ethanporcaro/eric-fulltext-meta huggingface dataset:
Transforming Systems of Single Best Practices to Educational Equity Quantum Ten: An Equity Framework
Author: Sullivan, Talisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Best Practices,Educational Practices,Equal Education,Evidence Based Practice,Positive Behavior Supports,Response to Intervention,Access to Education,Elementary Secondary Education,Educational Legislation,Federal Legislation,Social Emotional Learning,Trauma,Culturally Relevant Education,Inclusion,Self Actualization

Our most underserved student groups have been marginalized for centuries in school systems that impose upon them traditional American culture, thereby perpetuating the cycle of marginalization. Many educational organizations use evidence-based approaches that aim to create equity for all and are often introduced in silos, duets, trios, or even quartets. Likewise, some educational institutions, districts and schools create equity plans related to positive academic, behavioral, and social emotional outcomes, employing one or two evidenced-based approaches. The California Department of Education (CDE) has defined equity as &quot;Fair outcomes, treatment, and opportunity for all students&quot; (CDE, 2019); that is, every student gets what they need when they need it. Schools often have objectives and/or checklists to be certain they are adhering to local funding goals and equity plans. While it is important to analyze plans to make sure goals are met, it is equally vital to note that equity is not a target, an objective, or a checklist--it is a journey, a process, and a mindset. Equity is an action. As we move toward this journey through a process of changing our mindsets and creating equitable outcomes for all learners, the researcher introduces the Quantum Ten Equity Framework (Q10). Q10 integrates best practices and enhances systems. This framework is designed to positively impact every student. Q10 is an integration of evidence-based approaches aligned to all best practices aimed at creating equitable and sustainable systems that eliminate chasms, making access and opportunity available to every student.
Does Organizational Culture Affect Employee Happiness?
Author: Ficarra, Laura
Date: 2020-00-00
Type: Journal Articles
Subjects: Organizational Culture,Employee Attitudes,Job Satisfaction,Work Environment,College Faculty,Administrators,Religious Colleges,Trust (Psychology),Collegiality,Recognition (Achievement),Well Being,Quality of Working Life,Psychological Patterns

This study was conducted to determine the effect of organizational culture on employee happiness. A self-reported survey examined organizational culture and the levels of employee happiness at work. For this study, 59 employed top leaders, management, and workers of faith-based higher education institutions were surveyed to measure the effect of organizational culture on employee happiness. Factor analysis was performed to create a variable to evaluate organizational culture (the reliability for organizational culture was 92.8%). The happiness at work variable was divided into two groups (happy and unhappy) based on a specific response. An independent sample t-test and descriptive statistics were conducted. The data were split to compare groups and descriptive frequencies were analyzed. Organizational culture was found to be statistically significant on employee happiness. An item-by-item analysis was performed. The results indicate that unhappy employees have the highest disagreement in statements such as &quot;coworkers being nonjudgmental&quot; (66.7%), &quot;leaders are aware of the needs of others&quot; (38%), and &quot;leaders are humble and do not promote themselves&quot; (50%). However, happy employees unanimously responded to most items. Therefore, happy people were more likely to be more consistent. The mean for happy people was 76.48 with a standard deviation of 9.56. The mean for unhappy people at work was 58.22 with a standard deviation of 15.33. This study was highly statistically significant with a p value of 0.00.
Analysis and Improvement Strategies of the Phenomenon That What Biology Teachers Teach Is Not What They Learned in Rural Middle Schools
Author: Peng, Bo
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Biology,Science Instruction,Rural Education,Middle School Teachers,Teacher Shortage,Educational Innovation,Educational Improvement,Educational Quality,Teacher Effectiveness,Instructional Effectiveness

