ethanporcaro/eric-fulltext-meta huggingface dataset:
English Language Teachers&apos; Perceived Classroom Assessment Knowledge and Practice: Developing and Validating a Scale
Author: Tajeddin, Zia
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Assessment Literacy,Knowledge Level,Test Construction,Test Validity,Factor Analysis,Foreign Countries

This study sought to develop and validate a classroom-based language assessment literacy scale to measure teachers' perceived classroom-based assessment knowledge and practice. Exploratory factor analysis revealed that the scale items clustered around four factors: (a) purposes of assessment and grading, (b) assessment ethics, (c) student involvement in assessment, and (d) feedback and assessment interpretation. Moreover, the scale was administered to 348 Iranian English as a foreign language teachers. The findings showed that the majority reported to be literate in classroom-based language assessment and agreed to the allocation of more space to classroom-based language assessment in teacher education courses. The findings suggest that the newly-developed scale can serve as a valid and reliable tool to explore language teachers' classroom-based assessment literacy.
Learning English from a Critical, Intercultural Perspective: The Journey of Preservice Language Teachers
Author: Gutiérrez, Claudia Patricia
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,Teacher Education Programs,English (Second Language),Second Language Learning,Second Language Instruction,Intercultural Communication,Course Evaluation,Student Attitudes,Oral Language,Written Language,Barriers,Teacher Educators,Learning Processes,Introductory Courses,Self Concept,Teaching Methods,Foreign Countries,Units of Study,Stereotypes,Personal Narratives

Critical language teaching education has become an inescapable endeavor for language teacher education programs. To contribute to this effort, this paper outlines the implementation of an English course from a critical, intercultural perspective, during the first semester of a language teacher education program in Colombia. It also reports the ways preservice teachers responded to this implementation as evidenced in data stemming from their oral and written outcomes and from course evaluations. Results indicate that this approach to language teaching allowed preservice teachers to affirm their multiple identities as they developed and strengthened their language skills in English. Data also indicate that looking at the world from a more critical perspective entailed contradictions and challenges for preservice teachers and the teacher educator.
Self-Efficacy of English Language Teachers with Low and High Curriculum Literacy in Indonesian Schools
Author: Yasin, Burhanuddin
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Efficacy,English (Second Language),Second Language Learning,Second Language Instruction,High School Teachers,Language Teachers,Comparative Analysis,Rating Scales,Tests,Curriculum,Preservice Teacher Education,Pedagogical Content Knowledge,Foreign Countries,Junior High School Teachers

This study explores the difference in self-efficacy between high school English language teachers with two levels of curriculum literacy. The data were collected using a curriculum literacy test and a self-efficacy scale that were delivered online to 251 English teachers in Indonesia. The respondents were split into two groups based on their curriculum literacy scores. The findings show that teachers with higher curriculum literacy levels were more self-efficacious than those with a lower level of curriculum literacy. This implies that curriculum related courses in preservice teacher programs need to be improved, and in-service teacher training should focus on curriculum knowledge.
Building EFL Preservice Teachers&apos; Professional Identity: Does Gender Matter?
Author: Pérez-Gracia, Elisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Language Teachers,English (Second Language),Second Language Instruction,Professional Identity,Teacher Characteristics,Gender Differences,Secondary School Teachers,Foreign Countries

This study explores the beliefs of English as a foreign language preservice secondary education teachers regarding the construction of teachers' professional identity. A questionnaire was used to obtain the opinions of 131 future teachers in the 2014-2020 academic years. Results showed that the participants understood teachers' professional identity to be connected to the ability to motivate students, manage the classroom, and care about interpersonal relations. Women and men think differently regarding the effect of the acquisition of new methodologies, the psycho-pedagogical training, and a longer placement period in the construction of teachers' professional identity. To conclude, this study provided the chance to reflect on the importance of strengthening the professional identity of English as a foreign language teachers while considering the gender perspective to introduce changes in the curriculum.
EFL Preservice Teachers&apos; Technology Integration in Managing and Teaching Speaking Skills during Emergency Remote Teaching
Author: Kusuma, I Putu Indra
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,English (Second Language),Second Language Learning,Second Language Instruction,COVID-19,Pandemics,Preservice Teachers,Speech Communication,Teaching Methods,Computer Software,Language Teachers,Technology Integration,Video Technology,Educational Change,Foreign Countries,Teacher Education Programs,Student Attitudes,Technological Literacy,Pedagogical Content Knowledge

