ethanporcaro/eric-fulltext-meta huggingface dataset:
The Utilisation of the Internet by Palestinian English Language Teachers Focusing on Uses, Practices and Barriers and Overall Contribution to Professional Development
Author: Kabilan, Muhammad Kamarul
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,Educational Technology,Electronic Learning,Second Language Instruction,Teaching Methods,Barriers,Faculty Development,Internet,Questionnaires,Elementary Secondary Education

The paper describes a study designed to investigate the utilisation of the Internet by English Language teachers in Gaza focusing on uses, practices and barriers. A questionnaire was developed based on literature (Kabilan 2003; Kabilan &amp; Mohamed Amin 2002) and was administered to 274 English language teachers in Gaza schools. Data reveal that 130 teachers are using the Internet for teaching English in classrooms as well as for various activities that enhance their professional development, such as searching for TESL-related information and to share ideas with other teachers. Nevertheless, it was found that English language teachers in Gaza have not fully utilised the Internet because of barriers related to time factor, accessibility and facilities. It is suggested that for the proliferation of Internet practices, there needs to be an increase in funding for technology, an introduction of computer/technology education, provision of pedagogical training for teachers and, a provision of administrational support.
A Research on a Student-Centred Teaching Model in an ICT-Based English Audio-Video Speaking Class
Author: Lu, Zhihong
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Student Centered Learning,Information Technology,Theory Practice Relationship,Educational Change,Oral Language,Listening Skills,Communicative Competence (Languages),Computer Assisted Instruction,Longitudinal Studies,Statistical Analysis,Case Studies,Correlation,College Students,Questionnaires,Pretests Posttests,Language Tests,Interrater Reliability,Teacher Role,Student Role,Teacher Responsibility,Student Attitudes,Textbooks,Feedback (Response)

The development and application of Information and Communication Technologies (ICT) in the field of Foreign Language Teaching (FLT) have had a considerable impact on the teaching methodologies in China. With an increasing emphasis on strengthening students' learning initiative and adopting a &quot;student-centred&quot; teaching concept in FLT, language teachers and researchers in China have resolved to explore effective and appropriate teaching models both in theory and practice. A range of reforms of college English teaching in China has demonstrated the shift of the teaching focus from enhancing students' reading ability to their listening and speaking abilities. More focus has been put on improving students' communicative language ability (CLA). This paper aims to examine the feasibility of the student-centred teaching model utilised in an English audio-video speaking class (EAVSC) in computer-assisted language learning (CALL) environments at the authors' university by carrying out two quantitative longitudinal case studies. Analysis of correlated data shows that this specific teaching model in general is both plausible and effective in improving students' communicative language abilities, especially in their speaking abilities.
Rethinking and Restructuring an Assessment System via Effective Deployment of Technology
Author: Okonkwo, Charity
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Assessment,Technology Uses in Education,Item Banks,College Students,School Registration,Universities,Educational Finance,Personnel Needs,Questionnaires,College Faculty,Capacity Building

Every instructional process involves a strategic assessment system for a complete teaching-learning circle. Assessment system which is seriously challenged calls for a change in the approach. The National Open University of Nigeria (NOUN) assessment system at present is challenged. The large number of students and numerous courses offered by NOUN as an open and distance learning institution make assessment very cumbersome and an administrative nightmare. This paper has employed descriptive approach in studying the nature and various directions of challenges associated with NOUN assessment. These challenges are related to conduct of examination such as question paper, finance, manpower, collation of results and release of meaningful results. The study explores how technology envisaged to ameliorate these challenges can effectively be employed to restructure assessment in NOUN. Issues relevant for effective deployment of technology in restructuring like question bank, logistic operations, operational processes of technology and formal registration of students for assessment are discussed for ease of implementation. Implications for the use of technology in assessment are presented. Cogent recommendations are made for effectiveness of the system. In sum, the deployment of technology is a viable sustainable strategy open to NOUN to effectively manage the burden of assessment of students' learning outcomes.
Understanding by Design (UbD) in EFL Teaching: The Investigation of Students' Foreign Language Learning Motivation and Views
Author: Yurtseven, Nihal
Date: 2016-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Pretests Posttests,Action Research,Control Groups,Attitude Measures,Turkish,Interviews,Content Analysis,Learning Motivation,Transfer of Training,Experiential Learning,Student Attitudes,Second Language Instruction,Foreign Countries,Teaching Methods,Instructional Design,Units of Study,Student Motivation,Mixed Methods Research,Experimental Groups

