ethanporcaro/eric-fulltext-meta huggingface dataset:
Narratives of Desire, Love, Imagination, and Fluidity: Becoming an English Teacher in a University Preparation Program
Author: Sarasa, Maria Cristina
Date: 2018-00-00
Type: Journal Articles
Subjects: Intimacy,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Preservice Teacher Education,Undergraduate Students,Professional Identity,Personal Narratives,Imagination,Student Attitudes,Foreign Countries

This is a narrative study into the co-construction of teaching identities narrated by twenty-four undergraduate students in the context of an English language teacher education program in Argentina. Teacher identities are defined in the literature as co-authored stories of living and becoming. Our method uses narrative inquiry to study lived experiences as co-narrated phenomena. The narrative analysis of different texts gathered in the teacher education program allowed the co-composition of each participant's identity story. Results first display thematizations of identity strands in these narratives involving emotions--love, desire, imagination, and fluidity. Next, participants' negotiation of their processes of becoming through these emotions are retold. The discussion examines results considering state-of-the-art literature. The conclusions summarize the implications of the research for English language teacher initial university education.
Analyzing a Pre-Service EFL Program through the Lenses of the CLIL Approach at the University of Cuenca-Ecuador
Author: Argudo, Juanita
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Thinking Skills,Language Proficiency,Language Tests,Writing Assignments,Course Content,Interdisciplinary Approach,Teaching Methods,College Students,Learning Strategies,Program Descriptions,Language of Instruction,Student Attitudes,Foreign Countries,Rating Scales,Guidelines,Pedagogical Content Knowledge

The recent application of Content and Language Integrated Learning programs in higher education provides an extensive area for research due to the quick implementation of English as the medium of instruction for university programs, as well as to the need of university students around the world to communicate through English and to try different learning strategies and methodologies than the ones they used to work with. This study aimed to estimate the extent to which the English as a Foreign Language (EFL) program at the University of Cuenca designed for students who wish to become EFL teachers complies with the principles of the Content and Language Integrated Learning approach. The 121 participants of this study were students from the fourth, fifth, and seventh semesters of the program. A general proficiency English test was administered to these students; some writing assignments to evaluate the development of Higher Order Thinking Skills were considered; and a survey to inquire about students' perceptions on the development of language, content, and Higher Order Thinking Skills in their content subject classes was also applied. The findings revealed that 52% of the students are between A1 and A2 level according to the Common European Framework of Reference for Languages; this means that they do not have the necessary linguistic conditions to take content subjects. It seems that the parameters teachers used to plan their classes do not consider the three dimensions of this approach (content, language, and procedures); therefore, students are not developing these dimensions simultaneously.
Towards a Cognitive-Linguistic Turn in CLIL: Unfolding Integration
Author: Reitbauer, Margit
Date: 2018-00-00
Type: Journal Articles
Subjects: Psycholinguistics,Teaching Methods,Second Language Learning,Second Language Instruction,Interdisciplinary Approach,Course Content,Language Role,Language of Instruction,Language Processing,Metalinguistics,Cognitive Ability,Teacher Student Relationship,College Students,College Faculty,Teaching Styles,Foreign Countries,Teacher Education,Transfer of Training

The aim of this paper is to unfold the process of integration in CLIL by describing the role of the cognitive processes involved in the construction of knowledge. While there has been extensive research of various aspects of CLIL, the actual process of integration of content and language has largely been neglected. Therefore, this paper argues that the role of language in building knowledge has to be stressed further and made transparent to CLIL practitioners, particularly in &quot;hard&quot; versions of CLIL. Raising teachers' awareness of the epistemic function of language and drawing their attention to the human cognitive architecture can help them achieve a higher level of understanding of the process of integration of content and language. Using the example of a task taken from a training course for CLIL teachers, this paper describes how a focus on the cognitive architecture of learners can improve the integration of content and language in CLIL.
Trained and Non-Trained Language Teachers on CLIL Methodology: Teachers&apos; Facts and Opinions about the CLIL Approach in the Primary Education Context in Spain
Author: Alcaraz-Mármol, Germa
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingual Education,Elementary School Teachers,Language Usage,Second Language Learning,Language of Instruction,Teacher Attitudes,Teacher Education

