ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Emotion and Learning as Praxis: Professional Development That Matters
Author: Yoo, Joanne
Date: 2017-03-00
Type: Journal Articles
Subjects: Emotional Response,Faculty Development,Ethnography,Creative Writing,Emotional Development,Foreign Countries,Elementary Secondary Education,Professional Identity,Praxis,Case Studies,Workshops,Teacher Surveys,Teacher Attitudes

This ethnographic study analyses the diverse emotions emerging within one teacher professional development workshop that engaged teachers as creative writers. Participating teachers revealed a vibrant range of positive and negative emotions as they worked within institutional discourses that conflicted with their intrinsic beliefs about effective teaching. They revealed their emotional investment in their roles and their desires for meaningful practice in spite of pressures to abide by managerial practices. Researchers documented high levels of vulnerability, engagement and hope as participants engaged in writing as &quot;praxis&quot; to experience their beliefs about effective pedagogy firsthand. These findings suggest that since teaching and learning is inherently an emotional experience, professional development needs to acknowledge a teacher's complex emotional identity and to cultivate positive emotional growth. This study is relevant to teacher educators, preservice and practising teachers as it explores meaningful learning opportunities as a basis for effective teaching practice.
Designing for Diverse Learning: Case Study of Place-Based Learning in Design and Technologies Pre-Service Teacher Education
Author: Best, Marnie
Date: 2017-03-00
Type: Journal Articles
Subjects: Case Studies,Place Based Education,Special Education,Preservice Teachers,Foreign Countries,Design,Secondary School Students,Undergraduate Students,Role of Education,Correlation,Futures (of Society),Learning Experience,Preservice Teacher Education,Sensory Training,Secondary School Teachers,Cooperation,Psychomotor Skills,Technology Education,Student Needs

Place-based learning experiences in Design and Technologies education connect people and place with design processes and products. Drawing on place-based learning, this case study shares the experiences of eight final year pre-service Design and Technologies education students from the University of South Australia as they collaborated with in-service teachers and learners within a secondary special education setting. This study reports on the design and development processes that pre-service teachers adopted to produce a sensory teaching resource to stimulate interaction, coordination and fine motor skills for students with diverse learning needs. Qualitative data, incorporating a survey and group design folio, were collected from pre-service teachers to capture how design-based decisions were influenced through place-based experiences. Findings suggest that place-based learning facilitated opportunities for meaningful educational and social connections between people and communities. Through engagement in an authentic special education context, place-based experiences enabled pre-service teachers to develop an enhanced sense of civic responsibility and valuing of communities and citizens at a local level. Importantly, engagement in place-based learning scaffolded a deeper and richer understanding of the role that education can play in supporting individuals and communities to create preferred futures. This study suggests that higher education place-based learning experiences are valuable in providing opportunities for Design and Technologies pre-service teachers to foster knowledge, awareness and understanding of the relationship between design processes and products and the needs of people and place.
&quot;Makerspace&quot; and Reflective Practice: Advancing Pre-Service Teachers in STEM Education
Author: Blackley, Susan
Date: 2017-03-00
Type: Journal Articles
Subjects: Preservice Teachers,STEM Education,Elementary School Students,Faculty Development,Teacher Education Programs,Student Attitudes,Program Descriptions,Females,Engineering Education,Foreign Countries,Self Concept,Professional Identity,Qualitative Research,Focus Groups,Interviews

