ethanporcaro/eric-fulltext-meta huggingface dataset:
Inquiry Notebooks for Twenty-First-Century Skill Development
Author: Wonder, Kelly
Date: 2020-00-00
Type: Journal Articles
Subjects: Inquiry,Student Journals,21st Century Skills,Skill Development,College Freshmen,English Instruction,Reflection,Metacognition,Cues,Student Evaluation,Feedback (Response)

With the emphasis on building twenty-first-century skills in learners, English language teachers are challenged to find activities that will build English language proficiency while promoting higher-order thinking in the target language. One reason is that an individual learner's zone of proximal development (ZPD) for language proficiency and for critical thinking may be different. ZPD--the difference between the learner's ability to solve problems independently in relationship to his or her ability to solve problems with guidance (Vygotsky 1978)--is an important concept to consider when developing twenty-first-century skills. Inquiry-based learning takes ZPD into consideration by using scaffolding to guide the learner through the process of posing questions, thinking critically about issues, and solving problems (Chu et al. 2017). One method to incorporate inquiry-based learning into a language classroom--and help students process their experience, develop language proficiency, and build twenty-first-century skills--is through inquiry notebooks. The transition from high school to college can be difficult socially and academically, and many learners do not have a formal outlet to share their experiences. This led the author to use inquiry notebooks with first-year university students to get them to think critically about their college experience, both in and out of the classroom. This article will explain the rationale and describe the procedures to implement inquiry notebooks as an instruction tool to put twenty-first-century skills in reach for English learners.
L1 and L2 Writing Differences: From Understanding to Practice
Author: Barone, Susan M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Native Language,Second Language Learning,Second Language Instruction,English (Second Language),Transfer of Training,Writing Processes,Contrastive Linguistics,Comparative Analysis,Writing Instruction,College Students,Foreign Students,Error Patterns,Secondary School Students,Teaching Methods,Educational Resources,Language Teachers,Instructional Improvement,Sentences,Form Classes (Languages)

When it comes to L1 and L2 differences in second-language writing, some researchers are not fully convinced that there is a fundamental difference. However, when comparing L1 and L2 writing, many would agree that macro- and micro-level writing characteristics exist and overlap (Eckstein and Ferris 2018). This article identifies some of the consistent differences between L1 and L2 writing in English through a review of existing literature and practical observations from consultants at the Vanderbilt University English Language Center who provide one-to-one writing support for L2 university students at the U.S.-based institution. The L1 and L2 writing differences are presented in three categories: word-level, sentence-level, and global-level. Frequent tendencies and common errors of L2 writers are featured within the categories. To support the transfer of information into practice, the authors also include tips and sample activities for each of the three categories of L1 and L2 writing differences. While much of the information in this article could be transferred across L1 and L2 learning contexts, the tips and activities described have been selected for intermediate to advanced L2 learners in secondary or tertiary academic settings. The main goal is to provide an accessible resource for English-language instructors who are seeking to better understand L1 and L2 writing differences to improve their teaching practice.
The TAWOCK Conceptual Model at Content Knowledge for Professional Teaching in Vocational Education
Author: Arifin, Zainal
Date: 2020-09-00
Type: Journal Articles
Subjects: Technological Literacy,Andragogy,Pedagogical Content Knowledge,Vocational Education,Vocational Education Teachers,Expertise

Now days, the integration of technology in the concept of learning is the trend in global education. The conceptual framework model is a general reference, and the only concept is Technology, Pedagogy, and Content Knowledge (TPACK). However, vocational education has knowledge of specific content, so adjusting conceptual models in professional learning is important to learn and offer. The purpose of this study is to evaluate the concept of TPACK into the concept of vocational education to improve the professionalism of vocational teachers in content knowledge. The author discusses the knowledge structure of vocational fields that are built based on work, content, technology, and the suitability of the learning approach. Based on the results of the article found a new construction in building knowledge in the field of vocational education with special expertise characteristics and shifting pedagogical concepts towards andragogy in learning concept. The results of the analysis recommend the TPACK concept transformed into the Technology, Andragogy, Work, and Content Knowledge (TAWOCK) concept in vocational learning.
Challenges in Using Authentic Assessment in 21st Century ESL Classrooms
Author: Aziz, Muhammad Noor Abdul
Date: 2020-09-00
Type: Journal Articles
Subjects: Performance Based Assessment,English (Second Language),Second Language Learning,Language Teachers,Experienced Teachers,Teacher Effectiveness,Foreign Countries,Teacher Attitudes,Teaching Load,Teacher Education

