ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching English Writing for a Global Context: An Examination of NS, ESL and EFL Learning Strategies That Work
Author: Webb, Rebecca K.
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Writing Skills,Teaching Methods,Foreign Countries,Learning Strategies,Statistical Analysis,Qualitative Research,Student Attitudes,Native Speakers,Observation,Interviews,Surveys,Instructional Effectiveness,Writing (Composition),Writing Strategies,Writing Processes,Asians,Undergraduate Students

This study, examines two well-known writing pedagogies from the fields of Composition and Rhetoric, and Second Language Acquisition (SLA) for teaching literacy, or reading and writing skills in order to identify intersections for the English Language Learner (ELL) in an EFL learning environment. In addition, I present both quantitative and qualitative data in order to identify the learning strategies that are most effective from the Native Speaker (NS), English as a Second Language (ESL), and the English as a Foreign Language (EFL) learning environments. The data is as follows: 1) a survey of the perceptions of both ELL and NS students to analyze their assessment of current instructional methods and learning strategies; 2) an observation of and interview with an ELL student examining the strategy and process for producing effective writing; and 3) analysis of several writing samples from ELL students in EFL writing courses here in Thailand. The purpose of this examination is to identify where the two pedagogies intersect and identify the best learning strategies for the EFL learning environment in order to improve the acquisition of English writing skills.
Designing a Leadership Legacy (L2) Framework
Author: Fierke, Kerry K.
Date: 2015-09-00
Type: Journal Articles
Subjects: Leadership,Organizational Culture,Reputation,Sustainability,Mixed Methods Research,Models,Institutional Mission,Interprofessional Relationship,Resilience (Psychology),Higher Education,Foreign Countries

What does it mean to leave a &quot;leadership legacy&quot; in the organizations and communities in which we are involved? This mixed-methods research project will explore the stories of successful individuals who have left a leadership legacy. Specifically in this article, the preliminary research will share various components of a model to create a leadership legacy (L2). A leadership legacy (L2) is to leave behind the significance of our talents and our passions. The framework represented in this research includes areas such as vision, foundation, intentional focus, meaningful relationships, resiliency, and sustainability. Creating an L2 provides the opportunity for individuals and organizations to leave a meaningful impression in the world. A list of resources is included.
Reviewing the Value of Self-Assessments: Do They Matter in the Classroom?
Author: Logan, Brenda
Date: 2015-09-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Student Evaluation,Preservice Teachers,Undergraduate Students,Education Courses,Required Courses,Public Speaking,Visual Aids,Essays,Reflection,Scoring Rubrics,Comparative Analysis,Improvement,Planning,Internship Programs

In today's schools, teachers are constantly barraged with the question, how are the results of assessments used to drive instruction and practices in the classroom? Additionally, edTPA national portfolio guidelines for interns are not only emphasizing lesson planning but also highlights of all lesson assessments with rationales for using. Teaching videos, student work samples, and evidence of learning through data-driven graphs and charts representing the results of student learning are also aspects of this process. With an understanding of ongoing improved rigorous requirements for pre-service teachers, a college of education professor decided to closely analyze a yearly, student-required, rubric-based oral PowerPoint presentation. Upon completion of the oral presentation, students immediately wrote a personal self-assessment essay. Students were also asked to respond to two written questions: What do you now realize about self-assessments and will you use self-assessment essays in your future classroom, why or why not? Student responses revealed some valuable themes in education.
Grace and Courtesy in the Elementary Community
Author: Huneke-Stone, Elise
Date: 2015-00-00
Type: Journal Articles
Subjects: Behavior Standards,Prosocial Behavior,Elementary Schools,Educational Environment,Moral Values,Citizenship Education,Student Behavior,Montessori Method,Social Influences,Educational Methods,Child Development,Student Characteristics,Imagination,Interpersonal Competence

