ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Literature in Intercultural Language Education: Designing a Higher Education Language Course to Challenge Sentimental Biopower
Author: Porto, Melina
Date: 2022-00-00
Type: Journal Articles
Subjects: Role,Multicultural Education,Second Language Learning,Second Language Instruction,Teaching Methods,Psychological Patterns,Literature,Higher Education,Course Descriptions,Affective Behavior,Trauma,Civil Rights,Politics of Education,English (Second Language),Instructional Design,Foreign Countries,Language Teachers,Undergraduate Students,Teacher Education Programs,Citizenship,Content and Language Integrated Learning,History

In this article we discuss how the design of a higher education language course can challenge the power of sentimentality in the classroom. In particular, the paper analyses the role of literature in intercultural language education through the lens of affect theory, while focusing on minimizing sentimentality in the classroom, especially when the literary texts used confront students with trauma-related content involving human rights abuse, death and suffering, and trigger discomforting emotions in students such as sadness, anguish, fear and more. We suggest that it is important for educators and students in higher education to recognize the affective and biopolitical dimensions of literature teaching in intercultural language education. This is illustrated through the design of an English language course syllabus in an Argentinian higher education setting. The paper concludes with a discussion of the curricular and pedagogical implications for intercultural language education.
Changing Skill Formation in Greece and Italy - Crisis-Induced Reforms in Light of Common Institutional Legacies
Author: Baumann, Fabienne-Agnes
Date: 2022-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Vocational Education,Educational Change,Political Attitudes,Economic Factors,Job Skills,Unemployment,Apprenticeships,Specialists,Workplace Learning,Foreign Countries,Crisis Management,Economic Climate,Secondary Education,Postsecondary Education,Comparative Education

Context: After the Eurozone crisis unfolded a decade ago, comparative political economy has investigated reforms of public administration, labour market, welfare state and economic policy particularly in Southern European nations which were hit hardest by the crisis. However, analyses of skill formation reform, particularly vocational education and training (VET), have been scant, despite a common problem pressure for reforms emanating from stubbornly high rates of youth unemployment and similar legacies of statist VET. Approach: We investigate VET reforms brought underway in Greece and Italy during and in the aftermath of the crisis, asking how far apprenticeship-like forms of learning within their VET systems were strengthened. Empirically, we base our analysis on primary and secondary sources, having conducted semi-structured expert interviews in Greece and Italy in 2019. Results: We find that both countries attempted to strengthen the role of apprenticeship and work-based learning, but that politics differed across the two cases in the context of the Eurozone crisis. While in Italy, reforms were 'internalised' and shaped by domestic politics, Greek reforms were largely driven exogenously by the negotiations with the Troika. Conclusion: Although Italy and Greece have undertaken reforms to reduce the dominance of the state in VET provision by expanding apprenticeships and work-based learning, these do not amount to large scale changes to the dominant logic of school-based VET provision. In order to boost their potential in terms of practical learning both countries would need to continue on their reform pathways.
Sense of Coherence among Apprentices in Vocational Education and Training in Norway: Exploring General Resistance Resources in Work-Based Learning
Author: Hanssen, Grete
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Secondary Education,Apprenticeships,Experiential Learning,Stress Management,Employment Qualifications,Self Efficacy,Job Skills,Motivation,Coping,Adjustment (to Environment),Knowledge Level,Self Esteem,Attitudes,Social Influences,Interests,Value Judgment,Morale,Resilience (Psychology),Interpersonal Competence,Reflection,Problem Solving,Resources,Role Models

Purpose: In the face of constant and rapid development achieving a work--life balance requires highly qualified and motivated professionals who can deal with stress and the demands of the future. In response, by facilitating school- and work-based learning, upper secondary vocational education and training (VET) prepares and qualifies adolescents for professional practice. In relation to VET, two fundamental salutogenic concepts can explain how humans cope with stressful and demanding situations: &quot;Sense of coherence&quot; (SOC), which entails comprehensibility, manageability and meaningfulness, and general resistance resources (GRRs), theorised as resources within individuals themselves (i.e., internal) and/or in their surroundings (i.e., external). Against that background, in our study we aimed to identify and explore which GRRs contribute to SOC among apprentices in VET and how they influence work-based learning. Methods: Data were collected from 11 VET student in Norway at three time points--at interviews during their final semester of school-based learning (i.e., spring 2020), at interviews during their work-based learning (i.e., spring 2022) and, for register data, following their completion of trade certificates (i.e., autumn 2022). The students' experiences of work-based learning as apprentices formed the basis of this study's analysis. The stepwise deductive--inductive method was used to generate and analyse the data. Findings: The apprentices' GRRs emerged in emotional, cognitive, physical, professional, social, relational, material and cultural dimensions. Identification and utilisation of GRRs were both individually and socially conditioned. The apprentices were able to identify, both consciously and unconsciously, internal GRRs to further identify external GRRs, and vice versa. Each identified GRR appeared to affect at least one, if not all, of the three components of SOC. Conclusion: Salutogenic VET can provide personal, social, environmental and physical resources (i.e., GRRs) that ensure coherent learning experiences. For that reason, by supporting VET students in identifying GRRs, teachers and supervisors can promote their SOC and work-based learning and thereby prepare them to be highly qualified and motivated professionals.
Workplace Learning in China: Transferring Training into Practice to Improve Performance
Author: Wang, Xingheng
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Workplace Learning,Training Methods,Instructional Effectiveness,Employees,Knowledge Level,Job Performance,Reflection,Learning Processes,Feedback (Response),Transfer of Training,Self Efficacy,Evaluation Methods

