ethanporcaro/eric-fulltext-meta huggingface dataset:
Seeing in Writing: A Case Study of a Multilingual Graduate Writing Instructor&apos;s Socialization through Multimodality
Author: Sánchez-Martín, Cristina
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Writing Teachers,Writing Instruction,Multimedia Materials,Multilingualism,Socialization,Teaching Methods,Ethnography,Case Studies,Teacher Attitudes,Social Isolation,Gender Differences,Self Concept,Power Structure,Language Usage,Code Switching (Language),Second Language Learning,Second Language Instruction,Doctoral Students,Novels,Cartoons,Learning Processes,Faculty Development,Doctoral Programs,Professional Identity,Females

With growing numbers of multilinguals becoming writing instructors and scholars in the U.S. composition context, it is urgent to understand how multilingual graduate instructors of writing socialization processes are mediated by multimodal elements rather than just textual forms of language. This article reports on an ethnographically-oriented case study to respond to the following questions: (1) Does multimodality contribute to a multilingual graduate instructor's socialization into writing and the teaching of writing? If yes, in what ways does multimodality interact with the writer's language repertoire?; and (2) How does the multilingual graduate instructor's multimodal writing and teaching of writing impact other academic practices? Through systematic thematic coding and multimodal textual analysis of questionnaires, a classroom observation, writing materials, and a semi-structured interview, the study reveals that the participant, a graduate teacher of writing, transitioned from isolation to socialization through multimodality while developing a gendered consciousness. In addition, her identity shifted in power hierarchies as socialization enabled researching and teaching through multimodal and multisensorial identity.
Learning Environment, Students&apos; Beliefs, and Self-Regulation in Learning Physics: Structural Equation Modeling
Author: Maison
Date: 2019-00-00
Type: Journal Articles
Subjects: Physics,Student Attitudes,Beliefs,Educational Environment,Self Management,High School Students,Learning Strategies,Student Motivation,Scientific Attitudes,Foreign Countries

Studies of correlations between students' beliefs and various aspects of student learning become one of the fastest growing research areas in the field of education and psychology. The aim of the current research was to analyze the correlations between learning environments, students' beliefs, and self-regulation in learning physics through structural equation modeling (SEM). There were 1010 students from the existing five public high schools in Jambi city, Indonesia, participating in the research. Three self-report questionnaires including (1) WIHIC, (2) CLASS, and (3) MSLQ were used to collect the research data. The data analysis showed that students' beliefs were significantly and positively correlated with multiple dimension of self-regulation in learning physics (critical thinking and peer learning); while the dimension of sense-making and problem-solving ability significantly related to the affective component of self-regulation (test anxiety). However, the dimension of students' beliefs did not have any significant effect on all of the self-regulation components. Additionally, learning environment dimensions were significantly related to students' beliefs about physics on the dimension of conceptual connection and related to all of the self-regulation dimensions.
&quot;They Make Me Who I Am Today&quot;: A Science Teacher&apos;s Narrated Positioning, Agency, and Mediated Pedagogy with Multilingual Students
Author: Wang, Min
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Teachers,Science Instruction,Teaching Methods,Middle School Teachers,Multilingualism,Classroom Communication,Teacher Attitudes,Self Esteem,Academic Persistence,Decision Making,Student Participation,Case Studies,Professional Autonomy,Student Characteristics,English Language Learners,Masters Programs,Teacher Education Programs,Second Language Learning,Second Language Instruction,English (Second Language),Student Attitudes,Personal Narratives,Labeling (of Persons),Native Language,Middle School Students,Resilience (Psychology)

Informed by theorizing positioning and agency, this article presents a case study by examining a science teacher's positioning acts and her agency development in a middle school in New York City. An analysis of this teacher's teaching narratives reveals that when she positioned her emergent multilingual students as &quot;whole people,&quot; who had social, cultural, emotional, and linguistic needs, she utilized their lived experiences as inspirations and resources to modify and inform instruction. The mediated pedagogy, developed by considering her students' complicated and frustrating realities outside of the classroom, made them feel greater self-worth and valued, and encouraged them to persevere in school. Findings suggest that this teachers' positive positioning acts inspired by her multilingual students' lived experiences can trigger positive agency, which can become a direct driving force for pedagogical decisions and transformation. It also can contribute to emergent multilingual students' positive self-positioning and stimulate and develop their agency for active and engaged classroom participation and interaction.
Minority Languages, National State Languages, and English in Europe: Multilingual Education in the Basque Country and Friesland
Author: Cenoz, Jasone
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Minorities,Multilingualism,Second Language Learning,Second Language Instruction,Languages,Cross Cultural Studies,Language of Instruction,English (Second Language),Bilingual Education,Indo European Languages,Comparative Education,Educational Objectives,Foreign Countries,Language Proficiency,Language Maintenance,Educational Policy,Elementary Secondary Education,Interviews,Spanish,Contrastive Linguistics,College Faculty,Teacher Attitudes,School Visitation

