ethanporcaro/eric-fulltext-meta huggingface dataset:
Experiencing Anti-Immigrant Policies on Both Sides of the U.S./Mexico Borderland: A Comparative Study of Mexican and Iranian Families
Author: Candel, Sandra L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Immigrants,Race,Ethnicity,Self Concept,Critical Theory,Political Issues,Social Problems,Social Bias,Public Policy,Law Enforcement,Terrorism,Futures (of Society),Children,Family (Sociological Unit),Presidents,Mexican Americans,Muslims,Parent Attitudes,Socioeconomic Status,Travel,Undocumented Immigrants,Mexicans,Citizenship,Social Services,Access to Education,Foreign Countries

The experiences of Mexican and Iranian immigrant families are often unheard and unpacked. The purpose of this qualitative study is to examine how race, ethnicity, and national identity are at the core of the sociopolitical and economic issues that Latino and Iranian families undergo in the United States. Using critical race theory as a framework, this research analyzed the ways in which Mexican immigrant families who were deported, and Iranian-immigrant families living in the United States, have been differently affected by post 9/11 anti-immigrant policies and by zero tolerance policies enacted by the Trump administration. The research question guiding this study was: How do U.S. anti-immigrant policies affect Iranian and Mexican immigrant families and their children's futures? Our findings uncovered that both groups were negatively affected, however, in different ways. Iranian immigrant parents worried about their socioeconomic status in the United States and their children's future. They also feared that their relatives might not be able to visit them due to the U.S. Muslim Travel Ban placed on people from seven Muslim-majority countries, including Iran. On the other hand, Mexican immigrants who lived in the United States undocumented were deported to Mexico. However, after deportation, and responding to the threat of the Trump administration to deport millions more, the Mexican government provided dual citizenship to U.S.-born children of Mexican returnees to facilitate their access to government services, including education. All people and place names are pseudonyms.
The Counternarrative of Teacher Evaluation: The Kangaroo Court, The Salem Witch Trials, and The Scarlett Letter
Author: Smith, Allison
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Teaching Experience,Peer Evaluation,Evaluation Utilization,Teacher Characteristics,Elementary School Teachers,Secondary School Teachers

The purpose of this sequential transformative study was to elucidate the negative experiences of teachers with performance evaluations and to juxtapose the intended use of current popular teacher evaluation reform movements to the evident implementation. One may quickly assume that negative experiences with evaluation are a result of unsatisfactory teaching practices. However, this may not accurately explain the negative experiences. This study focused on the negative experience of teacher evaluation to provide a broader understanding of the impact of new evaluation policy reform on student achievement and teacher quality. With a paucity of previous research focused on the negative impacts of teacher evaluation, this study addressed the following questions: (1) &quot;How does the Peer Assistance and Review (PAR) teacher evaluation process negatively impact teachers?&quot; (2) &quot;What, if any, parallel traits exist among those teachers who had negative experiences with the PAR evaluation system?&quot; and, (3) &quot;How does the intended use of the PAR teacher evaluation process compare to the evident use of PAR?&quot; Data revealed dissonance among intent and evident use of the evaluation policy. A disproportionate number of African Americans, women over the age of 55, and teachers higher on the pay scale were referred to PAR. Vague policy language was suggested as the impetus for misuse, abuse, and biased implementation at the local level. This study suggests that policymakers and school district officials take heed of multiple perspectives and consider the negative impacts of teacher evaluation reform. Evaluation systems that prioritize teacher learning over accountability are integral to successfully improving student achievement.
Examination of Activities and Problems Oriented toward Algebra Readiness Indicators Proposed by Pre-Service Mathematics Teachers
Author: Sahal, Muhammet
Date: 2019-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Mathematics Teachers,Preservice Teachers,Readiness,Foreign Countries,Learning Activities,Pedagogical Content Knowledge

Algebra, which is one of the learning domains of mathematics, is one of the most difficult ones for students as operative and semantic. For this reason, it is necessary to emphasize required importance on teaching algebra from early periods. Teachers have major roles in this process. The courses, taken by pre-service teachers in undergraduate, about teaching algebra in the learning environments and the studies done with them about teaching algebra have importance. In order to deal with the difficulties about teaching and learning algebra, Bottoms (2003) claims that students should become ready for further topics about algebra from middle school to until the duration of high school period. In regard to this view, five different process indicators and 12 different content indicators were determined. Three levels were determined for the indicators as basic, proficient and advanced (SREB, 2008). The purpose of this study is to examine the activities and problems oriented toward algebra readiness indicators, proposed by pre-service mathematics teachers in terms of levels introduced by SREB (2008). The study is based on qualitative research methodology. Participants of the study are 23 pre-service mathematics teachers from a public university in Turkey. The study was done in 2017-2018 fall term. The data was analyzed with respect to content analysis and descriptive statistics. Findings showed that whereas 65.22% of preservice mathematics teachers proposed activities in the level of basic and proficient, 56.23% of them developed activities in advanced level. Besides, it was also reached that pre-service teachers proposed at least one activity for each level. Yet, proposed activities and problems were not related to daily life contexts.
Enhancing the Intercultural Competence of College Students: A Consideration of Applied Teaching Techniques
Author: Haas, Brian W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Multicultural Education,Intercultural Communication,Communicative Competence (Languages),Teaching Methods,College Students,Social Psychology,Cultural Influences,Class Activities,Perspective Taking

