ethanporcaro/eric-fulltext-meta huggingface dataset:
Colombian Scholars&apos; Discussion about Language Assessment: A Review of Five Journals
Author: Hernández-Ocampo, Sonia Patricia
Date: 2022-00-00
Type: Journal Articles
Subjects: Periodicals,Second Language Learning,Second Language Instruction,Foreign Countries,Justice,Culture Fair Tests,Language Tests,Peer Evaluation,Self Evaluation (Individuals),Learning Processes,Personal Autonomy,Teacher Education,Journal Articles,Research Methodology,Trend Analysis,Test Use,Testing,Teacher Attitudes,Knowledge Level

The current discussion about assessment in the language teaching context--involving topics such as immigration and citizenship, and university entrance--has brought with it the issue of justice in assessment. Although in Colombia such concerns are not generally discussed, it is important to consider fairness when it comes to classroom assessment. This paper presents a review of five Colombian well-known journals during the period 2009-2020 aiming to identify the scholarly discussion regarding language assessment and testing in the country. Findings suggest that Colombian researchers are concerned with fair and democratic assessment practices, and the involvement of students in peer- and self-assessment practices to improve learning and promote autonomy. Also, there is a perceived need for more teacher education in language assessment.
The Learning Support Coordinator&apos;s Role in Supporting Inclusive Literacy Practice
Author: Howell, Karen
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Literacy Education,Foreign Countries,Role,Elementary Schools,School Personnel,Teacher Attitudes,Special Needs Students

Literacy is one of the most important life skills. Being able to read and write effectively enhances our participation in learning, personal development and employment (Clendon &amp; Erickson, 2009; Copeland &amp; Keefe, 2019). Literacy instruction is the cornerstone of teaching in New Zealand primary schools. However, not all students have equitable access to rich literacy instruction (Kliewer et al., 2006). Research in the field indicates that students with complex educational needs are still denied access and taught differently or separately from their class (Copeland &amp; Keefe, 2019; Kearney, 2009). The central focus of this inquiry was to explore and understand the barriers to literacy for some students with a particular focus on the Learning Support Coordinator's (LSC) role in supporting teachers to include all students in their literacy lessons. The key findings in this inquiry were that teachers have little evidence-based information in inclusive literacy practices to draw from (Ruppar et al., 2017), and that teacher attitudes, knowledge, time, and experience in inclusive practice impact on the accessibility of literacy for all. This inquiry looked at how the LSC has the potential to reduce the barriers teachers face and increase the potential for inclusion in comprehensive literacy instruction.
Developmental Mathematics: Students&apos; Predicted Outcome Value of Electronic Communication
Author: Nabors, Amy G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Remedial Mathematics,Prediction,Computer Mediated Communication,Two Year College Students,Community Colleges,Teacher Student Relationship

This study investigated the predicted outcome value of electronic communication from the viewpoint of developmental mathematics students. Students at a large Texas community college completed a combination of instruments that were administered in three prior studies. Three reasons for using electronic communication that were included in this study were procedural/clarification, personal/social, and efficiency. Results indicated that (a) student-initiated electronic communications conversations were correlated with students' predicted outcome value of electronic communications; (b) instructor immediacy behaviors via electronic measures was correlated with students' reasons for electronic communication; (c) instructor immediacy of electronic communication and the reasons for communicating explained 34.3% of the variance in students' predicted outcome value of electronic communication; (d) procedural/clarification reasons was the largest predictor of predicted outcome value; and (e) the [beta] weight and structure coefficient suggested that personal/social reasons was a possible suppressor.
Virtual Learning Assessment: Practical Strategies for Instructors in Higher Education
Author: Denton, Kenneth
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Computer Assisted Testing,Teaching Methods,College Faculty,Web Based Instruction,Student Evaluation

Many universities have been designing and implementing online instruction for years, but the COVID-19 pandemic created an unexpected impetus for the expansion of virtual learning. Instructors and students who may not have previously chosen or experienced online instruction found themselves in need of safe, virtual options, and it appears that the general shift to virtual learning is here to stay. Strong, reliable assessment is a major component of virtual instruction, and instructors have several options for structuring student feedback. This article reviews the relevant literature regarding effective online assessment techniques and makes recommendations for the use of examinations and more authentic assessments, including video demonstrations, group projects, and discussion forums. Various data analytics within Learning Management Systems (LMS) are also explored. Discussion includes implications of online assessment and avenues for important research to strengthen response to this growing need.
Structured Literacy: An Approach to Support Akonga Who Present with Dyslexic Tendencies in Maori-Medium Education to Learn to Read, Write and Spell in Te Reo Maori
Author: Manuel, Shelley
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Bilingual Students,Malayo Polynesian Languages,Language of Instruction,Dyslexia,Immersion Programs,Elementary Secondary Education,Bilingual Education,Reading Instruction,Disability Identification,English,Language Usage

