ethanporcaro/eric-fulltext-meta huggingface dataset:
The Communicative Orientation of English Language Teaching Classrooms in Moroccan Secondary Schools
Author: El Karfa, Abderrahim
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Communicative Competence (Languages),Foreign Countries,Classroom Communication,Secondary School Students,Student Centered Learning,Educational Policy,Classroom Environment,Personality Traits,Instructional Materials,Class Size,Barriers,Educational Change,Student Attitudes,Teacher Attitudes,Classroom Observation Techniques,Language Teachers

The present paper addresses the issue of theory and practice in the implementation of the communicative approach in the context of English as a foreign language teaching in Morocco. It set to evaluate the communicative orientation of English language teaching classrooms in Moroccan secondary schools. This evaluation incorporates the investigation of the constraints imposed on teaching English for communicative purposes in this context. The results reveal the dominance of non-communicatively oriented practices and classrooms over their communicatively oriented counterparts. However, the dominance of communicative features in forty-one of the classes observed (34.16%) is relatively high given the current state of communicative language teaching in Morocco and the constraints that were found to impede its implementation in this context. These constraints are related essentially to the foreign language context, the formal nature of the classroom environment, the traditional nature of students' personality traits and their conceptions of classroom participation and role-relationships, the nature of assessment procedures, lack of adequate and varied teaching materials and equipment, and the large size of classes. These findings suggest that English language teaching in Moroccan secondary schools has undergone important changes from the dominance of traditional and teacher-centred classrooms towards more communicative language teaching. They would also imply that the implementation of the communicative approach in foreign language contexts is not impossible, but rather feasible. To this end, this article presents some suggestions to enhance communicatively oriented attitudes and practices in English as a foreign language teaching classrooms in Morocco.
Chinese University Students&apos; Perceptions of Teacher Code-Switching in EFL Speaking Classrooms
Author: Luo, Yuehan
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Language Proficiency,English (Second Language),Second Language Learning,Second Language Instruction,Preferences,Grammar,Teaching Methods,Code Switching (Language),Chinese,Foreign Countries,Language Usage,Language Teachers,Classroom Communication

While research on students' perceptions of code-switching in EFL classrooms has proliferated over the past several decades, limited research has been conducted to understand students' perceptions with different levels of language proficiency in English. Drawing on both quantitative and qualitative data collected from students with different English proficiency levels, the present research reports students' perceptions of teacher code-switching in EFL speaking classrooms in Chinese tertiary context. The quantitative data collected from questionnaires show that students do not favor total immersion. Students believe that English should be the medium of instruction for activities and their opinions show mixed results under the circumstances of teaching grammar and usage of English. Mixed opinions are also found in terms of teacher switching to Chinese to give administrative information and test information. The qualitative data in the questionnaire suggest that students prefer Chinese teacher of English owning to better understanding, and they attribute their levels of English as the deciding factor of their preferences. No statistical differences achieved regarding the perceptions from Level One and Level Two students. Findings suggest that the systematic and effective use of learner's L1 is beneficial for language teaching in speaking classrooms, and L1 can be regarded as a powerful tool to develop effective teaching approaches for English language teachers.
On Exploration and Practice of Application-Oriented Talent Cultivation System of English Related Majors in Local Normal Universities in China
Author: Xu, Bo
Date: 2019-00-00
Type: Journal Articles
Subjects: Talent Development,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Universities,Educational Change,Teaching Methods,Teacher Qualifications,Language Teachers,Student Centered Learning,Online Courses,Computer Assisted Instruction,Computational Linguistics,Teacher Certification,Program Descriptions,Teacher Education Programs,School Visitation,Elementary School Students,Middle School Students,College School Cooperation,Internship Programs,Majors (Students)

Recently, many local normal universities have been carrying out transformation and development project. Leshan Normal University, a local normal university, is prone to change traditional talents cultivation mode. By taking LSNU as an example, this paper attempts to make an exploration on constructing application-oriented talents training system through reconstructing application-oriented talents cultivation system, constructing application-oriented course system, enhancing practice education and training double-qualified teachers.
Organisational Learning and Development: A Vanuatu Educational Perspective
Author: Tarosa, Gayleen
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning,Organizational Culture,Secondary Education,Educational Assessment,Educational Change,Pilot Projects,Secondary School Teachers,Principals,Public Officials,Professional Development,Educational Administration

