ethanporcaro/eric-fulltext-meta huggingface dataset:
Speech Act of Flaming in Twitter Status: Issues and Concerns in the Malaysian Context
Author: Ardi, Norizah
Date: 2020-12-00
Type: Journal Articles
Subjects: Speech Acts,Foreign Countries,Social Media,Intention,Computer Mediated Communication,Expressive Language,Language Usage,Computational Linguistics,Ethics,Indonesian Languages,Antisocial Behavior,Youth,Criticism,Sexual Harassment,Stereotypes,Bullying

Speech acts are a way to conceptualize speech as an action. Speech act of flaming is an utterance that expresses insults; swearing; and hateful; intense language in hostile online interaction. Flaming is an expressive speech act and often leads to the trading of insults between members within a certain conversation. Social media is one of the platforms that has been used to express, comment and voice out emotions. In this study, the speech act of flaming in a Twitter status will be analysed based on the Malaysian context. The data of this study is a compilation of Twitter statuses consisting of 2.5 million words and is labelled as Malaysian Twitter Status Context corpus (MTSC). The tweets were analysed based on 14 subcategories of flaming (Bansal, Nittin, Siddhartha, Kapil, Anuj, Sheenu, Kanika, Kunal, Kunal, Manav, 2012 and Revathy &amp; Norizah, 2017). This study adopted the qualitative approach through contextual analysis. Findings of this study showed that flaming in Malaysian context can be direct or intentional; and indirect based on the intentions (illocutionary force) to offend other tweeters. Findings of this study show that language usage among youngsters specifically the tweeters are not in line with the values and ethics that have been practiced in our culture and society.
Musculoskeletal Disorders (MSDs) among Non-Occupational Motorcyclists: What Are the Issues?
Author: Rashid, Helmi Bin
Date: 2020-12-00
Type: Journal Articles
Subjects: Human Body,Physical Disabilities,Fatigue (Biology),Pain,Incidence,Human Posture,Human Factors Engineering,Simulation,Males,Young Adults,Risk,Laboratories,Universities,Motor Vehicles,Foreign Countries

Musculoskeletal disorders (MSDs) related to occupational work or termed as WMSDs are the most common health issues that are experienced by many workers. Either due to the human errors or inconvenient and faulty workplaces, this illness has caused both employers and employees great economic losses. However, when observing the prevalence of MSDs among motorcyclists, again the focus was put among those that use motorcycles during their duties making it very much work-related. For example, police riders, postal delivery workers, and currently food delivery services. But how about those non-occupational motorcyclists or commuting workers or students that only use their motorcycle to commute to work, riding to class or weekend-motorcyclists going for prolonged motorcycle rides? Upon this matter, it became the motivation of this study to look into the possibilities of MSDs prevalence especially related to muscle fatigue among these groups of motorcyclists based on a survey and indoor prolonged motorcycle riding simulations that were conducted earlier. This includes how education and proper training could help them to reduce the risk of experiencing MSDs. Outcomes of this study suggested several other MSD issues that are possible to take place involving other body regions and establishing a prolonged riding guideline could educate them to be more aware of this issue. These possible MSDs were found to not being highlighted in work-related MSDs literature with respect to motorcyclists and very few detailed guidelines are available to educate motorcyclists for a much safer prolonged riding which provide gaps for further investigation and validation.
Planning for Middle Level Clinical Experiences during a Crisis
Author: Divoll, Kent
Date: 2021-02-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preservice Teacher Education,Middle School Teachers,Teacher Education Programs,Field Experience Programs,Emergency Programs,Electronic Learning,Well Being,Relationship,Stress Management,Adjustment (to Environment)

This article describes the trials and tribulations that a middle level education program faced during the global pandemic and recommendations that others can take away from these experiences. The provided suggestions for middle level teacher education programs are specifically for the current pandemic, but can be used for other disasters as well. We advocate that educator preparation programs develop a plan to deal with possible school closers or other disruptions to their field placements to prepare for the next disaster. Some of the recommendations include: (a) create an emergency plan, (b) cultivate relationships, (c) prepare your candidates in the best practices of online teaching and educate them about online teaching platforms, (d) focus on the well-being of the candidates and not just ensuring that they complete the requirements, (e) consider relationship building skills when hiring field supervisors, (f) include strategies that help candidates understand how to deal with stress into your curriculum, and (g) adjust to situations on a case-to-case basis.
Teaching Candidates to Assess Student Learning: A COVID Collaboration with Arts and Sciences Faculty
Author: Ruppert, Nancy B.
Date: 2021-02-00
Type: Journal Articles
Subjects: Teacher Educators,College Faculty,Teacher Collaboration,Student Evaluation,Preservice Teacher Education,Methods Courses,Preservice Teachers,Authentic Learning,College Freshmen,Writing Evaluation,Scoring Rubrics,COVID-19,Pandemics

