ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing for Student Teaching: Preservice Teacher Reflections on Field Experience
Author: Sohn, Lucinda N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Teaching,Preservice Teachers,Reflection,Field Experience Programs,Teaching Experience,Student Attitudes,Reflective Teaching

This qualitative study takes place at a regional public university and partner public K-12 school district in the Southwestern United States. The study asked the research question: How have field experiences, in senior block courses, influenced/shaped students' perceptions in the semester before student teaching? Reflective data was collected from preservice teachers participating in a field course the semester prior to student teaching. This research is significant to understanding how to prepare preservice teachers. The findings indicate that field experience is valuable to preservice teacher development, particularly surrounding fostering equitable classrooms.
Traces of Linguistic Imperialism Enacted through Discursive Strategies in ELT Textbooks in Indonesia
Author: Budairi, Ahmad
Date: 2018-00-00
Type: Journal Articles
Subjects: Textbooks,Content Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Language Attitudes,Teaching Methods,Foreign Countries,Language Role,Foreign Policy,Case Studies,High School Students,Cultural Awareness,Cultural Context

Although in many educational contexts textbooks serve as the backbone of teaching, providing practical guides for teachers as well as useful references for learning progress, they could also serve as a site of struggle for many competing discourses. ELT textbooks bear particular relevance here, as they place English at the center of prominence while serving as a medium for knowledge transmission. This paper reports on part of the findings of a case study examining the exercise of dominant discourses in two ELT textbooks for high school in Indonesia. The analysis revealed that there are imbalanced power relations--enacted through such discursive strategies as &quot;foregrounding,&quot; &quot;backgrounding&quot; and &quot;framing&quot; in two areas: topics and visuals. These strategies were understood as part of the author's attempt to preserve the hegemonic status of English and its associated dominant ideology in ways that reflect traces of linguistic imperialism. With regard to the pedagogical value of the textbooks, this paper offers some suggestions on how the textbooks could be more engaging and culturally sensitive towards learners' socio cultural context. The discussion concludes with an appeal for more balanced representation between the discourse of the third world and that of Britain in ELT textbooks in Indonesia.
Improving Students&apos; Writing Skills through the Application of Synectic Model of Teaching Using Audiovisual Media
Author: Ruhama, Ufi
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Skills,Writing Improvement,Teaching Methods,Junior High School Students,Foreign Countries,Writing (Composition),Audiovisual Instruction

Writing might be difficult for some people (Alwasilah, 2007). Some students can speak English fluently and confidently, although since they have difficulties in conveying their ideas in writing. Thus, it needs the effective and efficient model of teaching to improve the teaching learning process. Synectic model of teaching is a model applied to enhance students' ability to write. This model combines various forms of metaphoric thinking to see old ideas in different ways. In this research, the researcher used audiovisual media to support learning. The purpose of this research is to find out students' improvement in writing descriptive texts using synectic model of teaching. The sample of the research was 36 students of class IXD in MTsN 2 Pontianak. The research was Classroom Action Research using Kemmis and MC Taggart model with two cycles. The result shows that there is improvement in students writing skill. The mean score of pre-test is 56.01, posttest 1 is 66.5, and posttest 2 is 87.46. It means the application of synectic model of teaching using audiovisual media is able to increase students' ability in writing descriptive text.
A Comparative Genre-Based Analysis of Move-Step Structure of RAIs in Two Different Publication Contexts
Author: Alharbi, Sultan H.
Date: 2021-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Research Reports,Text Structure,Applied Linguistics,Computational Linguistics,Periodicals,Journal Articles,Arabs,Language Variation,English (Second Language),Second Language Learning,Language Styles

This genre-based study investigates the move-step structure of two sets of English-medium research article introductions (RAIs) in the field of applied linguistics using Swales' (1990, 2004) Create a Research Space (CARS) model of move/step analysis. A corpus of 30 RAIs from two English-medium research articles (15 International and 15 Local) was selected. The international research articles written for an international readership were selected from the journal &quot;English for Specific Purposes,&quot; while the local research articles, written for local readers, were selected from &quot;Arab World English Journal.&quot; The findings indicated that although the three moves suggested by the CARS (Swales, 1990, 2004) model appeared in the two subcorpora, some variation was observed with respect to the range of moves employed in each subcorpus. As expected, Move 2 was not always found in texts in the Local subcorpus. In terms of steps and sub-steps analysis, the findings showed the three steps and sub-steps of Move 1 are conventional in the International and Local applied linguistics RAIs. Further, while M2-S1B is conventional and M2-S1A is optional in the Local subcorpus, these two sub-steps of Move 2 are conventional in the International subcorpus. There were no striking differences between the two subcorpora with regard to the employment of the proposed steps of Move 3. Limitations and the implications of the findings, as well as recommendation of some suggestions for future research are provided.
A Neurodidactic Model for Teaching Elementary EFL Students in a College Context
Author: Barbosa, Edwin Y.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Communication Skills,Undergraduate Students,Educational Theories,Foreign Countries,Likert Scales,Student Attitudes,Case Studies,Brain Hemisphere Functions,Neurosciences,Learning Processes,Measures (Individuals),Reliability