This study aimed at investigating the EFL preservice teachers' technology integration in managing and teaching speaking skills online during emergency remote teaching in Indonesia. This study employed a single case study approach by implementing an explanatory sequential mixed method design. The findings showed that even though the preservice teachers used various technology tools, they frequently implemented WhatsApp, YouTube, and Google Forms for classroom management and teaching speaking purposes. This study offers some implications to advance English language teacher education programs to prepare the future EFL preservice teachers in the post-pandemic era.
Students with Disabilities and Suspension Rates: A Cautionary Tale for School Districts
Author: Forman, Kenneth
Date: 2022-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Suspension,Elementary Secondary Education,Attendance,English Language Learners,Poverty,Predictor Variables

The purpose of this study was to examine the relationships among K-12 student attendance rates, English language learners, poverty, suspension rates, and students with disabilities. The setting of this study was 94 school districts from New York State's Nassau and Suffolk counties, a suburban region adjacent to New York City. The results of this study showed that suspension rates had statistically significant and positive correlations with students with disabilities, accounting for 68.89 percent of the variance. As students with disabilities populations increased so did suspension rates by school district. If the results of this study remain consistent with future studies, school district leaders should develop strategies linked with diversity, equity, and inclusion as well as restorative justice practices or other alternatives to suspension to ensure that their students with disabilities, who require additional resources from K-12 school stakeholders to succeed, are not being disproportionately suspended from schools.
Reconceptualizing Education Grounded in the Multimodal Discourses of Girls of Color Labeled with Significant Cognitive Disabilities
Author: Miller, Amanda L.
Date: 2022-09-00
Type: Journal Articles
Subjects: Females,Minority Group Students,Disabilities,Cognitive Ability,Intellectual Disability,Labeling (of Persons),Student Experience,Discourse Modes,Educational Practices,Critical Theory,Race,Middle School Students,High School Students,Middle School Teachers,High School Teachers

The experiences of girls of color labeled with significant cognitive disabilities in middle school and high school have historically been excluded from educational research. This study sought to better understand how girls of color labeled with significant cognitive disabilities navigated multimodal discourses and classroom practices as well as how they were impacted by them. Using Disability Critical Race Theory and critical discourse theory, six students were focal participants and eight educators were secondary participants. Multiple case studies were used with primary (i.e., observations, audio/video recordings) and secondary (i.e., interviews, focus groups) data sources. Findings revealed how focal participants showed their discursive resourcefulness, despite absent communication supports and prioritization of oral/aural communication. Students also repositioned themselves in response to marginalization through talk and actions. Implications for research and practice are discussed. This study underscores the necessity of centering the experiences of girls of color labeled with significant cognitive disabilities in educational research to improve their school experiences.
Vocabulary Acquisition by Multilingual Students with Extensive Support Needs during Shared Reading
Author: Frates, Adriana
Date: 2022-09-00
Type: Journal Articles
Subjects: Multilingualism,Special Needs Students,Reading Aloud to Others,Vocabulary Development,Sight Method,Spanish Speaking,English (Second Language),Second Language Learning,Intellectual Disability,Grade 6

The current study examined the effects of a shared reading instructional package on the receptive identification of English sight vocabulary in multilingual learner students with extensive support needs. Two participants received the intervention, one in a face-to-face format and one in a videoconferencing format (due to the COVID-19 pandemic). To establish experimental control, the researchers used a multiple probe design with conditions across word sets and replicated across participants. Results showed both students met criterion on word sets as a result of the intervention. Considerations in interpreting the results for classroom implementation and future research are discussed.
Western Influence in the Creation of Sculpture Education and Monuments
Author: Keser, Sezer Cihaner
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Policy,Sculpture,Art Education,Ideology,Foreign Countries,Social Change,Cultural Influences,Political Influences,Correlation,Educational History,Western Civilization,Public Education

Many powers use art as a mean to transform social and political culture. The aim of this study is to examine approach and relationship between the ideological and social conditions of arts, culture and education policy with regard the power in the example of Sculpture Art Education in a eurasia state. This research has been done in accordance with document analysis, which is one of the qualitative research methods. In this direction, the document analysis covers the years 1923-1956. In the study, art education policies were set out based on the political and cultural influences of the period. In addition, the spread of revolution was examined from the point of how the art of sculpture come true and its interaction with western. The relationship between sculpture education and applied sculptures has been handled with the defined ideological dynamics.
Magical Mystery Tour: The Enigma of Indonesia Education Service during COVID-19 Outbreak
Author: Kurniawan, Agung Widhi
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Countries,Teacher Competencies,Distance Education,Educational Change,Teaching Methods,Teacher Effectiveness,Online Courses,In Person Learning,Teacher Attitudes,Correlation,Job Performance,Higher Education,College Faculty,Professionalism

