ethanporcaro/eric-fulltext-meta huggingface dataset:
Doing Science: Pre-Service Teachers&apos; Attitudes and Confidence Teaching Elementary Science and Technology
Author: Docherty-Skippen, Susan Maureen
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Self Efficacy,Elementary School Science,Technology Education,Active Learning,Inquiry,Hands on Science,Science Experiments,Foreign Countries,Teaching Methods,Preservice Teacher Education,Positive Attitudes,Educational Experience

To investigate how early elementary science and technology (S&amp;T) education, with hands-on experimentation and inquiry-based learning, impacts pre-service teachers' attitudes and confidence to teach S&amp;T education, we used a cross-sectional survey. Our participants were 27 pre-service teachers enrolled in an Ontario elementary S&amp;T teacher education methods course. Those who were taught S&amp;T through hands-on experimentation exhibited more positive attitudes toward S&amp;T and were statistically more confident when reading, understanding, and critically evaluating common S&amp;T media reports. They were also more confident to teach S&amp;T through hands-on experimentation and inquiry-based learning. In almost all cases, participants valued learning S&amp;T by doing S&amp;T (i.e., actively participating/interacting), which influenced their confidence, interest, and desire to embrace hands-on experimentation for their future roles as elementary teachers.
Teaching in Linguistically and Culturally Diverse Classrooms in Canada: Self-Efficacy Perceptions of Internationally Educated Teachers
Author: Vidwans, Mithila
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Foreign Countries,Culturally Relevant Education,Student Diversity,Elementary School Teachers,Secondary School Teachers,Educational Background,Teacher Certification,Diversity (Faculty),Teacher Characteristics

Set in Ontario, which is the most diverse province in Canada, this study (N = 76) examined Internationally Educated Teachers' (IETs) and non-Internationally Educated Teachers' (non-IETs) sense of self-efficacy for providing linguistically and culturally inclusive pedagogy in K-12 classrooms. Theories of self-efficacy and culturally responsive pedagogy frame this research. This study employed a quantitative 40-item survey to compare teachers' self-efficacy perceptions of general pedagogy and culturally responsive pedagogy. Results show that while both groups were equally consistent in their self-efficacy perceptions for providing general pedagogy, IETs reported significantly higher self-efficacy for providing culturally responsive pedagogy.
Turkish as a Foreign Language Learners&apos; Language Learning Skills Related Problems
Author: Göçen, Gökçen
Date: 2020-00-00
Type: Journal Articles
Subjects: Turkish,Second Language Instruction,Foreign Students,Teaching Methods,College Students,Reading Skills,Listening Skills,Speech Skills,Writing Skills,Grammar,Vocabulary,Student Characteristics,Anxiety,Student Attitudes,Foreign Countries

Number of studies on teaching Turkish as a foreign language (TFL) has increased along with the increasing number of foreign students in Turkey. Turkish is intended to be taught more effectively and efficiently through scientific studies and development of the materials that can be used in teaching process. The problems that are encountered in this process form a basis for scientific studies and material development. Detecting such problems enables production of researches on lessening and eliminating the problems, finding solutions, and providing recommendations. In this sense, it is important to detect the problems related to language learning skills in teaching TFL. Therefore, it is aimed to detect the problems of the TFL learners related to language learning skills in this study. For this purpose, the data were collected with a form consisting of open-ended questions and the form was filled in by B1-B2 level learners studying Turkish at Turkish Language Teaching Research and Application Center at Sakarya University. The data were analyzed through content analysis. Learners' reading, listening, speaking, and writing skills related problems as well as the ones related to learning grammar rules and new words are presented under themes and subthemes as the results of the study.
The Implementation of the Next Generation Science Standards and the Tumultuous Fight to Implement Climate Change Awareness in Science Curricula
Author: Holland, Christopher
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Standards,Science Education,Climate,Science Curriculum,Controversial Issues (Course Content),Ethics,Poverty,Adoption (Ideas),Program Implementation,Educational Policy

