ethanporcaro/eric-fulltext-meta huggingface dataset:
They Forget That I&apos;m There: Migrant Students Traversing Language Barriers at School
Author: Cassar, Joanne
Date: 2018-00-00
Type: Journal Articles
Subjects: Barriers,English (Second Language),Second Language Learning,Second Language Instruction,Immigrants,Foreign Countries,Females,Single Sex Schools,Secondary School Students,Power Structure,Learning Experience,Language Usage,Student School Relationship,Language Proficiency,Peer Relationship,Student Attitudes,Teacher Attitudes,Semitic Languages,Educational Experience

The positioning of migrant students within schools of the host country is considerably determined by issues related to the language of instruction adopted in these schools. This article presents a qualitative study conducted in two Maltese girls' secondary schools and examines how teachers and migrant students dealt with language issues. Data were collected through focus groups to find out power dynamics that emerged as a result of the negotiations surrounding issues related to language. The authors draw on Foucault's works on power relations to demonstrate that learning experiences of migrant girls are situated in language and shaped by joint construction of meanings, which students and teachers create. The findings indicate that migrant students' use of language functioned as a source of power, which seemed instrumental in developing a sense of belonging at school. Although the study is located within a specific Maltese context, it may be considered relevant to debates about the experiences of English language learners in other geographical and socio-cultural settings involving migrant students.
The Path Less Taken: Incorporating Service-Learning in the English Language Curricula
Author: Suwaed, Hameda
Date: 2018-00-00
Type: Journal Articles
Subjects: Service Learning,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,College Students,Diaries,Student Attitudes,Language Usage,Self Esteem,Outcomes of Education,Interpersonal Competence

Although service-learning, as a language teaching strategy, is considered important for developing the college students' academic and soft skills, or personal attributes that people need in order to work with others, including communication skills, empathy, social skills, listening skills and attitudes, it is still a neglected area in the Libyan educational system. This study aims to investigate the trial of implementing service-learning in an English language course and carried out in the Department of English at Sabratha college of Arts. The findings of this study, based on students' reflection journals, focus groups and an open-ended questionnaire, show that service-learning enhanced the students' English language knowledge and skills. Also, students gained soft skills and confidence in using the English language in its context. Finally, the service-learning experience promoted the students' values and self-worth in terms of feeling important and contributing positively to the society.
Using Multiple Intelligence Activities and Film to Stimulate the Communicative EFL Learner
Author: Giannikas, Christina Nicole
Date: 2018-00-00
Type: Journal Articles
Subjects: Films,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Action Research,Student Centered Learning,Multiple Intelligences,Multimedia Instruction,Linguistic Input,Communicative Competence (Languages),Foreign Countries,Adult Students,Classroom Techniques,Cooperative Learning,Classroom Communication

The present Action Research (AR) study investigates the impact Multiple Intelligence (MI) activities and film can have on EFL students' conversational skills. The participants were adult language learners who had moved to the UK for academic and/or professional purposes. The majority of the students were accustomed to a teacher-centred learning environment where most of their L2 input derived from their coursebook. The combination of MI and film in the learners' language lessons aimed to stimulate their linguistic competence and conversational interaction in a student-centred environment. The multimedia used in the study was chosen with educational objectives in mind and the activities were to fulfil pedagogical language learning issues.
Teacher Training and Teaching Practice: The Case of Niger&apos;s English as a Foreign Language Teachers
Author: Wiens, Peter D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,Correlation,Teacher Attitudes,Decision Making,Teacher Characteristics

There continues to be a debate as to the role and value of educator preparation programs throughout the world. This paper examines self-report data of the instructional language learning methods of Nigerien English as a Foreign Language (EFL) teachers. This study sought to understand what instructional methods EFL teachers are using in their classrooms and if there is any connection between instructional methods and teacher training. All EFL teachers in Niger were surveyed to answer these questions. Teachers used a variety of instructional methods based on their preservice training; however, these differences were contained to teachers in their first five years of teaching. The findings support that teacher training is associated with the instructional decisions of teachers.
Incorporating Brain Colour into the Multiple Intelligences to Create a Blended Learning Context: Homogeneous and Heterogeneous Groups
Author: Milad, Marine
Date: 2018-00-00
Type: Journal Articles
Subjects: Blended Learning,Communities of Practice,Conventional Instruction,Multiple Intelligences,Brain Hemisphere Functions,Heterogeneous Grouping,Homogeneous Grouping,Open Universities,English (Second Language),Second Language Learning,Second Language Instruction,Independent Study,Electronic Learning,Measures (Individuals),Grammar,Teaching Methods,Foreign Countries,Color,Accuracy,Check Lists,Correlation,Adult Students