Don't be fooled by Elise Huneke-Stone's disarming beginning where she implies that grace and courtesy is not normally associated with the elementary. She goes on to elaborate that grace and courtesy is indeed everywhere: in project-based learning, understanding of moral precepts, social and intellectual independence, in the utilization of empathy, used in the unfolding of the reasoning mind and imagination, and in matters of justice and fairness. Integral to the gregariousness and the rules of group work, the elementary child needs grace and courtesy to manage their strong social orientation as children of the second plane. [This talk was presented at the NAMTA conference titled &quot;Grace, Courtesy,and Civility Across the Planes,&quot; Portland, OR, March 13-16, 2014.]
Reducing the Observed Curriculum Perception Gaps between Stakeholders
Author: Chang, Amy
Date: 2015-09-00
Type: Journal Articles
Subjects: Accounting,Curriculum Development,Alignment (Education),Stakeholders,Internship Programs,Corporations,Employers,Graduate Surveys,Student Surveys,Advisory Committees,School Business Relationship,College Students,Skill Development,Job Skills

Developing a vibrant and relevant accounting curriculum requires involvement of many stakeholders such as interns, alumni, and firms. Each has a distinct perspective regarding the strengths and weaknesses of accounting education. Discussion of perception gaps between the three groups and the importance of aligning these perceptions are presented. This paper provides several attainable and practical approaches for educational institutions to consider incorporating into their curriculums to improve academic scholarship and vocational prospects, expanding upon Yu et al. (2013).
Nature Experience and Education
Author: Rathunde, Kevin
Date: 2013-00-00
Type: Journal Articles
Subjects: Ecology,Ecological Factors,Nature Nurture Controversy,Science and Society,Interpersonal Relationship,Educational Philosophy,Educational Practices,Outdoor Education

Kevin Rathunde turns his research lens to the task of finding out the relevance of the natural world, its impact on adolescent motivation, and its positive sustaining of concentration and focus. He cites &quot;disembodiment and denaturing&quot; as needing to be countered by contact with nature, leading to higher creativity, less drudgery, and more positive social interaction for an adolescent community. [This talk was presented at the NAMTA conference titled &quot;Science, History, and the Arts Through Nature's Keyhole,&quot; Atlanta, GA, January 26-29, 2006. Reprinted from &quot;The NAMTA Journal&quot; 31, 1 (2006, Winter): 117-127.]
Strategies for Professors Who Service the University to Earn Tenure and Promotion
Author: Gentry, Ruben
Date: 2015-09-00
Type: Journal Articles
Subjects: College Faculty,Teacher Promotion,Teacher Effectiveness,Success,Educational Strategies,Literature Reviews,Best Practices,Vignettes,Criteria,Human Capital,Demography,Expectation

Tenure and promotion are great aspirations for college professors. They are indicators of success in the professions. Universities stipulate in their official documents and numerous higher education publications specify what professors must achieve in order to earn tenure and promotion; which almost always cite effectiveness in teaching, research, and service. Many professors excel in the three areas of performance and earn the awards. A rather large number of professors render tremendous service to the university and are effective in teaching, however, they are less productive in research; this can lead to a denial of tenure and promotion and termination of employment at the institution. The question becomes, could faculty who succeed at teaching and service the university extensively prevent falling into such a predicament? An extensive review of literature and association with a number of such cases suggest that the execution of specific strategies during the early years of employment could lead to success in the tenure and promotion review. With such explicit information aspiring faculty will be positioned to more effectively reach the criteria specified for tenure and promotion. A favorable outcome is viewed as beneficial to both the professor and the university.
Idea Sharing: How to Maximize Participation in a Mixed-Level English Class
Author: Carlson, Gordon D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Participation,English (Second Language),Second Language Instruction,Second Language Learning,Portfolios (Background Materials),College Students,Asians,Foreign Countries,Teaching Methods,Grouping (Instructional Purposes),Language Proficiency,Interpersonal Communication,Student Motivation,Student Leadership,Student Centered Curriculum,Classroom Techniques

