ethanporcaro/eric-fulltext-meta huggingface dataset:
An Inquiry into the Self-Evaluation of Star Teacher Characteristics Necessary for Successful Urban Teaching
Author: Ford, Deana
Date: 2020-12-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Self Efficacy,Evaluators,Preservice Teachers,Undergraduate Students,Graduate Students,Young Adults,Urban Teaching,Teacher Effectiveness,Teacher Characteristics,Teacher Burnout,Teacher Persistence,At Risk Students,Research Universities,Theory Practice Relationship

This study examines the degree of agreement between three Haberman Foundation-trained facilitators' interviews and pre-service teachers' self-evaluations of behavioral attributes associated with successful urban teaching. Using a quasi-experimental design research approach, data for this investigation was collected from 17 subjects who are all pre-service teacher candidates enrolled in an urban, metropolitan, co-educational research university. The Star Teacher Selection Interview and the Urban Teacher Behavioral Self-Evaluation Assessment served as the assessment instruments. Overall, findings revealed that the trained interviewers rated the pre-service teacher participants much lower on many of the behavioral attributes associated with successful urban teaching than did the subjects themselves.
Examination of Sample Course Design Studies Performed by Pre-Service Social Studies Teachers by Using Digital Technologies
Author: Celik, Turkan
Date: 2021-01-00
Type: Journal Articles
Subjects: Social Studies,Preservice Teachers,Instructional Design,Pedagogical Content Knowledge,Teaching Methods,Information Technology,Student Attitudes,Teacher Education Programs,Positive Attitudes,Video Technology,Technological Literacy,Technology Integration,Web 2.0 Technologies,Foreign Countries

The aim of this study is to examine the sample course design studies performed by pre-service social studies teachers by using digital technologies and to describe the opinions of pre-service teachers about this process. Design-based Research Model was used in the study. The study was conducted with 30 pre-service social studies teachers with criterion sampling technique. Data collection tools consisted of design documents, video recordings and interview forms. Descriptive analysis method was used for data analysis. Technological Pedagogical and Content Knowledge model was applied in the instructional process of the research. At the end of the 8-week instructional process, designs of pre-service teachers and their opinions about the process were obtained. In the research findings, course designs where pre-service teachers integrated their content knowledge and pedagogical knowledge with digital technologies, were acquired. Addition, all of the views of pre-service teachers on the process were found to be positive. In the context of these findings, it is concluded that technological pedagogical and content knowledge studies can be given with pre-service trainings. In this context, it is recommended to focus on pre-service training activities in future studies to be conducted and for any new researches, it is suggested to make longitudinal studies in order to monitor the effectiveness of this design model in real classroom environments.
College and Career Readiness Opportunities for Latinx English Learners in Urban High Schools
Author: Martinez, Corinne
Date: 2020-12-00
Type: Journal Articles
Subjects: College Readiness,Career Readiness,Hispanic American Students,High School Seniors,Student Attitudes,English Language Learners,Urban Schools,School Culture,College Preparation,Experiential Learning,Social Capital,Learning Theories,Program Effectiveness,Academic Aspiration,Occupational Aspiration,21st Century Skills,Skill Development

Through interviews and focus groups with 21 high school seniors, this research examines the experiences of Latinx English learners in college and career academies in urban districts across California. In California, the college and career readiness landscape is varied and complex. However, many stakeholders see the Linked Learning approach as leading the reform effort in preparing students for a full range of post-secondary options. Using opportunity to learning theory (OTL) within a social capital framework, we sought to understand the college and career readiness experiences of Latinx English learner students. The results indicated that students expressed a clear desire to attend college and pursue a career. Additional findings reveal that students benefited from the Linked Learning experience in ways that contributed to their self-confidence, increased responsibility, and important 21st century skills that could be used beyond the classroom. However, despite having accumulated social capital, students articulated existing challenges that they must navigate as they pursue their post-secondary opportunities, including attending college and entering the workforce. The recommendations include a multi-pronged approach to addressing the college and career readiness of Latinx English learner students.
Latina Superintendents in New Mexico and their Glass Ceilings
Author: Salazar Montoya, LeAnne
Date: 2020-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Superintendents,Women Administrators,Gender Bias,Barriers,Power Structure,Critical Theory,Race,Feminism,Administrator Attitudes,Social Networks,Mentors,Professional Development,Interprofessional Relationship

