ethanporcaro/eric-fulltext-meta huggingface dataset:
Correlations between Religious Practices and Stress Management of Superintendents
Author: Wilson, Susan E.
Date: 2023-00-00
Type: Journal Articles
Subjects: Superintendents,Stress Management,Religious Factors,Public Schools,Correlation,Transformational Leadership,Religion,Individual Characteristics

Public school superintendents face wide-ranging pressures and would benefit from improved understanding of ways to manage stress. This quantitative study used the theoretical framework of Transformational Leadership to investigate whether the presence or absence of faith practices resulted in better stress management for superintendents, and whether the presence or absence of faith practices correlated with other demographic factors. No statistically significant associations were observed between degree of religious practice and degree of stress management for overall scores or for combinations of demographic characteristics. This study generally supported findings from related research which showed that many superintendents engage in religious practices; however, little evidence supported the efficacy of those practices on stress management. More research is needed to better identify which, if any, stress management strategies are of value for superintendents.
Elementary School Principals&apos; Perceptions Regarding Early Childhood Education
Author: Cunningham, Denise D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Principals,Elementary Education,Early Childhood Education,Administrator Attitudes,Social Cognition,Child Development,Knowledge Level,Personnel Selection,Preferences,Educational Needs,Articulation (Education),Kindergarten,Preschool Education,Grade 1,Grade 2,Grade 3,Public Schools,Teacher Certification

Elementary principals are increasingly responsible for the supervision, support, and evaluation of early childhood teachers and young children. Previous research demonstrated that principals may prefer to hire elementary-certified rather than early childhood-certified teachers and that principals without early childhood preparation may not advocate for developmentally appropriate practices. This study examines elementary principals' preparation for and perceptions of early childhood education, including their knowledge of child development and hiring preferences. We use state certification data to understand principals' preparation and survey data to explore principals' perceptions and practices. Findings indicate that few principals hold early childhood certification while most supervise early childhood teachers and young children. Principals also indicated a lack of commitment to the PreK-3 continuum. Along with previous literature, our findings suggest that principal preparation requirements should be revised to ensure that all who support and evaluate early childhood teachers and young children receive relevant coursework and experiences.
Education, Democracy, and Propaganda: An Epistemological Crisis
Author: Varbelow, Sonja
Date: 2023-00-00
Type: Journal Articles
Subjects: Democracy,Propaganda,Epistemology,Deception,Elections,Presidents,Political Attitudes,Ethics,Incidence,Social Media,Interdisciplinary Approach,Anthropology,Teaching Methods,Role of Education,Information Literacy,Higher Education,Critical Thinking

This article explores the causes of the epistemological crisis that gave rise to conspiracy theories which culminated in large swathes of the U.S. population refusing to accept the outcome of a democratic election. An epistemological crisis is defined by a blurring of facts and falsehoods to the degree that blatant and obvious propaganda holds sway over large segments of the population, resulting in truth decay. We provide an analysis of the propaganda themes collected and identified by the Computational Propaganda Project from April through July of 2020 that demonstrate their prevalence in American social media platforms. We then show how education may limit propaganda's deleterious effects. We approach our research in an interdisciplinary way from the fields of education and cultural anthropology and so contribute an angle to the current conversations about education in a democratic society that has not been the primary focus of educational thought.
IEP Reading Instruction during the COVID-19 Emergency Remote Teaching
Author: Bentahar, Adil
Date: 2022-10-00
Type: Journal Articles
Subjects: Intensive Language Courses,Second Language Learning,Second Language Instruction,Reading Instruction,Teacher Attitudes,COVID-19,Pandemics,Distance Education,Language Teachers,Teaching Methods,Outcomes of Education,Vocabulary Development,Educational Environment,Teacher Student Relationship,English (Second Language),Crisis Management,Likert Scales,Teaching Experience

