ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematics Mobility in the Middle Grades: Tracking the Odds of Completing Calculus
Author: Edosomwan, Kristian
Date: 2022-05-00
Type: Journal Articles
Subjects: Middle School Students,Grade 8,Mathematics Instruction,Calculus,Secondary School Mathematics,Advanced Courses,Algebra,Geometry,Probability,Asian American Students,African American Students,Hispanic American Students,Track System (Education),Credits,College Readiness,High School Students,Access to Education,Racial Differences,Ethnicity,Disproportionate Representation,White Students

High school calculus has become indispensable for students seeking a college degree in a STEM field. However, in the present study, we argue that the mathematics opportunities that students seize (when afforded) in middle grades are the key to earning calculus credit in high school. To take calculus in high school, students usually need to take advanced mathematics in middle school to take the prerequisite courses. We analyzed the probability of earning credit in calculus based on a sample of (n = 17,765) students and their eighth-grade mathematics courses. Using descriptive statistics and odds ratio effect sizes we found that taking advanced (i.e., algebra in eighth grade) mathematics courses greatly increased a student's chances of earning calculus credit in high school. However, the results indicated that taking double advanced (i.e., geometry in eighth grade) only statistically significantly improved the odds of Asian students earning calculus credit in high school. While participating in double advanced mathematics statistically significantly lowered the odds of earning calculus credit compared to the advanced track for Black and Latinx students. These findings have major implications for providing equitable math instruction for all students, especially in light of the many math students who are tracked into courses with limited ways to earn the calculus credit necessary for STEM-related college and career success.
#MeToo and the Middle Level
Author: Hesson, Nicole
Date: 2022-05-00
Type: Journal Articles
Subjects: Middle School Students,Sex Education,Sexual Abuse,Sexual Harassment,Sexuality,Rape,Student Behavior,Educational Improvement

The viral #MeToo movement of recent years eventually moved from adult celebrities to harassment in K-12 schools. While many may think of sexual activity and/or harassment beginning in high school, the truth is that many middle school students engage in these behaviors as well. Adolescents have a natural curiosity about their bodies and burgeoning sexuality, but adults often ignore this. Schools should provide more comprehensive sex education in an effort to better inform adolescents and prevent nonconsensual sexual behaviors among younger students.
The Middle School Concept Implementation Gap: A Leadership Lens
Author: Rheaume, Julia G.
Date: 2022-05-00
Type: Journal Articles
Subjects: Middle School Students,Case Studies,Comparative Analysis,Instructional Leadership,Foreign Countries,Comparative Education,Barriers,Developmentally Appropriate Practices,Principals,Administrator Attitudes,Cultural Awareness,School Community Relationship,School Organization,Teacher Administrator Relationship,Parent School Relationship

Middle school scholars periodically lament the lack of holistic implementation of the middle school concept (Alverson et al., 2021; Dickinson &amp; Butler, 2001; Lounsbury, 2013; Schaefer et al., 2016). The results of a case study conducted in Alberta, Canada (Rheaume, 2018) are compared to a recent examination of the current status of middle schools in America (Alverson et al.) to illustrate common implementation gaps and challenges. Consideration of the role of middle level leadership in supporting the implementation of the middle school concept is followed by a proposed expansion of the Developmentally Responsive Middle Level Leadership (DRMLL) model (Brown et al., 2002).
Evaluation of an E.S.P. Textbook from Teachers&apos; and Students&apos; Points of View: A Case Study of Nursing One for Premedical Students at a Saudi University
Author: Umar, Abdul Majeed Al Tayeb
Date: 2022-06-00
Type: Journal Articles
Subjects: Textbook Evaluation,English for Special Purposes,Second Language Learning,Second Language Instruction,Nursing Education,Medical Students,Language of Instruction,English (Second Language),Language Teachers,Content Analysis,Teacher Attitudes,Check Lists,Foreign Countries,Teaching Methods

