ethanporcaro/eric-fulltext-meta huggingface dataset:
Application of LSP Texts in Translator Training
Author: Ilynska, Larisa
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English,Indo European Languages,Languages for Special Purposes,Translation,Russian,French,Second Languages,Second Language Learning,Second Language Instruction,Text Structure,Teaching Methods,Instructional Effectiveness,Taxonomy,Cultural Awareness,Networks,Applied Linguistics,Language Processing,Reading Processes,Language Usage,Pragmatics,Universities,Case Studies

The paper presents discussion of the results of extensive empirical research into efficient methods of educating and training translators of LSP (language for special purposes) texts. The methodology is based on using popular LSP texts in the respective fields as one of the main media for translator training. The aim of the paper is to investigate the efficiency of this methodology in developing thematic, linguistic and cultural competences of the students, following Bloom's revised taxonomy and European Master in Translation Network (EMT) translator training competences. The methodology has been tested on the students of a professional Master study programme called &quot;Technical Translation&quot; implemented by the Institute of Applied Linguistics, Riga Technical University, Latvia. The group of students included representatives of different nationalities, translating from English into Latvian, Russian and French. Analysis of popular LSP texts provides an opportunity to structure student background knowledge and expand it to account for linguistic innovation. Application of popular LSP texts instead of purely technical or scientific texts characterised by neutral style and rigid genre conventions provides an opportunity for student translators to develop advanced text processing and decoding skills, to develop awareness of expressive resources of the source and target languages and to develop understanding of socio-pragmatic language use.
&quot;Did We Learn English or What?&quot;: A Study Abroad Student in the UK Carrying and Crossing Boundaries in Out-of-Class Communication
Author: Badwan, Khawla M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Foreign Students,Second Language Learning,Second Language Instruction,Language Proficiency,Student Attitudes,Teaching Methods,Language Tests,Undergraduate Students,Arabs,English (Second Language),Intercultural Communication,Learning Experience

Language educators in many parts of the world are torn between preparing language learners to pass language proficiency tests and trying to let their classrooms reflect the messiness of out-of-class communication. Because testing is &quot;an activity which perhaps more than any other dictates what is taught&quot; (Hall, 2014, p. 379), helping students to pass language proficiency tests seems to be a current top priority. Since globalisation &quot;has destabilised the codes, norms, and conventions that FL [foreign language] educators relied upon to help learners be successful users of the language once they had left their classrooms&quot; (Kramsch, 2014, p.296), the gap between what is taught in classrooms or measured in examination halls and what is used in real life situations has become much bigger. Testimonies from Study abroad students feed into this discussion. This article addresses the gap between being a language learner and a language user and the implications of this on learners' perceptions of their language abilities, as illustrated by the story of Mahmoud, a study abroad student in the UK. It also features learner's voice, exploring Mahmoud's views of his previous formal language education and concludes with pedagogical implications for language educators.
Tracing Intercultural and Interlinguistic Moves within and beyond Student Mobility Programmes: The Case of the IEREST Project
Author: Cebron, Neva
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Mobility,Second Language Learning,Second Language Instruction,Intercultural Communication,Cultural Awareness,Bilingualism,Official Languages,Instructional Materials,International Cooperation,Educational Cooperation,Instructional Innovation,Communicative Competence (Languages),Native Language,Language Variation,Social Change,Multilingualism,Multicultural Education,Foreign Countries,Racial Bias,Ethnocentrism,Case Studies,English (Second Language),Language of Instruction,Slavic Languages,News Reporting,Language Usage,Student Attitudes,Undergraduate Students,Mass Media Effects,Foreign Students,Study Abroad,Metalinguistics

The paper presents the core aims and objectives of the teaching materials developed within the IEREST (Intercultural Education Resources for Erasmus Students and their Teachers) project, and shows how the innovative approach adopted for these activities can be implemented in the classroom. The IEREST teaching modules are innovative in that the approach adopted draws strongly on the notions of &quot;critical cosmopolitanism&quot; (Holliday 2012) and &quot;intercultural communicative competence&quot; (Byram 1997 and 2012). The activities in the modules promote a view of culture as a negotiated &quot;process&quot; among individuals, small or large groups and intercultural communication as a co-construction of meaning conveyed across linguistic and cultural boundaries, thus rejecting explicitly any &quot;essentialist&quot; attitudes and simplistic over-generalisation of &quot;otherness.&quot; The approach to language use in intercultural encounters observes how the above concepts are expressed in a number of contexts, while also building on the view that intercultural communication among bilinguals often takes advantage of a &quot;lingua franca,&quot; a foreign language that all the participants in the communicative activity have in common because they had learned it. Taking into account the concept of &quot;linguaculture&quot; (Risager 2012) the modules seek to raise awareness of the negotiating process in rendering meaning through a linguistic and cultural blend of both the target language and the speaker's first language. The paradigm shift proposed by the IEREST Modules indicates a need to rethink current practices in intercultural education and to acknowledge societal changes in multilingual Europe and beyond.
Research on Mathematical Literacy in Schools--Aim, Approach and Attention
Author: Haara, Frode Olav
Date: 2017-00-00
Type: Journal Articles
Subjects: Numeracy,Educational Research,Educational Practices,Concept Formation,Mathematical Concepts,Mathematics Instruction,Research Methodology,Research Needs,Change Strategies,Teaching Methods,Meta Analysis,Intervention,Elementary Secondary Education,Achievement Tests,International Assessment,Foreign Countries,Secondary School Students

