ethanporcaro/eric-fulltext-meta huggingface dataset:
Approaching the Concept of Multiliteracies: Multilingual Writing Competence as an Integrated Model
Author: Usanova, Irina
Date: 2022-00-00
Type: Journal Articles
Subjects: Multiple Literacies,Multilingualism,Writing Skills,Factor Analysis,Secondary School Students,German,Russian,Turkish,English (Second Language),Translation,Language Proficiency,Cognitive Ability,Native Language,Second Language Learning,Foreign Countries

In linguistically diverse contexts, language repertoires include various literacy skills in multiple languages across different modes of representation (multiliteracies), where multilingual writing can be conceptualized as a synthesized competence that includes all languages in a person's repertoire and is continuously evolving. We respond to the call to operationalize existing theory on multilingual writing for empirical testing by conducting first- and second-order confirmatory factor analyses that explore whether and how students' writing proficiency in different languages can be modelled as an integrated construct, to analyze multilingual writing's dimensionality. We draw on a corpus of multilingual writing in secondary students (n = 965) in three different languages: the majority language (German), the heritage languages of migrants in Germany (Russian or Turkish), and the first foreign language (English). Based on competence data of a substantial sample of multilingual adolescents, the results provide an empirical approach to modelling multilingual writing competence in complex multilingual repertoires.
Examining Teacher Candidates&apos; Pedagogical Practices and Stances towards Translanguaging and Multimodality in Writing
Author: Rajendram, Shakina
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Code Switching (Language),Translation,Multilingualism,Elementary Secondary Education,Writing Instruction,Foreign Countries,Pedagogical Content Knowledge,Teaching Methods,Inclusion,Scaffolding (Teaching Technique),Student Attitudes,Preservice Teacher Education

This study examines pre-service teacher candidates' (TCs) stances and use of translanguaging and multimodality to support K-12 multilingual learners' writing. Data were drawn from a course on supporting multilingual learners in a teacher education program in Ontario. Data sources were responses to the Pedagogical Content Knowledge for Language-Inclusive Teaching (PeCK-LIT) Test, and TCs' unit plans and lesson plans. Analytical codes were derived from the literature on translanguaging: monolingual and translanguaging stance, translanguaging as a scaffold and resource, teacher-directed and student-directed, intentional and spontaneous translanguaging, and supporting monomodality and multimodality. Findings demonstrate the use of translanguaging strategies such as multilingual word walls and online translation tools. However, there were constraints to TCs' stances, such as allowing translanguaging as a temporary scaffold towards English-only instruction and approaching writing as a discrete rather than multimodal skill. The paper recommends ways TCs can be supported in developing a holistic understanding of translanguaging and multimodality.
Translingual Writing of a Multilingual Child in and out of School
Author: Choi, Jayoung
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multilingualism,Bilingual Students,Writing (Composition),Translation,Kindergarten,Grade 1,Letters (Correspondence),Code Switching (Language),Cultural Background

School literacy in North America continues to focus on society's dominant languages. Literacy curriculum -- particularly during early grades -- has an urgency for children to quickly master emergent literacy skills in the official languages, vindicating the exclusion of literacy in other minoritized languages that multilingual children bring to school. Guided by a translingual approach to literacy, this motherscholar research explores how and why a multilingual child utilized his Korean linguistic resources in translingual compositions across scripts, genres, modalities, and contexts during kindergarten and first-grade years. The qualitative analysis of the child's compositions brought from school and completed at home revealed that he solidified social relationships with others through letter writing and asserted multicultural affiliations and identities in various genres. He did so through natural attunement to differences and laborious orchestration of resources. His minimal engagement with translingual writing at school compared to home practices has implications for literacy teachers and parents of multilingual children.
(Re)Framing Our Frames: Architectonics, Intertextuality, and the Scholarship of Integration in Online Education
Author: Dennis, Jeremy
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Educational Theories,Educational Philosophy,Interdisciplinary Approach

