ethanporcaro/eric-fulltext-meta huggingface dataset:
Perspectives: Using Critical Incidents to Understand ESL Student Satisfaction
Author: Walker, John
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Critical Incidents Method,Questionnaires,Likert Scales,Qualitative Research,Pilot Projects,Guidelines,Classification,Inferences,Prediction,College Students,Services,Student Characteristics,Socialization,Student Placement,Language Tests,Content Analysis,Personal Narratives

In a marketized environment, ESL providers, in common with other postcompulsory educational institutions, canvass student satisfaction with their services. While the predominant method is likely to be based on tick-box questionnaires using Likert scales that measure degrees of satisfaction, qualitative methodology is an option when rich data is desired. The well-established Critical Incident Technique (CIT) is particularly useful in this regard as an exploratory methodology with potential to increase knowledge about previously unknown phenomena. A pilot study with a small sample of ESL students was set up to explore ESL student satisfaction using CIT. The data obtained were analyzed within the framework of Johnston's (1995) quality factors, then further categorized in terms of satisfying, dissatisfying, or neutral factors. The findings provided some tentative indications of differentiation among ESL quality factors as perceived by ESL students. Insights were obtained regarding procedural, analytical, and student response issues in the use of CIT in conjunction with satisfaction data. The outcomes supported the view that information obtained through CIT could assist ESL managers and teachers in developing and enhancing quality factors that more accurately reflect student expectations of the service.
Sociocultural Theory, the L2 Writing Process, and Google Drive: Strange Bedfellows?
Author: Slavkov, Nikolay
Date: 2015-00-00
Type: Journal Articles
Subjects: Sociocultural Patterns,Second Language Learning,English (Second Language),Second Language Instruction,Teaching Methods,Information Systems,Knowledge Management,Feedback (Response),Teacher Student Relationship,Computer Software,Cost Effectiveness,Writing Skills,Skill Development,Writing Instruction,Writing Processes,Process Approach (Writing),Higher Education,Cooperative Learning,Computer Mediated Communication,Computer Assisted Instruction,Course Descriptions

As familiar and widely used elements of second language pedagogy that can be leveraged in interesting new ways through the use of digital technology. The focus is on a set of affordances offered by Google Drive, a popular online storage and document-sharing technology. On the assumption that dynamic collaboration with peers, teacher feedback, and authentic computer-mediated tasks contribute to the development of writing skills, Google Drive can be seen as an effective tool for meaningful and cost-effective technology-enriched instruction that entails potential advances in pedagogical practice. An overview of the app's user-friendly interface is provided from a nonspecialist perspective, followed by a discussion of how one may go about organizing a writing course using the tool in a language lab or online. Specific examples of tasks used in ESL courses at a North American postsecondary institution are included.
The Growing Importance of Teaching Philosophy Statements and What They Mean for the Future: Why Teaching Philosophy Statements Will Affect You
Author: Hegarty, Niall
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Andragogy,Adult Education,Teaching Styles,Teaching Methods,Accountability,College Instruction,College Faculty

This article explores the growing importance of Teaching Philosophy Statements (TPS) as a tool to positively impact teaching styles and methods. The changing landscape of teaching at the college level is addressed with an emphasis on the growing importance of accountability. How new and senior faculty are affected by the TPS is considered as well as the approach that should be taken in writing a TPS. The benefits of having a TPS are discussed as are the fears faculty may have of something that seems so benign at face value. Finally, a brief recommendation is posited on the best way to introduce TPS to faculty in a non-threatening way.
Changing the Culture: Football
Author: Santo, Ricky
Date: 2015-00-00
Type: Journal Articles
Subjects: Racial Bias,Social Attitudes,Social Change,Cultural Influences,Social Influences,Social Class,Team Sports,College Athletics,Athletic Coaches,Teamwork,College Students,Attitude Change,Consciousness Raising,Critical Theory,Race,Change Strategies

