ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching for Social Justice: Using &quot;All American Boys&quot; to Confront Racism and Police Brutality
Author: Boyd, Ashley S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Bias,Social Justice,Police,Social Bias,Minority Groups,Violence,Youth,Novels,Adolescents,Males,African Americans,Whites,Consciousness Raising,Teaching Methods,Racial Discrimination,Power Structure,Social Action,Social Change,Adolescent Literature

Racism is a systemic issue that works alongside white privilege, a system of unearned benefits, such as obtaining financial breaks and loans, being reflected consistently in classroom curriculum, and being assumed as the &quot;norm.&quot; Assumptions about people with light skin include their being honest, responsible, and safe. Thus, white privilege also simultaneously works through the oppression of people of color, about which the opposite assumptions are made--they are often portrayed (especially through the media) as unsafe, powerless, and less deserving of resources such as health care. This article focuses on the novel &quot;All American Boys&quot; by Jason Reynolds and Brendan Kiely (2015) to help students work through the implications of racism and the manifestation of racism in police brutality. Reading about youth who are similar in age will potentially help students discern how they are affected by racial relations in their own lives and to consider (and hopefully act on) the methods through which they can enact change to combat the negative effects of racial inequity. [This article is excerpted with permission from the authors' book, &quot;Reading for Action: Engaging Youth in Social Justice Through Young Adult Literature&quot; (Rowman &amp; Littlefield, 2019).]
Unlocking Social Studies Text: How High School Teachers Can Support Students with Reading Difficulties
Author: Wanzek, Jeanne
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Literacy Education,Reading Difficulties,Reading Skills,Teaching Methods,Content Area Reading,Reading Comprehension,Adolescents,Middle School Teachers,Middle School Students,High School Teachers,High School Students,Students with Disabilities,Word Recognition,Vocabulary Development,Critical Reading,Teamwork,Knowledge Level

Embedding discipline-specific literacy instruction within social studies content can assist a variety of students, including those with reading difficulties, to build higher-level reading abilities, increase knowledge acquisition, and improve their overall content learning. Moreover, many state learning standards already address the need for discipline-specific literacy instruction in content areas such as social studies. So, what are some instructional practices that can feasibly be embedded in the content, that enhance (and do not detract from) the content, and that have demonstrated the ability to improve students' content understanding? Based on the research on adolescent academic literacy, five instructional practices are outlined in this article. Social studies teachers can embed these practices into their existing instruction to further engage students in the subject matter and provide support for discipline-specific reading. Middle and high school social studies teachers who have embedded these instructional practices in their units consistently see increased student content knowledge as compared with typical instructional practices, including for students with disabilities.
To Flip or Not to Flip: Potential Effects on EFL Reading Comprehension
Author: Bataineh, Ruba Fahmi
Date: 2021-00-00
Type: Journal Articles
Subjects: Flipped Classroom,English (Second Language),Second Language Learning,Reading Comprehension,Grade 10,Foreign Countries,Instructional Effectiveness

This study examines the potential effect of the flipped instruction on the reading comprehension skills (viz., scanning, paraphrasing, and giving opinion) of EFL tenth-grade students from the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) schools in South Amman, Jordan. The study uses a quasi-experimental, pre-/post-test design to gauge the potential effect of a ten-week treatment in the first semester of the academic year 2018/2019. The findings suggest that the students taught through flipped instruction outperformed those who were instructed per the guidelines of the teacher book both in the subskills of scanning, paraphrasing, and giving opinion and in overall reading comprehension. Several pedagogical implications and recommendations are put forth. [Note: The page numbers (1-18) shown on the PDF are incorrect. The correct page range for this article is p1091-1108.]
Use of the Case-Based Method in Getting Prepared for Young Learners&apos; EFL Classes
Author: Çimen, Seyda Selen
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Preservice Teacher Education,Preschool Children,English (Second Language),Second Language Learning,Foreign Countries,Theory Practice Relationship,Language Teachers,Student Attitudes

