ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating a Successful Educational Environment for the Latino/a Community: Building Home-School Communication
Author: Romo, Talyha
Date: 2014-05-00
Type: Dissertations/Theses
Subjects: Interviews,English (Second Language),Second Language Learning,Hispanic American Students,Student Attitudes,Family School Relationship,Teacher Attitudes,Teaching Experience,Barriers,Parent Attitudes,Parent Teacher Cooperation,English Language Learners,Cultural Differences,Academic Achievement,Parent Participation,Qualitative Research,Observation

California has a large population of Latino/a students, and for most of them Spanish is their native language. The problem is the miscommunication between Latino/a families and educators in the school setting. Teachers often do not understand Spanish and are unable to communicate with parents or students. Latino/a families are not aware of the ways to support their children, given this lack of ability to communicate. A review of the literature reveals the cultural and language barriers that teachers face. Teachers also lack support within their school in providing appropriate instruction for Latino/a students and in communicating with Latino/a families. This study follows qualitative design using classroom observations in a field placement and school setting as well as interviews with teachers who have a majority of students in their classrooms who are Latino/a. Purposively elected teachers with experience in working with English language learners were recruited for interviews. Parents of Latino/a students were interviewed about the quality of the communication between school and home that is provided by the school. They were interviewed for an hour responding to a series of open-ended questions. Interviewees were purposefully selected because they are part of the Latina/o community who try to create home-school communication. Results indicated that having home-school communication with Latino/a students increased their academic performance. Students felt they had support from their parents. Parents were also more inclined to be a part of their child's education if they could communicate with the teacher. Implications from the results include the need for teachers to make home-school communication a priority for Latino/a students and their families.
Heritage/Culture Preservation Model Bilingual Instruction
Author: Samayoa, Heidi
Date: 2014-05-00
Type: Dissertations/Theses
Subjects: Heritage Education,Language Maintenance,Cultural Maintenance,Bilingual Education,Hispanic American Students,Academic Achievement,Ownership,Teaching Methods,Qualitative Research,Interviews,Spanish Speaking,Culturally Relevant Education,Teacher Education,Self Concept,Native Speakers,Language Teachers,Spanish,English (Second Language),Second Language Learning

Our first generation children face a loss of heritage in today's public schools. Unfortunately, the assets that one's bilingual ability brings into the classroom are difficult for educators to fully understand. Often this may happen because professionals in the field of education lack the knowledge about the need for children to maintain their culture heritage as a first generation or second generation child. This study addresses the benefits of the preservation of culture heritage in Latino/Latina children. The problem is that there are very few opportunities for people to see strong bilingual education programs with culture heritage preservation as part of the curriculum. A review of the literature revealed that there is a need for preservation of culture and heritage in the youth of today's world. Often first generation students, particularly Spanish speaking students, lose their heritage language. The literature also indicates that schools that offer bilingual education had both native and non-native students engaged in learning and participating actively in school and their community. There is a need for further investigation on this topic to ensure an increase on academic success for this population. The research question for this study addresses how educators instill cultural pride and ownership in students related to their heritage. This study followed a qualitative research design with a purposeful sample of professionals who were selected because of their expertise and experience in working with Latino students in school settings. An interview protocol was designed to gather data on the research question. Results indicated that further research needs to address the impact of cultural preservation particularly with the Spanish speaking population and students' academic success.
More than Numbers: Teaching ELLs Mathematical Language in Primary Grades
Author: Sistla, Michelle
Date: 2014-04-00
Type: Speeches/Meeting Papers
Subjects: English Language Learners,Second Language Learning,Action Research,Response to Intervention,Mathematics Instruction,Vocabulary,Mathematics Achievement,Elementary School Students,Second Language Instruction,Instructional Effectiveness,Visual Stimuli,Teaching Methods,Oral Language,Written Language,Grade 2,Scores,Pretests Posttests,Mathematics Tests,Comparative Analysis

Teaching English Language Learners (ELL) academics while they are acquiring English language skills is a challenge for teachers. This action research examines the use of Response To Intervention (RTI) in teaching ELLs mathematical language and its effect on students&apos; math achievement in primary grades. It shows that when mathematical language is explicitly taught, ELLs improve mathematical understanding significantly.
Exploring Artistic Practice in Global Communities of the African Diaspora
Author: Ellis, Auburn E.
Date: 2014-06-04
Type: Speeches/Meeting Papers
Subjects: Adult Education,Art Education,Creativity,Culturally Relevant Education,Afrocentrism,Case Studies,Urban Schools,Elementary Secondary Education,Field Studies,Educational Research,Foreign Countries,Educational History,Educational Benefits,African Americans,Blacks

