ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;We&apos;re Actually Teaching Science!&quot;: A Partnership Approach to Investigating a New Model for Embedding Language in Science
Author: Ralston, Nicole
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Interdisciplinary Approach,Bilingual Students,Elementary School Teachers,College School Cooperation,Language Proficiency,Partnerships in Education,Program Effectiveness,Knowledge Level,STEM Education,Teacher Attitudes,English Language Learners,Second Language Learning

Due to a lack of science instruction and a need to serve an increasing number of students identifying as Emerging Bilingual, one school district in Oregon sought to develop a new method of integrating science and language instruction. In the model, all teachers taught science with embedded language instruction, three to four days a week, to every K-5 student, during a specific, dedicated time of the school day. This initiative sought to build science content knowledge and language proficiency simultaneously through science investigations that put language as the integral component to learning. The research was designed in collaboration with a local university as part of a long-term research-practice partnership with the goal to understand, refine, and repeat the initiative using a reflective, triangulated case study approach. The partnership utilized three rounds of teacher surveys, teacher interviews, and quantitative analyses of student science standardized test scores to understand how science investigations could build science content knowledge and language proficiency simultaneously. Results showed that the innovative initiative increased the quantity of science teaching in the district, may have increased students' science knowledge, but results also showed that improvements to the model are needed.
The Flipped Classroom: Media Hype or Empirically Based Effectiveness?
Author: Weiß, Lars-Frederik
Date: 2021-00-00
Type: Journal Articles
Subjects: Flipped Classroom,COVID-19,Pandemics,Online Courses,School Closing,Distance Education,Educational Technology,Technology Uses in Education,Video Technology,Homework,Conventional Instruction,Blended Learning,STEM Education,Barriers,Elementary Secondary Education,Postsecondary Education

Few teaching concepts have received as much attention in recent years as the Flipped Classroom (FC). This is clearly linked to media attention on the concept, which is currently being intensified by the Corona pandemic. In this research, the media rise of the concept is explained and the discrepancy between popularity and empirically validated research results is clarified. While the literature basis for the FC has grown enormously over the last decade, reviews and initial meta-analyses have shown, through their filter criteria, that not many of studies can meet scientific standards. The comparison of individual studies is particularly difficult, because there is no uniformly accepted framework and no uniform definition of the concept. For this reason, one of the goals of this research was to give an overview of the variety of FC definitions, discuss its most controversial characteristics, and to provide the key elements for a definition of the FC. A comparison of selected studies and reviews shows an assessment of the effectiveness of the teaching concept. The findings shed light on potential problems and challenges, and provide directions for future research.
Crossing Linguistic and Cultural Borders
Author: Zimmerman, Lori
Date: 2021-00-00
Type: Journal Articles
Subjects: Family School Relationship,Science Instruction,Cultural Differences,Interaction,Family Involvement,COVID-19,Pandemics,School Closing,Online Courses,Electronic Learning,Asynchronous Communication,Synchronous Communication,Language Usage,Spanish Speaking,Learning Activities,Parent Teacher Cooperation,Elementary School Science

Teachers are the critical component of students' success in the classroom (NRC 2001), but families are the critical component of student success at home. When families and teachers develop strong relationships and build trust with each other, students benefit (Henderson and Mapp 2002). This is especially true in communities where home culture is significantly different from school culture, such as a new immigrant, largely Spanish-speaking classroom community. Over the course of the past three years, as coteachers, Lori Zimmerman and Michelle Brown have been building connections with families through science sensemaking. They have found science to be an effective way to connect with families across linguistic and cultural differences. This article shares examples and suggestions for how to engage more meaningfully with families during in-person interactions, as well as their more nascent explorations of family engagement during the COVID-19 pandemic. Although everything, including engaging with families, may feel more challenging during virtual learning, the authors share how they have leveraged the affordances of remote and asynchronous learning to invite families into their virtual learning spaces.
Cultural Representations in ELT Textbooks Used in a Multicultural School
Author: Saemee, Kulthida
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Textbooks,Content Analysis,Multicultural Education,Second Language Learning,Second Language Instruction,English (Second Language),Elementary School Students,Foreign Countries,Cambodians,Laotians,Asians,Cultural Pluralism,Ethnic Groups,Illustrations,Access to Education,Sustainable Development,Objectives,Equal Education

