ethanporcaro/eric-fulltext-meta huggingface dataset:
Accommodation Access by Southern California Community College Students with Specific Learning Disabilities
Author: Hoogendoorn, Denise Lynn
Date: 2021-04-00
Type: Journal Articles
Subjects: Academic Accommodations (Disabilities),Community Colleges,Two Year College Students,Students with Disabilities,Learning Disabilities,Access to Education,Advocacy,Self Advocacy,Student Experience,Self Determination,Teacher Student Relationship

An increasing number of students with disabilities (SWD) are attending college. Yet, many SWD, including students with specific learning disabilities (SLD), do not access accommodations needed for their academic success (Travis, 2014). To identify barriers and supports that affect access to accommodations, the researcher used a qualitative methodology with a descriptive, phenomenological approach to explore experiences of accessing accommodations for a convenience sample of students who self-identified with SLD and were attending Southern California community colleges. Data collected from semistructured interviews were analyzed through the lenses of self-advocacy theory and self-determination theory. The researcher found and identified three practical themes: (1) assigned advocates; (2) meeting with instructors; and (3) positive school experiences that assist students with SLD on postsecondary campuses access their accommodations. The themes support recommendations to those working with postsecondary students with SLD. Those recommendations include: (1) assigning advocates; (2) facilitating meetings with instructors; (3) ensuring all students have positive educational experiences; (4) training and educating all those who encounter SWD on postsecondary campuses; and (5) alleviating stigma and negative perceptions associated with disabilities.
Adaptation of Technological Pedagogical Content Knowledge Scale into Turkish Culture within the Scope of 21st Century Skills
Author: Mustafa, Alpaslan Muhammet
Date: 2021-04-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Test Construction,Test Validity,Test Reliability,Factor Structure,Measures (Individuals),Cultural Context,Preservice Teachers,Self Efficacy,Knowledge Level,Correlation,Public Colleges,Foreign Countries,21st Century Skills

The purpose of this study was to test the validity and reliability of Turkish version of the 21st century skills-oriented TPACK scale, developed by Valtonen et al., (2017). The participants of the study selected with using the convenient sampling included 339 pre-service teachers who enrolled in the teacher education faculty of a state university located in the western part of Turkey. Confirmatory factor analysis was performed for the construct validity of the scale, and Rasch analysis for its validity and reliability. Rasch person and item reliability coefficients for the TPACK were around 0.90. Rasch analysis showed that infit and outfit mean values were in the acceptable fit range. In addition, correlations between the factors showed a strong relation in the theoretical model, indicating a good construct validity. Also, all dimensions of the scale were significantly related to teaching self-efficacy of preservice teachers. Examination pre-service teachers' responses, it was found that they believed that they had adequate knowledge at content and pedagogic matters, but their knowledge at technology and integrating it with pedagogic and context knowledge were at satisfactory level. Educational implications and future directions were discussed.
Perceptions of Work-Integrated Learning in Rural Health and Human Services under the National Disability Insurance Scheme in Australia
Author: Quilliam, Claire
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Work Experience Programs,Students with Disabilities,Higher Education,Rural Areas,Health Education,Student Placement,Health Services,Human Services

The impact of Australian disability policy reform, known as the National Disability Insurance Scheme, on the capacity of rural health and human service organizations to facilitate higher education has been poorly investigated. This study explored how health professionals perceive the impact of the National Disability Insurance Scheme on nursing and allied health work-integrated learning (WIL) in rural host organizations during the scheme's implementation in Victoria, Australia. Data collected from 20 health professionals across rural Victoria were thematically analyzed and mapped onto WIL dimensions. This process revealed themes relating to shifts in WIL purpose, context, nature and responsibilities. The findings suggest the National Disability Insurance Scheme may have limited rural organizational capacity to host students undertaking WIL, and in turn, contributed to a decline in rural health education during the implementation phase. Thus, WIL partners may need to pay greater attention to the policy framework surrounding rural WIL opportunities.
The Effectiveness of Somatic Experience Based Stabilization Program for Refugee Women&apos;s Post-Traumatic Stress, Mindfulness and Social Support Level
Author: Arici Özcan, Neslihan
Date: 2021-04-00
Type: Journal Articles
Subjects: Psychophysiology,Program Effectiveness,Intervention,Holistic Approach,Posttraumatic Stress Disorder,Social Support Groups,Metacognition,Refugees,Females,Psychological Services,Nongovernmental Organizations,Foreign Countries

