ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding Directed Motivational Currents among Chinese EFL Students at a Technological University
Author: Li, Chili
Date: 2021-04-00
Type: Journal Articles
Subjects: Learning Motivation,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Student Attitudes,Technology Education,Universities,Classroom Environment,Majors (Students),Comparative Analysis,Learning Processes,Language Proficiency,Goal Orientation,Measures (Individuals),Item Analysis,Undergraduate Students,Likert Scales

Directed Motivational Currents (DMCs), as the latest theoretical development of second language (L2) motivation research, warrant more empirical investigations. In light of this, the present paper reports the results of a questionnaire survey on the features of DMCs among 245 English-as-a-Foreign-Language (EFL) learners at a technological university in China. The collected data were analysed by descriptive means and Independent T-test. The results show that most of the participants ever experienced DMCs in their English learning. Their experiences of DMCs mainly occurred in classroom settings. They reported a high level of DMCs and showed a strong willingness to experience them again. In addition, English majors were significantly different from non-English majors in some aspects of their DMCs. The findings of this study will be pedagogically implicative for maintaining L2 motivation among EFL learners in China and other similar contexts.
Immigrant Student Identities in Literacy Spaces
Author: Omogun, Lakeya
Date: 2018-00-00
Type: Journal Articles
Subjects: Immigrants,Identification,Literacy Education,Language Arts,Culturally Relevant Education,Writing (Composition),Teacher Influence,Language Teachers,Inclusion,Teacher Student Relationship,Educational Practices,Students

The United States has a long history of marginalizing immigrant populations. Anti-immigration laws and ideologies have not only marginalized immigrant populations, but they have shaped the American educational system. Language policies, curricula, and standardized tests threaten the erasure of immigrant students' languages, cultures, and identities while favoring and privileging white middle-class ways of learning. This is particularly true for immigrants of color. This backgrounder discusses immigrant identities in school spaces. Specifically, I provide an overview of how immigrant students' identities are constructed in literacy classrooms through literacy practices.
Construction and Validation of Educational, Social and Psychological Consequences Questionnaires of EPT as a High-Stakes Test
Author: Rezaeian, Mahbubeh
Date: 2020-10-00
Type: Journal Articles
Subjects: High Stakes Tests,English (Second Language),Second Language Learning,Factor Analysis,Language Proficiency,Language Tests,Foreign Countries,Construct Validity,Doctoral Students,Student Attitudes,Test Validity,Graduates,Social Media,Computer Software,Reliability,Questionnaires

Individuals are controlled by tests in every advanced society when they want to be admitted in educational courses, to proceed from one stage to the next, or to be given a certificate (Shohamy, 2001b). Accordingly, the present study was carried out to construct and validate educational, social, and psychological consequences questionnaires of English Language Proficiency (EPT) as a high-stakes test in Iran. To achieve the goals, after initial piloting of the item pool, a total number of 252 non-English PhD students completed the final researcher-made questionnaires developed using a comprehensive review of the related literature, experts' opinions, documents, and interviews. A number of statistical procedures were taken to validate the current questionnaires including Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). EFA was utilized to determine the underlying factors of the scale that affect the variables in a data structure without setting any predefined structure to the outcome and to verify the number of factors; subsequently, these results were confirmed in the CFA phase. Ultimately, the results were discussed and implications of the questionnaires were presented as follows.
The Impact of Fix up Strategy on Indonesian EFL Learners&apos; Reading Comprehension
Author: Muhassin, Mohammad
Date: 2021-04-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Strategies,Reading Improvement,Reading Instruction,Instructional Effectiveness,Reading Difficulties,English (Second Language),Second Language Learning,Junior High School Students,Grade 8,Self Management,Foreign Countries

This study investigated the impact of using Fix Up Strategy as a specific treatment to deal with the learners' problem in reading that cannot be overcome merely by general reading comprehension course. This was a kind of quasi-experimental research involving 69 students of Madrasah Tsanawiyah (MTs) Al-Hikmah Bandar Lampung, Indonesia. They were divided into two groups: 36 students of experimental group and 33 students of control group. Learners in experimental group were taught with Fix Up Strategy (FUS) and those in the control group were taught with Reading Aloud (RA), a conventional reading activity. The instrument consisted of 25 multiple choice questions that had been previously validated in the procedures of data collection. Then the instrument was given in pre-test and posttest. In addition, observations were also carried out in the process of teaching reading by using FUS. The data were analysed using t-test and the result showed that 1) the students in the treatment with FUS demonstrated a significant improvement in EFL reading comprehension, and 2) FUS contributed to the students' autonomy in learning reading, enhancement of students' awareness in reading, students' active involvement in reading practice. The finding claims that the students who practiced reading with FUS had a better comprehension than those with RA. Certain pedagogical implications related to the finding were also discussed.
The Impact of Gender and Degree on the Adult Educator&apos;s Theoretical Identity
Author: Papadima, Genovefa
Date: 2021-04-00
Type: Journal Articles
Subjects: Gender Differences,Educational Attainment,Academic Degrees,Educational Philosophy,Humanism,Theory Practice Relationship,Lifelong Learning,Adult Educators,Teacher Role,Professional Identity,Correlation,Foreign Countries

