ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship between Safety Knowledge and Attitude towards Safety of 3rd Graders
Author: Nazir, Nadia
Date: 2022-12-00
Type: Journal Articles
Subjects: Safety,Knowledge Level,Student Attitudes,Attitude Change,Injuries,Grade 3,Elementary School Students,Correlation,Attitude Measures,Likert Scales,Content Validity,Human Body,Child Development,Risk,Fire Protection,Tests,Internet,Information Security,Food,Team Sports,Traffic Safety,Multiple Choice Tests,Gender Differences

Ample of knowledge leads to positive attitude. Knowledge is an important tool that promotes attitude changes. Knowledge and Attitude of students towards safety is important because action of a person depends on believe. Unsafe actions of students are caused most of injuries and harms. It is important to minimize such harms by knowledge. Present study was conducted to find out the relationship between safety knowledge and attitude of students towards their safety. Study was quantitative in nature and researchers applied correlational research design. Sample of the study consisted of eighty-nine grade three students enrolled in government schools. Data were collected by self-constructed knowledge test for safety having 50 items and attitude scale for safety having 40 items mode of 5-point Likert type options. Content validity of self-constructed instruments was ensured from experts and Cronbach's Alpha reliability was censured in SPSS. Researchers personally collected data from respondents after ensuring ethical consideration prior to collect data. The data were analyzed by descriptive statistics and Pearson coefficient of correlation. The major findings of the study indicate that body safety, road safety, food safety, Internet safety, sports safety and fire safety knowledge strengthen the attitude towards safety. The results indicated that there was statistically significant relationship between knowledge and attitude about safety. On the basis of results, it is recommended that existing safety knowledge and attitude should be strengthening in school students in addition to their conventional education. Further researches may include research with male and female students at elementary and secondary level.
On the Networking of Husserlian Phenomenology and Didactics of Mathematics
Author: Hausberger, Thomas
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Education,Educational Philosophy,Networks,Phenomenology,Heuristics,Algebra,Problem Solving,Teaching Methods,Correlation,Educational Theories,Worksheets,Cooperative Learning,Dialogs (Language),Semantics

In the spirit of the networking of didactical theories, it is advocated in this presentation in favor of a mixed networking of philosophical theories, namely Husserlian phenomenology and hermeneutics, and didactical theories to produce a fertile interplay between philosophy and mathematics education. The cross-analysis of students' work on a problem in Abstract Algebra leads to linking the notion of horizon of expectation developed by Jauss with Brousseau's didactic contract from the theory of didactical situations. It also opens up further perspectives of interrelations between dimensions of the horizon in the sense of Husserl and didactical constructs.
Reviewing, Re-Viewing, and Re-Encountering
Author: Luo, Lixin
Date: 2020-00-00
Type: Journal Articles
Subjects: Hermeneutics,Mathematics Curriculum,Curriculum Design,Learning Processes,High School Teachers,Mathematics Teachers

The present study is part of a hermeneutic inquiry that re-conceptualizes mathematics curriculum as recursive through the lens of complexity thinking. In recognizing the pervasiveness of the phenomenon of a learner encountering something she has previously encountered before and the lack of attention in orientating such reencountering towards transformation in theory and practice, the process of reviewing is reinterpreted as re-viewing and re-encountering. Four forms of re-encountering (re-languaging, re-imaging, re-inbodying, and re-storying) are proposed. Each form is informed by related lived re-viewing experiences, in which a learner learned something new through encountering what s/he had encountered before. Such texts of experiences are generated through autobiographical reflections, teaching documents analysis, conversations with experienced high school mathematics teachers, and iterative reinterpretations of them. This study can provide theoretical and practical references for mathematics educators and education researchers to draw inspirations from, when designing towards recursive curricula that center on re-encountering.
Criticality and English Language Education: An Autoethnographic Journey
Author: Mora, Raúl Alberto
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Personal Narratives,Researchers,Social Justice,Teaching Methods,Mentors,Peer Relationship,Activism,Foreign Countries,Critical Theory,Critical Literacy,Advocacy,Developing Nations,Global Approach,Role Models

