ethanporcaro/eric-fulltext-meta huggingface dataset:
An Evaluation of the Influence of Interim Assessments on Grade 8 Student Achievement in Mathematics and Language Arts
Author: Pereira, Maria
Date: 2012-10-00
Type: Information Analyses
Subjects: Academic Achievement,Mathematics Achievement,Standardized Tests,Language Arts,Grade 8,Middle Schools,Pretests Posttests,Formative Evaluation,Measures (Individuals),Scores,Multiple Regression Analysis

A review of the literature pertaining to the effect and influence that interim assessments have on student achievement lacks quantitative data to determine the efficiency of their use in the classroom as a school reform tool. This study examined the strength and the direction of the relationships between interim pre and posttest assessments in language arts and mathematics in Grade 8 and student achievement on the New Jersey Grade 8 state standardized tests in those subjects. Analyses were conducted using simultaneous multiple regression models. All student data explored in this study pertained to 670 students in Grade 8 enrolled in four middle schools located in a suburban/urban central New Jersey community during the 2009-2010 academic school year. The results of the study revealed each school produced a combination of site specific results and the interim pretests accounted for the same or almost the same amount of variance in state test scores as the interim posttests. (Contains 1 table, 1 figure, and 3 footnotes.)
Youth Court: An Alternative Response to School Bullying
Author: Copich, Cindy
Date: 2012-10-00
Type: Journal Articles
Subjects: Social Theories,Learning Theories,Social Justice,Mass Media Effects,Aggression,Bullying,Socialization,Intervention,Interpersonal Communication,School Community Relationship,Violence,Communication Strategies,Courts

Bullying and school violence are critical issues facing 21st century educational leaders. U.S. public schools have been scrambling to develop and implement anti-bullying programs with varying degrees of success. Bullying leads to disruption of learning, and its lasting effects of anxiety, depression, anger, and actual brain damage follow victims into adulthood. This paper explores two communication theories (Social Learning and Cultivation) to consider how the over-exposure to violent media messages may contribute to aggressive behavior. Furthermore, the proposal considers research that suggests a response to school bullying needs to be based on a model of communication that describes a process of dialogue, information sharing, mutual understanding, and collective action (Figueroa, Kincaid, Lewis, & Rani, 2002). In response to this research, this proposal will explore the Time Dollar Youth Court (TDYC) model as an alternative to traditional anti-bullying programs. TDYC is part of TimeBanks USA, a nonprofit model of community time-based exchange. TDYC not only provides opportunities for non-profit and community collaboration but promotes social justice by empowering students to solve their own problems through a constructive and meaningful approach. (Contains 3 footnotes.)
Conditions for Effective Data Use to Improve Schools: Recommendations for School Leaders
Author: Lange, Christine
Date: 2012-10-00
Type: Journal Articles
Subjects: Leadership Responsibility,Leadership,Educational Change,School Restructuring,School Culture,Management Information Systems,Educational Improvement,Improvement Programs,Evaluation Utilization,Information Utilization,Research Utilization,Professional Development,Educational Responsibility,Participative Decision Making,Administrative Principles,Information Sources,Access to Information,Data,Change Strategies,Performance Factors,Organizational Effectiveness

Although data driven-decision making has been the mantra of school reform for the last 10 years, school leaders benefit from frequent discussions in how to engage teachers in the process. As a result, the purpose of this paper is to apply Reeves' (2004) framework concerning Antecedents of Excellence in creating a school culture that routinely uses data to inform instruction. The authors argue principals must focus on three antecedents as precursors to effective data use: leadership responsibilities, professional development responsibilities, and school culture responsibilities. Additionally, the authors highlight shared leadership as being instrumental when creating a data-driven culture. Applications for practice are included. (Contains 1 figure and 4 footnotes.)
Creating a Storytelling Classroom for a Storytelling World
Author: Jones, Robert E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Interaction,Learning Experience,Listening Skills,Story Telling,Teaching Methods,English (Second Language),Second Language Learning,Language Fluency

This article explores the value of storytelling in English language learning. Strong emphasis is placed on the role that stories of personal experience play in human interaction and how these natural conversations foster a better language learning experience. The author outlines a four-step approach to help students develop conversational skills as storytellers, including techniques for improving fluency and honing listening skills.
Teaching Listening Skills to Young Learners through "Listen and Do" Songs
Author: Sevik, Mustafa
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Listening Skills,Second Language Learning,Singing,Elementary School Students,Learning Activities,Elementary School Teachers

