ethanporcaro/eric-fulltext-meta huggingface dataset:
Attitudes of English Medium School Teachers in Bangladesh towards Inclusive Education: Challenges and Possible Solutions
Author: Islam, Tasnim
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,English (Second Language),Language of Instruction,Foreign Countries,Inclusion,Barriers,Elementary School Teachers,Gender Differences,Individual Differences,Teacher Characteristics,Predictor Variables,Teacher Education

While practicing inclusive education (IE), teachers are critical stakeholders in ensuring the active participation of all learners. Thus, this study explored primary level (grade 1-5) English-medium schoolteachers' attitudes towards IE in Bangladesh. This research was conducted in two phases. In phase-1, the Sentiments, Attitudes, Concerns regarding Inclusive Education-Revised (SACIE-R) scale was used, including some demographic questions. 120 randomly selected participants were taken as samples. The overall means of the SACIE-R score indicated that primary English-medium schoolteachers have a moderately positive attitude towards IE. It was also found that several demographic variables such as age, gender, confidence in teaching students with disabilities, and training on teaching students with disabilities had a significant impact on participants' attitudes toward IE. Two findings -- regarding gender and length of training - from phase-1 were contradictory to the global trend. Moreover, teachers' concern level was found to be higher than their attitude and sentiment about IE. Interviews were conducted to understand further these uncommon results from the survey and their challenges in implementing IE and possible solutions. This study will guide educationists and policymakers to take the required initiatives to improve teachers' attitudes and empower them to implement IE in primary-level English-medium schools in Bangladesh.
Minority Teachers&apos; Perceptions of Principals&apos; Leadership Style and Students&apos; Academic Achievement in Secondary Schools
Author: Alhassan, Mohammed Awal
Date: 2022-00-00
Type: Journal Articles
Subjects: Minority Group Teachers,Teacher Attitudes,Leadership Styles,Principals,Academic Achievement,Secondary School Teachers,Educational Environment,Teacher Characteristics,Teacher Behavior,Inclusion,Social Behavior,Foreign Countries,Teacher Administrator Relationship,Predictor Variables

The purpose of this study was to examine minority teachers' perceptions of principal leadership style and school climate and the relationship between school climate and student academic performance. A total of 160 teachers and 10 principals from ten secondary schools were surveyed concerning their perceptions of their principals and school environment as related with students' achievement. Descriptive statistics including means, t-tests, and ANOVAs, were employed to analyze the data. The relationship between school environment and student's achievement found no statistically significant difference. However, there was statistically significant difference regarding minority teachers' perceptions of level of education and years of teaching experience. This study found no differences in perceptions related to gender and students' academic achievement.
Validation of the Social Emotional Learning Skills Class Assessment (SELS-CA)
Author: Bardhoshi, Gerta
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Validity,Social Emotional Learning,Measures (Individuals),Elementary School Students,Test Reliability,Student Evaluation,Factor Analysis,Student Behavior,Prosocial Behavior,Factor Structure,Elementary School Teachers,Psychometrics,Cooperation

This article provides a preliminary report on the construct validity and internal consistency of the Social Emotional Learning (SEL) Skills Class Assessment (SELS-CA), which is the accompanying measurement tool of the SEL curriculum &quot;Open Circle.&quot; This validation was part of a larger implementation and evaluation study using &quot;Open Circle&quot; programming to evaluate its effect on the SEL skill acquisition of elementary students enrolled in a large public urban school in the Southeastern U.S. (McDaniel et al., 2022). We examined the reliability and validity of the SELS-CA based on 247 teacher ratings of students in the second through fifth grade. Factor analytic procedures revealed a robust three-factor structure, resulting in three subscales, subsequently titled Strategies for Emotional/Behavioral Regulation, Cooperative Behaviors, and Prosocial Skills. SELS-CA total scores revealed strong internal consistency, with adequate internal consistency noted for the three resultant subscales. Limitations and future research needs are discussed, as are implications for research and practice in school settings.
&quot;A Sort of Roadmap to Success…&quot;: A Model for Piloting ePortfolios and Lessons Learned from a Rehabilitation Sciences Curriculum
Author: Wescott, Jennifer
Date: 2022-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Technology Uses in Education,Educational Technology,Public Colleges,Educational Environment,Curriculum Development,Curriculum Implementation,Student Projects,College Students,Success,Allied Health Occupations Education,Rehabilitation,Student Attitudes,Models

