ethanporcaro/eric-fulltext-meta huggingface dataset:
Words &amp; Actions: An EFL Teacher&apos;s Critical Literacy Goals &amp; Their Enactment in a Reading Class in China
Author: Sun, Lina
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Critical Literacy,Reading Instruction,Foreign Countries,Critical Theory,High School Teachers,Clubs,After School Programs,Cartoons,Novels,High School Students,Student Attitudes,Asian Culture,Consciousness Raising

The field of teaching English to speakers of other languages took a &quot;critical turn&quot; during the 1990s (Kumaravadivelu, 2006), and many scholars have called for the inclusion of a critical perspective in the teaching of English as a second language and English as a foreign language (EFL). However, critical perspectives are still not a major part of teaching and learning in most EFL classrooms. This critical empirical study documents what critical literacy pedagogy looks like in a high school EFL reading class in China. The article aims to address the extent to which critical literacy could function as a theoretical anchor for the teaching and learning of English in EFL settings. It is written from the perspective of an EFL researcher-practitioner, and critical literacy is understood through the lens of an EFL teacher seeking a critical foundation for everyday work in the classroom. The study is guided by the following questions: (1) How does a high school teacher teach critical literacy in a high school-level EFL reading classroom in China? (2) How does he or she conceptualize critical literacy and develop critical teaching? and (3) What difficulties and challenges does he or she encounter in taking a critical literacy approach to EFL reading instruction?
Perceived and Actual Effectiveness of Easyclass in Jordanian EFL Tertiary-Level Students&apos; Grammar Learning
Author: Mayyas, Mais
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Foreign Countries,Management Systems,Instructional Effectiveness,College Students,Pretests Posttests,Student Attitudes,Comparative Analysis,Computer Assisted Instruction,Teaching Methods

This study examined the potential, actual and perceived effectiveness of the Easyclass Learning Management System in developing Jordanian university students' grammar learning. A pre-/post-test, a questionnaire, and an interview schedule were used to collect data from a purposeful sample of 39 Jordanian students who were randomly divided into two groups: an experimental group (n=17) and a control group (n=22). Both groups received the same face-to-face instruction, but the experimental group received supplementary out-of-class instruction through Easyclass. The data were analyzed quantitatively and qualitatively. The findings revealed that the experimental group outperformed the control group on the post-test, while the students perceived Easyclass as highly effective in EFL grammar learning.
Teachers&apos; &amp; Teacher Candidates&apos; Views of Social Injustice
Author: Lucey, Thomas A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Teacher Attitudes,Social Justice,Photography,Campuses,Urban Environment,Public Colleges,Community Characteristics,Accessibility (for Disabled),Sex Stereotypes,Advantaged,Civil Rights Legislation,Disabilities,Federal Legislation,Social Studies,Teacher Educators

This article conveys the results of a research study that interpreted the images taken by teachers and teacher candidates of social injustices in their university communities. In this article, the authors describe results of a project that required students to use their cell phones to take two pictures of social injustices. One image was to depict injustices on their campus, and the other image presented injustices in the community. The assignment also required students to provide descriptions of the images and their representations of social injustices. These images and descriptors inform about the social lenses through which students view the educational environments and surrounding communities. The analysis revealed the emergence of three major themes with regard to social injustice at the university and in the surrounding communities: (1) injustices that prevented resource access to those with disabilities; (2) injustices that controlled access to resources based on gender stereotyping; and (3) injustices that provided access to resources based on special interest and economic privilege. Results of this study are not generalizable to teacher education in general or even to student populations at the participating institutions. Nevertheless, findings based on analysis in the current study indicate participants from the two institutions were able to legally define social injustices; however, they ignored, resisted, or did not recognize injustices that relate to more common practices involving gender, race, and class.
Preservice Teacher Burnout: Secondary Trauma and Self-Care Issues in Teacher Education
Author: Miller, Kyle
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Preservice Teacher Education,Trauma,Emotional Response,Coping,Student Teaching,Burnout,Barriers,Student Experience,Teacher Student Relationship,Well Being,Mental Health,At Risk Students,Elementary Education