This quasi-experimental study examines the effects of the Somatic Experience Stabilization Program (SESP) on post-traumatic stress, mindfulness, and social support levels among refugee women. This study was conducted with 22 women who applied to a non-governmental organization for social and psychological support. Impact of Event Scale Revised (IES-R), Mindfulness Attention Awareness Scale (MAAS) and Multidimensional Scale of Perceived Social Support (MSPSS) were utilized for pre-test, post-test, and follow-up tests. While experimental group received a six-session SESP intervention developed by the researcher, control group received no intervention. SESP for refugee women was found to be significantly effective in decreasing post-traumatic stress and increasing mindfulness and social support levels. The effects of the program persisted during the follow-up test.
Understanding the Risks in Work-Integrated Learning
Author: Fleming, Jenny
Date: 2021-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Risk,Universities,Foreign Countries,Health,Safety,Student Behavior,College Students,Student Characteristics,Reputation,Student Employment,Job Placement

Work-integrated learning (WIL) is an activity with inherent risks, different from those that occur with on-campus learning experiences. Risks associated with WIL may have serious financial, reputational and legal consequences for universities, WIL staff, students and host organizations. Using a mixed methods approach, this study examined how risk was defined and perceived by those involved in WIL, across eight New Zealand universities. Differences in understanding were examined and compared across disciplines and university roles. WIL staff perceived health and safety; conduct of students; student characteristics; conduct of the host organization (including exploitation and physical safety of students) as high risk. These factors were all linked to reputational risk for the university. WIL staff (both new and more experienced) need to have a clear understanding of the risks, so they can design risk management practices to help mitigate these risks for universities, students, host organizations, as well as themselves.
A Review of Adverse Childhood Experiences as Factors Influential to Biopsychosocial Development for Young Males of Color
Author: Harris, Shaywanna
Date: 2021-00-00
Type: Journal Articles
Subjects: Minority Group Students,Racial Bias,Ethnicity,Males,At Risk Students,Disproportionate Representation,Early Experience,Individual Development,Biology,Psychology,Resilience (Psychology),Culturally Relevant Education,Professional Development,School Counselors,Advocacy,Mental Health,Physical Health,Social Development,Academic Achievement,Educational Environment,Evaluation Methods,Knowledge Level,Stress Variables,Trauma,Cultural Awareness,Counselor Qualifications

Despite the &quot;Brown v. Board of Education&quot; Supreme Court decision ending school segregation in 1954, African American children and other children of color still experience severe and adverse challenges while receiving an education. Specifically, Black and Latino male students are at higher risk of being placed in special education classes, receiving lower grades, and being suspended or expelled from school. Although adverse childhood experiences (ACEs), and the negative outcomes associated with experiencing them, are not specific to one racial or ethnic group, the impact of childhood adversity exacerbates the challenges experienced by male students of color at a biological, psychological, and sociological level. This article reviews the literature on how ACEs impact the biopsychosocial development and educational outcomes of young males of color (YMOC). A strengths-based perspective, underscoring resilience among YMOC, will be highlighted in presenting strategies to promote culturally responsive intervention with YMOC, focused professional development, and advocacy in the school counseling profession.
Psychosocial Prediction of Self-Injurious Behavior: A Comparison of Two Populations
Author: Sitton, Melissa J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Predictor Variables,Self Destructive Behavior,Personality Problems,Symptoms (Individual Disorders),At Risk Persons,Undergraduate Students,Young Adults,Stress Variables,Counseling Services,Interpersonal Relationship

A psychosocial approach to predicting self-injurious behavior (SIB) may allow for more accurate predictions and enhance intervention for individuals who engage in SIB. We examined psychosocial predictors of SIB within and between two populations: individuals with traits of borderline personality disorder (BPD; N = 60) and college students (N = 116). All participants met the inclusion criteria of engaging in SIB at least once in the past year. All participants completed measures of psychological distress, social functioning, and SIB. Methods of SIB did not vary across samples, but SIB rates did. Psychological distress and population type (BPD or student) predicted SIB, whereas social factors did not. Additionally, we found a significant interaction wherein psychological distress was more related to SIB in individuals with traits of BPD. Accordingly, we recommend that counselors consider population and psychological distress when assessing SIB risk in clients.
Morphological Teaching Strategies to Enhance Students&apos; Vocabulary Knowledge and Reading Comprehension
Author: Sulistyawati, Elizabeth Emmanuela
Date: 2021-06-00
Type: Journal Articles
Subjects: Teaching Methods,Morphology (Languages),Vocabulary Development,Metalinguistics,Second Language Learning,Second Language Instruction,English (Second Language),Morphemes,Reading Comprehension,Learning Processes,Learning Strategies,Foreign Countries

