ethanporcaro/eric-fulltext-meta huggingface dataset:
Rehumanizing Education: Teaching and Learning as Co-Constructed Reflexive Praxis
Author: Lyle, Ellyn
Date: 2021-00-00
Type: Journal Articles
Subjects: Praxis,Learning,Instruction,Poetry,Learning Experience,Teaching Experience,Reflection

Teaching and learning are profoundly personal experiences, yet systems of education often prioritize ubiquitous agendas that alienate rather than engage. Creating space for individuals and their lived experiences has the capacity to transform the classroom from a place of containment to one of expansiveness. Resisting the tendency of education to think dichotomously about teaching/learning, theory/practice, and self/other, we engage here as two learners who happen to have shared a graduate program, one as teacher and one as student. Influenced by &quot;post-qualitative inquiry&quot; (St. Pierre, 2017a; St. Pierre, 2017b) and &quot;post academic writing&quot; (Badley, 2019), we engage reflexively to consider the experience of this shared learning journey.
Sensory Arts-Based Storytelling as Critical Reflection: Tales from an Online Graduate Social Work Classroom
Author: Grittner, Alison L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Masters Programs,Social Work,Story Telling,Reflection,Transformative Learning,Social Justice,Interdisciplinary Approach,Inclusion,Social Change,Experiential Learning,Multisensory Learning,Learning Modalities

Drawing upon Heron and Reason's (1997) participatory inquiry paradigm and extended epistemology, this article explores how six Master of Social Work (MSW) students engaged in sensory arts-based critical reflection concerning their social location, identities, social justice, and social policy. We share our process for creating sensory arts-based stories, the stories themselves, and pedagogical reflections. We elucidate how sensory arts-based storytelling allows learners to draw upon their strengths, unique perspectives, and experiences in the world, generating transformative understandings of social justice. Sensory arts-based storytelling holds potential as an interdisciplinary mode of critical reflection, generating inclusive learning environments oriented towards social change. [This article was co-authored by The Social Justice Learning Collaborative.]
Exploring STEM Engagement in Girls in Rural Communities: Results from GEMS Clubs
Author: Wheeler, Kathryn A.
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,After School Programs,Advanced Courses,Access to Education,Program Descriptions,Disproportionate Representation,Barriers,Change Agents,Problem Solving,Role Models,Rural Areas,Clubs,Learner Engagement,Elementary School Students,Grade 3,Grade 4,Grade 5

More and more jobs involve STEM, yet women are still underrepresented in many STEM fields, particularly engineering and computer science (National Science Foundation, 2019). Rural students in particular have historically faced numerous obstacles to entering STEM fields, including low educational aspirations, lack of STEM role models, and lack of access to advanced STEM curriculum (Versypt &amp; Ford Versypt, 2013). GEMS (Girls Excelling in Math and Science), founded in 1994, strives to ensure that each participant sees herself &quot;as a change agent or a problem-solver, a possible technology entrepreneur, engineer or a scientist, and a person who makes a difference&quot; (GEMS, 2019). GEMS aims to reach girls who might otherwise not have broad exposure to formal STEM opportunities and role models, such as girls from rural areas and other underserved communities. Through its website, GEMS offers online support, including activity ideas, teaching tips, and other resources, to anyone interested in starting a GEMS club or in doing STEM activities at home. GEMS currently operates in more than 150 locations around the world. As a research partner to GEMS, the National Institute on Out-of-School Time (NIOST) conducted an investigation of girls' experiences at GEMS clubs in rural Pennsylvania between September 2019 and February 2020, with funding from the McElhattan Foundation. The authors observation data suggests that GEMS activities successfully fostered cognitive, behavioral, and emotional engagement with STEM in participating girls.
Improving 7th Grade Students&apos; Epistemological Beliefs by Epistemologically Enriched Argumentation Model
Author: Kizkapan, Oktay
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Students,Grade 7,Epistemology,Beliefs,Persuasive Discourse,Foreign Countries,National Curriculum,Science Curriculum,Natural Sciences,Teaching Methods,Instructional Effectiveness,Science Instruction,Lesson Plans,Experimental Groups,Control Groups