In this article, the author examines the use of songs to improve the listening skills of young learners. He first provides a theoretical discussion about listening skills and YLs, and about songs and YLs in general; second, he provides a sample lesson for what can be called "Listen and Do" songs for YLs at the beginning level. These are the songs to which students physically respond by performing an action. Teachers around the world can apply this lesson to songs of their own choice to make students active participants in the listening activity from start to finish. Following the lesson plan is a short list of online song resources for teaching young ESL/EFL learners.
The Author as Reader and Writer
Author: Miller, Tom
Date: 2012-00-00
Type: Journal Articles
Subjects: Writing Processes,Second Language Learning,English (Second Language),Reading Writing Relationship,Writing (Composition),Reading,Authors,Reflective Teaching

This article presents contemporary commentary on the previously published articles "Writing for the Reader: A Problem-Solution Approach" and "Motivating Learners at South Korean Universities." Having been out of the field of English as a foreign language for several years, the author was surprised and pleased when he was asked to write some reflections about an article he coauthored with Dee Parker in 1997. As he read the original article, he appreciated how authors had followed their own advice, guiding the reader on a gentle upward slope with gradually increasing information and a format that ensured that the reader was never lost because the signposts and familiar structure set expectations that were met later in the text. He found that the original article stands the test of time and can still be used to help budding authors make decisions before and during the writing process. He discovered that being a careful reader is a prerequisite for being a successful writer.
Writing for the Reader: A Problem-Solution Approach
Author: Miller, Tom
Date: 2012-00-00
Type: Journal Articles
Subjects: Writing for Publication,Teachers,Motivation,Writing Processes,Evaluation,Student Motivation,Writing Instruction

Much has been written about strategies for writing effective academic articles. For an excellent overview of issues to consider when publishing an academic article, the authors recommend Malcolm Benson's article in the April 1994 "Forum". Much less has been written about how a focus on the overall structure of the paper can help the reader and editor evaluate ideas and produce more readable articles. The authors wish to demonstrate that the format of the article and flow of ideas is not arbitrary but serves to help the reader identify what kind of information can be found where. Following certain discourse guidelines will not only make an article easier to read but will, in fact, raise the possibility that it will be published. To make these ideas more concrete, in this article the authors focus on the problem-solution organization. A "how to" piece on using the problem-solution approach to writing academic articles, this article explores defining the audience, defining the author, and evaluating the structure of an article, and it outlines helpful questions for writers and readers. (Contains 2 figures and 7 footnotes.)
Motivating Learners at South Korean Universities
Author: Niederhauser, Janet S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Motivation,Second Language Learning,English Language Learners,Foreign Countries,Language Teachers,Higher Education,Universities,English (Second Language)

Students at many universities often fail to reach their full potential as English language learners due to low motivation. Some of the factors that affect their motivation relate to the country's education system in general. Others reflect institutional and cultural views of language learning in particular. Using a problem-solution format, this article (originally published in 1997) discusses cultural and educational factors that affect language learners' motivation and offers strategies to raise motivation. Although this article draws examples from the South Korean context, it is assumed that the problems described and the solutions proposed can be applied to contexts worldwide. (Contains 1 figure.)
The Roles of Assessment in Language Teaching
Author: Frank, Jerrold
Date: 2012-00-00
Type: Journal Articles
Subjects: Testing,English (Second Language),Evaluation,Language Teachers,Language Tests,Test Items,Test Construction,Second Language Instruction

This piece makes a case for using assessment to understand and identify the needs of learners and introduces the three reprints that follow: "Twenty Common Testing Mistakes for EFL Teachers to Avoid," "Coming to Grips with Progress Testing: Some Guidelines for Its Design," and "Purposeful Language Assessment: Selecting the Right Alternative Test."
Twenty Common Testing Mistakes for EFL Teachers to Avoid
Author: Henning, Grant
Date: 2012-00-00
Type: Journal Articles
Subjects: Testing,English (Second Language),Testing Problems,Student Evaluation,Evaluation Methods,Second Language Learning,Limited English Speaking,Test Items,Test Validity,Difficulty Level,Cues,Scoring

To some extent, good testing procedure, like good language use, can be achieved through avoidance of errors. Almost any language-instruction program requires the preparation and administration of tests, and it is only to the extent that certain common testing mistakes have been avoided that such tests can be said to be worthwhile selection, diagnostic, or evaluation instruments. The list of common testing problems provided in this article is by no means exhaustive, but it has been drawn from wide experience with tests prepared for classroom and district use, and may therefore be said to be representative. It is intended as a kind of checklist to serve as a guideline for EFL teachers in the preparation of their own examinations. This article, originally published in 1982, is designed to help EFL teachers prepare effective selection, diagnostic, and evaluation instruments by avoiding common testing mistakes. Such mistakes are discussed under the categories of "general examination characteristics," "item characteristics," "test-validity concerns," and "administrative and scoring issues."
Coming to Grips with Progress Testing: Some Guidelines for Its Design
Author: Basanta, Carmen Perez
Date: 2012-00-00
Type: Journal Articles
Subjects: Language Tests,Testing,Guidelines,Test Construction,Traditional Grammar,Textbooks,Teaching Methods,Validity,Reliability,English (Second Language)

