ethanporcaro/eric-fulltext-meta huggingface dataset:
Saudi Female EFL Instructors&apos; Perceptions of the Effects of Professional Development on Their Self-Efficacy
Author: Almuhammadi, Khawlah H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Women Faculty,Faculty Development,Language Teachers,English (Second Language),Self Efficacy,Teacher Attitudes,Program Effectiveness,Mentors,Expertise,Observation,Feedback (Response),Foreign Countries,College Faculty

This research explores female EFL instructors' perceptions of the effect of the professional development provided by the English Language Institute (ELI) at King Abdul-Aziz University (KAU) on their self-efficacy and the type of professional development training that they feel has the greatest effect on their sense of self-efficacy. This research is based on Bandura's (1977) social cognitive theory and its subset of self-efficacy. In order to achieve its objective, this qualitative study incorporated semi-structured interviews with six EFL female instructors within the ELI at KAU, Saudi Arabia. The study results revealed that the instructors had positive perceptions of the professional development they received at the ELI in terms of enhancing their efficacy beliefs, as it enabled an opportunity for professional enhancement, positively influenced teaching practice to help students' learning, and developed a positive atmosphere of collegiality and collaboration. Additionally, the participants demonstrated a positive attitude toward the ELI's mentoring program, as it enabled them to be inspired by an expert in the field, improved their teaching competencies, and created a feeling of professionalism. However, the participants held a conflicting view of the effect of classroom observation on instructors' self-efficacy. Some believed that observations represent an important professional development tool that helps improve their performance, while others perceived it as a source of efficacy doubt. Based on the research results, this study bridged a gap in the current literature and contributed to knowledge on EFL instructors' self-efficacy and how it could be influenced by professional development activities.
Prediction Skills, Reading Comprehension and Learning Achievement in Vihiga County Kenya. Addressing Constraints and Prospects
Author: Anyiendah, Mary Susan
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Skills,Prediction,Decoding (Reading),Reading Comprehension,English (Second Language),Second Language Learning,Elementary School Students,Reader Text Relationship,Visualization,Reading Instruction,Instructional Effectiveness,Textbook Content,Public Schools,Foreign Countries

Prediction skill may be used in reading comprehension passages as encapsulated in interactive approach instruction. Prediction skills assist learners to decode the meaning of comprehension passages by constructing guesses about the contents of texts to be read in comprehension passages. Learners in Vihiga County register low achievement in English language examinations than peers in neighbouring counties over the years. The performance is much weaker in comprehension passages than grammar sections. Although there are low grades, the nexus between use of prediction skills and learners' achievement in reading comprehension passages has not been assessed. This study applied the Solomon Four Non-Equivalent Group Design to obtain primary data from 279 primary school learners and 8 teachers in 2017. Multiple linear regression used generated two models, one for the experimental group (Model 1) and one for the control group (Model 2). Findings indicate that the influence of prediction skills on learner achievement in reading comprehension passages was significant in experimental, but insignificant in the control groups. However, influence was stronger in the experimental than in the control groups, suggesting that training English language teachers on correct application of prediction skills improves learner achievement in reading comprehension passages. The study recommends need to: sensitise teachers on textbook usage, while supplementing with improvised materials; guide learners through titles; as well as update teacher training curriculum by integrating inter alia, emerging instructional methods embracing Information and Communication Technology and entrenching innovation in resource mobilization and use.
A Critical Discourse Analysis of News Reports on Sino-US Trade War in &quot;The New York Times&quot;
Author: Zhou, Ruiqi
Date: 2020-00-00
Type: Journal Articles
Subjects: News Reporting,Discourse Analysis,Conflict,Foreign Policy,International Trade,Journalism,Language Usage,Phrase Structure,Ideology,Values,Social Environment,Newspapers,Persuasive Discourse,Political Attitudes,Power Structure,Foreign Countries

