ethanporcaro/eric-fulltext-meta huggingface dataset:
Podcast Applications in Pre-Service Language Teacher Education from a Constructivist Perspective
Author: Güler, Seda
Date: 2018-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Preservice Teachers,Preservice Teacher Education,English (Second Language),Second Language Instruction,Multimedia Materials,Multimedia Instruction,Blended Learning,Mixed Methods Research,Questionnaires,Instructional Effectiveness,Teaching Methods,Technology Uses in Education,Foreign Countries,Semi Structured Interviews,Pretests Posttests,Audiovisual Aids,Web 2.0 Technologies

This study aims to investigate the perceptions of pre-service English language teachers towards the use of podcasts. In addition, it surveys to what extent the pre-service language teachers use Web 2.0 tools in their academic lives as well as in their personal lives and their views on the benefits and drawbacks of podcasts. The &quot;Teaching Language Skills Course&quot; designed specifically for the third year pre-service teachers is blended with podcasting in a web-based platform. Twenty-two pre-service language teachers who take the course constitute the working group. The theoretical background of this study is based on social constructivism and a mixed-method research design is used. The questionnaire and face-to-face interviews are held at the beginning and the results are compared to see if there is a significant change. Results show that participants have a positive view of podcasts in general and have a tendency to use the podcasts in their following teaching career.
Use of Geographic Information Systems (GIS) in Geography Lessons According to Teachers&apos; Opinion
Author: Degirmenci, Yavuz
Date: 2018-00-00
Type: Journal Articles
Subjects: Geographic Information Systems,Geography Instruction,Teacher Attitudes,Qualitative Research,Phenomenology,Semi Structured Interviews,Educational Practices,Technology Uses in Education,Teacher Qualifications,Teacher Background,Relevance (Education),Educational Objectives,Skill Development,Educational Attainment,Teaching Methods,Educational Technology,Secondary School Teachers,Foreign Countries

The purpose of the present study is to determine geography teachers' opinions about how often, for what reasons and for what subjects the geographic information systems (GIS) are used in geography lessons. This qualitative study was carried out based on phenomenological design. The study was conducted with 15 geography teachers servicing at different schools in a city of Turkey. The teachers' opinions were obtained via the semi-structured interview form developed by the researcher and the series of obtained data were analysed via the content analysis method. The study results showed that a great majority of the teachers did not use the GIS in their lessons and the reason for this was that they are not having sufficient knowledge about how to use them. Also, the teachers emphasised the insufficiency of possibilities, infrastructure, software and hardware. However, it was observed that all the teachers agreed on the necessity of using the GIS in geography lessons. [This paper was presented as an oral presentation in the International Symposium on Social Studies Education VI (May 4-6, 2017) in Eskisehir, Turkey.]
Transformative Citizenship Education and Intercultural Sensitivity in Early Adolescence
Author: Mellizo, Jennifer M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Citizenship Education,Comparative Analysis,Elementary School Students,Transformative Learning,Scores,Curriculum,Teaching Methods,Social Justice,Empathy,Institutional Characteristics,Measures (Individuals),Correlation,Grade 4,Grade 5,Grade 6,Statistical Analysis

As our world continues to evolve into an increasingly diverse, interconnected, and interdependent global society, it is becoming more important for tomorrow's citizens (today's early adolescent students) to develop the knowledge, skills, and dispositions they will need to understand and communicate with individuals who come from many diverse cultural backgrounds. Yet, relatively few researchers have examined the effects of specific curriculum interventions, strategies, and/or educational approaches designed to improve intercultural knowledge, skills, and attitudes during early adolescence. In this study, a causal-comparative quantitative research design was used to explore differences in intercultural sensitivity between a group of 4th-6th grade students at a school that embraces a transformative approach to citizenship education (School 1), and a group of students at a comparison school (School 2). An independent t-test revealed students at School 1 scored significantly higher than students at School 2 on a quantitative measure of intercultural sensitivity (AISI). These results suggest a transformative approach to citizenship education can promote the development of intercultural sensitivity during early adolescence. In light of these results, several key aspects of this particular school's transformative citizenship curriculum are discussed in detail.
The Integration of STEM into Science Classes
Author: Kubat, Ulas
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Science Curriculum,Integrated Curriculum,Lesson Plans,Curriculum Implementation,Semi Structured Interviews,Qualitative Research,Interdisciplinary Approach,Holistic Approach,Positive Attitudes,Teaching Skills,Teacher Competencies,Phenomenology,Teaching Methods,Educational Practices,Educational Technology,Barriers,Teacher Attitudes,Science Teachers,Foreign Countries

