ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaborating with Urban Youth to Address Gaps in Teacher Education
Author: Brown, Tara M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Urban Areas,Teacher Competencies,Student Diversity,Low Income Groups,Minority Group Students,At Risk Students,Cultural Awareness,Teacher Expectations of Students,Caring,Racial Bias,Language Usage,Social Bias,Barriers,Teacher Effectiveness,Whites,Teacher Education Programs,Preservice Teachers,Action Research,Student Attitudes,African American Students,Hispanic American Students,Attitude Change,Consciousness Raising,Intervention,Interviews,High School Students,Participatory Research

Research shows that many of the predominantly White and middle-class teachers are unprepared to teach an urban public school population increasingly comprised of low-income children of color. Lack of cultural competencies, low expectations of and lack of caring for students, and racial/ethnic, linguistic, and class biases are all cited as barriers to the success of teachers in urban schools (Bollin, 2007; Brown &amp; Rodríguez, 2009; Howard &amp; Milner, 2014; Rodríguez, 2012; Williams, 2013), and as this and other studies suggest, these barriers are not limited to White teachers (Conchas, 2001; Lynn, Bacon, Totten, Bridges, &amp; Jennings, 2010; Whitney, 2009). At the crux of the problem is the fact that many pre-service teachers have significant gaps in the critical knowledge they need to connect pedagogically and personally with children from backgrounds different from their own. Adding to these difficulties is the relative isolation of teacher education programs from the urban communities that many of their pre-service teachers will one day serve. This disconnection profoundly impedes understandings--among both university faculty and students--of the significance of the social, economic, and political contexts that profoundly impact what happens in urban schools. In this article the authors highlight two initiatives that sought to address these gaps in pre-service teachers' knowledge through participatory action research (PAR) with urban youth. Specifically, they examine how, within these projects, negative perceptions about low-income Black and Latino youth among some pre-service teachers were revealed through their direct engagement with these young people and how this helped the authors themselves, as teacher educators, to better understand and address their students' knowledge gaps. Included are recommendations for further implementing the direct involvement of urban youth as partners in teacher education to address some ways in which pre-service teachers are often unprepared for success in urban schools.
Algerian EFL University Teachers' Attitudes towards Computer Assisted Language Learning: The Case of Djilali Liabes University
Author: Bouchefra, Miloud
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Instruction,English (Second Language),College Second Language Programs,Teacher Attitudes,Affective Objectives,Cognitive Objectives,Behavioral Objectives,Predictor Variables,Adoption (Ideas),Intention,Questionnaires,Access to Computers,Faculty Development,Technology Uses in Education,Educational Practices

Computer Assisted Language Learning (CALL) is still groping its way into Algerian English as a Foreign Language (EFL) classroom, where Information Communications Technologies (ICTs) are defined in terms of occasional use of computers and data projectors for material presentation in the classroom. Though major issues in the image of the lack of training and absence of facilities are clearly apparent, stakeholders' attitudes are a decisive aspect that needs to be mapped out if we are to alter the current situation. Thus, the present work aims at investigating EFL university teachers' attitudes towards CALL at Djilali Liabes University (western Algeria). The current work is a cross-sectional descriptive study that explores teachers' attitudes across the three domains (affective, cognitive, and behavioural) and investigates other related aspects that may help indicate teachers' likelihood to adopt CALL in the future. The results are promising as the investigated population not only demonstrated a clearly positive attitude towards CALL but also manifested a number of signs that indicate their likelihood to adopt CALL in the future if circumstances are favourable.
Causes of Grade Nine Students' Grade Retention in General Secondary Schools of Dabat Woreda in North Gondar, Ethiopia
Author: Eyasu, Nahom
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Grade Repetition,Secondary School Students,Grade 9,Etiology,Performance Factors,Correlation,Teacher Surveys,Administrator Surveys,Class Size,Attendance,Truancy,Counseling Services,Teacher Effectiveness,Language of Instruction,Parent Background,Child Labor,Gender Differences,Questionnaires,Student Surveys,Social Influences,Student Characteristics,Time Factors (Learning),Mixed Methods Research