This study examines preservice teacher coursework and interview data related to encountering student trauma, secondary trauma, and the role of self-care during clinical placement experiences. A thematic analysis of the data led to the identification of four main themes: the power of student stories, recognition of the many forms of trauma, preservice teacher burnout, and barriers to integrating self-care. Additionally, our analysis revealed the ways in which preservice teachers experienced secondary trauma as a consequence of forming relationships with students and listening to their stories. Some of the effects of this secondary trauma were mitigated by engaging in self-care, but those preservice teachers who felt they failed at supporting their personal wellness experienced burnout. More troubling, only one preservice teacher recognized self-care's connection to trauma-informed teaching. Our findings reveal the importance of infusing content on trauma, secondary trauma, and self-care in teacher education coursework and the need to provide professional development on trauma-informed teaching for clinical placement school sites.
Improving Supervisor Written Feedback: Exploring the &quot;What&quot; and &quot;Why&quot; of Feedback Provided to Pre-Service Teachers
Author: Flushman, Tanya
Date: 2019-00-00
Type: Journal Articles
Subjects: Feedback (Response),Written Language,Preservice Teachers,Student Teacher Supervisors,Elementary School Teachers,Secondary School Teachers,Positive Reinforcement,Observation,Knowledge Level,Self Efficacy,Classroom Environment,Beliefs,Bilingual Students,Supervision

This study examines the content (i.e., pedagogical skill) and purpose (i.e., praise or suggestion for growth) of university supervisor written feedback in order to improve the quality of observational evaluation provided to elementary and secondary pre-service teachers. Interview data reveal key factors influence the content of supervisor feedback, including the pre-service teacher's instructional context and learning needs, as well as the supervisor's content knowledge and teaching beliefs. Findings reveal supervisors provided significantly more praise versus suggestions for growth, and commented much less frequently on key practices, including supporting emergent bilinguals. Implications highlight the importance of supporting supervisors with targeted professional development opportunities which allow for critical examination of their feedback.
Show &amp; Tell: Elementary Teacher Candidates&apos; Perceptions of Teaching in High-Poverty Schools
Author: Bazemore-Bertrand, Shamaine
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Student Attitudes,Teaching Conditions,Disadvantaged Schools,Poverty,Minority Group Students,Program Effectiveness,Teacher Education Programs,Teacher Qualifications,Critical Theory,Race,Photography,Teacher Student Relationship,Cultural Differences,Whites,Cultural Awareness

A comprehensive body of literature has focused on White teachers working in high-poverty schools (Emdin, 2016; Ullucci, 2011) as well as White teachers working with students of color (Brown-Buchanan, 2015; Emdin, 2016; Ladson-Billings, 1995; Milner, 2010). However, limited studies have focused on how teacher candidates connect race and social class with respect to teaching in high-poverty schools and what support they need from teacher preparation programs to successfully teach in schools with both students who are living in poverty and students of color. In this article, the authors share findings from a study exploring how six elementary teacher candidates who completed clinical experiences in high-poverty elementary schools perceive students who attend these schools (Bertrand, 2017). Using semistructured interviews, visual data using &quot;photovoice,&quot; and group &quot;photovoice&quot; discussion sessions, they examined the following research questions: (1) How do elementary education teacher candidates perceive students who attend high-poverty schools? and (2) What do teacher candidates believe they will need from their teacher preparation program to feel prepared to teach in high-poverty elementary schools? Drawing on critical race theory (CRT; Delgado &amp; Stefancic, 2017), and specifically the concept of intersectionality, the authors attempt to disrupt deficit discourses of students living in poverty. Based on their findings, they discuss approaches within teacher education coursework and clinical practice for supporting teacher candidates in feeling prepared to teach in high-poverty schools
Engagement, Learning Styles and Challenges of Learning in the Digital Era among Nigerian Secondary School Students
Author: Samuel, Nathaniel
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Style,Secondary School Students,Barriers,Information Technology,Student Attitudes,Teaching Methods,Technology Integration,Technology Uses in Education,Student Interests,Educational Experience,Foreign Countries,Instructional Improvement,Educational Benefits,Learner Engagement

This study investigated the availability, frequency of use, learning styles, and the challenges encountered with engagement of digital devices among Nigerian secondary school students, and solutions were proffered on how the challenges could be remediated. The study is a descriptive study that used survey data. The sample consisted of 323 students from public and private secondary schools in Omu-Aran, Kwara State, Nigeria. The data collected were analysed using frequency counts, percentages and means. The study findings indicate that most schools do not have adequate digital media to facilitate good instruction. However, the available digital media were judiciously used for instruction. Further, it was found that challenges were encountered by students in the use of digital media and solutions were suggested. It was recommended that Nigerian schools endeavour to procure adequate digital media that would facilitate good instruction. Employing appropriate teaching strategies using newer learning digital technologies to identify student's strengths, interests and learning styles would go a long way in engaging students to learn actively and independently. Also, organization of seminars, workshops and training for both students and teachers on acquisition of skills would facilitate a better pedagogical experience.
Evaluation Feedback on the Functionality of a Mobile Education Tool for Innovative Teaching and Learning in a Higher Education Institution in Tanzania
Author: Mwandosya, Godfrey Isaac
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Pretests Posttests,Teacher Attitudes,Student Attitudes,Telecommunications,Handheld Devices,Management Systems,Feedback (Response),Business Schools,Instructional Effectiveness,Undergraduate Students,Educational Resources,Sharing Behavior,Costs,Learning Processes,College Faculty