Many higher education instructions have set forth explicit objectives to improve college students' intercultural competence. However, there currently exists considerable heterogeneity in terms of the extent and methods that higher education institutions apply in order to achieve this important goal. This praxis essay provides a framework to understand the process of intercultural learning in college students and provides examples of specific teaching techniques that can be used to enhance intercultural competence in college students. Examples are provided that include lectures based on cultural psychology, group discussions on the value of diversity on outcomes related to creativity and innovation, and a cross-cultural interview project. This article is designed to provide guidance paired with examples of specific teaching techniques that target specific intercultural learning areas.
Substance Use Disorders: What School Counselors Should Know
Author: Dunbar, Edward T., Jr.
Date: 2019-00-00
Type: Journal Articles
Subjects: Substance Abuse,School Counselors,School Counseling,Counselor Training,Well Being,Models,Counseling Techniques,Academic Achievement,Student Evaluation,Prevention,Counselor Teacher Cooperation,Physical Health,Mental Health,Cognitive Ability,Social Development

Substance use among school-aged young people is of concern as it relates to student success. School counselors have an opportunity to prevent, educate, and counsel students about substance use. Various models of school counseling, including the ASCA National Model, have encouraged the development of competency-based programs that help students succeed in school and in life. In an effort to inform school counselors, ASCA has developed position statements related to substance abuse. School counselors have reported difficulties in identifying students with substance use issues, working effectively with these students, and developing or teaching curricula associated with substance use. School counselors may benefit from additional training on substance abuse as well as from models that the emphasize student well-being and success. The purpose of this article is to provide school counselors strategies for addressing students' substance use. The PACES model of student well-being is used to illustrate the influence of substance use on students' well-being and provide school counselors a framework from which to evaluate, educate, and counsel students regarding substance use.
Making Race: Examining the Power of Local Place in Teacher Discourse in Mauritius
Author: Wiehe, Elsa
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Discourse Analysis,Racial Bias,Cultural Background,Creoles,Employment,Stereotypes,Teacher Student Relationship,Teacher Education

Teaching to students' local experiences is a tenet of good teaching in many contexts. This study explores the ways eight educators use local meanings in discourse. Through ethnographic work in an elementary school in the township of Roche-Bois, Mauritius, I examine teachers' words about students' localities. Articulating critical discourse analysis with theories of space, I evaluate whether teachers' place-based meanings perpetuate or transform long-standing historical patterns of racialization associated with the town. The analysis identifies how processes of racialization take shape through place-based discourse. I draw implications for a critical pedagogy of the local to support decolonizing teacher knowledge.
Invite Their Languages In: Community-Based Literacy Practices with Multilingual African Immigrant Girls in New York City
Author: Lee, Crystal Chen
Date: 2019-00-00
Type: Journal Articles
Subjects: Immigrants,English Language Learners,Literacy Education,Multilingualism,Foreign Countries,Public Schools,Student Needs,Social Development,Academic Achievement,At Risk Students,Community Organizations,School Community Programs,Culturally Relevant Education,Females,High Schools

This three-year qualitative case study examined how an African community-based organization, Sauti Yetu's Girl's Empowerment and Leadership Initiative (GELI), leads, bolsters, and transforms the literacy development of African immigrant girls who are identified as English Language Learners (ELLs) and Students with Interrupted Formal Education (SIFE) in New York City schools. In particular, the study addresses how community-based literacy practices mobilize multilingual African immigrant girls to strengthen their communities. The study drew upon critical perspectives of literacy and community-based practices to examine the approaches GELI has implemented to address the academic and social needs of African immigrant girls in public schools. Funding for this research was supported by the American Association of University Women (AAUW) American Fellowship.
Internet Addiction and Loneliness as Predictors of Internet Gaming Disorder in Adolescents
Author: Tras, Zeliha
Date: 2019-07-00
Type: Journal Articles
Subjects: Addictive Behavior,Psychological Patterns,Internet,Predictor Variables,Adolescents,Foreign Countries,Mental Disorders,High School Students,Affective Measures

