ethanporcaro/eric-fulltext-meta huggingface dataset:
Fragments of &quot;danning&quot;: A Critical Analysis of a Key Concept in Norwegian Core Curricula between 1997 and 2020
Author: Jacobsen Evenshaug, Aurora
Date: 2023-00-00
Type: Journal Articles
Subjects: Core Curriculum,Educational History,Foreign Countries,Elementary Secondary Education,Democracy,Role of Education,Educational Change,Social Change,National Curriculum,Hermeneutics

In 2017, a new core curriculum was implemented in Norwegian primary and secondary education, replacing the core curriculum from 1997. While the concept of &quot;danning&quot; is present in both curricula, its meaning and use seem to change. The concept of &quot;danning&quot; has a played a significant role in Norwegian society and educational history. Danning has been linked to the establishment of Norwegian democracy, in which education plays an important role. Since the 19th century, the meaning of the concept has been subject to change, corresponding to historical changes, yet the word itself continues to be part of the Norwegian educational rhetoric and national curriculum. This means that conversations about &quot;danning&quot; may not be fruitful because the participants attach different meanings to the same concept. Thus, a study of how &quot;danning&quot; has been used and how it is used today is warranted. Through an analysis of two Norwegian curricula, from 1997 and 2017, we find changes in the perception of &quot;danning&quot; and in its role as an educational concept in Norwegian education. We argue that &quot;danning&quot; goes from being understood as a result-oriented, social and democratic concept in 1997 to being seen as an individualistic process in pursuit of certain personal characteristics, without its former social component, in 2017. This indicates a fragmentation of &quot;danning.&quot;
Supporting Multilingual Education with Computer Aided Instruction Applications
Author: Rezuanova, Galiyapanu
Date: 2023-00-00
Type: Journal Articles
Subjects: Bilingual Education,Multilingualism,Computer Assisted Instruction,Academic Achievement,English (Second Language),Russian,Turkic Languages,Student Attitudes,Preservice Teachers,Foreign Countries,Instructional Effectiveness,Language of Instruction,Language Tests

The purpose of this study is to examine the effect of computer-assisted instruction on the language achievement (Kazakh, English and Russian) and attitudes of university students who will work in general education schools in the future. In line with this purpose, pre-test post-test model with control group was applied in the study. The study group of the research consisted of 64 pre-service teacher university students studying at a university in Astana in the second year of the 2022-2023 academic year. There were 2 groups in the study, one experimental group (n=32) and the other control group (n=32). In the experimental group, computer-assisted instruction in a multimodal education environment and in the control group, traditional instruction was applied. Kazakh, Russian and English language achievement tests and attitude scale towards multilingual education were used to collect the research data. According to the findings of the study, it was found that the students who received computer-assisted instruction achieved higher Kazakh, Russian and English language proficiency compared to their peers who received traditional instruction. In addition, computer-assisted instruction positively affects students' attitudes towards multilingual education. The study sought to identify the risks and prospects for the development and expansion of trilingual education in the Republic of Kazakhstan. In this context, it was observed that the mother tongue outweighs the other languages learned.
Challenges and Opportunities of Meta-Analysis in Education Research
Author: Hansford, Nathaniel
Date: 2023-06-00
Type: Journal Articles
Subjects: Meta Analysis,Best Practices,Randomized Controlled Trials,Criticism,Social Science Research,Comparative Analysis,Educational Research,Teaching Methods,Program Evaluation

Meta-analyses are systematic summaries of research that use quantitative methods to find the mean effect size (standardized mean difference) for interventions. Critics of meta-analysis point out that such analyses can conflate the results of low- and high-quality studies, make improper comparisons and result in statistical noise. All these criticisms are valid for low-quality meta-analyses. However, high-quality meta-analyses correct all these problems. Critics of meta-analysis often suggest that selecting high-quality RCTs is a more valid methodology. However, education RCTs do not show consistent findings, even when all factors are controlled. Education is a social science, and variability is inevitable. Scholars who try to select the best RCTs will likely select RCTs that confirm their bias. High-quality meta-analyses offer a more transparent and rigorous model for determining best practices in education. While meta-analyses are not without limitations, they are the best tool for evaluating educational pedagogies and programs.
Neither Compulsory nor Public or National? Translating the Swedish Terminology of 19th-Century Primary Schools, Teachers, and Pupils
Author: Westberg, Johannes
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Practices,Educational History,European History,Mass Instruction,Translation,Compulsory Education,Public Education,Popular Education,Language Usage,Institutional Characteristics,Definitions