The development of mathematical literacy in schools is of significant concern at the policy level, and research is an important source of information in this process. This review article focuses on areas of research interest identified in empirical projects on mathematical literacy, and how mathematical literacy in schools is approached by research. The following three main challenges are identified: both researchers and teachers are uncertain about how to develop students' mathematical literacy, specific attempts to work directly with mathematical literacy through mathematics alone have not been successful, and teaching for mathematical literacy appears to require non-traditional methods for teaching mathematics. More qualitative research is called for, with emphasis, for example, on classroom studies focusing on teachers' priorities regarding mathematical literacy, best-practice examples, or interventions in which teachers and researchers work together.
Profiling Teachers Based on Their Professional Attitudes towards Teaching Responsible Research and Innovation
Author: de Vocht, Miikka
Date: 2017-00-00
Type: Journal Articles
Subjects: Profiles,Teacher Attitudes,Professionalism,Science Instruction,Instructional Innovation,Adoption (Ideas),Questionnaires,Science Interests,Barriers,Work Attitudes,Test Validity,Test Reliability,Cluster Grouping,Teacher Characteristics,Teacher Background,Elementary Secondary Education,Foreign Countries

In order to facilitate policy-driven reforms in science education, it is important to understand how teaching innovations diffuse among teachers and how that adoption process can be catalysed. Little is known about the set of attitudes that makes teachers early or late adopters. In this study, the Concerns-Based Adoption Model (C-BAM) was employed as a framework for analysing teachers' interests, concerns, worries and enthusiasm. We argue that the questionnaire typically used with C-BAM suffers from a ceiling effect and has unbalanced variables. An improved version of the questionnaire was developed and implemented in the project IRRESISTIBLE with 180 science teachers in ten countries at all school levels. The case of educational innovation in this project was Responsible Research and Innovation (RRI), a concept offered by the EU for science education to orient towards socially and ethically sensitive and inclusive processes of science and technology. Using cluster analysis we found four concern profile types: the Carefree, the Pragmatic, the Uncertain and the Worried. With their relatively high positive interests, the Carefree and the Pragmatic profile types are most likely to be early adopters. The high number of Uncertain teachers calls for better conceptualization of RRI in the school context. Furthermore, teacher professional development and additional resources are needed if this innovation is to be diffused widely across European schools. The improved questionnaire provided elaborate information on teachers' concerns and interests, and could help in understanding and facilitating other top-down educational reforms as well.
Using Inquiry-Based Interventions to Improve Secondary Students' Interest in Science and Technology
Author: Potvin, Patrice
Date: 2017-00-00
Type: Journal Articles
Subjects: Intervention,Active Learning,Inquiry,Secondary School Students,Student Interests,Science Interests,Self Concept Measures,Self Concept,Faculty Development,Control Groups,Attitude Change,Pretests Posttests,Instructional Innovation,Instructional Effectiveness,Elementary Secondary Education,Questionnaires

Nine secondary school teachers participated in a five day training program where they developed inquiry-based pedagogical interventions for their science classes. Student interest and self-concept in school science and technology were measured before and after the interventions. Increases in interest and self-concept were compared with the results obtained from control groups. Results show a significant increase interest of moderate magnitude compared with the control condition, but no effect on self-concept. Our interpretation supports the use of inquiry based interventions for science classes but also presents some of the challenges faced when developing them.
Making Learning Meaningful: International Perspectives on Teaching Children Considered to Be &quot;At-Risk&quot; for School Failure
Author: Wehman, Therese
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,At Risk Students,Cross Cultural Studies,Elementary School Teachers,Teaching Methods,Definitions,Disability Identification,Academic Failure,Questionnaires,Semi Structured Interviews,Socioeconomic Influences,Social Influences,Physical Health,Child Development,Child Health,Attendance Patterns,Qualitative Research

