ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Candidate Interaction with a High Stakes Teacher Performance Assessment: The KPTP and the Kansas Laboratory
Author: Warner, Connor K.
Date: 2020-09-21
Type: Journal Articles
Subjects: Preservice Teachers,High Stakes Tests,Performance Based Assessment,Teacher Effectiveness,Student Attitudes,Portfolio Assessment,Attitude Change

This qualitative study explores the experiences of a cohort of pre-service teachers completing a high-stakes teacher performance assessment (HSTPA), the Kansas Performance Teaching Portfolio (KPTP), during their final year of teacher preparation. The inquiry asks whether the act of completing the assessment modified candidate conceptualizations of good teaching, and, if so, in what ways. Data were gathered via in-depth interviews and content analysis, and data were analyzed via constant comparison. The study found that completing the KPTP was having some impact upon participant conceptions of good teaching, prodding them to broaden their understanding of the work of teachers to include not just dispositional and relational aspects of teaching, but elements of technical teaching practice. The article concludes with recommendations for policy, research, and practice.
Teaching Trump: A Frame Analysis of Educators&apos; Responses to &apos;the Trump Effect&apos; in American Schools
Author: Smith, Reid Jewett
Date: 2020-10-05
Type: Journal Articles
Subjects: Presidents,Democracy,Controversial Issues (Course Content),Teacher Motivation,Teacher Response,Media Literacy,Critical Literacy,Politics,Legal Responsibility,Moral Issues,Futures (of Society),Curriculum Development

This paper offers a frame analysis of educators' responses to the anti-democratic statements and actions of candidate-turned-president Donald J. Trump. It asks how educators responded to Trump, then answers by identifying three types of frames (motivational, diagnostic, and prognostic) that educators employed to make sense of the Trump phenomenon. Using democratic education theory and frame analysis, this paper finds that educators were motivated by legality, complicity, and morality to address Trump's anti-democratic statements with students. Educators framed the Trump problem in terms of historical precedent, present danger to democracy, and concern for the future. They framed the solution with new curricula, fact checking, and critical media literacy. This paper argues that educators assert collective democratic agency to uphold democratic norms in uncertain political times.
Statewide Policies to Improve Early Intervention Services: Promising Practices and Preliminary Results
Author: Kuhn, Miriam
Date: 2020-10-12
Type: Journal Articles
Subjects: State Policy,Educational Policy,Early Intervention,Evidence Based Practice,Delivery Systems,Program Implementation,Home Visits,Fidelity,Program Evaluation,Family Involvement,Disabilities,Developmental Delays

The State of Nebraska Co-Lead agencies, who are responsible for developing statewide early intervention policies, rolled out professional development for two evidence-based strategies across several pilot sites. Implications of these strategies for child/family assessment, Individualized Family Service Plan (IFSP) development, and Early Intervention service delivery were examined utilizing family (n=30) and professional interviews (n=50), and analyses of IFSPs (n=30). The results of this mixed method study indicate widespread strategy implementation with fidelity fosters early working relationships with families and enables teams to generate, using family members' own words, a robust group of high-quality child and family IFSP outcomes. Family engagement in planning services such as identifying service providers and setting the frequency and length of home visits was limited. In addition, further professional development is needed to strengthen use of routines-based interventions during home visits and promote family-professional collaboration to monitor child/family progress. Implications for systematic scale-up of evidence-based practices as a function of state policy implementation are reported.
Refusal as a Social Speech Act among Thai EFL University Students
Author: Boonsuk, Yusop
Date: 2019-06-00
Type: Journal Articles
Subjects: Speech Acts,Pragmatics,Speech Communication,Classification,English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Cultural Pluralism,College Students,Foreign Countries,Language Usage,Intercultural Communication,Empathy,Sociocultural Patterns

This paper discusses the commonly realised social speech act of refusal strategies in English among university students in the Southern part of Thailand, in explaining how they say 'no' to request and the effects of this speech act on the hearer's face. Using Discourse Completion Test (DCT) to collect oral data in naturally-occurring situations, together with a qualitative analysis of the transcribed data according to Beebe, Takahashi, and Uliss-Weltz (1990) classification scheme of refusal, the study affirms that there are two major common ways of realising refusals to request in English among these students, namely: direct and, overwhelmingly, indirect refusal strategies. The findings also reveal that the last strategy of the classification scheme, adjuncts to refusals, was not found in the data. Similarly, not all the indirect refusal sub-strategies were found in the data. However, two novel sub-strategies: giving advice/explanation, and lack of empathy were found in the analysis. The findings have implications for better socio-cultural communication and interaction in a multicultural university context.
Re-Thinking the Practice of Teaching Literature to Enhance EFL Students&apos; Civic Skills: An Algerian Perspective
Author: Kheladi, Mohammed
Date: 2019-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Literature,Citizenship Education,Foreign Countries,Conflict Resolution,Leadership Training,Criticism,Teaching Methods,Active Learning,Critical Thinking,Communication Skills,Problem Solving,Creativity,Learner Engagement,Reading Material Selection,Discussion (Teaching Technique),Cooperative Learning