One of the great problems of Ethiopia for the educational arena is retention. Averagely 8.07% of each year of the secondary education students is repeated due to lack of achievement in this country. The percentage of retention in a country shows what proportion of students is regularly repeated in the same grade and who are, therefore, committing different crimes and misbehaved behaviors. Grade retention predicts many negative student outcomes: the frustration and humiliation associated with repeating the curriculum, combined with one's physical size, may result in an increase in aggression and oppositional behavior. The main purpose of this study was to investigate some of the causes that contribute to grade nine students' grade retention in general secondary schools of Dabat district. It has attempted to identify the major factors under two headings: in-school and out-of-school factors to present separate area of intervention. In order to attain the objectives, the study was carried out in two general secondary schools which were selected using comprehensive sampling techniques. The study involved 264 (M = 106 &amp; F = 158) grade repeaters and 44 teachers and 2 principals. The data gathered were analyzed using percentage, mean, Spearmen rank order correlation coefficient and t-test. Based on the result of the analysis, among the in-school factors, the highest percentages were observed for difficulty of language of instruction, students' failure to study hard, poor quality of teaching, lack of guidance and counseling and frequent absenteeism of students were in-school related. On the other hand, low level of family income, parent (pupils) health problem, lack of parents support and child labor were identified as the major out-of-school causes for grade retention in grade nine secondary schools. It was also found out that the combined effect of both in-school and out-of-school factors was important in explaining students' grade retentions in the secondary schools of the district. The incidence of the problem is relatively higher among girls than among boys.
Silence, an Eye of Knowledge
Author: Aghamohammadi, Mehdi
Date: 2017-04-00
Type: Journal Articles
Subjects: Literacy,Educational Philosophy,Mythology,Painting (Visual Arts),Islam,Religion,Knowledge Level

One of the conspicuous features of the twentieth-century West was silence. This idea could be supported by examining reflections of Ludwig Wittgenstein, Fritz Mauthner, John Cage, Samuel Beckett, Ihab Hassan, Franz Kafka, Wassily Kandinsky, Jean-Paul Sartre, Virginia Woolf, Wolfgang Iser, Jacques Derrida, and Pierre Macherey. To me, silence is not a mere theory, but rather a phenomenon from which we can get practical benefits. I believe silence is an eye, eye of knowledge. We can broaden our knowledge of the world through silence. To convey the idea that silence is an eye, I have concocted the word s[circle with dot in center]lence, where [circle with dot in center] has replaced the letter i and stands for the eye. This means knowledge can enable us to see, thereby acquiring knowledge of, what used to be invisible, and accordingly unknowable. In other words, through silence, we can achieve a certain type of literacy. I substantiate this claim by exploring the Horus myth, Ojo de Dios, John Cage's 4' 33,&quot; the nature of Expressionist paintings, Hinduism, thoughts of Hermes Trismegistus and Ibn al-Arabi, and practices of Mohammad, the prophet of Islam.
The Interpretative Phenomenological Analysis (IPA): A Guide to a Good Qualitative Research Approach
Author: Alase, Abayomi
Date: 2017-04-00
Type: Journal Articles
Subjects: Phenomenology,Qualitative Research,Research Methodology,Semi Structured Interviews,Experience,Usability,Models,Sample Size,Selection Criteria,Data Collection,Coding,Data Analysis,Participant Characteristics

As a research methodology, qualitative research method infuses an added advantage to the exploratory capability that researchers need to explore and investigate their research studies. Qualitative methodology allows researchers to advance and apply their interpersonal and subjectivity skills to their research exploratory processes. However, in a study with an interpretative phenomenological analysis (IPA) approach, the advantageous elements of the study quadruple because of the bonding relationship that the approach allows for the researchers to develop with their research participants. Furthermore, as a qualitative research approach, IPA gives researchers the best opportunity to understand the innermost deliberation of the 'lived experiences' of research participants. As an approach that is &quot;participant-oriented,&quot; interpretative phenomenological analysis approach allows the interviewees (research participants) to express themselves and their &quot;lived experience&quot; stories the way they see fit without any distortion and/or prosecution. Therefore, utilizing the IPA approach in a qualitative research study reiterates the fact that its main objective and essence are to explore the &quot;lived experiences&quot; of the research participants and allow them to narrate the research findings through their &quot;lived experiences.&quot; As such, this paper discusses the historical background of phenomenology as both a theory and a qualitative research approach, an approach that has transitioned into an interpretative analytical tradition. Furthermore, as a resource tool to novice qualitative researchers, this paper provides a step-by-step comprehensive guide to help prepare and equip researchers with ways to utilize and apply the IPA approach in their qualitative research studies. More importantly, this paper also provides an advanced in-depth analysis and usability application for the IPA approach in a qualitatively conducted research study. As such, this paper completely contrasted itself from many books and articles that are written with the premise of providing useful and in-depth information on the subject-matter (phenomenology, as a qualitative approach).
Strategies for Educators of Bilingual Students: A Critical Review of Literature
Author: Sclafani, Chris
Date: 2017-04-00
Type: Journal Articles
Subjects: Literature Reviews,Bilingual Students,Educational Strategies,Educational Practices,Teacher Education,Parent Education,Culturally Relevant Education,Teaching Methods,Higher Education,Elementary Secondary Education

