ethanporcaro/eric-fulltext-meta huggingface dataset:
When Time Matters: Mechanisms of Change in a Mediational Model of Foreign Language Playfulness and L2 Learners&apos; Emotions Using Latent Change Score Mediation Models
Author: Kruk, Mariusz
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Psychological Patterns,English (Second Language),Emotional Response,Play,Interpersonal Communication,Correlation,College Students,Foreign Countries,Student Attitudes,Change

In a dynamic system, time-dependent links &quot;between&quot; affective factors can provide more information than the level of response &quot;within&quot; a single isolated system. In the present study, influenced by the positive psychology movement and the complex dynamic systems theory in the domain of second language acquisition, first, we dealt with change in terms of short-term dynamics and long-term trajectories of foreign language enjoyment (FLE), foreign language boredom (FLB), and foreign language playfulness (FLP) in a sample of 636 learners of English as a foreign language (EFL) using univariant latent change score (LCS) models. Then, we explored the developmental processes involved in how changes in FLE and FLP were associated with changes in FLB. In particular, we tested mediation models to see whether the growth of FLP acts as a mediator between FLE and FLB changes in a multivariant LCS mediation (LCSM) model. The findings showed that (a) in a multivariant LCS model, FLE and FLP increases independently predicted decreases in FLB over time and (b) the growth of FLP acted as a mediator between variation in FLE and FLB. Participants showed interindividual and intraindividual divergences in their L2 emotions, not just on the first time of measurement, but also in short-term dynamics and long-term trajectories. The findings facilitate understanding of the complicated mechanism of variation in L2 emotions, thus potentially contributing to enhancement of pedagogical practices and learning outcomes.
The Impact of Input, Input Repetition, and Task Repetition on L2 Lexical Use and Fluency in Speaking
Author: Duong, Phuong-Thao
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Second Language Learning,English (Second Language),Linguistic Input,Repetition,Lexicology,Vocabulary,Language Fluency,Speech,Short Term Memory,Oral Language,Receptive Language

The present study investigates the impact of meaningful input on L2 learners' vocabulary use and their fluency in oral performance (immediate and repeat tasks), as well as whether the effects are mediated by learners' prior vocabulary knowledge and working memory. Ninety university students learning English as a foreign language were randomly assigned to one of three groups: input (N = 29), input repetition (N = 32), and no-input (i.e., baseline group) (N = 29). The input group watched L2 videos prior to performing an immediate oral task, whereas the input repetition group watched the same videos not only before but also after the immediate oral task. The no-input group only performed the oral tasks without watching the videos. The three groups repeated the same oral task after two days. Results did not show a significant effect of task repetition, input, and input repetition on learners' lexical use and fluency. However, the fluency and lexical complexity in learners' L2 speech can be predicted by their receptive vocabulary knowledge and working memory capacity to some extent.
Specialized Vocabulary across Languages: The Case of Traditional Chinese Medicine
Author: Lu, Cailing
Date: 2023-00-00
Type: Journal Articles
Subjects: Word Lists,Vocabulary,Asian Culture,Medicine,Vocabulary Development,Chinese,English,English for Academic Purposes,Textbooks,Journal Articles

This paper reports on the creation of specialized word lists in traditional Chinese medicine (TCM), which is a discipline using vocabulary across languages (i.e., Chinese and English) and involves learners with different L1 backgrounds. First, a TCM Word List of 2,778 specialized words was established from corpora of TCM textbooks and journal articles. Selection criteria included specialized meaning, keyness in a corpus of general written English compared to the TCM Corpora, and frequency. The resulting TCM list covered 36.65% of the TCM Corpora but had low coverage over corpora of general written English and medical English. The TCM Word List was then divided into three sub-lists based on frequency, and graded into three levels. Level 1 contains high-frequency lexical items in English (e.g., &quot;organ,&quot; &quot;coating&quot;); Level 2 contains items that are mid-, low-frequency, or beyond any frequency levels (e.g., &quot;pericarpium,&quot; &quot;metabolism&quot;); and Level 3 contains Chinese loan words (e.g., &quot;qi,&quot; &quot;yang&quot;). Last, there is an overlap of 309 word families between this list and an earlier TCM list by Hsu (2018), which excludes words from the 1st-3rd 1,000 word families in English. Suggestions for teachers and future research are provided.
The Hazards of Role Modelling for the Education of Moral and/or Virtuous Character
Author: Carr, David
Date: 2023-00-00
Type: Journal Articles
Subjects: Role Models,Ethical Instruction,Moral Development,Moral Values,Justice,Spiritual Development

