ethanporcaro/eric-fulltext-meta huggingface dataset:
Toward Modernization: Using Strategic Development to Address Deficits in the Juvenile Justice System
Author: McLeod, David A.
Date: 2023-01-00
Type: Journal Articles
Subjects: Juvenile Justice,Delinquency,Civil Rights,Rehabilitation,Correctional Institutions,Trauma,Institutionalized Persons,Evidence Based Practice,Access to Education,Costs,Change,Safety,Ethics,Trauma Informed Approach,Mental Health,Health Services,Cognitive Restructuring,Behavior Modification,Job Training,Social Support Groups

The Juvenile Justice System was established on the premise of rehabilitative action for behaviors that have led youth to the criminal justice system. However, the system has increasingly moved away from this original concept toward a punitive model. The authors present how this movement resulted in the devolution of human rights for the youth involved, a decrease in public safety, and a radical departure from fiscal responsibility related to the theoretical origins of rehabilitation. Studies on topics ranging from costs of correctional centers to trauma experienced by youth in these systems, along with many others, are compared to identify specific areas for renovation. Evidence-based pathways are presented to address these concerns along with pragmatic strategies for utilization of a constructed theory focused on the relationship between diversionary policies, attrition, and growth through the reinvestment of existing resources.
Analysis of Linguistic Features in Startup Pitches
Author: Gambhir, Rittu
Date: 2023-00-00
Type: Journal Articles
Subjects: Linguistics,Discourse Analysis,Persuasive Discourse,Entrepreneurship,Oral Language,Grammar,Orthographic Symbols,Language Usage,Morphology (Languages),Phonology,Rhetoric,Questioning Techniques,Ambiguity (Semantics)

The aim of this study is to analyze spoken linguistic features of three-minute startup pitches. Linguistic features analyzed included discourse markers, dysfluency, modality, numeral phrases, pronouns, reduced forms, repetitions, rhetorical questions, vague expressions, and vocatives. The corpus is comprised of 92 startup pitches delivered in real time at a pitching competition as part of an international technology conference. The pitches were transcribed, and linguistic features were identified with the aid of concordance software. Results from the analysis of linguistic features show that startup pitches contain aspects typically found in spoken genres, reflecting orthographic transcription, real time, shared context, interactivity and style.
The &apos;Homework Gap&apos; and Academic Achievement in High School Science: An Ecological Perspective for Policymakers and Practitioners
Author: Crocker, Tianca
Date: 2023-01-00
Type: Journal Articles
Subjects: Homework,Academic Achievement,Secondary School Science,Access to Computers,Technology Uses in Education,Equal Education,Urban Education,Internet,Longitudinal Studies,One Parent Family,Elementary School Students,Secondary School Students,Use Studies,Predictor Variables

Information and communication technologies (ICTs) are increasingly required within K-12 educational settings, yet the impact of youth's access to and use of digital resources outside of the classroom on academic achievement is only beginning to be explored in the literature. This study used data from the Fragile Families &amp; Child Wellbeing Study to assess the relationship between grades in high school science and digital equity across the learner's ecological environment. Digital inequities experienced by school-aged youth are referred to as the homework gap. The COVID-19 pandemic placed new urgency on resolving the homework gap as millions of students shifted to full-time online or learning at home during the pandemic. Study findings show that ICT access and use across ecological domains is a significant predictor of urban youths' academic achievement in science.
A Qualitative Study on Listening Skills in Turkish EFL Classes
Author: Kasimi, Yusuf
Date: 2023-00-00
Type: Journal Articles
Subjects: Listening Skills,English (Second Language),Second Language Learning,Foreign Countries,Language Teachers,Teacher Attitudes,Student Motivation,Teacher Competencies,Self Efficacy,Student Evaluation,Teaching Methods,Elementary School Teachers,Secondary School Teachers

This study focuses on pedagogical implications and evaluation of listening skills in an English as a Foreign Language context. In this sense, this study aims to investigate i) whether listening skills are considered as important as the other receptive and productive skills, ii) EFL teachers' perspectives on motivation levels of learners towards listening in the target language, iii) whether teachers feel competent enough to teach listening skills, and iv) whether listening skills are evaluated in EFL classes. The participants of the study consisted of 45 teachers, and the data were gathered through a semi-structured interview form which was prepared by the researchers. The findings reveal that teaching listening skills is mostly ignored in Turkey, teachers believe that learners have low motivation while learning listening skills in English, and most of the teachers who participated in the study feel competent in teaching listening skills; however, in teaching and testing listening, they have some concerns. Lastly, the findings reveal that testing listening skills are mostly ignored in Türkiye.
The Spatial Nature of Trust in Cosmopolitan Education
Author: Hirose, Yuzo
Date: 2023-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Trust (Psychology),Teacher Student Relationship,Peer Relationship,Friendship,Dialogs (Language),Interaction

