ethanporcaro/eric-fulltext-meta huggingface dataset:
Fee-Paying English Language Learners: Situating International Students&apos; Impact on British Columbia&apos;s Public Schools
Author: Deschambault, Ryan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,High School Students,Applied Linguistics,Correlation,Longitudinal Studies,Public Education,Foreign Students,Urban Schools,Student Recruitment,English Language Learners,Socialization,Educational Practices,Commercialization,Employment Opportunities,International Education,Strategic Planning,Economic Development,Public Policy

This article examines the relationship between international education and English as an additional language (EAL) education in British Columbia's public education system. Drawing on a wide range of data generated as part of a longitudinal study of high school aged fee-paying international students (FISs) in an urban school district in British Columbia, I make the case that FIS recruitment and presence is having a socializing impact on EAL education in British Columbia's public schools. In contrast to the way FISs are accounted for in official government statistics, I show how, across multiple actors and dimensions of the public system, FISs are routinely treated and represented as English language learners(ELLs). I argue that these routinized constructions are evidence of the multilayered socialization of EAL education by internationalization efforts in British Columbia's K-12 sector, and discuss some of the ways this FIS socialization is consequential for EAL learning and teaching in public high schools. I situate my discussion of the FIS-EAL relationship within the larger context of applied linguistics and education-related research on internationalization and educational migration in K-12 settings, and raise questions about how FIS socialization is relevant to discussions of public education.
Perception of Biology Instructors on Using Student Evaluations to Inform Their Teaching
Author: Newton, Genevieve
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Biology,Science Instruction,Science Teachers,Student Evaluation of Teacher Performance,Foreign Countries,Formative Evaluation,Summative Evaluation,Teaching Methods,Higher Education,Teacher Effectiveness,Student Attitudes,Instructional Improvement,Teacher Student Relationship,College Faculty,College Students,College Science

Student evaluations of teaching (SETs) provide both summative and formative feedback. Although it is clear that SETs are used by administrators for summative purposes, such as providing data to support personnel decisions, it is uncertain how instructors use them for formative development such as to inform overall teaching practice. The objective of our study was to determine the frequency and nature of SET use for formative purposes, to explore the perception of SET utility to inform teaching practice, and to determine how perception of SET utility might be improved to enhance its use in a formative context. Participants were all biological sciences instructors at a large, research-intensive University. This research was conducted in two phases, using a combination of focus groups, interviews, and a survey to yield both qualitative and quantitative data. We found that while instructors generally perceive that SET feedback has formative utility, and that most instructors have used SET feedback for formative purposes at some point, there are many elements of SET administration that they are dissatisfied with, and they suggest several ways in which SETs could be improved (such as allowing in class time for SET administration or doing multiple administrations per semester) to yield more useable feedback that could inform their teaching. The results of this study can be used to further inform the ongoing debate about the role that SETs should play in higher education, as they demonstrate both the utility and concerns about using SETs for formative purposes.
Author Chris Crutcher: Speaking out on Teachers&apos; Role in Aiding Children of Trauma
Author: Goodson, Lori
Date: 2019-00-00
Type: Journal Articles
Subjects: Trauma,Teacher Role,Student Needs,At Risk Students,Classroom Environment

Nationally known young adult author Chris Crutcher shares his thoughts on how teachers can help students who are dealing with trauma in their lives.
The Intersection of MET II Content Domains and Mathematical Knowledge for Teaching in Mathematics Content for Elementary Teachers Courses
Author: Max, Brooke
Date: 2019-02-00
Type: Journal Articles
Subjects: Mathematics Instruction,Preservice Teachers,Preservice Teacher Education,Pedagogical Content Knowledge,Elementary Education,Elementary School Teachers,Mathematics Education,Geometry,Teacher Educators,Teacher Education Programs

Mathematics content for elementary teachers (MCfET) courses generally provide prospective elementary teachers (PTs) with opportunities to engage with mathematical content and consider it from a teacher's perspective, yet little is known about the intended curriculum of such courses. Findings from an analysis of MCfET course activities using the Mathematical Knowledge for Teaching framework indicated that activities developing the &quot;Mathematical Education of Teachers II&quot; recommended content domains of Geometry and Measurement &amp; Data provided fewer opportunities for PTs to develop specialized content knowledge (SCK) than arithmetic- and algebraic-based activities. This led to recommendations of research on developing SCK in MCfET courses.
Forgotten and Overlooked: A Personal Reflection of Foster Parenting and School
Author: Lickteig, Seth J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foster Care,At Risk Students,Teacher Student Relationship,Trauma,Child Behavior,Child Rearing,Teacher Role