This interdisciplinary cross-cultural research project surveyed teachers in elementary schools in five countries: South Africa, Australia, Jamaica, England, and the United States. This study attempted to define and identify best practices used in teaching children considered to be &quot;at-risk&quot; in these five countries: Three research questions guided this study 1). How do classroom teachers define children &quot;at-risk&quot; in their culture and country? 2). How do classroom teachers identify children &quot;at-risk&quot; in their classrooms? 3). What educational strategies do teachers implement to make learning meaningful for children &quot;at-risk&quot; for academic failure in their classrooms. An extensive cross-cultural literature review was conducted by the research team and a summary of the most frequently cited best practices for teaching children considered to be &quot;at-risk&quot; from the five countries was presented. In addition, detailed responses by classroom teacher study participants that addressed the three key research questions were also included.
China's Re-Emergence: Sociolinguistic Challenges Faced by Chinese International Students Enrolled in U.S. Universities
Author: Sharif, Marilyn K.
Date: 2011-00-00
Type: Journal Articles
Subjects: College Students,Asians,Ethnic Groups,Foreign Students,Sociolinguistics,Study Abroad,Qualitative Research,Second Language Learning,English for Academic Purposes,English (Second Language),Cultural Awareness,Culturally Relevant Education,Global Approach

In the 21st century, the People's Republic of China (PRC) is reemerging and reengaging in the world on all fronts. One area of this reengagement is the huge increase in the number of Chinese students who are studying abroad. This paper discusses and analyzes the academic experiences of the growing number of Chinese international students who are enrolled in institutions of high-er education (IHE) in the United States of America (US). Specifically, it reports the results of ongoing qualitative research on the sociolinguistic experiences and challenges faced by PRC stu-dents who are participating in international programs at the Commonwealth of Virginia's George Mason University (GMU). The paper focuses on the academic English language challenges ex-perienced by both undergraduate and graduate Chinese students at GMU as they transition from their home universities in the PRC and continue their higher education in the US, and it suggests an approach for achieving cultural awareness in the classroom that may impact their teaching and learning.
Deepening Prospective Mathematics Teachers' Diagnostic Judgments: Interplay of Videos, Focus Questions and Didactic Categories
Author: Prediger, Susanne
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Preservice Teachers,Intervention,Video Technology,Coding,Teacher Competencies,Diagnostic Teaching,Word Problems (Mathematics),Cognitive Processes,Hypothesis Testing,Program Effectiveness,Statistical Analysis,Foreign Countries,Questioning Techniques

This article combines different conceptualizations of teachers' diagnostic competence in listening to students' mathematical thinking processes on the levels of general perspectives, noticed aspects and activated didactic categories. An empirical study of 159 prospective mathematics teachers' diagnostic judgments investigated how these levels are related and how they can be enhanced by focus question and an intervention introducing relevant categories. For this purpose 2 x 159 written diagnostic judgments, before and after short intervention, were compared with respect to general perspectives, activated categories and aspects noticed in the video. As a means of comparing, a coding scheme was developed with respect to a sound conceptualization of diagnostic competence and to interrater reliability. The comparison shows that video alone cannot enhance prospective teachers' capacities of noticing, hence the activation and reflection of didactic categories is crucial. Possible theoretical consequences for a multi-faceted conceptualization of diagnostic competence and practical consequences for teacher education courses are discussed.
A Case Study on Teaching of Energy as a Subject for 9th Graders
Author: Bezen, Sevim
Date: 2017-00-00
Type: Journal Articles
Subjects: Energy,Case Studies,Grade 9,Energy Education,Science Education,Science Teachers,Physics,Foreign Countries,High School Students,Secondary School Science,Qualitative Research,Semi Structured Interviews

This study aims to describe how energy subject is taught in 9th grades. The study is designed as a descriptive case study with the participation of 3 physics teachers and 85 students. Data were obtained through observation, interviews, and documents, and they were analyzed through descriptive analysis method. In the observations made at the participating schools, it was revealed that the teaching process of energy subject was improved by general lecturing and hence students have incorrect or incomplete knowledge on the topic. In the study, it was determined that teaching of energy subject was enjoyable because it is mostly related to daily life and it includes interpretation-based questions; it was also determined, however, that students have difficulty comprehending the subject.
The Significance of &quot;I&quot; in Educational Research and the Responsibility of Intellectuals
Author: McNiff, Jean
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Research,Educational Researchers,Action Research,Foreign Countries,Faculty Development,Professional Continuing Education,Higher Education,Academic Freedom,Information Dissemination,Scholarship,Educational Policy,Educational Quality,Epistemology,Accountability,Educational Theories