The Makerspace phenomenon has morphed into three readily identifiable types characterised by accessibility: dedicated, distributed, and mobile. The research presented in this paper describes a type of Makerspace that is defined by its purpose: to improve the confidence and ability of primary education students in STEM education. This approach is innovative and timely given the renewed interest and investment of the federal and state governments into STEM education. A new model of professional learning that is currently being validated in an extended, funded project framed this research that involved 9 female teacher education students and 71 schoolgirls in Years 5 and 6. Whilst a large set of qualitative data was collected, this paper reports on the progress and reflections of the teacher education students, and shares insights into their personal learning and development as teachers.
Subjects of, or Subject to, Policy Reform? A Foucauldian Discourse Analysis of Regulation and Resistance in UK Narratives of Educational Impacts of Welfare Cuts: The Case of the &quot;Bedroom Tax&quot;
Author: Burman, Erica
Date: 2017-03-27
Type: Journal Articles
Subjects: Discourse Analysis,Educational Policy,Educational Change,Welfare Services,Housing,Taxes,Public Policy,Political Attitudes,Neoliberalism,Parent Attitudes,Teacher Attitudes,Poverty,Personal Narratives,Community Organizations,Policy Analysis,Family Work Relationship,Foreign Countries,Food,Attendance,Parent Child Relationship,Teacher Student Relationship,Elementary Secondary Education,Qualitative Research

This paper draws on material generated from a qualitative study of educational impacts of a British welfare reform affecting housing rent subsidy, size and location commonly known as &quot;the bedroom tax&quot; (Bragg et al., 2015), which was partly taken as a topic for study specifically because of its iconic status as a controversial and unpopular welfare &quot;reform&quot; (or cut). The analysis draws on Foucauldian understandings of subjectification or subject-formation--as elaborated both from within and in relation to the social (Foucault, 1970; 1983; Ball, 1990; Olssen, 2006; Popkewitz &amp; Brennan, 1998), read through new and newly available perspectives (Allen, 2015; Pêcheux, 2014). This approach is applied to discuss how those addressed by educational policy, and also as research participants, are both subject to prevailing political and practice-oriented discourses (of educational &quot;problems&quot;, and of the neoliberal frameworks by which poverty and welfare cuts are discussed), but also--at times--how they can become the subject of--in the sense of reformulating--these discourses in their accounts of everyday activities. After outlining our approach and the context for the study, we focus on four examples drawn from the narratives of the various stakeholders in the study--parents/carers, school staff and other community-based organisations as illustrations of how this discursive approach can provide rich readings of relevance to educational policy debates. From these we not only take further discussions of the production and regulation of subjectivities via social and educational policy practices, but also offer indicative glimpses of resistance to this as expressed by those who are its primary subjects, and where in one case such resistance brings our own research commitments under critical scrutiny. As such, the contribution of this article is both topic-related (concerning the educational impacts of policy) but, crucially, also conceptual and methodological, in motivating for a Foucauldian-influenced discursive approach that is sensitive to struggle and resistance.
An Exploratory Study of NNES Graduate Students&apos; Reading Comprehension of English Journal Articles
Author: Chen, Kate Tzu-Ching
Date: 2017-04-00
Type: Journal Articles
Subjects: English (Second Language),Graduate Students,Foreign Countries,Interviews,Surveys,Reading Strategies,Reading Comprehension,Mixed Methods Research,Journal Articles,Likert Scales

The academic success of non-native English speaker (NNES) graduate students greatly relies on their ability to read and comprehend English journal articles (EJA). The purpose of this study was to identify NNES graduate students' comprehension difficulties and reading strategies when reading EJA. In addition, the study explored how the relationship between reading difficulties and reading strategies are characterized. The study participants were 456 graduate students undertaking various majors in Taiwan. Both survey and interview methods were employed. The results of the study revealed that the participating students had medium-to-high levels of reading comprehension difficulties and that they tried to use various reading strategies. There is a significantly negative correlation between EJA reading difficulties and reading strategies.
Narrow Reading: Effects on EFL Learners&apos; Reading Speed, Comprehension, and Perceptions
Author: Chang, C.-S.
Date: 2017-04-00
Type: Journal Articles
Subjects: English (Second Language),Reading Rate,Reading Comprehension,Student Attitudes,Reading Materials,Questionnaires,Vocabulary,Second Language Learning,High School Students,Foreign Countries,Comparative Analysis,Pretests Posttests,Teaching Methods

