ethanporcaro/eric-fulltext-meta huggingface dataset:
High School Band and Orchestra Musician&apos;s Willingness to Intervene in School-Based Relational Victimization Experiences
Author: Rawlings, Jared R.
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Bullying,Victims,Music Education,Student Attitudes,Intervention,Predictor Variables,Peer Relationship,Individual Characteristics,Incidence,Grade 10,Grade 11,Grade 12,Caring,Student Characteristics,Musical Instruments,Racial Differences,Gender Differences

School-based bullying is a serious issue facing adolescents within the United States and relational bullying and victimization behaviors within music ensemble classrooms have become a topic of inquiry among music education researchers. Using data from a convenience sample of high school youth enrolled in an instrumental music program, we examined the ensemble-level effects on self-reported frequency of relational victimization and perceptions of their willingness to intervene. Results indicated that a youth's self-reported willingness to intervene in bullying episodes varies among instrumental music ensembles. Moreover, self-reported willingness to intervene predicted a significant amount of variance in relational victimization scores. The current study suggests that instrumental music ensembles may differ in terms of their prevalence of relational victimization experiences and how youth are willing to intervene in these bullying episodes.
Precarious Work and Funding Make Academic Freedom Precarious
Author: Rea, Jeannie
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Freedom,Educational Finance,College Students,Foreign Countries,College Faculty,Feminism,Job Security,Partnerships in Education,Activism

The attacks on university staff and students engaged in teaching, researching and speaking out against the state, military and religious powers, and for fairness, democracy, and equality, are increasing. As has been noted by many academics and commentators, liberal democratic principles of free speech and movement, alongside academic freedom, are very much a battle ground in the 21st century. Free movement of academics and students around the world is critical to freedom, of thought and action. Academic freedom is a responsibility, not a right. It is to speak truth to power; to honour the liberal university goal of working for the public good; and for the publicly funded university, in particular, to act in the public interest. What then is stopping Australian universities from speaking truth to power today? Why are Australian universities so quiet in comparison with students, staff and even university leaderships in many other places? This article discusses three big and intertwined obstacles to the exercise of academic freedom in Australian universities today which are not unique to Australia but are often overlooked in focussing on the bigger human and professional rights picture. These are: (1) insecure employment; (2) unreliable funding; and (3) pressure in partnerships.
Translanguaging in Action: Pedagogy That Elevates
Author: Dougherty, Jessica
Date: 2021-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Instructional Effectiveness,Second Language Instruction,Second Language Learning,English (Second Language),Bilingual Education,Multilingualism,Undergraduate Students,Student Attitudes,Preservice Teachers,Preservice Teacher Education,Elementary Secondary Education

Developing the skill set of ESOL and bilingual educators is a critical task considering ESOL/bilingual education is a continually expanding field. Culturally and linguistically responsive teachers benefit from acquiring knowledge and expertise in a variety of ESOL and bilingual approaches in order to meet student needs in PK-20 educational systems. The use of translanguaging in ESOL and bilingual classrooms is investigated in this small-scale, qualitative research project. This article explores teacher candidates' experiences implementing the translanguaging approach during their clinical experience. The research investigates the benefits of creating a space for multilingualism in educational settings, employing effective translanguaging strategies, and discusses the results of these actions. A suggested instructional plan is outlined for applying translanguaging in the classroom. Recommendations are made for including the translanguaging approach in professional learning, pedagogical practices, and practitioner reflection.
Washback and the Teacher-Based Assessment Practices of EFL Instructors at a Japanese University
Author: Hughes, Lee
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Tests,Teaching Methods,Evaluation Methods,English (Second Language),Second Language Instruction,Language Teachers,Foreign Countries,College Students

The topic of washback itself and how it applies to oral assessment procedures/contexts is a relevant and important topic for the field of English language teaching, and there have been a number of studies into oral washback in evaluation of students (Khan et al., 2019). Washback effect refers to the impact of testing--whether positive or negative--on teaching practices, curriculum design, and learning behaviors. This has led to increased understanding of how to promote more positive kinds of washback. Washback can be positive when it provides students an opportunity to learn from their mistakes. Previous studies have investigated ESL/EFL instructors' classroom assessment practices to find out their purposes and methods (Cheung et al., 2004). One of particular interest investigated the washback of an oral assessment system in an EFL classroom (Muñoz &amp; Álvarez, 2010). In this article, the authors used a mixed methods approach and found that positive washback occurred in some areas, but that constant guidance and support is required to help teachers create positive washback in other areas.
Teaching Communication Strategies to the Computer Programming Students
Author: Mykytenko, Nataliya
Date: 2019-00-00
Type: Journal Articles
Subjects: Communication Strategies,Computer Science Education,Programming,English for Special Purposes,Second Language Learning,Foreign Countries,Communicative Competence (Languages),College Students

