ethanporcaro/eric-fulltext-meta huggingface dataset:
Managing a Discursive Journey for Classroom Inquiry: Examination of a Teacher&apos;s Discursive Moves
Author: Soysal, Yi?lmaz
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Video Technology,Thinking Skills,Classroom Communication,Morphology (Languages),Teacher Student Relationship,Persuasive Discourse,Private Schools,Science Teachers,Modeling (Psychology),Classroom Observation Techniques,Sociocultural Patterns,Learning Theories,Foreign Countries

This study presents an analysis of teacher discursive moves (TDMs) that aid students in altering their thinking and talking systems. The participants were a science who handled the immersion inquiry activities. The primary data source was the video recorded in the classroom. This video-based data was analyzed through systematic observation in two phases comprising coding and counting to reveal the mechanics of the discursive journey. Three assertions were made for the dynamics of the discursive journey. First, the teacher enacted a wide range of TDMs incorporating dialogically/monologically oriented, simplified (observe-compare-predict), and rather sophisticated moves (challenging). The challenging moves were the most featured among all analytical TDMs. Second, once higher-order categories were composed by collapsing subcategories of the displayed TDMs, the communicating-framing moves were the most prominent performed moves. Lastly, the teacher created an argumentative atmosphere in which the students had the right to evaluate and judge their classmates and teacher's utterances that modified the epistemic and social authority of the discursive journey. Finally, educational recommendations are offered in the context of teachers noticing the mechanics and dynamics of the discourse journey.
Developing Assessments for Students with Intellectual Disability to Support Differentiation
Author: Hopkins, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Student Evaluation,Secondary School Students,Students with Disabilities,Intellectual Disability,Adolescents,Individualized Instruction,Knowledge Level,Mathematics Skills,Fundamental Concepts,Computation,Money Management,Difficulty Level,Foreign Countries

In this paper we describe the development of an online tool for assessing the foundational knowledge and competencies essential to understanding money and building financial literacy. We present findings from an initial study using the tool to (i) measure basic skills with money among secondary students with intellectual disability (N = 85) and (ii) test predictions regarding item difficulty. Item difficulty was explained using a system of 36 levels of complexity based on task type and variations in the number and combination of denominations presented. Implications of the results are discussed in terms of how sensitive assessments can inform practitioners about how they might adapt tasks to differentiate their teaching.
Adaptive Tasks as a Differentiation Strategy in the Mathematics Classroom: Features from Research and Teachers&apos; Views
Author: Bardy, Thomas
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Individualized Instruction,Educational Research,Teacher Attitudes,Mathematics Activities,Developmentally Appropriate Practices,Secondary School Teachers,Faculty Development,Foreign Countries

Tasks play a central role in the mathematics classroom. Especially when teaching in a heterogeneous mathematics class, teachers should be able to find, select, modify, and assign tasks adequately. The focus in this paper is on adaptivity to cognitively activate all learners at the individual level, and on teachers' abilities to allow for such adaptivity by means of selecting appropriate tasks. More specifically, when planning lesson phases for practice and consolidation, teachers may consider which tasks have differentiation potential and can thus be completed by all students at the same time but at different levels. In order to analyse teachers' strategies in this regard, we investigated the task features that teachers may consider when assessing the differentiation potential of exercise tasks. We first deductively constructed rating categories based on the literature on instructionally relevant features of adaptive tasks. Then, we inductively extended and refined the constructed categories by analysing teachers' reasoning based on a sample of 78 in-service teachers at secondary schools. We validated the resulting 22 categories by determining interrater reliability. Our findings indicate that teachers consider a broad spectrum of task features when analysing the differentiation potential of tasks. However, only some of these features are directly relevant with regard to using adaptive tasks as a differentiation strategy. Our results also show that many teachers arrived at conclusions about the differentiation potential of tasks that were different from task-design experts. Based on our findings regarding teachers' perspectives on the differentiation potential of tasks and on certain task features, we discuss how these findings may have arisen and how important the knowledge about the deep structure of adaptive tasks is for teachers' professional development.
A Discourse on Innovation of English Teaching in China from the Perspective of Artificial Intelligence
Author: Xu, Bingbing
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Innovation,English (Second Language),Second Language Instruction,Artificial Intelligence,Computer Uses in Education,Educational Research