This study aims to investigate the effect of Toulmin argumentation model (TAM), epistemologically enriched Toulmin argumentation model (EETAM), and method suggested in Turkish Science Curricula on the epistemological beliefs of 7th grade students and their views on this effect. In this context, while the students in TAM group learned seventh grade structure and properties of matter unit through TAM; the students in EETAM group learned seventh grade structure and properties of matter unit through TAM and then had explicit discussions about epistemological belief dimensions. In the comparison group, students followed national science curriculum and learned the same science topic through the method suggested in curriculum. Students' epistemological beliefs were determined with epistemological belief scale. Also, students' opinions about the effect of TAM and EETAM were determined by semi-structured interviews. Therefore, embedded design of mixed method researches was used. Two experimental and one comparison groups were included. The sample of the study consisted of 98 students studying in a public school in Kayseri, Turkey. As a result of the study, there was a significant difference only between the EEAM group and the comparison group in terms of epistemological beliefs. The same results were reached in the qualitative findings. Therefore, it can be said that explicit discussions on epistemological beliefs is more effective than inquiry-based teaching and method suggested in Turkish national science curriculum. Thus, results expose that explicit teaching of epistemological beliefs helps students better understand epistemic nature of scientific knowledge and learning.
Palestinian Mothers&apos; Perceptions about Online Learning at Public and Private Elementary Schools during COVID-19: Challenges and Recommendations
Author: Hamad, Fatima Khalil
Date: 2021-00-00
Type: Journal Articles
Subjects: Mothers,Parent Attitudes,Electronic Learning,Distance Education,Emergency Programs,COVID-19,Pandemics,Private Schools,Public Schools,Family School Relationship,Home Schooling,Parents as Teachers,Young Children,Elementary School Students,Barriers,Internet,Feedback (Response),Instructional Effectiveness,Employed Parents,Foreign Countries

This research study investigated Palestinian mothers' perceptions about online learning due to the sudden shift to online learning under COVID-19. The study focuses on the time period: March 5, 2020 to August, 2020 before the new school year 2020/2021 began. The primary purpose was to reveal the challenges mothers of children in grades 1-4 faced while helping their children learn at home. The researcher distributed an online questionnaire to a sample of mothers in Ramallah area, Palestine to which 131 mothers responded. Out of that sample, 8 mothers were interviewed. Results indicate that mothers found online learning extremely challenging, especially mothers who worked. Although they realized this was an emergency situation, they recounted a lack of preparation, a lack of technology, ineffective, uninteresting, and demotivating online instruction, and a lack of overall Ministry preparation for such a crisis. Recommendations are offered to minimize such challenges in the future under the same or similar situations.
Liberatory Education: Integrating the Science of Learning and Culturally Responsive Practice
Author: Hammond, Zaretta
Date: 2021-00-00
Type: Journal Articles
Subjects: Equal Education,Social Justice,Racial Bias,Ethnicity,Culturally Relevant Education,Minority Group Students,African American Students,Hispanic American Students,Pacific Americans,American Indian Students,COVID-19,Pandemics,Achievement Gains,At Risk Students,Teaching Methods,Student Needs,Learning,Educational Innovation,Knowledge Level,Cognitive Processes,Multicultural Education

