ethanporcaro/eric-fulltext-meta huggingface dataset:
Criticality and Flexibility: The Sociocultural Needs of Korean Engineering Students in the Global Community
Author: Shin, Inyoung
Date: 2015-00-00
Type: Journal Articles
Subjects: Graduate Students,Engineering Education,Student Needs,English (Second Language),Semi Structured Interviews,Student Attitudes,Foreign Countries,English for Academic Purposes,Sociocultural Patterns,Student Behavior,Teacher Student Relationship,College Faculty,Teacher Attitudes,Study Habits,Persuasive Discourse,Creativity,Problems

This study aimed to analyze the perceived needs of L2 postgraduate engineering students in relation to sociocultural behaviours in an EFL context. Semi-structured interviews were administered in order to examine the perceptions of Korean postgraduate engineering students themselves and subject lecturers in Korea. The research indicated that participants tended to be concerned about their own academic culture in the following four aspects: (1) reluctance to present ideas and arguments; (2) hierarchical relationships between lecturers and students; (3) different study and research approaches; and (4) failure to recognize cultural problems. Considering the sociocultural demands in a global academic community leads to the conclusion that Korean students should be expected to have critical awareness and flexibility in their academic lives. Implications of the findings for effective English for Academic Purposes (EAP) programmes for Korean engineering students are discussed.
Good Teaching Starts Here: Applied Learning at the Graduate Teaching Assistant Institute
Author: Parker, Michele A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Assistants,Graduate Students,Training,Institutes (Training Programs),Mentors,Feedback (Response),Student Motivation,Lesson Plans,Student Teaching,Educational Quality,Volunteer Training,Teacher Education Programs,Observation,Blended Learning,Experiential Learning,Teaching Skills,Skill Development,Seminars,Questionnaires,Pretests Posttests,Attitude Change,Likert Scales

Increasingly, graduate teaching assistants serve as the primary instructors in undergraduate courses, yet research has shown that training and development for these teaching assistants is often lacking in programs throughout the United States and Canada. Providing mentoring and skill development opportunities for graduate teaching assistants is vital, as many will become the next generation of faculty. This paper discusses the literature on effective training programs, which underscores the importance of consistent feedback from mentors, intrinsic motivation, and practical applications. Afterwards, we examine an existing training program at the University of North Carolina Wilmington. Specifically, we focus on an institute for teaching assistants that helps graduate students understand applied learning as an effective pedagogical modality and helps them implement applied learning lesson plans tailored to their disciplines. Suggestions for strengthening training programs are discussed.
Reading and Mathematics Bound Together: Creating a Home Environment for Preschool Learning
Author: Godwin, Amber J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Parent Child Relationship,Parents,Preschool Children,Reading Instruction,Mathematics Instruction,Family Environment,Urban Areas,Questionnaires,Parent Attitudes,Observation,Parent Surveys

The combination of mathematics and reading in family reading time can positively impact children's ability to make sense of representations in both mathematics and reading. Four families volunteered to participate in this field based inquiry to learn how to integrate mathematics and reading in parent-supported activities. Four parents and their preschool aged children together attended training sessions to learn and practice how to create a home environment supportive of both reading and mathematics. Each parent completed questionnaires about implementation of the four training sessions with their child. Parent responses were overwhelmingly positive regarding the suggested behaviors for creating a pro-reading/mathematics home environment. Parents reported that the reading and mathematics home instruction activities gave children learning opportunities from combining early mathematics skills and reading skills and they also learned new vocabulary. Home learning activities also helped children learn effortful control skills when reading and talking about mathematics storybooks. There was also rapport building through family conversations that were attributed to parents' use of instructional activities.
The Perceptions of Participation in a Mobile Collaborative Learning among Pre-Service Teachers
Author: Liu, Shih-Hsiung
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Cooperative Learning,Student Attitudes,Social Media,Telecommunications,Handheld Devices,Technology Uses in Education,Questionnaires,Communities of Practice,Attitude Measures,Computer Mediated Communication,Foreign Countries,Statistical Analysis