The following article examines the implementation and controversy that surround climate change education and the implementation of the Next Generation Science Standards (NGSS). In order to fully understand why NGSS and climate change education continue to generate significant public debate, one must examine the work of both climate advocates and detractors. Therefore, this paper first examines the manner in which climate change continues to remain a debatable topic of discussion throughout American classrooms despite overwhelming scientific consensus. After, it explores how the debate over climate change stems from differing ethical cornerstones. Moreover, it delves into the oppositional perspective on climate change implementation by exploring the work of Truth in Textbooks Coalition (TNT). Subsequently, it introduces and analyzes the creation and implementation of NGSS and discusses how adoption of NGSS and stronger levels of opposition to TNT is responsive policy that remains a necessary step to challenging global issues created by climate change.
Supporting EAL Students in Regional Education Contexts: &quot;It Creates a Huge Workload and Often Times Disappointment&quot;
Author: Barnes, Melissa
Date: 2019-12-00
Type: Journal Articles
Subjects: English (Second Language),English Language Learners,Second Language Learning,Teacher Attitudes,Social Bias,Immigrants,Principals,Administrator Attitudes,Secondary Schools,Misconceptions,Faculty Development,Student Needs,Foreign Countries,Student Diversity,Language Usage,Rural Areas,Teacher Competencies,Secondary School Teachers

There has been increasing attention on mainstream teacher beliefs on English as an Additional Language (EAL) students in their classrooms, particularly in regards to how these beliefs impact on teacher expectations and actions. With many teachers holding deficit beliefs towards EAL students, many have argued that professional development is one way to counter these beliefs. However, with a push for the regional settlement of migrants in Australia, there is limited understanding of mainstream teachers' beliefs about EAL students in regional contexts. Drawing on Bourdieu's concepts of habitus and field, this study investigates the beliefs of teachers and principals in two regional secondary schools in Victoria, Australia. The findings suggest that while many teachers hold common misconceptions regarding EAL students, their views regarding the inclusion of these students are generally positive and both the teachers and principals are open to additional training and support. However, the prevailing issue regarding supporting EAL students is time and/or timing--a commodity that both teachers and students do not have. This paper argues that EAL support in a regional context needs to be further interrogated, identifying a variety of approaches, such as professional development for mainstream teachers, additional EAL specialist support, and after-school programs, to better meet the needs of EAL students in regional areas.
The Knowledge Base of L2 Pronunciation Teaching: The Case of a Nonnative-Speaking Teacher
Author: Gordon, Joshua
Date: 2019-00-00
Type: Journal Articles
Subjects: Pronunciation,Second Language Instruction,English (Second Language),Language Teachers,Knowledge Base for Teaching,Teacher Competencies,Teacher Effectiveness,Foreign Countries,College Faculty,Undergraduate Students,Pedagogical Content Knowledge

Recent studies have explored how pronunciation teachers' knowledge, beliefs, and opinions about teaching influence their classroom practices. In addition, recent research has demonstrated the eff effectiveness of nonnative-speaking (NNS) teachers in pronunciation instruction. However, very little is known about the knowledge base that allows NNS teachers to implement pronunciation instruction. This is an area that requires further inquiry because of the central role of pronunciation in oral communication, the number of NNS teachers of English worldwide, and because of the communication needs among speakers of different varieties of English. This case study investigated the knowledge base of an experienced in-service NNS pronunciation teacher in an English-as-a-foreign-language context. Using qualitative data-gathering methods (e.g., classroom observation, semistructured interviews, and stimulated-recall interviews), and Shulman's &quot;Knowledge Base Framework,&quot; the study demonstrates that the knowledge base that allows an NNS teacher to implement pronunciation teaching is composed of categories of knowledge interrelated in complex ways. Building upon these findings, the study also uncovers how factors such as previous learning and teaching experiences shape the beliefs and pedagogical actions of such teacher in implementing pronunciation instruction.
The Precarious Work of English Language Teaching in Canada
Author: Breshears, Sherry
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Adult Education,Adult Educators,Employment Level,Language Teachers,Temporary Employment,Part Time Employment,Salaries,Wages,Faculty Workload,Teacher Employment Benefits,Job Security,Well Being,Unions,Teacher Associations

This article draws from the concept of precarious employment to better understand the working conditions of teachers of adult English as an additional language (EAL) learners in Canada. I examine previously published research on the employment situations of this group of educators, drawing from data that have been gathered using interviews and surveys with teachers of adult English language and literacy learners over the past two decades. The findings of the review suggest that precarious employment in the form of part-time and temporary work, low wages, unpaid work hours, and multiple job holding is pervasive in this sector and that such conditions have persisted for decades. I propose that approaches developed in labour studies can assist in generating a better understanding of the ways that work insecurity affects these teachers' lives and pedagogical practices and suggest directions for further research into the intersections of working conditions and quality of education in this field. In particular, I suggest that precarious employment is produced by language and immigration policy frameworks and funding models and is linked to teacher and student identities. The article concludes by considering ways in which stakeholders can challenge employment insecurity and its associated precarity.
The Patriotic Attitudes of the Prospective Teachers
Author: Faiz, Melike
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Patriotism,Foreign Countries,Gender Differences,Departments,Family Income,Instructional Program Divisions

