ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Experience Using Technology to Provide Feedback That Enhances Students&apos; Persuasive Writing Skills
Author: Cutumisu, Maria
Date: 2017-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Computer Mediated Communication,Feedback (Response),Writing Instruction,Writing Evaluation,Writing Skills,Persuasive Discourse,Skill Development,Teacher Attitudes,Teaching Methods,Technology Integration,Elementary School Teachers

This study explores the implementation of technology to facilitate students' persuasive writing skills within elementary school classrooms. Five teachers were interviewed regarding their experiences teaching persuasive writing to students using technology-mediated feedback. Teachers perceived the influence of technology on students' persuasive writing, on their own teaching practice, and on students' experiences as valuable for skill development for both themselves and for their students. However, students' unfamiliarity with technology was at times a hindrance.
Does Your School Have the Maker Fever? An Experiential Learning Approach to Developing Maker Competencies
Author: Davidson, Ann-Louise
Date: 2017-00-00
Type: Journal Articles
Subjects: Shared Resources and Services,Teaching Methods,Experiential Learning,Educational Technology,Technology Uses in Education,Learning Activities,Workshops,Children,Adults,Competence,Cooperative Learning,21st Century Skills

The maker movement in education is linked to better, more authentic learning that can help students develop 21st century competencies. Maker experiences, like any experiential learning, can be limited by decontextualized, recipe-style labs and fail to deliver on the promise of engaged learners ready to learn on demand and solve the ill-defined problems of the 21st century. Our multiphase research program on maker culture in education held a series of exploratory workshops and social events to discover the competencies required to turn experiential learning with technology into maker experiences that meet 21st century needs.
Talk, Listen, and Understand: The Impact of a Jazz Improvisation Experience on an Amateur Adult Musician&apos;s Mind, Body, and Spirit
Author: Rowan, Brent D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Musicians,Music Activities,Creative Activities,Music Education,Skill Development,Adults,Program Effectiveness,Musical Instruments,Student Attitudes

This paper examines the impact of creating music in an improvisational jazz style on an amateur adult musician's mind, body, and spirit. Learning jazz improvisation skills can help build more empathetic human beings, when the focus of improvisation is on reacting to what you hear in a clear and concise manner. Life skills are developed by focusing on deep listening and communicating with other musicians. Enabling a person to talk to, listen to, and understand those around them builds community and understanding, and lessens the likelihood of conflict. This allows growth and progress to take place in society, making the cultural capital built from a jazz improvisation program invaluable.
Can Local Coursebooks in Turkey Be an Alternative to Their Global Counterparts for the Teaching of Speaking?
Author: Khan, Özlem
Date: 2020-00-00
Type: Journal Articles
Subjects: Textbooks,Foreign Countries,English (Second Language),Second Language Instruction,Communication Skills,Speech Communication,Grade 9,Textbook Content,Interpersonal Communication,Interaction,Textbook Selection,Secondary Education

Communicative Language Teaching (CLT) seeks mutually comprehensible social interaction in spoken discourse. To serve this purpose, coursebooks undoubtedly play a key role as to how speaking practice takes place. In Turkey, local coursebooks are prescribed by the Ministry of National Education (MoNE); however, many practitioners seem to opt for the international alternatives. Considering the debate over qualitative adequacy, the current study compares two coursebooks in terms of the ground given to speaking skills. The method involves two 9th grade English language coursebooks, &quot;Teenwise&quot; (local) and &quot;Talent 1&quot; (international), being analysed via Taxonomy for Identification of Coursebook Speaking Activities (TICSA). Findings indicate that the international coursebook allocates slightly more space to speaking than the local book. TICSA-wise, the local coursebook is two times more structural than the international coursebook. Whilst half the local coursebook is classified as quasi-communicative, the international one demonstrates an increase for these activities. Although both books ignore social interaction, the international coursebook has an edge over the local one in functional communication. These findings suggest that the local coursebook falls behind of the international counterpart for the teaching of speaking. Consequently, the adoption of a genuinely communicative mindset is discussed when developing language teaching materials so as to catch up with global publications and meet the pedagogical demands of CLT.
Dilemmas in Teaching English in Multigrade Classrooms: Classroom Teachers&apos; Perceptions on English as a Foreign Language Course
Author: Dogan, Fatma Seyma
Date: 2020-00-00
Type: Journal Articles
Subjects: Multigraded Classes,Teacher Attitudes,Language Proficiency,Curriculum Design,Elementary School Teachers,Teaching Methods,Instructional Materials,Instructional Improvement,Public Schools,Foreign Countries,Second Language Instruction,English (Second Language),Individualized Instruction,Problem Solving