The pandemic of 2020 has renewed interest in technology as an integrative agent in higher education. However, advancements in technology continue to outpace the scholarship of integration in the Scholarship of Teaching and Learning (SoTL), even though American educator Ernest Boyer valued it as an area of continuous interdisciplinary inquiry. This thought piece calls for a reconsideration of Boyer's appreciation of integration as convergence or &quot;intertextuality.&quot; Intertextuality and its digital correlate or &quot;hypertextuality&quot; operationalize online education. Yet, they are often ignored as modes of convergence that challenge disciplinarity. This paradox signals a need for a scholarly discourse and framework that can help educators to (re)conceptualize the inherently integrative nature of knowledge and online education. To address this deficit in the SoTL, this meta-synthesis evidences Peircean architectonics as the paradigm that reframes our understanding of convergence and illuminates its actualization in Canadian educator Terry Anderson's prototype for online education theory. Architectonic logic enriches this model and provides online educators with a common discourse and interdisciplinary framework that will advance the scholarship of integration in online education.
Rhizo-Creation of Second-Language Teachers&apos; Capacity for Technological Integration
Author: Bangou, Francis
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Integration,Graduate Students,Computer Assisted Instruction,Second Language Instruction,Online Courses,Educational Research,Language Teachers,Vignettes,Student Attitudes

This article puts to use the work of Deleuze and Guattari to build new knowledge and understanding associated with the circumstantial nature of becoming a technology-capable language teacher through experimentations with/in the agencements of an ongoing research project associated with the design and delivery of a 12-week online graduate course in computer-assisted language learning (CALL). Methodologically, data collection encompassed participants' assignments, semi-structured interviews, course materials, and researcher's journal. Moreover, rhizoanalysis was deployed to map change and potentialities in teachers' becoming. Scholarly contributions to the fields of technology, learning, and teacher education relate to re-theorizing the role and effect of human, expressive, and material elements in teacher education in CALL, as well as developing new methodologies to research micro-level singularities and emergent potentialities for teaching and learning with/in teacher education.
Teachers&apos; Perceptions and Experiences during an Annual Performance and Development Cycle
Author: Elliott, Kerry
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Experience,Teacher Evaluation,Faculty Development,Elementary School Teachers,Foreign Countries,Teacher Administrator Relationship,Expectation,Accountability,School Culture,Metacognition,Guidance

In this study, the perceptions and experiences of eighteen teachers across three primary schools in Victoria, Australia, were examined as they participated in an annual performance and development cycle, guided by the Australian Teacher Performance and Development Framework. The study sought to investigate teachers' experiences and perceptions of the cycle to understand the aspects perceived as valuable to these teachers. Semi-structured interviews and focus groups were held with teachers at the beginning and end of each school's annual performance and development cycle, and responses were thematically analysed. Findings suggest that school leaders perform a critical role in the success of performance and development processes, and cultivating a culture of learning and development with a focus on individual and collective improvement helped teachers feel connected to these processes and empowered as learners. The findings of this study have implications for the individual and collective nature of performance and development. Based on research and findings, a five-step model is proposed to support the design and implementation of meaningful teacher performance and development processes.
A Comparative Study Investigating the Enablers and Barriers Facing Teacher Educators in a Regional University: Snapshots from 2013 and 2020
Author: McDonough, Sharon L.
Date: 2022-12-00
Type: Journal Articles
Subjects: Teacher Educators,Barriers,Influences,Foreign Countries,Teaching Experience,Teacher Motivation,Preservice Teacher Education,Teacher Characteristics,Faculty Development,Educational Objectives,Teaching Skills,Knowledge Base for Teaching

Although the provision of initial teacher education has been the subject of more than 100 inquiries and multiple reforms, the work of those in teacher education remains under-researched. This comparative research provides two snapshots of teacher educator surveys conducted seven years apart (2013 and 2020) in a regional university in Australia. The primary aim of the research was to examine how teacher educators describe their work and goals and to identify the barriers and enablers that are present in their practice. The data were thematically coded and categorised. The outcomes highlight that personal and professional experiences do shape the goals and motivations of teacher educators; that knowledge and skills impact the ways that they enact their work, and that professional development is essential. Issues pertaining to the discipline of teacher education and an increasingly casualised workforce need to be addressed by those within and external to the profession.
Distance Educational Relationship and Senses of Belonging: The Voices of Students
Author: Aires, Luisa
Date: 2022-12-00
Type: Journal Articles
Subjects: College Students,Distance Education,Group Membership,Interpersonal Relationship,Foreign Countries,Virtual Universities,Student Attitudes,Student Experience,Expectation,Peer Relationship,Teacher Student Relationship,Student College Relationship

