ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Views on the Use of Photography in Teaching Arts in Croatian Primary Schools
Author: Licul, Nina
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Art Education,Photography,Teacher Attitudes,Elementary School Teachers,Art Teachers,Elementary Education,Teacher Characteristics,Barriers,Gender Differences,Age Differences,Beginning Teachers,Experienced Teachers

Contemporary art education relies on the use of diverse methods, approaches, art techniques, and technologies. Although photography is part of daily visual communication and gallery exhibitions, there is no structured approach to photography as a medium for learning the arts in Croatian primary schools. The objectives of the quantitative study were to determine art teachers' views on (1) their knowledge about photography, (2) their abilities in using photography in art teaching, (3) obstacles to using photography in art teaching, and (4) the importance of photography in students' visual culture. Regarding the fourth objective, we wanted to examine possible differences in terms of the teachers' gender, age, and length of service. A survey was conducted with 112 teachers who teach arts in 5th to 8th grades in 17 Croatian counties. The results of the descriptive statistics were supplemented with a qualitative analysis of the teachers' responses in the questionnaire. The results show that the teachers perceive their knowledge about photography obtained by formal education as average, but they assess their abilities to apply photography in their lessons as slightly better. The main problem, in their view, is a low number of art lessons in the Croatian curriculum. The teachers generally agree that photography is very important in a student's visual culture, regardless of the teachers' gender, age. and years of service. These findings indicate the need to place greater emphasis on photography as an artistic medium in primary school, as it may generate new visual knowledge and artistic skills.
Institutional Perspectives on Faculty Development for Digital Education in Canada
Author: VanLeeuwen, Charlene A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Technology Education,Teacher Education,Technology Uses in Education,Web Based Instruction,Blended Learning,Higher Education,College Faculty,Capacity Building,Electronic Learning,Educational Objectives,Technological Literacy

As digital education at the postsecondary level continues to grow, robust professional development that prepares faculty to teach in online and blended settings is necessary. In this study, we analyzed open-ended comments from the Canadian Digital Learning Research Association's annual survey of Canadian postsecondary institutions (2017-2019) to deepen our understanding of faculty training and support for digital education as articulated by higher education institutions. We found that: (a) digital education orientation or on-boarding processes for faculty vary widely; (b) institutions employ an extensive array of professional development practices for digital education; (c) institutions report culture change, work security, and unclear expectations as challenges in providing digital education training and support; and (d) institutions articulate aspirations and hopes around professional development investments in order to build digital education capacity. These findings have significant implications for research and practice, which we describe in this article.
The Relevance of Learning Approaches and Temporal Perspective for Test-Taking
Author: Bubic, Andreja
Date: 2020-00-00
Type: Journal Articles
Subjects: Testing,College Students,Achievement Need,Goal Orientation,Student Attitudes,Prediction,Student Motivation,Academic Ability,Self Concept,Foreign Countries,Student Satisfaction,Time Perspective,Predictor Variables

Test-taking is an integral part of students' lives, and the way they approach tests may be of high relevance for their academic outcomes. Therefore, the present study addressed the way college students reflect on the process of preparing for tests. Specifically, it investigated the relevance of students' achievement goals, perceived academic control, and consideration of future consequences for several aspects of the test-taking process. The results obtained revealed mastery goals, perceived academic control, and the ability to disengage from the present moment as significant predictors of students' satisfaction with knowledge. Furthermore, higher success optimism was associated with having higher perceived academic control, more pronounced mastery goals, less pronounced social solidarity goals, and a higher tendency to focus on the future, whereas perceived academic control was revealed to be a significant predictor of the perceived ease of preparing for tests.
The Self-Portrait as a Means of Self-Investigation, Self-Projection and Identification among the Primary School Population in Croatia
Author: Pivac, Dunja
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Portraiture,Elementary School Students,Grade 5,Reflection,Self Concept,Investigations,Identification,Childrens Art,Art Education,Art Expression,Art Activities