The Higher Council of Education in Turkey (CoHE) has mandated the inclusion of a course titled 'Foreign Language Teaching in Primary Schools' in the curriculum of classroom teacher education in 2018. Although there are some attempts to release coursebooks based on the predetermined curriculum for that course, these attempts and the curriculum are generic and largely uninformed of the needs and views of actual practitioners. Hence, the present study examined inservice classroom teachers' views on possible content to include in the above mentioned course. Moreover, the present study investigated perceived needs and deficiencies of classroom teachers in teaching English in their classrooms. Designed as a qualitative study, the present study collected data from 33 multigrade class teachers through an open-ended questionnaire. The present study revealed that multigrade class teachers perceived their own proficiency in English to be too low to teach it. Furthermore, the results pinpointed that teachers perceived their students' L1 level as an obstacle for effectively teaching them English. Finally, the present study implied that designing a curriculum responsive to particular needs and requirements of multigrade classes might be a viable solution to improve the quality of foreign language teaching in multigrade classes.
Three Experiences in Video-Conferencing with Native Speakers of Spanish and French
Author: Conboy, Ana F.
Date: 2017-12-00
Type: Journal Articles
Subjects: Videoconferencing,Native Speakers,Spanish,French,Intercultural Communication,College Students,Second Language Instruction,Technology Integration,Outcomes of Education,Self Efficacy,Cultural Awareness,Vocabulary Development,Student Participation

Student interactive exchanges with native speakers of a target language may increase learners' self-confidence, production, and oral comprehension in the target language, as well as students' intercultural communicative competence (ICC). One approach to interactive exchanges is video-conferencing (VC). This article discusses three experiences with the use of interactive exchanges with native speakers using video-conferencing tools in target language acquisition in higher education. It outlines how to include VC into the world language curriculum and assesses its benefits and challenges. Additionally, it argues that innovative use of technology adheres to the &quot;World-Readiness Standards for Learning Languages&quot; (W-RSLL, National Standards in Foreign Language Education Project [NSFLEP], 2015), in that it seeks to improve students' communicative and interpersonal skills, intercultural awareness, and linguistic competence. Video-conferencing tools accomplish this by mimicking the immersion experience. Interactive exchanges can expose students to the cultural values associated with the countries or regions of the target language and therefore help them negotiate meaning and process material discussed in class. Using these tools as a supplement to the communicative classroom reinforces the notion that language and culture are not mutually exclusive, but interdependent. The multiple benefits of using VC tools for interactive exchanges with native speakers outweigh the challenges--they are effective pedagogical tools, provided that specific goals and concrete tasks are assigned.
ELF in the Context of Iran: Examining Iranian In-Service Teachers&apos; Attitudes
Author: Sarandi, Hedayat
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Teacher Attitudes,English Teachers,Teaching Methods,Pronunciation,Native Speakers,Grammar,Accuracy,Instructional Materials,Cultural Awareness,Writing (Composition)

There is a change in the status of English from a foreign language to a common language of communication among people with different mother languages. While the new profile of English as a lingua franca (ELF) has important implications for language teaching, it is not yet clear how far language teachers in different learning contexts have embraced them. The present study aims to address this issue by exploring the attitudes of in-service English language teachers towards different aspects of ELF in the under-explored context of Iran. Fifty-four Iranian teachers of English from three English language institutes participated in the study. Qualitative and quantitative data were collected through a questionnaire and semi-structured interviews. The participants expressed their attitudes towards different ELF-related pedagogical issues. Findings showed that teachers' attitudes were multifarious ranging considerably in each domain. While the majority of the teachers favored native speakers' norms in terms of teaching pronunciation, grammatical accuracy and the exclusive use of materials produced by native speakers, they displayed ELF-informed attitudes towards teaching multicultural awareness. Findings also showed divisions between participants' attitudes towards the status of native speaker teachers and the use of nonnative materials in listening exams. The diverse attitudes of teachers towards ELF-related issues underscores the need for more fine-grained teaching training programs that are adjusted to instructors' needs in different learning contexts.
France 2 Television News for Cultural Learning, Critical Thinking, and Language Practice: Steps toward Intercultural Capability
Author: Daniel, Robert R., Jr.
Date: 2017-12-00
Type: Journal Articles
Subjects: French,Second Language Instruction,Critical Thinking,Cultural Literacy,Intercultural Communication,News Reporting,Language Teachers,Authentic Learning,Teaching Methods,Class Activities,College Students,Educational Objectives

