ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating Bilingual Books to Facilitate Second Language Learning
Author: Glazer, Morgan
Date: 2017-00-00
Type: Journal Articles
Subjects: Bilingual Instructional Materials,Teaching Methods,Pilot Projects,Preservice Teachers,Charter Schools,Undergraduate Students,Graduate Students,Code Switching (Language),Social Studies,Core Curriculum,Questionnaires,Learner Engagement,English (Second Language),Student Motivation,Second Language Learning,Books,Instructional Effectiveness,Elementary School Students,English,Language Arts,Hispanic American Students,Reading Instruction,Student Attitudes,Teacher Education,Second Language Instruction,Response to Intervention

This article describes a pilot study conducted by teacher candidates (TCs) at an elementary level charter school in Buffalo, New York. The TCs, undergraduate and graduate level college students, enrolled in an English Language Arts/Social Studies methods course block, wrote bilingual English/Spanish information texts and used them in conjunction with a variety of trans-languaging strategies to support Hispanic-American children's acquisition of English while broadening their understanding of grade specific topics in the Social Studies Core Curriculum. Following guided listening and/or reading instruction with the bilingual informational texts, the children were give photocopies of the books for take-home reading practice. A questionnaire was administered post-instruction with the books to examine the efficacy of using the bilingual texts to motivate and increase students' engagement in learning English and gaining knowledge of American culture. Also noted was the extent to which the bilingual books were shared with family members when the books were taken home.
Growing into Inquiry: Stories of High School Teachers Using Inquiry for Themselves and Their Students
Author: Clayton, Christine
Date: 2017-00-00
Type: Journal Articles
Subjects: Inquiry,Teaching Methods,Teacher Leadership,Faculty Development,Documentation,Observation,High Schools,Science Teachers,Mathematics Teachers,Case Studies,Cooperation,Secondary School Teachers,High School Students,Qualitative Research,Structured Interviews

This study examines cases of teacher leaders in a professional development program that employed teacher inquiry to promote student inquiry. Program documents, observations, and interviews were examined to create three cases of high school science and math teachers learning to inquire in tandem. Guided by Cochran-Smith and Lytle's (2009) &quot;inquiry stance,&quot; the study shows how commitment to student inquiry comes through learning gained through teacher inquiry. While conceptual understandings of teacher and student inquiry reinforced the learning of both, the parallel development of practical skills for both inquiry processes was not observed. Such conceptual growth was neither steady nor linear and characterized by some backward movement followed by significant shifts in thinking. Growth was grounded in increased experience with the process over time that deepened the teachers' trust in their students' ability to create their own knowledge--an understanding of the learning process that was made more visible by the program's requirements for teachers to evaluate student inquiry as a focus of their teacher inquiry. The study confirms the need for ongoing professional development in the more complex forms of student learning embedded in newer national standards while suggesting that approaches towards professional learning must holds similar high expectations for teachers and attention to the equally complex learning required of teachers if we truly aim to create such possibilities for student learning at higher levels.
Mobile Eye Tracking Methodology in Informal E-Learning in Social Groups in Technology-Enhanced Science Centres
Author: Magnussen, Rikke
Date: 2017-00-00
Type: Journal Articles
Subjects: Eye Movements,Electronic Learning,Informal Education,Foreign Countries,Health Promotion,Science Teaching Centers,Intervention,Teaching Methods,Educational Technology,Exhibits,Interviews,Grounded Theory,Attitude Measures,Program Effectiveness,Grade 4,Grade 5,Grade 6

This paper presents a methodological discussion of the potential and challenges of involving mobile eye tracking technology in studies of knowledge generation and learning in a science centre context. The methodological exploration is based on eye-tracking studies of audience interaction and knowledge generation in the technology-enhanced health promotion exhibition PULSE at a science centre in Copenhagen, Denmark. The current study is part of the larger PULSE project, which aims to develop innovative health promotion activities where a science centre exhibition is a key setting. The primary target groups were families with children age 6-12 years and school classes with students from 4th to 6th grade. The main purpose of the study was to understand the methodological potential and challenges mobile eye tracking comprises during the different stages of research on informal e-learning in a science centre context utilising digital platforms to enhance informal learning and interaction. The paper presents how eye-tracking methods influence research on: 1) an interventional level: what role eye tracking and eye-tracking equipment plays in interventions; 2) a data level: what new types of data eye-tracking methods specifically contribute; and 3) an analytical level: how analysis of eye tracking can supplement and contribute to other analytical approaches. Finally, the article discusses how the methodological approach presented invites consideration of other ways of understanding how users experience technology-enhanced exhibitions.
Identifying Consistent Variables in a Heterogeneous Data Set: Evaluation of a Web-Based Pre-Course in Mathematics
Author: Derr, Katja
Date: 2017-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Electronic Learning,Mathematics Instruction,Course Evaluation,Foreign Countries,College Freshmen,Pretests Posttests,Student Attitudes,Metacognition,Learner Engagement,Academic Achievement,Learning Strategies,Achievement Gains,Instructional Effectiveness,College Mathematics,Multiple Regression Analysis

