ethanporcaro/eric-fulltext-meta huggingface dataset:
Passing the Praxis Is as Easy as PIE: Practical Practice, Immediate Feedback, and Engagement with Peers
Author: Crouse, Tammy
Date: 2023-00-00
Type: Journal Articles
Subjects: Principals,Administrator Education,Instructional Leadership,Certification,Test Preparation

In today's world, Principal Preparation Programs (PPPs) need to be innovative in helping principal candidates be more prepared to lead in changing times, but first, they must receive certification successfully. Completing the Praxis exam is the final requirement to gain certification as an instructional leader in Alabama and is often a stressful time for many. A mixed-methods study was conducted to investigate the problem of principal candidates struggling with the Praxis exam and find ways to support them by utilizing retrieval practice using the theoretical framework of Transfer Appropriate Processing (TAP). An invitation to participate was sent to all students in their last course in the instructional leadership program at one university. Then 30 participants were randomly placed into one of three cohorts: testing, testing with collaboration, or random. Online practice exams were purchased through a small seed grant. Quantitative data consisted of scores from online practice tests at three testing points. A significant difference was found between the practice testing and random groups. Qualitative data from an open-ended survey at the end of the experience revealed that participants increased their confidence and test-taking strategies and found the experience to be positive in preparing for the exam and their future leadership. The implications for PPPs are many, including the importance of providing students with opportunities for retrieval practice and collaboration. This helps not only with the testing situation but also in increasing their ability to transfer knowledge to novel situations similar to what they will face in the complex field of leadership and be better prepared to lead in changing times. Exploring innovative and virtual options for practice and collaboration is also needed for PPPs to meet the needs of online students today and help ensure they are ready to lead schools in times of change.
Is It &quot;Important,&quot; &quot;Significant,&quot; or &quot;Crucial?&quot; A Corpus Based Study of English Synonyms
Author: Chaokongjakra, Wimonnit
Date: 2023-00-00
Type: Journal Articles
Subjects: Computational Linguistics,English (Second Language),Second Language Learning,Second Language Instruction,Political Attitudes,Form Classes (Languages),North American English,Language Usage,Semantics,Vocabulary Development,Phrase Structure,Preferences,Word Frequency,Literary Genres

Due to the large number of near-synonyms present in the English language, English learners frequently struggle to use near-synonyms in different contexts, as these words, despite similar meanings, are not always interchangeable. This study examines the distribution and collocation of three synonyms, &quot;important,&quot; &quot;significant,&quot; and &quot;crucial,&quot; across genres. The objectives are to investigate differences in formality based on genre distribution and to analyze collocates in relation to semantic preference. The data from the Corpus of Contemporary American English (COCA) indicates that the synonyms are used primarily in academic contexts, with &quot;important&quot; being the most common. Nonetheless, these synonyms differ in their collocates and themes. &quot;Significant&quot; is frequently associated with quantity-related matters, whereas &quot;crucial&quot; is typically associated with the political domain. &quot;Important&quot; often appears with intensity-related adverbs, and &quot;significant&quot; with study-related ones. Therefore, the analysis of collocates between nouns and adverbs reveals that these synonymous adjectives have both shared and distinct preferences.
Midwest Black, Indigenous, People of Color Leaders Serving in White Spaces
Author: Burton, Brett A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Principals,Minority Groups,African Americans,Indigenous Populations,Hispanic Americans,Instructional Leadership,Predominantly White Institutions,Racism,Critical Race Theory,Administrators,Personnel Selection

The narrative inquiry correlates to the Leadership in a Time of Change theme by examining the stories of 10 Black, Indigenous, People of Color (BIPOC) school leaders serving in White suburban schools. The research study explores the experiences of eight Black and two Latinx school leaders that serve in K-12 school districts after the racial reckoning of 2020 when elevated racial tensions were significant. Limited research has been explored related to BIPOC school leaders' experiences in predominately White school institutions where they are underrepresented among educational stakeholder groups. The inquiry analyzes the data through the Critical Race Theory from Delgado and Stefancic (2017). The stories of the 10 BIPOC school leaders revealed three themes: racism, microaggressions, and pressure plus. The study is relevant to predominately White school district leaders attempting to hire and retain diverse school leaders.
Perceptions of Assistant Principals of Curriculum and Instruction Regarding the Effectiveness of Their Role
Author: Furman, Patton
Date: 2023-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Assistant Principals,Administrator Role,Curriculum,Instruction,Instructional Leadership

