ethanporcaro/eric-fulltext-meta huggingface dataset:
South Asian Americans&apos; Microaggression Experiences in School: Retrospective Reflections on Interactions with K-12 Teachers
Author: Rice, Punita Chhabra
Date: 2020-00-00
Type: Journal Articles
Subjects: Racial Bias,Minority Group Students,Elementary Secondary Education,College Students,Indians,Cultural Influences,Barriers,Misconceptions,Power Structure,Social Bias,Cultural Awareness,Teacher Role,Student Needs,Teacher Student Relationship

South Asian Americans--like other students of color--experience racial microaggressions in schools, including the model minority myth and the spokesperson phenomenon (McCabe, 2009). This paper discusses these phenomena and relevant research before examining qualitative, retrospective reports from 10 college-aged South Asian Americans who described experiences with racial microaggressions in K-12 settings, selected from a larger source study. These participants' reports--related to being asked to speak about Indian or South Asian culture or history--are explored in the context of three themes: (a) the positioning of students as spokespersons as an obstacle to learning, (b) the spokesperson phenomenon as a form of racial trauma, and (c) the positioning of a student as a spokesperson as a reflection of an imbalance and misuse of power. This paper offers implications for inviting students to share culture without positioning them as spokespersons. Possible paths for future research into student experiences with this phenomenon are offered.
Disrupt, Defy, and Demand: Movements toward Multiculturalism at the University of Oregon, 1968-2015
Author: Patterson, Ryan
Date: 2020-00-00
Type: Journal Articles
Subjects: Activism,College Students,Minority Group Students,Educational History,College Curriculum,Student Personnel Services,Black Studies,Cultural Pluralism,Diversity,Disproportionate Representation,Racial Bias,Change Agents

This essay explores the history of activism among students of color at the University of Oregon from 1968 to 2015. These students sought to further democratize and diversify curriculum and student services through various means of reform. Beginning in 1968 with the Black Student Union's demands and proposals for sweeping institutional reform, which included the proposal for a School of Black Studies, this research examines how the Black Student Union created a foundation for future activism among students of color in later decades. Coalitions of affinity groups in the 1990s continued this activist work and pressured the university administration and faculty to adopt a more culturally pluralistic curriculum. This essay also includes a brief historical examination of the state of Oregon and the city of Eugene, Oregon, and their well-documented history of racism and exclusion. This brief examination provides necessary historical context and illuminates how the University of Oregon's sparse policies regarding race reflect the state's historic lack of diversity.
Development and Standardization of a Phonological Processing Test in Arabic
Author: Mahfoudhi, Abdessattar
Date: 2020-03-00
Type: Journal Articles
Subjects: Test Construction,Semitic Languages,Phonology,Language Processing,Written Language,Reading Processes,Phonological Awareness,Test Reliability,Elementary School Students,Middle School Students,Teaching Methods,Memory,Naming,Reading Rate,Reading Tests,Foreign Countries

The present study reports on the development and standardization of a test of phonological processing in Arabic, a language that has been less researched in terms of reading processes potentially due to the limited number of standardized tools. The test includes measures of phonological awareness, phonological memory and rapid naming, and a measure of non-word reading to link with (phonological) decoding skills in reading. Primary and middle school versions of the test showed good levels of reliability and variability in children's performance within and across grades, suggesting that the test can reliably differentiate children with differing levels of phonological skills across the target population.Findings are discussed in relation to Arabic language and literacy, theories of phonological processing and issues related to the teaching of the Arabic orthography.
Evidence-Based Reasoning Processes in Education: A Model to Support Interventionist Practice
Author: Ziebell, Natasha
Date: 2020-03-00
Type: Journal Articles
Subjects: Thinking Skills,Evaluative Thinking,Decision Making,Intervention,Clinical Teaching (Health Professions),Schemata (Cognition)

The Evidence-based Reasoning model is a systematic inquiry into student learning to determine what interventions are required in classroom contexts. The four step process includes noticing students who need additional support in their learning, the use of assessment data to establish an evidence-base, and subsequent interpretation that leads to decision making. The reasoning process is supported by collaborative practice models both within and beyond the teaching profession. The evaluation of interventions is integral in determining the impact that interventions have on student learning.
The Spelling Detective Project: A Year 2 Explicit Instruction Spelling Intervention
Author: Robinson-Kooi, Sally
Date: 2020-03-00
Type: Journal Articles
Subjects: Spelling,Spelling Instruction,Teaching Methods,Intervention,Morphophonemics,Grade 2,Elementary School Students,Foreign Countries,Constructivism (Learning),Program Descriptions,Instructional Effectiveness,Progress Monitoring