This article focuses on minority languages in education in Europe in contexts where they are in contact with national state languages and English. Teaching minority language implies bilingual education because it is not about replacing the majority language, but to come 'alongside' or at 'equal footing'. The cases of Basque and Frisian, comparing and contrasting their similarities and differences, are analyzed. Schools in these regions desire to go beyond bilingualism and to promote multilingualism as an important aim in education. The contribution of Ofelia García's work to research in these contexts is discussed.
Exploring Changes in Primary Students&apos; Attitudes towards Science, Technology, Engineering and Mathematics (STEM) across Genders and Grade Levels
Author: Zhou, Shao-Na
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Student Attitudes,STEM Education,Gender Differences,Instructional Program Divisions,Active Learning,Student Projects,Foreign Countries,Pretests Posttests

Primary education is an essential stage and has an important impact on students' learning attitudes throughout the coming school years. The research explored the attitudes towards science, technology, engineering and mathematics among students through all grade levels in primary school. The Project-based Integrated STEM Program was proposed to study the changes of primary students' attitudes towards STEM. An assessment of S-STEM which consists of the STEM subscale and the 21st century skills subscale was utilized for both pre-test and post-test. The results showed that primary students exhibited little different attitudes on the S-STEM in the pre-test, regardless of gender and grade level. As evident from the comparison between the pre-test and post-test, the Project-based Integrated STEM Program had a positive effect on student attitudes towards STEM. It is encouraging if there are more STEM-related programs implemented at all educational stages covering the primary level.
Ofelia García and the CUNY-NYSIEB Community: Symbiosis in Furthering Translanguaging Pedagogy and Practice
Author: Sánchez, Maite T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Teaching Methods,Bilingualism,Scholarship,Books,State Departments of Education,Faculty Development,Seminars,Bilingual Education Programs,English (Second Language),Second Language Learning,Second Language Instruction,Leadership Training,Teamwork,Advocacy,Educational Change,Language Usage,Sense of Community,College Faculty,Elementary Secondary Education

Ofelia García's scholarship on dynamic bilingualism and translanguaging has been at the core of CUNY-NYSIEB. At the same time, CUNY-NYSIEB's work in schools has furthered her own scholarship on translanguaging pedagogy and that of the field as a whole. It is this rich symbiosis that we describe in this article.
A Model of Interest in STEM Careers among Secondary School Students
Author: Mohtar, Lilia Ellany
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Students,Vocational Interests,Student Interests,Science Careers,Self Efficacy,Physical Sciences,Biological Sciences,Student Attitudes,Influences,Foreign Countries

Studies have shown that various factors (the role of formal education, informal education, and community) contribute to the lack of participation in STEM and STEM careers. This research aimed to understand the multi pathways of factors contributing to the interest in STEM careers (STEM careers in physical sciences and STEM careers in life sciences). This research was a survey research which administered a questionnaire randomly to 1485 secondary school students (14 years of age). Data analysis was based on the Structural Equation Modeling (SEM) approach using Analysis of Moment Structures (AMOS) to test the hypothesized model. A model containing five constructs, namely environmental factors (learning experiences, media, social influences), self-efficacy in science, technology, engineering and mathematics respectively, perceptions of STEM careers and interest in physical sciences and life sciences STEM careers was proposed in this research. The results show that students' interest in life sciences based careers is influence by their self-efficacy and perceptions of the career. Meanwhile, students' interest in physical sciences based careers is influence only by their self-efficacy and not influence by their perceptions of the career. The need to improve students' self-efficacy through STEM learning experiences is imperative to ensure continued interest in STEM careers.
The Impact of Argumentation-Based Teaching and Scenario-Based Learning Method on the Students&apos; Academic Achievement
Author: Aslan, Serkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Persuasive Discourse,Vignettes,Instructional Effectiveness,Grade 4,Elementary School Students,Science Instruction,Elementary School Science,Academic Achievement,Science Achievement

