ethanporcaro/eric-fulltext-meta huggingface dataset:
Differentiating Leadership Styles and Behaviors of Teacher-Leaders
Author: DeSantis, Joshua
Date: 2023-03-00
Type: Journal Articles
Subjects: Teacher Leadership,Leadership Styles,Individual Differences,Teacher Behavior,Teacher Role,Status,Educational Attainment,Faculty Development,Knowledge Level,Administrators,Leadership Role

The rapidly changing landscape of education necessitates that schools build the capacity to swiftly pivot to new modalities, curriculum, and operations models. Much of the onus for positively responding to these changes falls to teacher-leaders. In many schools, teacher leaders are untrained and designated by virtue of their seniority. The authors posit that differences exist in the leadership styles and behaviors of professional educators depending on their role, status, and professional learning journey. Findings from the present study affirm the existence of some of these differences and, thus, could inform future efforts to designate and train teachers for leadership roles based off of these attributes.
A Case Study on the Uptake of Suggestions in Online Synchronous Writing Center Sessions
Author: Muranova, Olga
Date: 2023-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Speech Acts,Case Studies,Writing Instruction,Writing (Composition),Laboratories,Revision (Written Composition),Tutors,Error Correction,Computer Mediated Communication,Writing Strategies,Teaching Methods,Video Technology,Audio Equipment,Transcripts (Written Records),Synchronous Communication,Undergraduate Students,Doctoral Students,Tutoring

Despite suggestions being a common speech act used by writing center tutors, very limited research is available on the use of suggestions in online writing center practice. Drawing upon multiple sources of data including the chat transcript, screen recording of the session, and final revised version of the writer's text, this case study explores the types and frequency of the suggestion strategies employed by a tutor and the degree of writer uptake of tutor suggestions in a synchronous online writing center session. The findings indicate that the tutor's use of suggestions throughout the session only led to a partial revision of the writer's text. While factors contributing to the partial revision include overuse of indirect suggestion linguistic realization strategies (SLRSs) and addressing multiple errors at the same time, using multiple and more direct SLRSs appeared to contribute to successful uptake. The observations of the study suggest that tutors might consider addressing one error at a time, utilizing multiple suggestion strategies per error, and focusing on using more direct rather than indirect suggestion strategies in order to increase the degree of uptake and provide suggestions more effectively in online synchronous writing center sessions.
EFL Teachers&apos; Emotions at Online Teaching throughout the COVID-19 Pandemic: Changes and Coping Strategies
Author: Nguyen, Hoang Huy
Date: 2023-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Well Being,Emotional Experience,Coping,COVID-19,Pandemics,Language Teachers,Educational Change,Distance Education,Online Courses,Teacher Attitudes,Universities,Teaching Methods,Foreign Countries

The outbreak of COVID-19 in 2020 put the education system worldwide in a critical situation with a sudden shift from the traditional face-to-face to the online mode of instruction. Many studies have been conducted over the past two years to investigate teachers' struggle with this abrupt transition; however, a complete picture of their emotional battle throughout the whole pandemic has not yet been depicted due to the short study durations. By analyzing rich datasets collected from semi-structured interviews with nine EFL teachers working at the tertiary level, we were able to outline their emotional changes and coping strategies for emotional regulation throughout the span of two years, from the beginning to the end of the mandatory online teaching period. It was found that, in general, the participants' changes in emotions can be illustrated with a wave curve, which is divided into five phases with quite distinctive characteristics. The findings also highlighted the complexity and changeability of teachers' emotional experiences, as well as the five major coping strategies utilized by the teachers to enhance their emotional well-being. Finally, several recommendations applicable for both teachers and stakeholders in future crises are proposed.
Intercultural Sensitivity and Cultural Othering in English Language Pre-Service Teachers
Author: Linares, Sthephanny Moncada
Date: 2023-02-00
Type: Journal Articles
Subjects: Cultural Awareness,English (Second Language),Second Language Learning,Second Language Instruction,Private Colleges,Foreign Countries,Language Teachers,Preservice Teachers,Teacher Education Programs,Metacognition,Student Attitudes,Intercultural Communication,Communicative Competence (Languages),Bilingualism,Diversity,Ethnocentrism,Teaching Methods,Cultural Differences

