ethanporcaro/eric-fulltext-meta huggingface dataset:
Intercultural Sensitivity Levels of Turkish Pre-Service Foreign Language Teachers: Examples from Education Faculties of Two Universities in Turkey
Author: Yetis, Veda Aslim
Date: 2016-09-10
Type: Journal Articles
Subjects: Language Teachers,Preservice Teachers,Foreign Countries,Universities,College Students,German,French,English (Second Language),Nonparametric Statistics,Statistical Analysis,Correlation,Intercultural Communication,Multicultural Education,Second Language Instruction,Second Language Learning

The aim of this study is to determine whether intercultural sensitivity levels vary among foreign language teacher candidates in terms of variables such as target language, year of study (grade), and gender in both intra and inters programs. Research sample consists of 1,049 Turkish freshmen, sophomore, junior, and senior foreign language teacher candidates who are studying German, English and French Languages at two universities during the spring semester of 2015 to 2016 academic year. The research employs survey model, a quantitative research method which uses a positivist paradigm. Intercultural Sensitivity Scale (ISS) was used as data collection tool. All research data were subjected to inferential analysis via Mann-Whitney U, Kruskal Wallis H, Friedman Tests, and Kendall's tau_b correlation analysis in terms of participant related and environmental variables. Research findings revealed that inclusion of intercultural approach into foreign language teaching programs equipped Turkish foreign language teacher candidates with high level intercultural sensitivity. In this regard, it is of paramount significance to incorporate intercultural approach into the curricula of education faculties in order to have future foreign language teachers who can serve as intercultural models, negotiators, and mediators. Based on the need to reform general qualifications of teaching profession in accordance with contemporary requirements, the roles of intercultural model, negotiator, and mediator should also be added as part of the approach into the current conceptual framework of professional qualifications for foreign language teachers which is in a restructuring process.
The Construction of Deductive Warrant Derived from Inductive Warrant in Preservice-Teacher Mathematical Argumentations
Author: Tristanti, Lia Budi
Date: 2016-09-10
Type: Journal Articles
Subjects: Preservice Teachers,Persuasive Discourse,Mathematical Concepts,Mathematics Education,Mathematics Instruction,Middle School Teachers,Secondary School Teachers,Problem Solving,Mathematics Teachers,Undergraduate Students,Foreign Countries,Equations (Mathematics),Protocol Analysis,Interviews,Qualitative Research

This study discusses the construction of deductive warrant derived from inductive warrant in mathematical argumentations expressed by pre-service teacher. In completing a mathematics task, a problem solver needs argumentation to determine, reveal, and support a reasonable solution. A mathematical argumentation can be analyzed by Toulmin scheme consisting of data, claim, warrant, backing, refutation and qualifier. This study focuses on &quot;warrant&quot; because it is one quality determinant of an argumentation. Inglis, Mejia-Ramos, and Simpson (2007) mentioned types of warrant in mathematical argumentation, including inductive, structural-intuitive, and deductive. This study aims to describe the construction of deductive warrant in mathematical argumentation. Students must use deductive warrant in mathematical argumentation, and that the truth of the conclusion obtained is absolute and there is no rebuttal. This study uses qualitative approach with written works, think aloud, and interview to collect data. The subjects are asked to investigate the truth of the mathematical statement. The result shows that the subjects, in constructing a deductive warrant, initially used inductive warrant. The subjects use an inductive warrant to reduce the uncertainty of the result, so the needs of using deductive warrant exist to reveal a certain conclusion.
North Dakota&apos;s Experience with the Academy Model: A Successful Replication
Author: Hall, Tom
Date: 2016-00-00
Type: Journal Articles
Subjects: College School Cooperation,School Districts,Models,Teacher Leadership,Pilot Projects,Standards,Leadership Training,Program Implementation,Faculty Development,Spiral Curriculum,Action Research,Replication (Evaluation)