This study uses Facebook as a platform and arranges certain learning tasks to identify the feasibility of mobile collaborative learning for pre-service teachers. The pre-service teachers' sense of community and perceptions of collaborative learning are investigated. A total of 153 pre-service teachers volunteered to participate in an Intern Mobile Collaborative Learning Facebook Group from July 2015 to October 2015. During participating in the Facebook Group, pre-service teachers were required to achieve various tasks regarding collaborative learning. A questionnaire, consisting of three sections, frequency, sense of community, and perceptions of learning and perceptions of collaborative learning, was developed and validated. All participants were required to fill in the questionnaire at the last week of the project's schedule. This study concludes that high browsing frequency on Facebook Group could positively facilitate the sense of community and perceptions of collaborative learning among pre-service teachers; while high frequency of posting and responding to messages on Facebook Group merely promotes perceptions of collaborative learning. The conclusion identifies that assigned tasks like posting and responding to messages regarding school field-based experiences are necessary in mobile collaborative learning among pre-service teachers.
Quality Partnership as a Contextual Prerequisite of Successful Learning of Young and Preschool-Aged Children
Author: Ljubetic, Maja
Date: 2016-00-00
Type: Journal Articles
Subjects: Preschool Education,Early Childhood Education,Partnerships in Education,Child Development,Young Children,Stakeholders,Competence,Educational Quality

The paper discusses quality partnership as a prerequisite for the functioning of the institutions of early and pre-school education and for the child's overall development and learning. Considering that child's development and learning take place in different contexts (family, educational institutions, clubs, local and wider communities), the efforts of individuals and institutions should be coordinated in order to be more effective. The influences of various factors can be aligned only when all the stakeholders are familiar with and follow the same principles in education and operate synchronously, which can be achieved by building a quality partnership. Its prerequisite is professionalism and high level of competence of all of its stakeholders needed to ensure optimal conditions for a child's overall development, learning and education. The imperatives of this understood partnership (at all levels) are improving the quality and interest of the child.
Elementary School Students' Mental Models about Formation of Seasons: A Cross Sectional Study
Author: Türk, Cumhur
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary School Students,Concept Formation,Elementary School Science,Astronomy,Scientific Concepts,Science Education,Knowledge Level,Instructional Program Divisions,Climate,Multiple Choice Tests,Science Tests,Earth Science,Foreign Countries

The purpose of this study is to determine the mental models of elementary school students on seasons and to analyze how these models change in terms of grade levels. The study was conducted with 294 students (5th, 6th, 7th and 8th graders) studying in an elementary school of Turkey's Black Sea Region. Qualitative and quantitative data collection methods were used in the study. The students first were asked 3 open ended questions (one of them was a drawing) in order to determine their mental models on seasons. Following this, the students took an achievement test on seasons that consisted of 4 multiple questions. Quantitative data were analyzed by SPSS 20.0 while the qualitative data were analyzed by the researchers by using content analysis technique. The results of the study showed that the students construct the formation of seasons in various ways in their minds. However, differently from the literature, the presence of some new mental models was found. For a full understanding of the seasons, the necessity of a set of pre-learnings has been recommended. It will be useful to design basic activities based on hands-on and learning by doing which will enable the most effective learning and to put this in the textbooks in the most suitable way. Additionally tangible physical-scale hands-on models, 3D simulation modeling and planetarium environment should be used in students' education about formation of seasons.
Research for Young Children with Autism Spectrum Disorders: Evidence of Social and Ecological Validity
Author: Ledford, Jennifer R.
Date: 2016-02-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Young Children,Intervention,Literature Reviews,Peer Acceptance,Validity,Research Methodology,Interpersonal Competence,Coding,Evaluation Methods

The social and ecological validity of a body of research may impact the degree to which interventions will be used outside of research contexts. The purpose of this review was to determine the extent to which social and ecological validity were demonstrated for interventions designed to increase social skills for young children with autism spectrum disorders (ASD). Results indicated that although the percentage of studies including social validity assessment has remained stable over the 20-year review period, subjective assessments of social validity have increased and objective assessments have decreased. Acceptability was measured more often than feasibility or importance. Approximately half of the studies included indigenous implementers, typical social partners, or typical settings. Suggestions include additional research on the validity of measures, explicit reporting by researchers, and the use of multiple, objective, and psychometrically sound social validity assessments.
&quot;In New Zealand I Feel More Confidence&quot;: The Role of Context in the Willingness to Communicate (WTC) of Migrant Iranian English Language Learners
Author: Cameron, Denise
Date: 2015-00-00
Type: Journal Articles
Subjects: Immigrants,English (Second Language),Second Language Learning,Second Language Instruction,Learning Motivation,College Students,Communication (Thought Transfer),Foreign Countries,Individual Differences,Semi Structured Interviews,Questionnaires,Observation,Personality Traits,Longitudinal Studies,Qualitative Research,Case Studies,Self Esteem,Language Teachers,Student Attitudes,Anxiety

