ethanporcaro/eric-fulltext-meta huggingface dataset:
Unlocking Student Success: The Power of Success Criteria, Relationships, and Clarity
Author: Eagan, Timothy
Date: 2023-03-00
Type: Journal Articles
Subjects: Academic Achievement,Outcomes of Education,Culturally Relevant Education,Teacher Student Relationship,Evaluation Criteria,Learning Motivation,Learning Processes,Social Emotional Learning,Second Language Learning,Second Language Instruction,Standards,Instructional Design,Benchmarking,Guidelines,Language Proficiency,Scoring Rubrics,Public Schools,Elementary Secondary Education,Speech Communication,Writing Evaluation,Feedback (Response),Self Evaluation (Individuals)

This article emphasizes the importance of success criteria as a tool to support students' academic success. Research has consistently shown that strong teacher-student relationships lead to improved academic outcomes, but building strong relationships involves defining their impact on student learning outcomes. Success criteria support personal development and academic success, leveraging relationships by answering three key questions: &quot;What am I learning?; Why am I learning this?&quot;; and &quot;How will I know that I have learned it?&quot; By describing what learners must know and be able to do, success criteria make the learning target visible to both teachers and students. The article further examines the concept of teacher clarity, central to effective learning partnerships within a culturally responsive context. When teachers are unclear, students may lose motivation and engagement, leading to low achievement, especially for underperforming students. Therefore, effective communication through success criteria can support academic success and build strong teacher-student relationships.
Representations of Diversity in a Novice-Level Language Classroom and Beyond: An Engaging Semester Project
Author: Rothe, Lucian
Date: 2023-03-00
Type: Journal Articles
Subjects: Diversity,Second Language Learning,Second Language Instruction,Language Proficiency,Curriculum Development,German,Instructional Materials,Material Development,Stereotypes,Communities of Practice,Student Attitudes,Feedback (Response),Learning Experience,Assignments,Native Speakers,Program Descriptions,Language Usage,Portfolios (Background Materials),Educational Technology,Educational Objectives,Scoring Rubrics,Creativity,Undergraduate Students,Outcomes of Education

Teacher-scholars have called upon fellow language educators to redevelop curricula at all proficiency levels to portray the lived experiences of target language (TL) speakers. This article presents a semester-long project that contributes to developing diverse teaching materials for college-level learners at the novice level. Via an ePortfolio with 10 tasks (virtual and in-person), 20 learners of a second-semester German course explored connections with the TL locally and broadened their understanding of language-community membership beyond stereotypical notions of native speakers. Participants' feedback demonstrated how this project positively impacted students' learning experiences and reflected learners' strong desire for similar assignments in future courses. The findings speak to strategies of how educators can help beginning learners find connections to the TL in local contexts and investigate the diverse lived experiences of TL speakers abroad. The project's approaches, flexible format, and outcomes are easily implemented across various proficiency levels, world languages, and institutional contexts.
Body/Language: Incorporating Movement and Dance into World Language Classes
Author: Casey, Ryan
Date: 2023-03-00
Type: Journal Articles
Subjects: Dance,Nonverbal Communication,Movement Education,Second Language Learning,Second Language Instruction,Teaching Methods,National Standards,High School Teachers,Language Teachers,Spanish,Artists,Learning Activities

Dance is an essential cultural product often overlooked in curriculum and lesson design in favor of sports, literature, visual arts, music, and other products from the target language culture. Given the similarities between the national standards for dance and for learning languages, movement and dance activities merit a greater role in world language classes. The author, a high school Spanish teacher and professional dancer, presents a continuum of approaches for incorporating movement-based activities into the classroom and describes specific activities that teachers can adapt for their classes, even without formal dance training or professional dance experience.
Catch My Errors if You Can: The Relative Value of Peer Editing in the Language Classroom
Author: Henshaw, Florencia
Date: 2023-03-00
Type: Journal Articles
Subjects: Peer Evaluation,Error Correction,Spanish,Second Language Learning,Second Language Instruction,Undergraduate Students,Grammar,Writing Evaluation,Writing Instruction,Feedback (Response),Audio Equipment,Pictorial Stimuli,Vocabulary,Narration,Accuracy,Educational Benefits