This study compared the reading speed, comprehension and perceptions of two groups of English as a foreign language (EFL) learners. Each group addressed one of two types of narrow reading: same genre and same title. The same genre texts were three graded readers in the &quot;Sherlock Holmes&quot; series, and the same title texts were &quot;The Railway Children,&quot; published by three different publishers at different language levels. The study was conducted over a 3-week period. Then, two approximately 1,000-word texts, one related to &quot;Sherlock Holmes&quot; and one to &quot;The Railway Children,&quot; were used to measure whether the participants' reading speed and comprehension differed in reading the two types of texts. The results showed that all participants read significantly faster and comprehended more with the related text than the unrelated text. A questionnaire on participants' perceptions showed positive responses to narrow reading, especially the same title treatment. Pedagogical implications are discussed.
Foreign Language Reading Anxiety in a Chinese as a Foreign Language Context
Author: Zhou, Jing
Date: 2017-04-00
Type: Journal Articles
Subjects: Regression (Statistics),Second Language Learning,Second Language Instruction,Heritage Education,Pronunciation,Anxiety,Chinese,Reading Comprehension,Interviews,Student Attitudes,Prediction,Foreign Countries,Oral Reading,Student Surveys,Measures (Individuals),Multiple Regression Analysis,Questionnaires,Undergraduate Students,Likert Scales

This study examined the foreign language (FL) reading anxiety level of learners of Chinese as a FL (n = 76) in the United States. Data from an FL reading anxiety survey, a background information survey and a face-to-face interview indicated that there was no significant difference in reading anxiety level among four course levels. In general, Chinese L2 learners experienced a medium level of reading anxiety. 100- and 400-level students experienced higher levels of reading anxiety compared to 200- and 300-level students. A regression model with background variables such as years of learning Chinese, heritage learner status, the number of foreign languages learned, and time spent in China significantly predicted learners' reading anxiety levels and explained 15% of the variance in their reading anxiety. Worries relating to comprehension, unfamiliar topics, unknown pronunciation, and feeling uncomfortable reading aloud were identified as major sources of FL reading anxiety.
Standards of Coherence in Second Language Reading: Sentence Connectivity and Reading Proficiency
Author: Nahatame, Shingo
Date: 2017-04-00
Type: Journal Articles
Subjects: Reading Skills,Second Language Learning,Reading Comprehension,Semantics,Standards,English (Second Language),Japanese,Connected Discourse,Reading Processes,Language Proficiency,College Students,Native Language,Foreign Countries,Readability,Vocabulary Skills,Reading Tests,Language Tests,Statistical Analysis,Rating Scales,Student Attitudes

Standards of coherence are one of the major factors that influence reading comprehension. This study investigated the standards of coherence that second language (L2) learners employ when reading. In a pair of experiments, Japanese learners of English read two-sentence texts with varying causal and semantic relatedness between sentences and then judged the coherence of the texts on a 5-point scale. Analysis of the judgment ratings indicated that both causal and semantic relatedness affected readers' perceived text coherence. The texts high in causal or semantic relatedness were judged as more coherent. Furthermore, when making judgments, lower proficiency readers were likely to place greater emphasis on semantic relatedness, whereas higher proficiency readers were likely to place greater emphasis on causal relatedness. These results suggest that L2 readers generally base standards of coherence on causal and semantic relatedness between sentences; however, readers of varying L2 skill levels may adopt different standards of coherence.
The Differential Impact of Reading and Listening on L2 Incidental Acquisition of Different Dimensions of Word Knowledge
Author: Hatami, Sarvenaz
Date: 2017-04-00
Type: Journal Articles
Subjects: Comparative Analysis,English (Second Language),Second Language Learning,Indo European Languages,Pretests Posttests,Vocabulary Development,Incidental Learning,Retention (Psychology),Control Groups,Experimental Groups,Second Language Instruction,Reading Processes,Listening,Word Recognition,Word Frequency,Undergraduate Students,Foreign Countries,Language Tests,Multivariate Analysis,Statistical Analysis

