ethanporcaro/eric-fulltext-meta huggingface dataset:
Metacognitive Awareness and Critical Thinking Abilities of Pre-Service EFL Teachers
Author: Çakici, Dilek
Date: 2018-00-00
Type: Journal Articles
Subjects: Metacognition,Critical Thinking,Thinking Skills,Preservice Teachers,English (Second Language),Second Language Learning,Foreign Countries,Correlation,Undergraduate Students,Language Teachers,Measures (Individuals),Questionnaires

The primary aim of current study was to investigate the possible relationship between Metacognitive Awareness (MA) and Critical Thinking Skills (CTS) in a foreign language learning context. In addition, this research aimed to probe the effect of gender and years of pre-service English language teachers on the relation between metacognitive awareness and critical thinking abilities. 218 pre-service EFL (English as a Foreign Language) teachers participated in the study. Metacognitive Awareness Inventory and Critical Thinking Questionnaire were employed to gather necessary data. Obtained results confirmed that there existed a highly significant positive correlation between MA and CTS. Besides, the results indicated that there was a strong relation between the years of pre-service EFL teachers and their MA and CTS. Seniors were found to be more metacognitively aware and critical thinkers than their counterparts. Conversely, it was revealed that there was no gender effect on both MA and CTS. Finally, certain suggestions were set for tertiary institutions to develop metacognition and critical thinking skills in foreign language classroom settings.
The Socially Accountable Professor in Higher Education
Author: Ross, Brian M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Accountability,Social Responsibility,School Community Relationship,Medical School Faculty,Medical Education,Teacher Participation,Teacher Influence

Social accountability has become an important philosophy driving the development of health professional education which is responsive to the needs of the wider community. Although the intention to be socially accountable is usually expressed at the level of the institution, the institution's educational mission is carried out largely by its faculty. Moreover, while the actions of a socially accountable educational institution have been well described, what individual faculty should do to support such a mission is much less clear. This paper summarises the literature surrounding community-responsive education and makes recommendations regarding how faculty should act to support social accountability including a commitment to community-service as a professional value, seeing oneself as part of the wider community rather than distinct from it, being actively community engaged, measuring success by means of community impact, and being involved in the internal governance and leadership of the institution.
Migration and Education: A Narrative Approach to the Experience of Foreign Students in Portugal
Author: Nada, Cosmin Ionut
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Migration,Foreign Students,Student Experience,Student Adjustment,Cultural Context,Language Role,Social Support Groups,Interviews,Biographies,Study Abroad,College Students,Student Attitudes

Non-English-speaking countries are attracting burgeoning numbers of foreign students, yet research regarding these students' experiences remains rather scarce. In line with global tendencies, Portuguese universities are seeing substantial growth in foreign student enrolment. This paper addresses the lived experiences of foreign students in the period following their arrival in a new cultural context, discussing the role that language and social support play in their adaptation. Rooted in a narrative approach, this paper is based on 41 in-depth biographic interviews. The findings indicate that the ways in which students deal with the challenges of living and studying in a foreign country are highly diverse. Nevertheless, a universal aspect of their narratives is the central role assumed by social support. Although social support has beneficial outcomes for foreign students' adaptation, if provided inadequately it can lead to less positive outcomes and even to marginalization.
Quasi-Markets, School Diversity and Social Selection: Analysing the Case of Free Schools in England, Five Years on
Author: Allen, Rebecca
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Free Schools,Neighborhoods,Student Recruitment,School Statistics,Student Diversity,Selection Criteria,Data Analysis,National Surveys,Religious Factors,Enrollment Trends,Eligibility,Equal Education,Social Integration,Residence Requirements

