ethanporcaro/eric-fulltext-meta huggingface dataset:
(Re)Thinking the Adoption of Inclusive Education Policy in Ontario Schools
Author: Massouti, Ayman
Date: 2018-00-00
Type: Journal Articles
Subjects: Inclusion,Educational Policy,Foreign Countries,Educational Practices,Policy Analysis,Role,Criticism,Equal Education,Special Needs Students

The purpose of this article is to advance a proposal for the analysis of how inclusive education policies in Ontario schools are adopted. In particular, I use the notion of &quot;Policy Enactment&quot; to re-conceptualize the processes of putting inclusive education policies into practice. The argument is that the traditional &quot;implementation&quot; model to analyze the adoption of inclusive education policies devalues the significant role of context in both policy analysis research and practice. Analyzing education policies based on the construct of &quot;enactment&quot; offers a context-informed approach that can help policy actors and researchers to better understand how inclusive education policies are incorporated into practices. The paper concludes that a policy enactment perspective empowered by the constructs of Neo-Institutionalism theory is a more robust tool for analyzing inclusive education policies as their translation is far from being a mere upfront conversion of text into action.
School Principals&apos; Job Satisfaction: The Effects of Work Intensification
Author: Wang, Fei
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Job Satisfaction,Faculty Workload,Multiple Regression Analysis,Administrator Attitudes,Administrator Surveys,Educational Environment,Teacher Administrator Relationship,Unions,Foreign Countries,Mixed Methods Research,Focus Groups,Professional Recognition

This study examines principals' job satisfaction in relation to their work intensification. Frederick Herzberg's two-factor theory was used to shed light on how motivating and maintenance factors affect principals' job satisfaction. Logistic multiple regressions were used in the analysis of survey data that were collected from 2,701 elementary and secondary school principal members of the Ontario Principals' Council in Ontario, Canada. Approximately 1,423 valid cases were used in data analysis. Results show that principals' work intensification affects their job satisfaction. As a result of work intensification, motivating factors, such as workplace challenge, recognition from the employer, and work demand; and maintenance factors such as external policy influence, organizational support, principals' relationships with teachers, superintendents, and unions are having a significant impact on principals' job satisfaction. These factors affect the extent to which they are able to contribute effectively to improving student achievement and school performance.
Where Are We Now? Changing Admission Rates for Underrepresented Groups in Ontario Teacher Education
Author: Holden, Michael
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Disproportionate Representation,Access to Education,Equal Education,Foreign Countries,Teacher Educators,Disabilities,First Generation College Students,Minority Groups,Canada Natives,American Indian Students,College Applicants,College Admission,Educational Trends,Trend Analysis,Statistical Analysis

Equitable representation is an ongoing challenge for Canadian teacher education. While university educators recognize that a diverse teaching force supports both student outcomes and teacher retention, various groups--including first-generation students, students with disabilities, students of Aboriginal descent, and other racialized minorities--are underrepresented in Ontario's colleges and universities. Further, while many Canadian teacher education programs identify equity and diversity as key values, these values do not always result in rates of representation that reflect the student population. This study therefore examines the changes in application and acceptance rates of self-identifying underrepresented groups in Ontario's new four-semester teacher education programs. Such data will enable teacher educators to better understand rates of representation, and will be of interest to stakeholders from across Canada as they work to address the complex task of increasing equity and access for underrepresented groups in their programs.
Discourses of Teacher Professionalism: &quot;From Within&quot; and &quot;From Without&quot; or Two Sides of the Same Coin?
Author: Osmond-Johnson, Pamela
Date: 2018-00-00
Type: Journal Articles
Subjects: Professionalism,Elementary School Teachers,Socialization,Politics of Education,Discourse Analysis,Discourse Modes,Unions,Educational Policy,Democratic Values,Performance Factors,Educational Practices,Semi Structured Interviews

Drawing on data from a larger doctoral study, this paper specifically explores influences on the discourses of professionalism amongst a sample of highly engaged teachers within the Elementary Teachers' Federation of Ontario (ETFO). The study is rooted in the assumption that discourse takes shape within a highly politicized system of socialization where language plays a significant role in the maintenance of particular power structures and the cultures that support them (Hilferty, 2004). Overall, the case suggests that the professionalism discourses of teachers and their unions and those of government are not necessarily as mutually exclusive as they are often presented in the literature.
The Role of Schools in Sustaining Juvenile Justice System Inequality
Author: Hirschfield, Paul J.
Date: 2018-00-00
Type: Journal Articles
Subjects: School Role,Juvenile Justice,Disproportionate Representation,Minority Group Students,Racial Bias,Conflict Resolution,Positive Behavior Supports,Discipline Problems,Referral,Elementary School Students,Secondary School Students,Suspension,Nontraditional Education,Decision Making,Social Differences,Racial Differences,Disadvantaged,Discipline Policy,School Policy