Teaching programs based on contemporary learning-teaching approaches have been regulated since the 2005-2006 academic year in Turkey. Nevertheless, the researches conducted in Turkey suggested that teachers mostly use traditional teaching-learning approaches in their classroom activities. Therefore, this research aimed at enhancing the students' academic achievement through the use of argumentation and scenario based learning approaches among the contemporary teaching-learning approaches in order to guide teachers. Experimental design with pre-test and post-test control group was used in the present research. This research was conducted with 45 fourth grade primary school students. The research was conducted with two experimental groups and one control group. Activities related to argumentation-based teaching were administered to the experimental group 1, activities with scenario-based learning method for the experimental group 2, and those of the existing curriculum for the control group. The research deployed an academic achievement test based on the unit of &quot;Let's Solve the Riddle of Our Body&quot;. Independent samples t-test, one-way analysis of variance (ANOVA) and covariance analysis (ANCOVA) were used during data analysis. Research results revealed that the academic achievement of the students was significantly influenced by the activities related to argumentation-based teaching and scenario-based learning method.
&quot;Trans&quot; + Languaging: &quot;Beyond&quot; Dual Language Bilingual Education
Author: Solorza, Cristian R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Bilingual Education,Code Switching (Language),Language Attitudes,Standard Spoken Usage,Disadvantaged,Language Usage,Classroom Communication,Morphemes,Teaching Methods,Educational Change,Native Language,Second Language Learning,Second Language Instruction,Vignettes,Educational Policy,Content and Language Integrated Learning,Elementary Secondary Education

Ofelia García calls for a re-imagining of bilingual education by challenging how teachers conceptualize, facilitate, and listen to language use in classrooms. Educators attempt to legitimize students' authentic, fluid, and dynamic language practices through translanguaging, but &quot;non-standard&quot; named language varieties are still marginalized in classrooms. Using the prefix &quot;trans&quot;+, García pushes us to look &quot;beyond&quot; bilingual education to critically challenge hegemonic language ideologies and to break from the monoglossic status quo within dual language bilingual education. Bilingual educators are tasked with envisioning language pedagogies that keep our emergent bilingual students &quot;whole,&quot; as they learn to leverage and expand their linguistic repertoires.
The Emergence of Translanguaging Pedagogy: A Dialogue between Theory and Practice
Author: Cummins, Jim
Date: 2019-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Teaching Methods,Bilingualism,Native Language,Second Language Learning,Multilingualism,Instructional Innovation,Theory Practice Relationship,Teacher Role,Foreign Countries,English (Second Language),Language Usage,Kindergarten,Parent Participation,Writing (Composition),Student Projects,Multiple Literacies,Student Attitudes,Teacher Attitudes,College School Cooperation,Translation

My goal in this paper is to contribute to the process of bringing practice and theory into active dialogue. Initially, I review some early instructional examples of crosslinguistic pedagogy involving emergent bilingual students. I then focus on more recent examples from the Canadian context that illustrate the emerging role of classroom teachers as knowledge-generators. Through their practice, these educators have challenged the assumption that schools serving multilingual students have no option but to be English-only zones. Finally, I explore some of the ways in which these instructional innovations illuminate theoretical understandings of translanguaging and crosslinguistic pedagogy more generally.
Translanguaging into Raciolinguistic Ideologies: A Personal Reflection on the Legacy of Ofelia García
Author: Flores, Nelson
Date: 2019-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Teaching Methods,Bilingual Education,Second Language Learning,Second Language Instruction,English (Second Language),Language Usage,Classroom Communication,Native Language,Hispanic Americans,Spanish,Language Teachers,Teacher Attitudes,Racial Attitudes,Doctoral Dissertations,Personal Narratives,Racial Bias,Doctoral Programs,Family Relationship,Immigrants,Bilingualism,Puerto Ricans

The term translanguaging has received a great deal of attention in recent years in applied linguistics. Originally coined to describe a bilingual pedagogical approach Ofelia García extended the definition to encompass the multiple discursive practices of bilingual communities. This broader definition has been taken up in many different ways by scholars seeking to challenge dominant conceptualizations of bi/multilingualism. In this article, I describe the ways that translanguaging offered me a point of entry for better understanding my own experiences as a US Latino. In addition, I discuss how it has equipped me with theoretical tools for speaking back to the deficit perspectives that I inflicted on my students as an English as a Second Language (ESL) teacher. I then trace the ways that these theoretical tools eventually led me to develop a research agenda, which point to the raciolinguistic ideologies that lie at the core of these deficit perspectives.
The Nexus of Climate Change, COVID-19, and Environmental Justice on Children&apos;s Health
Author: Pennea, Emma
Date: 2021-00-00
Type: Journal Articles
Subjects: Climate,COVID-19,Pandemics,Justice,Environment,Child Health,Pollution,Mental Health,Poverty,Minority Group Children,Racial Discrimination,Public Health,School Role,Well Being,Physical Environment,Health Personnel,Staff Role

