ethanporcaro/eric-fulltext-meta huggingface dataset:
Motivation and Attitude as the Fuel to Develop English Language Classroom Activities: A Self-Determination Study
Author: Molina Leal, Yendli Soranny
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Motivation,Student Attitudes,Class Activities,Self Determination,Grade 10,High School Students,Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Affective Behavior

This research study assesses the levels of attitude and motivation that tenth-grade students manifest during English Language classroom activities. The study follows the Self Determination Theory to analyze these students' levels of attitude and motivation in the classroom activities proposed by an English Language teacher at a public school in Bogotá. Findings demonstrate that there are four different types of activities presented and developed by the participating teacher. The students express their levels of motivation with a high percentage in perceived competence, and their levels of negative attitude with a low percentage in pressure and tension. An emergent result displays teachers' imposition, students' attention, and obtaining rewards or punishments during the classroom activities process.
Non-Normative Corporalities: Transgender/Blind Identity in an English as a Foreign Language Student Teacher
Author: Ubaque-Casallas, Diego
Date: 2020-00-00
Type: Journal Articles
Subjects: LGBTQ People,English (Second Language),Language Teachers,Student Teachers,Identification (Psychology),Sexual Identity,Foreign Countries,Blindness,Social Theories,Social Bias,Femininity

Little international research exists on EFL (English as a Foreign Language) student teachers regarding non-normative corporalities: transgender and blind identities. Similarly, few studies in Colombia have investigated transgender/blind EFL student teachers to understand the various dimensions of their identities. This research study explores the transgender/blind identities of an EFL student teacher in Colombia. The study interpreted identity as multiple and fluid in order to understand how transgender identity serves as a lens to shape the process of becoming a teacher. Findings suggest that transgender/blind identities are molded from experiences that either modify or re-construct the self. The study revealed that the notion of gender/disability is contested when the idea of transgender/ blind works as a personal mechanism to question the existing normativity of one's own body and self. Identity is then presented as a series of choices and performances situated in time that are validated in the transgender and blind status.
Statistics for Classroom Language Assessment: Using Numbers Meaningfully
Author: Giraldo, Frank
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Tests,Statistics,Scores,Test Results,Decision Making,Criterion Referenced Tests,Foreign Countries,English (Second Language),Test Interpretation

Large-scale language testing uses statistical information to account for the quality of an assessment system. In this reflection article, I explain how basic statistics can be used meaningfully in the context of classroom language assessment. The paper explores a series of statistical calculations that can be used to examine test scores and assessment decisions in the language classroom. Therefore, interpretations for criterion-referenced assessment underlie the paper. Finally, I discuss limitations and include recommendations for teachers to use statistics.
The Impact of Raising Awareness of the Speech Act on Speaking Ability across Gender and Proficiency Level
Author: Ghayebi, Kobra
Date: 2020-00-00
Type: Journal Articles
Subjects: Consciousness Raising,English (Second Language),Second Language Instruction,Gender Differences,Individual Differences,Speech Acts,Foreign Countries,Pretests Posttests,Speech Skills,Language Proficiency

The present study intended to investigate the possible effects of speech acts strategies on Iranian beginner and intermediate EFL learners' speaking ability. The first step in conducting this research was the administration of QPT [Quick Placement Test] as the homogenizing tool. It was administered to 180 beginners and intermediate EFL learners. After analyzing the results, 80 males and females as starters and 80 males and females as intermediate subjects were chosen. Then, the beginner and intermediate EFL learners were randomly divided into control and experimental groups (including 40 beginner male and 40 female EFL learners in each class). Next, a pretest of speaking was administered to all the participants and the experimental groups received speech act role play as treatment. However, the researcher did not use any treatment of speech acts in control groups. After ten sessions, the posttest was administered to all participants. The findings suggested that awareness raising on speech acts resulted in a better speaking ability as compared to the simply traditional teaching of speaking for Iranian intermediate and beginner EFL learners. Additionally, intermediate EFL learners' achievement in speaking was not in line with the beginner EFL learners' achievement in the corresponding group. Finally, it was found that gender does not interact with awareness raising on speech acts in such a way as to produce a statistically significant effect on the beginner and intermediate EFL learners' speaking ability.
Developing Communities of Practice in School-University Partnerships
Author: Murtagh, Lisa
Date: 2018-00-00
Type: Journal Articles
Subjects: School Community Relationship,Partnerships in Education,Universities,Teacher Education Programs,Preservice Teacher Education,Elementary Schools,Graduate Study,Educational Research,Communities of Practice,Foreign Countries