The 19th century saw the rise of mass schooling. School acts were published, increasing number of teachers were trained and hired, and children increasingly attended schools. This development was strongest in Europe and North America, with schooling in the USA, France and Prussia leading the way. While this development with its national and regional variations continues to puzzle researchers, it also creates challenges of communication and presentation. What English language terminology should be used when denoting schools, teachers, and pupils in non-Anglo-Saxon countries? In this article, I address a part of this question by examining the case of Swedish 19th-century primary schools. By relating these schools to those in other countries, and the terminology used in the research literature, this article provides recommendations for English-language terms to be used when denoting these schools, the teachers who taught them, and the children who attended them. This terminology includes primary school, parish school and mass schooling, and the terms used to denote teachers and their training include junior schoolteacher, primary school teacher and term teacher training schools. As a result, this article problematizes the use of terms such as compulsory, public, state, and national when describing schools in 19th-century contexts such as that of Sweden, indicates the varying meanings of terms such as popular education, and highlights the problems of not translating terms such as &quot;folkskola.&quot;
Investigating Preservice Teachers&apos; Self-Efficacy and Motivation to Teach English Language Learners (ELLs)
Author: Ibrahim, Reem
Date: 2023-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Student Attitudes,English Language Learners,Student Motivation,Teacher Education Programs,Predictor Variables,Teacher Competencies,Correlation,Classroom Techniques,Bilingualism,Misconceptions

This study investigated preservice teachers' self-efficacy and attitude in working with ELLs in Arkansas. The investigator employed a within-subject design to examine the interrelationships among social cognitive variables (self-efficacy, motivation, and teachers' preparation programs) and their role in predicting preservice teachers' confidence to teach ELLs in their future classrooms. The main finding of this study is that preservice teachers who are attending educational programs have high-levels of motivation and self-efficacy to work with ELLs in Arkansas. Furthermore, the results of this study revealed that preservice teachers show a strong and positive correlation between their level of confidence to engage ELLs in class activities, to create instructional strategies tailored for ELLs, and to manage ELLs classroom environment. Finally, the results of this study found that speaking a second-language and the level of intrinsic motivation are significant predictors of preservice teachers' self-efficacy to work with ELLs in their future classrooms. In general, these results are consistent with previous findings produced in the context of preservice and in-service teachers. [Note: The page range (75-105) shown on the PDF is incorrect. The correct page range is 75-104.]
The Effect of the Art Education Status of Gifted Students on Their Professional Preferences
Author: Bagriaçik, Belgin
Date: 2023-06-00
Type: Journal Articles
Subjects: Academically Gifted,Gifted Education,Art Education,Occupations,Occupational Aspiration,Gender Differences,Institutional Characteristics,Instructional Program Divisions,Age Differences,Elementary Secondary Education,Foreign Countries

This study aims to investigate the effect of gifted students' art education on their professional preferences. The survey model, one of the quantitative research models, was used. A total of 320 students from the Çukurova Science and Art Center art field and general talent field, which were determined by the convenience sampling method, constitute the research sample group. The occupational preference inventory prepared by Atli and Kendal (2017) was used in the research. The inventory comprises six sub-dimensions: investigative, entrepreneurial, artistic, social, realistic, and traditional. Independent Sample t-Test and Anova Test were applied for the analyses, and Cohen's d and Eta Square tests were applied to calculate the effect level in meaningful data. As a result of the research on general talent and art students, it has been determined that there are significant differences in gender, school type, school level, and age.
The Effects of the Digitally Supported Multimodal Print Texts on Students&apos; Summarization Skills
Author: Simsek, Bilal
Date: 2023-06-00
Type: Journal Articles
Subjects: Multimedia Materials,Printed Materials,Reading Skills,Documentation,Secondary School Students,Grade 7,Foreign Countries,Scores,Textbooks,Reading Comprehension

