ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Excuse My Misunderstanding&quot;: Using Intercultural Approach to Teach English as a Foreign Language in France
Author: Achieng, Stella A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Multicultural Education,English (Second Language),Second Language Instruction,Foreign Countries,Stereotypes,Verbal Communication,Grade 6,Student Participation,College Instruction,College Students,Middle School Students

In France, the intercultural approach has been largely associated with teaching French as a Foreign language due to the multicultural and multilingual nature of the classes. There is very little research on the use of such an approach in teaching English as a Foreign language. This is due to the fact that the majority, if not all the students, share a similar culture and common linguistic codes. The intercultural experience, in that case, is encountered through the English program as presented by the teacher, who in most cases is also French. This paper examines the use of the intercultural approach in teaching English as a foreign language (EFL) to French learners (middle school /university students) by a foreign teacher and the consideration of social representations (stereotypes) as a strategy to develop classroom participation in verbal communication. It discusses theoretical understanding of the intercultural approach and how this approach could be used in practice by drawing examples from the teacher and the learners' experiences. Data was collected through participatory observations and questioning. The research findings will show that using social representations as a strategy in intercultural approach can be instrumental to the development of verbal communication.
Social Justice Leadership as Inclusion: Promoting Inclusive Practices to Ensure Equity for All
Author: Flores, Chuck
Date: 2021-07-00
Type: Journal Articles
Subjects: Social Justice,Leadership Styles,Inclusion,Equal Education,Minority Group Students,Students with Disabilities,LGBTQ People

Historically, the inclusive education movement has primarily focused on the inclusion of students with disabilities in the general education setting, along with their participation in school activities and interaction with other peer groups. Gradually, scholars have begun to look at inclusion as more than just a focus on students with disabilities, but involving other marginalized groups, such as linguistically diverse students, students of color, and LGBTQ youth. With this focus in mind, and in order to develop and sustain inclusive schools and spaces, school leaders need to consider social justice leadership as a means by which to promote a broader and more inclusive approach capable of addressing the social inequities and disparities of marginalized populations. This means engaging in a leadership stance that puts issues of race, class, gender, disabilities, and other marginalized conditions at the core of their practice. As empirical research in social justice as inclusion gains traction, faculty in leadership preparation programs must begin to rethink and redesign their programs to better prepare candidates to possess the knowledge and skills necessary to be social justice leaders for inclusion and equity.
Funds of Knowledge and Educational Leadership: Recognizing and Leveraging Untapped Leadership Talent
Author: Macias, Angela
Date: 2021-10-00
Type: Journal Articles
Subjects: Instructional Leadership,Talent,Social Capital,Cultural Background,Leadership Styles,Equal Opportunities (Jobs),Talent Identification,Power Structure,Transformational Leadership,Kindergarten,Elementary Secondary Education

This article discusses the issue of inequities in educational leadership, of which we attribute largely to social capital and how educators interpret this capital. This concept is presented along with a range of leadership styles commonly accepted in education. An argument is made for using Funds of Knowledge as a lens for understanding leadership as well as in practice for addressing the social capital dilemma. We argue that leadership styles are not enough to correct inequities, but can be applied along with this Funds of Knowledge lens to identify and utilize untapped leadership in a range of educational settings.
How California School Principals and Teachers Engage Academic Optimism to Maximize Equity in Student Learning within Low Socio-Economic Status (SES) Schools
Author: Marcos, Teri
Date: 2021-10-00
Type: Journal Articles
Subjects: Principals,Elementary School Teachers,Academic Achievement,Positive Attitudes,Equal Education,Low Income Students,Administrator Attitudes,Teacher Attitudes,Urban Schools,Disadvantaged Schools,Self Efficacy,Educational Environment,Intervention

This mixed-method phenomenological study reports findings of 144 urban California educational leaders' and teachers' views about the identified effects Academic Optimism has on supporting equitable growth in student learning within ten low SES schools. Hoy, Tartar and Woolfolk-Hoy (2006) examined how Academic Optimism was a general demonstrable second order construct of successful urban schools. This study seeks to compare the findings of Hoy et al. to that of 144 California TK-8 school leaders' and teachers' perceptions regarding both the presence of Academic Optimism at ten low SES school sites, and its effects on equitable growth in student learning across student groups.
Leadership and Innovation in a Special Education School
Author: Morris, Nancy
Date: 2021-10-00
Type: Journal Articles
Subjects: Preschool Education,Elementary Secondary Education,Educational Innovation,Special Education,Special Schools,Instructional Leadership,Leadership Qualities,Motivation,Leadership Styles,Transformational Leadership,Private Schools,Special Education Teachers,School Personnel,Allied Health Personnel,Administrators,Educational Environment,School Culture

