ethanporcaro/eric-fulltext-meta huggingface dataset:
What Shall I Tell My Children Who Are Black? An Overview of Parent Education Research during the Civil Rights Era and Beyond
Author: Slaughter-Defoe, Diana T.
Date: 2005-00-00
Type: Journal Articles
Subjects: Parent Education,Educational Research,Civil Rights,United States History,Child Rearing,African Americans,Parent Participation,Empowerment,Parents as Teachers,Voting,Citizenship,Civil Rights Legislation,Federal Legislation

In this paper the author argues that during the Civil Rights era, during that time of great concern regarding Black American voting and citizenship rights, ideas about rearing young Black children in the United States were explicitly introduced to guide parent education programs. Early emphases on deficits linked to educability, shifted to themes associated with parental empowerment, ecological and cultural sensitivity, social supports for family strengths, and most recently, parental involvement and empowerment, particularly vis-à-vis urban school reform. The themes, also inevitably political in nature, provide background to parent education research focusing on Black children. Given political and social conditions in Black communities, expert opinion on parental behavior and &quot;parents as teachers&quot; of children competes strongly with the conviction that outsiders have little understanding of the realities confronted by Black families. The author concludes by discussing what she believes the continuing challenge is to educability, voting and citizenship that parents of Black children must confront in the near future, notably, parental empowerment.
The Effect of Teachers&apos; Scaffolding and Peers&apos; Collaborative Dialogue on Speech Act Production in Symmetrical and Asymmetrical Groups
Author: Ajabshir, Zahra Fakher
Date: 2020-01-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Teaching Methods,Language Proficiency,Second Language Learning,Second Language Instruction,English (Second Language),Problem Solving,Pragmatics,Task Analysis,Cooperative Learning,Teacher Student Relationship,Speech Acts,Comparative Analysis,Scores,Pretests Posttests,Interlanguage,Sociocultural Patterns,Language Tests,English Literature,Language Teachers,Teacher Education Programs,Instructional Materials,Foreign Countries

Recently, the field of instructed pragmatics has seen a shift of paradigm from the prevailing cognitive approaches to socially-oriented ones, revolving around the notions like collaborative dialogue and sociocultural theory. Drawing on the notion of collaborative dialogue, this study investigates the extent to which teacher's scaffolding and peers' collaborative dialogue assist EFL learners' to produce requests, apologies, and refusals. It also explores the effect of symmetrical and asymmetrical proficiency pairings during the participants' collaborative dialogue on the production of speech acts. To this end, three intermediate-level intact classes were randomly assigned to the teacher's scaffolding (TS), peers' collaborative dialogue (PCD), and control groups. The PCD group was also divided into symmetrical and asymmetrical pairs based on their pragmatic pretest scores. The treatment lasted for 11 sessions. Each session involved the metapragmatic instruction followed by pragmatic problem-solving tasks, with the TS group getting the teacher's scaffolding and the PCD group collaborating in pairs while doing the tasks. The ANOVA and independent samples t-test results of the post-test scores revealed the superiority of the PCD group over the TS group. Asymmetrical pairs were also found to outperform their symmetrical counterparts. The findings reveal the potentiality of peer mediators in L2 pragmatic acquisition and point to interlanguage pragmatic gains associated with an asymmetrical proficiency pairing.
The Socio-Pragmatic, Lexico-Grammatical, and Cognitive Strategies in L2 Pragmatic Comprehension: The Case of Iranian Male vs. Female EFL Learners
Author: Malmir, Ali
Date: 2020-01-00
Type: Journal Articles
Subjects: Gender Differences,Second Language Learning,Second Language Instruction,English (Second Language),Pragmatics,Interlanguage,College Students,Protocol Analysis,Language Processing,Grammar,Communication Strategies,Teaching Methods,Foreign Countries,Language Tests,Translation,Language Teachers,Teacher Education,Majors (Students),Verbal Communication,Learning Strategies,Communicative Competence (Languages)