This study aimed to investigate the difficulties in linking theories and practices in the course titled &quot;Teaching English to young learners&quot; (TEYL) related to the &quot;Use of case-based method&quot; in an English Language Teacher Education program of a state university in Turkey. Focusing on this difficulty, the study investigates the use of case-based method in the 'teaching English to young learners' (TEYL) course. The study adopted qualitative research design. The participants of the study were composed of 20 (14 females, 6 males) teachers of English at public primary and secondary schools, and 70 3rd year students in the ELT Department of a state university who were taking the TEYL 1 course. The participants were selected via purposive sampling model and on voluntary basis. The data were collected and analyzed using the data reduction, data display, and conclusion drawing/verification method (Miles and Huberman, 1994). The results revealed that the participant teachers reported 40 cases in young learners' classes with no case reports for the assessment procedure. In addition, after the cases were analyzed by the prospective teachers, their resolutions were based on three main issues: theories/principles of child learning and language teaching, their language learning histories, and their beliefs. Studying cases from real teaching contexts reinforced prospective teachers' thoughts in various ways, such as interpreting L1 influence better, how to treat young and very young children learning a foreign language, and understanding developmental sequences better. Further, the prospective teachers were of the opinion that they mostly benefit from those cases in various ways such as raising their awareness about the real situations in teaching contexts, guiding them when they experienced similar situations, and providing different perspectives.
The Future of French in Uganda in the Context of Language Policy Challenges: A Situational Analysis
Author: Togboa, Edith Natukunda
Date: 2021-00-00
Type: Journal Articles
Subjects: French,Futures (of Society),Language Attitudes,English (Second Language),Language Role,Language Usage,African Languages,Chinese,Language Planning,Intercultural Communication,Foreign Countries,Second Language Learning,Second Language Instruction,Official Languages,Elementary Secondary Education,Higher Education

In Uganda, publishing in French dates back to more than a century while its teaching dates from the early 1950s. Despite the position of English as the official language, French has for a long time been enjoying a privileged institutionalised position as a language of culture and a vehicle of international cooperation. French is offered as a foreign language at the secondary and tertiary levels of education and has been introduced in some private primary schools. Currently, however, French is facing language policy challenges in Uganda. One wonders how secure the future of French is in Uganda alongside the triumphant universal English language, the &quot;national&quot; flag bearer Kiswahili and the thunderous new arrival of Chinese. While choices between the indigenous, national and international languages are narrowing down, the promoters and developers of French must search for new niches for French as a language of inter-culturalism and interdependence.
The Power of a Doodling Brain: Concept Maps as Pathways to Learning
Author: Cora, Milagros I. Rivera
Date: 2021-00-00
Type: Journal Articles
Subjects: Freehand Drawing,Concept Mapping,Medical Students,Cognitive Processes,Instructional Materials,Visualization,Cooperative Learning,Color

Children begin to emulate writing and what they see around them at a very early age (Byington &amp; Kim, 2017). The simple scribbles they begin to produce are representations of complex cognitive processes occurring. The constant cognitive scaffolding which medical students experience can be compared to the cognitive process children participate in when they doodle, this could be aiding them to visualize and to efficiently create concept maps as adults to learn key concepts and to quickly make connections. The ability to visualize and to understand the relationship of critically important medical concepts remains an invaluable skill which can be reflected through diagramming, concept mapping and doodling.
The Relationship between Mobbing towards Teachers and Psychological Resilience in Educational Institutions
Author: Arslantas, Haci Ismail
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Conditions,Resilience (Psychology),Bullying,Coping,Work Environment,Public School Teachers,Quality of Life,Interpersonal Relationship,Reputation,Interpersonal Communication,Barriers,Persistence,Power Structure

In this study, the relationship between the mobbing experienced by the teachers in the Dulkadiroglu district of Kahramanmaras, Turkey, and their psychological resilience was investigated. The sample of this study was formed by a randomly selected group of 290 teachers. Psychological Mobbing Scale (Ocak, 2008) and Psychological Resilience Scale (Isik, 2016) were used in the study, and the data obtained were analyzed using correlation and regression techniques. Findings of the study revealed that there is a negative and significant relationship between the mobbing that teachers are exposed to and their psychological resilience. In addition, it was also found that the mobbing experienced by the teachers is a significant predictor of their psychological resilience.
The Structural Model of Indicators of Educational Leadership for Primary School Principals
Author: Tipsrirach, Phalad
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Elementary Schools,Principals,Models,Goodness of Fit,Foreign Countries,Construct Validity,Evaluation Criteria,Correlation,Measurement Techniques,Administrator Attitudes,Administrator Characteristics,Leadership Styles