With the progression of economic globalisation, China's expectations about the quality of English teaching in the country have increased, and because of the restrictive drawbacks of orthodox English teaching models, they cannot meet these requirements. The emergence of artificial intelligence (AI) technology can create new opportunities for the optimisation of English teaching. As such, this study aims to systematically review and analyse the current research on the innovations afforded by AI for China's English teaching model, especially the application of AI in unquiesced English teaching. The descriptive-analytical approach is used to study and analyse the literature. The research results highlight evidence of success cases, illustrating that the implementation of AI in English teaching in China can provide new ideas and create new spaces for the innovation of teaching models.
Analysis on International Student Research across the World during the COVID-19 Pandemic
Author: Oh, Youngsub
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Research,COVID-19,Pandemics,Well Being,Mental Health,Foreign Countries,Counseling,Content Analysis

Contrary to the situation before the COVID-19 pandemic, the pandemic has influenced human's well-being in unprecedented ways, especially on international student's mental health across the world. The purpose of this study is to explore international student's research trend in terms of mental health and counseling. To this end, with literary research method, this study reviewed those researches conducted in Korea and across the world, before and during the COVID-19 pandemic. Finally, this study suggested the future research direction and agendas of international student after the COVID-19 pandemic. This study will contribute to calling attention to international students across the world, and making mental health support for them in Korea.
Assessing Distance-Education Services for Students with Learning Difficulties during the Corona Pandemic
Author: Al-Ramamneh, Abdallatif Khalaf
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Pandemics,COVID-19,Students with Disabilities,Learning Disabilities,Parent Attitudes,Teacher Attitudes,Public School Teachers,Educational Assessment,Foreign Countries

This study aimed to assess the distance-education services provided to students with learning difficulties during the Coronavirus pandemic. To achieve the objectives of the study, the researcher built two scales to assess distance education services that are offered to students with learning difficulties; one is from the teachers' viewpoint and the other is from the parent's perspective. The findings showed that the degree of assessment of distance education services for students with learning difficulties during the Corona pandemic was moderate at the overall level among teachers and low among parents. There were no statistically significant differences in the teachers' responses attributed to the variables: gender, academic qualification, and years of experience. Moreover, there were no statistically significant differences in parents' responses attributed to the variables: the child's gender, the educational qualification of the parents and the child's age.
Associations between Emotional Scaffolding, Classroom Quality and Dialectical Thinking Support in Kindergarten
Author: Veraksa, Nikolay
Date: 2021-00-00
Type: Journal Articles
Subjects: Kindergarten,Preschool Teachers,Young Children,Early Childhood Education,Rating Scales,Educational Quality,Scaffolding (Teaching Technique),Emotional Development,Thinking Skills,Foreign Countries,Classroom Environment

Emotional scaffolding by the teachers of kindergarten children facilitates children's emotional well-being and contributes to their achievements in school. Our aim was to analyze the association between emotional scaffolding, dialectical thinking support and classroom quality. We used the Early Childhood Environment Rating Scale (ECERS-R), Dialectical Thinking Support (DTS) scale and Emotion Socialization Observation Scale (ESOS). The study involved 22 kindergarten groups attended by 6-7-year-old children and their educators who have worked with these children for several years. The actions of teachers aimed at emotional expressiveness modeling and teaching about emotions are positively associated with high-classroom and dialectical thinking support. We revealed for the first time associations between dialectical thinking support and emotional scaffolding in children. This suggests that the discussion of opposites and contradictions in objects and situations in the classroom environment and the study of them in the process of change is positively associated with emotion socialization.
Language as Contextual Factor of an Education System: Reading Development as a Necessity
Author: Vos, Elize
Date: 2021-10-00
Type: Journal Articles
Subjects: Language of Instruction,Educational Policy,Native Language,Multilingualism,Official Languages,Foreign Countries,African Languages,Second Language Learning,Language Maintenance,Cultural Maintenance,Native Language Instruction,Correlation,Reading Strategies,Reading Motivation,Teaching Methods,Socioeconomic Status,Parent Child Relationship,Administrator Role,Teacher Role,Language Teachers,Reading Instruction,Gender Differences,National Programs,Achievement Tests,Grade 4,International Assessment,Reading Achievement,Reading Tests,Elementary Secondary Education

