ethanporcaro/eric-fulltext-meta huggingface dataset:
Use of Adverbials in Discussion Sections of Research Articles in Thai and International Journals
Author: Malawaet, Napatrapee
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Usage,Form Classes (Languages),Comparative Analysis,Research Reports,Applied Linguistics,Computational Linguistics,Periodicals,Contrastive Linguistics,Discourse Analysis,Journal Articles,English,English (Second Language),Cross Cultural Studies,Foreign Countries

The purpose of this study was to compare the discussion sections of research articles in applied linguistics in Thai and international journals. The corpus consisted of 20 English research articles: 10 from Thai journals and 10 from international journals. The adverbials framework of Biber et al. (1999) was employed in this study. The study explained the different usage of adverbials in discussion sections of both corpora. The results show that most of the use of adverbials in research article discussion sections in Thai and international journals is similar. There are five adverbials which are different and influence the presentation of content in discussion sections. It is hoped that this study may help teachers to design writing courses for novice writers or undergraduate and postgraduate students in writing research article discussion sections to publish in an international level.
Teaching for Equity and Inclusion in the Community College World Language Classroom
Author: Biondi, Megan
Date: 2021-09-00
Type: Journal Articles
Subjects: Equal Education,Inclusion,Community Colleges,College Second Language Programs,Teaching Methods,Holistic Approach,Culturally Relevant Education,Constructivism (Learning),Two Year College Students,Feedback (Response),Error Correction,Second Language Instruction

This paper explores the implementation of student-centered and social justice-based teaching methods that promote a classroom atmosphere of equity, inclusion, and positivity by prioritizing students' emotional and psychological well-being in relation to the course content. This paper argues that creating a classroom atmosphere in which students feel safe and included lowers the collective affective filter and establishes a positive relationship with the target language(s), increasing students' linguistic competence. This, in turn, benefits our programs by encouraging students to continue in the language sequence(s), and in higher education in general. The methodologies explored here are holistic pedagogy, culturally responsive pedagogy, and constructivist pedagogy--instructional models that embed support and flexibility into courses to enhance social-emotional learning, in addition to academic growth, by acknowledging and addressing the unique and diverse background, strengths, and needs of each student. This paper will give several examples of these student-centered pedagogical practices in the community college context.
What Happens When the PD Is Over? A Year inside Teacher Classrooms
Author: Ritz, Catherine
Date: 2021-09-00
Type: Journal Articles
Subjects: Summer Programs,Faculty Development,Teacher Competencies,Program Effectiveness,Communication Skills,Middle School Teachers,High School Teachers,Language Teachers,Second Language Instruction,Teacher Attitudes,Barriers,Teaching Skills,Language Usage,Language Proficiency,Sustainability,Teacher Collaboration,Leadership Responsibility

Although standards for world language education have brought forth a needed shift in instructional practices--moving from traditional to communicative, proficiency-based methods--research suggests that many teachers have yet to modify their practices. This study follows three teachers at the K-12 level who attended a summer professional development event, intending to implement proficiency-based practices when returning to their classrooms. Teachers were observed and interviewed throughout the course of the school year to examine their experience when attempting to implement the proficiency-based practices, and the factors that propelled them toward or discouraged them from implementing these practices. Results showed that concrete, surface-level practices were more easily implemented than those that required deeper understanding. School and program leadership emerged as an important factor in each teacher's likelihood of experiencing success.
Making Your Mark: Relationships beyond the Counseling Office
Author: Paterson, Jim
Date: 2021-00-00
Type: Journal Articles
Subjects: College Admission,Admissions Officers,Interpersonal Relationship,Admissions Counseling,School Counselors,Secondary Schools,Partnerships in Education,Athletics

There are a growing number of creative new ways that college admission professionals are reaching students and their families, but often, experts say, the biggest payoff can come from the simplest technique: building relationships. And those relationships may extend beyond the short-lived connections to the student who is inquiring or enrolling, and can include counselors and the broader high school community, including personnel who work with students directly and know them well. This article offers advice on ways that college admission representatives can build stronger relationships with their community.
The Pro-Environmental Behavior Patterns of College Students Adapting to Climate Change
Author: Fang, Shyang-Chyuan
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Behavior Patterns,Conservation (Environment),Environmental Education,Sustainable Development,Climate,World Problems,Positive Attitudes,Incentives,Motivation,Risk,Consumer Economics,Behavior Standards,Social Behavior,Knowledge Level,Correlation,Foreign Countries

