ethanporcaro/eric-fulltext-meta huggingface dataset:
Young Learners&apos; Attitudes and Motivation towards Learning English in Terms of Dörnyei&apos;s Theory of Motivation
Author: Demirbulak, Dilara
Date: 2022-02-00
Type: Journal Articles
Subjects: Elementary School Students,Student Attitudes,Student Motivation,English (Second Language),Second Language Learning,Grade 2,Foreign Countries,Student Experience

This study tries to explore young learners' attitudes and motivation towards learning English via Dörnyei's motivational self-system. Designed as a qualitative study, the study employs interview schedules and an observation checklist that were adopted from Dörnyei and Csizer (2006) and a questionnaire designed by Ryan (2005). The data collection tools were developed by the advisor and the researcher of the study upon expert opinion. The study was carried out with 57 primary school second-grade students from a state primary school in both face-to-face and online settings. The data were analyzed by thematic content analysis and coding via the Nvivo program. According to the results of the study, a positive learning environment and activities are significant factors that have an impact on young learners' attitudes and motivation to learn English. Regardless of the teaching environment, students' attitudes were mainly positive towards learning English and they were intrinsically motivated. This is especially important in countries where English proficiency is not as high as expected.
Examining Required Special Education Coursework for Middle School Science Teachers: A Content Analysis of Course Descriptions
Author: Barnes, Zachary
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Teachers,Preservice Teachers,Middle School Teachers,Preservice Teacher Education,Required Courses,Special Education,Content Analysis,Course Descriptions,Students with Disabilities,Best Practices,Inclusion,Standards,Educational Legislation,Equal Education,Federal Legislation

The United States has seen an increase focus in science education at the same time that more students with disabilities (SWDs) are educated in a general education classroom. Because of this, science teachers must know how to implement best practices of working with SWDs. However, many science teachers report they do not feel prepared for this. This study explored required special education courses that middle school science pre-service teachers are required to take in the state of Tennessee. Overall, the majority of universities required only one course in special education. Themes of course descriptions and future directions are discussed.
Counterexamples: Challenges Faced by Elementary Students When Testing a Conjecture about the Relationship between Perimeter and Area
Author: Widjaja, Wanty
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Geometric Concepts,Misconceptions,Mathematics Skills,Mathematical Logic,Elementary School Mathematics,Mathematics Instruction,Teaching Methods,Logical Thinking

One pedagogical approach to challenge a persistent misconception is to get students to test a conjecture whereby they are confronted with the misconception. A common misconception about a 'direct linear relationship' between area and perimeter is well-documented. In this study, Year 4-6 students were presented with a conjecture that a rectangle with a larger perimeter will always have a larger area. Eighty-two (82)students' written responses from three elementary schools in Victoria, Australia were analyzed. The findings revealed that Year 4-6 students could find multiple examples to support the conjecture but they struggled to find counterexamples to refute the conjecture. The findings underscored the importance of developing elementary school students' capacity to construct counterexamples and recognize that it is sufficient to offer one counterexample in refuting a conjecture about all cases. Implications for teaching practice to support investigating and testing a conjecture are discussed.
Literacy Instruction and Social Justice: Disciplinary Literacy as a Tool for Disrupting Inequities
Author: Davis, Brennan
Date: 2021-00-00
Type: Journal Articles
Subjects: Literacy,Social Justice,Equal Education,Inclusion,Educational Legislation,Political Attitudes,Teaching Methods,Controversial Issues (Course Content),Intellectual Disciplines,Academic Language,Inquiry,Active Learning,Cooperative Learning,Vocabulary Development,Critical Thinking,Personal Autonomy,Racial Bias,Critical Theory

Current political and social climates have pushed conversations about equity and inclusion to the forefront. At the same time, lawmakers in more than half of US states are pushing legislation that would limit discussion of these issues in schools. Educators must consider the best ways to continue conversations of equity and inclusion without drawing negative attention that could silence them. Disciplinary literacy centers inquiry, collaboration, academic vocabulary, and rhetorical reading, and is one method through which teachers can continue instruction in content and critical thinking while presenting students with opportunities to develop agency and social justice across disciplines.
Social Justice Standards in Teacher Education: Pre-Service and In-Service Teachers&apos; Successes, Struggles, and Futures
Author: Davis, William S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Justice,Standards,Teacher Education,Preservice Teachers,Experienced Teachers,Anxiety,Fear,Cultural Awareness,Social Action,Self Efficacy