The self-portrait is a reflection of the personality in a visual, physical sense, as a concrete form, a summary of the external characteristics of the artist, but also in a psychological sense, when the self-portrait becomes a mediator of communication with the self, a medium of self-investigation. In this way, the self-portrait exists as a means of self-reflection, self-awareness and acceptance of the Self. It contains three primary values: subjective, objective and the archetype. Considering that the self-portrait is not exclusively a means of introspection reserved only for artistic practice, but also includes activities of the entire population, ranging from early childhood to old age, the projective and reflexive features of this motif began to be used for diagnostic and therapeutic purposes. These findings, as well the need for a new role for art teachers arising from the cognitive, emotional and moral needs of children and youth involved in the regular education system in the Republic of Croatia, gave rise to the project &quot;The Self-Portrait as a Means of Self-Investigation, Self-Projection and Identification,&quot; which was realised in the regular primary educational process, in fifth-grade art classes. The expressive and projective dimensions of children's drawings, which can indicate the possibility of diagnostic and potentially therapeutic activity within the regular primary education system, were taken as a starting point. The project also sought to examine the impact of rational-cognitive principles of teaching on children's creativity and expression.
The State of Art Appreciation among Nine- and Ten-Year-Old Students in Slovenian Primary Schools
Author: Herzog, Jerneja
Date: 2020-00-00
Type: Journal Articles
Subjects: Art Appreciation,Elementary School Students,Foreign Countries,Art Education,Grade 4,Grade 5,Age Differences,Gender Differences,Rural Urban Differences

In the contemporary process of teaching fine arts, the students' own creative expression and art appreciation are used to encourage learners towards both perception and reception; consequently, the evaluation and internalisation of works of art play an equally important role. In art education practice, we manage to provide adequate incentives and are able to follow incentives for artistic expression, but pay less attention to developing art appreciation. This research presents the results of a study that monitored the development of art appreciation abilities among 9- and 10-year-old students (4th and 5th grades; n = 2794) in Slovenian primary schools. The level of art appreciation abilities was rather average, but was more developed among older students and girls. In monitoring the school stratum, we did, however, notice a statistically significant difference regarding perception, whereby students in urban schools performed better than their peers in suburban schools.
Does Public Leadership Improve School Effectiveness through Strengthening Teacher Professionalism?
Author: Kocak, Seval
Date: 2020-00-00
Type: Journal Articles
Subjects: Leadership,Administrator Behavior,School Effectiveness,Public Schools,Public School Teachers,Professionalism,Principals,Public Administration,Foreign Countries,Elementary Schools,Secondary Schools,High Schools

Purpose: This study was conducted to investigate the mediating role of teacher professionalism in the relationship between public leadership behaviours of administrators in public schools and school effectiveness. Method: The present study was designed in a correlational research model and conducted with 482 teachers working in public schools. Simple random sampling was used in this study. The data were collected using Public Leadership Scale, School Effectiveness Index and Teacher Professionalism Scale. With this regard, the mediator role of teacher professionalism in the relationship between public leadership and school effectiveness was determined using path analysis. Findings: The results of the study indicated that public leadership has a direct and indirect impact on school effectiveness by enhancing teacher professionalism. Implications for Research and Practice: Given those school principals working at public schools raise awareness of the concepts brought about the new understanding of public management is considered necessary, teacher professionalism should be contributed within the framework of public leadership, and school effectiveness should be sustained.
Foreign Language Exposure in Knowledge-Building Forums Using English as a Foreign Language
Author: Manegre, Marni
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Cultural Awareness,Prior Learning,Task Analysis,Peer Relationship,Grade 9,Bilingualism,Native Language,Spanish,Romance Languages,Pretests Posttests,Sharing Behavior,Writing (Composition),Computer Mediated Communication,Group Discussion,Pragmatics,Foreign Countries,Cooperative Learning,Online Courses,Secondary School Students,Constructivism (Learning),Instructional Design,Course Content,Climate,Language Tests,Group Dynamics,Language Proficiency

This study investigates how previous exposure to a foreign language and culture influences student performance in online knowledge-building tasks. As knowledge-building tasks allow students to share and distribute their knowledge; this study examines whether foreign language and culture knowledge is also distributed amongst the group. The study was conducted in the Catalan region of Spain where the participating grade nine students were learning English as a foreign language and they were all bilingual speakers of Catalan and Spanish. The students were assessed to determine their previous exposure to the English language and culture, and they were divided into low-, medium-, and high-levels of English language exposure. The students wrote both a pre-test and a post-test before and after the study, and a one-way ANOVA was used to determine whether exposure to English influenced the performances on the tests. The analysis shows that the student scores increased at the same rate across the groups. This indicates that the students did not share their knowledge of the English language and culture with their peers in this online writing task; however, the students generally showed an increase in their comprehension and production of the foreign language. A further analysis of the posts in the forum indicates there were issues with pragmatic variability, which was likely due to the absence of participating native speakers of English.
A Reflection on Initiatives for Teachers&apos; Professional Development through Language Assessment Literacy
Author: Giraldo, Frank
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Evaluation Methods,Language Teachers,Second Language Learning,Second Language Instruction,Language Tests,Educational Needs,Knowledge Level,Culture Fair Tests,Student Evaluation,Independent Study,Web Sites,Journal Articles,Information Sources,Publications

