ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;ESL Teachers Are Looked down Upon&quot;: Understanding the Lived Experience of a First-Year ESL Teacher with a Culturally and Linguistically Diverse Background
Author: Wong, Chiu-Yin
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Teaching Experience,Beginning Teachers,Minority Group Teachers,Interprofessional Relationship

Research indicates many new English as a Second Language (ESL) teachers leave the profession within 5 years. However, limited research has focused on these teachers' experiences and far fewer studies examined those with Culturally and Linguistically Diverse (CALD) backgrounds to identify what contributes to the high attrition rate. This narrative study captured the experience of a first-year ESL teacher with CALD backgrounds. Data were collected using a three-step interview approach over the course of 1 year. The data show the protagonist's identity as an advocate for Emergent Bilinguals (EBs) began during his extended clinical practicum and was further driven by his CALD background, unsupportive colleagues, and the marginalized status of EBs and ESL teachers. Although he overcame numerous challenges, he ultimately left his ESL position due to his unsustainable low salary. The story confirmed current research regarding systematic barriers that may prevent CALD individuals from entering and staying in the ESL teaching field. Possible implications for teacher educators and policy makers are discussed.
Implementing Positive Behavior Intervention and Support (PBIS) with Fidelity: Secondary School Staff Members&apos; Descriptions of School Climate
Author: Lawrence, Tory D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Positive Behavior Supports,Intervention,School Activities,Educational Environment,Attitudes,Fidelity,Discipline,Recognition (Achievement),Program Effectiveness,Educational Improvement,Program Implementation,Principals,Teacher Aides,Middle Schools

Positive Behavior Intervention and Support (PBIS) is a schoolwide initiative implemented in many schools to address discipline concerns and promote a positive school climate. This phenomenological study examined the school climate perceptions of 12 staff members from three secondary schools in two North Carolina school districts that implemented PBIS with fidelity. All 12 participants favorably described their school climate after PBIS had been implemented with fidelity. Additionally, study participants reported improved discipline practices, as well as improved practices for acknowledging positive student behavior. This study's findings fill a gap in the existing body of literature, regarding the implementation of PBIS in secondary schools, and provide additional support for the use of PBIS to improve school climate in secondary schools.
Operationalizing Centerness and Measuring It in Professional Development Teams
Author: Nickles, George M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Social Networks,Information Science,Teacher Centers,Goal Orientation,Group Unity,Network Analysis,Educational Objectives,Systems Approach,Interaction,Cohort Analysis

Centerness is defined as a quality of multi-agent systems (groups) where agents share a common set of system goals and interact so the system will achieve those goals. A pair of measures is identified to capture the two dimensions of centerness: distance-weighted fragmentation and average goal centerness. As a case study, the measures of centerness are applied to six teacher professional development groups within the Information Technology in Science Center for Teaching and Learning. The calculated measures of centerness of these groups generally conform to the expectations. Insights on using this measure of centerness to evaluate centerness in other professional development programs are included.
Fifth and Ninth Grade Students&apos; Engagement in Science Classes in Palestine
Author: Abualrob, Marwan
Date: 2022-05-00
Type: Journal Articles
Subjects: Grade 5,Grade 9,Learner Engagement,Science Education,Foreign Countries,Cognitive Development,Student Behavior,Emotional Development

In the study reported on here I aimed to measure the extent to which fifth and ninth grade science students were cognitively, behaviourally, emotionally and socially engaged in science classes. These constructs of engagement were examined based on a set of variables: the grade, students' gender, teachers' gender, teachers' specialisation, teachers' experience and teachers' academic degree. To measure these constructs, I used the Wang Engagement Scale as well as a descriptive approach, especially in its relational components. The population, which comprised 15,057 students from the northern West Bank, was divided into groups; from each I chose a representative sample drawn using a random sampling technique based on the size of each of the three directorates of education (Jenin, Qabatia and Tubas). A questionnaire was then designed and delivered to 1,132 respondents from the fifth and ninth grades. The results suggest that fifth graders are by far more engaged than ninth graders, especially female students, and that female teachers, teachers with a degree in science, teachers with 1 to 5 years of experience and teachers with a 2-year associate degree were particularly motivating for student engagement.
Management of Classroom Acoustics by Teachers at Two Special Needs Schools in Johannesburg, South Africa
Author: Sebothoma, Ben
Date: 2022-05-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Education,Special Needs Students,Educational Environment,Special Education Teachers,Acoustics,Classroom Environment

