ethanporcaro/eric-fulltext-meta huggingface dataset:
Contextualizing Multilingualism in Morocco
Author: Daniel, Mayra C.
Date: 2009-11-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingualism,Bilingual Education,Language of Instruction,Developing Nations,Literacy Education,Educational History,Educational Trends,Official Languages,Semitic Languages,Afro Asiatic Languages,French,Spanish

This article discusses the educational system of Morocco and the ways the country's multilingual history has influenced and continues to direct the choice of the languages used in schools. Suggestions that will eliminate cultural mismatch and thus facilitate interactions with Moroccan students and their families are included. The research focuses initially on the linguistic complexity within Morocco. The numerous languages spoken by Moroccans and the situational needs for interacting in a specific language create educational needs and everyday challenges that are prevalent in third-world countries. Educators in Morocco and other countries face similar challenges, which might delay educational progress in some countries, but appears to positively encourage Moroccans toward the lofty goal of assuring that all children receive the education needed to strengthen a country and educate its people.
Writing across the Curriculum Works: The Impact of Writing Emphasis upon Senior Exit Writing Samples
Author: Ridley, Dennis R.
Date: 2006-00-00
Type: Journal Articles
Subjects: Writing Across the Curriculum,Writing Skills,College Seniors,Scoring Formulas,Grading,Guides,Course Descriptions,Correlation,Rating Scales,Curriculum Evaluation

Seniors' writing skills were assessed in 1998 at a medium-sized public university. Blind scoring, a standard scoring guide, and trained graders were used. Curricular writing emphasis was assessed through a syllabus study, yielding a Curricular Emphasis Score. Controlling for entry-level skill in writing, Writing Score and Curricular Emphasis were highly correlated.
Evolving from Quantity to Quality: A New Yardstick for Assessment
Author: Fulcher, Keston H.
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Scoring Rubrics,Educational Quality,Program Improvement,Academic Achievement,Outcome Measures,Achievement Gains,Test Items,Data Collection,Research Design,Information Utilization,Evaluation Research,Evaluation Methods

Higher education experts tout learning outcomes assessment as a vehicle for program improvement. To this end the authors share a rubric designed explicitly to evaluate the quality of assessment and how it leads to program improvement. The rubric contains six general assessment areas, which are further broken down into 14 elements. Embedded within the article are links to the full rubric, an example of an exemplary assessment report, and a how-to guide for conducting and reporting quality assessment.
Program Assessment in Academic Libraries: An Introduction for Assessment Practitioners
Author: Ackermann, Eric
Date: 2007-00-00
Type: Journal Articles
Subjects: Academic Libraries,Program Evaluation,Educational Practices,Organizational Culture,Barriers,Library Services,Library Instruction,Library Materials,Library Development,Data Collection,Evaluation Methods

Although academic libraries have a long tradition of program assessment, in the past the results have been more meaningful internally than externally. Recent changes in the conceptualization of libraries' role in higher education and advances in measurement tools will likely provide answers to different questions, particularly the relationship of library services and resources to student learning and success. This paper discusses the following: (1) The tradition of assessment in libraries; (2) The current state of affairs and challenges of assessing the following library components--instruction, services, and resources; and (3) Implications for the future of library assessment. Much work has yet to be done in the assessment of libraries. Hopefully these future endeavors will illuminate relationships between elements of the library and student learning and success. Such information could only help the efficacy of libraries around the country.
Using Effect Size in NSSE Survey Reporting
Author: Springer, Robert
Date: 2006-00-00
Type: Journal Articles
Subjects: Effect Size,National Surveys,Learner Engagement,Student Participation,Comparative Analysis,Statistical Distributions,Research Reports,Statistical Significance,Best Practices,Educational Indicators

The National Survey of Student Engagement (NSSE) provides participating schools an Institutional Report that includes (among many documents) mean comparisons, frequency distributions, and student respondent data as part of its standard reporting package. Sifting through all this data can leave even experienced researchers wondering where to start and what to report. For example, how meaningful is it to report frequency percentages or statistically significant differences between your school and other NSSE schools? Fortunately, NSSE also provides an effect size (Cohen's &quot;d&quot;) or practical significance indicator that can help bring context to the results. In addition to its value in conveying NSSE results, using effect sizes in survey research helps to easily identify areas/items of praise as well as areas/items for improvements.
Discovering New Dimensions in an Old Task: Higher-Ed Bilingual Professors Learn to Use Lesson Planning for Students' Educational Success
Author: Morales Henao, Enith Viviana
Date: 2008-11-00
Type: Journal Articles
Subjects: Foreign Countries,Lesson Plans,Course Content,Verbs,Second Language Learning,Second Language Instruction,Higher Education,College Faculty,Instructional Effectiveness,Teaching Methods,Educational Objectives,Teacher Attitudes,Classroom Observation Techniques,Action Research,Task Analysis,Intervention,Video Technology,Qualitative Research

