ethanporcaro/eric-fulltext-meta huggingface dataset:
Rural Secondary Teachers&apos; Readiness to Teach Online in the Pandemic Era: A Case Study
Author: Nasir, Siti Nabila Che Md
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,COVID-19,Pandemics,Mathematics Teachers,Secondary School Mathematics,Readiness,Electronic Learning,Teacher Competencies,Rural Schools,Videoconferencing,Technology Uses in Education,Foreign Countries

The advantages of online education and technology learning aids have been widely investigated and documented to improve student-centered learning, academic success, and a flexible learning environment. However, previous study reported that it is still unclear regarding the secondary mathematics teachers' readiness in teaching and learning mathematics during online teaching in the rural context. The objectives of this study were to assess teachers' readiness in terms of their knowledge and attitude in the implementation of online teaching. Four Mathematics teachers in rural secondary schools were chosen via purposive sampling using the qualitative method, which was the interview. A constant comparative data analysis technique was used to examine the teachers' readiness in terms of their knowledge and attitude in the implementation of online teaching. The study findings showed that the teachers had in-depth knowledge of teaching delivery methods and devices such as gadgets. Additionally, the teachers had a positive attitude in terms of their perception and acceptance of online teaching. Teachers who were ready in terms of knowledge and willingness were more likely to achieve the learning objectives.
What Learning Opportunities Does the Chilean Primary Education Curriculum Offer to Train in Sustainability?
Author: Su, Chia-Shih
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Curriculum,Sustainable Development,Content Analysis,Skill Development,Mathematics Instruction,Science Instruction,Educational Objectives,Social Sciences,Natural Sciences,Interdisciplinary Approach,Teaching Methods,Environmental Education,Educational Opportunities

Education is a fundamental tool to make a country's society equitable, just, and respectful of the environment. As primary education is compulsory for a country's population, it allows building knowledge and skills to promote sustainable development, in this sense, it is necessary to examine whether the primary education curricular bases offer learning opportunities and contexts for students at this stage to develop their awareness, knowledge and skills in a sustainable way. The qualitative methodology was used, specifically, the content analysis to analyze the 24 Chilean primary programs of Mathematics, Natural Sciences and Social Sciences under the cognitive domain of &quot;Education for sustainable development&quot; (ESD) and in terms of their learning objectives with the sustainability development goals (SDGs). The results show that an interdisciplinary stochastic education in the context of the curricular learning of Social Sciences and Natural Sciences provides learning opportunities to develop ESD at the different levels that make up primary education. It is observed that the Natural Sciences and Social Sciences curricula at all levels of primary education lead to ESD are being developed in an interdisciplinary manner (with these two subjects and stochastic themes).
Digital Escape Rooms for World Languages
Author: Schenker, Theresa
Date: 2022-09-00
Type: Journal Articles
Subjects: Gamification,Educational Games,Puzzles,Problem Solving,Cooperative Learning,Second Language Instruction,Language Skills,Teaching Methods,Computer Assisted Instruction,Student Attitudes,German

A digital escape room is a gamified activity in which students work collaboratively to solve a series of tasks or riddles within a certain amount of time. They are typically embedded in a story framework at the end of which students need to &quot;escape&quot; an imaginary scenario. Students explore the target culture while using the target language for solving puzzles with their peers. The versatility of digital escape rooms in language courses allows for implementation in online teaching, in F2F classrooms, and as homework assignments. Instructors can shape escape room tasks in many ways to help students practice relevant target language skills at all levels of instruction. Digital escape rooms are easy to set up by following the simple steps that are outlined in this article. Practical tips and student voices round out this article.
The Learning Trajectory of Entrepreneurship Arithmetic Content Using a Traditional Market
Author: Wibawa, Kadek Adi
Date: 2022-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Learning Trajectories,Mathematical Concepts,Concept Formation,Mathematics Instruction,Arithmetic,Business,Creativity,Teaching Methods,Instructional Design,Learning Activities,Income,Expenditures,Video Technology,Problem Solving,Junior High School Students,Foreign Countries,Purchasing,Small Businesses

Learning the content of entrepreneurship arithmetic is an extension of social arithmetic that focuses on mathematical calculations in business or creative economy. Most teachers do not link students' daily activities to classroom teaching and learning on traditional markets around the environment. This significantly affects the interest in learning the material content. Therefore, this study aimed to design a learning trajectory of entrepreneurship arithmetic content using a Badung traditional market. A design approach with three stages was used, including preliminary design, teaching experiment, and retrospective analysis. The results showed that the learning trajectory can be practiced using local contexts, such as traditional or other students' daily activities. Moreover, the Badung Traditional Market stimulates students to understand the entrepreneurship arithmetic content from five activities. These include Engagement with content and context, Story of Entrepreneurship on Video, Concept Deepening, Collaborate to Solve Problems, and Making Conclusions. The learning trajectory is essential in understanding the mathematical concepts of expenditure, income, profits, and loss within the trading activities.
Motivating Speaking in the World Language Classroom and Beyond
Author: Fowler, Samantha
Date: 2022-09-00
Type: Journal Articles
Subjects: Student Motivation,Second Language Learning,Second Language Instruction,Language Fluency,Teaching Methods,Speech Communication,Communicative Competence (Languages),Student Centered Learning,Feedback (Response),Anxiety,Interpersonal Competence,Scaffolding (Teaching Technique),Curriculum Design,Metacognition,Oral Language