In South Africa, education is considered a basic right and our constitution calls for accessible educational contexts which ought to be conducive for learning. Even though schools are meant to be places in which learning can occur, poor classroom acoustics may threaten that basic right to education. The aim of this study was, therefore, to explore and understand how teachers in special needs schools managed classroom acoustics in their efforts to enhance learning. We report on a qualitative study using semi-structured face-to-face interviews with teachers from 2 special needs schools in Johannesburg in the Gauteng province of South Africa. A non-probability purposive sampling strategy was used to recruit participants. The results of this study confirm that classrooms in special needs schools may not be acoustically sound spaces which teachers feel may compromise effective learning. As a result, teachers reported using a variety of active and passive strategies to manage classroom acoustics in order to enhance learning. The results of this study contribute to existing knowledge on the importance of the strategies used by teachers in managing classroom acoustics. Further research is required to determine the efficacy of these and other strategies used by teachers in special needs schools.
Developmental Dyslexia in Private Schools in South Africa: Educators&apos; Perspectives
Author: Geertsema, Salomé
Date: 2022-11-00
Type: Journal Articles
Subjects: Dyslexia,Private Schools,Foreign Countries,Teacher Attitudes,Special Education Teachers,Inclusion,Students with Disabilities

In South Africa, as is globally, many people struggle with the challenges which emanate from developmental dyslexia (DD). It is thus important for educators to have adequate knowledge and a positive mindset regarding DD and the management thereof in the school context. One such important method of management is the accommodation of these learners in mainstream class. The quantitative survey study reported on here was aimed at determining the perspectives of educators in 2 private schools in the Tshwane South District, Gauteng, South Africa, regarding the knowledge of, attitude towards, and management of accommodations for learners with DD. We implemented a quantitative descriptive cross-sectional survey research approach where a self-administered questionnaire was administered after purposive sampling. Results indicate that the respondents, regardless of their qualifications, gender, or years of teaching experience, had limited knowledge of DD, but with a generally positive attitude towards inclusion and management of these learners. Furthermore, it was found that educators had an awareness of the terminology related to the accommodations that the education department granted these learners with DD. However, they were uncertain about the perceived path and nature of accommodations provided to learners. Specific details and related recommendations were explored.
Burnout in Secondary School Teachers: The Contribution of the Work Environment
Author: Hossain, Saira
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Work Environment,Teacher Burnout,Foreign Countries,Psychological Patterns

Burnout can be defined as a distressing psychological state that an individual experiences from extreme and prolonged job stress. The present study explores the work climate factors contributing to teacher burnout at secondary schools in Bangladesh. A cross-sectional online survey was used to collect data from 300 teachers. Maslach Burnout Inventory- Educators Survey MBI-ES and Perceived Work Climate Survey (PWCS) survey were used to measure burnout and perception of work climate. The results from the multiple regression analysis revealed 3 three work climate factors: Innovation, Professional growth, and Recreation, which significantly influence at least one of the three components of teacher burnout and the overall burnout score. The study has implications for understanding the burnout-inducing factors and ensuring a better work climate for teachers in Bangladeshi schools.
An Arendtian Perspective on Education as a Means of Citizenship: How Citizenship Is Processed by Syrian Immigrant Students in Higher Education
Author: Korumaz, Mithat
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Citizenship,Citizenship Education,Immigrants,College Students,Higher Education,Foreign Countries,Student Experience,Misconceptions,Peer Acceptance,Student School Relationship,Socialization

In the present study, the authors focus on putting forward the thoughts of Syrian immigrant students at Turkish universities citizenship about citizenship from an Arendtian viewpoint. The authors investigated the thoughts and experiences of participants using qualitative research and a phenomenological design. The participants are Syrian students at Turkish universities. In order to ascertain the participants, criterion sampling method was used. The collected data was analyzed through a three-step model by exploring the data to obtain a holistic understanding of it, (en)coding the data and determining the themes. After all those procedures, the themes were reached as: the myth of acceptance at first glance, temporary togetherness, and university as a life-saver.
Video-Based Material Development during COVID-19 and Its Impact on Learners: A Critical Perspective
Author: Yasmin, Tahsina
Date: 2022-00-00
Type: Journal Articles
Subjects: Video Technology,Technology Uses in Education,Material Development,COVID-19,Pandemics,English Departments,Teacher Developed Materials,Universities,Second Language Instruction,English (Second Language),Instructional Effectiveness,Electronic Learning,Student Satisfaction,Student Motivation,Foreign Countries

