ethanporcaro/eric-fulltext-meta huggingface dataset:
Kigali and Phoenix: Historical Similarities between Pre-Genocide Rwanda and Arizona&apos;s Anti-Immigrant Wave
Author: Dwyer, Eric
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Death,Cognitive Mapping,Social History,Racial Discrimination,Mexicans,Mexican Americans,Blacks,Political Power,Educational Policy,Educational Discrimination,Comparative Analysis,Cross Cultural Studies,Social Bias,Crime

Historical events in Arizona, including very recent ones, are eerily similar to those of Rwanda. In this article, stories of Arizona's political history are relayed while recalling those leading to Rwanda's genocide. The stories include references to key roles education policy has played in the oppression of students labeled Tutsi and students labeled Mexican. These stories are then mapped with respect to Barbara Harff and Ted Gurr's checklist evaluating conditions that may portend impending oppression. Conclusions derived from the stories and the mapping suggest that Arizona's phenomena extend beyond its borders and into a Trump presidency, necessitating our obligation to be leaders by extending cur-rent technical conversations supporting multiculturalism to boisterous multilingual advocacy regarding any dehumanization of oppressed communities.
Using Argument-Based Science Inquiry to Improve Science Achievement for Students with Disabilities in Inclusive Classrooms
Author: Taylor, Jonte C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Achievement,Inquiry,Disabilities,Inclusion,STEM Education,Scientific Concepts,Experimental Groups,Control Groups,Comparative Analysis,Scores,Pretests Posttests,Achievement Tests,Standardized Tests,Heuristics,Critical Thinking,Science Tests,Intervention,Statistical Analysis

The increased emphasis on STEM related careers and the use of science in everyday life makes learning science content and concepts critical for all students especially for those with disabilities. As suggested by the National Resource Council (2012), more emphasis is being placed on being able to critically think about science concepts in and outside of the classroom. Additionally, the Next Generation Science Standards are asking teachers and students to better understand how science is connected to the everyday world through the use of inquiry-based methods. The manuscript focuses on the use of a structured argument-based inquiry approach to science instruction called the Science Writing Heuristic (SWH). The SWH approach has shown some initial success in improving science achievement for students with disabilities. The current study compares treatment and comparison groups of students with disabilities in the area of science achievement. Treatment group students were taught using the SWH approach, while the comparison groups were taught using traditional science teaching. The authors found that students in the SWH groups scored significantly better than the comparison groups on post-test science achievement scores. The authors also found stronger effect size results for SWH groups as well. Implications for teaching science to students with disabilities are discussed.
Systemic Constraints on Students&apos; Appropriation of Reform Oriented Curriculum
Author: Ares, Nancy
Date: 2018-00-00
Type: Journal Articles
Subjects: African American Students,High School Students,Hispanic American Students,Grade 10,Curriculum Design,Curriculum Development,Urban Education,Racial Bias,Content Analysis,Hidden Curriculum,Student Developed Materials,Educational Change,Change Agents,Interviews

We investigate 10th-grade Latinx and African American high school students' engagement in a reform-oriented curriculum designed to foster their critical social analysis of urban schooling. Students' designs of &quot;ideal schools&quot; based on their studies of their neighborhoods largely reproduced existing inequitable structures and practices of schooling. Our study was spurred by the failure of this curriculum and pedagogy to move students to challenge traditional structures of schooling. The grammar of urban schooling, endemic racism, and interest convergence guided our study of students' roles in appropriation of progressive reform and our understanding of the larger constraints within which this effort operated and that limited their critical responses.
Aesthetic Movements of a Social Imagination: Refusing Stasis and Educating Relationally/Critically/Responsibly
Author: Guyotte, Kelly W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Aesthetics,Imagination,Aesthetic Education,Art Education,Visual Arts,Educational Philosophy,Social Responsibility,Activism,Social Justice

Maxine Greene centered the arts as important sites for cultivating a more relational and ethical means of educating students. Advocating for an aesthetic pedagogy, Greene conceived of aesthetics as a philosophy that studies artistic making, perception, and affect as a means of understanding experiences, and the meaning of those experiences as connecting (and awakening) individuals to/with the world. In this philosophical work, I posit Greene's concept of the social imagination as both a call for action in education and as an artful and aesthetic movement--a doing. Grounded in Greene's aesthetic pedagogy and the social imagination, this article explores how encounters with and through the arts can nurture more relational, critical, and socially responsible education. Within and inspired by questions of relationality, criticality, and responsibility, examples from the visual arts are discussed. I argue that the arts create openings for encountering contemporary socio-political complexities that oppress and persist. The arts also provoke us to move--a type of aesthetic activism is borne.
Teaching for Change: New Teachers&apos; Experiences with and Visions for Culturally Relevant Pedagogy
Author: Borrero, Noah
Date: 2018-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Culturally Relevant Education,Ethnicity,Social Justice,Urban Education,Focus Groups,Data Analysis,Teacher Education Programs,Power Structure,Consciousness Raising,Cultural Capital,Interviews,Case Studies,Preservice Teachers