E-learning has made course evaluation easier in many ways, as a multitude of learner data can be collected and related to student performance. At the same time, open learning environments can be a difficult field for evaluation, with a large variance in participants' knowledge level, learner behaviour, and commitment. In this study the effectiveness of a mathematics pre-course administered to four cohorts of prospective students at a technical faculty in Germany was evaluated. Deficits in basic mathematics knowledge are considered one risk factor regarding graduation in STEM-related subjects, thus the overall goal was to investigate if the pre-course enabled &quot;at risk&quot; students to improve their starting position. A data analysis was performed, relating students' preconditions when entering university, their attitude towards mathematics, and their use of learning strategies with further study success. The strongest determinant of first year performance were results in a diagnostic pretest, confirming both the importance of basic mathematics knowledge for academic achievement in engineering and the reliability of the chosen pre-posttest design. Other outcomes were quite unexpected and demanded deeper analyses. Students who had participated in additional face-to-face courses, for example, showed less learning gains than students who had participated in an e-tutoring version. It also could be observed that meta-cognitive variables failed to explain successful course participation. Reasons for these outcomes are discussed, suggesting reliability threats and interactions between students' preconditions and their learner behaviour. A significant and unmoderated impact on students' learning gains in the pre-course was found for the number of online test attempts, making this variable a reliable indicator of student engagement. The evaluations show that open learning designs with heterogeneous learner groups can deliver meaningful information, provided that limitations are considered and that external references, like academic grades, are available in order to establish consistency.
Hoping to Teach Someday? Inquire Within: Examining Inquiry-Based Learning with First-Semester Undergrads
Author: Byker, Erik Jon
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Inquiry,Teaching Methods,College Freshmen,Preservice Teachers,Preservice Teacher Education,Program Effectiveness,Student Attitudes,Student Projects,Teaching (Occupation),Knowledge Level,Observation,Focus Groups,Documentation,Coding,Interviews

Using case study method, this study examines the impact of an inquiry-based learning program among a cohort of first-semester undergraduates (n = 104) at a large public university in the southeastern United States who are aspiring to become teachers. The Boyer Commission (1999) asserted that inquiry-based learning should be the foundation of higher education curricula. Even though inquiry pedagogies are emphasized in teacher education, many prospective teacher candidates have limited experience with inquiry as a constructivist practice from their K-12 settings. This study investigates the effects and first-semester undergraduates' perceptions of an inquiry-based learning project. The research is grounded in Knowledge Building Theory (Scardamalia &amp; Bereiter, 2006), which posits that knowledge building is comprised of three components: 1) inquiry driven questions, 2) epistemic artifacts, and 3) collective spaces for collaboration. The study found that inquiry projects had positive effects on participants' understanding of: the complexity of educational issues; the overall inquiry process; and a future career in teaching. Using Knowledge Building Theory, the findings are discussed and analyzed to posit a conceptual model of the entire inquiry process, called the Inquiry Processing Cycle.
Integration and Language Learning of Newly Arrived Migrants Using Mobile Technology
Author: Bradley, Linda
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Swedish,Cultural Awareness,Acculturation,Second Language Learning,Telecommunications,Handheld Devices,Computer Oriented Programs,Control Groups,Conventional Instruction,Experimental Groups,Pronunciation,Qualitative Research,Statistical Analysis,Interviews,Surveys,Program Effectiveness,Language Proficiency,Questionnaires,Technology Uses in Education,Educational Technology,Observation

