ethanporcaro/eric-fulltext-meta huggingface dataset:
Does Portfolio-Based Language Assessment Align with Learning-Oriented Assessment? Evidence from Literacy Learners and Their Instructors
Author: Abbott, Marilyn L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Literacy Education,Second Language Learning,Second Language Instruction,Immigrants,Foreign Countries,Portfolio Assessment,Goal Orientation,Barriers,Authentic Learning,English (Second Language),Student Attitudes,Teacher Attitudes,Alignment (Education),Bilingualism,Translation,Native Language,Student Evaluation,Language Proficiency,Teaching Methods,Task Analysis,Guidelines,Adult Students

A high-stakes Portfolio-Based Language Assessment (PBLA) protocol that was fully implemented in all Language Instruction for Newcomers to Canada (LINC) programs in 2019 requires instructors and students to set language-learning goals and complete, compile, and reflect on numerous authentic language tasks. Due to the language barriers incurred when communicating with beginner English-as-a-second-language literacy learners (BELLs), no PBLA research has been conducted with BELLs. To address this gap, we interviewed 26 BELLs (n = 2 from 13 L1s) and their instructors (n = 4) about their understanding and use of PBLA. Student interviews were conducted with the assistance of bilingual interpreters in the students' L1s. All the interviews were then transcribed and thematically analyzed in relation to PBLA's alignment with the six dimensions in Turner and Purpura's (2016) learning-oriented assessment framework: contextual, elicitation, proficiency, learning, instructional, interactional, and affective. Results have implications for optimizing learning, and task-based instruction and assessment practices in LINC.
Exploring L2 Learners&apos; Task-Related Identities in a Reading Circle Task through Conversation Analysis
Author: Le, Hoa T. V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Concept,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Task Analysis,Discourse Analysis,English for Academic Purposes,Reading Instruction,Cooperative Learning,Group Dynamics,Student Role,Goal Orientation,Correlation,State Universities,Undergraduate Students

Using conversation analysis as the research approach, this study explores how L2 learners utilize their task-related identities during task interactions and how those identities are used as resources for task management. Eight students in an ESL academic reading class formed two groups while they did their reading circle task for six rounds. In each round, the students took turns to be in charge of a specific role in the discussion session (i.e., discussion leader, notetaker, vocabulary definer, and contextualizer). Data was collected from all rounds and analyzed for emerging patterns. Results showed that (a) the participants used each other's assigned identities skillfully to orient the group to the institutional goal, and (b) the participants used their own existing obligations to problematize the task interactions. By providing insights on those dynamic task-related identities, this study broadens our understanding of interactions happening at the task implementation stage and suggests pedagogical implications.
Dark Triad and Social Media Addiction among Undergraduates: Coping Strategy as a Mediator
Author: Siah, Poh Chua
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Young Adults,Social Media,Computer Use,Addictive Behavior,Coping,Correlation,Personality Traits,Psychopathology,Self Concept,Foreign Countries

The excessive use of social media is prevalent among undergraduates. Dark triad personality is one of the significant predictors of social media addiction, but inconsistent findings were reported. This study adopted the personality-coping-outcome theory as a framework to examine whether coping strategies mediate the effects of dark triad personality on social media addiction. The purposive sampling method was used to recruit 219 undergraduates for a survey. The results showed that only narcissism is associated with social media addiction, and only avoidance coping strategy mediated the effects of pathology on social media addiction. It is suggested a complete theory is required to explain the relationships between dark triad personality and social media addiction, and a coping scale to be developed to cover the coping strategies that fit dark triad personality.
Exploring the Relationship between Personality Traits and TPACK-Web of Pre-Service Teacher
Author: Thohir, M. Anas
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Personality Traits,Pedagogical Content Knowledge,Technological Literacy,Technology Integration,Internet,Preservice Teachers,Early Childhood Education,Foreign Countries

The successes of web design by learning relates to the pre-service teachers' personality. Unfortunately, the relationship between personality and pre-service teachers' technological pedagogical content knowledge related Web (TPACK-Web) still uncertain. The main objective of this study was to explore the relationship between the Five-Factor Model (FFM) of personality and TPACK-Web of the pre-service teacher in Indonesia (N=309). To examine the correlation among two packages of variables, descriptive statistic, bivariate correlation, and Partial Least Squares-Structural Equation Modelling (PLS-SEM) was applied. The finding presented that the correlation between FFM of personality and TPACK-Web was significant. The most important finding suggested that Agreeableness, Conscientiousness, and Openness had a direct effect on the core of TPACK-Web bases (WK, PK, CK), and WPK to WPACK had the strongest effect. Finally, the implication of this study is provided along with suggestions.
Technological Pedagogical Content Knowledge as a Predictor of Physical Education and Sports Teachers&apos; Evaluations of Distance Education
Author: Akkaya, Sumeyra
Date: 2021-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Knowledge Level,Predictor Variables,Physical Education Teachers,Secondary School Teachers,Athletics,Evaluative Thinking,Distance Education,Electronic Learning,COVID-19,Pandemics,Foreign Countries