The successful functioning of computer programming specialists largely depends on their level of communicative competence, so a university course of English for specific purposes (ESP), aimed at its development, can be exceedingly useful in professional training of future computer programmers. To optimise the process of ESP learning we have outlined the verbal addresser-oriented strategies (stimulating strategy, emotional activity strategy, evaluation activity strategy, cooperative strategy and strategy of self-presentation) and elaborated a system of exercises for their development. It includes the following stages: 1) studying general foreign language by means of communication strategies; 2) studying ESP by means of communication strategies. To validate the effectiveness of the system of exercise we conducted experimental teaching of the 1st and 2nd-year students of the Faculty of Applied Mathematics and IT Technologies at Lviv Ivan Franko National University in 2016-2017 academic year. It involved 144 participants. Efficiency of the system of exercises has been proved on the basis of the results obtained from pre- and post- experimental assessment of students from exposure groups and reference groups. Growth rate in students from exposure groups significantly exceeded the results in students from reference groups. Thus, the efficacy of the suggested system of exercises used for developing communication strategies in computer programming students has been proved.
CodeOrama: A Two-Dimensional Visualization Tool for Scratch Code to Assist Young Learners&apos; Understanding of Computer Programming
Author: Ladias, Anastasios
Date: 2021-00-00
Type: Journal Articles
Subjects: Visualization,Coding,Programming,Programming Languages,Computer Science Education,Educational Technology,Robotics,Student Projects,Active Learning,Competition,Foreign Countries

This paper reports on CodeOrama, a visualization tool that displays the entire source code in a two-dimensional representation created to support the representation of a complex code in block-based programming environments, like Scratch, by using a two-dimension table. CodeOrama can be used by the students for the development of their programs as well as by the teachers in order to support their specific pedagogical choices. This paper demonstrates the main representation capabilities that CodeOrama provides, i.e. a) direct information about the program size, b) identification of the code parts with algorithmic and communicational overload, c) code modularization by procedures, messages, clones, d) ways of interaction between scripts or other objects (based on polling and interrupt techniques), e) program flow representation, f) segment points where code interacts with the user, g) data representation and the kind of programming that was adopted (structured, parallel, event driven). The results of a pilot study concerning 87 programming projects with CodeOrama, in the context of the final phase of the Greek Competition of Educational Robotics, showed the potential of the tool but equally highlight some limitations and students' difficulties such as a manual and time-consuming burden during its creation process.
Using Event-Related Potentials in Educational Research: A Contextualized Presentation and a Review
Author: Paradis, Ariane
Date: 2021-00-00
Type: Journal Articles
Subjects: Brain,Cognitive Measurement,Neurosciences,Educational Research,Research Problems,Research Design,Medicine

Cognition could be seen as a cascade of top-down and bottom-up processes across behavioural and psychophysiological layers in a cognitive architecture. Typical behavioural measurements used in education do not give information about lower cognitive layers. Event-Related Potentials (ERPs) derived from electroencephalography allow researchers to look at and assess these lower cognitive layers in tasks pertinent for education, such as reading. This methodology can also record ERPs, which are neural responses linked with particular sensory, cognitive or motor events. Despite some limitations, ERPs are useful in educational settings because they allow to measure processes that are very fast, which is the case in many simple cognitive tasks. They are also very helpful when behavioural measurements cannot be used. However, a challenge in leveraging the potential of neuroscience in education is the requirement for interdisciplinary work. Besides, the technical aspects of the electroencephalogram (EEG) and ERP research represent a huge challenge for the typical educational researcher. The goal of this article is to present a brief contextualized view about the use of ERPs in educational research based on the book written by Luck (2014). This article presents the common challenges in designing ERPs experiments accompanied by a range of possible solutions. The approach is augmented with examples from a review of a field of educational research, which has drawn heavily on neuroscience experiments, namely, reading. This paper extends to current and cutting-edge research by concluding with emerging methods in education such as fixation-related potentials. The EEG can also be very useful to answer particular research questions in education because it provides continuous information in the timescale of milliseconds to assess cognition and affectivity.
Undergraduate Students&apos; Views of and Difficulties in Online Exams during the COVID-19 Pandemic
Author: Ocak, Gürbüz
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Distance Education,Computer Assisted Testing,COVID-19,Pandemics,Barriers,Testing Problems,Foreign Countries