This research aims to evaluate Nursing One; a textbook endorsed to teach medical English to premedical students at Umm-Al-Qura University. The study is quite significant as it attempts to check the suitability of this book for premedical students who are assumed to be taught the proper language that qualifies them to study medicine through an English medium. So, the study's central question asks about the appropriateness of Nursing One for the target students in terms of its subject, content, and layout. The researcher obtained data via a checklist given to (25) teachers and a series of interviews arranged with (12) students. The collected data are analyzed quantitively, and the results reveal that the participants (teachers and students) are pretty satisfied with most aspects of Nursing One . More specifically, it is revealed that most subjects acknowledge that the content, layout, design, and presentation of Nursing One are appropriate. They admit that the book is adequately organized, and its topics are selected carefully to cater to the students' academic and professional needs. These results have led the researcher to conclude that Nursing One is a suitable textbook for premedical students at Umm-Al-Qura University. The research recommends that all E.S.P. textbooks be rigorously assessed and evaluated before being endorsed to be taught in classrooms.
Factors Influencing Secondary English as a Second Language Teachers&apos; Intentions to Utilize Google Classroom for Instructions during the COVID-19 Pandemic
Author: Tahir, Mohd Haniff Mohd
Date: 2022-06-00
Type: Journal Articles
Subjects: Secondary School Teachers,Language Teachers,Second Language Learning,Second Language Instruction,Teaching Methods,Virtual Classrooms,Computer Software,Distance Education,COVID-19,Pandemics,Teacher Student Relationship,English (Second Language),Teacher Attitudes,Technological Literacy,Pedagogical Content Knowledge,Technical Support,Usability,Intention,Secondary School Students,Foreign Countries

Google Classroom (GC) is a technical innovation that allows English as a Second Language (ESL) teachers and students to meet remotely to create a more engaging teaching and learning experience. This study investigated factors influencing ESL teachers' intentions to utilize GC for instructions during the COVID-19 pandemic. An exploratory sequential technique was implemented as part of a mixed-methods research design. Eleven prior studies on educators' views toward the use of GC were evaluated for the qualitative data analysis. The data from these investigations were analysed and categorized into topics and categories. The findings revealed that ESL teachers had a positive attitude toward utilizing GC with their pupils. For the quantitative data analysis, a research survey was performed. Technical support, attitude, perceived ease of use, perceived usefulness, and technological knowledge were studied as factors that impacted ESL teachers' intentions to use GC. The sample includes 216 government secondary schools in the Kinta Selatan District of Perak. The outcomes of the study revealed that attitude, perceived usefulness, and technological knowledge all influenced the desire to use GC. The link between technical support and perceived ease of use, as well as the desire to use GC, was found to be negative. In linking the factors that determine GC intention, future research might incorporate a variety of moderating variables. The study's findings might assist educators to understand the challenges of online learning in Malaysian education, as well as how to overcome them.
Chilean Preservice Teachers&apos; Metaphors of English Language Assessment
Author: Larenas, Claudio Díaz
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,English Instruction,Figurative Language,Language Tests,Student Attitudes,Teacher Role

The current study identifies and analyzes, through metaphor analysis, the conceptualizations and beliefs preservice teachers of English hold about three different dimensions of the language assessment process: teachers, students, and assessment itself. Forty-nine preservice teachers from the second to the fifth year of their English Teaching Program answered a metaphor questionnaire in which they created a metaphor for each of the three dimensions above. Then, these metaphors were later analyzed using predominantly qualitative techniques. A metaphoric analysis protocol allowed the metaphors to be coded and sorted based on the participants' reasoning into the roles participants considered teachers, students, and assessment played in the process of assessment. Findings were organized into three dimensions: teachers' roles, students' roles, and the role of assessment. Seven different metaphoric representations of teachers' roles in assessment were identified, while three were found for students and two for assessment. The present study also revealed that the preservice teachers held varied metaphors regarding the process of language assessment, showing a complex and deep understanding of the purposes of assessment from the role of teachers and students. There is a need for further study to understand why preservice teachers assigned these roles to these agents.
English Teachers&apos; Experiences of Participating in a Long-Term Professional Development for Teaching English through English
Author: Lee, Yong-Jik
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Teaching Experience,Teacher Participation,Faculty Development,Program Length,Second Language Instruction,Foreign Countries,Self Efficacy,Elementary School Teachers,Secondary School Teachers,Program Implementation,Individual Differences

As additional preparation while teaching for the K-12 medium of instruction, the Korean Ministry of Education has actively promoted diverse professional development (PD) programs to promote English teachers' &quot;Teaching English through English&quot; (TETE) implementation. This study explored Korean K-12 English teachers' self-efficacy about TETE implementation and their experiences of participating in a long-term PD program (six-months). Through semi-structured interviews, classroom observations, and teachers' after-PD evaluations, the data analysis showed that PD could enhance English teachers' self-efficacy about implementing TETE, and that the PD site provided a professional learning community for English teachers to reflect on what they had learned from their training. However, further data analysis found that self-efficacy and experiences in the PD program were different for elementary and secondary English teachers. Several suggestions are provided in terms of effectively preparing K-12 English teachers for TETE implementation through the long-term PD program.
Exploring EFL Teachers&apos; Attitudes toward the Use of Technology to Teach Pronunciation
Author: Sesma, María Georgina Fernández
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pronunciation,English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Educational Technology,Technology Uses in Education,Barriers,Faculty Development,Technological Literacy

