ethanporcaro/eric-fulltext-meta huggingface dataset:
The Contributions of Reading and Phonological Awareness for Spelling in Grade Three isiXhosa Learners
Author: Daries, Mikaela A.
Date: 2022-00-00
Type: Journal Articles
Subjects: African Languages,Reading Skills,Phonological Awareness,Spelling,Grade 3,Elementary School Students,Correlation,Predictor Variables,Reading Writing Relationship,Reading Fluency,Foreign Countries

Background: One factor which is consistently highlighted in research on literacy is the lack of understanding of how literacy develops in the Southern-Bantu languages. In particular, little is known about spelling in the Southern-Bantu languages such as isiXhosa. Objectives: Through the use of an initial exploratory study and a conceptual replication study, we examined the relationships between reading, phonological awareness, and spelling in isiXhosa grade 3 learners. The initial exploratory study sought to describe the relationships between reading and spelling, and phonological awareness and spelling in a sample of 49 grade 3 isiXhosa learners. We then conceptually replicated this study with a larger sample of 200 grade 3 isiXhosa learners. We expected that both reading and phonological awareness would be related to spelling and that the strength of the relationship between reading and spelling, and phonological awareness and spelling would vary with spelling ability, due to the changes that occur in the development of spelling. Method: Cross-sectional, quantitative secondary data were used from two different projects to answer the research questions. Tasks of phonological awareness, oral reading fluency and spelling were developed and administered to the participants. Results: We found that reading was a replicable predictor of spelling for grade 3 isiXhosa learners and that phonological awareness was influential only at the mid-range of spelling performance. Conclusion: Our findings emphasise the importance of the reading-writing connection, and lend support for what has been found for other consistently written languages, adding to the growing body of knowledge of universal predictors of spelling development.
Mathematics Subject Supervisors&apos; Role in Ensuring Quality Teaching in Preprimary and Primary Schools
Author: Ekeh, Martin C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Supervisors,Role,Preschool Teachers,Elementary School Teachers,Mathematics Instruction,Teacher Competencies,Educational Quality,Public Schools,Barriers,Resources,Teacher Morale,Faculty Development,Student Motivation,Communities of Practice,Foreign Countries,Supervisory Methods,Teacher Attitudes

Background: The need to examine mathematics subject supervisors' roles in ensuring quality performance in mathematics learning is evident in the declining performance of learners in mathematics. This is attributed to various variables such as inadequate supervision, overcrowded classrooms, inadequate and obsolete resources, disillusioned teachers and poor pedagogical content knowledge. Hence, this study examines mathematics subject supervisors' roles in ensuring quality teaching in preprimary and primary schools. Aim: This study aimed to enhance subject supervisors' role in ensuring quality teaching in preprimary and primary school mathematics. Setting: Public preprimary and primary schools in the Owerri Educational Zone of Imo State, Nigeria, served as the research setting. Methods: The research adopted the quantitative research method and a descriptive survey research design. Questionnaires were used as the instruments for data collection and were validated by experts in mathematics education. The instruments' reliability coefficients of 0.83 and 0.78 were determined using the Cronbach's alpha reliability method. The generated data were analysed using four-point Likert scales, means and standard deviations. Results: The results showed that mathematics subject supervisors did enhance quality teaching in mathematics, although they were not effective in developing communities of practice among teachers. Furthermore, both mathematics teachers and mathematics subject supervisors faced challenges of inadequate learning resources, low teacher morale, insufficient professional development, low learner motivation for mathematics and poor learning infrastructure. Conclusion: The researchers recommend developing a community of practice among teachers and organising competitions among learners as a panacea to enhance desirable qualities in preprimary and primary mathematics teaching.
Features of Online Second Language Interactional Competence in a German-Israeli Virtual Exchange
Author: Drixler, Nils
Date: 2022-12-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Exchange Programs,Videoconferencing,Discourse Analysis,German,Cooperative Learning,Communicative Competence (Languages),Interaction Process Analysis,English (Second Language),Language Teachers,Second Language Learning,Second Language Instruction,Foreign Countries,Multilingualism,Code Switching (Language),Language Usage,Native Language,Intercultural Communication,Secondary School Students,Student Teachers,Teacher Education Programs,Units of Study,Instructional Design,Hebrew

