ethanporcaro/eric-fulltext-meta huggingface dataset:
Labeling the World: The 3P Framework for Critiquing and Reconstructing Our Categorization Processes
Author: Brown, Kara D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Comparative Education,Foreign Countries,Classification,Power Structure,Global Approach,Educational Research

Scholars and students of comparative education routinely, and often reflexively, categorize places with labels that have complex and problematic histories, connotations and associations. Both comparative education classrooms and scholarship will benefit from reflecting on the dynamics of labeling places. We seek to provide a framework for analyzing the main issues and risks associated with labeling with a heuristic we call the 3P framework. It invites students and scholars to consider the ways in which power, perspective, and plurality are expressed through the terms we apply to places. Through this framework, we identify common pitfalls in labeling. We provide a table with open access resources that critically examine many of the most important and common geographic labels in our field. To illustrate how these issues are manifested in particular contexts, we provide two vignettes, on South Asia and Estonia. The vignettes show how issues of power, perspective and plurality are manifested through the labels used and applied in specific places where we conduct research. Finally, we examine how the labeling process is situated in specific contexts and how meaning is culturally rooted; in doing so, we explain how the exclusive use of English-language labels in this piece is necessarily incomplete. The piece concludes with recommendations for teaching with this framework and for producing comparative education scholarship that deploys labels with greater reflexivity and intentionality.
Conceptualising Scientific Theory-Law Relationship among Pre-Service Teachers with Different Academic Abilities in Science
Author: Jain, Jasmine
Date: 2020-10-00
Type: Journal Articles
Subjects: Scientific Concepts,Preservice Teachers,Science Achievement,Academic Ability,Foreign Countries,Scientific Literacy,Knowledge Level

For learners to achieve science literacy and become effective citizens who can make informed judgement on science-related issues in their daily lives, many studies have called for robust understanding of Nature of Science (NOS) among science learners. This study echoed the same sentiment, focusing on an aspect of NOS--the relationship between scientific theories and laws, among first year pre-service teachers. In this phenomenographic study, 10 participants were involved to address two research questions, which are (1) What are the varied ways first-year pre-service teachers experienced NOS, specifically pertaining to the relationship between scientific theories and laws? (2) What is the variation in conceptions held by first-year pre-service teachers about the scientific theory-law relationship based on their academic ability in science? The findings suggest that the participants still conceptualise science knowledge as an objective epistemology, with 2 main categories of how theory-law relationship can be conceptualised. It was also found that there is no difference in terms of conceptualising these NOS aspects among participants of different academic science abilities. This paper also discusses the findings in relation to the current literature and provides some implications to the teacher preparatory programmes.
A Framework for Capacity Building in Adult and Workforce Education Programming
Author: Roumell, Elizabeth A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Federal Legislation,Labor Force Development,Capacity Building,Guidelines,Needs Assessment,Policy Analysis,Program Development,Sustainability,Adult Education

Recent Workforce Innovation and Opportunity Act legislation in the United States has initiated increasingly complex and multi-tiered systems for program implementation in the adult learning, career training, and workforce development sectors. The paper presents a conceptual framework to assist in understanding capacity building for implementation of adult and workforce education programming. The framework synthesizes a number of policy models, dimensions, and definitions for program delivery and capacity building. A capacity building framework can be applied for conducting policy analysis, needs assessment, and evaluation to underscore how the execution of ambitious policy initiatives and the sustained use of effective practices in communities and institutions, is more likely to be effective if the implementation process begins with a clear understanding of the program model and policies themselves. It also assists in building an active investment in and intentional cultivation of systemic capacity for implementation. Efforts at executing new initiatives without attending to system-level development and scaffolding support structures are prone to ineffective realization and poor program sustainability.
Moments of Intersectionality: Moving Invitational Theory into Practice through a Constructivist Approach
Author: Brown, Hilary
Date: 2016-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Graduate Students,Foreign Countries,Educational Theories,Holistic Approach,Educational Methods,Reflection,Educational History,Social Bias,Social Justice,Socioeconomic Influences,National Programs,Personal Autonomy

The study explored in this paper describes a course that was purposefully designed using a constructivist approach to teaching and learning. The intent was to stimulate learning within a traditional classroom environment with the specific aim to promote the retention of theory in such a manner that student's would apply it into his/her own professional practice. Eighteen graduate students participated in a teaching, learning, and development course in a university in Southern Ontario, Canada, and learned both invitational and holistic approaches to education. Using constructivist strategies such as self-selection of journal articles and developing a personal synthesis project to name but two, students were encouraged to deeply reflect on their current professional practice in light of both invitational and/or holistic theories of education. This teaching approach encouraged both the retention of knowledge and more importantly the subsequent application of invitational theory into both their personal and professional lives.
The Lessons of the Churn: Adult Basic Education and Disciplining the Adult Learner
Author: Jacobson, Erik
Date: 2020-00-00
Type: Journal Articles
Subjects: Adult Basic Education,Adult Students,Dropouts,Welfare Services,Efficiency,Homeless People,Adult Literacy,Stopouts,Access to Education,Barriers

