ethanporcaro/eric-fulltext-meta huggingface dataset:
Informal Learning in Science, Math, and Engineering Majors for African American Female Undergraduates
Author: McPherson, Ezella
Date: 2014-00-00
Type: Journal Articles
Subjects: African Americans,Womens Education,STEM Education,Majors (Students),Social Capital,Cultural Capital,Informal Education,Preschool Education,Elementary Secondary Education,Higher Education,Case Studies,Family Environment,Environmental Influences,Qualitative Research,Undergraduate Students,Educational Opportunities,Structured Interviews,Journal Writing,Socialization,Science Fairs,Summer Programs,Family Influence,Field Trips,Student Organizations,Museums,Seminars,Student Projects,Conferences (Gatherings)

This research investigates how eight undergraduate African American women in science, math, and engineering (SME) majors accessed cultural capital and informal science learning opportunities from preschool to college. It uses the multiple case study methodological approach and cultural capital as frameworks to better understand the participants' opportunities to engage in informal science learning or free-choice learning. The article demonstrates that African American women have access to cultural capital and informal science learning inside and outside of home and school environments in P-16 settings. This study adds to cultural capital, informal science learning, and global STEM education research by allowing scholars to better understand how African American women have opportunities to learn about the hidden curriculum of science throughout the educational pipeline.
Podcasts for Learning English Pronunciation in Igboland: Students' Experiences and Expectations
Author: Mbah, E. E.
Date: 2014-09-00
Type: Journal Articles
Subjects: Foreign Countries,Student Experience,Pronunciation Instruction,Pronunciation,Expectation,English (Second Language),English Language Learners,English Instruction,Questionnaires,Student Surveys,Multimedia Materials,Video Technology,Internet,Technology Uses in Education,Instructional Effectiveness,Mass Media Use,Phonetics,Hypothesis Testing,Computer Peripherals,Handheld Devices,College Students

This paper studies students' experiences and expectations on the use of podcasts in learning English pronunciation in Igboland. The study is based on a survey where two universities were studied. A proportional sampling technique with the aid of a structured questionnaire was used to elicit information. The data gathered were analysed using mean, standard deviation, t-test, and ANOVA with the aid of Statistical tool for the Social sciences. The study concluded that the students agreed to the fact that podcasts improved their English pronunciation. The hypotheses tested showed that there was no significant difference in the use of podcasts with regard to the students' internet usage habits, language proficiency level, or gender. Thus, it was concluded that this technology was appropriate for second language learning.
Integrating Multimedia ICT Software in Language Curriculum: Students' Perception, Use, and Effectiveness
Author: Penner, Nikolai
Date: 2014-03-00
Type: Journal Articles
Subjects: French,German,Second Language Learning,Second Language Instruction,Multimedia Instruction,Questionnaires,Student Attitudes,College Students,Statistical Analysis,Computer Software,Purchasing,Correlation,Independent Study,Decision Making,Computer Assisted Instruction,Foreign Countries,Language Proficiency,Grammar,Language Skills

Information and Communication Technologies (ICT) constitute an integral part of the teaching and learning environment in present-day educational institutions and play an increasingly important role in the modern second language classroom. In this study, an online language learning tool &quot;Tell Me More&quot; (TMM) has been introduced as a supplementary tool in French and German first and second-year language university classes. At the end of the academic year, the students completed a questionnaire exploring their &quot;TMM&quot; usage behaviour and perception of the software. The survey also addressed aspects of the respondents' readiness for self-directed language learning. The data were then imported into SPSS and underwent statistical analysis. The results of the study show that 1) relatively few of today's university students are open to the idea of voluntarily using ICT for independent language practice; 2) grade, price, and availability of alternative means of language practice are the most important factors affecting the students' decision to purchase and use ICT software; 3) there is a relationship between the students' decision to buy and use ICT software and their readiness for self-directed learning.
Impact of iPod Touch-Supported Repeated Reading on the English Oral Reading Fluency of L2 Students with Specific Learning Difficulties
Author: Papadima-Sophocleous, Salomi
Date: 2014-03-00
Type: Journal Articles
Subjects: Educational Technology,Handheld Devices,Oral Reading,Reading Fluency,Learning Disabilities,English (Second Language),English Language Learners,Technology Uses in Education,Foreign Countries,Language Proficiency,Dyslexia,Reading Strategies,Audio Equipment,Phonetics,Reading Rate,Accuracy,Suprasegmentals,College Students,Repetition,Questionnaires,Telecommunications,Curriculum Based Assessment,Decoding (Reading),Phonemes