Professors at the &quot;Institucion Universitaria Colombo Americana&quot; (UNICA) have aimed to deliver lessons for second language learners which integrate content and language, resulting in an &quot;integrated lesson&quot; design. The Center for Applied Linguistics (Washington, DC) recommends the Sheltered Instruction Observation Protocol (SIOP) as a way of helping teachers plan and deliver integrated lessons. The effectiveness of this protocol has been corroborated on the K-12 level, and now, through action research, we are developing its applicability on the higher education level at UNICA. The purpose of this sub-story was to describe professors' experiences as they were trained in the design and delivery of lessons based on SIOP. After analyzing data, it was found that professors at UNICA had some weaknesses such as: a misunderstanding of content and language objectives, a difficulty in selecting verbs when stating objectives and higher order questions, among others. On the other hand, professors did not have any problem stating accurate content concepts and planning meaningful activities. All these are old tasks that teachers are familiar with; however, our research has revealed new dimensions which, if understood rightly, will provide valuable insights for instructors so that their lessons may not ever become monotonous or dry.
Identifying Barriers in Implementing Outcomes-Based Assessment Program Review: A Grounded Theory Analysis
Author: Bresciani, Marilee J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Barriers,Outcome Based Education,Program Implementation,Grounded Theory,Interviews,Teacher Surveys,Teacher Attitudes,Administrator Attitudes,Tenure,Faculty Promotion,Contracts,Institutional Characteristics,Qualitative Research,Case Studies,Program Evaluation,Time Perspective,Familiarity,Educational Resources,Educational Practices

The purpose of this grounded theory study was to identify the typical barriers encountered by faculty and administrators when implementing outcomes-based assessment program review. An analysis of interviews with faculty and administrators at nine institutions revealed a theory that faculty and administrators' promotion, tenure (if applicable), and/or renewal of contracts are often not dependent on whether they use results from outcomes-based assessment program review to improve their students' learning and development.
The Effect of Video-Based Tasks in Listening Comprehension of Iranian Pre-Intermediate EFL Learners
Author: Sarani, Abdullah
Date: 2014-00-00
Type: Journal Articles
Subjects: Video Technology,Listening Comprehension,Pretests Posttests,English (Second Language),Second Language Learning,Foreign Countries,Experimental Groups,Control Groups,Computer Software,Task Analysis,Teaching Methods,Correlation,Statistical Analysis,Second Language Instruction

This study aims at finding the effect of video-based tasks in improving the listening comprehension ability of Iranian pre-intermediate EFL (English Foreign Language) learners. After determining the level of learners, an experimental and control group, each of 20 participants, were nominated to contribute to the study. From the time the pre-test was administered to each group, the experimental group was taught by a course of instruction based on video tasks for teaching listening comprehension. The control group was directed by a course of instruction only based on audio materials. Paired Samples T-test computation was utilized by SPSS software to calculate the level of significant difference in pre- and post-tests. Results show that teaching listening on the basis of video-based tasks has a significant effect on learners' listening comprehension in realizing and understanding the authentic language more effectively.
Students' Responses to the Use of Songs in the EFL Classroom at a Public School in Bogotá: A Critical Approach
Author: Palacios, Nilsen
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Singing,Teaching Methods,Music,Action Research,Questionnaires,Literacy,Peer Relationship,Student Reaction,Foreign Countries,Qualitative Research,Grade 11,High School Students,Public Schools,Semi Structured Interviews