Even though peer review enjoys sound theoretical support, classroom research has not always provided a clear picture of its effectiveness, particularly when it comes to form-focused editing. In addition to yielding conflicting findings with respect to the number of corrections students make based on peer feedback (Connor &amp; Asenavage, 1994; Mendonça &amp; Johnson, 1994; Paulus, 1999; Villamil &amp; de Guerrero, 1998), several gaps in the literature remain unaddressed, particularly in terms of error detection rates. This study sought to determine to what extent learners are able to (a) detect errors during peer editing, (b) provide each other with correct information, and (c) incorporate peer-provided suggestions in subsequent individual writing tasks. Participants were 20 undergraduate students enrolled in an intermediate Spanish course. They individually wrote a story based on pictures, exchanged papers with a partner, and provided each other with feedback on lexical, grammatical, and orthographic issues. The learners' audio-recorded interactions and the narratives produced by the learners during and after the peer-editing session were analyzed. Results indicate that even though learners detect a small proportion of errors, the majority of corrections were accurate and were incorporated in writing tasks completed immediately after the peer editing session, as well as two weeks later.
Creating Safe Spaces: Diverse Instructional Materials for World Language Learners
Author: Rothe, Lucian
Date: 2023-03-00
Type: Journal Articles
Subjects: German,Stereotypes,Language Attitudes,Second Language Learning,Second Language Instruction,School Safety,LGBTQ People,Minority Group Students,Misconceptions,Language Teachers,Instructional Materials,Professional Associations,Diversity,Inclusion,Alignment (Education),Social Justice,Standards,Units of Study,Teaching Methods,Family Structure,Cultural Awareness,Leadership,Vocabulary Development,Immigrants,Profiles,Naming,Listening Comprehension,Higher Education,Elementary Secondary Education

Stereotypical notions and depictions of the German language, its speakers, and cultural practices are more persistent in instructional materials, language program advertisements, and people's minds than one might presume (Bryant et al., 2019; Chavez, 2020a, 2020b; Rothe, 2022). Overcoming such misconceptions requires educators to reconsider curricula and promotional efforts so that they reflect the diverse lived experiences of German speakers and learners (Criser &amp; Malakaj, 2020). To diversify German curricula in the United States, the American Association of Teachers of German (AATG) established a task force in 2020, Creating Safe Spaces (CSS). Its members have developed instructional materials focusing on diversity and inclusion, especially regarding Black, Indigenous, and other Persons of Color (BIPOC) and Lesbian, Gay, Bisexual, Transgender, Queer, Plus (LGBTQ+) communities in the German-speaking world. The materials span various thematic units and language levels and serve as a model for other world language (WL) instructors desirous of making diversity a critical component in their respective curricula. Available free of charge both to AATG members and non-members on the AATG's GETMAPP platform, the instructional activities align with the NCSSFL-ACTFL Can-Do Statements (2017) and the World-Readiness Standards for Learning Languages (2015). This article introduces CSS and showcases sample materials that cover topics commonly found in WL courses--introducing oneself and others, family structures, and living. Considerations regarding the imperative for language professionals' commitment to inclusivity, diversity, and social justice form the framework of this article.
DEI in World Language Education: Are We Really Committed to Advocacy &quot;and&quot; Action?
Author: Wassell, Beth
Date: 2023-03-00
Type: Journal Articles
Subjects: Diversity,Inclusion,Social Justice,Equal Education,Second Language Learning,Second Language Instruction,Access to Education,Educational Practices,Student Needs,Educational Policy,School Districts,Vignettes,Language Teachers,Teacher Attitudes,Race,Socioeconomic Status,Students with Disabilities,Student Characteristics,Teacher Shortage,Culturally Relevant Education,Curriculum Development,National Organizations,Advocacy,Advanced Placement,High School Teachers,Teacher Educators,Institutional Characteristics

The terms diversity, equity, inclusion, and justice have become ubiquitous in schools, institutions, and professional organizations. Yet the extent to which the ideals behind these words are realities in today's world language classrooms is less clear. Are our world language classrooms equitable and accessible to diverse learners, particularly given the new social, emotional, and academic needs of students in our post-pandemic society? In this article, we seek to engage leaders and educators, both within and beyond NECTFL, to think critically about policies and practices in their schools, districts, communities, and states. Using two composite vignettes, broad understandings from recent literature, and findings from a recent study that examined the perspectives of world language educators, we describe and interpret key issues that currently impact world language programs, teachers, classes, and students. These issues include a lack of access to world language study related to students' race, socioeconomic status, and disability; world language teacher shortages; and a need for a more culturally relevant, engaging world language curriculum. The article concludes with recommendations to actualize language educators' support for diversity, equity, and inclusion specific to world language education contexts.
Online Assessment in Higher Education: A Systematic Review
Author: Heil, Joana
Date: 2023-03-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Higher Education,Literature Reviews,College Students,Formative Evaluation,Summative Evaluation,Learning Analytics,Evaluation Methods,Peer Evaluation,Student Evaluation,Self Evaluation (Individuals)