This article will discuss recent theories of Willingness to Communicate (WTC) and provide an overview of studies into this individual difference which have been conducted in both Iran and New Zealand (NZ). So far few qualitative studies have been carried out into WTC or have used permanent migrants as participants. The article reports on a longitudinal study of the WTC of a group of Iranian migrants to NZ. By means of questionnaires, observations, and individual semi-structured interviews conducted at six-month intervals, case studies of these learners in a NZ university English class were compiled. Their WTC was found to encompass such learner characteristics as confidence, motivation, and personality, and varied from country to country and semester to semester. Finally, this article discusses the contribution of this study to the WTC field of research, identifying the implications of these results for teachers of English in the ESL (English as a Second language/migrant) context and possible avenues for future research.
Young People's Views Regarding Participation in Mental Health and Wellbeing Research through Social Media
Author: Monks, Helen
Date: 2015-04-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Grade 9,Research Tools,Social Media,Mental Health,Well Being,Research Methodology,Ethics,Online Searching,Adolescent Attitudes,Informed Consent,Privacy,Health Promotion,Focus Groups,Vignettes,Confidentiality,Research Problems

Social media is a central component in the lives of many young people, and provides innovative potential to conduct research among this population. Ethical issues around online research have been subject to much debate, yet young people have seldom been consulted to provide a youth perspective and voice. Eight (8) focus groups involving 48 Grade 9 Western Australian secondary school students aged 13-14 years were held in 2012, to investigate how young people perceive the feasibility and acceptability of social media when used as a research tool to investigate various issues relevant to their mental health and wellbeing. Whilst young people recognise many benefits of researchers using social media in this way, such as its relevance, innovation and accessibility, there were salient issues of privacy, consent, and practicality that require careful negotiation. There is a need for continued exploration and scientific debate of the moral and ethical implications of using social media for research, to help ensure this is employed in an appropriate and effective way that is respectful of and sensitive to the needs and views of young people.
Explicit Instruction and Implicit Use of L2 Learning Strategies in Higher Secondary EFL Course Books
Author: Bueno-Alastuey, M. Camino
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,Learning Strategies,Taxonomy,Foreign Countries,Check Lists,Oral Language,Language Proficiency,Textbooks,Higher Education,Listening Comprehension,Content Analysis,Units of Study,Memory,Metacognition,Affective Behavior

Research has shown that teaching second language (L2) learning strategies explicitly promotes an increase in strategy use and in oral proficiency. Consequently, a checklist based on the six types of strategies from Oxford's taxonomy (1990) was created to analyze strategic instruction in the most common textbooks used in the last year of Higher Secondary Education in Spain. The study considered whether there was explicit strategy instruction and its location (within the units [Internal] or in other sections [External]) in course books, and what specific strategies were explicitly taught for the two oral skills, listening and speaking. Results showed, first, that there was explicit internal and external instruction of L2 learning strategies both for listening and speaking, but not in all the books; second, that there was significantly more implicit use than explicit instruction, and less explicit instruction in the units of the textbooks than in specific extra sections in the textbook or in support material; and finally, that internal explicit instruction of strategies remains very limited; and thus, L2 learning strategy instruction, competence and use may not be sufficiently encouraged in those textbooks.
Assessment &quot;for&quot; Learning and &quot;for&quot; Self-Regulation
Author: Lysaght, Zita
Date: 2015-04-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Guidelines,Faculty Development,Formative Evaluation,Audits (Verification),Educational Research,Mental Health,Self Control,Well Being,Interdisciplinary Approach,Pilot Projects,Research Methodology,Knowledge Base for Teaching,Teacher Evaluation,Researchers,Teacher Attitudes,Classroom Techniques,Biology,Factor Analysis

Drawing on a research study of formative assessment practices in Irish schools, this paper traces the design, development and pilot of the Assessment for Learning Audit instrument (AfLAi)--a research tool for measuring teachers' understanding and deployment of formative teaching, learning and assessment practices. Underpinning the paper is an extensive body of international research connecting assessment for learning pedagogy with student self-regulation, mental health and well-being. Reflecting on the potential of the AfLAi as a research tool, an activity systems framework is advanced as a mechanism to engage researchers and teachers in meaningful site-based continuous professional development that supports teachers' interrogation of aggregated school data derived from their responses to the AfLAi. It is argued that by de-privatising classroom practice in this way and challenging teachers to examine self-reports of their understanding and use of assessment for learning pedagogy, the extent to which students are afforded opportunities to develop as self-regulating learners is laid bare. In turn, the teaching, learning and assessment conditions that serve to create and sustain self-regulation by students emerge. The paper is premised on a commitment to a biopsychosocial approach to mental health and to an inter-disciplinary, multi-lens, research agenda that will yield comprehensive, dynamic insights and understandings to inform future practice.
Dispersion and Frequency: Is There Any Difference as Regards Their Relation to L2 Vocabulary Gains?
Author: Alcaraz-Mármol, Gema
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Age Differences,Vocabulary Development,Achievement Gains,Language Research,Word Frequency,Correlation,Linguistic Theory,Predictor Variables,English (Second Language),Second Language Instruction,Foreign Countries,Elementary School Students,Computational Linguistics,Pretests Posttests,Translation,Test Format,Language Tests,Scoring,Statistical Analysis,Multiple Regression Analysis