The coronavirus pandemic, which affected every aspect of life around the world, has led to radical changes in teaching and learning methods. It is no longer healthy for students being together for a long time in classroom. For this reason, online education applications have started to be implemented rapidly around the world. Not only the education process but also the assessment processes have been moved online. Online exams are in many ways differ from face to face exams. In this context, the aim of this study was to examine undergraduate students' views about online exams. A semi-structured interview form was used as data collection tool. The study group of this research were 55 undergraduate students selected by convenience sampling method and data were analysed using content analysis. Results of the study revealed that students mostly had technical problems such as internet connection and sudden log out. Moreover, they also encountered different problems such as difficulty in being motivated to online exams, lack of time or insufficient feedback.
&quot;How Can I Get Better?&quot;: An Instrumental Case Study of Three Experienced Music Teachers and Their Journey to Expertise
Author: Sorenson, Rachel
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Teachers,Experienced Teachers,Expertise,Teaching Experience,Persistence,Mentors,Problem Solving,Elementary Secondary Education,Music Education,Teacher Attitudes

The purpose of this study was to examine the career experiences of three music teachers through the lens of expertise theory. An additional purpose was to discover how the participants viewed success in the field of music education. Using an instrumental case study design, three experienced music teachers--who served as the case--were interviewed about these topics. Expertise theory, as well as the concept of grit, provided the theoretical framework for this project. Through a multi-level process of coding, several themes were derived from the interview transcripts. Themes included common early career struggles and perseverance through a reliance on mentors, a focus on problem solving, and adapting to new and challenging experiences. In addition, participants defined success as being student-centered at all times and maintaining program enrollment. Finally, the participants seemed to embody the last phase of expertise theory by being innovators in their field. Implications for music teacher preparation programs, pre-service music teachers, and inservice teachers are discussed.
Principals with Music Teaching Backgrounds: Interactions with the School Music Program
Author: Nickel, Bethany
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Music Education,Public Schools,Case Studies,Music Teachers,Faculty Development,Advocacy,Teacher Administrator Relationship,Communication Problems,Musicians,Administrator Characteristics,Administrator Attitudes,Teaching Experience,Elementary Secondary Education

The purpose of this instrumental case study was to explore the perspectives of public school principals who began their careers as music teachers. Five principals who formerly worked as music teachers were interviewed about their interactions with music teacher employees, their approaches to professional development, and their music program advocacy. Approaching the topic from the perspectives of musician-administrators was a helpful way to gain insight into common areas of miscommunication between music teachers and principals. Themes included diplomatic relationships, principals' sense of belonging to the music world and sense of readiness for administrative work, and internal advocacy. Implications included the need for increased music program advocacy to other members of the school teaching staff.
Addressee&apos;s Factor in the Limerick Discourse
Author: Yemelyanova, Olena
Date: 2019-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Language Styles,Stereotypes,Humor,Dialogs (Language),Figurative Language,Language Usage,Language Rhythm,Semantics,Emotional Response,Intonation,Interpersonal Communication,Pragmatics,Poetry,English,Phrase Structure

The article deals with the analysis of the addressee's factor foregrounding in the limerick discourse. The study demonstrates that the limerick discourse is characterised by an addresser-writer's and an addressee-reader/listener's reciprocality via idiosyncratic protagonists portrayed by an addresser-writer. A limerick presents a laconic mini-story that describes a certain comic and ridiculous situation or event that happened in the life of an unconventional character with no less absurd and unexpected outcome. The limerick discourse comprises two types of communication - the one between an addresser-writer and an addressee-reader/listener through the text of the limerick, and the other - dialogues between protagonists. The limerick discourse is marked by a minimum length of phrases, an associative conjecture, varied stylistic devices, which include an irony, a play of words, hyperbole, onomatopoeia, alliteration and others, expressive syntax constructions aimed at producing an anticipated pragmatic effect on an addressee-reader/listener. Socio-cultural, mental stereotypes and an addresser-writer's voiced attitude to the information content are traced clearly in the limerick discourse, though broad context allows various interpretations by an addressee-reader/listener. Besides, rhyme and rhythm play an important part in an addressee's emotional and semantic reception of a limerick. The correct pausation pattern and the right tempo of a limerick enhance an addressee's percipiency.
Linguistic Characteristics of the Construct &quot;Evaluative Judgement of a Journalist&quot; in the Ukrainian Language
Author: Haladzhun, Zoriana
Date: 2019-00-00
Type: Journal Articles
Subjects: Journalism,Ukrainian,Language Usage,Language Styles,Grammar,Vocabulary,Discourse Analysis,Standards,Decision Making,Computational Linguistics,Morphemes,Sentence Structure,Journalism Education,Mass Media,Specialists,Information Sources,Foreign Countries,Legislation