The aim of this study is to reveal whether physical education and sports teachers' technological pedagogical knowledge levels and some variables are significant predictors of distance education evaluation levels. The correlational design, in which the direction and strength of the relationship between more than one variable were investigated, was used in the study. The research group consists of 213 physical education and sports teachers. The data of the research were collected with the Technologic Pedagogical Content Knowledge Scale and Distance Education Evaluation Scale Technologic pedagogical content knowledge general level has increased distance education evaluation general level. Technology knowledge increased distance education evaluation general level, technical level and learning process level. Based on the results, it can be recommended that physical education and sports teachers should be given trainings to increase their technological pedagogical content knowledge levels with the aim of minimizing the problems experienced by physical education and sports teachers in the distance education process and increasing the quality of education.
Get &apos;em While They&apos;re Young: Complex Digitally-Mediated Tasks for EFL Learners in Primary Schools
Author: Caruso, Celestine
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Elementary School Students,Task Analysis,Foreign Countries,Computer Software,Computer Assisted Instruction,Learning Motivation,Articulation (Education),Secondary Education,Educational Principles

We suggest that complex tasks can be introduced to learners as early as primary school level with the help of digital media in the form of different apps. As a theoretical basis, we will first outline the principles of teaching English in (German) primary schools. Secondly, we will look at the framework of Task-Based Language Teaching (TBLT) according to Nunan (2004) and explore how digitally-mediated tasks can be connected to this framework. Then, we will look at complex tasks as outlined by Hallet (2011) and present an example of a complex digital task for young English as a Foreign Language (EFL) learners that we developed and tested in a German primary school classroom. It is suggested that TBLT at primary level is a motivating alternative to playful teaching techniques traditionally championed at primary level. Moreover, it may be a way of bridging the problematic gap between primary and secondary level as tasks can prepare young learners for the challenges they will face at secondary level.
Levels of Engagement in Task-Based Synchronous Computer Mediated Interaction
Author: Torres, Julio
Date: 2021-00-00
Type: Journal Articles
Subjects: Task Analysis,Synchronous Communication,Computer Mediated Communication,Interaction,Second Language Learning,Spanish,Decision Making,Audio Equipment,Written Language,Video Technology,Learner Engagement,Learning Processes,College Students

Investigating task-based synchronous computer-mediated communication (SCMC) interaction has increasingly received scholarly attention. However, studies have focused on negotiation of meaning and the quantity, focus and resolution of language related episodes (LREs). This study aims to broaden our understanding of the role of audio, video, and text SCMC conditions by additionally examining second language (L2) learners' levels of engagement during the production of LREs as a result of interactive real-world tasks. We tested 52 dyads of L2 Spanish intermediate learners who completed a decision-making/writing task. Our main analysis revealed that dyads in the audio SCMC condition engaged in more limited LREs vis-à-vis the text SCMC group, and audio SCMC dyads also showed a trend of engaging more in elaborate LREs. The findings imply that interactive SCMC conditions can place differential demands on L2 learners, which has an effect on the ways in which L2 learners address LREs during task-based interaction.
A Review on the Use of Figurative Language in the Poems in Turkish Course Books
Author: Altuntas Gursoy, Ilke
Date: 2021-00-00
Type: Journal Articles
Subjects: Figurative Language,Proverbs,Language Patterns,Turkish,Poetry,Textbooks,Textbook Content,Elementary School Students,Children,Early Adolescents,Foreign Countries

The research purpose is examining the poems in Turkish textbooks for 1st-8th grade in terms of figurative language usage. The data source used in this qualitative study was gathered from the Turkish textbooks for the 1st-8th grade which was published in 2015-2016. The data were collected through document analysis and analysed via content analysis. It is revealed by this study that mostly simile and least metonyms and metaphors have been used for the 1st-4th-grade poems. In the poems included in the 5th-6th-grade Turkish course books, trope and simile have been utilized the most and metonym and metaphor have been used the least. In the poems included in 7th- and 8th-grade Turkish course books, trope and simile have been used the most and metonym and metaphor have been utilized the least.
Attitudes of Course Participants towards Evaluation at the Training Courses of Pedagogical Staff
Author: Akmaral, Zhumykbayeva
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Secondary School Teachers,Professional Development,Inservice Teacher Education,Teacher Certification,Summative Evaluation,Assessment Literacy,Foreign Countries

