ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impacts of edTPA on P-20 Educational Systems
Author: Kuo, Nai-Cheng
Date: 2020-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Preservice Teachers,Teacher Evaluation,Privatization,Equal Education,Barriers,Access to Education,Elementary Secondary Education,Higher Education,Outcomes of Education,College School Cooperation,Student Teaching,Student Attitudes,Academic Freedom,Teacher Education Curriculum,Adoption (Ideas),Professionalism

Preparing high-quality teachers is supposed to be the responsibility of state Departments of Education and university teacher education programs, yet the mandated Teacher Performance Assessment (edTPA) is operated by Pearson, a private corporation. Standing on the frontline to implement edTPA, faculty have witnessed equity issues within the system that cause concern. Furthermore, faculty are essentially mandated to work for a private corporation. In this paper, we address the impacts of edTPA across p-20 education, including pilot studies of edTPA by university faculty across states to confront the privately copyrighted teacher performance assessments. We argue that allowing a private corporation to operate such an important assessment is against the value of U.S. public education, and has failed many capable teacher candidates. In conclusion, we provide recommendations for stakeholders to eliminate edTPA to ensure equitable access to high-quality education.
What Factors Influence Motivation for Graduate Education?
Author: Greene, Carol
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Satisfaction,Masters Degrees,Teacher Education Programs,Elementary Education,Online Courses,Distance Education,Program Length,Program Effectiveness,Time to Degree,Incentives,Teacher Motivation,Teacher Salaries,Professional Development,Enrollment Influences,Research Universities

This mixed-methods study, as part of program quality enhancement, investigated motivating factors of teachers choosing enrollment in an online master's degree in education in a state where legislative funding does not provide advanced degree pay. Students were surveyed at the conclusion of their program using a quantitative evaluation of programmatic and advising-related issues with follow-up qualitative responses indicating motivation for pursuit of the degree. There were 31 program completers who received the MAED Graduate Program Survey during their last graduate course, with 27 (87%) responses. Qualitative responses confirmed that motivating factors for pursuing a master's degree were mostly due to extrinsic reasons pertaining to the time and length of the program. Overall programmatic satisfaction was indicated, especially pertaining to programmatic factors such as course expectations, workload, course organization, and accessible communication between faculty and students. Additional satisfaction related to advising-related communication and access to resources and tools. While the program's cumulative action research project was noted as a strength in student responses, it was also a theme in suggesting improvement, such as more information about the project and support for research methodology. Findings have implications for teacher motivation, teacher development, and enhancement of distance education formats.
Peer Bullies and Victims&apos; Perceptions of Moral Transgression versus Morally-Aimed Dishonesty
Author: Hasebe, Yuki
Date: 2021-00-00
Type: Journal Articles
Subjects: Peer Relationship,Bullying,Victims,Moral Values,Ethics,Adolescents,Adolescent Attitudes,High School Students,Urban Schools,Personal Autonomy,Well Being,Prevention,Vignettes

Previous studies suggest that people judge moral violation (interpersonal injustice of unprovoked harm) to be more serious, wrong, and punishable than acts of dishonesty and lying, thus classifying morality as a super-ordinate principle to acts of honesty. The present study examined whether or not the observed pattern of subordination of honesty to the moral principle of interpersonal harm would remain the same or change among aggressive (peer bullies), passive (bully victims) youths and those who are neither bullies nor bully victims. Two questionnaires were administered to examine the reasoning of 166 adolescents (9th to 12th grades), with self-identified experiences of having been peer bullies, bully victims, or neither bullies or victims, about moral transgressions (MT, involving gratuitous and deliberate harm to others) and morally-aimed dishonesty (MAD, involving lying or breaking promises to prevent unprovoked harm to others). Adolescents altogether viewed moral transgressions (MT), in comparison to morally-aimed transgressions (MAD), as less right and less subject to personal autonomy. Regression analysis, however, revealed that bullies more positively endorsed MT as a right act and judged MT acts to be subject to greater personal discretion of the protagonist. By contrast, victims more positively endorsed MAD as a right act, but victims' judgments of MAD being subject to the protagonist's personal discretion were nonsignificant. The results imply that the bullies minimize the inherent consequential harm in the straightforward moral transgressions and overextend protagonists' discretion in the transgressions. Victims, on the other hand, minimize protagonists' personal realm of legitimate autonomy utilized in judging multi-faceted moral dilemma.
The Impressions of School Managers on Psychological Counseling and Guidance Services: A Descriptional Study
Author: Hatunoglu, Bedri Yavuz
Date: 2021-02-00
Type: Journal Articles
Subjects: School Administration,Administrator Attitudes,Principals,Elementary Schools,School Counseling,School Counselors,Counseling Effectiveness,Expertise,School Psychology,Career Guidance,Educational Counseling,Foreign Countries

