ethanporcaro/eric-fulltext-meta huggingface dataset:
Scaling Personalization: Exploring the Implementation of an Academic and Social Emotional Innovation in High Schools
Author: Rutledge, Stacey
Date: 2017-00-00
Type: Journal Articles
Subjects: Administrators,Case Studies,Educational Change,Educational Innovation,Emotional Development,Focus Groups,High Schools,Individualized Instruction,Interviews,Ownership,Scaling

Scaling in educational settings has tended to focus on replication of external programs with less focus on the nature of adaptation. In this article, we explore the scaling of Personalization for Academic and Social-emotional Learning (PASL), a systemic high school reform effort that was intentionally identified, developed, and implemented with adaption in mind for both the innovation and the scaling process itself. Drawing on focus group and individual interviews with administrators, guidance counselors, and teachers in eight urban high schools in Florida, we explore five elements of scale: depth, sustainability, spread, shift in reform ownership, and evolution of PASL. We find that implementers demonstrated a depth of belief, sustainability, and spread related to the idea of personalization. They did not show the same levels of sustainability and spread regarding the organizational routines related to PASL, although this differed widely by school. The reform approach using continuous improvement helped with shift in reform ownership and gave implementers control over the evolution of the reform. Despite this active involvement, administrators and teachers responded to PASL much like they would have an external reform, identifying the lack of time and school norms as impeding the implementation of routines and practices.
When Storytelling Meets Active Learning: An Academic Reading Experiment with French MA Students
Author: Beaupoil-Hourdel, Pauline
Date: 2017-00-00
Type: Reports - Research
Subjects: Active Learning,Graduate Students,English (Second Language),Second Language Learning,Second Language Instruction,Reading Comprehension,Foreign Countries,Story Telling,Feedback (Response),Grades (Scholastic),Teaching Methods,Program Descriptions,Scientific Research,Research Reports,Journal Writing,Student Attitudes,Language Tests,Instructional Effectiveness,Masters Theses,English for Special Purposes

Reading, understanding, analysing, and synthesising texts in English are skills all French university students in humanities and social sciences are expected to develop. &quot;Research and Storytelling&quot; is a pedagogical project funded by Sorbonne Paris Cité that aims to help Master of Arts (MA) students in the humanities become better readers of research articles by using a specific set of narrative devices. We hypothesised that the use of storytelling devices would not only improve comprehension of scientific articles but also ease anxiety and raise confidence. The data provided by 26 students is composed of 11 journal entries per student (one per class session), a stress test completed at the end of the semester, their grades and feedback, and their final evaluation of the course. Results indicated that after 12 two-hour sessions, most students had a sharper and more robust method for reading articles than before the course. They felt more comfortable with the task, and their self-confidence had increased. Most students also stated that after taking the course they felt more able to re-inject the knowledge and know-how they had acquired into the writing of their master's thesis. [For the complete book, &quot;New Developments in ESP Teaching and Learning Research,&quot; see ED578581.]
Towards a Dynamic Approach to Analysing Student Motivation in ESP Courses
Author: Schug, Daniel
Date: 2017-00-00
Type: Reports - Research
Subjects: Systems Approach,Student Motivation,Second Language Learning,English for Special Purposes,College Students,Foreign Countries,Questionnaires,Interviews,Educational Environment,Student Attitudes,Attitude Change,Classroom Observation Techniques