The opening of new state schools by non-state actors has intensified debates about social selection and inequality in quasi-markets. This article examines the case of England, where the government allows anyone to apply to open a new 'free school', arguing this will improve social equity. Using data from the National Pupil Database for all 325 free schools established between 2011/12 and 2015/16, we analyse whether the students attending free schools are representative of their local neighbourhoods. We develop the first analysis of whether the specifics of who opens and provides a free school impacts on who attends the school. We also analyse whether opening a free school has an impact on neighbouring schools. We find that free schools are located in areas with above-average deprivation but admit intakes that are more affluent than the average for the neighbourhoods from which they recruit. This is particularly the case for primary free schools, which also recruit students with above-average prior attainment. There is no evidence that free schools become more representative as they admit additional year groups. Significantly, we find that all categories of free school providers have opened schools whose populations are more affluent than their neighbourhoods, with the exception of academy chains. We also find that the opening of a free school leads to a concentrated loss of pupils at the closest school, except in cities, but we do not identify an impact on the student composition of neighbouring schools. Discussing the reasons for this, we conclude that free schools are socially selective and reproduce socio-economic inequalities.
Mobility and Language Learning: A Case Study on the Use of an Online Platform to Learn Chinese as a Foreign Language
Author: Ho, Wing Yee
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,Chinese,Second Language Learning,Handheld Devices,Electronic Learning,Independent Study,Educational Practices,Online Courses,Observation,Semi Structured Interviews,Online Surveys,Writing Skills,Language Acquisition,Foreign Countries

Mobile technologies and mobile learners have transformed the way people learn languages. In particular, they give rise to a new form of language learning: the use of online language learning platforms, a kind of virtual learning environment that offers learning opportunities that are mobile, social and multimodal (Jones and Hafner, 2012; Richards, 2015). While existing research has tended to focus either on the benefits of using mobile technologies in the teaching and learning of languages or on how mobile learners, who have different linguistic and cultural backgrounds, harness the benefits of technologies to learn new languages, few studies address both perspectives. This paper reports on a study of self-directed language learning in online platforms. In particular, I explore how mobile technologies such as online language learning platforms shape the learning practices of mobile learners, and how mobile learners take advantage of the affordances of these online platforms to achieve their learning goals, in the context of learning Chinese as a foreign language. Through in-depth analyses of two case studies, I argue that while mobile technologies seem to encourage a clear distinction between online and offline learning, in reality the boundary is less clear-cut as mobile learners bring with them a set of offline learning practices from their own experiences to the online environment. A more critical view therefore has to be taken when researching online and offline learning practices.
School Britannia? Rhetorical and Educational Uses of &apos;British Values&apos;
Author: Beck, John
Date: 2018-00-00
Type: Journal Articles
Subjects: Values,Political Attitudes,Social Integration,Foreign Countries,Values Education,Cultural Pluralism,Terrorism,Islam,Public Officials,Personal Autonomy,Prosocial Behavior,Elementary Secondary Education,Thinking Skills,Nationalism

Schools in England are now required by law to 'actively promote British values' (DfE, 2014). This paper seeks to set this requirement within the context of a somewhat longer history of debates about values in Britain. It discusses the views of certain neoconservatives who claim that multiculturalism has eroded or even abolished British values. It then discusses the refocusing of the debate in relation to the rise of Islamist terrorism and examines some of the key rhetorical responses of leading UK politicians. The view that 'promoting British values' will strengthen identities and promote social cohesion is challenged. The concluding section of the paper develops an argument focused on &quot;liberal&quot; values, and stresses the importance in a pluralistic society of &quot;prioritizing&quot; certain values over others -- notably rationality and autonomy -- especially in education. Aspects of the work of Amartya Sen, John Rawls, Bernard Crick and Charles Bailey are discussed in this regard.
The Rise of the Far Right in Japan, and Challenges Posed for Education
Author: Kitayama, Yuka
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Political Attitudes,Stranger Reactions,Political Influences,Politics of Education,Nationalism,Cultural Pluralism,Critical Theory,Race,Social Justice,Sociocultural Patterns,Educational Trends,Racial Bias,Discourse Analysis,Minority Groups,Stereotypes,Labeling (of Persons),Teacher Attitudes

This paper examines emerging far-right movements and xenophobia, and the challenges they pose for justice in education in Japan. It illustrates discourses on nationalism and cultural diversity in both education and wider society from the perspective of critical race theory. It explores the voice of educators, particularly about their concerns and uncertainties regarding xenophobia, and examines their perceptions and reactions. By focusing on the narratives of interviewees from different ethnic backgrounds, this paper investigates far-right extremism and its challenges to education from different viewpoints. Data from interviews reveals different perceptions among both majority and minority teachers regarding the culturalization and personalization of problems in the classroom. This data also suggests that due to the absence of collective strategies and visions to challenge racism, approaches to combating racism depend largely on individual teachers. Drawing from these findings, this paper argues that culturally focused discourses among teachers and politicians may conceal problems beyond culture, such as structural inequality and the legacy of colonialism.
In-Service Mathematics Teachers&apos; Beliefs about Teaching, Learning and Nature of Mathematics and Their Mathematics Teaching Practices
Author: Aljaberi, Nahil M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Mathematics Instruction,Mathematics Teachers,Beliefs,Teaching Methods,Foreign Countries,Elementary School Teachers,Middle School Teachers,Teacher Attitudes,Constructivism (Learning),Correlation,Measures (Individuals)

