ethanporcaro/eric-fulltext-meta huggingface dataset:
Experiential Teacher Education -- Preparing Preservice Teachers to Teach English Grammar through an Experiential Learning Project
Author: Lee, Jackie F. K.
Date: 2019-01-00
Type: Journal Articles
Subjects: Experiential Learning,Teacher Education,Preservice Teacher Education,English Teachers,Grammar,Second Language Instruction,English (Second Language),Foreign Countries,Educational Benefits,Student Teachers,Textbook Evaluation,Knowledge Base for Teaching,Teacher Competencies,Lesson Plans,Theory Practice Relationship

The paper explores and describes the kinds of learning attained by a group of Hong Kong preservice teachers who worked collaboratively to develop online grammar teaching resources for school teachers worldwide. Based on the quantitative and qualitative data collected during the ongoing collaboration, lesson tryouts, and post-project evaluation, the project results reflect the value of experiential learning in preservice teacher education. The themes that detail the student teachers' experiences include textbook evaluation, professional knowledge, core competencies of teachers, and understanding of English language teaching outside the Hong Kong context.
Service-Learning and Students with Severe Disabilities: Examining Participation and Curricular Goals
Author: Bonati, Michelle L.
Date: 2019-02-00
Type: Journal Articles
Subjects: Case Studies,Severe Disabilities,Teaching Methods,Service Learning,Experiential Learning,Private Schools,Religious Education,High School Students,Paraprofessional Personnel,Teacher Attitudes,Judaism,Food Service,Administrator Attitudes

The purpose of this case study was to examine how students with severe disabilities participated in service-learning at a food pantry and the curricular goals they addressed. Service-learning is a form of experiential learning that blends classroom instruction with community service. Participants included 3 high school students with severe disabilities enrolled in a private faith-based school, 5 school staff, and the food pantry coordinator. Data were collected over a 6-month period from observations, interviews, and a focus group. Findings indicate students partially participated in service-learning with supports using a strengths-based approach. Barriers to participation included unclear paraprofessionals' roles, uncertain project priorities, and insufficient supports for communication and behavior. Curricular goals addressed emphasized Jewish values and functional skills. An extension of Furco's service-learning theoretical model is proposed to conceptualize service-learning as being situated along a continuum from supported volunteering to vocational training.
Effects of Task-Based Language Teaching (TBLT) Approach and Language Assessment on Students&apos; Competences in Intensive Reading Course
Author: Chen, Shijun
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Task Analysis,Teaching Methods,Foreign Countries,Communication Skills,Guidelines,Reading Instruction,Higher Education,Oral Language,Writing (Composition),Undergraduate Students,Majors (Students),Learning Processes,Language Proficiency,Peer Evaluation

Task-based language teaching on the purpose of enhancing students' communicative skills and involving them actively in the authentic context has long been highlighted in recent years in tertiary English language teaching. This paper proposes a framework of task-based teaching approach and language assessment in intensive reading class based on the researcher's own teaching practice to explore positive impacts on students' competences. This is done in the context of both oral presentation and written reports of first undergraduate English major students. The research method consists of semi-structured interviews and a questionnaire with 18 questions pointing to different aspects in the learning and teaching processes, aiming to explore what impacts it has on students' competence in both second language acquisition and at cognitive level. In this empirical study, all the findings indicate that TBLT applied in Chinese English teaching class is very effective and beneficial for the enhancement of Chinese English learners.
Attitude of Male and Female Students towards Computer Assisted Language Learning at Intermediate Level
Author: Lodhi, Muhammad Arfan
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Gender Differences,English (Second Language),Student Interests,College Students,Technological Literacy,Computer Attitudes,Educational Benefits,Foreign Countries,Language Role,Language Proficiency

Today's world is the era of technology and it is playing a dominant role in the field of education. The current research work is quantitative in nature. It aims to investigate students' attitudes, their interests and difficulties regarding the concept of computer assisted language learning at intermediate level. A self reported questionnaire (SRQ) was designed and administered to obtain the objectives of the current study. The sampling statistic comprised of 300 students with equal gender from public and private colleges. The collected data was statistically analyzed by running descriptive statistic technique. The findings revealed that male students had more positive attitude towards CALL as compared to their female counterparts. However, it was also revealed that male students found CALL interesting for the development of language proficiency while female students faced more difficulties in using computer technology for English Language learning. The results provide ideas, paths and suggestions to the future researchers to undergo further investigations in developing computer mediating language learning programs for the benefits of learners and learning.
A Survey Study of the Dictionary Use Sub-Strategies of English Majors in Saudi Arabia: Dictionary Related Aspects
Author: Alhatmi, Sultan
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Dictionaries,Second Language Learning,Second Language Instruction,Majors (Students),Undergraduate Students,Foreign Countries,Departments,Ownership,Student Attitudes,Learning Strategies,Preferences,Telecommunications,Handheld Devices,Computer Software,Printed Materials

