ethanporcaro/eric-fulltext-meta huggingface dataset:
Thematic Progression and Its Types in English Literary and Legislative Texts
Author: Kizil, Marina
Date: 2019-00-00
Type: Journal Articles
Subjects: Text Structure,Connected Discourse,Literary Genres,Persuasive Discourse,Ambiguity (Semantics),Language Patterns

The focus of the article is Thematic Progression as a text and a genre forming phenomenon. Thematic Progression contributes to the cohesive development of any text, the distribution of given and new information of which needs to follow certain patterns. Thematic progression patterns deal with the set of meaningful sense groups which constitute a coherent text. Basic thematic progression patterns are: simple linear thematic progression, thematic progression with a continuous (constant) Theme, thematic progression with derived Themes and thematic progression with a split Rheme. They are peculiar to many languages. However, texts of different genres and the same language exhibit different patterns of Thematic Progression. This indicates that Thematic Progression, its patterns and their varieties are genre specific. To prove this, the article dwells on the Theme progression patterns and peculiar features of their Theme-Rheme organisation in texts of literary and legislative genres. While linear-constant thematic progression patterning is typical of a literary text, a legislative text is mainly based on the constant-linear thematic progression pattern. Constant-linear thematic progression patterning in the legislative text contributes to its informativeness, argumentativeness, unambiguity, and detailed specification of the given information. In comparison with the legislative text, the literary text has a variety of thematic progression patterns made of linear thematic progression, derived thematic progression and elliptical progression types. Regular linear-constant thematic progression patterning employed in the literary text helps to unfold textual information successively that contributes to its coherence and more effective perception.
Study Abroad and Engagement at the Local and Global Levels: The Stories behind the Numbers
Author: Jon, Jae-Eun
Date: 2021-09-00
Type: Journal Articles
Subjects: Study Abroad,Higher Education,Educational Benefits,International Education,Civics,Private Financial Support,Social Change,Entrepreneurship,Educational Policy,Volunteers

In this study, we address the question of whether and how the internationalization of higher education, particularly its study abroad aspect, has contributed to the common good. Much of the past discussion on study abroad impact has been largely concentrated on outcomes at the personal level. Using qualitative data from the Study Abroad for Global Engagement project, this study analyzes how former study abroad participants contributed to the global common good at the levels of local, glocal, and global communities. The findings show that many chose to practice global engagement, such as civic engagement, philanthropic activities, social entrepreneurship, and voluntary simplicity, for the common good, as the result of study abroad. This article concludes with discussion of implications for research, theory, policy, and practice.
Disconnecting and Reconnecting: A Photovoice Workshop on Healthy Social Media Use
Author: Charmaraman, Linda
Date: 2021-00-00
Type: Journal Articles
Subjects: Photography,Social Media,Health Behavior,Middle School Students,Telecommunications,Handheld Devices,Student Attitudes,Action Research,Participatory Research,Parent Attitudes,Teacher Attitudes,Time Management,Computer Software,Web Sites,Workshops,Well Being,Summer Programs

Early adolescents often hear messages like &quot;Don't spend too much time on your phone!&quot; Yet little is known about how middle school youth regulate their smartphone usage. To help fill that gap, the authors held a week-long summer workshop to explore early adolescents' perspectives on positive and healthy social media usage. A community-based participatory action research model was used to design a social media curriculum around one specific middle school community, beginning by gathering perspectives from students, parents, and staff. This work shaped a workshop curriculum, which was piloted in summer 2019 with 13 students from this middle school. The workshop activities engaged participants in reflecting on their social media habits, using a method called photovoice to empower participants to share the world through their lenses. In the process, they developed interest in becoming producers as well as critical consumers of social media. The long-term goal is to incorporate these participants' voices into a user-centered design process to build an app, website, or workshop to support healthy social media use. The photovoice project provides an example of how to engage in a research-community collaboration to learn which social media and well-being issues are most salient in a school community. It is also a model to show afterschool or summer program providers how to conduct their own photovoice workshop.
EFL Students&apos; and Teachers&apos; Perceptions of Sources of Students&apos; Demotivation: A Comparative Study
Author: Quadir, Moriam
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Student Attitudes,Learning Motivation,Teacher Attitudes,Secondary School Students,Comparative Analysis,Teaching Methods,Teaching Styles,Teacher Student Relationship,Tutoring,Language Attitudes,Learning Experience,Foreign Countries

