ethanporcaro/eric-fulltext-meta huggingface dataset:
Communication Competency in Foreign Languages and Digital Competency in Life Sciences Course Book
Author: Yüksel, Sevgi
Date: 2020-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Second Language Learning,Technological Literacy,Competency Based Education,Biological Sciences,Textbook Content,Elementary School Science,Instructional Program Divisions,Lifelong Learning,Foreign Countries

This study aims to analyze to what extent the competency of 'Communication in Foreign Languages' and 'Digital Competency' which are addressed in Turkish Qualifications Framework and instruction programs in Turkey are covered by life sciences course books. The research was performed through the case study method which was within the context of qualitative research models. In the study, life sciences course books which were selected through convenience sampling, approved by the Board of Instruction and Education of the Ministry of National Education of Turkey and used in the first, second and third years of primary schools in the school year of 2018-2019 were examined. As per results obtained from research findings, it was found that the competency of 'Communication in Foreign Languages' and 'Digital Competency' were insufficiently referred to in course books. On the basis of research findings, recommendations intended for designers, teachers and researchers of instruction programs of life sciences course were presented.
Embedding and Facilitating Intercultural Competence Development in Internationalization of the Curriculum of Higher Education
Author: Ji, Ying
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Higher Education,Consciousness Raising,College Curriculum,Global Approach,Curriculum Development,Skill Development,Knowledge Level,Student Characteristics,Cultural Pluralism,Student Evaluation,Evaluation Methods

This paper attempts to analyze how to embed and facilitate intercultural competence development in the process of internationalizing the curriculum of higher education institutions. Specific learning outcomes, effective pedagogical intervention and multimethod assessment are critical components for developing students' intercultural competence in an internationalized curriculum. The learning outcome statements need to be realistic, concrete, and measurable. Elements that determine the quality of intercultural contact, coupled with the personality and biography of the students should be considered when implementing the learning activities. Multimethod assessment is suggested for providing a comprehensive picture for the progressive development of intercultural competence. And it is equally necessary to make sure that the assessment criteria align with the specific learning outcomes and learning activities.
The Impact of a Structured Protocol on Graduate Student Perception of Online Asynchronous Discussions
Author: Kimbrel, Laurie
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Computer Mediated Communication,Asynchronous Communication,Online Courses,Group Discussion,Student Educational Objectives,Student Participation,Student Evaluation,Scoring Rubrics,Feedback (Response)

Instructors of online courses face unique challenges to ensure student interaction with course material. Sometimes, even the most exciting content is insufficient in an attempt to engage students. Online, asynchronous discussions offer promise as a means to increase student-to-student and student-to-content interaction and, ultimately, student satisfaction with online courses. The modification of structured discussion protocols designed for use in face to face environments offers instructors of online courses an efficient method of adding purpose and structure to asynchronous discussions. This research employed a quasi-experimental, nonequivalent group design to examine students' perception of asynchronous discussion before and after applying a structured discussion protocol that included a clear statement of purpose, directions for participation, and a grading rubric. Results from the data analysis indicated that student perception of online asynchronous discussions improved when a structure was added. Results also showed a lower level of dissatisfaction when discussions were structured.
The Virtual Avatar Lab (VAL): Tapping into Virtual Live Environments to Practice Classroom Feedback Conversations
Author: Klash, Erin F.
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Laboratories,Computer Simulation,Educational Technology,Electronic Learning,Feedback (Response),Preservice Teachers,Drills (Practice),Student Attitudes,Program Effectiveness,Preservice Teacher Education,Skill Development

Providing effective feedback is a skill preservice teachers develop through practice. According to Hattie (2012), feedback is essential in the learning process, is prevalent in effective teaching, and its purpose is to help students determine current level of performance, so adjustments can be made to enhance performance to desired level. This qualitative case study was developed to provide 16, K-12 preservice teacher candidates with an opportunity to practice providing feedback in a virtual live environment. Candidates participated in (e.g. interacted with avatar, observed interaction, and/or critiqued interaction) a 60-minute simulation to practice feedback, then completed oral reflection and a written reflective survey (questionnaire) consisting of rating scales and corresponding written response items. Qualitative data collected was coded and analyzed for themes, while quantitative data explored central tendencies, and variations for each survey indicator. Results indicate live simulated sessions in the Virtual Avatar Lab (VAL) were beneficial in developing feedback skills. Teacher candidates reported favorable perceptions with respect to preparation to facilitate feedback conversations, in most cases felt the student avatars were authentic, and felt better prepared to help their future students take ownership of their own areas of strength and room for growth.
The Triple Cocktail Programme to Improve the Teaching of Reading: Types of Engagement
Author: Motilal, Geeta B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Instruction,Knowledge Base for Teaching,Teaching Skills,Elementary School Teachers,Teaching Methods,Mentors,Coaching (Performance),Teacher Competencies,Faculty Development,Program Effectiveness,Grade 1,Grade 2,Oral Language,Change,Teacher Attitudes,Language of Instruction,African Languages