In today's world, where learning a foreign language is highly prioritized, it is an important prerequisite that education has components that are lasting, meaningful, and transferable to everyday life. Moreover, these components would have a positive influence on student motivation. The purpose of this study is to investigate students' language learning motivation and views about integration of Understanding by Design (UbD) into their lessons. The study was carried out through mixed method research. For the quantitative part, pre-test post-test experimental design was carried out while action research was instrumented for the qualitative part of the study. 10 teachers and 436 students participated the study. Of the 436 students, 225 were in the treatment group and 211 were in the control group. Through the action research, 10 instructors who were trained about UbD, were divided into four groups, each of which designed three different unit plans and implemented them in their classes. As quantitative data collection tool, Motivation/Attitude Scale (MAS), which was developed by Dörnyei and adapted to Turkish by Mendi (2009) was used. For the qualitative data of the study, focus group interviews were held with 10 students. The quantitative data was analyzed through the analysis of covariance and independent samples t-test. The qualitative data was analyzed through content analysis. The quantitative results of the study indicated that there was a significant difference in A and B level students' foreign language learning motivation in favor of the treatment group. The qualitative findings indicated that UbD implementation had a positive impact on students' foreign language learning motivation and knowledge transfer skills. These findings underline the importance of foreign language motivation and providing students with experiential learning.
Multiple Factors Supporting the Transition to ICT-Rich Learning Environments in India, Turkey, and Chile
Author: Light, Daniel
Date: 2010-00-00
Type: Journal Articles
Subjects: Information Technology,Interviews,Teacher Attitudes,Sustainability,Foreign Countries,Case Studies,Educational Policy,Transfer of Training,Faculty Development,Educational Practices,Educational Environment,Teaching Methods,Reflection,Educational Finance,Educational Change,Educational Innovation,Technology Integration,Focus Groups,Observation,Cross Cultural Studies

This research project used instrumental case studies of successful schools from the Intel® Teach Essentials Course in Turkey, India and Chile to examine what contextual factors might facilitate teachers' ability to transfer a professional development program about ICT and innovative teaching strategies into their classrooms given the school contexts in three different developing countries. Seven factors commonly cited in the research literature were used to analyze each case: 1) pedagogical objectives and goals; 2) leadership; 3) professional development and ongoing support; 4) experimentation, adaptation, and critical reflection; 5) time; 6) infrastructure; and 7) financing and sustainability. In all three countries, we found that the educators we interviewed felt the course had helped them change their practice, but we also found that it was a combination additional programs and policies coupled with good leadership that enabled the schools to innovate with the Essentials course.
The Readiness of Schools of Macao to Integrate IT in Education and the Extent of Actual IT Integration
Author: Fan, Andy
Date: 2010-00-00
Type: Journal Articles
Subjects: Information Technology,Technology Integration,Foreign Countries,Economic Progress,Educational Technology,Teaching Methods,Informal Education,Learning Processes,Educational Finance,Financial Support,Government Role,Teacher Education,Laptop Computers,Elementary Secondary Education,Computer Security,Educational Policy,Computer Uses in Education,Curriculum Development,Computer Software,Administrator Role,Computer Networks,Technical Support

The Portuguese came to Macau in the 16th century, Macao has become part of China again since 1999. Under the strong economic growth in recent years, the Macao government has invested substantial human, material and financial resources for the implementation of IT in education in Macau since 2001. This paper reviewed the development of IT in education in Macao, including hardware development, the integration of IT into teaching and learning and other informal forms of support by the government to the development of IT education. Although the development of Information Technology (IT) in education in Macao has progressed rapidly in the last few years, there are still many problems. The author makes some suggestions alleviating the shortcomings.
Can You Hear Me Now? Student Voice: High School &amp; Middle School Students' Perceptions of Teachers, ICT and Learning
Author: Stefl-Mabry, Joette
Date: 2010-00-00
Type: Journal Articles
Subjects: Information Technology,Middle School Students,High School Students,Access to Information,Case Studies,Student Attitudes,Rural Schools,School Districts,Educational Environment,Technological Literacy,Teaching Methods,Caring,Teacher Student Relationship,Critical Theory,Constructivism (Learning),Online Surveys,Focus Groups,Qualitative Research