This paper introduces a blended learning context that creates a community of practice. This community of practice presents a combination of face-to-face facilitated learning, e-learning, and self-study. A set of in-class and online linguistic activities was used in the implementation of this experiment to investigate the efficacy of performing these linguistic activities in homogeneous and heterogeneous groups. The incorporation of target learners' brain color into their multiple intelligences was based on using two inventories which identified learners' brain color and multiple intelligences. The two inventories were Carmazzi's (2009) Coloured Brain Communication Inventory (CBCI) and Sahakian's (2001) Multiple Intelligences Inventory (MII). They were administered to a group of Arab Open University (AOU) students during their Grammar in English Language Contexts course tutorial sessions. This incorporation helped the researcher ascertain the learners' preferred means of learning and assessment. In addition students were divided into heterogeneous and homogeneous groups to detect the efficacy of performing selected linguistic activities whether in-class or online in groups. The results of these two inventories (CBCI and MII) were statistically analyzed and a correlation was observed. The statistical analysis of the learners' performance in analyzing and solving the given linguistic activities revealed distinct advantages of working in heterogeneous groups with individuals who possessed a variety of brain colors and multiple intelligences.
Can the EFL Classroom Be Considered a Community of Practice?
Author: Nagao, Akiko
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Communities of Practice,Teaching Methods,Teacher Student Relationship,Language Teachers,Higher Education,College Faculty,College Students,Teacher Education,Periodicals,Journal Articles,Educational Research,Foreign Countries

The concept of Communities of Practice (CoPs) has attracted interest for over two decades and has been actively re-examined from a variety of perspectives, especially in the field of education. However, limited research has been conducted into the concept of one EFL classroom-based teaching and learning community constituting one CoP. This paper discusses the potential applicability of the concept of CoPs to the EFL classroom and investigates the following question: &quot;Can a certain number of students and their instructor participating in a group population be defined as a CoP?&quot; The results of the study showed that considering an EFL classroom in its entirety as a CoP is possible, and an expansion of the definition of CoPs to include EFL pedagogical communities is necessary.
Teaching Students to Think--Faculty Recommendations for Teaching Evaluations Employing Automated Content Analysis
Author: Davidovitch, Nitza
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Evaluation,Student Evaluation of Teacher Performance,Alternative Assessment,Teacher Attitudes,Student Educational Objectives

Many studies have been conducted on teaching evaluations completed by students and on myths and facts concerning these evaluations performed by students at academic institutions. The current study is unique in examining the meaning of teaching evaluations as perceived by academic faculty members in Israel through direct questions, with an emphasis on faculty's recommendations for improving the evaluations to make students' comments meaningful for enhancing and advancing their teaching. The perception of evaluations is unique too. Evaluations are part of faculty's learning outputs in their courses, with the aim being for graduates of academic systems to have the ability to provide objective and fair assessments. One hundred seventy seven questionnaires were gathered from senior faculty at several academic institutions. Qualitative and statistical research tools were used in order to form a model that expresses the negative implications as seen by faculty members and alternatives for measuring the performance of faculty in academic teaching. The research findings indicate that lecturers note &quot;professional&quot; alternatives and see teaching evaluations as a populist rather than a professional tool. Moreover, although the lecturers gauge the damage caused to them as a result of student evaluations, where the enormous damage caused to them is disproportionate to the number of respondents, and although faculty members believe that student evaluations are untrustworthy, students' opinions on the courses are important. Their recommendation is that the evaluation should be a tool for teaching how to perform evaluations and convey criticism--and in this field not much has been done in academic institutions, if at all. Academia sees evaluations as a technical matter, a means of satisfying students by letting them express their opinions and of giving students a feeling that the system is attentive to their voice, to their views. Indeed, students' voice is important to the lecturers--their opinions of teaching are important--and that is precisely why action should be taken to render these evaluations fair. Students should understand the power of the words that express their evaluation of the lecturers. This point of view is a first of its kind, where academic faculty members support students' opinions and provide recommendations aimed at their improvement.
Student Presence Using RFID and &quot;Telegram&quot; Messenger Application: A Study in SMK Unggulan Terpadu Pgii Bandung, Indonesia
Author: Chaniago, Muhammad Benny
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Radio,Identification,Coding,Electronic Publishing,Information Technology,Information Management,Principals,Attendance

