ethanporcaro/eric-fulltext-meta huggingface dataset:
Reflective Practice at the Scottish Prison Service
Author: Morrison, Katrina
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Correctional Institutions,Labor Force Development,Job Skills,Job Training,Security Personnel,Experiential Learning,Reflection,Leadership Responsibility

This paper discusses the role of reflective practice within the training for Scottish Prison Service (SPS) officers and managers, delivered by the Scottish Prison Service College. This paper does not claim to promote best practice in Work Based Learning (WBL) and reflective practice, but rather explores opportunities for this important practice to become more routine and imbedded in the Service as it seeks to support workforce development across the prison estate. This paper will begin by discussing the importance of reflection in work based learning before outlining current examples of reflective practice in SPS College training. The paper will conclude with some implications and recommendations for the future.
Trust Me, I&apos;m a Doctor: Proposal for a Professional Doctorate Pledge
Author: Weller, Gordon
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Programs,Ethics,Standards,Self Concept,Moral Values

This article considers the need for a professional doctorate pledge that would be relevant to all doctoral awards at higher education level. The proposal includes a discussion around the emergence of the first professional pledge within the medical profession and how the need for a Hippocratic style oath was revived in the later nineteenth century and extended to other professional sectors. The use of pledges is relatively new to higher education, with some universities in the USA recording the use of a graduate pledge from the 1980's. However, there have been a range of reasons for the perceived need for such pledges in higher education. A principal reason would seem to be to emphasis the employment worthiness of its university graduates in terms of motivation and attitude, rather than for more altruistic values and personal integrity. This paper arose from reflections by the author on an ongoing study on the identity of new doctoral graduates, over the summer of 2018 (Milburn et al., 2019). This paper represents the culmination of many discussions around the theme of a doctoral pledge and includes a proposed doctoral pledge for use across higher education.
Oral English Performance in Danish Primary School Children: An Interactional Usage-Based Approach
Author: Eskildsen, Søren W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Oral Language,English (Second Language),Second Language Learning,Second Language Instruction,Task Analysis,Comparative Analysis,Communicative Competence (Languages),Foreign Countries,Elementary School Students,Pictorial Stimuli,Speech Communication,Pilot Projects,Language Tests,Language Usage,Language Proficiency,Discourse Analysis

Following the call in Sandlund, Sundqvist, and Nyroos (2016) for incorporating discursive approaches into the field of oral second language (L2) testing, this paper proposes an interactional usage-based approach to the analysis of oral L2 performance. Based on Eskildsen (2018a), we combine analytic tools from usage-based linguistics and conversation analysis. We draw on usage-based linguistics to analyze performance in terms of test-takers' inventories of linguistic constructions and on conversation analysis to understand their interactional competence in terms of the relation between the linguistic constructions and the actions they are used to accomplish. Performance assessment is thus constructional &quot;and&quot; interactional. Participants in this pilot study were two Danish primary school children who performed two consecutive oral tasks: a semi-guided interview and a picture-elicited narrative task. Data were analyzed by means of cross-child comparisons and cross-task comparisons within each child. Our data confirm the observation from previous research that simple question-answer(-assessment) sequences dominate oral test formats, but also that the format is sometimes abandoned, which allows for the accomplishment of new social actions. Moreover, the picture-description task affords a different speech exchange system with the interviewer participating more as an active listener when the children do not voluntarily carry out the requested task.
Task Repetition and Collaborative Writing by EFL Children: Beyond CAF Measures
Author: Hidalgo, María Ángeles
Date: 2020-00-00
Type: Journal Articles
Subjects: Task Analysis,Second Language Learning,Second Language Instruction,Accuracy,Language Fluency,Collaborative Writing,Teaching Methods,English (Second Language),Holistic Approach,Cues,Pictorial Stimuli,Writing Processes,Foreign Countries,Content and Language Integrated Learning,Writing Evaluation,Interrater Reliability