Information and Communications Technologies have become tightly woven into the fabric of most middle school and high school students' lives throughout the United States. However this is true, for the most part, only when students step outside the physical and mental confines of school. Today many students find that the technology they have access to outside of school is newer, faster, and far less restrictive than the technology they have access to in school. This dichotomy is creating a situation where, for the first time, students have more access to information and resources out of school than they do in school. This exploratory case study examines the viewpoints of Middle School (MS) and High School (HS) students in a technology-affluent, rural, United States school district relative to Information and Communications Technologies (ICT) use in and out of school. Students in our study 1) perceived technology in school as limited and restrictive, 2) recognized teachers' ICT skills determined classroom instruction, 3) provided suggestions to help teachers with ICT, 4) articulated the learning environments they prefer, 5) experienced a disconnect between ICT use in school and out of school, and 6) perceived educators as not caring.
Assessment of Positive Psychology Course According to Comments and Life Satisfaction Levels of Counselor Candidates
Author: Bas, Asli Uz
Date: 2016-03-00
Type: Journal Articles
Subjects: Course Evaluation,Psychology,Life Satisfaction,Counselor Training,College Seniors,Undergraduate Study,Scores,Student Attitudes,Guidance,Foreign Countries,Course Descriptions,Career Development,Elective Courses,Mixed Methods Research,Pretests Posttests

The purpose of this study was to assess the &quot;Positive Psychology&quot; course according to comments and life satisfaction levels of counselor candidates. The course was offered in Guidance and Psychological Counseling undergraduate program as an elective course. The participants of the study were 56 senior undergraduate students attended Guidance and Psychological Counseling program in Turkey. Findings showed that counselor candidates think that the Positive Psychology course contributed to their vocational and personal/social developments. They also stated that the course should be taught in counselor training. Finally, the results demonstrated that the Positive Psychology course was effective for increasing life satisfaction scores of counselor candidates.
Artistic Education in France: From the State to the Classrooms' Practices
Author: Maziere, Christelle
Date: 2015-12-13
Type: Journal Articles
Subjects: Art Education,Art,Social Differences,Foreign Countries,Cultural Education,Access to Education,Elementary School Students,Political Influences,Democracy,Immigrants,School Districts,Student Diversity,Educational Practices

Since the beginning of the 5th Republic, social demands have influenced the demand to reform the place of culture in education as a way of developing better access to French culture for all students. In recent decades, the rising number of immigrants has created administrative districts characterized by geographic contrast, social inequalities, and diverse populations, increasing the need for artistic education. This article proposes to approach the political measures that allowed the development of arts teaching in primary schools in France to understand the cultural pedagogical practices provided in primary school. In doing so, I explore the ways that experimentation with local heritage provides the necessary social dimensions that support students in their understanding of French culture, diminish unequal access to art, and how schools might be used as a tool in the process of cultural democratization.
Transition from Model to Proof: Example of Water Treatment Plant
Author: Güler, Gürsel
Date: 2016-03-00
Type: Journal Articles
Subjects: Mathematical Models,Mathematics Instruction,Mathematics Teachers,Preservice Teachers,Mathematical Logic,Validity,Methods Courses,Teaching Methods,Foreign Countries,Problem Solving,Water Quality,Mathematics Skills

The aim of this study was to research the prospective mathematics teachers' ability to construct a mathematical model for a real life problem and to prove these models by generalizing them to use in similar situations. The study was conducted with 129 prospective teachers determined on a volunteering basis. The data were obtained with the help of Modelling and Proof Test that were applied to the prospective teachers. In the analysis of the data obtained, the categories which emerged as a result of the classification of the model and proofs formed by the relevant literature and the prospective teachers were used. It was discovered in consequence of the study that the prospective teachers construct seven different models and presented proofs in seven different categories for proving these models. It was observed that the prospective teachers had difficulties in constructing a model for the solution of a real life problem and transition from the model to the proof.
Applying Culturally Responsive Pedagogy to the Vocational Training of Immigrants
Author: Wu, Ya-Ling
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Culturally Relevant Education,Vocational Education,Immigrants,Adult Education,Cultural Awareness,Vocational Education Teachers,Cultural Differences,Prior Learning,Teaching Methods,Social Environment,Cultural Context

Training and learning are the personal process in which individuals interact with social and cultural contexts. Immigrant trainees bring their early educational and life experiences into training classrooms, and their learning is strongly affected by their prior socialization and socio-cultural experiences. Therefore, it is necessary to provide immigrant trainees with vocational training programs in culturally responsive ways. That being said, the aim of this paper is to address the principles of culturally responsive pedagogy in adult education and their implications for vocational training of immigrants. The main implications of culturally responsive pedagogy in adult education for vocational training of immigrants are that vocational training instructors should have cultural self-awareness and reflection on their training practices as well as design and implement the culturally relevant vocational training programs, including integrating vocational training courses with knowledge and skills of immigrant trainees, affirming the cultural differences of immigrant trainees, developing learning communities, taking into account prior educational and work experiences of immigrant trainees, and utilizing multiple training methods and activities.
The Relationship between Critical Thinking Disposition and Locus of Control in Pre-Service Teachers
Author: Oguz, Aytunga
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Locus of Control,Preservice Teachers,Undergraduate Students,Likert Scales,Hypothesis Testing,Gender Differences,Age Differences,College Freshmen,College Seniors,Comparative Analysis,Regression (Statistics),Statistical Analysis