This paper presents the findings of the evaluation feedback on the functionalities of a mobile education tool (MET) prototype at the College of Business Education (CBE) known as the CBEMET Prototype, in Tanzania. The paper also describes the extent to which the CBEMET Prototype adheres to the traits and ideas of Design Science Research (DSR). To evaluate the pedagogical impact of the CBEMET Prototype in a real-life learning environment setting, a sample of 40 teachers was purposefully selected and 160 undergraduate students randomly selected for an experiment from the Dar es Salaam campus of the CBE. The data were collected through in-depth interviews and questionnaires administered to both teachers and students. The results of the students' management information system course pre-test and post-test were also collected and analyzed. Thematic analysis was done in regard to the qualitative data and descriptive analysis for the quantitative data using the Statistical Package for Social Sciences (SPSS) IBM version 23. The findings reveal that the CBEMET Prototype has significantly improved the sharing of education-related resources among teachers and students and reduced the cost of producing hard copies of education resources. The prototype has sparked innovativeness among teachers and students in the teaching and learning process.
Social Science, Philosophy and Education
Author: Barrow, Robin
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Social Sciences,Scientific Research,Educational Research,Art,Humanities,Social Action,Interaction,Higher Education,Research Problems,College Faculty,Teacher Attitudes

This essay argues for the urgent need for philosophy as the necessary first step in any educational undertaking. Philosophy is involved with making fine distinctions which are necessary to clarify concepts and terms. The paper focuses primarily on the problems with an overreliance on scientific research in the social sciences, with special emphasis on the dangers posed in educational research. Three specific problems are identified. First, the emphasis on scientific research downgrades non-scientific research, which may be more appropriate as modes of inquiry in many aspects of education. Second, the emphasis on scientific research distorts research in areas such as the arts and humanities because individual success as a scholar is largely measured by criteria that make sense in the natural sciences but not necessarily in the arts. Third, and most significantly, the paper questions whether social action and interaction can be investigated in a truly scientific manner. [This paper was presented at &quot;Philosophical Issues in Education: A Symposium in Honour&quot; of Dr. Robin Barrow, held at Simon Fraser University, Vancouver, B.C. on November 2, 2018.]
Plus ça Change: The Persistence of &apos;Skill Talk&apos; in Competency Discourse
Author: Ruitenberg, Claudia
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Discourse Analysis,Interpersonal Competence,Moral Values,Elementary Secondary Education,Curriculum Implementation,Foreign Countries,Skill Development,Communication Skills,Thinking Skills,Criticism,Competence,Friendship

Robin Barrow has critiqued the use of the concept of &quot;skill&quot; for a wide range of human attributes that are not skills in the precise sense he articulated, namely: &quot;a capacity that is discrete and can be perfected through practice and exercise.&quot; Skill talk has persisted, though today commonly under the guise of &quot;competency discourse.&quot; In recent years, the British Columbia Ministry of Education has implemented a new K-12 curriculum that relies heavily on &quot;communication competency,&quot; &quot;thinking competency&quot; and &quot;personal and social competency.&quot; Based on Barrow's work, I critique the tendency to refer to a wide range of human qualities as &quot;competencies.&quot; In addition, I argue that competency discourse commits a category mistake, especially with respect to moral qualities in the &quot;personal and social competency&quot; domain. After taking a closer look at the area of &quot;personal and social competency&quot; in BC's new curriculum, I discuss the concept of friendship as an example of an area of significance to human life that cannot be reduced to competency. I close the paper by discussing why it matters that competency discourse commits a category mistake, and why philosophers of education should resist competency discourse.
Toward a Bold Agenda for Moral Education
Author: Chinnery, Ann
Date: 2019-00-00
Type: Journal Articles
Subjects: Moral Values,Values Education,Educational Methods,Philosophy,Humanism,Social Justice,Teacher Role,Individual Characteristics,Intention

In his 2006 essay, &quot;Moral Education's Modest Agenda,&quot; Robin Barrow argues for a clearly bounded conception of morality; he presents the moral domain as concerned with moral principles, and moral education as the cultivation of moral understanding. Barrow rejects behaviourism, character education, values clarification, developmentalism, and what he calls &quot;the insidious influence of political and moral correctness&quot; as practices and ideas that are irrelevant and inappropriate for moral education. While I share some of Barrow's concerns about some of these approaches, I believe he over-restricts the scope of legitimately moral concerns and what educators ought to do in the name of moral education. In this paper, I make a case for a broader and bolder agenda for moral education, putting the question of what constitutes a human life (which Barrow takes to be a non-moral question) at the very heart of morality and moral education.
In Defense of Robin Barrow&apos;s Concerns about Empirical Research in Education
Author: Martin, Jack
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Teaching Methods,Educational Research,Social Sciences,Educational Researchers,Statistical Analysis,Criticism,Psychology,College Faculty,Teacher Attitudes,Learning Processes

