ethanporcaro/eric-fulltext-meta huggingface dataset:
Validating a Fidelity Scale to Understand Intervention Effects in Classroom-Based Studies
Author: Buckley, Pamela
Date: 2017-12-00
Type: Journal Articles
Subjects: Intervention,Fidelity,Program Implementation,Test Validity,Check Lists,Observation,Measurement,Reading Instruction,Test Construction,Case Studies,Middle Schools,Difficulty Level,Test Items,Correlation,Hierarchical Linear Modeling,Statistical Analysis

K-12 intervention studies often include fidelity of implementation (FOI) as a mediating variable, though most do not report the validity of fidelity measures. This article discusses the critical need for validated FOI scales. To illustrate our point, we describe the development and validation of the Implementation Validity Checklist (IVC-R), an observation tool for measuring FOI of a research-based instructional reading approach, Collaborative Strategic Reading. Following Kane (2006), Wilson (2004), and the guidelines of the Standards for Educational and Psychological Testing (Standards: AERA, APA, &amp; NCME, 2014), findings suggest the IVC-R is a valid instrument for measuring fidelity to CSR. We hope this process will provide an informative model for the validation of FOI observation tools in future classroom-based efficacy studies.
Modeling Signal-Noise Processes Supports Student Construction of a Hierarchical Image of Sample
Author: Lehrer, Richard
Date: 2017-11-00
Type: Journal Articles
Subjects: Models,Statistics,Statistical Inference,Mathematics Instruction,Grade 6,Middle School Students,Interviews,Sample Size,Student Attitudes,Vertical Organization

Grade 6 (modal age 11) students invented and revised models of the variability generated as each measured the perimeter of a table in their classroom. To construct models, students represented variability as a linear composite of true measure (signal) and multiple sources of random error. Students revised models by developing sampling distributions of model-generated statistics to judge model fit and validity. After instruction, interviews with 12 students were conducted to learn how they conceived of relations among chance, modeling, and inference. Most students' inferences were guided by a hierarchical image of sample, a perspective constituted through their understandings of modeling variability as signal and noise.
Assessing the Impact of a School-Based Group Approach with Adolescent Males
Author: Liddell, T. Michael
Date: 2014-00-00
Type: Journal Articles
Subjects: Adolescents,Males,Intervention,Nontraditional Education,Self Esteem,Self Efficacy,Masculinity,Aggression,Pretests Posttests,Group Activities,Program Effectiveness,High School Students,Self Concept Measures,Statistical Analysis

This study assessed the impact of a school-based group intervention, &quot;The Council for Boys and Young Men,&quot; specifically designed for adolescent males. The participants who attended an alternative school in a metropolitan area were randomly assigned to the intervention or to waitlist control groups. Measures assessed self-esteem, future and school-related self-efficacy, masculine identity ideology, identity distress, and relational aggression. Participants in &quot;The Council&quot; intervention group showed significant increases in school and future self-efficacy from pre- to post-test. For all boys at pre-test, higher scores on stereotypical masculine ideology were related to more relational aggression and lower self-esteem.
A Road Made by Walking: University &amp; EL Teachers Learning Together
Author: Hones, Donald F.
Date: 2017-00-00
Type: Journal Articles
Subjects: Public Schools,Educational Quality,English Language Learners,Teacher Competencies,Student Needs,English (Second Language),Bilingual Education,Teacher Collaboration,College School Cooperation,College Faculty,Preservice Teacher Education,Student Diversity,Team Teaching,Curriculum Development,Teaching Methods,Culturally Relevant Education

One of the pressing issues facing public schools in the United States is the challenge of providing a quality education to English Learners (ELs). The vast majority of the teachers licensed at the authors' institution graduate with very little knowledge of how to work successfully with EL students. The need to prepare all teachers for work with special needs students has been addressed by a full department of special education faculty. Yet, in ESL and bilingual education they have only two faculty members, despite the continuing need to prepare all teachers for a growing population of culturally and linguistically diverse students. Teacher collaborations are proven strategies for helping students with diverse backgrounds, such as ELs, to achieve academic success. A collaboration between university faculty and ESL and bilingual teachers in area schools would, the authors felt, best serve the needs of their pre-service teachers as well as the needs of the schools and school districts in our service area. Realizing the continuing need to promote academic success for EL students, support EL and bilingual professionals in the field, and prepare all pre-service teachers for their work with culturally and linguistically diverse students, a collaborative program was developed between content area education faculty at the authors' university and EL and bilingual teachers in area school districts.
Learning from ELLs&apos; Perspectives: Mismatch between ELL and Teacher Perspectives on ELL Learning Experiences
Author: Shim, Jenna Min
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle School Students,High School Students,Elementary School Teachers,Secondary School Teachers,English Teachers,Student Attitudes,Teacher Attitudes,Language Attitudes,English Language Learners,Learning Experience,Hypothesis Testing,Student Centered Learning,Social Theories,Semi Structured Interviews,Grounded Theory,Barriers,Teacher Student Relationship,Educational Attitudes