The aim of the current research study was to examine the link between critical thinking dispositions and locus of control in pre-service teachers. The participants of this study were selected via easily accessible sampling technique. The participants consist of 347 pre-service teachers (203 female, 144 male) in Kütahya, Turkey. The Rotter Internal-External Locus of Control Scale and Critical Thinking Dispositions Scale aided in data collection. Once the data was transferred to an electronic environment and did not show a normal distribution in terms of gender and grade variables, so Mann Whitney-U test was used in order to comparing analysis and Spearman's correlation analysis was used for examining the level of relationship between variables. According to comparison analysis, the external locus of control and critical thinking dispositions differentiated with respect to gender and grade. In correlational analysis and regression analysis, there was a negative relationship between external locus of control and critical thinking dispositions. Results were discussed by the light of the related previous studies.
Teacher Education for the Middle Years of Schooling: Sustaining Quality Middle Level Preparation in Australian Universities
Author: Shanks, Brenda
Date: 2015-12-00
Type: Journal Articles
Subjects: Middle School Teachers,Teacher Education Programs,Teacher Educators,Doctoral Programs,Foreign Countries,Teaching Methods,Practicums,Program Evaluation,Barriers,Case Studies,Qualitative Research,Semi Structured Interviews,Pedagogical Content Knowledge

The middle years of schooling (Years 5-9) has emerged as a significant field of educational research in the last two decades but investigation of specialised approaches to middle level teacher education has received little attention. The rationale for specialised programs or units is that middle level teachers require specific preparation to be able to meet the educational needs of young adolescents (10-15 years old). This article draws from a doctoral study in which three outstanding teacher educators, with responsibility for middle level teacher education in their Australian universities, were interviewed about their programs (Shanks, 2010). The article identifies and discusses a number of factors that threaten the viability of quality middle level teacher preparation.
Changes in Science Teaching Self-Efficacy among Primary Teacher Education Students
Author: Palmer, David
Date: 2015-12-00
Type: Journal Articles
Subjects: Elementary School Teachers,Student Attitudes,Self Efficacy,Interviews,Surveys,Science Instruction,Methods Courses,Pedagogical Content Knowledge,Teaching Methods,Preservice Teacher Education,Course Descriptions,Foreign Countries,Attitude Measures,Factor Analysis,Longitudinal Studies,Scientific Concepts,Pretests Posttests

Many preservice primary teachers have low self-efficacy for science teaching. Although science methods courses have often been shown to enhance self-efficacy, science content courses have been relatively ineffective in this respect. This study investigated whether a tailored science content course would enhance self-efficacy. The participants were preservice primary teachers and data collection was by survey and interview. Self-efficacy increased during the course and the increases were stable after a 10-month delay period. The factors that enhanced self-efficacy were: learning science content, perceptions of learning how to teach science, and teacher enthusiasm.
From &quot;Following&quot; to &quot;Going Beyond&quot; the Textbook: In-Service Indian Mathematics Teachers' Professional Development for Teaching Integers
Author: Kumar, Ruchi S.
Date: 2015-12-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Faculty Development,Mathematics Instruction,Teacher Collaboration,Communities of Practice,Numbers,Middle School Teachers,Secondary School Mathematics,Textbooks,Teaching Methods,Professional Identity,Audio Equipment,Video Technology,Observation

In this paper we describe four Indian in-service middle school mathematics teachers' shifts in their roles with respect to the textbook. The shifts occurred through participation in collaborative investigation on the topic of integers in professional development meetings. Analysis of teachers' talk in these meetings indicated a shift in teachers' role from reliance on textbook to using the knowledge of integer meanings to establish the connections between contexts and representations. We claim that this change in role occurred as a result of teachers developing knowledge of important ideas and representations in the professional development setting and identifying themselves as a member of a professional learning community which values students' understanding. We argue that since roles are constitutive of teachers' professional identity, the shifts in roles indicates how teachers' identity evolved towards being an empowered mathematics teacher who design tasks and responds to students to support articulation of ideas and developing reasoning in mathematics.