In this paper, we present the development, implementation, and lessons learned during the 2-year pilot integration of an ePortfolio across a rehabilitation sciences (RS) curriculum within a publicly funded state university. We consider the educational environment and discuss decision points during various stages of the project. Four key aspects of project development and implementation are highlighted, including a contextual analysis of goals, partnerships, curricular positioning, and foundational tools. Contextual analysis of goals includes the process of creating a project vision that aligns with the student population served, programmatic goals, and the guiding frameworks inherent to ePortfolios as a high impact practice. An exploration of partnerships describes the role of diverse stakeholders, within and outside the program, and their contribution to ongoing project development and success. Curricular positioning considers which courses are utilized for the introduction, conclusion, and touch points of the project, and how success is measured in each. A discussion of foundational tools identifies the student-facing resources required to facilitate a clear, relevant, and sustainable ePortfolio across the curriculum. When possible, we highlight student voices, including reflections on motivation, adaptive skill building, and engagement with the ePortfolio process. Ongoing challenges, preliminary outcomes, and next steps are also outlined.
We&apos;re All on the Same Page: The Use of Technology Applications to Effectively Communicate with Families of Students with Disabilities
Author: Shamash, Emily R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Special Education,Interpersonal Communication,Teamwork,Students with Disabilities,Family School Relationship,Parent Participation,Computer Mediated Communication,Telecommunications,Handheld Devices

Parent and professional communication is at the helm of effective special education practice. This article suggests ways to increase and expand mutually preferred communication methods among families of students with disabilities and educational teams. First, it aims to provide accessible methods for educators to enhance their ability to effectively communicate with families of diverse backgrounds in order to best serve their students with disabilities. Second, it suggests ways to support families in being well-versed in their child's educational program, progress, performance, and well-being at school. Current mobile applications that can be utilized to foster communication among families and education teams, including teachers and related service professionals, are suggested and described. Future directions for the use of mobile applications to foster these mutually valuable relationships and implications for research are discussed.
A Corpus-Based Comparison of Syntactic Complexity in Spoken and Written Learner Language
Author: Park, Shinjae
Date: 2022-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Grammar,Undergraduate Students,English (Second Language),Second Language Learning,Second Language Instruction,Phrase Structure,Writing (Composition),Speech Communication,Foreign Countries,Syntax,Discourse Analysis,Language Usage,Accuracy,Comparative Analysis

Despite writing and speaking being related activities, their end-products are entirely different. However, previous studies have not shown consistency in terms of grammar use in these two modes. Accordingly, in the present study, I aim to define the syntactic characteristics in these two modes with large-scale data and organized research designs. This study examined 14 indices of syntactic complexity and specific grammar factors in 224 monologues and 139 writings of Korean EFL undergraduates. The results revealed that learners tended to use more finite complement clauses and relative clauses while writing but used because fragments independently and 'and' sentence-initially more frequently while speaking. When compared with previous studies, the characteristics of syntactic complexity of Korean EFL learners, regardless of age, are defined by the use of coordination in speaking and the use of subordination in writing.
Investigating the Lexical Demands of English-as-an-Additional-Language and General-Audience Podcasts and Their Potential for Incidental Vocabulary Learning
Author: Motamedynia, Masoud
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Incidental Learning,Vocabulary Development,Information Dissemination,Electronic Learning,Second Language Instruction,Instructional Effectiveness,Listening,Audio Equipment

This study investigated the lexical demands of English-as-an-additional-language (EAL) and general-audience podcasts and their potential for incidental vocabulary learning. Two corpora (i.e., one EAL and one general-audience) comprising 1,188,512 tokens were analyzed to determine the necessary vocabulary knowledge to reach 90% and 95% coverage. The results indicated that 2,000 and 3,000 word families plus proper nouns (PN), marginal words (MW), transparent compounds (TC), and acronyms (AC) covered 90% and 95% of words in podcasts, respectively. The results also showed that EAL and general-audience podcasts required 1,000 and 2,000 words families to reach 90% coverage, respectively. Regarding 95% coverage, knowledge of 2,000 (EAL) and 3,000 (general-audience) word families was required. The results also demonstrated almost 60% of word families from the 2,000-word level were encountered 15+ times in each corpus, suggesting podcasts may hold relatively great potential for learning such words incidentally. Furthermore, our findings indicated that there was some potential for incidentally learning words from the 3,000-word level in both corpora, while general-audience podcasts may hold greater potential in this regard. Implications for using podcasts in language pedagogy are also discussed.
Exploring Stereotype Threat for Latinx Elementary ELLs
Author: Wasserberg, Martin J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Stereotypes,Hispanic American Students,Elementary School Students,English Language Learners,English (Second Language),Second Language Learning,Anxiety,Academic Achievement,Language Skills,Goal Orientation,Self Efficacy,Student Attitudes

