ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Our Organization Deals with People, Not with Products&quot;: Perceptions of School Organizational Patterns
Author: Chen-Levi, Tamar
Date: 2022-02-00
Type: Journal Articles
Subjects: School Organization,Teacher Attitudes,Administrator Attitudes,Systems Approach,Profiles,Elementary School Teachers,High School Teachers,Foreign Countries,Teamwork,Teacher Role,Teaching Methods,Curriculum,Innovation,Educational Change,Faculty Workload,Coping

This article is part of a wide-scope research examining teachers' perceptions regarding the organizational profile of their school. Research participants were asked about nine parameters that outline the school's organizational structure (Chen-Levi, 2019). Main research questions were: How do the three different groups of position-holders in the school- administrative staff, homeroom teachers, and subject-matter teachers -- perceive the organizational profile of their school? What is the importance of each parameter that comprises a school's organizational profile? A loglinear analysis was performed to test whether the three groups differed in the way they related to these parameters. Differences or similarities in the faculty's perception of the school will have implications on the staff's internal cohesion, quality of its communication and staff members' motivation to contribute to change-related tasks that require a long-term view. Analysis of teachers' responses produced a picture according to which the criteria they regard as central to the school's organizational structure are: curriculum content and teaching methods, as well as innovation and changes in the organization. These areas are cornerstones in education. They stressed the need to expose students to a rich and varied education, challenging and encouraging curiosity in many disciplines by means of creative tools and constant innovation.
Teacher Preparation Process in the United States of America
Author: Kesici, Ayse Elitok
Date: 2022-02-00
Type: Journal Articles
Subjects: Teacher Education Programs,Preservice Teacher Education,Preservice Teachers,Classroom Communication,Learning Processes,Teacher Student Relationship,Eye Movements,Teacher Behavior,Nonverbal Communication,Notetaking,Computer Mediated Communication,Sleep,Student Behavior,Attendance Patterns

The purpose of this research was to reveal in-class communication practices used in the courses in the teacher preparation programs of the USA depending on classroom observations. Qualitative research method was used in the research. The researcher collected the data through direct participatory and unstructured observation. The researcher made observations in three different classes during the spring semester of 2017-2018 academic year. The study group of the observations was composed of three faculty members and the teacher candidates who were their students. According to research findings, positive faculty member behaviors were; not standing at the same point in the classroom, making eye contact with the students, etc., whereas negative faculty member behaviors were; speaking fast, not calling the students with their names, etc. Positive teacher candidate behaviors were; asking permission to speak by raising up a finger, taking notes in the lesson, etc., whereas negative teacher candidate behaviors were; texting friends during the lesson, sleeping in the lesson, coming to class late, etc. In order to train qualified teachers and make the outcomes of the lessons acquired by teacher candidates, the faculty members should enhance their teaching competencies in accordance with the changing conditions.
Moral Education Curriculum Reform for China&apos;s Elementary and Middle Schools in the Twenty-First Century: Past Progress and Future Prospects
Author: Tang, Hanwei
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Moral Development,Ethical Instruction,Educational Change,Elementary School Curriculum,Secondary School Curriculum,Middle Schools,Educational Policy,Curriculum Development,Moral Values,Values Education

Purpose: This article provides a historical overview of the progress made in the moral education curriculum (MEC) reform of China's elementary and middle schools in the 21st century and discusses its future prospects. Design/Approach/Methods: The main methods used were textual and policy analyses. Findings: While China's MEC reform is characterized by an openness and modernity achieved through international dialogue, it remains distinctively Chinese. The continued development and improvement of MEC reform can only occur through the careful handling of the various relationships between China and the international community, traditionality and modernity, central and local authorities, as well as theory and practice. Originality/Value: In addition to providing greater insights into and understanding of China's new MEC reform, this article suggests several ideas for the further development of educational reform.
China&apos;s Experiences in Developing Lifelong Education, 1978-2017
Author: Wu, Zunmin
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Lifelong Learning,Educational Policy,Educational Practices,Educational Change,Educational Development,Civil Rights,Civics,Literacy,Human Resources,Government Role,Federal Government,Program Development,Program Implementation,Quality of Life,Adult Education,Educational History

