ethanporcaro/eric-fulltext-meta huggingface dataset:
Scaffolding Development of Clinical Supervisors: Learning to Be a Liaison
Author: Snow, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Teacher Supervisors,Preservice Teachers,Preservice Teacher Education,Teacher Effectiveness,Teacher Educators,College Faculty,Self Evaluation (Individuals),Metacognition,Communities of Practice,Teacher Student Relationship,Partnerships in Education,Empowerment

Teacher education as a field has embraced the idea that clinically-based teacher education will better support teacher candidate learning and the learning of their future preK-12 students (AACTE, 2018; NCATE, 2010). Likewise, teacher education scholars have emphasized the importance of learning to teach well in clinical practice (Darling-Hammond, 2014). We five women teacher educators engaged in a collaborative self-study to investigate our different perspectives and our institution's hope for mentoring and preparing new liaisons. Our collaborative self-study focused on the research question: &quot;What are the key factors that play a part in influencing the developmental trajectory of a liaison?&quot; Through a collaborative self-study of our clinical supervision work as university liaisons, we identified the importance of community toward developing agency as teacher educators. Our year-long self-study involved journaling about our liaison experiences and our developmental trajectory in becoming teacher educators across time and multiple contexts.
A Content Analysis of Coaching Novice Teachers
Author: Arroyo, Michelle
Date: 2020-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Beginning Teachers,Experienced Teachers,Interaction,Help Seeking,School Visitation,Teacher Attitudes,Professional Development,Mentors,Classroom Techniques,Teaching Methods

Coaching interactions among 13 new teachers and seven experienced teachers are analyzed to examine the support requested by novice teachers and the support they received from visits to their classrooms by experienced teachers. Comments from new teachers and coaches were organized into general themes and categories related to instruction and management identifying differences between the new teachers' and coaches' concerns.
Tensions in the Preparation of University Supervisors: Dual Perspectives from Supervisors and Administrators
Author: Capello, Sarah
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Teacher Supervisors,Supervisory Training,Conflict,Expectation,Student Teacher Evaluation,Professional Identity,Teacher Education Programs,Clinical Supervision (of Teachers),Role Perception,Evaluators,Program Administration,Teacher Educators,Administrators,Administrator Attitudes

Prior research shows that supervisors of teacher candidates are typically underprepared for their work and receive little oversight of it. However, there has been less research into these causes and the effects of minimal preparation on supervisors. This case study of a teacher education department uses survey, interviews, and document analysis to examine the tensions that occur when supervisors are underprepared for their roles. The results indicate three tensions that undermine supervisors' practice: unclear expectations, perfunctory evaluations, and the failure to develop teacher educator identities. In the absence of organizational supports for supervisor preparation and development, supervisors relied on peer networks and their PK-12 experience to inform their practice. Program administrators lamented the lack of training for supervisors but did not have the time or resources to support it. Intentional preparation could help supervisors navigate these tensions and should aim to align supervisors' training to the roles they embody.
Individual Factors in the Motivation of Learning L3 through L2 among Minority Students in Xinjiang
Author: Ahåt, Rayhangül
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Student Motivation,Minority Group Students,College Students,Middle School Students,Student Attitudes,Value Judgment,Expectation,Success,Bilingualism,Educational Policy,Bilingual Education,Barriers,Language Usage,Language Proficiency

Learner motivation is considered as one of the important factors that help to understand learner performance. As motivation is affected by both individual and social factors, it is essential to explore the learner motivation before effective instrumental programs for learners studying in different social contexts are designed and implemented. Using the expectancy-value theory (EVT) model of achievement motivation, proposed by Eccles and her collaborators, this study aimed at exploring (1) the most influential effective variables in learning English as an L3 and (2) individual factors that influence the learners' L3 motivation. The participants in this study were ethnic minority students of a university and a middle school in the Xinjiang Uyghur Autonomous Region of China. Two hundred and ninety-nine students from one of the top universities and a prestigious middle school in Ürümqi voluntarily answered a motivational questionnaire and filled in a personal information sheet. Results of the study showed that L3 learners held higher utility and attainment value than intrinsic value and expectancy for success. The age onset of bilingualism, L2 exposure and attitude towards L3 learning are the important individual factors related to learners' L3 motivation. On the basis of these results, the author provides suggestions on the provision of L3 education, the medium of L3 instruction, as well as the influence of present bilingual education policy on teaching English as an L3 in the context of different bilingual teaching modes in the Xinjiang Uyghur Autonomous Region.
World Englishes Communication and Challenges: A Qualitative Study of Three Vietnamese University Graduates
Author: Nguyen, Van Khanh
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Variation,English (Second Language),Second Language Learning,Second Language Instruction,Linguistic Theory,Language Proficiency,Phenomenology,Case Studies,College Graduates,Vietnamese People,Communication Problems,Foreign Countries,Auditory Perception,Pronunciation,Language Usage,Context Effect,Speech Communication,Self Concept,Metalinguistics