In contrast to both behaviourist and cognitive approaches to moral development, neo-Aristotelian virtue ethics has had recent fairly distinctive impact on thought about the practice of moral education. On this view, insofar as moral development is a matter of the cultivation of moral virtues, and virtues are basically qualities of character conducive to good or admirable conduct, virtue formation is reducible neither to behaviour training nor to (mere) intellectual acquaintance with knowledge or principles, and requires essentially practical initiation into the distinctive (Aristotelian) moral wisdom of phronesis. In turn, such focus on the cultivation of practical wisdom has led to large emphasis on the contribution of moral exemplars and role modelling for the moral education of (particularly) young people. This paper argues that such emphasis is seriously overstated, if not wholly misplaced, and that role modelling and exemplification can have only a secondary place at best in any reputable moral educational project or program.
Affect, Alpha Function, and the Very Small: A Reconsideration of Teacher Workload
Author: Downey, Adrian M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Faculty Workload,Psychological Patterns,COVID-19,Pandemics,Emotional Response,Caring,Affective Behavior,Educational Theories,College Faculty,College Instruction

In this paper, I draw together myriad theoretical and philosophical sources to think through the intensification of emotion amid and emerging from the COVID-19 pandemic. I begin with three narratives from my own teaching and learning, which ground the subsequent conversation. I then characterize the current movement in educational theorizing known as the affective turn. The affective turn, I suggest, attunes educational inquiry to small, yet vital, moments of classroom interaction often taken for granted in public education. Toward considering those vital moments in more nuance, I discuss psychoanalyst Wilfred R. Bion's notion of the alpha function -- a nonconscious digestion of emotion we perform for others when they are overwhelmed. When coupled with Nel Noddings' evocation of the ethics of care in education, the alpha function offers an understanding of the hidden emotional labour in teaching. This hidden dimension of the teacher's task, the portion of the job that deals in regulating our own emotions and in helping students make sense of theirs, I suggest, is becoming more difficult amid the affective situation of the COVID-19 pandemic. I conclude the paper by gesturing toward a threefold response to be taken up more fully elsewhere: humility before the task of teaching, a reverence for the work of feeling, and a willingness to organize toward a more caring school system.
Prioritizing Improvement among Disadvantaged Students in Principle and in Practice
Author: Joyce, Kathryn E.
Date: 2023-00-00
Type: Journal Articles
Subjects: Disadvantaged Youth,Students,Student Improvement,Evidence Based Practice,Achievement Gains,Academic Achievement,Achievement Gap,Advantaged,Equal Education,Educational Policy,School Effectiveness

The US uses an evidence-based approach to education (US-EBE) as a strategy for pursuing two major goals: (1) to raise achievement in the US overall by facilitating improvement among all students, including students in disadvantaged groups; (2) to narrow achievement gaps between socially advantaged and disadvantaged groups by levelling up achievement among disadvantaged students. While both goals prioritize improvement among disadvantaged students in absolute terms, only the second attempts to address unequal achievement by prioritizing improvement among disadvantaged students relative to advantaged students. I argue that US-EBE can be reasonably expected to advance either the first goal or the second goal but not both simultaneously, as intended. This descriptive point raises a normative question: which goal should we pursue using US-EBE? I explore moral considerations that bear on this question, focusing on costs and benefits for students. I argue, provisionally, that we ought to use US-EBE to narrow gaps because the costs associated with doing so are morally justifiable whereas those associated with the alternative are not.
WhatsApp Messenger as a Supplementary Tool for School Curriculum Knowledge Transfer and Acquisition during COVID-19 Stricter Lockdown: Educators&apos; Perceptions
Author: Nkambule, Bongani Innocent
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Technology Uses in Education,Supplementary Education,Teaching Methods,COVID-19,Pandemics,Disadvantaged Schools,Foreign Countries,Knowledge Management,Teacher Attitudes,Usability