Children's school experiences may contribute in many ways to disproportionate minority contact with the juvenile justice system, writes Paul Hirschfield. For example, research shows that black students who violate school rules are more often subject to out-of-school suspensions, which heighten their risk of arrest and increase the odds that once accused of delinquency, they'll be detained, formally processed, and institutionalized for probation violations. Hirschfield examines two types of processes through which schools may contribute to disproportionate minority contact with the justice system. Micro-level processes affect delinquents at the individual level, either because they're distributed unevenly by race/ ethnicity or because they affect youth of color more adversely. For example, suspensions can be a micro-level factor if biased principals suspend more black youth than white youth. Macrolevel processes, by contrast, operate at the classroom, school, or district level. For example, if predominantly black school districts are more likely than predominantly white districts to discipline students by suspending them, black students overall will be adversely affected, even if each district applies suspensions equitably within its own schools. Some policies and interventions, if properly targeted and implemented, show promise for helping schools reduce their role in justice system inequality, Hirschfield writes. One is school-based restorative justice practices like conferencing and peacemaking circles, which aim to reduce misbehaviors by resolving conflicts, improving students' sense of connection to the school community, and reinforcing the legitimacy of school authorities. Another is Positive Behavioral Interventions and Supports, a multi-tiered, team-based intervention framework that has proven to be effective in reducing disciplinary referrals and suspensions, particularly in elementary and middle schools. However, he notes, if successful programs like these are more accessible to well-off schools or to white students, they may actually exacerbate inequality, even as they reduce suspension for blacks.
Code-Switching: A Useful Foreign Language Teaching Tool in EFL Classrooms
Author: Bhatti, Aisha
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Code Switching (Language),Bilingualism,Language Teachers,Teaching Methods,Language Usage,Urdu,Classroom Communication,Discourse Analysis,Native Language,Classroom Techniques,Learning Processes,Foreign Countries,College Faculty,College Students,Qualitative Research,Observation

In every society, language plays a vital role in communicating with each other as it allows speakers to expand their knowledge, deliver their ideas, opinions and feelings in the society. English, as a global language, provides a platform for communication for people who speak the language. Due to the growing trend in linguistic globalisation, bilingualism has become a very common phenomenon in today's world. In bilingual communities all over the world, speakers frequently switch from one language to another to meet communication demands. This phenomenon of alternation between languages is known as code-switching. The present study aims to focus on the teachers' use of code-switching as a language teaching tool in EFL classrooms in Pakistan. It also deals with the functions and types of code-switching in EFL classrooms. Four EFL speaking skill classes were observed, and audio was recorded and transcribed to analyse why and how code-switching was used in the classrooms. The analysis of classroom interaction transcripts revealed that teachers code-switched to maintain discipline, translate new words and build solidarity and intimate relationships with the students before, during and after the lessons. The study found that code-switching from L2 to L1 in the speaking classes did occur although English remained as the main medium of instruction. All the teachers consciously code-switched throughout their lectures. Teachers also code switched to Urdu after the lectures. Three types of code-switching occurred during the EFL classes: tag-switching, intra-sentential code-switching and inter-sentential switching. Hence, code-switching is a useful teaching tool in EFL classrooms to facilitate teaching and learning.
Comments on Jason Anderson&apos;s &quot;Affordance, Learning Opportunities, and the Lesson Plan Pro Forma&quot;
Author: Zeng, Zhengping
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Lesson Plans,Teaching Methods,Educational Environment,Educational Objectives,Language Usage,Journal Articles,Criticism,Observation,Outcomes of Education,Comparative Analysis,Educational Opportunities

Anderson's central concern in his &quot;ELT Journal&quot; article (Vol. 69, No. 3, 2015) is to introduce several helpful changes teachers can make to a regular lesson plan pro forma due to a particular language learning environment and unpredictable events. In introducing these changes, Anderson discusses affordance, learning objectives, and learning opportunities. Affordance is a jargon term, and those who use it should explain and illustrate it in words that everyone can understand. However, Anderson does not explain it very clearly for his readers. Moreover, in Anderson's entire article, he does not directly tell readers what he means by &quot;pro forma plans,&quot; also causing difficulties for some readers. What's more, the logic of changing learning objectives to learning opportunities is questionable. In this paper, the author tries to make the terms &quot;affordance and pro forma&quot; much clearer and give a specific example of lesson pro forma, which aims at helping readers integrate affordance into lesson plan pro forma much better.
College English Curriculum Group: The Construction Based on Needs Analysis
Author: Zhang, Jianfeng
Date: 2018-00-00
Type: Journal Articles
Subjects: Needs Assessment,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Curriculum Design,College Students,Online Courses,Teaching Methods,Conventional Instruction,Independent Study,Learning Motivation,Language Teachers,College Faculty