The purpose of this study was to propose a neurodidactic model for the development of primary communication skills in 1st year students of English as a Foreign Language at the University of Pamplona. Conceptually, the variables were supported upon relevant educational theories, language acquisition theoretical constructs and recent neuroeducational tenets. This was a descriptive, explanatory field, and projective research, which used a non-experimental cross-sectional design. 102 students formed the population, while the sample was randomly and representatively conformed by 62 individuals. The data collection instrument consisted of a modified Likert scale survey with 45 items. As for the reliability and validity, they were determined by expert judgment, discriminant analysis by item, as well as Cronbach's a reliability coefficient of 0.873 for the first and through a pilot test of 20 individuals; the second being a coefficient of 0.880. The results indicated an averagely high didactic methodology against a very high neurodidactic methodology, obtaining a relationship between the two approaches that endorses the implementation of brain-based strategies to enhance the learning of a foreign language.
A Study of Implicature in Daredevil Web Series Movie
Author: Prakoso, Isnaini Jalu Rakhmat
Date: 2018-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Inferences,Pragmatics,Second Language Learning,English (Second Language),Context Effect,Films,Communication Strategies,Communication Problems

People especially them who use English as foreign language tend to feel difficult to understand the implicature, they need to infer the implicature in order to get what the actors mean in a movie. This study is aimed to identify the implicature and their maxim violation and find out how the violating maxims occur in Daredevil web series movie. The study is conducted by using a mixed (qualitative-quantitative) method. The research object of this study is about implicature and the violation of the maxim. The subject of this study is a web series movie script entitled Daredevil, the scripts are taken from season 1 episode 1 until 3. To collect the data, the writer uses note taking technique. The writer uses pragmatic referential method (&quot;metode padan pragmatis&quot;) to analyze the data qualitatively, and then count the frequencies of the data quantitatively. The result shows 25 implicatures in Daredevil web series movie that occur because of its violation of the maxim. There are 20% implicature by violating the maxim of quantity, 36% implicature by violating the maxim of quality, 26% implicature by violating the maxim of relation, 18% implicature by violating the maxim of manner. By violating the maxim, the characters produce some implied meanings which can be used to misleading the hearer. The implied meaning of the utterances refers to an expression of agreement, denial, refusal, acceptance and indirect sentence, it depends on how the character uses the implicature.
Developing Culture-Based English Instructional Materials for Grade VII of Junior High School Students
Author: Afifah, Wiwiek
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Materials,Material Development,Textbook Content,Cultural Education,Values Education,Instructional Effectiveness,English (Second Language),Second Language Instruction,Second Language Learning,Junior High School Students,Grade 7,Foreign Countries

The research aims at developing culture-based English instructional materials (henceforth, CBEIM) for grade VII of Junior High School students and reveal its final product representation in terms of its effectiveness. The research design was a research and development. The procedure of product development consisted of conducting needs analysis, designing course grids, developing the first draft, implementing the final draft, and evaluating the final product. The product implementation consisted of the 1st tryout involving 4 students from Yogyakarta State Junior High School (henceforth, Y-SJHS) 10, the 2nd tryout involving 34 students from Y-SJHS 7, and there were 68 students involved in the 3rd tryout. They were from Y-SJHS 9 and Y-SJHS 10. The data were collected by using evaluation sheets, an English achievement test, questionnaire to measure students' level of internalization and actualization toward culture values, and questionnaires for teachers' responses. The data were analyzed by t-test using paired and independent sample with the gain score. The research finding reveals: 1) based on the content expert validation, CBEIM was very good by the aspect of content, language, learning, culture, presentation, and graphical design, whereas based on the graphical design expert, CBEIM was good. 2) Having been implemented, the final product representation was proven to be effective. The students in the experiment classes got a higher improvement than those in the control classes. The statistical calculation of independent samples test with gain score of the English test from the two groups shows the t values of 2.931 with the p = 0.004 &lt; 0.05, while the t-test for equality of means of culture values, t value reached 2.524 and its significance of 2-tailed reached p = 0.037 &lt; 0.05, alpha value ([alpha]=0.05). Since the gain score is smaller than 0.05, CBEIM demonstrates that it can show a significant difference between the experiment and control classess in encouraging students to internalize and actualize the culture values.
Multiple Studies: The Influence of Collaborative Learning Approach on Indonesian Secondary High School Students&apos; English-Speaking Skill
Author: Arta, Berli
Date: 2018-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Instructional Effectiveness,High School Students,Speech Skills,Skill Development,English (Second Language),Second Language Learning,Second Language Instruction,Barriers,Curriculum Implementation,Anxiety,Group Discussion,Student Participation,Self Efficacy,Foreign Countries