In this article college football coach Ricky Santo argues that in order to change the ways of the misunderstood world of racism, one needs to acknowledge the sociocultural consciousness in society today. The sociocultural consciousness is a way to understand how people think and behave which is influenced by their race/ethnicity, social class, and language (Banks, 1996) (Villegas &amp; Lucas, 2002, p. 22). Based on his experience as a football coach at the college level, Santo is hoping to make a change in the football culture, regarding racism. For coaches to understand their players, and players to understand each other, they each must understand their own sociocultural identities first (Banks, 1991; Bennett, 1995; Zeichner &amp; Hoeft, 1996) (Villegas &amp; Lucas, 2002). They need to examine the different cultures they are a part of in their lives to truly understand themselves and those around them (Villegas &amp; Lucas, 2002). &quot;Football is the ultimate team sport&quot; according to Daryl Johnston (2005). In football each player must do his job on the play to help execute the play as a whole. Therefore in order to have a successful play, each individual must trust and understand the person lining up next to him. Knowing each other will give each player full confidence in each other not leaving them worrying and questioning what the player is doing on that play. Each player comes in with a variety of cultures in their lives and different understandings of everything that goes on around them including each individual's understanding of racism. Regardless, the players come into this football culture and still do not truly understand racism. The question is what is the process to help teammates create this full trust in each other and create a tight bond to form the ultimate team? Herein, Santo uses supportive research findings about racism in society to recommend a plan to help coaches and players overcome and change racism in football culture.
The Growth of Instructional Coaching Partner Conversations in a PreK-3rd Grade Teacher Professional Development Experience
Author: Thomas, Earl E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Discussion (Teaching Technique),Statistical Analysis,Elementary Schools,Elementary School Teachers,Preschool Education,Grade 1,Grade 2,Grade 3,Program Effectiveness,Faculty Development,Measures (Individuals),Predictor Variables

Instructional coaching that supports teachers' with revising teaching practices is not understood. This study sought to understand the impact of the instructional coaching experience by recording coaching conversations/interactions with teachers. The purpose was to determine if the type of coaching conversations changed overtime during three defined time periods within a 3-year project. A quantitative design was conducted using a sample size of 5 faith-based elementary schools. Data was collected using the Instructional Coaching Scale by Woodruff. The results revealed that instructional coaching conversations/ interactions changed towards a more interactive style and teachers became more involved in the coaching experience.
Addressing Reticence: The Challenge of Engaging Reluctant Adult ESL Students
Author: Carter, Steven J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Adult Students,English (Second Language),Resistance (Psychology),Second Language Learning,Teaching Methods,Classroom Techniques,Classroom Environment,Anxiety,Self Esteem,Group Dynamics

Reticence frequently prevents adult ESL learners from learning as much as they otherwise might. The nature of second-language learning requires frequent performance that may challenge students' self-concepts, leading to reticence and self-consciousness. To reduce or prevent this problem, teachers must employ appropriate pedagogical and classroom management strategies to create a safe and supportive learning environment that will reduce students' state anxiety and by extension increase their confidence when using English. Furthermore, attention to establishing a positive group dynamic and careful monitoring and control of situational factors/variables can do much to alleviate language learners' anxiety such that reticence is minimized.
Does Instruction Alter the Naturalistic Pattern of Pragmatic Development? A Case of Request Speech Act
Author: Taguchi, Naoko
Date: 2015-11-00
Type: Journal Articles
Subjects: Pragmatics,Speech Acts,English (Second Language),Second Language Learning,Second Language Instruction,Asians,Universities,Language of Instruction,Interpersonal Communication,Communicative Competence (Languages),Foreign Countries,Student Attitudes,Syntax,Pretests Posttests,Interlanguage,Longitudinal Studies,Interviews,Student Characteristics,College Students,Teaching Methods,Outcomes of Education

This study examined the effects of explicit instruction on the development of pragmatic competence in L2 English. The study is based on Taguchi's (2012) study conducted in an English-medium university in Japan, which revealed patterns of change in Japanese EFL students' production of requests in high- and low-imposition situations. Students showed strong development with low-imposition requests (e.g., asking a friend for a pen) over one year but almost no gain with high-imposition requests (e.g., asking a professor for an extension of an assignment). Based on these findings, in the same institution, we implemented explicit instruction on the target pragmalinguistic forms that never emerged in the students' request data (i.e., syntactic mitigation, hedging, and amplifiers). Results from a new cohort of 23 students revealed strong instructional effects. Students' production rates of the target features jumped by 40-90% from pre- to immediate post-test, and a large portion of the gain was maintained at delayed posttest given four months later.
Listening to More Voices: Why Being Heard Matters
Author: Elisha-Primo, Iris
Date: 2015-11-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,English for Academic Purposes,Needs Assessment,Graduate Study,Student Attitudes,Language Teachers,Educational Change,Curriculum,Department Heads,Academic Advising,College Faculty,Teacher Attitudes,Interdisciplinary Approach,Foreign Countries,Interviews,Questionnaires,Factor Analysis,Multivariate Analysis

