ethanporcaro/eric-fulltext-meta huggingface dataset:
Turnarounds to Transfer: Design beyond the Modes
Author: Eddy, Jennifer
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Prior Learning,Transfer of Training,Critical Thinking,Teaching Methods,Instructional Design

In &quot;Turnarounds to Transfer,&quot; teachers design a collection of tasks toward the summative performance goal but go beyond the Communicative mode criteria: they must assess for transfer. Transfer design criteria must include a complexity or variation that make learners engage critical thinking skills and call upon a repertoire of knowledge and skills. Learners also must move beyond themselves or immediate interests to solve the problem or create a product that has value beyond the classroom with someone else's needs in mind. In this article, Eddy presents the design for &quot;transfer&quot; by Starting with the end in mind. Then presents the components of &quot;transfer&quot; as: (1) Source: find the authentic material you will use for your task, material made by and for the speakers of that language; (2) Task: design the problem to solve or the product needed; (3) Audience: who will receive it; (4) Role: a role in real world; and (5) Transfer: Incorporate the Criteria for Transfer. The article explains how the components work and expects students to realize that the call to use prior knowledge can have many faces and flexibility is required to tap reserves for use in any context. Students will also understand that transfer is the goal of learning and the key to becoming a flexible, self-directed, lifelong language learner.
The Optimum Conditions of Foreign Languages in Primary Education
Author: Giannikas, Christina Nicole
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Foreign Countries,Educational Benefits,Elementary School Students,Language Teachers,Faculty Development,Educational Policy

The aim of the paper is to review the primary language learning situation in Europe and shed light on the benefits it carries. Early language learning is the biggest policy development in education and has developed in rapid speed over the past 30 years; this article considers the effects and advantages of the optimum condition of an early start, the objective of which it is to reinforce the European education scene.
Ranking by Medians
Author: Martin, Brian
Date: 2016-00-00
Type: Journal Articles
Subjects: Scholarship,Meetings,Classification,Grantsmanship,Critical Path Method,College Programs,Foreign Countries

Brian Martin describes a difficult committee meeting he once attended which consisted of one representative from each department. When the meeting ended it left a bitter taste for many who participated. Having learned from this experience, Martin became a chair of the committee and tried a new system that overcame many of the previous problems. The meetings for ranking scholaships and grant applications were shorter, and less contentious. The method is called &quot;ranking by medians&quot;, and is currently used at the University of Wollongong for ranking scholarships at the university level. This article provides a discussion of how it works, and why it works. An example is also provided. Technicalities are provided in the appendix.
The Role of Higher Education in Raising Global Children
Author: Shanker, Sandhya
Date: 2014-00-00
Type: Journal Articles
Subjects: Role of Education,Criterion Referenced Tests,Global Approach,Second Language Learning,Preschool Children,Second Language Programs,Educational Benefits,Lifelong Learning,Educational Philosophy,Children,Program Descriptions,Access to Education,Cultural Awareness,Intercultural Communication,Curriculum,Universities

From previous research on second language acquisition and early language learning, educators know that young children have a cognitive advantage to learning a foreign language over other age groups (e.g., Garcia-Sierra et al.; Hyltenstam and Abrahamsson; Singleton and Ryan; Werker et al.). More recently, an increase in functional benefits for learning languages at a young age has been seen. The CeLTA Language School (CLS) at Michigan State University has incorporated the idea of lifelong learning as its primary mission. The language school was founded in 2008 as part of the Center for Language Teaching Advancement (CeLTA), the university's language support unit, to foster language learning of all age groups from young children to adults. The programs for preschoolers and children have adopted the need to meet the growing demands of globalization as their underlying philosophy by including the following elements into the curriculum:(1) Open Access; (2) Module Based Curricula; (3) Use of Criterion-Referenced Testing; (4) Conducive Environment for Communication; and (5) Maximum use of Resources. The features of the lifelong learning model enumerated here provide for the optimal use of resources at a higher education institution and can be instrumental in developing the global mindset of young language learners. In addition, they also complement public schools' efforts to include language study at a young age by providing additional resources.
Intercultural Competence from Theory to Practice
Author: Campbell, Lynne B.
Date: 2013-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Intercultural Communication,Second Language Learning,Grants,Second Language Instruction,Theory Practice Relationship,Articulation (Education),Portfolios (Background Materials),Internet,Elementary School Teachers,Secondary School Teachers,College Faculty,Student Evaluation,Evaluation Methods,Meetings,Cues,Financial Support,National Organizations,Language Proficiency,Video Technology,Native Speakers,Chinese,Russian,Student Attitudes,Semitic Languages,Interpersonal Communication,Listening Skills,Oral Language,Writing Skills,French,German,Spanish