School guidance and counselling is a programme that is complementary to the education process and is seen as a support service for the pupil. The aim of this study is to examine the primary school administrators' views on psychological counseling and guidance services in their schools. The research was carried out with 20 school principals and vice principals who have been working in schools for at least one year with a psychological counselor. In the study, a semi-structured interview form developed by the researchers was used as a data collection tool. Considering the field studies, studies were carried out on three main principles: educational guidance, personal / social guidance, and vocational guidance, and three categories of studies, evaluations and suggestions for each theme. According to the findings, school guidance services were it is not considered sufficient in many respects and it is emphasized that the system has deficits. The main deficiencies mentioned can be expressed as the lack of expert personnel in the field, problems arising from infrastructure and central structure and equipment.
The Influence of Perception on the Provision of Early Childhood Education in the Kumasi Metropolis of Ghana
Author: Oppong Frimpong, Samuel
Date: 2021-02-00
Type: Journal Articles
Subjects: Foreign Countries,Child Development,Outcomes of Education,Developmentally Appropriate Practices,Teacher Competencies,Teaching Methods,Educational Quality,Teacher Role,Administrator Role,Principals,Preschool Education,Preschool Teachers,Role of Education,Teacher Attitudes,Administrator Attitudes

An individual is born with millions of neurons and the quality of the experiences he/she will have at the early years can potentially determine the future life of that person. This makes quality early childhood education pivotal. However, the perception people have about this influence how they prepare themselves to provide that quality early childhood education for young children. Thus, this qualitative research purposively sampled 26 participants to elicit their views about the perception they have about the criticality of early years experiences and how the perception influenced how they were providing the early childhood education within the Kumasi metropolis of Ghana. Data in the form of interview were analysed thematically. The study found that experiences through the early childhood education are criticality serving as the foundation for future education. The study also found that developmentally appropriate infrastructure (such as tables and chairs sized to the height of learners, spacious and well-ventilated classroom), teachers who are specifically trained in early childhood education and child friendly pedagogy should be in place to ensure quality early childhood education and that how early childhood education was perceived greatly influenced how it was provided. The recommendations based on the findings are that, there should be more advocacy by teachers and head teachers on the criticality of early years experiences to ensure people's sufficient appreciation for quality early childhood education for young children. Importantly, early childhood education should be completely detached from the primary and basic school to enable it receive the due attention and the needed provision. Individuals with the right perception should be engaged with the provision of Early Childhood Education (ECE).
A Study of the Lexical Complexity of Homogeneous Texts Using Stochastic Modeling and Analysis
Author: Zhang, Yanhui
Date: 2020-10-00
Type: Journal Articles
Subjects: Difficulty Level,Models,Validity,Language Research,Comparative Analysis,Regression (Statistics),Chinese,Computational Linguistics,Orthographic Symbols,Text Structure

This paper takes a system dynamic approach to study homogeneous texts where the dynamics of the lexical richness of such texts over time are of the focal concern. It is hypothesized that the progress of the lexical complexity is driven by how far away this process is from the maximum level of complexity, while is subject to the fluctuations due to the dynamic nature of the system. It is shown that the lexical dynamics of homogeneous texts can be effectively modeled by a stochastic differential equation with proper upper bounds. The linguistic validity and the statistical goodness of the model are empirically tested with the texts of CGWR. Given the ubiquity of the diffusion phenomena in various settings of language and linguistic studies (e.g. language development), the findings of the current work should provide a useful methodological reference in comparison to classic approaches such as statistical regressions.
Analysis of the Queen&apos;s Speech on COVID-19 from the Perspective of Transitivity
Author: Yu, Luo
Date: 2020-12-00
Type: Journal Articles
Subjects: Speeches,Public Officials,COVID-19,Pandemics,Discourse Analysis,Political Influences,Economic Factors,Cultural Influences,Disease Control,Public Health,Cross Cultural Studies,Comparative Analysis,Epidemiology,Cultural Background,Foreign Countries,Grief,Social Responsibility,Persistence

