ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Beliefs and Attitudes of Teachers towards Students Who Stutter
Author: Almudhi, Abdulaziz
Date: 2022-08-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Attitudes toward Disabilities,Students with Disabilities,Stuttering,Gender Differences,Experienced Teachers,Positive Attitudes,Knowledge Level

With the study reported on here we aimed to investigate teachers' beliefs and attitudes towards students who stutter. These aspects were investigated through a questionnaire developed for the study. A total of 382 Saudi teachers from public and private schools from different educational levels were included in this questionnaire-based study. The results show that most respondents believed that there was a high prevalence of stuttering in the general population. Male teachers had a better understanding of persons who stutter (PWS) than female teachers. Senior teachers had better insight into stuttering. The teachers commonly had a positive opinion of PWS. Participants reported that few sources on education about and experiences with PWS were available to them. The results confirm that the teachers had reasonably good knowledge about stuttering. The results show that the teachers knew about stuttering, that they also knew about the consequences of stuttering and the way in which these children should be treated in class. The teachers possessed knowledge and had a positive attitude towards children who stutter (CWS). The findings show a change in perspectives towards CWS as a positive impact of the media.
Service-Based Learning Experiences of Pre-Service Turkish Teachers: Language Teaching to Syrian Refugees
Author: Biçer, Nursat
Date: 2022-08-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Second Language Instruction,Language Teachers,Service Learning,Refugees,Student Experience,Opinions,Secondary Education,Work Experience,Communication Skills,Experiential Learning,Second Language Learning

With this study we aimed at determining the service-learning experiences of pre-service Turkish language teachers in teaching Turkish to Syrian refugee students. The Community Service Practices course plays an important role in the integration of pre-service teachers in the society. A phenomenological design was used in the study in which we investigated the opinions of pre-service teachers about the service-learning processes. The study was conducted with 23 pre-service Turkish language teachers in Kilis 7 Aralik University. The community service practice was realised in a state school where Syrian secondary school students receive education. Interviews were conducted to collect data from the participants, and the content analysis method was used to analyse the data obtained from the interviews. Themes were formed by classifying and interpreting the data. In the study, the experiences of pre-service teachers with students, the teaching process, teaching environment, students, and service-based learning process were analysed. The results indicate that pre-service teachers developed their awareness, took social responsibility, attained occupational experience, and improved their communication with the refugees during the Community Service Practices course. Considering the results obtained it could be argued that service-learning practices have significant benefits for pre-service teachers and students.
&quot;I Thought I Was Going to Pass&quot;: Learners&apos; Experiences of Grade Retention
Author: Hadebe, Maureen
Date: 2022-08-00
Type: Journal Articles
Subjects: Educational Experience,Grade Repetition,Student Attitudes,Elementary School Students,Foreign Countries,Disadvantaged,Primary Education,Phenomenology,Freehand Drawing,Art Products,Bullying,Peer Relationship,Teacher Student Relationship,Psychological Patterns,Correlation,Parent Attitudes,Teacher Attitudes

Grade retention is the practice of holding back learners who have failed to meet specific promotional requirements as stipulated by policy, in the same grade. The main objective of the research reported on here was to determine Foundation Phase (Grades 1-3) learners' experiences and perceptions of grade retention. The theoretical framework used was Messiou's (2006) conceptualisation of marginalisation. In this study we employed a phenomenographic, qualitative research approach. Twelve participants who had repeated grades in the Foundation Phase at a school in Johannesburg, South Africa, were purposively selected. Data were collected by means of one-on-one interviews, &quot;blob trees&quot;, drawings, and collages from participants about their views and experiences of retention. The findings of this study reveal that learners were not psychologically prepared to be retained. Most learners experienced being bullied by their peers and teachers due to being retained, which led to them feeling excluded and marginalised. A correlation was found between parents' and teachers' views of retention and learners' experiences. Future research should focus on learners' experiences of retention at different schools and in different school phases in South Africa.
Pre-Service Teachers&apos; Experiences of Schooling: Implications for Preparation for Inclusive Education
Author: Rusznyak, Lee
Date: 2022-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Teaching Experience,Inclusion,Foreign Countries,Barriers,Teacher Education Programs