The purpose of this research is to present the relationship of teenagers' internet gaming disorder (IGD) with their levels of internet addiction and loneliness, as well as to test the created model in terms of these relations. This research analyzes the predictive relationships among adolescents' IGD, internet addiction and loneliness through the statistics program in accordance with the structural equation model. The research's study group has been selected among teenage students in different schools in Ankara, during the 2018-2019 academic years using the random sampling method. Of the students, 305 are male and 101 are female. The participants were 406 students (males = 75.12%, female = 24.87%, Mage = 15.63 years, SDage = 1.11) aged between 14 and 18 years. The variables predicting IGD are internet addiction (ß = 0.54) and loneliness (ß = 0.11). Additionally, loneliness significantly predicts internet addiction (ß = 0.24, p &lt;0.01).
Piano Education in Adults
Author: Barsamyan, Mari
Date: 2019-07-00
Type: Journal Articles
Subjects: Music Education,Adult Education,Success,Educational History,Teaching Methods

Piano education is one of the fundamental aspects of instrument training. As a polyphonic instrument, the piano, unlike other instruments, is popular with all age groups. This study examines factors of success in adult piano education and piano methods utilized in training in all aspects, including historical development. Data was generated by literature review, specialist lecturers were consulted for their opinions, and descriptive research method was implemented according to the objective. Results of the study show that adult piano education requires an extensive training process, and students might face physical problems due to their age as they play the piano as well as psychological issues when they are concerned about being unable to study, failing or being criticized. Also, based on the evaluation of piano methods, the study proposes that training through all of the series of a method alone does not have sufficient benefits, and utilization of other resources that facilitate technical development after the methods for beginners will have positive effects on overcoming deficiencies in method.
Unpacking Refugee Flight: Critical Content Analysis of Picturebooks Featuring Refugee Protagonists
Author: Strekalova-Hughes, Ekaterina
Date: 2019-00-00
Type: Journal Articles
Subjects: Refugees,Childrens Literature,Picture Books,Power Structure,Self Concept,Definitions,International Organizations,Safety,Land Settlement,Teaching Methods,Fear,Content Analysis,Race,Critical Theory,War,Violence,Cultural Pluralism,Children

In this paper, I analyze representations of refugee flight in children's literature to extrapolate related assumptions about power and agency. The findings suggest that picturebooks tend to adhere to refugee flight as a bureaucratic process and refugee as an institutionally imposed standardized identity. Specifically, stories canonically mirror the legal UNHCR definition of a refugee, establishing forced-to-flee narratives, centering persecution, and corroborating well-founded fear. Collectively, stories mask what leads to persecution and distribute power to essentialized &quot;safe&quot; countries resettling refugees. The implications call for diversity of representation and invite teachers to critically unpack contexts of refugee flight.
The Quality of Play Center Activities of Early Childhood Education in China
Author: Liu, Xiaolin
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Play,Learning Centers (Classroom),Educational Quality,Early Childhood Education,Rating Scales,Kindergarten,Rural Urban Differences,Young Children,Classroom Environment,Design

As one typical form of play, play center activities are commonly used in early childhood education programs in China. This study used the Activities Sub-scale of the Chinese Early Childhood Environment Rating Scale (CECERS) to measure the quality of the play center activities in K2 (4-5 years old) classroom, which based on a stratified random selection of 48 classrooms in Guangdong Province in China. Results found that the overall quality of play center activities was slightly below qualified (5 points), and there are significant differences between urban and rural, private and public, high and low level of kindergartens. Quality of three dimensions (material and space, opportunity and time, design and organization) also showed a medium level (above 4 points), and significant differences of three dimensions are found between urban and rural, private and public, high and low level of kindergartens. Findings and implications will help teachers to better support and enhance children's play center activities and early learning.
Review of Chinese English Learners&apos; Prosodic Acquisition
Author: Wu, Yan
Date: 2019-00-00
Type: Journal Articles
Subjects: Intonation,Suprasegmentals,English (Second Language),Second Language Learning,Second Language Instruction,Chinese,Phonology,Phonemes,Learning Strategies,Teaching Methods,Pronunciation Instruction,Foreign Countries,Syllables,Native Language,Language Rhythm,Oral Language,Language Proficiency,Educational Change