The wide use of English has given rise to the World Englishes (WE) paradigm, within which there has been a growing interest in the pedagogical implications of the varieties of English. A frequently documented rationale for the marriage between second language education and WE is that WE users should be aware of the potential problems in WE communication. This study adopts a qualitative case study, employing an Interpretative Phenomenological Approach (IPA) to explore the perception and experience of three Vietnamese university graduates of such WE communicative problems. The data collected through semi-structured interviews were analyzed through the lens of existing WE theories, especially the theory of intelligibility in communication. The findings confirm problems concerning sound recognition as the most frequent and dominant intelligibility issue while comprehensibility and interpretability problems vary and depend on the contexts of use. The data also yield information about the effects of WE problems on both the participants' feelings and their English proficiency. Findings from this study urge the integration of WE into current English as a Foreign Language (EFL) practice in Vietnam as a WE awareness can help build a critical understanding of languages and contribute to the formation of a positive identity of EFL/ English as a Second language (ESL) users.
The Perceptions of Wyoming Principals to Predict Superintendent Motivating Language Use: A Blockwise Regression Study
Author: Holmes, William T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Superintendents,Language Usage,Motivation,Administrator Characteristics,Competence,Credibility,Interpersonal Communication,Administrator Attitudes,Administrator Behavior,Trust (Psychology),Integrity

This 2019 NRMERA conference proceeding shares the results of a blockwise regression study focused on the degree to which the Motivating Language Antecedents [Behavioral Integrity and Source Credibility Dimensions -- Competence, Goodwill, and Trustworthiness] predict superintendent's Motivating Language use based upon the preceptions of their principals through the lens of Motivating Language Theory as the foundation for superintendent talk. Significant results from this study indicate that principals prioritize superintent goodwill as a necessary primary precursor over competence and prioritize the dimensions of source credibility before behavioral integrity thus supporting a redefinition of superintendent credibility from the current research field. [Paper presented at the Northern Rocky Mountain Educational Research Association Annual Conference (2019).]
Conducting a Mock Faculty Panel Interview
Author: Seay, Darolyn
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Employment Interviews,Teacher Education,Simulation,Professionalism,Skill Development,Job Applicants,Communication (Thought Transfer),Interpersonal Competence,Personality

This conference proceeding paper regarding the presentation made at the NRMERA 2019 conference focused on the purpose to develop candidates who possess dispositions so that they will be successful in the classroom. This presentation included a mock panel interview including four undergraduate teacher candidates as the participants along with two education faculty members. The panel interview demonstrated to the audience the format, the physical arrangement, professional dispositions and dress, and questions strategically developed identifying 4 major human attributes: Verbal and Listening, professionalism, and human interaction.
A Contrastive Rhetoric Analysis of Three Court Decisions in American, Philippine, and Indonesian Englishes
Author: Hernandez, Hjalmar Punla
Date: 2017-00-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Court Litigation,Language Variation,English (Second Language),Second Language Learning,North American English,Cultural Influences,English for Special Purposes,Legal Education (Professions),Foreign Countries,Decision Making

The study was a humble attempt at cross-analyzing court decisions drafted in American, Philippine, and Indonesian Englishes in the perspective of world Englishes (WEs). Using the contrastive genre analysis framework of Le, Kui, and Ying-Long (2008), and Cheng, Sin, and Li (2008), the study examined three authentic court decisions taken from the Kachruvian inner, outer, and expanding Englishes, namely, American English, Philippine English, and Indonesian English. The data were analyzed three times in terms of (1) rhetorical segments and functions, and (2) moves and segments. In the level of rhetorical segments and functions, results revealed that (1) the three court decisions exhibited more similarities than differences. On the other hand, (2) the legal texts displayed certain moves and steps, regular with and distinct from each other. Furthermore, certain linguistic characteristics of the court decisions were also revealed. Cultures of the inner, outer, and expanding circles embedded in the discourse of the three court decisions were exposed. In conclusion, legal cultures through the lens of WEs have the potential of uncovering the underlying roots of court decisions as legal genre. It is, therefore, recommended that resilient initiatives in studying English for Legal Purposes (ELP) must be undertaken to thrive such field to a definite level of critical contrastive rhetoric with respect to WEs.
Past-Time Marker -&quot;ed&quot; in the Speech and Written Work of Indonesian English Majors
Author: Lotfie, Maskanah Mohammad
Date: 2017-00-00
Type: Journal Articles
Subjects: Morphemes,Foreign Countries,Majors (Students),English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Undergraduate Students,Transfer of Training,English Literature,Interference (Language),Indonesian,Indonesian Languages,Language Usage,Language Teachers,Teacher Education Programs,Language Variation,Employment Potential,Teaching Methods,Native Language