In a viral society in which the social being claims the ability to maintain distance and the socially desirable representation of the body, in particular the face, claims its concealment, the distance educational relationship represents a critical area that deserves to be highlighted in the research agendas. This study aims to explore the sense of belonging of 144 students who attend a distance learning university. For this purpose, an open-ended questionnaire was applied, previously disclosed in closed groups on social networks. The students' sense of belonging was analysed through the types of connections they maintain with the campus, course, peers and teachers. The analysis of the narratives expresses a great diversity, density of experiences and expectations in the connections and senses of belonging. Attributing great importance to teachers in the appropriation of knowledge, it is essentially with their peers -- other students -- that the connections and sense of belonging acquire greater expression.
The Use of ICT in Secondary Music Education and Its Relationship with Teachers&apos; Beliefs
Author: Portero, Guadalupe Hernández
Date: 2022-12-00
Type: Journal Articles
Subjects: Technology Uses in Education,Technology Integration,Secondary School Teachers,Music Teachers,Teacher Attitudes,Foreign Countries,Teaching Methods,Educational Practices,Music Education,Use Studies

One of the most notable effects that COVID-19 has engendered in education is the ICT use in teaching at all educational levels. This study provides data on the ICT usage by teachers in the teaching of Music in Secondary Education in Andalusia (Spain). It also explores the relationship between ICT practices and teachers' perceptions of the educational value of ICT for teaching and learning. The empirical results obtained indicate that Secondary Education Music teachers use ICT in their teaching in a highly heterogeneous manner, with limited use prevailing. A statistically significant relationship is also observed between ICT practices in music teaching and teachers' beliefs regarding the educational value of ICT as a tool for teaching and student learning.
Digital Storytelling as a Methodology for Articulating the Structure of Responsible Research and Innovation Axes
Author: de Souza, Vanessa Maria
Date: 2022-12-00
Type: Journal Articles
Subjects: Story Telling,Technology Uses in Education,Learning Activities,Foreign Countries,Secondary School Students,Video Technology,Science Education,Sanitation,Social Problems,Educational Technology,Grade 8,Grade 9,Research Methodology

This study seeks to identify Responsible Research and Innovation (RRI) principles for producing Digital Storytelling (DS) in Investigation Group (IG) among Brazilian basic education students, based on socio-scientific themes. This investigation used qualitative research. The methodological path consisted of developing IG activities aimed at promoting and integrating RRI skills via DS construction by the students. Data were collected using a field diary, video recordings of the IG meetings, and the DS themselves. We observed that RRI axes are directly and indirectly addressed by DS, and seemed to be mostly articulated by elaborating and presenting the narratives within the IG. With the strategy of integrating DS into RRI practices, students took an investigative stance that brought school activities closer to making real changes in society. Communicating student production during and after completing the DS reinforced articulation between RRI and DS.
From Theory to Practice: Student Podcasting through Online Learning Environments in Political Science
Author: Fournier, Ximena Alvarenga
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Theories,Evaluation,Content Analysis,Student Attitudes,Handheld Devices,Audio Equipment,Information Dissemination,Electronic Publishing,Telecommunications,Political Science,Student Participation,Student Projects,Electronic Learning,Distance Education,Learning Activities

This work aims to advance on the systematization of teaching experiences in the formulation of evaluation activities, mediated by ICT, for academic and professional training in the field of Political Science. It explores the usefulness of student podcasting as a didactic strategy for theoretical-active learning in digital university environments during COVID-19 pandemic. Based on the design of an assessment questionnaire and a nonprobabilistic convenience sampling strategy, a survey has been administered to N=40 students from two theoretical undergraduate courses of the School of Political Science at the University of Costa Rica, taught during two semesters in 2020. The article reviews the related results according to the degree of satisfaction with podcasting as a way of evaluating the appropriation of theoretical content. It is concluded by arguing that this teaching-learning methodology helps to facilitate among students' new ways of &quot;putting theory into practice&quot;, this through the exercise of creative, reflective skills and theoreticalconceptual argumentation according to the creation of student-made podcasts, based on work on theoretical lines and conceptual proposals of relevance to Political Science.
Impact of Digital Transformation on Academicians&apos; Well-Being: A Study with the Moderating Role of Public and Private Universities in India
Author: Sharma, Sourabh
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Public Colleges,Private Colleges,College Faculty,Well Being,Psychological Patterns,Work Environment,Work Attitudes,Teaching Conditions,Technology Integration,Educational Change,Experience,Differences

