ethanporcaro/eric-fulltext-meta huggingface dataset:
In the U.S. Military: Gleaning Support for Our Deaf Sons
Author: Sims, LaShawna
Date: 2020-00-00
Type: Journal Articles
Subjects: Military Personnel,Deafness,Children,Students with Disabilities,Student Mobility,Parent Participation,Nonprofit Organizations,Family Needs

As a wife and mother of a military family, LaShawna Sims has found trying to get services for her sons is different from the work of those parents of deaf and hard of hearing children whose families are not serving in the military. For them, being in the military has required periodic moving--once in the middle of the school year--and each move required a new set of contacts, schools, teachers, and services. Still, in general they have received accommodations for their sons and support for her and her husband. In this article, she describes her experiences and her work with Hands &amp; Voices, a parent-driven, nonprofit organization dedicated to providing support to families with children who are deaf or hard of hearing.
A Focus on Civility with Public School Educators and Students
Author: Qvarnstrom, Jeanne
Date: 2020-00-00
Type: Journal Articles
Subjects: Public School Teachers,High School Teachers,Teacher Attitudes,High School Students,Student Behavior,Prosocial Behavior,Antisocial Behavior,Conflict Resolution,Language Usage,Empathy,Aggression,Incidence

Public school teachers in Southwest Texas were surveyed regarding important civil behaviors students should practice and prevalent uncivil behaviors they have observed in the classroom. There was consensus across all demographic groups that the most important civil behaviors were the ability to successfully manage conflicts with others and the ability to respond respectfully to the opinions of others. The most prevalent uncivil behavior reported by the teachers was the use of sarcastic remarks to others followed by blaming others for their own negative actions. Focus groups with high school students were held on the same topic. Findings demonstrated similarities and differences between teachers and students and their perceptions of civility.
Opportunities and Obstacles to Making Innovation a Priority in Education
Author: Smith, Robert W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Innovation,Educational Improvement,Educational Change,Accountability,Barriers,Elementary Secondary Education,Authentic Learning

For many years, the main approach to educational improvement has consisted of high-stakes testing and accountability. While this approach has achieved some success, it has also created negative outcomes including a narrowing of the curriculum, and an over-testing of students. Against this backdrop, there are examples of teachers that have introduced new and innovative approaches to teaching and learning. This study explores teachers' perceptions of innovative approaches and the supports and obstacles to innovation.
A Multinational Perspective on Aspects of Schooling to Which Newly Qualified Teachers (NQTs) Could Contribute
Author: Minott, Mark A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Teacher Participation,Teacher Education,Teacher Characteristics,Teacher Competencies,Access to Information,Beginning Teacher Induction,Foreign Countries,Personality Traits

The purpose of this grounded approach study is to provide answers to the research question 'what aspect(s) of schooling could newly qualified teachers contribute to, and why?' Via emails, 22 newly qualified teachers (NQTs) from 10 countries provided answers to the research question. The analysis of the data revealed that NQTs thought attributional, informational and skill and ability based contributions and associated actions and activities could be made to various aspects of schooling. I define attributional contributions as actions and activities in which NQTs engage which are the results of personal qualities/attributes they possess, informational contributions as facts which NQTs share and gain via experience and/or initial teacher education and training, and skill and ability based contributions as school-based activities in which NQTs engage based on personal skills, abilities and interests. Examples of implications of the findings for policy and practice include schools' leadership teams reexamining their views on the use of NQTs and the need to reduce negative human dynamics which prevent NQTs from being recognised and used.
Prevalence of ADHD Symptoms and Their Association with Learning-Related Skills in Grade 1 Children in South Africa
Author: de Milander, Monique
Date: 2020-08-00
Type: Journal Articles
Subjects: Foreign Countries,Incidence,Attention Deficit Hyperactivity Disorder,Symptoms (Individual Disorders),Learning Processes,Aptitude Tests,Behavior Rating Scales,Elementary School Students,Grade 1,Thinking Skills,Mathematics Skills,Psychomotor Skills