The aim of this study is four fold: (a) to investigate the beliefs of elementary (grades 1-3) and middle school (4-6 grades) math teachers about teaching, learning and nature of mathematics; (b) to explore their teaching practices of mathematics; (c) to study the impact of their educational qualifications, years of experience, major on their beliefs toward teaching, learning and nature of mathematics, and; (d) to explore the relationship between their beliefs about teaching learning and nature of mathematics and their teaching practices. Data were collected using two questionnaires: the Math Teacher Beliefs Scale and the Mathematics Teaching Practices Scale. The study sample consisted of 101 teachers who teach in 11 private schools located in Amman, Jordan. The result of this study showed that teachers' beliefs towards teaching and learning mathematics are more inclined towards being constructive or mixed in between. It was also concluded that the teaching practices lean towards constructivism. There were no significant differences attributed to years of experience, academic level, major, or at what stage they teach, whether it revolves around the their beliefs towards teaching and learning mathematics or towards teaching practices (from teachers' perspective). The study results revealed a statistically significant correlation between what the teachers believe and what teaching practices they put into use.
The Weakness of &apos;Powerful Knowledge&apos;
Author: White, John
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Epistemology,Knowledge Level,Curriculum Development,Educational Theories

This article offers a philosophical critique of Michael Young's notion of 'powerful knowledge', as found largely in his own but also in others' writings since 2009. The first part of the article focuses on the definitional connection that Young makes between 'powerful knowledge' and systematic relationships between concepts. It argues that most of the school subjects that Young sees as providing 'powerful knowledge' fall short on this requirement. It also comments on the place of educational aims and of everyday concepts in Young's thinking. The second part of the article draws attention to similarities and differences between Young's notion and the philosopher Paul Hirst's notion of 'forms of knowledge', claiming that Young's position is vulnerable to many of the critiques of Hirst's notion formulated between the 1960s and the 1990s.
The Use of e-Learning in Vocational Education and Training (VET): Systematization of Existing Theoretical Approaches
Author: Belaya, Vera
Date: 2018-00-00
Type: Journal Articles
Subjects: Electronic Learning,Vocational Education,Literature Reviews,Definitions,Conventional Instruction,Educational Benefits

Vocational education and training (VET) has been facing a lot of challenges lately in the context of geostrategic forces that are shaping our world. Recent technological changes, combined with shifts in global economic power, accelerating urbanization, and demographic changes have put pressure on the VET to become more responsive to the needs of the labour market and society. E-learning has been seen as an effective way of improving the quality of teaching and learning in VET schools due to its various forms. Nevertheless, there has been some disagreement in the literature on the advantages and disadvantages of the use of of e-learning in VET. Besides, some studies recently reported a decline in enthusiasm about the effects of e-learning in companies. In order to closely examine the effects of e-learning in VET, we conduct a literature review. We then carry out a discussion of the pros and cons with the aim of developing suggestions for the better use of e-learning in VET. The results of the literature review show that learners and providers of e-learning benefit from it in different ways. In order to minimise the risks involved in using e-learning, a mixture of online and face-to-face events could be used, and adjusted pedagogical concepts should be designed and developed explicitly for e-learning.
The Effects of Activities and Approachments Intended Performance Improvement on the Students&apos; Performances in Mathematics
Author: Kiliç, Seval Deniz
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Students,Secondary School Mathematics,Mathematics Achievement,Student Improvement,Grade 9,Mathematics Instruction,Constructivism (Learning),Control Groups,Experimental Groups,Mathematics Activities,Foreign Countries,Pretests Posttests,Problem Solving,Instructional Effectiveness