The traditional focus of English phonetic teaching in China has consistently been on the segmental acquisition, which is mainly highlighting the pronunciation of vowels and consonants, while its suprasegmental knowledge in speech naturalness, coherence and understanding is relatively insufficient. In addition, Chinese students have a serious problem in the rhythm of English language, which is mainly influenced by the characteristics of the syllable-timed in their mother tongue rather than in a stress-timed way. This study reviews the academic works of the nearly 15 years in the development of Chinese prosodic features of English language, giving a better and deeper analysis and appreciation of the suprasegmental phoneme levels of different aspects, such as the fundamental components of English prosody such as stress, rhythm and intonation. This study is hoped to shed light on the prosodic analysis of Chinese English learners' oral proficiency in pronunciation, finding out the insufficiency in prosody of China English, and more importantly to provide effective learning strategy for Chinese English learners and teachers in prosody acquisition, therefore, it might pave the way to the reform of oral English teaching in China.
An Analysis of English as a Foreign Language (EFL) Teachers&apos; Pedagogical Competence and Readiness in Maintaining the Implementation of the 2013 Curriculum
Author: Firman, F.
Date: 2019-07-00
Type: Journal Articles
Subjects: English (Second Language),English Teachers,Teacher Competencies,Curriculum Implementation,Readiness,Teacher Effectiveness,National Curriculum,Foreign Countries,Curriculum Development,Educational Needs,21st Century Skills,Teacher Role,Pedagogical Content Knowledge

This study tried to portray English as a foreign language (EFL) teachers' pedagogical competence and readiness in maintaining the 2013 curriculum. The demands of the 2013 curriculum lead the teachers to have a good quality of teaching. It is essential to know teachers' pedagogical competence because that aspect will be piloting the implementation of the curriculum in the classroom. This study aimed to investigate the EFL teachers' pedagogical competence and readiness in the implementation of the 2013 curriculum. This study used mixed methods with triangulation design. The data were collected by semi structure interview and close ended questionnaires. The data were then analyzed, described, and interpreted comprehensively. The result of this study revealed that EFL teachers' pedagogical competence is appropriate to the demand of the 2013 curriculum. The teachers show their enthusiasm and readiness in implementing the 2013 curriculum.
Utilizing Humor to Enhance Leadership Styles in Higher Education Administration
Author: Grace-Odeleye, Beverlyn E.
Date: 2019-07-00
Type: Journal Articles
Subjects: Humor,Leadership Styles,College Administration,Leadership Effectiveness,Transformational Leadership,Academic Support Services,Interpersonal Communication

This review examined the literature addressing humor as a potential trait that may enhance leadership styles in higher educational administration. It provides an overview of current humor research from several disciplines of major contemporary leadership theories and styles in higher educational administration and develop and propose a theoretical link between humor as functional management communication for enhancement to other leadership characteristics. The framework developed in this analysis offer a suitable range of humor and its implications for leadership and leadership development in university environments for more effective leadership competencies to manage the multi-dimensional intricacies and practicalities. Additionally, the review provides strategic insights, and practical ways of incorporation of humor into leadership styles in higher education administration along with suggestions for further empirical exploration on relationships of humor and leadership effectiveness.
Complexity Leadership Theory: A Perspective for State-Owned Enterprises in Ghana
Author: Donkor, Francis
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership Training,Leadership Styles,Administrative Organization,Leadership Effectiveness,Public Sector,Leadership Role,Administrators,Management Systems

This article explores the need to change the bureaucratic leadership structure which has bedeviled state-owned enterprises for many decades and how they compete in the 21st-century business environment where there are uncertainty and chaos. The SOEs suppose provide employment, meet social and political needs, and operate in the sectors of the economy that are of strategic importance to the state. Therefore, SOEs are critical to economic development in emerging economies. The pace of change confronting organizations today has added complexity to the organizational landscape and now calls for more flexible and adaptive leadership. Adaptive leaders can work more effectively in the unstable global business environment and are also able to adopt a proactive approach in order to keep abreast of the increasing stakeholder pressures in the enterprises. However, inadequate applicability of traditional leadership models has indicated the need to develop new leadership models to solve the complex organizational challenges. Hence complexity leadership approach seeks to combine these dynamics to the bureaucratic hierarchies in order to explain the way informal organizational dynamics function correctly and also to describe how these valuable adaptive functions can be promoted to better the operations of SOEs in Ghana.
Digital Awareness: A Model for School Counselors
Author: Chibbaro, Julia S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Computer Use,Internet,Adolescents,Incidence,Models,School Counseling,Behavior Problems

As the integration of technology into schools is becoming prevalent, school counselors and educators must work together to identify students who may be suffering from digital addiction. As a student advocate and leader within their schools, school counselors are in an optimal position to educate school staff, students, and community members on the signs and symptoms, dangers, and treatments of digital addiction. Early identification of digital addiction is essential for the well-being of all students.