Using a mixed method explanatory sequential design, this study investigates intensive English program (IEP) instructors' perceptions of the impact of COVID-19 emergency remote teaching on reading instruction. Forty-four IEP instructors completed an online survey, and seven of them participated in follow-up interviews. Both quantitative and qualitative results confirmed the impact on the teaching of reading. Some instructors reported having to leave out supplemental learning outcomes and focus on core learning objectives only. Most participants also experienced a decrease in student engagement and student-student interaction during reading and vocabulary instruction. However, student-teacher interaction did not seem impacted. This research supports the view that the teaching of reading is contingent upon multiple factors, particularly the instructional environment.
The Ambiguity of (non)Belonging: Latinx Teachers Negotiate Critical Social Studies in the U.S. South
Author: Monreal, Timothy
Date: 2023-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Minority Group Teachers,Social Studies,Geographic Location,Ambiguity (Context),Comparative Analysis,Case Studies,Teacher Attitudes,Teaching Experience,Teacher Administrator Relationship,Progressive Education,Work Environment,Disadvantaged,Self Concept,Professional Identity,Social Justice,High School Teachers

This comparative case study examines the experiences of two Latinx teachers in the Southeastern United States who navigate critical social studies without substantive support in their schools. Their school spaces and experiences are myriad and overlapping, but generally the teachers describe being outside the traditional social studies curriculum, the color evasive, progressive project of U.S. schooling, and the dominant racial-ethnic categories of the U.S. South. Similar to Colomer's (2019) articulation of the double-bind experienced more generally by Latinx teachers in the South, we found the two teachers navigated contexts that were made more meaningful and more hostile because of their presence and praxis. We name this type of double bind unique to Latinx Social Studies teachers in the South as the ambiguity of (non)belonging. We aim to center the efforts of these two teachers and highlight the ambiguities of (non)belonging that simultaneously fuel and flatten their drive to continue as critical social studies teachers in the U.S South.
The Relationship between Teachers&apos; Implicit Racial Attitudes and Their Labeling of Classroom Behavior
Author: Lorenzetti, Nicole L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Racial Attitudes,Teacher Attitudes,Racism,Labeling (of Persons),Student Behavior,Behavior Problems,African American Students,White Students,Preservice Teachers,Attribution Theory,Gender Differences

This study seeks to examine the connection between teacher implicit racial attitudes and how teachers label classroom behavioral disruptions. Grounding the research in attribution theory, which humans use in order to make sense of others' behavior through beliefs about locus of causality, stability, and controllability, the current study examined whether there was a correlation between the racial bias section of the Implicit Associations Test (IAT) and differences in attributions of Black and white teacher education students to explain challenging behaviors in the classroom. Specifically, this study sought to determine if teacher education students who scored higher on the IAT would assign higher levels of internal causality and controllability for Black students than White students. Seventeen undergraduate and graduate teacher education students from an urban university with an average age 27.4 years participated in this study. The findings of this study are inconclusive as there were several limitations to this pilot study; however, they also indicate that there may be greater statistical power with a larger sample.
Structure of Research Topics of Reading in a Foreign Language&apos;s Publications in the Past Two Decades (2002-2020): A Bibliometric Analysis
Author: Wang, Yu
Date: 2022-10-00
Type: Journal Articles
Subjects: Bibliometrics,Periodicals,Second Language Learning,Second Language Instruction,Reading Research,Reading Fluency,Vocabulary Development,Student Characteristics,Reading Instruction,Reading Habits,Reading Comprehension,Authors,Information Retrieval,Journal Articles