In this article, professors share how the district/university partnership model thriving at Kansas State University was successfully replicated in North Dakota, and was adapted to match their own department goals. While teacher leadership has become a theme among Kansas State academies, their model was created out of principal preparation efforts. The focus of the North Dakota State University (NDSU) pilot project put a greater focus on teacher leadership from the beginning, so a different set of standards was needed to guide their new program. After much work, the Teacher Leader Model Standards were selected to guide NDSU's Teacher Leader Academy pilot project. The teacher leader standards have seven broad &quot;domains&quot; that describe the scope of a particular element of teacher leadership with &quot;functions&quot; under each domain that provide more specificity of what that domain looks like in practice. As a result of the successful pilot, interest in the model is high. Currently, there are Teacher Leader Academies operating in one urban and two rural North Dakota school districts. The implementation of NDSU's Teacher Leader Academy model also initiated statewide conversations about the preparation and ongoing professional growth of educational leaders.
Walking the Walk: The Presence of Core Educational Leadership Standards in the Development and Implementation of Partnership Academies
Author: RedCorn, Alex
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Standards,Partnerships in Education,Change Agents,Stakeholders,Leadership Responsibility,Leadership Qualities,Theory Practice Relationship

In this commentary, the author highlights some of the insights and commentaries of the various stakeholder perspectives contained in this special issue. It was highly apparent that the leaders not only were talking the talk, they were also walking the walk, specifically in the development and implementation of leadership academies. University professors committed to inconvenient travel and scheduling that catered first to the needs of students and partnering institutions. District and/or tribal partner academies required strong commitments from practicing administrators, such as volunteering for additional evening work hours, taking on additional mentorship duties, and engaging in a program that adds significantly to their work load. But in the end, they knew that improved leadership in their institutions could improve student performance. The leadership academy model required a substantial shift from traditional educational leadership programming, and to accomplish this, there was demonstration of the ability to be change agents and optimizers, both proven leadership qualities taught in these academies. The evidence across many years indicates that these educational leaders are doing more than simply teaching the leadership values found in national standards and research, they are truly embodying and modeling them to their students in these academies. These leaders have prioritized student needs in the context of the challenges facing schools today and have adjusted the traditional system to fit those needs.
Turning from the Shadows: Meno, the Cave, and the Service-Learning Classroom
Author: Blosser, Joe
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,Questioning Techniques,Teaching Methods,Educational Philosophy,College Students,College Faculty

Reading Plato's &quot;Meno&quot; and the &quot;Republic's&quot; allegory of the cave in the context of a service-learning classroom involves students in a drama urging them to become self-conscious participants in the active pedagogy of the class. The &quot;Meno&quot; illustrates two competing philosophies of education as it invites students and teachers to reject traditional sophistical education and embrace a progressive Socratic education. If students can be helped to overhear and internalize Socrates's prodding of &quot;Meno,' the dialogue can show them their traditional educational defaults and prepare them for a different kind of learning. And if taught in a dialectical manner, the act of teaching the &quot;Meno&quot; alongside the allegory of the cave can push teachers out of their comfort zones as well. Like &quot;Meno,&quot; not every student will be transformed, but Plato--though often perceived as an opponent of service-learning--does in fact provide pedagogical and philosophical resources in the form of engaging dialogues promoting an active service-learning pedagogy.
Innovative Teaching Practice: Traditional and Alternative Methods (Challenges and Implications)
Author: Nurutdinova, Aida R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Instruction,English (Second Language),Conventional Instruction,Student Participation,Student Centered Learning,Teacher Role,Translation,Memory,Cognitive Processes,Nonverbal Communication,Auditory Stimuli,Holistic Approach,Computer Assisted Instruction,Consciousness Raising,Learning Activities,Multiple Intelligences,Instructional Innovation

The relevance of the present issue is caused be the strong need in alternative methods of learning foreign language and the need in language training and retraining for the modern professionals. The aim of the article is to identify the basic techniques and skills in using various modern techniques in the context of modern educational tasks. The leading method of study is the simulation that allows considering this issue as a process of targeted, informed and mastering the use of alternative methods of language training. The article presents the alternative methods of formation the linguistic skills, significantly raising efficiency of the learning/teaching process. The model is aimed in adapting to the new conditions of teachers of professional activity in the field of education and focuses on the development and introduction into practice teaching and using the new methods.
Challenges and Accomplishments of ELT at Primary Level in Chile: Towards the Aspiration of Becoming a Bilingual Country
Author: Barahona, Malba
Date: 2016-08-01
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Socioeconomic Status,Foreign Countries,Language Teachers,Elementary School Students,Elementary School Teachers,Required Courses,Educational Opportunities,Educational Policy,Access to Education,Elementary School Curriculum,Bilingualism

