ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of a Suggested Online Course on Developing ELT Student Teachers&apos; Competences Regarding Oral Corrective Feedback: Evidence from Peer Reflections
Author: Demir, Yusuf
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Student Teachers,Feedback (Response),Peer Relationship,Preservice Teachers,Preservice Teacher Education,English (Second Language),Second Language Instruction,Reflective Teaching,Instructional Design,Foreign Countries,Teacher Education Programs,Blended Learning,Teaching Methods,Video Technology,Competence,Grade 3,Content Analysis

This study involves the design of an online course on oral corrective feedback (ONOCEF) and its implementation through flipped classroom with a view to finding out if it exerts any impact on ELT student teachers' competencies regarding oral corrective feedback (OCF). Having conducted a needs analysis, the ONOCEF was developed and then administered to thirty ELT student teachers by flipping the classroom. In this flipped model, first, the students took the ONOCEF input outside the school. Then they enacted this input in their microteachings alternately in formal classes. Following each performance, reflection papers were gathered from the non-performing student teachers (NPSTs) in order to evaluate their performing peers' (PSTs) OCF practices and thus reveal the ONOCEF components in their microteachings. Content analysis of the reflection papers demonstrated positive effects of the ONOCEF on both the PSTs' and NPSTs' competences concerning OCF. Through the ONOCEF, the PSTs were able to provide OCF effectively and use different OCF strategies while the NPSTs were successful locating their performing peers' non/corrections and identifying the shortcomings in their OCF practices. As a result, the ONOCEF proved to be an effective online tool to help pre-service ELT teachers promote their competences regarding OCF.
Vulnerable Manhood: Collaborative &quot;Testimonios&quot; of Latino Male Faculty
Author: Carrillo, Juan F.
Date: 2016-01-00
Type: Journal Articles
Subjects: Hispanic Americans,Males,College Faculty,Minority Group Teachers,Higher Education,Professional Isolation,Teaching Conditions,Barriers,Gender Issues,Social Justice,Power Structure,Social Influences,Cultural Influences,Emotional Response,Personal Narratives,Coding

Drawing from Espino, Vega, Rendón, Ranero, and Muñiz (2012), the authors of this article utilize dialogue partners to develop collaborative testimonios of Latino male faculty. We center the importance of engaging in vulnerability while embracing peer support to address issues of isolation, marginalization, and other challenges that Latino male faculty experience in higher education. We then develop and discuss the implications of a homebodied intellectual manhood, which we define as an identity that has emancipatory potential related to self-authorship, knowledge creation, negotiation of power in academia, and pursuit of social justice-oriented practices.
A Critical View on Teacher Guidebooks as an Agent in Teacher Deskilling Process
Author: Sari, Mediha
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Guides,Teaching Skills,Teacher Surveys,Content Analysis,Teacher Attitudes,Criticism,Educational Benefits,Professionalism,Use Studies,Faculty Development,Phenomenology,Qualitative Research,Curriculum,Foreign Countries

The purpose of this study is to identify the views of teachers on teacher guidebooks and to analyse these views on the basis of the deskilling process. The data were collected from 67 teachers through an open-ended questionnaire, and analysed using content analysis method. Results showed that although most of the teachers considered the guidebooks necessary, they also made a number of criticisms. Among these, there were criticisms indicating that the guidebooks hindered teacher autonomy in various ways. Teachers' views and criticisms in this direction confirm that guidebooks have an important role in the deskilling process of teachers.
Adventures in Advising: Strategies, Solutions, and Situations to Student Problems in the Criminology and Criminal Justice Field
Author: Mier, Carrie
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,College Faculty,Academic Advising,Criminology,Criminal Law,Justice,Counseling Techniques,Case Studies,Internship Programs,Distance Education,Adult Students,Minority Group Students,At Risk Students,Student Needs,Expectation

Teaching and research are often the most focused upon aspects of working within academia in criminology and criminal justice (Sitren &amp; Applegate, 2012; Jonson &amp; Moon, 2014; Pratt, 2014), but an overlooked and underappreciated part of an undergraduate's overall higher education success is academic advising (Light, 2001). There has been scant research on advising within criminology and criminal justice, and this paper seeks to fill this gap by detailing reflections on the advising process within a successful and growing criminology and criminal justice program. Strategies for advising overall will be presented as will particular situations and student needs. Lastly, a case study of how advising works for a criminology and criminal justice department from a large, public institution located in the Southeastern United States will be discussed and demonstrate how the strategies, situations, and student needs apply.
Educating Competitive Students for a Competitive Nation: Why and How Has the Chinese Discourse of Competition in Education Rapidly Changed within Three Decades?
Author: Zhao, Xu
Date: 2016-01-00
Type: Journal Articles
Subjects: Competition,Educational Development,Educational Change,Policy Analysis,Educational Policy,Politics of Education,News Reporting,Discourse Analysis,Neoliberalism,Educational History,Teacher Attitudes,Attitude Change,Performance Factors,Secondary Education,Foreign Countries