As the impact of climate change is increasingly intense, environmental educators of higher education would like to know the influencing factors for college students to proceed financial strategies, such as flood insurance or energy taxes, to adapt climate change; however, the sustainable environmental education provided by most colleagues still lags far behind the pace of business and government. The research is aimed at eight colleagues in Taiwan and is an undergraduate student taking courses in general environmental education. As diverse courses integrate climate change issues, distributed 1,000 questionnaires were proportionally allocated to each university according to the number of students who had taken the course; a total of 866 questionnaires were recovered. The pro-environmental behavior model be validated, and assess the correlations among risk perception, economic incentives, intrinsic motivation, sacrifice for the environment, place attachment, cheerful emotion, and social norm with partial least squares regression. For college students with high or medium knowledge on climate change, this research demonstrated that if pro-environmental behaviors bring cheerful feeling, they will induce their intrinsic motivation; meanwhile, because of environmental sacrifice and social norms, pro-environmental behaviors will trigger cheerful feeling.
The Usefulness of Online Learning during the COVID-19 Pandemic as Perceived by Engineering Education Students: A Multidimensional Model
Author: Gorghiu, Gabriel
Date: 2021-00-00
Type: Journal Articles
Subjects: Value Judgment,Electronic Learning,COVID-19,Pandemics,Student Attitudes,Undergraduate Students,Engineering Education,Civil Engineering,Preservice Teacher Education,Instructional Effectiveness,Experiential Learning,Lecture Method,Sense of Community,Interaction,Academic Achievement,Foreign Countries

With the unprecedented crisis created by the Coronavirus pandemic, online teaching and learning became a global solution - embraced by the whole world - that tried to cover, at least in part, in part the problems encountered by the educational systems. An exclusively online format of teaching and learning proved to be a challenge for both the didactic and the learning process. Although the extant research during the pandemic is very abundant, there are few approaches addressing the different perceptions reported by university students enrolled in various programs. This research aims to explore the usefulness of online learning as perceived by civil engineering students, from a multidimensional perspective. A multidimensional model has been developed that manifests on four dimensions: social usefulness of online lectures, the usefulness of online learning platform, learning effectiveness, and, usefulness for school performance. The results show a relatively low perception of the online learning usefulness in an exclusively online educational context, which disables active learning through hands-on experience in laboratory and real-life building sites (considering the regular study process). The model has been cross-validated on a sample of students enrolled in various educational programs then the differences between samples have been analyzed and discussed.
&quot;Watch Your Tone&quot;: The Experiences of African American Parents of Students on the Autism Spectrum in Parent-School Partnerships
Author: Brown, Isabella C.
Date: 2021-00-00
Type: Journal Articles
Subjects: African Americans,Parents,Students with Disabilities,Autism,Pervasive Developmental Disorders,Parent School Relationship,Special Education,Parent Participation,Parent Attitudes,Individualized Education Programs,Student Needs,Empowerment,Cultural Awareness,Cultural Influences,Consciousness Raising,Barriers,Trust (Psychology)

The success of all school-age children relies heavily on active engagement between caregivers and school communities (Francis et al., 2016). Meaningful parent-school partnerships involve reciprocal relationships that build on each other's expertise and are based on good communication, professional competence, advocacy, commitment, equality, and trust (Kyzar, Haines, Turnbull, &amp; Summers, 2017). However, many African Americans struggle with school partnerships (Latunde &amp; Clark-Louque, 2016; Williams, Pemberton, &amp; Dyce, 2012). In special education, family-school partnership is particularly important and is mandated by federal law as part of the Individuals With Disabilities Education Act of 2004 because of the need for shared decisions on the child's educational goals, services, and placement. This research aimed to build on the existing literature by gaining a deeper understanding of the experiences of African American parents of children on the autism spectrum within their families and communities and their experiences and needs while navigating school communities. This study reiterates the necessity for schools and district staff to improve efforts to build trust, increase representation, and acknowledge the impact of turning a blind eye to inequality and cultural unawareness for this demographic of parents and students. Increasing awareness about autism in the African American community and in schools, involving cultural brokers, creating communities of practice, and practicing cultural humility are ways of ensuring quality and equality for students with autism in educational settings.
Shadow Education in Europe: Growing Prevalence, Underlying Forces, and Policy Implications
Author: Bray, Mark
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Geographic Regions,Tutoring,Private Education,Cultural Influences,Political Influences,Commercialization,Incidence,Teaching Methods,Socioeconomic Influences,High Stakes Tests,Student Motivation,Teacher Characteristics,Teacher Qualifications,Educational Policy,Compliance (Legal),Partnerships in Education,Elementary Secondary Education

