ethanporcaro/eric-fulltext-meta huggingface dataset:
What Goes on beyond the Closed Doors: Voices from LGBTQ EFL Students
Author: Hongboontri, Chantarath
Date: 2022-00-00
Type: Journal Articles
Subjects: LGBTQ People,Undergraduate Students,Student Attitudes,English (Second Language),Second Language Learning,Classroom Environment,Bullying,School Safety,Foreign Countries,Peer Relationship,Teacher Student Relationship,Social Bias

This study examines LGBTQ undergraduate students' perceptions of their English as a foreign language (EFL) classroom climate. With a snowball sampling technique, the researchers went into one university in Thailand and gathered data from 12 self-identified LGBTQ students to learn about their perceptions of their EFL classroom atmosphere in terms of their EFL teachers, their classmates, their subject matter, and their classroom environment. Findings revealed positive classroom climate perceptions for these participating LGBTQ students and showed significant relationships between classroom climate and their EFL teachers and classmates. Nonetheless, some participants did not feel as safe in a university. They reported their experiences of some forms of bullying such as name-calling and disapproving stares. Their concerns provided evidence for university officials to potentially designate a space particularly for LGBTQ students.
Unveiling the Relationship between the Grit of Thai English Language Learners, Engagement, and Language Achievement in an Online Setting
Author: Kiatkeeree, Jettapol
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,English (Second Language),Second Language Learning,Second Language Instruction,Academic Persistence,Learning Motivation,Learner Engagement,Online Courses,Predictor Variables,Resilience (Psychology),Measures (Individuals),Student Attitudes,Grade 10,Grade 12,High School Students,Personality Traits,Foreign Countries

Past research has found that an individual's academic success, including success in English language learning, can be predicted by a person's 'grit'. Grit is a personality trait defined as the combination of perseverance of effort and consistency of interests. Other than grit, learner engagement is another factor considered to be highly related to levels of academic achievement. However, the paradigm of English language learning has transitioned to online settings. Therefore, it is important to know how students' grit is affected by such a transition. The purpose of this study is to investigate the grit and online engagement of 563 Thai English language learners (ELLs) and to study the relationship between Thai ELLs' grit, learner engagement, and their English language achievement in online settings. Grit scales and online engagement scales were used to collect the data. The present study found that grit positively correlates with language achievement and engagement. Furthermore, it also found that grit is a predictor of language achievement while online engagement demonstrated no predictive value to language achievement. The results are aligned with, and corroborate, the work of Teimouri et al. (2020) suggesting that grit is associated with success in English language learning.
Usability and Motivation Study of Mobile Application for English Language Proficiency Test Preparation in Thailand: A Case Study of TU-GET CBT
Author: Koowuttayakorn, Sichon
Date: 2022-00-00
Type: Journal Articles
Subjects: Usability,Language Proficiency,Language Tests,Test Preparation,English (Second Language),Second Language Learning,Second Language Instruction,Feedback (Response),Web Sites,Telecommunications,Handheld Devices,Computer Assisted Testing,Test Format,Student Motivation,Student Attitudes,Aesthetics,Foreign Countries,Likert Scales,Graduate Students,Undergraduate Students

Usability testing is a method that determines how userfriendly a website or a mobile application is. The present study investigated the usability of a newly launched mobile application called TU-GET CBT or Thammasat University General English Test (Computer-Based Test). It also strived to understand the extent to which the application contributes to users' motivation. Twenty-one target users were involved in three focus group sessions; they also completed a usability and intrinsic motivation questionnaire. In addition, five experts in the field of language education and technology performed the heuristic evaluation that measured the application's usability. The findings showed that in general, all participants were satisfied with the application in terms of its usefulness for English language learning and test preparation. Nonetheless, several technical usability issues were identified including accessibility, navigability, and aesthetics. Pedagogical usability of consistency and feedback were also raised across findings. In regard to motivation, the findings suggested that the users' motivation can increase if they perceive the application as valuable and enjoyable. These findings provide valuable implications for the next phase of the TU-GET CBT application development.
Sustainable Care: Care as a Communal Virtue in Early Childhood Education
Author: Eidsvag, Gunnar Magnus
Date: 2022-12-00
Type: Journal Articles
Subjects: Early Childhood Education,Child Care,Ethics,Caring,Educational Environment,Sustainability,Early Childhood Teachers,Teacher Attitudes,Foreign Countries