This study explored the sub-strategies Saudi English majors use most when consulting the dictionary. In particular, it looked at the aspects of the dictionary use strategy relevant to the dictionary itself rather than the lookup words (mainly purposes for consulting the dictionary, means of dictionary ownership and type of dictionary consulted). The participants were 90 English major students enrolled in an English undergraduate program at the Department of European Languages at King Abdulaziz University, Saudi Arabia. A survey questionnaire adapted from the literature was used to collect data for the study. The results showed that the learners' strategic preferences were largely affected by the features they liked (e.g. free dictionaries, the ease of use and search as well as portability of tech-based digital dictionaries) or disliked (e.g. the difficulty of search and use in paper dictionaries as well as their heavy weight and high thickness) most about dictionaries. Thus, they preferred to either download dictionary apps to their phones from application stores or go online whenever they needed to consult a dictionary for a word. Moreover, in terms of dictionary types, learners favored the bilingual English-Arabic dictionary (language-wise), dictionary apps and online dictionaries (medium-wise) and the ordinary dictionary (content-wise). Also, they consulted the dictionary no more than five times a day and tended to look up more words when consulting tech-based (digital) dictionaries than when using paper dictionaries. Finally, they used their dictionaries mainly to understand new words while reading.
Enactive Processes, Critical Ontology, and the Digitization of Education
Author: Henderson, Kevin A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Constructivism (Learning),Critical Theory,Educational Theories,Faculty Development,College Faculty,Educational Benefits,Technology Integration,Social Media,Foreign Countries

This introduction will explore the relevant literature on enactive processes, critical ontology, and faculty agency in relation to the digitization of education [1]. This section begins with a review of the enactive process, and its roots in Heideggerian philosophical perspective of reflexive self examination and continues with an analysis of the critical ontological approach and its implications on digitization and pedagogical practice. Finally, this section introduces the submissions for this special issue and their unique contribution to the critical discourse surrounding technology and education.
A Mixed Research on Cheating and Absenteeism Behaviors of Teacher Certificate Program Students
Author: Kahya, Orhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Cheating,Ethics,Preservice Teachers,Attendance,Student Behavior,Student Attitudes,Teacher Attitudes,Foreign Countries,Gender Differences,Intellectual Disciplines,Transportation,Academic Achievement

The primary goal of this research is to explore absenteeism tendency, and the attitudes towards absenteeism and cheating of students who attended the teacher certificate program. In addition, this research aims to identify the views of students and lecturers on cheating and absenteeism. A sequential explanatory mixed-method research design was employed in this research. The sample of the quantitative data was 321 teacher certificate program students studying at Mugla Sitki Kocman University, Turkey. Absenteeism tendency, cheating attitude and absenteeism attitude scales were used to collect the data. Descriptive statistics, correlation, independent t-test, one-way analysis of variance (ANOVA) and Tukey HSD tests were used to analyze the data. Qualitative data was collected through semi-structured interview forms. 14 students and 14 lecturers were interviewed, recorded, and transcribed. Qualitative data was analyzed through quantitative content analyses and descriptive analyses. Research findings show that verbal field students have significantly more positive cheating attitudes than quantitative field students. While cheating attitudes show no significant difference between genders, students in physical education departments have higher scores in the dimensions of environmental conditions and opportunity and ability than verbal and quantitative field students. Both students and lecturers describe cheating as &quot;unfair behavior and plagiarism,&quot; and absenteeism as a &quot;right&quot; in unavoidable situations. It is emphasized that the active participation of students in classes mostly depends on the lecturer.
Comparison of Technical Terms and Consciousness of Blended Classes in &apos;AI Technology&apos; and &apos;Artificial Intelligence&apos;
Author: Miyaji, Isao
Date: 2019-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Blended Learning,Instructional Effectiveness,Electronic Learning,Visual Aids,Consciousness Raising,Instructional Materials,Lecture Method,Foreign Countries,College Students