Since the early 2000s, there seems to be a growing interest in bilingual education in Spain. The need for teachers with certain accreditation in foreign language proficiency has been growing in the last decade. Yet, the methodological basis to integrate content and language in the classroom does not seem to be a compulsory requirement. The participants of this study were surveyed about several aspects of their teaching practice. We compared the answers of those who have received specific methodological CLIL training and those who have not. Results show that methodological training beyond just foreign language teaching makes significant differences in terms of the teachers' opinions on CLIL and practice of using bilingual practices in their classrooms, making use of a wider variety of activities and resources. Differences were found in the way they see their own teaching, their use of their L1, materials in the classroom, and the variety and type of activities they develop with their students.
Predictors of Success among High School Students in Advanced Placement and International Baccalaureate Programs
Author: Suldo, Shannon M.
Date: 2018-10-00
Type: Journal Articles
Subjects: High School Students,Advanced Placement Programs,Stress Variables,Correlation,Predictor Variables,Coping,Learner Engagement,Stress Management,Family Influence,School Role,Mental Health,Grade Point Average,Tests,Scores,Achievement,Motivation,Parent Child Relationship,Parenting Styles,Resilience (Psychology),Peer Influence

Research has shown that students in Advanced Placement (AP) classes and International Baccalaureate (IB) programs experience higher levels of stress compared to students in general education classes. Elevated stress can serve as a risk factor for students' academic and mental health problems. Given the documented stress of these students, additional investigations are needed to more fully understand how students experience these curricula and the factors associated with positive student outcomes. Thus, we set out to identify factors associated with success among AP/IB students, with an emphasis on exploring potentially malleable factors that could be targeted with existing or newly developed interventions. Data were collected via self-report measures and school records from 2,379 students (Grades 9-12) enrolled in AP or IB in 20 school programs in one state. We examined the relationships among 34 predictors (e.g., stressors, coping styles, student engagement, family factors, school factors, and demographic features) of success. Success was represented by five outcomes in two domains: mental health (life satisfaction, psychopathology, school burnout) and academic (GPA, AP/IB exam scores). Better outcomes in both domains were associated with higher levels of achievement motivation and cognitive engagement, as well as lower levels of parent-child conflict, stress from major life events, and use of avoidance coping strategies. Higher levels of affective engagement, use of approach coping, and authoritative parenting were robust predictors of positive mental health outcomes and unrelated (in multivariate analyses) to academic outcomes. Findings have implications for subsequent development of intervention efforts targeting factors associated with student success.
Language and Content Outcomes of CLIL and EMI: A Systematic Review
Author: Graham, Keith Mathew
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Language of Instruction,Comparative Analysis,Course Content,Interdisciplinary Approach,Instructional Effectiveness,Outcomes of Education,Language Proficiency

Around the world, language teachers are shifting to content-based instruction (CBI) as a way to teach English, most commonly in the form of Content and Language Integrated Learning (CLIL) or English-Medium Instruction (EMI). With the spread of CBI around the world, it is important to understand how this shift in teaching has affected student outcomes. Using a systematic literature review approach, this study examines current literature on the effect of CBI on language and content outcomes. Twenty-five articles met the inclusion criteria for this study and were examined. The results show mixed findings on the effectiveness of CBI on student outcomes, with the majority of studies showing either positive or neutral effects for CBI when compared with non-CBI classrooms. However, the study also reveals multiple methodological issues that cause difficulties for any strong conclusions about CBI to be made. In addition, while CLIL in Spain has received a lot of research attention, other countries remain understudied. Therefore, this study concludes with a call for future research of CBI outcomes that examine a variety of countries and account for the methodological flaws identified.
Fighting &quot;Fake News&quot;: How We Overhauled Our Website Evaluation Lessons
Author: Johnson, Mica
Date: 2018-00-00
Type: Journal Articles
Subjects: School Libraries,Library Role,Librarians,Middle Schools,Media Literacy,Information Literacy,News Media,Web Sites,Social Media

The school librarian at Farragut Middle School in Knoxville, Tennessee, describes how, given the recent surge of fake news, her school was inspired by the new American Association of School Librarians Standards Framework for Learners (2017) to overhaul its website evaluation lessons in the school library program. Concentrating on the Shared Foundations Inquire, Curate, and Engage--and their Key Commitments--the school updated, created, and located new teaching resources, enabling teachers to build lessons about detecting fake news that were more comprehensive than lessons used in the past. After updating the school's perspective on the phrase &quot;fake news,&quot; the school transformed website evaluation lessons into media literacy lessons, widening the scope to include content such as memes, online comments, links posted on social media, and native advertising. The program has begun experimenting with different website/information evaluation methods and is evolving to incorporate games. The author notes that teaching media literacy is one way to fight fake news and create lifelong learners.
Heuristics: An Approach to Evaluating News Obtained through Social Media
Author: Johnson, Spencer T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Heuristics,Evaluation Methods,News Media,Social Media,Information Sources,Credibility,Secondary School Students,School Libraries,Library Instruction,Decision Making,Cues

