ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of Podcasting on Pronunciation Skills of Pre-Service EFL Teachers
Author: Kafes, Huseyin
Date: 2020-07-00
Type: Journal Articles
Subjects: Audio Equipment,Second Language Learning,Second Language Instruction,English (Second Language),College Freshmen,Student Attitudes,Pronunciation Instruction,Pronunciation,Teaching Methods,Teacher Education Programs,Language Teachers,Content Analysis,Feedback (Response),Management Systems,Generalization,Positive Attitudes,Independent Study,Foreign Countries,Preservice Teachers

This explorative qualitative study investigates EFL freshmen's perception of the impact of creating pronunciation podcasts on their pronunciation skills. The study was conducted with the participation of 80 freshmen, enrolled in a Teaching English as a Foreign Language teacher education program at a Turkish state university. Data were collected through semi-structured interviews, investigator notes, records of dashboard activities, analytics and performance tracking records of the LMS, and podcasts created by the participants as well as the recordings of the peer feedbacks on the discussion board. Analysis of the data was done through content analysis technique, presenting the thematized findings through analytical generalizations. Results have shown that the participants have positive views of creating pronunciation podcasts and that podcasting freed them to a great extent from the spatio-temporal limitations of the classroom, allowing them to study and practice pronunciation at their own convenience. The findings are discussed with reference to pronunciation, recommendations for EFL freshmen are made, and implications are offered.
Performing School Failure: Using Verbatim Theatre to Explore School Grading Policies
Author: Sánchez, Rebecca M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Failure,Grading,Educational Policy,Neoliberalism,Drama,Playwriting,Emotional Response,Public School Teachers,Accountability,Social Justice,Educational Change,Activism

This article describes how dramatic writing and performance practices can be used to reshape qualitative interview data into a verbatim theatre performance with the intent of drawing attention to social movements in education. The performance described in the article reveals the consequences of a punitive educational policy agenda and addresses the emotional toll school grading and other neoliberal policies have had on teachers at a school in the southwestern United States. A primary objective is to examine and explore how verbatim dramatic writing and performance tactics can amplify current issues and social dilemmas and evoke an emotional response in the absence of dramatic action. The methods of writing a script from qualitative data are presented for other scholars and educators who intend to create performances from data.
Interpretations of Slope through Written and Verbal Interactions between a Student and Her Tutors in Algebra 1
Author: DeJarnette, Anna F.
Date: 2020-06-00
Type: Journal Articles
Subjects: Interaction,Tutors,Algebra,Mathematics Instruction,Mathematical Concepts,Discussion,Concept Formation,Fractions,Preservice Teachers,Grade 8,Symbols (Mathematics),Public Schools,Urban Schools,Semantics,Learning Problems,Middle School Students

There is an ongoing need to support students' learning of linear functions, and the study of slope makes up a foundational component of this learning. We applied techniques from systemic functional linguistics to document the meanings that were established through spoken interaction between a student and her tutors during discussions of slope. We found that, while fraction notation gave the student and tutors a common reference point to discuss slope, it also masked important differences in how the student interpreted slope compared to her tutors. The findings of this analysis imply the need not only to attend to how students quantify slope, but also whether students recognize slope as an attribute of a line.
Relations Attitude towards Mathematics Lessons: Anxiety and Academic Success
Author: Tuncer, Murat
Date: 2020-06-00
Type: Journal Articles
Subjects: Mathematics Education,Anxiety,Correlation,Comparative Analysis,Gender Differences,Structural Equation Models,Mathematics Achievement,Teaching Methods,Student Attitudes,Private Schools,Teacher Characteristics,Foreign Countries,Positive Attitudes,Negative Attitudes,Attitude Measures,Teacher Student Relationship

In this particular study attitude towards mathematics lessons and relation between anxiety and academic success had been explored. Though as a result of the comparative analysis of the study gender, teacher, class and the most popular and favourite lesson were determined to cause significant differences of opinion with regard to attitude towards mathematics lesson in some cases, based on structural equation modelling substantive and significant impact had been observed only for the most popular and favourite lesson. Besides, anxiety towards mathematics lesson was determined to have a mediation impact on the relation between attitude towards mathematics lesson and anxiety. The most popular and favourite lesson variable differentiated academic success in a significant manner. In the meantime, a significant relation was determined between attitude as a scaling factor and success in mathematics lesson. Anxiety had been determined to be effective is projection and prediction of success with its intermediary impact.
Student Evaluations and the Performance of University Teaching: Teaching to the Test
Author: Hoben, John L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Course Evaluation,Questionnaires,College Faculty,Beginning Teachers,Professional Identity,Teacher Evaluation,Student Evaluation of Teacher Performance,Communities of Practice,Teacher Effectiveness,Autobiographies,Ethnography,Neoliberalism,Accountability,Resilience (Psychology)

