ethanporcaro/eric-fulltext-meta huggingface dataset:
Professional Learning: A Collaborative Model for Online Teaching and Development
Author: Bowser, Audrey
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Courses,Graduate Study,Delivery Systems,Distance Education,Teacher Collaboration,Educational Quality,Improvement Programs,Barriers,Educational Practices,Curriculum Development,Models

This article examined a unique collaborative initiative between a team of graduate level faculty to improve the quality of course development and delivery using a collaborative review process. The collaborative review of teaching has become a widely accepted means for assuring quality distance learning coursework and for the purpose of evaluating the effectiveness of online teaching. The criteria of the &quot;Quality Online Learning and Teaching (QOLT) Assessment for Peer Reviewers&quot; instrument were used to measure the quality indicators that address good teaching and learning practices. The authors outline the steps in the process of developing and managing such an online graduate distance learning program.
Preservice Teachers' Technology Self-Efficacy
Author: Kent, Andrea M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Preservice Teachers,Technological Literacy,Likert Scales,Student Surveys,Student Teacher Attitudes,Technology Integration,Pedagogical Content Knowledge,Teacher Competency Testing,Statistical Analysis

Since efficacy of experienced teachers is difficult to change (Hoy, 2000), preservice teachers' technology self-efficacy is a creditable indicator of graduates' likelihood to use instructional technology throughout their careers. A study was conducted with elementary preservice teachers (n = 62) who completed a 5-item, Likert-type survey measuring self-efficacy for teaching with technology. Responses revealed that 91% of participants incorporated technology into lessons with 95% of participants reporting some confidence in their ability to select and utilize technology in teaching. Additionally, 90% of participants felt they could integrate technology across the curriculum. Positive teacher-efficacy is essential for effective instructional technology integration (Moore-Hayes, 2011).
Preparing Educators to Teach Effectively in Inclusive Settings
Author: Reyes, Maria E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Inclusion,Teaching Skills,Inservice Teacher Education,College Credits,Teacher Certification,Online Courses,Institutes (Training Programs),Self Efficacy,Pedagogical Content Knowledge,Accessibility (for Disabled),Pretests Posttests,Learning Modules,Student Participation,Classroom Techniques,Teacher Effectiveness,Statistical Analysis,Quasiexperimental Design

Florida Senate Bill 1108, requires educators applying for re-certification to earn one college credit or the equivalent in-service points in teaching students with disabilities (SWD). To assist educators in fulfilling this requirement, a college of education designed an online course and an educator's summer institute (ESI). This article examines the changes in perception of self-efficacy and knowledge of content in specialized instruction in working with SWD in inclusive settings resulting from participation in the two offerings. Results describe participants' gains in ESE content knowledge and a significant and positive impact on perceptions of self-efficacy to teach in inclusive settings.
Emergent Literacy Development and Computer Assisted Instruction
Author: Trotti, Judy
Date: 2017-00-00
Type: Journal Articles
Subjects: Emergent Literacy,Computer Assisted Instruction,Mixed Methods Research,Preschool Education,Control Groups,Experimental Groups,Semi Structured Interviews,Focus Groups,Preschool Teachers,Teacher Attitudes,Achievement Gains,Pretests Posttests,Intervention,Intermode Differences,Teaching Methods

In this mixed-methods study, researchers examined the literacy development of prekindergarten students (N = 162) randomly placed in one of two treatment groups with each receiving 15 minutes of computer-assisted literacy instruction for four months. Literacy development of a control group of children not receiving computer-assisted instruction was contrasted with the two treatment groups. All children in the study were eligible for free or reduced lunch. Responses from a semi-structured focus group of prekindergarten teachers (N = 5) were analyzed for corroboration. Although all three groups progressed in literacy development, the control group had significantly larger gains (p &lt; 0.01). The effect size was moderate (eta squared = 0.63). Qualitative data supported the use of one computer program over another, but none of the teachers supported daily use of either software treatment.
Creating Inclusive EAL Classrooms: How Language Instruction for Newcomers to Canada (LINC) Instructors Understand and Mitigate Barriers for Students Who Have Experienced Trauma
Author: Wilbur, Amea
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Barriers,Immigrants,Refugees,Adult Students,Foreign Countries,Trauma,Federal Aid,Educational Finance,Disadvantaged,Inclusion,Teaching Methods,Interviews,Focus Groups