In this paper I call for an unequivocal legitimisation of the living &quot;I&quot; in educational research. The paper itself becomes a context that explains this call. It is a report of my action research into my professional learning through working in South Africa, within the context of new policy frameworks for continuing teacher development. The call embeds issues about the need for higher education practitioners to produce their explanatory accounts of practice as they support teachers' enquiries for improving practice and knowledge creation, and to legitimise a free academic press for the dissemination of those accounts. The accounts need to demonstrate epistemological, methodological and scholarly validity, to strengthen practitioners' attempts to influence policy debates about continuing professional development. By clarifying the processes of establishing quality, it becomes possible to show the links between continuing professional education and the active contributions of practitioners to economic and social wellbeing.
Improving Participation in a Pluralistic Democracy through a Cosmopolitan Approach to Social Studies Education
Author: Ryter, Di
Date: 2012-00-00
Type: Journal Articles
Subjects: Citizen Participation,Cultural Pluralism,Democracy,Social Studies,Ethnic Diversity,Multicultural Education,Global Approach,Citizenship Education

Democracy in a pluralistic society depends on individual and group participation. One of the goals of social studies education is to instill a sense of civic efficacy. Some people are able to consistently participate in democratic processes, yet many are not able to because of cultural and societal marginalization. The assimilationist approach to building national unity forces individuals to give up their cultural identity in order to be accepted by the mainstream culture. This loss of identity can cause resentment and alienation, which leads to a fragmenting of the national society, and decreasing national unity. Globalization has increased the diversity of American society, and ignoring the relationships that individuals have in their local, national, and global communities can contribute to the marginalization of diverse cultural groups. A cosmopolitan approach to social studies education can reinforce democratic principles that are valued in the United States by acknowledging ethnic and cultural diversity and multicultural citizenship. This can increase national unity and individual civic efficacy while also celebrating the diversity found in our communities.
Addressing HIV/AIDS Education: A Look at Teacher Preparedness in Ghana
Author: Weiler, Jim Martin
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Acquired Immunodeficiency Syndrome (AIDS),Teacher Competencies,Questionnaires,Preservice Teachers,Controversial Issues (Course Content),Social Sciences,Social Problems,Knowledge Level,Self Efficacy,Student Attitudes,Scores,Statistical Analysis

Our research shows that social science university trained Ghanaian student/teachers do have the knowledge, confidence, and willingness to address HIV/AIDS issues in their teaching, yet they do not. The reason, we argue, is that teachers have little incentive to address contentious issues in the classroom. Questionnaires were administered to 382 University of Education, Winneba students, 61 of whom were just returning from year-long placements. We conclude with the argument that the rethinking of the current dominant approach to curriculum is necessary and that a curriculum that will better support teachers in addressing controversial issues such as HIV/AIDS in the classroom should be considered.
Textbook Coverage of the Destruction of the Armenians
Author: Lindquist, David H.
Date: 2012-00-00
Type: Journal Articles
Subjects: Textbooks,Textbook Content,Homicide,Death,World History,High Schools,Social Studies,History Instruction,Foreign Countries,Ethnic Groups,Conflict,Immigrants,Textbook Evaluation,War,Social Bias

Despite its importance as the event establishing that the 20th century would be known as &quot;the age of genocide,&quot; the destruction of the Armenians that occurred between the mid-1890s and 1923 is given marginal coverage in contemporary U. S. high school history textbooks. This article critiques that coverage and identifies the overall flow of the information that is presented while noting several instances in which information is presented in an underdeveloped, confusing, or contradictory manner. It then makes several suggestions about topics that should be included in an expanded coverage of the Armenian situation, thus ensuring that students develop accurate perspectives about this critical event.
SoTL Inquiry in Broader Curricular and Institutional Contexts: Theoretical Underpinnings and Emerging Trends
Author: Hubball, Harry
Date: 2013-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Higher Education,Inquiry,Curriculum Development,Educational Administration,Leadership Qualities,Educational Quality,Undergraduate Study,Graduate Study,Educational Theories,Foreign Countries

Universities around the world increasingly recognize the importance of offering high quality, high-engagement student learning experiences in their undergraduate and graduate programs. While the SoTL movement and literature has gained considerable recognition and momentum over the past two decades, much less inquiry has focused on institutional and program-level educational reforms. This paper calls for a more expansive view and strategic use of SoTL inquiry in order to make substantive contributions to curriculum renewal, educational leadership practices, and, most importantly, the quality of undergraduate and graduate degree programs. Theoretical underpinnings, emerging trends, challenges, and strategic supports to enhance the effectiveness and efficiency of curricula within and across diverse disciplinary contexts are discussed.