The aims of this study are to reveal how science teachers integrate science, technology, engineering and mathematics (STEM) in their lessons and their opinions regarding the advantages and disadvantages they have identified while integrating STEM in their lessons, as well as what kind of difficulties they encounter in the implementation process. For this purpose, a semi-structured interview form was developed and qualitative research method was used. STEM is based on a holistic and interdisciplinary approach to the four disciplines rather than the independent teaching of these four disciplines. The study group comprises 12 science teachers in the province of Mugla in the 2017-2018 academic year. Research findings show that science teachers generally have a positive attitude towards using STEM-based activities but are not able to implement STEM-based activities in an appropriate, complete and accurate way because of difficulties in terms of 'physical conditions' and 'time management'. Teachers stated that STEM education encourages students to do research.
The Perception of the Educational Philosophy in the Industrial Age 4.0 and the Educational Philosophy Productivity of Teacher Candidates
Author: Bolat, Yavuz
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Preservice Teachers,Foreign Countries,Teacher Education Programs,Mixed Methods Research,Productivity,Pretests Posttests,Content Analysis,Teaching Methods,Technological Advancement,Prior Learning,History,Tests,Industrialization

While philosophy has confronted us as a concept that has taken place in every age of the thinking adventure of the humankind, philosophical considerations have been influential on all elements of human creation. One of these influence areas is education studies. Education has been influenced by the philosophy of education, which has occurred more specifically than philosophy. Educational leaders and pre-service teachers should notice the availability of using this influence and the educational philosophy as a tool. This research was conducted in order to determine the perception of educational philosophy in the industrial age 4.0 and to find the educational philosophy productivity of pre-service teachers. The study group includes 111 pre-service teachers who take the training philosophy course in the 2nd class level in the Faculty of Education of Mustafa Kemal University in Turkey. 72 of these pre-service teachers are female, and 39 are male. This research where quantitative and qualitative data are used together is a mixed educational research. In the study, a 25-question test developed by the researcher and a semi-structured interview form consisting of 3 questions has been used to collect data. While the pre-test and post-test studies were conducted with the test which is the data collection tool, the data were analyzed by using the descriptive analysis and the content analysis of the data obtained from the interview form. When the findings of the study were taken into consideration, it was found that there was a significant difference between pre-test scores and post-test scores of the pre-service teachers participating in the research. The teaching process of the training philosophy course given has been found to be successful. It has been concluded that pre-service teachers have expressed the philosophy and education relationship with human-based views. It has been found that pre-service teachers prefer the &quot;progressive training philosophy&quot; if they want to make a new educational design. However, it has been determined that pre-service teachers did not have an idea about technology and technological developments in the industrial age 4.0.
Solitary Spider Stories of &apos;Becoming Teachers Together&apos;: Knots Spun from an Arts-Based Research Project with a Garden
Author: Ostertag, Julia
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Gardening,Teaching Methods,Art Activities,Student Teachers,Social Justice,Teacher Education Programs,Conservation (Environment),Teacher Educators,Researchers,Cooperation

The familiar figure of the teacher, alone in front of a classroom and enclosed by four walls, pervades what is possible in teacher education. What if we could decentre anthropocentric teaching practices and 'become teachers together' with other human and nonhuman teachers? Could a garden become a teacher? A plant? A spider? This article engages with these possibilities by reflecting on some difficult knots during the third phase of a site-specific installation series that was part of an arts-based research project with student teachers at The UBC Orchard Garden, a teaching and learning garden at the University of British Columbia. During this wintry phase of the project, the author spent three weeks in a basement student teachers' lounge spinning the flax fibres sown and grown at the garden into linen thread. While spinning, the author began to recognize that togetherness, particularly in the context of interrelated systemic oppression that includes colonialism and speciesism, also necessitates engaging with solitude and failure. Through photographs, narratives of spinning linen with a wooden drop spindle, and conversations with student teachers at the installation, this article is a knotted métissage of solitary spider stories reflecting on urgent calls for multispecies social and environmental justice in teacher education, and how arts-based researchers, teacher educators, and environmental educators can grapple with togetherness both individually and collectively.
The Impact of Explicit Instruction and Intentional Learning in the Reception of Vocabulary--An Experimental Study
Author: Vincy, R. Infanta
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Textbooks,Teaching Methods,Receptive Language,Measures (Individuals),Statistical Analysis,Comparative Analysis,Models,Instructional Effectiveness,Foreign Countries,Secondary School Students,Control Groups,Experimental Groups,Textbook Preparation,Qualitative Research