Target subject is a module called 'AI Technology', which applied the ideas of blended learning. Firstly, lecture-style teaching was conducted with presentation slides in order to explain the contents of a textbook. Secondly, students were required to do exercises and quizzes. By using the last eight weeks, they were asked to create presentation slides outside a class to introduce the up-to-date topics on artificial intelligence. These slides were mutually evaluated among them so that they developed their own slides based on the feedback before the tenth week of the course for the second round of mutual evaluations. Questionnaires concerning students' understanding technical terms of the field and consciousness-raising towards competence were also conducted before and after the programs. The learning effects of a module in 'AI Technology' are compared with my previous research outcome of the module, 'Artificial Intelligence'. The reasons of difference between both modules are discussed. This paper reports their results.
Deaf and Hard of Hearing Students&apos; Perceptions of the Flipped Classroom Strategy in an Undergraduate Education Course
Author: Al-Ibrahim, Amal
Date: 2019-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Homework,Video Technology,Educational Technology,Technology Uses in Education,Undergraduate Students,Student Attitudes,Foreign Countries,Technology Integration,Assistive Technology

This study aims to evaluate the academic outcomes of the flipped classroom approach in the teaching of students who are deaf or hard of hearing (DHH). Furthermore, it aims to activate the role of the teacher through encouraging both teachers and students to engage in active learning styles, while acknowledging individual differences. Participants consisted of 15 female undergraduates with hearing disabilities in a 251 CI course (applications of ICT in teaching and learning) at the College of Education, King Saud University. The study was applied throughout a semester on the contents of the course. The content material and pre-class assigned work (e.g. instructional videos and tasks) were delivered through Blackboard (learning management system), while active learning activities were carried out in class. Using mixed methods, students' perceptions of their new learning environment were explored through a post-term questionnaire distributed at the end of the semester, in addition to writing a reflective report. Furthermore, participants were requested to write a reflective journal at the end of each lecture. Results indicated the effectiveness of the flipped classroom strategy for students. Moreover, the data indicate a positive impact on students' content learning and improved skills (e.g. collaboration and interaction). The content material which was developed for the specific course (251 CI) could be utilized for the remaining students enrolled in this course. The researcher recommends using the flipped classroom teaching strategy for courses in higher education, as the methodology can be extended and implemented through following a similar framework applied in this study.
Analyzing the Secondary School Students&apos; Anxiety towards Science Course in Terms of a Number of Variables
Author: Ucak, Esra
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Students,Anxiety,Scientific Attitudes,Stress Variables,Foreign Countries,Public Schools,Grade 6,Grade 7,Grade 8,Science Teachers,Secondary School Science

This study aims to investigate the anxiety levels of secondary school students towards science course depending on a number of variables. Research sample consists of 2245 students who continue their education at public schools in Denizli (west of Turkey) in the academic year of 2017-2018. &quot;Anxiety Scale for Science Course and &quot;Personal Information Form&quot; are used as data collection tools in the research. SPSS 22.0 package program is used for analysis of the data. Descriptive survey model is used in research. Parametric tests including One-Way ANOVA and independent samples t-test are used for analyzing data. As a result of the research, it is found out that secondary school students' science anxiety levels significantly differ depending on the variables such as class level, the grade they received in science course, scientific books they read, the documentaries they watch, enjoying the science course and science teacher, educational level of parents, reviewing what they learn in science course and experiencing parental pressure for studying science course. However, there is found no significant difference between students' anxiety levels in terms of gender and their getting support while studying science. [Note: The publication year indicated on the full text is incorrect. This article was published in 2019.]
Expanding Teacher Support through Mobile Mentoring in Kakuma Refugee Camp: Benefits and Challenges
Author: Mendenhall, Mary
Date: 2018-00-00
Type: Journal Articles
Subjects: Mentors,Telecommunications,Handheld Devices,Refugees,Educational Technology,Technology Uses in Education,Faculty Development,Foreign Countries,Teacher Improvement,Program Effectiveness,Teacher Attitudes,Teacher Competencies