Several studies have shown that morphological awareness contributes to the improvement of the comprehension of student reading and vocabulary learning, interest in the importance of language acquisition, and instruction of morphological awareness is increasing. This research emphasizes the use of morphological techniques used in reading comprehension to enhance the vocabulary awareness of prefixes and suffixes of students and to contribute to the development of vocabulary acquisition. This literature review was conducted to incorporate research results to assess whether such training led to increased understanding of reading and the development of vocabulary. First, researchers need to collect relevant information related to morphological and teaching strategies in the teaching and learning process of English. Second, researchers can analyze data regarding the advantages and disadvantages of morphological strategies and instructions in the English teaching and learning process. Third, researchers identified the important role of morphological awareness that has been applied by students and the need to implement morphological strategies to help second language learners to acquire English language skills. Finally, learners can conclude some important things related to the application of morphology learning strategies to engage the teaching and learning process so that learners can achieve learning objectives regularly.
Speaking Self-Efficacy of EFL Students of Pre-Service Teaching Program in EFL Classroom Setting
Author: Darmawan
Date: 2021-06-00
Type: Journal Articles
Subjects: Self Efficacy,English (Second Language),Second Language Instruction,Preservice Teacher Education,Language Skills,Speech Communication,Public Speaking,Speech Skills,Student Attitudes,Foreign Countries

The standing grown of academic self-efficacy as a theoretical framework of the independent contributor to task performance of language skills such as speaking has been widely recognized. Considerable amount of researches has also found self-efficacy in EFL context is still roughly challenging. The present research attempts to explain the speaking self-efficacy of 35 EFL students of a pre-service teaching program who enrolled in an EFL speaking advanced class. The result showed the average percentage of student's self-efficacy in the mastery of speaking skills was 79% which was high. The highest point of those questionnaires was students; belief in their personal ability in the mastery of speaking skills (82%). while the lowest point of questionnaires was factors' influencing students' in public speaking in EFL classroom setting (77%). The average percentage of students' self-efficacy in the mastery of speaking skill can grow with effort was categorized as high scale (79%). This research also revealed that students' sources of self-efficacy based on their positive experiences of task accomplishments, observing role model performances, verbal persuasions, their effort, persistence/resilience that they exerted when obstacles arise, and emotional states. The Self-efficacy level of one student with another's was different despite having the same score and it has nothing to do with gender. Individuals with high levels of self-efficacy approach difficult tasks as challenges to master rather than as threats to be avoided.
Teacher Trainees&apos; Perspectives on Storytelling in Primary EFL Classrooms: The Case of Online Training to Tell Stories Effectively
Author: Korkmaz, Sule Çelik
Date: 2021-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Microteaching,Video Technology,Primary Education,Young Children,Story Telling,Picture Books,English (Second Language),Second Language Instruction,Electronic Learning,Instructional Effectiveness,Synchronous Communication,Teacher Competencies,Gender Differences,COVID-19,Pandemics,Undergraduate Students,Student Attitudes,Foreign Countries

The COVID-19 pandemic has obliged EFL teacher trainers to find new pathways to prepare teacher trainees (TTs) for future classrooms. For the TTs enrolled in the Teaching English to Young Learners (TEYLs) course, telling stories effectively is of utmost important. Thus, this study aimed to investigate the TTs' perspectives on creating and telling storybooks in EFL primary classrooms besides the necessity for being trained to tell stories effectively via their out-of-class video-recorded microteaching sessions. The data were collected via the questionnaire and the focus group interviews. The findings revealed: (1) the TTs approved the necessity of creating and telling stories in primary EFL classrooms, which indicates their developed cognition regarding the pedagogical advantages of telling stories to children; (2) effective and interactive storytelling skills were associated with the story teller's narration skills, tone of voice, mimicry, gesture, and interaction skills; (3) the TTs were more in favor of the necessity for being trained to tell a story effectively through face-to-face education than through online education despite reporting several pros and cons of both ways; (4) female TTs were more in favour of creating story books and the necessity for being trained to tell a story effectively via face-to-face training.
Association of Organizational Learning with Leadership, Job Satisfaction, and Engagement in an EFL Setting
Author: Baturay, Meltem Huri
Date: 2021-06-00
Type: Journal Articles
Subjects: Organizational Learning,Departments,Teacher Leadership,Teacher Characteristics,Teaching Experience,Language Teachers,College Faculty,Job Satisfaction,Work Attitudes,Work Environment,Correlation,English (Second Language),Foreign Countries

