ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Cognitive Styles and Young Adult Learners' Preferences for Written Corrective Feedback
Author: Moslemi, Negar
Date: 2017-00-00
Type: Journal Articles
Subjects: Cognitive Style,Error Correction,Correlation,Questionnaires,Preferences,Feedback (Response),Measures (Individuals),Written Language,English (Second Language),Second Language Learning,Second Language Instruction,Metalinguistics,Adult Students,Foreign Countries,Statistical Analysis,Student Attitudes

This study aimed to investigate the relationship between learners' cognitive styles and their preferences for different types and frequencies of written corrective feedback and for different types of errors to be corrected. Data were collected from 60 English as a foreign language learners at intermediate and upper-intermediate levels. The instruments included the Ehrman and Leaver Learning Styles Questionnaire, and a questionnaire constructed by Amrhein and Nassaji (2010). The results indicated that there is a strong relationship between learners' cognitive styles and their preferences for a particular type of written corrective feedback and for different types of errors to be corrected; but there is no significant relationship between cognitive styles and learners' preferences for frequencies of written corrective feedback.
High School Students' Affective Reaction to English Speaking Activities
Author: Jorquera Torres, Oliver Camilo
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Affective Behavior,Learning Activities,Foreign Countries,English (Second Language),Second Language Instruction,Role Playing,Teamwork,Pictorial Stimuli,Speech Communication,Semantic Differential,Form Classes (Languages),Emotional Response,Grade 10,Public Schools,Scores,Private Schools

This study aims to measure fifty-two high school students' affective reactions after doing individual and pair-based speaking activities then completing a semantic differential scale of nine bipolar adjectives. Results do not show significant statistical differences between the two types of activities or the schools involved in this study, but participants from both schools present a similar affective reaction towards individual and pair-based speaking activities.
From Therapy to Instruction: The Effect of Systemic Strategies on the Oral Performance of Foreign Language Learners
Author: Sánchez Solarte, Ana Clara
Date: 2017-00-00
Type: Journal Articles
Subjects: Anxiety,Second Language Learning,Intervention,Second Language Instruction,Oral Language,Task Analysis,Teaching Methods,Foreign Countries,Undergraduate Students,Teacher Education Programs,Language Teachers,English (Second Language),French,Spanish,Qualitative Research,Student Attitudes,Behavior Change,Outcomes of Education,Performance,Pretests Posttests,Psychology,Workshops,Communication (Thought Transfer),Likert Scales,Measures (Individuals),Therapy,Statistical Analysis

This paper reports the results of a group intervention based on strategies derived from the systemic therapy model--brief strategic therapy. These strategies aimed at decreasing the anxiety levels commonly found in oral performance tasks related to L2 learning. Thirteen students from different semesters who belonged to two foreign language teaching programs participated in four weekly 40-minute group sessions. The pre- and post-assessments suggest a meaningful reduction of anxiety levels (t = 8.978 p &lt; 0.05; ES = 2.49). The results suggest that the application of the strategies is highly effective and beneficial for anxious L2 learners.
Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students
Author: Gómez Burgos, Eric
Date: 2017-00-00
Type: Journal Articles
Subjects: Essays,Expository Writing,Literary Genres,Writing Instruction,Teaching Methods,Intervention,Undergraduate Students,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Action Research,Semiotics,Sociocultural Patterns,Comparative Analysis,Teacher Education,Language Teachers,Academic Discourse,Diaries,Instructional Effectiveness

The following article reports the results of an action research project conducted in a public university in Chile. The project consisted of exposing ten undergraduate students from an English pedagogy program to a genre-based approach to writing expository essays. During eight weeks the three stages of the genre-based approach, namely: deconstruction, joint construction, and individual construction, were adapted and developed with the participants. Results gave evidence that a genre-based approach to teaching expository essays is effective in this context because after the application of the action research project, the students' compositions improved in comparison to the participants' pre-intervention essays.
Exploring English Teachers' Perceptions about Peer-Coaching as a Professional Development Activity of Knowledge Construction
Author: Castañeda-Londoño, Adriana
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Second Language Instruction,English (Second Language),Language Teachers,Peer Teaching,Observation,Feedback (Response),Anxiety,Self Concept,Qualitative Research,Pretests Posttests,College Faculty,Foreign Countries,Professional Identity,Action Research,Surveys