This article reports the findings of an action research stydy aiming at fostering interest, participation, and self-expression in an EFL classroom at a public school in Usme, in the southeast of Bogotá. The study focuses on students' responses to the use of songs with social content within a framework of literacy as a situated social practice and taking a critical view of pedagogy. A group of 11th graders participated in the study. Data was collected through questionnaires, field notes, interviews, and artifacts of students' work. Results indicate that using songs as a socially-situated literacy practice in the EFL class can encourage students to participate in a more active and critical way. It can also trigger meaningful connections to real life issues allowing students to read the world and build bonds with their peers, using music as an opportunity to share ideas, thoughts, and feelings in a comfortable, respectful, and friendly environment.
The Effects of Differentiated Instruction on the Literacy Process of Learners with Interrupted Schooling
Author: Niño Santisteban, Liliana
Date: 2014-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Literacy,Spanish Speaking,Children,Early Adolescents,Public Schools,Grade 1,Homeless People,Mixed Age Grouping,English (Second Language),English Language Learners,Writing Achievement,Vocabulary Development,Reading Comprehension,Instructional Effectiveness,Refugees,Action Research,Student Surveys,Interviews,Observation,Language Acquisition,Classroom Environment,Student Behavior,Teacher Behavior,Evidence,Educational Practices,Teaching Methods,Foreign Countries

This research study analyzes the literacy and foreign langauge processes of learners in the &quot;Procesos Básicos&quot; Program. The participants were 15 Spanish-speaking children and young adolescents, whose highest level of education was first grade. Eight of the 15 children were Internally Displaced Persons (IDPs), and the others were affected by violence, family issues, and cognitive difficulties. These groups of students attend a public school located in Bogotá Colombia. Most of the students have faced interrupted schooling due to different social factors. As a consequence, there are children of different ages and social backgrounds, including IDPs, in each classroom. Differentiation was used as well as GANAG (Goal, Activating Prior knowledge, New information, Aplication, Generalization) reading formats in both English as a foreign language (EFL) and Spanish (mother tongue) literacy classes. Results show that there was little impact of differentiated instruction on writing production or vocabulary acquisition. However, there was evidence of an impact on reading comprehension when inferring and comparing and contrasting narrative texts.
The Use of First Language in the Second-Language Classroom: A Support for Second Language Acquisition
Author: Salmona Madriñan, Mara
Date: 2014-00-00
Type: Journal Articles
Subjects: Native Language,Second Language Learning,Action Research,Language Role,Lesson Plans,English (Second Language),Language of Instruction,Language Usage,Spanish,Transfer of Training,International Schools,Kindergarten,Immersion Programs,Teaching Methods,Educational Benefits,Foreign Countries,Qualitative Research,Participant Observation,Interviews

This action research project was carried out in order to identify the role of first language in the second-language classroom. This study was conducted in a Colombian international school with an English immersion program for kindergarten students attending their first year of school. The purpose of this study was to identify if the use of the mother tongue in the classroom increases comprehension and facilitates the second language acquisition process. Two lesson plans were designed: the first one using only English as the language of instruction, and the second one using both languages, Spanish and English. The results demonstrate that students do benefit from the use of the first language in the classroom, transferring concepts from their mother tongue to the new language.
Towards a Proposal for a Professional Development Programme in Pedagogy for Autonomy
Author: Granados Beltrán, Carlo
Date: 2011-11-00
Type: Journal Articles
Subjects: Faculty Development,Teaching Methods,Professional Autonomy,Workshops,Foreign Countries,Second Language Instruction,Second Language Learning,Semi Structured Interviews,Teacher Attitudes,Inservice Teacher Education,Language Teachers,English (Second Language)

This article aims to share preliminary results of an ongoing research project named &quot;Towards a Pedagogy for Autonomy&quot; carried out at the Languages Department at Universidad Central in Bogotá, Colombia. The final goal of the project is to create a teacher development programme whose emphasis is on pedagogy for autonomy and whose theoretical and practical underpinnings are based on the findings of this specific study. The article discusses the origins of the project, the design and organisation of the initial teacher development workshops which will constitute the program, the limitations and some general results obtained from the experience up to the moment.
Writing to Persuade: A Systemic Functional View
Author: Schulze, Joshua
Date: 2011-11-00
Type: Journal Articles
Subjects: Persuasive Discourse,Writing Instruction,Literary Genres,Teaching Methods,Academic Discourse,Discourse Analysis,Urban Education,Elementary School Students,Middle School Students,Content Analysis,English Language Learners,Semi Structured Interviews,Grade 5,Participant Observation