Organisational learning within an educational context is a complex and multidimensional process. This paper reports on a study that investigates organisational learning during the process of development of Vanuatu's nationalised English medium secondary school assessment process, a significant educational change in Vanuatu. This qualitative inquiry reviewed and critiqued the organisational learning that resulted from a pilot programme leading to the change, and involved participants from a number of levels within the Vanuatu education system. The study identified several factors that may have hindered the planning process. A revised change management framework for the Vanuatu education system is proposed, as a result of the critique, and recommendations towards improving the implementation of future educational changes in Vanuatu are made. The resulting framework and recommendations may assist other Pacific countries engaged in similar senior assessment nationalisation, and, also contribute more generally to others involved in systemic educational change processes.
Parent Perspectives of Children with Autism Spectrum Disorder Transitioning from Primary to Secondary School in New Zealand
Author: Hamilton, Carol
Date: 2016-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Children,Parent Attitudes,Student Adjustment,Foreign Countries,Elementary Secondary Education,Barriers,Stress Variables,Stress Management,Coping,Teacher Role,Advocacy,Parent Role,Interpersonal Communication

This article details aspects of between-school transitional processes experienced by children with Autistic Spectrum Disorder (ASD), taken from the perspective of five New Zealand parents who have assisted their family members' transition in this area within the last five years. To begin the rationale for undertaking the study, including a brief synopsis of themes emerging from two similar small-scale international studies, is outlined. The methodology and method used to gather the data for the New Zealand study is then briefly described. Three theme areas--fitting in, teacher understanding and communication--emerging from participants' experiences in this little researched area of educational transition for children with special needs in this country are detailed. Examples of information shared during interview sessions in the theme areas are also included in this section. These examples reveal that parents and their children with ASD negotiate a complex, often fraught but also rewarding process as this particular transitional period is initiated and completed. A brief discussion of study findings and implications for further research is provided in the final discussion section.
Reflective Journal Insights from a First-Year Undergraduate Class Exercise
Author: Burns, Edgar
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Journals,Undergraduate Students,Social Class,Cultural Differences,Gender Differences,Reflection,Learning Processes,Sanitary Facilities,Social Behavior,Student Attitudes,Sociology,Class Activities,Teaching Methods,Introductory Courses

First-year student reflective journals showed a range of learning responses to a first week undergraduate class exercise. The exercise, about usually invisible bathroom rules, asked the question: &quot;Which way should toilet paper hang?&quot; with the underlying objective of demonstrating how &quot;big-picture&quot; sociological themes such as class, culture, and gender function at private and personal micro-levels of behaviour. This often proves surprising to students. However, what is the contribution to tertiary learning beyond a fun class session introducing them to university? The initial goal in reporting student journal reflections about this teaching exercise was to enable teacher reflection on student learning. Closer inspection of students' journaling efforts reveals the complexity of what can be counted as learning even within the differentiated responses made.
Language Challenges in Mathematics Education: A Literature Review
Author: Jourdain, Laura
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Language of Instruction,Teaching Methods,Barriers,Vocabulary,Reading Skills,Writing Skills,English Language Learners,Language Usage,English for Academic Purposes,Translation,Syntax,Code Switching (Language),Word Problems (Mathematics),Mathematical Logic,Family Environment,Visual Aids,Cooperative Learning,Manipulative Materials,Mathematical Concepts,Concept Formation,Puzzles,Educational Games,Journal Writing

Traditionally, the difficulties associated with mathematics were largely seen as coming from the cognitive demands of mathematics itself. It is now accepted that language and mathematics are connected in mathematics learning and teaching, and, the potential challenges of language in mathematics have been investigated by a number of researchers. This paper reviews research by applied linguists and mathematics educators to highlight the linguistic challenges of mathematics and suggests pedagogical strategies to help learners in mathematics classrooms. The linguistic challenges include the linguistic features that may make mathematical texts hard to understand, vocabulary in academic mathematics, and reading and writing in facilitating the learning of mathematics. Research on pedagogical practices supports developing mathematics knowledge through attention to the way language is used, suggesting strategies for moving students from informal, everyday ways of talking about mathematics into the registers that construe more technical and precise meanings.
Investigating the Usefulness of Fiji&apos;s Future School Leaders&apos; Programme
Author: Mohan, Parmeshwar Prasad
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership Training,Program Effectiveness,Self Efficacy,Teacher Leadership,Leadership Styles,Rural Schools,Urban Schools,Faculty Development,Teacher Attitudes,Elementary Secondary Education,Administrator Attitudes