This study investigates the importance of the reception of vocabulary in the language learning process of second language learners of English considering the evident role of vocabulary in the language fluency of the learners. The aim of this study is to evaluate the effectiveness of explicit instruction and intentional learning environment in the reception of vocabulary. Thirty students from a Government school in the Coimbatore District of Tamil Nadu participated in this study. The vocabulary aspects of the English textbook under the Tamil Nadu Uniform Syllabus were analysed followed by the observation of the teaching methods employed by the teacher and the learning strategies used by the learner in the learning of the vocabulary in the selected classroom setting. Post the qualitative analysis of the observations made based on the conceptual framework of Henriksen's model of vocabulary development, a comparative study was conducted to quantitatively explore the influence of the explicit instruction and intentional learning in the reception of the target vocabulary. The participants' reception of vocabulary was gauged using the VKS (Vocabulary Knowledge Scale) and the results were tabulated. The statistical analysis of the data using the t-test tool confirmed that the explicit instruction of vocabulary and creating an intentional learning environment among the learners did result in a significant improvement in the reception of the target vocabulary of the second language learners of English. One of the key implications of the study is that the theoretical understanding of the available concepts of vocabulary knowledge and the process of vocabulary acquisition is mandatory in designing the textbook materials and in framing methodologies for the teaching of vocabulary, to the learners of English as a second language.
Investigating the Effects of Blended Learning Approach on Vocabulary Enhancement from EFL Learners&apos; Perspectives
Author: Ebadi, Saman
Date: 2018-00-00
Type: Journal Articles
Subjects: Blended Learning,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Pretests Posttests,Semi Structured Interviews,Positive Attitudes,Vocabulary Development,Foreign Countries,Control Groups,Experimental Groups,Student Attitudes,Statistical Analysis,Comparative Analysis,Instructional Effectiveness,Qualitative Research

This study investigates the effects of blended learning strategy in enhancing vocabulary on Iranian students through asynchronous using of Memrise Application outside the scheduled class time. To this end, 40 English as a Foreign Language (EFL) learners were randomly divided into two groups. The control group learned vocabulary items through the traditional method and the experimental group used the blended learning approach. Quantitative and qualitative data collection tools including a pre-test and post-test and a semi-structured interview were utilized. Results of the study revealed that there was a statistically significant difference between the achievement of the students who used blended learning approach and the achievement of those using only the traditional method. The findings also indicated that the students held positive attitudes towards the blended learning approach as it influenced their learning positively.
Beauty in Brevity: Capturing the Narrative Structure of Flash Fiction by Filipino Writers
Author: Tarrayo, Veronico N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Authors,Fiction,Foreign Countries,Literary Devices,Literary Genres,Writing Instruction,Teaching Methods

The 21 century has witnessed the emergence of the very short story (or &quot;short&quot; short story) genre called flash fiction, which has been receiving considerable attention in the digital age. Although flash fiction is a short form of narrative that may be told in less than 700 or 100 words, it is assumed to have the essential story details, and stylistic and structural features compatible with its brevity (Ben-Porat, 2011; Guimarães, 2010; Nelles, 2012; Taha, 2000). Likewise, flash fiction has found its niche in various anthologies, magazines, websites, and even in academic courses. This paper endeavors to examine the narrative structure of ten flash fiction (or &quot;short&quot; short stories) works written by Filipinos in the anthology 'Fast Food Fiction Delivery: Short Short Stories to Go' published in the Philippines in 2015. Using the schematic structure of short stories proposed by Wong and Lim (2014), the study aims to shed light on these research questions: (1) What is the generic structure of flash fiction written by Filipino authors in terms of moves and steps?; and (2) How does the generic structure of flash fiction reaffirm or detract from the structure of a regular short story? In regard to this first objective of the present study, it was found that generally, the flash fiction pieces under consideration incorporate the five communicative moves based on Wong and Lim's (2014) framework: Move 1 - Establishing a context, Move 2 - Indicating a rising action, Move 3 - Delineating the climax, Move 4 - Indicating a falling action, and Move 5 - Providing a resolution. Four steps have been identified as obligatory: 'describing a setting,' 'describing a character,' 'describing a complicating event,' and 'describing effects of a complicating event.' The move-step analysis conducted in the corpus would likewise prove that Filipino flash fiction adheres to the traditional or regular short story structure. The generic structure of Filipino flash fiction provides a complete story with a beginning, middle, and end; thus, it has the story elements of context, which includes the setting and the character(s); rising action; climax; falling action or denouement; and resolution. Lastly, with focus on narrative structure, this paper discusses the place of flash fiction in writing pedagogy.
Teaching EcoJustice in STEM Methods Courses
Author: Wolfmeyer, Mark
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Methods Courses,Ethics,Educational Policy,Elementary School Mathematics,Elementary School Science,Social Justice,Curriculum Enrichment,Educational Philosophy,Science Instruction,Relevance (Education),Educational Practices,Mathematics Instruction