The education of bilingual students is a rather popular topic among educators in today's schools. Frequently, articles and research focus upon a singular phenomenon or strategy in this field. This literature review is aimed at providing teachers of students of all grade levels and ages with a guide containing prevalent theories and ideas related to providing high quality instruction to students with bilingual backgrounds. Educational practices such as translanguaging and the integration of biliteracy can assist students in using their native tongues along with the dominant language of their given settings. Additionally, the usage of cooperative groups and language buddies not only creates a sense of &quot;fitting in&quot; for new bilinguals, but also recognizes the ideology that young learners will learn the social aspects of a new language prior to learning the more academic and formalized version of speaking. Both new and experienced teachers would benefit from training that relates to these culturally responsive teaching strategies. There are also sections within this piece that promote the usage of community and parent outreach methods that aim to improve the school experience for all involved parties. The overarching goal of this literature review is providing teachers with a variety of literature connected to relevant theory and useful strategies that could potentially assist them in better understanding bilingual students, as well as enhance their overall knowledge base of this subject matter.
Detecting Learning Strategies with Analytics: Links with Self-Reported Measures and Academic Performance
Author: Gaševic, Dragan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Engineering Education,Educational Research,Data Collection,Data Analysis,Learning Strategies,Correlation,Blended Learning,Data Interpretation,Self Evaluation (Individuals),Effect Size,Academic Achievement,Questionnaires,Integrated Learning Systems,Multivariate Analysis,Formative Evaluation,Summative Evaluation

The use of analytic methods for extracting learning strategies from trace data has attracted considerable attention in the literature. However, there is a paucity of research examining any association between learning strategies extracted from trace data and responses to well-established self-report instruments and performance scores. This paper focuses on the link between the learning strategies identified in the trace data and student reported approaches to learning. The paper reports on the findings of a study conducted in the scope of an undergraduate engineering course (N = 144) that followed a flipped classroom design. The study found that learning strategies extracted from trace data can be interpreted in terms of deep and surface approaches to learning. The detected significant links with self-report measures are with small effect sizes for both the overall deep approach to learning scale and the deep strategy scale. However, there was no observed significance linking the surface approach to learning and surface	strategy nor were there significant associations with motivation scales of approaches to learning. The significant effects on academic performance were found, and consistent with the literature that used self-report instruments showing that students who followed a deep approach to learning had a significantly higher performance.
Interview with Muhammad Affan Othman on Small Changes
Author: Nimehchisalem, Vahid
Date: 2017-04-00
Type: Journal Articles
Subjects: Community Organizations,Community Change,Fund Raising,Change Agents,Organizational Objectives,Disadvantaged,Research Needs,Educational Practices,Foreign Countries

Small Changes, a community organization in Malaysia (www.smallchangesmy.org), was founded in 2011 to raise funds and provide support for underprivileged individuals in the community. With an interesting tagline of &quot;Cultivating Volunteerism, Empowering Generations&quot; this community organizations has raised hundreds of thousands and has attracted tens of Malaysian students from local and overseas universities. The team consists of an enthusiastic group of young Malaysians who believe that it is possible to create big differences in the community with small changes. I had the pleasure of meeting the team in one of their social event in Kuala Lumpur. What you are going to read is the responses provided by the Vice President of Strategic Planning Unit, Mr. Muhammad Affan Othman, who kindly consented to an E-mail interview.
Output-Based Instruction, Learning Styles and Vocabulary Learning in the EFL Context of Iran
Author: Rastegar, Behnaz
Date: 2017-04-00
Type: Journal Articles
Subjects: Cognitive Style,English (Second Language),Second Language Learning,Foreign Countries,Teaching Methods,Learning Processes,Statistical Analysis,Conceptual Tempo,Oral Language,Measures (Individuals),Vocabulary Development,Second Language Instruction,Indo European Languages,Reflection,Control Groups,Experimental Groups,Comparative Analysis,Language Tests,Language Proficiency,Intervention,Pretests Posttests,Error of Measurement,Quasiexperimental Design

