ethanporcaro/eric-fulltext-meta huggingface dataset:
Working with Families in Bilingual Mathematics: Supporting a Leadership Space for Latina Mothers
Author: LópezLeiva, Carlos A.
Date: 2013-10-00
Type: Journal Articles
Subjects: Hispanic Americans,Mothers,Mathematics Activities,After School Programs,Leadership Role,Parent Participation,Mathematics Education,Mathematics Instruction,Bilingual Students,Elementary School Students,Elementary School Mathematics,Facilitators (Individuals),Preservice Teachers,Graduate Students,Video Technology,Vignettes,Interviews,Focus Groups

This paper analyzes the work developed with a group of Latina mothers in a mathematics afterschool program for a period of 3 ½ years. The analysis of the productive patterns of interaction of this group of mothers with a group of bilingual participants shows that the program's participation and activity structure closely determines the quality of the mothers' participation. We present a sequence of attempts developed to alter this structure in order to successfully capitalize on mothers' leadership roles and knowledge during intergenerational and bilingual mathematical activity. We further discuss key social processes--acknowledging mothers as facilitators, focusing on communication rather than on a specific language, and supporting mathematics performance through social interactions--that opened up a space for Latina mothers' leadership and dynamic participation during bilingual mathematical activity.
Word of the Day
Author: Abrar-Ul-Hassan, Shahid
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Language Acquisition,Vocabulary Development,Lexicology,Learning Activities,Grammar,Phrase Structure,Teaching Methods,Student Educational Objectives,Notetaking,Learning Strategies,Language Tests,Language Proficiency,Undergraduate Students

Independent lexical development initiatives empower and equip language learners with skills to boost their lexical repertoires. Language instructors can train learners to be autonomous word learners. A sample activity, namely word of the day, is presented in this article. The activity is an independent lexical learning task, which aims to develop the lexical range of language learners through self-regulated endeavors. This activity builds on the lexical approach, which lays emphasis on expanding learners' lexical base in the belief that grammar is embedded in lexis. Thus, the role of &quot;word grammar&quot; overshadows the sentence grammar instruction. The word-of-the-day task acquaints learners with unpacking the lexical information in a word or phrase and sharing their lexical discoveries with the class. The activity could be systematically integrated into the course syllabus. Learners will value lexis as a rich resource of syntactical knowledge and will realize that lexical development is directly proportional to linguistic fluency.
An L2 Reader's Word-Recognition Strategies: Transferred or Developed
Author: Alco, Bonnie
Date: 2010-00-00
Type: Journal Articles
Subjects: Word Recognition,Transfer of Training,Reading Strategies,Phoneme Grapheme Correspondence,English (Second Language),Second Language Learning,Alphabets,Orthographic Symbols,Reading Instruction,Intervention,Cloze Procedure,Reading Aloud to Others,Manipulative Materials,Charts,Learning Activities

Transfer of reading strategies from the first language (L1) to the second language (L2) has long puzzled educators, but what happens if the L1 is an alphabet language and the second is not, or if there is a mismatch in the languages' grapheme-phoneme connection? Although some students readily adjust to reading and writing in their second language, others do not. Research has shown that orthographic depth may play a role in how readily a student can transfer reading strategies from his or her L1 (e.g., Akamatsu, 2003; Muljani, Koda, &amp; Moates, 1998; Seymour, Aro, &amp; Erskine, 2003). If readers typically depend on their language's grapheme-phoneme connection or on visual cues in a nonalphabet language to develop word-recognition strategies, ESL students may become frustrated when the graphics or orthographic depth of the second language does not match that of the first and the process, thereby, crosses the &quot;threshold&quot; of orthographic complexity (Seymour et al., 2003). An unreliable connection challenges the student to adjust strategies appropriately in order to develop an automaticity that furthers reading competence. If the task is too difficult, cognitive load may inhibit the process.
Claiming Their Voice: Sociolinguistic Factors Affecting Immigrant Workers' Ability to Speak Up
Author: Gardner, Kathleen
Date: 2010-00-00
Type: Journal Articles
Subjects: Sociolinguistics,English (Second Language),Language Proficiency,Self Concept,Work Environment,Second Language Learning,Immigrants,Interviews,Language Usage,Qualitative Research,Employee Attitudes,Teaching Methods,Barriers,Interpersonal Communication,Power Structure,Case Studies,Questionnaires