In the late 1980s, the Chinese government instituted massive educational reforms to promote competition between schools and between students. By the late 1990s, however, educational reforms shifted to regulating and reducing competition in primary and secondary education. Why did a rapid policy swing occur? What was the rationale for the policy change? This article examines the Chinese discourse of competition in education by presenting a textual analysis of 101 commentary articles published by Chinese educators between 1986 and 2014. It reports two different views of competition among Chinese educators, one of which strongly prevailed throughout the 28 years. It also documents historical change in the authors' perceptions of competition: in the late 1980s, as a powerful solution to the educational and social problems facing China, and, by the late 1990s, as a major educational problem itself.
Green Curriculum Analysis in Technological Education
Author: Chakraborty, Arpita
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Education,Engineering Education,Sustainable Development,Environmental Education,Integrated Curriculum,Higher Education,Undergraduate Students,Curriculum Evaluation,Content Analysis

With rapid industrialization and technological development, India is facing adverse affects of unsustainable pattern of production and consumption. Education for sustainable development has been widely recognized to reduce the threat of environmental degradation and resource depletion. This paper used the content analysis method to explore the extent to which green curriculum has been incorporated in engineering education. The &quot;green curriculum index&quot; suggests that Indian technological education is following vertical integration, with low emphasis on horizontal integration of green curriculum resulting into non-sustained green culture and environmental behaviour among the students. Furthermore, higher educational institutions should understand and accept the relevance of sustainable development rather than responding to the legitimate formality for creating a low-carbon and green economy.
Life Skills from the Perspectives of Classroom and Science Teachers
Author: Kurtdede-Fidan, Nuray
Date: 2018-00-00
Type: Journal Articles
Subjects: Daily Living Skills,Teacher Attitudes,Science Teachers,Phenomenology,Foreign Countries,Focus Groups,Interviews,Science Instruction,Extracurricular Activities,Science Curriculum,Critical Thinking,Secondary School Teachers,Secondary School Science,Semi Structured Interviews,Qualitative Research,Elementary School Science,Elementary School Teachers,Content Analysis

The aim of this study is to determine classroom and science teachers' views about life skills. The study employed phenomenological method. The participants of the study were 24 teachers; twelve of them were classroom teachers and the remaining were science teachers. They were working at public schools in Turkey. The participants were selected using the maximum variation sampling technique. The data of the study was collected through focus group interviews. Six focus group interviews consisting of four participants per focus group were conducted. The findings of the research showed, teachers play a significant role in the process of acquiring life skills. Furthermore, teachers expressed that science courses were significant setting to teach life skills. In the current research it was found that the participants used some in class and extracurricular activities to teach life skills. In addition, teachers expressed that they experienced difficulty in teaching life skills due to problems related to teachers, parents, school, educational program, educational system, school management and society.
Engaging Diversity and Marginalization through Participatory Action Research: A Model for Independent School Reform
Author: Nelson, Joseph Derrick
Date: 2017-01-00
Type: Journal Articles
Subjects: Participatory Research,Action Research,Educational Change,Models,Private Schools,Inclusion,Student Diversity,Case Studies,Consciousness Raising,Student Experience,Disadvantaged,Strategic Planning,Racial Identification,School Culture,Student Surveys,Interviews,College School Cooperation,Partnerships in Education

Authored by a university researcher, school practitioner, and high school student, this article examines how independent schools can utilize participatory action research (PAR) to bolster diversity and inclusion efforts. A case study approach was taken to showcase a two-year PAR project at a progressive independent school that sought to: (a) enrich institutional knowledge of student diversity, (b) capture the present-day schooling experiences of historically marginalized students in independent school settings, and (c) develop a dynamic action plan to ameliorate school issues that emerged through the PAR inquiry process. Committed to institutional research that informs school policy and practice, we argue that PAR provides a rigorous, student-centered, and democratic model for independent school reform.
A Preliminary Evaluation of Efforts to Diversify Psychology
Author: Banks, Brea M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Psychology,Student Recruitment,Undergraduate Students,Graduate Study,Student Surveys,Knowledge Level,Disproportionate Representation,Correlation,Factor Analysis,Majors (Students),Statistical Analysis