This paper looks at the stories shared by Latina school leaders regarding their ascendance to the superintendency in New Mexico. The social, political, and cultural supports and challenges that they experienced along the way to their top positions in school leadership are discussed including the impact of gender barriers, power differentials, the value of their trusted networks and mentors, and maintaining a sense of mission and direction for themselves and their districts. Authors employed a qualitative portraiture design to ensure authenticity of voice and critical race and feminist frameworks to commit to a vision of liberation in learning and leadership.
A Needs Analysis of Thai Massage Employees&apos; (Thai Massage Therapists, Receptionists, and Managers) English Communication Skills in the City of Pattaya, Chonburi
Author: Chiablaem, Parichat
Date: 2020-00-00
Type: Journal Articles
Subjects: Employees,Employee Attitudes,Allied Health Personnel,Physical Therapy,Work Environment,Personnel Needs,English for Special Purposes,Second Language Instruction,Course Descriptions,Business Communication,Communication Problems,Communicative Competence (Languages),Listening Skills,Tourism,Curriculum Design,Foreign Countries

English communication has gained its importance for Thai massage employees who are required to interact and provide massage services to foreign customers due to the popularity of Thai massage among foreigners. This study attempts to explore and analyze the needs and problems of Thai massage employees towards English communication in their workplaces located in Pattaya City, Thailand. This is a mixed-methodology research collecting data from 132 Thai massage employees through an online questionnaire and semi-structured interviews with five Thai massage employees to obtain insight data and further information. The key findings show that speaking and listening skills are the most needed skills including English vocabulary knowledge. In terms of the most problematic skills, speaking, listening, and writing respectively were rated as high while reading skill reported as moderate. According to the interview, the results reveal that English competency may not greatly affect the quality of Thai massage service; however, being able to use English properly increases customers' satisfaction and reduces time for the employees to communicate with foreign customers. The findings also indicate that the Thai massage therapists use their body languages, pictures, and memorized English patterns and sample phrases to communicate with foreign customers as their solutions for English communication problems. This research which was conducted under a fund of the Faculty of Management Sciences, Kasetsart University reports the needs and problems of these groups of people in order to design an English for Spa course based on English for Specific Purposes (ESP) principles to foster English communication skills for the Thai massage employees as well as for business students who are interested in ESP courses.
African American English and Early Literacy: A Comparison of Approaches to Quantifying Nonmainstream Dialect Use
Author: Maher, Zachary K.
Date: 2021-01-00
Type: Journal Articles
Subjects: Black Dialects,Emergent Literacy,Kindergarten,Grade 1,Elementary School Students,Morphology (Languages),Diagnostic Tests,Prediction,Decoding (Reading)

Purpose: Many studies have found a correlation between overall usage rates of nonmainstream forms and reading scores, but less is known about which dialect differences are most predictive. Here, we consider different methods of characterizing African American English use from existing assessments and examine which methods best predict literacy achievement. Method: Kindergarten and first-grade students who speak African American English received two assessments of dialect use and two assessments of decoding at the beginning and end of the school year. Item-level analyses of the dialect-use assessments were used to compute measures of dialect usage: (a) an overall feature rate measure based on the Diagnostic Evaluation of Language Variation-Screening Test, (b) a subscore analysis of the Diagnostic Evaluation of Language Variation-Screening Test based on items that pattern together, (c) an alternative assessment where children repeat and translate sentences, and (d) &quot;repertoire&quot; measures based on a categorical distinction of whether a child used a particular feature of mainstream American English. Results: Models using feature rate measures provided better data--model fit than those with repertoire measures, and baseline performance on a sentence repetition task was a positive predictor of reading score at the end of the school year. For phonological subscores, change from the beginning to end of the school year predicted reading at the end of the school year, whereas baseline scores were most predictive for grammatical subscores. Conclusions: The addition of a sentence imitation task is useful for understanding a child's dialect and anticipating potential areas for support in early literacy. We observed some support for the idea that morphological dialect differences (i.e., irregular verb morphology) have a particularly close tie to later literacy, but future work will be necessary to confirm this finding.
EFL Teachers&apos; Perceptions of Indonesian Blended Learning Course across Gender and Teaching Levels
Author: Mulyono, Herri
Date: 2021-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Teachers,Teacher Attitudes,Foreign Countries,Blended Learning,Gender Differences,Secondary School Teachers,College Faculty,Individual Differences,Item Response Theory