Purpose: Care is a core concern for early childhood education and care (ECEC) institutions. Care may be understood as a basic form of interaction and a foundational need for human beings. For these reasons, care also presents challenges for ECEC staff. The staff must seek practical solutions to problems that philosophers have raised on a theoretical basis concerning ethical traditions, such as the ethics of care. These are the problems of justice, parochialism, and self-sacrifice. Design/Approach/Methods: This article develops a theory concerning the ethics of care in ECEC institutions. The theory is informed by qualitative interviews with ECEC teachers reflecting on their caring practices. The study is therefore located at the intersection of normative ethics and applied ethics. In seven in-depth interviews, the informants discussed how to create a caring ECEC environment that is fair and possible to maintain over time. Findings: Through analyzing the interviews, I found that caring practices that work toward these ideals can be described as sustainable care. These practices take care of all the children and provide the staff with opportunities to regain the strength they need to create a caring and educating setting. Originality/Value: The theory this article develops makes ethics of care applicable and practically relevant to ECEC institutions.
Podcasting and Education: Reflections on the Case of FreshEd
Author: Brehm, Will
Date: 2022-12-00
Type: Journal Articles
Subjects: Handheld Devices,Audio Equipment,Information Dissemination,Higher Education,Educational Technology,School Business Relationship

New media formats such as podcasts are revolutionizing the production and dissemination of knowledge in and outside of higher education. One danger is the rise of EdTech companies that have used the pandemic as an opportunity to increase profits as more individuals and systems of higher education rely on digital platforms and products. This report explores the revolutionary potential of podcasts as an education technology that does not necessarily further the privatization of education. The case of the FreshEd podcast is highlighted.
Pedagogy and Ethics in Early Childhood Education and Care: A Danish Hermeneutic Inquiry
Author: Rothuizen, Jan Jaap
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Ethics,Teaching Methods,Early Childhood Education,Child Care,Political Influences,Government Role,Hermeneutics,Governance,Educational Philosophy,Curriculum

Purpose: This article provides an exploration of the internal relationship between ethics and pedagogy in early childhood education and care (ECEC). It aims at a clarification of the interrelationships between political and administrative government, the absence/presence of a pedagogical foundation, and the need for a code of ethics. Design/Approach/Methods: The overall approach is hermeneutic and combines interpretations of a narrative research project, a review of recent developments in ECEC in Denmark, and the search for a theoretical conceptualization of a pedagogical foundation for ECEC. Findings: ECEC as a pedagogical practice needs a pedagogical foundation. If a foundation is vivid and a clear reference for practice, a separate code of ethical conduct might be superfluous. Nevertheless, such a code can be indispensable if ECEC governance is outcome-oriented and reduces practice to technique. Originality/Value: The study includes a discussion of the central European tradition for human science pedagogy and argues for the relevance of insights from this tradition in pedagogical foundations for ECEC. The study combines an empirical study of knowledge at play in ECEC and of specific developments in Danish ECEC with original philosophical, pedagogical, and conceptual reflections and results in a more precise indication of the relationship between ECEC government, pedagogy, and ethics.
Values in Early Childhood Education (ECE): A Cross-Cultural Comparative Study of Values for ECE Expressed in Policy Documents
Author: Gunnestad, Arve
Date: 2022-12-00
Type: Journal Articles
Subjects: Early Childhood Education,Comparative Analysis,Global Approach,Educational Policy,Policy Formation,Comparative Education,Cross Cultural Studies,Political Attitudes,Social Values,Educational Philosophy,Foreign Countries

Purpose: This comparative study identifies core values expressed in Early Childhood Education (ECE) official policy documents from a sample of thirteen countries. Design/Approach/Methods: This study employs document analysis as well as content and thematic analysis. ECE values identified in the policy documents are categorized into three groups: political and society-related values, educational values, and individual and relational values. Findings: Document analysis reveals the values that are common across countries and those that are more specific to just one or a few countries at most. This study discusses the characteristics of these values from the perspective of globalization. In doing so, this comparative study illustrates and discusses the tendencies for both convergence and divergence in ECE values in policymaking worldwide. Originality/Value: The findings of this study expand our understanding of the values in ECE policy documents in the sampled countries, offering insights into ECE objectives and policymaking in various countries.
Purposeful and Ethical Early Childhood Teacher: The Underlying Values Guiding Finnish Early Childhood Education
Author: Melasalmi, Anitta
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Teachers,Ethics,Quality of Life,Goal Orientation,Early Childhood Education,Curriculum Evaluation,National Curriculum,Content Analysis,Professionalism,Democracy,Well Being,Intellectual Freedom,Inquiry,Teacher Competencies,Values