This qualitative case study explored ways innovation is practiced in a PK-12 special education school, including the antecedents and outcomes to innovation, and how innovation was supported. Findings concluded that specific elements within the school's staff, leadership, and environment fostered high levels of innovative practice. Individual's intrinsic motivation, openness to change, and way they approached challenges led to more innovative practices. Leaders who demonstrated transformational and servant leadership promoted innovative practices within the special education school. Implications for practice across special education is discussed, as well as how findings can be applied to the general education environment.
Opportunity or Mandate: Superintendent Beliefs about School Climate Assessment
Author: Buckner-Capone, Anji
Date: 2021-10-00
Type: Journal Articles
Subjects: Superintendents,Administrator Attitudes,Beliefs,Educational Environment,School Culture,Data Use,Decision Making,Educational Policy,Program Implementation,Policy Formation,Educational Assessment,Accountability,School Districts,Funding Formulas,Educational Improvement

School climate is important for continuous improvement. California's LCFF requires districts to report on school climate and use data to inform decision making. Qualitative data, derived from an explanatory sequential mixed-methods study, explored three belief constructs and sub-groups by response patterns. Education leaders have a range of beliefs that influence policy implementation, and they need quality data to guide meaningful change in efforts to meet increasingly diverse needs of students. To capitalize on the opportunity inherent in the LCFF, leaders must believe it is important, have the capacity to use data, and trust the data.
Using Narrative Inquiry to Explore Critical Reflection and Self-Awareness in Equity Leadership Development
Author: Hallberg, Laura
Date: 2021-10-00
Type: Journal Articles
Subjects: Equal Education,Metacognition,Leadership Training,Professionalism,Personal Narratives,Self Concept,Instructional Leadership,Graduate Students,Doctoral Students,Student Attitudes,Administrator Education,Leadership Styles,Kindergarten,Elementary Secondary Education

Critical reflection and self-awareness are two of the most crucial components in developing equity-centered leaders (Dugan and Humbles, 2018; Madsen, 2020; Patti, Madrazo, Senge, and Stern, 2015). Leading for equity requires the leader to face both personal bias and professional challenges (Boske, 2014). Many leaders are willing to engage in the work of leading for equity but lack clarity about where to start and how to proceed, often seeking out external tools. Using narrative inquiry, this study collected leaders' stories to understand the participants' perspective of self, the understanding of their own journey, and the connections to their leadership work.
Promoting Inquiry Based Learning through Entertaining Science Activities
Author: Lozano, Oscar Raul
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Inquiry,Science Instruction,Science Activities,Student Interests,Persuasive Discourse,Secondary School Science,Scientific Principles,Foreign Countries,Student Attitudes,Teacher Attitudes,Student Motivation

Considering students' increasing lack of interest and motivation for science subjects, it becomes almost imperative to introduce different methodology approaches in classrooms. Besides, decontextualized science teaching, where hands on activities are not sufficiently taken into account, can make the students attitude toward science-learning even worse. Inquiry Based Learning where elements such as games, toys and short experiments are included is showed as a useful methodological proposal. This paper presents how the use of these entertaining science activities can improve students' interest and encourage them to speak about science, acquiring better argumentation and inquiry skills when they are properly performed in a formal classroom context.
What School Leaders Need to Consider about Virtual Engagement at Home during the Pandemic: Learning Loss or Learning Gain? A Commentary
Author: Lalas, Jose W.
Date: 2021-10-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Achievement Gains,Distance Education,Leadership Responsibility,Student Diversity,Equal Education,Educational Technology,Technology Uses in Education,Culturally Relevant Education,Student Needs,Trauma,Social Isolation