The purpose of this study is to investigate the mobile activities newly arrived migrants are engaged in when learning the Swedish language and about Swedish culture and society. Further, the study also explores the use of a mobile application (app) provided to the newly arrived migrants to use for pronunciation practice. The study involved 38 newly arrived Arabic speaking migrants participating in an introduction program of the Swedish language and Swedish culture provided by the Swedish government. The participants were divided into two groups: a control group who received training according to the traditional introduction programme and an experimental group who used a mobile app for pronunciation training as a complement to the programme. We applied a combination of qualitative and quantitative methods for data collection and analysis. The participants were interviewed about their use of mobile phones as well as recorded in a number of activities inside and outside the classroom to compare their language evolvement. In addition, surveys, logging of weekly mobile activities and observations were performed. The results show that the participants used a wide range of different mobile tools, both inside and outside the classroom. However, they used the mobiles mostly for communication with their family and friends rather than for communication with Swedes and learning Swedish. Further, compared to the control group, the experimental group showed an improved speech tempo and self-confidence in speaking. The study thus indicates that focused linguistic training with a pronunciation app is useful for developing spoken language skills, which can lead to improved integration. The participants expressed need and interest in having more mobile apps for both language and culture training.
Value Added Models and the Implementation of the National Standards of K-12 Physical Education
Author: Seymour, Clancy M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Value Added Models,National Standards,Elementary Secondary Education,Physical Education,Physical Education Teachers,Teacher Evaluation,Teacher Effectiveness,Educational Legislation,Federal Legislation,Federal Aid,Federal Programs,Performance Based Assessment,Online Surveys,Statistical Analysis,Teacher Attitudes

The implementation of value-added models of teacher evaluation continue to expand in public education, but the effects of using student test scores to evaluate K-12 physical educators necessitates further discussion. Using the five National Standards for K-12 Physical Education from the Society of Health and Physical Educators America (SHAPE), physical educators in New York State were polled about the most important goals of physical education and how value-added models may be affecting physical education practices. Participants were drawn using a proportionate stratified random sample (n=489). Standard 5 was selected as the most important by 36% of physical educators who responded, while standard 3 was chosen as most important by 33% of respondents. Thirty-eight percent of physical educators reported that their performance reviews were based on student growth scores on written tests, 27% reported that their district selected fitness tests, standardized tests in English Language Arts or mathematics were reported being used by 18% of respondents, and performance-based assessments were reported being used by 17% of those completing the survey. The authors concluded that the affective domain (crucial to SHAPE standard 5) appears to be overlooked by policies that use student performance data to determine teacher effectiveness.
Listening to the Voices of Teacher Candidates to Design Content Area Literacy Courses
Author: Friedland, Ellen
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Secondary School Teachers,Literacy Education,Content Area Reading,Content Area Writing,Student Attitudes,Student Surveys,Attitude Change,Program Effectiveness,Pretests Posttests,Design

While teacher candidates take courses that prepare them to deliver content in secondary content area classrooms, they often lack the knowledge necessary to help their future students learn discipline-specific information through the use of literacy strategies. In many cases, content area teacher candidates do not view themselves as literacy educators, believing instead that English teachers or elementary level educators are responsible for developing the reading and writing skills of students. However, development as teachers of literacy is possible. Through a content area literacy course taken as part of a teacher preparation program, secondary content area teacher candidates reported changes in their perceptions of and willingness to use literacy strategies to improve the learning outcomes of their students. Through pre-course and post-course surveys, teacher candidates reported an expanded understanding of the importance of literacy in the development of content knowledge.
The Impact of Service Learning on Pre-Service Teachers Preconceptions of Urban Education
Author: Weber, Sherri
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Preservice Teachers,Urban Education,Urban Schools,Misconceptions,Student Attitudes,Student Surveys,Charter Schools,Teacher Educators,Teacher Education Programs,Literacy Education,Poverty Areas,Likert Scales

Urban schools, especially those serving high minority, high poverty, and low performing students, are in desperate need of high-quality teachers, yet issues with retention, recruitment, and preparedness plague urban districts (Aragon, Culpepper, McKee &amp; Perkins, 2014). Teacher educators are challenged to prepare teacher candidates to overcome misconceptions about urban schools. This study was designed to explore the effects that one sustained, supervised, course-based service learning experience had on preservice teachers' preconceptions and attitudes towards urban education. Surveys were administered to 38 teacher candidates before and after their service learning experience at an urban charter school. Results were analyzed using paired samples t-tests and indicated significant changes in attitudes towards the facilities, teaching materials and neighborhood safety for urban schools. Implications for teacher educators are examined.
Redefining Practice: Challenging Academic and Institutional Traditions with Clinical Distance Learning
Author: Delgaty, Laura E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Clinical Teaching (Health Professions),Medical Education,Graduate Students,Content Analysis,Interviews,Mixed Methods Research,Meetings,Barriers,Competence,Course Evaluation,School Personnel,College Faculty,Teacher Role,Cooperation,Staff Role