Purpose: The new Finnish National Core Curriculum for Early Childhood Education and Care (2018) strongly highlights pedagogical knowledge and practice, demanding teachers to develop their pedagogical thinking, evaluation, judgment, and operating culture. Since ethics is viewed as vital characteristics of the teaching profession, our objective is to make these complex ethical issues more visible to be subject to democratic discussion and change. Design/Approach/Methods: The framework comprises a broad theory base of codes of ethics and professional codes of ethics of teaching. The research materials were national curricula of early childhood education and care (ECEC)- and pre-primary education. The eight-step qualitative analysis process was applied to identify and shed light on the codes of ethics laying the foundations for purposeful and ethical early childhood education (ECE) teacher. Findings: The results indicate that through both theoretical lenses, the Finnish ECEC curricula comprise several ethical codes. For the future purposeful ECE teachers as ethical professionals, the results raise questions for further discussion. Particularly, issues related to the ethics of care, intellectual freedom, inquiry stance, and professional competence, and diversity may further enhance our ECEC curricula. Originality/Value: During recent decades, the ethics concerning ECEC have gained increasing global attention. Particularly, there is a large international consensus considering ECEC as a prominent policy equalizing opportunities.
&quot;It Was Like Kaboom! And the Children Stayed at Home.&quot; Leadership in a Preschool during the COVID-19 Pandemic
Author: Norberg, Katarina
Date: 2022-08-00
Type: Journal Articles
Subjects: Leadership,Preschool Education,Foreign Countries,COVID-19,Pandemics,Principals,Experience,Administrator Attitudes,Ethics

The purpose of this study was to explore how the COVID-19 pandemic affected leadership through the case of a Swedish preschool. The analytical framework draws from turbulence theory and multiple ethical paradigms. Findings indicate that established routines, principals' flexibility, explicit communication, and ethical sensitivity contributed to a moderate level of turbulence within the organization. Moreover, the findings reveal the importance of paying attention to children at risk when ordinary routines change. The paper concludes with an argument for the importance of principals' competence to lead with flexibility without losing shared vision and direction in times of anxiety and uncertainty.
Free Play and &quot;Loving Care&quot;: A Qualitative Inquiry of Chinese Kindergarten Teachers&apos; Professional Ethics
Author: Zhang, Jie
Date: 2022-12-00
Type: Journal Articles
Subjects: Play,Caring,Foreign Countries,Kindergarten,Preservice Teachers,Work Ethic,Teacher Attitudes,Teaching Methods,Teacher Student Relationship,Psychological Patterns

Purpose: Chinese kindergarten teachers commonly held &quot;loving and caring for young children&quot; as a core professional ethic, but many reported fatigue and burnout because of this ethical practice. This study presents a unique account of how children's free play has helped transform teachers' professional ethics and increased their professional satisfaction. Design/Approach/Methods: Following a purposive sampling, we interviewed eight Chinese teachers who actively promoted children's free play. The analysis of the interview transcripts led to an in-depth interpretation of the teachers' experiences through a dialogue with various concepts and theories. Findings: A major finding was that children's free play facilitated the change in teachers' understandings of their professional ethics. Their observation and support of children's free play brought them the unprecedented joy of teaching, which helped them redefine loving and caring for children and gave rise to a new code of professional ethics. Originality/Value: This study was the first to assess the Chinese kindergarten teachers' ethics in the free play movement in China. It reveals, in the teachers' own words, how their growing commitment to supporting children's free play has transformed their beliefs and understandings of what a loving and caring teacher means.
Assessing Teachers&apos; Cultural Competency
Author: Hamdan, Suha
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Cultural Awareness,Teacher Competencies,Preschool Education,Elementary Secondary Education,Culturally Relevant Education,Transformative Learning,Social Justice,Content Analysis,Evaluation Methods,Sense of Community,Multicultural Education

There is a tremendous need to enhance the cultural competency of teachers working in PK-12 schools. Research indicates that culturally competent teachers who utilize transformative and justice-oriented curriculum and pedagogy provide classroom spaces that are more welcoming and engaging, and that showcase diversity, inclusion, and democracy in societies at large. This article contributes to the scholarly and professional literature on cultural competency and education by examining two widely-used surveys used to assess teachers' cultural competency. Methodologically, it uses content analysis to delineate what factors these surveys are assessing. From this analysis, three main themes have emerged: recognizing culture; utilizing resources for teaching and learning; and creating a sense of community. The article then discusses the implications of these results and concludes with potential directions for future research.
Teacher Don&apos;t Teach Me Nonsense: Decolonizing Cinco de Mayo and Sherpa Cultural Appropriations
Author: Subedi, Binaya
Date: 2022-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Decolonization,Cultural Awareness,Ethnic Stereotypes,Cultural Education,Mexicans,Migrants,Language Usage

