ethanporcaro/eric-fulltext-meta huggingface dataset:
Happy-Victimizing in Adolescence and Adulthood -- Empirical Findings and Further Perspectives
Author: Heinrichs, Karin
Date: 2020-00-00
Type: Journal Articles
Subjects: Victims,Adolescents,Adults,Moral Values,Decision Making,Moral Development,Motivation,Value Judgment,Secondary School Students,Foreign Countries,Attribution Theory,College Students,Psychological Patterns

Research on the Happy Victimizer Phenomenon has mainly focused on preschool and schoolchildren, with a few studies also including adolescents and young adults. The main finding is that young children, despite knowing that harming someone is wrong, ascribe positive feelings to perpetrators and offer hedonistic justifications, interpreted as a lack of moral motivation. Only at age 9 or 10 do almost all children ascribe negative feelings to perpetrators. According to the developmental transition hypothesis, the phenomenon should disappear in late childhood. However, reasoning patterns resembling that of the Happy Victimizer have been found in studies with adolescents and young adults, challenging that hypothesis. We present findings from four studies involving adolescents and young adults to give an overview of the patterns found and the measurement approaches used. Finally, we critically discuss the limitations of those studies and raise some core theoretical and methodological issues that remain to be resolved, some of them being addressed in the remaining papers of this special issue. The four studies and the paper are innovative in that: (1) situational factors are included in the measurement of the moral reasoning patterns; (2) new reasoning patterns are identified in the context of an extended measurement approach; and (3) the moral reasoning patterns are investigated in their own right and not used as potential explanatory variables for behaviour, as has been the main focus of research on the Happy Victimizer Phenomenon so far.
Does the Quality of Source Notes Matter? An Exploratory Study of Source-Based Academic Writing
Author: Neumann, Heike
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Sources,Prewriting,Notetaking,Writing Skills,Academic Language,English for Academic Purposes,Essays,Scores,College Students,Foreign Countries,Second Language Learning,Plagiarism

Integrated writing tasks have increased in popularity in second language writing classrooms. Extensive research on these tasks has examined the challenges that students face when completing such tasks. One significant challenge is the transformation of source language use when students integrate source information into their own essays. However, little is known about the relationship between students' source notes and the quality of the essays that they produce. This exploratory study examined this issue by investigating the relationship between characteristics of English for academic purposes (EAP) students' notes (N = 24) and their essay scores. The students' notes were coded in terms of how they appropriated information from the source texts using four categories: copied, copied with changes, copied with gaps, and paraphrased. A multiple linear regression revealed that essay scores were predicted by the degree to which the students transformed source language and avoided copying. The implications of these findings for second language (L2) writing pedagogy and assessment are discussed.
Culturally Responsive Pedagogy and Academic Vocabulary Teaching and Learning: An Integrated Approach in the Elementary Classroom
Author: Roessingh, Hetty
Date: 2020-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Academic Language,Vocabulary Development,Second Language Learning,Student Diversity,Literacy,Bilingual Instructional Materials,Books,Inclusion,Elementary School Students,Children,Direct Instruction,Immigrants,French,Foreign Countries

Culturally responsive pedagogy (CRP) which provides a general framework for working with culturally and linguistically diverse learners has become the reality in the contemporary elementary classroom in Canada and around the world. This theory-to-practice article presents five research-based teaching practices which make a tangible impact on students' academic vocabulary learning, their academic literacy, and longitudinal educational success. The author illustrates how this vocabulary can be identified, clustered, and contextualized within the frame of athematic unit. The reader is invited to a classroom in Quebec via a video clip of a dual-language book project that illustrates how principles and practices of CRP can be applied in an FSL setting.
Leveraging Listening Texts in Vocabulary Acquisition for Low-Literate Learners
Author: LaScotte, Darren
Date: 2020-00-00
Type: Journal Articles
Subjects: Listening Comprehension,Aural Learning,Second Language Learning,Second Language Instruction,Instructional Effectiveness,Vocabulary Development,Illiteracy,Language Processing,Linguistic Input,Incidental Learning,Oral Language

To date, the vast majority of research in second language (L2) vocabulary acquisition has looked at reading, but relatively few studies have explored the potential for vocabulary acquisition through listening. As for participants involved, studies concerning first language (L1) acquisition have mainly focused on pre- and emergent-reading children, whereas those concerning L2 acquisition comprised learners already highly literate in their L1. Like other research areas of second language acquisition (SLA), learners with low or no literacy in their L1 have been virtually neglected in these studies. Clearly, who we study determines what we know in SLA, yet there exists a significant gap in research literature regarding how understudied, low-literate (and illiterate) populations with strong oral traditions may acquire L2 vocabulary through listening. This paper addresses this gap by bridging research on cognitive processing and L2 vocabulary acquisition through listening. In light of this, relevant pedagogical implications for low-literate populations are discussed.
Metaphor Comprehension and Engineering Texts: Implications for English for Academic Purpose (EAP) and First-Year University Student Success
Author: Beynen, Tina
Date: 2020-00-00
Type: Journal Articles
Subjects: Figurative Language,Reading Comprehension,Reading Materials,Textbook Content,STEM Education,Engineering Education,English for Academic Purposes,College Freshmen,Foreign Students,Academic Language,Academic Achievement,Native Language,Student Adjustment,Diagnostic Tests,Foreign Countries