This research is identifying and compares the impact of digital transformation on academicians' well-being in public and private Indian universities. To initiate the research, one exogenous construct namely 'virtual transformation in higher education,' and two endogenous constructs called 'workplace well-being' and 'psychological well-being' of academicians have been identified. The data has collected from 395 respondents segregated into academicians from 213 public and 182 private Indian universities. Research hypotheses are developed to find the significant difference among academicians of public and private universities with regard to the impact of virtual transformation on their wellbeing. The Multigroup Analysis (MGA) technique of PLS-SEM has been used to investigate the result. It has been revealed that although the overall association is negative between virtual transformation and academicians' well-being, this negative association also has a significant difference when compared among public and private universities in India.
Action Research as Evidence-Based Practice: Enhancing Explicit Teaching and Learning through Critical Reflection and Collegial Peer Observation
Author: Crawford, Renée
Date: 2022-12-00
Type: Journal Articles
Subjects: Action Research,Evidence Based Practice,Reflection,Peer Evaluation,Observation,Faculty Development,Models

In an era where teachers are increasingly being asked to demonstrate evidence of their impact, action research is identified as a practical and critically reflective research approach for enhancing explicit teaching and learning. Using a historical perspective, foundations for reflective practice and action research in educational contexts are explored. A discussion of the processes and techniques that may be employed, including how collegial peer observation is embedded to strengthen application is provided. An action research model, encapsulating the approach discussed, demonstrates its practicality for teachers to engage in critically reflective practice and provide an evidence-base for their work. As teacher-led research becomes more accessible, it is suggested that this may have positive implications for future teaching practice.
Australian Professional Standards for Teachers: Perspectives of Western Australian Primary School Teachers
Author: Quinlivan, Thomas Bertram
Date: 2022-12-00
Type: Journal Articles
Subjects: Elementary School Teachers,Foreign Countries,Teacher Attitudes,Standards,Professionalism,Private Schools

This qualitative study investigated the perspectives of Western Australian teachers at the Proficient career stage on the Australian Professional Standards for Teachers (APST), or 'the Standards'. Fifteen teachers from five independent schools participated in semi-structured interviews and five themes were identified, under the broad categories of Strengths and Challenges of the Standards. Strengths identified were that the Standards support professional practice and career development and are user-friendly. Challenges identified were that the Standards can present challenges to professional practice and are problematic in the way that they are presented. Importantly, participants felt that the Standards ignored important social and relational teacher qualities.
Increasing In-Service Teachers&apos; Willingness to Be Videoed to Support Professional Learning
Author: Edwards, Marie-Christina
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Self Management,Stress Management,Video Technology,Teacher Attitudes,Attitude Change,Trust (Psychology),Interpersonal Relationship,Safety,Theory Practice Relationship,Information Management,Professional Autonomy,Time,Social Support Groups,Needs,Social Psychology,Motivation,Behavior,Elementary School Teachers,Inservice Teacher Education

Increasing and compelling research demonstrates the affordances of personal video footage as an informative and transformational tool in teacher professional learning (PL), yet many in-service teachers avoid engaging in this practice. This Australian Research Council funded study tracked teacher willingness to use video to capture the application of PL over 12 months in a rural Australian primary school. Data from questionnaires, video-based learning conversations, and collaborative sharing sessions demonstrated a strong increasing trend in the number of teachers volunteering to be videoed across three iterations of research. Thematic analysis highlighted five key factors as catalysts for increased teacher participation in engaging with video as a professional learning (PL) tool. These factors include -- safe relationships and the building of relational trust; personalized connection of PL to classroom practice; an effective video annotation repository system; teacher agency within an iterative structure; and time -- the need for external support systems. This study found that when these factors were addressed, willingness to engage in using the power of video as a tool to support teacher PL increased.
Investigation of Non-Academic Characteristics Used for Selection Entry of Pre-Service Teachers into Higher Education Courses
Author: Wyatt, Janine E.
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Teacher Selection,Teacher Characteristics,Preservice Teacher Education,Personality Traits,Graduate Students,Employment Potential,Principals,Administrator Attitudes,Soft Skills

Education reform is prioritised in most countries. In 2014, the Australian federal government established the Teacher Education Ministerial Advisory Group with a mandate to improve initial teacher education (ITE) to better prepare new teachers for the classroom. One recommendation involved higher education providers selecting ITE candidates who possessed the required academic skills and nonacademic characteristics to become successful teachers. This study investigates the prevalence and impact of non-academic characteristics among first-year graduates, using insights from principals in Western Australian public schools. According to the available literature, the link between non-academic characteristics in the ITE selection process and student outcomes and teacher employment is not clearly established. Principals confirmed first year graduates possessing the required non-academic characteristics impacted on student learning and were more employable.