By investigating the first thirty minutes of ten initial student group meetings (cf. Rampazzo &amp; Aranha, 2019), this study explores the interactional resources that participants display during online talk-ininteraction. Multimodal Conversation Analysis is applied to the data consisting of &quot;Gesprächsanalytisches Transkriptionssystem 2&quot; (GAT2) transcriptions of recorded Zoom video conferences. Virtual Exchange (VE), also referred to as Collaborative Online International Learning (COIL), is a method of intercultural online learning in which groups of learners collaborate with partners from another culture or geographical area in an authentic and immersive setting. Despite the collaborative and immersive nature of virtual exchanges, microanalytic studies regarding interaction in this field are still underrepresented (Dooly, 2017). This is also and particularly true for the concept of interactional competence (IC) (Kramsch, 1986) which has hardly been considered in VE research so far. IC is a competence model that comprises interlocutors' interactional resources such as turn-taking, repair, sequence-organization, multimodal resources and other. This paper depicts the interactional strategies that EFL students adopt in online video team meetings. Further, it argues that some L2 IC features, such as turn-taking and multilingual resources, come with particular dynamics and characteristics in a VE context and provides examples for these practices.
Interactional Practices to Manage Epistemic Stances in Online Searches during a Computer-Mediated Conversation-for-Learning
Author: Choe, Ann Tai
Date: 2022-12-00
Type: Journal Articles
Subjects: Online Searching,Computer Mediated Communication,Second Language Learning,Second Language Instruction,Learning Activities,Communicative Competence (Languages),English (Second Language),Tutors,Videoconferencing,Epistemology,Humor,Teacher Student Relationship,Discourse Analysis,Interaction Process Analysis,Case Studies,Foreign Countries

Despite rising interests in the manifestations of second language (L2) interactional competence (IC) in online language learning activities (e.g., Balaman &amp; Sert, 2017a, 2017b), participants' interactional practices for managing epistemic stances in online searches remains largely unexplored. This paper examines how an intermediate-level learner of English jointly managed epistemics with a tutor in a text-and-voice teleconference session designed as a conversation-for-learning. The analysis focuses on web search sequences occasioned by emergent epistemic asymmetries in the ongoing talk, and how the participants leveraged resources to negotiate knowledge positions and display affiliation during online searches. Findings reveal that epistemic stance management is a prominent aspect of the IC involved in online search sequences. For example, during an online search, the tutee demonstrates his IC by citing and attributing responsibility to the source in response to epistemic primacy challenges. In the process, he also utilised affiliative resources such as laughter and a term of endearment to delicately manage disaffiliation. By focusing on the management of epistemic stances during online searches, this study informs the use of online searches in L2 learning activities to foster opportunities to perform stance-taking practices as part of the learner's IC.
Requesting on WhatsApp: The Interplay of Interactional Competence and Deontics in English as an Additional Language
Author: Malabarba, Taiane
Date: 2022-12-00
Type: Journal Articles
Subjects: Computer Software,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Student Relationship,Discourse Analysis,Longitudinal Studies,Semiotics,Comparative Analysis,Communicative Competence (Languages),Language Teachers,Portuguese,Native Language,Synchronous Communication,Foreign Countries,Adult Students

This exploratory study focuses on changes in the accomplishment of requests by an adult English as an additional language speaker/ learner interacting on WhatsApp for nine months. The analysis follows a microanalytic approach to digital interaction informed by recent developments within longitudinal conversation analysis. It unpacks the array of semiotic and interactional resources that the focal learner employs to make class-related requests to the teacher. Longitudinal comparison of four request sequences over time suggests that the differences in how the requesting posts are designed and responded to index both increased interactional competence to accomplish requests in English on WhatsApp as well as evolving socio-interactional ties between the learner and the teacher. Despite the popularity of text chats, only a handful of studies have investigated how the practices employed by additional language learners to engage in text chat interaction change over time and this work has not focused on naturally occurring interactions. The present study thereby contributes new understandings to text chat interaction with additional language speakers and to longitudinal research on interactional competence development in online settings.
Preparing Preservice Teachers to Work with Emergent Bilingual Students: Highlights from an Exploratory Service-Learning Trip to Central Mexico
Author: Casey, J. Elizabeth
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Teacher Competencies,Bilingual Students,English Language Learners,Service Learning,Foreign Countries,Experiential Learning,Self Efficacy,Student Needs,Rural Areas,Consciousness Raising,Cultural Awareness,Literacy Education,Technology Education,Screening Tests,Individualized Instruction,Learning Activities,Educational Technology