The COVID-19 pandemic is unarguably one of the most disastrous events whose detriment to the normalcy of the education and training sectors will never be forgotten. To salvage the academic year, the Department of Basic Education (DBE) encouraged historically disadvantaged schools to explore rotational learning. This was supplemented by mobile learning, with WhatsApp Messenger as the schools' most preferred application. However, in the face of the concerns that were raised by education commentators, student bodies and teacher unions about the lack of public schools' readiness for mobile learning, this social constructivist-oriented qualitative study adopted the technology acceptance model (TAM) as a lens to investigate educators' perceptions of WhatsApp Messenger as a supplementary tool for curriculum knowledge transfer and acquisition during the stricter COVID 19 lockdown at three historically disadvantaged schools in South Africa. This study drew on 12 educators' diverse and convergent views. The participants generally deposited positive feedback regarding the benefit of using WhatsApp Messenger to engender curriculum knowledge transfer and acquisition. However, they also detailed a few negative aspects of this pursuit, primarily on how the financially needy learners were excluded from participating in this process. Also, educators admitted that while going beyond the call of duty was necessary during the pandemic, the adoption of WhatsApp-mediated teaching consumed most of their leisure time. According to them, this was compounded by poor internet connectivity due to the country's power crisis. In some instances, this adversely affected the productivity of WhatsApp Messenger-mediated curriculum knowledge transfer and acquisition processes during the COVID-19 stricter lockdown regulations.
Critique, Estrangement and Speculative Envisioning: Pedagogical Thinking and Otherwise Educational Worlds
Author: Vintimilla, Cristina Delgado
Date: 2023-00-00
Type: Journal Articles
Subjects: Instruction,Educational Research,Criticism,Educational Philosophy,Early Childhood Education

In this paper I draw on my work as a pedagogista to discuss the pedagogical promise of critique, estrangement, and what I call speculative envisioning. I argue that these concepts are themselves modes of engagement, practice, and thinking that are pedagogical and that they can help educators engage with the nondeterministic work of creating conditions for otherwise educational worlds. To do so I reassert critique's promise by tracing the ways Michel Foucault and Judith Butler ask us to engage with it and consider what it might offer to education and, more specifically, to early childhood education. I then introduce estrangement as a pedagogical disposition towards otherwise educational worlds and as a means by which to consider speculative envisioning. I propose speculative envisioning as a mode of pedagogical thought that works as a necessary supplement to the renewal value of critique and how this constitutes a pedagogical and ethical move toward otherwise educational worlds.
Habermasian Discourse Theory for Educational Policymaking: Attending to Perspective Taking and Communicative Agency
Author: Kelly, Darron
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Formation,Perspective Taking,Interpersonal Communication,Discourse Analysis,Epistemology,Congruence (Psychology),Inclusion,Language Styles