This paper seeks to explore the challenges faced by excellent teachers in preparing for authentic assessment in their English as a Second Language (ESL) classrooms. This qualitative case study involving six excellent teachers was based on purposive sampling. Data sources in this study used classroom observation and a series of semi-structured interviews with the excellent teachers. Thematic analysis was used to identify emerging themes from the codes gathered from the interviews and observations. Data showed that excellent teachers faced multiple challenges prior to preparing for authentic assessment. They have also been using variations of authentic assessment to help children in their learning besides accurate documentation and extensive reading from around the globe to equip themselves with the current knowledge. Since there is no clear guideline for teachers who practice authentic assessment in their classes, this study provided some insights on the preparations and the use of authentic assessment as part of their teaching and learning process.
Bullying Behavior among Students
Author: Ulfah, Maria
Date: 2020-09-00
Type: Journal Articles
Subjects: Grade 8,Grade 9,Bullying,Interpersonal Communication,Peer Influence,Gender Differences,Predictor Variables,Adolescents,Parent Child Relationship,Foreign Countries

This study aimed to investigate whether communication patterns, peers' involvement and gender different can be the predictors of adolescent bullying behavior. This study involved 193 adolescents of grade 8 and 9 with the most adolescents of 14 years old who had filled in questionnaires. The results showed the prevalence of adolescent involvement in bullying which was 62.69%. Parental communication patterns have an OR = 1.64 (95% CI=0.87-3.09). Peers involvement in bullying behavior (OR=1.92; 95% CI=1.01-3.66). Adolescent girls were more involved in bullying behavior (59.59%) compared to adolescent boys (OR=3.32; 95% CI=1.69-6.54). Poor parental communication patterns, peers influence negatively predict to the bullying behavior in adolescent. Bullying is higher in boys than girls where as boys has a greater chance of bullying than girls. Therefore, bullying intervention programs are needed in schools.
Social and Emotional Learning in Education and Care Policy in Croatia
Author: Ljubetic, Maja
Date: 2020-09-00
Type: Journal Articles
Subjects: Social Emotional Learning,Educational Policy,Foreign Countries,Competence,Policy Analysis,Self Management,Interpersonal Competence,Self Concept,Decision Making,Early Childhood Education,Elementary Secondary Education

Worldwide practises and then scientific research is showing that social-emotional learning represents a highly promising approach for positive development and adjustment, improvement of academic success in children and even prevention of behavioural problems. But despite these findings, there is no systematic approach in the implementation of the social-emotional learning in Croatia, and the practice of it is not yet structured and comprehensive and occurs rather occasionally and spontaneously. This paper is trying to ascertain is there a formal and legal platform for implementing social-emotional learning in the crucial documents that regulate educational and care practises in Croatia. The analysis of the documents was conducted according to the criterium of key social-emotional competencies and the associated social-emotional skills.
Unveiling a New Taxonomy in Education Field
Author: Aripin, Muhamad Afzamiman
Date: 2020-09-00
Type: Journal Articles
Subjects: Taxonomy,Holistic Approach,Educational Objectives,Student Evaluation,Metacognition,Islam

Taxonomy is a set of hierarchical models that is applied to classify educational learning goals or objectives into a certain level of complexity. Many models have been developed and implemented to suit the educational settings of schools or educational institutions around the world. Realising the importance of educational taxonomy, the purpose of this paper is to explore the function and role of the taxonomy framework used in education, especially through the lens of Bloom, Anderson and SOLO's (Structure of the Observed Learning Outcome) framework. In addition, this concept paper also aims to formulate a more holistic alternative taxonomy based on the concept of Syed Muhammad Naquib Al-Attas. Research on Bloom, Anderson and SOLO's taxonomies is not intended to deny the role and contribution of existing taxonomies, but to provide an alternative and space in creating a balanced system of cognitive classification of students through teaching and learning as well as in the evaluation system.
Student Retention in Indonesian Private University
Author: Talar, Yulianti
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Academic Persistence,School Holding Power,Private Colleges,Student Satisfaction,Peer Relationship,Self Efficacy,Time to Degree,Employment Level,College Attendance,Student Characteristics,Grade Point Average,Social Support Groups

Private universities require more effort to retain student students so that these students can complete their studies and then work in the community. Through this research, input will be given to the study program regarding the improvement that must be made so that the private university can compete with the public university and educate the nation's children. Data collection was obtained through questionnaires and observations to 209 students. Data was processed by Discriminant Analysis, Crosstabulations, Correlations Analysis, and statistical descriptive methods. Independent variables that significantly affect student retention are satisfaction with the closeness of social relationships with fellow students, student confidence to graduate on time, student confidence to get a good career after graduation, and college attendance. Study program still has to work hard to make improvements to increase satisfaction and students' engagement level.
Register Variation in Word-Formation Processes: The Development of &quot;-ity&quot; and &quot;-ness&quot; in Early Modern English
Author: Rodríguez-Puente, Paula
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Variation,Language Styles,English,Diachronic Linguistics,Morphemes,Standard Spoken Usage,Language Research,Speech Communication,Written Language,Oral Language,Nouns,Morphology (Languages),Computational Linguistics