Purpose: Private supplementary tutoring, widely known as shadow education, has long been visible in East Asia, and now has spread to other parts of the world including Europe. This article maps the phenomenon, showing variations within Europe and analyzing its growth, underlying forces, and policy implications. Design/Approach/Methods: The article assembles a regional picture from available national sources. It focuses on the 28 members of the European Union. Findings: Within Europe, four subregions may be identified. Most prominent for the longest duration has been Southern Europe, pushed by political forces and cultural factors. In Eastern Europe, shadow education became prominent following the collapse of the Soviet Union and accompanying economic and social structures during which teachers and others had to earn extra incomes. In Western Europe, the advent of marketization alongside government schooling has fueled the growth of shadow education. Only in Northern Europe does shadow education remain modest in scale, but it is growing there too. Originality/Value: The article identifies forces underlying the growth of shadow education in Europe and highlights policy implications. By contributing this regional perspective to the wider literature on shadow education, the article permits juxtaposition with patterns in East Asia and elsewhere.
&quot;They Would Do Just Fine without Me&quot;: Experiences of Private Tutoring in Denmark
Author: Cone, Lucas
Date: 2021-09-00
Type: Journal Articles
Subjects: Tutoring,Tutors,Case Studies,Parent Attitudes,Professionalism,Commercialization,Teacher Student Relationship,Teacher Attitudes,Social Systems,Equal Education,Costs,Private Education,Elementary School Students,Secondary School Students,Foreign Countries

Purpose: Building on a qualitative case study of parents and tutors previously involved with a large commercial tutoring company, this article investigates experiences of private tutoring in Denmark. Design/Approach/Methods: The case study centers around an affective analysis of eight interviews--three parents and five tutors--centering on why and how the interlocutors decided to hire services from or work for the tutoring company. Findings: The article illustrates how the parents' and tutors' experiences of private tutoring are colored by a series of affective patterns that set the tone for how the parents and tutors make sense of and feel about the phenomenon. Three patterns are drawn forth which together sustain the &quot;mood&quot; in which the parents and tutors encounter the tutoring phenomenon: teacher intimacy, institutional professionalism, and nonexclusivity. Originality/Value: The article provides an empirically grounded perspective on the stakes of commercializing education in spaces characterized by egalitarian ideals in education.
The Rise of Supplementary Education in Sweden: Arguments, Thought Styles, and Policy Enactment
Author: Hallsén, Stina
Date: 2021-09-00
Type: Journal Articles
Subjects: Supplementary Education,Foreign Countries,Cognitive Style,Educational Policy,Homework,Proprietary Schools,Tutoring

Purpose: This article focuses on the development of supplementary education, evolving under the label &quot;homework support,&quot; in Sweden between 2006 and 2018. Particular attention is paid to the significance of the private market for national policy. Design/Approach/Methods: Through a theoretical model on policy enactment, the interaction between national policy and local practice is highlighted. By analyzing how the local practice appears in documents related to state-regulated decision-making, the study gains further insights in the development of homework support in Sweden. Findings: This article argues that when private companies, offering supplementary tutoring, were established on the outskirts of the educational landscape in Sweden, the political educational discourse changed. Even though homework support became a given part of the political discussion about the school, the situation became difficult for private companies. Originality/Value: The article adds to the international field of shadow education. It describes the establishment of the private tutoring market's entry into the Swedish educational landscape, which in the long term has provided a basis for a further Scandinavian development. Furthermore, the article contributes to theory development by a model that focuses on the interaction between policy formulation and local enactment.
Market-Making Practices of Private Tutoring in Finland: Commercialization of Exam Preparation for Admission to Higher Education
Author: Jokila, Suvi
Date: 2021-09-00
Type: Journal Articles
Subjects: Marketing,Tutoring,Commercialization,Private Education,Foreign Countries,Test Preparation,College Entrance Examinations,Heuristics,Ethnography,Competition,Selective Admission,College Applicants,Equal Education,Costs,Medical Education,Economics Education,Legal Education (Professions),Teacher Education

Purpose: This study focuses on courses that prepare applicants for universities' highly competitive entrance examinations in Finland. The analysis clarifies the market-making practices and the construction of this field. Design/Approach/Methods: To understand these processes, we use Caliskan and Callon's five framings for studying marketization as a heuristic framework. In our analysis, we combine different data sets, including data on course provision, thematic interviews, documents, and ethnographic notes. Findings: In this article, we argue that the preparatory course markets in Finland are an example of private tutoring which operates in the privacy of the university applicants' exam preparation process, thus commercializing this process. The market making of this type of private tutoring is an &quot;assemblage&quot; of a variety of agents that interact in parallel with each other. Originality/Value: This study aims to contribute to the systemic understanding of the assemblage of private tutoring markets in an equality-focused Nordic country by providing new heuristic lenses from economic sociology through which to view private tutoring.
The Private Tutoring Industry in Denmark: Market Making and Modes of Moral Justification
Author: Christensen, Søren
Date: 2021-09-00
Type: Journal Articles
Subjects: Tutoring,Private Education,Equal Education,Foreign Countries,Educational Trends,Corporations,Cultural Context,Web Sites,Commercialization,Marketing,Well Being,Academic Achievement,Criticism,Moral Values,Social Values,Educational Change,Educational Philosophy,Elementary Secondary Education