This article draws on my dissertation, &quot;Creating Inclusive EAL Classrooms: How LINC Instructors Understand and Mitigate Barriers for Students Who Have Experienced Trauma.&quot; The article explores some assumptions and understandings that English as an Additional Language (EAL) teachers bring to teaching students believed to have experienced trauma, and illustrates the dilemmas they face in supporting such students in a government-funded and -designed EAL program for newcomers. Using the concept of Iris Marion Young's &quot;Five Faces of Oppression&quot; (1990), the data and findings of the research for my dissertation are explored, contributing to the discussion on trauma and learning in EAL programs and specifically in relation to adult immigrants and refugees.
Telling Stories of Violence in Adult ESL Classrooms: Disrupting Safe Spaces
Author: Waterhouse, Monica
Date: 2016-00-00
Type: Journal Articles
Subjects: Violence,Adult Students,Story Telling,Qualitative Research,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Vignettes,Interviews,Language Teachers,Oral Language,Teaching Methods,Safety,Educational Environment,Refugees,Ethics,Transformative Learning,Foreign Countries

This article develops a complex understanding of safe space in relation to adult refugee learners' oral literacy practice of telling stories of violent life experiences in English as a second language (ESL) classrooms. A rhizoanalytic approach brings theoretical and empirical elements into conversation to ask two questions. Can the exigencies of safe classroom spaces accommodate the telling/hearing of violent stories? What might be the pedagogical potential of such storytelling in ESL classrooms? Grounded in literature critiquing safe space discourses and theoretical work that views the telling of violent stories as ambivalent (destructive and productive), I argue that unproblematic conceptualizations of safe classrooms become impossible when refugees are involved. I present a data assemblage drawn from a qualitative study with two ESL teachers and four students. In a series of interview vignettes, the students describe their experiences of hearing their classmates' stories of violence, highlighting the emotional impact of these experiences and their capacity to bring on new ways of thinking. This analysis reframes refugee storytellers as powerful, agentive forces in the ESL classroom and suggests that sharing stories is pedagogical in the sense that it affects and transforms learners. In closing, I discuss the practical and ethical implications of the research.
Improving Reading Fluency and Comprehension in Adult ESL Learners Using Bottom-Up and Top-Down Vocabulary Training
Author: Oliver, Rhonda
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Quasiexperimental Design,Second Language Instruction,Vocabulary Development,Reading Comprehension,Instructional Effectiveness,Pretests Posttests,Reading Fluency,Foreign Countries,Language Tests,College Students,Age,Gender Differences,Instructional Materials,Teaching Methods,Word Recognition

The current research examines the effect of two methods of vocabulary training on reading fluency and comprehension of adult English as second language (ESL) tertiary-bound students. The methods used were isolated vocabulary training (bottom-up reading) and vocabulary training in context (top-down reading). The current exploratory and quasi-experimental study examines the effectiveness of these methods in two intact classes using pre- and posttest measures of students' reading fluency and comprehension. The results show that bottom-up training had a negative impact on fluency and comprehension. In contrast, top-down training positively affected fluency but had no impact on comprehension. Further, the results do suggest that fast-paced reading may potentially lead to improved comprehension. These findings have implications for the type of language instruction used in classrooms and, therefore, for teachers of adult ESL learners.
Denials of Racism in Canadian English Language Textbooks
Author: Gulliver, Trevor
Date: 2016-00-00
Type: Journal Articles
Subjects: Racial Bias,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,History,Discourse Analysis,Cultural Pluralism,Textbooks,Content Analysis,Ethnic Groups,Racial Differences

This critical discourse analysis examines denials of racism in descriptions of Canada and Canadians from English language textbooks. Denials of racism often accompany racist and nationalist discourse, preempting observations of racism. The study finds that in representations of Canada or Canadians, English language texts minimize and downplay racism in Canada's past and present while problematically and uncritically constructing Canadians as committed to multiculturalism and ethnic and racial diversity. The authors echo the call made by the Truth and Reconciliation Commission for antiracist education and education materials that speak frankly of racism in Canadian history.
Dynamics of Classroom WTC: Results of a Semester Study
Author: Mystkowska-Wiertelak, Anna
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Longitudinal Studies,Classroom Communication,Student Participation,Lesson Plans,Interviews,Questionnaires,Role,Correlation,Classroom Environment,English (Second Language),Advanced Students,Student Attitudes,Majors (Students),Undergraduate Students,Likert Scales,Mixed Methods Research,Foreign Countries

