher Attitudes,Language Teachers,Pedagogical Content Knowledge,Teaching Methods,Learning Processes,Case Studies,Foreign Countries,Difficulty Level,Classroom Techniques

In-service teachers are required to understand how to be professionals since they have the responsibility to provide a quality education. One of the strategies to help teachers develop professionally is by conducting reflective practice or reflection. Reflection-in-action, one type of reflection, can be used by teachers to reflect on the pedagogical content knowledge while on the job. This research aimed at exploring teachers' practices in reflective practice. More specifically, it focused on identifying the aspects of pedagogical content knowledge, known as PCK, as reflected by English teachers during teaching and learning process. To investigate the issue, there were two in-service English teachers from one of state-owned school in Indonesia involved as the respondents of the study. Data in this qualitative case study were acquired through observation, documentation, and interview. It was found that reflecting on pedagogical content knowledge had a valuable contribution to in-service English teachers'development. It led them to the awareness of their strengths and weaknesses in handling and guiding their students. Instead, it also helped them be more well-prepared for the next teaching.
Empowering the Use of Mobile-Based Vocabulary Notebooks
Author: Zengin, Özlem
Date: 2018-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Vocabulary Development,English (Second Language),Second Language Instruction,Student Journals,College Students,Foreign Countries,Instructional Materials,Program Effectiveness

The high demand on the mobile devices like smart phones and ipads in daily life has given a rise to mobile learning trends in second or foreign language learning. The main purpose of this study was to investigate the differences in vocabulary achievement level of students keeping mobile-based and paper-based vocabulary notebooks in English language learning. The study was designed through a mixed method where a pre-post test control group quasi-experimental study was conducted. Data were collected through a vocabulary achievement test used as pre and post tests. The results indicated mobile-based vocabulary notebooks have positive effects on students' vocabulary achievement.
Resilience in Foreign Language Learning: A Study on Pre-Service Teachers&apos; Language Learning Experiences
Author: Tülüce, Hande Serdar
Date: 2018-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Second Language Learning,Second Language Instruction,Foreign Countries,English (Second Language),Barriers,Preservice Teacher Education,Preservice Teachers,Reflection,Anxiety,Student Attitudes,Teaching Methods,Instructional Effectiveness,Language Skills,Social Influences,Writing (Composition),Learning Experience,Language Teachers

impact on their learning during their departmental studies and their future teaching practices. Given the fact that there is a growing call for the development of resilience in teacher education programs, this qualitative study aims at exploring what resources pre-service English language teachers have relied on to overcome challenges and obstacles to learning English as a foreign language. To achieve this aim, data were obtained from 23 pre-service teachers enrolled in English Language Teaching program at a university in Istanbul, Turkey in the form of a reflective writing activity. To triangulate data, a focus group interview was carried out with five of the participating pre-service teachers. Data were analyzed using the thematic analysis approach (Braun &amp; Clarke, 2006). Findings revealed that pre-service teachers dealt with a variety of obstacles in their English language learning histories such as ineffective methodologies used by teachers, anxiety caused by examinations, obstacles in language skills especially speaking, and language barriers while staying in English-speaking countries. The pre-service teachers mentioned that they demonstrated agency in the process of overcoming these obstacles and their resilience included both personal protective factors and social/environmental protective factors.