Structured literacy is an evidence-based approach (Brady, 2011; Fletcher et al., 2007; Foorman et al., 2016; IDA, 2018; NRP, 2000; TKI 2020a) informed by the science of reading acquisition instruction and how the brain acquires and processes information (Reyna, 2004; Seidenberg, 2017). The literature examines how this approach could support bilingual tamariki (children) who may present with dyslexic tendencies in Maori-medium immersion contexts. Through an anonymous questionnaire to kaiako within kura kaupapa Maori (Maori-medium immersion schools) who teach or have taught tau 0-10 akonga (years 1-10 students), participants shared what they know and understand about literacy, dyslexia and how this learning difference might reveal itself through te reo Maori (Maori language) and English. The findings highlighted the potential structured literacy has to benefit all akonga in both languages and the need for te reo Maori resources and professional development on dyslexia and structured literacy.
An Inquiry into Teachers&apos; Implementation of Play-Based Learning Aligned Approaches within Senior Primary Classes
Author: Johnstone, Alistair
Date: 2022-00-00
Type: Journal Articles
Subjects: Curriculum Implementation,Play,Teaching Methods,Elementary School Teachers,Teaching Experience,Teacher Attitudes,Knowledge Level,Foreign Countries

The national increase in schools implementing play-based learning (PBL) has highlighted a need for Resource Teachers: Learning &amp; Behaviour (RTLB) and others to develop a thorough understanding of the pedagogies that align with PBL to ensure they are well placed to fulfil a key element of their role and support teachers to grow their capability. This inquiry aimed to harness the experience and knowledge of teachers working within PBL settings in a senior primary context. This involved conducting semi-structured interviews with five participating teachers to capture their perceptions on how and why PBL should be successfully delivered for senior primary students, while also identifying any potential enablers and barriers. There were some contrasting views on the specific delivery approaches between the different participants. However, all interviewees shared a belief that there are substantial benefits for older students to learn through PBL, teachers need to be willing and feel safe to relinquish some of their control, and shared values and philosophy need to be established to ensure continuity and authenticity.
The Relationship between Classroom Management Justice and School Engagement from the Perspective of University Students
Author: Çobanoglu, Necati
Date: 2022-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Social Justice,Learner Engagement,College Students,Student Attitudes,Foreign Countries

Education continues to be an area that is likely to completely affect the future of humanity. Countries are trying to raise the level of education and increase the quality of the education provided as much as possible. To ensure that the quality of education is improved, many studies look from the perspectives of educators and officials who determine education policies. This study examines teachers' classroom management and approaches to justice in the classroom through the eyes of students. This study aims to shed light on the relationship between educators' justice in classroom management and students' school engagement based on the perceptions of university students. The study is based on a correlational design that examines the relationship between variables. It was conducted with 283 students at Sirnak University. The sample was determined randomly. The data were collected via the &quot;Perception of Justice in Classroom Management&quot; scale and the &quot;School Engagement of University Students&quot; scale. As a result, there was a moderately positive and significant relationship between the perception of justice in classroom management and school engagement. Besides, as a result of the regression analysis, it was revealed that the perception of the educators towards justice in classroom management predicted students' school engagement. It was observed that 19% of students' school engagement was explained by educators' perceptions of justice in classroom management.
Upper-Secondary School Students&apos; Cerebral Dominance and Learning Styles: The Mediation of Chronotypes
Author: Tongal, Aysegül
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Style,Measures (Individuals),Foreign Countries,Secondary School Students,Brain Hemisphere Functions,Physiology,Individual Differences