Students in Indonesia have been cutting classes for some time now and it has become a bad habit. They leave their house toward their educational institutions, either school or college, but in fact, they go somewhere else. The issue was supported by the lack of communication between the schools and parents related to the student attendance. Dealing with the problems mentioned above, it is required to create a &quot;Telegram Messenger&quot; application for student presence as a solution. Application-based student presence &quot;Telegram Messenger&quot; was made to ensure that students attend classes, by steps as follow: firstly, students must hand in the ID card to the teacher on duty, then the teacher will tap the card, and finally the data will be recorded and be saved in the database automatically. The data will be saved automatically every day, and then it will be sent personally to their parents who had their mobile phones registered to receive information regarding their children presence at school on the particular date and hour. In addition, this application provides service for the parents to find the information on daily and monthly basis. This application can also be a part of consideration in decision making for the principals by downloading student attendance data in Microsoft Excel file format. The implementation of the applications based on &quot;Telegram Messenger&quot; for students' presence at school was expected to be a solution for the problems of student absence due to skipping school. This application has been tested in SMK Unggulan Terpadu PGII Bandung with very satisfying results and the level of student absence was able to be fixed.
Good Governance and Integrity: Academic Institution Perspective
Author: Nafi, Norhazma binti
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Administration,Administrators,Leadership,Ethics,Integrity,Governance,Money Management,Educational Finance,Resource Allocation,Budgeting

Integrity is one of the moral principles related to moral uprightness. Recently, there are a lot of issues discussed regarding the integrity in public sector administration especially in public sector. Currently governance in public administration has been exposed to public criticism due to the governance failure, fraud, corruption and poor internal control. The purpose of the study is to examine the relationship between factors of good governance and the practice of integrity in academic institution. The factors of good governance include ethical leadership, financial resources and asset management. The study was carried out by using questionnaire and simple random sampling was chosen. The questionnaire survey was distributed to 98 academics from two academic institutions in Malaysia. Such sample was chosen since this study was focused on the academic's perspective on integrity practice in academic institutions and none of the research has been done in term of good governance and integrity in academic institutions Malaysia. This study found that all three factors of good governance which are ethical leadership, financial resources and asset management have significant relationship on integrity practice in academic institution. The findings of this study can assist academic institutions in Malaysia to improve their governance system and also code of ethics in their organization. In order to improve future studies, it is recommended that the data collection made to be more extensive. This can help in observing the variation of practice of good governance and integrity in academic institutions.
Quality Management as a Strategic Tool to Enhance the Relationship between Leaders&apos; Behavior and Lecturers&apos; Job Satisfaction
Author: Jabbar, Muhammad Naveed
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Job Satisfaction,Developing Nations,Foreign Countries,Administrator Behavior,College Administration,Leadership Effectiveness,Public Colleges,Job Performance,Employee Attitudes,Strategic Planning

From last two decades, the Higher Education institutions of the developing countries have also realized the importance of better quality services and leadership behavior. Previous studies investigated that better quality services and leadership behavior are fundamental tools for the enhancement of satisfaction level of the university lecturers. Like other business organizations, the education sector also required to adopt the new approaches and techniques for effective leadership. Pakistan is also trying to improve as an education hub amongst all the countries in this region and focusing to render the quality of services according to the perception and expectations of the staff. The objective of this paper is to determine the intervening role of service quality management on the relationship between leadership behavior and job satisfaction. This research study based on quantitative in its nature. The lecturers of public universities in Punjab, Pakistan were a population of the study. Total 396 public university lecturers were selected as sample for the delimitation of the population from public universities and stratified random sampling technique was adopted for collection data. 15% proportionate was adopted to select the sample of the study. A survey method was used to collect the data from the respondents by questionnaire. Data was entered in sheets for analysis using smart PLS-SEM 3 (Partial Least Square). The findings of the study show that leader's behavior has significance effect on job satisfaction whereas, service quality management has significance-mediating role on the relationship between leadership behavior and job satisfaction.
Flourishing Together: Co-Learning as Leaders of a Multicultural South African Educational Research Community
Author: Pithouse-Morgan, Kathleen
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Multicultural Education,Educational Research,College Faculty,Diversity (Faculty),Communities of Practice,Self Evaluation (Groups),Self Evaluation (Individuals),Instructional Leadership,Teacher Researchers,Supervisors,Teacher Attitudes,Research Methodology,Poetry