This bibliometric study analyzed the research topic structure of the &quot;Reading in a Foreign Language&quot; (&quot;RFL&quot;) journal in the past two decades. Using two well recognized bibliometric approaches, namely, the keyword co-occurrence analysis and hierarchical cluster analysis, the study examined author keywords and their co-occurrence of 184 research articles from 2002 to 2020. Results revealed that (1) the journal covered a wide range of reading research topics, and its most frequently researched topics were extensive reading, reading fluency, vocabulary learning, reading of foreign languages other than English, etc; (2) frequently researched topics were clustered into eight groups, including development of reading fluency, learner factors, vocabulary, etc.; and (3) the network of research topics centered around six large nodes (i.e., standardized keywords), namely extensive reading, reading fluency, vocabulary learning, reader characteristics, reading instructions, and reading comprehension. The findings might help readers and potential contributors familiarize with the research topic structure of the &quot;RFL&quot; journal. This study has important pedagogical implications.
Examining the Use of Mathematics-Themed Children&apos;s Books to Help Pre-Service Teachers Write Tasks
Author: Mallam, Winifred
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Education,Childrens Literature,Preservice Teachers,Elementary School Mathematics,Lesson Plans,Common Core State Standards,Teaching Methods,Mathematics Activities

In this qualitative study, the researchers investigated the types of K-6th grade lessons 16 preservice elementary teachers created based on mathematics-themed children's books. Lessons were analyzed using Stein et al.'s (2017) Task Analysis Guide (TAG), as well as grouped based on grade level and covered Common Core State Standards Mathematical Practices (CCSSO, 2010a) and Content Standards (CCSSOa, 2010). Through our analysis, we found that the most common CCSSM Standards used were Numbers and Operations as well as Expressions and Equations, while the most common CCSSMP were &quot;Reason Abstractly and Quantitatively&quot; and &quot;Model with Mathematics.&quot; Coding work showed the most common TAG classification was &quot;Procedures with Connections.&quot; Sample lessons and teacher implications were discussed.
An Extensive Reading Program as an Educational Intervention in an EFL Classroom
Author: Iwata, Akira
Date: 2022-10-00
Type: Journal Articles
Subjects: Reading Programs,English (Second Language),Second Language Learning,Second Language Instruction,Intervention,Learning Motivation,Self Determination,Student Attitudes,Attitude Change,Metacognition,Educational Experience,Educational Benefits,Reading Attitudes,Undergraduate Students,Reading Materials,Foreign Countries

This study aims to investigate the influence of an English as a foreign language college extensive reading program on different types of motivation to study English within the framework of Self-Determination Theory in order to identify and clarify students' motivational changes. Identical questionnaires were administered to a group of nonEnglish major learners before and after the program to identify changes in their general motivation, four motivational regulatory styles (intrinsic, identification, introjection, and external), and three psychological needs (autonomy, competence, and relatedness). Another questionnaire elicited students' perceptions of their experience of the course. The questionnaire results indicate that extensive reading is effective in enhancing identification and intrinsic motivation to study English. The results of the other questionnaire are also discussed to provide a fuller understanding of the benefits of extensive reading and to assist practitioners who teach students of a wide age range.
Storying an Improvisational Scholar
Author: Tanner, Sam
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Education,Reflection,Career Development,Theater Arts,High School Teachers,Teaching Methods,Graduate Study,Scholarship

This piece uses methods of nonrepresentational, narrative research to consider what an improvisational ethos might contribute to teacher education. The author tells and interprets stories from their career as a high school teacher, graduate student, and scholar in relation to the art of improvisational theatre in order to consider the possibility of an improvisational ethic in teacher education. The author offers an argument about what it means to be improvisational--both in terms of the work of teaching as well as conducting research.
Comparing Reading Strategy Measures and L2 Readers&apos; Performance on Different Comprehension Tasks
Author: Li, Yanjie
Date: 2022-10-00
Type: Journal Articles
Subjects: Comparative Analysis,Reading Strategies,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Reading Research,Reading Comprehension,Outcomes of Education,Undergraduate Students,Reading Instruction,Teaching Methods,Correlation,Task Analysis,Recall (Psychology),Protocol Analysis,Student Attitudes,Student Evaluation,Language Proficiency,Measurement Techniques