Pronunciation has been historically excluded from the language skills and sub-skills taught in the language classroom (Isaacs, 2009). Several factors or limitations such as a lack of training and time, and not being an English native speaker, among others, contribute to teachers' feelings of insecurity when teaching this language sub-skill (Derwing &amp; Munro, 2015). Nevertheless, nowadays, the use of technology opens new possibilities for English as a foreign language (EFL) teachers and students to benefit from online resources specifically designed to teach pronunciation while using animated, authentic, and appealing materials in their lessons (Hismanoglu, 2010). In this respect, the present study aimed at exploring EFL teachers' attitudes toward using technology to teach pronunciation, the online resources they mostly use for this purpose, and their opinion of the resources' benefits and limitations. Participants were ten EFL teachers from the School of Languages of a Mexican university. The research adopted a qualitative approach under a constructivist paradigm. The method for data collection consisted of a semi-structured interview analyzed using inductive analysis. The results revealed that teachers have a positive attitude towards using technology to teach pronunciation. Their awareness of the benefits technology offers to students facilitates the teaching of segmental and suprasegmental features. However, the study discovered that some teachers neglect pronunciation teaching with or without technology, and most of them only use the repetition drill technique in face-to-face classes. Besides, teachers' lack of experience in using pronunciation software and time constraints point to the need for teachers' professional development program that helps them develop technological skills and awakens their interest in this language area. Finally, among other factors, the study identified those factors that specifically affect the teaching of pronunciation with technology.
Incorporating Culture in Teaching English as a Lingua Franca between Intercultural Awareness and &quot;Cultura Franca&quot;: A Reading in the Literature
Author: Hariri, Khalid Al
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Cultural Awareness,Teaching Methods,Cultural Differences,Multicultural Education,Official Languages,Behavior Standards,Cultural Background,Language Teachers,Teacher Characteristics,Teacher Role,Student Needs,Critical Thinking,Stereotypes,Culturally Relevant Education

This review of the literature on incorporating culture into English language teaching aims not only to revisit the need for intercultural awareness, which focuses on understanding the differences between cultures and appreciating them, but also to highlight the importance of foregrounding and endorsing similarities and commonalities, which can be found among different cultures. This will bring the students in a multicultural English language classroom closer when they realize how cultures can also be similar in certain aspects. Similar to the widely used term of English as a Lingua Franca (ELF), this paper uses the term &quot;cultura franca&quot; to refer to the common grounds upon, which many cultures meet according to the recently published study of anthropologists Curry et al. (2019). Although the interpretations of the cultural behaviors or norms can differ from one culture to another, the core of these behaviors or norms are the same. Knowing that we as humans share a number of values, regardless of the cultural background we come from, is important to overcome our fear of the Other, of the person who is different.
A Survey Study of Secondary Students&apos; Beliefs and Preferences about Grammar Instruction: An Investigation of Iranian EFL Context
Author: Mansouri, Behzad
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,English (Second Language),Second Language Learning,Grammar,Beliefs,Preferences,Second Language Instruction,Educational Methods,Form Classes (Languages),Time Factors (Learning),Educational Background

In this study, we investigated Iranian high school students' preferences and beliefs about two types of form-focused instruction (FFI) for teaching and learning grammar, namely isolated FFI and integrated FFI. Using an adapted version of the questionnaire developed by Valeo and Spada (2016), we collected data from a large sample of senior high school students (n=1,058) in the Iranian public school system. The results of the analysis showed that most participants expressed preference toward having more integrated FFI grammar in their curricula. The analysis also indicated that learners' preferences for each of these types of grammar instructions vary depending on their high school major and length of exposure to English. The results are discussed with special attention to the context of the research and in light of the country's attempt to implement communicative language teaching at K-12 schools.
App Review: &quot;TikTok&quot;--Benefits, Drawbacks, and Implications for the ELT Field
Author: Maretha, Annisa Laura
Date: 2022-00-00
Type: Journal Articles
Subjects: Video Technology,Social Media,Affordances,Barriers,English (Second Language),Second Language Learning,Teaching Methods

