ethanporcaro/eric-fulltext-meta huggingface dataset:
Future Teachers Forming Professional Expectations in Modern Educational Conditions
Author: Yudina, Irina Aleksandrovna
Date: 2020-09-00
Type: Journal Articles
Subjects: Professional Development,Expectation,Educational Quality,Preservice Teacher Education,Preservice Teachers,Graduate Students,Undergraduate Students,Beginning Teachers,Teacher Attitudes,Distance Education,Technology Integration,Pandemics,COVID-19,Foreign Countries,Educational Environment,Vocational Maturity

The relevance of the present study lies in improving the training of future teachers, an issue of particular importance during a pandemic. The authors aim to identify the level of professional expectations of future teachers and determine the necessary conditions for them to be upgraded. Study objective: The study was focused on evaluating the level of professional expectations of future teachers (PEFT) and revealing conditions catering for its improvement. Methodology: Both theoretical and empirical methods were used in the study: based on literature review the authors compiled PEFT components (motivational, emotional, cognitive, and value-semantic) and the substantial characteristics of these components were listed. In accordance with the selected components, a questionnaire was designed to identify the actual level of professional expectations among students. The experiment results were analyzed both qualitatively and quantitatively. Experiment results: The study reveals the role of professional expectations in raising the efficiency of teachers' professional activities. PEFT components and substantial features have been established. Recommendations are provided to elicit positive PEFT formation using the University educational environment. The practical implications of the study: The nuances of professional expectations development among future teachers have been identified. When organizing professional education, these nuances should be considered for increased effectiveness and for greater success of graduates in their professional activities.
Linguistic and Cognitive Aspects of Translation and Interpretation Skills
Author: Erton, Ismail
Date: 2020-00-00
Type: Journal Articles
Subjects: Translation,Language Processing,Psycholinguistics,Information Technology,Competence,World Affairs,Cultural Awareness,Pragmatics,Semiotics,Communication Strategies,Sociolinguistics,Sociocultural Patterns,Speech Communication,Critical Thinking,Creative Thinking,Language Fluency,Thinking Skills,Professionalism,Grammar,Second Languages

Translation receives a lot of attention from sociology, psychology, computer sciences, information technologies and from linguistics, from which it originates. With the advances in technology in the 21st century, studies show that translation is not a sterile linguistic activity, but a reflection of a set of skills and capabilities of the translator/interpreter (T/I). In this respect, the formation of translation competence and related practices requires a thorough perception of worldwide affairs embodying value systems that a language holds framed through sociocultural practices. The achievement of the nature of both source and target languages, henceforth, allows for the establishment of effective linguistic competencies. In turn, such sociolinguistic, communicative, strategic, pragmatic and semiotic competencies provide the T/I with the opportunity to consider the translation/interpretation task from a variety of perspectives, all of which might initially seem independent of each other, but inherently correlated in their nature. Especially, the study of the physical properties of speech helps interpreters perceive a wide range of sounds for fluency and strategic thinking. Therefore, translation/interpretation is said to be a communicative activity, to be recognized and acknowledged by practitioners more in the sense that language -- the tool of the craft -- is a reflection of value systems framed through sociocultural practices and a mindset formulated with critical and creative thinking. This is believed to play a key role in the way translation/interpretation is perceived and, hence, its success upon implementation. In accordance with this framework, this paper provides a set of key qualities accounting for a T/I's success.
Looting Leads to Shooting: A Pragma-Dialectical Analysis of President Trump&apos;s Argumentative Discourse on Floyd&apos;s Death
Author: Alaghbary, Gibreel Sadeq
Date: 2020-00-00
Type: Journal Articles
Subjects: Presidents,Fear,Persuasive Discourse,Justice,Police,Police Community Relationship,Credibility,Language Usage,Terrorism,Death,Law Enforcement,Discourse Analysis,Political Attitudes,Psychological Patterns,Social Environment,Context Effect,Deception,News Reporting,Pragmatics