This paper aims to highlight a) the adult educator's necessity to take into account the broader philosophical framework that governs his thoughts and practices in the teaching process, b) the prevailing educational philosophy or philosophies in active adult educators and c) the gender's and degree's impact on educator's theoretical identity. The research tool is the questionnaire by Lorraine Zinn, &quot;Philosophy of Adult Education&quot; (PAEI) (Zinn, 1983). Both the PAEI and a researcher- created demographic sheet were used to describe and analyze the adult educational philosophies of active adult educators in Greece (?=399) which guide them and the factors which have impact on these &quot;philosophies&quot;. Frequencies, means and correlation analyses were used to describe the results. The research results were shown that the prevailing educational philosophies are the humanism and the progressivism and also that gender and the scientific training of each educator do not appear to influence her/him in terms of the educational philosophy she/he adopts.
Physical Education within a Comprehensive School Physical Activity Program
Author: Lorenz, Kent A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Education,Physical Activities,Holistic Approach,Physical Activity Level,Physical Education Teachers,Teacher Role,Life Style,Teaching Methods,Classroom Techniques,Time Management,Learning Activities,Physical Fitness,Elementary Secondary Education

Quality physical education is the central component to a Comprehensive School Physical Activity Program (CSPAP; CDC, 2013). This review begins with a summary of the benefits of physical activity (PA) participation for youth and outlines current PA recommendations and trends. Next, an introduction to the National Framework of Physical Education and PA for schools in the US, that leads into a discussion of what makes a quality physical education program in conjunction with a CSPAP. Some practical strategies for improving PA through modifications to management and instruction, activity design and selection, the infusion of fitness activities follow. Finally, an outline of how a Physical Educator can serve as a Physical Activity Leader and coordinate the implementation of a CSPAP and advocate for policies that support physical education and PA.
Exploring Summative Assessment and Effects: Primary to Higher Education
Author: Ishaq, Kashif
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Summative Evaluation,Elementary School Students,Secondary School Students,College Students,Evaluation Methods,Academic Achievement,Instructional Effectiveness,Teaching Methods,Low Achievement,Outcomes of Education,Second Language Instruction,English (Second Language),Grade 5,Grade 8,Grade 9

This research explored the structure of primary, elementary, secondary, and tertiary levels of education and assessment in the academia of Pakistan. The fundamental purpose of the study was to contextualize the assessment system from primary to higher institutions and an examination of recent changes by the educational authorities. It began with a quick history of the examination system, summative assessment, and explained the current education system and the evaluation process in education. The data obtained from the Punjab Examination Commission (PEC) of 5th and 8th grade, from the Board of Intermediate and Secondary Education (BISE) of 9th grade, and the Punjab University for the undergraduate level was used to evaluate the instructional and examination methods. Results showed poor performance, especially in English, as it was not taught by applying modern and effective teaching methods. The outdated evaluation process and inadequate curricula are factors for poor performance.
A New Day for Education Research and Practice
Author: Farley-Ripple, Elizabeth N.
Date: 2021-04-00
Type: Journal Articles
Subjects: Educational Research,Educational Practices,Theory Practice Relationship,Evidence Based Practice,Educational Policy,Educational Improvement,Research Methodology

After decades of frustration that education research is irrelevant to practice and that educators do not use research to inform their work, there is reason to believe that the relationship between research and practice is improving. Elizabeth Farley-Ripple describes the how the conversation about research and practice is becoming broader, how stakeholders on all sides are becoming more aware of complexities, how brokers are helping researchers and practitioners connect with each other, and how researchers are making practitioners a more integral part of their work.
Head Teachers&apos; Perceptions about Mentoring Practices in Primary Schools
Author: Munir, Farrukh
Date: 2020-12-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Mentors,Foreign Countries,Faculty Development,Elementary School Teachers,Teacher Attitudes