Attention Deficit / Hyperactivity Disorders (ADHD) are developmental disorders in children with 3 symptom clusters, namely hyperactivity, attention deficit and impulsivity, and a combination. We investigated the prevalence of the 3 symptom clusters and their association with learning-related skills among children aged 6 to 7 years in Bloemfontein, Free State province, South Africa. The Aptitude Test for School Beginners (ASB) was applied to determine learning-related skills, and the Strength and Weaknesses of ADHD Symptoms Normal Behaviour rating scale (SWAN) was used to determine ADHD symptoms. Data on SWAN scores were available for 390 children, while data on both the SWAN and ASB were available for 345 children (189 girls and 156 boys) with a mean age of 6 years and 8 months. The prevalence of ADHD symptoms was as follows: 74.6% of the children did not fulfil the criteria for ADD/ADHD, 7.7% presented with the combined subtype, 6.7% presented with hyperactivity and impulsiveness, and 11.0% with inattentiveness. The presence of ADHD symptoms had a significant effect p = &lt; 0.05 on reasoning, numerical abilities, gestalt, coordination and memory. We conclude that ADHD symptoms are a significant risk factor for 5 of the 8 learning-related skills in children, namely numerical skills, memory, reasoning, gestalt and coordination.
Registered Psychological Counsellor Training at a South African Faculty of Education: Are We Impacting Educational Communities?
Author: Joubert, Carmen
Date: 2020-08-00
Type: Journal Articles
Subjects: Foreign Countries,Psychological Services,Counselor Training,Educational Psychology,Undergraduate Students,Alumni,Outcomes of Education,Wellness,Well Being,Counseling Techniques

The study reported on in this article explored the perceived psychosocial and educational impact on educational communities by alumni of the North-West University who completed their Bachelor of Education Honours degree in Educational Psychology. This programme has been running since 2003 and aimed at training registered counsellors who need to pass the Board of Psychology examination of the Health Professions Council of South Africa to be qualified as registered counsellors. To achieve the aim of this study, telephonic interviews were conducted to gather data from the counsellor alumni of the 2007, 2013, 2014 and 2016 cohorts. In total, 18 participants voluntarily participated in this qualitative research study. The participants' perceptions were analysed using inductive content analysis; the findings suggest that counselling is an add-on skill for these alumni, utilised only on a part-time or secondary basis, as the overwhelming majority work as teachers in educational settings. The psychosocial and educational impact from a registered counsellor's perspective seems to be limited as most of them are teachers and only some provide counselling services in the educational environment where they work. The implications are that some adjustments in the training of registered counsellors -- from a holistic wellbeing framework -- need to be made, as that the category should be intensively marketed.
Teachers&apos; Perception of Chemistry Outreach Work, Especially in the Context of Children&apos;s Social Demography
Author: Brennan, Victoria
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Secondary School Teachers,Science Education,Outreach Programs,Science Careers,Career Awareness,Program Effectiveness,Socioeconomic Status,Secondary School Students,Foreign Countries,Children

The aim of this current research is to investigate teachers' perceptions of the purpose and impact of chemistry/science outreach work. Considering views of educators, both in training and practice, is an important area to explore as teachers are the gatekeepers to these experiences and consciously or subconsciously have their own views about the value of these programmes. In addition, the teacher can influence a child's view of their scientific ability which can potentially inform an individual's decisions and perceptions regarding science as a career. It is necessary for a teacher to be aware of their pivotal role within the classroom and how their own 'habitus' may have an impact on those whom they teach. This pilot study was an illustrative exercise to analyse a small sample of data and provide a focus for a subsequent main data collection where the level of response will be much higher. The study sought to answer the following question; what do teachers in the North-West of England think about chemistry based outreach programmes, especially in the context of children's social demography? However, no 'conclusions' or generalisations are derived from this small sample itself, only emerging themes are discussed. These themes highlight how teachers may perceive chemistry/science outreach to be of greater importance the higher the educational level and how these programmes may provide experiences and opportunities for students from a lower socio-economic background.
Inquiring Pre-Service Teachers&apos; Narratives on Language Policy and Identity during Their Practicum
Author: Montoya López, Juan Carlos
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Foreign Countries,Personal Narratives,Language Planning,Professional Identity,Practicums,Second Language Instruction,English (Second Language),Policy Formation

This narrative inquiry aims to unveil the incorporation of policy agency within the construction of teacher identity of pre-service teachers in their academic practicums. Drawing on a critical-sociocultural approach to narrative inquiry, language policy, and teacher identity, the narratives of five students of an English teaching program in Medellín, Colombia, were examined. Their reflections and decision making on foreign language policies regulating their pedagogical practices at various schools show their social and critical awareness. Teaching represents a high moral load for them as they embrace a humanistic perspective. However, their narratives also pose challenges to language teaching programs in helping pre-service teachers to build micropolitical agency supported on solid theoretical knowledge to participate in policymaking. On the one hand, their narrations of the policy appropriation process they undertook show their frustration and disappointment in trying to participate when policy structures and other policy arbiters were close to them. On the other hand, when policy structures and arbiters openly allowed their policy participation, their actions and reflections focused on methodological concerns but rarely addressed social or critical awareness regarding curriculum design and development. Therefore, supporting pre-service teachers in strengthening their identities with solid theoretical constructs should be a priority because they will build micropolitical agency to overcome political tensions and negotiate their policy participation.
Inquiring into the Coloniality of Knowledge, Power, and Being in EFL Textbooks
Author: Pardo, Astrid Núñez
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Textbooks,Foreign Policy,Power Structure,Epistemology,Teacher Attitudes,Educational Change,Instructional Materials,Language Teachers,Multicultural Education,Indigenous Knowledge,Content Analysis

