ethanporcaro/eric-fulltext-meta huggingface dataset:
From Cohort to Family: Coalitional Stories of Love and Survivance
Author: Browdy, Ronisha
Date: 2021-00-00
Type: Journal Articles
Subjects: Communities of Practice,Graduate School Faculty,Academic Rank (Professional),Mentors,Tenure

This essay provides insights into how one cohort of four scholars established a community of support (in other words, a family) that began during graduate recruitment week at their PhD institution and now extends deep into their tenure-track careers. Presenting stories that chronicle an academic trajectory, these scholars describe how, despite having very little difference in academic &quot;rank,&quot; they have mentored and supported each other. Through connected stories of mentorship and familial support, the authors suggest new scholars build coalitional families in the academy to support each other and continue learning throughout their careers.
Hispanic-Serving or Not: La Lucha Sigue in Academia; The Struggle Continues in Academia
Author: Baca, Isabel
Date: 2021-00-00
Type: Journal Articles
Subjects: Minority Serving Institutions,Racial Bias,Hispanic Americans,College Faculty,Faculty Promotion,Teaching Experience,Barriers,Teacher Evaluation

This testimonio describes my lived experience as a Latina scholar who attempted to go up for promotion to full professor at a Hispanic-Serving Institution (HSI) and failed. From the time I was on the tenure clock to the present, specific instances revealed the presence of racism at the institution. I describe the roles of gatekeepers, white allies and privileged, white accomplices, and mi gent, and I make recommendations based on my experience.
An Investigation of Students&apos; Quantitative Reasoning through Modeling Process
Author: Aydogan Yenmez, Arzu
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Thinking Skills,Correlation,Arithmetic,Algebra,Mathematics Skills,Mathematical Models,Case Studies,Skill Development,Student Attitudes,Data Collection,Mathematics Instruction,Elementary School Students,Foreign Countries

Quantitative reasoning is defined as reasoning about relationships between items, measurements of objects, and quantities rather than numbers. Both in the transition from arithmetic to algebra and in the problem-solving process, quantitative reasoning is seen as a critical instrument for the development of students' mathematical skills. In the development of quantitative thinking, problems based on daily life experiences play a significant role. The mathematical modeling process is critical in generating mathematical solutions to challenges encountered in everyday life. The goal of this study is to look at how students' quantitative reasoning structures change over time as a result of modeling. A case study was used to assess the research's reasoning process. The study included students with poor, moderate, and strong mathematical reasoning abilities. Over the course of five weeks, the participants were exposed to the modeling process as a group once a week. Clinical interviews with the students were done before and after the modeling process in the study. The modeling process was recorded, observation notes were gathered, and the students' solution sheets were collected. The study's data analysis were carried out in two stages: during data collection and after data collection. The findings reveal significant changes in students' quantitative reasoning structures. The study makes crucial recommendations for both theoretical and practical research.
Attitudes of Foreign Language Teaching Students towards Online Learning
Author: Üstün, Bilal
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Second Language Instruction,Distance Education,Electronic Learning,Student Teachers,Language Teachers,Foreign Countries,German,English (Second Language),Gender Differences

In this study, it is aimed at revealing the attitudes of foreign language teaching students towards online learning. For this purpose, survey model, one of the quantitative research methods, was used. The universe of the research consists of students studying foreign language teaching at universities in Turkey, while the sample consists of students studying German and English teaching at a state university located in the Central Anatolia region of Turkey. A total of 210 participants took part in the study. The data obtained from the participants within the scope of the research were analyzed using the SPSS 21 package program. Evaluation of normally distributed data was done by t-test in paired groups and by one-way analysis of variance (ANOVA) in groups of more than two. As a result of one-way analysis of variance (ANOVA), Tukey's test, one of the Post-Hoc tests, was used to determine which groups caused the difference for the data with significant difference. As a result, it was concluded that male participants accepted online learning more than female participants, the participants' attitudes towards online learning did not differ according to their departments and the general acceptance perceptions of online learning of the participants in the third grade were higher than the participants in the second grade.
&quot;It&apos;s Not You. You Belong Here.&quot; A Latinx Conversation on Mentorship and Belonging in the Academy
Author: Garcia, Christine
Date: 2021-00-00
Type: Journal Articles
Subjects: Mentors,Sense of Community,Hispanic Americans,Minority Group Teachers,Minority Group Students,Writing (Composition),Rhetoric,Teacher Attitudes,College Faculty