GLASPORT first convened in October 2009 with funding provided by a Foreign Language Assistance Program (FLAP) grant. The grant proposal was submitted by then Glastonbury Assistant Superintendent of Schools (and former Foreign Language Director) Christine Brown. The committee was charged with two ambitious objectives: (1) to aid in the development of national assessment tools to improve the articulation of curriculum and instruction over time from elementary/high school to higher education; and (2) to develop a process across the nation and across levels for the collection of student work samples in an electronic portfolio system. To that aim, a task force was created from a cross section of elementary through college level educators as well as representatives of leading foreign language organizations and state agencies. For the ensuing four years, meetings were held every fall and spring to brainstorm ideas, collaborate on prompts and generate the criteria for a rubric in an attempt to meet the objectives stated in the grant. Included in the grant was funding to assist The American Council on the Teaching of Foreign Languages (ACTFL) to develop an online assessment system. As a result, the Assessment of Performance toward Proficiency in Languages (AAPPL) made its debut as a pilot test for Glastonbury students in the spring of 2009. The ecstatic student response was positive recognition of the many hours that had been spent filming native speakers of Chinese and Russian in real-life situations, requiring meaningful student responses. With that endorsement, Arabic was soon added to the assessment repertoire. The AAPPL assesses three modes of communication: (1) interpersonal listening and speaking, (2) presentational writing and (3) interpretive reading and writing. It is now available in Arabic, Chinese, French, German, Russian and Spanish. This article describes and details the discoveries, accomplishments, and next steps of the task force as the FLAP grant drew to a close.
Who Gets the Research Loot? The Challenges of Being a Postdoctoral Fellow in a Neoliberal University
Author: Nash, Joshua
Date: 2016-00-00
Type: Journal Articles
Subjects: Neoliberalism,Fellowships,Postdoctoral Education,Teacher Researchers,Grantsmanship,Research Projects,Financial Support,Educational Experience,Performance Factors,Foreign Countries

What does it all mean for universities as research institutions when the external funding acquired by their academics, already stretched intellectually and time poor, is going to those who simply do not have the time to carry out the proposed research, i.e. to the academics themselves? That is, how can a full-time teaching and research academic carry out more research if they are successful in accruing more grant money? The author, a postdoctoral fellow in linguistics at the University of New England, New South Wales, contends they cannot; at least they cannot do so successfully. Those who get the research loot generally have little time to use the loot, and those who do not get the loot do have the time to use it. This article describes the challenges that research academics face, such as applying for research funding, going through the process of grant writing, and competing with more experienced researchers who seem to be consistent recipients of grant funding. The author states that it is the creativity in research which counts, not the number of articles, citations, and publications in highly ranked journals. In the end, the only question one must ask oneself as a researcher is: How do I want to live my life? Or as applied to research: How do I want to conduct my research?
The Role of Online Learning in Radiographic Diagnosis in Dental Education
Author: Tsao, Ariel
Date: 2016-03-00
Type: Journal Articles
Subjects: Electronic Learning,Clinical Diagnosis,Dental Health,Dental Evaluation,Dentistry,Medical Students,Graduate Students,Learning Modules,Skill Development,Teaching Methods,Blended Learning,Statistical Analysis,Academic Achievement,Comparative Analysis,Experimental Groups,Control Groups,Pilot Projects,Radiology,Qualitative Research,Surveys

The purpose of the pilot study was to investigate whether an interactive online module improved third-year dental students' radiographic caries diagnosis abilities and conceptual understanding. Third year dental students were given online tutoring modules and assessed afterward to determine whether their diagnostic skills improved, whether they perceived and improvement in their diagnostic skills, and whether following the modules with interactive group discussions was a more effective teaching method. The choice to use the module was left to each individual. Thirty-one students completed an assessment consisting of three full-mouth series (FMX) radiographs of varying number and severity of carious lesions first individually and then in teams. Performance was evaluated quantitatively and qualitatively. A T-test analysis revealed that the students who accessed the module did not perform significantly better than students who did not access the module; however, a ?[superscript 2]-test showed that students who accessed the module correctly diagnosed yet over- and under-diagnosed more frequently. Survey responses showed that students believed the module helped clarify lecture topics. The online radiographic caries diagnosis module has introduced a promising and beneficial adjunctive resource for dental students.
A Trial for Curriculum Development: The Effect of Educational Philosophy Curriculum on the Attitudes Towards Course and Educational Views
Author: Kumral, Orhan
Date: 2016-03-00
Type: Journal Articles
Subjects: Curriculum Development,Educational Philosophy,Curriculum Implementation,Pretests Posttests,Student Centered Learning,Statistical Analysis,Course Descriptions,Teacher Education Curriculum,Teacher Education,Models,Foreign Countries,Student Attitudes,Attitude Change,Constructivism (Learning),Teaching Methods,Standards,Educational Change,Attitude Measures,Factor Analysis