Besides the undisputable role of literature in teaching civic virtues through exposing students to characters and themes that accurately exemplify and truly represent civility, teaching literature can serve a means to inculcate in students various civic skills, such as conflict resolution, leadership, negotiation of meaning and constructive criticism. Yet, to attain such skills, teachers need to reshape their teaching practices to be in conformity with the principles of modern education that champion active learning methodologies. The present paper argues for the necessity of rethinking the traditional teacher-centered methods in teaching English literature in the Algerian context as they tend to reduce students' active participatory roles in learning. In response to this, a number of suggestions have accordingly been put forward to enable students reach more independency in dealing with literature. This orientation of thought stems from the belief that active learning is conducive to active citizenship.
A Phenomenological Study of Teachers and Mental Health Paraprofessionals Implementing the Jesse Lewis Choose Love Program
Author: Perryman, Kristi L.
Date: 2020-11-00
Type: Journal Articles
Subjects: Nontraditional Education,Special Schools,Mental Health,Paraprofessional Personnel,Social Development,Emotional Development,Teaching Experience,Behavior Problems,Emotional Problems,Program Effectiveness,Program Implementation,Curriculum,Coping,Altruism,Safety,Empathy,Collegiality,Student Needs,Elementary Secondary Education

This study examined the lived experience of teachers and mental health paraprofessionals implementing the Jesse Lewis Choose Love curriculum in an alternative school setting. Social emotional learning curriculum implementation within the unique structure of alternative schools is important to investigate in order to better understand the unique needs of those providing services to students in this setting. This study utilized open-ended written prompts and two focus groups with teachers and mental health paraprofessionals for 10 weeks of implementation of this social emotional learning program. Participants reported changes in students and themselves and an increase in group cohesion. Five identified themes included &quot;change in students,&quot; &quot;change in staff,&quot; &quot;group cohesion,&quot; &quot;awareness of student needs,&quot; and &quot;existing stability;&quot; all of which have implications for future social emotional learning curricula. Suggestions for best practices for SEL implementation are included.
U.S. School Counselor State Licensure Requirements for Program Evaluation
Author: Trevisan, Michael S.
Date: 2020-11-00
Type: Journal Articles
Subjects: School Counselors,Counselor Certification,Program Evaluation,Licensing Examinations (Professions),Counselor Training,State Policy,Educational Policy,Standards,Higher Education,Comparative Analysis

Using qualitative content analysis (Cohen et al., 2007), we examined the expectations of states in the United States regarding program evaluation content for school counselor licensure. Results show that 43 states maintain some form of program evaluation expectations for licensure, up from the 19 identified by Trevisan (2000). Twenty-eight states require licensure tests that purportedly align with CACREP, ASCA, or maintain a state developed licensure test that measures program evaluation content. Twenty-one states mention alignment of their curriculum with CACREP, ASCA, or both. The program evaluation expectations are ambiguous and unconnected to best program evaluation practices articulated by the evaluation field. We offer recommendations to build the evaluation capacity of the school counseling profession in the United States that include refinements in graduate education of school counselors, in-service training for practicing school counselors, and revision of licensing and program expectations to include standards of best practice in program evaluation.
Code Switching by Female Students of Islamic School in Daily Communication: Modern Islamic Boarding School
Author: Susylowati, Eka
Date: 2019-06-00
Type: Journal Articles
Subjects: Females,Code Switching (Language),Boarding Schools,Language Usage,Islam,Ethnography,Sentence Structure,Language Patterns,Intercultural Communication,Semitic Languages,African Languages,Indonesian Languages,English (Second Language),Social Status,Interpersonal Relationship,Cultural Maintenance,Foreign Countries,Indonesian,Second Languages,Native Language,Religious Education