This paper investigates the core moment of cosmopolitan education by considering trust in education. Critical and postcolonial approaches recognize that dialogue plays a crucial role in cosmopolitan education. However, dialogue is not possible without sharing a fundamental platform. Trust could encourage us to construct this platform, and should thus be examined in an educational context. Previous studies on trust in education have mainly focused on the asymmetric relationship between educators and children, offering the impression that trust strengthens authoritarian order. However, in this paper I propose that trust in education needs to be recognized for containing a spatial and contextual nature, that is, a vertical trust between educators and children, and a horizontal trust especially between friends. Such spatial trust is based on trust in matters and therefore an open trust that embraces all matters in the world. This spatial trust could contribute to reinforcing cosmopolitan education, and furthermore, to formulating a post-anthropocentric cosmopolitan education.
Anti-Queer Policy &amp; Rural Schools: A Framework to Analyze Anti-Queer Policy Implementation in Rural Schools
Author: Whitten, Clint
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Bias,LGBTQ People,Minority Group Students,Rural Schools,Educational Policy,Policy Analysis,Elementary Secondary Education,Parent Background,Sexual Identity,Gender Issues,Sexual Orientation,Minority Group Teachers

There are more than 300 anti-Queer policies that are being proposed and implemented across the nation that impact education, including Tennessee's Senate Bill 1229; Virginia's &quot;2022 Model Policies on the Privacy, Dignity, and Respect for all Students and Parents in Virginia's Public Schools;&quot; and Florida's &quot;Parental Rights in Education Bill&quot; CS/CS/HB 1557, expanded April 2023, which prohibits topics of gender and sexuality in K-12 public education, unless related to reproductive health lessons. This policy brief offers a critique of three assumptions that can be applied to analyze how anti-Queer policies influence Queerness in rural schools. Those assumptions are: (1) Does the policy make assumptions on one type of parent? (2) How does the policy define gender and sexual identities? and (3) Will the policy erase rural queer educators and students?
In Their Own Words: Student Mental Health in Rural, Low Socioeconomic High Schools
Author: Hughes, Jason E.
Date: 2023-00-00
Type: Journal Articles
Subjects: Mental Health,Low Income Groups,High School Students,Rural Schools,Stress Variables,Educational Technology,Family Environment,Bullying,Social Bias,Anxiety,Depression (Psychology),Coping,Suicide,Child Health,Poverty,COVID-19

The purpose of this research paper was to highlight the factors students and school staff identify as contributors to mental health issues students attending rural, low socioeconomic high schools experience and the specific mental health issues they witness most. A collective case study was conducted in four rural high schools, two in Kansas and two in West Virginia. Field work at each school involved observations, document collection, and semi-structured focus group interviews with students and school staff. The factors identified as contributors to poor student mental health were pressure, technology, home life, bullying, and stigma. Anxiety, stress, depression, lack of health coping, and suicidal comments emerged as the specific mental health struggles students deal with the most. Recommendations for practice include practical ways to address the identified contributors of poor student mental health in rural schools and strategies to normalize mental health in the rural school environment.
In-Class or Online: Writing Self-Efficacy and Instructional Method Dilemma
Author: Üstünbas, Ümran
Date: 2023-00-00
Type: Journal Articles
Subjects: In Person Learning,Electronic Learning,Writing Instruction,Self Efficacy,English (Second Language),Second Language Learning,Student Attitudes,College Students,Foreign Countries

This study aims to investigate EFL learners' perceptions of online writing instruction compared to traditional, face-to-face one and their writing self-efficacy under the circumstances of in-class and online writing instruction. Data were collected from 52 EFL learners having experienced both conditions interchangeably within the scope of 28-week study design. In a mixed-method research design, the participants responded to a writing efficacy scale and were interviewed following each intervention. The data analyses revealed that there was no significant difference between the writing efficacy levels of the participants in in-class and online writing instruction, but they had a lower level of efficacy for accuracy and design in writing tasks, which was expressed as the result of previous learning experience and lack of writing practice. Furthermore, the interviews revealed that they preferred in-class to online writing courses considering interpersonal skills and their need for written corrective feedback in person, implying significance of individual differences and independent learning. Based on these findings, the study proposes several educational implications.
An Analysis of Medical Students&apos; Performance on the Word Stress Patterns in English Polysyllabic Medical Terms
Author: Thongsongsee, Juthamas
Date: 2023-00-00
Type: Journal Articles
Subjects: Medical Students,Suprasegmentals,Second Language Learning,English for Special Purposes,Syllables,Jargon,Pronunciation,Pronunciation Instruction,Foreign Countries