This article describes findings from a qualitative phenomenological study that explored the perceptions of assistant principals of curriculum and instruction (APCIs) regarding the effectiveness of their role. The APCI is an emerging role in school administration. Such nascent change in the role of an AP aptly represents the theme of this journal edition, &quot;Leadership in a Time of Change.&quot; There needs to be more research involving APCIs, including whether the position is effective in practice. Findings from this study explicate the duties of an APCI and a lack of specific training provided to individuals assuming this role. Advantages of the role include increased consistency in messaging and working with teachers to improve practice. Perhaps the most concerning finding is an implication that adding an APCI to a school's administrative team provides a reason for building principals to abdicate or minimize their role in instructional leadership. The article concludes by discussing the findings and implications for future practice.
Investigating Novice Translators&apos; Instrumental Competence in Translating from and into a Foreign Language
Author: Sittirak, Nantana
Date: 2023-00-00
Type: Journal Articles
Subjects: Novices,Translation,Second Language Learning,Second Language Instruction,Language Processing,Language Usage,English (Second Language),Thai,Student Attitudes,Computational Linguistics,Computer Software,Reference Materials,Online Searching,Teaching Methods,Accuracy,Undergraduate Students

Instrumental competence is universally considered a compulsory competence for translators. Given its significance, this study investigated the instrumental competence of novice translators in translating from and into a foreign language. To this end, an experiment was conducted with a group of 31 Thai EFL learners who had taken English-Thai Translation and Thai-English Translation courses. Data was collected using recordings of the participants' on-screen translation activities, their translated texts in English and Thai, a pre-translation questionnaire, a post-translation questionnaire, interviews, and direct observations. Not only did the results of the research confirm the growing popularity of electronic translation resources, particularly Machine Translation (MT), but they also revealed that the number of resources used, the total time taken for searches, the number of searches carried out, and the variety of searches carried out did not contribute to the acceptability of the solutions to translation problems. Regarding directionality, various aspects of translating into a foreign language demanded a higher use of translation resources. These results indicated that instrumental competence consists of the translator's knowledge of translation resources and their ability to use them. Consequently, this study proposes that translation teachers and institutions develop novice translators' instrumental skills to prepare them for the translation market where the expert use of modern-day resources and the ability to translate texts accurately, regardless of directionality, are required.
Rural Critical Policy Analysis: A Framework for Examining Policy through a Rural Lens
Author: Brenner, Devon
Date: 2023-00-00
Type: Journal Articles
Subjects: Policy Analysis,Rural Areas,Advocacy,Disadvantaged,Rural Education,Educational Policy,Public Policy

Rural critical policy analysis (RCPA) goes beyond questions about whether a policy will &quot;work&quot; in a particular place, to examine the impact of policies on rural places. RCPA recognizes that policies represent the allocation of values--and that policy analysis cannot be separated from views of right and wrong. RCPA asks us to consider policies from a position of advocating for people who have often been disenfranchised or disempowered by policy. This means recognizing two things about rural policy--(1) that for centuries, policies have positioned places as in service to urban places--a perspective that assumes that rural places exist to provide urban centers with resources that can be harvested or mined (food, forests, energy, recreation opportunities) and; (2) accompanying this metrocentric belief is often an assumption that rural places are deficit or deficient--lacking in resources, out of step with the &quot;modern&quot; world, and unable to care for themselves. Devon Brenner examines RCPA which moves beyond what works and, instead, asks for whom while examining geographies alongside race, class, gender, and other demographics.
How to Express Gratitude in the Acknowledgement Section: the Case of Thai EFL Graduate Students
Author: Nasalingkhan, Mewika
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Guidelines,Applied Linguistics,Pragmatics,Foreign Countries,English for Academic Purposes,Language Patterns,Metalinguistics,Masters Theses,Graduate Students

Completing a postgraduate dissertation requires various types of support, whether it be academic, moral, or financial. One way to express gratitude towards those who contribute is through the acknowledgement section. However, the guidelines provided by universities appear to be inadequate to support students, which poses challenges for those who are non-native English speakers. The present study, therefore, aims to examine the generic structure of the move patterns and the frequency of moves in the acknowledgement sections written by Thai EFL graduate students in applied linguistics. A corpus of 60 acknowledgements from the e-databases of two public universities was compiled. Hyland's (2004) framework of dissertation acknowledgements, consisting of three moves with their sub-units, was adopted as the analytical framework. The findings revealed that the thanking move appeared in every acknowledgement and was thus regarded as an obligatory move. However, both the reflecting and announcing moves were considered optional moves. Interestingly, one new move was found, suggesting a specific characteristic of Thai EFL graduate students in composing this section. The findings have pedagogical implications for both English for Academic Purposes (EAP) teachers and students in terms of raising their awareness of the diverse acknowledgement patterns that they can utilise.
How Do Art Critics Critique? A Move Analysis of Art Reviews Written by Professional Writers
Author: Damrongmanee, Monthira
Date: 2023-00-00
Type: Journal Articles
Subjects: Art,Artists,Art Criticism,Art Appreciation,Language Styles,Language Usage,Computational Linguistics,Discourse Analysis,Periodicals,Newspapers,Creativity