In Turkey, Educational Philosophy is a compulsory course for the students of education faculties, which serve the purpose of training the teachers of future generations. Furthermore, in some other programs, students are able to take the course as an elective course. The continuous changes in culture, science, and technology force the curriculum of all courses to be renovated, as in the situation of Educational Philosophy. The current study aims (1) to design a new curriculum for the course of Educational Philosophy, and determine the effect of this design on (2) student attitudes towards the course and (3) the perceptions about educational viewpoints and practices. In the current study, the Taba Model, one of the curriculum development models, was used during the preparation process of the draft. For the evaluation process of the curriculum design, single group pre- and post-test design as one of the quantitative methods was conducted. The Educational Philosophy course was developed through adopting a student-centred design and using the Taba Model. As the result of the curriculum implementation, it was concluded that: (1) The curriculum designed for the study changed the attitudes of learners significantly and positively (2) The curriculum designed for the study decreased the anxiety of the learners towards the course significantly and positively, (3) The curriculum designed for the study changed the beliefs of the learners significantly and positively that they would use these common course standards in their teaching, (4) The curriculum designed for the study made the participant learners get out of traditional [Positivist-Modern] subject- or teacher-centred educational philosophy, (5) The curriculum designed for the study made the participants be familiar with the learner-centred popular-modern [Constructivist] educational philosophy.
The Relationship between Shyness and Externalizing Problem in Chinese Preschoolers: The Moderating Effect of Teacher-Child Relationship
Author: Han, Pi Guo
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Student Relationship,Preschool Children,Preschool Teachers,Psychological Patterns,Behavior Problems,Mothers,Aggression,Attention Span,Gender Differences,Age Differences,Correlation,Conflict,Surveys,Child Behavior,Check Lists

The current study explored the role of teacher-child relationship plays on the relationship between preschooler's shyness level and externalizing problem. The sample consisted of 463 children from 6 preschools of Shandong province in northern China. Mothers reported the shyness level, aggressive behavior, and attention problem of their children, whereas teachers rated the teacher-child relationships. Among the results, the shyness level of girls were significantly higher than that of boys; children's age was significantly and negatively correlated with parents' rating of child shyness, aggressive behavior, and attention problem; shyness was associated with more aggressive behaviors, more attention problems, higher teacher-child dependence, higher teacher-child conflict, and lower teacher-child closeness. The aggressive behavior was associated with higher teacher-child dependence and higher teacher-child conflict. Teacher-child closeness moderated the relationship between shyness and externalizing problem (including aggressive behavior and attention problem). Teacher-child dependency moderated the relationship between shyness and aggressive behavior.
A Peer-to-Peer Health Education Program for Vulnerable Children in Uganda
Author: Falk, Diane S.
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Teaching,Elementary School Students,At Risk Persons,Health Education,Focus Groups,Music,Dance,Poetry,Art,Drama,Teaching Methods,Knowledge Level,Health Behavior,Behavior Change,Program Effectiveness,Student Attitudes

In this paper, children attending a U.S.-sponsored private primary school serving orphaned and vulnerable children in Uganda were interviewed in focus groups about their participation in a peer-to-peer health education program in which they used music, dance, poetry, art, and drama to convey health information. The children reported enhanced knowledge and changes in health behavior among themselves and their peers.
An Analysis on High School Students' Perceptions of Physics Courses in Terms of Gender (A Sample from Turkey)
Author: Baran, Medine
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Attitudes,Physics,Scientific Attitudes,Gender Differences,Content Analysis,Bias,Preferences,Efficiency,Teaching Methods,Difficulty Level,Qualitative Research,Structured Interviews

This study was carried out to determine high school students' perceptions of the courses of Physics and the factors influential on their perceptions with respect to gender. The research sample included 154 high school students (F:78; M:76). In the study, as the data collection tool, a structured interview form was used. The data collected in the study were analyzed with frequency analysis, Chi-square and content analysis. As a result of the study, it was found that the male students were found themselves more successful in the courses of physics and that they experienced less difficulty with the courses. It was also revealed that there were no differences between female and male students' views related to physics entertaining, importance and permanency yet difficult in terms of mathematical calculations. In general, the students had bias regarding physics and stated that the current course of physics was not efficient and that interactive and practical methods should be put into practice. According to the results, the male students demonstrated more positive attitudes than the female students. In the light of the findings obtained, it could be stated that current high school applications in the courses of physics should be revised by authorities.
Delivery Pain Anxiety/Fear Control between Midwives among Women in Cross River State, Nigeria
Author: Oyira, Emilia James
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,Obstetrics,Females,Allied Health Personnel,Pain,Fear,Anxiety,Hypothesis Testing,Questionnaires,Likert Scales,Statistical Analysis,Birth,Attitudes,Cultural Influences,Indigenous Knowledge,Training,Comparative Analysis,African Culture,Cultural Differences