The job competence and discipline are the important factors to improve the performance of individual who is attached with organization. However, few studies provide a better explanation in terms of the role of job competence and discipline in the education sector, especially the lecturers' performance during COVID-19 pandemic outbreak. This study applies the quantitative research methodology and has received 132 responded online questionnaires from the lecturers in Makassar area, Indonesia. This study finds that there is a significant relationship with a positive direction between job competence and discipline on the lecturers' performance, and interestingly, the organization's performance as well. The result of this study suggests that although the health crisis caused by the Corona virus recently impacts many sectors around the world, including service field in education, the lecturers, however, the job competence and discipline are still vital in every aspect of lecturers' performance in both online and offline way during the social distancing procedure.
A Study of Pre-Service Teachers&apos; Readiness for Integrated Learning in Primary School
Author: Kalimova, Assemgul
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Foreign Countries,Integrated Curriculum,Readiness,Elementary Schools,Elementary School Students,Preservice Teacher Education,Knowledge Level

In this article, the authors explore the problem of pre-service teachers' readiness for integrated learning in primary school. The purpose of the article is to determine the state of readiness of pre-service teachers for integrated education in primary school at the stage of university training. The study was conducted in the logic of a summative psychological and pedagogical assessment, the material obtained from the empirical data was analyzed and summarized. The sample consisted of 120 students enrolled in an educational program at Karaganda Buketov University and Pavlodar Pedagogical University. The obtained data are interpreted and subjected to statistical analysis using the student's t-test. The components of the pre-service teachers' readiness for the type of activity under study are determined: motivational, substantive, procedural, and their indicators, levels. In conclusion, the reasons that influenced the learning outcomes of the studied students are described, and the tasks of eliminating the identified causes are determined.
The Design of Game-Based Learning and Learning Analytics
Author: Ramli, Izzat Syahir Mohd
Date: 2022-00-00
Type: Journal Articles
Subjects: Game Based Learning,Learning Analytics,Elementary School Mathematics,Cognitive Processes,Difficulty Level,Design,Foreign Countries

Game-based learning has received increasing attention in recent years as it could help improve pupils' motivation, self-efficacy, and achievement. Technological innovations like learning analytics (LA) and GBL offer pedagogical support for teachers. GBL could significantly support pupils' learning as a learning approach compared to conventional approaches. Therefore, there is a need to elevate &quot; teachers' level of knowledge on the impact of GBL. In the meantime, LA could be used to collect, analyze, and report data on the impact of GBL on pupils' learning performance. In this light, GBL applications have been developed to facilitate the use of LA for teaching and learning. This paper describes the design of GBL with LA integration for teaching mathematics in primary schools. It documents the construction of the GBL and AL app, which is grounded on the Dick, Carey, and Carey Model and the theory of constructivism. In addition, the cognitive load theory was applied to ensure that the application accommodates pupils' cognitive load. This study also validated the design of the GBL, and it was found to be relevant and engaging.
The Differences in Formative Assessment Evaluation between Teachers and Students -- A Non-Parametric Analysis
Author: Thaçi, Lulzim
Date: 2022-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Foreign Countries,Secondary School Teachers,Secondary School Students,Evaluation Methods,Student Attitudes,Teacher Attitudes,Academic Achievement

This study aims to assess the impact of the application of formative assessment on student success in the Republic of Kosovo and to highlight the differences in assessment between teachers and students. The research included 217 teachers and 245 students from 34 lower secondary schools, from different cities and villages of the Republic of Kosovo. Separate questionnaires were prepared for both groups, while 5-point Likert questions were used to measure the evaluation of the effects of formative assessment. The non-parametric one-sample Wilcoxon signed rank test and Mann--Whitney U test methods were used to analyse the results and test the hypothesis. The results of the Wilcoxon test with 95% confidence level show that both teachers and students evaluate positively the effects of formative assessment, while the Mann-Whitney U test results show that for particular aspects there are significant differences in assessment between these two groups for the formative assessment method.
Research of Pedagogical Conditions for the Development of Students&apos; Educational Independence
Author: Sadykhan, Khaidarov
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Students,Personal Autonomy,Foreign Countries,Family Role,Teacher Role,Teacher Attitudes,Classroom Environment,Parent Teacher Cooperation