The fact that L2 willingness to communicate (WTC) can fluctuate over different time scales is no longer disputed as numerous studies have proved a dynamic rather than trait-like character of the concept (cf. MacIntyre &amp; Legatto, 2011; MacIntyre, Burns, &amp; Jessome, 2011; Mystkowska-Wiertelak &amp; Pawlak, 2014). The changes in the intensity of L2 learners' readiness to engage in communication in the classroom context have been investigated in a number of studies attempting also to establish factors capable of stimulating or hindering WTC (e.g., Cao &amp; Philip, 2006; Pawlak &amp; Mystkowska-Wiertelak, 2015; Peng, 2014). Many of empirical explorations of L2 learners' WTC, although representing the ecological perspective, provide solely a snapshot of classroom reality, thus generating a question if such one-at-a-time picture frame can sufficiently accommodate diverse factors that impinge on learners' readiness to engage in communication. The application of a longitudinal design was thus dictated by the author's intention to gather information on WTC ebbs and flows not only during single lessons but also continuing over a number of lessons conducted throughout a semester of study, which allowed for exploring a wider spectrum of conditions that affect WTC of advanced learners of English attending speaking classes. Detailed lesson plans, interview and questionnaire data were used to interpret WTC fluctuations reported by the participants at 5-min intervals in the course of 7 lessons. Qualitative and quantitative analysis of the data revealed that the intensity of communicative behaviour depends on an intricate interplay of personal and group-related factors, with a special role ascribed to the instructor whose knowledge of the group characteristics and needs coupled with didactic skills can greatly contribute to increasing WTC in the classroom.
Resilience through Storytelling in the EAL Classroom
Author: Geres, Koreen
Date: 2016-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),English (Second Language),Second Language Learning,Second Language Instruction,Story Telling,Social Change,Immigrants,Refugees,Classroom Techniques,Secondary School Teachers,Secondary School Students,Teacher Attitudes,Well Being,Language Teachers,Teacher Student Relationship,Foreign Countries,Reflection,Action Research,Peer Relationship

English as an Additional Language (EAL) teachers often become the trusted confidants of students who experienced forced migration. Although teachers are not typically trained to be counsellors or encouraged to take that role, what they do in the classroom can have a great influence on their students' well-being (Pipher, 2002). In fact, teachers and schools can be major factors in building resilience and creating opportunities for adjustment (Pike, Cohen, &amp; Pooley, 2008). When teachers provide strategies for well-being, youth are more likely to have the capacity to cope with tremendous social, educational, and emotional change. One classroom strategy to promote resilience is storytelling. In addition to storytelling being a viable strategy to encourage language learning (Freeman, Freeman, &amp; Mercuri, 2002) and address emotionally difficult issues for the writer (Hong Kingston, 2006), hearing youths' stories can build community support (Theron et al., 2011). This article describes a study to explore how teachers of secondary students who were new to Canada used storytelling and what stories the students wanted to tell. The results of the study are discussed in regard to teachers' reflections on storytelling with EAL students.
Restorative Justice Pedagogy in the ESL Classroom: Creating a Caring Environment to Support Refugee Students
Author: Ogilvie, Greg
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Refugees,Justice,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Land Settlement,Language Teachers,Teacher Role,Guidelines,Student Needs,Safety,Caring,Educational Environment,Teacher Student Relationship,Student Adjustment,Acculturation

For many years the Canadian government has been committed to resettling refugees. Recently, this commitment has been expanded, as more than 25,000 Syrian refugees have been admitted into Canada. As refugee students struggle to adapt to a new environment, English as a second language (ESL) educators are called upon to play a significant role in the resettlement process. Attending to the social as well as academic needs of students requires educators to alter the pedagogical approach adopted. Restorative justice pedagogy provides a framework for attending to these needs by transforming ESL classrooms into safe and caring environments. This article will trace the origins of the restorative movement to the criminal justice system and outline how restorative principles have been applied to school discipline. It will then articulate how these principles could be applied to the ESL classroom to identify student needs and begin the process of healing and community building. Finally, the article will conclude with an example of how restorative justice pedagogy has been applied in a Canadian high school with refugee students.
Using Collaborative Strategic Reading with Refugee English Language Learners in an Academic Bridging Program
Author: Lee, Kent
Date: 2016-00-00
Type: Journal Articles
Subjects: Refugees,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,Reading Comprehension,Cooperative Learning,Reading Strategies,Reading Instruction,Academic Discourse,Literacy,Educational Benefits,Content Area Reading,Literacy Education,Educational Background,Adolescents,Young Adults,Program Descriptions