This article inquires into the coloniality present in EFL textbooks, which continue being used as the core resource for language learning and teaching in Colombia. However, its instrumentalization, imperialism, and exploitation as an instrument of subalternation suggest that EFL textbooks produced by foreign and local publishing houses in the Colombian context are colonised in three interrelated dimensions: knowledge, power, and being. Therefore, this research proposal aims at unveiling the ontological, epistemological, and power criteria rooted in critical interculturality as a decolonial alternative, and inspired by the decolonial turn, to orient the development of other contextualised materials from the voices of Colombian teachers, authors and experts
A Critical Review of the Word Classification System
Author: Gholaminejad, Razieh
Date: 2020-00-00
Type: Journal Articles
Subjects: Criticism,Classification,Academic Language,Vocabulary,Word Lists,Word Frequency,Intellectual Disciplines,English for Academic Purposes

In this reflective paper, we review the currently-used word classification system proposed by linguist Paul Nation (2013, 2015) and the position of the academic vocabulary in this system. Different lexical layers in this system are explained as well as the underlying assumptions. Then, taking a critical position, we raise a number of criticisms against three different aspects of Nation's classification. The first criticism involves the fact that the system has sacrificed function for form in developing the lexical layers. The second focuses on the problem of equating 'academic words' with Coxhead's (2000) Academic Word List (AWL) and 'high-frequency words' with West's (1953) General Service List (GSL). Finally, the system is criticized for the lack of an independent lexical layer for discipline-specific academic vocabulary by ignoring disciplinary variation at the level of academic words. The critical points raised in the paper can be useful for English for Academic Purposes (EAP) materials developers, teachers, test developers, and syllabus/curriculum designers.
&apos;I Came out Feeling Scared and Pressured, and Just Like a Number&apos;: Undergraduate Education Studies Students&apos; Perceptions of Postgraduate Initial Teacher Education (ITE) Routes and Selection Processes for 2016-17
Author: Purves, Ross
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Student Attitudes,Undergraduate Students,Graduate Study,Teacher Education Programs,Foreign Countries,Educational Practices,Student Recruitment,Educational Environment,Power Structure,Elementary Secondary Education,Teaching Methods,Conventional Instruction,Lecture Method,Theory Practice Relationship,Experiential Learning

This paper reports on one phase of a research project examining the National College of Teaching and Leadership's (NCTL) revised methodology for the allocation of postgraduate ITE places for the 2016-17 academic year. The paper's focus is the often-neglected voices of applicants as they negotiated this process, for whom this revised methodology 'pilot' year was their first and potentially only engagement with the ITE recruitment system, and doing so often represented a significant personal milestone on a life-long journey towards a career in the classroom. In all, 21 participants from a large Undergraduate Education Studies degree took part in focus groups or interviews during May and June 2016 about their experiences of applying and interviewing for a range of ITE routes and providers. The findings indicate the significance of (assumed) differences between University-based and School-based routes in shaping applicants' perceptions of their experiences; the impact of the frenetic atmosphere generated by the 'race' to secure a place during this recruitment cycle; and applicants' varied responses to providers' tactics and reported 'gaming' of the system. Implications and recommendations for ITE providers are made, set briefly in the context of the 'teacher recruitment crisis' and the direction of travel for ITE provision.
Hard-of-Hearing Individuals&apos; Narratives of Inclusion and Exclusion of Their Schooled EFL Learning
Author: Castillo, Rigoberto
Date: 2020-00-00
Type: Journal Articles
Subjects: Hearing Impairments,Student Attitudes,Inclusion,English (Second Language),Second Language Instruction,Special Needs Students,Student Experience,Social Isolation,Interpersonal Relationship,Assistive Technology,Elementary Secondary Education,Teaching Methods,Foreign Countries

This paper deals with research on inclusion concentrating on the pedagogical implications derived from a qualitative case study that looked into three hard-of-hearing (HHs) students' perspectives and retrospectives on their schooled EFL learning. Data came from narratives gathered in autobiographical writings and interviews. Although there is a good body of literature on pedagogy in terms of strategies for dealing with HHs, few works have counted on the student's perspectives. The authors' insights, one of them being hard-of-hearing, call for truly inclusive policies and practices that address the categories developed in this case study, namely: (1) deafness separates HHs from people; (2) hearing aids are not like glasses; and (3) an exemption is not inclusion. The authors feel that the recommendations made are valid for learners with or without disabilities.
Learning to Teach: A Focus on the Personal Rather than the Technical Aspects of Teacher Education
Author: Douglas, Alaster Scott
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Preservice Teacher Education,Educational Philosophy,Teacher Educators,Practicums,Experiential Learning,Program Effectiveness,Secondary School Teachers,Preservice Teachers,Teaching (Occupation),Teacher Attitudes,Readiness,Anxiety,Student Attitudes,Student Teaching