The number of children in foster care has risen markedly in recent years, namely because of the opioid crisis currently plaguing the United States. Students placed in foster care experience higher dropout and lower graduation rates compared to their peers. School mobility has caused many foster care students to fall through the cracks. However, despite these concerns, teachers and school administrators have received little training regarding this population of students. Schools are ill-prepared for the unique emotional and social needs of children in foster care, often labeling them under the larger umbrella term of &quot;at-risk&quot;--which focuses primarily on their academic performance. This manuscript serves as a personal reflection by two former middle school teachers as they chronical their experiences with the foster system and schooling. The article posits students in foster care are a unique subgroup of students and identifies four potential areas schools can promote for the exceptional needs of students in foster care.
Judgement Doesn&apos;t Heal the Hurting
Author: Lasater, Kara
Date: 2019-00-00
Type: Journal Articles
Subjects: Trauma,Value Judgment,Family School Relationship,Ideology,Attitude Change,Disadvantaged,Teacher Attitudes,Altruism

Judgement interferes with the development of all relationships. For students and families who have experienced trauma, judgement can be particularly devastating as it may further damage the survivor's already compromised sense of safety, trust, and belonging. As educators, we must develop non-judgmental attitudes toward students and families, yet sometimes our lack of self-awareness and problematic ideological positions lead us to judge. In this essay, I describe my personal journey with families and the ideological shift I experienced as I became more self-aware and attentive to others' stories. It is my hope that my experiences will challenge other educators to engage in critical self-reflection, to bear witness to the stories of children and families who have experienced trauma, and to move beyond judgement.
Role-Clarity and Boundaries for Trauma-Informed Teachers
Author: Venet, Alex Shevrin
Date: 2019-00-00
Type: Journal Articles
Subjects: Role Perception,Teacher Role,Trauma,Teacher Student Relationship,Mental Health,Referral,Facilitators (Individuals),Mental Health Programs,Teacher Responsibility

As they begin to implement trauma-informed practices in their classrooms, teachers should consider their role in the lives of students and how to maintain appropriate and safe boundaries with students. This essay explores the role of the teacher in supporting trauma-affected children and offers a frame of teacher as a facilitator of connection. It also offers ways to compassionately maintain boundaries with students while supporting their access to mental health care.
Pre-Service Teachers Learning to Engage All Students, Including English Language Learners, in Productive Struggle
Author: Ewing, Jim
Date: 2019-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Learner Engagement,English Language Learners,Mathematics Instruction,Teacher Educators,Preservice Teacher Education,Methods Courses,Elementary Education

Engaging in productive struggle--grappling with challenging problems--is conducive to understanding mathematics. This paper examines five pre-service teachers as they learned to engage English language learners in productive struggle. The context of this descriptive case study was an elementary mathematics methods course in the Northeastern United States. Data collected included surveys, interviews, lesson plan reflections, and homework reflections. After selective coding, data were analyzed individually before using cross-case analysis. A possible trajectory to productive struggle is presented. The trajectory requires refinement, but it offers teacher educators insight for teaching pre-service teachers to engage all students in productive struggle.
A Study on the Relationship between Mean Years of Schooling, Literacy Skills Level of the Countries, and Their Level of Democratic Development
Author: Demirbolat, Ayse Ottekin
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Attainment,Reading Skills,Democracy,Citizen Participation,Cognitive Processes,Adult Literacy

This study's objective is to examine the relationship between the mean years of schooling, level of adult literacy skills, and democratic development levels. The study was designed as a relational survey model. The analytics employed is the path analysis, which tests the existence of causal relationship between the variables. The statistical analysis indicates that a significant and strong relationship exists between the mean years of schooling and adult literacy skills and further that a significant, medium level, relationship is present between the countries' adult literacy skills and their democratic development levels. Moreover, literacy skills create a significant mediation impact on the relationship between the mean years of schooling and democratic development level. Also significant is the indirect impact of the nations' mean years of schooling on their democratic development levels. Countries seeking to sustain and protect participative and deep democracy may need to review their formal and informal education policies. Therefore, it may be especially necessary to attach greater importance to cognitive-verbal processes in formal education institutions as a departure point of action.
Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children
Author: Scott, Jessica A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Emergent Literacy,Deafness,Partial Hearing,Assistive Technology,Language Acquisition,Preschool Children,Early Reading,Reading Skills,Word Recognition,Phonological Awareness,Early Intervention