According to stereotype threat theory, the prospect of being judged in terms of a negative stereotype triggers underperformance (Steele, 1997; Steele &amp; Aronson, 1995). Targets need not personally subscribe to the negative stereotype to be affected but must simply be aware that others may subscribe to it. The goal of this study was to investigate potential stereotype threat effects in an English as a second language (ESL) classroom. Participants were the 18 students in an ESL classroom at a Title I elementary school in Eastern, North Carolina. The study found that Latinx ESL students performed worse on an academic task when it was characterized as diagnostic of ability than when the same test was characterized as non-diagnostic of ability. They also experienced a higher level of anxiety and a higher level of orientation toward a performance-avoidance achievement goal. These effects seemed to be, at least in part, moderated by the participants' level of domain identification, such that the effects were specific to students who were more domain identified. The findings of this classroom investigation add to the extant literature by showing that Latinx ESL students may be susceptible to stereotype threat performance effects and that children who most highly value their performance may be most vulnerable. This small-scale exploration sets the stage for a larger study investigating the stereotype threat susceptibility of English language learners (ELLs).
Using Reflection to Prepare ESL Teachers to Become Advocates
Author: Garrone-Shufran, Stephanie
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,English Language Learners,Advocacy,Professional Autonomy,Instructional Design,Student Attitudes,Graduate Students

In this article, the author discusses the redesign of a final course in the graduate program sequence for English as a second language (ESL) teacher licensure, a course designed to address issues and trends in the field, to focus specifically on advocacy for English language learners (ELs)--both why it is necessary and how it can be enacted by teachers. The model of advocacy used is Peters and Reid's (2009) framework, in which advocacy is built on a foundation of agency. Using this framework, teacher educators create opportunities for aspiring teachers to understand their agency and to use that agency to disturb ideologies, transform practices, and exercise power (Peters &amp; Reid, 2009).
A Comparative Examination of Vocational Education Teacher Qualifications and Preparation between Finland and the State of Ohio in the United States
Author: Zirkle, Chris
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education Teachers,Teacher Education,Teacher Qualifications,College Faculty,Teacher Education Curriculum,Credentials,Accreditation (Institutions),Required Courses,Work Experience,Admission Criteria,Educational Legislation

Working between the formal education system and workplace, vocational education teachers contribute to the growth and development of a country's future workforce. Using interviews of university professors, examination of legislation and administrative rules and information obtained from applicable websites, this article compares two different teacher education systems for the preparation of vocational teachers in the country of Finland and the state of Ohio in the United States. Findings indicate both systems have commonalities as well as significant differences. This comparison will contribute to a better understanding of vocational teacher education from an international perspective and examines such aspects as qualification requirements for vocational education teachers, the institutions providing teacher preparation and the content of the teacher training programs. A discussion of the vocational education systems in both settings is also provided for background and context.
A Case Study of a Low-Income African American Career Academy&apos;s Approach to Student Services
Author: Hernandez-Gantes, Victor M.
Date: 2022-12-00
Type: Journal Articles
Subjects: Low Income Students,African American Students,Career Academies,Pupil Personnel Services,High School Students,Urban Schools,Culturally Relevant Education,Leadership,Integrated Services,Holistic Approach,Family Programs,Administrator Attitudes

The provision of support services has been found critical for meeting the needs of students and their families, but related research in predominantly low-income, African American/Black communities, is limited. Thus, through a case study we explored how a school, located in a low-income area with a predominantly African American/Black population, adopted and enacted support services. The setting was an urban high school with an enrollment of 700 students who are predominantly African American (98%) and 100% low-income. We conducted interviews with district, school, and community stakeholders; and we followed a thematic approach for the analysis. A major finding was that the adoption of support services built on the shared belief that the school should serve as a central place of support for students and the community. We identified two distinct strands of support services, one represented by in-school supports for students and the other designed to help families in the community. Further, we found an underlying philosophy of removing obstacles for students as a means to help them succeed in school. Regarding implications for practice, it is important to note the difficulty in replicating the efficacy of support services without culturally relevant leadership at the district and school level.
Dialogic Approach to the Analysis of the Meaning-Making Process in a Blended Setting
Author: Beraldo, Rossana
Date: 2022-00-00
Type: Journal Articles
Subjects: Dialogs (Language),Blended Learning,In Person Learning,Cooperative Learning,Learning Activities,Secondary School Students,Problem Solving,Task Analysis,Newspapers,Internet,Technology Uses in Education,Group Discussion,Teaching Methods,Perspective Taking,Futures (of Society),Video Technology,Meta Analysis,Comparative Analysis,Personal Autonomy,Foreign Countries,Student Attitudes,Computer Mediated Communication,Learning Management Systems