This article examines various voices in a triangulated needs analysis project aimed at reevaluating the curriculum of a graduate level EAP program. Previous work (Elisha-Primo, et al., 2010) presented students' voices; this article focuses on department chairpersons and graduate advisors, and graduate EFL instructors with respect to the perceived needs of their students. Results show that listening to all stakeholders enabled us to negotiate and implement requisite changes by resolving the discrepancies among their needs. Moreover, findings demonstrated why being heard matters: the dialogue that ensued from the needs analysis process generated a network for communication, enabling stakeholders to become cognizant of and subsequently more involved with the graduate EAP program. This article demonstrates the complexity and significance of including multiple voices in needs analysis as well as the significance of establishing a forum in which stakeholders may have their voices heard. The implications of this process transcend this study and could be germane to other graduate EAP programs.
Adults with Cognitive Disabilities in the Technical Sector
Author: Gronsky, Stacy A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Adults,Dyslexia,Attention Deficit Disorders,Attention Deficit Hyperactivity Disorder,Technical Occupations,Barriers,Social Bias,Computer Software,Industry,Interviews,Self Disclosure (Individuals),Drug Therapy,Experience,Work Environment,Administrator Role,Employees,Information Technology

Given the number of jobs created in the technical sector (Casserly, 2012), it is essential to identify how adults with cognitive disabilities can be best supported in professional environments and evolving sectors. Some career paths and jobs can be more understanding of learning disabilities than others (Nicholas, 2011). This is dependent not only on the type of organization, but also the individuals and policies at that organization site. In this study, the author addresses this fast paced and changing environment and how it affects those with disabilities, specifically Dyslexia, Attention Deficit Disorder or Attention deficit-hyperactivity disorder. The study focused on two questions: (1) Does working within the technological sector present unique challenges or benefits for individuals with cognitive disabilities? and (2) Is there a stigma behind communicating a cognitive disability in a technical sector? Five participants with disabilities working full-time for a software company were interviewed and asked the above questions. Three major themes emerged from the interviews: The usage of medication for their disability in a workplace setting, the experience of working in the technological sector as well as the support from management from the perspective of a cognitively disabled adult. In this article, the author discusses the findings from the study, provides a comparison with the findings of existing studies, and provides implications for practice.
Barriers to Success? The Role of Statewide Education Governance Structures in P-20 Council Collaboration
Author: Rippner, Jennifer A.
Date: 2015-08-10
Type: Journal Articles
Subjects: Elementary Secondary Education,Higher Education,College School Cooperation,Governance,Preschool Education,Barriers,Comparative Analysis,Case Studies,State Departments of Education,Educational Administration,Semi Structured Interviews

Collaboration between K-12 and higher education sectors has not been as productive as participants and policy leaders would like--especially in an era of emphasis on college readiness and completion, which requires such collaboration. Various mechanisms have been used to foster collaboration including state P-20 (early learning through higher education) councils, however these have not always produced the results participants desire and research on why this is so is limited. This study utilizes state education governance and inter-organizational relations literatures to hypothesize that structural barriers to collaboration prevent P-20 councils from reaching their potential. This comparative case study of three state P-20 councils finds that state education governance structures may erect barriers to collaboration. However, this research also shows that P- 20 councils, if thoughtfully structured, can help ameliorate these barriers.
Brokering Knowledge Mobilization Networks: Policy Reforms, Partnerships, and Teacher Education
Author: Ng-A-Fook, Nicholas
Date: 2015-12-07
Type: Journal Articles
Subjects: Research and Development,Theory Practice Relationship,Curriculum Implementation,Educational Research,Educational Policy,Models,Information Networks,Educational Change,Public Education,Schools of Education,Partnerships in Education,Teacher Education,Best Practices,Educational Researchers,Public School Teachers,Communities of Practice,Foreign Countries,Elementary Schools

Educational researchers and policy-makers are now expected by funding agencies and their institutions to innovate the multi-directional ways in which our production of knowledge can impact the classrooms of teachers (practitioners), while also integrating their experiential knowledge into the landscape of our research. In this article, we draw on the curriculum implementation literature to complicate our understandings of knowledge mobilization (KMb). Policy implementation, we suggest, can be understood as one specific type of KMb. We draw on different models for KMb and curriculum implementation and develop a relational model for KMb. Utilizing our model we critically reflect on the specific successes and challenges encountered while establishing, building, and sustaining the capacity of our KMb network. Our findings suggest that faculties of education are uniquely positioned to act as secondary brokers for the implementation of policy reforms within public education systems. To this end, we discuss how a relational KMb network is a &quot;best practice&quot; for establishing and sustaining partnerships among policy makers, educational researchers, and public school practitioners.
Conceptualizing Teacher Professional Identity in Neoliberal Times: Resistance, Compliance and Reform
Author: Hall, David
Date: 2015-09-14
Type: Journal Articles
Subjects: Neoliberalism,Professional Identity,Educational Change,Educational Policy,Foreign Countries,Commercialization,Teaching (Occupation),Teacher Attitudes,Political Attitudes,Politics of Education,Secondary School Teachers,Professional Autonomy,National Curriculum