This study compares the impact of second language (L2) reading and listening on the incidental acquisition and retention of five dimensions of vocabulary knowledge--spoken form, written form, part of speech, syntagmatic association, and form-meaning connection--at the level of recognition (form-meaning connection was measured also at the level of recall). The study also examines the relationship between frequency of word occurrence and vocabulary acquisition through reading versus listening. The participants were 139 pre-intermediate level English as a Foreign Language (EFL) learners with Farsi as their first language (L1), who were assigned to two experimental groups (i.e., reading and listening) and one control group. The experimental groups were exposed to the same text containing 16 target words (replaced by 16 non-words). The results on the immediate posttest revealed that readers scored higher than listeners on all five dimensions of word knowledge. Retention scores on a three-week delayed posttest (which due to the presence of testing effects could be measured for only one dimension of vocabulary knowledge, that is, form-meaning connection) were also higher for readers; however, listeners appeared to forget less within three weeks. Moreover, increase in the frequency of word occurrence in the text significantly benefitted incidental vocabulary acquisition through reading, but not through listening.
Knowing and Interpreting Prekindergarten Policy: A Bakhtinian Analysis
Author: Wilinski, Bethany
Date: 2017-03-27
Type: Journal Articles
Subjects: Preschool Education,Early Childhood Education,Best Practices,Elementary Secondary Education,Ethnography,Partnerships in Education,Public Education,Barriers,Educational Policy,Observation,Semi Structured Interviews,Administrators,Preschool Teachers,Coding

Many state-funded prekindergarten (preK) programs are implemented through school-community partnerships, which has been promoted as a way to increase preK access, to meet the needs of families, and to ensure program quality (Schumacher, Ewen, Hart, &amp; Lombardi, 2005). In spite of the potential benefits of such partnerships, there are also challenges to bringing together the K-12 and ECE systems (McCabe &amp; Sipple, 2011). In this paper I use Bakhtin's (1981) notions of authoritative and internally persuasive discourse to analyze the discourse that staff members at a Lakeville, Wisconsin, ECE partner site used to situate their approach to assessment in opposition to state and district assessment policy. ECE partner site staff drew on their institution's long history and strong sense of best practice in early education to characterize required preK assessments as unnecessary, too aligned with the elementary grades, and a duplication of other approaches to assessment that they valued. Yet, even as they resisted the assessments, ECE partners' internally persuasive discourse shifted slightly over time; staff members conceded that some aspects of the assessment policy had a positive effect on their program. This discursive analysis provides insight into some of the challenges associated with bringing together the ECE and K-12 systems. It points to the need for policy to address the particular challenges faced by ECE partners as they encounter new mandates in public preK and for the need to ensure that partnerships are characterized by mutual understanding.
The Effects of L1 and L2 Group Discussions on L2 Reading Comprehension
Author: Turnbull, Blake
Date: 2017-04-00
Type: Journal Articles
Subjects: Native Language,Second Language Learning,Japanese,Recall (Psychology),Bilingualism,Teaching Methods,College Students,English (Second Language),Reading Strategies,Group Discussion,Second Language Instruction,Language Usage,Foreign Countries,Sociocultural Patterns,Control Groups,Statistical Analysis

The aim of this study was to explore the effects of post-reading group discussions in both first (L1) and second (L2) languages on L2 reading comprehension. The participants were fifteen Japanese university students of intermediate-level English. Three cohorts read four English texts and produced individual written recalls. Group 1 (the control group) responded in writing without discussion; group 2 discussed the texts in their L2 (English) before producing written recalls, and group 3 discussed the texts in their L1 (Japanese) before writing their recalls. The findings show that participants in the L1 discussion group used a larger number of higher-order processing and reading strategies than did those in the other two groups, suggesting that L1 group discussions have a positive effect on learners' reading comprehension. The authors make recommendations for teachers to use bilingual teaching strategies and to encourage the strategic use of the L1 in the L2 classroom.
Enhancing Effective Classroom Management in Schools: Structures for Changing Teacher Behavior
Author: Mitchell, Barbara S.
Date: 2017-05-00
Type: Journal Articles
Subjects: Classroom Techniques,Behavior Modification,Inservice Teacher Education,Faculty Development,Evidence Based Practice,Coaching (Performance),Training,Change Strategies,Teamwork,Student Behavior