This paper presents the voices of thirteen pre- and in-service teachers to showcase their perspectives of culturally relevant pedagogy as a teaching framework. Positionality, critical consciousness, and cultural assets are used as foundations to explore social justice pedagogy. These new teachers discuss the challenges they face in making the transition from the university to the K-12 classroom. Specifically, they identify generalized assumptions about ethnicity by practicing teachers to underscore the existing models for cultural relevance at their school sites. They speak to confronting these generalizations by trying to authentically center their students' lived experiences in their pedagogy and building curriculum that focuses on students' strengths. Findings are discussed in terms of the need for us as teacher educators to learn from and with new teachers to model equitable practices and develop programs that push traditional understandings of culturally relevant pedagogy.
The Effect of Dynamic Assessment on L2 Grammar Acquisition by Iranian EFL Learners
Author: Kamali, Mojtaba
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Multivariate Analysis,Pretests Posttests,Control Groups,Experimental Groups,Comparative Analysis,Task Analysis,Decision Making,Teaching Methods,Form Classes (Languages),Scores,Student Evaluation,Evaluation Methods,Quasiexperimental Design,Statistical Analysis

This study investigated the effect of dynamic Assessment (DA) on the acquisition of L2 grammar by EFL learners. The focus was on teaching Conditional Type II, or Unreal Conditional, which is a difficult structure for language learners to acquire. To this end, two intact classes of intermediate EFL learners, each consisting of 23 male students were assigned to control and experimental groups. They were pre-tested and post-tested (immediately and delayed post-test) using a written grammaticality judgment task. Multivariate Analysis of Covariance (ANCOVA) was run to analyze the data. The results revealed that the experimental group significantly outperformed the control group (p&lt;0.05) on both immediate and delayed post-tests. The findings point to the advantage of implementation of DA in L2 grammar instruction in classroom contexts.
The Attitudes of Secondary School Students toward School and Reading: A Comparison in Terms of Mother Tongue, Gender and Class Level
Author: Yildiz, Mustafa
Date: 2018-01-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Gender Differences,Social Class,Native Language,Reading Attitudes,Correlation,Foreign Countries,Attitude Measures,Turkish,Semitic Languages,Indo European Languages,Comparative Analysis,Statistical Analysis

It is important to determine whether the school attitude of secondary school students has an influence on the reading attitude. For this purpose, such a study was conducted at secondary school level. In addition, the extent to which such variables as mother tongue are determinative in this context has been examined.The objective of this study is to examine the relationship between the attitudes of 5th, 6th, 7th and 8th grade secondary school students toward the school and reading. In addition, the study also examines whether the attitude towards reading and school differs according to gender, class, and mother tongue variables. A total of 513 students (235 females, 278 males) attending secondary school in the province of Van in Turkey participated in the research. In the study, Attitude Scale toward Reading developed by Alici (2013) is used in order to measure the attitudes of the students towards the school. Additionally, Reading Attitude Scale for Elementary Second Grade Students developed by Özbay and Uyar (2009) isused to measure the students' attitudes towards reading. According to the results, there is a moderate significant relation between students' attitudes toward the school and attitudes toward reading. According to the findings obtained from the study,it is seen that the attitudes of female students toward the school are more positive than those of male students. It is concluded that the attitudes of 5th grade students toward the school are more positive than those of the other students. Furthermore, students whose mother tongue is Turkish have more positive reading attitudes than the students whose mother tongue is Kurdish or one of other languages (Arabic, Persian, and so on).
The Effect of Neuro-Linguistic Programming (NLP) on Reading Comprehension in English for Specific Purposes Courses
Author: Farahani, Fahimeh
Date: 2018-01-00
Type: Journal Articles
Subjects: Neurolinguistics,Reading Comprehension,English for Special Purposes,Experimental Groups,Control Groups,Pretests Posttests,Questionnaires,Cognitive Style,Sensory Aids,Intermode Differences,Teaching Methods,Conventional Instruction,Undergraduate Students,College Second Language Programs,English (Second Language),Instructional Effectiveness,Foreign Countries,Statistical Analysis