Teaching spelling is controversial because teaching approaches vary considerably in the contemporary classroom. Teachers may privilege visual over linguistic strategies, select words based around themes or let students choose spelling words, rather than focus on the explicit teaching of phono-morphological structures of words. A nine-week intervention spelling project that included the phono-morphological structure of words and contextualised sentence dictation was designed to support Year 2 students in a NSW school and is described here. The intervention aimed to support all students including those with learning difficulties and an English as an Additional Language (EALD) background, within a mainstream setting. The high-impact instruction was cumulative in design; it provided simple to more difficult target spellings; massed practice during instruction; distributed practice during generalisation; editing and dictation tasks; and continuous formative and summative assessment. Post-sentence dictation results showed that the students who received the intervention had improvements with modest to strong effect sizes.
Examination of Text and Video-Formatted Learning Diaries in the Teacher Education
Author: Debbag, Murat
Date: 2020-03-00
Type: Journal Articles
Subjects: Video Technology,Diaries,Teacher Education Programs,Preservice Teachers,Science Teachers,Error Correction,Teaching Skills,Critical Thinking,Social Development,Individual Development,Time Management,Student Attitudes,Teaching Experience,Case Studies,Foreign Countries

This study aims to comparatively examine the text and video formatted learning diaries created within the scope of a school experience course which is a part of teacher education programs for prospective science teachers (PSTs). The case study design was used in this study. The participants created their learning diaries both in text and video formats for the school experience. Results showed that both text formatted diaries and video formatted diaries not only made it possible for the PSTs to see, review, and correct their deficiencies with respect to the profession of teaching, but also made contributions to the development of their abilities to express themselves, to communicate and to think in a critical way in terms of personal and social development. In addition, some of the participants also stated that creating diaries in text format was more challenging, time consuming, and boring than creating them in video format.
Teachers&apos; Mediation Practice: Opportunities and Risks for Youth Media Behavior
Author: Berger, Priscilla
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Role,Teaching Methods,Mass Media Use,Teacher Characteristics,Foreign Countries,Predictor Variables,Journalism Education,Internet,Secondary School Students

Research with children and adolescents shows that teachers are one of the agents from whom they receive mediation of their media use. However, little is known about teachers' mediation practice. This study aims to approximate teachers' practice with the concept of mediation by, firstly, systematizing a set of curricular media-related competences into the goals of maximizing opportunities and minimizing risks in youngsters' media behavior. Then, teachers' professional and personal characteristics are tested for associations with the mediation of risks and opportunities of students' media use. Data collected in a survey with 315 teachers in Germany were analyzed. Results of regression analysis show that most factors predicted both opportunities and risks in a similar way. Teachers are more engaged in maximizing opportunities and minimizing risks when they use information and communication technologies (ICT) more frequently, consider the respective competences important, engage in collaboration with colleagues, do not teach STEM subjects, and do not work in a Gymnasium. Having received ICT-related training was a significant predictor only of mediation of opportunities, while age was a significant predictor only of mediation of risks. Implications of the findings and how the concept of mediation can contribute to the development of teachers as media educators are discussed.
Sharenting: Internet Addiction, Self-Control and Online Photos of Underage Children
Author: Hinojo-Lucena, Francisco-Javier
Date: 2020-00-00
Type: Journal Articles
Subjects: Internet,Addictive Behavior,Self Control,Child Safety,Privacy,Photography,Foreign Countries,Adults,Predictor Variables,Age,Sex,Employment Level,Social Media

Sharenting is becoming a regular practice that compromises children's safety and privacy. This phenomenon is related to the act of sharing images of underage children on the Internet by their relatives. At the same time, a concern arises about the levels of Internet addiction in the population. In turn, levels of Internet addiction are a current problem in modern societies that has been linked to low self-control. This paper aims to analyse the degree to which images are published and the reasons why the adult segment of the population practices sharenting, to determine the socio-demographic factors that have an impact on sharenting, Internet addiction and self-control, and to establish the correlations between these three variables. A total of 367 Spanish adults aged between 18 and 61 (M=28.98; SD=10.47) completed an online survey. Both the multiple regression analysis and the structural equation modelling revealed that: 1) Age emerges as a predictor of Internet addiction; 2) Age, gender and employment status are predictors of low self-control; 3) No socio-demographic factors were found to be predictors of sharenting; 4) The only significant correlation was observed between Internet addiction and self-control. Finally, practical implications of this paper on the protection of minors and adults' need for information on Internet security are discussed.
Maladaptive Use of ICT in Adolescence: Profiles, Supervision and Technological Stress
Author: Díaz-López, Adoración
Date: 2020-00-00
Type: Journal Articles
Subjects: Behavior Problems,Information Technology,Parent Participation,Anxiety,Profiles,Foreign Countries,Internet,Secondary School Students,Video Games,Handheld Devices,Social Media