In 2012 an African Centered single case study was conducted in the United States. The problem is as follows: K-12 practitioners in urban areas are faced with unique circumstances while serving marginalized students in urban areas. As a response to this issue, the purpose of this study was to identify and describe curricula used in three African Centered educational institutions in Chicago. African Centered schools are uniquely different, thus the need for research emerges to identify new ways to disseminate knowledge for traditional public school practitioners. Goals of the research were to analyze content and instructional strategies at Africentric educational institutions in order to design a continuing and professional education model based on their successes with students of the African Diaspora. When using the term Diaspora, it refers to people of color worldwide displaced from Africa during the Trans Atlantic Slave Trade. Field research was conducted in 2013 to explore future implications from the aforementioned African Centered case study. During this study, the researcher sought out commonalities relative to building positive self-ethnic image and integrating art based learning across the globe. The following perspectives were generated from site visits and fieldwork in South Asia. There are many contemporary issues to address in adult education. This paper explores art-based strategies and the utilization of creativity to expand learning for global communities of the African Diaspora. Benefits of culturally grounded approaches to education are discussed from Asia and the U.S. Images from ongoing field research can be viewed at auburnaesthetic.com.
Approaches to Treating Student Written Errors
Author: Tran, Thu H.
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Writing (Composition),Second Language Instruction,Writing Instruction,Feedback (Response),Error Correction,Classification

Second language writing teachers face numerous challenges when providing feedback on student writing. There may be so many problems in the writing that is almost impossible for them to focus on or they may constantly seek a better method of giving feedback on student written errors. This paper attempts to provide second language writing teachers with some key considerations in providing written feedback. To begin with, the author reviews reasons supporting the practice of giving feedback on student written errors. Next, he presents a typology of written errors and discussed different ways of offering corrective feedback. Finally, he summarizes key considerations in giving feedback on student written errors in a table.
Personality Type and Academic Achievement of Secondary School Students
Author: Lawrence, Arul A. S.
Date: 2014-07-00
Type: Journal Articles
Subjects: Academic Achievement,Personality Traits,Secondary School Students,Personality Measures,Surveys,Grades (Scholastic),Correlation,Foreign Countries,Student Characteristics

Personality is the man. The successful living of an individual, as a man, depends to a large extent on the academic achievement of that individual, as a student. This article attempts to find out personality type, academic achievement of secondary school students and relationship between them by selecting a sample of 300 secondary school students from Tirunelveli. Survey method was used. The collected data, using Multidimensional Personality Inventory and quarterly examination marks were analyzed statistically and the results show that the personality type of secondary students is ambient, their academic achievement is average and there exists relationship between personality type and academic achievement of secondary school students with reference to some factors and there is no relationship with regard to some other variables, suggesting that there could be some other factors that influence their academic achievement.
A Comparison of Pre-Service towards Testing: The Spanish Baccalaureate General Test and the American OPI
Author: Garcia Laborda, Jesus
Date: 2014-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Attitudes,Foreign Countries,Pilot Projects,Questionnaires,Testing,High Stakes Tests,Teacher Education,College Entrance Examinations,Comparative Education,Language Tests

Problem Statement: One of the most frequently neglected aspects of testing is teachers' attitudes. Overall, in-service teachers may have a preconception of what testing means and what its implications are both in high and low stakes testing. However, very few studies have addressed the realities or opinions of pre-service teachers. Methods: Two groups of pre-service teachers in the second and fourth year of college in the United State and Spain participated in a pilot study and took a questionnaire about testing styles, exam implications, format and attitudes towards the task of assessment. The study is funded by the Ministry of Economy and Competitiveness in Spain and Valdosta State University in the United States. Findings and Results: The study suggests that pre-service training is necessary to get adapted to a high stakes test based educational system. It also shows that pre-service teachers shape more their ideas as test candidates than as educators. Conclusions and Recommendations: American pre-service teachers are better prepared for test delivery and organization. Besides, the distorted ideas and ideological distance between the testing concepts and the candidates' internal opinions should possibly be revised and more time should be devoted to the process of testing, which is commonly forgotten in language courses.
Relationship between Study Habits and Test Anxiety of Higher Secondary Students
Author: Lawrence, Arul A. S.
Date: 2014-06-00
Type: Journal Articles
Subjects: Study Habits,Test Anxiety,Secondary School Students,Statistical Analysis,Student Surveys,Foreign Countries