Using the form of a dialogue, the authors of this essay discuss how BIPOC scholars are made to experience disbelonging in whitestream academic programs, institutions, organizations, and the discipline. Some of the ways by which exclusion happens is through the performance of &quot;white penitence,&quot; the co-opting of BIPOC lived experiences, and gatekeeping in the fields that relate directly to BIPOC life. The authors share this collective testimonio to remind other BIPOC that they are seen and to advise prospective mentors and colleagues regarding their roles as accomplices in antiracist work.
Shadow Work: Witnessing Latinx Crossings in Rhetoric and Composition
Author: Arellano, Sonia
Date: 2021-00-00
Type: Journal Articles
Subjects: Rhetoric,Self Concept,Consciousness Raising,Inclusion,Hispanic Americans,Writing (Composition),Ethnicity,Diversity (Faculty),Higher Education,College Faculty,Racial Bias,Social Justice,College Role,Minority Groups

As the rhetorical performances of diversity, equity, and inclusion (DEI) work continue to proliferate and sell a movement towards more equitable institutions, the authors challenge this rhetoric as merely a new mode of epistemological and territorial expropriation. Instead, the authors put forth the concept of shadow work, which happens as a result of the failures of DEI work. Through a dialogue among the three authors, they parse where, how, and why shadow work happens to compose collective understandings of shadow work. Through collaborative storytelling, the authors invite readers to begin a practice of bearing witness to the structural work that must be done in the shadows, quietly and collaboratively, to remain on this &quot;side&quot; of the profession's gated faculty community. The authors invite readers to engage in their own critiques of the academic assembly line reproducing dominant rhetorics of diversity.
The Tone Police&apos;s Greatest Hits
Author: Tarr, Kathleen
Date: 2021-00-00
Type: Journal Articles
Subjects: Females,Gender Bias,African American Students,Racial Bias,Undergraduate Students,Equal Opportunities (Jobs),Teaching Conditions,African American Teachers,Diversity,Work Environment

Ibram X. Kendi has said, &quot;Indeed, the heartbeat of being antiracist is confession. The heartbeat of being racist is denial.&quot; What solidarity gestures and diversity may deny, equity confesses. This creative approach to nonfiction account of misgynoiracist experiences within RhetComp calls for truth and reconciliation as necessary conditions if there is to be any possibility of equity within the academy. This piece journeys--through a humorous, absurdist--through a humorous, absurdist approach--Black women's experiences in the discipline from receiving essay feedback during a student's undergraduate years as a rhetoric major to quasi-HR's denial of permission to an instructor seeking to use the word &quot;profiled&quot; to describe a problematic workplace interaction. The pretext of civility and professionalism that serves to surveil and discipline BIPOC scholars in the academy generally is just as common in the field of RhetComp. This text explores inequitable dynamics within the context of individual and institutional branding that seem to prioritize merely the optics of diversity.
An Exploration of Reflective Conversations in Early Intervention Caregiver Coaching Sessions
Author: Lorio, Ciera M.
Date: 2021-12-00
Type: Journal Articles
Subjects: Caregiver Training,Coaching (Performance),Professional Development,Early Intervention,Home Visits,Equal Education,Educational Legislation,Federal Legislation,Students with Disabilities,Family Involvement,Reflection,Discourse Analysis

This descriptive study included a systematic examination of provider and caregiver reflective conversations during caregiver coaching sessions focused on embedded intervention. Transcribed videos from 31 provider-caregiver dyads in two groups (Embedded Practices and Interventions with Caregivers [EPIC] vs. business-as-usual [BAU]) were used for data collection, resulting in a total of 93 transcripts across three different time points. Using methods of directed content analysis, a coding scheme describing various components of shared reflection was developed and used to code transcripts. Coding data were used to explore the rate per minute and relative frequency of types, topics, and spontaneity of reflection. Although there were no statistically significant differences in the frequency and rate of reflective versus nonreflective conversational turns, there were group differences in the reflective topics and specific types of reflective comments and questions posed by participants. Results from this study and others can help the field further define reflection as a coaching strategy and consider the potential utility of different reflective comment and question types to increase caregiver capacity to embed interventions in home routines. Further research is recommended to explicate further definitions and processes for reflection specific to caregiver coaching, including methods used to code reflective conversations and evaluate how reflection impacts caregivers' intervention implementation. [This manuscript was presented at the 2019 annual conference for the American Speech-Language-Hearing Association in Orlando, FL.]
&quot;Would You Like to Hear a Story?&quot;: Collaborating with Families Using Photo-Elicitation
Author: Hile, Kimberly A.
Date: 2022-03-00
Type: Journal Articles
Subjects: Family School Relationship,Students with Disabilities,Disadvantaged Youth,Preschool Education,Parent Teacher Cooperation,Photography,Family Attitudes,Student Needs,Barriers,Interpersonal Relationship,Accuracy,Student Characteristics