EFL (English as a foreign language) learners' demotivation has not yet received adequate research attention in the third world countries. This paper reports on a study that was carried out to explore students' and teachers' perceptions of the sources of learners' demotivation to study English as a school subject at higher secondary (HS) level (grade 11 and 12) in Bangladesh. To collect qualitative data from HS students and teachers two interview guides were developed based on the identified EFL demotivation factors in a study (Quadir, 2017) conducted in the educational context of Bangladesh. 30 HS level students and 17 English teachers of five different institutions were interviewed to understand their perspectives of sources of learners' demotivation. The collected data was analyzed following Miles and Huberman's (1994) procedure of qualitative data analysis. A number of discrepancies between HS students' and English teachers' perceptions were identified. Acute gaps were identified in their perceptions of (a) English teachers' instructional style and behavior, (b) private tutoring, and (c) attitude towards English, and (d) students' past experiences. The other perceptions appeared to be less divergent. These insights have implications for education policy makers, curriculum developers, EFL students, and most importantly for EFL teachers' pedagogical preparations.
ATARs, Zombie Ideas &amp; Sir Robert Menzies
Author: Lewis, Robert
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Graduates,Educational Attainment,Foreign Countries,Grade 12,Academic Standards,Outcomes of Education,Teacher Education,Educational Trends,Politics of Education

Launched in 2010 by the Gillard Labor Government, the Australian Tertiary Admissions Rankings (ATAR) system is the first national unified system for reporting the educational attainment of successive cohorts of Year 12 school leavers. The system is widely regarded as fit for purpose, being both predictive of academic success and rates of completion (Higher Education Standards Panel, 2017; Marks, 2007; Wilson, 2020; Shulruf et al., 2018). The Organisation for Economic Cooperation and Development (OECD) and the Australian Institute for Teaching and School Leadership (AITSL) infer the minimum entry standards for initial teacher education be set at ATAR 80 and above, drawing prospective teachers from among the best and the brightest. However, this is not the trend, and neither side of politics has a serious national plan to redeem falling standards. Moreover, since its inception, the ATAR system has become increasingly politicised and dragged into 'culture wars' over access, funding, standards and social justice. The aim of this commentary is to highlight the profound systemic problems of falling standards in school student outcomes; in part due to lowered ATARs as well as problematic standards in teacher education.
Beyond the Usual Debates: Creating the Conditions for Academic Freedom to Flourish
Author: Stein, Sharon
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Freedom,Higher Education,Cognitive Processes,College Faculty,Affective Behavior,Interpersonal Relationship

Conversations about academic freedom are never just about protecting the intellectual rigour of academic knowledge as an abstract object; they are also about the relational rigour of how, by whom, and to what ends that knowledge is produced, transmitted, circulated, and ultimately impacts both humans and other-than-human beings (Stein, in Lobo et al., 2021). In this afterword, Sharon Stein suggests the need to balance intellectual, affective, and relational dimensions of how academic freedom is approached. Specifically, she asks how conditions might be created under which academics, students, and the communities they engage with can address any issue, but especially pressing issues of shared societal concern, with more sobriety, maturity, discernment, accountability, and respect. To do so, Stein considers what kind of intellectual, affective, and relational conditions might prepare people to engage on these terms. She also considers the difficulties of creating and sustaining these conditions. Although Stein separates these three types of conditions to discuss them in more detail, they are also interrelated and interdependent.
International Mobility as a Means of Ensuring Inclusive Global Higher Education Space
Author: Myhovych, Iryna
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Mobility,Inclusion,Global Approach,College Students,Experiential Learning,Foreign Students

The paper deals with the notion of international mobility analysed within the context of internationalisation process in higher education as a means of ensuring inclusive global higher education space. International mobility is looked upon as a two-way process -- on the one hand, for countries mobility is of vital importance since they are competing to attract top talent and thus benefit economically, diplomatically, and academically in keeping their academic doors open to students from all over the world. On the other hand, students' interest in mobility programmes, international internships and other forms of mobility is growing and has become a crucial component of the current higher education landscape since having the experience of participating in international mobility programmes has an overall positive impact on the development of a wide range of twenty-first-century job skills that result in career promotion. Based on up-to-date statistics an attempt has been made to prove the following -- as more countries around the world become active hosts of international students and implement national strategies to attract them, the competition for top global talent in higher education will intensify; as the result, the role of global student mobility and international experiential learning as components of internationalisation process will become more prominent. It has also been stated that as the context of higher education has gradually been changing in the result of international mobility process, comprehensive data is crucial for affirming institutional goals of enhancing internationalisation and correspondingly implementing new policies in order to meet new students' and competitive job market's demands.
Freedom in the University Fiefdom
Author: Hil, Richard
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Freedom,Universities,Foreign Countries,Neoliberalism,College Faculty,Governance