The purpose of this research is to seek the opinions of primary school teachers in order to investigate the pedagogical conditions for the development of educational independence of primary school students. The research was prepared in accordance with the qualitative research method. Research data were collected with a semi-structured interview form developed by the researchers. The participant group of the research consists of 80 primary school teachers working in various primary schools in Kazakhstan in the 2021-2022 academic year. As a result of the research, it was revealed that the majority of primary school teachers found students' independent learning skills partially sufficient. Primary school teachers determined the role of families in the development of students' independent learning skills as encouraging role, directing role, participation role and modelling role. Primary school teachers determined the role of teachers in the development of students' independent learning skills as the role of providing independent learning skills, the role of developing independent learning skills, the role of approaching the right method, the role of supporting independent learning with in class activities and the role of implementing technology-supported activities. Primary school teachers' suggestions for the development of pedagogical conditions for students to gain independent learning skills are divided into five categories, i.e., creating a suitable school environment, creating a suitable classroom environment, teacher-parent cooperation, organising in-service trainings for teachers and organising seminars for families.
Psychological States of Professional Anxiety and Job Perceptions of University Students
Author: Oralgaliyevna, Oryngaliyeva Sholpan
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Student Satisfaction,Educational Experience,Majors (Students),Occupational Aspiration,Career Choice,Job Satisfaction,College Programs,Education Work Relationship

One of the areas that have an important place in the professional competence of students studying at universities is their psychological competence. Professional concerns are also included in the fields of psychological competence. It is important for students to be ready in every field to ensure their professional competence. For this purpose, in this study, it was aimed to determine the opinions of the students studying at the university on the level of professional skills. In this context, 85 students studying at the university in the 2020-2021 academic year were interviewed and their opinions on their sectoral expectations and professional uncertainties in their professional lives were taken. Before the research, official permission from the relevant institution and verbal participation approval from the students were obtained. In order to reach the research finding, four semi-structured interview questions were asked by the researcher by taking expert opinions. The results of the research were explained in detail with the content analysis method. As a result of the findings obtained from the research, it was revealed that their anxiety about the department was high, they were undecided about choosing the right department and the education they received was insufficient.
Using Songs to Teach Students with Intellectual Disabilities to Tell Time
Author: Günes Özler, Naime
Date: 2022-00-00
Type: Journal Articles
Subjects: Singing,Teaching Methods,Intellectual Disability,Teacher Attitudes,Instructional Effectiveness,Cues,Females,Time,Validity,Learner Engagement,Mathematics Skills,Vocational Education,High School Students,Special Education

The purpose of this study is to determine the effectiveness of using songs to teach students with intellectual disabilities to tell time. It followed a multiple-probe, across-subject design with a probe phase, which is a single-subject research design. The participants were three 17-19-year-old female students with mild intellectual disabilities who could not read clocks. They were taught to read analog clocks at full, half, and quarter past hours. Graphical analysis was used to analyze the data on the effectiveness of teaching through songs. At the end of the study, it was evaluated whether the students could read clocks without singing. Social validity data were collected from the students and their teachers. The findings show that all three students could learn to read clocks through songs and could tell the time correctly without songs. In the social validity data, the students stated that they were able to learn to tell time easily without getting bored and they wanted other lessons to also be taught through songs. The teachers stated that the students participated in the lesson more willingly than usual and that they enjoyed learning to tell time.
Using the Service Quality Instrument to Assess the Quality of the Professional Certification Programme
Author: Firmansyah, Firmansyah
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Certification,Inservice Teacher Education,Preservice Teacher Education,Educational Quality,Online Courses,Factor Analysis,Measurement Techniques,Construct Validity,Satisfaction

The professional teacher certification programme is a programme that has been implemented online for both in-service teachers and pre-service teachers since 2019. The change in the pattern of implementing the professional teacher programme from offline to online will provide a different programme experience for teachers, participants and tutors. The aim of this research is to measure the quality of service provided to the professional teacher certification programme participants using the SERVQUAL instrument. The instrument used was developed and analysed using confirmatory factor analysis (CFA). Subjects involved were 354 teacher respondents. Data analysis was carried out by SmartPLS version 3. The CFA results show that the model has met the fit index. Convergent and discriminant validity meet the criteria. The CR ranges between 0.948 and 0.989 and CA ranges between 0.917 and 0.985. Finally, the level of service quality provided to the professional teacher certification programme participants at Universitas Negeri Yogyakarta is in the very high level category.