The area of progress testing has been neglected and has lagged far behind developments in language teaching and testing in general. In most classrooms today, English is taught through communicative textbooks that provide neither accompanying tests nor any guidance for test construction. Teachers are on their own in constructing tests to measure student progress and performance. The result is they write traditional grammar-based items in a discrete-point format that does not fit the communicative orientation of the textbook or the underlying teaching principles. Yet progress testing has a crucial role. This article offers a rationale for testing and presents guidelines for designing appropriate tests.
Purposeful Language Assessment: Selecting the Right Alternative Test
Author: Norris, John M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Language Tests,Evaluation Methods,Testing,Second Language Instruction,Alternative Assessment,Language Teachers,English (Second Language)

Language teachers are often faced with the responsibility of selecting or developing language tests for their classrooms and programs. However, deciding which testing alternatives are the most appropriate for a particular language education context can be daunting, especially given the increasing variety of instruments, procedures, and practices available for language testing. Such alternatives include not only test types with long traditions of use, but also tests differing in scope and structure from these well-known options. Faced with such an array of language testing alternatives, how are those people responsible for language testing to choose and use tests that are appropriate for their particular needs? Furthermore, on what basis can language teachers evaluate whether language tests are actually doing what they are supposed to be doing? This article looks at various instruments, procedures, and practices for language testing and offers strategies for determining which assessment options are most appropriate in various contexts. The author offers three general recommendations to help language teachers and others select, use, and evaluate language tests and related alternatives in a purposeful manner. These recommendations are: (1) focus on assessment, not simply tests; (2) clarify the intended use of the test; and (3) evaluate the outcomes of assessment. (Contains 1 figure.)
The Teaching Toolbox: Reconciling Theory, Practice, and Language in a Teacher Training Course
Author: Vanderwoude, Amber
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,English Language Learners,English (Second Language),Teacher Education,Theory Practice Relationship,Language Teachers,Preservice Teachers,Reading,Trainees

Those who have had the opportunity to teach content-based courses to English language learners have likely experienced the satisfaction that arises from having clearly defined subject matter through which language can be taught, along with an added dimension of relevance that ties students not only to the language of the course, but to the topics under discussion. However, it is equally likely that this approach to language teaching has also presented challenges as the teacher strives to find the proper balance between the content and the language of the course. When the course in question consists of pre-service, content-based teachers who also happen to be language learners, the struggle to balance the instruction of content--including theory, subject matter, and practical skills--with language can be a daunting task. This article addresses some challenges inherent in conveying successful content language teaching methods and offers five sample activities that focus on making the methodology explicit, which will be invaluable when the students enter their future careers as language teachers. (Contains 6 figures.)
Online English-English Learner Dictionaries Boost Word Learning
Author: Nurmukhamedov, Ulugbek
Date: 2012-00-00
Type: Journal Articles
Subjects: Dictionaries,Native Speakers,English (Second Language),Second Language Instruction,Second Language Learning,Monolingualism,Word Frequency,Vocabulary

Learners of English might be familiar with several online monolingual dictionaries that are not necessarily the best choices for the English as Second/Foreign Language (ESL/EFL) context. Although these monolingual online dictionaries contain definitions, pronunciation guides, and other elements normally found in general-use dictionaries, they are compiled with native or near-native speakers of English in mind, not for learners of English. English learners tend to gravitate to these dictionaries because they are seemingly unaware of other dictionaries that are specifically designed for them. Research on dictionary use in second language teaching indicates learners of English gain much when they become familiar with dictionary features. For this reason, ESL/EFL teachers should learn about and introduce the several excellent online dictionaries with features especially designed for learners of English. These online dictionaries promote strategic and effective word learning, but it is critical for learners to be trained by teachers who are familiar with proper dictionary use so that the online dictionaries are used to maximum benefit in the classroom. The best online learner dictionaries include: (1) a corpus-based compilation of words; (2) word frequency data; (3) collocation guides; (4) authentic examples of how words are used; and (5) topical vocabulary from different disciplines. This article helps teachers become aware of these important features and also provides suggestions on how to integrate dictionary-related exercises into their ESL/EFL lesson plans. (Contains 1 table.)
Getting Teens to Really Work in Class
Author: Lauria de Gentile, Patricia
Date: 2012-00-00
Type: Journal Articles
Subjects: Adolescents,Age,Brain,Language Teachers,English (Second Language),Second Language Instruction,Second Language Learning,Age Groups,Maturity (Individuals),Teaching Methods,Reading