Developing intercultural communicative competence has become an inevitable need within 21st-century demands, mobilizing global efforts to promote unity through diversity. However, within the Colombian context and supported by an economic interest in bilingualism, most English language teaching programs still advocate educational practices that reaffirm cultural homogenization and legitimation. This presupposes a challenge for pre-service language teachers, who may not be interculturally prepared to overcome their ethnocentrism, and yet have to face a language classroom. The study explored the intercultural sensitivity level of a group of 50 pre-service English language teachers from a Colombian private university, its influencing factors, and explained its relationship with the representation of the Other. A twostage explanatory sequential mixed-method design was employed, involving, in the first stage, quantitative data from a self-awareness intercultural sensitivity questionnaire and in the second stage, qualitative data from semi-structured interviews and two in-class observations. Findings indicated that the participants demonstrated ethnocentric intercultural sensitivity arising from a traditionalist culture teaching approach, misleading artificial means to culture learning, and limited overseas cultural experience, which led them to perpetuate Cultural Othering, a social representation materialized through mechanisms of overgeneralization, cultural pride, and cultural underestimation. The conclusions and implications are further discussed.
Toward Distributive Classroom Management: Cogenerative Dialogue and Cooperative Inquiry
Author: Lehner, Edward
Date: 2022-12-00
Type: Journal Articles
Subjects: Dialogs (Language),Classroom Techniques,Stakeholders,Social Studies,Public Schools,Educational Philosophy,Educational Quality,Minority Group Students,Stereotypes,African American Students,Hispanic American Students,Urban Schools,Student Diversity,Student Centered Learning,Nontraditional Education,Student Behavior,Behavior Change,Behavior Problems,Cooperative Learning,Transformative Learning

The strict classroom control philosophy often adopted within public schools can have counterproductive effects on students, especially African Diaspora and Latinx students. Public schools should ideally provide quality instruction for all students. Unfortunately, teacher-centered practices reinforce stereotypes that African Diaspora and Latinx students are unruly and need institutionally imposed discipline and management, thereby undermining the mission of equitable educational achievement. Students, especially diverse urban students, would benefit from a shift in classroom management from strict control and discipline to student-centered inclusion and cooperative inquiry. We recommend distributive classroom management and examine the practice in the context of its enactment by stakeholders in one social studies classroom in the East New York Alternative Learning Center. Under this model, students demonstrated distributed classroom management actions that fostered improved classroom behaviors and expressions of group solidarity. Students maintained a fertile learning environment by proposing a distributive management practice during the research period. Additionally, students enacted the same approach in the classroom. The study's findings suggest that teachers and students can integrate standard classroom management rules with transformative stakeholder-directed practices to benefit all participants.
English as a Foreign Language (EFL) Reading Metacognition Awareness in Chilean Learners with Autism Spectrum Condition: An Exploratory Study
Author: Cancino, Marco
Date: 2023-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Processing,Metacognition,Elementary School Students,Autism Spectrum Disorders,Reading Strategies,Schemata (Cognition),Reading Processes,Student Attitudes,Problem Solving,Personal Autonomy,Reading Comprehension,Theory of Mind,Spanish,Native Language,Measures (Individuals),Scores

Developing second/foreign language (L2) comprehension skills can represent a challenging endeavor for learners with autism spectrum condition (ASC) because their social and verbal cognition may be impaired in terms of abstract reasoning, organizing, and retelling events, inferring intentions, and identifying emotions contained in a text. Thus, it becomes relevant to explore how these learners experience metacognitive strategies when reading in a foreign language. Therefore, the purpose of this study is to explore how Chilean elementary learners with ASC perceive their metacognitive awareness and how they strategize their L2 reading. To this end, 27 elementary learners with ASC were asked to report on their perceptions of metacognition in L2 reading by means of a metacognitive awareness reading strategy inventory and semi-structured interviews. Findings revealed that participants displayed a medium level of awareness toward metacognition, with problem-solving strategies being the most frequently reported. The difficulties faced by these learners were related to an excessive focus on details rather than general ideas, concentration issues, avoidance of multitasking processes in reading, and not seeking help to ensure comprehension. Implications are discussed in terms of cognitive approaches to reading comprehension and the pedagogical need for nurturing a strategic approach to metacognition in L2 reading to increase autonomy and automaticity.
Faculty Grading Practices and Competency-Based Education: Challenges and a New Opportunity
Author: Townsley, Matt
Date: 2022-12-00
Type: Journal Articles
Subjects: Student Evaluation,Grading,Competency Based Education,Higher Education,Faculty Development,Criterion Referenced Tests,Mastery Learning

This paper examines how assessment and grading practices have evolved post COVID-19 pandemic. Specifically, more programs have begun implementing Competency-Based Education (CBE) in their practice. This article offers suggestions for higher education institutions and faculty considering implementation of CBE in their assessment practices.
Exploring the Potential of VR in Enhancing Authentic Learning for EFL Tertiary Students in Vietnam
Author: Hoang, Diem Thi Ngoc
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Simulation,Authentic Learning,English (Second Language),Foreign Countries,Second Language Learning,Affordances,Undergraduate Students,Student Attitudes