The present study investigated the relationship between organizational learning, department leadership, teacher leadership, job satisfaction, and engagement in a Turkish higher education language institution. It was designed as a quantitative study. 96 Turkish English language instructors participated in the research. The data were collected with four scales and analyzed through independent samples t-test, one-way ANOVA, Pearson's r correlation, and multiple regression analysis. The findings indicated that there were no statistically significant differences between the participants in terms of their genders, Bachelor's degrees, the status of masters of art, and the departments they worked, but of their teaching experiences concerning organizational learning, department leadership, teacher leadership, job satisfaction, and engagement. They also showed that there were statistically significant relationships among these variables. Besides, they revealed that department leadership and job satisfaction could predict organizational learning positively and explain the 74% of the variance in organizational learning. Department leadership can have a central role in promoting organizational learning by creating a working environment supporting and valuing teacher leadership, so English language teachers/instructors can feel more engaged and satisfied.
Exploring EFL Teachers&apos; Perspectives on Collaborative Learning Activities in Senior High School Contexts
Author: Wijaya, Kristian Florensio
Date: 2021-06-00
Type: Journal Articles
Subjects: Cooperative Learning,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teacher Attitudes,High School Students,Teaching Methods,Learning Activities,Barriers,Foreign Countries

In this global age, it is of critical importance for future workforces to possess both higher intellectual and social competencies crucially sustaining their careers. In accord with this fact, second language educators engaging in worldwide second language learning circumstances have taken a critical stance to promote collaborative learning activities earlier in senior high school contexts to maximize these future generations' potentials in terms of problem-solving, critical thinking, social, and conflict resolution skills. This was a qualitative study conducted in a narrative way to decipher the observed recurring phenomenon accurately based on people's stories and experiences. Open-ended interviews were also utilized in this study to obtain more natural and authentic portrayals regarding the stories told by participants. 2 EFL teachers having different expertise and experiences in running collaborative learning activities in distinctive Senior High School Contexts were also involved in this study to yield richer and reliable results out of the data gathered. The study revealed that collaborative learning activities will run more efficiently when supportive learning assistances are extensively addressed and a higher degree of reverence occurred among diverse group members.
Factors Influencing Indonesian EFL Learners&apos; Willingness to Speak English in Classrooms
Author: Azwar, Taufik Akbar
Date: 2021-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Classroom Communication,Student Attitudes,Speech Communication,Teaching Methods,Familiarity,Gender Differences,Age Differences,Foreign Countries,Universities,College Students

In the current second language pedagogy, understanding factors that contribute to learners' willingness to speak English in classrooms is fundamental for teachers. The aims of this present study are (1) to find out the extent to which Indonesian EFL learners are willing to speak English in classrooms and (2) to investigate the factors that influence their willingness to speak English in classrooms. A descriptive quantitative design was employed in this study. This study involved 91 English learners of the University of Bengkulu. An adapted willingness to speak English questionnaire was used to collect the data. The findings indicate that most of the learners are willing to speak English in classrooms. Furthermore, some factors are found to influence the learners' willingness to speak, including topic familiarity, topic interest, topic preparation, topic comfort, challenging topic, group size, task familiarity, seating arrangement, gender and age of interlocutor, interlocutor familiarity, fear of making mistakes, and fear of evaluation. Therefore, several pedagogical implications for teachers have been suggested in this study.
Investigating Fluency and Accuracy of Japanese University EFL Learners&apos; Spoken English Production
Author: Tokunaga, Miki
Date: 2021-06-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Accuracy,Language Fluency,Foreign Countries,College Students,Speech Communication,Grammar,Teaching Methods,Communicative Competence (Languages),Prior Learning,Curriculum Development,Time on Task

Japanese learners of English are often described as having good English grammar but lacking in fluency. However, with the changes to a more communication-focused English curriculum in the last few decades, this is no longer the norm. This paper will first review the reactions to communication-focused English instructions in Japan and other parts of Asia, then discuss the current study which explored the grammatical accuracy and fluency of spoken English production of 45 Japanese university EFL learners who had studied under the communication-focused curriculum in junior and senior high schools. The results of the study showed that, as a group, the participants were neither accurate nor fluent. Although some participants were able to produce sentences accurately using easier grammar structures, their production was very slow, indicating the retrieval of declarative knowledge instead of proceduralized knowledge. Literature review and the results of this current study suggest that the communication-focused curriculum has not been successful in developing fluency among Japanese English learners and that their accuracy has suffered from the decreased amount of grammar instructions. Instead of switching the focus from grammar to communication, balanced grammar instruction and fluency practice are needed.