ethanporcaro/eric-fulltext-meta huggingface dataset:
Everybody Loves Cinderella; A Study on Boosting Students&apos; Motivation in an Indonesian EFL Classroom
Author: Husna, Fauziatul
Date: 2013-07-00
Type: Journal Articles
Subjects: Student Motivation,English (Second Language),Second Language Learning,Active Learning,Student Projects,Role Playing,Peer Relationship,Cooperative Learning,Foreign Countries

Motivation is by large a fundamental aspect in learning foreign languages which plays significant role in determining the outcome of the learning process. For more than a decade now, EFL in Indonesia have been in the stagnant period when various efforts could not result as expected. One of the problems is that those efforts often do not deal with the real problem in the real classroom practice. This paper reports on classroom application was conducted in order to boost students' motivation by using project-based learning as well as peer-learning strategy. Students were assigned to produce a play from scratch within their respective groups. By the end of the semester, each group of students has to present the play as their final assessment in English subject.
Improving the 5th Formers&apos; Continuous Writing Skills through the Creative Writing Module
Author: Murugiah, Mohana Ram
Date: 2013-07-00
Type: Journal Articles
Subjects: Writing Skills,Creative Writing,Vocabulary Development,Observation,Interviews,Writing Improvement,Teaching Methods,Writing Instruction,Student Attitudes,Second Language Learning,Second Language Instruction,Secondary School Students,English (Second Language),Foreign Countries,Qualitative Research

Writing is a complex task. The development of students' writing skill depends on the teacher's teaching strategy and also the materials used in the writing lesson. In the present study, the effectiveness of a creative writing module was examined that was designed to improve the writing skill of a group of excellent students. It was added with explicit teaching strategies. The selected group of students were students who were in the excellent group but lacked creativity and vocabulary in their writing. The creative writing module was designed to help these students. Students' improvement was observed through observation in the classrooms during the lessons and through writing task as well as interviews. Two observations were made. One was before the creative writing project was started and another after the completion of the entire task of the module. The interview was carried out to learn about the students' perception of the module and how do they find the module has helped them. The result of the research showed that students have shown a great level of improvement in their writing skills. The outcome of this present study could be useful to assist language instructors in helping proficient learners to undergo a more effective second language learning experience.
&quot;Not&quot; Just Wanna Have Fun: Teaching Listening Skills with Songs
Author: Abdullah, Amalia Qistina
Date: 2013-07-00
Type: Journal Articles
Subjects: Teaching Methods,Listening Skills,Singing,English (Second Language),Second Language Learning,Second Language Instruction,Music,Lesson Plans,Foreign Countries

Teaching listening skills is very challenging to ESL teachers. It involves active participation from both teachers and students to ensure the objectives of teaching listening skills can be achieved. Hence, this presentation provides interesting and exciting strategies to teach listening skills using selected songs. It is hoped that this would motivate ESL teachers to apply and adapt these strategies in their English language classrooms.
C-MORE Science Kits as a Classroom Learning Tool
Author: Foley, J. M.
Date: 2013-08-00
Type: Journal Articles
Subjects: Oceanography,Science Instruction,Hands on Science,Instructional Materials,Teaching Methods,Qualitative Research,Statistical Analysis,Teacher Surveys,Student Evaluation,Pretests Posttests,Science Tests,Program Effectiveness,Knowledge Level,Program Development,Science Process Skills,Elementary Schools,Middle Schools,High Schools,Faculty Development,Likert Scales

To support teachers in enhancing ocean literacy, the Center for Microbial Oceanography: Research and Education (C-MORE) has developed a series of portable, hands-on science kits on selected topics in oceanography. This paper provides an overview of kit content, describes how the kits were developed, and evaluates their efficacy as a curriculum supplement in formal classroom environments by using two studies, a qualitative assessment of teacher experience and a quantitative assessment of student learning. The teacher surveys (n = 45) indicate the kits were used in a wide range of class types and grade levels, describe the kits as useful classroom tools that actively engaged students and resulted in meaningful learning, and strongly indicate that the teachers plan to continue to use the kits in the future. The student learning assessment (n = 1,236) employed a pretest, posttest 1, and posttest 2 methodology. The pretest and posttest 1 were given immediately before and after instruction, respectively; posttest 2 was given at least 2 weeks after instruction. Engaging with the science kits resulted in significant knowledge acquisition (pretest-posttest 1 mean differences of 0.21-0.41) and retention (pretest-posttest 2 mean differences of 0.18 to 0.39), with significance defined at the a = 0.05 level. In the 2 weeks after kit instruction, all kits showed a slight, nonsignificant loss in knowledge (mean differences of -0.01 to -0.04). Together, the teacher and student evaluations indicate that the C-MORE kits are effective classroom tools that can serve as a model for hands-on curriculum supplements.
Home Language Survey Practices in the Initial Identification of English Learners in the United States
Author: Bailey, Alison L.
Date: 2013-09-00
Type: Journal Articles
Subjects: Native Language,Family Environment,English Language Learners,Identification,Surveys,Language Usage,Item Analysis,Validity,Role,Language Proficiency,English (Second Language),Second Language Learning,State Policy,Public Policy,Accuracy,Educational Policy,Eligibility,Educational Legislation,Federal Legislation