Refugee students arrive in Canada with varying amounts of previous formal education. School-aged refugees who lack a solid first language education may find learning to read in English and studying subject content especially challenging. If these students leave school, they depart with inadequate English reading proficiency for further academics or job training. Reading strategy instruction could potentially contribute to improving their reading comprehension. In this article, I outline the implementation of Collaborative Strategic Reading in an academic bridging program for low-literate refugee students 17 to 25 years old, followed by some of the observed accompanying benefits. Descriptions and examples of activities used are included, along with references for additional teaching resources.
Giving Refugee Students a Strong Head Start: The LEAD Program
Author: Miles, Joan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Student Diversity,Student Needs,Trauma,Student Characteristics,English Language Learners,Success,Second Language Instruction,Coping,Culturally Relevant Education,Intervention,Access to Education,Communicative Competence (Languages),Student Evaluation,Program Effectiveness,Self Management,Case Studies

As the complexity and cultural diversity in contemporary Canadian schools increases, educators are challenged to respond to the unique cultural, socioemotional, and learning needs of students whose families are fleeing hardship, global conflict, or persecution to seek safe haven in Canada. Like those in most major urban centres in Canada, schools in Calgary have received many newcomer students as families settle into their new lives. Teachers are tasked with providing high-quality education to learners from multiple language bases with limited formal education, little or no English, and histories of loss, grief, and/or trauma. The complexity of this task often requires a multidisciplinary team approach to support the teacher and address unique student needs. This article, written by an ESL teacher and a psychologist, provides an overview of one program that helps set the stage for success in Canadian classrooms. The LEAD program uses a three-pronged approach to foster successful inclusion, an approach comprising English language development, trauma-informed practice, and cultural responsiveness.
Empowerment of Refugees by Language: Can ESL Learners Affect the Target Culture?
Author: Tadayon, Fereshteh
Date: 2016-00-00
Type: Journal Articles
Subjects: Empowerment,Refugees,English (Second Language),Second Language Learning,Self Concept,Acculturation,Language Skill Attrition,Native Language,Personal Autonomy,Critical Thinking,Social Change,Language Maintenance,Immigrants,Correlation,Bilingualism,Cultural Background,Foreign Countries

Numerous studies have investigated the changing patterns of immigration, the growth of multicultural-multilingual societies, and the important role of language in identity construction. Unfortunately, the issue of identity construction is affected by a variety of factors such as language learning and acquisition underlying different contexts and cultures, whereas, to some extent, the effects of language attrition and acculturation on the target community have not received the necessary attention. This crisis is defined primarily as the changes that occur in societies as the result of the amalgamation of languages for communication. It has been clearly stated by Kramsch (2008) that language has the potential to affect speakers' minds and identities. Moreover, immigrants' liberatory autonomy can empower them to be critical thinkers in new societies (Allwright &amp; Hanks, 2009). This raises the question of how to preserve the distinguishing features of societies from potential cultural and social changes brought about by the people who use languages other than the national language of a country. Further elaboration on the effects of language in empowering immigrants is highly recommended. In this article, given the importance of patterns of immigration underlying second language acquisition and English mainstream education, we discuss the diminishing cultural and linguistic traces of non-English-speaking immigrants as a result of the encouraged loss of their first languages.
Using Large Data to Analyze the Effect of Learning Attitude for Cooperative Learning between the High Achievement Students and the Low Achievement Students
Author: Chia-Ling, Hsu
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperative Learning,High Achievement,Low Achievement,Student Attitudes,Secondary School Students,Differences,Foreign Countries

This study is to investigate the effect of the cooperation learning between the high achievement students and the low achievement students. Nowadays, the influences of the flipped classroom are all over the world in the secondary school education. Therefore, the cooperative learning becomes hot teaching strategies again. However, the learning attitude or the learning support may be different between the high achievement students and the low achievement students. The interested in the cooperative learning may be different between these two group students. We expect that the cooperative learning may be accepted by the high achievement students and the adaptive learning may be suit for the low achievement students too. This study used the secondary data to analyze the different between these two groups. The data is the secondary data which is from Taiwan Education al Panel Survey (TEPS) Data. We choose the 2014 Chinese part data set to analyze the effect of the cooperation learning between the high achievement students and the low achievement students. There were 8575 participates in 2014 Chinese data set. In order to analyze the difference from the high achievement students and the low achievement students, we choose the high 5% students and low 5% students. Therefore, the total participates were 858 students include 429 high achievement students and 429 low achievement students. The result of the effect of cooperation learning between the high achievement students and the low achievement students is no significance difference. The result indicates that learning attitude of the high achievement students and the low achievement students in cooperation learning are no difference. In other words, the learning strategy in cooperation learning is fitting for the high achievement students and low achievement students in their learning attitude. Therefore, we can foresee that the flipped classroom especially using cooperation learning may successful in this education reform.