The multi-ethnic and multi-lingual society of Islamic boarding school students (&quot;santri&quot;) involves the occurrence of code switching. This research aims to reveal the code switching patterns by female students in daily communication in Islamic school Al-Mukmin Ngruki Islamic Boarding School and Assalaam Islamic Modern Boarding School in Indonesia, and the factors affecting the occurrence of code switching in daily basis communication in Islamic boarding school. The data are derived from the verbal interaction among the female students in Islamic school. Meanwhile, the data are populated by using the techniques of observation, recording, and interview. Further, they are analysed by the use of Hymes, (1996) ethnography method of communication. The result of this study shows that the code switching patterns includes &quot;Intersentensial switching,&quot; &quot;Intrasentensial switching,&quot; and &quot;Tag switching.&quot; However, the dominant pattern of code switching used by female students is &quot;Intersentensial switching.&quot; It is occupied in order to clarify the sender messages. In the domain of friendship, there are switches on the language of Indonesian, English, Arabic, Javanese, Sundanese, and Malay. The cause of the code switching relates to closeness between the speakers and the partners, prestige, popular terms. Also, it intends to convey the purposes and intentions of the speakers such as confirming information and maintaining cultures.
Metaoperational Linguistics: Issues of Translatability and Visibility
Author: Kahlaoui, Mohamed-Habib
Date: 2019-06-00
Type: Journal Articles
Subjects: Linguistic Theory,Contrastive Linguistics,Translation,English,French,Turkish,Malayo Polynesian Languages,African Languages,Computational Linguistics,Readability,Language Usage,Scientific Research,Writing for Publication,Transfer of Training,Spanish,Italian,Metalinguistics,Grammar,Higher Education,Reference Materials

This paper aims to explore the reasons behind the limited dissemination of Adamczewski's Metaoperational approach to language beyond the French academic sphere. The theory, which developed in and by contrastivity between 1976 and 2005, is built on the basic assumption that utterances exhibit on their surface observable traces of the utterer's invisible structuring activity. It is initially derived from a corpus-based approach to English and applied to languages as different as French, Arabic, Turkish, Madagascan, and Kwa languages. The theory's visibility is investigated primarily in relation to its readability and translatability. The findings suggest that visibility retarders and obstructers are more associated with a general context of global scientific publication marked by the hegemony of English as the language of science than with the theoretical framework itself. However, if the model's body of knowledge and conceptual apparatus lend themselves to smooth interlingual transfer, as shown in books of Metaoperational inspirations in Spanish (Matte Bon (1992)), Italian (Gagliardelli (1999)), English (Adamczewski (2002)), and Arabic (Kahlaoui (2010)), the theory's high degree of formalism and its dense metalinguistic description are in some didactic contexts generative of reader frustration.
Narrowing the Achievement Gap between EFL Students in Oral Expression through Cooperative Learning
Author: Ghodbane, Tarek
Date: 2019-06-00
Type: Journal Articles
Subjects: Academic Achievement,Achievement Gap,Self Esteem,Oral Language,Cooperative Learning,High Achievement,Low Achievement,Instructional Effectiveness,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Educational Benefits,Pretests Posttests,College Students,Intervention,Comparative Analysis,Student Improvement

Any learning is stimulated by the teaching method or technique adopted. When put in traditional competitive settings, students worry more about their self-esteem and tend to shy away from participating in the activities, while, only those with higher level of oral skills volunteer in answering the questions. This inequity in practice causes a discrepancy in students' performance in the oral expression exams and thus, results in a gap in the achievement. This paper suggests cooperative learning as a means to reduce the achievement gap between high and low achievers in the oral expression classes. This study is an endeavor to highlight the effectiveness of cooperative learning in reducing the disparity between high and low achievers and also to accentuate the benefits of this method in the English as a foreign language (EFL) classroom. The study followed an experimental pretest-posttest non-equivalent groups design with a sample of 44 second year EFL students from the University of Khenchela, Algeria. The intervention lasted for a semester. The results showed that the achievement gap was reduced in the experimental group after using cooperative learning instructions, while the traditional method, in the control group, failed in closing the achievement gap between high and low-achievers. As a conclusion, some recommendations will be given with the aim of promoting the use of cooperative learning in the EFL classrooms as well as fostering teachers' awareness of the effectiveness of such teaching method in improving students' performance in oral expression.
Linguistic Hegemony of English Language in the Medical Context of King Abdullah Hospital
Author: Alsubaiai, Hanan Sarhan
Date: 2019-06-00
Type: Journal Articles
Subjects: Hospitals,Second Language Learning,English (Second Language),Foreign Countries,Patients,Language Usage,Language Attitudes,Semitic Languages,Native Language,Comparative Analysis,Educational Attainment,Physician Patient Relationship,Gender Differences,Health Personnel