It is important to build preservice teachers' self-efficacy in working with diverse learners. During summer of 2021, faculty from a mid-sized public university in the southwest took a small group of preservice teachers into central Mexico to provide opportunities in working with diverse learners and/or emergent bilingual students. Although this foray into central Mexico was an exploratory trip to plan for future International Field-Experiences for preservice teachers, the trip involved a lot of service and a lot of learning. Jacoby (2015) defines service-learning as &quot;a form of experiential education in which students engage in activities that address human and community needs&quot; (p.1). While this project to central Mexico was not tied to any coursework, preservice teachers and university faculty engaged in service-learning that was mutually beneficial to all stakeholders. At the same time, preservice teachers gained self-efficacy in their ability to support the needs of emergent bilingual students. Students and faculty from the university worked with approximately 22 children in a remote village in central Mexico, with support from translators. Through this experience, a unique bonding experience took place. For five consecutive days, faculty and preservice teachers worked with emergent bilingual students ranging in age from four to fourteen. Only a few translators assisted with communication, but they were able to support the faculty and preservice teachers during literacy and educational technology instruction. The second author received support for translations as she conducted vision and hearing screenings for students, parents, and community members. The experience was life changing. Faculty, through this experience, recognized their own bias towards another cultures' fundamental beliefs about education and medical needs, a humbling experience. However, it prepared students and faculty to learn and grow from others with differing views.
Paper vs. Online Assessments: A Study of Test-Taking Strategies for STAAR Reading Tests
Author: Dasher, Holly
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Format,Reading Tests,School Districts,Achievement Tests,Comparative Analysis,State Legislation,Educational Legislation,Educational Change,Computer Assisted Instruction,Age Differences,Transfer of Training,Faculty Development,Test Wiseness,Elementary School Students,Middle School Students,Test Preparation,Teacher Attitudes,Web Sites

Schools around the nation are increasingly offering online testing options. House Bill (HB) 3906, passed by the 86th Texas Legislature in 2019, resulted in the STAAR redesign, which will be administered in the 2022--2023 school year. The STAAR redesign includes several components including an online test administration for the STAAR. With the change to an online platform comes many concerns related to student familiarity with an online testing platform. The purpose of this qualitative study was to identify and compare the test taking strategies that teachers in grades three through eight teach in preparation for the paper/online versions of the reading STAAR test. A group of Texas teachers participated in focus group sessions. The three primary themes reported in the findings include resources, which teachers suggested were needed to help them prepare students for an online assessment, platforms, which detailed the pros and cons of an online testing environment, and strategies, which support students as they read passages and answer test questions. Overall, the teachers found ways to transfer previously used strategies, such as pen and paper annotations, to online test administration. However, older students have an easier time with this transfer of skills than the younger students.
The Effects of Plickers on English Vocabulary Achievement, Motivation and Anxiety
Author: Babacan, Nuri
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Program Effectiveness,Grade 9,High School Students,Vocabulary Development,Academic Achievement,Anxiety,Foreign Countries,Student Motivation,Educational Technology,Technology Uses in Education,Learning Motivation

The purpose of this research is to examine whether the use of Plickers in English language teaching has any effects on students' motivation, anxiety and academic achievement. In this context, this study was held with 61 students studying in the ninth grade of a high school that is located in a rural region in the east part of Turkey. In this research, the effects of Plickers tool on students' vocabulary learning motivation, anxiety and academic achievement within the scope of English lessons were discussed. The result of the analysis showed that the motivation and academic achievement of the study group increased significantly compared to the control group. A significant increase was seen in the control group students while a significant decrease was found in the experimental group students in terms of the anxiety variable.
The Evaluation of Faculty of Education Students&apos; Self-Efficiency Beliefs for Museum Education
Author: Mollaoglu, Songül
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Efficacy,Student Attitudes,Museums,Measures (Individuals),Turkish,Teacher Education Programs,Teaching Methods,Educational Cooperation,Student Characteristics,Scores,Foreign Countries,Gender Differences,Departments