Effective classroom instructional and behavior management is essential to ensure student academic and social success. Foundational strategies such as clear expectations and routines, specific feedback, and high rates of opportunities to respond have strong empirical support, yet are often missing from educator repertoires. In this article, the authors provide a brief rationale for the inclusion of evidence-based practices accompanied with recommended resources to identify current and future practices. In addition, they also provide an overview of effective in-service educator professional development, to ensure evidence-based practices are implemented with fidelity, and recommended systemic strategies that schools and school districts can adopt to support teacher learning. Implications for teacher preparation programs also are discussed.
Discipline-Specific Reading Expectation and Challenges for ESL Learners in US Universities
Author: Hartshorn, K. James
Date: 2017-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Foreign Students,College Faculty,Teacher Attitudes,Graduate Study,Language of Instruction,Reading Difficulties,Biology,Engineering Education,Psychology,Computer Science Education,Language Skills,Majors (Students),Short Term Memory,Prior Learning,Reading Strategies,Statistical Analysis

English-medium institutions of higher education host increasing numbers of English-as-a second-language (ESL) learners in the US. English language skill is vital to their progress. Previous research examined reading challenges and expectations faculty have for their first-year students within five popular majors for international students including Biology, Business, Computer Science, Engineering, and Psychology. Analyses revealed differences across majors and identified the reading expectations and challenges these first-year learners face. Building on the research, this study examines the reading expectations of faculty for their upper-division students nearing graduation. In addition to comparing the reading expectations and challenges within the same five majors, we compared professor perceptions across the baccalaureate experience. We present these findings along with observations of participating faculty across the five majors regarding the linguistic preparation of their students for professional work or graduate study within the discipline. The implications and applications of these findings are discussed.
Physical and Sport Education as a Tool for Development of a Positive Attitude toward Health and Physical Activity in Adulthood
Author: Bendíková, Elena
Date: 2017-00-00
Type: Journal Articles
Subjects: Physical Education,Athletics,Physical Activities,Health Behavior,Foreign Countries,Questionnaires,Gender Differences,Adults,Attitudes,Life Style

The study explains the importance and the role of physical and sport education in development of a positive attitude toward physical activity and health in adulthood. The empirical study was aimed at finding the factor that contributed to the transfer of respondents' physical activity into their adulthood with regard to their health status. The group of respondents comprised 742 middle-aged inhabitants of the districts in Southern Slovakia, including 403 women (age = 37.2 ± 3.04 years, height = 167.9 ± 3.2 cm, weight = 65.3 ± 6.8 kg) and 339 men (age = 36.5 ± 4.54 years, height = 179.6 ± 6.3 cm, weight = 89.1 ± 7.9 kg). Their selection was intentional. We conducted the study in three stages by means of the standardized questionnaire. The results significantly show (?[superscript 2] = 37.5297, p &lt; 0.01) that the men enjoyed physical and sport education classes more (?[superscript 2] = 26.9684, p &lt; 0.01) than the women (only 1/3). The men were also more active as far as physical and sport education is concerned (r = 0.8363). Physical and sport education contributed to the transfer of physical activity from school years to adulthood more significantly (?[superscript 2] = 112.47, p &lt; 0.01) in the men (67.6 %; n = 229) than the women (33.7 %; n = 136). In this regard, the men also evaluated their present health status (r = 0.9139) and physical condition (r = 0.8300) better as compared to the women. The aforementioned findings prove that targeted education of population from childhood along with other effective preventive measures in health policy can approximate Slovakia to the developed European countries. These findings are partially included in the grant VEGA no. 1/0242/17 Physical activity as prevention of functional disorders related to the musculoskeletal system of secondary school students.