This research aimed at creating a structural model of the indicators of Educational Leadership for Primary School Principals in Thailand, which is considered to be a theoretical model that has been used to test for coherence with the empirical data collected from a sample group of 580 participants, who were selected from 30,719 Primary School Principals from across the country. To create this theoretical structural model, a study of the suitability of the indicators was carried out so that it could be further used in the selection within the model, as well as in the model's coherence test with the empirical data and in the investigation of the factor loading. The results of the research were as follows: Firstly, all indicators, which had been applied in the research were selected and were then placed into the theoretical structural model because the average and distribution coefficient values were as set in the criteria. Secondly, the theoretical model is coherent with the empirical data as the values of relative Chi-square, Root Mean Square Error of Approximation, Goodness-of-Fit Index, Adjusted Goodness-of-Fit Index, Comparative Fit Index, and Normed Fit Index were as set in the criteria. Finally, the factor loadings of the key elements, sub-elements, and the indicators were as set in the criteria. This showed that the theoretical model from this research can be beneficial for the research population with construct validity.
How Emmett Till Changed Our Lives: A New Perspective for Teaching Social Justice
Author: Aday, Danika Lynn
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Justice,Teaching Methods,Graduate Students,Teaching Assistants,Field Trips,Early Childhood Education,Experiential Learning

As graduate assistants (GAs) at the Graduate Center for the Study of Early Learning at the University of Mississippi, two of the authors participated in a trip to Money, Mississippi, the community where one of the most horrific events related to racial unrest in the country's history occurred. While there, they learned about Emmett Till, a young black teen who sparked the civil rights movement. They got to see where Emmett was accused of flirting with a white woman back in 1955, the location of where he was accused, and a museum, Sumner Courthouse Museum that was created in remembrance of him which was also reported as the place his body was left after his murder. Emmett Till is a major part of Mississippi history and the civil rights movement; sadly however, Emmett's story is not taught in some schools. This article constitutes a reflection of &quot;new to the field&quot; early childhood educators on how place-based experiences influence how and what is taught. The two GAs present their own stories in their own voice and combine thoughts with their guide in a concluding section, which challenges all seasoned educators to reflect on their own teaching.
Mentoring in Early Childhood Settings: Elements of Effective Relationships
Author: Longley, Jennifer M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Mentors,Early Childhood Education,Interpersonal Relationship,Trust (Psychology),Interpersonal Communication,Reflective Teaching

Early childhood educators take on many roles over the course of their careers. One role is that of mentor. Although mentors serve a variety of functions, they primarily act as role models, facilitators, and collaborators (Kupila, Ukkonen-Mikkola, &amp; Rantala, 2017). Mentors offer advice, guidance, counseling (Altes &amp; Pinholster, 2013), support, and assistance. This arrangement can be formal, such as when it is organized through an organization, or informal, such as when a person asks someone with more experience to be their mentor. In early childhood education, mentoring can involve teachers working with volunteers, student interns, teacher's aides, assistant teachers, newer teachers, and/or experienced teachers. It is different from supervising, as mentors do not evaluate the person being mentored, the mentee (Walkington, 2005). There is a reciprocal process between the mentor and the mentee, as both grow during the mentoring process (Graves, 2010; Hobbs &amp; Stovall, 2015; Kupila et al., 2017). This growth of mentor and mentee occurs in the context of their relationship, so the quality of the relationship is vital to the success of mentoring. This article outlines three components of an effective mentoring relationship in early childhood settings: (1) relationship-based practices; (2) communication; and (3) reflective practices. This is not a complete list of the ingredients for effective relationships; however, these are the essential, foundational elements needed to build and develop effective mentoring relationships in early childhood settings.
An Embedded Librarian&apos;s Experience Piloting a Subject-Specific OER Initiative
Author: Dozier, Vanjury
Date: 2021-00-00
Type: Journal Articles
Subjects: Librarian Teacher Cooperation,Experience,Pilot Projects,Open Educational Resources,Textbooks,Graduate Study,Catholic Schools,Religious Colleges,Academic Libraries,Library Services,Barriers,Program Implementation

This case study will describe the labor and collaborative efforts, to-date, of an embedded librarian to pilot an OER textbook creation and/or adoption program in her liaison area--a school of education serving approximately 850 graduate and 150 undergraduates at a private Catholic university on the West Coast of the U.S.A. This case study will explore the initial project goals, successes (e.g., administrative support and graduate student enthusiasm), and challenges (e.g., faculty buy-in, unbalanced labor, OER creation support) encountered in this project. The study will also discuss the librarian's professional development undertakings in an effort to fill OER creation and platform knowledge gaps. Finally, the study will discuss the librarian's next steps for this project in the upcoming academic year.
Designing Assessment for Technical Writing and Academic Literacy: Structuring and Wording Questions Using Bloom&apos;s Taxonomy--A Case Study
Author: Mokgwathi, T. S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Technical Writing,Taxonomy,Information Technology,Foreign Countries,Academic Language,Literacy Education,College Faculty,Teacher Attitudes,Student Evaluation,Undergraduate Students,Information Sources,Information Literacy,Assignments,Tests,Knowledge Level,Information Science Education

