ethanporcaro/eric-fulltext-meta huggingface dataset:
The Inherent Tensions of &quot;Instant Education&quot;: A Critical Review of Mobile Instant Messaging
Author: Pimmer, Christoph
Date: 2018-11-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Oriented Programs,Educational Technology,Teaching Methods,Electronic Learning,Social Media,Technology Uses in Education,Handheld Devices,Synchronous Communication

This paper critically reviews literature on the role of Mobile Instant Messaging (MIM) applications, such as WhatsApp, in supporting learning and teaching practice. Using formal qualitative synthesis as its methodology, and dialectical theory as an analytical framework, our main objective was to identify tensions, affordances, constraints, and resolution strategies in educational uses of MIM. In contrast to prior work, the analysis offers a nuanced and complex picture of the use of MIM in learning and teaching settings. Instead of facilitating the creation of educational outcomes in a straightforward manner, the realities of MIM use are socially constructed and the subject of conflictual negotiations. The educational use of MIM requires users to navigate the interdependent dialectical tensions of immediacy versus delays (temporal dimension), intimacy versus detachment (relationship dimension) and task versus ludic orientation (intellectual dimension). The findings also reveal a number of behavioural and technical resolution strategies that users deploy to manage these tensions.
Of Course She Will Learn: A Cultural Pedagogy in Bilingual Transitional Kindergarten with Newcomer Students
Author: Reyes, G. T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Transitional Programs,Kindergarten,Bilingual Students,Cultural Education,Teacher Student Relationship,Preschool Teachers,Bilingualism,Multicultural Education,Immigrants,Cultural Pluralism,English Language Learners

Schooling in the U.S. is ideological by design (Althusser, 1971; Apple, 1990; Duncan-Andrade &amp; Morrell, 2008). It can justify and further the inequitable, hierarchical, and stratified economic, social, and cultural attitudes of a society (Aronowitz &amp; Giroux, 1985; Ayers, 2004; Bowles &amp; Gintis, 1976; Eubanks, Parish, &amp; Smith, 1997). Given the way that American schools are organized, inequality and inequity are predictable. The fact that people internalize the unequal and inequitable conditions of schools as normal and natural is a logical by-product of the social reproductive nature of ideology. As a system, ideology functions by transmitting beliefs and practices of how the world works through relations, language, and social structures. By design, it is saturating and pervasive, and so those beliefs and practices are taken for granted and reconsidered as &quot;the way things are.&quot; This inequitable structure continues, because, just as is inherent with capitalism, this American ideology believes someone has to be on the &quot;bottom.&quot; Pressures such as these within the institution of schooling are strong. It is easy for a teacher to succumb to such pressures, because they are viewed as the normal conditions in which to operate. What is then most critical for teachers themselves are ways for them to remain capable of being self-reflective, especially when their actions are challenged. Teachers may be influenced by the pressures, however, according to the authors, teachers should be stressing the sociocultural process of learning. The article focuses on highlighting five principles crucial to building and sustaining the empowering cultural conditions needed for children who are emergent in their bi/multilingualism and have families who recently immigrated to the U.S. The authors believe these principles, when considered as a cohesive framework rather than disconnected &quot;tips,&quot; operate in direct rejection of educational systems and practices that perpetuate oppression. These principles offer a cultural pedagogy that works systemically to raise consciousness of the cultural nature of ideas and practices concerning children and education (Edwards, Gandini, &amp; Forman, 2012). This article does not instruct readers what to do. Rather, it presents a values-centered, principle-based, sociohistorically grounded framework to catalyze readers to critically self-reflect on and reimagine their specific educational context.
User Consent in MOOCs--Micro, Meso, and Macro Perspectives
Author: Khalil, Mohammad
Date: 2018-11-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Informed Consent,Information Management,Privacy,Information Security,Data Collection,Foreign Countries,Student Records

While many strategies for protecting personal privacy rely on regulatory frameworks, consent, and anonymizing data, they are not always effective. Terms and Conditions often lag behind advances in technology, software, and user behaviours, and consent to use data for a range of unclear purposes may be provided unwittingly. As the commercial market for (student) data expands, so does the number of brokers who move, share and sell data across continents and legislative environments. This paper reviews four Massive Open Online Course (MOOC) providers from different geopolitical and regulatory contexts. It explores how consent to collect and use data is described to potential users, and how that consent applies at micro, meso, and macro levels. This paper proposes a need for greater transparency around the implications of users granting consent at the point of registration. Further, it highlights that though MOOC providers have a responsibility to make clear the potential uses and sharing of user data, users themselves should also be more aware and consider how meaningful student agency can be achieved.
Toxic Behaviors in Workplace: Examining the Effects of the Demographic Factors on Faculty Members&apos; Perceptions of Organizational Toxicity
Author: Kasalak, Gamze
Date: 2019-00-00
Type: Journal Articles
Subjects: Work Environment,College Faculty,Teacher Attitudes,Teaching Conditions,Aggression,Teacher Behavior,Gender Differences,Status,Foreign Countries,Interpersonal Relationship,Attitudes,Faculty Workload,Ethics