To respond the globalization, the importance of English communication skills including speaking skill increases. Looking at Indonesian context, secondary high school students find spoken English much more difficult than written English. Students are good at grammar, reading, and writing but they can hardly speak (Hairdara, 2016). This article proposes collaborative learning approach (CLA) as one suitable solution to solve the obstacles of sharpening English speaking skill due to its benefits. The discussion of this investigation highlights some benefits of CLA in developing speaking skill and the challenges need to be considered as well. Receiving well proven evidence of its benefits, CLA is recommended to be implemented in the teaching and learning of English speaking skill. As the results of this investigation, there are three main benefits of CLA whose implementation can reduce language anxiety, raise students' participation, and increase students' self-confidence.
Pedagogic Code-Switching: A Case Study of the Language Practices of Filipino Teachers in English Language Classrooms
Author: Mangila, Benjamin Baguio
Date: 2018-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Language Teachers,Bilingual Teachers,Teacher Behavior,Indonesian Languages,Classroom Communication,Scaffolding (Teaching Technique),Grade 7,Grade 9,Language of Instruction,English Instruction,Foreign Countries

This study was conducted to primarily investigate the language practices of two bilingual Filipino teachers in English language classrooms. It made use of the qualitative case study guided by Hymes' methodological approach of the ethnography of communication. The findings of this study revealed that teachers made use of code-switching in teaching and they code-switched for several pedagogic purposes. In sentential-level analysis, the results showed that several code-switching acts were made by teachers in classroom discourse. Intra-sentential, inter-sentential, and intra-word code-switch types were most commonly used by teachers while extra-sentential code-switch was not used in their classroom discourses. In pedagogic-functional level analysis, the results revealed that the teachers frequently used code-switching mostly for instructional or content acquisition. The findings also showed that teachers sometimes code-switched for reformulation and facilitation but they rarely code-switched for language acquisition and habitual purposes. This study recommended that a similar study be conducted to gather sufficient data on class interactions through utilizing intensive classroom observations to deepen investigation on teachers' language practices. Furthermore, it also recommended that other methods like interviews could also be done to gather teachers' viewpoints about when and why they code-switch and their attitudes toward their use of code-switching in second language classrooms.
Education Populism? A Corpus-Driven Analysis of Betsy Devos&apos;s Education Policy Discourse
Author: Cohen, Michael Ian
Date: 2021-02-15
Type: Journal Articles
Subjects: Public Officials,Neoliberalism,Political Attitudes,Computational Linguistics,Educational Policy,Policy Analysis,Discourse Analysis,Speeches,Comparative Analysis,Presidents,Advocacy,Privatization,School Choice,Word Frequency,Language Usage,Freedom,Educational Legislation,Elementary Secondary Education,Federal Legislation,Federal Government,Educational Administration

Scholars of political economy have raised the question of whether recent populist movements around the world signal the decline of neoliberal hegemony. What would such a decline mean for education policy, an arena that has been dominated by a neoliberal common sense for several decades? This study investigates the policy discourse of former U.S. President Donald Trump's Secretary of Education, Betsy DeVos, in order to assess the extent to which it aligns with the neoliberal common sense or draws upon discourses of populism that have been gaining traction in the last few years. Using methods of corpus linguistics, I engage in a critical discourse analysis of 59 of DeVos's public speeches delivered between 2017 and 2019 in comparison with a reference corpus of speeches delivered by DeVos's predecessors in the George W. Bush and Barack Obama administrations. The findings, informed by Ernesto Laclau's theory of populism as political logic and discourse, suggest that DeVos deploys several features of populist discourse even as she advocates policies that are characteristically neoliberal. I consider the implications of this discourse for education policy in the US.
All It Takes Is One Click to Join Me on a &quot;Meet&quot;: The Positive Impact of Technology on Peer Observations in the Virtual Learning Environment
Author: Silverman, Jamie
Date: 2021-02-00
Type: Journal Articles
Subjects: Influence of Technology,Preservice Teacher Education,Observation,Coaching (Performance),Electronic Learning,Internship Programs,Middle School Teachers,High School Teachers,Teacher Interns,COVID-19,Pandemics