As a result of the racial justice reckoning happening alongside the COVID-19 pandemic, more educators were able to see the impact of gross inequities in education. The educational disparities went beyond the digital divide and access to technology: the more insidious gaps were in the ability of students to be independent learners during distance learning. According to Zaretta Hammond, the long view of student success has to be twofold: helping students learn grade-level content while simultaneously coaching them to master essential &quot;learn-how-to-learn&quot; moves that allow them to accelerate their own knowledge and skill mastery over time. To succeed in this acceleration, educators will have to be guided by the science of learning. This body of knowledge is summarized from cross-disciplinary studies highlighting the social and cognitive science behind how young people learn, develop, and grow their brain power to master complex skills. This needs to be collaborated with a culturally responsive practice to empower students to be the leaders of their own learning, especially historically marginalized students--particularly Black, Latinx, Pacific Islander, and Indigenous students.
Supportiveness of Existing Classroom Culture to the Implementation of Dialogic Teaching: Analysis of Teacher-Student Interaction in Physics Teaching and Learning
Author: Worku, Hassen
Date: 2021-00-00
Type: Journal Articles
Subjects: Classroom Communication,Dialogs (Language),Teacher Student Relationship,Interaction,Science Teachers,Science Instruction,Physics,Feedback (Response),Formative Evaluation,Questioning Techniques,Adolescents,Grade 7,Grade 8,Concept Formation,Foreign Countries

This case study presents the analysis of teacher-student interaction in physics classrooms. The participants of the study were three physics teachers and 131 students from three upper primary schools (Grades 7 and 8) of Ethiopia. Data for the study were collected through observation of eight video recorded physics lessons. The analysis of videos indicated the teacher-student interaction in the existing physics classrooms were characterized by the transferring of factual knowledge; Initiation-Response-Evaluation (IRE) and Initiation-Discussion-Computation-Response-Evaluation (IDCRE) types of interaction pattern; interactive/authoritative type of communication, evaluative feedback and use of low-level oral questions. Authoritative classroom communication, use of low-level questions, evaluative feedback; inappropriate intervention and support were the aspects of teacher-student interaction that seemed to influence the implementation of dialogic teaching as such type of classroom practices contradict the principles of dialogic teaching.
Strangers No More: Collaborative Inquiry through Narrative as Teacher Reflective Practice
Author: Gindin, Elia
Date: 2021-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Educational Practices,Expectation,Faculty Development,Professional Identity,Self Concept,Professionalism,Personal Narratives,College Faculty

Two teachers and a professor engaged in collaborative inquiry through narrative as a form of reflective practice, pedagogical growth, and practitioner research. Using a Deweyan lens and elements of narrative inquiry, we consider our stories of teaching through a supportive, growth-based sharing process. Viewing pedagogical experiences through this lens enabled us to enter each other's worlds and engage in reflection--together. Our work speaks to the situations that arise when expectations conflict with reality. The process of reflecting and re-reflecting led us to the conclusion that engagement in this fashion is a valuable reflexive method for teacher professional growth.
The Role of Mobile Devices on Online EFL Skill Courses during COVID-19 Emergency Remote Education
Author: Dolgunsöz, Emrah
Date: 2021-00-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Online Courses,Distance Education,Emergency Programs,COVID-19,Pandemics,English (Second Language),Second Language Instruction,Second Language Learning,Instructional Effectiveness,Barriers,Internet,Classroom Communication,Technology Integration,Student Satisfaction,College Students,Public Colleges

The recent COVID-19 based emergency remote education caught educational practitioners unprepared and caused learners to rely on any technology which offered them the best pedagogical solution. Since mobile devices such as smartphones, tablets, and notebooks are widely used in daily life, EFL learners also preferred to utilize them for online courses due to their undisputable mobility. However, using mobile devices in long online EFL courses is not without its limitations. This study aimed to examine the mobile experience during EFL skill courses in emergency remote education. 47 EFL preparatory class students who were attending online courses for 4 months with their mobile devices were asked to write a reflection for each skill course based on three main categories: Limitations of mobile devices, effects of mobile devices on in-classroom interaction, and device satisfaction rates. The initial findings addressed that EFL learners commonly used smartphones or notebooks for online courses rather than desktop PCs and tablets. Secondly, our results revealed various limitations for each EFL course such as limited screen size, overheating, microphone problems, and internet connection efficiency. On the other hand, although mobile devices were reported to have worked fine for in-class communication, device satisfaction rates regarding online courses were low, especially for smartphones.
Cognitive Dynamics of Stancetaking in Risk Discourse Situation
Author: Ushchyna, Valentyna
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Risk,Decision Making,Speech Communication,Language Usage,Discourse Analysis,Postmodernism,Safety,Vignettes,Phrase Structure