Since its inception, pragmatic competence has been studied vastly; the majority of these studies, however, have examined pragmatic production, and pragmatic comprehension is chiefly under-researched. This lack of adequate research also stands true for the underlying pragmatic comprehension processes and strategies. Therefore, the present investigation aimed to find out L2 pragmatic comprehension strategies used by 40 (F=20, M=20) Iranian EFL learners and to discover whether there would be any differences between interlanguage pragmatic comprehension strategies used by male and female learners. Participants, selected based on stratified random sampling, were chosen on the basis of their performance on a paper-based TOEFL out of the initial sample of 90 students. Three data collection instruments were employed: a validated pragmatic test (Tajeddin &amp; Ahmadi Safa, 2010), concurrent verbal think-aloud protocols, and retrospective verbal think-aloud protocols. Data analysis revealed three classes of pragmatic comprehension strategies. First, socio-pragmatic strategies that included politeness, formality, indirectness, and distance/power influences. Second, lexico-pragmatic strategies which were more frequent than grammatical strategies in the second category. Third, the cognitive strategies that comprised both top-down and bottom-up processing strategies in L2 pragmatic comprehension. Furthermore, it was found that gender did not play any significant role in the use of pragmatic comprehension strategies. Study findings suggest that explicit teaching of pragmatic comprehension strategies helps learners promote their L2 pragmatic comprehension.
Examining the Relationship between Teacher Perceptions of Implementation of the SDLMI and Student Self-Determination Outcomes
Author: Shogren, Karrie A.
Date: 2020-02-00
Type: Journal Articles
Subjects: Teacher Attitudes,Models,Self Determination,Self Efficacy,Intervention,Special Education Teachers,Students with Disabilities,Intellectual Disability,Attitude Change,Fidelity,Program Implementation,Secondary School Students,Transitional Programs,Late Adolescents

This study explored teacher perceptions of their ability to implement the Self-Determined Learning Model of Instruction (SDLMI) with fidelity and the impact of these perceptions on student self-determination outcomes on the Self-Determination Inventory: Student Report (SDI:SR). Using a piece-wise growth model, we found stability in teacher perceptions of their implementation over a 2-year period even with the introduction of a second transition-focused intervention to a subset of the sample. Using a mediation model, we then found a complex relationship between teacher perceptions of fidelity and student outcomes on the SDI:SR. We found that teacher-perceived fidelity over the course of the year was influenced by students' beginning of the year self-determination status and that teacher-perceived fidelity then affected students' end of the year self-determination status. The findings suggest an interactive relationship between teacher perceptions of implementation and student outcomes. Implications for research and practice are discussed.
The Comparative Effects of Planning Time and Task Conditions on the Complexity, Accuracy and Fluency of L2 Writing by EFL Learners
Author: Fazilatfar, Ali Mohammad
Date: 2020-01-00
Type: Journal Articles
Subjects: Language Fluency,Second Language Learning,Second Language Instruction,English (Second Language),Comparative Analysis,Task Analysis,Accuracy,Persuasive Discourse,Writing (Composition),Correlation,Writing Processes,Writing Evaluation,Essays,Writing Tests,Pretests Posttests,College Students,Foreign Countries,Language Tests

The present study was an attempt to investigate the differential effect/s of three different planning time scenarios (i.e. 0 min, 10 min, &amp; 20 min), as well as three task conditions of (1) topic given, (2) topic and ideas given, and (3) topic, ideas and macrostructure given on EFL learners L2 writing complexity, accuracy and fluency (CAF). One-hundred-eight male and female participants were randomly assigned to three time-conditions, each with 36 members. Each time-condition group was itself divided into three smaller groups of 12, each with a particular task condition. The results of the comparison of the groups who were engaged in the argumentative writing task revealed that planning time significantly influenced the complexity of the essays, and the writers in the 20-minute planning time group produced more complex texts compared with those in the zero-minute planning time group. However, no significant effect of task conditions, as well as no interaction between planning time and task conditions were found. Moreover, task conditions affected the general accuracy of the writers' performance in all tasks. The pairwise comparisons showed a marginally better accuracy of texts in the condition of topic, ideas, and macrostructure given as opposed to the topic given condition. The findings of this study provide beneficial implications for language teachers and learners in developing their writing quality particularly with regard to the CAF triad, and stress the significance of planning time before conducting a written output task in the complexity of the output.
Do Students Feel That They Are Assessed Properly?
Author: Isik, Ali
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Student Evaluation,Evaluation Methods,Elementary School Students,Secondary School Students,College Students,English (Second Language),Second Language Instruction,Faculty Development,Teacher Competencies,Language Teachers,Student Role

As each and every language learner is subject to assessment, a sound and valid assessment plays a pivotal role in foreign language education. This study focuses on how assessment is perceived by English as a foreign language (EFL) students in the Turkish EFL context with the participation of 481 EFL students from 24 K-12 level schools and 8 universities. A mixed-methods research design was adopted, and the data were collected through a questionnaire, follow-up interview, and observation. The results showed that the students were not satisfied with the assessment practices and they did not feel like they were assessed. It was also observed that the traditional approach focusing on the formal properties of English was commonly practiced while assessing the students. Moreover, it was found that the assessment quality in the schools was low and it was taken as a formal requirement to grade students. The final part of the paper suggests the need for a comprehensive teacher-training in assessment to increase the assessment literacy of English teachers.
African American Girls&apos; Virtual Selves
Author: Scott, Kimberly
Date: 2005-00-00
Type: Journal Articles
Subjects: African Americans,Females,Urban Schools,Social Development,Academic Achievement,Technological Literacy,Feminism,Peer Influence,Telecommunications,Race,Theories,Interaction,Networks,Elementary School Students,Grade 6,Friendship,Computer Mediated Communication,Interpersonal Communication