One of the main responsibilities of school librarians is to teach students to evaluate the credibility of information. There is little evidence to suggest that students are being explicitly taught how to evaluate news obtained through social media. As avenues for giving and getting information evolve, so must ways of teaching students so that they will be prepared for college, career, and life. In addition to teaching systematic approaches to information evaluation, heuristics can be an efficient means to teach middle and high school students how to evaluate news obtained through social media in real time. A recent study (Spencer Johnson and Ann Ewbank, 2018) has established three underlying concepts that school librarians and teachers should address before teaching students how to use heuristics to evaluate news obtained through social media in real time: content, motivation, and credibility cues. By incorporating heuristics into the school library and classroom, students are being set up for success when they encounter news obtained through social media.
Making Preparation Practical: Reducing Aspiring Administrator Time to Competence through Five Types of Leaderly Thinking
Author: Marshall, James
Date: 2018-00-00
Type: Journal Articles
Subjects: Administrators,Administrator Effectiveness,Instructional Leadership,Partnerships in Education,School Districts,Leadership Styles,Program Implementation,Administrator Education,Thinking Skills,Models

California faces an increasing shortage of well-prepared, competent school leaders. These future instructional leaders will be required to play critical roles to assure the success of the schools they will lead. San Diego State University, in collaboration with three partner school districts in the region, developed the &quot;five types of leaderly thinking model&quot; to represent a leader's integration and application of the broad and disparate knowledge required to successfully lead a school. The model was designed to scaffold the design of administrative credential courses that accurately reflect the realities of school leadership. In doing so, the partners intend to provide candidates with experiences that reflect a leader's true work and, through authentic, practice-based learning experience, reduce the new administrator's time to competence. This article presents the five types of thinking and highlights the implementation of this model into the preparation program. Additionally, it provides ideas to guide the model's application in school district-based professional development applications.
Teacher Absences in the Commonwealth of Virginia: An Analysis of Patterns and Predictors and Implications for Policy
Author: Eagle, Donna L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attendance,Attendance Patterns,Predictor Variables,Public Schools,School Districts,Institutional Characteristics,Correlation,School Policy,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Organizational Culture,Teacher Characteristics

The purpose of this study was to analyze selected variables for public schools and districts in Virginia to determine the relationship of school and policy characteristics to teacher absences. This study included two research questions: What is the relationship between certain school district policy provisions and teacher absenteeism? What is the relationship between certain school characteristics and teacher absenteeism? The analysis for this study involved computing descriptive statistics, correlating continuous variables, and running multiple regressions for each dataset (school and district for each year) to determine the predictors of the dependent variable, chronically absent teachers. Although the school models were significant, neither was a particularly strong predictor of chronically absent teachers, only accounting for 15.2% of variation (2011-2012 model with R2 = 0.152) and 9.6% of variation (2013-2014 model with R2 = 0.096) that is predicted by the independent variables. Nevertheless, there were independent policy and school variables that were significant predictors in both school years. The most prominent variables included total leave, personal leave maximums, income protection provisions (sick leave banks, short-term disability), free and reduced lunch population percentage of a school, pupil/teacher ratio of the school, and the grade level of the school (elementary, middle, and high).
A Phenomenological Inquiry of High School Students&apos; Meaningful Experiences with School Counselors
Author: Sackett, Corrine R.
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Students,School Counselors,School Counseling,Student Experience,Student Attitudes,Counselor Client Relationship,Counselor Characteristics,Help Seeking,Scheduling,College Readiness,Career Readiness,Phenomenology

Researchers explored meaningful experiences of high school students in counseling with school counselors through phenomenological interviews. Students discussed the following themes: relationship with the school counselor, characteristics of school counselors, benefits received from school counselors, and collaboration with the school counselor. Findings indicated participants in most cases accessed their school counselors solely for academic purposes such as class scheduling and for college and career readiness. Implications for school counselors, counselor educators, and professional advocacy are discussed.
Immigrant versus Nonimmigrant 9th Graders&apos; Use of School Counseling Services
Author: Shi, Qi
Date: 2018-00-00
Type: Journal Articles
Subjects: Grade 9,High School Students,School Counselors,Immigrants,School Counseling,Student Needs,Student Characteristics,English Language Learners,Special Education,Student School Relationship