Research into the potential of collaborative writing is relatively new. Similarly, task repetition (TR), which has been claimed to be a valuable tool for language learning, has been rarely explored in the context of writing. Therefore, little is known about the potential of combining TR and collaborative writing, and even less if we focus on young learners (YLs), who constitute a generally under-researched population. With these research gaps in mind, the present study examines the compositions of 10 pairs of learners of English as a foreign language (EFL) (aged 12) who write the same text in response to the same picture prompt three times over a three-week period. Our analysis includes the language-related episodes (LREs) that learners generate while writing collaboratively and, also, a thorough analysis of the three drafts that students produce, including quantitative (complexity, accuracy and fluency (CAF)) and holistic measures. Results show that learners' compositions improve with repetition when measured by holistic ratings although CAF measures fail to grasp this improvement. As for the LREs, a great amount was found, most of the episodes were focused on form, most were successfully resolved and their amount declined with TR. In light of these results we argue in favor of the inclusion of holistic measures when analyzing students' productions and discuss the positive effects of collaborative writing in the context of TR with YLs.
Organizational Citizenship and Teacher Evaluation: Using the T-TESS to Promote OCB and Improve Student Outcomes
Author: Krimbill, Elisabeth M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Organizational Culture,Teacher Evaluation,Teacher Behavior,Public School Teachers,Faculty Development,Altruism,Goal Orientation,Time Management,Efficiency,Prosocial Behavior,Teacher Competencies

Within the reach of institutional climate, organizational citizenship behavior (OCB) has received much attention in the business and psychological literature as a constructive mechanism designed to enhance group efficiency (Bateman &amp; Organ, 1983; Organ, 1988; Podsakoff, Ahearn, &amp; McKenzie, 1997). The essential definition indicates that organizational citizenship behavior refers to going beyond the requirements of one's job with the understanding that taking such actions benefits the greater good (i.e., the company or school), with no expectation of reward or recognition for the action(s). Subsequent studies investigated OCB and its possible application in educational environs as a tool for improving school efficiency, climate, and student outcomes. The literature revealed that in schools where collectively high levels of faculty and administrator OCB existed, there have been improvements to school climate, school effectiveness, and student outcomes. In this paper, the researchers argue that the newly implemented teacher evaluation system used in the Texas public school system, the Texas Teacher Evaluation and Support System (T-TESS), may be leveraged as an effective planning and professional development tool to strategically and positively impact levels of OCB among the faculty, and by extension, to improve pedagogical practice, school climate, and increase student achievement.
The Potential for Music to Develop Pronunciation in Students with English as an Additional Language or Dialect (EAL/D)
Author: McCormack, Brittany A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Diversity,English Language Learners,English (Second Language),Pronunciation,Dialects,Second Language Learning,Intervention,Program Effectiveness,Correlation,Music Activities,Immigrants,Singing,Language Skills,Elementary School Students

Australia is a culturally and linguistically diverse country, with a large proportion of the population originating from non-English speaking countries. One of the significant challenges for non-English speakers living in Australia is the ability to verbally communicate in English. Twenty to 25% of children in Australian schools have English as an additional language or dialect (EAL/D) (Commonwealth of Australia, 2016; Hammond, 2014). These students can struggle in the classroom as they both learn the English language, whilst being taught in the English language which they may have little to no working function knowledge (Kibler, Valdés, &amp; Walqui, 2014). Further, intelligibility of communication can be affected as a result of poor pronunciation in the target language. This research investigated the potential of an eight-week music intervention, which drew upon principles of audiation from Gordon's Music Learning Theory, for developing pronunciation in students with EAL/D. Results indicated that five of the six student participants with EAL/D demonstrated improvements in their pronunciation when speaking in English as a result of the intervention. This research indicates positive correlations between the use of a specific music intervention drawing on principles of audiation and the development of pronunciation for students with EAL/D. Recommendations for future research in this area have been presented.
The Predictability between Demographic and Institutional Variables of Texas High School Principals and Their Attitudes towards Parental Involvement
Author: Milstead, Michael D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,High Schools,Administrator Attitudes,Parent Participation,Public Schools,Minority Group Students,Institutional Characteristics,Student Characteristics,Educational Legislation,Federal Legislation,State Legislation,Administrator Characteristics,Gender Differences,Racial Differences,Ethnicity,Experience