This research examines the school leaders' perceptions on the usefulness of the Future Leaders' Programme (FLP) which they themselves had undergone prior to taking up leadership roles in schools. Using a qualitative research design, data were gathered by means of document analysis and semi-structured interviews with 20 rural and 20 urban school leaders (former participants of FLP). The major findings to come into sight are: first, FLP helps build confidence in teachers to take up leadership roles, secondly, it assists in the understanding of education policies and successful implementation of the new reforms in education; and finally it makes teachers' move away from the traditional leadership style and prepares them for the 21st century leadership. Overall, both the rural and urban school leaders' perception is that FLP enables them to improve their leadership skills and prepares them to be better school leaders. This study, by providing information on the usefulness of the FLP, is likely to be of interest to the Ministry of Education (MoE).
Family Literacy and Unit Standards: Can They Work Together?
Author: Mosley, Anna
Date: 2016-00-00
Type: Journal Articles
Subjects: Family Literacy,Program Development,Pacific Islanders,Cultural Influences,Academic Standards,Adult Literacy,Educational Policy,Foreign Countries,Program Design,Certification,Intergenerational Programs

Straddling conventional education system boundaries between adult learners and children, and between employment-related and social benefits, family literacy programmes are not well recognised or supported in New Zealand's policy and funding environment. In this article, I reflect on my personal experience of redesigning the Whanau Ara Mua intergenerational family literacy programme to deliver standardised qualifications and use unit standards for assessment. A lack of unit standards supporting important family learning areas, and standards that are too prescriptive in content, scope, level or assessment conditions to fit well with family literacy and learning, resulted in learning content becoming less relevant to learners and their families. This is of particular concern as Maori concepts of literacy place a whanau approach, whanau literacy and whanau wellbeing at the heart of literacy work. My investigation led to the conclusion that development of whanau-focused unit standards would both support family literacy programmes and facilitate broader take-up of family literacy elements within adult literacy work. This would give substance to government support for Maori literacy aspirations, while also supporting wider policy objectives around reaching priority tertiary learners and improving education outcomes for children.
Te Whariki and Inclusive Education--A Survey of Early Childhood Teachers&apos; Views
Author: Hamilton, Carol
Date: 2016-00-00
Type: Journal Articles
Subjects: Inclusion,Early Childhood Education,Preschool Teachers,Special Needs Students,Child Care Centers,Teacher Attitudes,Culturally Relevant Education,Equal Education,Special Education,Educational Practices,Students with Disabilities,Academically Gifted,Chronic Illness,Individualized Education Programs,Foreign Countries

When developing inclusive practices in early childhood education (ECE) settings teachers are required to be guided by the principles enshrined in Te Whariki. When a child deemed to need 'extra support' comes into an ECE setting, to what extent might ECE teachers and support staff draw on the spirit and intention of this document to support the provision of a quality inclusive educational environment for the child concerned? To address this question, a small three-part qualitative survey of the views of a cohort of ECE staff charged with implementing fully inclusive practice in relation to children with special needs in not-for-profit kindergartens and ECE centres in New Zealand was initiated. Survey responses from the 27 ECE teachers suggest that further queries about how Te Whariki might provide ECE teachers with enough clarity of purpose necessary to successfully include all children with special needs in their centres may be necessary. The article concludes by suggesting that in-depth conversations with ECE teachers and centre leaders about how the principles contained in Te Whakiri and existing government policy statements might more effectively align, so as to better facilitate delivery of EC education to children with special needs, may be useful.
Changes to Teachers&apos; Practice When Using Mobile Technology with One-­to-One Classes
Author: Lindsay, Lucie
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Teaching Methods,Technology Integration,Foreign Countries,Elementary Secondary Education,Teacher Attitudes,Internet,Networks,Educational Change

Use of mobile technology in the classroom (m-learning) is a recent educational practice. This study reports on the insights of teachers in New Zealand classrooms about their m-learning practice. It targets the early adopter teachers of school classes where each student has a mobile device. The teachers were asked about the pedagogical changes in their practice, by open questions, in an online survey. A qualitative approach was used to explore the teachers' opinions and recommendations. The teachers' pedagogical approaches to using mobile technology are also considered. The teachers report that students are using mobile technology to access information and produce content in new ways. They highlight students' engagement and motivation and describe collaborative and informal learning. Teachers advise that pedagogical change and robust infrastructure are essential. They recommend colleagues join Personal Learning Networks and Communities of Practice. These teachers' experience and recommendations may inform others who are about to make this change, and those who will be required to make this change.
&apos;Dirty Laundry&apos; in Maori Education History? Another Spin for &quot;Washday&quot; at the Pa
Author: Steward, Georgina
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pacific Islanders,Educational History,Photography,Elementary Education,Censorship,Cultural Influences,Public Opinion,Social Values,World Views,Social Bias,Family Environment,Art,Ethnic Stereotypes