Word stress instruction has increasingly become a focus among EFL teachers. Owing to the phonological differences between the learner's first language and English, EFL learners of different nationalities encounter varying degrees of difficulty when pronouncing English polysyllabic words. The majority of EFL students studying medicine tend to find it particularly challenging to pronounce English polysyllabic medical terms correctly. To gain better insights into this issue, this study aims to assess Thai medical students' ability to correctly mark stress in English polysyllabic medical terms and to analyze their errors in identifying their stressed syllables. A purposive sampling was employed to recruit seventy-five mixed-ability first year medical students enrolled in the course entitled &quot;Foundation English for Medical Profession II&quot; of the academic year 2020 in a public university in Thailand to participate in the study. The participants were asked to pronounce 40 medical terms via Zoom, and the quantitative data were analyzed statistically. Nine students of mixed English ability took part in the semi-structured interviews, and thematic analysis was employed to analyze the qualitative data. In light of the key findings, pedagogical implications and recommendations are discussed and highlighted in the study, which found it evident that word stress instruction should be integrated in the EAP/ESP courses for medical students either as part of the core lessons or through supplementary online resources.
Learner Agency Transforming into Autonomy in Discussion Skills Course via Moodle
Author: Yüzlü, Muhammet Yasar
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Personal Autonomy,Second Language Learning,English (Second Language),Learning Management Systems,Blended Learning,Metacognition,Social Emotional Learning,Educational Benefits,Affordances,Discussion,Communication Skills,Computer Mediated Communication

The Internet has been conducive to English as a foreign language (EFL) students' agency. However, EFL learners' agency does not necessarily make them autonomous learners, although agency and autonomy are interchangeably used. By addressing the link and difference between these two constructs, this qualitative exploratory case study sets out to explore how a blended-designed course mediates Turkish EFL high school students' autonomy development scaffolded by Moodle LMS during the 2018-2019 academic year. The sociocultural theory forms the theoretical prism of the study. The data, collected via semi-structured interviews and reflective journals, were analyzed via grounded theory. The findings revealed that students enjoyed metacognitive, socio-cognitive, and socioemotional benefits. The main pedagogical implication to be drawn from this study is that LMSs could be employed to transform the students' existing agency into autonomy. Theoretical implications are discussed in light of the post-pandemic period and technological affordances.
An Exploratory Study of Reflective Dialogue Journal Writing of EFL Graduate Students in the English as a Foreign Language Context
Author: Maneepakhathorn, Reongrudee
Date: 2023-00-00
Type: Journal Articles
Subjects: Journal Writing,Dialogs (Language),Reflection,Second Language Learning,English (Second Language),Graduate Students,Writing Skills,Language Fluency,Writing (Composition),Writing Evaluation,Feedback (Response),Writing Improvement,Writing Attitudes,Metacognition,Foreign Countries

This study was conducted to examine Thai EFL graduate students' perceptions towards reflective dialogue journal writing (RDJW), their writing fluency as well as self-awareness of their own English language learning and writing development. Thirty-four Thai graduate students aged 23 to 39 were required to carry out the RDJW task for 13 weeks -- one journal entry per week. The teacher provided feedback to each journal entry on its content to which the students replied in a dialogic manner. After having completed 13 journal entries, the students completed a questionnaire and were interviewed individually. In addition, focus group discussions were implemented. The students' writing fluency was also assessed quantitatively through a product-based indicator. The findings of the study revealed that the students viewed RDJW as a means to engage a student and the teacher in a two-way communication as they exchanged information without worrying about making or correcting errors in the writing. The students also reported an improvement in their writing fluency since their journal entries were longer and they could communicate their thoughts and feelings more easily. A paired t-test confirmed the significant gains in terms of the number of words written in the journals. RDJW also served as students' reflection which heightened the awareness of their own English language learning and writing development.
Metacognitive Listening Instruction: Is It Effective in Enhancing Listening Skills and Metacognitive Awareness?
Author: Gökmen, Muhammed Fatih
Date: 2023-00-00
Type: Journal Articles
Subjects: Metacognition,Listening Skills,English (Second Language),Second Language Instruction,College Students,Program Effectiveness,Foreign Countries,Skill Development,Listening Comprehension,Intervention