Target language speaking competence is a skill both students and world language teachers desire to develop, yet it is often one of the weakest areas observed in secondary classrooms (Thompson &amp; Mutton, 2022). To help improve student willingness to speak, educators should understand what intrinsically and extrinsically motivates learners. The proceeding literature review explores how studies on second language speaking motivation can inform instructional practices that foster student interpersonal skills. Pedagogy that empowers students to exercise control over their learning seems to motivate student speech. For example, providing choices in speaking topics, having readily accessible speaking scaffolds or resources, and guiding students through metacognitive tasks are methods instructors across disciplines can integrate that engage students in discourse. These student-centered strategies may cognitively prepare students to speak because they have opportunities to discuss familiar topics, practice, and receive feedback, which could reduce anxiety and increase speech fluency.
Language for All: Teaching Graffiti for Intercultural Literacy
Author: Angrist, Mira
Date: 2022-09-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Art,Physical Environment,Intercultural Communication,Hebrew,Communicative Competence (Languages),Multilingualism,College Faculty,Teaching Methods,Undergraduate Students,Foreign Countries,Signs,Visual Literacy,National Standards,Metalinguistics,Dialogs (Language),Pragmatics,Social Attitudes,Political Attitudes,Cultural Awareness,Phrase Structure,Arabs,Jews,Language Attitudes,Language Usage

This article describes how to help students connect what they learn in the language classroom to the outside world as they learn to understand, produce, and analyze spoken, written, visual, and cultural information in their second language (L2). As learners make connections between course material and the physical and virtual spaces where the L2 is used, they are introduced to the concept of &quot;linguistic landscape&quot; (LL), which refers to language on signs, advertisements, in graffiti, and other public venues. The examples come from a Hebrew class, where students gain deeper understanding of diverse intercultural realites in Israel and are prepared to function in authentic communicative situations. Colleagues in other languages could also use LL as a basis to explore intercultural realities of any multilingual space--from Berlin to Québec or in students' own environments.
Re-Thinking the Italian Curriculum: Sustainability Issues in the Italian Classroom and Beyond
Author: Trebiocchi, Chiara
Date: 2022-09-00
Type: Journal Articles
Subjects: Italian,Second Language Instruction,Second Language Learning,Course Descriptions,Language Proficiency,Course Content,Critical Thinking,Student Interests,Curriculum Development,Sustainability,Student Empowerment,Advanced Students,Social Problems,Environmental Education,Higher Education,Learning Management Systems,Teaching Methods,Cultural Awareness

Post-communicative methodologies nowadays provide instructors with multiple curricular models to reimagine their syllabi, design creative assignments, and prepare their lessons. Yet, challenging topics are still often avoided, fearing students' limited language proficiency. Conversely, compelling content--carefully presented and pedagogically suitable to the students' level--is a pivotal tool to enhance language learning while increasing students' interest and critical thinking. In this article, the author will discuss how environmental, cultural, and social issues of sustainability became an important tool in developing new curricula in the Italian language program at Harvard University. She will present ways to raise cultural awareness and engage upper level-students in critical linguistic exchanges in a fourth-semester course, entirely designed following an interdisciplinary teaching approach to sustainability. Addressing these timely issues, relevant to the Italian discourse and on a global scale, can attract and empower students in the world classroom while providing the opportunity for meaningful language acquisition.
The Power to Choose: Engaging Students and Assessing Proficiency
Author: Lamb, Maureen
Date: 2022-09-00
Type: Journal Articles
Subjects: Learner Engagement,Student Evaluation,Personal Autonomy,Web Based Instruction,COVID-19,Pandemics,Educational Technology