In 1957, Ans Westra immigrated, as a young adult, from her native Holland to Aotearoa-New Zealand, where she eventually became one of the nation's foremost photographers, and perhaps the pre-eminent photographer of Maori people and events. Early in her career, before she became a famous photographer, Westra worked on contract developing classroom readers for the state education publisher, which were distributed to every school in the country. On its release in May 1964, one such book written by Westra, Washday at the Pa, became the subject of protest led by the Maori Women's Welfare League (MWWL). In response, in August 1964, the Minister of Education ordered all 38,000 copies recalled and destroyed. This incident ignited a national controversy, which has in turn generated some scholarship over the decades, mainly centred on themes of art and censorship. To date, Roger Openshaw (2005) is the most prominent educational scholar to write about this fascinating episode in the history of education in Aotearoa-New Zealand, so some critical analysis from a Maori education perspective seems warranted. This article presents a Kaupapa Maori reading of the book and the controversy, considered in the light of previous scholarship, in particular Openshaw (2005). This research explores the larger, ongoing meanings and learnings to be drawn from the eventful history of this controversial school journal.
The Impact of Context on Vietnamese EFL Teachers&apos; Self-Efficacy
Author: Phan, Nga Thi Tuyet
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Efficacy,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,College Faculty,Teacher Effectiveness,Teacher Attitudes,Collegiality,Context Effect,Educational Environment,Faculty Development,Test Preparation,Language Tests,Work Environment,Supervision,Decision Making,Pedagogical Content Knowledge

The paper looked at contextual factors that influenced the self-efficacy in teaching English as a Foreign Language (EFL) of a group of university teachers in Vietnam. Very little empirical research on teachers' self-efficacy in EFL contexts has been done and self-efficacy quantitative studies heavily outnumber qualitative studies. The present research took the form of a qualitative case study. Data collection tools included focus group discussions, individual interviews, journaling, and observations. Findings suggest that there were certain features of context, e.g. the state of leadership practices and collegiality, which may have affected what constituted sources of efficacy information and how they operated. In addition, it is plausible that changes in context, e.g. teaching different kinds of students, led to changes in the way the teachers weighed and selected efficacy information.
Solving Word Problems in Mathematics: An Exploratory Study among Fijian Primary School Teachers
Author: Dayal, Hem
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Word Problems (Mathematics),Elementary School Teachers,Knowledge Level,Mathematical Logic,Logical Thinking,Problem Solving,Mathematical Models

Word problems have been well recognised for their pedagogical value in mathematics teaching and learning. The authors of this paper examined Fijian primary mathematics teachers' mathematical knowledge by analysing 34 teachers response to three word problems. The teachers were enrolled in a primary mathematics teaching methods course at a Fijian university. These teachers had a minimum of two years of teaching experience and an official undergraduate qualification from a teacher training college. One of the word problems was a nonsensical one, while the other two word problems contained some technical defects. The overall intention was to explore whether in-service primary teachers could identify the word problems as nonsensical or problematic, and if so, how do they apply their judgment based on real world knowledge when faced with non-standard word problems. Findings suggest that in-service primary teachers do not apply real world mathematical knowledge when solving word problems. This research provides an insight into the lack of mathematical knowledge of a small sample of in-service teachers with respect to identifying real world mathematical knowledge. Some awareness on the pedagogical potential of such word problems are also evident in this study.
Fostering Self-Regulated Learning of Grade 10 Learners by Means of Participatory Action Research
Author: Moseki, Monki M.
Date: 2019-09-00
Type: Journal Articles
Subjects: Self Management,High School Students,Grade 10,Urban Schools,Disadvantaged Environment,Student Improvement,Skill Development,Study Skills,Time Management,Student Attitudes,Student Motivation,Learning Strategies,Metacognition,Intervention,Measures (Individuals),Self Efficacy,Public Schools,Foreign Countries

Self-regulated learning (SRL) skills are crucial to improving learner achievement, to supporting effective lifelong learning, and to developing the capability to overcome learning difficulties arising from a disadvantaged environment. However, only a few South African studies address the development of SRL skills of secondary school learners. By means of participatory action research (PAR), this study aimed to foster SRL of Grade 10 learners in a selected secondary school in an underprivileged urban environment. An intervention programme consisting of 10 action research cycles was implemented with 35 learners over the course of 10 weeks. The study implemented quantitative and qualitative data collection methods using a study skills inventory, learner diaries, weekly class discussions and interviews. A statistically significant improvement in learners' SRL skills, time management, attitudes, motivation and certain cognitive strategies was observed and reported by learners. However, a key finding was that additional support was needed to improve learners' meta-cognitive skills.