Neuro-Linguistic Programming (NLP) has potential to help language learners; however, it has received scant attention. The present study was an attempt to investigate the effect of NLP techniques on reading comprehension of English as a Foreign Language (EFL) learners at an English for Specific Purposes (ESP) course. To achieve this goal, two intact classes of students were selected to form an experimental group (n = 30) and a control group (n = 30). Areading pretest (based on the course content) was given to all participants. The sensory learning styles of the participants were diagnosed using Reid's (1987) leaning style questionnaire, and the participants in the experimental group were familiarized with NLP techniques to be able to implement these techniques in their reading. In the control group, the conventional approach to teach ESP reading was used. Considering the analysis of posttest results through ANCOVA, it was found that implementation of NLP techniques can have significant effect on reading comprehension of Iranian undergraduate EFL learners. Pedagogical implications are discussed.
The Relationships between Language Learning Strategies and Positive Emotions among Malaysian ESL Undergraduates
Author: Mohammadipour, Mohammad
Date: 2018-01-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Learning Strategies,Foreign Countries,Correlation,Emotional Response,Mixed Methods Research,English (Second Language),Undergraduate Students,Questionnaires,Student Attitudes,Semi Structured Interviews,Measures (Individuals),Instructional Design,Language Proficiency

Emotions are an indispensable part of second language learning. The aim of this study is to determine the relationship between the use of language learning strategies and positive emotions. The present study adopted a sequential mixed methods design. The participants were 300 Malaysian ESL undergraduates selected through stratified random sampling from 5 public universities in Malaysia. The quantitative data were collected through two sets of questionnaires: (a) Oxford's (1990) Strategy Inventory for Language Learning (SILL), and (b) Fredrickson's (2009) modified Differential Emotional Scale (mDES). The qualitative data were gathered through semi-structured interviews. With regard to the quantitative data analysis, a series of t-tests and correlational analyses were used. The data from the interviews were analysed qualitatively. A positive significant correlation was found between positive emotions and overall language learning strategy use. Also, the qualitative results of the study indicated that the learners who experienced more positive emotions tended to use a greater variety of language learning strategies. The findings of the study emphasise the importance of students' positive emotions in their use of language learning strategies. It might be suggested that teachers by designing the classroom settings and instructions which promote positive emotions can inspire learners to use language learning strategies more frequently and with a greater variety which in sequence relate to learners' language learning proficiency.
The Usefulness of Pictorial Aids in Developing Female Iranian Intermediate EFL Learners&apos; Speaking Proficiency
Author: Afraz, Shahram
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Pictorial Stimuli,Oral Language,Language Proficiency,Speech Communication,Role,Visual Aids,Language Tests,Control Groups,Experimental Groups,Interviews,Observation,Questionnaires,Pretests Posttests,Comparative Analysis,Females,Instructional Effectiveness,Qualitative Research,Statistical Analysis

Speaking is a crucial form of communication in language learning settings. Through speaking skill, ESL/EFL language learners can communicate and convey information. Pictorial aids have been deployed as efficacious mediatory tools in teaching various disciplines such as language teaching. Still, to the best of the researchers' knowledge, a direct look at the impacts of pictorial aids on EFL intermediate learners' speaking proficiency has been less addressed. Thus, the main concern of the present study was to investigate the role of pictorial aids in creating a favorable ground for teaching speaking and how it may affect learners' speaking proficiency. To this end, 40 intermediate EFL learners were selected out of 70 from a private English language institute in Shiraz, Iran. The homogeneity of their proficiency level was established via the administration of Oxford Proficiency Test. Then they were randomly divided into two control and experimental groups. Three instruments were used to answer the research questions: Pre-test and post-test interviews, classroom observation, and a questionnaire. Subsequently, the participants were randomly assigned to an experimental (n = 20) and a control (n = 20) group. During 6 sessions, the experimental group received treatment while using pictorial aids. By contrast, the control group followed their routine instruction at the institution through traditional method, i.e. the tasks of Top notch 2. Then by the end of the study, an interview was held as a post test in order to monitor any effect the treatment might have on increasing speaking proficiency of the participants under the investigation. The results gained from a post-test were analyzed via t-test indicated that visual aids had a positive impact on the intermediate learners' speaking proficiency in which experimental group outperformed control group.
The Effects of Computer Assisted Mediating Prompts on EFL Learners&apos; Writing Ability
Author: Damavandi, Zahra Mousazadeh
Date: 2018-01-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Writing Skills,Skill Development,Semi Structured Interviews,Diaries,Student Attitudes,Teaching Methods,Story Telling,Writing Tests,Comparative Analysis,Writing Evaluation,Scoring Rubrics,Pretests Posttests,Cues,Language Teachers,Web Sites,Secondary School Students,Instructional Effectiveness,Statistical Analysis,Qualitative Research