Working with teenagers is not an easy task. This seems to be a notion shared by language teachers all over the world. While some instructors are very keen on working with this special age group, others are not fond of the challenge. The truth is that teaching English as a Second/Foreign Language (ESL/EFL) to teens has never been easy. According to recent research in the neurosciences, the reasons for that may lie in the maturing brain of the adolescent. At their age, teens are undergoing many physical and cognitive changes that manifest themselves in the classroom. For example, teachers may have noticed that some teenage students talk non-stop and are usually not that enthusiastic about the activities planned for a lesson. What is worse is that even if students do cooperate, they can stay focused only if they manage not to fall asleep! In order to provide some understanding about this age group's typical behaviors, this article explores some of the changes that the brain undergoes during adolescence. Then it describes some activities and techniques to help teenagers stay focused and, hopefully, succeed in learning English. (Contains 1 figure.)
Teaching Communication: Back to the 60s
Author: Palmer, Adrian
Date: 2012-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Communication Skills,Teaching Methods,English (Second Language),Higher Education,Second Language Instruction,Reflective Teaching

This piece, a preface to a reprinted 1971 article on communication practice, focuses on the need for real communication in the language classroom. In this article, the author drifts back to inspiring times in the 1960s and reflects on some events that prompted him to write the article in the first place.
Communication Practice vs. Pattern Practice "or a Live Teacher Is Absolutely Necessary"
Author: Palmer, Adrian
Date: 2012-00-00
Type: Journal Articles
Subjects: Communication Skills,Course Content,Pattern Drills (Language),Drills (Practice),Communication Strategies,Psychological Needs,Aptitude Treatment Interaction,Textbook Content,Curriculum Implementation,Teaching Methods,Educational Practices,Educational Strategies

A language course has two components: (1) the course content; and (2) the presentation of that content. This article deals with the presentation component. Its main thesis is this: Since the ultimate goal of language learning is communication, classroom presentation should, from the outset, be directed toward the development of communication skills. Learning requires practice, but this practice should be communication practice, not mere pattern practice. The author develops this theme by considering the following four topics: (1) The nature and form of communication-practice drills; (2) The psychological preparation for communication; (3) The introduction of new content in communication practice; and (4) The relationship of communication practice to textbook and curriculum. [This article was first published in Volume 9, No. 4 (1971).]
Essentials for the Teacher's Toolbox
Author: Uhler, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: Instructional Materials,English Instruction,Teaching Methods,Learning Activities,Instructional Material Evaluation,Media Selection,Educational Practices

Every profession has a set of essential tools for carrying out its work. Airplane mechanics cannot repair engines without sophisticated diagnostics, wrenches, and pliers. Surgeons cannot operate without scalpels and clamps. In contrast, teaching has often been perceived as a profession requiring only students, chalk, and a blackboard in order for learning to take place. There might be some truth to this perception of simplicity, but effective English teachers generally rely upon a number of tools--approaches, activities, and basic materials--to make teaching efficient and learning enjoyable. English teachers often assemble their own professional toolboxes, collecting essentials, both physical and conceptual. This introduction to three reprinted articles identifies tools, such as visual aids and dictionaries, used by effective teachers.
Your Most Essential Audiovisual Aid--Yourself!
Author: Hamp-Lyons, Elizabeth
Date: 2012-00-00
Type: Journal Articles
Subjects: Audiovisual Aids,Visual Aids,Teacher Characteristics,Teacher Behavior,Teacher Effectiveness,Aptitude Treatment Interaction,Figurative Language,Teaching Models,Teaching Styles,Teaching Methods

Acknowledging that an interested and enthusiastic teacher can create excitement for students and promote learning, the author discusses how teachers can improve their appearance, and, consequently, how their students perceive them. She offers concrete suggestions on how a teacher can be both a "visual aid" and an "audio aid" in the classroom. [This article was first published in Volume 19, No. 4 (1981).]
The Neglected Tools Can Work for You
Author: Ramirez, Mac M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Classroom Environment,Audiovisual Aids,English Instruction,Classroom Techniques,Teaching Experience,Teaching Methods,English (Second Language),Second Language Instruction,Second Language Programs,Instructional Materials,Instructional Design,Educational Strategies,Educational Practices,Technology Uses in Education,Educational Technology

Of all the resources and techniques available to the classroom teacher of English as a second or foreign language, none are more neglected than audiovisual aids. Properly planned, constructed, and employed, such aids can help not only to improve the overall language program but also to enhance the classroom atmosphere and to ensure greater student participation. On assignments abroad in 1963 and 1965, the author spent much time in the classroom teaching English as a foreign language. This classroom experience abroad proved both educational and motivating to him. In this article, the author shares his experiences and observations. He offers ideas about using visual aids in the language classroom and includes specific suggestions for using such things as blackboards, flip charts, slip charts, mock-ups, catalogs and magazines, and language films. (Contains 1 footnote.) [This article was first published in Volume 8, Nos. 3 & 4 (1975).]