This paper identifies and considers issues of perspective taking and communicative agency in applying Jürgen Habermas's discourse theory to policymaking in educational settings. The central question is whether Habermas provides an epistemic framework that supports reciprocal and sincere expressions of the views and interests of individuals in a heterogeneous society. Examining this question leads to a discussion of &quot;practical discourse&quot; in light of a willingness of participants to reach mutual understanding and agreement, and the centrality of perspective taking and communicative agency in such discourses. Also examined is a conceptualization of &quot;application discourses,&quot; the implications of such discourses for perspective taking and communicative agency, and the role these discourses might play in further assuring the overall inclusivity and context sensitivity of applying education policies in specific circumstances. The paper then gives a brief re-analysis of an empirical study that used Habermas's concept of the &quot;ideal speech situation&quot; as a normative framework for interpreting data. The re-analysis means to illustrate the practical value of practical discourse for guiding and assessing educational policymaking. The paper ends with a short justification of the necessity of attending to perspective taking and communicative agency when viewing education as a basic human right.
Action Research in the Time of COVID-19
Author: Seeger, Victoria
Date: 2023-02-00
Type: Journal Articles
Subjects: Action Research,COVID-19,Pandemics,Graduate Students,Data Collection,Data Analysis,Research Methodology,Student Research

This study provides a picture of the impact the novel Coronavirus (COVID-19) had on action research performed by graduate students at a small Midwest university. A qualitative case study was conducted to examine how the participants' abilities to implement their research, gather data, and analyze the results was impacted by COVID-19. Research participants, graduate students at the time of the study, were asked a series of questions regarding modifications made, the impact to the research that was done, the impact to their findings, and implications for future research. Based on the responses to these surveys, researchers determined four prominent themes: altered timelines, limited access to data and materials, quality of academic work, and long-term impacts. Overall, while most research participants were impacted by COVID-19, few were discouraged. Considering the research findings of this study, education can greatly be enhanced by a shift in mindset about the processes of teaching and lessons learned by the pandemic.
Differentiated Spelling: Using Small Group Instruction
Author: Broughton, Sara
Date: 2023-02-00
Type: Journal Articles
Subjects: Spelling,Small Group Instruction,Individualized Instruction,Program Effectiveness,Accuracy,Teacher Attitudes,Journal Writing,Grade 4,Self Contained Classrooms,Student Attitudes,Student Journals,Elementary School Teachers,Elementary School Students

Spelling instruction is often overlooked by many teachers during reading and language arts. The purpose of this study was to implement a manageable differentiated word study instruction curriculum, drawn from the &quot;Words Their Way (WTW)&quot; curriculum, to determine how it affected students' spelling accuracy and how the participants perceived its effect on students' daily journal writing time in a fourth-grade self-contained classroom. Students were placed into small groups based on their spelling pre-test scores. Data was collected through field notes, student and teacher interviews, a pre- and post-test, and a survey. Qualitative data was analyzed using the constant comparative method, and quantitative data was analyzed using descriptive statistics. Four major themes emerged including benefits and challenges of the &quot;WTW&quot; curriculum, &quot;WTW&quot; curriculum's perceived impact on students' journal writing, and &quot;WTW&quot; curriculum helping improve students' spelling accuracy. The researcher also found that most of the participants showed growth on the post-assessment.
Co-Existing with COVID-19: Language Teacher Resiliency in Rural Schools
Author: Moser, Kelly
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Language Teachers,Resilience (Psychology),Rural Schools,Teacher Attitudes,Teaching Methods,Comparative Analysis,Elementary School Teachers,Secondary School Teachers,Emergency Programs,Distance Education,Web Based Instruction,Second Language Instruction

Language educators were unprepared for emergency remote language teaching (ERLT) due to lack of training in online pedagogy and negative perceptions of online instruction, and the rural community of language educators have been challenged in unique ways. Using the intersections of content (language teaching), space (rurality), and context (pandemic) as the theoretical framework, this comparative survey study aimed to investigate rural Mississippi language teachers' beliefs and practices to ERLT in comparison to their counterparts nationwide. Two independent samples, one consisting of 94 Mississippi language teachers and the other consisting of 255 national K-12 language teachers, responded to our electronic survey about their ERLT perceptions and practices. Independent-samples t tests were conducted to examine participants' responses, and the results indicated that rural Mississippi educators in general adapted significantly better than educators nationwide. Specifically, with the same four dimensions of ERLT practices as revealed by confirmatory factor analysis, Mississippi teachers reported having courses more in line with best practices in online course design with higher levels of interaction within their classes, and higher learner outcomes, while making fewer adjustments in their teaching due to the pandemic. Practical implications are discussed, and recommendations for future research are provided.
Self-Study in a Pandemic: Process, Pedagogy, People, and Publishing
Author: Schmid, David M.
Date: 2023-02-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),College Faculty,Schools of Education,COVID-19,Pandemics,Academic Probation,Tenure,Collegiality,Teacher Student Relationship,Observation,Feedback (Response),Reflective Teaching,Teacher Improvement,Faculty Promotion,Teacher Role,Stress Variables,Faculty Publishing