This article, relying on a series of epiphanies throughout my journey as a researcher and scholar-activist, shares my relationship with criticality and how it has guided my research and teaching agendas. I share how critical theories have informed my main research areas and the questions and issues I have raised in my own work. The article also discusses my main scholarly influences and how my interactions with varied literature, mentors, and colleagues have shaped my own criticality. I also take a moment to reflect on how this journey has helped the field of language education in Colombia to continue with the evolution toward stronger critical and social justice-oriented frameworks and how I see my changing positionality as mentor and ally of colleagues and the future cadres of scholars moving forward.
Comprehending Interculturality and Its Future Directions in English Language Teaching and Teacher Education in the Colombian Context
Author: Ramos-Holguín, Bertha
Date: 2021-00-00
Type: Journal Articles
Subjects: Futures (of Society),Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Education Programs,Foreign Countries,Cultural Pluralism,Teaching Methods,Multicultural Education,School Community Relationship,Indigenous Knowledge,Self Concept,Cultural Background,Educational Trends,Trend Analysis,Diversity

Interculturality has to do with the personal relational aspects of caring about the other. In this sense, interculturality confronts and challenges untruths and stereotypes that deny the existence of diversity. This article aims to provide a comprehensive view of what interculturality means, as well as to contribute to current and future trends in the field of English language teaching and teacher education in Colombia. I present examples of intercultural practices as possibilities to understand and explore interculturality in ELT, and I share a review of studies that have undertaken this complex conception of interculturality.
25 Years of HOW: A Celebration of Language Teaching and Learning
Author: Sánchez-Solarte, Ana Clara
Date: 2021-00-00
Type: Journal Articles
Subjects: Periodicals,Second Language Learning,Second Language Instruction,Metacognition,Foreign Countries,Best Practices,English (Second Language),Learning Processes,Psychology,Psychological Patterns,Intervention,Teaching Methods,Language Teachers,Teacher Behavior,Educational Trends,Trend Analysis,Teacher Education Programs,Journal Articles

This article overviews the major themes and pedagogical devethlopments that have emerged via the academic endeavors of practitioners and researchers in the last 25 years, while also touching on how my work adheres to these developments. The document starts with a brief historical background on the establishment of HOW as a resource for the academic community. The next part of the article deals with the theoretical tenets that have influenced my published works. One of those perspectives is the post-method pedagogy, which acknowledges the limitations of attempting to determine what the &quot;best&quot; language teaching method is for everyone, and proposes three parameters to guide language teaching and learning. The next perspective is the psychology of language learning, particularly positive psychology, which is a field that adds balance to the study of negative emotions in the classroom and can be the basis for interventions that aim at enhancing the language learning process. The final construct discussed in the article is metacognition, which refers to how language teachers adapt their mental processes and behaviors to the emerging demands of their context. The article concludes highlighting a number of topics that were relevant three decades ago and that will likely keep their relevance in the future: the complexity of education, the dynamic nature of context and meaning, and the examination of the role of context in the L2 teaching/learning processes, to name only three.
Examination of the Relationship between Trait Anxiety and Mental Toughness in Sailing Athletes
Author: Ceylan, Merve
Date: 2023-00-00
Type: Journal Articles
Subjects: Athletes,Anxiety,Psychological Patterns,Mental Health,Personality Traits,Well Being,Resilience (Psychology),Relationship,Self Esteem,Sex

This research was conducted to examine the relationship between the trait anxiety levels of national sailing athletes and their mental toughness levels and to investigate the effects of some variables on the athletes' trait anxiety and mental toughness levels. The research universe consists of national athletes competing in different disciplines affiliated with the sailing federation. The sample comprises 32 national athletes (Kitesurfing, windsurfing, and centerboard classes) who voluntarily participated in the research. In addition to the Demographic Information Form, the &quot;Sports Mental Toughness Inventory&quot; and &quot;State-Trait Anxiety Inventory&quot; were used in the research. As a result of the analysis of the data, it was seen that the confidence level of the male athletes was higher than the female athletes, the control levels of the female athletes were higher than the male athletes, and the confidence levels of the kitesurfing athletes were higher than centerboard and windsurfing athletes. In addition, there was a positive and moderate relationship between the age of the athletes and the duration of doing sports and competition. At the same time, there was a negative and moderate relationship between age and the control sub-dimension and between confidence and the control sub-dimension.
Investigating the Influence of Formative Assessment on the Learning Process in the English Language Classroom
Author: El Yazidi, Rachid
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Formative Evaluation,Second Language Instruction,English (Second Language),Outcomes of Education,Language Teachers,Instructional Effectiveness,Learning Processes,Knowledge Level,Program Implementation