Learning styles, cerebral dominance and chronotypes are among the factors that have been determined to be effective on individuals' learning. It is stated in the literature that these three variables are interrelated or affect each other. Therefore, the aim of the study is to determine the extent to which students' cerebral dominance predicts their learning styles and whether chronotypes have an effect on this level of prediction as a moderating variable. In the research, the &quot;Morningness-Eveningness Stability Scale improved&quot; (MESSI), the &quot;Kolb Learning Style Inventory&quot; (KLSI) and the &quot;Hermann Brain Dominance Instrument&quot; (HBDI) were used as data collection tools. The selection of upper-secondary schools included in the sample was made in a district of Antalya province with the convenience sampling method. The sample of 593 students who agreed to respond to the scale was formed from 9th, 10th, 11th, and 12th grade students studying at these upper-secondary schools in the 2021-2022 academic year. According to the analysis results of the structural equation model (SEM) obtained in the study, it was concluded that there were significant positive correlations between learning styles and the sub-dimensions of cerebral dominance; however, chronotypes did not significantly mediate the determined correlations. The findings of this study may provide implications for determining learning styles, which have proven effects on student performance in the teaching-learning process, and, by establishing relationships between individuals' brain structures and chronotypes, the characteristics that direct learning preferences.
Building and Strengthening Teacher Communities: Improvement Plan for the &quot;Profile&quot; Journal
Author: Cárdenas, Melba Libia
Date: 2022-00-00
Type: Journal Articles
Subjects: Periodicals,Communities of Practice,Editing,Teacher Researchers,Foreign Countries

Scientific or academic publications have become the best accepted media for scientific and academic communities--mainly established in universities or research centers--to share the knowledge they create and give it greater visibility worldwide. That is, these journals are at the core of scientific communication, which requires permanent assessment of the editorial work and careful planning bearing in mind the responsibilities and needs of the stakeholders that are involved in the production and use of these periodical publications. In this article, I share an improvement plan for the &quot;Profile&quot; journal, whose purpose is to strengthen the journal's editorial management and, thus, support the generation and consolidation of communities of teacher researchers.
Contextualization of Training Input in Multi-Level Replication and Scaling-Up Approach in EFL Teacher-Training
Author: Acosta, Hazel
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Foreign Countries,Classroom Techniques,Teacher Surveys,Teacher Attitudes,Faculty Development,Class Size,Program Effectiveness,Sustainability,Teacher Collaboration,Teaching Methods,Program Evaluation,Elementary Secondary Education

This study deviates from the standard view of template-based training courses that have dominated the experience of in-service English teachers in Ecuador. Its purpose is to underscore the contextualization of training modules as a strategic method for duplicating and scaling up multi-level teacher training to sustain their knowledge and skills. The impact is assessed through a three-level survey administered to 394 teachers from three provinces. The results suggest that the influence of class size and the adaptability and replicability of training are factors that influence the effectiveness and sustainability of an English as a foreign language program. The study highlights the crucial role of collaboration that facilitates collective efforts to contextualize training to achieve profound insight related to classroom practices.
EFL Teachers&apos; Professional Identity: A Narrative Study with Colombian Graduate Students
Author: Mosquera-Pérez, Jhon Eduardo
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Professional Identity,Foreign Countries,Graduate Study,Teacher Education Programs,Teacher Attitudes

This paper reports a qualitative narrative study that explored the trajectories of English language teachers' identities before and after their participation in a master's program in English language teaching at a Colombian public university. After analyzing the data gathered through oral narratives and narrative interviews, results showed that teachers' identities are part of an endless process nurtured by experiences at the academic, pedagogical, and personal levels. We found that such experiences were constantly cultivated and analyzed in the master's seminars, which positively influenced the development of the participants' identities by making them more reflective and critical practitioners. Most teachers reported developing higher levels of social commitment, critical-reflective engagement, and research-oriented practices due to their graduate academic experience.
The Factors Contributing to Language Teachers&apos; Effectiveness in an EFL Learning Context: A Questionnaire Validation Study
Author: Nayernia, Akram
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Teacher Effectiveness,Second Language Learning,Pedagogical Content Knowledge,Personality Traits,Language Proficiency,Self Efficacy,Foreign Countries,Teacher Attitudes

This mixed-methods study explores the factors contributing to the language teachers' effectiveness in the context of English as a foreign language. Through a systematic review of the literature, six main factors were extracted: assessment literacy, content and pedagogical content knowledge, experience, oral proficiency, personality type, and self-efficacy. In the first phase of the study, 13 experts in the field shared their attitudes towards these factors through a semi-structured interview. The data obtained from the interviews was analysed thematically to develop a questionnaire. Ninety-three language teachers participated in a pilot study to validate the newly developed questionnaire. The results were factor analysed. After the required modifications based on the factor analysis were introduced, a questionnaire with 19 items entitled &quot;EFL Language Teachers' Effectiveness&quot; was developed.
Concepts of the Cosmos That High School Students Should Explore
Author: Lyons, Edward
Date: 2022-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Astronomy,High School Students,Secondary School Science