Background: South African-structured reading programmes have been implemented in schools in South Africa. The Early Grade Reading Study (EGRS) is an education triple cocktail programme, which attempts to improve home language reading in a number of schools. Aim: The objective of this research was to find out how the educators involved in the implementation of the triple cocktail intervention programme enact the implementation of the lesson in the classroom. The second objective was to ascertain whether there were any effects in improving the teachers' knowledge and skills bringing about changes to their practice. Setting: The context of the study were four primary schools from the North West province that participated in the EGRS study. Foundation Phase teachers from these schools where the home language is Setswana were selected to be the participants of this study. Methods: A case study approach using an interpretive paradigm provided an empirical comparison of the effects of different types of implementation that can affect the outcomes of the programme. Foundation Phase teachers from four schools participating in the EGRS were observed in their classrooms and interviewed to gather data. Results: The Guskey's model for teacher change was used to analyse the data, focusing on teacher change and the professional development of teachers. Conclusion: The results indicate that enactment of new approaches to early grade reading teaching can happen in four different ways. Teacher change occurs gradually and within a paradigm of mentoring and coaching.
&quot;Prestissimo Food for Agitato Musicians&quot;: The Fundraising Endeavour of the Victorian Music Teachers&apos; Association
Author: Mitchell, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Associations,Music Teachers,Fund Raising,Cooking Instruction,Social History,Primary Sources

In 1993 the Victorian Music Teachers' Association (VMTA) published a fund-raising cookbook, Prestissimo Food for Agitato Musicians. Community cookbooks provide social historians with valuable windows into the lives and personalities of the contributors. The VMTA cookbook is no exception, bringing individuals into sharp relief and including asides that delineate the life of a studio music teacher. This narrative historical research relies on primary and secondary sources that are analysed and interpreted to explore this more informal insight into past lives. The data reveal busy lives negotiating teaching schedules and competing demands, with humour and practicality. The glimpses into the lives of past studio teachers resonate with current practices in this somewhat conservative profession. In this research, we also recognise the contributions of past colleagues.
Teresa: Curious and Fun Loving--A Family&apos;s Journey
Author: Arsenault, Kristi
Date: 2020-00-00
Type: Journal Articles
Subjects: Hearing Impairments,Deaf Blind,Special Schools,Comorbidity,Inclusion,Physical Disabilities,Deafness,Assistive Technology,American Sign Language,Visual Impairments

This article describes one family's journey with their child, Teresa, who was diagnosed with a mild-to-moderate hearing loss in her left ear and a condition known as hypotonia shortly after birth. Through the course of several tests and diagnoses over the years, Teresa was diagnosed as deaf-blind. After Teresa's needs outgrew what Maryland School for the Deaf (MSD) could provide, Teresa attended the Easterseals Child Development Center. Teresa's family's journey is an example of why we should never forget that a young child's journey, no matter his or her abilities, is best supported by helping that child reach his or her full potential. One way that potential is supported is through inclusive environments, which have opened up a new world to children like Teresa. Typically developing children benefit from these environments, too. They come to see the beauty and joy these differently-abled children bring to the world.
An Exploratory Study of Preservice Teacher Perception of Virtual Reality and Artificial Intelligence for Classroom Management Instruction
Author: Attwood, Adam I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Computer Simulation,Classroom Techniques,Preservice Teacher Education,Technology Uses in Education,Secondary School Teachers

Classroom management skills are crucial for teacher effectiveness. Classroom management instruction in the twenty-first century may increasingly benefit from technological advances in virtual reality (VR) and artificial intelligence (AI). This exploratory study of preservice secondary school teachers (n = 41) at a public university in the southeastern United States adds to a gap in the literature in this emerging field of the potential application of VR and AI to classroom management instruction as part of teacher education programs. Specifically, this study examines preservice secondary school teachers' perceptions of VR and AI and their potential as tools for classroom management instruction.
Leveraging Best Practice in Teacher Residency to Enhance Teacher Preparation
Author: Pike, Lindsey
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Teacher Interns,Program Effectiveness,Preservice Teacher Education,Partnerships in Education,College School Cooperation,Public Schools