Purpose: The present study seeks to examine the efficacy of different training modalities on increasing workplace learning, representatives' intent to transfer what they learned into their work, and importantly how training impacts actual work performance. These relationships are tested in the context of a Chinese division of a multinational pharmaceutical company, where pharmaceutical representatives are tasked with relaying relevant efficacy and safety information on pharmaceutical products to health care professionals who prescribe them to patients. Methods: The present study employed a three-group between-subjects experimental design. Representatives received varying forms of training (instruction only, instruction plus reflection, and instruction, reflection, plus direct feedback; Gibbs, 1981; Gibbs &amp; Simpson, 2005) based on experimental conditions. After three training sessions over the course of six weeks, representatives were assessed on how much they learned in the training and their actual work performance through observer assessment of meetings with health care professionals, facilitated by the representatives. Findings: In this study, it was found that the process of actively reflecting on what was learned in training led to increased learning, as well as increased performance, compared to simply studying the material. However, receiving direct feedback on training performance, combined with active reflection training, did not provide any further benefits in terms of learning or work performance. Notably, there were no differences in intent to transfer learned material to work, as all conditions reported high levels of transfer intention. Conclusion: The finding provides insightful evidence to support the benefits of fostering trainees' active reflections for work-based learning in the Chinese industry training scenario. In contrast, receiving direct comments on how students performed from a manager or trainer, as well as advise on how do better in the future, had no effect on increasing learning or performance. Although the effect of direct feedback is not statistically significant in this context, further research should be done in understanding individuals' thoughts and behaviors when received direct feedbacks received in workplace training. Relatively little workplace research has assessed both workplace learning and performance in the same study, specifically in the Chinese context. While training efficacy likely varies across cultures to begin with, compensation structures in China do not provide the same monetary incentives for workplace learning (i.e. chance to increase income) as Western culture. This means that any way to increase workplace learning should be of extra value, as employees otherwise may not engage in it at all.
The Relevance in the Value of Grading in the Educational Process
Author: Konstantinou, Ioannis Ch.
Date: 2022-00-00
Type: Journal Articles
Subjects: Grading,Student Evaluation,Evaluation Methods,Performance Based Assessment,Validity,Reliability,Error Patterns,Grades (Scholastic)

The purpose of this article is to review the literature on the issue of grading as a method and technique of expressing students' performance in terms of school reality. Initially, a growing concern about the role of assessment of student's performance in the learning and, generally, in the educational process, is highlighted. Subsequently, the role of student's performance is approached regarding the methodological issue of measurement and its efficiency in educational and social reality in general. Great importance is given to the pedagogical content of the assessment of students' performance in association with the educational process and operation of the school. Then, the main issue is discussed referring to the means of expressing, describing, and presenting the outcome of student assessment with a specific reference to quantitative means and specifically to grading. In the last part of this paper, empirical research findings are used to point out the disadvantages of this specific technique. In particular, a reference is made to the errors observed in its use, which pose an important issue of validity, reliability, and objectivity and therefore of its dispute, as well as to the impact on the learning process and the student him/herself. The article concludes with the final notes on the subject.
Parental Involvement in Elementary Schools during the COVID-19 Pandemic: Teachers&apos; Challenges and Crises
Author: Sharabi, Moshe
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Participation,COVID-19,Pandemics,Distance Education,Electronic Learning,Family Work Relationship,Conflict,Parent Teacher Cooperation,Elementary School Teachers,Foreign Countries