This study compares interview data from four pre-service teachers who took part in an ethnographic study in 2006 whilst on their teacher education course and then were interviewed again in 2015 about their subsequent careers. Their conceptualisations of knowing and of becoming a teacher are explored in order to comment on the process of learning to teach. The article uses concepts from Heidegger's philosophical enquiry into Being (readiness-to-hand and authenticity) to comment on the longitudinal data analysis. Viewing the interview data through a Heideggerian lens in order to consider the experience of teachers enhances an appreciation of the learning process and helps the researcher see respondents as subjects beyond the fieldwork. Heidegger's ideas are forwarded as a way for pre-service teachers themselves to consider their own conceptualisations of knowing and becoming so as to recognise and understand what it means to be a teacher. This approach to preservice teacher education is considered in relation to current research on teacher education and the concerning rate of teacher attrition. With many teacher education systems increasingly focusing on the technical and measurable aspects of teachers' work the paper promotes a need for opportunities to enquire into and develop the personal, philosophical and theoretical perspectives of teacher education.
Family Language Planning with Deaf and Hard of Hearing Children: Fostering Multilingual Development
Author: Batamula, Christi
Date: 2020-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Children,Family Role,Multilingualism,Language Skills,Language Usage,Planning,Language Acquisition,Family Environment,Bilingualism

Families who live in the United States or migrated here from other countries and who do not speak English often feel pressured to stop using their home language with their children and to focus on learning English (Fillmore, 2000). This is true for hearing families and for families of children who are deaf or hard of hearing. Parents report that their decisions about language opportunities for their deaf or hard of hearing child reflect a multitude of factors. These include: (1) pressures from society; (2) information about communication; (3) families' own experiences; (4) families' knowledge about language development; and (5) deaf or hard of hearing child's listening and language abilities. Whatever language a child's family uses, removing it from their child's life can negatively affect the connection between the child and his or her family and lead to a loss of cultural knowledge and identity for the child. Holding on to the language of the child's family is important and complex--and it can be even more complex for multilingual families.
Childhood Poverty in Wales and Its Implications for Schools - A Survey of Trainee Teachers&apos; Perceptions
Author: Hughes, Sioned
Date: 2019-00-00
Type: Journal Articles
Subjects: Poverty,Preservice Teachers,Student Attitudes,Disadvantaged Youth,Student Experience,Federal Programs,Outcomes of Education

With a third of all pupils in Wales in poverty it is essential that trainee teachers in the principality understand the nature of poverty and develop a practical understanding of how best to deal with its negative effects. In order to explore trainee teachers' perceptions of these issues a detailed questionnaire was completed by 94 of the 96 third year trainee teachers on a BA in Primary Education with QTS programme at a university in Wales. The data revealed a mature understanding of the main issues. Childhood poverty was seen by the respondents as a state of material, educational and emotional deprivation which prevents children and young people from developing their potential as individuals and from developing into fully active members of society. The respondents felt that schools had a central role to play in tackling the negative effects of poverty and that there were a range of positive measures that all schools needed to take in order to achieve this. The data also revealed that there were some practical areas related to combating childhood poverty which the respondents were yet to gain full confidence in tackling. The survey has significant implications for all those concerned with childhood poverty and initial teacher education in Wales and beyond.
Initial Teacher Education without a Bursary: What Is the Cost for Student Teachers?
Author: Griffiths, Jo
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Student Teachers,Paying for College,Financial Problems,Stress Variables,Debt (Financial),Low Income Students,Financial Support

The funding of Initial Teacher Training (ITT) in England has undergone significant change with the introduction of tuition fees of up to £9250 (UCAS (The Universities and Colleges Admissions Service), 2017). Training bursaries are available for some secondary school student teachers on the Postgraduate Certificate in Education course, but the amount provided is dependent on the subject specialised in, as well as the level of highest qualification achieved by the candidate. Some student teachers are not eligible for a training bursary under any circumstances including those wishing to teach citizenship, social science, drama and business studies, despite low recruitment levels in these areas. Thirty-three trainee teachers on PGCE Citizenship or Social Science courses across four English universities completed an online survey devised by the researcher in 2016. Respondents reported significant financial difficulties during their studies and many believed that these impacted negatively on their health. The implications of these findings for the recruitment and quality of all student teachers, in both England and beyond, is discussed.