Language is a contextual factor of an education system as it determines the Language of Learning and Teaching (LOLT). In order to provide for diversity in South Africa, the Constitution of the Republic of South Africa, 1996, makes provision for 11 official languages and the Language in Education Policy (LiEP) promotes respect for not only these official languages, but languages in general as well as the preservation of cultural diversity by means of multilingualism. Having measures like these in place creates the assumption that different languages are used as LOLT. However, mother tongue education is not fully realised in South Africa. A large percentage of learners' LOLT is not their home language. This lack of mother tongue education may cause poor reading ability. South Africa's government and Department of Education (DoE) has certain strategies available to promote reading, however, the feasibility of these strategies is questionable when the poor reading performance of South African learners is taken into account. To find a solution for the above-stated problem, due to the fact that reading plays an important role within an education system, and the integral part it forms in nation-building, we conducted a literature study to identify current national and international reading strategies. In this article we present a synthesis of these strategies, which we refer to as a &quot;reading motivation framework,&quot; outlining the responsibilities of various social role players.
Teachers&apos; Beliefs and Practices When Teaching Life Sciences Using Their Second Language
Author: Motloung, Amos Ntokozo
Date: 2021-10-00
Type: Journal Articles
Subjects: Teacher Attitudes,Educational Practices,Second Language Learning,Second Language Instruction,English (Second Language),Prior Learning,Language Usage,Teaching Methods,Learning Processes,Science Instruction,Grade 11,High School Teachers,Language Attitudes,Language of Instruction,Student Diversity,Native Language,Disadvantaged Schools,Constructivism (Learning),Teacher Characteristics,African Languages,Code Switching (Language),Foreign Countries

African township schools are characterised by cultural and linguistic diversity, hence, teachers have the dual task of ensuring that learners grasp scientific concepts, while also catering for the diversity in the learners' backgrounds. The study reported on here was aimed at investigating teachers' beliefs and practices in teaching life sciences using English, a language that is not their own home language. The study was underpinned by a socio-constructivist perspective, emphasising how one's personal context, including prior experiences, influences the development of beliefs about language use in life sciences classes and the manner in which teaching and learning might occur. The sample comprised 6 teachers who all spoke English as a second language. We collected the data using structured interviews to ascertain the teachers' beliefs about the teaching of life sciences in English to Grade 11 classes, and classroom observations to identify their classroom practices. The findings indicate that the beliefs that the teachers expressed differed from their actual choices and practices in the lessons observed.
Perceptions of IsiZulu-Speaking Pre-Service Teachers&apos; Classroom English Proficiency
Author: Kellerman, Jessica
Date: 2021-10-00
Type: Journal Articles
Subjects: African Languages,Preservice Teachers,Second Language Learning,Language of Instruction,Language Proficiency,Scoring Rubrics,Computer Software,Teacher Education Programs,English (Second Language),Student Characteristics,Oral Language,Foreign Countries,Case Studies,Student Attitudes,Rural Schools,Audio Equipment,Pronunciation,Comparative Analysis,Classroom Communication,Vocabulary Skills,Pedagogical Content Knowledge,Grammar,Native Language

Despite less than 10% of South Africans claiming English as their home language, it has become the de facto language of instruction. Yet we cannot assume that teachers have sufficient command of this language when using it for instructional purposes. As a sub-study, in this article we report on the oral proficiency of isiZulu-speaking pre-service teachers who use English when expounding content in rural schools. The conceptual framework draws primarily on research relating to instructional communication and Classroom English. For this mixed methods case study, using questionnaire data from 52 pre-service teachers and 18 tutors, we sought to establish the perceptions that respondents had of students' oral proficiency while teaching in situ. Responses were statistically analysed using computing software. Unedited audio recordings of lessons presented in rural KwaZulu-Natal schools during pre-service teachers' work-integrated learning stint provided oral data from which to gauge proficiency using a self-designed rubric. Findings correspond with those of previous studies, pointing to preservice teachers' oral proficiency being less than ideal for effectively facilitating learning. However, what is considered adequate proficiency and what is ideal is yet to be agreed upon. We recommend that interventions which address the development of oral proficiency required for classroom use be considered. Our pilot rubric may serve as a useful data-gathering tool in future research.
Experiences and Attitudes of Setswana Speaking Teachers in Using an Indigenous African Language on an Online Assessment Platform
Author: Moodley, Maglin
Date: 2021-10-00
Type: Journal Articles
Subjects: Accuracy,African Languages,Native Language,Teacher Attitudes,Computer Software,21st Century Skills,Information Technology,Language Role,Cultural Influences,Teaching Experience,Elementary School Teachers,Measures (Individuals),English (Second Language),Second Language Learning,Language Usage,Language Attitudes,Translation,Foreign Countries