Immigrants' multiple identities are sources of contention as they strive in the English-speaking workplace, where they need to meet job demands and demands from employers who expect them to conform to the culture of the management (Harper, Peirce, &amp; Burnaby, 1996; Jacobson, 2003; Katz, 2000). With California having a significant immigrant worker population, this study investigated how many of these workers navigate multiple identity and cultural issues while attempting to use their learned English to claim their voice. In an adult ESL classroom, first qualitative data were collected from students' responses about a workplace scenario. Then, 3 individuals from the class were chosen for in-depth interviews to determine factors that contribute to or hinder their ability to stake their claim in the workplace and speak up for themselves. The study results showed that several sociolinguistic factors influence whether or not workers chose to speak up and that these factors are as pertinent as workers' linguistic proficiency and the types of employers and coworkers they have. The authors discuss pedagogical implications with the goal of empowering immigrants to claim their voice at the workplace.
&quot;Being Good&quot; at Maths: Fabricating Gender Subjectivity
Author: Chronaki, Anna
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Mathematics Instruction,Case Studies,Mathematics,Mathematics Skills,Sex Stereotypes,Mathematics Teachers,Teaching Methods,Cultural Influences,Interviews

Current research in mathematics education places emphasis on the analysis of men and women's accounts about their life trajectories and choices for studying, working and developing a career that involves the learning and teaching of mathematics. Within this realm, the present study aims to highlight how mathematics, gender and subjectivity become interwoven by focusing the analysis on a single case study, that of Irene--a teacher in her early 40s. Based on how she articulates hegemonic discourses and narrates her relation to mathematics from the time she was a schoolgirl up till her recent work as teacher and her endeavours as participant in a professional development teacher training course, we argue how &quot;mathematics&quot; becomes a mythical object for her subjectification. Irene as a female subject appropriates through her narrative the socially, culturally and historically constructed ideals about maths and gender and essentialises mathematical ability. Our study reveals how dominant discourses concerning &quot;mathematics&quot; and &quot;gender&quot; relate closely to subjectivity fabrication.
An Analysis of Intercultural Communicative Competence: Hotel Front Office Personnel in Bangkok
Author: Inkaew, Manachai
Date: 2016-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Cultural Awareness,Global Approach,Foreign Countries,Hospitality Occupations,Guidelines,Human Resources,Training,Work Environment,Profiles,Questionnaires,Statistical Analysis,Qualitative Research,Participant Observation,Employee Attitudes,English (Second Language),Second Language Learning,Tourism

When we consider a strategy for dealing with globalization, it can be seen that intercultural interactions and encounters are very important and appropriate as effective outcomes are expected. Therefore, the need to assess the intercultural communicative competence (ICC) of those expected to achieve these outcomes is worth consideration. This study examined the intercultural communicative competence of front office personnel working in hotels in Bangkok. The study aimed to find out whether or not these hotel front office personnel were equipped with and/or have adequate intercultural competence to deal with interculturally diverse interactions within their workplace. The intercultural competence framework of Barrett, Byram, Lazar, Mompoint-Gaillard, and Philippou (2013) and the work of Byram (1997) provided a framework for analysis in this study. They were both operationally adjusted to fit within a Thai context. Byram's (1997) intercultural communicative competence objective-based approach was used as a guideline for the ICC assessment, and randomly selected hotel front office personnel were the target participants. The outcomes that emerged from the study can be used as guidelines for hotel human resources management in order to set up intercultural communication training courses, or by educational institutions to better enhance the ICC development of their graduates. Furthermore, the outcomes can also be used as an informational base for future research.
Video Captions for Online Courses: Do YouTube's Auto-Generated Captions Meet Deaf Students' Needs?
Author: Parton, Becky Sue
Date: 2016-00-00
Type: Journal Articles
Subjects: Video Technology,Layout (Publications),Visual Aids,Electronic Publishing,Web Sites,Online Courses,Deafness,Deaf Interpreting,Student Needs,College Students,Accuracy,Content Analysis,Error Analysis (Language),Error Patterns,Phrase Structure,Automation,Higher Education,Teacher Developed Materials,Reliability,Translation,Access to Education,Oral Language

Providing captions for videos used in online courses is an area of interest for institutions of higher education. There are legal and ethical ramifications as well as time constraints to consider. Captioning tools are available, but some universities rely on the auto-generated YouTube captions. This study looked at a particular type of video--the weekly informal news update created by individual professors for their online classes--to see if automatic captions (also known as subtitles) are sufficiently accurate to meet the needs of deaf students. A total of 68 minutes of video captions were analysed and 525 phrase-level errors were found. On average, therefore, there were 7.7 phrase errors per minute. Findings indicate that auto-generated captions are too inaccurate to be used exclusively. Additional studies are needed to determine whether they can provide a starting point for a process of captioning that reduces the preparation time.
A Comparison of Two Online Learning Systems
Author: Nichols, Mark
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Online Courses,Integrated Learning Systems,Distance Education,Outcomes of Education,Course Evaluation,Student Attitudes,Blended Learning,Printed Materials,Preferences,Use Studies,User Satisfaction (Information),Evaluation Methods,Student Participation,Interviews,Electronic Learning,Online Surveys,Undergraduate Students