Teaching a class of mixed EFL/ESL levels can be problematic for both instructors and students. The disparate levels of ability often mean that some students are not challenged enough while others struggle to keep pace. Drawing on experience in the university classroom in Japan, this practice promotes good preparation, self-reliance, inclusiveness, and maximum class participation. In two parts, this paper demonstrates how independent learning can be used to bring out the best in classes of this sort. The first part of the paper explains the method students use to create a self-learning portfolio. It will explain how students construct their portfolios to formulate questions and reach tentative conclusions before they arrive in class. The second part highlights the benefits of this system, presenting evidence that this approach engages students in mixed-level classes by fostering communication and inclusiveness. Examples are presented on how this mechanism boosts participation and motivation among even the most reluctant students. While bolstering engagement, this process at the same time offers opportunities for group consensus and strong student leaders to emerge. Finally, this paper concludes with a reinforcement of the merits of this system and how this effective technique creates a student-centered class.
Bonding with the Natural World: The Roots of Environmental Awareness
Author: Chawla, Louise
Date: 2013-00-00
Type: Journal Articles
Subjects: Ecology,Role Models,Literary Genres,Activism,Environmental Education,Preschool Children,Weather,Adults,Montessori Schools,Preschool Education

With delicate literary style and allusions, Louise Chawla combines her ecological research and Montessori background to portray the unfolding of childhood in natural places. Starting with &quot;enchantment with the world&quot; as the basis for nature education for the child under six, the article suggests that the &quot;loose parts&quot; in the landscape that children manipulate and use result in optimal creative involvement. The act of finding favorite places in all weather, combined with the companionship of an adult role model, leads to a lifelong appreciation, concern, and activism for the natural world. [Reprinted from &quot;The NAMTA Journal&quot; 28,1 (2003, Winter): 133-154. This paper was prepared for the NAMTA Conference titled &quot;Montessori Education for Human Development: The Child and the Natural World,&quot; October 31-November 3, 2002 in Chicago, IL.]
Cultural Introductions by Way of Storytelling
Author: Jellick, Matthew
Date: 2015-00-00
Type: Journal Articles
Subjects: Story Telling,English Instruction,Cultural Influences,Language Skills,Teaching Methods,Creativity,Student Characteristics,Popular Culture,Second Language Instruction,English (Second Language),Creative Teaching

In this article Matthew Jellick describes an introductory lesson he has used on the first day of class with students around the globe. The activity touches on each of the skill sets associated with English language acquisition, with special attention paid to cultural issues that can be applied on a country-by-country basis. No matter what country the technique is used in, the goal is to create an inviting lesson in which students exercise English abilities while sharing their cultural and personal norms (or exceptions). The technique offers many variations to suit different teaching styles and can be used as a warm-up activity or take up an hour-long session. It is based on the notion of a &quot;Mad Lib.&quot; The teacher makes up a creative story to share with the class, leaving blank key cultural and personal references particular to the country and individual students. By incorporating examples of celebrities, foods, music, places, and other culture-specific customs, this activity enables the students to finish their own stories, highlighting their individual preferences as the unique part that completes each sentence. Vocabulary used and length of the exercise can be adjusted based on the class's collective mastery of English. Herein, Jellick describes his own experience implementing the technique and provides ideas for extensions and variations.
Greening Montessori School Grounds by Design
Author: Moore, Robin
Date: 2013-00-00
Type: Journal Articles
Subjects: Conservation (Environment),Montessori Schools,Educational Environment,Outdoor Education,Natural Resources,Educational Facilities Improvement,Civil Engineering,Cooperative Planning,School Buildings,Educational Facilities Design,Playgrounds,Gardening