The purpose of this article is to provide teachers of science scientific definitions and illustrations to facilitate the teaching of cosmology. Secondary school science teachers can use the illustrations and their citations to pose questions to their students and to guide their students to accessible digital sites where the students can explore these concepts further. This article presents complex topics about the cosmos with illustrations that teachers of science can use to help their students to explore further. The purpose of this article is to provide teachers of science with a unified set of definitions related to elements of the cosmos that they can use as tools to motivate their students to engage in further investigations.
Evaluating Teachers&apos; Practices beyond Content and Procedural Knowledge in a Colombian Context
Author: Niebles-Thevening, Indira
Date: 2022-00-00
Type: Journal Articles
Subjects: Case Studies,Teacher Evaluation,Faculty Development,Teacher Attitudes,Educational Practices,Diaries,Teacher Surveys,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teacher Characteristics,Scoring Rubrics,Knowledge Base for Teaching,Student Evaluation of Teacher Performance

This article reports on a qualitative case study that explored the use of Kumaravadivelu's &quot;Knowing, Analyzing, Recognizing, Doing, Seeing&quot; model as a teacher evaluation tool to identify critical and reflective aspects of teachers' practices for their professional development. The participants were nine English language teachers and their students at a Colombian university. Teacher survey responses, journals, observations, and students' perceptions were collected and thematically categorized and analyzed under the model. Results suggest that teachers have strong procedural knowledge and self-perceptions but struggle with recognizing unique opportunities for critical approaches to their practice, indicating that the model provides more efficient ways of analyzing teachers and focusing on more specific contextual areas in the teachers' professional development.
Positive College Perception: The Impact of a Curriculum-Based Summer Camp&apos;s Transition
Author: Mocarski, Richard
Date: 2022-00-00
Type: Journal Articles
Subjects: Summer Programs,Experiential Learning,Student Attitudes,Parent Attitudes,Elementary School Students,College School Cooperation,Campuses,Educational Environment

Due to financial strain, a local school district in the Central Great Plains abandoned a curriculum-based summer camp and the local university adopted it, providing opportunities for growth and educational expansion. Additionally, a research component was added to the camp to understand better the impact of the primarily experiential learning activities on parental and student perception. This study of the first year of a curriculum-based summer camp for students in first through sixth grades aims to evaluate the effectiveness of the transition in terms of students' perceptions of college, educational experiences within the camp, and potential pitfalls of the transition from the public school system. An open-ended questionnaire was completed by 95 parents and 72 student participants, which included pre- and post-camp evaluations. Qualitative responses reported in this manuscript, were analyzed for common themes. Though concerned about participant safety, parents had an overall positive response to the transition of the camp and placed value on early college exposure for students. Student responses indicated positive reactions to participation in experiential learning activities. The data support that the transition to a local university was successful in that students and parents perceived the camps positively. Additionally, unique aspects of the college campus were leveraged to enhance experiential learning opportunities, which the data suggest were appreciated by students.
Mentoring Language Student-Teachers: A Narrative Perspective to Mentors&apos; Experiences from Borders and Cracks
Author: Aguirre-Garzón, Edgar
Date: 2022-00-00
Type: Journal Articles
Subjects: Mentors,Language Teachers,Second Language Learning,Second Language Instruction,Student Teachers,Teacher Education Programs,Private Colleges,Personal Narratives,Professional Autonomy,Professional Identity,Foreign Countries,Practicums,Teacher Student Relationship,English (Second Language)

This narrative study analyzes two mentors' experiences in their mentoring practices with language student-teachers in a private university in Bogotá (Colombia). Employing life-story interviews and drawing on ways of thinking and theorizing from praxis as a standpoint to enact decoloniality, we approach mentors' narratives from the notion of crack. Findings reveal that, for mentors, mentoring practices represent a space for knowledge reconfiguration, a locus of collective knowledge construction, and territories where student-teachers can mobilize and exercise their agency. Overall, when making meaning of clashing experiences in mentoring, mentors have constructed ways to fracture traditional and hegemonic logics of seeing knowledge and the self in teacher education.
Retention Strategies of a Successful Graduate Program
Author: Morote, Elsa Sofia
Date: 2022-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Schools of Education,Graduation Rate,Minority Group Students,School Holding Power,College Faculty,Doctoral Degrees,College Graduates

This case study analyzed a unique doctoral program in education at Dowling College, Long Island, New York that had an 88% graduation rate within seven years that included 60% of students of color in contrast with doctoral graduation rates in the United States that are an average of 38% within seven years with only 24% students of color graduating. This study used a qualitative analysis to learn about their retention. It included documents analyses, pre-survey to alumni, in-depth interviews with thirty-two alumni and three faculty/administrators. Three major themes emerged: a sense of belonging, cooperative learning, faculty-administration support, and students' purpose, and competence. Recommendations to make a graduate program successful are presented.