Purpose: The article focuses on the emergence of a private tutoring industry in Denmark over the last decade. Specifically, it explores how private tutoring companies legitimize themselves in a social and cultural context where education has for long predominantly been understood in egalitarian terms. Design/Approach/Methods: The article takes inspiration from Viviana Zelizer's work on morally controversial markets. It explores the &quot;moral labor&quot; performed by private tutoring companies to redefine the exchange of private tutoring services as a socially wholesome activity. It does so through a close analysis of business information, company websites, and news media articles on private tutoring. Findings: The article argues that, generally, the marketing material of tutoring companies focuses more on social equality and student well-being than on academic success. Thus, the companies predominantly legitimize themselves in terms of long-standing Scandinavian ideals of education. Increasingly, these are also the terms in which the companies criticize mainstream schooling. Originality/Value: The article contributes new knowledge of private tutoring in a Scandinavian context where very little research on the issue has so far been conducted. Theoretically, it relates previous research on &quot;legitimation projects&quot; of private tutoring companies to broader sociological theories on market making.
&quot;Läxhjälp&quot; as Shadow Education in Sweden: The Logic of Equality in &quot;A School for All&quot;
Author: Forsberg, Eva
Date: 2021-09-00
Type: Journal Articles
Subjects: Tutoring,Governance,Equal Education,Homework,Private Education,Policy Analysis,Educational Policy,Academic Achievement,Foreign Countries,Epistemology,Video Technology,Self Concept,Social Systems,Educational History,Teacher Attitudes,Student Attitudes,Elementary Secondary Education

Purpose: Taking läxhjälp/homework support in Sweden as a case, this article aims to further explore shadow education, especially as a pedagogical object from curriculum theory perspective. Design/Approach/Methods: Approaches including policy analyses, ethnomethodological work based on video-recorded interaction, and narratives have produced empirically grounded knowledge. We use examples from several substudies and analyze the reentry and regulation of supplementary education and how tutors and tutees interact in tutoring settings and negotiate identities in läxhjälp as well as the relation to regular schooling. Findings: Läxhjälp is conditioned by the logic of equality and changes in the governance of läxhjälp. The proliferation of different kinds of tutoring practices provided by various organizations calls for a broad definition of shadow education. With curriculum as boundary object, equality and academic success are foundational. Different settings and spatiotemporal arrangements affect modes of interaction, distribution of epistemic authority, and negotiations of identities. Originality/Value: With Sweden as a case, it is possible to explore shadow education in a new context, the Scandinavian welfare state, and its history of comprehensive education. Moreover, ethnomethodological interaction and narrative studies and curriculum perspectives are seldom employed within research on shadow education. A number of critical key boundary objects are identified. is conditioned by the logic of equality and changes in the governance of läxhjälp. The proliferation of different kinds of tutoring practices provided by various organizations calls for a broad definition of shadow education. With curriculum as boundary object, equality and academic success are foundational. Different settings and spatiotemporal arrangements affect modes of interaction, distribution of epistemic authority, and negotiations of identities. Originality/Value: With Sweden as a case, it is possible to explore shadow education in a new context, the Scandinavian welfare state, and its history of comprehensive education. Moreover, ethnomethodological interaction and narrative studies and curriculum perspectives are seldom employed within research on shadow education. A number of critical key boundary objects are identified.
Shadow Education in Denmark: In the Light of the Danish History of Pedagogy and the Skepticism toward Competition
Author: Mikkelsen, Sidse Hølvig
Date: 2021-09-00
Type: Journal Articles
Subjects: Educational History,Social Systems,Democracy,Private Education,Tutoring,Equal Education,Competition,Foreign Countries,Educational Philosophy,Teaching Methods,Parent Attitudes,Child Rearing,Pilot Projects,Academic Achievement,Futures (of Society),School Policy,Corporations,Leisure Time,Educational Legislation,Elementary Secondary Education,Mother Attitudes,Student Attitudes

Purpose: This article investigates the role of private supplementary tutoring in Denmark in light of the country's pedagogical traditions in schools and leisure spheres. Design/Approach/Methods: Although tutoring activities are increasing, the phenomenon is not as prevalent in Denmark as in many other countries. In this article, we look into the history of Danish pedagogy for answers as to why this is the case. In the analytical sections of the article, we include research on parental values of child-rearing, as well as findings from a pilot study on Danish families purchasing private supplementary tutoring, the public debate about private tutoring, and contemporary youth research. Findings: With a solid emphasis on democracy and equality in Danish pedagogy, the conditions for increasing private supplementary tutoring in Denmark have been challenged. However, a current focus on global competition, formal competencies, and higher academic performance among children and young people suggests that providers of private tutoring perhaps face a brighter future--also in Denmark. Originality/Value: This article addresses a new field of qualitative research on private supplementary tutoring in Denmark and may be a platform for further reflection and empirical research.