One of the challenges that students face during the transition from high school to university is mastering discipline-specific academic expectations and norms. From a language perspective, they may encounter new academic and disciplinary vocabulary, some of which will be metaphoric in nature. However, some students whose first language is not English may struggle, as metaphoric competence is not often a consideration in ESL/EAP classrooms (Littlemore &amp; Low, 2006). Among the supports that postsecondary institutions have implemented to improve students' chances of success are diagnostic and post-entry language assessment (Read, 2016). This mixed methods study investigated the comprehension of metaphoric language in first-year engineering reading materials using diagnostic assessment. First, a corpus of first-year engineering texts was qualitatively explored, finding personification and family/relationship metaphors. Subsequently, a metaphor comprehension test was designed using content from the corpus and administered as a reading task in an existing diagnostic assessment for first-year engineering students. Descriptive statistics, correlations, and t-test analysis of the responses revealed that English first-language (L1) students outperformed English second/additional (L2) language students. Further, those who performed poorly on the diagnostic assessment tended to also struggle with the metaphor comprehension task. Implications are discussed for EAP and first-year university classrooms.
Teaching Disciplinary Literacy to Adolescent English Language Learners: Vocabulary Development and Reading within the Disciplines
Author: Lou, Yingling
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Content Area Reading,English Language Learners,Teaching Methods,Interdisciplinary Approach,Code Switching (Language),English (Second Language),Second Language Learning,Second Language Instruction,Secondary School Teachers,Mainstreaming,Language Usage,Barriers,Intellectual Disciplines,Morphology (Languages),Academic Language,Morphemes,Learning Strategies,Scaffolding (Teaching Technique),Prior Learning,Reading Comprehension

Recent research on disciplinary literacy has called for a paradigm shift among secondary content teachers from perceiving themselves as disciplinary content transmitters to disciplinary literacy teachers who model and engage students in reading, writing, inquiring, and doing like experts within each discipline. How do content teachers incorporate disciplinary literacy and stay responsive to the unique and diverse learning needs of the adolescent English Language Learners (ELLs) who are integrated in the mainstream classes? Drawing on Moje's (2015) 4Es framework and a translanguaging pedagogy, this paper presents a set of instructional practices to support content teachers in integrating disciplinary literacy within the disciplines to enhance adolescent ELL students' learning in vocabulary development and reading.
We Are All in This Together: Building Learning Communities of Practice in Higher Education through Quality Mentoring in Early Years Initial Teacher Training
Author: Chaplin, Diana
Date: 2020-00-00
Type: Journal Articles
Subjects: Communities of Practice,Preservice Teacher Education,Mentors,Foreign Countries,Educational Quality,Interpersonal Relationship,Faculty Development,Formative Evaluation,Preservice Teachers

This article explores the nature of effective mentoring practices in training Early Years Teachers in a University. A small-scale enquiry was undertaken where mentees and their mentors were asked about their experiences of meeting the standards to gain Early Years Teacher Status (EYTS). The results indicate that the use of grading to identify training goals was seen by mentors and their mentees as useful in supporting improvements in practice. These professional dialogues were helpful in supporting the students' transitions between the University setting and their placement or professional setting. The research team had some concerns about whether the role of the mentor would be compromised by asking the mentor to assess their mentee in practice, drawing on professional standards and Ofsted scales. Mentees and Mentors revealed that the assessment process yielded enhanced professional development. The success of students to meet professional standards rests on the shoulders of mentors, and mentors say that they felt empowered by training from the University. In this sense mentorship may be seen as a crucial part of the University's Community of Practice, breaking down the boundaries between academic and professional knowledge, and enabling a culture of professional dialogue and critical reflection.
Some Reflections on the Challenges and Opportunities of the CCP Asia and Australia&apos;s Engagement with Asia in the Australian Curriculum
Author: Henderson, Deborah
Date: 2020-00-00
Type: Journal Articles
Subjects: National Curriculum,Interdisciplinary Approach,Barriers,Geography Instruction,Curriculum Implementation,Asian Studies,Foreign Countries,Teaching Methods,Human Geography,Well Being,Foreign Policy,Water,Natural Disasters,International Cooperation,Course Content,Learning Processes,Elementary Secondary Education,Pedagogical Content Knowledge