In recent years the use of new technologies has been extensively explored in different aspects of language learning pedagogy. The objective of this research was to investigate the impact Repeated Reading activity, supported by iPod Touch could have on the English Oral Reading Fluency (ORF) of second language university students with Special Learning Difficulties (SpLD) at Cyprus University of Technology. As part of their university courses, students have two compulsory English courses. Due to their SpLD and low level of language competence, the eight participants enrolled in the English programme for students with SpLD. This programme is based on the phonological approach and the research done in methods dealing with dyslexia (Shaywitz et al., 2004). After being introduced to the iPod-supported Repeated Reading activity, students worked independently for 8 weeks. They listened and replicated three recorded texts performed by native speakers, using Voice Memo. Texts were based on specific phonetic rules the students had to master. Students recorded their best performance of each text reading, using DropVox. Curriculum-Based Measurement, adapted by Rasinski (2004), was used to measure students' automaticity (speed and accuracy), and an adapted version of Zutell and Rasinksi's (1991) Multidimensional Framework to measure prosodic features of fluency. A phonemic accuracy scale was developed and used to assess students' performance related to specific phonemes students had difficulty with. Data analysis revealed that the independent out-of-class use of Repeated Reading, supported by iPod Touch technology helped in increasing students' automaticity, improving their prosodic features of fluency, including that of specific phonemes.
A Blended Learning Scenario to Enhance Learners' Oral Production Skills
Author: Kim, Hee-Kyung
Date: 2015-03-00
Type: Journal Articles
Subjects: Blended Learning,Vignettes,Pronunciation,Pronunciation Instruction,Korean,Asynchronous Communication,Speech Communication,Native Speakers,Handheld Devices,Language Skills,Speech Skills,Cultural Awareness,Learning Strategies,Student Attitudes,Participant Satisfaction,College Students,Teaching Methods,Instructional Effectiveness,Foreign Countries,Questionnaires

This paper examines the effectiveness of a mobile assisted blended learning scenario for pronunciation in Korean language. In particular, we analyze how asynchronous oral communication between learners of Korean and native speakers via &quot;kakaotalk&quot; (an open source mobile phone application) may be beneficial to the learner in terms of pronunciation. Our methodological approach is based on task resolution (Ellis, 2003) in peer-to-peer collaborative settings and the spaced repetition concept (Ebbinghaus, 1885, cited by Dempster, 1988). The outcomes of our study show that the learners appreciated the possibility to interact with native speakers but most of them preferred synchronous communication for training their pronunciation skills.
English Learning in an Intercultural Perspective: Russia and Norway
Author: Bjøru, Anne-Mette
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Intercultural Programs,English Curriculum,Partnerships in Education,Educational Cooperation,Strategic Planning,Financial Support,Educational Objectives,International Educational Exchange,Learning Modules,Computer Mediated Communication,Program Descriptions,College Programs

This paper describes a cross-border collaboration between a Russian and a Norwegian University in the English Language field, and how it is made possible by the universities' support--both in terms of strategic plans and funding. The paper shows the goals of the collaboration; to give the students an insight into how English is taught in Russia/Norway and intercultural learning, as well as how this is pursued through telecollaboration and physical mobility. The paper also explains how the physical mobility, as it is the core activity of the collaboration, has led to less telecollaborative activity.
The Role of Case Study in Teacher Education: An Attempt to Bridge the Gap between Action and Reflection
Author: Schrittesser, Ilse
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Teacher Education Programs,Theory Practice Relationship,Teacher Effectiveness,Foreign Countries,German,Expertise,Teacher Characteristics,Teacher Education,Teaching Experience,Educational Research,Professional Identity,Skill Development

International studies provide evidence that effective teachers are essential to students' learning success. Research on teacher effectiveness in the United States began in the 1980's, and valid and reliable methods for assessing teacher effectiveness have been developed in its context, research on this topic is still relatively new in German-speaking countries. While effective teaching is a highly complex construct which includes a whole repertoire of skills, there seems evidence that some of these skills play a particularly significant role for effective teaching. The present article will take a close look at these skills from the perspective of two mostly separate discourses: expertise research and the qualities of expert teachers, which are usually discussed in the Anglo-American context, and theories of teacher professionalism which is highly influential in the German speaking countries. The two concepts are explained and it is argued that-interestingly enough-research results of both discourses converge in the proposition that diagnostic and interpretative skills and an intuitive &quot;feel&quot; for situations--&quot;situation awareness&quot;--are decisive when it comes to successfully fostering students' learning processes. These skills do not grow automatically with growing experience but need to be fostered by deliberate practice. Consequences for teacher education are drawn by suggesting that focusing on case study in teacher education as a particularly useful type of deliberate practice, is a promising approach to develop the above mentioned key skills.
In Support of Access and Inclusion: Joint Professional Development for Science and Special Educators
Author: Brusca-Vega, Rita
Date: 2014-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Collaboration,Science Teachers,Special Education Teachers,Disabilities,Inclusion,Mainstreaming,Regular and Special Education Relationship,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Inquiry,Hands on Science,Teacher Competencies,Pretests Posttests,Action Research,Teacher Attitudes,Mixed Methods Research,Case Studies,Observation,Teacher Role,Student Behavior,Classroom Environment,Intervention