Over the past decades, the public school enterprise has been saturated with a myriad of social, political and academic ills. Problems such as reductions in state and federal funding, double digit percent student drop-outs, misidentification of students with learning disabilities, insufficient development of language skills in limited or non-English speaking students, shortage of highly qualified classroom teachers, unsafe schools, and students lacking college readiness are a few barriers to a student's success in school. Perhaps the most disturbing of these issues, however, is the high percentage of students from low income households who are not meeting academic standards on statewide assessments. According to the Southern Education Foundation (2015), approximately 51% of all students attending American public schools live in poverty. Research suggests that a large number of these students are ethnic minorities (De Fraga &amp; Oliveira, 2010). Inasmuch, as these nuisances weigh heavily upon our educational system, it is a widely held belief that parental involvement is a reliable predictor of a student's academic success in school.
House Concerts in Australia: Building a Musical Community
Author: Watson, Amanda
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Activities,Musicians,Community,Participation,Selection,Audiences,Careers,Employment Potential,Proximity,Performance

Successful House Concerts rely on an equal positive interaction between three groups of people: the musicians (or artists), the audience and the host, with the performance being the central activity. A concert facilitator may be engaged by the host to assist with organisation. Each has a participatory role to ensure that the House Concert performance is a rewarding and ongoing experience. House Concerts encompass a variety of music genres and involve musicians performing solo, in duos and trios and larger ensemble including small operatic casts. House Concerts vary from &quot;ad hoc&quot; to formal with levels of organisation ranging from casual to managed events. Musicians who participate in House Concerts may be acknowledged international performers in Australia and overseas, be starting out in a professional protean career, visiting from overseas in an arranged House Concert tour or amateur/semi professional musicians who have another career. Musicians (artistic companies) with a specific project to develop have used the House Concert concept as their choice of performance space to workshop and develop their ideas. House Concerts encourage the development of a musical community in a way that is different from the concert hall venue. This paper takes a focus on the differing perspectives of the host, audience and musician as they come together for a House Concert performance.
The Interface between Task-Modality and the Use of Previously Known Languages in Young CLIL English Learners
Author: Martínez-Adrián, María
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),English Language Learners,Language Usage,Native Language,Interaction,Second Language Learning,Language of Instruction,Language Proficiency,Oral Language,Learning Activities,Writing (Composition),Multilingualism,Grade 5,Grade 6,Elementary School Students,Speech Communication,Written Language,Metacognition,Grammar,Vocabulary,Content and Language Integrated Learning

This article contributes to the scarcity of research on the interface between task-modality and the use of previously known languages (PKL) in young learners. It examines the use of Basque/Spanish by CLIL learners (aged 10-11) during oral interaction while completing two collaborative tasks in English: a speaking task and a speaking + writing task. Findings indicate that these learners are extensive users of their PKL. Task-modality is particularly evident in the case of amount of PKL use, as a higher number of PKL turns are obtained in the speaking + writing task. However, task-modality has a limited effect on the functions of PKL, which contrasts with previous studies with adults. Despite the extensive use of their PKL, these young and low-proficient learners employ them as cognitive tools that facilitate the organization of the tasks, the co-construction of meaning and the attention to formal aspects of language such as mechanics.
New Methods of Composing Choral Works for Pre- and Post-Menarcheal Female Voices of Varying Linguistic Diversity in the Northern Territory
Author: Sealey, Lyndsay
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Singing,Music Activities,Females,Puberty,Physiology,Teaching Methods,Music Education,Change,Adolescents,Human Body,Language Usage,English Language Learners,Age Differences,Phonetics,Pronunciation

Composing Territory is a research project with two main aims. The first aim is to identify optimal composition and arrangement techniques for choral works written for female singers from various linguistic backgrounds in the Northern Territory whose voices are undergoing pubertal changes. The second aim is the creation of twelve choral compositions plus an accompanying teaching resource, to provide sequential delivery appropriate to the educational context of the region, wherein the majority of choral educators have no music training. The diverse and transient nature of the Northern Territory's population and the lack of education training and resources for choral delivery make traditional choral works inaccessible and tonal homogeneity of choirs unlikely. By changing the way we compose choral works it may be possible to ensure student learning continues through the period of female vocal change, achieve more homogenous sounds from linguistically diverse choristers, and successfully establish choral blend. Underpinning the compositional process with pedagogical considerations of linguistic differences and pubertal changes delivered through appropriate teaching strategies and resources will be significant outcomes of this projects. These outcomes could ensure non-music specialists are better equipped for choral delivery and student learning continues throughout voice change processes unhindered by individual linguistic background.
Context Is Key: Situational Rhetoric and Its Impact in the Consultation Room
Author: Harrison, Abigail
Date: 2019-00-00
Type: Journal Articles
Subjects: Context Effect,Communication Skills,Rhetoric,Consultants,Academic Support Services,Interpersonal Communication,Feedback (Response)