The article demonstrates some of the results identified in a comprehensive study of the assessment process for certification of training courses. The study focuses on the attitude of the course participants towards the assessment, based on which recommendations were developed to improve the effectiveness of the assessment. Based on the views of the course participants who passed the assessment procedures, the impact and opportunities of assessment to improve learning outcomes are discussed. As part of the study, a Likert-scale survey questionnaire was taken from 2445 course participants who were assessed on training programs in different regions of the Republic of Kazakhstan from 2012 to 2020. According to the results of the survey, the explanatory statistical analysis showed that the majority of course participants experienced a positive effect of the assessment. Based on the parametric-correlation analysis, cognitive-action and emotional-motivational components were identified as factors influencing the attitude of course participants towards the assessment, and the issues of concern to the course participants in terms of the assessment process are explained.
Development of the Psychoeducation Model to Decrease Academic Stress When Learning from Home (LFH)
Author: Nursalim, Mochamad
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychoeducational Methods,Stress Management,Distance Education,Program Effectiveness,College Students,Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Stress Variables,Adjustment (to Environment),Intervention,Program Development

This study aimed to develop and test the acceptability and effectiveness of the psychoeducation model to decrease academic stress when learning from home (LFH). This research used a development research design, with two main objectives: developing the product and testing the effectiveness of the product. The instruments used were questionnaires on rating scales about aspects of product utility, feasibility, accuracy and also stress academic scale. Data analysis was carried out quantitatively and qualitatively. Quantitative data were analysed by descriptive statistical analysis, while qualitative data in the form of comments, suggestions and criticisms were analysed qualitatively. Based on the data analysis, it can be concluded that the psychoeducation model developed fulfils the acceptability criteria which includes utility, feasibility and accuracy. The developed psychoeducation model is effective in reducing academic stress among college students when LFH.
Using Self-Assessment Instruction to Develop Primary School Students&apos; Self-Esteem in Inclusive Practice in Kazakhstan
Author: Kalykbayeva, Almagul
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Self Esteem,Public Schools,Teaching Methods,Self Evaluation (Individuals),Foreign Countries,Special Needs Students,Comparative Analysis,Inclusion,Instructional Effectiveness

The article presents an analysis of an experimental work. The purpose of the article is to analyze the effect of special self-assessment instruction on the self-esteem level of primary school students with and without special needs. The study's participants were the students of inclusive classes of two state schools in Almaty (Kazakhstan). A total of 283 students participated in the study, 17 of whom were students with special educational needs (SEN), and 266--students without SEN. The study was conducted in the form of a quasi-experimental study. For the data analysis, the quantitative method of analysis was used. In analyzing the data, descriptive statistics (average value, standard deviation) as well as the non-parametric paired samples t-test and McNemar criterion tests were used. The study results showed a positive effect of self-assessment instruction on the students' level of self-esteem with and without SEN.
Increasing Youth Awareness of Local Culture Through Active Learning
Author: Rosa, Silvia
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Cultural Maintenance,Indigenous Knowledge,Active Learning,Student Interests,College Students,Public Colleges,Cooperative Learning,Dramatic Play,Scripts,Playwriting,Learning Strategies,Youth,Foreign Countries

This study aims to determine the influence of practice-based active learning on students' interest and response in learning local culture in drama classes. The research was conducted at public universities in Indonesia using two active learning strategies. Qualitative methods using participatory techniques, interviews, and observations were carried out in collecting data for this study. The sample of this research is fifty drama class students. The analysis of data was done after the drama classes ended, which was marked by the process of assessing student learning outcomes through stage performances. This study showed a statistically significant increase in students' interest and response to learning local culture through collaborative learning methods and role-play in drama classroom learning. This study recommends adopting an active learning strategy in teaching local cultural materials to students. Further research is recommended on designing different active learning strategies with other variables and in different locations.
Impact of Different Activities on Learning the Subjects in the Course &apos;Introduction to Education&apos;
Author: Altin, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Activities,Preservice Teacher Education,Preservice Teachers,Student Participation,Student Attitudes,Introductory Courses,Instructional Effectiveness,Foreign Countries