This paper analyses meaning-making processes in a blended setting--face-to-face interaction and web forum--purposely created for collaborative learning activity. The analysis focuses on one pair out of 14 dyads. The dyad comprises two female students aged 17 and 18 who attended a Brazilian third-year state secondary school. We envisioned intertextuality in a seamless thematic flux using a single theme--about everyday problems in the culture--by two different problem-solving tasks. Task#1 required discussing two polemic reports published in an online newspaper: one in favour of using digital technologies in class, the other against it. Task#2 involved perspective-taking, where students should imagine the school in 20 years. Afterwards, the pair participated in an episodic interview focusing on their participation in both tasks. The interactions were video recorded. To map the meaning-making processes, we applied the dialogic thematic analysis looking for centripetal and centrifugal forces. A semantic map was drawn and discussed. Altogether, the paired and grouped collaborative activities in blended learning promoted authorial production. Our dyad achieved reflective meta-analysis when they compared their viewpoints with the perspective of their colleagues by using justifications and explanations grounded in their production, generating reflexivity and agency in dialogue.
Using Markup Languages for Accessible Scientific, Technical, and Scholarly Document Creation
Author: White, Jason J. G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Software,Writing (Composition),Technical Writing,Programming Languages,Electronic Publishing,Word Processing,Data,Change

In using software to write a scientific, technical, or other scholarly document, authors have essentially two options. They can either write it in a 'what you see is what you get' (WYSIWYG) editor such as a word processor, or write it in a text editor using a markup language such as HTML, LATEX, Markdown, or AsciiDoc. This paper gives an overview of the latter approach, focusing on both the non-visual accessibility of the writing process, and that of the documents produced. Currently popular markup languages and established tools associated with them are introduced. Support for mathematical notation is considered. In addition, domain-specific programming languages for constructing various types of diagrams can be well integrated into the document production process. These languages offer interesting potential to facilitate the non-visual creation of graphical content, while raising insufficiently explored research questions. The flexibility with which documents written in current markup languages can be converted to different output formats is emphasized. These formats include HTML, EPUB, and PDF, as well as file formats used by contemporary word processors. Such conversion facilities can serve as means of enhancing the accessibility of a document both for the author (during the editing and proofreading process) and for those among the document's recipients who use assistive technologies, such as screen readers and screen magnifiers. Current developments associated with markup languages and the accessibility of scientific or technical documents are described. The paper concludes with general commentary, together with a summary of opportunities for further research and software development.
Pedagogic Meaning-Making in Spherical Video-Based Virtual Reality -- A Case Study from the EFL Classroom
Author: Eisenlauer, Volker
Date: 2022-00-00
Type: Journal Articles
Subjects: Video Technology,Computer Simulation,English (Second Language),Second Language Learning,Curriculum Development,Curriculum Implementation,Language Tests,Oral Language,Technology Uses in Education,Best Practices

This article explores relevant conceptual frameworks and design principles for the planning and implementation of a virtual reality (VR) learning environment in English as a foreign language (EFL) contexts. The primary focus is on what knowledge teachers need to acquire when designing and implementing a spherical video-based training world that allows English learners to experience the different phases of an oral examination in English. Therefore, the paper introduces the educational potential and affordances of spherical videos and describes structural and contextual aspects of oral examinations in English. Employing a prototype learning environment, we expand on major learning theories in spherical video-based learning and suggest best practices for the design and implementation of immersive learning experiences in EFL contexts.
Career and Technical Education Teachers&apos; Perspectives of Evidence-Based Grading
Author: Boss, Chase
Date: 2022-12-00
Type: Journal Articles
Subjects: Vocational Education,Evidence Based Practice,Grading,Social Cognition,Evaluation,Student Development,Program Implementation,Vocational Education Teachers

As education leans into competency-based assessment methods, Evidenced-Based Grading (EBG) presents as a potential effective option for Career and Technical Education (CTE) teachers. In this study we use a basic qualitative design to explore CTE teachers' perceptions of assessment, student growth, and implementation of an Evidenced-Based Grading system. Eight teachers in a Career-Tech Center in Michigan participated in the study, with each completing one semi-structured, in-depth interview about their perceptions of EBG, and data were analyzed following an inductive coding process with open and axial coding. Member checking, audit trails, and peer debriefs were utilized to enhance trustworthiness of findings. In this article we present themes that emerged from the in-depth interviews, as well as a discussion of implications for practice and recommendations for future research.