ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Attitudes toward Reading: A Case Study
Author: Seitz, Lindsey
Date: 2010-00-00
Type: Journal Articles
Subjects: Case Studies,Student Attitudes,Reading Attitudes,Reading Motivation,Summer Programs,Reading Consultants,Reading Improvement,Interviews,Attitude Change,Attitude Measures,Grade 4,Grade 5,College Students,Observation,Elementary School Students,Surveys

Over the last 15 years, researchers have become increasingly interested in children's motivation to read. Because reading is an exigent activity that often involves choice, motivation is crucial to reading engagement. The purpose of this case study was to investigate student attitudes toward reading at summer reading clinic through an urban teaching college in upstate New York. It was hypothesized that student attitudes would improve during their literacy clinic attendance because students received dynamic support from reading specialist candidates. Student attitudes were assessed through classroom observations and informal interviews. Findings indicated that reading specialist candidates' consistent involvement in the learning process was crucial for student success. Furthermore, student attitudes toward reading were found to be multidimensional and challenging to assess.
Becoming a Scientist: Using First-Year Undergraduate Science Courses to Promote Identification with Science Disciplines
Author: Ruff, Chloe
Date: 2016-07-00
Type: Journal Articles
Subjects: College Freshmen,College Science,Science Education,Majors (Students),Identification (Psychology),Biochemistry,Physics,Expectation,Student Motivation,Qualitative Research,Teacher Attitudes,Instructional Design,Educational Strategies,Semi Structured Interviews

In this qualitative study, we examined how two professors (a physicist and biochemist) of first year college students perceived their students' development of identification in biochemistry or physics and how they actively supported this development. The professors described students who entered college with different levels of domain identification and different expectations for their college science experience depending upon whether they were in a biochemistry or physics major. Although neither professor was familiar with research related to the concept of domain identification, their beliefs about their students' identification and academic support strategies generally aligned with the Osborne and Jones (2011) model of academic identification.
Retention of Text Material under Cued and Uncued Recall and Open and Closed Book Conditions
Author: Nevid, Jeffrey S.
Date: 2016-07-00
Type: Journal Articles
Subjects: Retention (Psychology),Cues,Recall (Psychology),Textbooks,Learning Processes,Tests,Student Evaluation,Instructional Materials,Undergraduate Students,Multiple Regression Analysis

Evidence supports the benefits of effortful processing in strengthening retention of newly learned material. The present study compared two forms of effortful processing, uncued (free) recall and cued recall, under both open and closed book conditions, on both immediate and delayed (one-week) test performance. Participants read a section of a child psychology text and then completed either an uncued recall task in which they typed as much information as they could recall, or a cued recall task, in which they typed answers to study questions. Recall was conducted under open versus closed book conditions. No differences between cued and uncued conditions were obtained, but participants performed better on immediate test performance in the open book condition. No significant effects were found at delayed assessment. The results point to a short-term advantage of effortful review of text materials performed with access to study materials.
Benefits of Using a Problem-Solving Scaffold for Teaching and Learning Synthesis in Undergraduate Organic Chemistry I
Author: Sloop, Joseph C.
Date: 2016-03-00
Type: Journal Articles
Subjects: Problem Solving,Scaffolding (Teaching Technique),Teaching Methods,Organic Chemistry,College Science,Undergraduate Study,Student Surveys,Instructional Effectiveness

A problem-solving scaffold approach to synthesis was developed and implemented in two intervention sections of Chemistry 2211K (Organic Chemistry I) at Georgia Gwinnett College (GGC). A third section of Chemistry 2211K at GGC served as the control group for the experiment. Synthesis problems for chapter quizzes and the final examination were designed and administered to all sections participating in the experiment. Student solutions were graded according to a rubric designed to determine student use of the scaffold when solving synthesis problems. Analyses of the quiz results and the synthesis component of the final examination were conducted and intervention section students who employed the Synthesis Scaffold Approach were found to have higher mean scores on related graded events as compared to students who were not exposed to the Synthesis Scaffold Approach.
Circular Seating Arrangements: Approaching the Social Crux in Language Classrooms
Author: Falout, Joseph
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Self Concept,Classroom Techniques,Well Being,Sociocultural Patterns,Teacher Motivation,Student Behavior,Language Teachers,Role Models,Inclusion,Intimacy,Interpersonal Relationship,Empathy,Attention,Social Capital,Social Networks,Friendship,Class Size