Teacher educators in South Africa face challenges of preparing new teachers for an inclusive education system that has been accepted as policy but is not yet fully realised in school contexts. Pre-service teachers entering teacher preparation programmes are themselves a product of a schooling system in which many inequalities and marginalising practices are still prevalent. In this article, we present an analysis of the extent to which pre-service teachers' personal experiences within the schooling system influenced their perceptions about the benefits and drawbacks of 2 common organisational arrangements made for learners who experience barriers to learning. An analysis of empirical data from a questionnaire and individual interviews suggests that participants who had personally observed or experienced particular arrangements were more likely to hold fixed views about their potential benefits or drawbacks. We consider the implications of this finding for teacher education programmes that seek to produce teachers who can teach inclusively in the South African schooling system.
The Construction and Application of Regional Education Quality Monitoring Databases: A Case Study of Suzhou&apos;s Education Quality Monitoring
Author: Shen, Jian
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Quality,Quality Assurance,Databases,Foreign Countries,Data Analysis,Data Processing,Program Implementation

The development of school education depends on the quality of the education provided, and it is a key metric for assessing the effectiveness of schools in developing talent. Building specialized, intelligent education quality monitoring (EQM) databases is crucial for speeding EQM progress in the big data era. This article examines the development of regional EQM databases in the areas of operational procedure and logical structure based on the idea of data lakes by using the development of databases for the EQM data analysis system (DAS) in Suzhou City as a case study. The goal of this study is to assist in addressing the current issues with regional EQM data processing and ensuring EQM's successful implementation.
Family Capital and the Quality of Senior Secondary Education Opportunities: An Analysis Based on the Post-Junior Secondary Education Tracking in County B of Jiangsu Province
Author: Zhu, Xinzhuo
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Junior High Schools,Educational Quality,Educational Opportunities,Track System (Education),Family Relationship,Social Capital,Access to Education,Equal Education,Vocational Education,Cultural Capital,Disadvantaged Youth,Family Financial Resources,Family Involvement,Rural Urban Differences

The disparities in the quality of senior secondary education opportunities are one of key topics in educational equity research in China as they have a critical impact on students' access to higher education and even their future occupational attainments. Students' senior secondary education opportunities are related to multiple factors. This study attempted to examine the relationship between family capital and the quality of children's senior secondary education opportunities. The research into the post-junior secondary education tracking in County B of Jiangsu Province demonstrated that compared with vocational secondary education opportunities, children's access to general senior secondary education (including ordinary and key high schools) was significantly and positively affected by family social capital and less so by family cultural capital, but had a weak correlation with family economic capital; and that cultural capital had more significant impact on children's admission to high-quality senior secondary schools than to ordinary high schools. Subjective aspects of family capital helped improve the access to ordinary senior secondary education of children from underprivileged classes, whilst objective aspects of family capital could limit their key high school enrollment opportunity. It was suggested that the government push through the implementation of the &quot;quota allocation policy&quot; to promote balanced distribution of high achieving students; and that disadvantaged families make more efforts to increase their cultural capital, and schools and communities provide more support to disadvantaged groups to compensate for their paucity of cultural capital and to upgrade the quality of senior secondary education opportunities of their children.
Maximizing the Needs of School Leaders in Online Educational Leadership Coursework
Author: Dieterich, Cynthia A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Instructional Leadership,Leadership Training,College Faculty,Pandemics,COVID-19,Tenure,Educational Change,Teaching Methods,Alignment (Education),Student Evaluation of Teacher Performance,Graduate Students,Teacher Behavior,Teacher Student Relationship,Preschool Education,Kindergarten,Elementary Secondary Education,Accreditation (Institutions),Emotional Response,Principals,Administrators,Administrator Education,Student Attitudes

A steady increase in online instruction occurred from the 1990s to 2019, with a swift change, during the pandemic. However, during an instructional delivery change, are university instructors prepared to shift to the virtual classroom that appropriately aligns with student expectations of a meaningful online course? This is significant since student evaluations of instructor behavior are often an influential measure in the university tenure process. This current study investigated the expectations of school leaders in a graduate program as they prepare for a career in the PK-12 setting. In this study, graduate students in a school leadership program ranked the most and least important instructor behaviors in an online course. Recognizing the priorities of the PK-12 candidate provides university faculty with guidance on how to best design and implement online courses to the needs and desires of graduate students while maximizing instructor resources and meeting accreditation criteria.
Development of Mathematics Mobile Learning Application: Examining Learning Outcomes and Cognitive Skills through Math Questions
Author: Tuncay Saritas, Mustafa
Date: 2022-09-00
Type: Journal Articles
Subjects: Mathematics Education,Electronic Learning,Handheld Devices,Outcomes of Education,Thinking Skills,Problem Solving,Computer Oriented Programs,Program Development,Technology Uses in Education,Foreign Countries,High School Students,Cognitive Processes