This paper presents a descriptive investigation on verbal and written use of past-time inflectional marker -&quot;ed&quot; by Indonesian English majors. Given that English has a foreign language status in Indonesia, acquiring grammatical forms and specific to this study, the -&quot;ed&quot; inflection, is challenging to learners. Difficulties in acquiring the form is amplified by cross-linguistic influence as the majority of EFL learners in Indonesia speak Javanese as their first language and Indonesian as the second, while exposure to English and to this study's temporal target form is minimal. The salience of -&quot;ed&quot; and its allomorphs plays a part in determining the learners' usage of the form, with syllabic forms predicted to be perceptually more prominent and easier to acquire. Thirty undergraduates who were English Literature and English Education majors in Central Java participated in this study. Due to the two-fold nature of the investigation, data were collected using two instruments; one elicited written usage of the target form while the other stimulated the participants' verbal output. Although there were missing -&quot;ed&quot; inflections where obligatory, results suggest students' ease and considerable consistency in using the written form of the -&quot;ed&quot; temporal marker. On the contrary, the English majors generally used the default form of the regular verbs when -&quot;ed&quot; allomorphs [t], [d] and [[near-close near-front unrounded vowel]d] were required in their speech. To a certain extent, cross-linguistic influence and saliency are relevant in discussing the acquisition of the forms. Instructional intervention should help the English majors and others comparable to them, whose closer approximation to Standard English is very important, in completing their university academic programmes as well as in enhancing chances of employability which includes teaching English.
PhotoVoice: An Innovative Qualitative Method in Research and Classroom Teaching
Author: O'Malley, Lori J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Photography,Teaching Methods,Qualitative Research,Action Research,Participatory Research,Research Methodology,Undergraduate Students,Student Empowerment,Creative Thinking,Student Research

The purpose of this workshop was to inform participants of the multiple uses of a qualitative research method called Photovoice. Both presenters have utilized this method extensively in their own academic research, in their research methods courses, and in their nonresearch related courses. In this method, participants are provided with a series of questions (or topics) and asked to take photographs that capture their responses to these questions/topics. Once these photographs have been taken, participants meet with researchers/instructors to discuss the photographs in a semi-structured or focus group format. Photovoice allows participants to take an active role in research and allows their perspectives to be visually displayed for enhanced discussion.
The Evolution of Clinical Practice and Supervision in the United States
Author: McIntyre, D. John
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational History,Student Teaching,Teacher Education,Teacher Effectiveness,Educational Change,Laboratory Schools,Teacher Associations,Academic Standards,Practicum Supervision,Professional Development Schools,Elementary Secondary Education,Higher Education

Clinical practice in teacher education has evolved from an apprenticeship model to one that finds it more intertwined with collaborative arrangements with partnering public schools. We look at how this evolution has had a major impact on the effectiveness of how teachers are prepared in an ever more complex society. We also describe how instructional supervision has been intertwined with clinical practice throughout the decades.
Identifying Discrepancies between Student Technology Expectations and Current Resources
Author: Parriott, Lisa
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Expectation,Technology Integration,Technology Uses in Education,Academic Achievement,Handheld Devices

This paper is an investigation into the technologies necessary to support the academic success of students entering college classrooms. Students beginning college bring a variety of technologies to campus and have varied expectations as to what the college will or should provide. This research seeks to discover the technology students own, expect, and need to successfully participate in academic courses. Furthermore, this research seeks to identify relevant gaps and determine the technology resources that are necessary for colleges to fund in order to provide equitable learning for success of students of all socioeconomic levels.
Pedagogy, Practice, and Mentorship: Core Elements of Connecting Theory to Practice in Teacher Educator Preparation Programs
Author: Alexander, Monique
Date: 2019-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Educational Philosophy,Teaching Methods,Teacher Educators,Teacher Education Programs,Faculty Development,Field Experience Programs,Teacher Supervision,Decision Making,Case Studies,Preservice Teachers,Mentors