The Queen Elizabeth II recently made her fifth public speech on COVID-19 since taking office. Through the use of systemic functional linguistics to analyze her speech text, this article mainly analyzes the text from the perspective of the concept of function and finds this speech text involves only four processes: material process, metal process, relational process and verbal process. This article discusses the political, economic and cultural characteristics of the UK's response to COVID-19. In addition, this paper compares China and the UK, and discusses the different measures taken in the face of the epidemic and the underlying cultural background. This study found out that the Queen's speech is mainly aimed at expressing gratitude to those working on the front lines of the fight against the epidemic and encouraging people to respond to the call of the British government and face the epidemic positively. The analysis of speech with the transitivity can enrich and update the study contents of transitivity.
An Investigation of the Communicative Purposes of Road Signs: How Signs Do Things
Author: Ewald, Jennifer D.
Date: 2020-12-00
Type: Journal Articles
Subjects: Signs,Communications,Traffic Safety,Motor Vehicles,Visual Aids,Navigation,Grammar,Punctuation,Syntax,Semantics

This study explores the important communicative roles carried out by road signs both directly and indirectly. The qualitative analysis is based on a corpus of 150 road signs collected from signage on state and local highways and roadways in seven U.S. states. Road signs were identified as either full, grammatical sentences or as block language. They were further analyzed as speech acts and their performativity was briefly explored in three areas: agency, lexis, and emplacement. Road sign ambiguity in regard to punctuation and syntactic ambiguity was also identified. The findings pointed to several areas for future research including drivers' behavioral reactions, road safety and wayfinding potential.
Systemic Functional Grammar Analysis of News Reports of Li Wenliang Incident
Author: Lihan, Kang
Date: 2020-10-00
Type: Journal Articles
Subjects: Grammar,News Reporting,Form Classes (Languages),Programming (Broadcast),Speech Communication,Ideology,Reading Processes,Political Attitudes,COVID-19,Discourse Analysis,Language Usage,Physicians,Disclosure,Foreign Countries

Based on a report on Dr. Li Wenliang in the British mainstream BBC media under the epidemic of COVID-2019, this paper analyzes from three perspectives guided by Halliday's Systemic Functional Grammar: transitivity, mood and personal pronoun. It is found that the material process appears most frequently which shows that the news reports mainly reproduce the event process. The second is the verbal process, which shows that news reports are good at making use of multi-channel speech sources to enhance the authority and objectivity of reports. The third is the relational process and psychological process, which reflects the subtlety of news report content and the concealment of attitude. This paper reveals the ideological direction implied in the news reports through seemingly neutral and objective reports, aiming at providing reference for readers in the process of reading Chinese and foreign political discourse.
A Socio-Pragmatic Investigation of Language of Insults in the Utterances of Yoruba Natives in Nigeria
Author: R. O., Farinde
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Language Usage,African Languages,Tribes,Native Speakers,Aggression,Ethnicity,Figurative Language,Negative Attitudes,Social Influences,Diversity,Interpersonal Communication

An utterance is neither seen nor touched but capable of making or marring an individual, group or a nation depending on how it is used. Thus, positive utterances ensure peace and tranquility in a society while negative utterances usually tear a nation apart. Language of insult is a negative utterance that usually produces, hatred, war, or disunity in the society. This paper, therefore, investigated the language of tribal insult in the utterances of Yoruba language users. Adopting conversational Implicature and Referential Theory as a theoretical framework, the study examined the language of tribal insults in the utterances of Yoruba users of Yoruba language. Employing participatory observation and recorded utterances in informal settings with the native speakers of Yoruba, the researchers discovered that the use of language of tribal insults among the Yoruba speakers has presented some tribes less humans. Also, some words are carelessly used to insult a nation, abuser's insults are being transferred to ethnic groups with he use simile and metaphor, and negative attitude of a particular person becomes an insult to an ethnic group. The insults ranges from &quot;theft&quot;, &quot;promiscuity&quot;, &quot;stinginess&quot;, &quot;privilege abuse&quot;, &quot;dirtiness&quot; to &quot;inferiority complex&quot;. The implication of the insults is that some tribes are seen as being worthiness. The study, therefore, recommends that government should put machinery in motion to check this menace in order to promote unity in diversity.
Teacher Recruitment and Retention in Rural Colorado
Author: Banghart, Kirk
Date: 2021-01-00
Type: Journal Articles
Subjects: Teacher Recruitment,Teacher Persistence,Rural Schools,Faculty Mobility,Dual Enrollment,Mathematics Teachers,Science Teachers,Elementary Secondary Education