This study aims at problematizing President Trump's argumentation in response to the protesters' demands for justice, racial equality and police reforms over the killing of George Floyd. In his first reaction, Trump used mild rhetoric that frustrated and galvanized the angry mobs. In response to escalating protests, Trump escalated his own rhetoric. Calling into question the character and credibility of the protesters, Trump labelled the protesters &quot;thugs&quot; and &quot;terrorists&quot;, alluded to the deployment of the Military, and tweeted &quot;when the looting starts, the shooting starts&quot;. Pragma-dialectical analysis of Trumps' response reveals that rational argumentation yields to derailed strategic maneuvering involving name-giving, ad baculum and ad hominem fallacies. Trump makes a dialectical shift from persuasive logic to fear arousing and threat making tactics in order to coercively hold up demonstrations and enforce compliance, and later shifts from persuasion to eristic discourse. He politicizes his response by accusing the media of fomenting hatred and anarchy, and by blaming the mayhem on his democratic rival, who is ridiculed and personally abused. These are irrelevant argumentative moves in the socio-political context as well as in the context of the persuasion discourse.
&quot;We the Afro Club&quot;: Relationship Capital Established between a White Male Teacher &amp; a Cadre of Black Boys in Literacy
Author: Kang, Grace
Date: 2020-00-00
Type: Journal Articles
Subjects: African American Students,Males,White Teachers,Racial Bias,Gender Bias,Urban Schools,At Risk Students,Discipline,Expulsion,Dropouts,Culturally Relevant Education,Literacy Education,Teacher Student Relationship,Stereotypes,Grade 4,Elementary School Teachers,Elementary School Students,Humor,Inquiry,Discussion (Teaching Technique),Student Needs,Academic Standards

Contemporary activists and scholars have framed how Black males are faced with constant policing and killing of Black bodies by White police officers (Coates, 2015) and how Black boys are being sent to punishment rooms in urban schools (Ferguson, 2000). Therefore it is not surprising that teaching in our politically and racially charged times can be daunting for both a White male teacher and Black boys in an urban school. Unnerving statistics about Black students reveal they are performing behind their White peers. Blacks are more likely to be expelled from school, and they are twice as likely to drop out of school as their White counterparts (Aud et al., 2010). However, there are teachers who are applying culturally relevant teaching (CRT) and who are mindful of students' funds of knowledge and cultural backgrounds. Because the majority of teachers are White, there have been calls for a study in which a White teacher used CRT to develop and focus on relationships with Black students to strengthen instruction. Data sources for this study included: (1) observations of classroom literacy instruction; (2) informal interviews with the focal teacher; and (3) 200 artifacts of pictures and copies of student work and instructional materials. The findings reveal that teacher-student relationships are pivotal in students' academic learning. Although the analysis is limited to a small case study of one classroom, the relationships presented should encourage mainstream White teachers who are outsiders to minority students' cultures to implement CRT.
The Analysis of Illocutionary Acts of Judges&apos; Comments in America&apos;s Next Top Model and Asia&apos;s Next Top Model Competitions: A Cross-Cultural Pragmatic Study
Author: Putri, Riza Alifianti
Date: 2020-00-00
Type: Journal Articles
Subjects: Speech Acts,Television,Programming (Broadcast),Competition,Judges,North Americans,Cultural Differences,Asian Culture,Video Technology,Classification,Cross Cultural Studies,Discourse Analysis,North American English,Indonesian,Contrastive Linguistics

This study discusses speech acts performed by judges of model competitions in America and Asia TV series America's Next Top Model and Asia's Next Top Model. The aim of this study is to find out the illocutionary acts of the judges since they are considered as the decision makers in a competition. The detailed analysis between American and Asian cultures is presented to support the findings of the study. For the data of the study, we collected utterances in the America's Next Top Model Session 21 Episode 5 and Asia's Next Top Model Session 6 Episode 1 from YouTube. In analysing the data, we transcribed all utterances using orthographical transcription method. The data were then analysed and categorized in terms of the theory of illocutionary speech acts from Searle (1979) using qualitative description method. After that, we made an interpretation based on the collected data and generated conclusions as well as suggestions for further research. From the analysis, it could be concluded that the total illocutionary speech acts were 146 utterances (72 from America &amp; 74 from Asia). The major types in America's Next Top Model were assertive and declarative (33.33%), while expressive function turned out to be the most dominant one in Asia's Next Top Model. In cross-cultural pragmatics point of view, the results of this study conclude that Asians were more expressive than Americans. In addition, there was an apology statement in the American context whereas there was no expression of apology in the Asian context. In this study, it could also be seen that Americans were more to the point or overt than Asians whereas Asians were categorized to be more &quot;careful&quot; than Americans.
The Move Structure of Abstracts in Applied Linguistics Research Articles in Light of the Distribution and Functions of Metadiscourse Markers
Author: Ashofteh, Zahra
Date: 2020-00-00
Type: Journal Articles
Subjects: Research Reports,Discourse Analysis,Periodicals,Journal Articles,Academic Language,Applied Linguistics,Models,Guidelines,Novices,Authors,Teaching Methods,Writing Instruction,Documentation,Computational Linguistics