What do course evaluation questionnaires (CEQs) do to our teaching and to our perceptions of ourselves as teachers? We are all early- to mid-career academics at a midsized Canadian university who explore how course evaluation questionnaires have affected our academic identities. By using autoethnography and critical reflection, we examine how CEQs shape and restrict our teaching identities as well as the identities of our students. Alternative ways of assessing teaching excellence and promoting communities of inquiry are explored.
Maths Instruction in Vocational High School from Teachers and Students&apos; Eyes: A Different Kettle of Fish
Author: Ozdemir, Huseyin
Date: 2020-06-00
Type: Journal Articles
Subjects: Mathematics Instruction,Vocational High Schools,High School Students,Vocational Education Teachers,Teacher Attitudes,Student Attitudes,Public Schools,Foreign Countries,Problem Solving,Mathematics Skills,Student Evaluation of Teacher Performance,Instructional Effectiveness,Teacher Response

Mathematics course in vocational high school education is significant worldwide to equip vocational students with the technical and personal skills that are required for the effective workforce as discussed in the context of Science, Technology, Engineering and Mathematics (STEM) education. The present research sets out to investigate Turkish maths teachers' believes and instructional practices through comparing vocational students' perceptions for mathematics instruction and the researcher's observation in a state vocational high school. A total amount of 20 maths teachers and 161 students participated in this longitudinal study (n=181). Mixed methods were used, and three types of data were collected: questionnaires, interviews and observation. The findings indicated that maths teachers' belief and practices were not consistent when compared with the questionnaire and interview data collected from vocational students, and also observation carried out by the researcher.
Performing Society: Pursuing Creativity and Criticality in Secondary ELA
Author: Ho, Stephanie
Date: 2020-00-00
Type: Journal Articles
Subjects: Barriers,English,Power Structure,Language Skills,Teaching Methods,Standards,Secondary School Students,Social Problems,Personal Autonomy,English Teachers,Teacher Attitudes,Creativity,Critical Theory,Neoliberalism,Language Arts

As an English Language Arts teacher, I have experienced cost-effective approaches replacing the actual &quot;arts&quot; of ELA (Trend, 1992). This article explores how Surrealist-oriented pedagogies could restore imaginative freedom and deconstruct conceptual barriers (normative standards, curricular constraints, and status quo power relations) in secondary ELA. I will also examine how we can use Surrealism as a political and pedagogical model to treat societal problems mirrored in ELA classrooms. Surrealist-oriented pedagogies could enable students to experiment with social issues and develop senses of agency and voice that reflect awareness of contemporary society while simultaneously building their ELA skills.
&quot;Uumasuusivissuaq&quot;: Spirit and Indigenous Writing
Author: Williamson, Karla Jessen
Date: 2014-00-00
Type: Journal Articles
Subjects: Poetry,Females,Eskimos,Indigenous Knowledge,Poets,Scholarship,Gifted,Epistemology,World Views,Foreign Countries

The scholarship on Indigenous peoples is deeply steeped in colonization and often assumes a Western perspective. I start this article with my poetry as a female &quot;kalaaleq&quot; (Inuk from Greenland) poet. I contextualize my writing through discussions on praxis and new knowledge creation through poetry. In this article, I argue for a process of decolonization of written, academic knowledge on Indigenous peoples by inviting Indigenous writers to consider writing in poetry form, which comes from giftedness of inner soul-namely the spirit.
You Don&apos;t Know Me: Adolescent Identity Development through Poetry Writing
Author: Hughes, Janette Michelle
Date: 2014-00-00
Type: Journal Articles
Subjects: Poetry,Adolescent Development,High School Students,Student Attitudes,Social Networks,Information Technology,Rhyme,Oral Language,Writing (Composition),Criticism,Teaching Methods,Foreign Countries,Metacognition,Self Concept,Telecommunications,Handheld Devices,Multiple Literacies,Technological Literacy,Computer Software,Social Media

Our study concerns adolescents using poetry writing as an interrogative and creative means of shaping and creating &quot;voices&quot; or &quot;identities.&quot; Toronto-based high school students were challenged to be creators (rather than solely consumers) of available social practices within a digital landscape using mobile devices and social networking platforms. The students engaged in the processes of creating poetry that included experimentation with form (including spoken word, found, and rhyming couplet poetry), research, and writing-induced challenges of received ideas. Their creations of their multiple &quot;Resonant Voices,&quot; which in some cases were powerful statements of self-discovery and social criticism, were further amplified because they occurred in a formal educational setting.
Spanish Language of North American Students of Hispanic Heritage: A Field Study in North Texas
Author: González Martín, Ana María
Date: 2020-00-00
Type: Journal Articles
Subjects: Spanish,Heritage Education,Bilingualism,Literacy,Language Variation,Bilingual Teachers,Bilingual Education Programs,Hispanic American Students,Error Analysis (Language),Language Proficiency,Grade 9,Oral Language,Written Language,Teaching Methods,Student Needs,Native Speakers,Academic Language,Writing Instruction,Self Esteem,High School Students,Individualized Instruction