This article examines the dramatic implications of the turn towards neo-liberal education policies for teachers' professional identities. It begins with an analysis of some of the key features of this policy shift including marketization, metricization and managerialism and the accompanying elevation of performativity. This is followed by a discussion of the implications of this turn for teachers in which a new professionalism of increasing regulation and restrictions upon practice in a policy environment dominated by neo-liberalism act to restrict and confine professional identity formation and development. Drawing upon data collected within English schools the article explores how teachers have responded to this new policy environment in ways that are sensitive to how neo-liberal policy has been re-contextualized and re-translated in different educational settings. This reveals both the power of this New Right inspired permanent revolution of educational change in English schools and the complexities of how it has been variously embraced, accommodated and resisted by teachers. The article concludes with a discussion that explores the meaning of resistance in the context of what are identified as restricted teacher professional identities where affordances for professional practices lying outside of neo-liberal subjectivities have been dramatically reduced.
A Different Lens: Using Photo-Elicitation Interviews in Education Research
Author: Torre, Daniela
Date: 2015-11-09
Type: Journal Articles
Subjects: Interviews,Photography,Educational Researchers,Educational Research,Literature Reviews,Research Methodology,Elementary Secondary Education,Action Research,Qualitative Research

The purpose of this systematic literature review is to document how scholars in various fields have used Photo-Elicitation Interview (PEI), explain the benefits and obstacles to using this method, and explain how and why education researchers should use PEI. The key features of PEI are that a researcher or participant takes pictures about a research topic that are then used to elicit dialogue during an interview. The results of our review suggest that education scholars and school practitioners can use PEI methods to better understand school communities and the children, parents, and school staff who inhabit them. Utilizing this technique, the research community will be better positioned to speak on behalf of school stakeholders when contributing to policy discussions and when seeking solutions to improving schools.
Can Students Themselves Narrow the Socioeconomic-Status-Based Achievement Gap through Their Own Persistence and Learning Time?
Author: Huang, Haigen
Date: 2015-11-02
Type: Journal Articles
Subjects: Socioeconomic Status,Achievement Gap,Academic Persistence,Acceleration (Education),Time Factors (Learning),Student Role,Hypothesis Testing,Hierarchical Linear Modeling,Statistical Analysis,Achievement Gains,Student Attitudes,Educational Opportunities,Secondary School Students

Despite decades of educational reforms, the achievement gap based on socioeconomic status (SES) persists in the United States. Not only does the SES-based achievement gap persist, it has also been widening. This study focused on the role of students, hypothesizing that students might reduce the SES-based achievement gap by increasing their learning time and persistence. I used both ANOVA and two-level hierarchical linear models (HLM) to analyze the Program for International Student Assessment (PISA) United States data. The findings suggested that students viewing themselves to be persistent were likely to perform better than those viewing themselves to be less persistent. Also increased time learning in school was associated with increased achievement. However, high-SES students generally spent more time learning in school and viewed themselves to be more persistent. Thus learning time and persistence were not likely to address the SES constraint on achievement for a majority of low-SES students unless schools provided them extra classes and learning opportunities.
Connecting the Dots: Understanding the Flow of Research Knowledge within a Research Brokering Network
Author: Rodway, Joelle
Date: 2015-12-07
Type: Journal Articles
Subjects: Foreign Countries,Information Networks,Research and Development,Theory Practice Relationship,Social Networks,Mixed Methods Research,Case Studies,Administrators,Mental Health Programs,Administrator Surveys,Interviews,Network Analysis,Information Seeking

Networks are frequently cited as an important knowledge mobilization strategy; however, there is little empirical research that considers how they connect research and practice. Taking a social network perspective, I explore how central office personnel find, understand and share research knowledge within a research brokering network. This mixed methods case study focused on the first two cohorts of school district Mental Health Leaders participating Ontario's Child and Youth Mental Health program (N = 37). Data were collected and analyzed in two phases: 1) the administration of a social network survey to all participants (response rate = 97%), and 2) follow-up interviews with key informants identified by the social network analysis (N = 11). The findings indicate that this is a sparse network and the pattern of incoming ties tends to focus on a subset of individuals. When the identified key players (who are sometimes but not always program staff) are removed, network activity is cut by more than half; the removal of the remaining program staff members renders the network virtually non-existent. Research knowledge typically flowed in a single direction as there were few reciprocal ties within the network. Interview data yielded some important insights indicating that participants perceived formal CYMH events as their main access points to research knowledge and that Mental Health Leaders who were identified as prominent sources of research knowledge had pre-existing relationships with CYMH program staff.