Collaborative professional development of science and special educators leads to improved access and inclusion of students with disabilities. Yet, despite poor science achievement of students with disabilities, their increasing presence in general education science classrooms, and research that demonstrates effective teaching strategies for students with special education needs, there have been few reports of joint professional development in the literature. The purpose of the study was to examine changes in the teaching practices of science and special educators, grades 4 to 8, as they completed an intense year-long professional development program designed to promote hands-on, inquiry-based science in their classrooms and expand their instructional repertoires to better serve students with disabilities and other learning problems. Quantitative and qualitative measures, including pre and post ratings of teacher classroom performance, action research projects, and teacher self-reports were used to determine changes in teaching practices. Findings indicated all teachers showed improvement in the classroom on many elements related to classroom culture, instructional content, and lesson design and implementation, and the ability to adjust instruction.
Metacognition, Motivation, and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems
Author: Tzohar-Rozen, Meirav
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics Education,Metacognition,Student Motivation,Psychological Patterns,Independent Study,Learning Strategies,Problem Solving,Elementary School Mathematics,Elementary School Students,Grade 5,Intervention,Pretests Posttests,Questionnaires,Mathematics Achievement,Student Attitudes,Positive Attitudes,Negative Attitudes,Multivariate Analysis,Foreign Countries

Mathematical problem solving is one of the most valuable aspects of mathematics education. It is also the most difficult for elementary-school students (Verschaffel, Greer, &amp; De Corte, 2000). Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor motivation, which hamper their efforts (Kramarski,Weiss, &amp; Kololshi-Minsker 2010). The ages of nine through 11 seem to be the most critical for developing attitudes and emotional reactions towards mathematics (Artino, 2009). These metacognitive and motivational-emotional reactions are fundamental aspects of self-regulated learning (SRL), a non-innate process which requires systematic, explicit student training (Pintrich, 2000; Zimmerman, 2000). Most self-regulation studies about problem solving tend to focus on metacognition; few have explored the motivational-emotional component. This study developed, examined, and compared two SRL interventions dealing with two components of self-regulation: metacognitive regulation (MC) and motivational-emotional regulation (ME). The study conducted a two-group intervention to examine the possible effects on the self-regulation aspect of student problem-solving ability of increasing one group's metacognitive awareness, while leaving the motivational-emotional component alone, and of increasing the motivational-emotional awareness of the other group, while leaving metacognitive awareness alone. It also examined the contribution of these components to students' problem solving and self-regulation. Participants were 118 fifth-grade students randomly assigned to two groups. The groups completed self-regulation questionnaires before and after intervention to examine metacognition, motivation, and emotion. Students also solved two forms of arithmetic series problems: verbal and numeric. After intervention, a novel transfer problem was also examined. The intervention consisted of 10 hours over five weeks. Following intervention, the groups exhibited similar improvements in all problems. The MC group performed best in metacognitive self-regulation, and the ME group performed best in certain motivational-emotional aspects of self-regulation. Research implications are discussed.
Using a Policy of &quot;Gross National Happiness&quot; to Guide the Development of Sustainable Early Learning Programs in the Kingdom of Bhutan: Aspirations and Challenges
Author: Ball, Jessica
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Child Care,Cultural Education,Language of Instruction,Knowledge Level,Native Language,Demography,Cultural Pluralism,Religious Education,Social Change,Professional Education,Language Proficiency,Psychological Patterns