This paper explores the policy development supporting the implementation of English language teaching (ELT) in Chile at primary level over the last two decades. This policy--which made English instruction compulsory for all Chilean students from fifth grade--has had to deal with a series of significant challenges since its introduction. One key impediment has been the lack of qualified teachers of English at primary school level. In addition, in a crowded curriculum, English teaching has been often allocated inadequate number of hours to facilitate successful language acquisition. Further, suitable learning resources and support materials--especially designed for young learners--have often been limited. Nevertheless, it can be argued that the broader offering of English, particularly at the primary level, has had an important democratising effect. It has been somewhat effective in allowing children from lower socioeconomic backgrounds to access a global language and a potential world of opportunities previously only available to students attending wealthy private institutions. Data suggests that this policy has had some impact in establishing educational foundations for broader access to more advanced language learning for all students in Chile. However, equally it demonstrates further resources and support for teachers and teaching is essential to realise this potential.
English in Public Primary Schools in Colombia: Achievements and Challenges Brought about by National Language Education Policies
Author: Correa, Doris
Date: 2016-08-01
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Primary Education,Public Policy,Language Planning,Language Dominance,National Programs,Bilingual Education,Policy Formation,Program Implementation,Teacher Shortage,Program Design,Educational Quality,Faculty Development,Articulation (Education),Educational Resources,Class Size,Time on Task,Learning Motivation

In an effort to become more competitive in the global market, Colombia, as many other Latin American countries, has declared English the dominant foreign language to be taught in schools and universities across the country. To support this measure, in the last 16 years, the government, through its National Ministry of Education, has launched a series of programs such as National Program of Bilingualism 2004-2019; the Program for Strengthening the Development of Competences in Foreign Languages; The National English Program: Colombia Very Well 2015- 2025; and most recently, Bilingual Colombia 2014-2018. Results from studies conducted by local researchers across the country suggest that the regulation has posed a series of challenges for public primary school teachers, which these programs have not been able to address. These challenges can be divided into two categories: professional and work related. The purpose of this article is twofold: First, the article intends to provide a critical overview of the four programs that the Colombian government has launched since 2004. Second, the article aims to present some conclusions and recommendations for language policy design and implementation in Colombia.
The Teaching of English in Public Primary Schools in Mexico: More Heat than Light?
Author: Ramírez-Romero, José Luis
Date: 2016-08-01
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Program Development,Program Effectiveness,Public Schools,Program Implementation,National Programs,Elementary Schools,Educational History,Technology Uses in Education,Educational Technology,Educational Policy,Teacher Qualifications,Teacher Education,Teaching Conditions

The national English program in Mexico was formally launched in 2009. The new program supplanted various state programs, and aimed to create a coherent, uniform curriculum that extended English instruction to all public school students across the country. The article describes the development, evolution, and changes as the program was piloted and implemented. The authors synthesize various sources to identify the accomplishments of the program and the challenges that remain. They argue that a main concern, from a policy perspective, is that the program has not been conceptualized as part of a broader coherent language education policy, and that the program has been implemented not as an education policy, but as a series administrative and fiscal actions. Hence, while the program has succeeded in expanding access to English in public schools, it has not had continuity and has been characterized by inconsistency and change.
An Exploration of the Effects of Language Policy in Education in a Contemporary Puerto Rican Society
Author: Maldonado-Valentín, Mirta
Date: 2016-08-01
Type: Journal Articles
Subjects: Language Planning,Educational Policy,Spanish,English (Second Language),Language Dominance,Language of Instruction,Official Languages,Case Studies,Monolingualism,Bilingualism,Public Education,Curriculum Development,Special Schools,Social Environment,Ideology,Language Maintenance

During the Spanish regimen, Puerto Rican education was limited and restricted to Spanish language as the medium of instruction. It was not until the U.S. colonization of the island that public education was introduced. As a result, English replaced Spanish as medium of instruction in the new educational system. Immediately after, Puerto Rican elitists and politicians ignited a political movement against using English (Algren de Gutierrez, 1987), resulting in a language battle fought through a series of educational language policies. In the end, policymakers enacted a language policy that reinstated Spanish as the official language of Puerto Rico's education system. Consequently, policymakers also strengthened the use of Spanish instruction in Puerto Rican schools and universities while English was taught as a subject through all grade levels (Canino, 1981). Thus, this policy secured the island's status as a &quot;monolingual Spanish speaking society&quot;. In addition, the enactment of this language policy also legitimized English as a de jure second official language, with the possibility of recognizing Puerto Rico as a &quot;bilingual speaking society&quot;. This paper discusses the impact of these language policies on the use of Spanish and English in education and presents a case study of Guaynabo City to exemplify the effects of these language policies on a contemporary Puerto Rican society and its acceptance of or resistance to becoming an English-speaking society.
ELT in Brazilian Public Schools: History, Challenges, New Experiences and Perspectives
Author: Teixeira de Almeida, Ricardo Luiz
Date: 2016-08-01
Type: Journal Articles
Subjects: English (Second Language),Foreign Countries,Elementary Education,Second Language Instruction,Educational Policy,Educational History