&quot;TikTok&quot; has become one of the latest trends in education and in the ELT field in general since this application seems to bring potential benefits to the English classroom context. Although some studies have suggested that using &quot;TikTok&quot; as a classroom tool brings potential benefits to the teaching context, scholarly literature on the field has also suggested that there might be some limitations when implementing &quot;TikTok&quot; within Second Language (L2) teaching and learning contexts. Considering these aspects, in this literature review, we discuss the possible benefits and shortcomings of using &quot;TikTok&quot; in ELT situations along with some implications.
The Influence of Continued Teacher Education on the Overall Performance of Local Non-Native English Teachers
Author: Perrodin, David D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Self Efficacy,Foreign Countries,Teacher Characteristics,Language Attitudes,Teacher Attitudes,Administrator Attitudes,Pedagogical Content Knowledge,High School Teachers,Junior High School Teachers,Vocational Schools,Language Tests,Faculty Development,Administrator Characteristics

This study investigated the influence of continued teacher education on the overall performance levels of local nonnative teachers of English in the Kutai Kartanegara Government Regency of East Kalimantan, Indonesia. The study aimed to appraise teachers' overall performance levels by examining three perceived indicators (English teaching confidence, English language proficiency, and attitude toward English). The study, employing a retrospective design, applied a developed questionnaire as a research instrument to gather quantitative data. The total sample was 72 participants: forty local Indonesian English teacher-participants and thirty-two administrator-participants who served in direct supervisory positions. This study revealed that participation in the continued teacher education program produced a significant perceived improvement in the teachers' English teaching confidence, English language proficiency, attitude toward English of the teachers, thereby leading to an overall enhancement of teacher performance. Due to the essential need for qualified English teachers in Southeast Asia, continued teacher education programs must become a primary focus of English teacher knowledge and English as a foreign language curriculum.
Affective Factors in Online Writing Performance: Do They Matter?
Author: Kurniasih
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Writing Achievement,Second Language Learning,COVID-19,Pandemics,Electronic Learning,Self Efficacy,Student Motivation,Student Attitudes,Anxiety,Language Proficiency,College Freshmen,Foreign Countries

Language teaching moved to online learning due to the Coronavirus outbreak. This study was carried out to describe the correlation between students' self-efficacy levels, motivation, attitude, and anxiety across proficiency levels, the difference between the four affective factors across proficiency levels, and how these affective factors affect students' performance in an online writing module or emergency remote teaching. Eighty-one students taking a paragraph writing course participated in the study and were divided into high, moderate, and low proficiency levels. Four sets of questionnaires inquiring about the students' affective factors and writing scores were used as the main data sources. ANOVA was performed to compare the level of the four affective factors. The results showed that only motivation is at a high level, while the levels of self-efficacy, attitude and anxiety are at a moderate level. Among the affective factors, the levels of self-efficacy and motivation are significantly different across proficiency levels, while attitude and anxiety are not. Further, the result of the simultaneous analysis showed that among the four affective factors, only motivation was found to have a significant effect on students' performance in the online writing class module. The findings of this study illustrate that writing teachers have the responsibility to create a non-threatening classroom atmosphere as an alternative way to increase students' writing motivation.
Pronunciation in EFL Textbooks Published by Turkish Ministry of National Education
Author: Topal, Ibrahim Halil
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Textbooks,Pronunciation,Textbook Content,Foreign Countries,Elementary Secondary Education,Suprasegmentals,Interpersonal Communication,Communicative Competence (Languages)

Even with recent emerging technologies, textbooks still maintain their significance in language education (Richards, 2015) in the form of digitized resources (i.e., e-teaching materials) (Li, 2021). However, one concern voiced over textbooks is their failure to include pronunciation (Nikolic, 2018). Pronunciation is significant for successful communication (Pennington &amp; Rogerson-Revell, 2019) and since teachers serve as role models for language learners (Richards, 2015), and textbooks are their primary teaching materials (King, 2010), this issue needs reconsideration. In Turkish primary and secondary education curricula, pronunciation is insignificant, almost excluded in the primary education curriculum and slightly included in the secondary one (Ministry of National Education, 2018a, 2018b). To this end, the English textbooks published by the Turkish Ministry of Education were analyzed with respect to pronunciation. The quantitative content analysis of eleven textbooks (second-twelfth grades) revealed congruent results with the curricula. It was found that there was more suprasegmental than segmental activities and that the pronunciation activities were centered in the secondary school textbooks. It was further observed that the activities were mainly of a description and analysis nature according to Celce-Murcia et al.'s (2010) framework, implying that learners are provided with insufficient communicative pronunciation activities. This contradicts the curricular objectives aiming for communicative competence for which pronunciation plays an essential role. The study concludes that the content of English textbooks should be re-evaluated concerning communicative pronunciation activities.