This article is focused on the different Home Language Surveys (HLS) used across U.S. states as a means of identifying students who, with further assessment, may prove eligible for language-support services. The majority of states mandate some form of HLS, be it state- or district-created. However, there is great variation in the number and the phrasing of survey items across states that raises issues of equity. To date, there is a dearth of evidence for the validity of HLS in the procedures used for identifying students for English learner (EL) status. States must recognize that the fundamental role of an HLS in their English-language proficiency assessment systems necessitates its further scrutiny as part of the assessment validation process. The article concludes with a series of recommendations for federal- and state-level actions to help remedy current concerns with EL identification processes around the nation.
V-SPACE: Training Teachers to Use iPads to Create Virtual Spaces for Accessing Content in English
Author: Baker, Julie C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Scores,Technological Literacy,Handheld Devices,High School Teachers,Standards,Course Content,Multiple Literacies,Teaching Methods,Technology Integration,Computer Software,English Teachers,Program Descriptions,Teaching Skills,Summer Programs,Faculty Development,Learning Activities,Computer Uses in Education,Student Attitudes,Computer Simulation,Teaching Experience,Pretests Posttests,Correlation

The V-SPACE project equipped English teachers with iPads as tools to create and maintain virtual spaces for their students. Teachers learned effective ways to integrate technology with English content while strengthening technological knowledge and pedagogical skills. In a summer institute, 29 high school teachers were trained, using their iPads, to create a web presence that encouraged interactive student exploration of course content through standards-based activities, tapping into students' already-established world of multiliteracies. A quantitative quasi-experimental research design was employed to analyze pre- and post-assessment scores of teacher-participants and control group. Statistically significant differences were found between project participants and the control group in regard to classroom integration of technology. Qualitative methods were also employed; inductive analysis found themes of success with story apps in addition to renewed student excitement and enthusiasm.
Superintendent Perspectives of Financial Survival Strategies in Small School Districts
Author: Abshier, William Cody
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Finance,Superintendents,Transfer Students,Income,School District Size,Small Schools,Administrator Attitudes,Efficiency,Expenditures,Purchasing,Interviews,Energy Management

The purpose of this qualitative, narrative study was to investigate the perceptions of successful small-school superintendents in regard to maintaining or improving district efficiency and financial status. Face-to-face interviews were conducted with seven purposefully selected small-school superintendents. Findings suggest that in their efforts to increase revenues, these superintendents are seeking to understand and to navigate the state's funding system to its maximum potential and to the greatest benefit for their districts. They are looking outside their districts for expert advice in their efforts toward improved revenue projection. Additionally, they are accepting out-of-district transfer students to generate revenue. Other areas of improved efficiency include personnel considerations, reducing district expenditures through purchasing and energy use. (Contains 2 footnotes.)
The Benedum Collaborative--Features for Simultaneous Renewal
Author: Steel, Sarah
Date: 2012-00-00
Type: Journal Articles
Subjects: College Faculty,Professional Development Schools,Professional Development,Conferences (Gatherings),College School Cooperation,Governance,Educational Finance,Field Experience Programs,Inquiry,Action Research

The Benedum Collaborative was recognized by the National Association for Professional Development Schools (NAPDS) with its &quot;Award for Exemplary Professional Development School Achievement&quot; at the 2012 National Professional Development Schools Conference. The conceptual framework supporting simultaneous renewal of teachers, pre-service teachers, and university faculty members within the Collaborative is based on a set of belief statements. Six distinctive features of the Collaborative are described by PDS and university faculty and graduates in this article.
&quot;Situating the Learning&quot; of Teaching: Implementing Lesson Study at a Professional Development School
Author: Suh, Jennifer M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Teaching Methods,Professional Development Schools,Teacher Educators,Reflective Teaching,Methods Courses,Elementary School Mathematics,Preservice Teacher Education,Cooperative Learning,Inservice Teacher Education,Coaching (Performance),Summer Programs,Metropolitan Areas,Disadvantaged,Educational Technology,Technology Integration,Data Analysis,Grounded Theory,Surveys,Pretests Posttests,Partnerships in Education,College School Cooperation,Program Descriptions,Enrichment Activities,Mathematical Enrichment,Mathematics Instruction,Clinical Supervision (of Teachers),Preservice Teachers,Field Experience Programs