In the fall of 2020, due to COVID, our pre-service teachers did not have access to student work samples early in the semester. In order to learn how to assess student learning I reached out to an Arts and Sciences faculty who teaches a freshman course. The Arts and Sciences faculty was a former middle school teacher who was scheduled to talk about the teaching of writing in our methods class. We decided to add using work samples from her current students to provide an assessment experience. This exercise allowed pre-service teachers to create a one-point rubric, analyze student work, give feedback, examine patterns of learning for the whole class, as well as give suggestions for each student based on their work. The practice prepared them for their own fall teaching assignment, and all were able to analyze their students' works successfully.
The Evolving Middle School Concept: This We (Still) Believe
Author: Harrison, Lisa M.
Date: 2021-02-00
Type: Journal Articles
Subjects: Middle Schools,Early Adolescents,Adolescent Development,Equal Education,Middle School Students,Position Papers,Educational Research,Student Diversity

&quot;The Successful Middle School&quot; builds upon many decades of commitment to the middle school concept. The fifth edition of AMLE's landmark position paper amplifies the importance of responding both to young adolescents' developmental needs and to their social identities. The edition's release amidst a global pandemic and increasing protests against racial injustice reminds us that responding to the full diversity of student experience is not optional. It is critical to helping young adolescents--and indeed the world--to thrive, now and in the future. [This article was published originally in the November 2020 issue of &quot;Bridge in the Middle,&quot; the annual journal of the European League for Middle Level Education. It is published here in &quot;Current Issues in Middle Level Education&quot; in collaboration with the authors, the Association for Middle Level Education, and the European League for Middle Level Education.]
Mobilizing Blackness: Analyzing 21st Century Black Student Collective Agency in the University
Author: Turner, David Charles, III.
Date: 2020-00-00
Type: Journal Articles
Subjects: African American Students,Activism,Personal Autonomy,Collectivism,College Students,Social Change,Neoliberalism,Racial Identification

Black student activism in the 21st century has gained international notoriety with popular movements such as #StudentBlackOut, #FeesMustFall, and #ConcernedStudent1950 (Alfonzo &amp; Foust, 2019; Turner, 2016). Between 2014 and 2017, Black students manipulated the momentum of a larger social movement--the Movement for Black Lives--in order to secure organizing victories for racial justice, both on and off their college campuses (Ransby, 2018; Williams, 2016). In this article, I explore the meaning-making processes of Black student activists who participated in on-campus or off-campus activism between 2014 and 2017. Themes from the interviews demonstrated that Black student activists were both politicized and entered movement organizing because of catalytic events, and that they saw themselves as resource brokers who funnel university resources, labor, and energy into dispossessed communities. In addition to arguing that participants used their racialized subjectivities to leverage resources and make changes for racial justice, I also assert that Black students were highly aware of their positionality; they raised critiques of their class-fluid positions as college students and the protections that their student identity provided them.
A Critical Discourse Analysis of School-Based Behavioural Policies: Reconceptualizing Understandings of Responses to Student (Mis)Behaviours
Author: Colorado, Cara
Date: 2021-00-00
Type: Journal Articles
Subjects: Discourse Analysis,School Policy,Discipline Policy,Foreign Countries,Policy Analysis,Student Behavior,Behavior Problems,Inclusion

Students who have been labeled as having &quot;behaviour problems&quot; in the school system have some of the worst academic and social outcomes of any student group. In most Canadian provinces, responses to students who misbehave are legislated through Safe Schools policies intended to guide districts and individual schools in responding to student misbehaviour. In this research project, we conducted a critical discourse analysis of Manitoba's &quot;Safe and Caring Schools&quot; documentation in order to analyze the ways in which provincial policies construct school-based responses to behaviours. Based on our analysis, recommendations for policy-makers to better support students include revising policies to reflect reconceptualized views of children, non-deficit understandings of behaviour, and ethical responses to student behaviour.
&quot;Good People with Good Intentions&quot;: Deconstructing a Post-Secondary Institution&apos;s Sexual Violence Policy Construction
Author: Shankar, Irene
Date: 2021-00-00
Type: Journal Articles
Subjects: School Policy,Higher Education,Sexual Harassment,Sexual Abuse,Violence,Gender Bias,Foreign Countries,Policy Formation,Risk Management,Knowledge Level,Disclosure,Barriers,Administrator Role