This article provides concrete critical and ethical responses to dominant educational policies promoting the teaching of STEM fields. Recognizing how dominant discourses of modernity (Martusewicz, et al. 2015) work discursively to constitute STEM, this paper examines and exposes how STEM education is prioritized via funding in teacher education. As well, STEM is prioritized throughout state teacher licensure policies, to the effect that, e.g., all licensed elementary teachers are required to take STEM methods courses. This article provides an example whereby the space that mainstream STEM creates can then be appropriated for radical, EcoJustice Education (Martusewicz et al., 2015). Specifically, this paper shares conceptual research theorizing the inclusion of Ecojustice Education in elementary science methods and elementary math methods courses. Building on the work of social justice education, this article presents several practical considerations for including an EcoJustice perspective. Furthermore, the article suggests the complexities and tensions arising when methods courses include foundations topics. Ultimately, the author suggests and shares a curriculum for methods courses that provides teacher candidates the opportunity to consider mathematics and science content's usefulness through exposure to a critique of the global marketplace and opens students to a potential for releasing the imagination for social and ecological change.
Feedback-Mediated Individual and Collaborative Planning: Effects on Structural Organization and Clarity of Argumentative Essays
Author: Soltanpour, Fatemeh
Date: 2018-00-00
Type: Journal Articles
Subjects: Feedback (Response),English (Second Language),Second Language Learning,Second Language Instruction,Persuasive Discourse,Essays,Experimental Groups,Control Groups,Peer Relationship,Writing Processes,Foreign Countries,Language Teachers,Constructivism (Learning),Writing Teachers,Teaching Methods,Learning Processes,Writing Instruction,Groups,Pretests Posttests

This two-week quantitative experimental study aimed at making a comparison among the effects of individual and collaborative pre-task planning, both with and without receiving teacher feedback on structural organization and clarity of argumentative essays. The participants were 120 Iranian English as a Foreign Language (EFL) learners, assigned randomly to five groups (four experimental and one control, with no planning condition). They were given 10 minutes for planning as a pre-writing activity. The individual group did the planning individually, while the collaborative one did it through peer-interaction. There were two more individual and collaborative groups, who also received the teacher feedback during the planning process. The other writing tasks processes were done individually in all groups and in 30 minutes. The results revealed that the four experimental groups outperformed the control one. The collaborative group was significantly better than the individual one, but the two groups who received the teacher feedback had superiority over the others. The findings, which are in line with the social constructivist view of learning, also corroborate the results of previous relevant research papers. Additionally, the findings can be enlightening; the L2 writing teachers can apply the techniques utilized in this research in their classes, and hopefully obtain beneficial results.
Oral Communication in Accounting Practice: Perspectives from the Philippines
Author: Tenedero, Pia Patricia P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Speech Communication,Accounting,Foreign Countries,Supervisors,Comparative Analysis,Questionnaires,Communication Skills,College Graduates,Correlation,Self Evaluation (Individuals),Statistical Analysis

With Association of Southeast Asian Nations (ASEAN 2015) ushering market integration, including free exchange of human resources among member countries, employer expectations from university graduates adapt to the increasingly competitive demands of the global workplace. Such development makes more urgent the alignment of academic and professional prioritization of work-related skills. Specifically, this study compares the oral communication skills deemed essential by accounting supervisors and the proficiency of entry-level accountants based on their self-assessment. To achieve this research objective, two questionnaires were prepared and administered through electronic mail-one for 100 accounting supervisors and another for 100 entry-level accountants, both randomly selected from the Big Four Audit Firms in the Philippines. Respondents rated each oral communication skill based on essentiality and proficiency, respectively. The results suggest that listening is the most essential oral communication skill in the work of new accountants. Also, entry-level accountants perceive themselves as &quot;very proficient&quot; in four out of five oral communication skills which accounting supervisors consider &quot;highly essential.&quot; The ability to &quot;describe situations accurately and precisely to superiors&quot; is the only highly essential skill that the entry-level accountants need to improve. Generally, the findings reflect positively on the work-readiness of the entry-level accountant respondents in relation to oral communication skills.