This article describes a modular set of activities based on television news for teaching French language, cultural knowledge, and intercultural capability. The latter term echoes Lantolf and Poehner's symbolic capability (2007), a teaching and learning goal that the author considers more holistic and feasible than the more commonly used term Intercultural Competence (or IC). Generally speaking, the instructional strategies described here are best used to produce supplementary or complementary modules or lessons in courses whose principal focus is not news or current events. This modular strategy can offer significant opportunities for language practice, cultural learning, and culturally-focused critical thinking. In the modular lesson, a carefully-chosen but authentic, unedited, and nonsubtitled news report, typically two to five minutes long, forms the basis for a fifty-to seventy-five-minute session, with follow-up activities. The lesson's structured sequence of viewing, listening, discussion, and debate exercises with follow-up speaking, research, or writing activities is presented in this article, which comments on ways in which this approach supports intercultural models like Bennett's Developmental Model of Intercultural Sensitivity (1993), Byram's Intercultural Communicative Competence (1997), and the culture components of the &quot;World-Readiness Standards for Language Learning&quot; (National Standards Collaborative Board, 2015). It also evokes challenges inherent in models of intercultural learning and conceptual and practical shortcomings that shape assessment of intercultural capabilities. Finally, it suggests that this television news-based approach, used jointly with a model of intercultural learning that is informed by cognitive science and an attitude of intellectual humility, may offer a productive approach for promoting the intercultural capability in the language classroom and in students' lifelong learning.
Literary Connections through Interdisciplinary Topics
Author: Kashuba, Mary Helen
Date: 2017-12-00
Type: Journal Articles
Subjects: Literacy Education,Interdisciplinary Approach,Standards,Second Language Learning,Second Language Instruction,Critical Thinking,Problem Solving,Creative Thinking,Native Language,History,Political Science,Art,Immigration,French,Foreign Policy,Poetry,Self Concept,Translation,French Literature,Teacher Attitudes,Folk Culture,Russian,College Faculty,College Students,Russian Literature

In this article teachers will find a rationale and examples for connections between literature and other disciplines, such as history, science, art, political science, philosophy, and psychology. The article addresses the goal of the Connections standard, as defined by the &quot;World-Readiness Standards for Learning Languages&quot; (W-RSFLL) (NSFLEP, 2015), namely, to help students expand their knowledge, engage in critical thinking, and attempt to solve problems creatively. With this goal in mind, it examines two literary avenues for making connections: first, literature in the original language, and second, literature in translation. It demonstrates connections with history, political science, and art within a language or literature course. Some examples include the question of immigration through Marie-Thérèse Coliman-Hall's short story &quot;Bonjour Maman, Bonne fête, Maman, [Greetings, Mama; Happy Mother's Day, Mama&quot;]; the role of colonialism in French history through the poetry of Léopold Sédar Senghor; and the question of national identity through Daudet's La Dernière Classe [&quot;The Last Class&quot;]. The article also addresses literature in translation through examples taken from the author's personal experience in teaching an interdisciplinary course. Among the topics are the role of memory through Bergson and Proust, and Einstein's &quot;space-time&quot; through Proust and Bakhtin. This topic includes folk-tales, accessible in the original and translation. Finally, the article illustrates a multi-disciplinary approach to atomic warfare through the film &quot;Hiroshima mon amour.&quot; It emphasizes the role of the language teacher in guiding students to make connections between language and content disciplines, notably through the three modes of communication, and illustrates the importance of a multidisciplinary approach to problem solving and critical thinking.
The Effects of Email Performance-Based Feedback Delivered to Teaching Teams: A Systematic Replication
Author: Barton, Erin E.
Date: 2020-06-00
Type: Journal Articles
Subjects: Electronic Mail,Feedback (Response),Team Teaching,Program Effectiveness,Job Performance,Preschool Teachers,Classroom Observation Techniques,Teacher Behavior,Preschool Children,Behavior Problems,Verbal Communication,Correlation

A multiple-baseline across behaviors design was utilized to examine the relation between performance-based feedback (PF) and the frequency of teaching teams' use of target behaviors during observation sessions with six teachers in three inclusive preschool classrooms. Teachers increased their use of target behaviors when feedback was provided and maintained their use over time when feedback was withdrawn; however, there was considerable variability across teachers. Furthermore, teachers did not increase their use of target behaviors during covert observations--when they did not know they were being observed. The current study replicates and extends the research in this area by examining the provision of PF to teaching teams and with complex behaviors (e.g., play expansions, promoting social interactions).
Age-Related Changes in the Relation between Preschoolers&apos; Anger and Persistence
Author: Ramsook, K. Ashana
Date: 2020-05-00
Type: Journal Articles
Subjects: Age Differences,Psychological Patterns,Preschool Children,Emotional Response,Self Control,Child Behavior,Emotional Development,Persistence