Language learners' productive role in teaching and learning processes has recently been the focus of attention. Therefore, this study aimed at investigating the effect of oral vs. written output-based instruction on English as a foreign language (EFL) learners' vocabulary learning with a focus on reflective vs. impulsive learning styles. To this end, 131 learners were chosen among 182 learners by taking Nelson vocabulary proficiency test. Next, the participants received a valid Persian version of reflective thinking (Kember et al., 2000) and Barratt, Patton and Stanford (1975) BIS (Barratt's Impulsiveness Scale) 11 impulsiveness questionnaires, based on which both experimental groups were divided into impulsive and reflective subgroups, but the control group consisted of both impulsive and reflective learners. After 15 sessions of intervention and based on the results through one-way ANOVA and independent t-test it was concluded that both oral output and written output had significant effect on vocabulary learning of reflective and impulsive EFL Learners. It was also observed that the effect of both oral output and written output on impulsive (oral group's mean = 21.04; written groups' mean = 21.75) learners and reflective learners (oral groups' mean = 22.38; written group's mean: 22.23) is not significantly different. Pedagogical implications are discussed.
Rhythm in Ethiopian English: Implications for the Teaching of English Prosody
Author: Gashaw, Anegagregn
Date: 2017-01-00
Type: Journal Articles
Subjects: Language Rhythm,Language Variation,English (Second Language),Second Language Learning,Foreign Countries,Syllables,Phonology,Pronunciation,Semitic Languages,Native Language,Intonation,Pronunciation Instruction,Second Language Instruction,Computer Software,Acoustics,Teaching Methods

In order to verify that English speeches produced by Ethiopian speakers fall under syllable-timed or stress-timed rhythm, the study tried to examine the nature of stress and rhythm in the pronunciation of Ethiopian speakers of English by focusing on one language group speaking Amharic as a native language. Using acoustic analysis of the speeches recorded from four Amharic speaking learners and two Canadian native speakers of English, comparison was made between pitch contours and length of speeches between speech samples of Amharic speakers with native speakers who are used in this study as a point of reference. The result of acoustic analysis showed that Amharic native samples displayed actual peaks on almost all words, taking longer time of articulation. It can be said that acoustic measures the study used for prosodic assessment of Ethiopian English exemplified the most occurring production tendencies of pronunciation that learners should give attention to. English pronunciation teaching to Ethiopians should involve the practice of stressing, un-stressing and rhythm to help learners improve their pronunciation from the influence of the syllable-timed rhythm of their mother tongue.
Metaphorical Competence: A Neglected Component of Communicative Competence
Author: Sabet, Masoud Khalili
Date: 2016-01-00
Type: Journal Articles
Subjects: Figurative Language,Communicative Competence (Languages),Language Usage,Second Language Learning,Grammar,Pragmatics,English (Second Language),Foreign Countries,Linguistic Theory,Language Fluency,Psycholinguistics

The ability to comprehend and use metaphors in L2 which is referred to as metaphorical competence is an important issue in second language acquisition. Metaphors are so pervasive in our life that we might not realize their presence and simply neglect them even in our first language. Different models of communicative competence have been suggested in the literature; however, the model of Bachman and Palmer (1996) is the one considered in the present study. It includes two major nodes of organizational and pragmatic competences. Under the organizational competence are grammatical and textual competences, and pragmatic competence includes illocutionary and sociolinguistic competences. In this paper it is argued that among the many competences required to be considered proficient in a language, metaphorical competence is also central. As such, after illuminating the concept of metaphor and metaphorical competence, some models of communicative competence (CC) are presented. Moreover, in line with Littlemore and Low (2006), it is emphasized that metaphorical competence which is present in most of the components of CC should receive more attention in L2 classrooms. In fact, it is concluded that having an acceptable metaphorical competence contributes to the learners' overall communicative competence.
Learner-Centered Mentoring: Building from Student Teachers&apos; Individual Needs and Experiences as Novice Practitioners
Author: Kolman, Joni S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mentors,Accountability,Preservice Teachers,Urban Schools,Teacher Role,Cooperating Teachers,Student Centered Learning,Teacher Education Programs,Faculty Development,Qualitative Research,Focus Groups,Attitude Measures,Student Journals,Modeling (Psychology),Special Education,Disabilities,English Language Learners

This exploratory study documents the practices of a group of mentor teachers (MTs) in high-need schools within a high-accountability district. These MTs support teacher candidates, called residents, in an urban teacher residency program. The primary research question--what are the mentoring practices of a group of strong MTs?--led the authors not only to examine the practices of these MTs but to consider the extent to which they purposefully met the learning needs of their mentees. In this article, they describe and illustrate what they term &quot;learner-centered mentoring,&quot; a conceptual notion that emerges from our initial examination of the data. The authors use the descriptor &quot;learner-centered&quot; to highlight parallels between these mentors' practices and the tenets of learner-centered pedagogy described by educators and theorists, including John Dewey (1938, 1956), Maxine Greene (1978, 1984), Lev Vygotsky (1978), Lillian Weber (1974), and Deborah Meier (1995). Some of these tenets include a focus on the learner's needs, readiness, and purposes for learning; understanding the learner within a developmental trajectory; providing conditions for learner development and autonomy; and positioning the teacher as learner, observer, and supporter. The aim of this article is to illuminate a conception of mentoring &quot;of&quot; and &quot;for&quot; preservice teachers in ways that can support teacher preparation programs and host K-12 schools in strengthening MT development.