A national study on demand for early childhood care and development programs in Bhutan found strong support for development of a new early childhood care and development (ECCD) sector. A wide range of stakeholders participating in the study, including ministries of education and health, post-secondary institutions, private preschool providers, community management committees, parents and children, emphasized the goal of preschool to promote success in English-medium formal education. Promoting cultural traditions was also a priority, while developing children's proficiency in home languages was hardly mentioned. The study highlighted the changing needs of Bhutanese families in the current context of increasing urbanization, dual career parents, and a shift from extended to nuclear family homes. Recommendations derived from the study encouraged a &quot;made in Bhutan&quot; approach to ECCD policy, programs, and professional education. Subsequent to the study, the national education policy included plans for implementation of ECCD covering children from birth to 8 years old. To ensure the sustainability and cultural congruence of new programs and investments with the Kingdom's Gross National Happiness Policy, a &quot;Gross National Happiness&quot; Commission screened and approved the new National Education Policy, which the Ministry of Education is charged with implementing. The emergence of an ECCD sector in Bhutan points to the role that national aspirations and value-driven policies and review processes could play in maintaining language diversity and transmitting culturally based knowledge.
Teacher Education That Works: Preparing Secondary-Level Math and Science Teachers for Success with English Language Learners through Content-Based Instruction
Author: DelliCarpini, Margo
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Education,English Language Learners,Mathematics Education,Science Education,STEM Education,English (Second Language),Second Language Instruction,Teacher Collaboration,Teacher Attitudes,Inclusion,Secondary Education,Preservice Teachers,Content Area Reading,Educational Objectives,Assignments,Course Descriptions,Mixed Methods Research,Teacher Surveys,Likert Scales,Participant Characteristics,Secondary School Teachers,Grounded Theory

Little research exists on effective ways to prepare secondary mathematics and science teachers to work with English language learners (ELLs) in mainstream mathematics and science (subsequently referred to as STEM) classrooms. Given the achievement gap that exists between ELLs and their native-speaking counterparts in STEM subjects, as well as the growing numbers of ELLs in US schools, this becomes a critical issue, as academic success for these students depends on the effectiveness of instruction they receive not only in English as a second language classes (ESL), but in mainstream classrooms as well. This article reports on the effects of a program restructuring that implemented coursework specifically designed to prepare pre-service and in-service mathematics, science, and ESL teachers to work with ELLs in their content and ESL classrooms through collaboration between mainstream STEM and ESL teachers, as well as effective content and language integration. We present findings on teachers' attitudes and current practices related to the inclusion of ELLs in the secondary-level content classroom and their current level of knowledge and skills in collaborative practice. We further describe the rationale behind the development of the course, provide a description of the course and its requirements as they changed throughout its implementation during two semesters, and present findings from the participants enrolled. Additionally, we discuss the lessons learned; researchers' innovative approaches to implementation of content-based instruction (CBI) and teacher collaboration, which we term two-way CBI (DelliCarpini &amp; Alonso, 2013); and implications for teacher education programs.
Lost in Translanguaging? Practices of Language Promotion in Luxembourgish Early Childhood Education
Author: Neumann, Sascha
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Ethnography,Multilingualism,Code Switching (Language),Language Planning

Luxembourg maintains by far the largest proportion of foreign immigrants in Europe. This is also reflected in the population of children. About 50% of children under the age of four are foreign nationals. Accordingly, the question of how to deal with linguistic diversity represents one of the biggest challenges in the professional debate about early childhood education in Luxembourg. The article will refer to this issue on the basis of several insights stemming from an ethnographic study in Luxembourgish daycare centers which was conducted between 2009 and 2012 by the working group &quot;Early Childhood: Education and Care&quot; at the University of Luxembourg. The study explored practices professionals apply to come up with the superdiverse and translingual environment in order to meet the political expectation of promoting foreign children's competences before they enter school. Based on the empirical investigations of everyday language use in center-based early childhood education, the article will not only characterize two different modes of language promotion (&quot;institutional monolingualization in one language and institutional monolingualization in several languages&quot;) but also highlight the ambiguities of those language promotion practices which, although facing a translingual environment, are still based on a multilingual standard.
Challenges and Benefits of Early Bilingualism in the United States' Context
Author: Espinosa, Linda M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Multilingualism,Early Childhood Education,Emergent Literacy,Educational Benefits,Child Development,Educational Policy,Language Acquisition,Bilingual Students

The population of young dual language learners (DLL) in the United States has tripled in the last several decades and now accounts for 25% of all children in the United States (Migration Policy Institute, June 2014). Many of these children are exposed to multiple languages in the home and the early childhood setting (ECE) setting, and the vast majority are U.S. citizens. Despite the robust research documenting the extensive capacity of infants, toddlers, and preschoolers to learn multiple languages and the cognitive, social, and linguistic benefits of early bilingualism, most young DLLs in the United States do not receive enriched ECE that supports their emergent bilingualism. This article reviews the latest research, describes the developmental characteristics of young dual language learners, the similarities and differences between DLLs and young monolingual children, the current ECE policies and practices toward DLLs in the United States, and concludes with policy recommendations at the federal, state, and local levels.