The concept of patriotism can be defined as loving the homeland and making sacrifices for it. From this perspective, it can be said that the concept of patriotism has a function of uniting and integrating the people who live on the same land and gives people an understanding which is proud of its history. Patriotism is also a dynamic concept. Because it is the behavior, consciousness and understanding that we put forward in every moment of life, in every field and in all our actions. It is also the basic condition of being a good and effective citizen. With the impact of globalization and technology, while the world is rapidly becoming a big village, civil wars, migrations, economic crises, hunger, famine and confusion in various continents and countries of the world increase the need for protection of national values and reveal the importance of patriotic education. On the other hand, patriotic education is aimed to be provided to the students who will be the citizens of the future through the education programs in the schools. For this reason, determining the patriotism attitudes of the teachers who will gain the patriotism value to the students is important in determining the deficiencies and taking measures in the acquisition of this value. In this context, the aim of the study was to reveal the pre-service teachers' patriotic attitudes. In the research, screening model which is one of the quantitative research types was used. The study group of the research is composed of Social Studies, Turkish, Science, Mathematics, Primary School and Preschool teachers who are studying in the 3rd and 4th grades of a state university in the fall semester of 2019-2020 academic year. The sample type of the study was determined as purposeful sample. In the study, &quot;Attitude Scale of Patriotism Attitude&quot; which was developed by Schatz, Staub and Lavine (1999) and adapted into Turkish by Yazici (2009) was used. As a result, according to the gender of male teachers were more patriotic than famela students. According to the department variable, there is a difference between the department of social studies education and preschool education in the blind patriotism and whole scale scores, in favor of social studies education. There was no significant difference according to family income and class level.
An Organizational Factor Predicting School Effectiveness: School Climate
Author: Özgenel, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: School Effectiveness,Educational Environment,Predictor Variables,Organizational Climate,Questionnaires,Foreign Countries,Public Schools,Principals,Administrator Behavior,Teacher Behavior,Collegiality,Leadership Styles,Elementary Secondary Education

The purpose of this study is to determine whether the school climate affects school effectiveness. For this purpose, quantitative research relational screening model was used in the study. The research was conducted in 2018-2019 academic year and 341 teachers participated voluntarily. In the research, The Organizational Description Climate Scale for Elementary Schools (OCDQ-RE]) developed by Hoy and Tarter (1997) and adapted to Turkish culture by Yilmaz and Altinkurt (2013) was used together with The School Effectiveness Index, which was developed by Hoy (2014) and adapted to Turkish culture by Yildirim (2015). The data were analyzed by correlation and regression analysis. According to the findings, school climate predicts school effectiveness. The findings were discussed with the results of other researches in the literature and suggestions were made to the administrators and teachers.
Effect of Smartphone Addiction on Loneliness Levels and Academic Achievement of Z Generation
Author: Yalçin, Ilimdar
Date: 2020-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Academic Achievement,High School Students,Generational Differences,Psychological Patterns,Addictive Behavior,Foreign Countries

Smartphones provide users much more than a mobile phone. For this reason, smartphones have become very important in our lives. In this context, the aim of this study was to investigate the effect of smartphone addiction on loneliness levels and academic achievement of Z generation high school students. In 2018-2019 academic year' spring semester, 490 high school students voluntarily participated to this study. As well as demographic information, Smartphone Addiction Scale and UCLA Loneliness Scale were used. In the analyses of the obtained data, IBM SPSS Statistics 24 was used. The relationship between variables was analyzed using Pearson's Correlation analysis. To determine the effect of smartphone addiction on high school students' loneliness and academic achievements, linear regression analysis was used. A positive relationship between Z generation high school students' smartphone addiction and right of monthly GB usage for smartphone, daily internet usage duration, and loneliness levels was determined, whereas there was a negative correlation between their academic achievements. Moreover, it was found that smartphone addiction of Z generation high school students predicted their loneliness and academic achievement at the level of ~4% and ~1%, respectively. These results show that high school students should be saved from smartphone addiction. Thus, loneliness levels can be reduced and academic achievement can be increased.
Taiwanese EFL Language Teachers&apos; Beliefs and Actual Practices Related to Learner Autonomy
Author: Chang, Lilian Ya-Hui
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),English Teachers,Teacher Attitudes,Personal Autonomy,Educational Practices,College Faculty