To communicate with other experts in a specific field as well as sharing knowledge in the academic world, researchers might need to publish their research articles (RAs) in high-impact factor journals. In addition, to increase the possibility of publishing their RAs in these journals, they should improve their writing skills. Many investigations have been conducted so far which have analyzed the move structure or the distribution of metadiscourse markers in different sections of RAs. But, to the best of our knowledge, no study has yet been conducted to investigate the analysis of both move structure and use of metadiscourse markers in RAs abstracts of applied linguistics. To bridge this gap, the present study employed the model of abstract moves in RAs and the model of metadiscourse markers as a framework to analyze 125 RA abstracts, which were extracted from five main journals. Regarding the move organizational features, presenting the research (PTR) and situating the research (STR) were identified as opening moves. Also, discussing the research (DTR), summarizing the findings (STF), and describing the methodology (DTM) were employed as closing moves. Furthermore, in terms of the distribution of metadiscourse markers in the collected abstracts, the findings showed the high frequency of transitions. In addition, the results demonstrated that applied linguistics authors are tentative and use more hedges in their abstracts, possibly to open space for opposite arguments of their claims. Finally, this study suggests pedagogical implications for novice authors in the field of applied linguistics.
High Stake Testing: Factors Affecting Inter-Rater Reliability in Scoring of Secondary School Examination
Author: Rashid, Sehar
Date: 2020-08-00
Type: Journal Articles
Subjects: High Stakes Tests,Interrater Reliability,Secondary School Students,Foreign Countries,Training,Experience

The study aimed to validate the factors that affect the inter-rater reliability of secondary school certificate (SSC) papers in high-stake testing. For this purpose, papers of Urdu and English of Board of Intermediate and Secondary Education (BISE) were selected. A survey method was used to collect marking on the same set of papers from each rater and their response to the questionnaire. The population of the study has comprised the raters for English and Urdu subjects. A sample of 98 raters was selected randomly from the list. Instruments of the study were solved papers of annual examination for both subjects and a questionnaire related to the factor that affects inter-rater reliability. According to consistency estimates of the inter-rater reliability approach, the Spearman correlation coefficient was applied to examine consistency in the scoring of raters. It was found that raters' training effect the inter-rater reliability in their scoring. However, other factors did not affect inter-rater reliability in scoring. Based on the findings of the study, it is recommended to ensure the participation of all raters in the training session.
Inequities of Digital Skills and Innovation: An Analysis of Public and Private Schools in Punjab
Author: Ali, Muhammad Shabbir
Date: 2020-08-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technological Literacy,Public Schools,Private Schools,Foreign Countries,Teacher Competencies,Innovation,Teacher Attitudes,Technology Integration,College Faculty,Rural Schools,Urban Schools,Access to Computers,Teaching Methods

Technology has influenced instructional styles and enhanced learning opportunities for teachers. These innovative trends enable teachers in developing self-motivated and effective learning environments. The present paper carries out a comparison between the teachers of public and private schools about their digital skills. The researchers recruited 216 teachers from both sectors through two stage simple random sampling method. The data was composed by employing self-developed instrument having 9 indicators of digital skills. However, the consistency and validity of research instrument was confirmed while results were reported performing t-test and ANOVA. The findings show that public and private institutes mostly vary regarding the use of digital skills. It was also noted that private school teachers were more innovative in accessing digital skills. The paper suggests that initiatives may be taken to develop interest in public sector teachers regarding practice of technology moreover the government can also collaborate with private sector to learn from their digital experiences and train teachers from public sector.
Opinion of the Graduates Teaching in Pre-Schools about Effectiveness of MA Early Childhood Education Program
Author: Kouser, Tanveer
Date: 2020-08-00
Type: Journal Articles
Subjects: Foreign Countries,Program Effectiveness,Teacher Education Programs,Higher Education,College Graduates,Teachers,Employment Opportunities,Private Schools,Preschool Education,Preschool Teachers,Preservice Teacher Education,Teacher Competencies,Pedagogical Content Knowledge,Teaching Skills,Graduate Study,Masters Degrees