Museum education is a field that requires teachers to work with faith in school-museum cooperation. The aim of this study is to examine the self-efficacy beliefs of the students of the Faculty of Education of a university regarding museum education. 692 students studying at the Faculty of Education of a university participated in this study, which was carried out with the scanning model. The data of the research were obtained with the Student Identification Form (SIF) and the Self-Efficacy Belief Scale for Museum Education (SEBSFME). The average age of the students is 21.15 (SD: 1.801), 76% of them are women, most of them (69.7%) live in the city. 29% are in the 1st grade, 25.7% are in the 4th grade. 26.4% of the students are in Turkish Language Teaching, 21.2% in Social Studies Teaching and 15.9% in Art-Music Teaching. The mean score of SEBSFME is 80.86 (SD: 18.06). There was no significant difference between the SEBSFME mean score and variables such as age, gender, and place of residence. The difference between the students' grade level, department, visiting the museum and taking courses related to the museum was statistically significant. (p&lt;0.05). Self-efficacy belief towards museum education was found above the average scores of the Faculty of Education students. It is important for the students of the faculty of education, who are the teachers of the future, to develop their self-efficacy beliefs by being supported by museum education, which provides the development of important educational features such as questioning, research and examination.
Issues in Online Teaching: Elementary Teachers Perspectives
Author: Macur, Gregory Michael Adam
Date: 2022-12-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Online Courses,Barriers,Student Evaluation,Student Behavior,Interpersonal Communication,Learner Engagement,Social Emotional Learning,Teaching Methods,Student Motivation,Organization,Parent Participation,Lesson Plans,Instruction,Student Needs,Educational Technology,Self Efficacy,COVID-19,Pandemics,School Closing,Foreign Countries,Teacher Competencies

The purpose of this study was to identify the main problems elementary teachers face when teaching online. 13 elementary teachers were interviewed and asked to list the main problems they face when teaching online. Their answers were grouped into the following groups: Assessing students; Behaviour; Communication; Engaging students; Incorporating social-emotional learning; Instructions, modelling, demonstrating; Motivating students; Organisation; Parents over or under support; Planning and delivering lessons; Supporting students; and Technology issues. Then, 554 elementary teachers were surveyed using Microsoft Forms. The findings indicated that the four main problems teachers face when teaching online are related to assessing students, engaging students, parents over or under support and technology. When teacher votes were grouped by country, the findings correlated cross-culturally at 0.92 correlation, indicating a correlation of significance. A secondary aim of the study was to find whether teachers felt as competent in the online teaching environment as they do in the traditional classroom. The survey showed that 55% of teachers did not feel as competent.
The Impact of the Cognitive Conflict Approach on the Elimination of the Misconception in Square Root Numbers
Author: Güveli, Hasan
Date: 2022-00-00
Type: Journal Articles
Subjects: Misconceptions,Number Concepts,Mathematics Instruction,Instructional Effectiveness,Teaching Methods,Middle School Students,Grade 8,Foreign Countries,Learning Processes

This study aims to determine the effect of the cognitive conflict approach on the elimination of misconceptions in square root numbers. For this purpose, this study was conducted with 8th-grade students of a secondary school in a region of Turkey. A three tiered diagnostic test was used to determine the impact of the 5-step cognitive conflict approach in the study. This test was used as a pre-test before applications and the same test was used as a post-test after applications in the same class. The test results of the students were divided into 4 groups called &quot;misconception&quot;, &quot;lack of knowledge&quot;, &quot;lack of confidence&quot;, &quot;scientific knowledge&quot;, and these groups were also divided into categories (A, B, ...). 5-step cognitive conflict approach made some transformations between categories. The greatest transformation was the transformation of misconceptions into scientific knowledge. However, it was seen that some misconceptions (B category) continued after the applications. In light of these findings, it is suggested that teachers pay attention to the mathematical language and mathematical representations they use during instruction. Moreover, the topic of root numbers should definitely be explained using the Pythagorean Theorem, and the guidebooks should be revised accordingly.
Perceived Challenges and Parental Involvement in Inclusive Education: An Exploratory Study of Primary Schools in Pakistan
Author: Virani, Zubaida
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Parents,Special Needs Students,Inclusion,Parent Participation,Barriers,Comprehension,School Administration,Parent Teacher Cooperation,Educational Facilities,Teacher Education,Teacher Student Relationship,Parent Attitudes

This study aimed to explore the challenges perceived by teachers towards inclusive education in primary schools in Pakistan. It also highlighted the importance of parental involvement in promoting inclusive education. Despite promises, the local government seems to have failed to provide equal access to education for all children in Pakistan. Among various hindrances, negative attitudes of the public, particularly among teachers and parents towards inclusive education can be considered the most significant deterrents to inclusive education in primary schools in Pakistan. Using an exploratory qualitative research design, in-depth interviews were conducted with primary school teachers (n = 15 selected purposively) and parents (n = 5 selected purposively) having children with special needs. Having a pre-decided inclusion criterion, schools were selected using the purposive sampling technique. The findings of the study reveal that a successful inclusive education setup requires proper comprehension of inclusive education and diversified learning needs, responsible school management, and enhanced parent-teacher relationship. Schools are recommended to conduct awareness programmes for inclusive educational setups. There is also the need for teachers' training programmes to address the need for inclusive education in society.