Open Polytechnic is a single-mode provider of distance education with a rich history of print-based provision. Strategically, the institution is rapidly adopting an online-only approach, with some exceptions for programmes that require student contact. A recent and internal review of Moodle, the Open Polytechnic's learning management system (LMS) indicated concern about the likely student experience for an online-only format, so an internal system called iQualify was developed. iQualify was developed specifically from a user-experience (UX) perspective to optimise the online-only learning experience. As part of the drive towards online-only education, Open Polytechnic courses are being purposefully redeveloped for iQualify, moving away from print-and textbook-based materials, and towards textbook-independent and online-only study. This article uses a UX perspective to compare student outcomes, high-level course evaluations, and student perceptions of the two approaches--Moodle, with print and textbook; and iQualify online-only. Findings indicate that while students tend to prefer printed materials, actual withdrawal and pass rates are not affected by an online-only approach. Respondents also indicated a significant preference for the new iQualify platform over Moodle, and openness to online-only study.
Reading and Studying on the Screen: An Overview of Literature towards Good Learning Design Practice
Author: Nichols, Mark
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Design,Reading Strategies,Reading Skills,Electronic Publishing,Printed Materials,Literature Reviews,Cognitive Processes,Difficulty Level,Handheld Devices,Distance Education,Reading Comprehension,Comparative Analysis,Attention Control,Teaching Methods

As distance education moves increasingly towards online provision, and because of the benefits provided by online approaches, students will be expected to engage with more resources available on screen. Contemporary forms of reading from the screen include reading from tablet devices, LCD monitors, and smartphones. However, print remains the preferred means of reading text, and student preference for print is accentuated when reading involves thorough study (Ackerman &amp; Lauterman, 2012; Foasberg, 2014). Education providers face an interesting challenge. Although many learners prefer having access to printed materials, on-screen reading can improve education's convenience, portability, media-richness, engagement, support, and data-evidenced practice. In this context it is timely to consider the potential for on-screen reading from the perspective of learning design. This article considers studies related to reading on screen, and suggests good practice principles for on-screen-only learning design.
Language Pedagogy and Non-Transience in the Flipped Classroom
Author: Cunningham, Una
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Video Technology,Language Usage,Blended Learning,Teaching Methods,Student Attitudes,Learner Engagement,Computer Assisted Instruction,Higher Education

High connectivity at tertiary institutions, and students who are often equipped with laptops and/or tablets as well as smartphones, have resulted in language learners being able to freely access technology and the internet. Reference tools such as dictionaries, concordancers, translators, and thesauri, with pronunciation and usage tips, are available at the touch of a screen. The web brings a virtually endless corpus of authentic written and spoken target language usage, and instant communication with target language speakers anywhere. Video recordings of teaching or materials created for language learners can be viewed and reviewed at the learner's convenience and reused by the teacher, freeing contact time for interaction. This paper distinguishes between asynchrony and non-transience and discusses which material can best be offered to language learners in tertiary education in a nontransient or enduring form rather than as live teaching, why this might be a good idea, and how to create and curate non-transient resources for individualised language learning.
Emotional Literacy and Pedagogical Confidence in Pre-Service Science and Mathematics Teachers
Author: Yeigh, Tony
Date: 2016-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,STEM Education,Affective Objectives,Affective Measures,Affective Behavior,Self Efficacy,Self Concept Measures,Emotional Intelligence,Mixed Methods Research,Feedback (Response),Diaries,Mathematics Education,Science Education,Foreign Countries

This report details the findings from initial research seeking to improve the pedagogical confidence of pre-service STEM teachers by encouraging emotional literacy in the form of affect awareness. The report discusses how affect was measured for the study, what the affect outcomes were and how these measures are conceptually related to improving confidence for the pre-service teachers (PSTs). Findings indicate enhanced emotional feedback enabled the PSTs to analyse, understand and make use of affect information to reflect on their teaching confidence overall. Ongoing research will need to address the issue of negative affect awareness in teacher training, and strategies for approaching this issue are provided.
Using Assessment to Develop Social Responsibility as a Graduate Attribute in Teacher Education
Author: Howells, Kerry
Date: 2016-06-00
Type: Journal Articles
Subjects: Social Responsibility,Curriculum Enrichment,Graduate Study,Pretests Posttests,Reflection,Qualitative Research,Curriculum Design,Units of Study,Skill Development,Preservice Teachers,Preservice Teacher Education,Student Surveys,Student Development,Familiarity,Task Analysis,Foreign Countries,Case Studies,Student Attitudes,Statistical Analysis