This paper draws on a larger study conducted to examine the Effectiveness of the MA ECE program at the Institute of Education and Research, University of the Punjab. Various aspects of the teacher education program were examined regarding their effectiveness as a preparation for teaching. Three sessions of focus group discussions were conducted with program graduates who had embarked on teaching careers. Twelve graduates of the program were identified for participation in the focus groups by snowball sampling. It was the experience of the focus group participants that the program was focused more on theory and provided fewer opportunities for putting this into practice. Pre-school education is mostly provided by the private sector. Consequently, job opportunities for ECE teachers are mainly in the private sector. At the time of the study, IER did not collaborate with the private sector to prepare teachers according to private sector demands. It was suggested that a four year, concurrent program for professional training would better equip prospective teachers with the knowledge, skills and attitude they require to teach at ECE level rather than a two year, consecutive program, as the current MA is. The concurrent program would prepare effective teachers by providing them practice opportunities for their theoretical knowledge and by developing a strong relationship with ECE settings, including private sector ones. Further research to assess the knowledge and skills requirements of prospective ECE teachers is required.
Computational Thinking in Junior Classrooms in New Zealand
Author: Irons, Jeanette
Date: 2020-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Foreign Countries,Faculty Development,Preschool Teachers,Preschool Children,Teacher Attitudes,Programming,Knowledge Base for Teaching,Alignment (Education)

From 2020, the New Zealand technology curriculum includes computational thinking. The new curriculum content is being introduced to students from 5 years' old. In preparation for its introduction, online resources have been developed for teachers (including junior teachers who teach new entrants, up to Year 3), that contain progress outcomes, lesson plans, exemplars, and assessments. However, it's not clear whether New Zealand junior teachers are sufficiently prepared to teach computational thinking and what factors influence their preparedness to teach the new curriculum. This research explored the experience of a small group of junior school teachers in the year before the technology curriculum was officially introduced. Research findings highlight that factors (including professional development, assessment, schoolwide support, and time availability) influence the uptake of the computational thinking curriculum by teachers in New Zealand junior classrooms.
Exploring Transformative Learning in Vocational Online and Distance Education
Author: Nichols, Mark
Date: 2020-00-00
Type: Journal Articles
Subjects: Transformative Learning,Learning Activities,Student Attitudes,Student Surveys,Teaching Methods,Instructional Design,Outcomes of Education,Attitude Change,Undergraduate Students,Foreign Countries,Majors (Students),Comparative Analysis,Independent Study

Perspective transformation (the enduring development of a person's understanding, the reformulation of their experience, and new ways of acting in the world) is widely understood to be an important outcome of adult education. Various studies performed over the last 30 or so years since Mezirow's theory was first proposed have confirmed its presence and importance in higher education. However, the question remains as to whether transformative learning takes place in vocational distance and online education--particularly if it's not explicitly promoted. This paper investigates the extent of transformative learning taking place in adult learners studying at a distance, online. Drawing on King's Learning Activities Survey (LAS), Open Polytechnic students (n=499) across seven qualifications (six discipline areas) responded to a survey asking about their experience of perspective transformation. The instrument also sought insight as to how vocational providers of vocational online and distance education might promote transformative learning outcomes in learners. Survey results show evidence of perspective transformation in students to varying degrees that are mainly determined by the qualification being studied. The results also reveal which instructional design approaches and teaching activities might contribute to transformation.
Designing a Social Exploration MOOC: Visual Literacies--Exploring Educational Practices and Technologies
Author: Sime, Julie-Ann
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Educational Technology,Electronic Learning,Interpersonal Communication,Learning Strategies,Visual Literacy,Game Based Learning,Seminars,Teleconferencing,Interpersonal Relationship,Social Networks,Interaction,Teacher Role,Open Educational Resources,Communities of Practice,Faculty Development

Social exploration is the key to spreading ideas through networks (Pentland, 2014). When people talk with others outside their immediate group, they can bring fresh ideas into the group--leading to improved outcomes. So, to improve educational practice, we should increase communication in our professional communities and encourage communication amongst professional educators in different disciplines, and across sectors of education and national boundaries. To improve social exploration opportunities for educators, we developed a massive open online course (MOOC) so they could explore technology-enhanced learning practices and technologies, and the topic of visual literacies. We investigated how a MOOC could be designed to support social exploration, and we examined the contribution of gamification and a live-streamed seminar. The pedagogical design of the MOOC was based on networked learning theory. This approach emphasises openness and democratic relationships between teachers and learners, and supports diversity and inclusivity of participants (Dohn, 2014). Social network analysis of 14 discussion fora was combined with qualitative data analysis of 11 questionnaires on the learner experience. Results revealed two distinct patterns of interaction in discussion fora as participants conversed about the learning material and shared ideas about teaching practice. The role of the tutor in promoting social exploration and creating teacher presence was found to be important in discussion fora and in a live webinar. This investigation illustrates how networked learning theory and tutor activity contribute to the creation of a social exploration MOOC for professional development and identifies avenues for further research on the design of learning communities.