This study aims to examine the EFL learners' perception and process of writing development through using a digital storytelling tool, called &quot;Storyjumper.&quot; To do so, 15 intermediate-level students were participants of the study. The participants' writing development was frequently assessed through a series of repeated writing tests before and after the treatment during one term of study, and the significance of change was examined by Repeated measure ANOVA (rANOVA). The researcher also used paired sample t-test to compare mean difference between two sets of observations. In addition, to gain an in-depth picture of fluctuations of the process of writing development, learners' views were obtained through both semi-structured interviews and self-reported reflective journals which were also recorded and analyzed. The qualitative independent variable (stories produced via &quot;Storyjumper&quot;) was the within-subjects factor, and the dependent quantitative variable on which each participant was measured (repeated writing tests) was the between-subjects factor. The findings of both quantitative and qualitative data analyses show that there was a significant difference between EFL learners' writing development before and after receiving the treatment. Moreover, majority of the learners admitted that their experiences in using &quot;Storyjumper&quot; were positive. As a result, this study is contributory in its own rights as it underscores the significance of digital storytelling as a pedagogical tool for the EFL learners' writing enhancement.
Exploring Taiwanese Students&apos; Perceptions of Active Explicit Vocabulary Instruction: A Case Study in an English Medium Course
Author: Chou, I-Chia
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Vocabulary Development,Student Attitudes,Curriculum Implementation,Questionnaires,Interviews,Active Learning,Undergraduate Students,English (Second Language),Achievement Gains,Language of Instruction,College Second Language Programs,Knowledge Level,Statistical Analysis,Qualitative Research

Vocabulary knowledge is considered important in second and foreign language learning because learners' insufficient vocabulary has been consistently reported as a significant problem in their achievement of second-language (L2) learning. Despite of numerous vocabulary studies, few of them have implemented a learner-centered and interactive approach. The current study attempted to implement an interactive explicit vocabulary instruction in an English-medium course in Taiwan. Students' attitudes and perceptions on the implementation were explored. Data were collected using both quantitative and qualitative methods via questionnaires and interviews. Fifty-six students participated in this study. The results showed that students had positive attitudes toward this approach. In addition, students' interview feedback demonstrated the most and least appreciated aspects of this approach. Educational and pedagogical suggestions for English-as-a-Foreign-Language (EFL) teachers were given.
Challenges and Induction Needs of Novice English as a Foreign Language Teachers in Saudi Arabia
Author: Alhamad, Rufaida
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teacher Induction,English (Second Language),Second Language Instruction,Language Teachers,Mixed Methods Research,Teacher Surveys,Semi Structured Interviews,Educational Strategies,Faculty Development,Training Methods,Program Implementation,Likert Scales,Elementary Secondary Education

The first year of teaching poses massive challenges that lead to attrition among novice teachers. School communities often fail to provide adequate support to novice teachers to help them adapt to their new professional environments. In Saudi Arabia, attrition among novice teachers is a significant problem that hinders the development of the educational system. This study was conducted to examine the challenges that Saudi Arabian EFL novice teachers face as they transit into their first teaching jobs, and to determine whether these teachers have adequate support or would benefit from a formal induction process. Two kinds of data collection methods were used in this study, namely quantitative and qualitative. In this mixed methods study, 150 novice teachers were surveyed and 5 teachers were selected for semi-structured interviews. The quantitative analysis of the data was accomplished using descriptive and inferential statistics to answer the research questions. The qualitative analysis of the data was accomplished by interpreting the responses provided to the interview questions. The findings indicated that the challenges surrounding novice teachers hinder them in their development as new teachers. The most conspicuous challenges reported by the study participants were dealing with low English proficiency students and managing the negative attitudes of students toward learning English. This report also determined additional perceptible challenges: adoption of various teaching methods and the establishment of a student-centered approach, student behavior management, course planning, dealing with individual differences, and communication with parents. This study showed that these teachers had left their pre-service training with a very limited knowledge and skills for dealing with the reality of teaching. Mentoring and observing veteran teachers were identified by novice teachers as the two most beneficial strategies for implementing a teacher induction program that could mitigate the challenges they face in their first few years.