Dual language programs are poised to produce bilingual/biliterate teacher candidates to alleviate bilingual educator shortages. Therefore, in search for ways to support the growing number of Spanish/English dual language programs in Texas, the authors of this paper analyzed the variations of Spanish language and proficiency levels of 9th grade heritage Spanish speakers. Researchers analyzed 62 students' written and oral productions in Spanish through an error analysis approach. The results obtained from this analysis were crossed-checked with academic and personal data, providing important information on the linguistic needs as well as the factors mediating the different levels of Spanish proficiency demonstrated by the students. Furthermore, a differentiated instructional methodology was established to bridge students' specific needs with effective practices. Written academic language was planned with the group of native-like speakers, whereas speaking activity centers were implemented for the group of students with a passive use of Spanish, and game-like experiences for those heritage speakers who had lost much of their Spanish abilities. The findings from the study illustrate that by understanding Spanish heritage speakers' unique abilities and needs, instruction can be created that will build their ability and confidence with their language.
What Teachers Want: The Qualities of an Effective Literacy Couch According to Classroom Teachers
Author: Hudson, Alida K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Literacy Education,Coaching (Performance),Teacher Effectiveness,Interpersonal Competence,Feedback (Response),Faculty Development,Interpersonal Communication,Literacy,Teaching Methods,Knowledge Level

This article presents findings from a study in which nine classroom teachers interacted with campus literacy coaches. Teachers were interviewed about qualities that they believe constituted an effective literacy coach. The themes that emerged were that literacy coaches have strong interpersonal skills, are knowledgeable, provide specific feedback, and understand the nature of coaching conversations. These characteristics are well supported in the research on literacy coaching and were also evident in recorded coaching interactions between teacher and coach during our larger study of coaching conversations. Becoming aware of the qualities that teachers are looking for in a literacy coach may aid coaches in working with classroom teachers to grow their literacy practices, thus making literacy coaching a highly effective form of professional development.
Let&apos;s Go to the Movies: Children&apos;s Textual Practices before and during a Play-Based Classroom Initiative
Author: Friedrich, Nicola
Date: 2020-00-00
Type: Journal Articles
Subjects: Play,Teaching Methods,Kindergarten,Theaters,Rural Schools,Literacy Education,Foreign Countries,Class Activities,Writing Instruction,Invented Spelling

This paper describes the textual practices of kindergarten children as they co-created and participated in a movie theatre play context within their rural classroom. Data informing this paper were drawn from classroom videos of children (aged 3-5 years) as they engaged in activities associated with the movie theatre, field notes from action research meetings with the classroom teacher and early childhood educator, and the texts created by the children while participating in the initiative. In relation to our research questions, we coded and then identified patterns in the children's text-making activities and the texts they composed. Our analysis found that the children created texts in preparation for and while participating in the play initiative, revealing their emerging knowledge of the alphabetic principle and print genres. Through their creation of textual materials and during their enactment of roles within the play context, the children also demonstrated their understandings about the social functions of different texts. Insights from this analysis build on the literature regarding young children's early writing development through play and may encourage educators to co-create dramatic play initiatives with their students to extend literacy learning beyond the acquisition of literacy skills.
Internationalization Perspective of Pangasinan State University: Open University Systems
Author: Queroda, Phillip
Date: 2020-07-00
Type: Journal Articles
Subjects: Open Universities,Global Approach,Public Colleges,Foreign Countries,College Faculty,Teacher Attitudes,Readiness,Strategic Planning,Barriers,Diversity (Institutional),Intercultural Programs,Organizational Objectives

This study was administered to determine the perspective of Pangasinan State University -- Open University Systems (PSU-OUS) towards internationalization as perceived by the academic unit's professors as the initial step for its implementation and realization. The method of research that was used in the study is descriptive. Total population sampling technique was used in determining the respondents, all of whom 20 faculty members of PSU-OUS. Mean average and 4-point Likert scale were used in analyzing and interpreting the data gathered. The questionnaire was validated by experts which include deans and directors in the graduate school level to ensure its validity and reliability. Google Forms were used as data gathering tool. The level of readiness of PSU-OUS in internationalization as perceived by faculty members is moderately ready. The faculty members' level of understanding towards internationalization is also moderate in extent. Further, faculty members perceived a high extent of opportunity in relation to internationalization. Finally, faculty members discern the internationalization challenges as less serious in PSU-OUS. PSU-OUS and other institutions across the world should give emphasis on indicators in the understanding of internationalization such as international students' recruitment, facilities and support system and diversity of income generation. Institutions should intensify its awareness on internationalization through seminars and forums. Further, the institutions should review its policies regarding the perceived very serious challenges of internationalization such as high cost of investing in building and infrastructure, lack of efficient quality assurance mechanism, and lack of stakeholders' and staff orientation.
Teaching and Learning Support for Students with Disabilities: Issues and Perspectives in Open Distance E-Learning
Author: Ntombela, Sithabile
Date: 2020-07-00
Type: Journal Articles
Subjects: Students with Disabilities,Distance Education,Electronic Learning,Foreign Countries,Barriers,College Students,Access to Education,Student Development,Student Participation,Teaching Methods,Attitudes toward Disabilities,Mainstreaming

