ethanporcaro/eric-fulltext-meta huggingface dataset:
Hidden Voices: How Chinese Immigrant Educators Implement Culturally Inclusive Practices in U.S. Classrooms
Author: Lau, Wing Shuen
Date: 2022-00-00
Type: Journal Articles
Subjects: Immigrants,Inclusion,Culturally Relevant Education,Second Language Learning,Second Language Instruction,Case Studies,Teaching Methods,Cultural Background,Chinese Americans,Educational Experience,Asian Americans,Critical Race Theory,Teacher Characteristics,Teacher Education Programs,Foreign Countries,Cultural Awareness,Chinese,Student Characteristics,Teacher Attitudes

In this article, we investigate Chinese immigrant teachers' cross-national education experiences in determining the implementation of culturally inclusive practices in United States classrooms. Based on a critical framework of culturally responsive teaching, findings of our multiple-case study indicated our participants regard teaching in the U.S. as less certain as a vocation and regard Asian teacher educators in the U.S. as critical bridges to teaching language in the U.S. Although all participants had extensive training in second language teaching, they noted gaps in knowledge of American student culture. The participants also indicated that an ideal classroom was a place of cultural harmony where divergent views could be valued and shared. Given that extremely limited published research exists documenting how Chinese immigrant teachers conceptualize and practice culturally responsive teaching, this study is an entry to understanding the experiences of Chinese immigrant educators in the U.S.
Cognitive Diagnostic Assessment of IELTS Listening: Providing Feedback from Its Internal Structure
Author: Panahi, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Decision Making,Listening Comprehension Tests,Multiple Choice Tests,Diagnostic Tests,Language Tests,English (Second Language),Second Language Learning,High Stakes Tests,Feedback (Response),Models,Test Items,Listening Skills,Second Language Instruction,Goodness of Fit,Test Preparation,Foreign Countries

High stakes testing, such as IELTS, is designed to select individuals for decision-making purposes (Fulcher, 2013b). Hence, there is a slow-growing stream of research investigating the subskills of IELTS listening and, in feedback terms, its effects on individuals and educational programs. Here, cognitive diagnostic assessment (CDA) performs it through breaking down the abstract listening concepts into fine-grained subcomponents, and applying it to in-class assessment and teaching. Therefore, the strengths and weaknesses of language learners concerning various subsections of the IELTS listening test were explored with use of three CDMs, i.e., DINA, DINO and mixed DINA-DINO. As a result, the analysis of the participants' (N=463) performances revealed that the mixed-DINA-DINO model using the original Q-matrix was the most effective model. On the other hand, all three models indicated that gap-filling was cognitively less demanding than the other subsections. However, they did not show any agreement on multiple-choice sub-competency. Accordingly, it can be argued that the CDM-driven diagnostic information related to the sub-sections of the IELTS listening test can be used in educational systems to explore the underlying structure of a test and detect the learners' potential strengths and weaknesses with mastery and non-mastery of the intended items.
Exploring the Idea of &quot;Assessment with Learners&quot; in Discussing Language Assessment Literacy
Author: Butler, Yuko Goto
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Evaluation,Evaluation Methods,Student Attitudes,Child Development,Educational Benefits,Second Language Learning,English (Second Language),Elementary School Students,Language Tests,Test Construction,Teacher Student Relationship,Participative Decision Making,Foreign Countries

Inspired by Fulcher's (2012) data-driven approach to language assessment literacy (LAL), I introduce learners' voices as a way to better understand teachers' LAL. I also incorporate learnings from recent literature on child development regarding research with children to suggest that we consider assessment with learners in LAL and language assessment studies more generally. Assessment with learners offers a new perspective on discussions of LAL as well as a new means of assisting learners to enhance their own understanding of how assessment works. Drawing from examples in my own work on LAL, I address a few potential benefits of incorporating learners' voices in LAL discussions. With an emphasis on &quot;by doing&quot; and &quot;learner-centered&quot; elements, assessment with learners can resonate well with Fulcher's apprenticeship content approach to LAL.
Glenn Fulcher&apos;s Thirty-Five Years of Contribution to Language Testing and Assessment: A Systematic Review
Author: Fulcher, Glenn
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Tests,Testing,Language Research,Oral Language,Rating Scales,Validity,Teaching Methods,Evaluation Methods,Assessment Literacy,Intelligibility