This paper seeks to explore the impact of video lectures on the students of the Department of English of a Bangladeshi private university during the world pandemic, COVID-19. Using various online resources, especially YouTube videos, website links, e-texts, and journal articles, to make a classroom vibrant, interesting, engaging, and entertaining and to disseminate the best possible knowledge among students was the common trend in the classrooms of the English Department of Daffodil International University (DIU) before the pandemic. However, using teacher-developed materials in the classroom was not a regular phenomenon in the culture of higher education in Bangladesh, particularly in the Department of English at DIU. This paper will explore what kind of positive motivation this shift brought to get the students more engaged in the classroom during the worldwide crisis. It will also discuss whether the teacher-made video lectures helped students understand the topic(s) better. This study intends to address these issues besides inspecting the general pros and cons of using such materials in a tertiary classroom. The data were collected through close-ended and open-ended questionnaires from the selected students and analyzed using qualitative and quantitative research methods. The researchers hypothesized that teacher-made video lectures were more effective given that students' and instructors' similar stress and intonation, pronunciation, and cultural experiences which helped learners comprehend the lesson topics in comparison with materials prepared commercially. This paper also highlights the students' expectations and satisfaction, particularly related to the video lectures made by teachers compared to those taken from popular online resources.
Examining the Relationship between Teachers&apos; Self-Compassion, Forgiveness, and Psychological Resilience
Author: Uyanik, Nursefa
Date: 2022-00-00
Type: Journal Articles
Subjects: Altruism,Resilience (Psychology),Psychological Patterns,Foreign Countries,Counselors,Special Education Teachers,Preschool Teachers

The purpose of this study is to examine the relationship between teachers' self-compassion, forgiveness, and resilience. For this purpose, a total of 410 volunteer teachers, 222 women and 188 men, working in schools affiliated to the Ministry of National Education were reached. In the study, in which the relational screening model was used, the &quot;Personal Information Form,&quot; the &quot;Self-Compassion Scale,&quot; the &quot;Heartland Forgiveness Scale,&quot; and the &quot;Psychological Resilience Scale&quot; were applied to the teachers. Pearson product moment correlation coefficient analysis, independent samples t-test, one-factor analysis of variance (ANOVA), and Kruskal-Wallis H-test were used to analyze the data. According to the data obtained from the study, there is a statistically significant relationship between teachers' self-compassion, forgiveness, and resilience. In addition, it was found that the scores for self-compassion and forgiveness differed significantly depending on the variables of gender and birth order, forgiveness depending on the variable of marital status, self-compassion and psychological resilience depending on the variable of seniority, and psychological resilience depending on the variable of industry. The results of the study were discussed, and suggestions for future studies were presented.
Transformational Experience during Study Abroad: The Case of a Japanese Pre-Service Teacher
Author: Hiratsuka, Takaaki
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Study Abroad,English (Second Language),Language Teachers,Student Experience,Transformative Learning,Self Esteem,Adjustment (to Environment),Reflection,Role,Beliefs,Opinions,Individual Development

Although there is a growing recognition of the importance of pre-service teachers' experiences abroad, scant research attention has been paid to the lived study-abroad experiences of pre-service language teachers of English in non-Western countries. It is vital to shed light on the experiences of this particular group of teachers because their linguistic and cultural particularities (i.e., non-native speakers of English from the non-Western world) and the characteristics of their future students (i.e., largely monolingual and monocultural) differ notably from those of their counterparts in Western countries. This study examines, through the use of narrative interviews, the transformative learning of a preservice language teacher of English at a Japanese university who participated in a study-abroad program in Sweden. Findings suggested that the participant experienced interrelated, but successive, phases of transformation processes: from having increased confidence to experiencing a disorienting dilemma, and from engaging in critical reflection to performing new roles. Practical implications and research recommendations associated with study-abroad programs for pre-service teachers are also included.
Strategic Ways for Improving the Efficiency of Teaching Linguistics to EFL Students with Physical Disabilities
Author: Husin, Saifuddin Ahmad
Date: 2022-00-00
Type: Journal Articles
Subjects: Efficiency,Linguistics,English (Second Language),English Language Learners,Language Teachers,Students with Disabilities,Physical Disabilities,Inclusion,College Students,Foreign Countries