Robin Moore and Nilda Cosco view the Montessori approach to the prepared environment as overlapping their understanding of the naturalization of school grounds. As they present the possibilities for a naturalized setting to overcome sedentary lifestyles and maximize learning in the outdoors, they establish necessary components for success: professional design, careful attention to surface drainage, thoughtful use of a hierarchy of pathways, variety in elevation, transitional shelters and terraces, moveable parts, restoration of wild places, inclusion of fruit-bearing species, and, above all, establishing a sense of place. [Reprinted from &quot;The NAMTA Journal&quot; 32,1 (2007, Winter): 129-151. This article is based on a talk given at the NAMTA conference titled &quot;Montessori Awareness: Opening the Doors to Perception,&quot; St. Louis, MO, October 12-15, 2006.]
Grace and Courtesy: Empowering Children, Liberating Adults
Author: Sackett, Ginni
Date: 2015-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Social Influences,Montessori Method,Generational Differences,Social Development,Child Development,Prosocial Behavior,Behavior Standards,Young Children,Cultural Influences

Ginni Sackett delves into the many implications of grace and courtesy, from social relations and the basis of community to respect for the child's personality. Her point of departure is modern social living with grace and dignity. Hers is an exploration over two generations of seeing grace and courtesy as a comprehensive social view that is the greatest goal for the Montessori teacher to empower adults and children to live sociably. She suggests that standards have changed greatly over two or three generations. To live within the school microcosm of a &quot;society by cohesion&quot; means that grace and courtesy is pervasive with every material used and work chosen, implying that it is part of nature's plan demonstrated by Montessori children in a prepared environment with social life practiced daily. [This talk was presented at the NAMTA conference titled &quot;Grace, Courtesy, and Civility Across the Planes,&quot; Portland, OR, March 13-16, 2014.]
The Resurgence of Cosmic Storytellers
Author: Swimme, Brian
Date: 2013-00-00
Type: Journal Articles
Subjects: Montessori Method,Consciousness Raising,Educational Methods,Story Telling,History,Sciences,Science Instruction,Social Influences,World Views,Child Development,Natural Resources

Brian Swimme's insights about the Story of the Universe look to the unifying impact of a &quot;cosmic story&quot; that speaks to all cultures and nations. Swimme suggests that humans are now able, through science and narrative, to present a story which will make us all a &quot;cohesive tribe&quot; while answering the universal questions of developing humans, such as &quot;Where does everything come from?&quot; &quot;What makes things die?&quot; and &quot;What is my place in the universe?&quot; Swimme's work is aligned with Thomas Berry's, and both have been influenced by Montessori's book &quot;To Educate the Human Potential.&quot;
The Elementary Child's Place in the Natural World
Author: Allen, Phoebe
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Students,Natural Resources,Teaching Methods,Outdoor Education,Montessori Method

Phoebe Allen's article speaks for the early bonding of children to the natural world prior to the elementary class. She also suggests the continuing exploration of children at elementary age in the outdoors in order to build the necessary sense of wonder and love of the environment to overcome anxiety over the negative realities of the planet's future. The message is emphatic: Nature teaches best of all; inspire hope, not despair. [Reprinted from &quot;The NAMTA Journal&quot; 30,1 (2005, Winter): 107-113. This talk was presented at the NAMTA conference titled &quot;Montessori Places: Stepping Stones to Society and the World,&quot; Austin, TX, October 14-17, 2004.]
Compliment Responses of Thai and Punjabi Speakers of English in Thailand
Author: Sachathep, Sukchai
Date: 2014-00-00
Type: Journal Articles
Subjects: Pragmatics,English (Second Language),Second Language Learning,Indo European Languages,Cues,Sociolinguistics,Foreign Countries,Thai,Task Analysis,Language Tests,Intercultural Communication,Teaching Methods,Language Variation