ICT use during adolescence is now commonplace. Its power of attraction and the vulnerable condition of adolescents are giving rise to growing concern, aggravated by the imminent consequences of such synergy. In order to deepen understanding of this relationship, the following research objectives were formulated: a) Analyze the frequency of ICT use; b) Examine family supervision; c) Identify stress associated with the use of ICTs; d) Establish profiles of ICT use. The sample consisted of 1,101 adolescents of 10 educational centers in Southeastern Spain. A descriptive analysis was performed and contingency tables, Chi Square, Cramer V, hierarchical cluster analysis and one-factor ANOVA were used. The results show that more than 60% of adolescents use ICTs without supervision and that 1 out of 3 feel stressed in the absence of the Internet. In addition, statistically significant relationships were found between the frequency of ICT use and stress, as well as with family supervision. A solution of three groups or profiles of use was obtained. 45% of the subjects display maladaptive use or signs of it. The study concludes by stressing that the relationship between adolescents and ICTs is far from ideal and warns of the urgent need to train adolescents and parents in the responsible use of ICTs.
New Genius-Entrepreneurs: Itinerary and Trajectories of University Educational Excellence
Author: Möller-Recondo, Claudia
Date: 2020-00-00
Type: Journal Articles
Subjects: Intelligence,Entrepreneurship,Gifted,Creativity,Graduate Students,College Faculty,Foreign Countries,Excellence in Education,Cross Cultural Studies,Change Agents,Community Change,Social Change,Universities,Interdisciplinary Approach,Teaching Methods,Laboratories,Student Attitudes,Teacher Attitudes,Undergraduate Students,Acceleration (Education),Self Employment,Program Descriptions

The purpose of the present work is to rethink, in the university context, the concept of genius, related to the high intellectual abilities associated with intelligence; also, to connect the idea of entrepreneurial competences, such as leadership or social commitment. The hypothesis is that a university genius is defined by his high creative abilities and, in particular, entrepreneurial ones. From the methodological point of view, the recommendations of the National Association for Gifted Children were followed, and evidence collection was based on such practices, using the results obtained by two studies: the first one with professors and postgraduate students (from Argentina and Spain, from hard and soft sciences) who responded to a conceptual questionnaire, previously validated, in order to delineate common minimum denominators of geniuses. The other one comes from analyzing the results of an acceleration program of entrepreneurial competence with undergraduate students. Combining both data resulted in the need to think in an educational proposal (itinerary) with trajectories of excellence. One during the Degree level, with pilot training activities (in entrepreneurial competence), experimenting on a small scale; and the other in the Postgraduate level, encouraging them to be architects of their &quot;routes&quot;, allowing them to self-employ and to become agents of socio-community change.
Sexting in Adolescents: Prevalence and Behaviours
Author: Ojeda, Mónica
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Sexuality,Computer Mediated Communication,Incidence,Secondary School Students,Gender Differences,Age Differences,Dating (Social),Sexual Orientation,Social Media,Adolescents

Sexting is among the practices used by young people to explore their sexuality. Although an educational response to all facets of this phenomenon is recommended, little research has been published to date in Spain that analyses its prevalence by differentiating between the different types of sexting behaviours: sending, receiving, third-party forwarding, and receiving via an intermediary. This gap in the research is addressed by exploring: 1) Sexting prevalence, differentiating between behaviours; 2) Relationships between sexting behaviours and gender, age, sexual orientation, having a romantic/sexual partner, social networking sites used, and the degree of normalisation and willingness to sext; 3) Gender-based differences. In total, 3,314 adolescents aged 12 to 16 years participated in the study. The most frequent sexting behaviours were identified as receiving and receiving via an intermediary, followed by third-party forwarding and the sending of sexual content. The relative importance of each analysed variable depended on the specific sexting behaviour and the participants' gender. The results highlight the need to analyse the diversity behind sexting behaviours and to address each one in an educational setting. This more detailed look at the different behaviours can be used as the basis for raising awareness and decision-making in education.
A Phraseological Examination of Research Articles in the Field of Environment Using Key Phrase Frame
Author: Barabadi, Elyas
Date: 2020-00-00
Type: Journal Articles
Subjects: Phrase Structure,Structural Analysis (Linguistics),Computer Software,Academic Language,Writing (Composition),Computational Linguistics,Word Frequency,Second Language Learning,Writing Instruction,English for Academic Purposes,Periodicals,Environment