This article discusses the results of two qualitative studies concerning a group of 58 African American girls attending an urban school district. Findings from the first study document year one of a longitudinal project examining how the girls develop socially and academically in a state-operated school district. Data from the second study illustrate how a subgroup of the girls (n=22) develop their technology skills. Drawing on Black Feminist Theory, this article compares the findings from both projects to explore how this group of African American girls' peer behaviors, recorded during their school interactions, juxtapose with their peer interactions in cyberspace.
Exploring an EFL Teacher&apos;s Beliefs and Practices in Teaching Topical Debates in Mainland China
Author: Lan, Wang
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English (Second Language),Second Language Instruction,Teacher Attitudes,Beliefs,Teaching Methods,Teacher Effectiveness,Student Characteristics,Teacher Competencies,Language Proficiency,Thinking Skills,Persuasive Discourse,Debate,College Faculty,College Students,Majors (Students)

Research on EFL teachers' beliefs and practices is significant for teaching effectiveness. This paper investigated and compared the convergences and discrepancies between an EFL teacher's stated beliefs and observed classroom practices related to teaching an L2 speaking-oriented Topical Debates course. In mainland China, Topical Debates is a credit-bearing course that focuses on addressing both sides of an issue, as well as the associated different views. It is a compulsory course for English majors and an optional course for non-English majors. A qualitative case study with interviews and classroom observations was applied over two months. The findings indicate that the teacher generally practiced what she believed in the classrooms. Although some discrepancies existed, the reasons are related to the context of the teaching as well as learner factors, including their lack of preparation and their language proficiency level. The findings also demonstrate that this teacher held many common educational beliefs, which are highly crucial for teaching Topical Debates, such as critical thinking and logical thinking. The results suggest that it is necessary for EFL teachers to regularly and systematically examine the relations between their beliefs and practices through reflective practices for a better monitoring of their daily teaching practicums.
Philadelphia School Reform: Historical Roots and Reflections on the 2002-2003 School Year under State Takeover
Author: Travers, Eva
Date: 2003-00-00
Type: Journal Articles
Subjects: Urban Schools,Educational Change,School Districts,State School District Relationship,Educational History,Politics of Education,Educational Finance,Academic Achievement

On Friday, June 20, 2003, the &quot;New York Times&quot; reported that, &quot;This was the year that school reform began in Philadelphia. The state has taken over the school system, which had been failing for years and brought in seven outside managers to run 45 of the lowest performing elementary and middle schools.&quot; In fact, this was the school year that Philadelphia underwent probably the most radical urban education reform effort of any school district in the country, but it was hardly &quot;the year that school reform 'began' in Philadelphia.&quot; In this article, the author first discusses the history and context of the current Philadelphia education reforms under state takeover. She then discusses some of the key features of the educational reforms and the conflicting theories of action they represent. Finally, she concludes with a a discussion of some findings from the first year of a collaborative research and public awareness project in which she has been participating with a team of educational researchers at Research for Action.
School Reform on the Inside: Teacher Agency at One Philadelphia Middle School
Author: Niesz, Tricia
Date: 2003-00-00
Type: Journal Articles
Subjects: Educational Change,Middle School Teachers,Teacher Empowerment,Teacher Attitudes,Professional Identity,Adjustment (to Environment),Teacher Improvement

The classroom is at the heart of the often-mixed messages of school reform and school practice. Educators must make sense of these mixed messages in order to engage in the work of teaching. Viewing educators as social agents amid the complexity of educational discourse and practice provides a distinctly different lens on reform than those traditionally used by policymakers. In this article, the author explores how teachers at one Philadelphia middle school engaged their agency in order to navigate the complicated terrain of school reform. The author examines how, in the midst of negotiating the demands of top-down reform, these educators attempt to find ways to teach in alignment with their professional and personal beliefs about schooling.
Living &quot;Brown&quot; Then, Living &quot;Brown&quot; Now
Author: Gipson, William
Date: 2004-00-00
Type: Journal Articles
Subjects: Desegregation Litigation,School Desegregation,Influences,Racial Segregation,Neighborhoods,Environmental Influences,African Americans,Whites,Public Schools,Private Schools