This exploratory study investigates the expertise of committee members tasked with constructing sexual violence policies within a post-secondary institution (PSI) and the constraints under which they complete this work. Our findings indicate that allocated committees prioritize institutional risk management, normalize confusion, and most members have little or no understanding of the intersectionality of violence. These findings contextualize PSI's failure to address structural violence. Our recommendations urge PSIs to include subject experts, consult with existing service providers, and integrate research on the intersectionality of sexualized violence within their policy and program construction.
&quot;We Teach in English Here&quot;: Conflict between Language Ideology and Test Accountability in an English-Only Newcomer School
Author: Straubhaar, Rolf
Date: 2021-00-00
Type: Journal Articles
Subjects: Accountability,Language of Instruction,Teaching Methods,Ethnography,Grade 10,High School Students,English (Second Language),Second Language Learning,Second Language Instruction,Immersion Programs,Spanish,Language Usage,Educational Practices,Political Attitudes,English Only Movement,Educational Policy,Immigrants,Standardized Tests,Mexican Americans,Teacher Attitudes,Language Attitudes,Administrator Attitudes

Ideologies regarding what is &quot;good&quot; teaching undergird common teaching practices and pedagogical decisions, which may support and/or run counter to the broader policy environment in which they occur (Gibson, 1998). Drawing from a six-month ethnography of 10th-grade newcomer students from Mexico and their teachers in a Central Texas English high school English-immersion program, this article explores seemingly contradictory teacher practices regarding the use of English and Spanish in the classroom. I argue that these varying practices represent a tension between the school's official English-only policy and a broader political ideology prioritizing performance on standardized tests that led to allowances of student Spanish language use. These findings add to our understanding of the influence and effects of standardized testing on teacher and administrator priorities and the potential cost to the real-world language needs of newcomer students.
Trends in Higher Education under Neoliberalism: Between Traditional Education and the Culture of Globalization
Author: Al-Haija, Younis Abu
Date: 2021-02-00
Type: Journal Articles
Subjects: Higher Education,Educational Trends,Trend Analysis,Global Approach,Neoliberalism,Educational Change,Competition,Private Colleges,Educational Quality,Commercialization,Private Sector,Outcomes of Education,Critical Thinking,Job Skills,Intellectual Development

This article aims to investigate the impact of neoliberalism on the trends of higher education, and on the changes in the approach of universities and colleges between traditional education and education in the service of globalization and neoliberalism. The research method was theoretical and qualitative that demonstrates the progressive impact of modern enlightenment ideas in higher education institutions and their spread in many countries in order to serve the interests of economic and technological competition, and control over the market's capabilities and requirements. Despite the increase in higher education institutions and the emergence of private colleges in different countries, which attract increasing numbers of students, there are several negative aspects in the approach of higher education, including changes in the structure of the academic institution and its scientific, cultural and administrative orientations. This liberal trend also directly affects the quality of education, in addition to the commodification of education. Moreover, contributions of the private sector have increased with the aim of providing a workforce that is professionally trained and capable of managing business, trade and the market, at the expense of the humanities, social sciences, arts and critical thinking. More importantly, the decline in the quality of education and its educational outcomes, in terms of academic efficiency and scientific research in the service of human and societal matters is evident. The goal of education has become centered on graduating generations that are not scientifically or intellectually qualified, far from their social concerns and democratic intellectual liberation.
Navigating Pandemic Schooling for Novice Teachers
Author: Mecham, Emma
Date: 2021-00-00
Type: Journal Articles
Subjects: Pandemics,COVID-19,Beginning Teachers,School Closing,Teacher Attitudes,Elementary Secondary Education,Psychological Patterns,Faculty Workload,Distance Education,Technology Uses in Education,Parent Teacher Cooperation

Teachers navigated a vast set of challenges during the 2019-20 school year when a pandemic shut down school and changed the face of classrooms. The challenges that emerged during this time were heaped upon the already full plates of the novice teachers featured in this study who were just gaining confidence in the classroom. This article highlights the six themes that emerged from interviews done in spring of 2020 as part of a larger longitudinal study following teacher education graduates. This snapshot of the data provides inside into the effect of the early stages of the pandemic on these teachers classrooms, perspectives, roles, and impact on their students.
Online Discussion Threads: An Exercise in Civil Discourse
Author: McCuin, Deborah
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Discussion Groups,Communities of Practice,Online Courses,Graduate Students,Controversial Issues (Course Content),Discourse Analysis,Scores,Grading,Student Research,Peer Evaluation