In Colorado, where higher education institutions are not graduating enough candidates to fill open teaching jobs, particularly in specializations such as math, several initiatives are working to improve rural teacher recruitment and retention. Through scholarships, state university partnerships, a multidistrict professional learning community, and strategies for cultivating mentorship, some rural Colorado districts are increasing teachers' enthusiasm for the profession, which keeps them from leaving. While the challenges of teacher recruitment, well-being, instructional quality, and retention are likely to be ongoing, outcomes from the work in Colorado suggest grounds for optimism: removing barriers to additional education and empowering teachers with content knowledge and pedagogy training in a peer community can encourage them to remain in teaching.
Challenges of Distance/Online and Face-to-Face Education in the New Normal: Experiences of Reggio Emilia-Inspired Early Childhood Educators in Turkey
Author: Inan, Hatice Zeynep
Date: 2021-00-00
Type: Journal Articles
Subjects: Barriers,Distance Education,Electronic Learning,Synchronous Communication,Reggio Emilia Approach,Young Children,Early Childhood Teachers,Teacher Attitudes,Instructional Effectiveness,Instructional Materials,Technical Support,Hygiene,Parent Teacher Cooperation,COVID-19,Pandemics,Foreign Countries

The current study aimed to examine the perceptions and experiences of Reggio Emilia-inspired early childhood educators in Turkey regarding the difficulties they experienced in the New Normal. The study utilized the method of phenomenography. Data collection included an online questionnaire consisting of open-ended questions and demographic information questions. Data analysis included both the content analysis and the thematic analysis. The study involved 226 Reggio Emilia-inspired educators from different schools in Turkey. The findings showed that many of the participants were not aware of different ways to do distance education and adhered to online education only. Most of those educators, who adhered to online education, complained about difficulties and negative experiences related to online education and they thought that online/distance education is suitable for children aged 6 and up but not for younger ones. Only a few of them agreed that online education was effective in supporting children's development and learning. On the other hand, all of them agreed that face-to-face education was effective during the pandemic. The findings of the current research also showed that some educators received both parents' support and others' support (e.g., own relatives, managers, colleagues) but some of them received no support at all during the pandemic.
An Investigation of the Underlying Linguistic Problems in the Translation of Surah Quraish into English: A Comparative Syntactic and Semantic Study
Author: Alhaj, Ali Albashir Mohammed
Date: 2020-10-00
Type: Journal Articles
Subjects: Syntax,Semantics,English (Second Language),Translation,Problems,Classification,Semitic Languages,Islam,Language Processing,Connected Discourse,Language Research,Phrase Structure,Written Language

The current study aims at exploring some syntactic and semantic underlying problems in three English translations of the meanings of Surat Quraish; that is in English translations of AbdelHaleem, Khan and Mohammed Taj Al-Din Al-Hilai and Pickthall. Also, the study aims at probing how the three translators deal with some syntactic and semantic underlying problems and constrains in their renderings of the meanings of Surat Quraish into English. Four Ayahs of Surat Quraish were purposefully selected to address the research questions and categorized into semantic, and syntactic problems. The study shows that there are some syntactic, and semantic underlying problems in the translation of the meaning of Surat Quraish into English rendered by Abdel-Haleem, Khan and Mohammed Taj Al-Din Al-Hilai and Pickthall. Moreover, the types of the syntactic, and semantic underlying problems are lack of cohesion and coherence as well as the translation strategies employed by the three translators. The study also recommends that translators of the Holy Quran must adopt footnotes, paraphrase, modulation, transposition and transliteration, and other translation strategies to avoid a probable loss of the intended meaning of the Message.
EFL Learners&apos; Language Learning Strategies: A Case Study at Qassim University
Author: Mahib ur Rahman, Mohammed
Date: 2020-10-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Learning Strategies,Undergraduate Students,Student Attitudes,Scores,Measures (Individuals),Foreign Countries,Case Studies

Language learning strategies (LLS) play a significant part in learning a second or foreign language. These strategies support and simplify the process of language learning for students. Hence, this study endeavors to investigate LLS applied by students at the Department of English Language and Translation, Qassim University in learning English language as a foreign language. The present study applied &quot;Strategy Inventory for Language Learning&quot; (SILL), which was established by Oxford (1990) to collect data. 30 students from level four took part voluntarily, and later data was analyzed to provide means, distribution of frequencies, standard deviation, percentages, and total scores of data set. The study discloses that EFL students were accustomed to the whole six LLS groups. Moreover, the study also reveals that some students used more LLS than other students, although the difference was significant across all students. These LLS groups are; &quot;compensation, social strategies, affective, cognitive, metacognitive, and memory with a medium level of frequency use for over-all strategies (M = 3.49)&quot;. The most repeatedly applied strategies by students of level four from these six strategies are as follows from the top &quot;metacognitive, compensation, social, memory, cognitive, and affective strategies&quot;. The findings would help teachers and students to be aware of LLS while in teaching and learning English as a foreign language.