The article critiques two cases of cultural appropriations and explores how educators can pedagogically counter practices that normalize cultural appropriations. By examining the visual representations of Cinco de Mayo and Sherpa communities, the article illustrates how cultural appropriation often takes place through marketplace and race-neutral ideologies. The article proposes how the use of decolonizing pedagogies can counter racial stereotypes and neo/colonial knowledge productions. By examining the stereotypes, it explores how marginalized communities, locally and globally, continue to be appropriated for mainstream white consumption within curriculums. Lastly, the article explores how appropriation and commodification harm, objectify and exploit people/ communities that have historically been marginalized.
Remembering Boris Badenov and Natasha Fatale: Teaching the &quot;Language of the Enemy&quot; in U.S. Public Schools
Author: Reagan, Timothy
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Uncommonly Taught Languages,Indo European Languages,Arabic,Teaching Methods,International Relations,Educational History,Bias,Soft Skills,Cultural Awareness,Mass Media Role,Public Schools,Language Attitudes,Cartoons,Elementary Secondary Education,Kindergarten,Language Enrollment,German,Russian,Chinese,Spanish,Japanese,Latin,French,American Sign Language,Bilingual Education,Political Attitudes

While there are many difficulties faced by world language educators, both teachers and students of certain languages--languages commonly identified with countries and cultures deemed to be hostile to the United States--often find themselves in uniquely paradoxical situations. This article begins with a brief anecdotal description of the personal challenge of speaking a &quot;language of the enemy,&quot; and then turns to a discussion of world language education in the United States, emphasizing the distinction between the commonly taught languages (CTLs) and the less commonly taught languages (LCTLs). Next, an overview of linguistic bias in the history of world language education, focusing on the cases of German and Russian, as well as both Farsi and Arabic, is provided, followed by a discussion of the uses of &quot;soft power&quot; in the promotion of a country's language and culture. After a brief analysis of the role of media in constructing images of different languages for public consumption, and the impact of such media efforts on the teaching of some of the LCTLs, the article concludes with a discussion of the fundamental dilemma that we face in teaching what are considered by many Americans to be the &quot;languages of the enemy.&quot;
Critical, Interconnected Approaches to Professional Engagements
Author: Shah, Vidya
Date: 2022-00-00
Type: Journal Articles
Subjects: Religious Factors,Justice,Decolonization,Teaching Methods,Inquiry,Interpersonal Relationship,Faculty Development

Much of the literature on professional development offers disembodied, secular, detached and technical approaches to teaching and learning. Born of a collective need for healing, meaning and co-inquiry, I joined justice-oriented educators to explore our overlapping experiences as liberatory practitioners and spiritual seekers. We met for over a year in fluid, yet predictable ways, sharing, breathing, moving, writing, reflecting, meditating. Engaging critical ethnography (Madison, 2007; 2011) and a spiritual dialogic approach (Edwards, 2016), I documented critical, interconnected approaches to professional engagements. This a critical and decolonial approach that is distinct from traditional notions of professional learning, in that it centers collective healing, interconnectedness and sustenance alongside pedagogies of justice and liberation. Situated in the in-betweenness of decolonial and anti-colonial theories, this study describes the context of our gatherings and the collective experiences of educators, including: awareness, embodiment, and healing; shapeshifting and multiplicity; and practicing interconnectedness and relationality. I conclude with guidelines and possibilities for critical, interconnected approaches to professional engagements.
A Pouring Into: Theorizing Black Women&apos;s Educational Leadership through the Afrocentric Epistemological Lens
Author: Grillo, Lisa Maria
Date: 2022-00-00
Type: Journal Articles
Subjects: Blacks,Females,African American Leadership,Afrocentrism,Epistemology,Experience,Public Schools,School Districts

Black women currently enroll in graduate school programs and earn doctoral degrees at higher rates than all other demographic groups in the United States. Nonetheless, Black women remain noticeably underrepresented in educational leadership positions in public education. Research explorations of Black women who lead in public education primarily speak to the dynamics of the principalship, super-intendency, and other top executive roles, including their multifaceted experiences at the intersection of race and gender. This study extends the work Black women scholars to explore theoretical interpretations of Black women's realities. The authors intend to contribute to the growing body of literature on Black women and educational leadership by exploring their leadership through an Afrocentric epistemological lens. They aim to place Black women and their leadership at the epistemological center, in order to discover new theoretical knowledge that speaks directly to and about them. Additionally, the authors offer a perspective regarding the ways in which people study, reflect upon, and judge educational leadership through an exploration of the cultural origins (and reinforcing manifestations) of leadership. At the deep structural level of culture, the authors unveil the deep inner workings of culture that inspire a leadership orientation among Black women as a cultural group. From a practical perspective, this research is intended to produce findings, implications, and suggestions for future research inquiries that support the active agency of Black women who lead. The voice and power of Black women leaders as a cultural group are illuminated through this research.