Rural education is a short board of China's education. It is of great significance to strengthen the construction of the teacher team in rural middle schools for Rural Revitalization in the new era. The problem of structural shortage of teachers, reflected by the phenomenon of &quot;what biology teachers teach is not what they learned&quot; in rural middle schools, is a key issue that has been existing for a long time in the development of rural middle school education in our country. It is also a key problem that must be paid attention to and urgently solved in the face of the new situation, new tasks and new requirements. In response to this phenomenon that caused by the decline of students and the loss of biological teachers in rural middle schools, the government needs to play a supporting role and the school leaders of rural middle schools should innovate their systems and concepts. What's more, biological teachers should reflect on their hearts and have the educational feelings of being willing to develop the countryside. Only when the government, middle school leaders and biology teachers have formed an educational synergy, can we better solve that harmful phenomenon and promote the healthy and rapid development of rural middle school education.
An Ecological Discourse Analysis to the Chinese Slogans during the Major Economic Stages since the Foundation of PRC
Author: Ning, Dali
Date: 2020-00-00
Type: Journal Articles
Subjects: Propaganda,Political Attitudes,Social Change,Guidelines,Civics,Discourse Analysis,Economic Development,Social Systems,Correlation,Ecology,Asian Culture,Futures (of Society),Foreign Countries,History,Social Attitudes,Persuasive Discourse,Public Policy,Decision Making,Policy Formation,Philosophy,Conservation (Environment),Language Usage,Chinese

Slogan has a sound mass base in China for thousands of years, functioning as guidelines for civic practice. Even today, Chinese slogans are often employed by the government to promote policies and socio-cultural values. This paper, adopting an ecolinguistic approach, explores the development of Chinese slogans during the four economic stages since the foundation of PRC (People's Republic of China) to find out how slogans influence the relationship between men, and man and the ecosystem. It is discovered that Chinese slogans in the recent decades have experienced great changes in terms of discourse type, the beneficial degree of discourse and the ecosophy they carry. They changed gradually from destructive discourse to harmonious discourse and they reflect the transition of Chinese ecological philosophy--from 'anthropocentrism', 'growthism', and 'classism' to 'harmonism'. It is hoped that this study can shed light on the eco-discourse analysis to policy language and will bring insight into its future creation.
Do Cartoons Trigger an Influence on Children&apos;s Altruism?
Author: Lulciuc, Claudiu
Date: 2020-00-00
Type: Journal Articles
Subjects: Child Behavior,Prosocial Behavior,Altruism,Cartoons,Antisocial Behavior,Elementary School Students,Foreign Countries,Gender Differences,Age Differences

The present study evaluated children's prosocial behavior (M = 7.39, SD = 0.93) (i.e., specific altruism) under the influence of three types of cartoons (neutral, prosocial, or antisocial). Subjects (N = 140) were randomized and exposed to treatment with pre- and post-intervention measurements. The results didn't confirm the hypothesis that children who will watch prosocial cartoons will have increased altruism proving a higher volume of donations. The second hypothesis regarding the inhibitory effect of antisocial cartoons on altruism by decreasing the volume of donations was not confirmed either. No significant gender effects were recorded. No significant general age effect was found either, however, we found that donations tend to increase with age, a statistically significant effect being recorded for children age 8 years old compared to those of 6 years old. The implications of the statistical data are discussed together with the possibility of registering a &quot;moral licensing&quot; effect.
Transformative Transmedia Framework for Early STEM Learners: Harnessing the Power of Science, Literacy, and Media
Author: Ellington, Roni
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Program Descriptions,Science Instruction,Literacy,Disproportionate Representation,Minority Group Students,English Language Learners,Low Income Groups,Race,Social Class,Transformative Learning,Stereotypes,Cultural Background,Self Concept,Learning Experience,Equal Education,Multimedia Instruction,Teaching Methods,Elementary School Students,Guidelines,Television,Games,Faculty Development,Hands on Science,Educational Technology,Outreach Programs,Family Involvement,Grants,Programming (Broadcast),Learning Readiness

The Twin Cities PBS &quot;Ready to Learn&quot; project focuses on the building of science and literacy skills of diverse students ages 5 to 8. It also promotes equity for historically underrepresented children in science (race-ethnic minorities, low-income children with disabilities, English Language Learners). The Transformative Transmedia Framework for Early STEM Learners offers a set of guiding principles that integrate various understandings into one comprehensive framework that informs every aspect of the project. This paper outlines the following: (1) addressing the intersectionality of racial, class, cultural, and STEM identities for young learners and dispelling negative stereotypes; (2) grounding &quot;real world&quot; STEM experiences in the lived realities of diverse learners; (3) recognizing and integrating social and cultural assets in STEM learning experiences; (4) integrating equity within Science and Engineering practices; (5) understanding STEM as literacy; and (6) strategies for integration in multimedia contexts.
EFL Female Students&apos; Perceptions towards Cheating in Distance Learning Programmes
Author: Saleh, Alaa Mamoun
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Distance Education,Universities,Student Attitudes,Cheating,Females,Undergraduate Students,Web Sites,Language Tests,Virtual Classrooms