The transformation of higher education, in line with the South African Constitution, has led to increased enrolments of students with disabilities. However, limited research has been conducted on teaching and learning support these students receive. Access of students with disabilities in higher education is a human rights issue yet research shows that it has not been linked to increase in instructional support. As such, their participation has been limited. Some of the barriers limiting their participation are lecturers' negative attitudes due to lack of disability awareness and the unavailability or inadequacy of support in teaching and learning. As a result, higher education institutions have not succeeded in creating enabling teaching and learning environments for these students. This paper seeks to initiate discussion about the teaching and learning support needs of students with disabilities, particularly in an Open Distance e-Learning context and to propose strategies that can be employed to increase the quality of their participation and improve their academic outcomes.
Preparing North Carolina Principals for Trauma-Sensitive Leadership
Author: Allen, Tawannah G.
Date: 2020-07-00
Type: Journal Articles
Subjects: Principals,Management Development,Trauma,Administrator Role,Standards,Standard Setting,Instructional Leadership,Faculty Development,Mental Health Programs,School Policy,Family School Relationship

Childhood trauma is an all-too common factor in the lives of students and their families. Schools and communities across America are more likely to serve families that have experienced trauma (Anderson, 2016). Although trauma or toxic episodes can impact families across the economic spectrum, children living in poverty, in socially isolated areas, and in economically distressed communities are often disproportionately affected. Statistics offered by the National Resiliency Institute (2018) are as equally dismal, in that 72% of children and youth will experience a traumatic episode caused by abuse, neglect, the loss of their homes to hurricanes, fires, earthquakes, incarceration, parental separation, the death of a family member or due to mass shootings. Against the backdrop of these data, the authors of this manuscript argue that future-ready leadership requires that well-prepared principals must be armed with compassionate and research-informed responses. We recognize that the tenets of this research are currently missing from North Carolina's School Executive Standards. In response to this gap, we propose incorporating the Trauma and Learning Policy Initiative's (TLPI) Flexible Framework as a guide for North Carolina's schools of education and principal preparation programs. Moreover, the framework's six core operational functions: leadership, professional development, access to resources and services, academic and nonacademic strategies, policies and protocols, and collaboration with families are critical to the development of trauma sensitive leadership and are necessary as principals prepare to support North Carolina's children facing trauma.
Supporting Professional Development through Digital Principal Leadership
Author: Sterrett, William
Date: 2020-07-00
Type: Journal Articles
Subjects: Professional Development,Principals,Teacher Administrator Relationship,Instructional Leadership,Technology Integration,Educational Innovation,Technological Literacy,Leadership Effectiveness,Secondary Schools,Administrator Attitudes,Administrator Role,Communities of Practice,Teacher Empowerment,Teacher Leadership,School Administration,Social Media

A core role of the K-12 school leader is to support and nurture the growth of others. That growth is commonly thought to be at the student level. However, school leaders must also focus on the growth of their teachers. School leaders are adjusting to a world where technology has crept into many aspects of the profession. And sometimes, technology innovation comes during a time of sudden disruption, such as the COVID-19 pandemic in Spring 2020 where digital learning and leadership become the new norm, even when uncertainty and change were omnipresent. As such, while it is clear that principals must be collaborative instructional leaders, and that principals must develop their faculty and staff, what is left to be known is &quot;how&quot; principals use technology to engage in such activities. This study is guided by the question, &quot;How do principals leverage digital leadership to transform their school into a professional learning organization?&quot; The findings are organized into three themes of how these principals lead in this work.
Performing, Passing, and Covering Motherhood in Academic Spaces: A Heartful Autoethnography
Author: CohenMiller, Anna S.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Women Faculty,Mothers,Autobiographies,Ethnography,Overseas Employment,Foreign Countries,Social Bias,Cultural Context,Family Work Relationship,Cultural Differences

This study applies heartful autoethnography to demonstrate the performance of being a mother in academia. As such, the article addresses: (1) motherhood versus mothering; (2) the concepts of presentation of self, passing, and covering; (3) systematic bias mothers face in academic spaces; and (4) the ultimate costs of covering motherhood in academia.