In second language (L2) reading strategy research, two concerns need addressing: (1) the discrepancy in assessing strategy use between written surveys and verbal reports, and (2) the effect of using strategies on readers' comprehension outcomes when different types of comprehension tasks are utilized. The present study addressed these concerns by asking five more-proficient and five less-proficient Chinese English as a foreign language (EFL) university learners to read two domain-specific texts while assessing their strategy use. The results from both quantitative and qualitative analyses revealed a &quot;gap&quot; between the survey and verbal reports for assessing L2 reading strategy use. Additionally, the contribution of strategies to the readers' comprehension was found to vary by comprehension task type. Similarly, the variety of strategy use had a strong association with the readers' performance on only one of three types of comprehension tasks, free recall. The findings hold important implications on L2 reading strategy instruction.
Extensive Reading for a 9,000-Word Vocabulary: Evidence from Corpus Modeling
Author: Green, Clarence
Date: 2022-10-00
Type: Journal Articles
Subjects: Computational Linguistics,Vocabulary Development,Reading Materials,Teaching Methods,Reading Programs,Reading Research,Linguistic Input,Incidental Learning,Fiction,North American English,Books

This paper contributes to a research program within extensive reading (ER) and &quot;Reading in a Foreign Language&quot; using corpora to simulate ER input to develop vocabulary through incidental learning to 9,000 words. This helps researchers/teachers evaluate ER. If corpora indicate no 'pathway' from smaller to larger vocabulary sizes through authentic ER input, with vocabulary recurrence rates sufficient for incidental learning, then graded readers or other pedagogy appear essential. Studies offer different conclusions due to modeling issues. This study replicates previous research on a larger corpus of general fiction, with improved modeling. For every vocabulary size, a substantial amount of comprehensible fiction is found, with enough repetition of vocabulary from subsequent levels that pathways from smaller to larger vocabulary sizes are possible without graded readers. Prior estimates of approximately 3 years to acquire 9,000 words at 1 hour a day are underestimates, with modeling indicating 2 hours a day would be required.
Exploring Perceived Difficulty of Graded Reader Texts
Author: Arai, Yuya
Date: 2022-10-00
Type: Journal Articles
Subjects: Reading Materials,Difficulty Level,English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Student Attitudes,Foreign Countries,Reading Instruction,Rating Scales

Although proponents of extensive reading (ER) have recommended easy reading material, book difficulty has been poorly defined and operationalized in previous studies. The present study argues for the use of perceived text difficulty for operationalizing book difficulty based on empirical findings (Holster et al., 2017), reading purposes in ER, and the importance of readers' perspectives. A total of 162 Japanese English-as-a-foreign-language university students rated the difficulty of 15 texts excerpted from graded readers (GRs). The data were analyzed by conducting a many-facet Rasch analysis (Linacre, 1989; Rasch, 1960/1980), where a rating scale model (Andrich, 1978) was tested with persons, texts, and graded readers' levels as the facets of measurement. The results revealed that perceived text difficulty could not replicate the stated difficulty level provided by the GR publisher, reinforcing the necessity of examining perceived text difficulty in ER research and practice in the second and foreign language classroom.
Readings on L2 Reading: Publications in Other Venues 2021-2022
Author: Harris, Shenika
Date: 2022-10-00
Type: Journal Articles
Subjects: Reading Research,Second Language Learning,Journal Articles,Periodicals,Reading Processes,Archives,Second Language Instruction,Reading Instruction