Climate change poses a threat to children, who are increasingly vulnerable, depending on adults to protect them from the impacts of these changes including extreme weather events, poor air and water quality and risk to mental health. Children living in poverty carry additional burdens and risks, living in environments that consistently experience poor air and water quality from polluting industries, compounded by the effects of climate change. COVID-19 has placed additional challenges to children's health and increases the complexity of addressing climate change and environmental justice. The intersection between climate change and COVID-19 exacerbates these existing disparities by impacting children's physical and mental health that are a direct product of poverty and structural racism. This article examines the nexus of climate change, COVID-19, and environmental justice that impacts the mental and physical health of children including anxiety, stress, adverse childhood experiences, and depression; increases in violence and aggression; and the effects of air pollution. Public health professionals and health care providers must be aware of national strategies that protect children from environmental health risks and emerging infectious diseases, such as climate change and COVID-19, respectively. Key Take Away Points: (1) Anthropogenic climate change poses a threat to the health of children, especially of those in marginalized communities; (2) COVID-19 has exacerbated these detrimental health impacts for children experiencing the effects of climate change; and (3) There are opportunities to protect children's health through equitable polices and programs.
The Effects of Cumulative Natural Disaster on Adolescent Psychological Distress
Author: Meltzer, Gabriella Y.
Date: 2021-00-00
Type: Journal Articles
Subjects: Natural Disasters,Adolescents,Psychological Patterns,Weather,Mothers,Immigrants,Mental Health,Socioeconomic Status,Race,Family Characteristics

Natural disasters are becoming more frequent and destructive due to climate change and have been shown to be associated with a variety of adverse mental health outcomes in children and adolescents. This study utilizes data from three cohort studies of Hurricane Katrina survivors--including low-income mothers from New Orleans; displaced and highly impacted families from Louisiana and Mississippi; and Vietnamese immigrants in New Orleans--to examine the relationship between cumulative natural disaster exposure and adolescent psychological distress approximately 13 years after Katrina. Among 648 respondents with children ages 10-17, 112 (17.2%) reported that their child had exhibited one or more symptoms of psychological distress in the past month. Overall, respondents had experienced an average of 0.6 (SD 1.0) natural disasters following Hurricane Katrina. Each additional natural disaster experienced by the respondent was associated with 1.41 (95% CI 1.05, 1.88) greater odds of his or child experiencing psychological distress in the past month. This relationship was not significantly moderated by any measures of family resilience or vulnerability, nor by race/ethnicity or socioeconomic status, although family functioning, parental coping, and caregiver mental health were independently associated with adolescent psychological distress. The results of this analysis suggest that natural disasters have cumulative, detrimental impacts on adolescent mental health. Key Take Away Points: (1) 648 participants from three longitudinal cohorts impacted by Hurricane Katrina were surveyed in 2018 on their co-resident adolescents' psychological distress in the past month; (2) 17.2% of respondents reported that their child had symptoms of psychological distress; (3) Respondents experienced 0.6 (SD 1.0) natural disasters, on average, in addition to Hurricane Katrina; (4) Each additional natural disaster experienced by the respondent was associated with 1.40 (95% CI 1.05, 1.88) greater odds of his or child experiencing psychological distress in the past month; and (5) Family functioning, parental coping, and caregiver mental health were independently associated with adolescent psychological distress.
Discursive Formed Topics in Information Literacy: Literature Review and High School Students&apos; Perspectives
Author: Cerný, Michal
Date: 2021-00-00
Type: Journal Articles
Subjects: Information Literacy,High School Students,Student Attitudes,Constructivism (Learning),Teaching Methods,Educational Needs,Databases,Research Reports,Librarians,Library Role,Information Sources,Self Actualization,Discourse Analysis,Socialization,Vocational High Schools,Art Education,Institutional Characteristics,Foreign Countries

Information literacy is a critical topic in contemporary pedagogy and information science, it is ranked among the essential competencies for the 21st century, and in recent years, it has received increasing research interest. The problem, however, is that the research is focused mainly on primary and university (college) contexts and only rarely analyses secondary school settings. This paper, therefore, focuses on a group of high school students and on whether the literature's idea of their needs corresponds to their actual needs. Based on the analysis of 32 documents indexed in the Scopus and Web of Science databases, the paper identifies seven significant discursive areas addressed in the literature, both theoretically and empirically. These are the relationship of libraries and librarians to the development of information literacy, information evaluation, the relationship of information literacy and learning competencies, connection with other competencies, emphasis on constructivist approach, the social dimension of information literacy and its possible use for self-actualization. These topics form a specific research discourse, which they set out. In the second phase of the research, focus groups (8 groups in 4 schools, 41 students) on information literacy are studied through the seven essential discourses mentioned. Although our sample lacked reflections on the relationship between the library and high school students, the remaining six fundamental discourses appeared in the testimonies of high school students (Libraries and librarians, evaluation of information, learning competencies, connection with other literacy, constructivist approach, the social dimension of information literacy, information literacy as a means of self-actualization). The findings show that the main difference between literary discourse and student responses is in the perception of libraries as centres of information literacy development and that students prefer the school or their teachers in their place.