The present systematic review examines Glenn Fulcher's contributions, works, philosophy, and research in language testing and assessment. The data includes his published articles, book chapters, books and interviews (except the one in this special issue) relevant to language testing and assessment from 1987 to March 2022. This study is conducted in two stages: From the sources, Ali Panahi and Hassan Mohebbi derived 127 commonly used main themes, 43 statistical and instrumental concepts, and 14 domains to create a framework for the analysis. We discovered that his research interests were wide-ranging. However, there was a focus on assessing speaking, rating scale design, validity, language assessment literacy and pedagogy, and the broader understanding of the role of assessment from a philosophical and societal perspective. Our analysis provides an overall understanding of the main themes, key concepts and major implications of Glenn Fulcher's work. In the second stage of the study, Glenn presents his personal discussion and reflection of this systematic review.
Goals and Challenges of School Mathematics Leaders
Author: Downton, Ann
Date: 2022-00-00
Type: Journal Articles
Subjects: Objectives,Barriers,Mathematics Instruction,Foreign Countries,Mathematics Teachers,Leadership,Elementary School Teachers,Secondary School Teachers,Teacher Surveys,Occupational Aspiration,Teacher Attitudes,Knowledge Base for Teaching,Leadership Styles,Professional Development,Self Concept

School mathematics leaders have an important role supporting teachers to improve student-learning outcomes, yet little is known about their professional goals or the challenges they face. The study reported in this paper examined school mathematics leaders' views by analysing the qualitative responses of 193 primary and secondary leaders to two online questionnaire items. Participants described the goals they held and challenges they perceived when improving mathematics teaching and learning in their schools. Data were coded to categorise responses and examine patterns in the findings. Leaders had clearly defined goals focused on improving teaching and learning, which described their visions, their aspirations for teacher collaboration, and practical actions they intended to implement. Leaders recognised the importance of teachers' knowledge, teachers' mathematical dispositions, and teachers' preparedness to change, in the achievement of their goals. Other goals concerned conditions in schools including the need to: prioritise mathematics improvement; provide time for mathematics leadership; and manage school structures to support teachers' collaborative learning.
Performance-Based Speaking Tests: Possibilities in Local Language Testing
Author: Dimova, Slobodanka
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Tests,Speech Communication,Performance Based Assessment,Second Language Learning,Second Language Instruction,Correlation,Evaluators,Rating Scales,Cooperation,Task Analysis,Evaluation Methods,Guidelines,Program Effectiveness,Holistic Approach,Training Methods,Test Use,Test Format

Drawing on Glenn Fulcher's extensive work in performance-based language assessment of speaking, this paper explores the assessment of L2 speaking ability in local language testing contexts. For that purpose, I review Fulcher's influential work that highlights the relationship between the speaking construct, the task, the performance, and the scale, and I provide an overview of various task types, approaches to scale development, and rater-training programs. Then, I argue that local language testing provides a wide range of possibilities for task development, scale design, and rater training due to the opportunity for collaboration with local expertise (students, instructors, policy-makers) and the ability to keep up with the evolving speaking construct in the local context.
Characteristics of Professional Learning Communities in Mathematics: A Systematic Review
Author: Harvey, Frida
Date: 2022-00-00
Type: Journal Articles
Subjects: Communities of Practice,Professional Development,Knowledge Base for Teaching,Educational Improvement,Mathematics Teachers,Models,Teacher Collaboration

Professional Learning Communities (PLC) have been used increasingly in designing and discussing teachers' professional development, but how PLC are organised and framed differ between contexts. There is a lack of meta-level studies that aim to define and compare different ways of organising PLC. In this literature review of 32 studies, Cultural-historical Activity Theory (CHAT) is used as an analytical lens to examine different models for PLC in mathematics. By examining and comparing PLC in mathematics, the review aims to expand understanding of how PLC in mathematics can be organised and framed. The result revealed three distinctive activity systems with different objects: developing norms for collaboration, developing teachers' understanding about mathematics and its teaching, and developing teachers' repertoire of teaching actions. The activity systems vary concerning the use of mediating artifacts and the norms that regulate each activity system, but are similar regarding participants, context, and division of labor. The review indicates that the teachers participating in PLC in mathematics change their norms of collaboration, enhance their understanding of mathematics and its teaching, and/or enhance their ability to design and carry out mathematics teaching. Our findings can assist designers, organisers, participants, and researchers in making informed decisions about PLC in mathematics.
Still Deluded by Artifices? The Role of The Common European Framework of Reference in Facilitating Test Score Interpretation
Author: Papageorgiou, Spiros
Date: 2022-00-00
Type: Journal Articles
Subjects: Guidelines,Rating Scales,Test Results,Scores,Foreign Countries,Second Language Learning,Second Language Instruction,Language Proficiency,Alignment (Education),Evaluation Criteria,Comparative Analysis,Evidence,Standard Setting,Barriers