This study seeks to understand student attitudes towards English for Specific Purposes (ESP) courses. Such courses were conceived, in part, under the belief that they would be inherently more motivating as they, ideally, correspond directly to students' interests and needs. Rather than accepting this notion at face value, this paper posits that a thorough analysis of student behaviours and attitudes in ESP courses is required to fully understand their effectiveness in terms of their capacity to motivate students. To do so, this paper suggests studying motivation through the lens of the Complex Dynamic Systems Theory (CDST). This theory allows for the analysis of motivation as a dynamic phenomenon, strongly dependent on all the factors present in a given system, namely, a language classroom. Questionnaires, interviews, and observation data were used to analyse student motivation in English for Arts and General English (GE) courses at a large, public university in France. Results indicate that students were mostly indifferent to the specialised elements of their language courses and that their motivation was more dependent on the structure of different activities. [For the complete book, &quot;New Developments in ESP Teaching and Learning Research,&quot; see ED578581.]
The SocWoC Corpus: Compiling and Exploiting ESP Material for Undergraduate Social Workers
Author: Johnson, Jane Helen
Date: 2017-00-00
Type: Reports - Research
Subjects: English for Special Purposes,Social Work,Caseworkers,Computational Linguistics,Second Language Learning,Second Language Instruction,Foreign Countries,Communication Skills,Counselor Client Relationship,Undergraduate Students,Student Needs,Counselor Training,Migration Patterns,Material Development,Group Discussion,Language Usage,Metalinguistics,Teaching Methods,Instructional Materials

Successful social work is based on communication (Clark, 2000; Pierson &amp; Thomas, 2000; Thompson, 2010), yet there is little consensus in the field as to what exactly constitutes proper communication (Richards, Ruch, &amp; Trevithick, 2005; Trevithick et al., 2004) and where models of good communication might be found. It is therefore not surprising that there is little material available for teaching the language required for social services students studying English for Specific Purposes (ESP) at undergraduate level in European universities (Kornbeck, 2003, 2008). This chapter describes the creation of a specialised corpus of material related to social work to meet the needs of undergraduate students using L2 English in Italy. It focuses on specific needs of this population (such as the language of social work and recent migration patterns), then describes the selection and preparation of source material for a monitor corpus in this domain. The chapter then shows how the resulting corpus can be used by teachers to select samples and analyse texts for classroom discussion. In conclusion, it is suggested that such material will contribute to language development through awareness-raising in the classroom as regards the effects of different language choices in a discourse context, while also mentioning areas for further development. [For the complete book, &quot;New Developments in ESP Teaching and Learning Research,&quot; see ED578581.]
Identifying and Responding to Learner Needs at the Medical Faculty: The Use of Audio-Visual Specialised Fiction (FASP)
Author: Franklin-Landi, Rebecca
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,English for Special Purposes,Medical Education,Medical Students,Student Needs,Television,Questionnaires,Interviews,Qualitative Research,Critical Thinking,Knowledge Level,Video Technology,Technology Uses in Education,Educational Technology,Program Effectiveness,Teaching Methods,Second Language Learning

Since the development of Task-Based Language Teaching (TBLT) in the 1980's, learner needs have been central to English for Specific Purposes (ESP) teaching and learning, including in the field of English for Medical Purposes (EMP). This paper reports on two studies, conducted at Nice University Medical Faculty between October 2015 and March 2016, designed to analyse and respond to learner needs in EMP. While the first study was a needs analysis of medical students, the second one concentrated on certain needs previously identified and sought to satisfy them using audio-visual specialised fiction or &quot;Fiction À Substrat Professionnel&quot; (FASP). It focusses on the use of a clip from a medical television series and how it was used in the classroom to reinforce good medical practice through the identification of on-screen procedural problems. Qualitative data were collected using questionnaires and interviews and data analysis showed an evolution in students' critical analysis and in their cultural and medical practice awareness. The study therefore suggests that it is possible to satisfy a demand for quality language education with students who are not language specialists and that audio-visual FASP seems to be an interesting and useful pedagogical tool in ESP to meet the differing needs of specific professions. [For the complete book, &quot;New Developments in ESP Teaching and Learning Research,&quot; see ED578581.]
The Effect of Form-Focussed Pre-Task Activities on Accuracy in L2 Production in an ESP Course in French Higher Education
Author: Starkey-Perret, Rebecca
Date: 2017-00-00
Type: Reports - Research
Subjects: Pilot Projects,English for Special Purposes,Second Language Learning,Second Language Instruction,Business English,Foreign Countries,Blended Learning,Task Analysis,Higher Education,Guidelines,Grammar,Teaching Methods,Control Groups,Experimental Groups,Comparative Analysis,Accuracy,Action Research