Despite the current importance given to L2 vocabulary acquisition in the last two decades, considerable deficiencies are found in L2 students' vocabulary size. One of the aspects that may influence vocabulary learning is word frequency. However, scholars warn that frequency may lead to wrong conclusions if the way words are distributed is ignored. That is to say, it seems that not only the number of occurrences (frequency) might affect L2 vocabulary acquisition, but also the way occurrences are distributed (distribution). This relationship between these two factors is represented by the so-called Gries' index, known as dispersion. The present study aims to find out whether dispersion is more an accurate and reliable predictor for L2 vocabulary learning than frequency only.
If It's about Me, Why Do It without Me? Genuine Student Engagement in School Cyberbullying Education
Author: Cross, Donna
Date: 2015-04-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Student Behavior,Grade 8,Intervention,Mixed Methods Research,Interviews,Questionnaires,Grade 10,Secondary School Teachers,Secondary School Students,Program Effectiveness,Barriers,Foreign Countries,Randomized Controlled Trials,Coding,Peer Relationship,Student Leadership,Student Attitudes,Attitude Change,Behavior Change,Self Efficacy

This study reports on a three-year group randomized controlled trial, the Cyber Friendly Schools Project (CFSP), aimed to reduce cyberbullying among grade 8 students during 2010-2012. In each year, 14-15 year old student &quot;cyber&quot; leaders acted as catalysts to develop and implement whole-school activities to reduce cyberbullying-related harms. This paper examines students' leadership experiences and the effectiveness of their training and intervention efforts. A mixed methods research design comprising interviews and questionnaires was used to collect data from 225 grade 10 students at the end of their leadership years (2010 &amp; 2011). Four to six cyber leaders were recruited from each of the 19 intervention schools involved in each year of the study. The cyber leaders reported high self-efficacy post-training, felt their intervention efforts made a difference, and experienced a sense of agency, belonging and competence when given opportunities for authentic leadership. They identified key barriers and enablers to achieving desired outcomes. Students greatly valued having their voices heard. Their engagement in the development and delivery of whole-school strategies allowed them to contribute to and enhance efforts to promote their peers' mental health and wellbeing. However, a lack of support from school staff limits students' effectiveness as change-enablers.
Preventing Adolescents' Externalizing and Internalizing Symptoms: Effects of the Penn Resiliency Program
Author: Cutuli, J. J.
Date: 2013-11-00
Type: Journal Articles
Subjects: Intervention,Resilience (Psychology),Program Effectiveness,Outcomes of Treatment,Depression (Psychology),Prevention,Symptoms (Individual Disorders),Early Adolescents,Middle School Students,Anxiety,Withdrawal (Psychology),Cognitive Restructuring,Longitudinal Studies,Followup Studies,Child Behavior,Check Lists,Questionnaires,Psychological Patterns,Statistical Analysis

This study reports secondary outcome analyses from a past study of the Penn Resiliency Program (PRP), a cognitive-behavioral depression prevention program for middle-school aged children. Middle school students (N = 697) were randomly assigned to PRP, PEP (an alternate intervention), or control conditions. Gillham et al., (2007) reported analyses examining PRP's effects on average and clinical levels of depression symptoms. We examine PRP's effects on parent-, teacher-, and self-reports of adolescents' externalizing and broader internalizing (depression/anxiety, somatic complaints, and social withdrawal) symptoms over three years of follow-up. Relative to no intervention control, PRP reduced parent-reports of adolescents' internalizing symptoms beginning at the first assessment after the intervention and persisting for most of the follow-up assessments. PRP also reduced parent-reported conduct problems relative to no-intervention. There was no evidence that the PRP program produced an effect on teacher- or self-report of adolescents' symptoms. Overall, PRP did not reduce symptoms relative to the alternate intervention, although there is a suggestion of a delayed effect for conduct problems. These findings are discussed with attention to developmental trajectories and the importance of interventions that address common risk factors for diverse forms of negative outcomes.