This paper examines how Lesson Study (Lewis, 2002) was used in an elementary mathematics methods course held at a Professional Development School and intended to support pre-service teachers to become reflective practitioners while working alongside clinical faculty. Attention is given to detailing the features of Lesson Study that situates the learning in a job-embedded setting and joint reflection as endorsed by the recommendation for &quot;Clinical Preparation and Partnerships for Improved Student Learning&quot; (NCATE, 2010). Findings highlight how Lesson Study at the PDS site impacted the &quot;multi-tiered&quot; professional development of pre-service teachers and clinical faculty, as they collectively focused on student learning, research, and inquiry. In addition, this article examines how the unique model and outcomes of Lesson Study in a Professional Development School (PDS) enhanced teacher preparation. The study offers a process for teacher educators and Professional Development Schools to use Lesson Study as a collaborative learning structure to promote reflective practice in developing effective teachers. (Contains 1 table and 1 figure.)
Cognitive Fictions of Classroom Teachers about the Values They Possess: A Phenomenological Analysis
Author: Bektas, Fatih
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Values,Teachers,Cognitive Structures,Structured Interviews,Content Analysis,Phenomenology

The purpose of the present study is to examine cognitive fictions of classroom teachers about the values they possess. The study was designed with a phenomenological pattern, which is a qualitative research pattern. It was conducted with 20 classroom teachers who work in the central Yakutiye district of Erzurum who were chosen via criterion sampling method which is a purposeful sampling method. Data were collected with the repertory grid form based on the structured interview technique. Content analysis was used in data analysis. Two hundred cognitive fictions and 11 cognitive fiction groups were obtained at the end of the study. Among these groups, tolerance, trustability/honesty and diligence composed the main fiction group of many participants. Helpfulness, equality, sharing and social sensitivity groups were determined not to be main fiction group of any participant. (Contains 1 footnote.)
The Relationship between Personal Values and Attitude towards Teaching Profession
Author: Bektas, Fatih
Date: 2012-00-00
Type: Journal Articles
Subjects: Multiple Regression Analysis,Correlation,Teaching (Occupation),Foreign Countries,Teacher Attitudes,Values,Predictor Variables,Preservice Teachers

This study aimed to determine to what extent the personal values of class teacher candidates predict their attitude towards teaching. The universe of the research is teacher candidates from the Kazim Karabekir Faculty of Education, Ankara University in the 2010-2011 academic year. 305 teacher candidates from 1st, 2nd, 3rd and 4th year class were determined by the criterion sampling method constitute the sample of the research. A Personal Values Inventory and an Attitude Scale towards the Teaching Profession were the data collection instruments. For the analysis of data, frequency, arithmetic mean, standard deviation, Pearson Product Moment Correlation Analysis and Multiple Linear Regression Analysis were used. According to the data obtained, the personal values of the teacher candidates were found to predict their attitudes towards teaching profession in the proportion of 22%. (Contains 1 footnote.)
The Prediction of Empathetic Tendency and Characteristic Trait of Collaboration on Humane Values in Secondary Education Students and the Examining to Those Characteristics
Author: Dereli, Esra
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Empathy,Cooperation,Personality,Values,Student Characteristics,High School Students,Gender Differences,Age Differences,Parent Background,Educational Attainment,Mothers,Fathers,Family Income,Multiple Regression Analysis,Statistical Analysis

The purpose of this study was to investigate the relationships among the empathic tendency, collaboration character trait, human values of student high school and whether high school students' empathic tendency, character trait of collaboration, human values differ based on qualifications of personnel ( gender, class levels, mother and father education level, income level of family and number of siblings ) was investigated. The study group was composed by 504 students attending in different high schools in Adana and Eskisehir. The data were collected using the Adolescent KA-SI Empathic Tendency Scale, Human Values Scale and Collaboration sub-dimension of Temperament and Character Inventory (TCI). Analysis of data was used descriptive statistics, t test for independent groups, One Way Anova, multiple regression analysis. Results indicated that students' empathic tendency, collaboration subdimension character trait, human values scores significantly differed based on gender and mother education level. Students' human values scores significantly differed based on class-level. Students' collaboration character trait, human values scores significantly differed based on father education-level and income- level of family. Also empathic tendency predicted responsibility, friendship, pacifism, respect, honesty and tolerance of human values; collaboration character trait predicted responsibility, friendship, pacifism, respect, honesty and tolerance. (Contains 1 footnote.)
Principals' Values in School Administration
Author: Aslanargun, Engin
Date: 2012-00-00
Type: Journal Articles
Subjects: School Administration,Principals,Qualitative Research,Interviews,Focus Groups,Values,Values Clarification,Administrator Attitudes,Administrative Principles,Phenomenology,Foreign Countries,Administrative Policy,Leadership Qualities,Leadership Responsibility