Underrepresentation of individuals from diverse backgrounds in the field of psychology is a well-documented concern, as identified gaps directly impact individuals served (Rogers &amp; Molina, 2006; Zhang &amp; Katsiyannis, 2002). This pilot examination evaluated a task force that sought to address this deficit through targeting the recruitment and retention of undergraduate students into graduate programs in psychology. Participants were 127 undergraduate students at a Midwestern university. Participants completed online surveys that assessed their knowledge of the organization's existence and taskforce events (e.g., open houses). Results indicate that the taskforce reached the appropriate undergraduate population, as participants of junior and senior status were more aware of organization resources. Future research should look to examine if the taskforce's efforts have impacted recruitment and retention outcomes.
Educational Website Design Process: Changes in TPACK Competencies and Experiences
Author: Önal, Nezih
Date: 2018-00-00
Type: Journal Articles
Subjects: Web Sites,Design,Pedagogical Content Knowledge,Technological Literacy,Preservice Teachers,Foreign Countries,Technology Integration,Information Technology,Mixed Methods Research,Pretests Posttests,Student Attitudes,Instructional Materials,Electronic Learning,Technology Uses in Education,Educational Technology,Content Analysis

The number of technological pedagogical and content knowledge (TPACK) studies has been increasing day by day; however, limited number of studies has provided both quantitative and qualitative findings based on teachers' learning by design experiences. This study aimed to reveal the changes in pre-service teachers' TPACK competencies in the educational website design process and their experiences in the design process within the scope of a course based on TPACK framework and the learning by design approach. Designed as an embedded mixed design research, the study was conducted with 28 pre-service teachers. The data were collected through the TPACK-deep scale, a survey and e-mails sent to the instructors. The research concluded that the learning by design approach brings pre-service teachers' TPACK competencies in highly effective significant contributions. Moreover, it was revealed that the design process expands pre-service teachers' schemas regarding the properties which digital instructional materials should possess. The research also enlightened the motivating factors such as receiving support and the challenging factors such not being able to use software for the pre-service teachers in the design process. Finally, the findings were interpreted within the framework of TPACK and the learning by design approach and recommendations were made for future practices and studies.
Gaming the System: Helping Students Level up Their Learning
Author: Hill, David
Date: 2018-00-00
Type: Journal Articles
Subjects: Grade Prediction,College Students,Educational Games,Academic Achievement,Integrated Learning Systems,Technology Uses in Education,Educational Technology,Outcomes of Education,Student Surveys

The use of gamified learning has increased within the educational community over the last decade in an attempt to enhance student learning in multiple ways. In particular, researchers have started to examine gamified learning and its impact on student motivation and engagement within educational settings. However, few have examined the relationship between specific tools embedded within a learning management system (LMS) and student outcomes at the postsecondary level. The purpose of this study was to examine the impact of a grade predictor tool embedded within a gaming inspired learning management system on 75 college students' ability to accurately predict their final grades. Results indicated that all students reported using the tool on at least a monthly basis and that the majority of students were able to correctly predict their final grades.
Teaching Introduction to Psychology: Promoting Student Learning Using Digital Storytelling and Community Engagement
Author: Grange, Christina
Date: 2018-00-00
Type: Journal Articles
Subjects: Introductory Courses,Psychology,Academic Achievement,Story Telling,Technology Uses in Education,Educational Technology,Community Involvement,Service Learning,Models,Partnerships in Education,College Students

This paper demonstrates how partnering with digital storytelling initiatives, like the StoryCorps project, can yield fruitful service-learning opportunities, while also supporting innovative approaches for teaching students from a range of disciplines who are enrolled in Introduction to Psychology (PSYC 1101). While various pedagogical tools for teaching psychology exist, StoryCorps provides a unique opportunity to expose students to a large range of people and related stories to which they may otherwise not have been exposed. This paper outlines a model for how a partnership with a local digital storytelling initiative (StoryCorps) can be integrated into a community engaged course and facilitate course activities reflecting an applied, multi-faceted learning environment. Preliminary data comparing student outcomes in the service-learning course to those in the traditional PSYC 1101 course are also discussed.
When Claiming to Teach for Social Justice Is Not Enough: Majoritarian Stories of Race, Difference, and Meritocracy
Author: Viesca, Kara Mitchell
Date: 2013-01-00
Type: Journal Articles
Subjects: Social Justice,Race,Teacher Attitudes,Educational Practices,Critical Theory,Beginning Teachers,Academic Probation,Teaching Experience,Qualitative Research,Case Studies,Interviews,Observation,Task Analysis,Transcripts (Written Records),Merit Rating,Longitudinal Studies,Content Analysis,Masters Programs

To understand how dominant messages about race and effective pedagogy impact teacher beliefs and practice, this study employs critical race theory (CRT) in a case study analysis of Rebecca Rosenberg, a mid-career entrant into the teaching profession who was terminated from her first job before the end of her district's probationary period. Despite believing she was teaching for social justice, being prepared in a program oriented toward social justice, and being hired in a school with a comparable mission, Rebecca's beliefs and practices affirmed uncritical perspectives of the status quo regarding race, schooling, and social ascendance. This research underscores the substantial work to be done in preparing teachers to be reflective of the overarching cultural myths and majoritarian stories that may guide their practice.
Raising the Quality of Discussion by Scaffolding Students&apos; Reading
Author: West, Jane
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Instruction,Scaffolding (Teaching Technique),College Students,Active Learning,Critical Reading,Reading Motivation,Reading Habits,Reading Comprehension,Reading Skills,Literacy Education,Reading Strategies,Discussion Groups,Group Activities,Reading Improvement