How can teachers create opportunities for student choice while using the Integrated Performance Assessment framework? Differentiation of assessment allows students to have greater agency over their learning and bolster their proficiency journey. Additionally, by utilizing a framework for student engagement in a personalized learning model, participants will investigate how building classroom relationships and creating choices within assessments yield opportunities for meaningful learning experiences. Differentiation enables students to select topics for assessment by choosing a variety of tasks to demonstrate proficiency. Teachers can meet the diverse needs, abilities, cultural backgrounds, and proficiency goals of students through differentiated choice opportunities. Using this model, teachers become the guide on the side as students become agents of demonstrating their proficiency through a variety of meaningful, communicative tasks.
Using a Discussion Forum to Encourage Writing in a Differential Equations Class
Author: Van Lierde, V.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Across the Curriculum,Discussion (Teaching Technique),Calculus,Mathematics Instruction,Writing Skills,Interaction,Student Participation,Correlation,Grades (Scholastic),Student Attitudes,College Students,Equations (Mathematics)

In 2009, Al Akhawayn University, a liberal arts college in Morocco, started a Writing Across the Curriculum (WAC) program. The question that drove my action research project was how to make writing more continuous in a WAC class. In addition to the writing assignments, weekly prompts on the discussion forum of the Learning Management System were used in a Differential Equations class. The discussion forum was chosen for several reasons. First, it helps students to have a clear audience: who are they writing for? In this case, they were writing for their classmates. Secondly, the goal was also to encourage students to interact with each other. Students were invited to answer each other's questions or to comment on previous posts. When analysing the posts on the forum, it was found that students' participation in the forum (the number of posts) was strongly correlated to their course grade. Students indicated that they had learned both math and writing skills. However, interaction between the students was limited.
&quot;Ustedeo,&quot; &quot;Voseo,&quot; or &quot;Tuteo&quot; in Costa Rica: &quot;Un Arroz con Mango&quot;
Author: Schmidt-Rinehart, Barbara C.
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Spanish,Language Variation,Language Usage,Grammar,Form Classes (Languages),Verbs,Native Speakers,Speech Communication,Second Language Learning,Second Language Instruction,Sociolinguistics,Participant Characteristics

An accurate portrayal of contemporary Spanish in Costa Rica necessitates the inclusion of a discussion of forms of address. Costa Rica is commonly listed among the countries that include &quot;voseo&quot; as part of its pronominal paradigm. The present descriptive study elucidates the sociolinguistic reality of &quot;voseo&quot; in Costa Rica and elaborates on the dynamics of second-person singular forms of address or register. Data were derived from a two-part study designed to investigate the use of &quot;usted,&quot; &quot;vos,&quot; and &quot;tú&quot; together with their corresponding verb forms, with whom and in which contexts are these forms of address used, how might the linguistic landscape be changing, and why. In the initial investigation, 132 in-country person-to-person interviews of native speakers from all seven provinces were conducted and analyzed. The results revealed that &quot;ustedeo&quot; was overwhelmingly the form of choice in all contexts, &quot;voseo&quot; was noticeably present, and &quot;tuteo&quot; rarely appeared in the speech of the interlocutors. Subsequent exploration of the linguistic landscape of the country as evidenced in over 500 tokens of print media and signage indicated a different usage of these forms of address. Results showed that all three forms were prevalent. This incongruence has ramifications for Spanish language instruction as well as those wishing to interact appropriately in the Costa Rican culture.
&apos;I&apos;ve Just Got to Get through It!&apos; Student Teacher-Mothers Negotiating the Challenges of the Initial Teacher Education Year
Author: Woodhouse, Joan
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Mothers,Barriers,Emotional Problems,Financial Problems,Anxiety,Coping,Psychological Patterns,Time Management,Student Teachers,Student Motivation,Student Attitudes,Student Needs,Foreign Countries,One Parent Family,Academic Aspiration,Parent Aspiration

This paper reports on a study in which we interviewed eleven student teachers who were mothers. We wanted to understand the challenges the women faced in combining Initial Teacher Education (ITE) and motherhood, and about the factors that sustained them through the course. Participants faced practical and emotional challenges, including financial difficulties, feelings of guilt, and time and workload pressures. They had encountered structural barriers in the Higher Education Institution, where policy and practice emerged as exclusionary and largely unhelpful in anticipating and accommodating their needs as student teacher-mothers. Despite the difficulties they faced, the women portrayed themselves as active in shaping their own experiences at university, on school placement and at home, within the constraints of the competing demands of ITE and motherhood. They emphasised their agency in making the decision to train to become teachers, in their motivation to qualify as teachers so that they could offer their families a better life, and in strategizing to overcome the various obstacles they encountered. They described forward planning, prioritising and managing time, themselves and their families to 'get through' the ITE year, which was, essentially, viewed as a temporary stepping stone for which they needed to make short-term sacrifices.
Primary ITT Trainees&apos; Competence and Confidence in Mathematics Teaching in the UK: A Review of Literature
Author: Robinson, Pinar
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Teacher Competencies,Mathematics Instruction,Self Efficacy,Elementary School Teachers,Teacher Qualifications,Elementary School Mathematics,Pedagogical Content Knowledge,Cultural Influences

