ethanporcaro/eric-fulltext-meta huggingface dataset:
The Authenticity of the Algerian English Textbooks: The Case of Third Year High School Textbook &quot;New Prospects&quot;
Author: Hamidi, Badra
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Textbooks,High School Teachers,Language Teachers,Textbook Content,Teaching Experience

This research paper evolves from and revolves around a prevailing assertion: namely, that is the teaching-learning process has a firm attitudinal footing. Differently stated, the aim of this study is to explore and evaluate the authenticity of the Algerian English textbooks at high school level as they are considered as an important instructional materials and fruitful resources for helping English language learners develop communicative competence. This investigation is tackled by inquiring about the following questions: To what extent are the texts and tasks included in the Algerian secondary school textbooks authentic? And how far does &quot;New Prospects&quot; help English as a foreign language (EFL) learners improve their communicative competence? It should be noted that the targeted population of this study are the Algerian secondary school teachers of English in the region of Mascara of which 35 English language teachers responded to the questionnaire copies in addition to the use of an informal observation as research instruments. The findings of this investigation disclose that the English textbook « New Prospects » that is currently used by third year Algerian high school pupils doesn't offer classroom learners adequate opportunities for learning authentic language. This is due to many reasons such as the choice of one type of English at the expense of another which is more dictated by both political and economical considerations rather than by pedagogical concerns in addition to the lack of an appropriate model because most English adopted versions lack Englishness in addition to the mechanical way in which the tasks presented in the prescribed textbook are tackled and being dealt with. According to the obtained results, the researcher suggested the use of visual aids, Informational Communicative Technologies (ICTs), and some useful communicative tasks as pedagogical recommendations so as to remedy the situation.
The Effects of L1 and L2 Hypertext Glosses on Reading Comprehension and Vocabulary Retention among Thai Secondary School Students
Author: Kongtawee, Poowadol
Date: 2018-09-00
Type: Journal Articles
Subjects: Reading Comprehension,Vocabulary,Retention (Psychology),Foreign Countries,Secondary School Students,Grade 10,Low Achievement,English (Second Language),Second Language Learning,Teaching Methods,Hypermedia,Reading Strategies

This study investigates the effects of first language (L1) and second language (L2) hypertext glosses on reading comprehension (RC), immediate vocabulary recognition (IVR), and delayed vocabulary retention (DVR). A group of 83 secondary school low-achieving students (10th grade) were assigned to read glossed texts, L1 and L2 hypertext glosses. This study may help teachers create glossed texts to improve students' incidental vocabulary learning and it can contribute to the raising of students' attitudes towards learning English with encouraging and interesting vocabulary learning conditions. A repeated measure t-test design (without control group) was employed. The results indicated that the effects between the L1 and L2 glosses were significantly different. The paired sample t-test revealed that the L1 gloss scores were significantly higher than the L2 gloss scores regarding RC (p = 0.014), IVR (p = 0.000) and DVR (p = 0.000). The pedagogical implications suggest that reading with the assistance of glosses can be successfully integrated into a real classroom setting to improve low-achieving students' vocabulary knowledge in an English as a Foreign Language (EFL) context. It is recommended that future studies use L1 written story retelling/recall techniques to collect the reading comprehension and vocabulary retention data as choices offer random guesses to the participants.
College Access for Prospective First-Generation High School Students: Parent Perceptions
Author: Brown, Christopher W.
Date: 2021-08-00
Type: Journal Articles
Subjects: Access to Education,High School Students,Parent Attitudes,First Generation College Students,Paying for College,Educational Resources,School Role

This qualitative interview study examined how parents of potential college-going first-generation students in one high school perceive and experience their access to resources and knowledge that would allow them to support their adolescents' successful entrance into postsecondary institutions. The study found that the parents believe that high schools will help their children with college but that they underutilize the resources available and lack important social capital needed to help their students succeed.
Promoting Success for First-Generation Students of Color: The Importance of Academic, Transitional Adjustment, and Mental Health Supports
Author: Schuyler, Sophie W.
Date: 2021-08-00
Type: Journal Articles
Subjects: First Generation College Students,Minority Group Students,Student Adjustment,Mental Health,Academic Support Services,Student Personnel Services,School Holding Power,Literature Reviews