In South African public higher education, the miseducative legacies of the past weigh heavily. This article offers our learning as leaders of a multicultural community of university educators that seeks to contribute towards repairing the damages of a divided and discriminatory past by means of self-study research. Through a collaborative arts-informed analysis process, we have heard multiple perspectives from community participants and expressed our own learning in dialogue with theirs. This has enabled us to recognize shared qualities of caring, listening, and creativity as vital to a socially just reimagining of higher education communities.
Teaching Visual Literacies: The Case of the Great American Dust Bowl
Author: Rice, Mary F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Visual Literacy,Childrens Literature,Cartoons,Novels,Literacy Education,Educational Practices,Rhetoric,Instructional Design,Spatial Ability,Elementary School Students,Middle School Students,High School Students

Teachers and students require a range of tools to engage with visual texts. Using &quot;The Great American Dust Bowl&quot; by Don Brown (2013) as an exemplar text, we outline four conceptions of visual literacy: rhetorical, instructional, industrial and visuo-spatial and discuss their use in our literacy education practice. In addition, we provide a brief model of a second text, &quot;The Arrival&quot; (Tan, 2013) and a list of suggested texts for students at different levels (elementary, middle, and high school). We argue that these tools have the potential to deepen conceptions of visual literacies and empower teachers and students to understand the many ways in which visual texts operate to send message and evoke response and engagement.
Integrating Social Justice Advocacy into Mental Health Counseling in Rural, Impoverished American Communities
Author: Crumb, Loni
Date: 2019-00-00
Type: Journal Articles
Subjects: Poverty Areas,Social Justice,Advocacy,Mental Health,Counseling Services,Counselors,Counselor Attitudes,World Views,Counselor Client Relationship,Well Being,Intervention,Delivery Systems,Professional Development,Cultural Awareness,Community Needs,Counselor Training,Competency Based Education

This phenomenological study explored the experiences of 15 professional counselors who work with clients living in impoverished communities in rural America. Researchers used individual semi-structured interviews to gather data and identified four themes that represented the counselors' experiences using the Multicultural and Social Justice Counseling Competencies as the conceptual framework to identify the incorporation of social justice and advocacy-oriented counseling practices. The themes representing the counselors' experiences were: (1) appreciating clients' worldviews and life experiences, (2) counseling relationships influencing service delivery, (3) engaging in individual and systems advocacy, and (4) utilizing professional support. The counselors' experiences convey the need to alter traditional counseling session delivery formats, practices, and roles to account for clients' life experiences and contextual factors that influence mental health care in rural, impoverished communities. Approaches that counselors use to engage in social justice advocacy with and on behalf of rural, impoverished clients are discussed.
Pre-Service English Teachers&apos; Teaching-Efficacy Perceptions and Their Potential Sources in Field Experience
Author: Çelik, Handan
Date: 2017-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Attitudes,Self Efficacy,Teacher Effectiveness,Foreign Countries,Prior Learning,Anxiety,Professional Identity,Teacher Competencies,College Seniors,Practicums,Public Colleges,Field Experience Programs,Reflective Teaching,Teaching Experience,English (Second Language),Second Language Instruction,Urban Schools

Field experience (FE) is a key component of pre-service English language teacher education enabling the early integration of pre-service teachers (PSTs) in real teaching situations. As a well-researched area, FE is known to increase PSTs' teaching-efficacy perceptions. Thus, to better understand how it does so in the Turkish context, this study examines senior PSTs' (N=145) teaching-efficacy perceptions and the potential sources of these perceptions in the course of FE. Adopting a pretest-posttest design supported by semi-structured interviews (N=30), the study showed a significant increase in the PSTs' teaching-efficacy perceptions from pre-test to post-test (p&lt;0.05). While the interview data indicated that &quot;prior teaching experience, decreased sense of teaching anxiety, and increased confidence in professional self&quot; were among the major sources of the increase in these perceptions, such sources as &quot;untested teaching competencies&quot; and &quot;critical awareness of teaching and profession&quot; had a negative impact on the PSTs' efficacy perceptions.