Online assessment is defined as a systematic method of gathering information about a learner and learning processes to draw inferences about the learner's dispositions. Online assessments provide opportunities for meaningful feedback and interactive support for learners as well as possible influences on the engagement of learners and learning outcomes. The purpose of this systematic literature review is to identify and synthesize original research studies focusing on online assessments in higher education. Out of an initial set of 4,290 publications, a final sample of 114 key publications was identified, according to predefined inclusion criteria. The synthesis yielded four main categories of online assessment modes: peer, teacher, automated, and self-assessment. The synthesis of findings supports the assumption that online assessments have promising potential in supporting and improving online learning processes and outcomes. A summary of success factors for implementing online assessments includes instructional support as well as clear-defined assessment criteria. Future research may focus on online assessments harnessing formative and summative data from stakeholders and learning environments to facilitate learning processes in real-time and help decision-makers to improve learning environments, i.e., analyticsdriven assessment.
Online Group Supervision in Graduate Psychology Training during the COVID-19 Pandemic
Author: Geller, Shulamit
Date: 2023-03-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Discussion Groups,Supervision,Graduate Students,Psychology,COVID-19,Pandemics,Electronic Learning,Student Attitudes,Professional Identity,Foreign Countries,Group Unity,Group Dynamics,Social Support Groups,Interaction

Group supervision, a common method in graduate psychology training, shifted abruptly to online learning due to the COVID-19 pandemic. This study aimed to increase understanding of psychology graduate students' perception of online group supervision during COVID-19 by focusing on the group process and the students' professional identity formation. Data were collected through an online survey comparing an online COVID-19 group sample with a preCOVID-19 in-person sample. Our findings showed no difference between online group supervision during COVID-19 and in-person group supervision prior to COVID-19 in students' reports of group processes and the prevalence of professional identity statuses. However, group processes differed according to students' professional identity statuses while accounting for the supervision format. We discuss the results of our study and offer several theoretical and practical implications regarding online supervision.
Online Learning for First-Generation and Underrepresented Minoritized Students: A Literature Review Using a Model of Student Engagement
Author: Gardner, Krista
Date: 2023-03-00
Type: Journal Articles
Subjects: Undergraduate Students,First Generation College Students,Minority Group Students,Disproportionate Representation,Learner Engagement,Electronic Learning,Barriers,Peer Evaluation,Educational Research,Models,Social Support Groups

First-generation and underrepresented minoritized (URM) students may have greater challenges in online learning than other students. Communities of support can help these highly motivated students be more engaged and successful in the remote learning environment. In this scoping literature review, we identified fifteen categories of first-generation and URM student challenges in online learning as found in peer-reviewed research of the last ten years. We placed these challenges within the Student Engagement model and found them to be barriers of student engagement. The results of our analysis may help guide practitioners and educators in the continuance or creation of theoretically grounded interventions for student support.
Investigating Willingness to Communicate in English within the Turkish EFL Classroom Context
Author: Yildiz, Cennet
Date: 2023-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,English (Second Language),Second Language Instruction,Communication Skills,Student Attitudes,Foreign Countries,Student Motivation,Self Efficacy,Beliefs,Classroom Environment,Vocabulary,College Students