Physically stepping foot into the middle and high school classroom is the opportunity teacher candidates (TCs) most look forward to as they enter their final year in our middle and secondary teacher preparation program. It is in this internship year when TCs practice the theory they have learned and start making their own pedagogical choices. The internship year and its experiences are recognized by AMLE Standard 1: &quot;Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to young adolescent development and use that knowledge in their practice&quot; (AMLE, 2012). The question I faced with the arrival of COVID-19 and the shutdown of in-person school this past spring and fall as a teacher educator (TE) was this: How will I be able to provide these valuable moments of professional growth for my TCs if they are not in the buildings? The following description presents fellow teacher educators with my response to this question. I describe the creation of virtual peer observation experiences and in-real-time coaching that occurred in the virtual internship. Additionally, I describe the impact this process had on virtual post-observation conferences.
The Development of Preservice Teaching Competencies
Author: Van Ooyik, Jacklyn
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Competencies,Teaching Experience,Student Attitudes,College School Cooperation,Graduate Students,Self Efficacy,Cooperating Teachers,Student Teacher Supervisors

Teacher Education Programs (TEPs) face challenges in connecting theory and practice to develop competent preservice teachers. The purpose of this study was to explore the experiences of preservice teachers within a developing university-school district partnership. We asked the following questions: (1) How do preservice teachers describe challenges and sources of support during a yearlong teaching residency? (2) How do preservice teachers describe their development in various competencies during their residency year? (3) How do preservice teachers perceive the coherence of the university-school district partnership? We collected data through focus groups occurring throughout the year. Our results show the importance of the sources of support from both the mentor teacher and the university supervisor and maintaining relationships between placement schools and the university to increase program coherence. However, a stronger emphasis is needed on assessment and classroom management.
The Pathological Freshman Year: Assessing Correlations between Cortisol and Symptoms of Depression in Idaho Resident Freshmen
Author: Hulse, Rachel
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Incidence,Depression (Psychology),College Freshmen,Stress Variables,Student Adjustment,Dropout Rate,Biochemistry,Physiology,At Risk Students,Severity (of Disability),Reliability,Validity,Screening Tests

College freshmen experience unique stressors when transitioning from high school to college. In Idaho, the freshman attrition rate is higher than the national average, which may be partially explained by the higher prevalence of depression in this region. The current study investigated the potential of cortisol, a stress hormone, to be a biomarker for depression to help identify those freshmen with depression that may be at a higher risk of dropping out. In a group of 45 college freshmen, no correlations were observed between serum cortisol and depression severity as measured by the Patient Health Questionnaire 9 (PHQ-9). However, those with a self-reported history of depression scored significantly higher on the PHQ-9, confirming the reliability and validity of the PHQ-9 in a college student population.
In the Name of Integrality and Living in Harmony: Genealogy of Student Counselling Departments in Ecuador
Author: Palacios Díaz, Diego
Date: 2021-02-15
Type: Journal Articles
Subjects: Foreign Countries,School Counseling,Student Personnel Services,Departments,Psychological Services,Social Services,Educational Policy,Program Implementation,Governance

In this paper, we analyze from genealogy the emergency of the student counseling department (DECE) in the contemporary educational policies in Ecuador. Specifically, we examine the construction of a new legal--normative architecture from the principles of living in harmony (buen vivir) that seeks to guarantee the delivery of psychological and social services to Ecuadorian students from a novel incorporation of knowledges, practices and expertise based on the psychological sciences. Methodologically, we followed Michel Foucault's principles of genealogy to analyze a textual corpus made up of legal, normative and regulatory documents, as well as interviews with policymakers and district coordinators who participated in the development and implementation processes of educational policies related to DECE. Thus, through our axes of analysis we expose the configuration of a new State rationality around the notion of integrality, and through a variety of sociotechnical, regulatory and practical adjustments, the promotion of management logics focused on governing and controlling specific forms in which professionals deploy their actions in schools. Finally, we discuss how the &quot;Sumak Kawsay&quot; knowledges are relegated, compared to an influential scientific-technical rationale that seeks to orientate educational processes in specific ways with a psychological language based on biomedical perspectives that inhibit alternative ways of understanding the subject and subjectivity within Ecuadorian education