The art review is a genre that describes the artwork under discussion, educates its readers, as well as interprets and evaluates the work. It is a genre that plays a crucial role in the art community as it publicizes art, promotes artists, educates the public and enhances their appreciation of art. This study investigates this underexplored genre through the move analysis of a 67,807-word corpus of 70 art review texts collected from online art magazines and online newspapers containing an art review section. The study reveals seven moves and seven steps found in the art reviews in the corpus: heading (Move 1), describing the work (Move 2), providing external information (Move 3), providing the artist's background (Step 3.1), providing general knowledge (Step 3.2), discussing a past event that influences the work (Step 3.3), mentioning quotes (Step 3.4), mentioning other reviews (Step 3.5), interpreting the work (Move 4), judging the work (Move 5), providing evaluative comments (Step 5.1), recommending or disrecommending the work (Step 5.2), expressing general opinions and thoughts (Move 6), and sharing the writer's personal experience (Move 7). The results also show no common move patterns, indicating that the genre allows fluidity and creativity in structuring the content.
From Real World to Classroom: Navigating English Language Learning through Autonomy-Supportive Instruction and Out-of-Class Resources in Thai EFL Context
Author: Upara, Santipap
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Independent Study,Personal Autonomy,Teaching Methods,Language Teachers,Teacher Attitudes,Learning Strategies,Student Attitudes,Informal Education,Teacher Role,Secondary School Teachers

Out-of-class resources offer a range of opportunities for language learning and teaching. However, teachers' integration of these resources into the Thai EFL context has received limited research attention. This mixed-methods study was conducted to explore how teachers incorporate out-of-class resources in their EFL classrooms, and conduct autonomy-supportive instruction in the Thai EFL context. The participants, English teachers based in Bangkok, Thailand, were purposively selected for the study. Data were collected through questionnaires, classroom observations, and in-depth interviews. The research findings indicate that teachers frequently and extensively rely on receptive-oriented resources, and foster a positive and supportive learning environment. However, the study highlights that teacher may need to actively teach learners how to employ learning strategies and evaluate out-of-class resources. It highlights putting more consideration into incorporating learners' perspectives into lessons, and encouraging reflection on the effectiveness of their own learning experiences to promote greater learner autonomy. The results obtained from classroom observations and interviews diverge from the findings of the questionnaire. This discrepancy leads to a pedagogical guideline highlighting the significance of incorporating learners' perspectives, promoting real-life application, developing self-directed learning skills and strategies, and adopting an active advisory role in learners' out-of-class language learning.
Veteran Teachers&apos; Resistance Factors to Technology Usage in the Face of Change in the Secondary Classroom in Northwest Alabama
Author: Aldridge, Elyse
Date: 2023-00-00
Type: Journal Articles
Subjects: Experienced Teachers,Educational Change,Resistance to Change,Technology Uses in Education,Secondary School Teachers,Faculty Development,Barriers

Technology has inserted itself into everyday life. This includes the classroom and instructional practices; however, veteran teachers face unique circumstances with technology. Veteran teachers are looking for leadership in the face of current technological changes. Using a descriptive qualitative approach, we examined the current use of technology in veteran teachers' classrooms in rural Northwest Alabama. Forty veteran teachers answered an online survey about their perceptions of technology in daily instruction, and 12 were selected via purposeful sampling to complete an interview to expound on the survey responses. Findings revealed that these veteran teachers wanted more administrative support, copious yet practical professional development sessions, and removing as many barriers as possible.
Perceptions of School Counselors and Administrators on the Role of School Counseling
Author: Windham, Heather D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Counselor Attitudes,Administrator Attitudes,Counselor Role,School Counseling,School Counselors,Rating Scales,Advocacy,Professional Development,Burnout