Despite mounting evidence, universities continue to insist that academic freedom -- one of the most cherished of all tertiary values -- remains an immutable part of institutional life. After all, how can the modern university retain its image as a bastion of free, critical thought if academies are muzzled? Still, as the manageriat likes to remind academics, with freedom comes responsibility. Reputations and brands have to be protected. Getting the balance right between institutional interests and personal responsibly is difficult but not impossible. Maximum autonomy in an institutional setting need not be contradictory. It's the values that count here, and what is considered to be important in terms of academic work. The limits of that work have not and should not be defined simply by market-oriented, reputational considerations, or through top-down diktat. The application of relative freedoms should be worked out through the active inclusion of academics and students at all levels of university governance. The problem today is that this is largely the preserve of the managerial class whose stated commitments to academic freedom tend to collide with more instrumental concerns. The tension between the two is hard to reconcile, but if academic freedom has any meaning in the current environment it requires a radical redistribution of power and influence within and across the academy.
Lexical Units Representing Working Women in Victorian Novels
Author: Orel, Anna
Date: 2019-00-00
Type: Journal Articles
Subjects: Females,History,Employment,Sex Role,Social Change,Housework,Freedom,Semantics,Vocabulary,Language Usage,Occupations,Sex Stereotypes,Context Effect,Social Status,Gender Issues,Feminism,Novels,Discourse Analysis,English Literature

One of the most prevalent issues of the Victorian era was the increasing movement of women into the job market. That was the time when the traditional female roles were reinforced and reconsidered at the same time. Women who were regarded as &quot;Angels of the house&quot; started to seek freedom from domesticity. The article explores the lexical units representing working women in Victorian novels. It highlights the major areas in which Victorian women were involved (household service, education, industry, outwork, trade, entrepreneurship, agriculture, art). The analysis is based on a number of methods, in particular on the lexical-semantic field method and the frame analysis. The socio-cultural commentary along with the extensive illustrative material enables the author to single out the lexemes describing female professions (lady's maid, housemaid, governess, schoolmistress, etc.) as well as the most common stereotypes concerning working women in those days. The contextual environment study of 33 female job titles offers insight into typical actions, social status, as well as the inner life of Victorian working women. However, the less typical female occupations (doctors, politicians, etc.) can be rarely found in Victorian novels. The findings of the analysis may be useful for linguistic and cultural research of the Victorian era as well as for gender and feminist studies.
Building Allies and Sharing Best Practices: Cultural Perspectives of Deaf People and ASL Can Benefit All
Author: Golos, Debbie
Date: 2021-00-00
Type: Journal Articles
Subjects: Best Practices,Deafness,American Sign Language,Teaching Methods,Literacy,Child Development,Misconceptions,Attitudes toward Disabilities,Positive Attitudes,Cultural Capital

Societal views of Deaf people typically stem from a medical or deficit perspective, which then informs educational practices. In contrast, educational settings that embrace a cultural perspective provide visual language and strategies that can benefit all students. This article will address three common myths about American Sign Language (ASL) and Deaf people, and share research-supported pedagogical practices and recommendations on how to be an ally on behalf of Deaf people.
Collage as a Pedagogical Practice to Support Teacher Candidate Reflection
Author: Prasad, Gail
Date: 2021-00-00
Type: Journal Articles
Subjects: Art Products,Preservice Teachers,Student Projects,Reflective Teaching,Educational Practices,Foreign Countries,Preservice Teacher Education,Student Attitudes

This article reports on collage as a pedagogical practice to support teacher candidate reflection. We outline a multi-step collage-based reflection workshop that was part of a required course on &quot;Inquiries Into Learning.&quot; The summative collage project was designed to help teacher candidates reflect on their vision of learning (hope) and their fears and doubts as beginning teachers. The process and product of their final integrated collage led students to interrogate how their hopes and fears mingle together in practice. Six teacher candidates share their series of collages and GIFs, along with their reflective personal statements. We conclude by highlighting lessons learned through collaging from the perspective of students. [This article was co-written by The Lions BEd Group.]
Coming into Mindfulness: A Practice of Relational Presence to Cultivate Compassion in One Rural School
Author: Kavia, Sonal
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Altruism,Rural Schools,Personal Narratives,Educational Environment,Elementary Schools,Foreign Countries,Hidden Curriculum