This article studies the cognitive dynamics of stancetaking in the discourse situations associated with risky behaviour and perilous decisions. The objective of this work is to find out what linguistic and cognitive mechanisms are used by speech participants to conceptualise a discourse situation as a situation of risk, and analyse the ways the stances on the discussed problem (here, the risk of addicting to FACEBOOK, as well as other social networks) are taken by discourse partners under different circumstances and varying communicative conditions. The overall theoretical framework for the study synthesises socio-constructionist and sociocognitive approaches to discourse analysis of risk and stance. In the post-modernist model, speakers use discourse to construct versions of the world which are variable, functional and consequential. Gilles Fauconnier's mental spaces theory (1994, 1997) served a methodological tool for re-assembling the ways stances on risks are taken in discourse interaction. Risk-taking has always been an integral part of human behaviour. We are constantly forced to make decisions that lead us towards unknown or uncertain consequences that can be potentially hazardous or even life-threatening. The study shows that the field of risk-taking in everyday life is extremely wide, embracing a diverse range of spheres such as household activities, gambling, sports, finance, medicine, technology or politics. Because risk pervades such a substantial part of our lives, it can be claimed as one of the fundamental concepts of the human conceptual system, thus, cognitive mechanisms of risk conceptualisation, as well as the linguistic ways of discursive stancetaking on risk have been determined, analysed and described in the present research.
Developing Teaching Guidelines and Learning Module of Speaking for General Communication: Students&apos; Perception and Needs
Author: Suryani, Lilis
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Modules,Instructional Materials,Instructional Effectiveness,Second Language Instruction,Second Language Learning,English (Second Language),Communicative Competence (Languages),Speech Communication,Student Needs,Student Satisfaction,Relevance (Education),Technological Literacy,Electronic Learning,Foreign Countries

COVID-19 is still spreading in all over the world, including Indonesia and it has big impact to education sector. Online learning is a way to reduce the spread of COVID-19 outbreak. Educators and students, whether ready or not, have to do online learning because to avoid the spread of this pandemic. Hence, this research would like to know students' perception and needs toward speaking for general communication. This study is conducted using a survey method based on Kirkpatricks' Model. The survey accumulated and investigated learners' perception on speaking for general communication course after they learned and practiced it in the online lecturing class. The respondents of the survey were selected using purposive sampling method. The subject of this study were 165 students of a first semester, the English Language Study Program at IKIP Siliwangi Bandung, who was taking a speaking for general communication course. Based on the result, most of the students had positive perception and they could improve their speaking skill after teaching session. However, there were three things that were not really appropriate with the students' needs, namely, handout/teaching materials, technological confidence, and topics of materials. Therefore, further research is needed to develop the module/handout based on students' needs.
Colour Component in the Semantics of Ethnophobic Terms (The Case of Non-Standard American English)
Author: Honta, Ihor
Date: 2019-00-00
Type: Journal Articles
Subjects: Semantics,Language Usage,Minority Groups,Language Variation,Racial Bias,Social Bias,African Americans,Hispanic Americans,Latin Americans,American Indians,Color,Physical Characteristics,Stereotypes,Morphology (Languages),Ethnic Groups,Morphemes,Figurative Language,Memory,Fear