Each year in the United States, hundreds of thousands of people enroll in adult basic education (ABE) classes but leave before completing a level or accomplishing their goals. The persistence of this phenomenon may indicate that it is a feature of the system, rather than an unforeseen outcome. Research on other types of social service provision (e.g., welfare) suggests that seemingly inefficient systems are actually intentionally constructed to discipline the population in need of assistance. From this perspective, learners' experience of the churn within the ABE system may be just as important as their time in the classroom.
Hawa Learns to Write: Strategies for Handwriting Instruction
Author: Downs-Kuritz, Dana
Date: 2020-00-00
Type: Journal Articles
Subjects: Handwriting,Writing Instruction,Teaching Methods,English (Second Language),Second Language Instruction,Adult Education,Refugees,Immigrants,Writing Apprehension,Adult Students

I teach the beginning level English as a Second Language classes at the Don Bosco School for Adults in Kansas City, Missouri. We service refugees and immigrants from all over the world. In the beginning level classroom, many refugee students require guidance and instruction when they use writing utensils. They do not know how to draw basic shapes, and format letters by hand. I have developed a methodology for instructors who encounter the same unique challenge of teaching adults how to write. A series of steps for helping adults develop handwriting skills is presented in the following article. This article is written for adult basic education instructors who hope to improve their students' handwriting ability and proficiency.
Development and Validation of an Instrument to Measure STEM Teachers&apos; Instructional Preparedness
Author: Ramli, Nur Farhana
Date: 2020-10-00
Type: Journal Articles
Subjects: STEM Education,Test Construction,Teacher Effectiveness,Item Response Theory,Test Reliability,Foreign Countries,Science Teachers,Content Validity,Construct Validity

STEM education curriculum is an effort mainly targeted for stakeholders to increase students' interest in STEM as well as to meet future workforce demand. Teachers' instructional preparations are an important part to the overall effectiveness of the teaching and learning process. This study focuses on the development and validation process of STEM Teachers' Instructional Preparedness Instrument (STEMTIP). The study comprises ten steps ranging from development to validation phase. Social constructivist theory, 5E instructional model and STEM teaching and learning approach model were used as the basis for the development of this instrument. There were 51 items initially generated using inductive and deductive approaches which include face validity, content validity, construct validity and criterion validity as were confirmed by the experts', and statistical results of Rasch model and regression analysis. The reliability analysis also demonstrated acceptable consistency for the instrument. After going through the validity process, a total of 41 items remained as final items for this instrument. Full details of reliability analysis, validation along with implication for practice are discussed.
What Happens in Student Teaching, Stays in Student Teaching: Variability of Practice in Similar Residency Settings
Author: Eberhard, Brian
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Teaching,Student Teachers,Teacher Education Programs,Student Teacher Evaluation,Scores,Teaching Styles,Teacher Effectiveness,Teacher Student Relationship,Cooperating Teachers,Student Centered Learning,Pedagogical Content Knowledge

In this study, we closely followed two teacher candidates (Scott and Dan) and their mentors through their student-teaching residencies using the following two questions to guide our investigation: (1) what did teaching look like in Scott's and Dan's classrooms? and (2) how did key student-teaching residency structures and forces enable and constrain Scott's and Dan's teaching practices? Using cultural historical activity theory (CHAT) as a theoretical lens, we found that although both candidates were given marks of proficient to excellent on the formal student-teaching assessments, the social and cultural complexities in their contexts held significant supports for professional growth for one candidate and hinderances for the other. This holds implications for teacher preparation programs with regard to program and candidate evaluation.
The Case for Mandatory Literacy Training for Elementary Education Principals
Author: McGeehan, Catherine
Date: 2020-10-00
Type: Journal Articles
Subjects: Literacy Education,Instructional Leadership,Resource Allocation,Correlation,Academic Achievement,Principals,Administrator Education,Reports,Elementary Schools,Metacognition,Administrator Effectiveness,Masters Programs,Educational Administration,Course Descriptions,Program Descriptions