Mobile technologies have started to be preferred as a new learning technology in teaching and learning. Considering the need for adequate and rapid feedback in solving mathematical problems that students have difficulty with reflects the need for a different educational practice and technology. In this study, based on design-based research (DBR) model, a mobile application was developed, which enables the extension of the traditional classroom to a virtual space, where students can practice mathematical problem solving and easily access solutions. The purpose of this study was to determine which mathematics questions that students have difficulty in solving are mainly distributed over which subjects and learning outcomes, and to reveal the cognitive levels of the questions sent. The findings revealed that 'numbers and algebra' was the learning domain, and 'derivate' was the subject, which students had the most difficulty with. Moreover, the questions were found to be mostly at the cognitive levels of understanding and applying in Bloom's Taxonomy. Based on the results, it can be concluded that the mathematics mobile application can be used as an alternative tool examining the learning outcomes and cognitive levels of students.
A Continuity and Difficulty Analysis of the Reading Texts in Korean High School English Textbooks with the 2015 Revised National Curriculum
Author: Yang, Kyungmo
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,English (Second Language),Second Language Learning,Second Language Instruction,National Curriculum,Foreign Countries,Computer Software,Computational Linguistics,Textbook Evaluation,Comparative Analysis,Reading Comprehension,Difficulty Level,Syntax,Reliability,Vocabulary,Readability,Educational Change,Curriculum Development

The purpose of this study was to investigate the continuity of reading passages of Korean high school English textbooks with the 2015 Revised National Curriculum using CohMetrix, a software that analyzes English texts in a range of linguistic features. Twentyone English textbooks were analyzed: 11 High School English, five High School English I, and five High School English II. Only reading passages in textbooks were analyzed. Coh-Metrix indices related to basic counts, lexical features, syntactic features, cohesion, and readability were analyzed. Results revealed significant differences between High School English and High School English I and II, but no such differences exist between High School English I and II. This study implies that continuity of reading difficulty in terms of lexical, syntactic, and readability characteristics among High School English, English I, and English II textbooks should be considered.
A Study on the Multiliteracy Experiences of College Students through an Intercultural Exchange Project
Author: Huh, Keun
Date: 2022-00-00
Type: Journal Articles
Subjects: Multiple Literacies,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Cultural Awareness,Learning Experience,Undergraduate Students,Intercultural Communication,Student Attitudes,Online Courses,Computer Mediated Communication,Teaching Methods,International Educational Exchange,Foreign Countries,Videoconferencing,Situated Learning

The purpose of this study was to explore how college students perceived multiliteracy experiences through the intercultural exchange project in an online EFL class. This study explored students' perceptions of the communication experiences with partners from different cultures and their intercultural understanding. Two types of data were collected from 30 Korean college students: qualitative data including activity reports, reflection notes, and final tasks; quantitative data including the responses to the perception questionnaire and intercultural sensitivity survey. Results of statistical analyses did not reveal significant differences in paired t-tests for cultural sensitivity. However, data showed that students experienced meaningful practice of multiliteracy and intercultural understanding. Students experienced four dimensions of the pedagogy of multiliteracy and improved their cultural sensitivity. Researchers suggest that EFL teachers find ways for learners to become multiliterate communicators with learning experiences of multiliteracy in English classes.
Preservice Teachers&apos; L2 Writing Anxiety and Their Perceived Benefits of Freewriting: A Case Study
Author: Park, Jeongyeon
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Second Language Learning,Writing Attitudes,Anxiety,Writing Instruction,Student Attitudes,English (Second Language),Foreign Countries,Language Proficiency