The intent of this research project was to address a perceived lack of capacity to address controversial topics or differences of perspective with civil discourse when engaged in learning in an online graduate course. Using carefully designed discussion prompts, students were asked to post, respond and reflect on their own research projects and those of their classmates in small professional learning communities. With the desired skills having been specifically taught in multiple modalities, these written artifacts were graded with posted rubrics and feedback was distributed individually to students. Over the course of three classes taken in three semesters, student scores were tracked and recorded. The preliminary results, as analyzed here, do not show significant growth in depth of analysis or clarity of response. While student overall scores tended to be in the 80-90% range, the feedback distributed to students still reflected the need for specificity, meaningfulness of responses, and analytical depth. The researcher continues to wonder whether this is a reflection of the students' lack of ability or lack of willingness to say the difficult things necessary to be a critical friend in a professional learning community. The researcher proposes to continue to read and develop additional data collection tools and teaching devices that will provide better opportunity to impact the development of this critical capacity to speak with integrity and honesty in the effort to help colleagues collaborate effectively toward the goal of greater teaching effectiveness and student learning outcomes in their own classrooms.
In-Service Teachers&apos; Perceptions of Their Preparation to Work with Learners of English
Author: Grant, Leslie T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,English Language Learners,Culturally Relevant Education,Teaching Methods,Coaching (Performance),Second Language Learning,English (Second Language),Teacher Student Relationship,Comparative Analysis,Faculty Development,Graduate Study,Program Descriptions,Knowledge Base for Teaching,Teacher Surveys

Increasing numbers of learners of English in mainstream classrooms have precipitated the need to better prepare teachers to instruct in culturally and linguistically responsive ways. This study shares survey results that demonstrate how a graduate program consisting of intentionally designed coursework and coaching led participating educators to report (1) feeling better prepared to work with English Learners in their classrooms; (2) increased knowledge of English Learners, including better understanding of language acquisition; and (3) increased knowledge of best practices for working with English Learners in classrooms.
Self-Efficacy&apos;s Influence on a Student&apos;s Self-Assessed Level of Preparation for College Level English
Author: Ryan, Paris
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Self Evaluation (Individuals),College English,College Freshmen,Freshman Composition,Community Colleges,Teacher Effectiveness,Prior Learning,Correlation

This study focused on how self-efficacy and a student's self-assessed level of preparation for college level English impacted their success in a first-year composition course at a community college. The purpose of this study was to uncover the factors that led to successful writers with a focus on self-efficacy and collegiate writing. The research focused on how a student's self-assessed level of preparation for their first-year college composition course impacted other aspects of self-efficacy and student success such as a student's self-apprehensiveness and the student's perception of their prior teacher's effectiveness. The study utilized a purely quantitative research method to analyze the Research Question. The Research Question was answered with a statistically significant Pearson Correlation Coefficient at the 0.01 level.
International Education and the Internationalization of Public Schooling in Canada: Conceptualizations and Approaches
Author: Elnagar, Abdelhady
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Education,Global Approach,Public Schools,Elementary Secondary Education,Public Policy,Educational Policy,Student Recruitment,Foreign Students,International Cooperation,Educational Cooperation,International Trade,Immigration

While there is now extensive literature related to the internationalization of post-secondary education in Canada, developments within K-12 public schooling have received much less attention. This article explores recent developments in international education in Canadian public-school systems, with specific attention to developments in Manitoba. In doing so, it argues that these developments incorporate three distinct policy interests -- trade, immigration, and education -- resulting in strong federal influences on provincial education policies and practices. The article examines two major international education initiatives: the recruitment of international students; and, the establishment of affiliate school agreements overseas. It argues that these recent developments reflect a particular notion of &quot;the internationalization of public schooling&quot; where a historical notion of &quot;international education&quot; as a learning-focused concept has been supplanted by an economic and market-driven notion that has trade and immigration considerations as its primary interests.
Physical Restraint, Seclusion, and Time-Out Rooms in Canadian Schools: Analysis of a Policy Patchwork
Author: Bartlett, Nadine
Date: 2021-00-00
Type: Journal Articles
Subjects: Punishment,Discipline,Student Behavior,Behavior Problems,Foreign Countries,Safety,Students with Disabilities,School Policy,State Policy,Accountability,Vocabulary,Timeout,Geographic Location

The intended purpose of physical restraint, seclusion, and time-out rooms in schools is to intervene in a crisis when the behaviour of a student poses an immediate or imminent, and significant threat to physical safety. While the use of physical restraint, seclusion, and time-out rooms is intended to provide protection from immediate physical harm, there is increasing concern that these practices are being used more broadly and that individuals with disabilities are disproportionately subjected to their use. In spite of the importance of this issue, there is a dearth of research analyzing the policy landscape of physical restraint, seclusion, and time-out rooms in Canadian schools. In order to explore this issue, a comparative analysis of publicly available provincial and territorial education documents was conducted. The analysis revealed that in many Canadian provinces and territories, policies and accountability structures on the use of physical restraint, seclusion, and time-out rooms in schools are inconsistent or non-existent. Further, the terminology used to describe seclusion is variable and often conflated with time out, and the conditions under which such practices may be used in some instances are subjective, which may contribute to a broad interpretation of what is deemed acceptable practices in schools. This analysis draws attention to the need for the development of clearly articulated provincial and territorial standards for the use of physical restraint, seclusion, and time out, as well as the need for regulatory and enforcement mechanisms at the school, division, and ministry levels in order to ensure the emotional and physical well-being of all.