Circular seating arrangements can help instill a sense of belonging within classroom communities with overall positive effects on learning, emotions, and well-being. Yet students and their teachers within certain language classroom contexts, due to sociocultural limitations, may be relegated to learning in antisocial environments instilled partly by rank-and-file seating. Attributions for teacher demotivation can often lie in student misbehaviors, while student demotivation, silence, and resistance relate strongly to lack of bodily displays and physical affordances of interpersonal care, understanding, and trust that, if present, would contribute positively to many social aspects of their learning and identity formation. Specifically, rank-and-file seating constricts the area in the classroom most likely to dispose attention and interest to the learning and to others, whereas circular seating potentially expands this area, known as the action zone, to the whole classroom. Seating arrangements therefore can play an important role in the formation of interpersonal dynamics and identity formation among students and their teachers. In this paper, the purposes and ways of using circular seating in language classrooms will be explored from a social psychological perspective. Language teachers are invited to imagine and experiment with possibilities for uses of different seating arrangements in their own classrooms.
Success: From Failure to Failure with Enthusiasm
Author: Gabrys-Barker, Danuta
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Preservice Teachers,Second Language Instruction,Language Teachers,Qualitative Research,English (Second Language),Personal Narratives,Positive Attitudes,Teacher Motivation,Student Attitudes,Teaching Methods,Prevention,Teacher Burnout,Teacher Persistence,Teacher Effectiveness,Affective Behavior

In this article I would like to look briefly at the background to the concept of enthusiasm, its evolution from earlier understandings in the domain of religion to its modern understandings as expressed by various lexicographic sources. This will lead me to the major focus of the article, which is the various applications of enthusiasm in education. Not surprisingly, there is a large body of empirical studies on teacher and learner enthusiasm and its contribution to successful teaching and learning. A selection of studies is presented here and their results are discussed. The empirical part of this article looks at my own qualitative study of pre-service EFL teachers' narratives and their perceptions of teacher enthusiasm and its impact on teaching and learning success, as seen from their own perspective. In the concluding part I suggest how teacher training should incorporate ideas on teacher enthusiasm and strategies to deploy them as prospective weapons in preventing professional burnout in teachers. As Churchill said, &quot;success is not final... Failure is not fatal... it's the courage to continue that counts.&quot; I strongly believe that it is enthusiasm that gives us courage to continue.
Positive Psychology in Cross-Cultural Narratives: Mexican Students Discover Themselves While Learning Chinese
Author: Oxford, Rebecca L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Psychology,Personal Narratives,Chinese,Second Language Learning,Second Language Instruction,Well Being,Foreign Countries,Grounded Theory,Student Attitudes,Learner Engagement,College Students,Mexicans,Cultural Awareness,Learning Motivation

Using the principles of positive psychology and the tools of narrative research, this article focuses on the psychology of five language learners who crossed cultural and linguistic borders. All five were university students learning Chinese in Mexico, and two of them also studied Chinese in China. The grounded theory approach was used to analyze and interpret the students' narratives. Seligman's (2011) PERMA model, the centerpiece of the modern view of well-being, provided the theoretical framework. The results led to the conclusion that language learning can be a major journey in self-discovery, rich in positive emotions tied to experiences of engagement, relationship, meaning, and accomplishment.
Learning from Authoritarian Teachers: Controlling the Situation or Controlling Yourself Can Sustain Motivation
Author: Chaffee, Kathryn E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Styles,Authoritarianism,Classroom Techniques,Psychology,Well Being,Second Language Instruction,Second Language Learning,Learner Engagement,Self Determination,Academic Persistence,Language Proficiency,Questionnaires,Communicative Competence (Languages),College Students,Foreign Countries,Student Adjustment,Anxiety,Student Attitudes,Language Attitudes,Student Needs,Student Satisfaction,Regression (Statistics),Student Characteristics,Learning Motivation,Resilience (Psychology),Psychometrics,Introductory Courses,Factor Analysis,Statistical Analysis,Statistical Significance