This study explores how a genre-based approach to writing instruction influenced by both genre theory and systemic functional linguistics supported the academic writing development of English language learners (ELLs) transitioning to middle school. Drawing on Systemic Functional Linguistics (SFL) as a tool for pedagogy and linguistic analysis, the teacher-researcher analyzed three instantiations of texts composed by ELLs to determine changes in the register of their texts during the course of genre-based writing pedagogy. Methods were qualitative in nature, involving both analysis of the text and the surrounding context of composition. Data came from multiple sources. They included videotaped observations of classroom interactions, transcriptions of semi-structured interviews with the student, collection of lesson plans, and materials used in lesson implementation, and field notes made by the participant observer. Findings suggest that a genre-based approach to writing instruction supported ELLs in producing texts that more closely approximated the register of the target genre.
Compensation Strategies: Tracking Movement in EFL Learners' Speaking Skills
Author: Karbalaei, Alireza
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Oral Language,Language Tests,Institutes (Training Programs),Standardized Tests,Classification,Learning Strategies,Language Proficiency,Check Lists,Communicative Competence (Languages),Communication Strategies,Introductory Courses,Children,Adolescents,Young Adults,Qualitative Research,Statistical Analysis

The present study aimed to determine the compensation strategies used by Iranian elementary EFL learners across the speaking skill. The participants of this study were a sample of 120 EFL elementary male and female learners whose ages ranged between 11 and 25 at a language institute in Rostam, Iran. The main participants were homogenized through the Standardized Key English Test (KET). After the administration of the proficiency test, some oral exams consisting of different speaking topics were administered in the first and following sessions of the course with the purpose of observing and identifying the compensation strategies used by the EFL learners with the same proficiency level. Oxford's typology of compensation strategies was prepared in form of a checklist to facilitate fast recording of observable compensation strategies in an oral exams. The students' speaking on the given topics merely served as an opportunity to observe students' use of compensation strategies. The results indicated that Iranian EFL students tended to use various kinds of compensation strategies in communicating their intended meanings.
Sensitizing Young English Language Learners Towards Environmental Care
Author: Castillo, Rigoberto
Date: 2014-00-00
Type: Journal Articles
Subjects: Action Research,English Language Learners,Grade 5,Elementary School Students,Creative Writing,Problem Solving,Environmental Education,Conservation (Environment),Teaching Methods,Consciousness Raising,Content Area Writing,Intervention,Journal Writing,Questionnaires,Likert Scales,Second Language Learning,Qualitative Research

This paper reports an action research study aimed at understanding how to sensitize young English language learners towards caring for the environment. The pedagogical intervention in a 5th grade class consisted in the use of creative writing strategies to express learners' ideas. Three stages were followed: &quot;recognizing facts,&quot; &quot;reflecting on them&quot; and &quot;proposing a solution to a problem.&quot; The progress learners made at each stage was analyzed. The findings suggest that learners made significant gains in language development and environmental awareness from the opportunities offered by self-expression and debate.
Listening to Graduates of a K-12 Bilingual Program: Language Ideologies and Literacy Practices of Former Bilingual Students
Author: Dworin, Joel
Date: 2011-11-00
Type: Journal Articles
Subjects: Literacy,Bilingualism,Coding,Spanish,Graduates,Immersion Programs,Social Networks,Cultural Influences,Semi Structured Interviews,Sociocultural Patterns,Language Usage,Language Attitudes,Native Speakers,Hispanic American Students,English (Second Language),Second Language Learning,Program Implementation,Elementary Secondary Education,English

This study investigated the language and literacy practices of five graduates of a Spanish-English K-12 dual language immersion program through semistructured interviews to understand the residual impact of thirteen years in a Spanish-English bilingual school program. Drawing from sociocultural theory, the interviews also sought to provide an understanding of the participants' specific social networks and uses of Spanish and cultural affinities. Transcripts of the interviews, which were 1-2 hours in length, were analyzed primarily for content related to language use, social networks, and cultural affiliations. Coding by general themes that emerged was done first, and then patterns within and across interview transcripts were identified and analyzed. The basic research question guiding this interview study was: What can be learned about the Spanish-English bilingualism and biliteracy of former students who attended a 13-year bilingual school program? Three main findings were: 1) All of the former students reported being bilingual and biliterate in English and Spanish; 2) Two prominent language ideologies in the everyday uses of Spanish by the participants were identified. One language ideology may be described as a functional language ideology, where Spanish was used primarily to accomplish only specific, limited kinds of communication with others. The other language ideology was one where linguistic and cultural affinities with native Spanish speakers were a key part of the participants' orientation and use of Spanish; and 3) The issue of who may be reaping the most benefits from the K-12 dual language immersion program arose through an analysis of the interviews, especially at the secondary levels, because of the relatively small numbers of Latina/o students that completed the program. The findings are significant because they indicate some of the strengths and limitations of K-12 bilingual programs in the U.S. Given that there has been very little research in this area, the study provides educators and researchers with important concerns in bilingual education program implementation, as well as areas for further research.