This paper traces the development of two roughly synonymous nominalizing suffixes during the Early Modern English period, the Romance &quot;-ity&quot; and the native &quot;-ness.&quot; The aim is to assess whether these suffixes were favored in particular registers or followed similar paths of development, and to ascertain whether the ongoing processes of standardization and vernacularization may have affected their diachronic evolution. To this purpose, the type frequencies and rates of aggregation of new types of the two suffixes were analyzed in seventeen different registers distributed along the formal-informal and the speech-written continua. Results indicate that &quot;-ness&quot; tends to lose ground in favor of &quot;-ity&quot; between the sixteenth and the eighteenth centuries, a change which seems to have begun in formal written registers and spread towards 'oral' ones, probably aided by a general trend in written registers for the adoption of a more learned and literate style during the eighteenth century.
Shaping the Other in the Standardization of English: The Case of the &apos;Northern&apos; Dialect
Author: Ruano-García, Javier
Date: 2020-00-00
Type: Journal Articles
Subjects: English,Computational Linguistics,Dialects,Standard Spoken Usage,Lexicography,Foreign Countries,Language Attitudes,Phonology,Spelling,Pronunciation,Vocabulary,Diachronic Linguistics,Geographic Regions

This paper explores the other side of standardization by looking at one of the early modern regional varieties of English that remained outside the &quot;consensus dialect&quot; (Wright, 2000: 6). Drawing on Agha's (2003) framework of &quot;enregisterment,&quot; I examine a selection of literary representations of the 'northern' dialect that are now included in &quot;The Salamanca Corpus&quot; (García-Bermejo Giner et al., 2011-), as well as contemporary lexicographical evidence on northern words. My aim is to provide a window into contemporary ideas that saw and constructed the North as the 'other', whilst showing, as a result, that such views were immediately relevant to how the dialect and their speakers were imagined and represented alongside the emerging standard. To do so, I undertake a twofold quantitative and qualitative analysis of the evidence to identify the repertoire of forms that were associated with the dialect and the values attributed to such forms.
Using Question Grids to Scaffold, Monitor, and Evaluate Communicative Practice
Author: Goode, Ruth
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Classroom Communication,Communicative Competence (Languages),Large Group Instruction,Learning Activities,Questioning Techniques,English (Second Language),Classroom Techniques,Introductory Courses,Grammar,Vocabulary Development

Teaching large classes of students who aren't familiar with communicative activities can be challenging. One of the biggest challenges is to ensure that all students participate actively, especially if the teacher isn't able to pay close attention to them. One useful and simple strategy to help students stay on task for longer when doing communicative activities is to use a grid. There are so many ways to use this simple technique. Grids are effective in a variety of contexts, at a variety of levels, and, as the examples in this article show, with a variety of target language. They promote communicative interaction and are especially useful for students who are new to communicative classrooms.
Professional Experience in Australian Initial Teacher Education: An Appraisal of Policy and Practice
Author: Ledger, Susan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Educational Policy,Educational Legislation,Educational Finance,Financial Support,College School Cooperation,Partnerships in Education,Supervision,Teacher Education Programs,Educational Change,Federal Government,Mentors,Cooperating Teachers,Teacher Role,Time,Stress Variables

Legislative guidelines regulate professional experience within initial teacher education (ITE) but little is known about teacher educators' perspectives on how these guidelines are operationalised. ITE providers, in collaboration with school partners, implement a range of programs designed to develop pre-service teachers' 'classroom readiness'. We examine how current legislation influences the delivery of professional experience, the provision of funding, and support for university-school partnerships and in-school supervision. This analysis highlights ambiguities in the interpretation of the legislative guidelines, creating a disconnection between policy and practice, an over-reliance on the 'good will' of key stakeholders, and competing demands between the 'actual' and 'hidden' costs of professional experience. Without reform of both policy and practice ITE providers will continue to be constrained when attempting to meet regulatory expectations. These findings demonstrate a need for government departments and ITE regulators to work more closely to improve integration of policy and practice for professional experience.
Cultivating Positive Work Contexts That Promote Teacher Job Satisfaction and Retention in High-Need Schools
Author: Ansley, Brandis M.
Date: 2019-03-00
Type: Journal Articles
Subjects: Teaching Conditions,Quality of Working Life,Job Satisfaction,Teacher Persistence,Faculty Mobility,Stress Variables,Teaching Load,Teacher Administrator Relationship,Leadership Effectiveness,Collegiality,Public Schools,Special Schools,Special Education Teachers,Students with Disabilities,Emotional Disturbances,Severe Disabilities,Elementary Secondary Education,Correlation,Educational Legislation,Equal Education,Federal Legislation,At Risk Students