This paper offers a defense of Robin Barrow's main arguments in &quot;Giving Teaching Back to Teachers&quot;, including additional material concerning the inability of the aggregate data and statistical methods employed in research in education (and research on teaching) to speak to individual teachers and students or to particular classrooms. This defense and extension of Barrow's position is applied in a critique of a proposal made by Lorraine Foreman-Peck in her 2004 debate with Barrow, entitled &quot;What Use is Educational Research?&quot;, published in 2005 by the Philosophy of Education Society of Great Britain. A central confusion that attends and limits much empirical research in education and social science concerns conflation of two different senses of the concept general, as &quot;common to all&quot; or &quot;on average.&quot; The havoc this confusion plays ought not be ignored or minimized by educational researchers and their advocates who tend to exaggerate the empirical regularity in social scientific data and therefore the generalizability of social science research in education and elsewhere. [Paper presented at &quot;Philosophical Issues in Education: A Symposium in Honour of Dr. Robin Barrow&quot; (Vancouver, British Columbia, Canada, Nov 2 2018).]
Digitization in Education System and Management of Early Childhood Care Education in Nigeria
Author: Abdullahi, Nimota Jibola Kadir
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Educational Technology,Technology Uses in Education,Cooperative Learning,Game Based Learning,Early Childhood Teachers,Principals,Public Schools,Teacher Attitudes,Administrator Attitudes,Technology Integration,Classroom Techniques,Educational Practices,Educational Administration

This study investigated digitization in education system and management of early childhood care education in Nigeria. The objectives of this study are to determine the relationship between collaborative learning, game-based learning and management of early childhood care education in North-central, Nigeria. Two hypotheses were formulated and tested. Quantitative research design was used for the study. A self-designed questionnaire titled &quot;Digitization and Management of Early Childhood Care Education Questionnaire&quot; (DMECCEQ) was used to collect information for the study. This study focuses on public primary schools with early childhood care education in North-Central zone, Nigeria. The population of this study comprised all 2,729 head teachers and 5,529 teachers in public primary schools with early childhood care education in North-Central. Sample of 338 head teachers and 361 teachers were proportionally selected in the seven States with the use of Research Advisor (2006) table to determine the sample size of a known population, stratified random sampling technique was used to select primary school head teachers and teachers from the sample schools. This was to ensure that all categories of head teachers and teachers were given equal chance of being selected. The data collected were analyzed using t-test statistical analysis. All hypotheses were tested at the 0.05 level of significance. The result revealed that there was no significant difference between collaborative learning, game-based learning and management of early childhood care education in Nigeria. It was recommended that teachers should continue to make use of collaborative learning in order to increase pupils' motivation to learn, also make use of appropriate game-based learning for learners to have better self-management, opportunities for collaborative and inquiry-based learning in order to enhance effective management of early childhood care education in Nigeria.
Distributed Pedagogical Leadership Functions in Early Childhood Education Settings in Finland
Author: Heikka, Johanna
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Leadership,Leadership Responsibility,Participative Decision Making,Leadership Styles,Early Childhood Education,Teacher Role,Administrator Role,School Nurses,Cooperation,Teacher Leadership

The topic of distributed pedagogical leadership has attracted researchers' interest in early childhood education leadership. A growing body of research focuses on investigating leadership enacted between directors and teachers in ECE settings. This small-scale study aimed at identifying the functions of distributed pedagogical leadership in ECE and understanding the interdependence of leadership enactments by the centre directors and ECE teachers within ECE settings. Data on the perceptions of six ECE professionals, two ECE centre directors, two ECE teachers and two child care nurses on distributed pedagogical leadership were collected via individual interviews and written documents. The results indicated that the studied ECE professionals perceived the core functions of distributed pedagogical leadership as constructing shared visions, goals and mutual values between centre staff, developing ECE pedagogy within the centre, facilitating learning and expertise of educators, building the operational structures and the culture of the centre and enhancing efficient and participative decision-making within centres. Within all the five functions of distributed pedagogical leadership, the leadership enactment included responsibilities at both the centre level enacted by the centre directors, and at the team level enacted by the ECE teachers. All the five functions were operated within ECE centres in a way in which they had separate but interdependent leadership responsibilities. The study clearly indicated that the teachers played an active role in leading pedagogical development in their teams, and teacher leadership worked as a mediator of pedagogical leadership within the whole centre.