As the teacher education preparation climate shifts to emphasize extended clinical field experiences as the heart of preservice teacher preparation, the research community has attempted to understand more about the pedagogies and personnel that will support learning in these areas. Supervisors are a staple in the clinical field experience, yet the research community has a limited viewpoint of the practices and decision-making that lay underneath their work. Using a multiple case study methodology and a select but diverse group of participants, this study investigated the resources that supervisors draw on to resolve challenges in their practice. The results of this study highlight the significance of coursework for the preparation of teacher educators. Specifically, the results note that exposure to and practical application of philosophies and pedagogies learned during coursework can be used to utilized to resolve challenges in supervisors' work with preservice teachers. Additionally, this research demonstrates the role of mentoring communities on clinical instructors' development.
Attitudes toward English as an International Language: A Comparative Study of College Teachers and Students in Taiwan
Author: Liu, Pei-Hsun Emma
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Attitudes,College Faculty,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,Language Usage,Language Variation,Language Teachers,Teacher Attitudes,Student Attitudes,Positive Attitudes,Native Speakers,College Students

English has become an international language which people use to communicate with others to achieve a variety of purposes. Traditional English language teaching (ELT) pedagogy tends to promote native-like competence as the ultimate goal of English language learning. However, many scholars have criticized such a traditional teaching orientation and have proposed the concept of English as an international language (EIL) (McKay, 2003). In the framework of EIL, there is no one Standard English; rather, English learners should be aware of English varieties (e.g., American English, Singlish, Indian English, etc.) and be able to use appropriate English varieties in certain contexts. While the notion of EIL is accepted by many scholars, ELT professionals and English learners are usually unaware of EIL. Therefore, this research aims to investigate the attitudes of English teachers and students in Taiwan toward EIL. It discusses differences between teachers' and students' attitudes toward EIL through quantitatively analyzing the questionnaire of EIL attitudes completed by 300 students and 17 teachers in the English department of a university in Taiwan. The findings indicated that both students and teachers had positive attitudes towards the concept of EIL, but resisted using Taiwanese English. In addition, while most students felt inferior to native speakers, the teachers tended to encourage their students to put emphasis on linguistic correctness during communication. Pedagogical implications are also provided.
Developing &quot;Monolary&quot; as an Innovation of Language Games to Practice Students&apos; Vocabulary Mastery in Elementary Schools in Bali
Author: Kusuma, I. Putu Indra
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Students,Second Language Learning,Second Language Instruction,English (Second Language),Vocabulary Development,Prediction,Educational Games,Teaching Methods,Mastery Learning,Foreign Countries,Learning Theories,Language Teachers,Instructional Innovation

This paper presents an innovation of language games for practicing English vocabulary mastery. The main focus of the study was to investigate the development of Monolary (The given name toward the game) while specifically, it focused on: (1) investigating the media and games used in teaching vocabulary; (2) investigating the development of Monolary; and (3) investigating how could Monolary be used as a media or game in practicing students' vocabulary mastery. The participants were five elementary English teachers and 132 students of five elementary schools in Bali. The instruments used were questionnaires, observation sheets, and interview guide. The results show that (1) teachers did not have any media and games to support vocabulary teaching and (2) the development of Monolary was based on vocabulary learning theories which could be used as media of practicing as well as assessing vocabulary mastery of elementary schools' students. From the aforementioned results, it can be concluded that teachers need media and games to support vocabulary teaching and Monolary could be one solution.
Tinker, Tailor, Supervisor, Spy: Lessons Learned from Distant Supervision
Author: Currin, Elizabeth
Date: 2019-00-00
Type: Journal Articles
Subjects: Distance Education,Supervision,Preservice Teacher Education,Internship Programs,Research Universities,Democracy,Interpersonal Communication,Electronic Mail,Video Technology,Observation,Coaching (Performance),Evaluators,Student Evaluation,Barriers

This study investigates the transition from a local to a distant model of clinical intern supervision at a large, public, research university. Interviews were conducted with supervisors who had participated in local and distant supervision to explore challenges and adaptations throughout the first year of the distant model. Aside from areas of consensus, such as difficulties with communication, observations, coaching, and seminar meetings, the supervisors revealed distinctly different responses to the expectation of carrying out the distant supervision model with fidelity. Positioning theory provided helpful insight into the range of experiences and reactions within the interview data. Our findings suggest that as programs continue to experiment with distant supervision, they may wish to democratize the process through collaborative inquiry in which multiple players tinker and tailor to support intern learning.