Critical teacher shortages in the U.S. drove the development of the Teacher Residency model to improve recruitment, preparation, and retention of highly qualified educators within public schools. Faculty and staff involved in the Teacher Quality Partnership project, a U.S. Department of Education funded teacher preparation program at the University of Central Florida, identified parallels between the National Center for Teacher Residencies' competencies for effective teacher residency programs and the project's clinical internship experience. This manuscript details these parallels and discusses the potential to expand the project to meet all residency competencies as a pre-baccalaureate teacher residency program.
Elementary Girls&apos; Perspectives of Physical Activity in an After School Program
Author: Maljak, Kimberly
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Student Attitudes,Females,Physical Activities,After School Programs,Health Promotion,Wellness,Self Determination,Personal Autonomy,Student Participation

Regardless of age, sex, race, ethnicity, socioeconomic status (SES), education level, or geographic region, obesity rates have increased considerably and one key factor is the lack of daily physical activity (PA) for children. Therefore, it is necessary for schools to implement PA options outside of the regular physical education (PE) curriculum, such as after-school programs focusing on health and wellness. After-school programs were originally designed to increase overall health and PA and/or reduce weight in student populations (Wilson et al., 2008). Now, it is more common to focus on healthy eating and lifelong PA. The purpose of this study was to examine elementary girls' perspectives of an after-school health and PA program. Data were collected at four program sites during one school year, including interviews and observations with 16 female elementary participants. Three themes emerged: 1) supportive environment, 2) student practice, and 3) more choice in activities. Although this afterschool program did not provide an autonomous environment, it is suggested autonomy would enhance participation if participants had choice, freedom, and ownership over curriculum and activity ideas. However, developing positive social environments were an important factor in students' engagement in these programs.
What Level of Proficiency Do Teachers Need to Teach English in Different Settings? Perceptions of Novice Teachers in Canada
Author: Karas, Michael
Date: 2020-08-00
Type: Journal Articles
Subjects: Language Proficiency,English (Second Language),Second Language Instruction,Language Teachers,Teacher Competencies,Preservice Teachers,Graduate Students,Self Concept,Age Differences,Context Effect,Self Efficacy,Foreign Countries

Teachers' English proficiency is a significant qualification for successful teaching of English. However, the issue of what level of proficiency teachers believe they need for different settings has not received much attention. This study investigates this issue by looking at novice Chinese pre-service teachers (N = 113) in an MA TESOL program in Ontario, Canada. Data are drawn from surveys and reflective writing pieces to investigate teachers' self-perceived English proficiency based on the Common European Framework of Reference (CEFR), the minimum level of proficiency these teachers believe is required to teach across different settings based on students' level of proficiency, student age, and context (e.g., EFL vs ESL), and finally, how their own self-perceived proficiency compares with these minimum levels. Results show teachers perceive their proficiency around the B2-C1 level. Looking at the minimum level required for various settings, teachers perceived ESL contexts to require higher levels. However, for many of the settings, teachers' self-perceived proficiency appeared inadequate, suggesting these teachers did not feel their general proficiency was suitable. The results are discussed along with implications for language teacher education programs.
Fostering Teaching Presence through the Synchronous Online Flipped Learning Approach
Author: Marshall, Helaine W.
Date: 2020-08-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Electronic Learning,English Language Learners,Teacher Student Relationship,Video Technology,Synchronous Communication,Feedback (Response),Teacher Role,Asynchronous Communication

Many educators are divided about the benefits of online teaching and learning, especially in the current COVID-19 pandemic when such instruction is necessary and often accompanied by insufficient preparation. It is not surprising, therefore, that many of us who teach English language learners and train pre-service teachers find ourselves in a difficult moment in our professional lives. Our students are also confronting the prospect of becoming disconnected from the person who is arguably their most essential link to their learning experiences. In this article, we describe how teachers can leverage the flipped learning approach in online courses to foster teaching presence. We begin by reviewing the literature on flipped learning and Garrison, Anderson, and Archer's (2000) Community of Inquiry framework. We then introduce the Synchronous Online Flipped Learning Approach (SOFLA) (Marshall, 2017), including the asynchronous and synchronous pedagogical elements that form the approach. We conclude the article by reflecting on SOFLA and suggesting areas for future scholarship.
Yes, We Can! Addressing Personal and Cultural Connections within Evidence-Based Reading Instruction
Author: Beal, Jennifer S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Instruction,Evidence Based Practice,Deafness,Hearing Impairments,African American Students,Hispanic American Students,Students with Disabilities,Teaching Methods,Elementary School Students,Grade 3,Culturally Relevant Education,Reading Skills,Instructional Effectiveness