In this article, William Gipson talks about the impact of two important figures in his life--his maternal grandfather, a Louisianian born in 1906 and his own father, a very outspoken, strong-willed minister. Gipson discusses their influence as he grew up in segregated communities in the South and the impact of &quot;Brown v. Board of Education.&quot; He concludes by reflecting on his own children's lives growing up in integrated neighborhoods.
Simple Justice or Complex Injustice?: American Racial Dynamics and the Ironies of &quot;Brown&quot; and &quot;Grutter&quot;
Author: Harpalani, Vinay
Date: 2004-00-00
Type: Journal Articles
Subjects: School Desegregation,Desegregation Litigation,Affirmative Action,College Admission,Court Litigation,Elementary Secondary Education,Higher Education,Race,Politics of Education,Immigration,Global Approach,National Security,Social Science Research,Student Diversity,Evidence,Racial Relations

On May 17, 1954, the Supreme Court rendered one of the most important legal decisions in American history. With its first opinion in the &quot;Brown v. Board of Education,&quot; the Court ruled unanimously that racial segregation in public schools was unconstitutional. Writing for the Court, Chief Justice Earl Warren stated that racial segregation should not be allowed even if Black and White schools had equal funding, equal opportunities, and were equivalent in all other resources. The eventual result of the &quot;Brown&quot; decision was the complete breakdown of the legally mandated, or de jure segregation. In 2003, the Supreme Court upheld limited use of race-conscious admissions policies in the University of Michigan Law School case, &quot;Grutter v. Bollinger&quot;; however, even this small victory was threatened in 2004 by the so-called Michigan Civil Rights Initiative, a proposed referendum to eliminate race-conscious measures in all state-sponsored venues. In this essay, the author analyzes American racial dynamics through the lens of &quot;Brown&quot; and &quot;Grutter,&quot; focusing on political interests surrounding the decisions and the evidence considered within them. The author also examines how neoconservatives manipulated these factors to create an ideological racial hierarchy partly routed in educational achievement differences. By comparing and contrasting the cases, the author highlights many of the ironies that characterize these two American civil rights &quot;victories&quot;--half a century apart. Although the lessons are far from clear, several preliminary lessons emerge from this analysis.
Looking for Leadership: Battles over Busing in Boston
Date: 2004-00-00
Type: Journal Articles
Subjects: Busing,Racially Balanced Schools,Desegregation Plans,School Desegregation,Public Schools,Public Education,Civil Rights,Compliance (Legal),State Legislation,Court Litigation,Educational History

In 1954, in the &quot;Brown vs. The Board of Education of Topeka&quot; decision, the United States Supreme Court declared that &quot;to separate [black children] from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely ever to be undone.&quot; To rectify this injustice, the Supreme Court demanded that schools be desegregated &quot;with all deliberate speed.&quot; For the Boston Public Schools, this court order would pose a monumental challenge to citizens and leaders. Desegregation would require a great upheaval in the way in which the Boston School Committee had managed the public education system. Aside from the federal courts, it was unclear who favored the efforts required for systematic desegregation. As the situation became increasingly polarized, few community leaders in Boston actively supported or planned for the desegregation that was made mandatory by the &quot;Brown&quot; decision and subsequent court oversight. However, over an eleven-year period, a series of court decisions sought to elucidate the damage that segregated schooling was doing to black students and require changes that would preclude such harm in the future. This brief case study illustrates the challenges that the nation faces in making change in public schools, an institution that is among the most contested terrain in the US. This challenge is made particularly difficult when it is layered onto of a story of race in America - a story filled with fear and suspicion and a lack of communication.
Applying Student Development Theories: Enhancing International Student Academic Success and Integration
Author: Ballo, Anduena
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Development,Foreign Students,Academic Achievement,Social Integration,Study Abroad,Student Needs,Academic Support Services,College Environment,Student Adjustment,Student Personnel Services,Cultural Background,Holistic Approach,College Students

The student body in many higher education institutions (HEIs) has become more international, although student services are often offered in a generic one-size fits all approach. Traditionally, student services served as a key indicator of student satisfaction and influenced the mobility of international students' choices regarding study programme, HEI, and country of study. However, recent research shows that student services are becoming less important in these regards. Most services offered to international students relate to the student academic experience. In this paper the authors focus on Student Development Theories (SDT) as a way to increase the understanding of how to improve international students' academic success and integration. While there are frameworks in other parts of the world (e.g. students as partners) containing similar elements, the authors contend SDT is substantially different because as a theoretical framework it acknowledges how students develop holistically, as well as what factors and environmental conditions can facilitate their development. The authors argue using SDT as a framework can provide a developmental and holistic approach to international student services. More specifically, they present models viewing student development from the multiple domains, all of which tailor programmes designed for student &quot;success,&quot; and &quot;social and academic integration.&quot;