Governmental and non-governmental institutions alike have rallied around technology as a potential solution for addressing the dearth of quality educational opportunities and adequately trained teachers in many regions around the world (Burns, 2011; Carlson, 2013; Dahya, 2016). This is no less true in humanitarian and refugee contexts where technology is being used in myriad ways to connect teachers and learners with educational content and resources. A recent landscape review (Dahya, 2016) about the use of Information and Communication Technology (ICT) in these contexts stated that technology has the potential to support education for marginalized populations in crisis contexts, and that teacher training and student learning are the primary areas of focus for utilizing technology for education. In many settings, technology is used for the provision of lesson plans and curricula to deliver subject knowledge directly to students, to train or certify teachers, and to connect individuals and build community (Dryden-Peterson, Dahya, and Douhaibi, 2017; Power, 2012; Winthrop and Smith, 2012). Modes of delivery include computers, laptops, tablets, portable media players, e-readers, personal digital assistants, and mobile phones (Burns, 2011; Carlson, 2013; Winthrop and Smith, 2012; Dahya, 2016).
Virtual Professional Learning Network: Exploring an Educational Twitter Chat as Professional Development
Author: Adjapong, Edmund S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Faculty Development,Teaching Methods,Computer Simulation,Synchronous Communication,Asynchronous Communication,Critical Thinking,Social Networks,Teacher Attitudes,Sense of Community,Cultural Awareness

This paper explores, educators' use of technology to supplement traditional professional development that they may receive in their schools or institutions. Many educators in the 21st century use various forms of technology as part of their daily teaching practices and as part of their personal lives. This paper sets out to explore the impact of a weekly education-focused Twitter chat on educators' professional learning. The authors also set out to identify a weekly educational Twitter chat as a Virtual Professional Learning Network (VPLN). They identify a VPLN as a uniquely personalized space where participants can engage in dialogue with a network of individuals from around the world via social media platforms such as Twitter (and other social media platforms) to support one another's continuous professional learning. Garrison (2007) describes an online PLN as a synchronous or asynchronous online platform for individuals to collaboratively engage in critical thinking and discussions around specific issues (Trinkle, 2009).
Implementing Evidence-Based Practices to Promote Self-Determination: Lessons Learned from a State-Wide Implementation of the Self-Determined Learning Model of Instruction
Author: Burke, Kathryn M.
Date: 2019-03-00
Type: Journal Articles
Subjects: Evidence Based Practice,Self Determination,Teaching Methods,Models,Program Implementation,Intellectual Disability,Developmental Disabilities

Implementation science examines the process of how programs are put into action to produce outcomes and represents an emerging approach for analyzing the utilization of evidence-based practices (EBPs) in school settings. When EBPs are implemented effectively, they result in positive student outcomes. The &quot;Self-Determined Learning Model of Instruction&quot; (SDLMI) is an EBP shown to promote positive educational and post-school outcomes for students with disabilities; however, the process of implementing the SDLMI on a large scale poses significant challenges. We describe efforts to implement the SDLMI state-wide with transition-aged students with intellectual and developmental disabilities through the lens of implementation science. Key factors and issues that need to be addressed in ongoing research and practice to further advance student outcomes are highlighted. [For the corresponding grantee submission, see ED585868.]
Recruiting International Students with Technology: The Changing and The Unchanged
Author: Hsueh, Chia-Ming
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Recruitment,Competition,Reputation,Foreign Students,Student Mobility,Higher Education,Information Technology,International Education,Marketing,Educational Change

Internationalization in higher education has become increasingly relevant over the past two decades, not only in traditional areas like North America and Europe, but also in emerging regions such as Asia and the rest of the world. The expansion of the global higher education mobility is obvious, with over 4.6 million students seeking education outside their home countries and an estimated 13 million cross-border online students in 2015 (OECD, 2017). These statistics suggest the global higher education system needs to pay more attention to international students, especially regarding recruitment. In the past, universities recruited international students by providing face-to-face consults and delivering printed documents and brochures, activities which required much manual effort. In recent times, new technologies have had large impact within the education sector, and the domain of international student recruitment, itself an inherently complex, costly and competitive landscape, has been no exception (Becker et al., 2017). Further, since the emergence of global rankings and increasing competition, the role of the International Office has switched from engaging in academic cooperation and exchanges, to focusing on international student recruitment, services, and advertisements. Thus, a strategic, deliberate, and informed recruitment approach, with technological inputs, is likely to help institutions maximize their opportunities in an efficient manner.