Purpose: This study systematically reviews the China's progress in lifelong education (LLE) policies, theories, and practices in the 40 years since its reform and opening-up and provides several guidelines for developing LLE going forward. Design/Approach/Methods: This study analyzes the characteristics of LLE in China through a review of its developmental process and prospects at the policy, theoretical, and practical levels. Findings: While following the goals of LLE set by the United Nations Educational, Scientific, and Cultural Organization, China has developed and implemented LLE with distinctly Chinese characteristics. The development of LLE in China has focused on protecting citizens' learning rights, improving civic literacy, and enhancing human resources. This study reveals four aspects of China's experiences of LLE development. First, as the primary actor in promoting LLE, the government took responsibility for providing guidance and leadership in the development and implementation of LLE. Second, the people's enthusiastic response to and expectation of the further enhancement of their spiritual cultivation and quality of life established LLE's practical status. Third, the socioeconomic and political context consolidated the value foundation of LLE development. Fourth, the positive responses of the academic community and follow-up studies promoted policy-oriented processes and practice-based scientific development. Originality/Value: In addition to suggestions for the creation of an LLE system with Chinese characteristics, this study reveals several core theoretical topics of LLE development in China that warrant further research.
Rethinking &quot;Basic Issues&quot; in Moral Education
Author: Gao, Desheng
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Moral Development,Ethical Instruction,Moral Values,Educational Principles,Educational Theories,Best Practices,Direct Instruction,Instructional Effectiveness

Purpose: This article presents an alternative interpretation of &quot;basic principles&quot; in moral education by reconsidering Dewey's moral education theory, which has had profound influence on Chinese educational theory and practice. Design/Approach/Methods: Through a close analysis of &quot;Moral Principles in Education&quot; (1909), this study identifies four ideological and logical limitations in Dewey's moral education theory. Findings: Analysis revealed four limitations in Dewey's moral education theory. First, although &quot;moral ideas&quot; originate from real life, they are insufficient for developing a fully moral life. Second, the &quot;moral trinity&quot; is an ideal that cannot be fulfilled when exposed to reality. Third, the interpretation of &quot;ideas about morality&quot; needs to extend beyond examinations of their effects on behavior, particularly insofar as these ideas play a complex role in the overall development of individuals. Fourth, simply teaching ideas about morality constitutes the worst practice of &quot;direct moral instruction.&quot; In this respect, best practice involves cultivating moral ideas while facilitating the transformation of ideas about morality into moral ideas or vice versa. Originality/Value: The distinction between &quot;moral ideas&quot; and &quot;ideas about morality&quot; has long been considered the basic problem of moral education. This study presents another approach to the &quot;basic problem&quot; of moral education that complements and reinforces these concepts.
Digital Ethnography for Culture Teaching in the Foreign Language Classroom
Author: Berti, Margherita
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Ethnography,Second Language Learning,Second Language Instruction,Cultural Awareness,Criticism,Telecommunications,Handheld Devices,Computer Assisted Instruction,Intercultural Communication,Task Analysis,Photography,Video Technology,Social Networks,Social Media,College Students,Student Attitudes,Technology Uses in Education

With the increasing recognition of the importance of developing intercultural competence in foreign language education, there is now much discussion amongst scholars and teachers as to how to move beyond fact-based approaches to teaching culture by promoting more interpretive and reflective learning within a critical frame. Whilst study abroad is often seen as the ideal context for promoting such learning, this paper considers the possibilities of enacting a digital ethnographic approach to culture teaching within the foreign language classroom. Such an approach involves engagement with online resources in the studied language for the purposes of identifying and interpreting diverse linguistic and cultural forms, as well as critiquing problematic cultural representations. This paper begins with a brief overview of Computer-Assisted Language Learning and Mobile-Assisted Language Learning, and then goes on to consider three main approaches to teaching culture with the use of computers and mobile devices. The paper then puts forward a number of concrete pedagogical suggestions for the implementation of a digital ethnographic approach to teaching culture in the foreign language classroom which emphasizes interpretation and critical reflection.
Decentralization, Teacher Quality, and the Education of English Learners: Do State Education Agencies Effectively Prepare Teachers of ELs?
Author: Leider, Christine Montecillo
Date: 2021-07-26
Type: Journal Articles
Subjects: State Departments of Education,State Policy,Administrative Organization,Teacher Effectiveness,English Language Learners,Teacher Education,Educational Legislation,Elementary Secondary Education,Federal Legislation,Language Teachers,Teacher Certification,Credentials,Bilingual Education,Immersion Programs,Civil Rights,State Standards,Educational Policy