Although the functionalist perspective on emotional development posits that emotions serve adaptive functions, empirical tests of the role of anger mostly focus on how anger contributes to dysfunction. Developmentally, as children gain agency and skill at emotion regulation between the ages of 36 months and 48 months, their modulation of anger may facilitate its functional role for behavior. We examined this possibility through study of how 120 children's anger and sadness were related to persistence during the transparent locked box task at ages 36 and 48 months. Using survival analyses, we examined how children's anger and sadness were related to their giving up during the challenging task, and whether those relations were moderated by age. Using hidden Markov models (HMMs), we examined how children transitioned among anger, sadness, and on-task behavior states and whether those dynamics differed with age. Survival analysis revealed that age moderated the relation between anger and giving up. Greater anger was associated with greater likelihood of giving up earlier in the task at 36 months but with lower likelihood of giving up at 48 months. HMM analyses revealed that children were more likely to transition from a Calm/On-task to Calm/Off-task state at 36 months than at 48 months; that children were more likely to remain in an Anger/On-task state at 36 months than at 48 months; and that children were more likely to transition from Calm/On-task to Anger/On-task, and from Anger/On-task back to Calm/On-task at 48 months than at 36 months. Taken together, the findings suggest that anger appraisals may facilitate children in maintaining persistence, but that this functionality may develop with age.
College and Career Preparation Activities and Their Influence on Post-High School Education and Work Attainment
Author: Xing, Xue
Date: 2019-00-00
Type: Journal Articles
Subjects: College Preparation,Career Planning,College Readiness,Career Readiness,High School Students,Longitudinal Studies,High School Graduates,Educational Attainment,Socioeconomic Status,Predictor Variables,Employment,Gender Differences,Racial Differences,Job Search Methods,Internship Programs,College Entrance Examinations,Academic Advising

This study examined students' participation in college and career preparation activities in high school, and the relationship between participation in these activities and students' education and work attainment within one year of high school graduation. This study used the High School Longitudinal Study of 2009 (HSLS:2009) dataset and participants included 12,217 public school students with 6,046 (49.49%) boys and 6,171 (50.51%) girls. Data analysis included descriptive statistics and multinomial logistic regression. Results indicate that socioeconomic status was the only significant predictor across all post-high school education and work outcomes. Significant predictors of post-high school education/work attainment were found but differed depending on which outcomes (i.e., education and/or work) were being considered.
Linking Occupational Concentration to Hourly Wages for Non-College Going Individuals
Author: Plasman, Jay
Date: 2019-00-00
Type: Journal Articles
Subjects: Wages,Career Education,Technical Education,Employment Potential,Postsecondary Education,Labor Market,Outcomes of Education,Educational Benefits,Correlation,Natural Resources,Health Sciences,Agricultural Occupations,High School Students,College Attendance,Student Characteristics

One of the stated goals of career and technical education (CTE) is to improve the labor market outcomes of participants. One population of students for which concentration CTE may be particularly beneficial is those who determine they will not pursue postsecondary education. By exploring how occupational concentration--defined as earning three or more credits in a specific CTE cluster--relates to labor market outcomes for non-college participants, this study adds to a growing body of research on the benefits of CTE participation. In an effort to gain a more nuanced understanding of these labor market benefits, the current study further disaggregates these potential benefits across different CTE categories. Using a nationally representative dataset to explore the CTE concentration association with eventual earnings, results indicated that occupational concentration in general links to increased wages. However, these benefits are limited to a few specific CTE categories: health sciences, trades, and agriculture and natural resources. Implications for individual students, practitioners, and policymakers are discussed.
A Case Study of Curriculum Unpacking Practices of a Kindergarten Teacher
Author: Cahapay, Michael B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Curriculum Implementation,Preschool Teachers,Public Schools,Academic Standards,Alignment (Education),Developmentally Appropriate Practices,Foreign Countries,National Curriculum,Compulsory Education,Culturally Relevant Education,Misconceptions,Student Centered Learning,Classroom Techniques

Curriculum unpacking, defined as the process of interpreting the intended curriculum into classroom instruction, is important in the overall success of the school curriculum. As a critical process that serves as a bridge between the intended curriculum and classroom instruction, however, there is a paucity of research about it. Hence, this study aimed to describe the curriculum unpacking practices of a teacher. It entailed a qualitative research design specifically a case study to look closely into the single context of a purposively selected kindergarten teacher in a public school. The main data gathering techniques used were key informant interview and document review. The data obtained were subjected to thematic analysis. The result of the study revealed that the participant follows a generally linear process in unpacking the curriculum as noted in the compliance to the minimum standards of the intended curriculum, main consideration of the learner while translating the intended curriculum into instruction as mandated in the law, and alignment of the curriculum and instructional components. However, qualitative probes uncovered possible errors such as misinterpretation of the developmentally appropriate principle espoused by the intended curriculum and discrepancy between the curriculum standards and instructional activities. The implications in practice are discussed in the study.