Situated within Activity Theory, this study investigates and compares ELLs' perspectives on their own learning and their teachers' perspectives on their own learning experiences. The predilection carried by this study is that there is a significant value in attending to and understanding how ELL students make meaning of their learning circumstances and compare that to teachers' perspectives on their students' learning. This study also assumes that allowing student voice and perspective to be heard in school is a prerequisite for student-centered learning. The authors report that students' perspectives on what they perceive as the limiting factors for their learning are sharply different from those of their teachers. Students' perspectives in this study showed that their perspectives on, and attitudes toward, their learning are very much influenced by what teachers do and do not do.
EFL Instructors&apos; Perceptions of Blackboard Learning Management System (LMS) at University Level
Author: Tawalbeh, Thaer Issa
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Questionnaires,Management Systems,Teacher Attitudes,Statistical Analysis,Foreign Countries,Positive Attitudes,Faculty Development,Likert Scales,Language Teachers,Content Analysis,Technology Uses in Education,Teacher Student Relationship

The present paper aims to investigate EFL instructors' perceptions of Blackboard learning management system (LMS) at Taif University in Saudi Arabia. To achieve this purposes, the researcher attempted to answer two questions. The first question investigates EFL instructors' perceptions of Blackboard LMS. The second question aims to identify instructors' suggestions to overcome difficulties encountered while using the system. A questionnaire of 4- Likert Scale was used to gather data from one hundred and two instructors to answer the first question, and content analysis was used to answer the second question. The collected data were analyzed in the form of descriptive statistics. The results, on one hand, revealed that 75% of the instructors have not used Blackboard technology before coming to university, which would affect their perceptions of the system. It was also evident that most of the instructors believe that the different features of Blackboard LMS are either poor or very poor. In addition, the instructors, in most of their responses to the functionalities of using the Blackboard LMS, rarely or never used the system. On the other hand, the results revealed that the instructors have a positive attitude towards the system in terms of its impact on learning, which can be the starting point to help them be familiarized more with the system's features and functionalities through professional development. Based on the results, the researcher presented a number of conclusions and recommendations.
Improving EFL Learners&apos; Pronunciation of English through Quiz-Demonstration-Practice-Revision (QDPR)
Author: Moedjito
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Teaching Methods,Instructional Effectiveness,Pronunciation Instruction,Language Tests,Pretests Posttests,Experimental Groups,Phonemes,Questionnaires,Likert Scales,Statistical Analysis,Scores,Regression (Statistics),Student Improvement,College Students,Preservice Teachers

This study investigates the effectiveness of Quiz-Demonstration-Practice-Revision (QDPR) in improving EFL learners' pronunciation of English. To achieve the goal, the present researcher conducted a one-group pretest-posttest design. The experimental group was selected using a random sampling technique with consideration of the inclusion criteria. Through the treatment process, the group was taught using QDPR in which the student participants were explained how to pronounce the target English phonemes in their first language (L1). The student participants were given an oral test and a written test related to the target English phonemes and a questionnaire on QDPR. The collected data were analyzed using paired-sample t-tests to examine the significant difference in the means scores of their knowledge of pronunciation and their ability to pronounce the target English phonemes, and simple regression tests to investigate the effectiveness of QDPR learning model to their knowledge of pronunciation and their ability to produce the target phonemes. The results of data analysis have revealed that (1) QDPR was significantly effective in improving EFL learners' pronunciation, and (2) QDPR significantly helped the students improve their pronunciation. Thus, QDPR can be an alternative model to English pronunciation instruction in EFL classrooms.
Debatable Issues of English Writing Apprehensions: A Qualitative Study of Taiwanese English Majors&apos; Perspectives
Author: Lin, Grace Hui Chin
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Majors (Students),English (Second Language),Second Language Learning,Second Language Instruction,Anxiety,Learning Processes,Advanced Courses,College Students,Writing Apprehension,Writing Instruction,Teacher Student Relationship,Language Teachers,College Faculty,Time Management,Peer Relationship,Competition,Student Attitudes,Qualitative Research,Interviews,Writing Evaluation,Measures (Individuals)