Three decades ago, Stephen Kemmis (1990) argued that curricula provide insights into how nations and states interpret themselves and how they want to be interpreted. He also noted that 'debates about curriculum reveal fundamental concerns, uncertainties and tensions which preoccupy nations and states as they struggle to adapt to changing circumstances' (Kemmis, 1990, p. 32). This empirical paper draws from the literature to review the inclusion of the Cross-Curriculum Priorities (CCP) as one of three basic dimensions of the Australian Curriculum. In doing so, this paper argues that the CCPs can be viewed as indicative of the curriculum challenges Kemmis canvassed and it raises questions about how particular approaches to curriculum can be integrated into subject-based curricula. In particular, the discussion focuses on the CCP of Asia and Australia's Engagement with Asia as a contested form of knowledge in the current curriculum, together with some of the challenges and opportunities Geography teachers face in planning to implement this CCP.
Blogging and Tweeting in the Classroom: Exploring How Effective Use of New Media Can Help Teaching and Learning in Primary Schools
Author: Henthorn, J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Social Media,Technology Uses in Education,Instructional Effectiveness,Elementary School Teachers,Foreign Countries,Computer Mediated Communication,Faculty Development,Teacher Student Relationship,Peer Relationship,Learner Engagement,Teacher Attitudes,Technology Integration

There is a growing body of evidence that the educational use of social media has the potential to enhance a number of aspects of teaching and learning but there is a limited range of research on how Twitter can be integrated into classroom practice and school-life in primary schools. This paper adds to the emerging evidence of how social media such as Twitter has made valuable contributions to professional practice in three primary schools in the north-west of England. The study reveals how social media can be used as a learning tool for pupils and teachers: as a way of facilitating communication within and beyond the classroom; and as a tool for professional development. The study reveals evidence of good practice and offers suggestions for further development of social media within primary school practice.
The Effect of Social Media and Lecturer&apos;s Direct Instructions on Students&apos; Digital Sculpting Skills
Author: Hiranyachattada, Tiantada
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Direct Instruction,Art Education,Sculpture,Information Technology,Computer Mediated Communication,Videoconferencing,Skill Development,Undergraduate Students,Foreign Countries

As the technology continues to advance, it becomes imperative to use technology as a tool for learning. In learning 3D animation field, digital sculpting skills are one of the important skills for students; however, each student has different learning ability, which are obstacles in doing digital sculpting. In this research, we use the social media and lecturer's direct instructions to promote students' digital sculpting skills. In methodology, we create a learning management plan of our learning method, then let the students practise digital sculpting by using video sharing and group discussion via Facebook group, together with lecturer's direct instructions both inside and outside the classroom. Analysis shows that the students have improved their digital sculpting skills and are satisfied with this learning method. Social media and lecturer's direct instructions act as a useful learning method and instrument for students' discussion, practising and researching.
Using Brainstorming through Social Media to Promote Engineering Students&apos; Teamwork Skills
Author: Chaijum, Natawee
Date: 2020-00-00
Type: Journal Articles
Subjects: Brainstorming,Social Media,Engineering Education,College Students,Teamwork,Foreign Countries,Soft Skills

Engineering students have placed demands on how they develop competency in teamwork skills, which is one of the most important competences for most engineers. Due to the advanced information technology, learning from computer-supported collaborative technologies could be more effective for learning nowadays. Brainstorming method is a form of learning in groups, combining with social media technology that can support learning to be more effective, especially for teamwork skills. In this research, we studied the engineering students' teamwork skills and the satisfaction of our learning method. We evaluated the teamwork skills in 2 ways, by the teamwork process and by the group assignment results. The findings indicate that the use of our learning method may offer an interesting way to improve engineering students' teamwork skills and feedback from students found that they are satisfied with their teamwork skill practice.
Cognitive Load in Solving Mathematics Problems: Validating the Role of Motivation and the Interaction among Prior Knowledge, Worked Examples, and Task Difficulty
Author: Gupta, Udita
Date: 2020-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Difficulty Level,Student Motivation,College Students,Correlation,Prior Learning,Demonstrations (Educational),STEM Education,Algebra,Problem Solving