Objective: To examine background of midwives the effectiveness in delivery pain and anxiety/fear control of expectant mothers in Nigeria. Methods: Two null hypotheses were formulated. The survey design with sample of 360 post-natal women was selected from a population of 78,814 through the polio immunization registers of selected health center in cross river states. Accidental sampling technique was used to select the respondents. The instrument used for collecting data for the study was a 36-item questionnaire. Independent t-test and contingency chi-square were used in testing the null hypotheses. Results: The result showed that women delivered by traditional midwives have more positive control of delivery pain caused by anxiety/fear than their counterparts who delivered by the western midwives; Conclusion: Based on these finding the study concluded that traditional midwives are actually different from their counterparts. All what they need is workshops, seminar, conferences during ante-natal period to acquaint the traditional midwives with delivery related activities and procedures. It was also recommended that the traditional midwives should be given adequate western training so that they can face the society and avoid further complications. Government should continue to train more midwives to help reduce the anxiety/fear state of women during delivery.
The Autonomy of Teacher in Philosophical and Social Paradigms of Parrhesia
Author: Brzezinska, Renata
Date: 2016-03-00
Type: Journal Articles
Subjects: Professional Autonomy,Ethics,Educational Philosophy,Foreign Countries,Teacher Attitudes,Discourse Modes,Risk,Teacher Characteristics,Teacher Burnout,Teaching Conditions,Work Environment,Rejection (Psychology),Teacher Dismissal,Teacher Administrator Relationship,Conflict

&quot;Parrhesia&quot; is a certain form of honest and open discourse. Its representative is the one who takes the risk of telling the truth and preaching honesty, regardless of meeting severe consequences. The first section of the following paper presents--on the basis of a set of philosophical works--certain requirements to be met, in order to claim the truth. Part two deals with study results regarding teachers' attitudes toward &quot;parrhesia&quot;, confronted with the reality of Polish school system.
Is the Four-Day School Week Detrimental to Student Success?
Author: Tharp, Timothy W.
Date: 2016-03-00
Type: Journal Articles
Subjects: School Schedules,Academic Achievement,Barriers,School Districts,Criterion Referenced Tests,Educational Change,Data Analysis,Educational Legislation,Federal Legislation

School districts across the United States are implementing four-day school weeks. This study looks at the relationship between student achievement in the four-day school week compared to student achievement in the five-day school week. This analysis focused on a common criteria referenced test given to all students over a period of seven years in a single western state. The study provided conclusive evidence that students in the four-day week did not performed as well, over time, when compared to students in the traditional five-day week settings.
A Study on Prospective Teachers' Self-Efficacy Beliefs Regarding the Implementation of Constructivist Approach (A Case of Konya)
Author: Ektem, Isil Sönmez
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Self Efficacy,Beliefs,Program Implementation,Constructivism (Learning),Case Studies,Mixed Methods Research,Likert Scales,Semi Structured Interviews,Lesson Plans,Scores,Multivariate Analysis

The purpose of this study was to reveal prospective teachers' perceptions and views about the implementation of the constructivist approach. The study was conducted on 528 prospective teachers in their 4th year at Necmettin Erbakan University Ahmet Kelesoglu Education Faculty and Selcuk University Faculty of Science and Faculty of Letters in the academic year of 2014-2015 in Konya, Turkey. The mixed method, where qualitative and quantitative methods are used together, was used in the study. In collecting the quantitative data, 5-point Likert type &quot;Self-Efficacy Scale for the Implementation of Constructivist Approach&quot;, which was developed by Evrekli, Sasmaz-Ören and Inel (2010), was used whereas a semi-structured interview form consisting of two questions was used in collecting the qualitative data. It is justified to say, on the basis of the data obtained from the study, that prospective teachers' self-efficacy beliefs regarding the planning of lessons according to the constructivist approach, forming a process of teaching and learning as well as a process of testing and evaluation and creating a learning environment were high. Moreover, it was concluded that prospective teachers' beliefs concerning the implementation of the constructivist approach did not exhibit variation by the type of faculty where they were receiving education and by gender but that they varied by their academic mean scores.