Anxiety (e.g., Dallos, 1976, 2006; Krashen, 2003, 2016) sometimes might be unavoidable in the learning process, because the cognitive and intellectual systems are usually connected with emotional factors. This empirical study was conducted in an English majors' advanced-level writing course to explore relevant explanations about why Taiwanese university students experienced &quot;anxiety&quot; (Tomlinson, 1981, 2016). Seventeen participants of junior grade at a southern Taiwan university had cooperated with their teacher to examine their anxiety occurring during writing in English. The findings discovered five key issues explaining their apprehension including mentioned (1) time restriction, (2) teacher evaluation, (3) peer competition, (4) uninteresting writing topics. The fifth factor repeated by most of the student is displayed by this study. The study implies the anxiety should be a negative impact upon language learning.
On Reading Comprehension Teaching for English Majors under Relevance Theory
Author: He, Ping
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Reading Instruction,Inferences,Reading Ability,Cognitive Psychology,Schemata (Cognition),College Students,Comparative Analysis,Control Groups,Experimental Groups,Cultural Awareness,Foreign Countries,Relevance (Education)

Relevance Theory from the perspective of cognitive psychology argues that human communication is an ostensive-inferential process, and emphasizes the function of the optimal relevance for communication. In this sense, reading comprehension could be considered as a kind of communication in which the writer manifests his/her communication intention and the reader infers from the discourse codes; thereinto, the optimal relevance between the textual information and the reader's cognition is essential to the optimal contextual effects. This paper sets out to discuss the explanatory power of relevance theory to reading comprehension, with focus on differences among readers with different reading abilities in grasping the optimal relevance with the discourse and the cognitive context. Through the reading teaching experiment undertaken for a semester, the result shows that the application of relevance theory to reading by pinpointing reading purpose, setting reading tasks and constructing cognitive contexts benefits greatly to students' inference capability, hence their reading ability, which is also instructive for the teaching mode of reading courses.
Analysing Test-Takers&apos; Views on a Computer-Based Speaking Test
Author: Amengual-Pizarro, Marian
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Student Evaluation,Computer Assisted Testing,Speech Tests,Questionnaires,Likert Scales,Second Language Learning,English (Second Language),Oral Language,Communicative Competence (Languages),Student Characteristics,Comparative Analysis,Statistical Analysis,Qualitative Research

This study examines test-takers' views on a computer-delivered speaking test in order to investigate the aspects they consider most relevant in technology-based oral assessment, and to explore the main advantages and disadvantages computer-based tests may offer as compared to face-to-face speaking tests. A small-scale open questionnaire was administered to 80 test-takers who took the APTIS speaking test at the Universidad de Alcalá in April 2016. Results reveal that examinees believe computer-based tests provide a valid measure of oral competence in English and are considered to be an adequate method for the assessment of speaking. Interestingly, the data suggest that personal characteristics of test-takers seem to play a key role in deciding upon the most suitable and reliable delivery mode.
Analysis of Documents Published in Scopus Database on Foreign Language Learning through Mobile Learning: A Content Analysis
Author: Uzunboylu, Huseyin
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Teaching Methods,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Qualitative Research,Documentation,Content Analysis,Databases,Literature Reviews

The purpose of this study is to determine the recent trends in foreign language learning through mobile learning. The study was conducted employing document analysis and related content analysis among the qualitative research methodology. Through the search conducted on Scopus database with the key words &quot;mobile learning and foreign language learning&quot;, the study is based on the analysis of the documents published between the years 2005 and 2017; their distribution took place by years, subject areas, document types, country/regions, and the affiliated universities of the authors. The varied findings revealed that the analysis of the studies published on Scopus database was important in terms of content for the significance of foreign language learning through mobile learning.
English Language Teachers&apos; Perceptions on Knowing and Applying Contemporary Language Teaching Techniques
Author: Sucuoglu, Esen
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Instructional Innovation,Teacher Attitudes,Communicative Competence (Languages),Blended Learning,Foreign Countries,Web Based Instruction,Constructivism (Learning),Neurolinguistics,Course Content,Cooperative Learning,Multiple Intelligences,Problem Based Learning,Student Projects,Active Learning,College Preparation,Universities,Questionnaires,Learning Strategies,Statistical Analysis

The aim of this study is to determine the perceptions of English language teachers teaching at a preparatory school in relation to their knowing and applying contemporary language teaching techniques in their lessons. An investigation was conducted of 21 English language teachers at a preparatory school in North Cyprus. The SPSS statistical package was used for the data analysis. Frequency and percentages were used to analyse the English language teachers' knowledge, desire to learn, application of the innovative language techniques in their classrooms, experience of problems as well as teachers' frequency of technique usage and where they learned these techniques. This study shows that the most known contemporary technique is communicative and less known contemporary language teaching techniques are blended/hybrid.
Implementation of the Moodle System into EFL Classes
Author: Gunduz, Nuket
Date: 2017-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,English (Second Language),Foreign Countries,Student Attitudes,Mixed Methods Research,Secondary School Students,Questionnaires,Second Language Learning,Language Teachers,Technology Uses in Education,Teacher Attitudes,Program Implementation,Gender Differences,Age Differences