Cognitive load can play a key role in learners' abilities to solve complex problems like mathematics. Many factors can affect the presence of cognitive load in learning including instructional strategy, task difficulty and prior knowledge. To understand the interaction of above factors and their influence on learner cognitive load and performance, a three-way interaction study was conducted with worked example (full- vs. completion-worked examples), task difficulty (easy vs. difficult) and prior knowledge (high vs. low) serving as independent variables, and cognitive load and performance as dependent variables. One hundred and sixty participants were recruited who were randomly assigned into one of eight learning conditions. Results revealed a significant three-way interaction by posttest. It was found that higher-prior knowledge learners performed better with completion-worked examples than full-worked examples whereas lower-prior knowledge learners performed better with full-worked examples than completion-worked examples. Significant positive correlation was found between intrinsic and germane cognitive load implying that interest in the instructional domain is an important determinant in effecting germane cognitive load.
Cross-Curriculum Priorities &amp; Geography
Author: Salter, Peta
Date: 2020-00-00
Type: Journal Articles
Subjects: Geography Instruction,National Curriculum,Intellectual Disciplines,Elementary Secondary Education,Kindergarten,Decision Making,Foreign Countries,Social Influences,Political Influences,Interdisciplinary Approach

The three-dimensional design of the Australian Curriculum includes the cross-curriculum priorities (CCPs), learning areas and general capabilities (GCs). Geography teachers are uniquely positioned to address the CCPs through the subject's disciplinary focus on interrelationships between physical features of the earth with individual, social and political relationships. However, for some the challenge to the stability of Geography as a distinct discipline is the greater priority. The manner in which the CCPs have been conceptualised and constructed and the current context in which curriculum decisions are made provide the need to reflect on practice and ask to what degree are the CCPs vulnerable -- in the classroom, in the school, in the profession -- and what does this mean for the students?
Introduction to the Australian Curriculum Sustainability Cross-Curriculum Priority
Author: Hill, Allen
Date: 2020-00-00
Type: Journal Articles
Subjects: National Curriculum,Educational Benefits,Teacher Attitudes,College Faculty,Sustainability,Learning Experience,Curriculum Implementation,Environmental Education,Interdisciplinary Approach,Foreign Countries,Teaching Methods,Case Studies,Elementary Secondary Education,Kindergarten

The introduction of the Australian Curriculum in 2011 and 2012 brought with it a variety of responses, from consternation from some states less willing to give up their autonomous curriculum positioning through to significant optimism from educators and academics about the opportunities and benefits afforded by such a national curriculum framework. With enthusiasm, educators, especially those linked to environmental and sustainability education, set their minds to developing learning experiences that were informed by the sustainability cross-curriculum priority (S-CCP) or weaving the principles of the S-CCP into existing teaching and learning initiatives. In this brief paper, the authors explain the key conceptual thinking behind the S-CCP, examine why it was included in the curriculum, and how it has been implemented in Australian schools since 2012.
Teaching Assistants&apos; Conditions of Employment and Workload: Reliance upon Goodwill and Ad Hoc Systems of Preparation Time
Author: Bovill, Helen
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Assistants,Teaching Conditions,Professionalism,Educational Planning,Faculty Workload,Professional Identity,Teacher Collaboration,Expectation

This paper draws upon research with a group of work-based students studying for a Foundation Degree in Educational Support. It highlights levels of goodwill evident within their day to day planning and preparation and the ad hoc nature of opportunities for teachers and teaching assistants to work together for planning and feedback purposes. This paper will demonstrate evidence that the high workload experienced by teachers may now be experienced by some teaching assistants. Main findings presented are that as teaching assistants' roles have become more pedagogically focussed, opportunities to plan and prepare with teachers have become essential to their role. However, time for teachers and teaching assistants to plan and prepare together is not a priority. Many teaching assistants increasingly spend their own time planning and preparing to be able to practise effectively. Some evidence here suggests this is expected rather than voluntary and has become part of the 'culture' of the teaching assistant profession. Further research is needed to explore this.
A Systematic Review of Literature on Teacher Attrition and School-Related Factors That Affect It
Author: Doherty, Jonathan
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Mobility,Teacher Persistence,Teacher Recruitment,Teacher Shortage,School Effectiveness,Teaching Load,Compensation (Remuneration),Work Environment,Teacher Burnout,Professional Autonomy,Professional Development,Foreign Countries,Educational Research

The retention of teachers is one of the key challenges currently facing schools today. The imperative to bring more teachers into the profession and keep them there has never been more urgent. With Government interventions in England mainly concentrated on the recruitment of teachers into the state sector, little consideration has been given to the scale of teachers leaving or their reasons for doing so. National data masks significant local variations and the overall extent of the attrition problem. Impact from the Retention and Recruitment strategy as a strategic Government driver has yet to be determined. The teacher supply crisis cannot be solved by recruitment drives alone. Reducing teacher attrition could well be the key lever to overcoming the acute recruitment shortage now faced in England. By examining a number of school-related factors, this paper argues that reducing attrition is vital for the sustainability of the teacher workforce, pupil performance and school improvement and the paper concludes by making recommendations for policy makers.