Teacher education has increasingly situated social justice as a critical outcome in their programs. One resource, the Social Justice Standards (SJS), has been identified as a guiding tool for supporting pre-service teachers (PSTs) to plan for and enact social justice-oriented practices in their teaching. Situated in the context of a rural teacher education program at a predominately White institution (PWI) in Texas, this qualitative study explored the perceived successes, struggles, and future considerations of five pre-service and in-service teachers in using the SJS. Findings illustrate students' varied conceptualizations of social justice and their mixed feelings of confidence, anxiety, fear, and unpreparedness to actualize it in their future teaching.
Literature Circles for Generation Z: Enriching Literacy Experiences through Technology Integration
Author: Quick, Tammy
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Instruction,Age Groups,Technology Integration,Social Justice,Literacy Education,Elementary Secondary Education,Teaching Methods,Electronic Learning

Implementing literature circles in K-12 classroom provides students opportunities to take ownership of their learning. Teachers can maximize students' learning through social justice practices. Providing students equitable access to resources where they choose, collaborate, create, and communicate in safe spaces is conducive to students' cognitive and personal development. Integrating digital tools is an interactive way for students to enhance their literature circle experiences. Students use digital tools to demonstrate their understanding of literacy concepts. Literature circles can be assessed and modified based upon grade level and students' needs. Digital literature circles provide students opportunities to critically analyze literature while collaborating with others in an interactive format. Implementation, formats, resources, and assessments to infuse technology in literature circles while promoting equity and social justice concepts will be presented.
The Impact of Virtual ESOL Endorsement Courses for In-Service Educators during the COVID-19 Pandemic
Author: Schneider, Elke
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Educational Benefits,Online Courses,Public Schools,English Language Learners,Faculty Development,Cultural Differences,Culturally Relevant Education,Graduate Students,Language Teachers,Inservice Teacher Education,Course Content,Assignments,Teacher Attitudes,Integrated Learning Systems,Video Technology,COVID-19,Pandemics,Evidence Based Practice,Barriers

In the southeastern region of the United States, English Learners (ELs) present the fastest growing public school population. Therefore, in-service educators need to be specifically prepared to provide culturally and linguistically appropriate research-evidenced practices to support ELs within the content areas. The characteristics and impact of two graduate-level online courses for an endorsement in ESOL are shared. Based on described benefits and challenges, suggestions for future offerings are provided.
A Survey of the Experiences of Paraprofessionals with Roles, Training, and Communication When Working with Students with Autism
Author: Morin, Kristi L.
Date: 2022-06-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Students with Disabilities,Paraprofessional School Personnel,Public Schools,Role,Responsibility,Knowledge Level,Barriers,Professional Development,Interpersonal Communication

Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofessionals in public school settings in the United States and Guam who reported working with students with autism. Data were gathered on paraprofessionals' (a) roles and responsibilities, (b) applied knowledge from different types of professional development, (c) perceived barriers to professional development, and (d) types and timing of communication with their supervising teachers. The results of this study have direct implications for individuals interested in developing a model of professional development that will meet the unique needs of paraprofessionals who work with students with autism.
A Portrait of Peers within Peer-Mediated Interventions: A Literature Review
Author: Travers, Hilary E.
Date: 2022-06-00
Type: Journal Articles
Subjects: Students with Disabilities,Peer Influence,Intervention,Middle School Students,High School Students,Intellectual Disability,Developmental Disabilities,Peer Teaching,Autism,Pervasive Developmental Disorders,Training

Although the impact of peer-mediated interventions on students with intellectual and developmental disabilities (IDD) has been studied extensively, little attention has focused on the peers without disabilities who are so central to these interventions. We reviewed 98 studies to examine the portrait of more than 3,000 peers without disabilities who have participated in peer-mediated interventions involving middle and high school students with IDD. Peer and student demographics were very diverse, as were the methods for peer recruitment and selection, the interventions they delivered, the settings in which they spent time with students with IDD, and the ways in which they were prepared for these roles. However, reporting in these areas was limited across studies. We offer recommendations for strengthening research and practice focused on the contributions of peers within these evidence-based interventions.
A Case of Senator Lynn Beyak and Anti-Indigenous Systemic Racism in Canada
Author: Howell, Lisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Racial Bias,Residential Schools,American Indian Education,Land Settlement,Teacher Educators,Citizenship Education,Politics of Education,World Views,Ethics,Discourse Analysis