Studies examining teachers' perceptions of the application of blended learning abound in literature, however, few have explored if the teachers' perception differed in reference to their gender and teaching level. In the current study, English as a foreign language (EFL) teachers' perceptions of Indonesian blended learning practices from the perspective of their gender and teaching levels were examined. A total of 247 EFL teachers across teaching levels, i.e. lower secondary school, upper secondary school, university, informal education and other levels were surveyed. Statistical analyses using Rasch Model and ANOVA were performed to analyse the quantitative data. The findings showed that teachers' perceptions about blended learning were positive but were not statistically significantly different between male and female teachers. Regarding teaching levels, teachers' perceptions about skill and experience and their motivation to exercise blended learning were significantly different (Fskill and experience= 5.373, p &lt; 0.05; Fmotivation= 2.555, p &lt; 0.05), whereas the interaction and communication as well as the effectiveness and flexibility domains were not. More specifically, university teachers' perceptions regarding skill and experience statistically differed from those teaching in upper secondary school (M = 2.48, p &lt; 0.05) and informal education (M = 2.48, p &lt; 0.05). Insufficient training and supports on blended learning were the primary challenges that constrained teachers from designing and managing the blended learning activities, consequently preventing them from addressing technical issues that emerged during blended learning practices.
&quot;Good Teachers&quot; with &quot;Good Intentions&quot;: Misappropriations of Culturally Responsive Pedagogy
Author: Evans, Leanne M.
Date: 2020-12-00
Type: Journal Articles
Subjects: Teaching Methods,Culturally Relevant Education,Urban Schools,Acculturation,Teacher Educators,Stereotypes,Intention,Teacher Education Programs,Educational History,Equal Education,Cultural Awareness,Misconceptions,Authentic Learning,Cultural Differences,Elementary Secondary Education,Minority Group Teachers,Teacher Student Relationship,Race,Poverty,Disadvantaged

This conceptual work examines the misappropriation of culturally responsive pedagogy by identifying ways in which misappropriations commonly occur in urban teaching and learning environments. They include culturally responsive practices as a smokescreen of good intentions, culture as a hook to gain students' attention, and culturally responsive pedagogy as a tool of assimilation. As teacher educators, we see a need to critically examine pedagogical approaches to specifically identify the perpetuation of historical inaccuracies, harmful stereotypes, and masks of good intentions. Three premises are proposed that reflect a commitment to defining and identifying culturally responsive teacher education practices.
Literacy 4 Brown Girls: An Explorative Study Centered on the Identity and Literacy of African-American Girls
Author: Mbalia, Jendayi
Date: 2020-12-00
Type: Journal Articles
Subjects: African American Students,Females,Racial Bias,Gender Bias,Identification (Psychology),Student Needs,Elementary Secondary Education,Language Arts,Literacy Education,Intervention,Program Effectiveness,Culturally Relevant Education,Social Bias,Achievement Gap,Poverty,At Risk Students,Grade 5,Writing (Composition),Student Attitudes

The academic needs of African-American girls too often are not linked to their intersecting identities. These interlocked identities often go unseen, thus are rarely addressed in K-12 schools. Specifically, their identities are neglected in some of their English Language Arts classrooms through the sole use of hegemonic literary practices. Literacy 4 Brown Girls was implemented at a midwest school for twelve weeks. The purpose of this case study was to explore the ways in which a literacy collaborative, designed with the identities of African-American girls in mind, might impact the identity construction of 12 African-American girls at a local school. Through careful document analysis, findings from this study reveal that African-American girls require school programs that focus on honoring, uplifting, and supporting the construction of their intersecting identities. Not doing so posits that the identities of African-American girls are unimportant and perpetuates their academic neglect and disengagement.
Creating STEM Momentum: Culturally Relevant Leadership and Hispanic Girls in High School T- STEM Programs in the Southwest Border Region
Author: Howard, Antoinette
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Culturally Relevant Education,Leadership Styles,Principals,Administrator Attitudes,High School Students,Hispanic American Students,Females,Adolescents,Disproportionate Representation,Geographic Regions,Outreach Programs,Student Recruitment,School Holding Power,Academic Aspiration,Occupational Aspiration,Science Careers,Social Justice,Equal Education,Inclusion,Empowerment,School Community Relationship

This case study research identified culturally relevant leadership practices that influence the outreach, recruitment, and retention of Hispanic girls in Texas Science, Technology, Engineering, and Math (T-STEM) programs in a School District in the Southwest Border region. Educators have a social justice responsibility to challenge the inequitable social, cultural, and political constructs in their schools and districts and address the unique needs of students who represent underserved racial, ethnic, and cultural groups. Administrators in this study acknowledged the hegemonic structures and barriers they and their students face and share some of their strategies and ideologies for school improvement and equity. Suggestions are made on how to implement culturally responsive and sustaining leadership that can spark and sustain the interest of Hispanic girls to continue their pursuit of higher education and careers in STEM fields.
Relationship between Professional Engagement, Career Development Aspirations and Motivation towards the Teaching Profession of Prospective Teachers
Author: Karakis, Özlem
Date: 2021-04-00
Type: Journal Articles
Subjects: Correlation,Career Development,Occupational Aspiration,Teaching (Occupation),Persistence,Student Motivation,Graduate Students,Undergraduate Students,Preservice Teachers,Teacher Certification,Occupational Tests,Gender Differences,Age Differences,Employment Level,Foreign Countries