The purpose of this study was to examine the perceptions of Head Teachers (HTs) of primary schools about the mentors' practices and reflections of TPSs (TPSs) regarding mentoring practices of mentors under the Continuous Professional Development (CPD) framework. The study was conducted in the district of Faisalabad, the most populated city and industrial hub of the country. Researchers used the mixed-methods approach to meet the purpose of the study. A sample of 565 HTs (281 male and 284 female) was drawn out of the total 2128 HTs using the random sampling technique in layers. A structured questionnaire was administered personally to get quantitative data. To explore the reflections of the TPSs about mentoring practices, qualitative data were generated through semi-structured interviews with 32 TPSs (16 male and 16 female) selected purposively. Descriptive statistics were used to analyze quantitative data and content analysis was used to analyze the qualitative data. The findings of the study revealed that most of the mentoring practices of the mentors were not up to the mark and needs improvement. The mentors' authoritative behavior, weak content knowledge, and training without need assessment were explored as the key negative aspects of mentoring. Furthermore, improvement in teachers' regularity, students' enrollment, and use of AV aids were the positive aspects of mentoring. It is recommended that the teachers' mentoring program should be reviewed in-depth and immediate corrective measures should be taken to address the issues explored in the study.
Hey, Can You Find Me a Book? Providing Popular Culture Texts to Students in a Title I Elementary School
Author: Butler, Melinda S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Popular Culture,Reading Material Selection,Elementary School Students,Disadvantaged Schools,Federal Aid,State Aid,Faculty Development,Instructional Materials

Popular culture texts, such as texts based on movies, television, sports, and video games are widely desired by elementary students. However, these texts are not always available for students due to limited funding, lack of teacher appreciation for such texts, and sparse quantities of popular culture texts found in classroom and school libraries. Moreover, students who live in low socioeconomic (SES) areas do not have access to many texts in their homes and neighborhoods. Teachers and administrators can bring popular culture texts to low SES elementary campuses by using federal and state funds to purchase texts, writing grants, utilizing community resources, and providing professional development support for teachers about the importance of popular culture.
Towards Ecopedagogy: A Fiction-Based Approach to the Teaching and Learning of the Environment
Author: Shoaib, Muhammad
Date: 2020-12-00
Type: Journal Articles
Subjects: Environmental Education,Fiction,Novels,Reading Materials,Foreign Countries,Neoliberalism,Social Systems,College Instruction,Instructional Materials

The contemporary world faces imminent environmental crises perpetrated by industrial and technological advancements, lethal warfare and neoliberal modes of development. The ecological concerns are gaining great academic attention all over the world. In this pursuit, the role of literature especially literary fiction in making visible as well as offering solutions to the escalating environmental crises cannot be overemphasized. This article, by showcasing and analyzing Uzma Aslam Khan's novel &quot;Thinner than Skin&quot; (2012) as an ecopedagogical text, explores the implications for an education system that is mindful of the changing ecological conditions and offers the students a model for encountering and solving environmental issues afflicting the ecologically vibrant northern areas of Pakistan. The article advances an educational philosophy that, by employing literary models and by using classroom as a forum, strives to give birth to an environmental consciousness that can provoke in the students a better understanding of the issues plaguing the physical and the living environment, paving the way for environmental praxis. As college and university students study literary characters' interactions with the phenomena of nature, they become more aware of their own developing or deteriorating relationship with their physical and living environment. The paper examines how militarization and ecocidal development projects have disrupted the tranquil environment of northern Pakistan. It further explicates the rationale and repercussions of the modern neoliberal and capitalist economy by examining the following processes: material and ideological co-optation of the environment within the rhetoric of development, deforestation, erosion of grazing land, shrinking and contamination of water bodies, and the impact of tourism on environmental stability.
Influences of Early Childhood Educational Intervention
Author: Coneway, Betty
Date: 2018-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Intervention,At Risk Students,Student Experience,Influences,Family School Relationship,Learning Activities,Outcomes of Education

This mixed methods research study examined the long-term influences of early educational intervention by surveying former preschool students who attended the Opportunity School in Amarillo, Texas. To examine the lasting impact of this experience through different perspectives, information was also collected from the parents of these previous preschool students. After locating potential participants, 98 surveys were completed and returned (68 from former students, 30 from parents). The quantitative data provided information about the participants' age, race, employment, educational attainment, felony or conviction rates, and the overall impact of the Opportunity School preschool experience. Conclusions drawn from the qualitative data documented the themes of caring teachers, home visits, family connections and support, effective learning environments, engaging school activities, and early literacy experiences. The evidence supported the claim that quality early childhood educational interventions can influence lifelong success for at-risk students and provide an impetus for positive literacy development.
Teachers&apos; Opinions towards Inclusive Education Interventions in Turkey
Author: Aktan, Osman
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Inclusion,Teacher Competencies,Teacher Collaboration,Class Size,Educational Facilities,Expertise,Teacher Responsibility,Barriers,Program Effectiveness,Human Resources,Students with Disabilities,Educational Quality,Administrator Attitudes,Family Attitudes,Social Attitudes,Regular and Special Education Relationship