This study aims to examine students' perception on using the Moodle system in secondary school in English as a foreign language lessons. A mixed method approach was used in this study with qualitative and quantitative research models. The study group consisted of 333 students and 12 English language teachers. The quantitative data were collected by a survey and qualitative data were collected by five open-ended questions. The results showed that students in general perceive themselves as sufficient in terms of the Moodle system and teachers thought that the system was contemporary and beneficial in the long run but at the time of the study it was not functioning well.
Didactic Model: Teaching the English Temporal System to Arabic Freshman Learners of English
Author: Hmidani, Thana
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Medical Schools,Morphemes,Grammar,Intensive Language Courses,Metalinguistics,Teaching Methods,Linguistic Competence,Literacy,Vocabulary Development,Statistical Analysis,Pretests Posttests,Comparative Analysis,Females,Medical Students,Semitic Languages,Native Language,Foreign Countries,Cognitive Style,Personality Traits,Control Groups,Experimental Groups,Surveys

This study took place at a medical college with 57 Arabic first-year students taking an intensive English course. The aim was to address the problems that learners experience when using the English tenses properly. The didactic model was developed and implemented in the study group only (27 students). Pre-, mid-, and post-tests were administered to study and control groups at three points in time. The model is a selection of aspects from different methods combined aiming to lead participants to a higher level of linguistic competence in terms of language awareness, reading and writing skills, and vocabulary building. The results indicated statistically significant differences in the post-test between the two groups over time regarding the level of linguistic competence.
Anxiety in Language Testing: The APTIS Case
Author: Valencia Robles, Jeannette de Fátima
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Proficiency,Second Language Learning,Questionnaires,Online Surveys,Student Attitudes,Test Anxiety,Language Tests,Computer Assisted Testing,Qualitative Research,Foreign Countries,Low Achievement,English (Second Language),Second Language Instruction,College Students

The requirement of holding a diploma which certifies proficiency level in a foreign language is constantly increasing in academic and working environments. Computer-based testing has become a prevailing tendency for these and other educational purposes. Each year large numbers of students take online language tests everywhere in the world. In fact, there is a tendency to use these tests more and more. However, many students might not feel comfortable when taking this type of exam. This paper describes a study regarding the fairly new APTIS Test (British Council). Thirty-one students took the test and responded to a structured online questionnaire on their feelings while taking it. Results indicate that the test brings a considerable amount of anxiety along with it.
Language Learning of Gifted Individuals: A Content Analysis Study
Author: Gokaydin, Beria
Date: 2017-00-00
Type: Journal Articles
Subjects: Gifted,Content Analysis,Second Language Learning,Databases,Educational Research,Books,Journal Articles,Research Reports,Information Retrieval,Authors,Second Language Instruction,Statistical Analysis

This study aims to carry out a content analysis of the studies on language learning of gifted individuals and determine the trends in this field. Articles on language learning of gifted individuals published in the Scopus database were examined based on certain criteria including type of publication, year of publication, language, research discipline, countries of research, institutions of authors, key words, and resources. Data were analyzed with the content analysis method. Results showed that the number of studies on language learning of gifted individuals has increased throughout the years. Recommendations for further research and practices are provided.
Structuring the Learning Disabilities Module: A Course Design Based on Case Study
Author: Kahveci, Gul
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Curriculum Design,Case Studies,Children,At Risk Students,Sexual Abuse,School Counselors,Counselor Training,Knowledge Level,Self Efficacy,Prevention,Qualitative Research,Questionnaires,Action Research,Program Effectiveness,School Psychologists,Child Abuse,Criterion Referenced Tests,Intervention

Children with learning disabilities are at greater risk of being victims of sexual abuse in schools. This paper discusses 4th year pre-service school counsellors' specific knowledge related to self-confidence and skills to execute the prevention and support processes on the topic of sexual abuse in children with learning disabilities. Qualitative research data from the questionnaire answers received from 80 pre-service school counsellors were analysed using thematic analysis with an action research format. The results demonstrated that their preparation program was inadequate and needed more content relating to child sexual abuse. The results also showed that the knowledge of the pre-service school psychologists related to sexual abuse, the prevention and support processes for sexual abuse increased significantly after application of the action research content. These results are promising, but more research is needed to see if the increased knowledge in turn leads to application in practice and better care for victims.