Distance education is becoming more in demand at universities all around the world in general and in the Kingdom of Saudi Arabia (KSA) in particular, than ever before. This study aimed at highlighting the students' perceptions of cheating on a distance learning programme at King Abdulaziz University (KAU). The study will further explore the ways they use to cheat, causes for cheating, and some solutions to minimize cheating. This study was conducted at the end of the second semester in 2019. Data was collected from 57 female distance learning students who graduated from the English Language Department at KAU. A mixed-methods research design was adopted in this study via a custom designed, fifteen closed-ended and one open-ended item questionnaire. The quantitative section was analysed by frequency and percentages and the open-ended questions were analysed thematically. The results indicated that the majority of female students cheated by helping each other, obtaining the correct answers from other students or sending the correct responses to all their classmates. Another way which some students admitted they employed was using electronic websites to copy and paste the answers onto the test's screen. The study further concluded that reasons for cheating in distance learning programs were due to technical problems, frequent absence of virtual classes, and students wanting grades, not necessarily knowledge. Recommendations for possible solutions to eliminate cheating, participants themselves recommended increasing students' awareness of cheating policy and finding solutions to common technological issues.
Friendship Group Activities: Voices from Chinese EFL Learners
Author: Wang, Jia
Date: 2021-00-00
Type: Journal Articles
Subjects: Friendship,Group Activities,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Cooperative Learning,Communicative Competence (Languages),Emotional Development,Group Dynamics,Cultural Influences,Context Effect,Performance Factors,Foreign Countries

Friendship group activities, as one of the learner-centered applications of collaborative learning, promotes learners' overall abilities and have been warmly welcomed into English as a foreign language (EFL) classes in China. However, because of the complexity of the multi-level classroom life, sometimes this application becomes problematic in the actual practice. To tackle this problem and illustrate the dynamic characteristics of collaborative language learning, further investigation into friendship groups from the students' perspective is necessary. The present study was conducted through qualitative research with six semi-structured interviews, which aimed to elicit learners' in-depth views on group work in the actual language classrooms and create a more suitable facilitative classroom environment for future students. The findings show that the fundamental factors, such as culture, teacher guidance and group processing have significantly impacted students' performance and participation. This impact may have important implications for implementing collaborative language learning in future EFL contexts.
A Survey on Preservice English Teachers&apos; Intercultural Communicative Competence in China
Author: Lei, Wanrong
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Second Language Learning,Intercultural Communication,Interpersonal Competence,Foreign Countries,Gender Differences

Enhancing pupils' intercultural communication competence (ICC) is a key EFL teaching goal in China and the pre-service English teachers' ICC plays an essential role in it. This study aims to investigate the pre-service English teachers' ICC levels and whether there were any differences between their ICC levels and their genders or their family origins in a public university in China. Data were collected from 186 pre-service English teachers by employing Zhong et al.'s (2013) &quot;Intercultural Communication Competence Self Rating Scale (ICCSRS)&quot;. The results showed that the pre-service English teachers' ICC is only moderate with an average score of 3.20. Among the eight dimensions of the ICC, attitude showed the highest score (3.87) while linguistic competence showed the lowest (2.72). In addition, the study revealed the female pre-service English teachers have higher ICC than the male ones, but there is no difference between the urban and rural pre-service English teachers. As a result of the pre-service English teachers' low level of ICC, the study suggested that the university should lay more emphasis on the ICC development in the teaching, provide more opportunities to communicate interculturally for the pre-service English teachers, and take a flexible policy in the class division and teaching.
Building Literacies at Tertiary Level: Integrated Tests for Reading Comprehension and Written Expression to Algerian University Learners
Author: Bekkar, Miloud
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Literacy Education,Reading Tests,Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),English Literature,College Faculty,Reading Comprehension,Writing Skills,Writing Tests,Departments,Undergraduate Students,Test Results,Scores