This quantitative survey study aimed to identify differences between school counselors' and administrators' perceptions of the school counselors' role and if demographic criteria of years of experience, years in education, enrollment size, and grade level impacted these perceptions. Currently employed school counselors and administrators in Alabama with at least one year of experience were recruited to participate in this study. The School Counseling Activity Rating Scale (SCARS) (Scarborough, 2005b) and SCARS Modified (Lane et al., 2020) instruments were utilized. Results were analyzed by comparing descriptive statistics and performing a factorial ANOVA and multiple regression. Results of the ANOVA suggest that discrepancies exist between how school counselors and administrators view the preferred role of the school counselor but were not statistically significant in how the groups perceive the fundamental role of the school counselor. The results of the multiple regression were inconclusive and suggested additional research. Implications for school counselors and administrators aim toward opportunities for advocacy and leadership through professional development, training, and collaboration.
Retaining Non-Traditionally Certified Teachers in the Profession
Author: Richards, Leslie Cranford
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Persistence,Alternative Teacher Certification,Faculty Mobility,Elementary School Teachers,Secondary School Teachers,Teacher Shortage,Teaching Conditions,Educational Benefits,Teacher Effectiveness,Grounded Theory,Teacher Student Relationship

Relative to the theme of this journal edition, &quot;Leadership in a Time of Change,&quot; one of the most challenging changes in school leadership recently has been finding qualified teachers to teach in P-12 classrooms. Teacher turnover in P-12 schools has increased significantly (Simon &amp; Johnson, 2015), contributing to the teacher shortage in the United States. This shortage of teachers has necessitated the employment of more teacher candidates from non-traditional teacher certification pathways. Researchers report that teachers from non-traditional certification pathways are more likely to leave teaching than fully prepared teachers. Thus, retention of teachers would help solve the teacher shortage problem. Therefore, it is important to determine what working conditions and support systems in schools will encourage non-traditional certification pathway teachers to stay in the profession. This information is critical to educational leaders trying to maintain a faculty that is well-equipped to utilize best-practice instruction to meet the needs of students. Students also benefit from the stability of relationships with teachers who stay in their teaching positions over time. Qualitative, this grounded study findings indicate that strong, positive relationships that support teachers from all levels of the organization are key to retaining teachers from non-traditional preparation pathways. Initiatives that help to build and maintain strong collective efficacy among teachers can also aid in retaining alternatively certified teachers. This study offers a working, grounded theory of teacher retention and suggests implications for practice and future research.
Fostering Learner Autonomy of Thai Lower Secondary School Students in Project-Based English Instruction
Author: Suwannaphima, Suphawadee
Date: 2023-00-00
Type: Journal Articles
Subjects: Personal Autonomy,English (Second Language),Second Language Instruction,Second Language Learning,Student Attitudes,Diaries,Student Projects,Active Learning,Secondary School Students,Independent Study,Teaching Methods,Foreign Countries

Learner autonomy has caught the attention of educators and researchers as one of the educational goals of the 21st century and as a factor that can affect second language learning. Efforts to foster learner autonomy in English classrooms have been ongoing. The study aimed to enhance learner autonomy of lower secondary school students. Thirty-nine Thai students voluntarily signed up for the course. The development of their autonomy was examined using three instruments. First, a questionnaire adapted from Murase (2015) was employed before and after the instruction. During the course, the students were asked to keep learning logs. Lastly, based on the questionnaire results, six students were selected to be interviewed after the instruction. The data from the three sources were analyzed and used to triangulate with one another. The project-based English instruction showed positive effects on learner autonomy. The questionnaire showed an increase in students' level of autonomy overall and in each dimension: technical, psychological, political, and sociocultural. The learning logs and interviews also showed signs of learning independence over time. These findings confirm that learner autonomy can and should be fostered in English classrooms.
Feeling In-Between Experienced by Tertiary-Level English Preparatory Students: An Investigation of Two Turkish EMI Universities
Author: Kemaloglu-Er, Elif
Date: 2023-00-00
Type: Journal Articles
Subjects: College Preparation,English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,Foreign Countries,Student Attitudes,Educational Quality,Psychological Patterns,College Second Language Programs,Institutional Characteristics,Majors (Students)

English preparatory programs at English medium instruction (EMI) universities aim to help students gain the necessary competence in English so that they can fulfil their academic and communicative goals at the international level. Preparatory students may experience different psychological situations including feeling in-between. Being neither a high school nor a bachelor student, they may experience difficulties likely to stem from the uncertainty regarding their status and environment and this could have adverse effects on the quality of their language learning including distraction and demotivation. This study is the first of its kind investigating English preparatory students' feeling in-between by exploring their descriptions, reasons, and suggested solutions. The data were collected from 238 students at two Turkish EMI universities through a questionnaire and interviews and thematically analysed. Findings show feeling in-between was defined as &quot;not feeling like a real university student.&quot; The participants likened their environment to high school and complained about lack of activities and contents not related to their majors. The suggestions included content-based instruction and social, psychological, and academic support. The study implies preparatory students be fully included in educational life and have a say in relevant policies. The research also has implications for tertiary-level EFL instruction worldwide.