In this reflection article I examine language assessment literacy initiatives and their possible impact on teachers, and I discuss the connections that exist between language assessment literacy and teachers' professional development. I explain that training for language assessment literacy may primarily foster teachers' knowledge and skills and, secondarily, principles for language assessment (e.g., fairness). In conclusion, existing language assessment literacy initiatives, while limited in number, have the potential to advance teachers' language assessment literacy overall and contribute to their professional development. Thus, this article may be useful to language teacher educators, particularly in the Colombian context.
A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration
Author: Barahona, Malba
Date: 2021-00-00
Type: Journal Articles
Subjects: International Cooperation,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Education Programs,Teaching Methods,Foreign Countries,Educational Practices,Teaching Experience,Cross Cultural Studies,Teacher Educators,Educational Cooperation,Student Teaching,Methods Courses,Student Teacher Attitudes,Spanish,Language Usage,Language of Instruction,Coaching (Performance),Reflection,Self Evaluation (Individuals),Lesson Plans,Cultural Context

The international trend towards a practice-based approach in teacher education has permeated foreign language teacher education and English language teaching. A practice-based approach is based on the understanding that teachers learn to teach a language by engaging in &quot;actual&quot; teaching rather than &quot;talking&quot; about teaching. We report on the implementation of a practice-based approach in two different contexts: an initial English teacher education program in Chile and an initial foreign language teacher education program in the United States. We provide practical recommendations and areas of caution for future enactments. The findings demonstrate that incorporating a practice-based approach into the university classroom offers a useful affordance for examining and illuminating the complexities of foreign language teaching practice across contexts.
Examining the Speaking Self-Efficacy of Pre-Service Teachers Concerning Different Variables
Author: Hayran, Zeynel
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Efficacy,Preservice Teachers,Student Characteristics,Gender Differences,Departments,Reading Habits,Social Media,Place of Residence,Early Experience,Correlation,Communication Skills,Speech Communication,Foreign Countries

Purpose: This study was conducted to examine the speaking self-efficacy of pre-service teachers concerning different variables. Self-efficacy indicates the belief of an individual concerning the capacity of fulfilling a certain task. Self-efficacy perceptions strongly affect almost all dimensions of an individual's life, the choices made, the efforts made in achieving a goal and the degree of anxiety. The ability of pre-service teachers to reach this awareness level in the speaking skill may affect their future life, education and business life positively. Research Methods: This study was conducted with the participation of 499 students receiving education in the Departments of Computer and Instructional Technologies, Science Education, Maths Education, Preschool Education, Classroom Education, Psychological Counseling and Guidance (PCG), Social Studies Education and Turkish Education at Kirsehir Ahi Evran University in the Faculty of Education in the spring term of the school year of 2017-2018. The screening model was used in this study aims to investigate the self-efficacy of pre-service teachers concerning the speaking skill. Findings: As a result of the analyses performed, the findings obtained in this study showed that the speaking self-efficacy perceptions of the pre-service teachers differentiated according to the variables including gender, type of program enrolled, number of books read in a year and residential area where the childhood was spent. There was a weak positive correlation with the habit of using social media. Implications for Research and Practice: Considering the findings obtained from this study, some suggestions were made to those concerned. It is suggested to investigate the speaking self-efficacy perceptions of the pre-service teachers after they start their profession; conduct more extensive studies using methods such as observation and interview, arrange learning environments where the pre-service teachers can develop their speaking skills and establish effective communication.
Teachers&apos; Assessment Approaches Regarding EFL Students&apos; Speaking Skill
Author: Duque-Aguilar, Jaime Fernando
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Evaluation,Evaluation Methods,Speech Communication,Teacher Education Programs,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Language Teachers,Faculty Development,Summative Evaluation,Teacher Attitudes,Preferences,Accuracy,Feedback (Response),Classroom Observation Techniques

This paper reports an exploratory and descriptive qualitative study on speaking assessment approaches in a teacher education program at a Colombian university. The study aimed to explore how four in-service English language teachers approach the assessment of students' speaking skill. The data were gathered through classroom observations, interviews, and documentary analysis. Results revealed teachers' preference for summative assessment practices to determine students' progress regarding speaking. As a conclusion, teacher professional development in terms of language assessment may be seen as an alternative to develop significant assessment processes where students, teachers, and the institution can be benefited.
Anxiety Determinants towards Mathematics in Mexican High School Students
Author: Rojas-Kramer, Carlos Alberto
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Predictor Variables,Foreign Countries,High School Students,Gender Differences,Differences,Institutional Characteristics