English learners are entitled to participate meaningfully and equally in educational programs. The Every Student Succeeds Act (ESSA) includes provisions to ensure success for all students, including English learners. However, the federal government does not prescribe specifically how states should meet these provisions; instead, it is the responsibility of states to develop respective plans of action. This decentralization means that states play a primary role in setting policy for teacher credentialing. In this paper, we address the following question: &quot;Do state education agencies effectively prepare teachers of ELs?&quot; We reviewed the teacher credentialing requirements to teach classified English learners in bilingual education, English language development, and sheltered English immersion settings, as well as the professional teaching standards for reference to culturally and linguistically diverse learners across the 50 states and the District of Columbia. We found inconsistencies across the US with regard to the education of classified English learners and document wide variation in teacher certification for working with English learners. We highlight implications for policy and teacher preparation.
Designing and Implementing Interactive, Collaborative Family Literacy Events
Author: Mahoney, Kerrigan
Date: 2022-01-00
Type: Journal Articles
Subjects: Family Literacy,Program Development,Program Implementation,Family School Relationship,Elementary School Students,Talent Development,Skill Development,Learning Activities,Academically Gifted,Gifted Education,Individualized Instruction,Early Childhood Education,English Language Learners,Online Courses,Literacy Education,Student Participation,Family Involvement

Shared experiences through school-hosted events, such as family literacy events, can afford opportunities to support and extend academic learning while fostering positive home-school relationships. This article describes the importance of developing primary-grade students' literacy skills through a talent development lens and explains several ways to nurture students' literacy skills and recognize potential, gifts, and talents during family literacy events. This article features one of the activities from the family literacy events, Environmental Print Bingo, a modification of I-Spy and Bingo which uses rich and varied environmental print resources. A description of this activity, necessary resources, and implementation tips are provided. Options for differentiating this learning activity to provide more challenge for gifted learners are suggested. Throughout the article, the application of a pedagogy for early childhood gifted education and Sternberg's triarchic theory of intelligence as a framework are discussed; these approaches informed the design of all family literacy activities. A brief overview of nine additional family literacy event activities is also shared. Welcoming and involving families of English learners is an important consideration in many communities, and therefore, preparation tips and considerations for facilitators that will help maximize the participation of all families are included. Finally, reflections and helpful advice for implementing family literacy events in your school communities are presented, including advice for implementing online family literacy events. Ultimately, this article should help readers conceptualize, plan, and implement family literacy events in their school communities.
Development of Communication Competence in Pre-Service Vocational Education Teacher Training
Author: Etzold, Daniel
Date: 2021-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Communication Skills,Preservice Teachers,Vocational Education Teachers,Preservice Teacher Education,Seminars,Foreign Countries,Microteaching,Cooperative Learning,Video Technology,Feedback (Response)

This paper presents a seminar concept for the development of communication competence in pre-service vocational education teachers with the aid of video annotations, feedback, and peer microteaching. The seminar is offered within a teacher training program for students taking a master's degree (MEd) in vocational education at the FH Münster University of Applied Sciences, Germany, and has been conducted three times. The advantages of the seminar concept are manifold. On the one hand, we create a learning environment in which students individually prepare and conduct five peer microteaching lessons in a row and receive prompt and constructive peer feedback on every performance. On the other hand, the quality of feedback improves so that our students are professional feedback providers by the end of the seminar. The provision of teacher feedback alone does not help our students become successful feedback providers. Nor, given the resources available at the university, is it a realistic alternative in terms of time constraints. In addition, due to recordings, the students gain a better insight into their teaching skills since their lessons can be observed and approached from an outside perspective.
Comparing Collaborative Writing Activity in EFL Classroom: Face-to-Face Collaborative Writing versus Online Collaborative Writing Using Google Docs
Author: Moonma, Jitlada
Date: 2021-00-00
Type: Journal Articles
Subjects: Collaborative Writing,Cooperative Learning,Writing Instruction,Writing Improvement,Editing,Error Patterns,Student Satisfaction,Undergraduate Students,English (Second Language),Second Language Learning,Synchronous Communication,Computer Mediated Communication,Electronic Learning,Foreign Countries

