ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Techniques: Teach and Trade
Author: Jordano-Kudalis, Leah
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Vocabulary Development,Vocabulary Skills,English Language Learners,Second Language Learning,Second Language Instruction,Learning Activities,Instructional Effectiveness,Cognitive Processes,Retention (Psychology)

Teach and Trade is a versatile vocabulary-building activity that the author's students love. It is designed to introduce key vocabulary in a learner-centered, engaging way and makes an upcoming unit or text more accessible. Learners become experts in one or two words and become familiar with most target words they subsequently come across. This activity, which the author developed after glimpsing her students participate in Quiz, Quiz, Trade (The Teacher Toolkit, n.d.) in another class, is appropriate for adolescent and adult English as a second or foreign language learners at all levels, and it can easily be adapted for younger learners.
Making the Case for Oracy Skills in Higher Education: Practices and Opportunities
Author: Heron, Marion
Date: 2019-00-00
Type: Journal Articles
Subjects: Speech Skills,Oral Language,Higher Education,Speech Communication,Listening Skills,Undergraduate Students,Business Administration Education,Vocabulary,Feedback (Response),College Curriculum

In this paper I make the case for embedding oracy practices in the HE curriculum through explicit teaching of oracy skills and a shared common language to describe these skills. Active learning and teaching approaches as well as growing expectations of graduate employability skills have resulted in greater demands on students in UK higher education in terms of their oracy (speaking and listening) skills. Whilst oracy skills have long been the focus of studies in compulsory educational contexts, there is little transfer of research findings to a higher education context. With the aim of opening up the discussion on oracy skills in HE, this paper reports on an exploratory study carried out to investigate how teachers on two undergraduate business modules incorporated oral communication skills in their content, pedagogy and assessment. Data were gathered from observations of lectures and seminars, course documents, and semi-structured interviews with tutors. With reference to an Oracy Skills Framework the paper concludes with suggestions for how oracy skills may be more explicitly embedded into the undergraduate curriculum.
A Practice-Based Study of Chinese Students&apos; Learning--Putting Things Together
Author: Xu, Jinqi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Asians,College Students,Business Administration Education,Cognitive Style,Learning Strategies,Student Experience,Student Characteristics,Rote Learning,Cultural Influences,Foreign Students,Teaching Methods,Social Life,Social Networks,Study Habits

This paper investigates the learning experience of Chinese students' learning experience in the business Faculty of an Australian university. Chinese students are often characterized as &quot;rote learners&quot; or stereotyped as &quot;reduced Other&quot;. Areas of concern are limited to addressing the differences in learning styles, language, and sociocultural barriers. However, learning occurs in many forms. There is an absence of discussion about what practices Chinese students use in order to learn. Based on practice-based theory, a longitudinal ethnographic study of the journeys of five students was traced and investigates what practices Chinese students use in the learning and how these students &quot;put things together&quot; in the journey. This paper reports on two of the five students from the larger study. In particular, this article brings attention to the students' everyday life and insights into their doings, sayings, and relatings between people, other beings and material artefacts. Chinese students' learning involves foreground entanglements, co-construction, and relationality of practices from both educational and sociocultural perspectives. This paper provides new insights about Chinese students' learning and encourages academics and institutions to be aware of the impact of their practices and to deepen their understanding of the complexities of Chinese students' learning.
Read and Run: A Communicative Reading Activity
Author: Warfield, Sarah
Date: 2019-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Reading Motivation,Second Language Learning,Second Language Instruction,Task Analysis,Intervention,Reading Processes,Reading Instruction,Teaching Methods,Learning Activities

Intensive reading in a second language (L2) can be challenging for both teachers and students because the reading level of the text is often higher than what students can easily read on their own. Reading a text that could be informative and interesting instead can become a struggle. And so, as teachers, we need to provide consistent intervention and support to help students make meaning from what can seem to them like a meaningless text. Further, a text that is difficult for students to read may lower their confidence and motivation not just for reading in an L2, but for language learning in general. To motivate her students to read those seemingly difficult texts, the author used an intensive-reading task called Read and Run.
A Poster for Any Occasion
Author: Fishman, Samuel
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Creative Activities,College Students,High School Students,Learning Activities,Cooperative Learning,Visual Aids,Teaching Methods,Learner Controlled Instruction,English Instruction,Public Speaking,Photography,Curriculum Development,Course Content,Student Empowerment,English (Second Language),Popular Culture