There is a common assumption in education that lack of face-to-face instruction during COVID-19 will result in a learning loss when students return to physical classrooms. While some studies reported interesting results on learning loss, more research must be done to inform schooling practices. At a recorded webinar, learning loss was examined by analyzing the ideas of school leaders who manifested deficit-based and/or asset-based views in doing virtual instruction at home. The authors wrote this commentary as a critical reflection of the ideas presented by leaders who reimagined learning gain instead of loss as they recognize, value, and honor the many culturally- and socially-situated knowledge and skills students have acquired and learned during these unprecedented times.
Learning Together Online: Insights into Knowledge Construction of Language Teachers in a CSCL Environment
Author: Li, Li
Date: 2021-10-00
Type: Journal Articles
Subjects: Language Teachers,Secondary School Teachers,Inservice Teacher Education,Professional Development,Pedagogical Content Knowledge,Technological Literacy,Technology Integration,Affordances,Teacher Collaboration,Cooperative Learning,Electronic Learning,Discussion Groups,Computer Mediated Communication,Asynchronous Communication,Communication Strategies,Communities of Practice,Interaction,Foreign Countries

Sociocultural perspectives of learning emphasise the role of social interaction and activity in the process of knowledge construction and foreground the social-cultural settings in which knowledge construction occurs. This paper examines how in-service language teachers co-construct technological pedagogical content knowledge (TPACK) in asynchronous discussion and explores two significant areas: 1) the critical elements of TPACK and 2) the process and strategies of knowledge construction. As such, the focus of the paper is placed on the type of knowledge that is considered significant by language teachers and the process of knowledge construction, with attention to the communicative strategies and resources. Online chats from 13 teachers are analysed using both thematic and sociocultural discourse analysis. The results indicate that TPACK mainly concerns the affordances of technology and methods to integrate technology from teachers' perspectives. In the process of co-constructing TPACK, teachers use different communicative strategies to negotiate meaning and achieve mutual understanding. Various contextual resources are exploited to facilitate and mediate the process of knowledge construction. This paper highlights the significance of context in developing knowledge, the need for providing participants with training for communicative strategies, establishing ground rules in collaborative work, giving ownership of task or topic to the participants and the importance of social talk.
Preparatory School Teachers&apos; Self-Directed Online Professional Development
Author: Ballidag, Sezgin
Date: 2021-10-00
Type: Journal Articles
Subjects: Independent Study,Faculty Development,College Faculty,Language Teachers,College Second Language Programs,English (Second Language),Technology Integration,Online Courses,Electronic Learning,Communities of Practice,Professional Autonomy,Teacher Competencies,Psychological Needs,Teacher Motivation,Web 2.0 Technologies,Social Media,Foreign Countries

This case study investigates how teachers render digital professional development in digital environments by interviewing with three preparatory school English language teachers voluntarily engaged in online professional development. In order to examine their process of teacher learning in online settings, we drew on Self-Determination Theory (Deci &amp; Ryan, 2012) regarding the motivation as to how they engage and learn in the course of online professional development. An exploratory approach was adopted based on the interviews, and the motivational factors of the participants together with how they exploit technology were presented in three different cases. The study revealed that all the teachers were intrinsically motivated, and the need for developing competence, exercising autonomy, and assessing relatedness were key motivational reasons behind their online professional learning. Instagram, MOOCs, YouTube and websites were the online sources mentioned by the participants when they turn to the Internet for help. The discussion focuses on implications of this study for encouraging language teachers to engage in online professional development drawing on self-determination theory.
Does Education Matter for the Relationship between Healthcare Use for Serious Health Problems and Wellbeing? A Study in 24 Countries
Author: Valeeva, Rania F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Attainment,Correlation,Access to Health Care,Health Services,Well Being,Diseases,Differences,Adults,Geographic Regions,Surveys,Foreign Countries

Previous research has shown that the well-being of people in Western societies varies consistently. To understand these differences, we focus on the relationship between healthcare use and well-being, since previous research has shown that poor health and lack of social support reduce well-being. Based on the findings of the previous research, we hypothesize that there is a positive relationship between healthcare use and well-being, and that the strength of this relationship increases with the years of schooling. We tested these hypotheses in 24 countries using data (N = 40,249) from the European Social Survey. The data were analyzed using hierarchical multiple regression models. Our results indicate cross-national differences in the relationship between healthcare use for serious health problems and well-being. Moreover, they suggest that the extent of education matters for this relationship, however its influence differs across countries. Further research is needed to explain these cross-national differences.
The Views of International University Students about Online Education
Author: Karakus, Ismail
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,College Students,Online Courses,Student Attitudes,Foreign Countries,Turkish,Second Language Learning,Electronic Learning,COVID-19,Pandemics