Positive psychology encompasses the study of positive outcomes, optimal functioning, and resilience in difficult circumstances. In the context of language learning, positive outcomes include academic engagement, self-determined motivation, persistence in language learning, and eventually becoming a proficient user of the language. These questionnaire studies extend previous research by addressing how these positive outcomes can be achieved even in adverse circumstances. In Study 1, the primary and secondary control scales of interest were validated using 2468 students at a Canadian university. Study 2 examined the capacity of 100 Canadian language learners to adjust themselves to fit in with their environment, termed &quot;secondary control&quot;, and how it was related to their motivation for and engagement in language learning and their feelings of anxiety speaking in the classroom. Secondary control in the form of adjusting one's attitude towards language learning challenges through positive reappraisals was positively associated with self-determined motivation, need satisfaction, and engagement. In regression analyses, positive reappraisals were also found to buffer the negative effects of having a controlling instructor on students' engagement and anxiety. These findings suggest that personal characteristics interact with the learning environment to allow students to function optimally in their language courses even when the teacher is controlling.
The Two Faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom
Author: Dewaele, Jean-Marc
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Anxiety,Learner Engagement,Individual Differences,Online Surveys,Statistical Analysis,Language Proficiency,Scores,Knowledge Level,Educational Attainment,Age Groups,Gender Differences,Cultural Background,Psychological Patterns,Correlation,Multilingualism,Comparative Analysis,Mastery Learning,Effect Size,Regional Characteristics,Class Activities,Peer Relationship,Teacher Student Relationship,Teaching Skills,Classroom Environment,Likert Scales

The present study investigates Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) in the classroom. Participants were 1746 current FL learners from around the world. We used a measure of FLE, based on Likert scale ratings of 21 items (Dewaele &amp; MacIntyre, 2014), and a measure of FLCA based on 8 items extracted from the FLCAS (Horwitz, Horwitz, &amp; Cope, 1986). Statistical analyses revealed that levels of FLE were significantly higher than those of FLCA. FLE and FLCA were linked to a number of independent variables: participants' perception of their relative level of proficiency within the FL classroom, number of languages known, education level, number of FLs under study, age group and general level of the FL (ranging from lower-intermediate to advanced). Female participants reported both more FLE and more FLCA. Cultural background of participants also had a significant effect on their scores. Participants' views on episodes of enjoyment in the FL class revealed the importance of teachers' professional and emotional skills and of a supportive peer group. Many participants mentioned the moment at which they realised that their long effort in mastering an aspect of the FL paid off.
Introducing Positive Psychology to SLA
Author: MacIntyre, Peter D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Psychology,Well Being,Second Language Learning,Language Acquisition,Humanism,Models,Motivation,Theory Practice Relationship,Scholarship,Psychological Patterns,Expertise,Educational Objectives,Educational Trends,Educational Research

Positive psychology is a rapidly expanding subfield in psychology that has important implications for the field of second language acquisition (SLA). This paper introduces positive psychology to the study of language by describing its key tenets. The potential contributions of positive psychology are contextualized with reference to prior work, including the humanistic movement in language teaching, models of motivation, the concept of an affective filter, studies of the good language learner, and the concepts related to the self. There are reasons for both encouragement and caution as studies inspired by positive psychology are undertaken. Papers in this special issue of &quot;SSLLT&quot; cover a range of quantitative and qualitative methods with implications for theory, research, and teaching practice. The special issue serves as a springboard for future research in SLA under the umbrella of positive psychology.
Examining Emotional Intelligence within the Context of Positive Psychology Interventions
Author: Gregersen, Tammy
Date: 2014-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Psychology,Well Being,Intervention,Qualitative Research,Psychological Patterns,Language Acquisition,Second Language Learning,Case Studies,English Language Learners,Preservice Teachers,Comparative Analysis,Learning Processes,Experience,Personal Narratives,Self Actualization,Pretests Posttests,Measures (Individuals)

Emotional intelligence has not been widely studied in second language acquisition and studies published to date have been questionnaire-based. In this study we take a qualitative approach to focus on how emotional intelligence is used by two participants, one a learner and the other a pre-service teacher. The two focal participants were selected because they showed the most positive movement toward attaining their possible future L2 selves among a larger sample. Analysis shows the ways in which four branches of emotional intelligence interacted as respondents worked with three activities adapted from the literature on positive psychology: savouring, three good things, and learned optimism. This paper shows how both the learner and teacher employed emotional intelligence to understand and integrate their experiences inside and outside the classroom as part of the language learning and teaching process.
Singing Well-Becoming: Student Musical Therapy Case Studies
Author: Murphey, Tim
Date: 2014-00-00
Type: Journal Articles
Subjects: Music Therapy,Case Studies,Foreign Countries,Peer Teaching,Assignments,Training,Experiential Learning,Student Projects,Well Being,Undergraduate Students,Outcomes of Education,Singing,Grounded Theory,Learner Engagement,Psychological Patterns,Cooperative Learning,Discourse Analysis,Student Centered Learning,Social Networks,Qualitative Research,Statistical Analysis