This narrative inquiry explores personal and professional stories of two educators, nurtured and supported by their school leadership, in a rural school setting, who have had diverse experiences with the contemplative practice of mindfulness. Our research primarily focused on the following wonders: How does the experience of mindfulness practice shift teacher identity and awareness, and the quality of time educators spend with children and youth? As educators, how can the practice of mindfulness expand our experience of listening, loving kindness, and compassion within educational spaces? We explore how their unique experiences of mindfulness are woven into the fabric of their school and a mindful pedagogy.
Faith in the Unexpected: The Event of Obligation in Teaching
Author: Phelan, Anne M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Experience,Psychological Patterns,Teacher Persistence,Teacher Attitudes,Personal Narratives,Teaching (Occupation)

In the face of standardization and rationalization, the language of the expected, the predictable and the planned has enveloped teaching and teacher education worldwide. However, in a recent study about the emotional toll of teaching in two Canadian provinces, teachers' stories overflowed with allusions to the unexpected, the unplanned, and the unforeseeable. We explore those stories, and in the company of John Caputo's writing about teaching and ethics, we speculate what they suggest about a life lived in teaching. We posit that obligation is the insistent ghost that haunts teaching in the midst of the machinery of schooling.
Life of a Wildflower: Reimagining Meaningful Learning through Play-Based Pedagogy
Author: Nontell, Lisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Play,Teaching Methods,Student Centered Learning,Kindergarten,Preschool Children,Educational Change

The author explores tensions between teacher-centered styles of teaching and play-based approaches that invite students to be creators of their own learning. Through narrative inquiry, the author uses a metaphor of wildflowers growing in natural environments to explore a child-led process of learning through play that fosters creativity and deep thinking. Teaching Kindergarten for the first time, the author reflects on challenges of living &quot;secret stories&quot; in the classroom that differ from &quot;sacred stories&quot; of the school's pedagogical practices, feeling a need to create a &quot;cover story&quot; to present her pedagogy as conforming, yet capable and successful.
EFL Teachers&apos; Job Satisfaction and Burnout in Iran
Author: Soleimani, Maryam
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Teacher Attitudes,Teacher Burnout,Teaching Conditions,Job Satisfaction,Correlation,Public Schools,Private Schools,Measures (Individuals),Foreign Countries

This study was an attempt to examine the relationship between EFL (English as a Foreign Language) teachers' job satisfaction and burnout in public schools and private institutes in Iran. Participants in this study were 120 EFL teachers (60 from public schools and 60 from private institutes) in Urmia, Iran. The researchers administered Ho and Au's (2006) job satisfaction questionnaire and Maslach, Jackson, and Leiter's (1996) burnout questionnaire, containing 22 items each, to measure the teachers' job satisfaction and burnout levels, respectively. Having collected the quantitative data, the researchers interviewed 10 participants to find out the sources of teachers' job dissatisfaction and burnout. The results showed a significantly negative relationship between EFL teachers' job satisfaction and burnout in both contexts, i.e., public schools and private institutes. Moreover, teachers in public schools enjoyed more job satisfaction and less job burnout compared to teachers in private institutes. Furthermore, the findings of the interview unveiled 8 main sources of teachers' job dissatisfaction and burnout. The results are discussed in relation to effective guidelines for teachers in public schools and private institutes in EFL context.
Self-Representation of Filipino Teachers and Korean Learners of English in Online Classes
Author: Munalim, Leonardo
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Concept,Foreign Countries,English (Second Language),Second Language Learning,Online Courses,Distance Education,Form Classes (Languages),Computer Mediated Communication,College Students,Language Usage

With an exhaustive survey of published studies, we found that no attempts have been made to analyze classroom talks between Filipino teachers and Korean students of English in online ESL classes. The reason may be attributed to the arduous labor of transcribing and analyzing the data both macro- and microscopically. This lacuna may have provided teachers and students a poor understanding of the features of talk of both interlocutors in an online modality. For this study, we looked at the way Filipino teachers and Korean students of English represented themselves using the first-person pronoun &quot;I&quot; (1PP) through the lens of transitivity processes via Systemic Functional Linguistics. The transcribed data were culled through transitivity concordancing analysis of &quot;I&quot; social actors from five 20- minute audio-recorded classes (1 hour and 40 minutes), which were secured from a leading online academy in Metro Manila. An interesting result disclosed that the teachers and the students dominantly used mental processes when self-representing. Material and relational processes are traditionally known as the default processes based on M.A.K. Halliday's (1985) framework. At a comparative level, they tended to share the same means of self-representing at the level of material, mental and relational process, but different in terms of verbal processes. Overall, the identical pattern of self-representation may be an indication of their attempts to mitigate the psychological and communications space called 'transactional distance' in an online ESL education. We offer limitations, recommendations, and implications toward the end of the paper.