Nearly 1 in 3 college students (30%) are first-generation students of color (FGSOC), possessing the intersectional identity of being both a first-generation college student and a racial minority. FGSOC face increased psychological and social difficulties in college when compared to students in other groups, resulting from cultural differences, lack of academic preparedness, stigma surrounding socioeconomic status, racial discrimination, and marginalization. This article summarizes peer-reviewed literature related to three types of supports that can improve the college experience and promote the academic success of FGSOC: academic supports, transitional adjustment supports, and mental health supports. The reviewed literature is framed by a social justice perspective. Implications for future research, policy, and practice by educators, administrators, and staff working with this population of students are discussed.
The End of Innocence: Childhood and Schooling for a Post-Pandemic World
Author: Garlen, Julie C.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,Public Education,Children,Role of Education,Early Childhood Education

The global pandemic has dramatically impacted the lives of billions of children all over the world, creating a massive disruption in education and exacerbating existing multidimensional inequalities. Given the ubiquity of the virus's reach, is COVID-19 the end of childhood innocence? Building on an understanding of childhood as social practice, I describe how childhood innocence has been enacted through, and pivotal to, education as a social practice since the late 19th century. I consider how the pandemic is challenging the normative views of childhood that have long informed teaching and learning and outline the possibilities for reimagining childhood and schooling in ways that could promote a radical transformation of public education for a post-pandemic world.
School Is Closed! Opportunity, Challenge, and Inequality in the Early Days of the Pandemic
Author: Raby, Rebecca
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Equal Education,School Closing,Online Courses,Barriers,Learner Engagement,Student Needs,Social Isolation,Distance Education,Educational Technology,Parent Role,Children,Early Adolescents,Interpersonal Relationship,Elementary Secondary Education

Drawing on biweekly interviews with thirty children from Southern Ontario, Canada, from diverse backgrounds and most of whom were between 8 years old and 15 years old, our paper discusses children's educational experiences when schooling shifted online during the first few months of the pandemic. We focus on the challenges and opportunities that were offered during that time, with a particular focus on how these were significantly shaped by inequality. We address the following key themes, all with attention to related inequalities: shifts in children's engagement with space and time; differential availability of help when faced with challenges in online schooling; missing school friends, peers, and teachers and strategies to remain connected; and finally, how some on- and offline schooling activities, as well as independent, explorative learning, helped the children to enjoy their online schooling.
Exploring How Ontario Teachers Adapted to Learn-at-Home Initiatives during COVID-19: Blending Technological and Pedagogical Expertise in a Time of Growing Inequities
Author: Cooper, Amanda
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Blended Learning,Educational Technology,Technology Uses in Education,Distance Education,Secondary School Teachers,Equal Education,Educational Policy,Information Dissemination,Barriers,Mental Health,Academic Achievement,Educational Change,Educational Practices,School Community Relationship,Parent Participation,Technology Integration,Technological Literacy,Teacher Competencies

At-home learning initiatives arose as a response to school closures due to COVID-19. This study interviewed 17 secondary teachers to explore the implementation of at-home learning in the province of Ontario, Canada. Findings suggest four thematic areas arising from the data: growing equity disparities, poor policy communication, factors influencing successful emergency remote teaching (technological and pedagogical), and impacts to academic and socioemotional/mental health. This article proposes an integrated model for school recovery that will engage three levels of the education system: (1) school-level efforts including high-dosage tutoring and teacher collaboration and teacher looping strategies, (2) building partnerships with community organizations for wrap-around support for the most marginalized communities, and (3) parental engagement through actionable messages and tips by text to help parents support student learning. In the end, Ontario teachers rose to the challenge of providing students with consistent learning during the pandemic.
Children, Schooling, and COVID-19: What Education Can Learn from Existing Research
Author: Rose, Chloë Brushwood
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,COVID-19,Pandemics,Natural Disasters,Student Experience,Outcomes of Education,School Role,Children,Teacher Response,Research Methodology,Longitudinal Studies,Systems Approach,Participatory Research

This paper offers a review of the research on children, schooling, and disasters in order to identify critical information for the field of education and the practice of educational research in response to the COVID-19 pandemic. What do we know about the experiences of children and their interactions with schools during and following a natural disaster like COVID-19? The review answers this question and both identifies areas of study that need further attention and explores critical methodological approaches for further educational research. Areas of the research reviewed include children's experiences of disaster, the educational impacts of disaster, the role of schools and teachers in responding to disaster, and methodological considerations for further research. The authors conclude that educational research can play a critical role in recovery efforts for children, teachers, and schools.
Building a Plane While Flying: Crisis Policy Enactment during COVID-19 in Alberta Secondary Schools
Author: Farhadi, Beyhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Secondary Schools,School Closing,Educational Policy,Policy Analysis,Educational Change,Urban Schools,Boards of Education,Barriers,Secondary School Students,Well Being,Secondary School Teachers,Teacher Attitudes,Teacher Burnout,Fatigue (Biology),Faculty Workload