About 15 percent of America's deaf and hard of hearing students are African American and about 25 percent are Hispanic/Latinix (Gallaudet Research Institute, 2011). This article documents a process that teachers who work with deaf or hard of hearing students can use to meet the diverse and individualized needs of their students while using strategies that have evidence in support of their effectiveness. As part of her teacher preparation program, Davinique Small helped an 8-year-old African American student in the third grade make cultural and personal connections between her reading and her own life, thus enhancing reading instruction and the student's reading skills.
Increasing Lexical Bundles in the Learner Lexicon: Binomial Expressions and the Academic Word List
Author: Antes, Theresa A.
Date: 2020-08-00
Type: Journal Articles
Subjects: Word Lists,Phrase Structure,English (Second Language),Second Language Learning,Comparative Analysis,Computational Linguistics,Intervention,Second Language Instruction,Academic Language,Task Analysis,Native Speakers,Teaching Methods,Generalization,Learning Processes

In this article, we present the results of an eight-week in-class intervention, during which binomial expressions comprised of academic vocabulary (results and conclusions, facts and circumstances) were presented to intermediate-level learners of English. Constraints that govern the preferred order of highly fixed binomials were explained as the binomials were introduced. Through a combination of pre- and post- preference tests and a post-course repetition task, we demonstrate that learners were able to learn the preferred order of the targeted binomial expressions, as well as to generalize constraints to new binomials. Data from the repetition task provide evidence that the binomials became part of the learners' lexicon: sentences containing binomials in their preferred order were repeated with ease. Sentences with binomials in their non-preferred order, on the other hand, were either spontaneously reordered or were repeated with disfluencies of various types. Learners again displayed an ability to generalize information about constraints to new binomials. Comparisons with native speakers of English and with corpus data provide further evidence that the learners in this study have become more native-like in their control of binomial expressions following the intervention. We conclude with pedagogical implications.
Investigating the Use of Article-Adjective-Noun Constructions in EFL Writing
Author: Liu, Yingying
Date: 2020-08-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Form Classes (Languages),Nouns,Language Proficiency,Writing (Composition),Chinese,Language Skills,Essays,College Students,Secondary School Students,Elementary School Students

Recent second language acquisition research has demonstrated that language learning is in essence the learning of constructions, or form-meaning pairings. Compared to first language acquisition research, however, our understanding of how constructions in a second language (L2) emerge and develop with proficiency and/or experience is limited. Furthermore, within this developing evidence base of L2 research, investigations have predominantly focused on verb-based constructions (e.g., verb-argument constructions), understood to be a core construction category of sentences. As a result, a large part of L2 speakers' construction inventories remains to be investigated. To address this gap, a corpus-based investigation of the &quot;article + adjective + noun&quot; (AAN) construction in a written corpus of Chinese-speaking learners of English was carried out. Analyses show growth in construction types and developmental changes of adjectives in AANs with increasing amounts of L2 experience, consistent with usage-based understandings of language. Theoretical and pedagogical implications are discussed, including the extent to which previous findings for verb-based constructions apply to AAN constructions.
Oral Nativeness Acquisition in English as a Second Language Environments: A Case Study of Planned Bilingualism
Author: Velasco, Ender
Date: 2020-08-00
Type: Journal Articles
Subjects: Case Studies,Bilingualism,English (Second Language),Second Language Learning,Second Language Instruction,Linguistic Input,Parent Participation,Language Research,Oral Language,Language Proficiency,Parent Child Relationship,Spanish,Native Speakers,Family Relationship,Child Rearing,Classification,Films,Cultural Awareness,Parent Attitudes,Foreign Countries

From the current available research, it is evident that further evidence is needed to understand Second Language Acquisition (SLA) processes under planned bilingualism approaches in English as a Second Language (ESL) environments. This study employs an explanatory single case strategy to investigate the oral proficiency and SLA experiences of a native-like English speaker brought up by second language (L2) English-speaking parents in a Spanish-speaking country. The main participants were Victoria, a 27-year-old, and her father Rafael who chose a planned bilingualism approach for her daughter's upbringing in Colombia. Data collection instruments included 51 questionnaires and 2 individual semi-structured interviews. The findings suggest that the concepts of English nativeness and language ownership ought to be based on categorisations of language expertise or proficiency rather than on other categorisations such as country of origin, nationality or the number of languages people speak. Impersonal L2 input sources such as films seem important in a learner's SLA process. Parents' involvement with the target language and interest in its culture are also important in a learner's successful SLA process in ESL environments.