The use of ELT textbooks in multicultural schools is an under-explored issue despite an increasing number of non-Thais studying in the Thai compulsory education system due to mobility within the ASEAN Community. This paper aims to explore the representations of cultural aspects in the ELT textbooks, which are used in a public primary school where Cambodian, Lao, Myanmar, and Thai learners have created culturally and ethnically diverse landscape. Drawing upon the content analysis, the findings reveal five cultural categories ranked in the following order: products (41%), practices (26%), places (20%), persons (6%), perspectives (6%), and unidentified (1%). These cultural aspects are, however, imbalanced and inappropriate due to the misallocation of cultural representations and learners' lack of recognition of the sociocultural background depicted. Language teachers and school administrators have become instrumental in narrowing down the cultural gap that exists between the textbooks' cultural content and learners' sociocultural backgrounds, experience, and contexts. This study can potentially inform language educators, school administrators, policy makers, and textbook writers who are involved in ELT textbook publication to be more culturally sensitive to Thai and migrant learners' cultural milieu. The right to education of these learners should be recognized, valued, and promoted in multicultural schools that meet the objectives of UNESCO Sustainable Development Goal 4 (SDG 4), namely Quality Education, which includes equitable education and recognition of cultural heterogeneity and multiplicity.
Metacognitive Awareness of Reading and Reading Strategy Use by Nonproficient College Readers
Author: Adunyarittigun, Dumrong
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Reading Strategies,Syntax,Protocol Analysis,College Students,Student Attitudes,Foreign Countries,Reading Processes,Decoding (Reading),Word Recognition,Language Proficiency,Reading Skills,Second Language Learning,Second Language Instruction,English (Second Language)

This research investigated what reading strategies Thai college EFL students who were identified as nonproficient readers are aware of and what reading strategies they use. Data were gathered from a questionnaire, think-aloud and interviews. The analysis identified 3 broad categories of 16 reading strategies employed by the nonproficient readers: text-based strategies, knowledge-based strategies and interactive strategies. Results also showed that the nonproficient readers viewed reading as a decoding process and that they were aware of different reading strategies. However, they could not regulate the strategies to construct meanings from texts effectively and solve reading problems. Their unsuccessful reading was due to the interplay of factors such as a lack of word recognition skills and necessary syntactic knowledge, and ineffective regulation of reading strategies.
A Coronavirus Corpus-Driven Study on the Uses of If-Conditionals in the Pandemic Period
Author: Montkhongtham, Napanant
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Form Classes (Languages),Freedom,Ideology,Definitions,Speech Acts,Grammar,Verbs,Computational Linguistics,Morphemes,Safety,English for Special Purposes,Phrase Structure,Second Language Learning,Second Language Instruction

The COVID-19 pandemic, has greatly affected the lives of everyone. One major concern during this period has been that of communication including content dealing with possibilities and ideology concerning freedom. This study aims to analyze the application of if-conditionals expressing options and possibilities during the COVID-19 pandemic using data in the Coronavirus Corpus developed in May 2020 by Mark Davies. The extracted if-conditionals were divided in accordance with Puente-Castelo's (2017) framework of if-typology, and grammatical aspects of all the verb strings were also analyzed in terms of tense and aspect, sentential modality, and voice. It was discovered that speech act conditionals--relevance conditionals--were most commonly applied to provide specific suggestions to deal with the pandemic. The second and third-ranked choices, scope-restricting conditionals and hypothesizing conditionals helped to specify scopes and definitions and to emphasize possibilities and predictions or statistical estimates based on evidence, respectively. The grammatical aspects also corresponded to the COVID situation and helped to convey messages in accordance with the if-conditional functions. The results suggest that the if-construction provides communicative functions fitting various contexts relating to the pandemic. It can facilitate interpersonal communication, allow message receivers freedom to evaluate the proposed option, and provide some safety for the speaker in their choice of phrasing since COVID-19-related circumstances are uncertain. The information can be useful for those seeking linguistic tools for effective communication and for instructors developing material for English for specific purposes.
A Cross-Sectional Comparison of First and Second Year Thai EFL Student Writing: Syntactic, Phrasal, and Lexical Features
Author: McDonough, Kim
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Studies,Second Language Learning,Second Language Instruction,English (Second Language),Undergraduate Students,Phrase Structure,Writing (Composition),Cues,Comparative Analysis,Student Attitudes,Nouns,Effect Size,Writing Evaluation,Teaching Methods,Foreign Countries,Syntax,Self Efficacy,Anxiety,Gender Differences,Task Analysis