This article considers some of the reasons teachers usually regard literature as an appropriate tool of language classroom learning. These of literary texts can be a powerful pedagogic tool. This study describes some of the approaches to teaching literature and provides a rationale for integrating the teaching of literature as an approach to language classroom. For university teachers, the study of literature is indispensable because it exposes students to meaningful contexts. Integrating reading comprehension and written expression at university involves the effectiveness of literature type and the objectives planned. In this sequence, two experimental reading tests are administered.
A Case Study of Constructivist Learning and Intercultural Communicative Competence in English-Majoring Pre-Service Teachers
Author: Vu, Ngoc Tung
Date: 2020-12-00
Type: Journal Articles
Subjects: Constructivism (Learning),Intercultural Communication,Interpersonal Competence,Preservice Teachers,Language Teachers,English (Second Language),Second Language Learning,Foreign Countries,Preservice Teacher Education,Student Attitudes,Cultural Awareness

Vietnamese teachers of English are shifting away from their responsibilities as knowledge transmitters towards becoming intercultural agents. It is clear that when the teachers become sensitive to the learners' cultural backgrounds and identities, they can function as competent intercultural agents. However, teacher education programs (TEP) in Vietnamese higher education avoid equipping the pre-service teachers with the skills necessary to integrate cultural knowledge into their teaching practices. Further to this, no research has explored the effect that constructivist learning has on the undergraduate-level English-majoring pre-service candidates' intercultural communicative competence (ICC). In this paper, I wish to explore how this form of learning can support the formation of ICC in English-majoring pre-service teachers in the teacher education program situated in Vietnam. I analyzed data collected in TEP classes over 16 weeks, which illustrated opportunities and potential challenges regarding the integration of constructivist learning for teaching career preparation. I focused on the development of 71 student teachers' abilities to facilitate their roles as learners to observe linguistic and intercultural competencies, a combination to support their employability. Findings showed that, grounded on Byram's (1997) ICC framework, the preservice teachers enjoyed their improved intercultural knowledge as well as exponentially enhanced skills in the areas of discovery and interpretation. They also expressed readiness and willingness to practice in classes. Through the study, I have learned that the TEP courses could be an avenue to help the pre-service teachers explore their changing identities and develop assumptions that their future classrooms will be culturally heterogeneous rather than homogeneous. Based on my study, Implications for the pre-service teaching participants' instructional pedagogies developed through the TEP courses will be presented, showing in what ways they could overcome challenges to foster professional growth in general, and how they developed ICC in particular.
Challenges and Importance of Teaching English as a Medium of Instruction in Thailand International College
Author: Tang, Keow Ngang
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Language of Instruction,Universities,Program Implementation,College Faculty,Language Teachers,College Students,Language Proficiency,Educational Benefits

This research investigated the views of lecturers regarding the challenges of teaching English as a medium of instruction (EMI) and its important impact on Thailand International College. A qualitative method was employed utilizing an interview protocol as a research instrument. In total, 12 lecturers from four programs of an international college were selected using a purposive sampling technique. Thematic analysis was applied to examine interview transcripts thus identifying common themes that came up repeatedly. The results revealed that there are four categories of challenges, namely, linguistic, cultural, structural, and identity-related (institutional) challenges and four important aspects of EMI implementation, namely, importance for language improvement, subject matter learning, career prospects, and internationalization strategy. Generally, lecturers found that their students can take notes, read academic texts, interact, and listen through EMI instruction. Taking all of this into consideration, this study provides suggestions for EMI to develop further in Thailand's higher education institutions as all the lecturers have voiced similar positive points on the importance of EMI implementation.
An Analysis of Curricular Innovation in Higher Education: Challenges and a Possible Solution
Author: Gonta, Iulia
Date: 2020-00-00
Type: Journal Articles
Subjects: Curriculum Development,Educational Innovation,Higher Education,College Faculty,Teacher Attitudes,Curriculum Design,College Curriculum,21st Century Skills,Teaching Methods,Technological Advancement,Labor Market,Educational Objectives

Curricular innovation in university education allows teachers to make use of a wide range of changes. What do teachers mean by &quot;curricular innovation&quot;, how do they apply it and what are the factors that mobilize or block them in this process? These issues were analyzed based on the answers given by university teachers. Hence, we found that, although, at a theoretical level, teachers clearly formulate the needs of curricular development, at a practical/applied level, the action of curricular innovation is associated with uncertain objectives. A balance regarding variety/freedom of change in education would stimulate a more efficient innovation process (because excessive variety causes uncertainty and hinders action). Following the analysis of the teachers' answers, we found that they would be helped by the promotion of (only) successful innovative models, in which the possible application variants (and the results obtained depending on the local specifics, domain specifics, etc.) are specified. We believe that in this way, teachers will take be more active with respect to curricular innovation.