The article outlines lingual features of the &quot;evaluative judgement&quot; construct, being new for the Ukrainian journalistic practices. By means of analysing the structural elements of this construct, the author defines its linguistic features as well as comes up with lexicogrammatical and stylistic means representing the &quot;evaluative judgement&quot; construct in journalistic materials. Considering the data from practical journalistic activities, the author presumes that evaluative judgements of a journalist are based on factual information and manifest themselves via vast linguistic means corpus, being much broader than the lawmaker has defined it. In the context of the problem, the paper suggests to view &quot;the evaluative judgement of a journalist&quot; as his/her subjective point of view, opinion on a certain subject, personal assessment of facts or events on the grounds of knowledge, experience, journalistic standards, and information obtained from open sources, based on factual information that can be introduced into media content with the help of linguostylistic means. As exemplified by media content, the author comes up with the conclusion that apart from using such linguistic means as hyperbole, allegory, satire, which are defined by the law, as well as patterns that express evaluation or uncertainty, emphasising information probability (for example, it seems to me, in my opinion, I think, etc.), the construct under analysis also manifests itself through the use of particular tense and voice forms, impersonal constructions, complex attributive groups, complex sentences, etc. The author suggests applying the obtained results to form professional competence of both students of journalism departments and creative mass media specialists in order to ensure secure implementation of their duty to inform.
Linguistic Personality of Metropolitan Anthony of Sourozh (Bloom)
Author: Shepitko, Svitlana
Date: 2019-00-00
Type: Journal Articles
Subjects: Linguistics,Personality Traits,Semantics,Psycholinguistics,Churches,Christianity,Speech Communication,Clergy,World Views,Beliefs,Discourse Modes,Religious Factors,Foreign Countries

The paper focuses on the essential problem of linguistic personality analysis. It aims to study language means representing linguistic personality of Metropolitan Antony of Sourozh (Bloom). The authors analyse the linguistic personality at three levels: semantic, linguo-cognitive and motivational. The linguistic personality is characterised through the prism of linguistic consciousness and speech behaviour, i.e. from the perspective of linguistic conceptology and the theory of discourse. The research results show that the linguistic personality's cornerstone is the concept &quot;BELIEF&quot; which is interpreted by various confessions differently. The metropolitan mainly uses questions which can occur in the quotes used during a sermon that transfers a listener to a format of a polilologue. The preacher most often addresses the tactics of conducting a dialogue and the tactics of &quot;thought-reading&quot;. As a preacher, Metropolitan Anthony of Surozh is a representative of Orthodox Church as a social institute, whose picture of the world is also influenced by the national picture of the world which reflects religious, historical, cultural and political presuppositions of England as well as those of 20th century Western Europe. The authors state that the linguistic personality of a preacher experiences transformations under the pressure of secular society reflected at the verbal and semantic levels and, depending on a sermon recipient's type of personality -- at the motivation level.
Modelling Semantic Derivation: Semantic Shift Strategies of Irrational Vocabulary in English
Author: Demenchuk, Oleh
Date: 2019-00-00
Type: Journal Articles
Subjects: Semantics,Language Usage,Verbs,Form Classes (Languages),Vocabulary,Profiles,Discourse Analysis,Taxonomy,Pragmatics,Contrastive Linguistics

The paper focuses on the semantic derivation models of irrational vocabulary -- a semantic class of words that denote the situation of experience that is not based on logical reasoning or clear thinking. The study shows the characteristics of the development of an irrational vocabulary semantic paradigm and reveals semantic derivation models of irrational verbs and adjectives in the English language. It is posited that semantic derivation strategies are realised simultaneously with the changes of the situation and actants profiles. The change of a situation profile suggests the shift in the experiencer's vantage point, i.e. gnoseological (either perceptual or evaluative) position from which a situation is considered. The change of an actant profile provides for the shifts at the level of participants and their characteristics. The changes are thought to determine the types (models) of semantic shift strategies that underlie the development of the irrational words' semantic paradigms. The analysis of the semantic shift strategies of irrational verbs and adjectives in English shows that the concept of irrationality may extend to the boundaries of the internal (occurring within the hierarchy of the person's inner systems) and external (occurring within the hierarchy of the person's values) conceptual domains. The study concludes that irrational verbs and adjectives in English may apply to the following semantic shift strategies: role (reduced to the changes of the participant's type or structure), pragmatic (reduced to the changes of the participant's communicative rank), deictic (reduced to the changes of the participant's positional characteristics) and taxonomic (reduced to the changes of the participant's categorical class).