Much research supports the everyday therapeutic and deeper social-neurophysiological influence of singing songs alone and in groups (Austin, 2008; Cozolino, 2013; Sacks, 2007). This study looks at what happens when Japanese students teach short English affirmation songlet-routines to others out of the classroom (clandestine folk music therapy). I investigate 155 student-conducted musical case studies from 7 semester-long classes (18 to 29 students per class) over a 4-year period. The assignments, their in-class training, and their results are introduced, with examples directly from their case studies. Each class published their own booklet of case studies (a class publication, available to readers online for research replication and modeling). Results show that most primary participants enjoyed spreading these positive songlets as they became &quot;well-becoming agents of change&quot; in their own social networks. &quot;Well-becoming&quot; emphasizes an agentive action or activity that creates better well-being in others, an action such as the sharing or teaching of a songlet. The qualitative data reveals a number of types of well-becoming such as social and familial bonding, meaning-making, teaching-rushes, and experiencing embodied cognition. The project also stimulated wider network dissemination of these well-becoming possibilities and pedagogical insights.
Effects of Peer Tutoring and Academic Self-Monitoring on the Mathematics Vocabulary Performance of Secondary Students with Emotional or Behavioral Disorders
Author: Hott, Brittany L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Peer Teaching,Self Management,Vocabulary Development,Mathematics Instruction,Emotional Disturbances,Behavior Disorders,Middle School Students,Scores,Tests,Student Attitudes,Teacher Attitudes,Intervention,Program Effectiveness

This study examined the effects of reciprocal peer tutoring coupled with academic self-monitoring on the mathematics vocabulary acquisition of students with emotional or behavioral disabilities (EBD). Six middle school students from diverse backgrounds with EBD attending a public, urban middle school participated in the study. A rigorous multiple baseline across student dyads design was implemented. Results indicated that reciprocal peer tutoring coupled with academic self-monitoring increased assignment completion. Further, results of vocabulary and cumulative test scores indicated that students increased their math vocabulary during the intervention phase. Social validity data indicated that students and teachers felt they benefited from both peer tutoring as well as academic self-monitoring interventions. Limitations and directions for future research are discussed.
Practitioners' Perceptions of Their Knowledge, Skills and Competencies in Online Teaching of Students with and without Disabilities
Author: Greer, Diana L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Skills,Teacher Competencies,Online Courses,Disabilities,Teacher Surveys,Knowledge Level,Self Esteem,Blended Learning,Technology Uses in Education,Likert Scales,Statistical Analysis,Faculty Development

The need for skilled teachers in online learning environments is presently evident and projected to grow into the future. A survey of education practitioners (N = 127) about their knowledge and competencies in online teaching of students with and without disabilities found that they generally recognized the importance of online learning and the specialized competencies it requires. However they lacked confidence in both themselves and their colleagues to effectively use online learning environments in their teaching, and were particularly unprepared to teach students with disabilities. Although many indicated that they currently taught online or blended courses, they had low awareness of online learning platforms, which hold promise for individualizing education for students with and without disabilities. A call is issued to address this lack of knowledge, skill, and competency in online instruction among current and future educators.
Parental Visions of Their Children's Future as a Motivator for an Early Start in a Foreign Language
Author: Rokita-Jaskow, Joanna
Date: 2015-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Second Language Learning,Second Language Instruction,Self Efficacy,Cognitive Development,English (Second Language),Qualitative Research,Preschool Children,Academic Aspiration,Imagery,Emotional Development,Family Environment,Social Environment,Educational Psychology,Socioeconomic Status,Self Concept,Kindergarten,Multilingualism,Semi Structured Interviews,Foreign Countries

This paper reports on the qualitative part of a project investigating parental educational aspirations as manifested by enrolling their children (aged 3-6) into very early L2 instruction. The concept of educational aspirations is widely studied in educational psychology as well as in sociology and pedagogy. In SLA, these aspirations can fit in the new framework of imagery and creating visions as they are a part of an ideal L2 self. Data analysis concludes that parental visions towards their children's achievement reflect self-efficacy beliefs; in other words, those parents who were unsuccessful foreign language (FL) learners themselves hoped that by starting early their children would learn lingua franca English well and this would help them achieve educational and vocational success, which indicates an instrumental motive. By contrast, those parents who were successful language learners were positive about their children's future plurilingual attainment, not necessarily voicing the necessity of &quot;an early start.&quot; They believe languages contribute to overall emotional and cognitive growth, which shows more intrinsic and integrative motives. These findings suggest that the differences in ultimate FL attainment may start very early and are rooted in the social (family) context.