We use the metaphor of building a plane while flying to describe the enactment of educational policies by teachers during COVID-19 and the impact of these policies on their ability to meet the needs of their students. Drawing from a series of three one-hour focus groups with seven teachers in Alberta, we apply critical policy analysis to describe the transition of public schools to pandemic education, especially in urban centers. This paper will begin by reviewing the dynamic policy context of school closures and reentry strategies and proceed to outline the diverse ways school boards interpreted guidelines from the Ministry of Education. We discuss the frustration with and variation of policy enactment during the pandemic, especially with respect to priorities and barriers to addressing student wellbeing and access to educational and social supports. Finally, we describe the consequences of teaching through crisis as it emerges in a political context that has failed to respond to educator's professional needs.
Academics Alone Together: Liberal Arts Graduate Students&apos; Writing Networks
Author: Hedengren, Mary
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Satisfaction,Emotional Response,Feedback (Response),Humanities,Academic Language,Faculty Advisers,Peer Relationship,Social Networks,Trust (Psychology),Scholarship,Theses,Writing Processes

Graduate writers who develop networks of writing are positioned to enter into the larger discourse community during and after graduate work. Our study surveyed graduate writers in the humanities about their sources of writing feedback and how much they use and trust those sources. The results indicate that graduate students do employ a variety of sources and strategically assess when and how to use those sources. Still, many graduate students do not get frequent feedback on their writing, and others believe &quot;we take what we get&quot; in writing feedback. Student services that serve graduate students should work in conjunction with graduate program administrators and advisors to encourage students to develop effective networks of writing feedback, including important peer networks.
The Use of Computer-Based Interactive Game to Make the Imaginary Logic of Structural Analysis More Real
Author: Rahmawati, Anis
Date: 2018-12-00
Type: Journal Articles
Subjects: Computer Games,Educational Games,High School Students,Vocational Education,Engineering Education,Design,Pilot Projects,Multimedia Materials,Foreign Countries

This study aimed to design an innovative learning media (i.e., Macromedia Flash program) for Structural Analysis subjects at Secondary Vocational Building Engineering School to improve students' learning outcomes. In the design process, the current study included such stages as defination, design, expert validation, pilot-test, and dissemination. The defination stage formulated subject's achievement indicators or competencies. The design stage included planning a design and then implemented it. Four experts validated the design. The pilot-test gave students a chance to make prior assessments for the designed products. At the dissemination stage , the interactive gaming media was conducted with one class at Vocational Building Engineering School. The results indicated that the developed instructional medias were feasible and effective in improving students' learning outcomes.
Exploring Senior Academicians&apos; Perspective on Mentoring in Malaysian Higher Education Institutions
Author: Muslim, Sakinah
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Mentors,Foreign Countries,Leadership Training,Higher Education,State Universities,Teacher Attitudes,Role Models,Humanism,Doctoral Students,Teacher Student Relationship

This study describes and examines the nature of mentoring system as a component of leadership development and how mentoring plays its roles in fostering leadership in higher education institutions (HEIs). Using a qualitative approach, data were collected using interviews from three participants from three Public Universities in Malaysia. Three core themes for the current mentoring practices were identified and these include informal, voluntary-based and humanistic. Also, four roles of mentoring emerged in Malaysian higher education institutions namely, role-modelling, supporting, inspiring and, creating a conducive environment. The study recommends the establishment of a proper mentoring process in Malaysian HEIs so that every academician will have the same opportunity to guide and be guided.
Character Strengths in Early Years: Teachers&apos; Awareness and Practices
Author: Sop, Aylin
Date: 2021-00-00
Type: Journal Articles
Subjects: Personality Traits,Preschool Teachers,Classroom Techniques,Content Analysis,Creativity,Classification,Ethics,Metacognition,Teacher Attitudes,Child Development,Problem Solving,National Curriculum,Knowledge Base for Teaching,Preschool Education,Foreign Countries