The introduction of the CEFR was welcomed by researchers and practitioners in language education, given its potential for increasing transparency of test results and the meaningfulness of test scores. In this paper, I reflect on Glenn Fulcher's (2004, 2016) critical take on the use of the CEFR in the context of mapping (linking or aligning) test scores to the CEFR proficiency levels and the implications for score interpretation and use. I argue that although mapping test scores to the CEFR levels can enhance score interpretation, the field of language assessment needs to address misinterpretations of score mapping as sufficient evidence of quality of test design or comparability of scores of different tests.
Rehearsing Instruction in One-on-One Mathematics Coaching
Author: Kochmanski, Nicholas
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Education,Coaching (Performance),Training Methods,Instructional Development,Faculty Development,Mathematics Teachers,College School Cooperation,Middle School Teachers

While there is evidence that rehearsing instruction with groups of teachers can support their learning, whether this is the case in one-on-one coaching settings remains largely unexplored. In this exploratory selfstudy, I examined my coaching work with a cadre of mathematics teachers to determine whether and how rehearsing instruction in one-on-one coaching provides individual teachers with opportunities to learn. I found that rehearsing instruction during one-on-one planning conversations can give rise to teacher learning opportunities. Three features of the rehearsal activity appeared central to the learning opportunities: (a) framing the instructional situation so that the teacher understands the context for the rehearsal, (b) acting out a range of student solution strategies during the rehearsal, and (c) analysing and discussing specific instructional decisions the teacher made while rehearsing instruction. This work contributes to research on coaching by clarifying that rehearsals can be potentially productive one-on-one coaching activities and by highlighting what is involved in incorporating rehearsals into one-on-one coaching with mathematics teachers.
Young Chinese EFL Learners&apos; Referential Strategies in Written Chinese and English Narratives
Author: Wu, Hao-yu
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Elementary School Students,Grade 4,Writing (Composition),Personal Narratives,Picture Books,Chinese,Communication Skills,Writing Skills,Form Classes (Languages)

A good command of referential skills has been seen as an effective indicator that reveals learners' discourse-related competence. However, in the realm of second language learning, a scant of attention has been paid to investigate L2 learners' referential skills in narratives. Therefore, the present study aims to address the gap through examining young Chinese EFL learners' abilities in using referential forms in English narratives. Three Chinese EFL fourth graders in Taiwan were asked to produce English and Chinese written narratives, elicited through a wordless picture book &quot;Frog, Where Are You?&quot; (Mayer, 1969). The results showed that the participants made few mistakes and achieved high level of appropriateness in the use of referential expressions in English narratives. It was also found that they used similar referential strategies across different discourse contexts in both English and Chinese narratives. It was suggested that their near-proficient performance regarding the referential skills may be attributed to the positive transfer from L1 to L2. However, the analysis of some mistakes by the participants also demonstrated that L2 overgeneralization played a role that hinders the participants' performance. Finally, implications for pedagogy and suggestions for future research are made.
Teachers&apos; Content-Related Learning Processes: Teachers&apos; Use of Professional Development Content on Teaching Approaches to Inclusive Mathematics Education
Author: Bertram, Jennifer
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Processes,Knowledge Base for Teaching,Faculty Development,Teaching Methods,Inclusion,Mathematics Education,Secondary School Teachers,Transfer of Training,Individualized Instruction,Mathematics Activities

The knowledge regarding teacher learning processes is fundamental to organising a professional development (PD) programme systematically and effectively. In the study reported in this article, we examined content-related teacher learning processes in the context of inclusive mathematics teaching. We first explain approaches to inclusive mathematics teaching (derived from the literature) and how these approaches can help teachers to differentiate with open-ended and challenging tasks. While focusing on the transfer of learning as one important part of teacher learning processes, the study investigated teachers' use of the PD content (i.e., the teaching approaches) after a PD session. For this, a case vignette as a method of inquiry was used. We analysed the written answers from 15 secondary teachers using qualitative content analysis. The teachers used many approaches to inclusive mathematics teaching and applied them in the context of the case vignette. Finally, we focus on implications for the design of PD programmes concerning teacher learning about inclusive mathematics teaching.
Individual Differences and Willingness to Communicate in Second Language: The Role of Student Age, Gender and Socioeconomic Status
Author: Li, Zheng
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Characteristics,English (Second Language),Second Language Learning,Age Differences,Gender Differences,Socioeconomic Status,College Students,Communication Skills,Learning Activities,Student Attitudes,Individual Differences,Foreign Countries