This study investigated how lecturers of Technical Writing and Academic Literacy assessed their students at a science and technology university in Botswana. The data for the study were obtained from the past test, assignment and examination papers administered to year one, year two and year three students enrolled in various programmes under the College of Sciences (including the Department of Information Communication and Technology), and the College of Engineering and Technology at the said university. In addition, a focus group of six teaching staff was interviewed to triangulate the data and to get in-depth information on how they set the assessment pieces. The data obtained from the assessment pieces were analysed qualitatively to determine the nature and the level of questions used. The data from the interview held with the teaching staff were also analysed qualitatively to determine what informed the way they set questions. The results from the study showed that the students were mainly tested for knowledge application; and many of the questions were from the low-level category as per Bloom's Taxonomy (1956) revised for the 21st Century Learners (The University of Utah's Centre for Teaching and Learning Excellence, 2001). The results also showed that lecturers did not take into account the level at which the students were studying. University students should be required to analyse, synthesise and evaluate information before them in order to demonstrate deeper understanding. It is recommended that lecturers should apply Bloom's Taxonomy when setting assessment tasks, taking into consideration the level at which the students were studying. It is hoped that the results from the study will sensitise the teaching staff at this university and other tertiary institutions on the importance of applying Bloom's Taxonomy when assessing their students.
Designing Number-Based Word Synonyms (NBWS) Game as a Learning Technique
Author: Riyanto
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Games,Vocabulary Development,Language Acquisition,Second Language Learning,English (Second Language),Indonesian Languages,Mathematics Education,Teaching Methods,Number Concepts,Semantics,Learning Strategies,Instructional Effectiveness,Instructional Design

Mathematics and Indonesian Language are subjects that are considered difficult by students in Indonesia. In addition, students are also considered less creative. One way to solve this problem is to apply the game in learning. For this reason, a game that can solve the problem needs to be designed. The game that is hypothesized to improve math, language, and creativity is Number-Based Word Synonyms (NBWS). The purpose of this paper is to present the design NBWS game, which consists of ten levels.
French Departments in Gulf Universities in Accordance with the Vision 2030: Reality, Challenges, and Prospects
Author: Brengy, Nada Mohammed Jameel
Date: 2019-00-00
Type: Journal Articles
Subjects: French,Departments,Second Language Learning,Second Language Instruction,Languages for Special Purposes,Tourism,Translation,Masters Degrees,Bachelors Degrees,Elective Courses,Universities,Education Work Relationship,Educational Objectives,Comparative Education,Educational Development,Foreign Countries

French is the sixth most commonly spoken language in the world and the second most taught language in the European Union. There are 274 million people who speak French worldwide. Since the introduction of the term 'Francophone' in 1880 and the establishment of the International Organisation of Francophonie in 1970, countries that use French as an official language and French colonies have exerted their utmost efforts to revive and globally spread French. The French language has been spreading throughout the Gulf countries since the end of the twentieth century, on personal and academic levels. Saudi universities have established French-language departments in Jeddah and Riyadh. Gulf universities in Kuwait, Bahrain, the United Arab Emirates, Abu Dhabi, Oman, and Qatar have also established French departments to teach French as a foreign language or as an elective course. This study discusses the prospects and challenges of the French departments in some Gulf universities in view of the educational objectives of the 2030 Vision and the language policy in the Gulf states. It analyses their curricula and identifies the most important challenges facing these departments, including finding job opportunities for the graduates, competition in the labour market, and the weakness of certain students. The research will make suggestions as to the prospects for the future of the French departments in the Gulf States.
Investigation of Special Education Educators&apos; Views on the Necessity to Apply the Institution of Mentor in Special Education and Training Schools
Author: Fragkoulis, Iosif
Date: 2019-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Teacher Attitudes,Mentors,Preservice Teacher Education,Foreign Countries,Teaching Experience,Interpersonal Relationship,Elementary Secondary Education,Gender Differences

This paper explores the views of special education teachers on the necessity of introducing the institution of the mentor into the educational act. In particular, the knowledge, skills, and qualifications required by the mentor candidate for the more efficient functioning of the mentoring process are explored. The sample of the survey consisted of 143 special education teachers from the Region of Western Greece, while the data were collected through a questionnaire. The statistical analysis of the questionnaire data was performed using the statistical software SPSS Procedure 24. The survey results show that teachers recognize the importance of mentoring for their educational work and highly express their demand to imports the institution in schools. They find it particularly important that the mentor should have knowledge of pedagogy, psychology and teaching methodology, in order to effectively exercise his role. Finally, factors such as the teaching experience and possession of relevant expertise the development of a cooperative framework and the modification of the curriculum, on behalf of the mentor guarantee a proper guidance process in the school unit.