With the uptake of distance learning (DL), which has actually been marginal for most academics, teaching contexts, traditional power structures and relationships have been transformed, leaving lecturers potentially disenfranchised. Institutional and cultural change is vital, particularly changes concerning academic roles. The advent of DL has caused role ambiguity; however published literature related to academic roles is confusing and lacks clear guidance. For academics involved in post graduate clinical education, information is even more incomplete. Using a framework of communities, this study is a direct response to these concerns. The aim was to systematically and critically evaluate the implementation of clinical DL in an effort to improve practice. Maintaining a practitioner inquiry methodology, this study investigated the development and delivery of a new DL module. Data collection consisted of documentary analysis of meetings, interviews with staff and students, student evaluations and analytics. Data analysis incorporated both quantitative and qualitative methods to triangulate the research findings. New competencies for academics emerged, including leadership and management. Barriers to staff progress included: ambiguity in roles, lack of leadership and unpreparedness for responsibilities, time, and workload. Student barriers included: time, fear, relevance of learning, isolation and increased autonomy. Explicit planning, organisational support and working within communities were requisite to create a &quot;sustaining&quot; technology. This study contributes to educational practice on two levels. Firstly, by striving for rigour, it demonstrates that practitioner inquiry is a legitimate research approach that is accessible and valuable to teachers. Secondly, it adds to useful and applied knowledge concerning DL practice. Avoiding traditional workload assumptions that are erroneous and inaccurate, this study provides new models of organisational roles and responsibilities. The results challenge the evolutionary nature of academia, suggesting working in communities and new competencies are required whilst traditional roles and culture must be redefined.
Migrants and Mobile Technology Use: Gaps in the Support Provided by Current Tools
Author: Epp, Carrie Demmans
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Immigrants,Communication Strategies,Second Language Learning,Technological Literacy,English (Second Language),Dialects,Semi Structured Interviews,Individual Differences

Our current understanding of how migrants use mobile tools to support their communication and language learning is inadequate. This study, therefore, explores the learner-initiated use of technologies to support their comprehension, production, and acquisition of English following migration to Canada. Information about migrant use of technologies and experiences was collected by interviews. The interview data was analysed through the complementary lenses of noticing, from language learning, and appropriation, from human-computer interaction. Combining these lenses enabled the identification of unmet migrant communication, support, and learning needs. The manner in which migrants employed mobile and other tools to facilitate their learning and communication were identified through the application of these theories. This analysis indicates that migrants can use existing tools to access information. However, they need additional support if they are to take full advantage of existing mobile tools. Moreover, there is a need for tools that support larger gaps in their knowledge and skills. Migrant experiences indicate that they need additional social, meta-cognitive, and emotional support. These needs suggest opportunities for creating mobile tools that scaffold the development of new skills that include the learner's ability to monitor and plan his or her learning and understand language produced by those who speak different varieties of English or who have non-majority accents.
Using Digital Concept Maps to Distinguish between Young Refugees' Challenges
Author: Brooker, Abi
Date: 2017-00-00
Type: Journal Articles
Subjects: Concept Mapping,Refugees,Adolescents,Young Adults,Barriers,English (Second Language),Second Language Learning,Acculturation,Language Usage,Language Proficiency,Experience,Foreign Countries,High School Students,Student Adjustment,Cultural Differences,Qualitative Research,Statistical Analysis

Digital media are beneficial for research of complex refugee issues, as they allow refugees to express their personal experiences of complex issues in ways that are not restricted by language barriers or limited in authenticity, while also offering researchers a way to systematically compare refugees' varied experiences. We used a computerised concept mapping task to ask 74 young refugees (teenagers and young adults), from three separately recruited samples, to think about their experiences with various challenges they might face during settlement, distinguishing between their challenges in terms of size. Our analyses focused on one major challenge in Australia, learning the English language, and how it related to ten other challenges of resettlement. The three samples differed in educational setting, cultural background, age, and time in Australia. These refugees faced multiple challenges in their lives. Regardless of differences between the groups, the 74 shared a single pattern of experiences in which English language was substantially bigger, and more frequently endorsed, than other challenges. The three samples differed in how they described their experiences with their English language challenges. Our findings suggest a need for more support learning the English language, even for those who might be assumed to have good levels of conversational or academic English. This support needs to extend beyond the 510 hours of support received upon arrival in the country. Findings also suggest that such support could help young refugees overcome other challenges as they settle in Australia, especially in their academic, social, and employment experiences.