Australian higher education institutions have struggled to develop clear strategies for developing and assessing graduate attributes within their specific disciplinary contexts. Using the example of the graduate attribute of social responsibility, this paper explores the outcomes of using assessment tasks to raise the awareness of development of graduate attributes, while at the same time contextualising their meaning and relevance within pre-service teachers' immediate lived experiences within the study situation. The data collected were pre- and post-surveys as well as written reflections. The findings indicate that if embedded in an explicit way in assessment tasks that require reflection on the development of social responsibility within practicum experience, the pre-service teachers demonstrate an increased awareness of its relevance to their emerging teaching practice.
Contextualizing Generic Pedagogical Knowledge through Tension-Focused Reflection: A Self-Study
Author: Chen, Zhu
Date: 2016-06-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Reflection,Teacher Effectiveness,Teaching Methods,Beginning Teachers,Language Teachers,Teacher Education,Teacher Education Programs,Teacher Educators,Foreign Countries,Chinese,Second Language Instruction,Second Language Learning

A major concern in recent decades is that teachers are equipped with pedagogical knowledge through pre-service teacher education programs but know nothing about how to put pedagogical knowledge into their own teaching scenarios. Hence, an increasing attention has been attached to teachers' contextualized understanding of pedagogical knowledge for effective teaching. Reflection has often been recommended as an instrument for constructing teachers' context-specific knowledge of teaching. This self-study has identified an approach of reflection by which I, as a beginning Chinese language teacher-researcher, employed to develop contextualized understanding of a generic pedagogical model known as Quality Teaching (QT). The essence of such reflection, named as tension-focused reflection, is to reflect on and then manage tensions arising from implementing the generic pedagogical model in my own teaching. Tension-focused reflection enhanced my contextualization of QT in Chinese language classroom by prompting deep thinking about the contextual restrictions for implementing QT, the subject-specific usefulness of QT, and the consequences of such implementation on subject-specific practice. Yielded by such thinking was my contextualized application of QT that was useful for my teaching Chinese as a foreign language. While unfolding the process of developing and applying tension-focused reflection, this self-study also confirmed the value of teacher reflection for beginning teachers' development and encouraged teachers' innovative approaches of reflection which meets their own needs.
Mindfulness-Based Approaches for Young People with Autism Spectrum Disorder and Their Caregivers: Do These Approaches Hold Benefits for Teachers?
Author: Keenan-Mount, Rebekah
Date: 2016-06-00
Type: Journal Articles
Subjects: Metacognition,Autism,Pervasive Developmental Disorders,Correlation,Teaching Methods,Stress Management,Stress Variables,Prosocial Behavior,Child Behavior,Transformative Learning,Intervention,Teacher Student Relationship,Outcomes of Treatment,Parent Child Relationship

Parents and teachers who care for and educate young people with Autism Spectrum Disorder (ASD) face unique challenges associated with their roles. In this review we investigated the efficacy of mindfulness-based interventions in reducing stress and increasing positive behaviours in young people with ASD and their caregivers: parents and teachers. Nine studies on the topic were located, showing that the research base in this field is in the infancy stage. Each study illuminated the transformational change caregivers and young people experience after practicing mindfulness training (MT). The results also highlighted the interdependent relationship between the caregivers' level of mindfulness and their child's pro-social behaviours. We recommend that future researchers focus on understanding mindfulness as a relational practice as well as how the practice can support teachers who care for and educate students with ASD.
Cross-Cultural Communication in Teacher Education: A Case Study of an Australian Pre-Service Teacher Placement in Liaoning, China
Author: Jin, Aijing
Date: 2016-06-00
Type: Journal Articles
Subjects: Intercultural Communication,Teacher Education,Teaching Methods,Social Environment,Cultural Context,Preservice Teachers,Communication Skills,Foreign Countries,Case Studies,Mentors,Teaching Experience,Cultural Differences,Student Attitudes,Faculty Development,Qualitative Research,Placement

This paper presents a case study of the experiences and reflections of four fourth year pre-service teachers from Federation University Australia who completed their three-week teaching placement in Anshan, Liaoning Province, China, in April 2014. The study also explores the perspectives and opinions of both the Chinese mentor teachers and Chinese students towards the Australian preservice teachers. The research confirms the mutual benefits of cross-cultural teacher education professional experiences for pre-service teachers, Chinese mentor teachers and Chinese students. The teaching experiences revealed major differences in educational concepts and teaching strategies and approaches between the two systems because of the different social and cultural contexts. The evidence from the voices of the participants indicates that the professional experience in these two Chinese schools fostered the Australian pre-service teachers' cross-cultural communication skills, developed their confidence and skills as teachers and generally enriched their personal and professional lives.