When the author began teaching in Paraguay, he ran into a series of classroom challenges familiar to English teachers around the world: a classroom overflowing with students, a large range of English abilities, and insufficient textbooks and traditional teaching resources. The activity described in this article is a one-size-fits-all activity that spurns textbooks and expensive materials in favor of creativity, dynamism, and fun. Students work together to design a creative project and present the final product to the class. The activity usually lasts a little over an hour, depending on the number of students and groups participating, and the gist is as follows: Students form groups, work together to create a poster and presentation, and present before the class. Each group in the class designs a creative example within a shared category. This streamlined format offers endless opportunities for experimentation and innovation.
My Classroom: Uzbekistan
Author: Brittain, Elise
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Linguistics,College Faculty,Teacher Education,Teaching Methods,Professional Recognition,Universities

When you want to learn about teacher training in Namangan, everyone knows--ask Mamura. Mamura Alimova is a senior teacher in the English Philology Department at Namangan State University, located in the beautiful Fergana Valley of eastern Uzbekistan. Ms. Alimova, through her involvement in countless projects, has established herself as an important contributor to the field of English teaching in Uzbekistan.
Examination of Freshmen&apos;s Conceptual Knowledge on Function in the Context of Multiple Representations
Author: Doruk, Muhammet
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Knowledge Level,Mathematics Instruction,Student Attitudes,College Mathematics,Mathematical Concepts,Algebra,Graphs

The aim of this study is to question freshmen's conceptual knowledge on function. In this context, after the teaching of the function, students' skills of defining the concept of function, interpreting the definition and multirepresentation for the function were examined. In the study, qualitative research approach was adopted and was an example of a case study. The participants of the study constitute 15 students who were educated in the first class of the classroom teaching department of a state university in Turkey. The data of the study was collected in four consecutive stages. Each stage was arranged according to the information obtained from the previous stage. The students were applied to the understanding form (AF), Multi-representation form (MRF), algebraic and graphical representation form (AGRF) and semistructured interview form (IF) for the function concept developed by the researcher respectively. As a result of the study, it emerged that more than half of the students have difficulty interpreting the definition, although the function was accurately defined. It was found that students were more successful in the schema and list representations than algebraic and graphical representations of function. Moreover, students had difficulty in transforming between algebraic and graphical representations. In general, sources of these difficulties were; lack of adequate understanding of the function definition, not taking into consideration domains of functions, complex structure of the concept of function and negativity of the students' mathematical backgrounds.
A Qualitative Synthesis of Algebra Intervention Research
Author: Hott, Brittany L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Intervention,Algebra,Special Education,Mathematics Education,STEM Education,Teaching Methods,Students with Disabilities,High School Students,Secondary School Mathematics,Low Achievement,Mathematics Skills

Completion of a quality Algebra course by 8th grade is a prerequisite for successful entry into STEM majors; thus best practices in this critical course must be as equitable as possible to support STEM recruitment and retention. However, if the research base for Algebra is under-examines some populations of students, structural inequity may be unintentionally built into evidence-based practices. The purpose of this synthesis is to examine the ways in which qualitative Algebra strategy research did --or did not-- account for equity issues including gender, SES, rural students, special education status, ethnicity, and native language through theoretical and participant choices. This synthesis used qualitative research integration techniques to provide a summary of fifty-eight qualitative investigations of Algebra 1 teaching strategies. The majority of studies specified constructivism, social constructivism, and situated cognition theoretical frameworks or did not specify a theoretical framework. The majority of research questions addressed the effectiveness of a particular pedagogical technique or intervention. Results suggest that the majority of study participants were Caucasian students from suburban localities and did not include sufficient detail necessary for replication.
Hindering Factors That Prevent College English Students from Participating in Class Discussions: A Case at Jiangsu University, China
Author: Guerrero, Solange E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,English (Second Language),Second Language Instruction,Discussion (Teaching Technique),Student Participation,College Second Language Programs,Student Attitudes,Barriers,Advanced Courses