Since its inclusion as a qualitative research approach in 1993, self-study has offered an opportunity for faculty members to merge two components of their position involved in tenure and promotion decisions: scholarship and teaching. This paper portrays a yearlong self-study of four probationary faculty members, in the same college of education department at a comprehensive regional university, all completed during the COVID-19 pandemic. Findings include the incorporation of engaging pedagogy in coursework, the impacts of COVID-19 on faculty and students, the importance of relationships with faculty colleagues and students, the incorporation of observation, feedback, and reflection as an avenue to improve faculty confidence and practice, and the frustrations and excitement around the tenure and promotion process. Finally, the authors offer pedagogical practices discovered and utilized during the self-study, in addition to recommendations for those who wish to undertake their own self-study.
The Symbiotic Relationship between Reading and Music: A Natural Pedagogical Collaboration
Author: Moore, Jarrett D.
Date: 2023-02-00
Type: Journal Articles
Subjects: Music Education,Reading Instruction,Elementary School Students,Learner Engagement,Interdisciplinary Approach,Grade 2,Reading Tests,Instructional Effectiveness,Teaching Methods,Student Attitudes

Reading and music instruction can form a symbiotic relationship to positively impact lower-elementary literacy and increase student engagement. In this action research study, cross-curricular instruction between reading and music at the 2nd grade elementary level was taught by both the reading and music teacher. This study employed reading, rhythm, rhyme, instrumentation, writing, physical movement, and song to benefit students' phonemic awareness while reading. Developmental Reading Assessments (DRAs) were used to measure student growth from the start of the study to its conclusion. These DRAs were used as pre- and posttests and were bookended around instruction using reading, rhythm, rhyme, instrumentation, writing, physical movement, and song in the regular and music classrooms. This type of cross-curricular instruction between reading and music reinforced learning in both classroom settings. Results revealed that co-planning reading and music instruction have a positive impact on fluency, comprehension, and student engagement, but that DRAs are not the most accurate tools to measure phonemic awareness.
Teacher Inquiry: A Catalyst for Professional Development
Author: Stebick, Divonna
Date: 2023-02-00
Type: Journal Articles
Subjects: Reflective Teaching,Inquiry,Faculty Development,Teacher Collaboration,Teacher Researchers,Educational Environment,Trust (Psychology),Andragogy,Teacher Administrator Relationship,Learning Experience

Teachers seek and require meaningful professional development opportunities to truly grow in the profession. Teacher inquiry, or teacher research, is one way to accomplish professional development goals. Teacher inquiry is thought of as individualized, personalized, and meaningful professional development (Cochran-Smith &amp; Lytle, 1999). In this paper we articulate the learning of a cohort of certificated professionals engaged in a year-long project that included asking research questions, designing data collection tools, and developing an independent study to examine their questions. Nine certificated professionals participated in the year-long project representing various grade levels and experiences. Data was collected through teacher reflections and professional development evaluations. The findings indicated that a trusting, supportive environment is paramount in developing a culture of inquiry. Further learning shows us that peer collaboration promotes professional growth when exploring individual projects. This paper furnishes further evidence of the importance of teaching inquiry in schools and provides a sample structure for schools wishing to develop a practice of teacher inquiry.