This research investigated 9th-grade immigrant and nonimmigrant student use of school counseling services using the High School Longitudinal Study 2009 (HSLS:09). This study highlighted profiles of both immigrant and nonimmigrant 9th graders who see school counselors for various services and examined the impact of a series of variables (demographic, support services received, school belonging, and school engagement) on the use of school counseling services. Lastly, this research compared immigrant students with nonimmigrant students in their use of school counseling services. Implications for school counseling practice and future research are discussed.
Examining University Students&apos; Self-Compassion and Compassionate Love Levels in Terms of Perceived Parental Attitudes
Author: Eker, Halime
Date: 2018-11-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Self Concept,Psychological Patterns,Parent Attitudes,Parenting Styles,Student Attitudes,Empathy

The aim of this research is to investigate the relationship between parental attitudes perceived by the students, self-compassion and compassionate love levels, and differences occur in parental attitudes, self-compassion and compassionate love levels according to various variables. The research was conducted with 326 university students studying in different departments of Sakarya University Faculty of Education. Parental Attitude Scale (PAS), Self-Compassion Scale (SCS), the Compassionate Love Scale (CLS) and Information Collection Form were applied in the study. The research data were analyzed by correlation, T-test and One Way (ANOVA). The results of the research revealed that the self-compassion level of the students who perceived the parents' attitudes as democratic was high, whereas the self-compassion level of the students who perceived the parental attitudes as authoritarian and protective-demanding was low. It was also found out that the students who perceived their parents' attitudes as authoritarian and protective-demanding had high compassionate love levels. The present study demonstrated the authoritarian and protective-demanding parental attitudes perceived by university students differed according to sex, the democratic parental attitude differed in terms of the number of siblings, and the compassionate love differed in terms of gender. It was revealed that there was a negative relationship between self-compassion and compassionate love.
Transformational Leadership and Job Satisfaction: The Case of Secondary Education Teachers in Greece
Author: Kouni, Zacharo
Date: 2018-10-00
Type: Journal Articles
Subjects: Transformational Leadership,Job Satisfaction,Secondary School Teachers,Foreign Countries,Teacher Attitudes,Correlation,Principals,Administrator Behavior

In international literature there are many documented studies which have shown the relationship between leadership and job satisfaction. Specifically, transformational leadership is highly associated with this important and positive work attitude, that is, job satisfaction. The interpretation in a school context is that the director should operate as transformational leader so as to produce better educational outcomes through teachers' job satisfaction. In Greece, little empirical research has been done to investigate the perceptions of teachers about the relationship between transformational leadership and job satisfaction of teachers. The purpose of the present study is to investigate the perceptions of teachers to the extent that transformational leadership contributes to job satisfaction. The selected research method is a combination of quantitative and qualitative methods, namely using the questionnaire and the interview. The sample consisted of 171 teachers from two types of educational institutions, secondary junior high schools and high schools, of a local directorate of secondary education. The survey results showed that teachers feel substantial satisfaction when the school principal acts as a transformational leader. Demographic variables, the type of school, and work experience, do not affect the views of teachers.
Analysis of the Children&apos;s Songs in 2017 Elementary School Music Lesson Curriculum in Terms of Universal Values
Author: Sonsel, Ömer Bilgehan
Date: 2018-11-00
Type: Journal Articles
Subjects: Elementary School Students,Music,Singing,Foreign Countries,Cultural Influences,Folk Culture,Values Education,Social Values,Moral Values

In this study, where the survey model is utilized, the aim is to analyze the compatibility of children songs available in Elementary School Music Lesson Curriculum, which was put into effect by the Ministry of National Education in 2017, with universal values. In line with this objective, qualitative research methods have been used. The data used in the research have been obtained through document analysis. Content analyses method have been utilized in the analysis of the collected data. Sample of the research represents the population. Research sample, on the other hand, consists of the children's songs in 2017 Elementary School Music Lesson Curriculum. The songs used in the study have been analyzed in terms of the twelve values identified by UNESCO in Living Values Education Program. Collected data have been analyzed in frequency (f) and percentage (%). The research has concluded that &quot;love, responsibility and happiness&quot; values have been given an extensive place, while &quot;respect and tolerance&quot; have been included a little, and &quot;honesty, humility and simplicity&quot; are not existent. No negative values have been identified in the songs.