Education in the 21st century must have a vision that will support and empower teachers to face the demands of the digital age. The use of information communication technology (ICT) in education can serve this end but ensuring access to digital resources will not address the digital disparity. Culture and language play an equally important role in exacerbating and maintaining the digital disparity as the traditional factor of access. In the study reported on here we investigated the experiences and attitudes of Setswana-speaking teachers in 3 primary schools in the North West province, South Africa, as they were exposed to online software in Setswana, an indigenous African language. Purposive sampling was used to select 7 teachers for the study. Two research questions were answered using systematic self-observation (SSO) instruments, the participant observation (PO) instrument and the in-depth interview (IDI) instrument to determine the experiences and attitudes of the teachers. Thematic analysis was used to analyse the interview data. It was found that accuracy of translation was key for adopting and using software in an African language. The teachers felt that English was the language of ICT and that African languages were not intellectual languages and did not have the capacity to be used in ICT. It is, therefore, recommended that more must be done to translate software into African languages and an effort must be made to raise the status of African languages in academic and technical fields.
Promoting Multilingualism: Foundation Phase Teachers&apos; Experiences in Teaching isiXhosa to Native Speakers of Afrikaans
Author: de Klerk, Edwin Darrell
Date: 2021-10-00
Type: Journal Articles
Subjects: Multilingualism,African Languages,Educational Policy,Language of Instruction,Educational Change,Second Language Learning,Second Language Instruction,Foreign Countries,Indo European Languages,Native Language,Teacher Attitudes,Case Studies,Teaching Experience,Language Teachers,Language Proficiency,Elementary Secondary Education

After 1994, South African policy changes brought about variations in language education resulting in many monolingual classrooms becoming multilingual. Much of the current literature focuses on either providing recommendations to diverse approaches of teaching a second language or describing the experiences of second language learners while limited studies unearthed teachers' experiences in multilingual classrooms, especially where the language of learning and teaching (LoLT) was Afrikaans. In this article we examine responses of teachers in the Northern Cape to teaching isiXhosa to learners whose mother-tongue is Afrikaans. From an interpretivist lens and using a case study design, we present 6 Afrikaans Foundation Phase teachers' (FPTs) experiences in teaching isiXhosa as a second First Additional Language (FAL) to non-isiXhosa speakers. Data from in-depth email interviews were coded and thematically analysed. The results from this study show that, while teachers regard multilingualism as fundamental, they equally regard the isiXhosa curriculum as a tool to develop learners' language proficiency.
Why Do Teachers Code-Switch When Teaching English as a Second Language?
Author: Shinga, Sibongile
Date: 2021-10-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Second Language Learning,Language of Instruction,Native Language,African Languages,Code Switching (Language),Instructional Effectiveness,Classroom Environment,Learner Engagement,High School Students,Concept Teaching,Difficulty Level,Rural Schools,Foreign Countries

In post-apartheid South Africa, 11 languages, including English and indigenous languages, were given equal status as official languages. Yet, more than 25 years after democracy, Black parents still believe that their children's wealth and success depend on English, and therefore, send them to English-medium schools where they take English as a second language (ESL), known in South Africa as English First Additional Language (FAL). Many circumstances compel teachers to code-switch between English and learners' first language. In the study reported on here we explored the reasons behind teachers' code-switching in FAL classrooms in 4 rural high schools in KwaZulu-Natal, South Africa. Concept maps, open-ended questionnaires and open-ended telephone interviews were used to generate data. Findings indicate that FAL teachers use code-switching to clarify difficult concepts, enhance understanding of the content presented, and keep learners engaged during lessons. We argue that the use of learners' first language may be crucial in the teaching and learning of a second language.
Treatments and Conversions in Student Written Solutions to Wasan Geometry Problems
Author: Çeziktürk, Özlem
Date: 2021-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Problem Solving,Written Language,Cognitive Processes,Preservice Teachers,Mathematics Teachers,Misconceptions,Semiotics,Concept Formation,Mathematical Concepts,Mathematical Logic

Cognitive difficulty arises from two types of cognitive processes: treatments; within the same, conversions; between different types of representational registers. Conversions are difficult since they ask for understanding of two representations. Direction and the choice of first register could be a threshold for the student. Wasan geometry is used as a thought provoker and pre service mathematics teachers' written solutions to those problems for usage of cognitive processes: treatments and conversions are analyzed by content analysis method of qualitative research. Descriptive data regarding number of conversions and treatments are given. As much as correct/partially correct answers, the relation between cognitive processes and answers were analyzed. Students' written answers to three Wasan geometry problems on tangent circles are qualitatively analyzed for specific examples of treatment processes and conversion processes. Neither problem type nor correct answer is a reason for the choice of representational registers. One treatment may be worth many conversions. More usage is related to students' conformity. Direction of the conversion may be misleading. None of the students stays in mono-functional registers. Top and lowest grade students use more treatments and conversions. Usage of more conversions is not related to success and result in less number of treatments.