During several non-participant observations of two advanced College English classes at Jiangsu University, it was noticed that most of the students did not engage in class discussions. To ascertain what the problem was, but from learners' perspectives, this research was conducted. Seventy-one students enrolled in College English at Jiangsu University volunteered to partake in this work. A self-administered questionnaire was used to gather the data. The findings indicate that most of the respondents did not take an active stance in class discussions because of their lack of knowledge on strategies to bear their thoughts or opinions. Other expressed that they did not know about the topics to discuss in class, and that was a significant barrier to their performance. Besides, some participants doubted to speak in class. That can be linked to their shyness. Knowledge about these findings is helpful for teachers and College English authorities to examine what kind of training should be offered to students and teachers to make steady improvements.
Learning about Diversity Issues: Examining the Relationship between University Initiatives and Faculty Practices in Preparing Global-Ready Students
Author: Gordon, Sarah R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Diversity,Global Approach,College Faculty,Teacher Attitudes,Cultural Awareness,Required Courses,Universities,Cultural Pluralism,Educational Practices,Teaching Methods,College Curriculum,Undergraduate Students,Inclusion,Perspective Taking,Role Models,Humor,Educational Objectives,Critical Thinking,Student Development,Discussion (Teaching Technique),Role Playing,Responsibility,Course Descriptions

The general public, as well as scholars, employers, and college students themselves, expect universities to provide students with an education that prepares them to work in a diverse and international society. In response, many institutions have created mandatory diversity-related curriculum and/or courses. However, little to no research has been undertaken to empirically investigate the effect of these courses or the experiences of faculty whose responsibility it is to provide diverse learning experiences. The purpose of this qualitative study is to examine the pedagogy faculty employ in teaching about diversity issues at an institution that has a course requirement embedded in the undergraduate curriculum as a way of promoting cultural competency. Data revealed that methods faculty use to teach about inclusivity and/or diversity issues included a) Discussion, (b) course materials, (c) incorporating different points-of-view/perspectives, (d) role modeling, (e) personal experiences/humor, (f) application and &quot;formal&quot; learning activities, and (g) none. Faculty also indicated a variety of answers regarding whose responsibility it is to teach students about these issues, what the goal of diversity-related courses in the undergraduate curriculum are, and how these goals are articulated and assessed in the classroom. Further, data from this study provided insight into the perceived challenges instructors face in discussing diversity-related issues--specifically, the student interpersonal and behavioral, teacher, and institutional factors. Finally, the data from this study indicate that the connection between what the university claims as their diversity goal and how faculty are instructionally implementing that goal is broken. Thus, this data provides evidence that institutions of higher learning cannot assume that saying diversity is valued is enough; more must be done to ensure that the goals of the university are clearly articulated and translate into the classroom.
Lessons Learned from the British: The Liverpool Project
Author: McVicker, Claudia J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Global Approach,Study Abroad,Cultural Awareness,Student Journals,Cues,Literacy,Summer Programs,Teacher Education Programs,Self Efficacy,Maturity (Individuals),Travel,Experiential Learning,Citizenship,Inclusion,Small Colleges,Elementary Schools,Transformative Learning,World Views,Reflection,Educational Practices,Vignettes,Place Based Education,Cultural Differences

Universities around the country are beginning to feel the need to add a global dimension to their programs. One way to prepare teachers to address the challenges associated with teaching children in a global age is through carefully structured, international study abroad where the candidates are immersed in another culture and school system. This article seeks to demonstrate how a successful Teacher Education study abroad program can develop and transform pre-service candidates' global perspective. This qualitative study was informed by the use of journal writing to prompts by ninety-six teacher education students over three different summers to learn about the Literacy Hour used in British schools during a study abroad conducted during an 8-week immersive learning experience in a setting in a northern British city. Readers will learn from participants themselves through carefully reported vignettes that focus on four themes that emerged in data analysis: Global Awareness, Retrospective Appreciation of U.S. schools based on British Literacy Practices, Teaching Self-Efficacy, and Travel Maturity.
Kristin Ziemke: Digital Learning Can Turn Students into Agents of Change around the Globe
Author: Larson, Lotta
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Learning,Change Agents,Global Approach,Elementary School Teachers,Teacher Education Programs,Access to Computers,Educational Practices,Video Technology,Handheld Devices

This &quot;Educational Considerations&quot; issue, with its theme of &quot;Teaching and Learning in a Global Community,&quot; highlights education in an ever increasingly connected world--and how we get our students prepared to not only survive, but thrive in such an expanding environment. As we considered this topic, one of the individuals who came to mind almost instantly was Kristin Ziemke (https://www.kristinziemke.com/)--an educator who has done so much to create bridges in this global community and helped lead us all on our digital journey.
Education towards Jewish Values in the Israeli State Preschool: Its Character, Essence, and Scope
Author: Dori, Nitsa
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Jews,Cultural Influences,Social Values,Identification (Psychology),Values Education,Ethnicity,Preschool Education,Religious Education,Public Opinion,Democratic Values,Cultural Maintenance,Religious Cultural Groups