Research related to family empowerment and capacity-building suggests that families facing multiple risk factors (e.g., presence of a disability, poverty, single parents, low levels of maternal education, etc.) may experience feelings of powerlessness when asked by professionals to make decisions on behalf of their families. The purpose of this study was to explore a particular strategy for engaging families experiencing multiple risk factors, including caring for young children with disabilities, to work collaboratively with Head Start professionals when planning and implementing family-centered interventions. Specifically, we examined how photo-elicitation may empower families to share their personal stories as a pathway to building meaningful relationships with their Head Start family service workers. A qualitative approach via thematic analysis was used. Findings begin to address the need for identifying innovative strategies for building family capacity with Head Start families, specifically those caring for young children with disabilities.
Analyzing Social Media Use in TEFL via the Technology Acceptance Model in Indonesian Higher Education during the COVID-19 Pandemic
Author: Mukminin, Amirul
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,COVID-19,Pandemics,School Closing,Educational Technology,Social Media,Technology Uses in Education,College Faculty,Teacher Attitudes,Foreign Countries,Usability,Value Judgment

This survey study utilized an extended Technology Acceptance Model (TAM) to understand factors affecting Social Media Use in Teaching English as a Foreign Language (SMU-TEFL) during the COVID-19 pandemic to help improve the integration of effective and efficient technology with traditional education methods. The initial survey instrument that was used was adapted from prior studies and was validated through content validity, piloted, and distributed to 287 EFL faculty members from ten Indonesian universities. Factor analyses (exploratory and confirmatory) were conducted to purify the instrument. Path analysis through Covariance-Based Structural Equation Modelling (CB-SEM) was used to assess correlations of the hypotheses which were supported by the Pearson correlation coefficient. The findings of the study informed a valid and reliable model that sufficiently explains variance to measure factors affecting SMU-TEFL during the COVID-19 pandemic. Six significant relationships out of eight hypothetical statements were confirmed and elaborated. It is recommended that future research be conducted in order to improve the integration of technology into TEFL courses, especially in pandemic situations.
EFL Learners&apos; Engagement and Learning Motivation in Team-Based Mobile Language Learning through WhatsApp
Author: Imamyartha, David
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Social Media,English for Academic Purposes,Electronic Learning,Foreign Countries,College Students,Student Attitudes,Student Motivation,Learner Engagement,Teamwork

The study aims at portraying EFL learners' interactivity and motivational dynamics when engaged in team-based mobile learning (TBML) through WhatsApp within the environment of English for Academic Purposes. Data were collected through survey on online learning engagement and learning motivation and analyzed using descriptive statistics coupled with correlation analysis. Thematic analysis was operative to analyze students' reflection for more fine-grained insights on the nature of collaborative mobile learning, supported with directed content analysis geared to Activity Theory (AT) on the archives of group's online discussion. Albeit technical challenges and negative affectivity therefrom, the findings emphasize the potency of WhatsApp as a social-network (SN) learning platform which engages language learners in supportive micro and macro learning environment as the pre-cursor to elevated motivation, self-regulation, and pedagogical rethinking. The implication highlights teacher's necessity to scaffold group dynamics and condition student's mentality to live the target language in the mobile learning.
Reflections of a Web Based Application Tool on Classroom Management
Author: Girmen, Pinar
Date: 2021-00-00
Type: Journal Articles
Subjects: Internet,Educational Technology,Classroom Techniques,Grade 2,Elementary School Students,Student Motivation,Student Attitudes,Reflection,Nutrition

The purpose of this study is to determine how a web-based assessment tool developed for a social studies course is reflected on classroom management and how much students reflect their learning at school to their lives. In line with this purpose, the study was designed according to the mixed method research where both quantitative and qualitative methods are used. The participants of the study consisted of students who were in the second grade of a primary school with a medium socioeconomic environment. The quantitative data of the study were based on the scores the students achieved in the assessment tool. The qualitative data of the study were collected through semistructured interviews with both the students and the teachers. According to the results obtained from the study, it was observed that using a web-based assessment tool in the learning environment positively affected both the students' motivation and the process of attracting their attention. However, it was observed that the students could not reflect their learning at school to their lives.
Teachers&apos; Views on Teacher Leadership: A Qualitative Analysis
Author: Kasapoglu, Hülya
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Leadership,Learning Processes,Leadership Styles,Elementary School Teachers,Secondary School Teachers,High School Teachers,Content Analysis,Teacher Characteristics,Communication Skills,Faculty Development,Foreign Countries