Teacher turnover continues to perpetuate shortages in U.S. schools, particularly within settings that serve students with disabilities, economic disadvantages, or other obstacles to their education. Recent studies suggest high teacher turnover in high-need settings is not reflective of problems associated with the needs of their students, but instead is a result of high stress and job dissatisfaction due to poor working conditions. This article reports results of a survey on the working conditions and quality of work experiences of public school teaching staff that served students with multiple risk factors. The school provided services for students whose least restrictive environment was a separate school for those with intense emotional disturbance needs. In addition, most of the students experienced economic hardship and had histories of childhood trauma, behavior problems, and academic underachievement. The majority of respondents indicated they were satisfied with their working conditions and quality of work experiences. Correlational analyses revealed that participant job satisfaction was most strongly associated with perceptions of supportive school leadership and positive relationships with administrators and other personnel. Given the survey results and findings of other recent studies, recommendations for practice for special education leaders and administrators in other high-need schools are discussed.
A Systematic Review of Photovoice as Participatory Action Research Strategies
Author: Suprapto, Nadi
Date: 2020-09-00
Type: Journal Articles
Subjects: Literature Reviews,Photography,Social Action,Action Research,Participatory Research,Intellectual Disciplines

Photovoice research is conducted by researchers to communicate images or photographs, and it has high confidence in analyzing the value, story or meaning of an image. Several previous studies that examined photovoice as a research strategy were analyzed and reviewed. This systematic review used an article selection process. It was defining the purpose, conducting a literature search, pulling articles by reading abstracts, reading the full paper, data abstraction, and conducting an analysis. The photovoice article selection was classified into education, health, and social science domain. Finally, forty-one articles have been reviewed with the total of participants involved ranged from five to fifty individuals. The majority of research method in the articles was participatory action research (PAR) through qualitative inquiry or field visits. Meanwhile, the research instruments used photography, documentation, observation, and interviews. In various fields of research, photovoice is able to increase the understanding of individuals or groups to interpret the content of an image or photo.
Development of a Taxonomy of Policy Levers to Promote High Quality School-Based Counseling
Author: Morshed, Mohammad Mahboob
Date: 2020-11-00
Type: Journal Articles
Subjects: Taxonomy,School Counseling,Educational Policy,School Counselors,Competence,Counselor Role,Personnel Selection,Counselor Evaluation,Counselor Certification,Counselor Training

There is a lack of an established framework or taxonomy in the academic literature to systematically analyze school counseling policies. This study was conducted to fill in this gap. Specifically, the researchers propose an initial taxonomy developed based on review of relevant school counseling policy documents and research. The proposed taxonomy has 21 policy levers grouped under seven policy foci covering school counselors' initial competence, continuing competence, effective school counseling practices, planning and evaluation of school counseling, distinct school counselor roles, hiring of school counselors, and the continual improvement of school counseling system. The Taxonomy is still in a developmental stage with a focus on improving its comprehensiveness through studies that identify additional policy levers from different countries. The authors also invite other academics and practitioners to conduct case studies using the taxonomy that will provide important knowledge to further improve the taxonomy.
Values and Dispositions of Omani Novice Teachers as Perceived by School Principals and Assistant Principals
Author: Al Seyabi, Fawzia
Date: 2020-00-00
Type: Journal Articles
Subjects: Values,Personality Traits,Beginning Teachers,Principals,Assistant Principals,Administrator Attitudes,Influences,Teacher Effectiveness,Public Schools,Foreign Countries

Equipping teacher candidates with values and dispositions has become an important part of the conversation about effective teaching and teacher preparation programs are increasingly expected to integrate dispositions in their agenda. The purpose of the present study is two-folded. It aims at investigating the kind of dispositions of novice Omani teachers as perceived by school principals and assistant principals. It also aims to identify the type of factors that affect the shaping of novice teachers' dispositions/values. Interviews were conducted with ten school principals and five assistant principals from various public schools in two different directorates of education in Oman. Data of the interviews were analyzed qualitatively by identifying the most emerging themes in terms of the most and least developed dispositions as well as factors shaping them. Findings revealed that dispositions related to ambition and flexibility were highly observed among novice teachers while dispositions related to sense of belonging and commitment and responsibility were less observed. The study also showed that there was a range of factors shaping the development of novice teachers dispositions ranging from broader macro factors such as how the society views a teacher and the appointment situation in Oman to more micro institutional factors such as the huge demands of the job and the type and level of support that schools provide to novice teachers. The paper makes recommendations relevant to both teacher preparation programs and the Ministry of Education.