The rapid development of society and economy is not only the opportunity but also the challenge of the college English teaching in China. Nowadays, traditional college English curriculum, with its monotonous content and musty teaching principles, can hardly activate learners' motivation, because the curriculum design neglects learners' needs. Therefore, instrument, humanity and profession should be integrated in English education and college English curriculum group has been designed and constructed. In this curriculum system, based on the learners' needs analysis, EGP and ESP are combined; and on the Internet platform that makes use of educational resources, a new mode of English Instruction, &quot;online teaching + traditional teaching + autonomous inquiry + discussion,&quot; has been explored; the comprehensive assessment system and reasonable teacher structures are designed so that learners' motivation can be activated and the practical ability of foreign language can be improved significantly.
Caregiver and Provider Experiences with Coaching and Embedded Intervention
Author: Salisbury, Christine
Date: 2018-05-00
Type: Journal Articles
Subjects: Coaching (Performance),Intervention,Caregiver Attitudes,Early Intervention,Delivery Systems,Home Visits,Interviews,Focus Groups,Rating Scales,Educational Practices,Severe Disabilities,Feedback (Response),Learning Experience,Employer Attitudes,Early Childhood Education,Qualitative Research

Despite an emphasis in the field on triadic approaches to the delivery of early intervention (EI), remarkably little is known about the shared experiences of caregivers (CGs) and providers during home visits. Within the context of developing, refining, and evaluating the &quot;Embedded Practices and Intervention With Caregivers&quot; (EPIC) approach, two studies were undertaken with 11 EI providers and 19 CGs of infants/toddlers with moderate-severe delays/disabilities to gather their perspectives about and experiences with the EPIC approach. The EPIC intervention has two components: CG coaching and a five-question (5Q) process for supporting embedded practices. Interview, focus group, and rating scale data were collected in both studies and aggregated for reporting purposes in the present article. Findings are described with regard to the coaching and 5Q components and the extent to which participants found the intervention to be feasible, acceptable, and useful. Implications for future research and professional development on coaching and embedded intervention practices are discussed. [For the corresponding Grantee submission, see ED581281.]
Promoting Parent Engagement in Behavioral Intervention for Young Children with ADHD: Iterative Treatment Development
Author: DuPaul, George J.
Date: 2018-05-00
Type: Journal Articles
Subjects: Intervention,Young Children,Parent Participation,Individual Development,Attention Deficit Hyperactivity Disorder,Parent Education,Positive Behavior Supports,Access to Education,Online Courses,Educational Objectives,Program Development,Sequential Approach

The most efficacious psychosocial intervention for reducing attention-deficit/hyperactivity disorder (ADHD) symptoms in young children is behavioral parent training (BPT). Potential benefits are hindered by limited accessibility, low session attendance, and poor implementation of prescribed strategies. As a result, only approximately half of families with young children with ADHD receive BPT. We describe an innovative approach for reducing barriers to BPT access. Specifically, we invoked an iterative, 5-step process of intervention development and revision to modify an existing face-to-face BPT program and develop an online version. Results indicated that the revised program and online versions (a) increased parent engagement with BPT, (b) enhanced accessibility, (c) produced favorable parent acceptability and feasibility ratings, and (d) resulted in improved child outcomes.
Understanding Cultural Context in Responding to Literature: Researching the Teaching of Literature in EFL/ESL Classroom Context
Author: Mustofa, Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Cultural Awareness,Literature Appreciation,Reader Response,Language Teachers,Teaching Methods,Cultural Context,Authors

The paper shares some insights of the ideas in giving the response to literature for the students and the teachers in EFL/ESL classrooms. Understanding and appreciating a piece of literature is determined by how one can convey the concepts and words to new situations. During this process, several types of interaction happen: interaction between experience and the text; interaction between author and reader; and interaction of the reader with other readers. Life experience and the knowledge readers bring to a text play a significant role in the interpretation of the text. Cultural knowledge may also strongly affect a reader's interpretation (of the text). In order to interpret a text in the way the author has intended and to avoid the unsuccessful consequences of interpreting, readers need to develop their knowledge. Several types of responses can help readers disclose the connections and contrasts between their experience and their interpretation (of the texts). Literary &quot;show and tell&quot; helps readers form free associations, find contrasts, and distinguish new contexts.
A Study on the Mobile Learning of English and American Literature Based on WeChat Public Account
Author: Dai, Guiyu
Date: 2018-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Control Groups,Learning Theories,Questionnaires,Computer Software,Audiovisual Instruction,Student Attitudes,Positive Attitudes,College Students,Information Dissemination,Feedback (Response),English Literature,Literature,Teaching Methods,Instructional Innovation,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Pretests Posttests,Comparative Analysis,Experimental Groups,Statistical Analysis