It has been widely argued that willingness to communicate (WTC) in a second language (L2) is a dual construct of the learner's trait and state. This study aimed to explore the relationships between trait-level antecedents (students' demographic features) and their L2 WTC. A sample of 1502 university students was recruited to participate in this study. Data of their age, gender, family socioeconomic status (SES) were collected. A questionnaire of L2 WTC was adopted to measure the participants' WTC in meaning-focused activities and WTC in form-focused activities. A path model was tested via structural equation modeling and significant relationships between student demographic features (age, gender and SES) and L2 WTC were observed. The major findings were: (1) male students had higher WTC in meaning-focused activities, but female students showed higher WTC in form-focused activities; (2) student age was negatively related to WTC in meaning-focused activities; and (3) students SES positively predicted WTC in meaning-focused activities. Implications for L2 instruction in tertiary education were also discussed.
Using Statistical Transformation Methods to Explore Speech Perception Scale Lengths
Author: Kermad, Alyssa
Date: 2022-00-00
Type: Journal Articles
Subjects: Speech Communication,Second Language Learning,Intelligibility,Rating Scales,Reliability,Construct Validity,Pronunciation,Speech Evaluation,Likert Scales,Listening Comprehension,Auditory Perception,Intensive Language Courses,Second Language Instruction,Language Proficiency,English (Second Language),Language Tests,Undergraduate Students,Evaluators

The practice of second language (L2) speech perception has traditionally relied on equal-interval perceptual scales and novice listeners' (NLs) impressionistic judgments of constructs such as accentedness and comprehensibility (Munro &amp; Derwing, 2011). However, issues have surfaced with respect to how well NLs can use these scales, whether they use the entire scale, and how valid/reliable their ratings are. This study draws inspiration from the work of Glenn Fulcher in the area of L2 speech assessment, specifically on construct validity and scale design (1993; 2003). The current study explores similar issues from the lens of the speech perception practice, relying on scale transformation methods and multi-faceted Rasch measurement to examine the overall question of an ideal equal-interval scale length. Speech ratings of L2 accentedness and comprehensibility were originally collected from 56 NLs on 9-point bipolar Likert scales. Statistical transformations from 9-point to 7- and 5-point scales were compared through several indices (i.e., listener consistency, listener severity, scalar point discrimination, and scale usage) across four common speech tasks (i.e., read-aloud, spontaneous speech, elicited imitation, and picture description) (see Thomson &amp; Derwing, 2015). With every statistical scale length reduction across four tasks, listeners' consistency improved, their levels of severity slightly decreased, and their scalar usage became more precise. Implications for L2 speech perception research suggest that the shorter 5-point perceptual scale shows potential in increasing the reliability and validity of scoring, while more appropriately distinguishing among speaker ability levels.
How Teachers&apos; Perceptions of Learners&apos; Willingness to Communicate Affect Frequency and Method of Turn Allocation
Author: Allahyar, Negah
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Classroom Communication,Classroom Techniques,Language Usage,Student Participation,Teacher Attitudes,Language Teachers,Audio Equipment,Foreign Countries,Teacher Student Relationship

Previous research on willingness to communicate (Henceforth WTC) has shown that several teacher factors can affect learners' WTC. However, the effect of teachers' perceptions of learners' WTC on teachers' communicative and instructional behavior has remained understudied. This study aimed to examine how teachers' perceptions of learners' WTC affected the frequency and method of their turn allocations. The in-depth study was conducted with three teachers in Iran over a period of one semester. Qualitative data were obtained from observations, audio and video recordings of classroom interaction, and interviews with teachers. Analysis revealed that teachers gave more voluntary turns to those whom they perceived to have a higher level of WTC. Also, the method of turn allocation was different for such students. These findings are important because they can raise awareness among teachers and enable them to ensure all learners are given opportunities to participate.
Selecting and Implementing a Telementoring Program: Case Studies of Project ECHO
Author: Larson, Rebecca Sam
Date: 2022-06-00
Type: Journal Articles
Subjects: Selection,Program Implementation,Telecommunications,Mentors,Computer Mediated Communication,Case Studies,Allied Health Occupations,Allied Health Personnel,Adult Learning,Video Technology,Interaction,Sustainability,Adoption (Ideas),Decision Making,Educational Finance,Medical Schools

Extension for Community Healthcare Outcomes (Project ECHO) is a telementoring program for health professionals that uses adult learning techniques and interactive video technology to connect distal community providers with specialist and multidisciplinary teams in real-time collaborative sessions. We examine the adoption, implementation, and sustainability of ECHO programs at four academic medical centers through case studies based on structured interviews. The study and its analysis are informed by the Diffusion of Innovation theory and the Exploration, Preparation, Implementation, Sustainment (EPIS) framework. We found that early adopters became aware of ECHO by chance and were persuaded through observations to adopt ECHO. Finding a home for ECHO was an important initial adoption decision. Five context factors influence the implementation of ECHO: Funding, networks, staffing processes, leadership, and individual characteristics of staff. Sustainability requires ongoing funding, which itself may rely on evidence of outcomes. Findings from this study can inform the implementation of Project ECHO at other academic medical centers and extend to decisions to adopt, implement, and sustain similar telementoring programs designed to close the research-practice care gap between communities and academic medical centers.