The focus of this study was to examine how well Educational Leadership programs prepare principals to serve as literacy leaders. The role of a school leader is complex and multifaceted involving managerial duties and resource allocation (Jenkins, 2009). Yet, the primary role of the school leader is &quot;…to promote the learning and success for all students&quot; (Lunenburg, 2010, p. 1). In a 2017 report commissioned by the Learning Policy Institute, Sutcher, Podolsky and Espinoza noted a strong positive correlation between instructional leadership and student achievement. This raises questions and concerns regarding the extent to which leadership preparation programs are preparing K-12 leaders for an essential facet of their future work such as literacy instruction. Considering the findings in this study, the educational community might consider requiring educational leadership candidates to take courses in literacy in an effort to help them propel their teachers forward, prior to distributing principal certifications.
Examining South Korean University Students&apos; Interactions with International Students
Author: Lee, Andrea Rakushin
Date: 2020-10-00
Type: Journal Articles
Subjects: Undergraduate Students,Foreign Students,Interaction,Intercultural Communication,Classroom Communication,Barriers,Social Integration,Student Attitudes,Campuses,Program Development,Cultural Awareness,Communication Problems,Foreign Countries,Language Proficiency

This mixed method case study examines South Korean university students' social and academic interactions with international students. Data included a closed-ended survey, an open-ended survey, and a focus group. The participants comprised university students studying at a mid-sized university in central South Korea. Results indicate that students generally feel indifferent about interacting with international students and stated that communication barriers and lack of contributions by international students on assignments lead to less interaction. Moreover, quantitative data reveals a lack of interest in interacting with international students. To improve interaction, students recommended providing more opportunities to communicate in the classroom and taking intercultural communication classes to increase understanding of diverse cultures. Additionally, students recommended sharing dorm rooms with international students, creating more social activities for interaction, and developing language, culture, and mentoring programs. Various practical and theoretical implications are discussed to help improve social and academic interactions and increase intercultural communication on campus.
Direct Writing, Translated Writing, and Machine-Translated Writing: A Text Level Analysis with Coh-Metrix
Author: Chon, Yuah V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Translation,Computational Linguistics,Second Language Learning,English (Second Language),Korean,Computer Software,Writing (Composition),College Students,Cues,Writing Evaluation,Syntax,Connected Discourse,Sentence Structure,Teaching Methods,Second Language Instruction,Native Language,Writing Instruction,Foreign Countries

While learners may have access to reference tools during second language (L2) writing, the latest developments in machine translation (MT), such as &quot;Google Translate&quot; requires examination as to how using the tool may factor into the second language learners' writing products. To this end, the purpose of this study was to examine how MT may have an effect on L2 learners' writing products relative to when writers wrote directly in L2, or translated a text to English from Korean. EFL university learners were asked to write for prompts that were counterbalanced for three writing modes and three writing topics. The learners' writing products were analyzed with Coh-Metrix to provide information on text characteristics at the multilevel. The results indicate that MT could facilitate the learners to improve fluency and cohesion, produce syntactically complex sentences, and write concrete words to express their target messages. Pedagogical implications are provided for how MT can be used to improve the quality of the L2 learners' writing products.
Research of Social Phobia Status in Children after Swimming Activity
Author: Sahin, H. Murat
Date: 2020-10-00
Type: Journal Articles
Subjects: Aquatic Sports,Anxiety,Children,Athletics,Summer Programs,Stress Variables,Stress Management,Early Adolescents,Age Differences,Place of Residence,Family Income,Gender Differences,Foreign Countries,Interpersonal Relationship

The aim of this research is to examine the social phobia status of children who are trained three days a week in swimming activity in summer sport activities. For some children, the swimming learning process can be a source of stress in itself, sometimes even at the level of social phobia. There are thoughts and researches in the directions that the level of social phobia is minimized, especially social, cultural, reconstructive and sport activities. In this context, it is thought that knowing to what extent the swimming activity affects social phobia status will be important by families, educational institutions and sports scientists besides contributing to the literature. In quantitative research type, single group pre-test / posttest model, which is one of the weak experimental patterns, was applied with simple random sampling method. This study constitutes the universe of children between 6 and 14 years of age who enroll in the swimming activities in 8 different neighborhoods in Kahramanmaras, where they are given free training for two months within the scope of 2017 summer sports activities. In the study, in the analysis of the data obtained as a result of the answers given to the survey statements consisting of the expressions of the Çapa Scale of Social Phobia for Children and Adolescents, percentage and frequency analyzes were included for demographic information. Binary comparisons in Pretest and Posttest Social Phobia scores were analyzed with Wilcoxon Signed Rank Test, Mann-Whitney U Test for variables in variables and Kruskal Wallis Test in multiple comparisons. In this study, in which the Social Phobia (SP) status of children participating in swimming activities was investigated, there was no statistically significant difference between the Pretest and Posttest total scores, and there was no significant difference in age, residence and family monthly income levels, although there was a significant difference in gender within the group.
The Flipped Classroom Approach for Tourism English Learners
Author: Chang, Hyung-ji
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,Tourism,Second Language Learning,Second Language Instruction,English (Second Language),Problem Solving,Teaching Methods,Instructional Effectiveness,Comparative Analysis,Flipped Classroom,Student Attitudes,College Students,Foreign Countries