School administration is value driven area depending on the emotions, cultures, and human values as well as technique and structure. Over the long years, educational administration throughout the world have experienced the influence of logical positivism that is based on rational techniques more than philosophical consideration, ignored values and emotions in organisations for the sake of rational problem solving, effectiveness, and strategic planning. However schools are value driven organisations that aim to train the young so as to perform social responsibility in society. Principals are not only charged with legal and professional duties but they also respond to social expectations in a manner of morality. The purpose of this study was to investigate the values that principals should have in administration. The data were obtained via focus group interviews of 19 principals under three sub-groups with qualitative research design in the town of Akcakoca, Duzce and analyzed with the inductive content analysis. The views of principals were generally shaped by Ministry of Education's exam based legislation; furthermore, the concepts of justice, confidence, diligence, career, merit were also voiced despite lack of full and common description. (Contains 1 footnote.)
A Normative Investigation of Faculty Perceptions of Undergraduate Teaching
Author: Aypay, Ahmet
Date: 2012-00-00
Type: Journal Articles
Subjects: Factor Analysis,Academic Rank (Professional),College Faculty,Teaching Methods,College Instruction,Universities,Discriminant Analysis,Teacher Attitudes,Undergraduate Students,Measures (Individuals),Norms,Classification,Teacher Behavior,Values Education,Foreign Countries

This study aims to investigate faculty perspectives on undergraduate teaching practices from a normative perspective. Maximum variation for purposeful sampling technique was employed to define the sample for the study. The diversity in the institutions where the faculty members were employed and academic rank was considered during sample selection. The sample of the study consisted of 282 faculty members who worked at seventeen different public universities during 2011-2012 academic-year. College Teaching Behaviors Inventory was used to collect the data. The Inventory was comprised of 8 categories which included 126 items related to teaching behaviors. The data gathered from the faculty members were analyzed with the use of simple descriptive statistics like, frequencies, percentages, and means. Furthermore, t-tests, ANOVA, and multivariate analysis techniques like factor analysis, MANOVA, and discriminant analysis were also employed to analyze the analyses. The results of the study revealed 5 categories and 50 behaviors that can be classified as inviolable norms, while there were 10 categories and 64 behaviors that were classified as admonitory norms. Significant differences were found between inviolable norms and institutions, disciplines, and faculty rank. Significant differences were found between factors scores related to admonitory norms and various higher education institutions and academic disciplines. The results of the study are used to provide recommendations that will aid in the identification and description of normative structure of colleges and universities. (Contains 1 footnote.)
Relations between Value-Based Leadership and Distributed Leadership: A Casual Research on School Principles' Behaviors
Author: Baloglu, Nuri
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Behavior,Values,Instructional Leadership,Participative Decision Making,Elementary School Teachers,Teacher Attitudes,Correlation,Multiple Regression Analysis

In this study, the relations between value-based leadership and distributed leadership behaviors of school principals were defined on the basis of the views of the primary school teachers. A casual research was designed for this. 225 primary school teachers were took part in study group determined the maximum variation sampling method. Data were gathered by scale of Values-Based Leadership and Distributed Leadership Inventory. Confirmatory and exploratory factor analyses were used to define construct validity of the scales. Pearson's Product Moment Correlation and Multiple Linear Regression Analysis techniques were used in the analysis processes. Findings showed that there were .74 positive correlation between Value Based Leadership and Distributed Leadership. The results of regression analysis indicated that the distributed leadership was explained by value-based leadership from 27% to 43%. Four dimensions for distributed were leadership were team work (41%), support (47%), vision creating (43%) and control (27% of). (Contains 1 footnote.)
The Started Newly and Retired Primary School Teachers' Opinions Related to Occupational Values and Analyzing the Chance of These Values
Author: Koybasi, Fatma
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Beginning Teachers,Teacher Retirement,Teaching (Occupation),Values,Teacher Attitudes,Attitude Change,Structured Interviews,Phenomenology

Aim of this research is to present what the occupational values are and changes in these values according to the opinions of the teachers who retired in the last five years and who have started the job in the last five years. This study was designed to determine the levels of factors concerning quality in research methods and phenomenology model was used. Study group of the research is comprised of primary school teachers who have retired in the last five years and have started their job in the last five years, via criterion sampling method. Data has been collected with structured interview technique. Findings have been analyzed with descriptive analysis technique. Results of the research show that there are differences in the opinions of the primary school teachers, who have retired in the last five years and who have started the job in the last five years, about the occupational values and changes in these values. Especially, as regards occupational satisfaction and teaching profession is well regarded, primary school teachers who have retired in the last five years have mentioned more positive opinions than primary school teachers who have started their job in the last five years. Another result is that retired primary school teacher who have started their job in the last five years think that value given to teaching profession reduced and with the increase of the educational level of the community, the value given to the teaching profession will increase. (Contains 1 footnote.)