This study aims at determining faculty members' level of the organizational toxicity, and to make statistical comparisons based on selected demographic variables. The research design is a relational survey. The study is conducted on 707 academic staff working in various academic units at three state universities in Turkey. The data were gathered through a questionnaire including two parts: The first part consisted of Kasalak's (2015) four factor &quot;Perceived Organizational Toxicity Scale (POTS)&quot; with a five-point Likert-type scale; and the second part was related to selected demographic variables. The descriptive and inferential statistical techniques were applied on the data. The findings show that organizational toxicity in each subscales is perceived in different levels; the highest in &quot;toxicity based on aggressive behaviors&quot; sub-scale while the lowest in &quot;toxicity based on rigid and narcissist behaviors&quot; one. Organizational toxicity is found statistically different in variables gender, title, academic fields and seniority in the current university.
Involved Minority Parents Enhance the Quality of Elementary School Programs in a Diverse Community
Author: Leddy, Helen G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Minority Groups,Parents,Parent Participation,Elementary Schools,Parent School Relationship,Minority Group Students,Models,School Personnel,Partnerships in Education,Story Telling,Communication (Thought Transfer)

Parental involvement in schools is best considered a partnership between school personnel and parents that promotes the growth of children (Marschall, Shah, &amp; Donato, 2012). Research has shown that parental involvement in schools that have a large minority student body is lower than it is in predominately White, non-Hispanic, middle-class schools, where parents tend to be more actively engaged in school activities (Christianakis, 2011). It has further been demonstrated that poor and minority parents may come to feel isolated, ignored, and unwelcomed in schools. They may also have long work hours, hold multiple jobs, and have other family responsibilities that conflict with school or meeting hours (Christianakis, 2011; Cooper &amp; Christie, 2005). Language barriers and opportunities to learn English may also be among the obstacles to parental involvement, as it is often difficult for immigrant parents and teachers to effectively communicate with one another, both orally and in written form (Delgado-Gaitan, 1990). This article explores models of parental involvement (Hoover-Dempsey model and Epstein model), school personnel involvement, and ideas for enhancing parental involvement (communication, partnerships, and storytelling).
Humanities Curricula as White Property: Toward a Reclamation of Black Creative Thought in Social Studies &amp; Literary Curricula
Author: Griffin, Autumn
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Studies,Creativity,African Americans,Curriculum,Humanities,Racial Bias,Social Bias,Critical Thinking,African American Students,Literacy Education,Whites,Teaching Methods

The curricular choices educators make when selecting certain words over others, adding or omitting certain characters, or using a curriculum that tells a story from a certain or single perspective will meaningfully determine which prisms or conceptualizations students cultivate to understand the world. The authors believe that expressions of Black creative thought, especially in classrooms, inform realizations about Black childhood and adulthood. In this article, the authors interrogate the harmful, anticritical, Eurocentric nature of humanities curricula and share the classroom strategies they developed and employed to mitigate it. The authors present the line of critical multicultural inquiry they continually pursue for redress. Furthermore, they thoughtfully, yet unapologetically, examine Black students exclusively in this article. The authors are aware that doing so might falsely suggest endorsement of rigid identity politics. However, they want to be clear that &quot;writing about Black people only becomes essentialist when the experiences discussed are taken to portray a uniform Black experience or a universal experience that applies to every other group&quot; (Roberts, 1998, p. 857), which this does not. Finally, considering the importance of creative thought and how crucial critical thinking is for creativity to effectively transpire, the authors acknowledge that Black students' classrooms tend to look more like containment facilities rather than places where imagination, creativity, innovation, freedom, and autonomy are practiced.
Vocabulary Learning Strategies (VLSs) Preferred by Saudi EFL Students
Author: Al-Bidawi, Sultanah Abdulmoslah
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Second Language Learning,English (Second Language),Vocabulary Development,Learning Strategies,Preferences,Taxonomy,Metacognition,Memorization,Cooperative Learning,Interpersonal Communication,Help Seeking