Currently, international university students are working hard to cope with many problems in socio-cultural, psychological and economic terms. Particularly after COVID-19 epidemic experienced by the whole world in early 2020, they have started to face greater problems. Therefore, in this study, the aim is to examine the opinions of international university students taking Turkish online lessons about course practices and learning-teaching processes. Qualitative research design was used in this study, and the data were collected through focus group interviews. Participants of the study consist of 18 international university students enrolled in a state university in the academic year of 2020-2021 and receiving Turkish language education at B2 level. While some of the international university students expressed positive opinions regarding the economical and comfortable online education process, some of them expressed negative opinions; namely the lack of communication, the difficulties experienced in online exams and the language learning process and the inefficiency of education. Most of the students stated that the online education process has both positive and negative aspects. As the advantages of this educational process, students pointed out facilitating academic processes easily, managing time, being healthy and saving money. On the other hand, it was highlighted that there are technical, personal, educational, health and language difficulties in the online education process. As solution suggestions for these difficulties, the participants made suggestions on eliminating the problems in technical and physical conditions, including more motivational activities and improving the educational process.
The Investigation of Social Studies Prospective Teachers&apos; Environmental Education Self-Efficacy in Terms of Various Variables
Author: Kaya, Mehmet Tamer
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Preservice Teachers,Environmental Education,Self Efficacy,Foreign Countries,Gender Differences

The aim of this study is to investigate prospective teachers' environmental education self-efficacy in terms of various variables. Survey method was applied in the study, and the data were collected in the 2015-2016 academic year. The study group of the paper consisted of 172 prospective teachers from each grade level who are studying in Social Studies Department, Faculty of Education, Afyon Kocatepe University. The data of the study were collected with the environmental education self-efficacy scale developed by Özdemir, Aydin and Akar-Vural. (2009). The 5-point Likert scale consisted of 15 items and had four sub-dimensions. As a result of the analyses, it was concluded that prospective teachers' self-efficacy perceptions of environmental education were moderate and prospective teachers' self-efficacy perception levels did not show a significant difference according to gender and grade level variables.
Students&apos; Length Measuring Estimation Skills Related to the Daily Life Objects
Author: Çetin, Ömer F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Grade 6,Grade 7,Measurement,Computation,Mathematics Skills,Relevance (Education),Learning Activities,Prior Learning,Mathematics Instruction,Foreign Countries

This research aims to explore the secondary school sixth and seventh graders' length measuring estimation skills developing activities related to the daily life objects. The study is in a qualitative multiple case study model. The universe of the research consisted of the sixth and seventh graders. The sample of the research consisted of 85 students, who were studying at a secondary school in sixth and seventh classes in 2 (two) state schools determined with the purposive sampling method in the 2018-2019 educational year. The maximum variety was ensured for the class level, gender, and mathematics achievement scores; voluntariness for the easily accessible situation. The data were obtained with the scales and semi-structured interview forms prepared during the research process and analyzed descriptively. The research results suggest that the length measuring estimation skills of the secondary school sixth and seventh graders relevant to the daily life objects can be developed with the activities that will develop the students' prior knowledge and skills.
The Effect of Social Studies Courses on Digital Self Formation in Turkey
Author: Kocoglu, Erol
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Correlation,Influence of Technology,Electronic Learning,Self Concept,Secondary School Teachers,Teacher Attitudes,Public Schools,Social Media,Skill Development,Internet,Foreign Countries

The world, which includes all living things from the first human to the present, is based on the process of change and transformation with all its dimensions. It can be stated that this process of change and transformation affects the lives of many living things on earth, as well as remarkable effects on human life. In particular, the digital world, which is one of the important results of technology-based development, can be said to be effective in shaping human life cognitively, psychomotorically and emotionally. This shaping process takes place in educational institutions with the achievements transferred through various fields of study and disciplines. This study, in which the effect of social studies courses on the formation and development process of the digital self-concept, which is based on the cognitive effects of digitalization, was evaluated in line with the perceptions of teachers in Turkey, was designed according to the phenomenological approach, one of the qualitative research methods. The research data were analyzed with the descriptive analysis technique and thematic codes were created based on the findings. A semi-structured interview form prepared by the researchers was used to collect data. The research data, the answers to the questions in the interview form, were collected through online interviews with social studies teachers due to the COVID-19 epidemic in the world and in Turkey. In the study supported by the Scientific Research Projects Coordination Unit of Inönü University with the Normal Research Project coded SBA-2019-1755, the data obtained were analyzed and the findings were presented in tables and figures. Considering the findings of the study, it can be said that the social studies teachers who make up the study group have different and remarkable perceptions about the effects of social studies lessons on digital self-creation.