In the last few decades, learner autonomy has been considered a vital indicator of successful language learning. Most language teachers likely do not deny the importance of learner autonomy, as learning is ultimately the learner's responsibility. However, to what extent do teachers value this concept? To what extent do teachers actually promote learner autonomy in their classrooms? Are there any differences between teachers' perceptions of the importance of learner autonomy and their actual practices? To explore these questions, the current research study adopts a mixed-method design involving quantitative questionnaire data, qualitative open-ended responses and interview data. The results reveal that teachers unanimously agree on the importance of learner autonomy in language learning. However, the questionnaire data indicate that there is a statistically significant difference between teachers' beliefs and their practices. The qualitative data also support the existence of this discrepancy and suggest that it results from students' low motivation and passive learning attitude and the pressure teachers' face due to teaching demands. Implications regarding how teachers can better promote learner autonomy in the classroom are discussed.
Virtual Exchange as a Study Abroad Alternative to Foster Language and Culture Exchange in TESOL Teacher Education
Author: Hilliker, Shannon
Date: 2020-02-00
Type: Journal Articles
Subjects: English (Second Language),International Educational Exchange,Preservice Teacher Education,Preservice Teachers,Language Teachers,Foreign Countries,Theory Practice Relationship,Student Teaching,Cultural Awareness,Student Attitudes,Linguistics,Instructional Effectiveness

Teachers do not always have the option to study abroad because of coursework and school/teaching obligations. Utilizing virtual exchange is an innovative instructional approach being used in higher education that can mimic a clinical virtual study abroad experience. Accordingly, this study reports on 20 participants that took a course on linguistics for ESL/EFL teachers. Teacher candidates in the U.S. were paired with EFL students at a university in Mexico taking a course to improve their spoken English. Through weekly journaling teacher candidates described student errors and reflected on the ties between what they learned in the linguistics class (theory) and made clinical decisions (practice) to help students improve their spoken English. Connecting teacher candidates with students from around the world via teleconference in this study showed evidence that these TESOL teacher candidates were positively influenced by their participation in this experience. This paper describes four patterns that focus on the ways virtual study abroad supported teacher candidates' learning as they interacted with EFL students: (1) Integration of challenging course material; (2) Application of course knowledge; (3) Connections made between culture and language; and (4) Recognition of stereotypes. Each of these four themes is highlighted with example quotes from teachers' journals.
Limitations of the Community of Inquiry Framework
Author: Annand, David
Date: 2019-00-00
Type: Journal Articles
Subjects: Inquiry,Communities of Practice,Interpersonal Communication,Online Courses,Higher Education,Constructivism (Learning),Cooperation,Cooperative Learning

The Community of Inquiry (CoI) framework is critiqued by examining differing assumptions of reality between the objectivist-rational and social constructivist paradigms. The conclusion is that most CoI research emerges from an objectivist-rational paradigm, not a social constructivist one. As a result, the framework's underlying premise that sustained, contiguous communication is necessary for effective learning to occur is called into question. This needs to be empirically tested. Implications for CoI research carried out to date and directions for future research are suggested. The types of questions that could be pursued in CoI research have been inadvertently limited by unchallenged assumptions that may mistake predominant online higher education practice for preferred. Overall, the value of the CoI framework as an adequate explanatory model for learning in online higher education needs to be more critically examined.
Bruno Latour and the Myth of Autonomous Academic Discipline: Rethinking Education in the Light of Various Modes of Existence
Author: Dickinson, Colby
Date: 2019-00-00
Type: Journal Articles
Subjects: Philosophy,Intellectual Disciplines,Interdisciplinary Approach,Humanism,Higher Education,Humanities Instruction,Science Education

Background: Issues of identity, interdependence, relationality and violence are far larger than the human species alone, although humanity has often pretended as if it alone were the beneficiaries of studying such ideas. Aim: Pedagogically, the complexity of existence beyond human being must influence the traditional humanities curriculum or risk further isolation and alienation within humanity-dominant narratives. Setting: As climate change continues to alter our comprehension of what is truly at stake in the survival of life on this planet, however, humankind needs a complete rethinking of its relationship with the multiple forms of life that dwell alongside it, as well as the traditional division between the humanities and the sciences within academic settings. Methods: It is with this scenario before us that I turn to the work of Bruno Latour who reconceives of humanity's relationship with nature as an interdisciplinary and boundary-crossing project, one that has deep pedagogical implications. Results: I demonstrate how Latour's collaborative and highly original work ranges across disciplines and provides new ways to contemplate research in academia. Conclusion: Latour's thought moves beyond polarising anti-humanist language and towards a way to limit the sovereign claims of humanity, opening discourse towards other non-human participants.