The study underpinning this paper developed from a review of current practice with regard to partnership in a Postgraduate Initial Teacher Education Programme in England. Typical partnership activity between the university and partnership schools centred round the needs of the trainee teacher, however the aim of the study was to re-envisage this through the development of a collaborative partnership model focused on developing school-university research-based practice. Teacher professional knowledge was married with the expertise of university staff to facilitate systematic school-based enquiry. This paper reports on a qualitative study involving four university participants and seven participants from primary schools who were involved in the school-based enquiry project. Analysed through the lens of the concept of a &quot;Community of Practice&quot; (CoP), the findings illustrate the practice, relationship and role changes that occurred. In the discussion, the main factors that contributed to the development of this particular CoP are considered: both their strengths and limitations.
How Can Student Peer Assessment Be Used to Improve the Quality of Student Learning?
Author: Kulenovic, Edina
Date: 2018-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Educational Quality,Foreign Countries,Formative Evaluation,Cooperative Learning,Preservice Teachers,Feedback (Response),Assessment Literacy

This study looks at student peer assessment as a learning tool and a way of enhancing student learning at a university in England. Peer assessment is a formative process and has the aim of improving student understanding of learning as it happens, through assessing each other's work against set marking criteria. In addition, the aim is to improve students' subject knowledge, the quality of learning and ultimately the quality of summative assessments. Peer assessment has gained increased popularity in the recent years, with the growing focus on collaborative learning (Pearce, Mulder and Baik, 2009). The aim of this study was to determine if peer review, as part of formative assessment, can improve student understanding of the assessment process, which, in turn, should improve student learning. Moreover, the study was designed as a resource for improving for teaching staff, who may wish to consider integrating student peer assessment in their modules. Although there are benefits and limitations to using this method in teaching, the study suggests that the benefits outweigh the difficulties and recommends that student peer assessment is used as an alternative way of finding the balance between different forms of assessment.
Cultural Implications for Learners&apos; Effectiveness as Governors of Schools in Rural South Africa
Author: Gamede, Vangeli Wiseman
Date: 2020-08-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Student Participation,Participative Decision Making,High School Students,Cultural Influences,Barriers,Governance,Interaction,Student Attitudes,Educational Environment,Interpersonal Relationship,Adults,Self Esteem,African Culture

The South African Schools Act, 84 of 1996, articulates the establishment of School Governing Bodies, which authorises stakeholders such as parents, educators and learners to participate actively in decision-making processes pertaining to school governance. The Act further stipulates that learners, through the Representative Council of Learners, should be afforded full opportunity to participate in crucial decisions by the broader governing body. The reason for undertaking the study reported on here was triggered by the concern raised by various authors about the high level of ineffectiveness of learners as governors of schools in South Africa. This study explored and analysed the significance of culture in relation to learners' effectiveness as governors of schools in rural South Africa. A qualitative research approach, based on a purposive sampling method and interviews, was espoused by engaging members of the Representative Council of Learners in certain selected high schools of the Harry Gwala district in KwaZulu-Natal. The findings of the empirical study investigation divulged that culture was one of the main impediments to learners' effective school governance in the rural South African setting. The study recommends the intervention of the Department of Education, with the view of creating an environment conducive to active learner participation in school governance in rural areas.
Fostering Equity and Inclusion at the Clerc Center and Gallaudet University: Three Perspectives
Author: Montalvo, Lisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Diversity,Minority Group Students,Deafness,Hearing Impairments,American Sign Language,English Language Learners,Diversity (Faculty),Student Needs,Parent Attitudes,Trust (Psychology),Hispanic American Students,Foreign Countries,Language Usage,Social Justice,Teaching Methods,Korean Americans,Educational Environment

In February 2019, a counselor, a project manager, and a teacher from the Laurent Clerc National Deaf Education Center were chosen as inclusive excellence ambassadors to the Gallaudet University Division of Equity, Diversity, and Inclusion. As inclusive excellence ambassadors, Lisa Montalvo, Taiyabah Naeem, and Lia Bengtson believe the division's motto that in diversity there is strength and beauty; and they are committed to strengthening diversity--with its strength and beauty--in the Gallaudet community. In this article, co-authors Montalvo, Naeem, and Bengtson each reflect on the ways in which they have been able to support deaf and hard of hearing students and allow others to see the importance of having diverse professionals in the school community. This article contains the following sections: (1) Helping Parents Trust the School More (Lisa Montalvo); (2) Taking Charge, Building Pride (Taiyabah Naeem); and (3) Teaching through a Social Justice Perspective (Lia Bengtson).
Principals&apos; Views on the Implementation of the No-Fee Policy through the Lens of Capability Theory
Author: Barnett, Emma Priscilla
Date: 2020-08-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Attitudes,Program Implementation,Financial Policy,Fees,School Policy,Knowledge Level,Barriers