This feature offers an archive of articles published in other venues during the past year and serves as a valuable tool to readers of &quot;Reading in a Foreign Language&quot; (&quot;RFL&quot;). It treats any topic within the scope of &quot;RFL&quot; and second language reading. The articles are listed in alphabetical order, each with a complete reference as well as a brief summary. The editors of this feature attempt to include all related articles that appear in other venues. However, undoubtedly, this list is not exhaustive.
Reading Comprehension Component Skills of Chinese-Speaking ESL and EFL Learners
Author: Ke, Sihui
Date: 2022-10-00
Type: Journal Articles
Subjects: Chinese,Native Language,Reading Comprehension,English (Second Language),Second Language Learning,Second Language Instruction,Listening Comprehension,Inferences,Correlation,Adult Students,Reading Skills,Word Recognition,Predictor Variables,Decoding (Reading),Intensive Language Courses,Readability,Readability Formulas,Reading Tests,Language Tests,Foreign Countries,Undergraduate Students,Student Characteristics,Task Analysis

This research compared the contributions of lexical inferencing, decoding, and listening comprehension to reading comprehension in Chinese-speaking learners of English as a second language (ESL) enrolled in university bridging programs in the U.S. and Chinese-speaking university learners of English as a foreign language (EFL) in mainland China. The findings suggested that the contributions of these three reading component skills differed in ESL and EFL contexts: In the ESL context, both second language (L2) lexical inferencing and L2 decoding were significant predictors of L2 reading comprehension, but L2 listening comprehension did not correlate with L2 reading comprehension. In the EFL context, L2 lexical inferencing was the only significant predictor of L2 reading comprehension. Thus, it appears that the Simple View Reading (decoding + listening comprehension = reading comprehension) is not applicable to Chinese-speaking adult learners of L2 English because learners in both ESL and EFL contexts rely on word-level reading subskills.
Linguistic Abilities Related to Word Reading in Persian and Swedish
Author: Johansson, Baran
Date: 2022-10-00
Type: Journal Articles
Subjects: Indo European Languages,Swedish,Language Skills,Reading Skills,Phonological Awareness,Language Processing,Decoding (Reading),Reading Strategies,Bilingual Students,Elementary Secondary Education,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Naming,Reading Fluency,Vocabulary,Phonemic Awareness,Foreign Countries

Previous studies have found that phonological processing and vocabulary predict word reading. However, their predictive powers may vary according to reading experience and across scripts with different levels of transparency. In this study, the relationship between phonological processing, decoding, vocabulary and word reading was explored in two different alphabetic languages: Persian (a non-Latin script) and Swedish (a Latin script). Standardised tests in both languages were used. Participants comprised 26 Persian-Swedish bilingual (biscriptal) children in school grades 4-9. Rapid automatic naming (RAN), phonological and semantic fluency, non-word reading and vocabulary were all significantly associated with word reading in Persian, whereas phonemic awareness, RAN, phonological fluency and non-word reading were significantly associated with word reading in Swedish. The findings have been compared with previous research and the educational implications are discussed.
Incidental Acquisition of Italian Words from Comic Books
Author: Aliyar, Mahnaz
Date: 2022-10-00
Type: Journal Articles
Subjects: Incidental Learning,Italian,Second Language Learning,Vocabulary Development,Cartoons,Learning Processes,Foreign Countries,Reading Processes,Student Attitudes,Novices,Instructional Effectiveness,Learning Activities,Undergraduate Students,Reading Materials,Readability,Recall (Psychology),Comparative Analysis,Oral Language,Written Language,Cues,Pictorial Stimuli

Despite empirical evidence from research showing that the use of text-picture combination is beneficial for second language (L2) learning, little is known about the effectiveness of reading comic books for incidental vocabulary acquisition. This study investigated the effects of engaging with comic books on incidental learning of L2 Italian vocabulary. Using a pretest-posttest design, we collected data from 35 Iranian learners of Italian as a foreign language, 25 of whom read and then read while listening to four comic books in a four-week period. Additionally, after reading each book, students completed two follow-up meaning-focused activities focusing on learners' unprompted use of vocabulary. The results revealed that engaging with comic books was beneficial for incidental vocabulary acquisition. The findings suggest that comics are a valuable and effective source of language learning, and their inclusion in L2 teaching and learning can be particularly advantageous to L2 learners, including novice learners.