The aim of this study is to analyse the effects of the multimodal texts created from print texts through the addition of digital mode on the students's summarizing skills. Through the ROAR the digital modes were integrated into the print texts and the multimodal texts were produced. There are two such texts, one of them is an informative text, and the other one is a narrative text. The participants of the study were 128 seventh-grade secondary school students from Antalya province (Türkiye) whose ages range between 12 and 13. They were randomly assigned to the experimental and control groups. At the pre-test step both groups read and summarized the print texts. In the post-test step the experimental group read and summarized the multimodal texts created by adding a digital mode whereas the control group the print texts. The results showed that there was a significant difference in favor of the experimental group in the total scores and content scores concerning the informative and narrative texts. On the other hand, it is found that the form and style scores from the informative and narrative texts did not differ significantly between the groups. In addition, in the post-test results of the experimental group, there was a significant difference in favor of the narrative text. The results show that the use of the multimodal texts has positive effects on the participants' summarizing skills. [Note: The page range (21-37) shown on the PDF is incorrect. The correct page range is 20-37.]
The Translation and Circulation of &quot;Evidence&quot;: Obviousness, Demonstration, and Effect in Educational Research in Germany and England
Author: Hofbauer, Susann
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Research,Evidence,Translation,Evidence Based Practice,Educational Improvement,Teacher Education,Foreign Countries

In current educational research communications, especially in English and increasingly also in German publications, the term &quot;evidence&quot; refers to international homogenizing gold standards and is often linked to European evidence policies, large scale assessments and justified and proven knowledge. Against the background of international communication and the related circulation of terms and concepts, this paper analyses German and English OECD publications that recommend the development of educational research in 1970s and 90s. In England, the OECD and thus the external perception of their own education system hardly played a significant role due to years of awareness of the need for reform. Rather, Hargreaves's lecture (1996) about the disappointing effects of educational research when compared with the achievements of evidence-based medicine was decisive for the evidence movement. In addition, non-university institutions have gained legitimacy through acting as &quot;evidence&quot; providers for the school system. Based on analyses of German educational research literature, we show that &quot;evidence&quot; appeared in neurological, medical, technological, and economic texts in the 90s and early 2000s. Usage of &quot;evidence&quot; increased after the PISA shock in 2000 and is now linked to the expression of disciplinary development into empirical educational research. However, based on relatively stable patterns of communication and interpretation in two academic cultures, it is shown that the connectivity of an epistemological term like &quot;evidence&quot; does not necessarily reduce misunderstanding.
Reconnecting to Second Language Acquisition for Innovative Language Pedagogy
Author: Benati, Alessandro
Date: 2023-07-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Correlation,Instructional Innovation,Teaching Methods,Language Research,Theory Practice Relationship,Language Teachers,Evidence Based Practice,Definitions,Language Processing,Linguistic Input

This paper makes a strong connection between the need for innovation in second language pedagogy and the need for language teachers to develop a good understanding of how language develops in our minds/brains. The future for innovative language pedagogy requires that language teachers fully develop the following: (i) a working definition of the nature of language; (ii) a working definition of communication; and (iii) a good knowledge of how language acquisition happens. In the field of both language teaching and language research, there is a need for teachers and researchers to reconnect to second language acquisition theories to ensure that any decisions about language pedagogy are informed and evidence-based. The main question which must be addressed by the experts is: How do we make the knowledge outlined above, commonplace in language teaching?
The Impact of Teacher Collaboration on ESL Students&apos; Classroom Participation: The Case of Leo
Author: Giles, Amanda
Date: 2023-07-00
Type: Journal Articles
Subjects: Teacher Collaboration,English Language Learners,Student Participation,Middle School Students,Culturally Relevant Education,Middle School Teachers,Language Teachers,Cooperative Planning,Team Teaching,Mathematics Instruction

The purpose of this qualitative case study was to examine how teacher collaboration influenced the participation of Leo, an ESL student, in a collaboratively taught classroom at a middle school in the Southeastern United States. To this aim, this study consisted of two collaborative cycles and used the constant comparative method to analyze the influences of teacher collaboration on Leo's participation. The findings showed that teacher collaboration generated more opportunities for Leo's increased participation. During the first cycle, Leo could focus on his own learning outcomes without assisting his friend and fellow student. Moving into the second cycle, Leo was able to confidently participate in the collaborative discussion because of the interactive lesson design and the ESL teacher's (Amanda's) impact on the collaborative process. The findings highlight the social nature of student participation that is defined by the teachers in collaboration. The findings also call for teachers' culturally responsive practices and additional studies to examine how teachers can work together to yield more equitable and inclusive spaces for student participation in the collaboratively taught classroom.
English VP Idiom Learning and WeChat: Developing Idiomatic Competence among Chinese EFL Learners
Author: Li, Zhengjie
Date: 2023-07-00
Type: Journal Articles
Subjects: Figurative Language,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Social Networks,Teaching Methods,Communicative Competence (Languages),Learning Motivation,Student Attitudes,Phrase Structure,Social Media,Computer Software,Computer Mediated Communication,Majors (Students),Undergraduate Students,Academic Achievement,Instructional Effectiveness,Learning Activities,Cooperative Learning