This classroom-based research emerged out of the purpose of the teacher-researcher to improve students' listening comprehension. The setting is an ELT preparatory class at a Turkish state university with 19 voluntary and convenient English language learners as participants. The intervention of metacognitive listening instruction implemented once a week for 45 minutes is hypothesized to be helpful in enhancing listening comprehension and metacognitive awareness. One group pre-test/posttest experimental design was employed to achieve the purpose of the study. In this design, a metacognitive awareness listening questionnaire (MALQ) was administered before and after the experiment. Midterm and final exams served as pre-test and post-test to evaluate listening comprehension levels. The findings elicited from the descriptive and inferential statistics indicated that while students' listening comprehension improved, their metacognitive awareness did not increase except for the subcomponents of planning/evaluation and person knowledge. The outcomes were interpreted and discussed by referring to previous studies. A number of pedagogical implications were also presented.
A Q Study of Mainland Chinese English Language Learners&apos; Epistemic Beliefs
Author: Wang, Yanyan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Q Methodology,Second Language Learning,English (Second Language),Student Attitudes,Beliefs,Epistemology,Undergraduate Students,Factor Analysis,Time Factors (Learning),Academic Persistence,Critical Thinking,Cultural Influences,Language Proficiency

This study explored epistemic beliefs held by Mainland Chinese learners of English. Studies that investigate language learners' personal epistemologies, which include beliefs about the nature of knowledge and the process of knowing, are scarce. For the most part, such studies are quantitative. This paper employed Q methodology, an approach that blends quantitative and qualitative research paradigms, to present a more systematic analysis of and deeper insights into the language learners' subjective opinions. The participants were 20 undergraduate students who learned English in a university in China. They sorted 42 statements pertaining to language-related epistemic beliefs on a grid ranging from -5 (most disagree) to +5 (most agree). During the factor analytic procedure similar Q-sorts formed three factors, each representing a unique set of epistemic beliefs shared by the students. The qualitative interpretation of these factors revealed the following viewpoints: firstly, learning the English language requires time, effort and perseverance; secondly, learning English requires critical thinking; thirdly, it requires talent and hard work. Pedagogical implications of these findings are discussed.
Considering the Advantages and Disadvantages of Utilizing Social Media to Enhance Learning and Engagement in K-12 Education
Author: Güney, Kaan
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Media,Educational Technology,Elementary Secondary Education,Program Effectiveness,Technology Uses in Education,Barriers,Affordances

This paper intends to explore the various ways in which social media can be used to enhance learning and engagement, as well as the potential challenges and risks that may arise. The study focuses on face-to-face formal K-12 education which is a system that generally covers 12 grades including primary and secondary schools. The manuscript provides a comprehensive theoretical literature review of the existing research on the topic, highlighting the main findings and discussing the implications. Social media platforms such as Facebook, YouTube, and Twitter have turned into an increasingly prevalent and influential aspect of modern society, and they have also begun to infiltrate the realm of education. However, during this study it has been noticed that there are few studies examining the effects of social media in K-12 education. Namely, some research has been conducted on higher or online education. Accordingly, while there are certainly benefits to applying social media in education, such as the ability to connect with a global network of learners and access to a vast array of information and resources, there are also challenges that must be considered. Thus, the results of this study provide clarification on previous research and lay the foundation for future examinations of the potential advantages and disadvantages of using social media in K-12 education.
Education for Democracy in the Social Media Century
Author: Knowles, Ryan T.
Date: 2023-00-00
Type: Journal Articles
Subjects: Civics,Education,Democracy,Social Media,Critical Literacy,Media Literacy,Ethics,Information Literacy,Student Participation,Resistance (Psychology)

Social media has provided challenges and opportunities for education for democracy. There have always been structural elements of communication that are hidden and perpetuate inequalities. Social media has accelerated and empowered these hidden structures through algorithms. In this argumentative essay, we examine how critical media literacy can uncover hidden power structures and support education for democracy. Critical media literacy can help students identify exclusionary, inaccurate, missing, and polarizing elements of social media while examining and discussing issues and events. Seen through this lens, social media provides opportunities for education for democracy. Critical media literacy and education for democracy provide opportunities for increasing civic engagement and renewal.
Coursebooks or the BNC? Teaching English Verbs and Their Dependent Prepositions
Author: Sumonsriworakun, Piyaboot
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Second Language Instruction,Teaching Methods,Verbs,Form Classes (Languages),Textbooks,Semantics,Preferences,Undergraduate Students

The study compares English dependent prepositions of the verbs agree, apply, and die shown in English language coursebooks and a corpus. It also suggests English prepositional verbs and their dependent prepositions that are suitable for teaching to L1 Thai learners and a method that should be employed for the instruction. The data were collected from four English language students' books used by many upper secondary schools in Thailand and the British National Corpus. The findings demonstrate that the coursebooks offer nearly all of the most frequent dependent prepositions of the verbs with scant sentence examples and collocations, while the corpus reveals more dependent prepositions with numerous sentence examples and collocations. Further, the corpus data provide many noun collocates that can be arranged into themes according to their semantic preferences. It is advisable that the coursebooks and corpus data should be used in Thai EFL class to complement each other. The most frequent constructions should also be taught as phraseology through indirect access to data-driven learning, with suggested inductive activities and examples of simplified key word in context concordances.