Contemporary theories emphasize the importance of teacher leaders who can impress and sincerely value the student and become a model and guide in the process of learning and production in order to be successful in the transformation and development of the educational organizations. The purpose of this study is to investigate the phenomenon of teacher leadership from the teachers' perspective and raise the awareness of teachers on their teacher leadership level. In that sense, the teachers were asked about the qualities a teacher leader must have, the obstacles to become a teacher leader, and the ways to improve leadership skills. The study group consists of 40 teachers who serve in primary, secondary, high school, and private schools in Trabzon province of Turkey. A semi-structured interview form was used to collect the research data, and the data were analyzed manually by using the content analysis technique. As a result of the research, key characteristics of teacher leaders were found to be being fair and reliable as a person, self-developing and a role model as a professional, and having effective communication skills as a social person. The emerging results from the views of the teachers showed that administration, colleagues and hierarchical structure of the system pose crucial obstacles for teacher leaders, and in order to nurture teacher leadership in schools teachers should be provided with professional development opportunities especially through with trainings focusing on improvement of leadership skills.
Preliminary Study of the Effects of BEST in CLASS--Web on Young Children&apos;s Social-Emotional and Behavioral Outcomes
Author: Conroy, Maureen A.
Date: 2022-03-00
Type: Journal Articles
Subjects: Faculty Development,Student Behavior,Behavior Problems,Program Effectiveness,Behavior Modification,Teacher Student Relationship,Interpersonal Competence,Learner Engagement,Intervention,Web Based Instruction,Conventional Instruction,Social Emotional Learning,Preschool Teachers,Preschool Children,Disadvantaged Youth

Many young children entering early childhood programs demonstrate challenging behaviors that place them at risk for emotional/behavioral disorders (EBDs), which impact their future success in school. The purpose of this study was to conduct a conceptual replication of BEST in CLASS by examining child outcomes from BEST in CLASS--Web, a web-based professional development intervention supporting teachers' use of effective practices for ameliorating young children's challenging behaviors. Participants included 29 early childhood teachers and 54 children (ages 3-5 years old) who were identified at-risk for EBD. Positive outcomes were found for both BEST in CLASS--Web and BEST in CLASS in reductions of children's problem behaviors and conflictual relationships with their teachers as well as increases in social skills, engagement, and closeness with teachers in comparison to children who did not receive the intervention. In some cases, positive child outcomes were greater when teachers received professional development in the web-condition as compared to the onsite condition. Future research directions and implications are discussed.
Integrating Project-Based Learning, Task-Based Language Teaching Approach and YouTube in the ESP Class: A Study on Students&apos; Motivation
Author: Rodríguez-Peñarroja, Manuel
Date: 2022-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Task Analysis,English for Special Purposes,Second Language Instruction,Video Technology,Computer Uses in Education,Student Motivation,Academic Achievement,College Freshmen,Foreign Countries

ESP courses have been considered as crucial for the academic training of future professionals in different areas of knowledge. Their broad spectrum mainly includes the mastery of a foreign language, the learning of specific terminology, and the development of skills related to students' career needs. Recent research has examined the implementation of the task-based language teaching approach, the design and accomplishment of projects, and the use of technology for the enhancement of digital competence. Nevertheless, few studies have addressed the combination of these three key elements in the ESP class and its effects on students' motivation. This study examines the effects of merging of project-based learning sequenced into different communicative tasks on ESP students' motivation. A research project was designed and structured in communicative tasks integrating the use of YouTube as a source of multimodal input. To measure motivation, an adaptation of the intrinsic motivation questionnaire was administered to students. Results reveal high mean scores in the motivation subscales studied along with positive correlations between motivation and participants' academic performance. These findings may contribute to the body of research that appraises the value of merging different teaching methodologies and approaches for the teaching and learning of ESP disciplines.
Pedagogical Knowledge for Teaching Mathematics in Montessori Schools
Author: Namukasa, Immaculate Kizito
Date: 2021-00-00
Type: Journal Articles
Subjects: Montessori Schools,Mathematics Instruction,Teacher Competencies,Elementary School Teachers,Montessori Method,Teaching Skills,Knowledge Base for Teaching,Knowledge Level,Teaching Methods,Foreign Countries,Middle School Teachers,Preschool Teachers,Mathematical Concepts

Teacher knowledge needed for teaching is widely studied to characterize its key categories. We report findings from a study on teachers' knowledge for mathematics in the Montessori schools. In Montessori accredited schools, teachers learn to teach mathematics in ways different from the teachers themselves experienced in non-Montessori schools. We ask: What knowledge do teachers learn? and how do they continue to refine this knowledge in teaching in classrooms? We draw from a teacher knowledge framework based on cross-national studies to interpret mixed data from a case study. We aim to inform research on teacher characteristics needed for consistent implementation of instructional reform. Major findings from this study are that for K-6 Montessori teachers to thrive in teaching mathematics in Montessori classrooms, they need teacher knowledge on Montessori materials, on lesson and the presentation of content according to Montessori's philosophy and pedagogy; as well as on the process of independently understanding concepts to be presented. The findings contribute to further theorizing on teacher knowledge which has implications is designed to teacher training opportunities in three subcategories; namely teaching, learning, and professional competence knowledge.