Recently, teacher recruitment and retention has been the focus of the government and a step taken to support recruitment was the abolishing of the skills tests. Initial teacher training providers became responsible for assessing trainees' mathematicsrather than having it externally assessed. The purpose of this literature review is to synthesise the findings of recent studies conducted in the UK about the trainees' competence in mathematics and confidence in teaching it. Six electronic databases were searched, utilising a systematic approach, which identified only six relevant articles. This is significant as it demonstrates that, despite the evidence about the urgent need for intervention, there is limited research that explore how to address the issue of improving prospective primary school teachers' mathematics competence and confidence, especially in England. This systematic review contributes to the field by bringing attention to the important findings of these studies. Findings suggest that while some primary ITT trainees' competence and confidence about teaching mathematics is low, holding advanced level mathematics qualifications does not guarantee knowledge required to teach primary mathematics effectively. Some trainees have positive attitudes towards mathematics and, more importantly when this is not the case, both trainees' attitude towards learning and teaching mathematics can be improved.
&quot;People&quot; or &quot;Persons&quot;?: A Corpus-Based Study
Author: Supanfai, Pornthip
Date: 2022-00-00
Type: Journal Articles
Subjects: Semantics,Language Usage,English,Nouns,Preferences,Phrase Structure

The study aims to investigate the similarities and differences between nominal synonyms people and persons focusing on collocations and semantic preferences. The data are drawn from the Longman Dictionary of Contemporary English (online version) and the original British National Corpus. The results of the study demonstrate that the two nouns share five statistically significant collocates and five semantic preferences including health, age, employment status, socioeconomic status, and thoughts and feelings. However, they also display distinctive semantic preferences. While people shows semantic preferences for negative actions, numbers, and ethnicity words, persons frequently collocates with words from the semantic set of legislation. The analysis of collocations and semantic preferences also confirms a high degree of formality of persons as indicated in the dictionary. Even so, the corpus data show that despite a high degree of formality, persons is not restricted to formal contexts but can also be used in informal contexts such as fiction.
How EFL Teachers&apos; Pedagogical Content Knowledge (PCK) Grows through Collaborative Learning: A Review Based on the Interconnected Model of Professional Growth (IMPG)
Author: Jiang, Yemeng
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Pedagogical Content Knowledge,Cooperative Learning,Language Teachers,Faculty Development,Teacher Collaboration,Models

Since Shulman (1986b) argued that pedagogical content knowledge (PCK) should be a significant indicator of teacher knowledge for quality teaching, PCK has received enormous attention from researchers in the teacher education field. Nevertheless, little empirical and theoretical attention has been given to English as a Foreign Language (EFL) teachers' PCK growth in teachers' collaborative learning activities (Li et al., 2021). In practice, collaborative learning groups for EFL teachers are often adopted as an effective teacher learning activity as it always integrates observations and discussions of real EFL teaching practices such as English teaching pedagogies and subject matters, for example. However, how EFL teachers' collaborative learning promotes their PCK growth is less explored by empirical or theoretical studies and some teacher professional growth models. Therefore, this review will mainly discuss via existing literature how EFL teachers could increase their PCK in collaborative learning based on one particular teacher professional growth model, called the Interconnected Model of Professional Growth (IMPG) summarized by Clarke and Hollingsworth (2002). Since IMPG only generally summarizes teachers' professional growth, this article aims to specifically elaborate the various trajectories of EFL teachers' PCK growth. The significant role of three essential factors, namely, EFL teachers' initiatives to learn/share, reciprocal mindset, and reflective dialogues in EFL teachers' PCK development are stated in the paper. Several recommendations are made to EFL teachers, EFL teacher trainers, and EFL education programs.
Shift to Impress: How Thai LGBTs Create New Terms in Their Daily Chats
Author: Kanchanabundh, Korapon
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,LGBTQ People,Minority Groups,Sexual Identity,Language Styles,Vocabulary Development,Pronunciation,Standard Spoken Usage,Linguistics

This research study aims to investigate word-formation strategies employed by Thai LGBTs in creating new terms. A number of LGBT terms were preselected from a Thai LGBT series named &quot;Diary Tootsies The Series,&quot; then validated by three external raters. The 50 remaining terms were analysed through an adapted framework of word formation (Algeo and Algeo, 1993; Bauer, 2020). The result indicates that Shift of Meaning, which is the strategy of assigning new meaning to the existing terms, was the predominant strategy employed. Shift of Meaning may possibly co-occur with some other strategies, such as using rhyme-motivated or compounding words. The use of more than one strategy may help embellish the terms and make their meaning more expressive and entertaining. As language can reflect its users' identity, new terms created by Thai LGBTs would embrace the stereotypical image that people have about them in the ways that they are outgoing, funny, and creative.