This qualitative study investigates the impact of formative assessment practices on English language teaching and learning outcomes in Morocco. Classroom observations with English language teachers and students were conducted to examine the use and effects of formative assessment practices. While English language teachers in Morocco had limited knowledge and use of formative assessment practices, the study found that their use had a significant positive effect on student learning outcomes. The effective implementation of formative assessment practices could help to improve the quality of English language teaching and learning in Morocco. The study provides insights into the benefits of using formative assessment practices in the Moroccan context and offers recommendations for their effective implementation in the English language classroom. This research could inform and guide policy and practice in English language teaching in Morocco and other similar contexts, contributing to improved outcomes. English language teachers and policymakers in Morocco can use the findings to enhance the quality of English language teaching and learning in their classrooms and institutions.
Culture and Interculture: What Are We Talking About? Challenges for the ELT Community
Author: Rico-Troncoso, Carlos
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Intercultural Communication,Teaching Methods,Learning Processes,Postmodernism,English (Second Language),Second Language Learning,Second Language Instruction,Educational Change,Multicultural Education,Social Change,Language Teachers,Foreign Countries

Talking about culture in the field of teaching foreign languages is not a new topic, but talking about interculture and interculturality is a subject that is now gaining a lot of interest in the field of ELT. Especially in the last two decades we have witnessed the growth of publications in this regard. We find all kinds of publications, but we are still having seeing the same fundamental questions that become relevant in these times of change: what we teach, who we teach it to, why we teach it, and how we teach it. These questions have always been relevant for language teachers, but today they have become even more meaningful since we are living in different times, times marked by unexpected political changes, strong economic pressures, and an unreasonable need to homogenize and standardize all the processes of teaching and learning. We must think collectively from new (postmodern) paradigms, empower ourselves, and begin to change our pedagogical practices. The aim of this paper is to share reflections on what foreign language teaching should be and how we should be thinking about culture and interculturality in our classrooms. This is an invitation to think about the need to interculturalize the teaching of the foreign language.
Language Assessment Literacy: Insights for Educating English Language Teachers through Assessment
Author: Giraldo, Frank
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Faculty Development,Language Tests,Teacher Educators,Teacher Education Programs,Student Evaluation,Literacy,Pedagogical Content Knowledge,Foreign Countries

At some point, language teachers need to be engaged in language assessment in their profession. Because language assessment is such a primary task for teachers, the field of language testing is encouraging research around the knowledge, skills, and principles that are foundational for sound assessment. In this paper, I provide a definition of Language Assessment Literacy (LAL), especially when it comes to teachers, by reviewing existing models. I then discuss ongoing issues in this area and end the paper by offering language teacher educators suggestions for fostering LAL among pre- and in-service teachers. In the article, I argue that, if more LAL initiatives take place, we are collectively raising the status and nature of language assessment and its impact on teachers' professional development.
Emergence and Development of a Research Area in Language Education Policies: Our Contribution to Setting the Grounds for a Local Perspective on Policymaking
Author: Guerrero-Nieto, Carmen Helena
Date: 2021-00-00
Type: Journal Articles
Subjects: Language of Instruction,Educational Policy,Policy Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Learning Processes,Bilingualism,Language Planning,Strategic Planning,Periodicals,Journal Articles,Language Teachers,Personal Narratives,Language Research,Political Attitudes,Professional Autonomy,Standards,Language Proficiency,Bilingual Education,Content and Language Integrated Learning,Teacher Educators,Elementary Secondary Education,Teacher Education Programs

This article presents our narration of the emergence and development of a research area about the teaching and learning of the English language in Colombia and the creation of a research group named Critical Studies of Colombian Education Policies. The narration includes a description of the bilingual education policy in Colombia and a literature review of how the themes &quot;Different Shades of the Colombian National Plan of Bilingualism&quot; and &quot;Theoretical and Practical Concerns over Bilingualism&quot; have been addressed by authors of local journals, such as How, Profile, Íkala, and Colombian Applied Linguistics Journal, in the issues published from 2008 to 2020. The description and literature review link the life stories of our growth as teachers and researchers as related to the research area and research group mentioned above. A final part of the narration refers to our contributions to the ELT field in Colombia through the following two themes: &quot;Dimensions of Language Policies: A Political Discourse Perspective&quot; and &quot;Making Teachers' Agency Relevant: Bottom-up Approaches to the Study of Language Education Policies.&quot;
Publishing in Local ELT Journals: A Way to Decolonialize Knowledge
Author: Cárdenas, Melba Libia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Periodicals,Second Language Instruction,Second Language Learning,English (Second Language),Writing for Publication,Decolonization,Faculty Publishing,College Faculty,Communities of Practice,Language Teachers,Academic Language