The purpose of the study reported on here was to investigate the implementation of the no-fee schools policy in quintile 1 schools in the Frances Baard district of the Northern Cape province. The South African schooling system categorises schools into quintile 1 to 5 schools, and, since 2006, disadvantaged learners in quintiles 1 to 3 have been exempted from paying fees. This study explored the perceptions of school principals regarding the implementation of the no-fee policy in the South African context, by applying a capability approach, which offers a novel perspective. In the study we used a descriptive design located within the qualitative tradition. Nine principals from quintile 1 schools were purposively selected as participants. Data were collected using semi-structured interviews, and a thematic framework was used for analysis. The findings indicate that the no-fee schools policy is only implemented partially by stakeholders (principals and school governing bodies). Furthermore, it was found that there is a lack of knowledge about the content of the policy which consequently inhibits effective implementation. Based on the findings, it is recommended that the Department of Education monitors the implementation of the no-fee policy more closely.
Homeless Students&apos; Lived Experiences in Postsecondary Institutions and Academe: A Hermeneutic-Phenomenological Study
Author: Roth, Steven
Date: 2020-00-00
Type: Journal Articles
Subjects: Homeless People,Student Experience,College Students,Vocational Schools,Postsecondary Education,Community Colleges,Poverty,Peer Relationship,Residential Institutions,Urban Areas,Economically Disadvantaged,Social Isolation

This study of homeless students' existential experiences was focused on urban community colleges and postsecondary vocational schools and universities. Homeless students encounter unique existential challenges, yet homeless students have proven abilities to access resources essential for their academic pursuits. The study results showed homeless students are attracted to institutions with open-door polices that facilitate access to financial resources and are staffed by accommodating faculty. Among this study's findings are that homeless students camouflaged ubiquitous signs of their homelessness by concealing their indigent status. Yet, homeless students sought and desired to socialize and maintain relationships with their peers. All the participants in this study were pursuing their studies with ambitions and aspirations to graduate and start businesses to emancipate themselves from homelessness and re-enter the macro-society. This data driven study contributes new insight to the phenomenon of homeless students and new knowledge on homeless students' life worlds and their existential experiences in higher education institutions. The study's findings, applications, and usefulness target natural audiences made of educators, academic administrators, and private and political stakeholders. Additionally, this study may be used to advocate for the welfare of homeless students to private and public agencies as well as organizations that promote social policies for indigent populations, including development projects of residential hostelry for homeless students.
Teaching Affirmative Action in the Classroom: Locating Justice and Interrogating Meritocracy
Author: Tran, Hoang Vu
Date: 2020-00-00
Type: Journal Articles
Subjects: Affirmative Action,Social Justice,Social Systems,Ability,Intelligence,Access to Education,Higher Education,Court Litigation,Selective Admission,College Entrance Examinations,Grade Point Average,Racial Bias,Racial Discrimination

Affirmative action in education is once again in the media and cultural spotlight. The Trump administration, along with a decidedly rightward shift on the Supreme Court, signal a bleak outlook for affirmative action policies in higher education. However, as educators, we can also use this historical moment to have robust and critical conversations in our classrooms centered on advancing justice and interrogating the polemics of meritocracy--a concept that undergirds much of the affirmative action narrative. This paper seeks to provide social justice-oriented educators with the critical tools necessary to have meaningful classroom conversations about the historical and contemporary narrative of the affirmative action debate.
What Exactly Are We Doing Here? Reflections on the Role of Critical Educational Studies
Author: Lopez, Josue
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Research,Urban Education,Multicultural Education,Social Justice,Critical Theory,Praxis,Racial Bias,Social Class,Definitions,Race,Ideology,Propaganda,Misconceptions,Educational Practices

In advancing the struggle for social justice in education, we often advance an anti-racist praxis in our classrooms. However, students, teachers, and others trying to make sense of our praxis--oftentimes well-intentioned in their queries--will ask &quot;why are we always talking about race?&quot; and &quot;why do we only present one perspective and one position (a &quot;liberal&quot; one) in this class?&quot; These questions are relevant and require us to clarify what exactly are we doing in critical educational studies? As a former K-12 teacher, an instructor of Urban Education, Multicultural Education, and as a critical educational researcher, I seek to ask--and answer--three questions pertinent to critical educational studies: (1) What does it mean to study Urban Education? (2) Why do we focus on race and racism in social justice work, and why not just focus on class? (3) Why do some people attempt to equate critical educational studies with left-wing propaganda? I begin by examining the difference between education and pedagogy in order to advance a definition of critical educational studies, and then advance claims to answer the aforementioned questions. I close the piece by providing three points of consideration in our educational praxis as well as concluding reflections around responsibility, education, and our trajectory for the future.
Voices of Resilience: Female School Principals, Leadership Skills, and Decision-Making Techniques
Author: de Bruyn, Nicolette
Date: 2020-08-00
Type: Journal Articles
Subjects: Resilience (Psychology),Women Administrators,School Administration,Principals,Leadership Effectiveness,Administrator Education,Decision Making,Skill Development,Coping,Mentors,Early Experience,Promotion (Occupational),Administrator Attitudes,Foreign Countries