For language learners situated in contexts where there is limited exposure to the target language, an authentic learning environment is important. Virtual Reality (VR) has been increasingly used in education to simulate realistic scenarios; however, little is known about whether VR can enhance the nature of authentic learning for learners of English as a foreign language (EFL). Motivated by that reason, this study was conducted to examine the affordances of VR when integrated with language tasks to facilitate authentic learning for EFL learners. Herrington et al.'s (2010) model of authentic tasks was adopted to evaluate the VR-integrated tasks. Twenty-four students participated in the VR technology intervention and were followed up with individual interviews. The results showed VR has the potential to enhance many of the ten attributes of Herrington et al.'s (2010) authentic tasks. Suggestions are provided to further extend the model to be more applicable in EFL contexts, alongside implications for practice and future research.
Mind-Mapping Technique and &quot;Writeabout&quot; Application Integration in an Online Writing Class: An Indonesian Vocational University Context
Author: Pratiwi, Damar Isti
Date: 2023-02-00
Type: Journal Articles
Subjects: Writing Instruction,Teaching Methods,Cognitive Mapping,Computer Assisted Instruction,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,English for Special Purposes,Action Research,Undergraduate Students,Transportation,Vocabulary Development,Grammar,Language Tests,Foreign Countries,Computer Software,Technology Education,Online Courses,Sentences,Writing Evaluation,Error Analysis (Language)

While writing has evolved away from the conventional method of using pens and paper in favor of digital tools (Li et al., 2019), English teachers continue to face difficulties in teaching writing. This study shows how mind-mapping and the program, Writeabout, can be merged for online writing classes in English for Specific Purposes (ESP) classrooms. It reports on a classroom-based research with a qualitative research design which includes class observations and essay analysis of first-year undergraduate students enrolled in the Railway Mechanical Technology program in Indonesia during the academic year 2020/2021. The analysis of students' essays via TOEIC-adopted writing criteria showed that the students lacked competence in vocabulary (range: 2-5), grammar (range: 2-5), and sentence quality (range: 2-5). However, their text organization skills were a bit higher (range: 3-7), which was likely due to the course instructions incorporation of mind-mapping techniques. The findings revealed that incorporating the mind-mapping technique and the Writeabout application into online writing lessons can have a positive effect on students' writing.
Helping General Education Teachers Integrate Trauma-Informed Practices with English Learners
Author: Pappamihiel, Eleni
Date: 2022-12-00
Type: Journal Articles
Subjects: Trauma Informed Approach,English Language Learners,Student Needs,Classroom Environment,Social Emotional Learning,Immigration,At Risk Students,Stress Variables,Teacher Role,School Role,Teacher Student Relationship,Posttraumatic Stress Disorder,English (Second Language),Second Language Learning,Family Involvement,Student School Relationship,Cultural Capital,Coping,Student Experience

Teachers are essential partners in addressing the needs of English learners (ELs), yet most professional development fails to mention the specific needs of such students who have experienced trauma and exhibit signs of toxic and post-traumatic stress. Such students are not readily identified and even so, are often hesitant to seek the professional help they deserve. This article presents research-based strategies teachers can use in the absence of professional health care to promote classroom communities where students feel safe, valued, and respected for their strengths. It concludes by briefly outlining ways schools and districts can support teachers and their students.
Flipping in a Microlearning Way: Effects on EFL Learners&apos; Achievement and Motivation in a Grammar Course
Author: Rad, Hanieh Shafiee
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Flipped Classroom,Learning Activities,Grammar,Student Motivation,Foreign Countries,Males,Young Adults,Teaching Methods,Lecture Method,Instructional Effectiveness

This research employed microlearning and flipped teaching approach, both together and separately, to examine EFL learners' grammar achievement and motivation. The design of this study was quasi-experimental by employing three intact classrooms as experimental groups (i.e. microlearning, flipped learning, and microflipped learning) and one intact classroom as a control group (N = 25 for each group). The data was collected through pretest and post-test that were administered to experimental and control groups, as well as motivated strategies for learning questionnaire (MSLQ) that was filled by the participants from experimental groups. The results showed that microlearning, flipped learning, and flipped learning approaches could help EFL learners to achieve significantly higher grammar skill. Besides, it was depicted that EFL learners revealed higher motivation in experimental groups for learning when compared with the control group. At the end of this study, the researchers provided recommendations on how to use flipped learning and microlearning methods, both together and separately. Findings suggest that the use of microlearning, flipped, and microflipped teaching/learning can be considered as an alternative model of teaching, as opposed to the traditional method, to motivate EFL students to better learning.
Integrating ePortfolios to Facilitate Collaborative Learning and Reflection in an EAP
Author: Gedera, Dilani S. P.
Date: 2023-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Cooperative Learning,Reflection,English for Academic Purposes,Second Language Learning,Undergraduate Students,Foreign Countries,Blended Learning,Affordances