Already well documented for hearing children, schooling's effects on early literacy skills for young students who are deaf or hard of hearing (DHH) were examined for the first time in the present study. Piecewise growth curve modeling was used to describe 3-, 4-, and 5-year-old students' growth in phonological awareness, letter-word identification, and vocabulary during 2 years of schooling and the intervening summer (N = 56). Amplification mode was cochlear implants for 45% of the sample and hearing aids for 54%. Classroom communication mode was spoken language only (for 61%) or sign language (39%). Across all skills, significant growth occurred during the 2 years of schooling but not during the summer. These findings underscore early education's importance in promoting DHH children's critical early skills. Universal preschool intervention, including during summer, may be important in ensuring that DHH children have an adequate foundation when schooling begins.
Environmental Awareness of Teacher Candidates
Author: Ergin, Demirali Yasar
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Environment,Knowledge Level,Student Attitudes,Foreign Countries,Gender Differences,Marital Status,Ecology,Conservation (Environment),Natural Resources,Animals,Age Differences,Place of Residence

The aim of this research was to determine the environmental awareness of teacher candidates. According to this aim the research was carried out with a total of 532 students randomly selected from all departments of Trakya University Faculty of Education and Pedagogical Formation program students during the fall semester of 2016-2017. &quot;Environmental Awareness Scale&quot; prepared by the researcher was used as data collection tool. The scale consists of 71 items with a rating of 4. For each sub-scale, the internal consistency was determined by calculating the item-total correlation coefficient and item-remainder correlation coefficient. In the same way, t-test between the upper quartile and the lower quartile was applied to detect the discrimination power of the items. For the scale and sub-scales, the reliability was determined by calculating the Cronbach and Rulon coefficients. It was determined that the scale consisting of 3 factors was valid, reliable and usable after statistical procedures. High scores in all items and factors indicate positive environmental awareness. A questionnaire consisting of 19 questions prepared by the researcher was used to collect data about the independent variables of the research. The questionnaire contains questions about nature love as well as demographic characteristics such as gender and age. The statistical analysis of data featured t test, variance analysis and LSD methods for Post hoc analysis to determine the source of variation. In this research, generally it was found that the environmental awareness of the candidate teachers was very high.
Postgraduate Students: An Alert about Quality of Life
Author: Mendes-Rodrigues, Clesnan
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,Quality of Life,Productivity,Competition,Stress Variables,Scientific Research,Agronomy,Gender Differences,Age Differences,Interpersonal Relationship,Family Work Relationship,Intervention,Health Conditions,Therapy,Foreign Countries,Mental Health,Self Concept,Student Attitudes,Doctoral Dissertations,Writing (Composition),Measures (Individuals),Physical Health

Productivity demand of Brazilian Postgraduate Programs has increased as a result of global scientific and technological competitiveness, leading to stresses among researchers and students. Thus, this work was aimed at evaluating the quality of life of students of one Postgraduate Program in Agronomy through the WHOQOL-bref. Of the 36 students evaluated, there was a predominance of single women, childless, with a median age of 27 years, in a Master Degree, without paid work or scholarship. The sample studied presented values below the median of the Brazilian population, when corrected for gender and age, for the psychological, social relations and environment domains. Students with partner had lower values for physical and psychological domains and students with paid work showed a lower value for physical domain. The work phase affected the quality of life. The values for the environment domain increased when the student was writing the project, studying subjects and seeking theoretical framework and decreased when the student was analysing the data. As the University is the dominant environment for the students when in post graduation, the activities that are associated with academic infrastructure as library and laboratories, and with human resources as teachers and colleagues are realized with successful in relation to those that depend of the students themselves as the data analysis. These results alert us for the need for therapeutic interventions aimed at improving the health conditions of postgraduate students.
Identifying the Attitudes and Views of Social Sciences Teachers toward Values Education in Turkey
Author: Durdukoca, Sule Firat
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Sciences,Teacher Attitudes,Value Judgment,Gender Differences,Teaching Experience,Foreign Countries,Secondary School Teachers,Teaching Methods,Family Influence,Social Influences,Curriculum,Values Education