The study aimed to measure the level of anxiety towards mathematics in high school students and if they differs by gender and institution. For this, the scale designed by Muñoz-Cantero and Mato-Vázquez (2007) was applied to 536 Mexican students from three different institutions in the public sector. This instrument is divided into five factors: anxiety towards the evaluation, towards the temporality, towards the understanding of the problems, towards the numbers and the mathematical operations and towards real life situations. The data matrix was analyzed using the Cronbach's alpha coefficient to validate its consistency, from which a very acceptable value of 0.932 was obtained. The analysis confirmed that the data matrix is not an identity matrix and presents acceptable correlations between variables, confirming the extraction of five factors that explain 63.38 % of total assimilable variance. In addition, the ANOVA test was calculated with the F statistic and its significance to prove the hypothesis of equality of means. A significant difference of means by gender was found in four of the five factors. Only anxiety towards real-life mathematical situations had no significant difference in means. Otherwise, the academic institution variable show difference between groups only in anxiety towards real-life mathematical situation. The Levene statistic was calculated for both variables to prove the hypothesis of equality of population variances. The gender variable presented equality of population variances in the five factors. The institution variable had not equality in population variances in anxiety towards mathematical problems comprehension and anxiety towards real-life mathematical situation.
Analysis of MA Students&apos; Writing in English Language Teaching: A Systemic Functional Linguistic Approach
Author: Ariza-Pinzón, Vicky
Date: 2021-00-00
Type: Journal Articles
Subjects: Masters Programs,Graduate Students,Masters Theses,Second Language Learning,Second Language Instruction,English (Second Language),Academic Language,Literacy,Teaching Methods,Semiotics,Teacher Education,Persuasive Discourse,Writing Evaluation,Language Teachers,College Second Language Programs,Foreign Countries,Language Patterns,Computational Linguistics,Linguistics,Discourse Analysis

This study explores the ways in which master thesis writers position their research in the field of English language teaching in a context where academic literacies are still a developing field. From a social semiotic perspective, this paper aims to identify the resources writers use to represent their object of study and provide a context and justification for research. The analysis focuses on the ideational and textual metafunctions to account for patterns of meanings in seven introductory chapters of master theses in English teacher education. The results reveal a set of interconnected genres--descriptions of the object of study, definitions, and personal exemplum--that build a shared experience with the reader as well as the persuasive purpose of the text.
Fostering EFL Preservice Teachers&apos; Academic Writing Skills through Reflective Learning
Author: Meza, Angélica
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,English (Second Language),Second Language Instruction,Academic Language,Writing Skills,Writing Improvement,Reflection,Metacognition,Self Management,Self Evaluation (Individuals),Peer Evaluation,Formative Evaluation,Editing,Feedback (Response),Essays,International Assessment,Private Colleges,Foreign Countries

This article focuses on the impact reflective learning has on a group of EFL preservice teachers' academic writing skills through formative feedback and self-assessment at a university in Bogotá (Colombia). The goal was to determine how the participants' academic writing skills were developed when writing essays for international examinations, and how their reflections upon feedback and their self-assessment process impacted their learning. This study followed a qualitative approach and an action-research design to foster students' academic writing skills as part of their professional development. The data-collection instruments were essays and teacher's feedback, students' journals, and rubrics. The results evidenced learners' writing skills improvement while implementing reflecting learning, which led to self-regulation and metacognition.
The Impact of Assessment Training on EFL Writing Classroom Assessment: Voices of Mexican University Teachers
Author: González, Elsa Fernanda
Date: 2021-00-00
Type: Journal Articles
Subjects: Assessment Literacy,English (Second Language),Language Teachers,College Faculty,Teacher Education,Writing Instruction,Writing Evaluation,Writing Skills,Classroom Techniques,Teacher Attitudes,Public Colleges,Mexicans,Metacognition,Reflection,Foreign Countries

The extent to which writing assessment training (WAT) impacts writing scores has been widely explored in L2 testing contexts. However, little is known of the benefits of WAT to classroom assessment of writing. This paper analyzes the impact of two WAT sessions on the classroom assessment of writing of eleven EFL Mexican university teachers. Twenty-two interview transcripts suggested an impact in three main areas: classroom teaching of writing, classroom assessment of writing, and teacher self-awareness. The category of teacher self-awareness displayed the most impact. The paper proposes a categorization of impact on writing assessment.