The study aimed to identify the semantic and structural characteristics of ethnophobic terms with a colour component, as well as the conceptual basis and extralinguistic factors that have a role in their formation. Ethnophobic terms tend to emerge in the non-standard language, with slang making its core. Although often marked as derogatory or impolite, ethnicity-laden slang expressions form a dynamic and productive part of non-standard vocabulary, largely due to their pragmatic power. Ethnophobic terms used with reference to the largest ethnic minorities in the USA (Black, Latin and Native Americans) became the focus of our research. Given their prototypical nature and a wide spectrum of connotations, basic colour terms have shown the highest potential for integration with the ethnicity concept: an overwhelming number of ethnophobic terms contain explicit or implicit colour components in their semantic structure encoding the following colour categories: black, brown, red, yellow, and white. We have also suggested that in American ethnophobic slang, the universal opposition of black and white may have transformed into a conceptual opposition of &quot;white&quot; vs. &quot;non-white&quot; that has a variety of verbal representations. In addition, semantic configuration and evaluative power of colour categories are determined by the speaker's point of reference affected by the stereotypes dominating their ethnic groups. Data analysis has shown that the morphological means of word formation typical of ethnophobic terms, including suffixation, compounding, blending, and abbreviation, are mainly combined with metonymy, metaphor, or both.
The Important Role of Extensive Reading Strategy in Indonesian EFL Learning Contexts
Author: Wijaya, Kristian Florensio
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Strategies,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Student Centered Learning,Educational Research,Reading Skills,Reading Interests,Learning Motivation,Foreign Countries

Academic literacy is one of the paramount global competencies that should be mastered by worldwide university academicians including Indonesian EFL learners. To fully fulfill this holistic educational objectivity, extensive reading plays a key role in fostering the overarching Indonesian EFL learners' target language proficiency due to the inducement of pleasurable, continual, and stress-free L2 reading learning dynamics proffered by this student-centered learning approach. Furthermore, the researcher attempted to delve more profoundly regarding the important role of extensive reading strategy in Indonesian EFL learning contexts. This present qualitative study harnessed a document analysis approach to yield renewable insights for Indonesian EFL experts, practitioners, researchers, and educators concerning the influential impacts potentially promoted by extensive reading strategy implementations. The research results indicated that the inducement of contextual and continual extensive reading activities had successfully improved EFL learners' L2 reading interest and competencies. Future researchers are advocated to conduct a more exhaustive document analysis on the contrary beliefs and perilous effects generated by extensive reading approach to better impart more appropriate extensive reading programs applicable for Indonesian EFL learners' reading needs, interests, and levels.
Dialectic Interaction of Quantity, Quality and Relation in Simile Domain
Author: Oleniak, Mariana
Date: 2019-00-00
Type: Journal Articles
Subjects: Figurative Language,Discourse Analysis,Correlation,Interpersonal Communication,World Views,Diachronic Linguistics,Language Usage,Sociolinguistics,Interpersonal Attraction,Physical Characteristics,Social Attitudes,Classification,Cultural Influences,Language Attitudes,Linguistic Theory

This paper attempts to shed some light on the problem of correlation of such ontological categories as quality, quantity and relation in similes. The matter in question is significant since it relates to the problem of anthropocentrism in language. It shows the speaker's attitude to the information encoded in a simile by consciously choosing a vehicle via measuring a tenor's salient feature against an implied abstract scale of objects, notions, phenomena, etc. that possess a particular quality to a certain extent. The nature of the ground of simile is described to be gradable, capable of being subjectively measured from the perspective of the speaker's environmental perception. The gradability of a shared feature shown as a scale of potential vehicles lends itself to the interpretation as a fragment of the linguistic worldview displaying a range of scale markers typical of a certain linguistic community in a certain historical period of time. The polar opposite notions on an implied scale are depicted to represent a (proto/stereo) type and an anti- (proto/stereo)type typical of certain linguo-cultural domains in a particular fragment of a linguistic worldview. By moving from the explanatory examples to the analysis of empirical material the author concludes that the categories of quantity, quality and relation are intrinsic in every simile and manifest themselves in the choice of a tenor-vehicle pair that do not exist within simile other than in relation to each-other. The material described in the article serves as an evidence of language dependence on historical and social parameters. The paper explains the mechanism of creation of the congruous and ironic similes according to the universal process of simile formation where the unity of quantity, quality and relation are the key factors of its existence.