The aim of this study is to identify Vocabulary Learning Strategies (VLS) that seem to be used more frequently by Saudi undergraduate English as a Foreign Language (EFL) students and to discuss the sub-strategies amongst the main five strategies identified by Schmitt's (1997) taxonomy of VLS. The population sample of 94 undergraduates was selected from Al Jouf University with the use of quantitative survey methodology. The questionnaire was designed based on Schmitt's (1997) taxonomy, with minor modifications. The findings reveal that Saudi undergraduate EFL learners highly preferred social strategies and, to a lesser degree, cognitive, meta-cognitive and determination strategies. It appears from this small sample size that memory strategies are the least preferred. From the sub-category strategies that appeared to be most preferred from the field work, our findings indicate that.
Perception of Learners towards Monolingualism, Bilingualism and Multi-Language Learning
Author: Küçükler, Halil
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Language Attitudes,Monolingualism,Bilingualism,Multilingualism,Bilingual Education

Monolingualism is defined as state of having control over the use of one language. Bilingualism means having control over the use of two languages and multi-lingualism is defined having control over the use of more than two languages. The purpose of this study is to make a comparison of the learners' perceptions towards monolingualism, bilingualism and multilingualism. The study was done in year of 2018. The study was done by applying questionnaires to the preparation faculty at International Hoca Ahmet Yesewi University and Balikesir University respondents. Totally, there are 196 respondents from Yesewi University and 172 respondents from Balikesir University. Both BAU and AYU respondents disagree that people who speak a language best are those who know one language rather than two or more. They also both agree that learner should try not to use their first language while learning a new language. Both BAU and AYU respondents agree that learning another language is important because it allows them to be more at ease with people who speaks that language. However, AYU respondents have a stronger positive attitude than BAU respondents.
A Case Study of Implementation of Action Research on Oral English Teaching in Vocational and Technical College
Author: Qin, Zhou
Date: 2018-00-00
Type: Journal Articles
Subjects: Action Research,Oral Language,English (Second Language),Second Language Learning,Student Interests,Vocational Education,Higher Education,Teaching Methods,Instructional Improvement,Task Analysis,Educational Change,Course Content,Self Esteem,Reflection,Teacher Attitudes,Theory Practice Relationship,Foreign Countries

With the globalization and the increase of the foreign-oriented affairs, the oral English teaching and learning in higher vocational colleges has got a wide attention from all walks of life, especially, the educational circle. It has become an important task to explore how to improve the oral English teaching and strengthen students' practical and communicative ability in higher vocational colleges. Aiming to reform the educational practice and to improve the effect of oral English teaching, a ten-week task-based teaching plan has been designed and some adjustments on teaching content have been done according to the actual situation in implementation. The figures in the final analyses show that not only have the students' interests, confidence and effect of learning been rapidly improved, but also the teacher's self-reflection and the ability of putting theories into the practice have been clearly strengthened. The research result in this paper reveals that action research is a useful and practical way to propel the development of the oral English teaching in higher vocational education.
Beyond the Acronym: Preparing Preservice Teachers for Integrated STEM Education
Author: Gardner, Margery
Date: 2017-00-00
Type: Journal Articles
Subjects: STEM Education,Curriculum Development,Teacher Attitudes,Student Attitudes,Integrated Curriculum,Grade 8,Teacher Collaboration,Team Teaching,Interdisciplinary Approach,Planning

Integrated STEM education seeks to build deep connections between science, technology, engineering, and math. Contextualized lessons give students greater access to these content areas and can heighten engagement. Great parallels can be drawn between liberal arts philosophies and integrated STEM education. This paper explores how one teacher team developed curriculum and enacted lessons using an integrated STEM approach. This study found that teachers viewed integrated STEM instruction as rewarding. The teachers also mentioned the need for constant communication to fully implement the model. Students perceived this model positively and enjoyed participation. Outcomes of this study have the potential to inform teacher preparation programs by making more transparent how implementation of integrated STEM models can be achieved.
Efficacy of Research Curriculum in Educator Preparation Programs
Author: Ralston, Nicole
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Graduate Students,Masters Programs,Student Attitudes,Teacher Certification,Teacher Researchers,Assignments,Curriculum,Self Efficacy,Research Skills,Program Effectiveness

Responses were gathered from master's candidates in initial and advanced licensure teacher preparation programs. They were asked to discuss how completing a capstone research project contributed to their effectiveness as a teacher. Advanced candidates reported themes of improving practice, evaluating new school initiatives, and increasing collaboration with colleagues. Initial licensure candidates reported themes of using research to investigate specific topics, using research as part of assessment practices, and the importance of teachers as researchers. Conclusions suggested capstone research projects and the associated research experiences add value to teacher preparation programs and improve teacher self-efficacy.
Perfect Storm Hits Georgia Schools: Teachers Overwhelmed
Author: Wakefield, Dara V.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Federal Programs,Teacher Attitudes,Educational Change,Public Schools,Accountability,Politics of Education,Elementary Schools,Middle Schools,Teamwork,Planning,Teacher Effectiveness