The aim of the present study is to examine the relationship between professional engagement, career development aspirations, and motivation towards the teaching profession of prospective teachers. Having been structured both with descriptive and relational survey model, the study consisted of 460 volunteer prospective teachers attending pedagogical formation certificate program at the education faculty of a big university located in Turkey's Western Black Sea Region. The research data was collected through the Personal Information Questionnaire, Professional Engagement and Career Development Aspirations (PECDA) Scale and Motivation Levels of Prospective Teachers towards the Teaching Profession (MLPTTP) Scale. According to the data gained from the study, it was determined that prospective teachers' professional engagement and career development aspiration level was moderate and their motivation towards teaching profession level was high; there is a moderate, positive and significant relationship between professional engagement, career development aspirations and motivation towards teaching profession. In the light of the data gained from the present study, long-term studies can be carried out with prospective teachers, and the development of the subjects related to the present research can be monitored after they are appointed as teachers.
Application of Sentence-Based Sound Teaching Method for First Reading and Writing in Education
Author: Deliveli, Kismet
Date: 2021-04-00
Type: Journal Articles
Subjects: Turkish,Teaching Methods,Phoneme Grapheme Correspondence,Case Studies,Elementary School Teachers,Teacher Attitudes,Preservice Teachers,Student Attitudes,Literacy Education,Sentences,Native Language,Foreign Countries

Sound based sentence method has been used since the 2005-2006 academic year in Turkey. However, criticism of these methods has brought the search for new methods to the agenda. One of these methods is sentence-based sound teaching method, which can be evaluated under the title of mixed methods specific to Turkish language. In the sentence-based sound teaching method, it is aimed to teach reading and writing with simple and regular sentences, reaching sounds in a short time and analyzing-synthesis-analysis logic. This process has five stages: &quot;sentence stage, sentence completion stage, analysis, synthesis and evaluation&quot;. The aim of this research is to evaluate the results of the sentence-based sound teaching method in practice according to the opinions of a primary school teacher and six teacher candidates. This research was designed as a case study from qualitative research patterns. It was carried out with a classroom teacher who stated that she had two students having difficulty in learning reading and writing in her classroom in a primary school in Mugla Province Center in 2018-2019 Spring Semester, and 6 volunteer teacher candidates who are registered to Mugla University Faculty of Education Primary Education Program and want to learn how to carry out their reading and writing activities in the first grades. Purposeful and criterion sampling methods were used to create the working group. The data were obtained by interview method and analyzed by descriptive analysis technique. In the heading of the findings, the opinions of the classroom teachers and teacher candidates who applied the sentence-based sound teaching method were evaluated under three sub-headings as &quot;before application, during application and after application&quot; impressions. The teacher candidates who applied the method in company with the class teacher also found the method useful. It was determined that it served their purpose and stated that they wanted to use the method when they became teachers.
Examining the Roles of Self-Efficacy Beliefs, Self-Regulated Learning and Foreign Language Anxiety in the Academic Achievement of Tertiary EFL Learners
Author: Ozer, Omer
Date: 2021-04-00
Type: Journal Articles
Subjects: Self Efficacy,Student Attitudes,Anxiety,Second Language Instruction,English (Second Language),Academic Achievement,College Students,Attendance,Predictor Variables,Foreign Countries

This quantitative study investigates the potential relationships among foreign-language self-efficacy (FL self-efficacy), self-regulation, foreign-language anxiety (FLA), class attendance and academic achievement in English language. The participants were 344 EFL learners who were enrolled in a one-year preparatory programme at a state university in Turkey to improve their overall English proficiency. Criterion sampling was used to select the respondents. The results indicate that class attendance significantly predicts the overall academic achievement of students. It is also striking to see that FL self-efficacy played the most significant and positive role in predicting EFL learners' academic achievement. Moreover, FLA was a negative predictor of students' academic performance. Therefore, students' FL achievement decreases as anxiety increases. The study shows that class attendance is still a strong predictor of academic achievement in foreign language learning. In addition, self-regulated learning (SRL) reflected a significant increase in class attendance. The findings also confirm the correlations among the three constructs. The analysis yielded a medium negative correlation between FL self-efficacy and FLA in addition to a small positive correlation between FL self-efficacy and SRL. Given the growing role of blended and online learning, we advocate for the publication of more studies with longitudinal research designs examining the inter-relations among SRL, academic performance and attendance in online and 'traditional' classrooms. The implications of the findings for teachers and language learners are also discussed.