This chapter presents and discusses the results of a large-scale pilot study carried out in the context of a task-based, blended-learning Business English programme in the Foreign Languages and International Trade department of a French University . It seeks to explore the effects of pre-task planned Focus on Form (FonF) on accuracy in students' written production. Using an action-research framework, the study consisted in introducing FonF pre-task activities in the programme and in analysing written productions of students with a B1 level. The researchers compared the results of the students who completed the form-focussed pre-tasks and those who did not complete these activities. The results show no significant differences in the productions of the control and experimental groups, leading the researchers to question the pertinence of pre-task FonF for B1 learners rather than post-task FonF, which can better cater for individual needs. [For the complete book, &quot;New Developments in ESP Teaching and Learning Research,&quot; see ED578581.]
Introduction to New Developments in ESP Teaching and Learning Research
Author: Whyte, Shona
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,English for Special Purposes,Educational Trends,Second Language Instruction,Higher Education,Universities,Needs Assessment,Curriculum Design,Lexicology,Literary Genres,Educational Innovation,Technology Uses in Education,Educational Research,Educational Practices,Systems Approach

In introducing the studies in this collective volume on research in teaching and learning English for Specific Purposes (ESP), we begin by considering the current context of language education in European universities, then examine key terms and concepts in our own vision of ESP didactics, before previewing the chapters selected for inclusion in the present volume. The book is divided into three sections, beginning with groundwork related to needs analysis and course design in disciplines as diverse as dentistry, musicology, and technical science, continuing with a closer look at particular ESP challenges related to lexico-grammar or genre, and in the final chapters moving on to innovative practice such as exploiting specialised corpora or television drama in the ESP classroom. [For the complete book, &quot;New Developments in ESP Teaching and Learning Research,&quot; see ED578581.]
Reading Confidence with &quot;Tail Waggin&apos; Tutors&quot;
Author: Loveridge, Stacy
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Animals,Reading Programs,Public Libraries,Library Services,Therapy,Oral Reading,Organizations (Groups),Program Effectiveness

This report discusses the benefits of canine-assisted reading through the &quot;Tail Waggin' Tutors&quot; program at the Glen Burnie Regional Library in Anne Arundel County, Maryland. Presented are the two different types of therapy dog interactions, Animal-Assisted Therapy (AAT) and Animal-Assisted Activities (AAA). The first canine-assisted reading program in the United States, &quot;Reading Education Assistance Dogs&quot; (&quot;READ&quot;) is discussed, along with why it is essential to have certified therapy dogs when running a canine-assisted reading program. Information is presented on therapy dog organizations and how the &quot;Tail Waggin' Tutors&quot; program at the Glen Burnie Regional Library began.
Designing and Implementing ESP Courses in French Higher Education: A Case Study
Author: Birch-Bécaas, Susan
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Instructional Design,Second Language Instruction,English for Special Purposes,Higher Education,Case Studies,Course Evaluation,Undergraduate Students,Medical Students,Dentistry,Needs Assessment,Student Educational Objectives,Student Attitudes,Questionnaires,Expectation,Peer Evaluation,Feedback (Response),Tutoring,Program Implementation