This cross-sectional study compares the written language of Thai EFL students in their first two years of university study. First- and second-year students (N = 170) wrote opinion paragraphs by hand in response to six prompts. Using automated textual analysis tools, clausal (subordination), phrasal (coordinated phrases and complex nominals), and lexical (AWL use and lexical diversity) measures were obtained. Matched-pairs were created by pairing different first- and second-year students from the same faculty of study who responded to the same writing prompt. The results indicated that second-year students produced significantly more complex nominals and AWL words than the first-year students with effect sizes ranging from small to medium. Implications are discussed in terms of pedagogical approaches and assessment in EFL settings, and suggestions for future research are provided.
Depression-Anxiety and Coping Strategies of Adolescents during the COVID-19 Pandemic
Author: Türk, Fulya
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Depression (Psychology),Anxiety,Coping,Adolescents,COVID-19,Pandemics,Gender Differences,Parent Background,Educational Attainment,Family Structure,Social Media,Severity (of Disability),High School Students,Middle School Students,Information Sources,Internet,Computer Use

The aim of the present study was to examine the levels of anxiety, depression and coping of adolescents during the COVID-19 pandemic. The study was carried out with 3058 students (2080 females, 978 males) who are continuing their secondary and high school educations at Sahinbey District of Gaziantep. Personal Information Form, The Revised Child Anxiety and Depression Scale -- Child Version and Coping Scale for Children and Adolescents were used for data collection. Independent Samples t-Test and One-Way ANOVA were used for data analysis. Based on the results of the study; the ratios of adolescents with high depression, anxiety as well as depression and anxiety were 45.6%, 48.6% and 47.12% respectively in the present study. It was determined that women, adolescents at high school, those with parents having low education level, individuals with separated parents, those with increased social media use and adolescents with number of siblings greater than three have higher anxiety and depression levels. Adolescents with high levels of depression and anxiety were found to use more avoidant and negative coping strategies. It can be stated that the prevalence of mental health problems of adolescents during the epidemic process is high and that studies in the field of mental health of adolescents are needed.
Emergency Remote Education in Foreign and Second Language Teaching
Author: Akbana, Yunus Emre
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Second Language Instruction,School Closing,Distance Education,Online Courses,Educational Technology,Technology Uses in Education,Emergency Programs,Educational Research,Elementary Secondary Education,Postsecondary Education,Research Methodology,Language Teachers,Students,Teaching Methods,Institutional Characteristics

This study aims at tracing the effects of emergency remote education due to Covid-19 on foreign/second language teaching documented in research papers and reports. Employing document analysis, it identifies the research contexts and key findings reported in the studies published between 1 January and 28 October 2020. The findings indicate that a significant number of publications consist of reports presented by practitioners, i.e. schools, governmental authorities and educational foundations, and that the tertiary level is the most frequently covered context in the papers. The analysed publications report slightly more Emergency Remote Teaching (ERT)-driven affordances for teachers than constraints and suggest that both teachers and students are able to turn challenges of ERT into affordances when they receive sufficient support from governmental authorities, schools or peers and benefit from already acquired digital skills and technical infrastructure available. The findings also indicate a gap of research based on classroom data, which would more effectively contribute to an understanding of the challenges and affordances of ERT in language teaching.
Drawing Activities Enhance Preschoolers Socio Emotional Development
Author: Zakaria, Mohd Zafaren
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Imagination,Freehand Drawing,Childrens Art,Art Expression,Preschool Children,Preschool Teachers,Preschool Curriculum,Foreign Countries