Historically speaking, the teaching of English was never a part of Brazilian primary schools programmes. Foreign language teaching as an obligatory school subject appears only in the sixth year of basic education, and its goal is more connected to the development of critical citizens, rather than to the promotion of proficient speakers of the language. Recently, however, a number of municipal public educational systems, often in partnership with private language institutes, have introduced ELT from the very first year of primary school. This is the case, for example, of the project Rio Global Child 2016, created by the City of Rio de Janeiro in partnership with Cultura Inglesa, a well-known private English institute in Brazil. What I intend to do in this paper, thus, is: firstly, to present an historical overview of ELT in Brazilian public schools, discussing its educational relevance and functions, the challenges faced by teachers and students, and both the beliefs and debates concerning the issue (cf. Almeida, 2012; Assis-Peterson, 2003; Moita Lopes, 1996; Tílio, 2012)--including also a first account of the Brazilian cities involved in the implementation of ELT in primary schools; and, then, to discuss critically Rio de Janeiro's project for the teaching of English in primary schools. Such a discussion is necessary not only because it may help to understand better the risks of adopting a single method (and its materials) for teaching in contexts that can be extremely different from one another, but also because other projects and experiences may benefit from an honest account of the problems faced by the association of private and public spheres and interests exemplified by Rio's project.
English Language Education in Primary Schooling in Argentina
Author: Porto, Melina
Date: 2016-08-01
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Elementary Education,English (Second Language),Second Language Instruction,National Curriculum,Educational Policy,Interviews,Educational History,Guidelines

This article describes public primary English language education in Argentina. I begin with background information about the country and a brief historical overview of education in general, accompanied by a portrait of primary schooling in particular. This overview involves local, political and economic considerations but also international influences that have played a key role in shaping the direction of language policies in primary education at the provincial and national levels in the country. I describe the national curriculum guidelines (&quot;Núcleos de aprendizaje prioritario,&quot; NAP) for foreign language education, contextualising them within the national education policies for primary school in force since 2003 and the new National Education Act (&quot;Ley Nacional de Educación 26.206&quot;). These guidelines and policies adopt an intercultural and plurilingual approach in the teaching of foreign languages, including English, at all levels of education and embrace a social justice conceptualisation of education in all cases. This approach has been materialised in ELT curriculum developments and programs in several of the 24 jurisdictions of the country with different degrees of development. I illustrate with the cases of the provinces of Buenos Aires, La Pampa, Entre Ríos and Chubut using interview data collected in 2015. Program leaders in these provinces describe their local initiatives. The article closes with a brief account of the affordances observed and the challenges ahead.
Multiple Choice: How Public School Leaders in New Orleans' Saturated Market View Private School Competitors
Author: Jabbar, Huriya
Date: 2016-09-19
Type: Journal Articles
Subjects: School Choice,Public Schools,Charter Schools,Private Schools,Competition,Educational Vouchers,Administrator Attitudes,Principals,Predictor Variables,Educational Policy,School Surveys,Semi Structured Interviews,Data Analysis,Institutional Characteristics,School Size,Teacher Student Ratio,Statistical Significance,Accountability,Demography,Elementary Schools,Middle Schools,High Schools,Statistical Analysis,Qualitative Research

School choice policies, such as charter schools and vouchers, are in part designed to induce competition between schools. While several studies have examined the impact of private school competition on public schools, few studies have explored school leaders' perceptions of private school competitors. This study examines the extent to which public school leaders in New Orleans, which already has a robust public school choice system, perceived competition with private schools, and the characteristics that predicted competition between the two types of schools. We find that while over half of principals reported competing with private schools for students, there was a wide range of the number and percentage of possible competitors reported. Furthermore, the results suggest that school voucher policies did not play a major role in influencing why schools competed with private schools. In addition, public school leaders who did lose students to private schools through the voucher program reported that they often recouped those losses, when parents returned to public schools unsatisfied or facing additional unexpected costs.