Collaborative writing is acknowledged as one of the most beneficial writing exercises for improving writing skills. This study aimed to look at the errors of online collaborative writing using Google Docs and face-to-face collaborative writing, as well as to find out how satisfied students were with both modes. Purposive sampling was used to pick 32 Thai second-year English major students (19 females, 13 males) from Writing II. A record form of the error kinds derived from Norrish (1983) a questionnaire, and a semi-structured interview were used as instruments. Frequency and percentage were the statistics used. The data revealed that 346 errors were discovered in online mode, while 389 errors were discovered in face-to-face mode, which was at a higher level. The most common types in the online mode were sentence fragments, while the most common kinds in the face-to-face mode were determiners. Grammars were presented to students in both modes, followed by lexis and mechanics. Furthermore, the findings indicated that the students reported being highly satisfied with online mode using Google Docs (X[bar]= 3.50), followed by face-to-face setting (X[bar]= 3.45). Students also had an overall positive feedback on Google Docs and found it useful in terms of writing anywhere and anytime. Based on the results of this study, students in online co-produced texts better than in face-to-face mode. Time independence and features of Google Docs might be the crucial factors which facilitated the students' writing in online mode.
Enhancing Thai EFL Students&apos; EFL Vocabulary Knowledge through the Use of Task-Based Language Teaching and Storytelling Technique Adopting Thai Folktales
Author: Tachom, Khomkrit
Date: 2021-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Instruction,Second Language Learning,Communicative Competence (Languages),Vocabulary Development,Instructional Effectiveness,Folk Culture,Story Telling,Knowledge Level,Skill Development,Teaching Methods,Undergraduate Students,Student Attitudes,Foreign Countries

This study aimed to examine the development of EFL students' vocabulary knowledge adopting a task-based method with 32 Thai students who enrolled in an English for Communication course at a university in northern Thailand. This study emphasized improving the Thai EFL students' English vocabulary knowledge by requiring students to retell six Thai folktales in English translation to their group members. The pretest-posttest design, as well as an interview, were employed to indicate the students' vocabulary improvement after retelling Thai folktales. The findings showed that the students' post-test scores were statistically higher than their pre-test scores, and the students felt that the folktale tasks helped them enhance their vocabulary knowledge. The results of this study indicate that the students learned English vocabulary in an engaging and meaningful way through storytelling; therefore, the students' vocabulary retention is likely high.
The Impact of External Contextual Factors on Teaching Candidates
Author: Butler, Alexander S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Context Effect,Student Teaching,Student Teacher Attitudes,Professional Identity,Portfolio Assessment,Figurative Language,Elementary Secondary Education,Cooperating Teachers,Recall (Psychology),Teacher Effectiveness,Alignment (Education),Performance Based Assessment

The formation of a teacher's identity is considered a dynamic process influenced by internal and external contextual factors. This article explores the impact that external contextual factors have on teacher candidates' identities by presenting the findings of an empirical qualitative study that investigated the relationship between teacher candidates' beliefs and their demonstrations and representations of teaching and learning on a nationally standardised portfolio assessment. Metaphor analysis and stimulated recall were used to explore this relationship. The study found that teacher candidates' teaching demonstrations while student teaching and representations of teaching found in a nationally standardised portfolio assessment were severely constrained by cooperating teachers and scripted curriculums. However, the study also found that candidates could articulate the differences between their beliefs about teaching and learning and their demonstrations and representations of teaching and learning. Candidates routinely made suggestions in the portfolio assessment to align their future teaching more closely to their metaphors for teaching. The study concluded that candidates did not change their beliefs but took up temporary teaching identities based on these findings. They found ways to navigate the assessment and their (teaching) context while remaining committed to their teaching identity and beliefs about good teaching. This article suggests how education system contexts impact the formation of teacher candidates' identities and what teacher education programmes need to do to strengthen candidates' identities in the face of negative external influences.
Music Teachers&apos; Perception of Music Teaching at the Stage of Early Adolescence
Author: Juhart, Petra Brdnik
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Music Teachers,Teacher Attitudes,Early Adolescents,Teaching Methods,Music Activities,Teacher Competencies,Curriculum,Program Development,Program Implementation,Adolescent Development,Planning

Based on the descriptive method of qualitative educational research, the present study explores music teaching at the stage of early adolescence in terms of general-school music teachers' viewpoints on factors defining the planning and implementation of music teaching. The study was based on qualitative analysis of data gathered in interviews with 18 teachers from nine countries (Slovenia, Argentina, Australia, USA, Turkey, Poland, Russia, Italy and Germany). The research found that music teaching based on authentic musical communication through the activities of playing, creating and listening to music was favoured by the interviewees. Among the factors affecting the presentation of music teaching at the stage of early adolescence, the quality of curricular bases and the professional competence of music teachers were emphasised. In this context, the research findings showed that music curricula in the international context do not provide a suitable curricular base for the implementation of music teaching. The problem becomes especially salient when the competences of music teachers are insufficient for the transference of the curricular platform to musical praxis through authentic ways of musical teaching. The research findings provide an insight into the complexity of the factors involved, including authentic music teaching, the music curriculum and teachers' competences, which determine the planning and implementation of music teaching at the stage of early adolescence. In addition, the findings provide a basis for further research in a broader context and for the development of guidelines for curricular updates and the modernisation of music education in general schools.