This variational pragmatics (VP) study investigates the similarities and differences of compliment responses (CR) between Thai and Punjabi speakers of English in Thailand, focusing on the strategies used in CR when the microsociolinguistic variables are integrated into the Discourse Completion Task (DCT). The participants were 20 Thai and 20 Punjabi students selected based upon the results of an English language test. The results of the study revealed that despite the similarities of the CR strategies, there were also marked differences between the two groups of participants. The variables incorporated into the DCT were shown to be an important factor in determining the CR strategies of the participants. Therefore, it can be concluded that the participants took micro-sociolinguistic cues into consideration in responding to a compliment. Furthermore, both groups of participants transferred the pragmatic norms of their native language when interacting in English. The findings lead to the pedagogical implication that pragmatics need to be integrated into English language classrooms in order to facilitate intercultural communication and to enable the learners to use socially appropriate language.
Styles, Strategies &amp; Tasks: Are They Related?
Author: Parnrod, Urarat
Date: 2014-00-00
Type: Journal Articles
Subjects: Qualitative Research,Cognitive Style,Correlation,Learning Strategies,Task Analysis,Engineering Education,Notetaking,Recall (Psychology),Interviews,Oral Language,Metacognition,Writing (Composition),Language Proficiency,Measures (Individuals),Universities,Undergraduate Students,Foreign Countries

This qualitative study aims at investigating the relationship among cognitive styles, learning strategies and task. In order to determine the dominant cognitive styles of the subjects, questionnaires designed by Kolb (2005) were distributed to 778 engineering students. From the data analysis, it was found that two cognitive styles--&quot;diverger&quot; and &quot;assimilator&quot; are the dominant styles. This paper, therefore, focuses on two cases--one is a diverger and the other is an assimilator. The data show how engineering students from different dominant styles dealt with different subtasks, namely, note-taking, writing a story, and oral presentation under a &quot;Story Telling Competition&quot; task. A stimulated recall interview and a self-reflection form were used as the main research instruments to find out if there is any relationship among the three variables--cognitive styles, learning strategies and tasks. It was found that these three factors are interrelated; i.e. some strategies were used by the two students with different cognitive styles; whereas, some were used differently in order to complete different subtasks. The post-hoc analysis revealed the effect of students' language proficiency on their choice of strategies.
Everything I Need to Know I Learned in the Forest
Author: Shiva, Vandana
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Forestry,Story Telling,Indians,Outdoor Education,Teaching Methods,Educational Philosophy,World Views

A lyrical storyteller, Vandana Shiva begins from the roots of the Chipko movement in India, under the canopy of the Himalayan forests while listening to the teachings of the forest. Her evolution of ideas, first based in the history of science and then in the creation of an Earth University on her own Navdanya's farm, suggests a mind's journey to see nature as live, diverse, and as a source for harmony and self-perfection. [Reprinted by permission of the author from &quot;Yes!&quot; (2013, Winter): 47-50. The last section of this essay is adapted from &quot;Forest and Freedom,&quot; written by Shiva and published in the May/June 2011 edition of &quot;Resurgence&quot; magazine.
Group Grammar
Author: Adams, Karen
Date: 2015-00-00
Type: Journal Articles
Subjects: Grammar,Teaching Methods,Group Activities,Second Language Instruction,Student Motivation,Prompting,Writing Assignments

In this article Karen Adams demonstrates how to incorporate group grammar techniques into a classroom activity. In the activity, students practice using the target grammar to do something they naturally enjoy: learning about each other.
Exercises of Practical Life: 3 to 6 Compared to 6 to 12. Kodaikanal Advanced Course, India, 1943-44, Lecture 76
Author: Montessori, Mario M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Montessori Method,Child Development,Developmental Stages,Age Differences,Young Children,Elementary School Students,Preadolescents,Daily Living Skills,Interpersonal Competence,Environmental Influences,Human Body,Motion,Physical Activities,Sensory Training,Standards,Exercise

This simple, first-published article by Mario Montessori was written in Kodaikanal, India, and reveals a great Montessori truth that has never been so explicit: There are developmental stages for practical life that cross over into nature study and living experiences. Although more abstract, the second plane has a strong practical life component that connects the six- to twelve-year-old to the real natural world. This emphasis on the second plane makes an even stronger, more unified connection between the developmental continuum that is completely embedded in the natural world before and after elementary. [This article is a synopsis of a lecture on the Kodaikanal Advanced Course of 1943-44, in Kodaikanal, India.]