The study presented aims at searching the relation between the learning environment and students' performances in Mathematics. Data of the 27 week-long research were compiled from 9th grade students at an Anatolian High School. Semi-experimental research modelled pre-test post-test control grouped experimental model was used in the study. Before the application, students' gaps regarding the subjects were found out and students were supported by it and their initial performances were evaluated by using the developed non-routine problem. During the application, the learning process continued taking the performance variables into consideration in the experiment group whereas the constructivist learning approach was used in the control group in accordance with the mathematics program. Data gained from students' performance evaluations at the beginning and end of the term, were analysed in order to find out the similarities and differences between the two groups. The findings reveal that there is no meaningful difference in the performance grades of students at the beginning of the term. On the other hand, the average performance grades of the students after the application process show a statistically meaningful difference in favour of the experiment group. Comparisons were made in the experiment group before and after the application.
Idealistic Education in the National Socialist Era in Germany: Character and Race Unity
Author: Karasoy, Murad
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Values Education,Politics of Education,Authoritarianism,History Instruction,Collectivism,Race,Group Unity

It is understood that education being brought under the control of government and educational activities carried out under the name of character and race unity education were tools for the destruction of the individual and masses during the national socialist era in Germany. For this reason, the state's monopolizing and more or less intervening in moral education can be regarded as a fascist act. The connection of altruism with race and the fact that race consciousness has aspects supporting the idealism have been abused by the fascist education. The fact that the individuals were directed to race by being impregnated with the sense of altruism showed how the two basic principles of national socialist education complemented each other. On the one hand, the individual was taught how to be altruistic, on the other hand, the superiority, holiness and supremacy of race were romanticized, and the infrastructure of the reason for the necessity of being altruistic was instilled on their mind. This study, which was made by reviewing the documents of Hitler (1938), Kubizek (1954), Schirach (1967), Gay (1968), Fest (1970 and 1973), Noakes (1971), Giles (1985), Domarus (1990), Burleigh and Wippermann (1991) and Canetti (2014), not only shows the fact that the character and race unity education that Nazis gave in schools was not compatible with universal principles, but also the fact that the number of children in school age who died during the World War II reached a half million teaches how to act against the negative success of the fascist education that is focused on destruction.
Schools as Professional Learning Communities
Author: Antinluoma, Markku
Date: 2018-00-00
Type: Journal Articles
Subjects: Communities of Practice,Collegiality,School Culture,Institutional Characteristics,Teacher Collaboration,Trust (Psychology),Faculty Development,Well Being,Educational Change,Instructional Leadership,Profiles,Foreign Countries,Teacher Attitudes,Administrator Attitudes,Elementary School Teachers,Secondary School Teachers

The main objectives in building professional learning communities are to improve teachers' professionalism and well-being, and create positive impacts on student learning. It is a question of changing the school culture. The main objective of this quantitative study was to investigate the maturity level of thirteen Finnish schools as professional learning communities from the perspectives of school culture, leadership, teaching, and professional development. The participants' perceptions indicated a culture of collegiality, trust and commitment as common strengths at all schools. The school cultures supported professional collaboration, and the teachers had the knowledge, skills and dispositions to engage in professional collaboration. The challenges were related to structural conditions, especially the lack of collaboration time. Three school profiles were identified in the cluster analysis from the viewpoint of maturity as professional learning communities. Statistically significant differences between the three clusters were found in organizational and operational characteristics.
Dimension of Experience: Metadiscourse in the Texts of Novice Non-Native, Novice Native and Expert Native Speaker
Author: Yüksel, H. Gülru
Date: 2018-06-00
Type: Journal Articles
Subjects: Native Speakers,English (Second Language),English for Academic Purposes,Second Language Learning,Essays,Computational Linguistics,Foreign Countries,Academic Discourse,Novices,Writing (Composition),Pragmatics,Language Usage,College Students,Second Language Instruction,Language Variation,Comparative Analysis,Undergraduate Students,Interpersonal Communication

Metadiscourse is essential in establishing pragmatically effective academic written communication. However, little is known about how metadiscourse is used in written texts produced by tertiary level second language learners. This corpus-based linguistic research study aims to explore the frequencies and usages of metadiscourse markers in student essays written by Turkish learners of English and investigate the divergences from native speaker norms. As reference corpora, British Academic Written English (BAWE) and British National Corpus (BNC) were used. We found that in academic discourse, regardless of experience in writing (novice or expert) and L1 language background, interpersonal metadiscourse markers are used more frequently than textual metadiscourse markers. The commonalities between novice non-native and expert native writers together with differences between two native speaker groups suggest that pragmatic competence, particularly metadiscourse use, develops by experience regardless of L1 background.