This chapter reports on the design, implementation and evaluation of an English for Specific Purposes (ESP) course for dental students at the University of Bordeaux. We give an overview of the &quot;English for Dental Studies&quot; courses taught from second year through to fifth year before focussing on the fifth year course in which the students' task is to present a case treated on clinical attachment. By following the schema of Cheng's (2011) &quot;basic considerations,&quot; we will briefly describe the process from needs analysis and identification of learning objectives, to designing materials, learning tasks, and assessment criteria, with a focus on methodologies. Feedback from students via questionnaires is analysed in order to compare their perceived needs and expectations pre-course with their impressions after the course. Finally, we explore the gains that can be made by both ESP specialists and disciplinary teachers in the context of internationalisation in the French higher education system. [For the complete book, &quot;New Developments in ESP Teaching and Learning Research,&quot; see ED578581.]
Teaching Compound Nouns in ESP: Insights from Cognitive Semantics
Author: Fries, Marie-Hélène
Date: 2017-00-00
Type: Reports - Research
Subjects: Grammar,Morphology (Languages),Syntax,English for Special Purposes,Second Language Learning,Second Language Instruction,Psycholinguistics,Nouns,French,Native Language,Teaching Methods,Vocabulary,Engineering Education,Experimental Groups,Control Groups,Comparative Analysis,Semantics,Notetaking,Internship Programs,Video Technology,Case Studies,College Students,Phrase Structure,Foreign Countries

The objective of this chapter is to explore the relevance of cognitive linguistics for teaching [noun] + [noun] constructions to French learners of English for Specific Purposes (ESP), and more specifically, for process engineering. After a review of research on Compound Nouns (CNs) and explicit versus implicit learning, three basic tenets of cognitive linguistics are highlighted: the encyclopedic meaning of words (i.e. drawing on specialised knowledge in order to understand [noun] + [noun] compounds), the continuum between grammar and lexicon (learning CNs as terms, rather than as a grammar rule), and the symbolic nature of language (explaining CNs graphically). This chapter then reports on a case study of the use of [noun] + [noun] constructions by French learners of English for process engineering. Learners received explicit instruction on compound noun formation in two conditions: the experimental group (eight students) were taught via a cognitive-semantic approach, while the control group (eight students) received training in grammar (morphosyntactic approach). Data include CNs produced by the learners in summaries based on note-taking from specialised videos and in slideshows for internship presentations. Analysis and discussion claim an advantage for the experimental group in terms of implicit learning of specialised CNs, stylistic accuracy, and relevance of the graphical representation of CNs. [For the complete book, &quot;New Developments in ESP Teaching and Learning Research,&quot; see ED578581.]
Dynamic and Complex System Approach to Needs Analysis, Course Development and Evaluation of LANSOD Courses in a French Musicology Undergraduate Programme
Author: Labetoulle, Aude
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,English for Special Purposes,Undergraduate Study,Music Education,Needs Assessment,Program Development,Action Research,Blended Learning,Language Teachers,Questionnaires,Attitude Measures,Second Language Instruction,Supervisors,Educational Technology,Technology Uses in Education,Motivation,Likert Scales,Satisfaction

When trying to analyse a LANSOD (LANguage for Specialists of Other Disciplines) training course, the elements that have to be taken into account are numerous and complex, and many questions are raised. For example, in the case of the English course in the undergraduate programme of musicology at the University of Lille SHS (France), how can high absenteeism be accounted for? What about the students' lack of motivation, or teachers' dissatisfaction at teaching the course? The purpose of the action-research project reported on is to understand and articulate these various elements so as to conceive, set up and evaluate a coherent language course, adapted to a specific context. We decided to adopt a dynamic and complex system approach as it was believed to be helpful in apprehending the complexity of a LANSOD context, guiding a needs analysis, and designing and evaluating a training course. We favoured the triangulation of sources, methods, and qualitative analyses in order to identify the main problems of the existing training course and to set the objectives of a new course. These results led us to conclude that a blended course with relatively highly specialised content was the most suitable option for this learning environment. [For the complete book, &quot;New Developments in ESP Teaching and Learning Research,&quot; see ED578581.]
Using Video Materials in English for Technical Sciences: A Case Study
Author: Milosevic, Danica
Date: 2017-00-00
Type: Reports - Research
Subjects: English for Science and Technology,Video Technology,Instructional Materials,Case Studies,Audiovisual Aids,Foreign Countries,Comprehension,Vocabulary,Comparative Analysis,College Students,Control Groups,Experimental Groups,Instructional Effectiveness,Questionnaires,College Second Language Programs