Teachers' knowledge and how they construct it is an area that deserves attention when it comes to producing fruitful professional development practices. This small-scale action research aims at identifying the perceptions of three teachers in a private language center about peer-coaching and their actual construction of knowledge in a peer-coaching activity. Data were collected through two narratives and the transcription of recorded conversations among participants after the observation of their classes. The results suggest that before peer-coaching teachers held three types of perceptions towards observation and feedback: a cautious approach, an identity tension approach, and a celebratory approach. After peer-coaching one sees that two perceptions emerged: observation and feedback entail, on the one hand, high anxiety about teachers' self-image; and on the other, observation and feedback show a deep sense of their selves.
Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education
Author: Gonzales, Sandra M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Cultural Differences,English (Second Language),Second Language Learning,Parent Participation,Interviews,Educational Practices,Academic Achievement,Critical Theory,Teacher Attitudes,Correlation,Parent Teacher Cooperation,Teacher Education,Cultural Capital,Outcomes of Education,English Language Learners,Elementary Secondary Education,Educational Theories,Qualitative Research

In the United States parental involvement is an important part of a child's education, and teachers often rely on parents to boost student achievement. This qualitative analysis employs a two-step process, first examining the data with regards to parental involvement and then using critical theories in education to examine the intersections between parental involvement findings and subtractive schooling practices in order to highlight how educational praxis, teacher perspectives, and school climate impact both parental involvement and school achievement for culturally and linguistically diverse (CLD) students.
Whiter Shade of Pale: Making the Case for Jewish Presence in the Multicultural Classroom
Author: Rubin, Daniel Ian
Date: 2017-00-00
Type: Journal Articles
Subjects: Jews,Cultural Pluralism,Racial Bias,Misconceptions,Social Justice,Racial Discrimination,Higher Education,Acculturation,Success,Racial Attitudes,Whites,Multicultural Education,Self Concept,Power Structure,Teaching Methods,Religious Cultural Groups,Judaism

Despite over 4,000 years of persecution, American Jews and antisemitism continue to be overlooked in university multicultural and social justice classroom discussions. This is due to many factors, such as the misconceptions that Jews are solely a religious group, are White and have completely assimilated into American culture, and are economically successful. Jews are a distinctive group in the United States who continue to experience racism and oppression. In order to validate the racism and discrimination of Jews in the United States, university multicultural and social justice programs must begin to discuss the issues pertaining to antisemitism.
Being Black (and) Immigrant Students: When Race, Ethnicity, and Nativity Collide
Author: Mwangi, Chrystal A. George
Date: 2017-00-00
Type: Journal Articles
Subjects: Blacks,Immigrants,Guidelines,Educational Experience,Educational Research,Preschool Education,Elementary Secondary Education,Higher Education,Meta Analysis,Race,Content Analysis,Social Structure,Cultural Background,Self Concept,Biculturalism,Literature Reviews

While Black immigrants share some of the racialized experiences of native-Black Americans, they also have distinctive experiences. U.S. education presents an important environment to investigate these experiences as immigrants have the fastest growing child population and these children are increasingly entering the education system. This paper engages a systematic review of the growing body of literature centering on Black immigrants across the U.S. P-20 pipeline (preschool through graduate school). Findings reveal that the presentation of Black immigrants is incomplete in terms of the frameworks and research designs used to examine their educational experiences, pointing to a larger issue of a single narrative concerning this group.
Navigating the Meanings of Social Justice, Teaching for Social Justice, and Multicultural Education
Author: Cho, Hyunhee
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Justice,Multicultural Education,Teaching Methods,Correlation,Literacy,Teacher Education,Equal Education,Political Attitudes,Critical Literacy,Disadvantaged,Power Structure,Educational Theories

This article uses well-received contemporary scholarship--works by Iris Young, Nancy Fraser, Morva McDonald, Connie North, and Geneva Gay--to illuminate a high degree of coherence among the substantive meanings of social justice, teaching for social justice, and multicultural education. Based on these relationships, the article suggests that social justice is an inherent feature and goal of multicultural education, and the discourses between teaching for social justice and multicultural education should be mutually associated with one another to more effectively promote social justice. The article closes by outlining personal literacy that has the potential to enrich research and practice in multicultural education.
Long Ago and Far Away: Preservice Teachers' (Mis)conceptions Surrounding Racism
Author: Wilson, Melissa Beth
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Racial Bias,Misconceptions,Cultural Context,Critical Theory,Race,Content Analysis,Teacher Educators,Teacher Education,Definitions,Student Attitudes

This study examines a large data set of preservice teachers' definitions of racism at the beginning and at the end of a teacher training program in the Southeastern United States. Using the methodology of Critical Content Analysis that is grounded in Critical Race Theory, the authors found that the majority of the definitions illustrate a removed, passive, and old-fashioned conception of racism indicative of reluctance on the part of both preservice teachers and their university trainers to grapple with the historical and cultural context of the geographical area as well as to acknowledge the systemic nature of racism.
&quot;Into the Realm of the Politically Incorrect&quot;: Intercultural Encounters in a Service-Learning Program
Author: Palpacuer-Lee, Christelle
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Intercultural Communication,Teacher Education Programs,Program Descriptions,World Views,Personal Narratives,Cultural Awareness,School Community Programs,Second Language Learning,Second Language Instruction,Journal Writing,Student Attitudes,Observation,Critical Theory,Self Concept,Language Teachers,Qualitative Research,Elementary School Teachers,Graduate Students,Elementary School Students,Preservice Teachers