On March 7, 2017, Canadian Senator Lynn Beyak stood up in the Red Chamber and delivered a lengthy speech urging Canadians to recognise the positive aspects of the Indian Residential Schooling system that the Truth and Reconciliation Commission had failed to acknowledge. In their positions as settler teacher educators, the authors examine how Senator Beyak's statements expose the depth of systemic settler colonialism, anti-Indigenous racisms, and unsettling beneficiary narratives here in Canada. The authors call on teacher educators to examine these systemic anti-Indigenous racisms in relation to how they can confront and disrupt settler Canadian colonialism and historical settler consciousness within teacher education and school curricula. Drawing on recent research done by educational researchers at Faculties of Education across Canada, the authors maintain that settler colonial benevolence and colonial systemic anti-Indigenous racisms can be unlearned and learned through ethical relationality, truth, and a critical praxis of reconciliation.
ME to WE Social Entrepreneurship: A Wolf in Sheep&apos;s Clothing
Author: Karsgaard, Carrie
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Change,Entrepreneurship,Social Justice,Educational Policy,School Business Relationship,Equal Education,Social Media,Corporations,Commercialization

The story of the WE enterprise, also known as ME to WE or WE Charity, presents us with a cautionary tale for teachers who welcome social enterprise into schools as a way of bringing community engagement and social justice into their educational programs. Our paper is a cautionary tale that, like all such tales, opens with the statement of a warning about social entrepreneurship in schools. As the narrative unfolds, this warning is disregarded, and the violator ultimately experiences an unpleasant fate. Using the large-scale data available on Instagram, this paper reveals in detail how WE represented itself, how others perceived it, and how it worked in and with schools to achieve its corporate goals. We conclude the tale by discussing how, by delinking education from corporate interests, schools may serve equity and the public good instead of creating brand fanatics in the service of elite interests.
Art Making Promotes Mental Health: A Solution for Schools That Time Forgot
Author: Martin, Brittany Harker
Date: 2022-00-00
Type: Journal Articles
Subjects: Art Activities,Mental Health,Health Promotion,Mental Health Workers,School Health Services,Psychometrics,Visual Arts,Foreign Countries

This article presents art as a tool for promoting mental health in schools by examining the effects of art making in a sample of 104 school-based mental health professionals. It unites findings from unrelated disciplines to derive and test a new conceptual framework proposing that active engagement in a visual-tactile process over time mediates a shift to healthy mental states and that regular engagement in such process builds mental health capacity. Four hypotheses are tested through psychometrics with statistically significant findings for all (p &lt; 0.05). Through this study, we advance Flow Theory in identifying a new causal mechanism for accessing Flow; and we make a novel, interdisciplinary contribution to the field of mental health in providing psychometric evidence that making visual art promotes mental health.
Key Informants Perspectives on Education Success, Supports, and Barriers in Nunavut Education
Author: Sallaffie, Moriah
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduation Rate,Attendance Patterns,Academic Achievement,Success,Barriers,Educational Environment,Canada Natives,High School Graduates,Culturally Relevant Education,Blended Learning,Curriculum Development,Distance Education,Teacher Persistence,Teacher Student Ratio,Early Childhood Education,Trauma,School Counseling,Nontraditional Education

In Nunavut, data for 2012-2014 shows a high school graduation rate of 34%. Little has been published about the causes of secondary students' absenteeism and the methods for attracting students back to school. This study explored the barriers and supports to education success from the perspectives of school staff, students, and parents. Interviews and sharing circles were conducted with 141 participants in six communities. The results revealed barriers and supports in relation to the learning environment, staffing issues, and overarching system. Participants identified specific recommendations that can inform future policy and programming to improve attendance and graduation rates in Nunavut schools.
An Overview of Writing Process Research: Towards a Better Understanding of L2 Writing Process
Author: Davoodifard, Mahshad
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Processes,Accuracy,Teaching Methods,Writing Instruction,Second Language Learning,Second Language Instruction,Vignettes,Metacognition,Writing Research,Writing Strategies,English (Second Language),Language Tests,Computer Assisted Testing,Technology Uses in Education