This study aims to determine how the activities applied within the course 'Introduction to Education' affect learning the subjects about education. The research had the one-group post-test-only design, a type of quasi-experiment design. The study group of the research consisted of 97 prospective teachers. 'Introduction to Education' covered the discussion of 11 fundamental subjects, as well as different activities conducted in regard to each topic. Based on the results of the research, it was concluded that the activities used in the courses ensured effective learning, were appreciated by the prospective teachers and increased participation. The factors that decreased the effects of the activities, however, were found to have been mostly student-originated. Finally, it was recommended that instructors use effective activities that would increase the participation of students during the classes.
&quot;I Think of My Classroom as a Place of Healing&quot;: Experiences of Indigenous Students in a Community-Based Master of Education Program in Saskatchewan
Author: Oloo, James Alan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Classroom Environment,Indigenous Populations,Teacher Education Programs,Masters Programs,Indigenous Knowledge,Culturally Relevant Education,Psychological Patterns,Self Advocacy,Graduate Students,Minority Group Students,Self Concept,Student Attitudes,Conflict,Cultural Maintenance,Teacher Characteristics

An increase in the number of Indigenous teachers and education administrators is an important way to help improve Indigenous educational outcomes. However, while Indigenous teacher education programs in western Canada are registering increasing enrolments, master of education programs that prioritize Indigenous perspectives and pedagogies are rare in Canada. Using conversational method, this study examines experiences of six Indigenous students in a community-based master of education program that is a first of its kind in western Canada. The program is delivered by an Indigenous institution in partnership with a public university. The study is grounded in an Indigenous paradigm, namely, the Nehinuw (Cree) concepts of teaching and learning. Content analysis of data revealed five themes and sub-themes: (1) self-doubt; (2) a feeling of guilt as a result of family-work-school conflict; (3) self-advocacy; (4) re/connection with self, culture, and heritage; and (5) professional transformation. In general, a master of education degree is a requirement for educational administration positions including vice principal, principal, and superintendent. Understanding and acting upon the kinds of strategies that could enhance the success of Indigenous students in graduate programs is a key policy step in addressing the existing gaps in educational attainment between Indigenous and non-Indigenous Canadians.
School-Immigrant Family-Community Collaboration Practices: Similarities and Differences
Author: Boulaamane, Khaoula
Date: 2021-00-00
Type: Journal Articles
Subjects: Family School Relationship,Decision Making,Correlation,Teaching Experience,Interpersonal Communication,Volunteers,Child Rearing,Parent Teacher Cooperation,Instructional Program Divisions,Immigrants,Cooperation,Barriers,Foreign Countries,Parent Role,Parents as Teachers,School Community Relationship,School Role

We compared school-immigrant family-community collaboration practices based on the six dimensions of Epstein's influence model (2001). These three groups of stakeholders (N = 54) participated in this study by answering a questionnaire on their collaboration practices. Kruskall-Wallis analyses revealed a notable difference between the three groups with regard to decision-making practices and at-home learning. A positive correlation was found between the number of years of teaching experience in the school and communication, volunteering, parenting, and decision making, as well as between the child's grade level and parenting. Results show that although the collaboration practices followed Epstein's involvement theory, they remained weak, with no significant difference between the three groups in terms of their use. Our findings are discussed in light of recent literature and their practical implications and avenues for future research are proposed to better understand and improve the conditions favoring school-immigrant family-community collaboration.
Teachers&apos; Organizations Responses to COVID-19 in Canada: Balancing Resistance, Rapprochement, and Renewal
Author: Osmond-Johnson, Pamela
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Disease Control,Educational Policy,School Safety,Educational Change,Advocacy,Unions,Social Media,Computer Mediated Communication,Capacity Building,Social Networks,Teacher Attitudes,Educational History,Teacher Associations,Neoliberalism,Conventional Instruction,Labor Standards,Activism,Elementary Secondary Education,Faculty Development

Teacher federations are often criticized as &quot;roadblocks&quot; to educational change. It is arguable, however, that their advocacy work has been paramount in securing safer return to school conditions across Canadian Educational jurisdictions. Utilizing Carter et al. (2010) framework of union responses to changing policy environments, this paper draws on publicly available documents and social media posts from March through to October of 2020 to examine the ways in which teacher unions in various Canadian contexts have responded to the issue of school reopening plans amid the COVID-19 pandemic. In particular, the paper analyzes the extent to which Canadian teacher unions have been able to move into the realm of union renewal as a means of building internal capacity and developing external networks to strengthen their public advocacy work.