The present study aims to probe the relationship between study habits and test anxiety of higher secondary students. In this normative study survey method was employed. The population for the present study consisted of higher secondary students studying in Tirunelveli district. The investigator used the simple random sampling technique. The sample consisted of 300 students from 10 higher secondary schools. The investigator used the Study Habits Scale by Santhy, K. R. (2010) and Test Anxiety Scale by Sharma, V. P. (1997). For analyzing and interpreting the data the investigator used percentile analysis, standard deviation, &quot;t&quot; test, and Pearson's product moment correlation as the statistical techniques. The findings show that (i) the level of study habits and test anxiety of the higher secondary students were moderate (ii) there was no significant relationship between study habits and test anxiety of higher secondary students.
Subjective Performance Evaluation in the Public Sector: Evidence from School Inspections. CEE DP 135
Author: Hussain, Iftikhar
Date: 2012-02-00
Type: Reports - Research
Subjects: Foreign Countries,Public Schools,Inspection,Institutional Evaluation,Performance,School Effectiveness,Educational Quality,Program Effectiveness,Validity,Failure,Scores,Teacher Behavior,Elementary Secondary Education

Performance measurement in the public sector is largely based on objective metrics, which may be subject to gaming behaviour. This paper investigates a novel subjective performance evaluation system where independent inspectors visit schools at very short notice, publicly disclose their findings and sanction schools rated fail. First, I demonstrate that inspection ratings can aid in distinguishing between more and less effective schools, even after controlling for standard observed school characteristics. Second, exploiting a natural experiment, I show that a fail inspection leads to test score gains; at least some of these gains persist in the medium term. I find no evidence to suggest that fail schools are able to inflate test score performance by gaming the system. Oversight by inspectors may play an important role in mitigating such strategic behaviour. An appendix contains four tables: (1) Table A1: Proportion of Students Attaining the Official Target, by Prior Ability; (2) Table A2: OLS and Difference-in-Differences Estimates of the Effect of a Fail Inspection on Mathematics Test Scores; (3) Table A3: OLS and Difference-in-Differences Estimates of the Effect of a Fail Inspection on English Test Scores; and (4) Table A4: Effect of a Fail Inspection on Teacher Tenure, Years of Experience and School Curriculum.
The Nuremberg Music-Ecological Approach: Why Are Some Musicians Internationally Successful and Others Not?
Author: Ziegler, Albert
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Cultural Capital,Social Capital,Musicians,Hypothesis Testing,Music Activities,Foreign Countries,Talent Development,Career Choice,Career Development,Drills (Practice),Questionnaires,Likert Scales,Economic Factors,Music Education,Learning,Ecology,Success,Resources

Success in music depends on a number of crucial factors with musical talent figuring prominently in gifted research. However, in the Nuremberg Music-Ecological Approach presented in this paper a different view is taken. Instead of talents and factors, the concept of available resources in an individual's actiotope (Ziegler, 2005) is put in the center of our analysis. Educational Capital refers to exogenous resources and comprises five different forms of resources: Economic Educational Capital, Cultural Educational Capital, Social Educational Capital, Infrastructural Educational Capital and Didactic Educational Capital. Learning Capital refers to endogenous resources and also comprises five different forms of resources: Organismic Learning Capital, Actional Learning Capital, Telic Learning Capital, Episodic Learning Capital and Attentional Learning Capital. Results of an empirical study are reported which was designed to test the claim that successful professional musicians possess more Educational Capital as well as more Learning Capital than their less successful colleagues. The hypothesis was confirmed with a sample of professional musicians who were successful on a local, regional or international level.
A Cross-National Comparison of School Students' Perceptions Regarding High Performing Peers
Author: Oh, Hyerim
Date: 2014-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Foreign Countries,Academic Achievement,High Achievement,Student Attitudes,Elementary School Students,Gender Differences,Cognitive Ability,Interpersonal Competence,Peer Acceptance,Questionnaires,Multivariate Analysis,Statistical Analysis,Grade 4

This cross-national scenario based study examined fourth-grade students' perceptions of high-performing classmates in terms of their expected intellectual abilities, positive social qualities and popularity among their peers across seven countries. The overall results show that high academic achievements predominantly lead to positive expectations within the peer group. However, pronounced differences were found between the countries. The results indicated that students from Spanish-speaking countries viewed their potential high-performing peers most favorably, followed by students from Australia, the United Kingdom and Germany. The least favorable expectations, but by no means negative attitude, were exhibited by students from the two East-Asian countries Korea and Vietnam. In contrast, the respondents' gender and the gender of the hypothetical successful classmates had less influence on student perceptions of high-performers. These findings have implications for the educational provision of high performing students in different cross-national contexts.
Communicative Discourse in Second Language Classrooms: From Building Skills to Becoming Skillful
Author: Suleiman, Mahmoud
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Speech Acts,English (Second Language),Classroom Communication,Academic Achievement,Literacy,Second Language Instruction,Teaching Methods,Language Acquisition,Native Language,Constructivism (Learning),Multiple Intelligences,Linguistic Theory,Communicative Competence (Languages),Language Aptitude,Cognitive Development