The purpose of this study was to examine L2 learners' perceived writing anxiety and the usefulness of freewriting in improving L2 writing fluency. Seventeen L1-Korean preservice English teachers enrolled in a teacher education program at a university participated. An L2 writing anxiety survey, 170 freewritings, and 17 reflective writings were analyzed. The participants showed a moderate level of L2 writing anxiety, mostly due to a lack of confidence. Across 10 freewriting practice sessions, participants' words per minute gradually increased, with high and low fluency groups showing a similar upward trend. Participants' written reflections revealed that they perceived the freewriting practice useful in boosting confidence and improving skills. Expressing ideas freely without concern for accuracy alleviated their L2 writing anxiety most. Participants reported they had difficulty writing in English continuously for several minutes, and disliked absence of teacher feedback.
Time to Focus on Positivity: Integrating a Positive Psychology Perspective into EFL Research in Korea
Author: Choi, Sunhee
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychology,Well Being,English (Second Language),Second Language Instruction,Second Language Learning,Positive Attitudes,Emotional Response,Psychological Patterns,Emotional Experience

The purpose of this paper was to introduce positive psychology, to the fields of SLA and English education in Korea. Positive psychology investigates how people flourish and seeks the virtues and strengths of humans. It focuses on the factors enabling people and their communities to thrive, instead of focusing on psychological disorders and abnormalities, longstanding issues of general psychology. Its three main research topics include positive emotions, traits, and institutions, all of which have relevance to SLA and L2 education. This paper examined how these topics have been approached in SLA. Much attention has focused on positive emotions, particularly, enjoyment, which has gained momentum in recent years with publications. Empirical studies of the impacts of positive emotions on L2 learning were reviewed with discussion of enjoyment. The paper concludes by discussing directions for future research, applying positive psychology to Korean EFL contexts.
Translanguaging and Multiliteracies in the English to Speakers of Other Languages (ESOL) Classroom
Author: Zein, Subhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Multiple Literacies,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Language Usage,Literacy Education,21st Century Skills,Computer Mediated Communication,Correlation

In our extremely technologized world, enabling students to use a variety of media and modes in learning is an important component of the 21st century education. It is necessary to foster communication with diverse audiences and to encourage students to become critical designers of technologically mediated communications. Translanguaging and multiliteracies as approaches in applied linguistics hold promise to achieve these goals in the English to Speakers of Other Languages (ESOL) classroom. This article discusses translanguaging as a concept, its use in the classroom, and its development as pedagogy. The article also examines the teaching of reading and writing, literacy, multiliteracies, and how the latter relates to the 21st century education. Further, the article discusses the intersections between translanguaging and multiliteracies while drawing out some implications for the ESOL classroom.
Can You Hear Me? Imperative Conversations on the Amplification of Marginalized Student Voices to Ensure Student Agency
Author: Saeb, Rania
Date: 2022-10-00
Type: Journal Articles
Subjects: Arabs,North Americans,Migrant Children,Minority Group Students,Disadvantaged,Power Structure,Student Empowerment,Personal Autonomy,Student Attitudes,Group Membership,Interpersonal Relationship,School Attitudes,Peer Relationship,Teacher Student Relationship,Alienation,School Role,Educational Change

Minority youth are a complex and diverse population in America who are often misunderstood, misclassified and misrepresented. These youth face a school system that has been teaching an inaccurate and negative narrative about who they are and a system that does not understand their unique needs. Using the findings from studies on Arab American youth as well as migrant youth in America, this qualitative exploratory study examines the factors that can better equip our schools, administrators and teachers to help minority youth succeed.
Discipline Disproportionality in Rural Schools in the South
Author: Workman, Julie
Date: 2022-10-00
Type: Journal Articles
Subjects: Discipline,Disproportionate Representation,Rural Schools,Geographic Regions,Principals,Responses,Administrator Attitudes,Racial Differences,Racism,Elementary Schools,Middle Schools

This study uses an explanatory sequential mixed-methods approach to examine principals'responses to their schools' disproportionate discipline data in five schools located in the ruralsoutheastern United States. Semi-structured interviews were analyzed for principals' insight intotheir school discipline data. Results indicated that Black students were being disciplined at higherrates than white students in all five schools with principals sharing varied responses in discussingperceptions of causality. Principals attributed disproportionate discipline to a cultural mismatchbetween teachers and students, followed by student trauma and mental health issues.Recommendations are made for principal action and preparation.