A Jewish-Israeli identity incorporates two identities--Jewish and Israeli, and various philosophers suggest different ways to view the combination or separation of these identities. Agasi and Samucha come from different approaches to suggest ways of integrating both identities. They speak about the existing division between the two identities, in light of the unique characteristics of the State of Israel. The ever-increasing essential need for providing a significant and systematic solution to the issue of value-based education and nurturing the Jewish-Israeli identity of the students of the State education system must be seen in light of the collapse of values in many postmodern Western societies. The existing education system perpetuates the division into sectors that divides Israeli society from within. At the same time, the emphasis in State preschools examined in this article, is on culture and nationalism, as connected to values of good behavior towards others. The findings show that Jewish education at an early age is influenced by the personality and inner world of the preschool teacher and her own connection to Jewish content, irrespective of the educational stream to which the preschool belongs.
An Overlooked Aspect of Internationalization: Power Blocs and the &quot;Cultural Other&quot; in the Classroom
Author: Samarji, Ahmad
Date: 2019-00-00
Type: Journal Articles
Subjects: Global Approach,Power Structure,Social Distance,Cultural Differences,Educational Practices,Classroom Environment

As teachers, instructors, and educators, we strive to prepare our students to become global citizens and equip them with a degree of intercultural competence, where they can survive within a global economy and an interconnected world. However, we are sometimes too focused on the broader global picture and often overlook an essential component towards internationalization and globalization: the power blocs that exist inside our classroom. This article serves as a commentary to prompt teachers at schools, instructors at universities, and educators to ensure that a major component of our teaching and learning practice should be focused on blurring the boundaries between students of different/competing power blocs inside the classrooms. Blurring such boundaries is an essential milestone towards promoting tolerance, acceptance, and acknowledgement of the &quot;cultural other&quot; in today's interconnected world.
Teaching for Global Citizenship with Young Adult Literature in the Social Studies
Author: Holmes, Casey
Date: 2019-00-00
Type: Journal Articles
Subjects: Global Education,Citizenship Education,Adolescent Literature,Social Studies,Teaching Methods,Adolescents,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students

The rapid increase in communicative and technological integration through the late 1990s and early 2000s has reanimated the discussion surrounding the need to prepare young people to be global citizens. While the exact definition of global citizenship is difficult to pinpoint, the global community has identified several competencies that comprise responsible global citizenship. Although this idea has not yet saturated the American educational system, it will now be tested on an international scale when the Organisation for Economic Co-Operation conducts the Programme for International Student Assessment (PISA) this year. When the 2018 results are published in 2019, &quot;global competence&quot; will be the standard by which nations across the globe are compared to one another. The historical purposes of education in the United States and the specific disciplinary purposes of the social studies to educate knowledgeable and participation-ready citizens provides a prime opportunity for teachers to help students develop essential competencies of global citizenship. One particular instructional technique for developing a vision of global citizenship is the inclusion of young adult literature into the social studies classroom, which allows students to recognize the universality of the human experience regardless of background, culture, language, or religion. Young adult literature also serves as a medium for counter-storytelling as students develop personal connections with literature and the characters within them, particularly as they read stories of people whose experiences are often otherwise underrepresented in media and text.
Inferences on Turkish Education Policies in the Light of International Education Policy Studies Following the Compulsory Education Reform
Author: Balkar, Betül
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Policy,Educational Change,Foreign Countries,International Education,Case Studies,Periodicals,Content Analysis,Compulsory Education,Higher Education,Elementary Secondary Education,Preschool Education,Educational Development,Teacher Effectiveness,School Security,Educational Quality

The purpose of this study was to evaluate the developments observed in the Turkish education policies in the light of international scientific studies on education policy following the 12 year compulsory education (4+4+4) reform that took place in 2012. Data for the study that was carried out as scoping review and intrinsic case study were acquired via document analysis. For this purpose, scientific studies published in the 9 international education policy journals and National Education Council Report and Development Plans encompassing the education policies of Turkey after the year 2012 were analyzed via content analysis. According to the results of the study; the subjects in education policy studies were generally in accordance with the issues that are in the focus of Turkish educational policies. The results of the study were discussed in the light of international education policy studies with inferences regarding Turkish education policies.