The purpose of this research is to determine the opinions of teachers for inclusive education interventions in Turkey. In the research, a holistic single case study pattern, which is one of the qualitative research methods, was employed. The study group of the research consists of twenty-eight teachers selected according to the maximum variation sampling method in the 2018-2019 academic year. In the research, teacher opinions were collected through a semi-structured interview form, whose validity and reliability were tested with a pilot study, created by the researcher and content analysis method was utilized to analyze the data. According to the research findings, most of the teachers have negative views on inclusive education due to the current conditions. In inclusive education, it was been discovered that there are problems such as professional deficiencies of teachers, insufficient support services, insufficient cooperation among partners, crowded classes, unqualified schools in terms of physical infrastructure, lack of expert support and leaving all responsibility to teachers during interventions. It was determined that the desired efficiency could not be obtained from inclusive education interventions due to the existing problems. Therefore, it was stated in this research that in order to ensure the quality of inclusive education interventions, it is necessary to include awareness-raising studies, strengthen physical infrastructure and human resources, and enable cooperation mechanisms. Based on the findings of the research, improving professional competencies of teachers, strengthening human resources in special education services, increasing the number of staff, enriching the content of special education courses in undergraduate programs and preparing the infrastructure of schools for inclusive education interventions was proposed.
The Correlation between Learning Motivation and Learning Outcomes on Mathematics Subjects in XII Science Class Senior High School 4 Bone
Author: Nugraha, Dwi Yan
Date: 2021-04-00
Type: Journal Articles
Subjects: Student Motivation,Mathematics Achievement,Secondary School Science,High School Students,Foreign Countries,Outcomes of Education

Students experience problems related to low learning motivation, causing their mathematics learning outcomes to become low. The purpose of this study was to determine the relationship between learning motivation and learning outcomes on mathematics subjects in XII science class senior high school 4 Bone. The subjects in this study were 30 students of XII science class senior high school 4 Bone. The sampling technique in this research is cluster random sampling. The method used in this study is a quantitative method using a scale of learning motivation scale and results of semester exams in mathematics. The data analysis technique used in this study is a product-moment correlation. Based on the results of data analysis obtained correlation coefficient (r) of 0.41 and a significance of 0.02 (p &lt; 0.05), which means there is a positive relationship between learning motivation with learning outcomes in mathematics subjects in XII science class senior high school 4 Bone. The subjects in this study were 30 students of XII science class senior high school 4 Bone, high motivation to learn to make grades and predicate mathematics learning outcomes become high. This study provides an overview of learning motivation with student learning outcomes, especially on learning motivation that can affect learning outcomes in students' mathematics subjects.
An Analysis on the Implementation of Professional Learning Communities in Malaysian Secondary Schools
Author: Mei Kin, Tai
Date: 2021-01-00
Type: Journal Articles
Subjects: Communities of Practice,Program Implementation,Professional Development,Secondary School Teachers,Teacher Collaboration,Cooperative Learning,Active Learning,Inquiry,Reflective Teaching,Organizational Climate,Principals,Administrator Role,School Effectiveness,Context Effect,Foreign Countries

The main objective of the study was to examine the implementation of Professional Learning Communities (PLCs) in Malaysian secondary schools. The study was conducted by using quantitative method whereby a total of 971 principals, senior assistants and teachers were involved in the survey. The descriptive statistical analysis was employed to obtain scores and means whereas the t-test and ANOVA were adopted to test the significance of the concerned variables. The result revealed that: (1) the schools were rated as &quot;Quite Good&quot; in practising PLCs; (2) comparing the two dimensions of PLCs, Organizational Factor achieved a higher mean score than Non-organizational Factor; (3) among all the sub-dimensions, &quot;Principals' Commitment and Support&quot; achieved the highest whereas &quot;External Support System&quot; achieved the lowest mean score. The study summarized that although contextual factors such as decentralized school system, the policy environment and teachers' workload are potential factors that might impact the development of PLCs, the incompetence of the teachers in practising &quot;Collaborative Learning,&quot; &quot;Collective Inquiry&quot; and &quot;Reflective Dialogue&quot; would significantly hinder their professional practices in PLCs. The study offers an analysis in exploring PLCs towards sustained school improvement and may help move the current available literature to a more coherent, theoretical perspective for practical engagement.