Over the past 40 years, second language educators and assessors have come to the realization that investigating the process of writing can shed light on language teaching, learning and assessment practices (Odendahl &amp; Deane, 2018). What L2 writers do and think while writing can provide links between the task, the related construct and the cognitive mechanisms the learners engage in. While from a pedagogical perspective, such information can help language teachers provide learners with more accurate feedback, in assessment contexts, writing process information can help language testers to ensure that performance-based score inferences are truly linked to not only the linguistic knowledge of examinees, but also to the functions of mental architecture intended in a specific task (Purpura, 2013). Despite the abundance of writing process research in L1 and L2, most studies suffice to a mere list of strategies and the observed phenomena (Manchón et al., 2007). In light of the demand for a theoretically-based approach to L2 writing process, this paper first provides a review of L2 writing process research by presenting the most influential theoretical approaches to the conceptualization and investigation of writing process in L1 and L2. Then it evaluates the contributions made to the concept of writing process by reviewing some representative empirical research in the field and delves more deeply into the investigation of writing process in assessment contexts. Finally, it discusses how a stronger, theory-based understanding of L2 writing process can be achieved by means of using more innovative assessment tools such as scenario-based assessment (SBA) in conjunction with computer technology.
Changes in Pre-Service Teacher Personal and Professional Attitudes Following a Comprehensive School Health Course
Author: Nutter, Sarah
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Attitude Change,Comprehensive School Health Education,Health Promotion,Self Efficacy,Body Weight,Self Concept,Foreign Countries

Comprehensive school health (CSH) is a framework that can support teachers in the delivery of health-related content as well as supporting health promotion within the school community. In this study, 222 Bachelor of Education students completed surveys at the beginning and end of a mandatory six-week course on CSH with a body weight-neutral focus. Following the course, participants had significantly positively increased attitudes toward CSH, self-efficacy to teach using CSH, and weight-related attitudes. These results support CSH as a useful framework for teachers in their future practice to improve the wellness of students, teachers, and the broader school community.
A Review and Discussion of In-Service EFL Teachers&apos; Language Assessment Literacy Level in Junior High School in China
Author: Sun, Yannan
Date: 2022-00-00
Type: Journal Articles
Subjects: Junior High School Teachers,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Pedagogical Content Knowledge,Student Evaluation,Evaluation Methods,Foreign Countries,Curriculum Development,Barriers,Teaching Methods,Educational Change,Models,Teacher Attitudes,Teacher Characteristics

In China, English as a foreign language (EFL) teachers seem to be in a dilemma because of the discrepancy existing in classroom teaching and assessment, the new curriculum requirement, and the paucity of language assessment knowledge. To tackle these problems, there is an urgent need to evaluate EFL teachers' language assessment literacy (LAL) and mitigate the possible obstacles that EFL teachers face. Since the term assessment literacy (AL) was firstly suggested, the concept has been derived in other specific fields, such as LAL. Different theories, models, and research on LAL have been examined to study language teachers' LAL in many countries; however, LAL is still a new concept in China. Thus, the study aims to investigate and analyze the possible reasons behind the current LAL level of in-service EFL teachers in China.
Automatic Detection of Plagiarism in Writing
Author: Davoodifard, Mahshad
Date: 2022-00-00
Type: Journal Articles
Subjects: Plagiarism,Second Language Learning,Second Language Instruction,Authors,Cheating,Writing (Composition),Computational Linguistics,Computer Software,Models,Comparative Analysis

While investigating plagiarism is relevant in different fields, verification of original authorship has also attracted attention in academia and L2 learning and assessment contexts. Generally associated with academic misconduct and dishonesty, plagiarism in writing can take many shapes and be hard to detect. In addition to being a very time-consuming task, detecting plagiarism is not straightforward because committing plagiarism usually involves using techniques other than word-for-word copying and pasting the exact words, sentences, or other pieces of writing. That is why computer scientists are looking for more efficient and fast automatic detection tools. This study aims at developing an external plagiarism detection model, analyzing 500 suspicious documents from a corpus of artificially plagiarized documents while finding similarity levels between them and a corresponding 500 source documents.
Exploring Grit: &quot;Grit Linguistics&quot; and Research on Domain-General Grit and L2 Grit
Author: Oxford, Rebecca
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Persistence,Academic Achievement,Success,Student Interests,Learner Engagement,Self Control,Personality Traits,Semantics,Measures (Individuals),Psychological Patterns,Factor Analysis,Socioeconomic Status,Creativity,Learning Motivation,Goal Orientation

&quot;Grit&quot; is described as a unitary construct comprised of two elements, perseverance of effort (PE, or ongoing hard work) and consistency of interest (CI, referred to as &quot;passion&quot;). PE and CI together equate to success or achievement, according to the creator of the construct, Angela Duckworth (2016). Grit, which has supporters and detractors, says success is more dependent on PE and CI than on natural talent (Duckworth, 2016). This article presents &quot;grit linguistics,&quot; including the linguistic background of overall grit, PE, and CI and the appropriation of words from other fields into the grit vocabulary. This is followed by research on domain-general grit (grit across domains or areas) and domain-specific grit (L2 grit, i.e., grit for learning a second or foreign language). In addition, the article offers suggestions for future conceptions and assessment of grit.