The purpose of this study was to investigate the effect of the Flipped Classroom (FC) approach on Tourism English learning. For the study, 93 students in a Tourism English (TE) course were encouraged to participate in the FC activities, designed by the PARTNER (Preparation, Assessment, Relevance, Team activity, Nub lecture, Evaluation and Reflection) model. A quasi-experiment was conducted for 15-weeks of a semester, and the effectiveness of the FC activities on the TE learning was analyzed in accordance with the course satisfaction, problem-solving skill, and collective efficacy. The problem-solving skill survey was designed to measure the cause analysis, alternative development, practice, and assessment, while the collective efficacy survey comprised items related to fostering leadership, exchanging ideas, evaluating ideas, and integrating ideas. In the findings, the FC activities showed the positive effect on the development of the problem-solving skills, collective efficacy, and course satisfaction. The pedagogical implications are discussed in terms of the FC activities on Tourism English learning in this study.
Disagreement Strategies Used by Speakers of English as a Lingua Franca in Business Meetings
Author: Alzahrani, Alaa Ahmed
Date: 2020-06-00
Type: Journal Articles
Subjects: Business Communication,Official Languages,English (Second Language),Second Language Learning,Persuasive Discourse,Computational Linguistics,Language Usage,Meetings,Intercultural Communication,Business English,Discourse Analysis,Cooperation,Classification,Communication Strategies

Numerous studies have attested to the consensus-orientation and cooperative nature of English as a lingua franca (ELF) interactions. However, limited attention has been given to moments of disagreements in ELF communication, with most of the little existing work focusing on disagreements in ELF academic or informal contexts. Consequently, little is known about how ELF users display disagreement in real-life business contexts. For this reason, this study examined disagreement expressions in five ELF business meetings drawn from the VOICE corpus to understand the nature of disagreement in ELF interactions. Following the identification of disagreement instances, the study used Stalpers's (1995) framework to investigate whether the disagreement was accompanied by a mitigation strategy that reduces its impact. It was found that the examined ELF business speakers express their disagreement in both mitigated and unmitigated forms with a marked preference for using mitigated expressions, indicating that the appropriate linguistic choice for expressing disagreements in a between-company business meeting is a mitigated disagreement form. Another main finding is the frequent use of disagreement utterances, suggesting that ELF speakers do not merely seek consensus, but they also raise objections and state their different opinions. One implication of these findings is that ELF encounters might not be as consensus-seeking and mutually supportive as suggested in previous works. Taken together, the findings of the present study extended the existing body of work on ELF disagreement and, in general, added further to our understanding of ELF interaction.
Sarawak Pua Kumbu: Aesthetics Lies in the Eye of the Beholder
Author: Wahed, Wan Juliana Emeih
Date: 2020-10-00
Type: Journal Articles
Subjects: Aesthetics,Audiences,Cognitive Processes,Gender Differences,History,Design,Art,Questionnaires,Cultural Background,Geographic Regions,Cultural Maintenance,Foreign Countries,Knowledge Level,Age Differences,Educational Attainment,Income

The beauty of Pua Kumbu is not merely a cultural expression but it also represents the wealth of information to pass from one generation to another. The art of creating Pua Kumbu design motifs is based on the body of knowledge gathered through collective memory, and the conservation of Pua Kumbu's knowledge and history. The aesthetic perception stimuli from the audiences are complicated cognitive processes. Hence, this study aims to measure the aesthetic perception of 400 participants on design motifs applied on the cloth according to their gender and background using ARS-Revised [Art Reception Survey-Revised] questionnaire. The findings revealed that female participants exhibited a greater knowledge of Pua Kumbu compared to their male counterparts. Participants from Sarawak perceived higher in cognitive stimulation, knowledge, and self-reference which indicated that they were more likely to be knowledgeable about Pua Kumbu. Participants from Sabah demonstrated the lowest in both cognitive stimulation and expertise despite Sabah being situated in the same region as Sarawak in Borneo. Gender and background of the participants are concluded to exert significant influence on the knowledge in Pua Kumbu design motifs. Knowledge of Pua Kumbu is crucial for the appreciation of aesthetics in preserving the culture and heritage of Sarawak, Malaysia at its best. The findings of this study may interest scholars and researchers in the unique Malaysian heritage.