Developing character strengths in early childhood has attracted increased attention all around the world in recent years. Nevertheless, very few studies have examined teachers' awareness and practices concerning character strengths. The present study aimed to discover early childhood teachers' awareness of children's character strengths and classroom practices to reveal and develop these strengths based on the 24 character strengths included in the VIA Classification of Character Strengths and Virtues. Interviews were held with 25 early childhood teachers selected via criterion sampling method and the interviews were coded using content analysis. The main findings of the study show that the strengths teachers consider important in children are similar to those they frequently observe in children (i.e., curiosity, love, love of learning and creativity). Most teachers highlight the development of creativity in children, believing that adopting different perspectives, problem-solving and achievement would be improved through creativity. In addition, teachers suggested that self-regulation should be supported during the preschool period. Teachers' practices to develop character strengths in children were not found purposeful but limited to the national curriculum. Thus, the study discusses possible ways to raise teachers' awareness of character strengths and enhance their practices during early childhood. The theoretical and practical contributions of the study are also discussed.
Impact of Coaching, Co-Teaching, and Student Characteristics on Teacher Readiness
Author: Stapleton, Joy N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Team Teaching,Preservice Teachers,Cooperating Teachers,Student Teaching,Career Readiness,Predictor Variables,Gender Differences,College Entrance Examinations,Scores,Performance Based Assessment,Elementary School Teachers,Public Schools

In this quasi-experimental study, we examine the effects of three different student teaching conditions--instructional coaching, co-teaching, and co-teaching and instructional coaching--on an elementary teacher candidate's readiness to teach in comparison to a traditional model of student teaching. 244 teacher candidates were randomly assigned to one of four models during their year-long student teaching experience and candidates and their cooperating teachers received training. The results of this study indicate candidate characteristics (race, gender, and academic ability/SAT score) and the treatment conditions contribute to a regression model that predicts a statistically significant amount of the variance in candidate readiness (edTPA score) even though, individually, the treatment conditions were not statistically significant predictors. Findings suggest teacher candidates who have been prepared under the three treatment conditions are similarly ready to teach to those who have been prepared under a traditional student teaching model. This is important because it gives teacher preparation programs a variety of options to meet the needs of their teacher candidates and program.
&quot;It&apos;s Like Flying a Plane While Constructing It&quot;: Exploring Blended Formatted Courses in Teacher Preparation Programs through the Instructor Perspective
Author: Wong, Chiu-Yin
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Teacher Educators,Teacher Education Programs,Teacher Attitudes,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Teaching Methods,Curriculum Development,Synchronous Communication,Feedback (Response)

The purpose of our case study was to center better understanding the perceptions and perspectives of approaches to blended instruction among teacher education faculty to improve teacher preparation programs. Data were collected before and during COVID-19 in the USA. Our findings indicated that the faculty consistently practiced differentiation of instruction in their blended formatted courses and viewed this mode of delivery as having a positive impact on preparing teacher candidates on teaching specific content and the skills needed as professional educators. Findings also revealed that the instructors faced obstacles, but they viewed this as a co-learning opportunity with their teacher candidates. With respect to COVID-19, our findings illustrated that successful adaptation of blended instruction among teacher educators is of an increased priority. The participants described the teaching techniques learned during the pandemic and stated they would incorporate these techniques to further improve their blended courses within teacher preparation in the future. We argue institutions should support faculty through investment in and promotion of faculty peer collaboration on structuring and designing blended courses.
Technology in Teaching Speaking and Its Effects to Students Learning English
Author: Sosas, Rowena V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,College Students,English (Second Language),Second Language Instruction,Foreign Countries,Interpersonal Communication,Communication Skills,Videoconferencing,Electronic Mail,Social Media,Public Speaking

This paper presents the technology used in teaching speaking and its effects to students as they learn to speak in English. Phenomenology was used to gather the data with the three groups of Focus Group Discussion (FGD) of 21 participants from the junior, sophomore and senior students in language classes in the University of Southern Mindanao, Kidapawan City Campus, and Philippines. Results revealed that students are taught to speak in English using the technologies of today such as video conferencing, email correspondence, social media interaction and real-time actual emceeing and onstage speaking performances where students are engaged in real academic and professional situations. Moreover, findings revealed that these technologies in teaching speaking build rapport, increase fluency and accuracy, ease anxiety and apprehension, and build confidence among students. Apparently, the researcher found that the technology used in teaching speaking can be aligned with the communicative way of teaching which allows students to convey themselves in a skillful and competent way of communication.