The communicative component of language learning has gained importance in line with the needs of the 21st century. So, different factors which influence the communicative ability of language learners has caught the attention of the researchers. Willingness to communicate (WTC) is one of these individual variables which affects the communicative ability of learners and various aspects of this construct are widely investigated in different language learning contexts. However, the number of studies in Turkish English as a foreign language (EFL) context is limited. Thus, the primary goal of the study was to investigate L2 WTC in Turkey. 711 preparatory school students at a state university completed measures of WTC, communication confidence, motivation, ideal L2 self, learner beliefs, classroom environment, and a vocabulary test. According to the results of the structural model, the relationships of classroom environment with both WTC in English and communication confidence were fully mediated by motivation to learn English, ideal L2 self, and learner beliefs. Moreover, the relationships of learner beliefs and ideal self with WTC in English were fully mediated by communication confidence. Motivation to learn English directly influenced WTC. Lastly, vocabulary size indirectly influenced WTC through communication confidence. [The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]
Passive Participation in Collaborative Online Learning Activities: A Scoping Review of Research in Formal School Learning Settings
Author: Choi, Hajeen
Date: 2023-03-00
Type: Journal Articles
Subjects: Student Participation,Cooperative Learning,Electronic Learning,Learning Activities,Literature Reviews,Computer Mediated Communication,Asynchronous Communication,Group Dynamics,Elementary Secondary Education,Higher Education,Synchronous Communication,Blended Learning

This scoping review summarizes studies on passive participation in collaborative online learning activities that used computer-mediated communication tools in school settings. A total of 42 articles spanning about 20 years were explored. ERIC and three main journal indexes from Web of Science were used to locate articles. For each year searched, there were only one to five studies that investigated passive participation, indicating that not many researchers have examined this topic in general. Moststudies used mixed methods and were conducted in higher education settings in asynchronous online discussions. Three terms have been used to discuss the notion of passive participation: lurking for read-only behavior, legitimate peripheral participation for low contribution, and free riding for no contribution. Studies on passive participation have mainly explored four topical areas: motivational factors and reasons, participation types and behavioral patterns, effect on learning outcomes, and pedagogical strategies for de-lurking. Most studies have investigated passive participation as one of the behavior patterns among various types of participation. A few studies have solely examined read-only behaviors. The notion of passive participation varies among researchers and should therefore be redefined. Overall, there have been few studies on the topic of passive participation and those that have been conducted reveal some inconsistencies in their findings, indicating the topic requires further investigation. Future studies on this topic are urgently needed due to the forced shift to online courses precipitated by the pandemic. While instructors are also responsible forsupporting their learners in this unprecedented context, researchers should investigate ways to help instructors better understand passive participants and encourage active learner participation in collaborative online learning space.
Merdeka Curriculum: Characteristics and Potential in Education Recovery after the COVID-19 Pandemic
Author: Rizaldi, Dedi Riyan
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Quality,Foreign Countries,Curriculum Development,Educational Change,Curriculum Implementation,National Curriculum,Educational Improvement,Elementary Secondary Education,Outcomes of Education,Literacy,Numeracy,Futures (of Society)

The implementation of the education process is currently a new challenge for all the education community due to the recovery phase after the COVID-19 pandemic. The purpose of this research is to describe the implementation of an Merdeka Curriculum at the school level as an effort to improve the quality of education after the COVID-19 pandemic. The type of research used is in the form of qualitative research. Research data in the form of written data sourced from various scientific works that are relevant and trustworthy. The data obtained were then analyzed descriptively and described systematically. Based on this, it is known that the Merdeka Curriculum has good characteristics and is very supportive as a form of efforts by all parties to restore the quality of education, especially after going through a long pandemic period. This is also supported by the conditions of learning in schools, most of which experience the same problem, namely the occurrence of learning loss conditions among students. [The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]
Universal Design for Learning Infusion in Online Higher Education
Author: Altowairiki, Noha F.
Date: 2023-03-00
Type: Journal Articles
Subjects: Inclusion,Online Courses,Case Studies,Access to Education,Graduate Students,College Faculty,Teacher Attitudes,Administrator Attitudes,Administrator Role,Communities of Practice,Instructional Leadership,Foreign Countries,Educational Development,Instructional Design,Students with Disabilities,Barriers

This qualitative case study explored the development of online teaching capacity to incorporate the universal design for learning (UDL) framework in an online graduate program. The participants in the study were purposefully selected from multiple levels at a Canadian university: (1) the program level, (2) the faculty level, and (3) the institution level. Using a series of semistructured interviews and document analysis, four themes were identified: (1) leadership, (2) community of practice, (3) educational development, and (4) challenges. In addition to highlighting the roles of academic leaders in fostering UDL adoption in online learning, the findings also revealed forms of support that need to be in place to increase online teaching capacity. The findings from the study provide valuable input toward setting the stage for UDL to be meaningfully adopted in an online learning setting.