Many college students fall into the habit of coming to class unprepared, without having read assigned texts, or having read partially and superficially. As a consequence, they may take a passive stance, discussion can fall flat, and learning can be diminished. This article describes an instructional strategy for engaging students as active learners in preparing for class discussion and in the discussion itself. Using a modification of the literature circle model originated by Daniels (2002) and adapted for college learners by Larson, Young, &amp; Leipham (2011a), the author describes a procedure in which students read, use organizing templates to write about their reading, and then draw on that writing for small-group and finally whole-class discussion. Grounded in research on active learning, reading compliance, and reading and writing to learn, the strategy presented here is a way to achieve higher quality discussion, and therefore deeper learning.
Assessment Tools to Differentiate between Language Differences and Disorders in English Language Learners
Author: Shenoy, Sunaina
Date: 2014-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Impairments,Language Skills,Learning Disabilities,Evaluation Methods,Tests,Board of Education Policy,School Districts,Online Surveys,Cognitive Tests,Language Tests,Bilingualism,Response to Intervention,English Language Learners,Student Evaluation,Test Bias,Teaching Methods,Disability Identification,Speech Language Pathology,Special Education Teachers,School Psychologists,Paraprofessional School Personnel,Professional Personnel,Standardized Tests,Elementary Secondary Education

English language learners (ELLs) who are in the process of acquiring English as a second language for academic purposes, are often misidentified as having Language Learning Disabilities (LLDs). Policies regarding the assessment of ELLs have undergone many changes through the years, such as the introduction of a Response to Intervention (RTI) model, assessment in both first and second languages, and utilization of supplemental assessments. The purpose of this study is to take stock of the assessment tools and district policies that are in place to make a differential diagnosis. A total of 75 participants from California school districts, consisting of speech language pathologists, school psychologists, special educators, and paraprofessionals, completed an online survey. The results indicate that while professionals in the field utilize standardized cognitive abilities tests, informal assessments, and bilingual language tests as part of their assessment battery, there is still a need for bilingual language support and a standardized RTI model across schools and districts.
&quot;Just Imagine That…&quot;: A Solution Focused Approach to Doctoral Research Supervision in Health and Social Care
Author: Walsh, Kenneth
Date: 2018-00-00
Type: Journal Articles
Subjects: Supervision,Doctoral Programs,Questioning Techniques,Supervisors,Supervisor Supervisee Relationship,Graduate Students,Supervisory Methods

Effective supervision in doctoral research is critical to successful and timely completion. However, supervision is a complex undertaking with structural as well as relational challenges for both students and supervisors. This instructional paper describes an internationally applicable approach to supervision that we have developed in the health and social care disciplines that offers structure, but is also dynamic and responsive to the needs of students and supervisors and aims to develop the research competency of students. Our approach called Solution Focused Research Supervision (SFRS) is based on solution focused approaches, adapted from Solution Focused Brief Therapy and questioning techniques derived from coaching. This approach has enabled our supervision teams to effectively develop focused research questions and decide on appropriate research methodologies and methods. We offer the SFRS approach as a way of working that seeks to recognize and build upon strengths, foster engagement and openness to learning as well as build trust between students and supervisors. The authors, from (countries deleted for peer review), are supervisors and students who have developed the approach and provide practical examples of its application.
Black High School Students&apos; Critical Racial Awareness, School-Based Racial Socialization, and Academic Resilience
Author: Graves, Daren
Date: 2014-01-00
Type: Journal Articles
Subjects: African American Students,High School Students,Student Attitudes,Racial Differences,Racial Identification,Socialization,School Attitudes,School Culture,Psychology,Resilience (Psychology),Critical Theory,Race,Ethnicity,Grade 10,Interviews,Coding,Self Concept,Risk,Stress Variables

This research focuses on how Black high school students' perceptions of their school-based racial socialization and their racial identities impact their attitudes and dispositions toward school. The author examined the intersection of racial identity and school culture by examining how Black students describe their context-based racial identity and the racialized aspects of their schools' cultures. The purpose of this research is to help educators who work with Black students understand how to apply a developmental psychology framework that foregrounds the importance of ecology and phenomenology and can be used to leverage the relationship between strong racial identity and academic resilience. PVEST (Spencer, 1997; 2001) provides a psychological framework for educators to both assess the differential identity formation processes of their students and how they can help students navigate the identity formation process.