Educational institutions, particularly those for higher education, seek to ensure their visibility and valid indicators for institutional accreditation processes through the publications of their teachers. Their projection is intimately associated with the circulation of their production in accredited publications whose reputations depend on their positions in prestigious rankings, databases, and indexing systems. That is why Colombia, in recent years, has experienced an increase in the number of scientific journals published in the country. This phenomenon was a reaction by academics to the obstacles for publishing in renowned journals, generally edited in hegemonic or central contexts, where it is presumed that knowledge is disseminated for the whole world. In this article, I analyze the role played by locally edited journals in the decolonialization of knowledge. I base my analysis on studies carried out in the fields of the English teacher as researcher and writer, academic writings, and the publication of scientific journals. I identify the contributions, suggestions and challenges for publications in the English Language Teaching area. I also stress the importance of strengthening professional communities, encouraging greater participation by professors in the dissemination of their work, and the need to value knowledge generated in peripheral contexts, without ignoring links with the global world.
Reconstructing a Personal Story about Being a Teacher Educator and a Researcher
Author: Castañeda-Trujillo, Jairo Enrique
Date: 2021-00-00
Type: Journal Articles
Subjects: Personal Narratives,Language Teachers,Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Educational Change,Researchers,Preservice Teachers,Teacher Researchers,Teacher Educators,Teacher Education Programs

This article presents an autoethnographic exercise focused on exploring my history as a teacher educator and researcher in ELT. With this article, I try to show, starting from my life experiences as a teacher and the different concerns that arose during them, my transformation as a researcher. Likewise, I analyze how these transformations are also derived from working with the pre-service English language teachers belonging to a research seedbed focused on doing autoethnographic research. Similarly, I show how my research work has helped others to establish a context for their research. Finally, the reflections derived from my experiences and what I learned while co-investigating in the research seedbed led me to see that continuing to work on the transformation of ELT education in Colombia is necessary.
Effect of Teachers&apos; Emotional Intelligence on School Climate at Secondary School Level
Author: Iram, Nida
Date: 2022-12-00
Type: Journal Articles
Subjects: Secondary School Teachers,Women Faculty,Emotional Intelligence,Educational Environment,Public Schools,Foreign Countries,Social Influences,Interpersonal Communication,Planning,Decision Making,Educational Innovation,Teamwork,Teacher Role

This research study aimed to explore the effect of secondary school teachers' emotional intelligence on school climate and to calculate the effect among each component of teachers' emotional intelligence on components of school climate. This study was quantitative in nature using a causal-comparative design. The population of study was based in female teachers at public secondary schools of Lahore. A total of 120 female teachers from 30 schools had participated in study. The researcher had used simple and multiple linear regression and two questionnaires to investigate the cause and effect among teachers' emotional intelligence and school climate. One questionnaire was adapted i.e., Social Emotional Teacher Rating Scale (SETRC) and the second was developed by the researcher herself on school climate in the light of literature. The descriptive statistical techniques were used for data analysis such as mean, standard deviation and Inferential statistics correlation, simple linear regression and Cronbach alpha. The results depicted strong &amp;significant effect of teachers' emotional intelligence on school climate with some exceptions. The modern education systems are changing rapidly and it is need of hour to shift the paradigm from traditional approach for teaching towards high emotional intelligence skilled teaching approach. This study will broaden the literature and knowledge on these emerging constructs: teachers' emotional intelligence and school climate. Further, the study will be helpful for the educational administrators to understand the importance of high emotional intelligence in teachers and it's significant role to improve the school climate.
Lesson Study Model and Expectations of Prospective Teachers: Multiple Case Studies
Author: Batool, Fatima
Date: 2022-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Expectation,Instructional Improvement,Cooperating Teachers,Professional Development,Foreign Countries

This study was conducted to explore the expectation of prospective teachers from the practice of lesson study model. It was a qualitative study in which multiple case studies design was utilized for investigation. All prospective teachers of the four years Bachelor of Science program and cooperative teachers constituted the population of the study. By using purposive sampling technique, researcher selected eight prospective teachers and four cooperative teachers. Data collection tools were focus group discussion, researchers' artifacts, drafts of research lessons, observations, videos of research lessons, and interviews. Data collection was based on the cycle of eight weeks. Inductive content analysis and thematic analysis techniques were utilized for analyzing collected data. As findings indicated that in fulfilling the expectations of prospective teachers, practice of lesson study model has proved very operative, hence researchers recommended that this model may be introduced as a compulsory component of course outlines at higher/teacher education institutions.