Now more than ever, teachers of world languages are encouraged to become intercultural mediators in their communities and classrooms. This study describes the impact of an innovative community-based teacher education program for developing participants' interculturality. Building on narrative methods of investigation, we explore the potential of community-based service-learning as a social space in which participants learn to recognize and mediate worldviews. The data come primarily from field observations and pre-service teachers' journaled reflections. We illustrate our findings through a series of narratives that serve as a frame for locating cultural recognition and learning.
The Same but Different: Making Meaning from Modified Texts with Cross-Cultural Themes
Author: Leung, Cynthia B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Reader Response,Cultural Influences,Grade 5,Group Discussion,Video Technology,Comparative Analysis,Misconceptions,Student Interests,Reading Materials,English Language Learners,White Students,Qualitative Research

Reader response theory provides the framework for the present study that explored literary elements and cultural responses of fifth-grade students to two modified versions of a cross-cultural text, &quot;Homesick: My Own Story&quot; by Jean Fritz. One group of students read the first chapter of the book and another group read a modified basal reader version that had deleted cultural information. Group discussions of the texts were videotaped and transcribed. Through constant comparative analysis of field notes and transcripts, two themes emerged: (a) personal interest and connections to stories and (b) cultural implications and misinterpretations.
A Novice Bilingual Teacher's Journey: Teacher's Noticing as a Pathway to Negotiate Contradictory Teaching Discourses
Author: Musanti, Sandra I.
Date: 2017-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Elementary School Teachers,Bilingual Teachers,Observation,Grade 4,Teaching Methods,Qualitative Research,Case Studies,Educational Practices,Semi Structured Interviews,Data Analysis,Classroom Communication,Questioning Techniques,Outcomes of Education,Language Acquisition,Bilingual Education

This qualitative case study investigates a fourth grade novice bilingual teacher's repertoire of practice during her first year of teaching. Drawing on recent work on teacher noticing, the study explores how the teacher negotiates prevailing bilingual education discourses. Two themes are discussed: how this novice teacher embraced bilingual teaching while questioning practices and policies and how she negotiated contradictions through multiple attempts to redefine her teaching practices. Findings show how the teacher's ability to notice framed her possibility to bridge her understandings about teaching, her critical pedagogical discourse, and the contextual contradictory discourses predominant in her school about bilingual education.
Beyond US-Centered Multicultural Foundations on Race
Author: Jupp, James C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Multicultural Education,Race,Power Structure,Cultural Pluralism,Racial Identification,Books,Racial Bias,Racial Attitudes,Ethics

Our conceptual essay begins with the recognition of the U.S. racialized tragedy and embattled discussions on race. Within this tragedy and embattled discussion, we attempt to renew and reinvigorate authentic, dialogic, and vulnerable exchanges on race. With this focus, we critique yet further advance multicultural foundations' notions of racial identity predominant in the academy and in broader national discussions on race. Critiquing yet advancing multicultural foundations, we emphasize conceptual content from five books on race and power by Cornel West. Working through West's conceptual content, we emphasize complex and historicized identifications and relationalities as key concepts in the present moment.
Defining Intercultural Education for Social Cohesion in Malaysian Context
Author: Kaur, Amrita
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Context Effect,Multicultural Education,Definitions,Qualitative Research,Stakeholders,Social Integration,Interviews,Policy Formation,Program Implementation,Progress Monitoring,School Culture,Diversity (Institutional),Teacher Attitudes,Administrator Attitudes,Parent Attitudes,Student Attitudes,High School Students,Higher Education,Questionnaires

Schools are considered as powerful institutions that are capable of fostering a sense of coherence and common identity to integrate students of different ethnic, social, and cultural origins. Effective implementation of intercultural education at schools can facilitate social integration. However, it is important that the design and implementation of intercultural education be guided by the knowledge and understanding of the issues and patterns of discrimination and complexities within its context. This qualitative study explored perspectives of key stakeholders involved in the education process to define a framework for intercultural education in Malaysian context for successful social cohesion. The findings are discussed in terms of practical application for educators, researchers, and policymakers.
Students as Change Agents in the Community: Developing Active Citizenship at Schools
Author: Akin, Sibel
Date: 2017-06-00
Type: Journal Articles
Subjects: Change Agents,Citizenship,Qualitative Research,Case Studies,Student Attitudes,Social Studies,Middle School Students,Grade 8,Formative Evaluation,Interviews,Teacher Attitudes,Focus Groups,Content Analysis,Values,Foreign Countries,Observation,Program Evaluation,Democracy,Civil Rights,Citizenship Education,Teaching Methods