In writing, speaking, and movement, without context society would be unable to communicate and function at the capacity it does today. Oftentimes, the context of a situation is understood with only a few words, a nod, or even by simply residing within a location. In most aspects of life, context is the undetected force, but in a communication center, verbally acknowledging situational rhetoric and context is key in understanding the needs of the speakers and the purposes of consultations. In order for a communication consultant to best provide feedback within a consultation, he or she must be aware of the speaker's message basic insight on rhetorician Lloyd Bitzer's arenas of the exigence, the audience, and the constraints within the speech. These three aspects of context and situational rhetoric must be determined within the first five minutes of a consultation, because they are crucial to the success of that consultation. This paper argues that by requiring communication consultants to begin all consultations by asking about Lloyd Bitzer's components of situational rhetoric, consultants will have a better understanding of what topics to focus on in a consultation so that the speaker can receive the most beneficial advice possible.
Debate across the Curriculum: A Case Study
Author: Tonkins, Miranda R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Debate,Interdisciplinary Approach,Higher Education,Communication (Thought Transfer),Academic Support Services,Workshops,Cooperative Learning,Persuasive Discourse

Flourishing conversations between professionals in the public sphere are creating new opportunities for intercollegiate debate. This desire to expand debate outside of the Communication Studies community pushes the idea of debate beyond its traditional boundaries. Those who have witnessed these attempts to bring more disciplines into the world of debate have found that incorporating debate into the classroom, enhances the learning experience of the students while simultaneously aiding them to become better advocates for themselves and others. Over the course of the 2018- 2019 academic school year, the author helped professors from multiple disciplines with the challenge of incorporating debate into their classrooms through the James Madison University Communication Center. In this essay, the goal is to promote the intersection of debate and communication centers as a way to enhance the development of oral communication competency skills for students in the classroom.
Reflective School Library Practitioners: Use of Journaling to Strengthen Practice
Author: Burns, Elizabeth A.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Reflection,Journal Writing,Library Education,College Students,Teaching Methods,Barriers

Reflection is a skill educators of school librarians hope to foster in their students. Widely used in teacher preparation (Hodgins 2014), reflective journaling is a pedagogical strategy that aligns with the text-based nature of library and information studies coursework, especially as more library schools move online (Kymes and Ray 2012). This study explores use of structured dialogic journaling as a pedagogical approach to inform and shape the reflective practice of pre-service school librarians. Journals were introduced in an early school library methods course and structured using Schon's Reflective Practitioner model (1987). Additional opportunities to engage with dialogic journals continued through the intern experience, with final entries included in the study made after one year of practice. Findings suggest journaling pedagogy impacts participants' perceptions of reflection in action, reflection on action, and reflection on reflection in action when developed as a structured exercise. Participants in this study benefitted from the use of journaling as a teaching tool in their library and information studies program when used to promote more-reflective practice. Implications suggest that journaling enables and encourages participants to critically reflect on practice when provided with a scaffolded experience in coursework.
One Student at a Time: How an Innovative Charter School Succeeds with Dropout Recovery
Author: Lewis, Joe
Date: 2020-08-00
Type: Journal Articles
Subjects: Charter Schools,High Schools,Dropout Prevention,High School Students,Nontraditional Education,Educational Environment,School Size,Attendance,Teacher Student Relationship,Teacher Characteristics,High School Teachers,Educational Innovation,Early Experience,Adolescents

In this paper, the authors examine how a charter high school in a large upper-Midwest city is successfully serving students who have not succeeded in the traditional school system and are in danger of experiencing the school-to-prison pipeline. The school accomplishes this through its enactment of five key qualities: (1) a casual, family-like atmosphere; (2) commitment to a small, close-knit community; (3) creative responses to absenteeism; (4) extreme patience and flexibility in the classroom; and (5) innovative, trade-focused programs. The authors also examine the central challenges the school faces as it works to serve this group effectively. The paper describes an overarching model for serving adolescents who have had adverse childhood experiences (ACES) -- a philosophy and practice of pedagogical and institutional plasticity.