No Child Left Behind (NCLB), Race to the Top (RT3) and the Every Student Succeeds Act (ESSA) have piled up federal mandates into a &quot;perfect storm&quot; for Georgia teachers. This study considers the impact of this storm through the eyes of 23 Georgia teachers. A tidal wave of federal mandates leaves teachers overwhelmed and skeptical about their future.
Professional Development in Culturally and Linguistically Diverse Schools: What if We Have PD Upside Down and Backwards?
Author: Adams, Susan R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Faculty Development,Student Diversity,Cultural Differences,Language Usage,Middle School Teachers,High Schools,Secondary School Teachers,Equal Education,Educational Change,Inquiry,Culturally Relevant Education,Teacher Attitudes,Graduate Study

Too often teacher professional development (PD) is focused on mainstream K-12 learners, even as US schools become more culturally and linguistically diverse (CLD). This theoretical paper provides guidance for centering professional development on the margins. The three conclusions are distilled from robust experiences with middle and high school K-12 educators. They include making PD relational, providing ample time and patience for teachers to change underlying beliefs, and grounding PD in authentic inquiry, rather than indulging a strategy fetish.
Repositioning Family-Community Knowledge in Teacher Preparation
Author: Buchanan, Thomas
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Family Role,Community Role,Culturally Relevant Education,Family School Relationship,School Community Relationship,Familiarity,Knowledge Level,Teacher Competencies,Graduate Students,Masters Programs,Program Effectiveness

Preparing teacher candidates for the important work of engaging with family-community is a persistent challenge. Teacher educators should consider repositioning the role that family-community knowledge holds in teacher practice and in the teacher education curriculum. This shift in philosophical, professional, and curricular importance can be an important step toward improving practice in this area. Inspired by recent calls to advance a regard for community-based knowledge and expertise in the preparation and practice of teachers, the authors share details of teacher preparation efforts at one small, Northwest university and their exploration into the question, &quot;What is learned by teacher candidates when they set out to engage with families and the community?&quot; The qualitative analysis of nine teacher candidate family-community engagement reflections resulted in four themes: 1) Candidates can grow in familiarity with family-community; 2) Families-communities have knowledge they can share about learners; 3) Candidates can use family-community knowledge to impact the classroom; and 4) Candidates tend not to reflect upon what they learned about families and communities in light of their own life experiences.
Comics in the Literature Classroom: How Multimodal Learning Can Create Better Citizens
Author: Flynn, Nicole
Date: 2018-00-00
Type: Journal Articles
Subjects: Cartoons,Assignments,Literature,Cultural Pluralism,Learner Engagement,Critical Thinking,Persuasive Discourse,Teaching Methods,Empathy,Imagination,Creativity,Multiple Literacies,English Instruction,Majors (Students),Course Descriptions,Undergraduate Students,Student Evaluation,Evaluation Criteria

This essay describes an adaptable, multimodal assignment in which students create a comic in lieu of a traditional essay or exam. I outline the theoretical and practical value of this assignment and provide a detailed description of its implementation in two different literature courses: an introduction to the major course and a course on literature of diverse cultures. Based on the research and my experience, I argue that this assignment increases student engagement and teaches crucial skills, such as critical thinking, textual analysis, and argumentation. I suggest that an assignment such as this, in which students not only read but also produce comics, enables them to develop multimodal literacies essential in the twenty-first century. Furthermore, it helps students develop the imagination, empathy, and creativity necessary to be productive citizens in our Republic of Opinion.
Teaching Dorothy Allison&apos;s &quot;Bastard Out of Carolina&quot; in the Age of the Trigger Warning
Author: Rushford-Spence, Shawna
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Controversial Issues (Course Content),Emotional Response,Student Reaction,Stress Management,Anxiety,Trauma,Novels,Reader Text Relationship

This paper reviews the debate over the use of trigger warnings when teaching sensitive material and discusses the importance of teaching difficult texts in light of troubling subject matter. The argument is that trigger warnings may provide students with the opportunity to manage their stress and anxiety when encountering material that may be disturbing or even traumatic. This paper also illustrates the value in teaching texts involving complex issues, such as Dorothy Allison's &quot;Bastard Out of Carolina.&quot; It also outlines a variety of effective strategies for teaching Allison's novel along with her memoir,&quot;Two or Three Things I Know for Sure.&quot; It does not seek to provide a definitive answer to the trigger warning question, but to add to the conversation with a specific example in a specific cultural context.