Values are the foundation of culture. The aim of values education is to help learners improve their social tendencies by adopting social and universal values, support character development, raise good citizens, and enhance academic efforts and achievement. In Turkey, values education is offered in the teaching-learning process of all courses through formal curricula in primary and secondary schools. However, it is &quot;social sciences&quot; course that directly relates to values education and intends to teach at least one value in every chapter. This study aimed at identifying social sciences teachers' attitudes toward values education, analyse difference in attitudes based on diverse variables and examine teacher views on values education practices in social sciences course. It is a mixed method study that was conducted using triangulation method. The study group comprised 135 social sciences teachers who participated in the study on quantitative level and 45 social sciences teachers on qualitative level. Results of the study indicated that the teachers held positive and high attitudes toward values education, there was no significant variation in attitudes toward values education based on gender, but attitudes differed based on professional experience while the teachers held positive views concerning values education practices implemented in social sciences class, considering them important. They stated that &quot;being responsible&quot; is the least adopted value among students.
Research on the Cooperative Behavior of Academic Papers Published by Chinese Educational Scholars Based on Complex Networks
Author: Li, Bichu
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Research,Educational Researchers,Scholarship,Cooperation,Writing for Publication,Authors,Social Networks,Network Analysis,Instructional Leadership,Educational Policy,Educational Quality,Vocational Education

Research on mutual cooperation among scholars or research institutions has become more and more common. The purpose of this paper is to explore the current status of cooperation between scholars and research institutions in the field of Chinese education. In this paper, we use the method of the complex network to analyze the cooperative behavior of academic papers published by Chinese educational scholars by collecting academic papers on education leadership, education policy, quality education, and vocational education. Our conclusions show that most of the academic papers published by Chinese educational scholars are non-cooperative. In the authors of the co-authored papers, there is a significant &quot;Matthew effect&quot;, that is, some key scholars in these fields that link the collaborators. Lastly, there is no obvious aggregation effect between the authors of the co-authored papers which indicating a widespread and extensive connection between the collaborators. The above conclusions provide valuable insights into our understanding of the cooperative behavior of Chinese education scholars.
The Perceptions of Information Literacy by Students in English Language Departments: A Comparative Study
Author: Tosuncuoglu, Irfan
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Literacy,Second Language Learning,Second Language Instruction,English (Second Language),English Departments,Universities,College Students,Foreign Countries,Gender Differences,Institutional Characteristics,English Teachers

Information literacy is a fundamental component of the educational process. One of the most essential considerations involved in the course of providing effective education to students, is the need to instil in them the need to be aware of the information and facts that most impact their own lives and the societies in which they live. Information literacy includes accessing the essential pieces of information that are necessary for the purpose of functioning as a fully informed adult in a democratic society. When these statements are considered within the scope of education and foreign or second language teaching, it is apparent that teachers need to be information literates since they are the ones who transfer information or show the way towards it. In order to find out the Information literacy levels of the students of two state universities in Turkey, a survey was conducted in the study. The participants were the students of the English Language and Literature departments of these universities. As one of universities prefers to remain anonymous, we called them University 1 and 2 in the study. University 1 had 50 participants and University 2 had 47, so there were a total of 97 participants in the survey. Descriptive research design was used in this research. The two universities were compared, from the point of view of information literacy awareness in the study, and some differences were found. For further studies, many more universities can be included in order to obtain a more general and common conclusions.
Revealing Our Superpowers: An Autoethnography on Childhood Abuse and How It Shapes Educators
Author: Goodson, Lori
Date: 2019-00-00
Type: Journal Articles
Subjects: Autobiographies,Ethnography,Child Abuse,Personal Narratives,Teacher Background,Faculty Development,Trauma,Persistence,Posttraumatic Stress Disorder,Teaching Experience,Teaching Skills,Teacher Characteristics,Teacher Effectiveness,Teacher Student Relationship

This article uses auto ethnography as research as the author examines her own childhood abuse and how it has shaped her as an educator who has taught at the middle level, high school, and university. Through her experiences, she has determined that teachers' personal stories significantly affect their development as educators. Through their teaching, their own stories--and the trauma and issues they have overcome--become their superpowers in aiding their students' perseverance.
Unpacking the Algorithm: Rethinking Elementary Pre-Service Teachers&apos; Strategies for Solving Multi-Digit Addition Problems
Author: Kalinec-Craig, Crystal A.
Date: 2019-02-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Addition,Problem Solving,Computation,Arithmetic,Elementary School Mathematics

This paper details an exploratory study of 14 elementary prospective teachers (PTs) solving purposefully crafted, two-digit addition problems. The numbers in each problem were chosen to elicit diverse solution strategies. We coded 95 responses based on the ways the PTs completed the calculation (for example, by referring to the number as individual digits and/or by using strategies that attended to the value of the number). The findings suggest that although an overwhelming number of strategies explicitly referred to the numbers as distinct digits while adding, there was some evidence that PTs utilized more diverse strategies or sub-strategies (e.g., counting up or down strategies, derived facts of doubles or base ten knowledge). Our study seeks to unpack for mathematics teacher educators the typical narrative of PTs' reliance on algorithmic strategies while highlighting their use of more nuanced strategies as well.