Given that formulaic sequences play an important role in enhancing L2 learners' academic writing skills and that phraseological sequences constitute a large proportion of written discourse, the current study was an attempt to draw up a list of key phrase frames--phraseological sequences with a variable slot--in a corpus of research articles (RAs) in the field of environment. A complete list of such frames, extracted by kfNgram software, was subjected to a series of corpus statistics such as frequency, range, and keyness, as well as manual filtering. This resulted in the generation of 65 four-word and 20 five-word key phrase frames specific to the field of environment. Structural analysis revealed that the vast majority of these key phrase frames were content word sequences, while functionally most of them belonged to referential expressions. Pedagogically speaking, L2 learners are recommended to develop a rich repertoire of formulaic sequences such as key phrase frames which are considered the cornerstone of academic discourse.
Promoting the Correct Production of English Sounds in Extensive Reading-Circle Classes: Explicit vs. Implicit Pronunciation Training
Author: Yakut, Ilyas
Date: 2020-00-00
Type: Journal Articles
Subjects: Pronunciation Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Intensive Language Courses,Teaching Methods,Reading Instruction,Pronunciation,Language Teachers,Pretests Posttests,Comparative Analysis,Phonemics,College Students,Learning Activities,Foreign Countries

Correct pronunciation of English words is of vital significance for mutual intelligibility in the EFL context. Despite its prominence in L2 learning, teachers of English cannot decide whether and how to implement pronunciation practice into their teaching practices. For this reason, pronunciation training is widely neglected in language classes or learners of English might learn incorrect pronunciation of segmental units causing fossilization in L2 setting. The importance of pronunciation training has been highlighted in the related literature. Keeping this fact in mind, this study aims to explore whether explicit pronunciation instruction has a superiority over implicit instruction in extensive reading classes. To reach this purpose, two groups of successive B1-level Intensive English Program (IEP) students were chosen through convenience sampling technique. Before training, both groups were given a pre-test of segmental unit pronunciation consisting of the most frequented words in the book used for the extensive reading classes at B1 level. Then the participants in the control group received implicit pronunciation training in which the language instructor did not directly focus on phonemic properties of English sounds. However, explicit pronunciation training was implemented into the teaching practices in the experimental group. The teaching period lasted eight weeks, and following this period both groups were given a post-test to unravel the level of improvement in each group. The results of this study revealed that explicit pronunciation training is more advantageous for B1 level students than the implicit one due to various reasons.
The Effects of L1 Use and Dialogic Instruction on EFL Writing
Author: Tanis, Ayfer
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Instruction,Instructional Effectiveness,English (Second Language),Prewriting,Foreign Countries,Public Colleges,Writing Improvement,Writing Skills,Student Attitudes,English for Academic Purposes,College Freshmen,Discussion (Teaching Technique),Brainstorming,Language of Instruction,Native Language,Turkish

This paper investigates the effects of three different types of prewriting instruction on Turkish students' L2 writing production capabilities. This mixed method study was carried out with 45 Turkish EFL students enrolled at a state university. Students were allocated into three groups randomly. In the control group the prewriting phase was carried out with monologic instruction in L2, while in one of the experimental groups, it was done with dialogic instruction in L2 and in the second experimental group, dialogic instruction was conducted in L1. Data were collected by means of pre-and post-writing tasks of the students and semi-structured interviews, and analyzed with Kruskal-Wallis and Mann Whitney tests and through pattern coding, respectively. The statistical results indicated that the group who used their L1 during pre-writing stage with the help of dialogic instruction had higher mean scores than the group who was instructed monologically and the group who was instructed through dialogic instruction in L2.
Tracing the Signature Dynamics of Foreign Language Classroom Anxiety and Foreign Language Enjoyment: A Retrodictive Qualitative Modeling
Author: Elahi Shirvan, Majid
Date: 2020-00-00
Type: Journal Articles
Subjects: Anxiety,Language Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,English Teachers,Teacher Attitudes,Student Attitudes,Young Adults,Psychological Patterns,Classification

With the shift from negative psychology to positive psychology in the field of applied linguistics, and in alignment with the dynamic turn in this filed, recent studies have tried to micro-map foreign language classroom anxiety (FLCA) and foreign language enjoyment (FLE) from a dynamic perspective. However, the signature dynamics of learners' FLCA, as a negative emotion, and FLE, as a positive emotion, are yet to be explored. Inspired by Dörnyei (2014), we used the innovative approach of retrodictive qualitative modeling (RQM) to explore the signature dynamics of the two variables. Having identified the learner archetypes of FLE and FLCA via focus-group interviews with a group of teachers regarding their learners' enjoyment and anxiety experiences, we conducted in-depth interviews with one prototypical student from each archetype in order to discover the trends and trajectories leading to a specific outcome or attractor state by tracking and investigating the dynamic occurrences backwards. The results provided us with new insights into the dynamic trends leading to different archetypes of FLE and FLCA as well as the adoptability of the RQM to studies on the dynamics of enjoyment and anxiety.