Differing levels of parental involvement in schools are common. There are ways how to deal with and channel this phenomenon in productive directions. The COVID-19 pandemic forced schools to switch from regular in-person teaching to virtual teaching/distance learning (via Zoom, Teems, etc.) while enabling parents to &quot;join the class&quot; in real-time. From the pandemic's beginning, many parents stayed at home voluntarily or involuntarily (due to unemployment, unpaid vacation time, or working from home) and witnessed their children (supposedly) studying. This situation often led to intensive parental involvement and even intervention in teacher behavior, teaching methods, discipline requirements, etc. This unusual situation led to increased conflict between parents and teachers resulting in teachers' frustration, stress, and intention to retire or resign. This case study aims to shed light on this new phenomenon while describing situations from teachers' work and drawing conclusions about the processes that teachers, pupils, and parents underwent during the pandemic.
Leader Developers: Perspectives of Mentor Principals in an Administrator Preparation Program
Author: Virella, Patricia M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Administrator Education,Mentors,Principals,Supervision,Practicums,Internship Programs,Transformative Learning,Metacognition,Goal Orientation,Mastery Learning,Administrator Effectiveness,Readiness

Principal preparation programs use various components to develop candidates, including coursework, core assessments, and field-based internships or practicums. The internship represents an exceptionally high leverage learning opportunity (Lochmiller, 2014). The success of the internship depends highly on the abilities of a mentor via informal instructional supervision. Mette (2020) explains that supervision has a potential transformational quality. This study explores mentorships in a university principal preparation program through the mentor's perspective. We interviewed a sample of mentors nominated as effective by peer and program informants. We learned that mentors were deliberate in developing three specific skills --metacognitive ability, developmental efficacy, and learning-oriented goal setting. Mentor principals described these three elements as paramount to master before becoming a principal. We discuss implications for principal preparation programs to use mentors as informal instructional supervisors and develop highly effective school principals.
Kentucky School Administrator Perspectives on Trauma-Informed Practices: Implications for Critical Supervision
Author: Wells, Tommy
Date: 2022-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Principals,Trauma Informed Approach,Knowledge Level,Management Development,Culturally Relevant Education,Supervision,Social Emotional Learning,Reflection,Discipline

This study explored Kentucky school administrators' perceptions, knowledge, and beliefs about trauma-informed practices, competence in promoting these practices, and the extent to which school administration preparation programs provided relevant training. Participants reported they were not adequately trained in their school administration programs and believed they needed additional training and support to implement trauma-informed practices. The &quot;Culturally Responsive,&quot; &quot;Trauma-informed Educator Identity&quot; framework outlines essential knowledge and skills needed to promote trauma-informed practices, and implications for critical supervision are explored.
Integrating the Experiential Learning Cycle with Educational Supervision
Author: Gordon, Stephen P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Experiential Learning,Supervision,Learning Theories,Action Research,Communities of Practice,Teacher Collaboration

Kolb's experiential learning cycle includes concrete experience, reflective observation, abstract conceptualization, and active experimentation. This paper first examines some preliminary questions concerning the rationale for exploring the use of Kolb's experiential learning in supervision. Kolb's experiential learning theory, as well as four supervision models compatible with his learning cycle, are reviewed. Guidelines are suggested for integrating the experiential learning cycle with clinical supervision, collaborative action research, lesson study, and the collegial support group. Different types of research are recommended for studying the integration of the experiential learning cycle with supervision.
An Analysis of the Education System in Turkey: Supervision Policies between the Years 1980-2021
Author: Eranil, Anil Kadir
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Supervision,Educational Policy,Policy Analysis,Educational History,Competence,Inspection

This article intends to delineate the policy of the supervision system, which is a sub-system of the Turkish education system, for the years 1980-2021, through policy analysis. A systematic literature review (SLR) analyzed the research findings of 44 studies. The findings of the study were categorized according to four main themes that Eranil (2021) pinpointed as the critical periods in the history of the Turkish education system. Critical periods were classified as a postcoup period: (1980-1997), compulsory eight-year education period: (1997-2005), constructivist period: (2005-2012), 4 + 4 + 4 education system period: (2012 and later). The results of the research indicate that the supervision system in Turkey struggled with organizational structuring problems for more than 40 years. It is also revealed that the supervision system does not have a developed philosophy or applicable principles. Due to these issues raised pertaining to supervision processes, supervisor competencies and personnel and analyzed and discussed.
Effective Instruction for Calculus Learning Outcomes through Blending Co-Operative Learning and Geogebra
Author: Yimer, Sirak Tsegaye
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Calculus,Blended Learning,Educational Technology,Outcomes of Education,College Freshmen,Foreign Countries