This article reports a study that examined the use of ePortfolios to facilitate collaborative learning and reflection in an undergraduate English for Academic Purposes (EAP) course at a university in New Zealand. The article offers new insights into the advantages of using a sociocultural theoretical approach to the use of ePortfolios in an EAP context, with a particular focus on the assessments in the course. Drawing on online surveys, semi-structured interviews with students and ePortfolio analysis, the findings demonstrate that learners appreciate the affordances of ePortfolios and the collaborative nature of the assessment tasks in them.
Large Language Model-Based Artificial Intelligence in the Language Classroom: Practical Ideas for Teaching
Author: Bonner, Euan
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Artificial Intelligence,Second Language Learning,Second Language Instruction,Class Activities,Individualized Instruction,Computational Linguistics,Linguistic Input,Computer Software,Creative Activities,Course Content,Material Development,Instructional Materials,Feedback (Response),Instructional Innovation,Student Needs,Grammar,Error Correction,Punctuation,Computer Assisted Instruction,Cues,Writing Instruction,English (Second Language),Language Teachers,Lesson Plans,Reading Materials

Large Language Models (LLMs) are a powerful type of Artificial Intelligence (AI) that simulates how humans organize language and are able to interpret, predict, and generate text. This allows for contextual understanding of natural human language which enables the LLM to understand conversational human input and respond in a natural manner. Recent examples of this, such as the Generative Pre-Trained Transformer (GPT) model, popularized by OpenAI's web application, ChatGPT, are able to complete an astounding variety of tasks when provided with simple language input. For education, LLMs can alleviate teacher curriculum and grading workloads and even perform specific tasks such as generating creative ideas for activities. Specifically for language learning, LLMs can draw on their immense corpus of language content to generate learner-centric materials to aid teachers in delivering targeted, personalized language instruction. The aim of this paper is to provide the reader with examples of how LLMs can be utilized for materials development, classroom activities, and providing feedback. After giving specific examples and explanations, the paper will conclude with a discussion of how this technology can provide teachers with new innovative ways to streamline the teaching process to focus on learner needs.
Impacts of Emergency Financial Management as Governance Reform in Michigan Schools
Author: Black, Shaun M.
Date: 2022-12-00
Type: Journal Articles
Subjects: Governance,Educational Change,Educational Finance,Emergency Programs,State Legislation,Educational Legislation,Program Effectiveness,Urban Schools,Elementary Secondary Education,Public Schools,Academic Achievement

This mixed-methods case study examines the emergency financial management legislation enacted in Michigan from 2009 to 2018 as an education policy for governance reform in three local school districts: Detroit, Highland Park, and Muskegon Heights. From its inception, the emergency financial manager law was an intervention strategy for local municipalities in financial emergencies. Still, in 2009 it was used to enable state takeovers of three local school districts experiencing financial emergencies. This study addresses the gap in the literature regarding the effectiveness of emergency management as an education policy in general and highlights its specific application to the three districts.
Dalcroze Method and Rhythm in Music Education in Turkey
Author: Apaydin, Özkan
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Music Techniques,Teaching Methods,Experiential Learning,Self Esteem,Creativity,Skill Development,Perceptual Development,Auditory Perception,Human Body,Psychomotor Skills,Singing

The Swiss composer, academician and music educator Emile Jaquez Dalcroze brought a new perspective to education with different methods, especially, children's gaining the sense of rhythm and improvisation skills, which is called Dalcroze method in the related literature. In this study, the role and functional dimensions of Dalcroze method and the rhythm phenomenon which are envisaged in music lesson curricula and which are accepted as the basis of music as the skeleton of music were investigated in Turkey. For this purpose, the scanning method was used and both national and international sources were examined. In addition, in the study, the basic principles of the Dalcroze method and the formation and dissemination processes of the method were mentioned. The results have revealed that the philosophy and the main principles of Dalcroze method, implemented since the 1920s, appear as an approach and method that puts the student in the center. The method especially gives children the chance to learn by experience, rather than an oppressive, compelling or purely musical talent-based education approach. It focuses on an approach that supports social development, self-confidence and creativity along with their musical development can be mentioned. In addition, it has been realized that in Turkey, with the transition to constructivist education since 2005, there has been an increase in researches and applications for student-centered educational approaches. However, it is not widespread enough.