Promoting active citizenship is seen as invaluable for educational practices in schools particularly in existing social, political, economic, and cultural context of Turkish society. The present study is part of a European Union project that aimed to help students develop knowledge, skills, attitudes and values to actively participate in democratic life, mainly by learning and exercising their rights and responsibilities as citizens both at school and also in their community. The study explored the knowledge, skills, attitudes and values developed by students through the project which are considered to be necessary for active citizenship. Employing qualitative multiple case research design, the sample consisted of 82 eight-grade students and 3 social studies teachers from three different middle schools in Ankara. The data were collected during and after the implementation of activities through observation, formative evaluation forms, student focus group discussions, teacher interviews, and the project evaluation form. The data were analyzed by content analysis method. The findings portrayed that the project activities were conducive to develop the characteristics of active citizenship in students in terms of the knowledge, skills, attitudes and values.
Development of a Self-Efficacy Scale toward Piano Lessons
Author: Kurtuldu, M. Kayhan
Date: 2017-06-00
Type: Journal Articles
Subjects: Music Education,Test Construction,Self Efficacy,Self Concept Measures,Likert Scales,Statistical Analysis,Correlation,College Students,Test Reliability,Test Validity,Foreign Countries,Factor Analysis

This study aimed to develop a valid and reliable scale to determine students' levels of self-efficacy toward piano lessons. The sample consisted of 456 university-level piano students enrolled in Music Education programs. Experts in language and the field of music were consulted to establish content validity of the items included in the scalar survey applied as a research instrument. Furthermore, a KMO (Kaiser-Meyer-Olkin) sample adequacy test was carried out in the data analysis phase; Bartlett's test was applied to specify the level of factorability for the scale; a principle components factor analysis and confirmatory factor analysis were carried out for the items in the scale; the total correlation of the items was determined; and correlation measurements between subtitles and total points of the scale were performed. In addition, the Cronbach's Alpha coefficient test was applied to determine the scale reliability. To specify the internal consistency and reliability of the scale, the alpha test focused on subtitles, in particular. Additionally, test-retest, test reliability, split-half and cross-validation analyses were carried out to test the validity and reliability of the scale. At the conclusion of these analyses, the &quot;Piano Lesson Self-Efficacy Scale&quot; was accepted as a valid and reliable measurement tool.
The Mediating Role of Self-Esteem: The Effects of Social Support and Subjective Well-Being on Adolescents' Risky Behaviors
Author: Savi Çakar, Firdevs
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Esteem,Social Support Groups,Risk,Health Behavior,Well Being,Correlation,Computer Software,High School Students,Self Concept Measures,Measures (Individuals),Student Attitudes,Statistical Analysis,Goodness of Fit,Factor Analysis,Foreign Countries,Structural Equation Models,Path Analysis

This research is a descriptive study based on the testing of a structural model developed by considering the effects of perceived social support and subjective well-being on adolescents' risky behaviors, and the possible mediating role of self-esteem. Participants consisted of 676 high school students attending formal education institutions, including 376 girls and 300 boys. Data collection employed the use of the Coopersmith Self-Esteem Inventory-Short Form, Risky Behaviors Scale, Social Support Rating Scale for Children and Adolescents, Subjective Well-being Scale, and a personal information form. LISREL 8.51 software was used in the establishment of the structural model, and analyses revealed sufficient levels of model-data fit indices. Accordingly, subjective well-being and perceived social support, together with the mediating effect of self-esteem, explained 29% of the variation in risky behaviors.
Content Analysis of Curriculum-Related Studies in Turkey between 2000 and 2014
Author: Aksan, Elif
Date: 2017-06-00
Type: Journal Articles
Subjects: Content Analysis,Curriculum Development,Foreign Countries,Educational Research,Secondary School Curriculum,Qualitative Research,Data Collection,Educational Change,Memorization,Educational Improvement,Class Size,Time Factors (Learning),Educational Quality,Instructional Materials,Training,Tests,Barriers,Educational Objectives,Educational Assessment,Intellectual Disciplines,Research Methodology

This study aims to carry out a content analysis determining the general framework of studies related to curriculum. For this purpose, 154 curriculum-related studies carried out in Turkey between 2000 and 2014 were examined in terms of year, sample, method, data collection technique, purpose, and result. The most studies related to curriculum were observed to have been performed in 2013, generally with teachers and evaluating 6th-8th grade curricula; the focus has been on qualitative research methodology and data acquisition mostly took advantage of the curriculum. The curriculum has guided students away from memorization; the content has been improved and covers changes that have occurred in the world. The major problems in how well curricula can be applied were reported as crowded classrooms and insufficient class duration, quality materials, and in-service training's. Inconsistencies between curricula and exams have also been reported. These results become more of an issue in terms of illuminating curricular development in Turkey as a whole and in terms of demonstrating the reasons for difficulties in reaching the desired goals.