Inclusive education for students with disabilities has become an important concern for educationists and scholars worldwide. Considering the significance of learning foreign languages to compete in every walk of life worldwide, the current study examines the impact of teachers' various strategic actions, including inclusive teaching practices, universal design for learning, and teachers' stroke in developing and enhancing students' motivation to learn English as a Foreign Language (EFL) and the resultant perceptions of their EFL teaching efficiency. Applying a quantitative survey methodology, the data was collected from 193 students with disabilities studying in six different universities in Indonesia. Using SmartPLS-3 software, structural equation modeling was employed to analyze the data. The results revealed the significance of all three teaching strategies in enhancing students' perception of teachers' efficiency via an underlying mechanism of students' motivation to learn EFL. It is hoped that the study results will contribute to the existing body of literature regarding the teachers' application of strategic ways and the development of students' motivation and readiness for inclusion in EFL studies in the higher education sector. It will also help form a stimulating socio-cultural environment for efficient adaptation of people with disabilities having sufficient command in EFL.
Communicative English in Bangladesh: Where Are the Communicative Elements?
Author: Al Amin, Md.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communicative Competence (Languages),English (Second Language),Second Language Instruction,Language Skills,Language Teachers,Teacher Attitudes,English Curriculum,English for Special Purposes,Instructional Improvement,Communication Strategies,Communication Skills,Teaching Methods,Teacher Selection

This study investigates the conflict between the demand for communicative English language skills in employment and education and the lack of effective resources to develop such skills in Bangladesh. It offers a discursive analysis of vital issues in implementing effective communicative language teaching (CLT) by surveying 216 teachers about their views on the current English curriculum, their classroom practices, and the barriers they encountered in teaching. A significant gap was revealed between participants' understanding of curriculum expectations and their actual practice. An extended qualitative investigation followed and it was found that there is a demand for acquiring English language competency both within the country and for the purposes of trade, work, and study overseas. Unfortunately, teachers face a shortage in training courses in CLT. Furthermore, implementation of the curriculum in classrooms is affected by the availability of resources for creating communicative and real-life English language contexts, qualifications, knowledge, and experience of teachers, and especially, by the way learning is examined. The study concludes that a full range of inhibiting factors needs to be addressed to improve English language teaching (ELT). It further recommends the development of local and thorough theorisations of ELT rather than undue reliance on overseas trends and experts.
EFL Learners&apos; Speaking Strategies: A Study of Low and High Proficiency Learners
Author: Rayati, Mitra
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Speech Communication,Language Proficiency,Foreign Countries,High Achievement,Low Achievement,Speech Skills

Although the ability to speak is often considered a determining factor of learners ability in the target language, research has given scant attention to strategies that can be used to improve this skill. This study aimed to shed light on the speaking strategies that learners use to deal with problems they encounter when using the target language or to improve the quality of their L2 performance. This study deployed the Oral Communication Strategy Inventory (OCSI) developed by Nakatani (2006) to measure the strategies that students use in oral communications. In doing so, adopting the mixed-methods sequential explanatory design, this study investigated the use of speaking strategies of low and high proficiency English as a Foreign Language (EFL) learners in performing speaking tasks. The participants of the study were 23 low and 25 high proficiency students learning English in an institute in Iran. After performing the speaking tasks, the participants filled out the OCSI questionnaire and answered two open-ended questions. The results indicated that low and high proficiency students employ different strategies. While advanced learners used &quot;accuracy-oriented&quot; strategies the most and &quot;message abandonment&quot; strategies the least, &quot;message reduction&quot; strategies and &quot;thinking in English&quot; strategies, respectively, were found to be the most and the least frequently used by elementary learners. The Mann-Whitney U test indicated that of the six speaking strategies, only &quot;message abandonment&quot; and &quot;thinking in English&quot; strategies were found to be significantly different between elementary and advanced English learners. This study contributes in some ways to the understanding of how students' proficiency level relates to their strategy use and provides English teachers with a variety of pedagogical methods to motivate students and enhance their oral production via speaking strategies.
Examining Three Crucial Second Language Acquisition Theories and Their Relationship in the Acquisition Process by a Six-Year-Old Nicaraguan Girl
Author: Rocha, Julio César Roa
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Second Language Instruction,Foreign Countries,Learning Theories,Teaching Methods,Case Studies,Journal Writing,Video Technology,Linguistic Theory,Age Differences,Music,Parent Child Relationship,Native Language,Spanish,Student Interests,Young Children,Parents as Teachers,Learning Activities

Some theories of second language acquisition have had a major influence on the teaching and learning of a second language. This study reports the acquisition of English as a second language over a six-month period by a six-year-old Nicaraguan girl. Findings are based on a cross-sectional study and data that come from observation, journaling, and video recording. There are many beliefs, arguments, and controversies about the importance of being exposed to a language at an early age and the roles that these three vital theories play: behaviorism, innatism and interactionism. Hence, this study sought to investigate the importance of an early start in language acquisition and the role these three core second language theories played in the process. The data collected adds evidence to the theory that age plays a significant role in acquiring a language. The three theories used in this study were found to be present in the process of how this child learned or acquired a language. The use of these theories could serve as a basis for teaching English to children.