In this article we report on a qualitative study which explored the life narratives and career trajectories of female school principals, to determine resilience factors in the principalship position. The female principals' voices and lived experiences were principle focus areas, not barriers or challenges they faced. In-depth insights were provided by narrative analysis as research methodology. Fifteen in-service female principals were selected from one school circuit in the Mpumalanga province of South Africa. An interdisciplinary theoretical framework was used to guide the interpretation of the participants' perspectives, using change theory, the ethics of care, and resilience psychology. Findings of the study reveal, among others, that female principals had to be prepared theoretically, practically, and psychologically for the principalship, and that mentoring and learning leadership skills were profoundly valued. These key factors lead to both career and life resilience, and can be imparted to prospective principals.
Social Media Commenters&apos; Understanding of the Antecedents of Teacher-Targeted Bullying
Author: de Wet, Corene
Date: 2020-08-00
Type: Journal Articles
Subjects: Social Media,Internet,Computer Mediated Communication,Bullying,Attribution Theory,Power Structure,Teacher Student Relationship,Interprofessional Relationship,Teacher Characteristics,Student Characteristics,Teacher Attitudes

This article reports on the findings of a small-scale, extant, qualitative social media research study on commenters' understanding of the antecedents of teacher-targeted bullying. Comments on an article posted by Sarah Sorge (2013) on &quot;The Educator's Room&quot; were used as data source. Guided by an ecological model and the attribution theory, the study identified victim and perpetrator attributes, colleagues' indifference and unprofessionalism, school management's lack of leadership and failure to address the problem, as well as socio-cultural factors and policy changes as antecedents of teacher-targeted bullying. It is argued that conventional teacher-learner power relations are flawed due to the unsupportive, even antagonistic attitudes of parents, colleagues, society at large, people in leadership positions and policy makers towards the victims of teacher-targeted bullying. It is concluded that, despite ethical dilemmas, the advent of the Internet and social media has created opportunities for researchers to use comments posted on the Internet as a data source to investigate teacher-targeted bullying.
Physics-Mathematics Associations: Evidence from TIMSS Student Achievements
Author: Sanchez, Joje Mar P.
Date: 2020-09-00
Type: Journal Articles
Subjects: Physics,Science Achievement,Mathematics Achievement,Elementary Secondary Education,Achievement Tests,International Assessment,Foreign Countries,Science Tests,Mathematics Tests,Comparative Education,Grade 4,Grade 8

The study aimed to determine the extent of associations of physics, mathematics, and between physics and mathematics based on the results of the 2007, 2011, and 2015 Trends in Mathematics and Science Survey achievement tests. Utilizing educational data mining and correlational data analysis (significance set at [alpha] = 0.05), this study's findings revealed that there was a significant positive correlation between elementary physics and secondary physics (r = 0.821, [rho] = 0.045), between elementary mathematics and secondary mathematics (r = 0.914, ? = 0.011), between elementary physics and elementary mathematics (r = 0.914, [rho] = 0.011), and between secondary physics and secondary mathematics (r = 0.891, [rho] = 0.017). With these findings, the study concluded that physics and mathematics in elementary and high school are significantly associated that physics is not significantly associated with previous-level mathematics and that advanced courses in physics and mathematics are not associated with the secondary counterparts. Furthermore, implications toward physics education in the Philippines are formulated.
Pre-Service Science Teachers&apos; Conceptions of Sound: The Role of Task Value Beliefs
Author: Yerdelen, Sündüs
Date: 2020-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Middle School Teachers,Scientific Concepts,Concept Formation,Misconceptions,Value Judgment,Science Education,Physics,Predictor Variables,Thinking Skills,Public Colleges,Learning Strategies,Questionnaires,Foreign Countries

This study aimed to determine the extent of pre-service science teachers' (PTS) process and materialistic understanding of sound concept and the role of their task value beliefs in their scientific conception of sound. With this aim, the Sound Concept Inventory Instrument (SCII) was translated and adapted to Turkish. The SCII was administered to 320 PTS from four universities across Turkey. The average percentages of correct responses of PTS to the main and subcategory questions of the SCII showed that PTS hold both materialistic and process views of sound. Moreover, the results of the regression analysis indicated that PTSs' task value belief was a significant predictor of their scientific view of sound. Based on these findings, a number of recommendations have been suggested for PTS education programs in Turkey.