Most mathematics education research literatures reported that the use of teachercentered instruction lacks active-collaborative learning environment and hands-on practices that could minimize learners' concept learning and affective aspects challenges towards calculus meaningfully. The motivation of this study was the understanding that the learning and teaching of calculus can benefit a lot if the delivering models are enriched by blending technology in the process and being able to go beyond the teacher-centered instruction. This study was aimed to examine the effect of the blended learning (BL) on learners' cognitive (CLO), psychomotor (PLO) and affective (ALO) learning outcomes. The mixed methods were used in a quasi-experimental design. Samples of size 298 for pilot and 248 for main study in both experimental groups were utilized. The data collection instruments were the closed and open-ended conceptual and procedural knowledge tests and the five points Likert-scale attitude questionnaire. A descriptive, paired-samples t-test and Two-Way ANOVA were employed for data analysis. The results of the study revealed that the levels of learners' CLO and ALO attainments were significantly boosted up, and PLO was reasonable.
An Investigation of the Attitudes of Visually Impaired Middle School Students toward the Environment
Author: Güler, Maside
Date: 2022-00-00
Type: Journal Articles
Subjects: Visual Impairments,Middle School Students,Blindness,Student Attitudes,Gender Differences,Family Environment,Family Income,Foreign Countries

This study presents the results of a survey of eighty-seven visually impaired middle school students (including those who are blind and those who have low vision) concerning their attitudes toward the environment. The findings with respect to students' ecocentric, anthropocentric and antipathetic attitudes, as well as whether these attitudes differentiate according to gender, living environment, level of vision and family income, are reported. The students were found to be more likely to have an ecocentric attitude, and only the variable of family income had a significant impact on ecocentric attitudes. In line with these results, suggestions have been made for future research.
Preliminary Investigation of Teachers&apos; Emotional Exhaustion, Teaching Efficacy, Hope, and Colleague Support during the COVID-19 Pandemic
Author: Bryce, Crystal I.
Date: 2022-00-00
Type: Journal Articles
Subjects: Emotional Response,Self Efficacy,COVID-19,Pandemics,Burnout,Teaching Experience,Well Being,Teacher Attitudes

The COVID-19 pandemic required teachers to quickly adapt to changes in teaching likely impacting teachers' emotional exhaustion and feelings of teaching efficacy. Further, teachers' experience in the classroom may have shaped how they responded to the crisis and changes. Although teachers faced these unprecedented shifts, it is possible that both internal (i.e., hope) and external (i.e., social support) sources of support may act as promotive factors for teacher outcomes. The present study describes how teachers' emotional exhaustion, teaching self-efficacy, and supports (hope and colleague) were associated with one another one year into the pandemic. Associations were compared across early-/mid-career and veteran teachers. Results showed higher emotional exhaustion and lower hope for early-/mid-career teachers compared to veteran teachers, and a negative relation between emotional exhaustion and hope for early-/mid-career teachers. Pre-pandemic emotional exhaustion predicted hope during the pandemic for all teachers. Implications include supporting teacher well-being and career longevity considering acute stress.
Variability in Second Language Indefinite Article Productions in End-State Speech
Author: Geçkin, Vasfiye
Date: 2022-00-00
Type: Journal Articles
Subjects: Native Language,Second Language Learning,Form Classes (Languages),Syntax,Intonation,Suprasegmentals,Audio Equipment,Speech Communication,English,Native Speakers,Turkish,Spanish,Case Studies,Contrastive Linguistics,Nouns,English (Second Language),Language Classification,Error Analysis (Language),Transfer of Training,Linguistic Theory,Prediction,Language Usage,Language Variation,Foreign Countries,Measurement Techniques,Language Proficiency,Self Evaluation (Individuals),Phonology,Interlanguage,Task Analysis,Acoustics,Phonetics

Variability in the form of article (i.e., a and the) omissions and stressing has been attributed to a mismatch between first (L1) and second language (L2) prosodic and syntactic structures. An overlap between the L1 and L2 systems, on the other hand, is expected to contribute to native-like article productions. This case study aims to explore the role of L1 prosodic structure (Turkish, Spanish and English) and syntactic environment (nouns with and without adjectives) on article productions of two end-state L2 speakers and one Australian-English native speaker. The data consisted of a sentence imitation task and spontaneous speech recordings of these three speakers. Article use patterns in the data were coded as supplied and omitted, and indefinite article durations were excised and measured using PRAAT. The findings suggest that the presence of an adjective in the noun clause increases cognitive demand, since irrespective of the L1 background, all the speakers had longer indefinite article durations in contexts with an adjective. Second, the Turkish speaker, whose L1 has a different prosodic and syntactic structure from Spanish and English for encoding definiteness, had higher rates of article stressing and omissions in contexts with an adjective. Third, L1 prosodic constraints can be responsible for article stressing and omissions in end-state L2 speech since only the prosodic transfer hypothesis predicts a difference in article durations between the two syntactic environments within the interlanguage of the same speaker. Despite long years of exposure to and frequent daily use of the L2, the persistent difficulty in article productions, as reported in this paper, may imply the importance of age of acquisition in overriding certain L1 prosodic effects in acquiring an L2.