In the digital era, university instructors working in English for Technical Sciences (ETS) have opportunities, some might say obligations, to use audio-visual resources to motivate students. Such materials also call on cognitive and constructivist mechanisms thought to improve uptake of the target language (Tarnopolsky, 2012). This chapter reports on a small-scale study on the effectiveness of audio-visual materials in the development of comprehension and vocabulary skills in ETS. The study was conducted at the College of Applied Technical Sciences in Serbia and involved three groups of students: an audio-visual group exposed only to the video resources, a control group using web print-outs, and a combined group with access to both types of materials. Student performance was compared, and evaluation questionnaires developed to collect feedback from all participants. This chapter details the entire process of the study, elaborates on the findings, and gives an analysis of the data obtained to advocate for a more extensive use of audio-visual material in ETS practice. [For the complete book, &quot;New Developments in ESP Teaching and Learning Research,&quot; see ED578581.]
The Ed Media Center: A Second Life Professional Development Model for Relational Aesthetics
Author: Julian, June
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Models,Aesthetics,Teaching Methods,Faculty Development,Computer Simulation,Art Teachers,Art Education,Artists,Preferences,Foreign Countries

The Ed Media Center in Second Life provides multiple professional development opportunities for art educators to explore the educational potential of virtual worlds together. Since it's launch in 2009, it has hosted numerous events that address contemporary students' learning preferences and that enable artists and art educators to become effective Internet content creators in an age of rampant content consumption. Because of its intrinsic qualities as a performative research piece that was created by social practice artists specifically to conduct, observe and record human interactions, Relational Aesthetics is an appropriate critical framework. Within its full schedule of events, the Ed Media Center is theoretically grounded implicitly in Relational Aesthetics and continues to prove to be an effective professional model of it. Of all the professional development events held in the Ed Media Center, the sequence of exhibitions held in its Cerulean Gallery most clearly illustrates how Relational Aesthetics operates within that venue to promote a collaborative &quot;Pedagogy of Wonder.&quot; [Published in &quot;Explorations in Virtual Worlds: New Literacy and Learning Platforms,&quot; edited by Mary Stokrocki, National Art Education Association, 2014.]
Child Care Choices of Low-Income Working Families
Author: Chaudry, Ajay
Date: 2011-01-00
Type: Reports - Research
Subjects: Low Income Groups,Child Care,Urban Areas,Qualitative Research,Parent Attitudes,Decision Making,Family Characteristics,Community Characteristics,At Risk Persons,Barriers,Immigrants,English Language Learners,Chronic Illness,Disabilities,Employment Level,Context Effect,Knowledge Level,Semi Structured Interviews,Young Children,Caregivers,Interpersonal Relationship,Caregiver Child Relationship,Social Networks

This research study examines the factors involved in the child care choices of low-income working families in two urban communities. Applying qualitative research methods, this study explores how low-income parents' decisions are shaped, facilitated, or constrained by &quot;family characteristics&quot; as well as &quot;contextual community factors&quot;, such as employment, child care supply, information about available child care and subsidies, and social networks. In addition to examining low-income families in low-resourced neighborhoods as a whole, this study focuses specifically on the factors that shape the decisions of families who, according to literature, likely face particular constraints in their child care choices. These families include &quot;immigrant families&quot;, where at least one parent is foreign born; &quot;English language learner (ELL) families&quot;, where at least one parent speaks English as a second language and lacks English fluency; and &quot;families with children with health, development, or other special needs&quot;. This study focuses primarily on the process of parents' child care decisionmaking and builds on a growing body of research that has identified a range of personal and contextual factors that influence the type of child care that low-income families use. The study supports and adds to the extant research by going beyond the patterns of association between family characteristics and child care arrangements to describe the complexity of child care decisionmaking; the interplay between parental opportunities, preferences, and constraints; and the ultimate reasons parents select the type of care they do.