This paper uses Edgar Dale's Audio-visual Learning Theory and Jean Piaget's Constructionist Learning Theory as the theoretical framework to conduct two control experimental tests and a questionnaire research to investigate students' impression and expectations toward WeChat public account based mobile learning mode as well as its validity, advantages and shortcomings. The findings of the research are as follows: (1) students who use the WeChat public account based mobile learning mode can perform better in acquiring knowledge and passing examinations than non-users; (2) students' mobile learning habits find a good basis for their acceptance of the new WeChat learning mode; (3) most students respond to the new WeChat learning mode with a positive attitude, and universities can introduce this mode into the course design; (4) this new WeChat learning mode helps students learn literature in the aspects of interest stimulation, ability improvement and literature content learning; (5) WeChat mobile learning is only an extension of the current form of learning and cannot replace the current traditional school education; (6) Mobile learning mode based WeChat public account is an important teaching aid for teachers in the aspects of information dissemination, interactive mode and updated contents; (7) The experience of improving the current mobile learning model of WeChat public account can be enriched from students' feedback. It is hoped that WeChat mobile learning will efficiently activate students' learning potentials and promote English and American literature teaching innovation.
A Comparison of &quot;A-over-A&quot; and the Psychological Momentum Theory
Author: Zhou, Xiaoying
Date: 2018-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Ambiguity (Semantics),Linguistic Theory,Psychological Patterns,Language Research,Grammar,Discourse Analysis,Phrase Structure,Communication (Thought Transfer)

Chomsky put forth his &quot;A-over-A&quot; theory in his book &quot;Language and Mind&quot;, which means if a sentence contains (S… (A...) A…) S (A-over-A) structure, then this sentence can only be transformed on the basis of the larger phrase. In this paper the author puts forth the &quot;Psychological Momentum&quot; theory to analyze the sentences which are ambiguous in meaning according to Chomsky's &quot;A-over-A&quot; theory. In the author's opinion, explaining sentences from the viewpoint of pure grammatical stratum will lead the researchers into a blind alley. As compared with Chomsky's &quot;A-over-A&quot; theory, the &quot;Psychological Momentum&quot; theory is very useful to language researchers, so long as a sentence enters into communication, no matter how ambiguous its meaning may be, it will soon become clear without any ambiguity.
August Wilson&apos;s Presentation of Interracial Movements in 1960s
Author: Li, Yanghua
Date: 2018-00-00
Type: Journal Articles
Subjects: Authors,Propaganda,Political Attitudes,African Americans,Activism,Drama,Literary Devices,Dining Facilities,Racial Segregation,Racial Relations,Conflict,Civil Rights,Story Telling

August Wilson's &quot;Two Trains Running&quot; tells the life predicaments of the patrons at Memphis' restaurant in the 1960s. Though Wilson avoids addressing the interracial conflicts and movements on stage to eschew protesting and propaganda, they as social background could not be totally ignored in the play. The paper analyses Wilson's use of symbolic characters, off-stage space and storytelling to show how the playwright implies his assessment of the black political movements and of the political awareness of common blacks in 1960s.
What Are the Factors Affecting the Use of English Language in English-Only Classrooms: Student&apos;s Perspectives in Pakistan
Author: Asif, Sadia
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language of Instruction,Teaching Methods,Native Language,Urdu,Qualitative Research,Questionnaires,Indo European Languages,Language Proficiency,Databases,Periodicals,Applied Linguistics,Language Attitudes,Educational Policy,Undergraduate Students,Engineering Education,Language Usage,Focus Groups,Interviews

English as a medium of instruction and communication is becoming a central pedagogy in various countries in the world. In Pakistan, most of the advanced academic institutions use English as their medium of instruction, however students and teachers have been observed communicating in their first languages, especially Urdu, in the classrooms. This study was conducted at the Institute of Communication and Cultural Studies, University of Management and Technology, to examine the factors that limit students and teachers from communicating in English. Qualitative research methods were employed to find the factors affecting the use of English in English-only classrooms. A total of 130 participants were included in this study. Among them, 68 participants were engaged in student questionnaires. The participants were students of four native languages (Urdu, Punjabi, Siraiki and Pushto) with different level of English language proficiency. Required literature search was performed using key databases and journals, related to applied linguistics, English language and education. Our results demonstrated that most of the students like to communicate in English and be a part of the English-only environment, however they acknowledged some key factors that prevented them from speaking English in the classrooms. Fundamental factors included linguistics, individual, social, psychological and institutional which were largely based upon their beliefs, assumptions, needs and desires. This study may provide insights to the policymakers to work on issues related to communications and medium of instructions in Pakistan. It may also help teachers and educators to understand the underlying factors that compel students to speak their first languages instead of English.