The dynamics of the communicative discourse is a natural process that requires an application of a wide range of skills and strategies. In particular, linguistic discourse and the interaction process have a huge impact on promoting literacy and academic skills in all students especially English language learners (ELLs). Using interactive approaches in second language classrooms is very critical in helping ELLs in not only in building necessary skills, but more importantly becoming skillful in undertaking academic and literacy tasks. In addition, key contextual demands and conditions for effective discourse in the classroom should be created. This paper examines the anatomy of the speech event and draws pedagogical implications that will assist teachers in making necessary adaptations for ELLs.
A Community of Practice Facilitated by Facebook for Integrating New Online EFL Writing Forms into Assiut University College of Education
Author: Abdallah, Mahmoud Mohammad Sayed
Date: 2013-11-00
Type: Journal Articles
Subjects: Communities of Practice,Social Networks,English (Second Language),Foreign Countries,Electronic Publishing,Computer Mediated Communication,Writing (Composition),Computer Managed Instruction,Preservice Teacher Education,Writing Skills,Student Teachers,Research Design,Instructional Design,Content Analysis,Collaborative Writing,Scoring Rubrics,Web Based Instruction,Qualitative Research,Observation

This paper reports on a design study conducted within the Egyptian context of pre-service EFL teacher education, which implemented a Community of Practice (CoP) design facilitated by Facebook, to integrate some new forms of online writing. Based on some preliminary empirical results triangulated with literature review, a preliminary design framework was proposed to guide this study. The main aim was to investigate through some interventional tasks the possibility of integrating some new forms of online writing while participants were working as a community, both face to face and online. The tasks were intended to gradually expose participants to some online forms of writing not familiar within their education programme, and which were identified as useful to them in their context. Participants in this CoP consisted of 70 from a total number of 109 3rd-year EFL student teachers at Assiut University College of Education (AUCOE) who, based on a screening interview, were identified as possessing the basic required electronic skills. Tasks were administered both face to face and online (mainly through Facebook). In response to them, participants contributed with posts and comments, which were qualitatively analysed to inform the process of evaluating the intervention by establishing some conclusions in the form of design principles and lessons learned to be cycled back into future attempts within the same context. For reporting on the CoP, a design narrative technique was employed to capture the main learning events and weave them together into a meaningful story. The following appendices are included: (1) Observation Sheet Used in the Pilot Study; (2) Open Interviews for Identifying Research Problem Introduction; (3) Semi-Structured Interviews and Survey Questions for Eliciting Participants' Feedback; and (4) Statistics of Group Logs &amp; Interactions.
Assessing the Quality of the Business and Management Education in Higher Education
Author: Lee, Lung-Sheng
Date: 2014-07-25
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Business Administration Education,Program Evaluation,Undergraduate Study,Educational Quality,Quality Assurance,Accreditation (Institutions),Content Analysis,Curriculum Design,Alignment (Education)

As the third-party planner and implementer of higher education institutional and program evaluations, the Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT) completed program evaluations for all 145 undergraduate business and management (B&amp;M) programs in 43 universities/colleges from 2006 to 2010. In the 145 programs evaluated, 105 programs (or 72 percent) received a five-year certificate of accreditation. However, the failure rate (28 percent) of the programs in this field is much higher than the average failure rate of overall university programs (13 percent). This indicates that not only all programs in this field should keep enhancing quality assurance but also around one third of programs among them have to make many efforts to meet the accreditation criteria. The purpose of this paper was to identify the critical factors of passing/failing the program evaluation and the measures in line with the critical factors should be urgently improved. To attain the purpose, a content analysis of 145 B&amp;M program evaluation reports was conducted. As result of the analysis, the following results are achieved: (1) The 10 critical factors of passing/failing the program evaluation are coherence between goal feature and curriculum, self-improvement capability and mechanism, composition and operation of program committee, curriculum design and mapping, interaction between faculty and student, use and benefit of instructional equipment, environment and rewarding system for research, research outcome and faculty load, graduate's education-employment match, and employment counseling and alumni follow-up; (2) The three measures that should be urgently taken include &quot;aligning program goals, faculty quantity and quality, and curriculum planning&quot;, &quot;encouraging all faculty to engage in research and increase research quantity, quality and internationalization&quot;, as well as &quot;strengthening faculty quantity and quality, and lightening their workload&quot;. [This paper is part of a Ministry of Science and Technology (MOST; formerly called NSC) of the Republic of China (Taiwan)-funded project.]