This study aims to investigate how the dominance of the English language at Bisha King Abdullah Hospital in Saudi Arabia affects service delivery. Specifically, the research focuses on the attitudes of patients and staff towards communicating in English instead of Arabic, which is the primary official language in Saudi Arabia. First, the study addresses the question of how the dominance of English language in the selected medical context affects service delivery. Second, the study explores the attitude of patients and medical staff towards the dominance of the English language. Third, the study presents a comparison of the attitude of patients and medical staff towards the use of English language. Finally, the study responds to the question of how patients' level of education influences their attitude towards the use of English at the hospital. The study is based on quantitative research, involving 60 participants, where 30 patients and 30 medical staff. The findings reveal that 86.7% of medical staff members find it challenging to communicate with their patients in English. On the same note, 60% of patients interviewed admitted that they find it difficult understanding medical practitioners when they communicate in English. The findings can have significant practical implications since they show a possible communication barrier that can be addressed to improve patient experience at Bisha King Abdullah Hospital. The findings provide statistical evidence to inform evidence-based strategies to improve communication between patients and medical practitioners at the hospital.
Oral Corrective Feedback Techniques: An Investigation of the EFL Teachers&apos; Beliefs and Practices at Taif University
Author: Alkhammash, Reem
Date: 2019-06-00
Type: Journal Articles
Subjects: Oral Language,Feedback (Response),Second Language Learning,Second Language Instruction,English (Second Language),Error Correction,Teacher Attitudes,Educational Practices,Language Teachers,College Students,Teaching Methods,Preferences,Likert Scales,Foreign Countries

Recent research has shown that little attention has been paid to teachers' views regarding giving oral corrective feedback (Sepehrinia &amp; Mehdizadeh, 2016). To fill this gap, this empirical study investigates the beliefs of Taif University's teachers of English as a Foreign Language (EFL) about their feedback practices and their perception of the impact that these practices have on students' performance. An opinionnaire of 18 items was designed with closed-ended questions. A five-point Likert's scale was employed to measure three subscales: teachers' beliefs and practices about their corrective feedback; types of oral corrective feedback used by EFL teachers; and their perception of students' uptake. The survey was administered to fifty-seven English as foreign language (EFL) teachers at the English Language Centre (ELC), Taif University who were asked to fill in an online survey regarding their oral corrective feedback practices in the classroom. Their responses were analysed quantitatively. The findings of the study were that the participants allocated highest preferences to the techniques of elicitation, repetition and recast, and that they frequently use them in their classrooms.
Student-Teacher Responsibilities in English Studies: An Empirical Analysis of Arab Student and English Faculty Perceptions
Author: Raza, Kashif
Date: 2019-06-00
Type: Journal Articles
Subjects: Arabs,Student Attitudes,College Students,College Faculty,Teacher Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Student Relationship,Expectation,Homework,Peer Relationship,Teacher Responsibility,Student Responsibility,Discipline,Classroom Techniques,Language Fluency,Pronunciation,Teaching Methods,Comparative Analysis,Foreign Countries,Study Habits

Given the vast research on the existence of distinctive student-teacher expectations about their roles in the classroom and their significance in shaping prospective actions, there is a scarcity of studies that examine Arab student expectations and contrast them with their teachers' expectancies. Realizing this research gap, this study aims to analyze Gulf Arab, Non-Gulf Arab and English Faculty expectations about their roles in English studies. The objectives of the study were to answer four research questions: Do student-faculty expectations about their classroom roles correspond on nine given items; where do the differentiations lie; what are the classroom implications of these dissimilarities; and how teachers and students can share and meet each other's expectations. Using a mixed methods research design, quantitative data were collected from students and faculty through an online bilingual survey followed by individual interviews for further exploration. The data analysis revealed that mismatches exist in teacher-student expectations and these dissimilar beliefs can influence student-teacher relationship. Five out of nine given items were found statistically significant between English faculty and Gulf and Non-Gulf Arab students where students had higher expectations about their responsibilities; however, Gulf Arab and Non-Gulf Arab student expectations differed only on three items. In addition to other practical suggestions for sharing and aligning divergent expectations, the study proposes employing a teacher-student learning contract to augment student and faculty cognizance of their academic and social obligations as well as assist the school administration in catering for their perspectives.
The Importance of Pedagogical Empiricism for Sensitizing University English Language Teachers in Arab Context
Author: Abdulmughni, Saleh Ahmed Saif
Date: 2019-06-00
Type: Journal Articles
Subjects: Arabs,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Characteristics,Foreign Countries,Cognitive Style,Majors (Students),Undergraduate Students,College Faculty,Language Teachers,Teaching Methods,Student Characteristics,Instructional Materials,Learning Processes,Institutional Characteristics

There is a significant psychological aversion to English as a foreign language in Saudi Arabia. General weakness among learners opting for English majors and undergraduate learners of the English language is noted. Different learners are unaware of learning styles most suited to them. This research discussed the necessity for sensitizing university teachers towards the contributing factors in the success or failure of teaching and learning the English Language in Saudi Arabia. Teaching-learning processes would be fruitful if the syllabus designers, teachers, and learners become aware of important factors like teacher's characteristics, learners' characteristics, teaching materials, and educational institutions. This study aimed to emphasize the role of the English language teacher in facilitating learning processes, through conducting active research of English language learners at Wadi Ad-Dawasir in Saudi Arabia. This research enhances the prospects of pedagogical studies of different language learning and teaching.