Visual art activities such as the processing of output in the form of drawing encourage children to use their imagination, expression, and multiple intelligences. Through visual art activities, children can participate actively in a more enjoyable learning environment. Drawing is an essential part of children in the production of various forms that can cause excitement, enjoyment, and aesthetic pleasure, thus causing it to become an essential part of the socio emotional development component preschool curricula. The methodology used in this study was a qualitative case study method. The instrument used was a face-to-face semi-structured interview with four preschool teachers under the Ministry of Education, using a purposive sampling technique. The results explain that two themes can be drawn from the interview data, namely, (i) meaningful expression and (ii) active communication. Socio emotional development and imagination are closely related to each other and the main aspects of the development of children to self-control, empathise, and collaborate with others. Therefore, children with problems in the socio emotional development can use a drawing medium to create an imaginary context that might allow them to reassess their identity and do not make mistakes in school.
Examining the Effect of Merakli Minik Activities on Preschool Children&apos;s Social Skills
Author: Ergin, Gizem
Date: 2021-00-00
Type: Journal Articles
Subjects: Periodicals,Childrens Literature,Class Activities,Instructional Effectiveness,Preschool Children,Preschool Education,Interpersonal Competence,Social Development,Skill Development,Foreign Countries

The aim of this study is to examine the effects of activities in TUBITAK Merakli Minik Magazine on social skill levels of preschool children (48-60 months).The research was carried out with a total of 40 children; 20 children in experiment, 20 children in control group who were studying in 2 different classes of Bengi Main School in Balikesir province district. A semi-experimental design with pre-test-post test control groups was used in the research. The social skill assessment scale developed by Avcioglu (2007) used to determine the social skill levels of preschool children. SPSS 20.0 package program was used for data analysis. Mann Whitney U and Wilcoxon test were made to see the difference between the groups. These tests used because the data were not normally distribute. According to the findings; it was observed that the final test scores from the social skill scales of children in experiment group increased significantly compared to the final test scores of children in the control group.
Ethnic-Based Cyberbullying: The Role of Adolescents&apos; and Their Peers&apos; Attitudes towards Immigrants
Author: Atalan Ergin, Derya
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethnic Groups,Social Bias,Cultural Background,Immigrants,Adolescents,Secondary School Students,Bullying,Computer Mediated Communication,Victims,Peer Relationship,Negative Attitudes,Stranger Reactions,Predictor Variables,Foreign Countries,At Risk Students

The rate of migration has increased in Turkey in recent years. The school setting is the most important area for socialization and acculturation for immigrant adolescents. It is also the place where they might be exposed to negative attitudes and behaviors from their peers. Immigrant adolescents are at risk of experiencing ethnic-based cyberbullying; however, the research on its causes was limited despite the growing numbers of immigrant adolescents. We examined (a) the predictive role of adolescents' and their peers' attitudes toward immigrant adolescents' ethnic-based cyberbullying behaviors and (b) whether the immigrant background of the cyber victim affects adolescents' reasoning about cyberbullying toward immigrants. To address the research questions, we used a mixed-method design. The sample included 139 participants ([x-bar] [subscript age]=13.16, SD=0.94) who attended two different secondary schools in Ankara. We found that both adolescents' and their peers' negative attitudes predicted ethnic-based cyberbullying. However, a positive attitude toward immigrants was not found to be related to ethnic-based cyberbullying. Qualitative analysis results regarding ethnic discrimination were interpreted within the framework of behavioral privacy. The present study highlighted that immigrant students are more likely to be cyber victimized in the presence of a negative attitude toward immigrants at the class level.
Feridun Oral&apos;s Children&apos;s Books&apos; Peritextual Features and Their Text Readability Levels
Author: Gök, Bilge
Date: 2021-00-00
Type: Journal Articles
Subjects: Childrens Literature,Readability,Authors,Content Analysis,Scores,Social Values,Turkish,Validity,Reliability,Foreign Countries

In this study, it was aimed to determine the level of the peritextual features of Feridun Oral's children's books, the readability of the texts, what the subject and main ideas are. The research was designed according to the holistic multi-case pattern of the qualitative methods. 13 storybooks from the works of Feridun Oral were used as data sources. Document analysis method was used to collect data in the study. Both descriptive analysis and thematic content analysis were used in the analysis of the data obtained in the study. As a result of the analysis, although it was seen that all of the books, which are data sources, got close and high scores in terms of peritextual features, it was revealed that the author reflected certain practices in all his books in terms of design features. When the average level of readability of all the books considered within the scope of the research was examined, it was seen that the books are generally easy. When the data sources were examined in terms of the codes they contain, it included instilling the values of &quot;responsibility, determination, respect, inclusiveness, solidarity, social aid, love of animals, protection of nature and living things&quot; to the reader.