Social networking service platforms and social media have generated a significant amount of discussion and debate regarding their use in second or foreign language learning. However, leveraging digital tools with pedagogical constructs to enhance accessibility and engagement in teaching and learning English idiomatics has not received equal attention. Consequently, discovering new modes of learning in the formulation and implementation of English idiomatics instruction in the modern digital age is a must. This study investigated Chinese EFL learners' development of idiomatic competence. It examined English vivid phrasal (VP) idiom learning in classrooms supporting WeChat use vis-à-vis the classrooms supporting traditional modes of language instruction without WeChat. It also explored the extent to which WeChat-enhanced instruction can affect learners' motivation, attitude, collaboration, and experience. The participants of this study were 55 first-year English major students who took part in an intensive, eight-week idiom-training module. A pre- /post-test and a questionnaire were used to uncover how a WeChat-driven learning environment can mediate the way students acquired Post-Lexical Level (PLL) VP idioms and what their general perceptions towards using WeChat in the idiom-oriented activities were. The results indicated that there was a statistically significant difference in achievement between the WeChat-enhanced group and the traditional face-to-face group. Analysis of data further revealed that peer interactions supported by WeChat are likely to be essential learning constructs in furthering idiomatic competence development.
ESP Teachers&apos; Transitional Experiences in the Third Space: A Double-Edged Sword
Author: Meihami, Hussein
Date: 2023-07-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Attitudes,English for Special Purposes,Second Language Learning,Second Language Instruction,Personal Narratives,Barriers,Professional Identity,Reflective Teaching,Teacher Characteristics,Ambiguity (Context),Teacher Role,Foreign Countries

This study was an inquiry to investigate English for Specific Purposes (ESP) teachers' transitional experiences in the third space. To that end, 17 ESP teachers wrote autobiographical narratives focusing on their critical challenges in the third space and their approaches to dealing with them. The narratives were analyzed using Creswell's (2007) procedures to analyze the narratives, including managing the data, reading and memoing, describing the memos, classifying, and interpreting. The findings showed that ESP teachers' main challenges in the third space were negotiation tensions, identity struggles, the inefficiency of their previous experiences, and institutional barriers to change. Furthermore, ESP teachers' approaches to evolving their professional identity in the third space encompassed addressing reflective teaching and criticality, seeking external support, and creating a third space community of practice. It can be concluded from the findings of the current study that the third space can be a double-edged sword for ESP teachers since, on the one hand, some tensions in the third space create some problems for their professional identity development. On the other hand, ESP teachers need to take some approaches to address the third space tensions, helping them evolve their professional identity.
An Evaluation of In-Service Training Curriculum for Practitioners of English for Academic Purposes
Author: Uysal, Derya
Date: 2023-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Faculty Development,English for Academic Purposes,Second Language Learning,Second Language Instruction,Language Teachers,Higher Education,Curriculum Development,State Universities,Teacher Attitudes,Educational Objectives,Educational Policy,College Faculty,Foreign Countries

This study evaluated a draft curriculum designed in a preliminary study to help practitioners of EAP (English for Academic Purposes) overcome affective problems in higher education language classes. Participatory evaluation model was used to evaluate the draft curriculum practiced with six EAP practitioners in a SFL (School of Foreign Languages) at a state university in Türkiye. A sequential explanatory mixed methods approach was employed. While quantitative data were gathered via a questionnaire, qualitative data were gathered via open ended question test, semi-structured interviews, in-field notes of the curriculum practitioner and the participant observer, and self-reflections of the participants. Findings presented in line with the strengths and weaknesses of the draft curriculum demonstrated that four components of the draft curriculum (objectives, learning experiences and materials, content and assessment and evaluation processes) functioned well. In addition, the weaknesses inspired the researchers to develop the draft curriculum. The current study contributes to institutional and national policies of in-service training for EAP practitioners. Developing a curriculum that targets a common problem represents an important innovation towards standardization in training EAP practitioners and fills in a crucial gap in the field of EAP. [This article includes an extended summary in Turkish.]