Critical Discourse Analysis is an interdisciplinary approach to the study of discourse regarding language as a form of social practice. As a specific discourse, news discourse is a representation of the journalists' expression and construction of events, as well as readers' understanding and cognition of the events reported. It functions as a carrier that transmits ideologies and social values. Recently, news reports on the trade conflicts between China and the US has been the focus of world attention. A study of news reports on Sino-US trade conflicts with Critical Discourse Analysis approach helps interpret the relation between language use and social contexts and reveal ideological significance and power struggle in language. Twenty pieces of news reports on China's tariff actions on the United States, collected from &quot;The New York Times&quot; from 2018 to 2019 are studied and the result shows that the use of language in the news texts is not arbitrary, but rather dominated by the medium. The options of lexical expressions in news, the selection of clause types and the position of participants enable the medium to construct a negative image of China and to define China as an unfavorable country. The reasons deciding the language use in this discourse are the tension and balance of the power relation between the U.S. and China in the trade war, and the institution's favor of the American interest, the American political hegemony and the advocacy of force.
Impact of Classroom-Based Fluency Instruction on Grade One Students in an Urban Elementary School
Author: Rasinski, Timothy V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Reading Instruction,Reading Fluency,Reading Achievement,Grade 1,Elementary School Students,Young Children,Urban Schools,Charter Schools,Decoding (Reading),Phonics,Word Recognition,Classroom Techniques

The present exploratory study examined the effect of the implementation of a reading fluency instruction protocol on the reading performance of early first grade students in an urban school. Previous research has tended to examine the effects of fluency instruction after students have achieved some degree of competency in word recognition, usually toward the end of first grade and beyond. The fluency instruction provided in this study included repeated and assisted reading and was delivered daily over a ten-week period in the first semester of the school year by classroom teachers. The reading performance of students in the fluency instruction group (n = 51) was compared with a comparable group of first grade students (n = 27) who did not receive the fluency instruction, though the total number of minutes devoted to daily reading instruction and home reading was equal between groups. Descriptive analyses of pre- and post-testing data suggest that the first grade students receiving the fluency instruction made substantive, but not statistically significant, gains in reading achievement over the comparison group of students not receiving fluency instruction. The results suggest that dedicated and systematic fluency instruction may be appropriate for students before high levels of word decoding are achieved and that fluency instruction may be an effective instructional protocol as early as the beginning of first grade. Given the acknowledged limitations, including small sample size, further research into fluency instruction in early first grade is recommended.
Training Counselors to Work with the Families of Incarcerated Persons: A National Survey
Author: Burkholder, Jessica
Date: 2020-00-00
Type: Journal Articles
Subjects: Institutionalized Persons,Correctional Institutions,Minority Groups,Parent Child Relationship,Family Relationship,Counseling Techniques,Counselor Client Relationship,Family Counseling,Counselor Training,Course Content,Counselor Educators,Teacher Attitudes

The national epidemic of increasing imprisonment rates in the United States, also known as mass incarceration, disproportionally impacts communities of color. Additionally, the needs of children of incarcerated parents have been neglected. This study examined whether topics pertinent to mass incarceration and the impact on families are being addressed in counselor education programs. Of the 95 counselor educators who participated in the study, results indicated that the majority did not have training to work with families of the incarcerated and did not include information about working with families of the incarcerated in their courses. In addition to exposing students to discussions of implicit bias and data on mass incarceration, specific treatment modalities and protocols need to be developed and validated.
Making Informal Adult Learning Visible. The Recognition of the Third Sector Professionals&apos; Key Competences
Author: Di Rienzo, Paolo
Date: 2020-00-00
Type: Journal Articles
Subjects: Informal Education,Adult Learning,Competence,Professional Development,Expertise,Tutors,Tutoring,Teaching Methods,Professional Recognition,Certification

The third sector represents a vast and heterogeneous universe that has a key role in society from both the social and civil points of view. It also represents an informal learning context where competence and knowledge are acquired, often in a tacit and indirect way. This research focuses on the key competences of the third sector professionals and on the pedagogical methods to make them visible and to encourage their recognition. The quantitative and qualitative data sources include: questionnaires, focus groups, and diaries. The results show that the informal learning of key competences by professionals is a primary result of their activities that should be given greater visibility. Six areas of expertise have been identified in order to classify the range of knowledge and competence. The pedagogical approach has highlighted the importance of the tutor who applies narrative tutoring methods to facilitate the recognition of competences and their enhancement for personal and professional development. The full enhancement of competences, considered as the strengthening of people's reflection and planning potential, requires policies that can be effectively applied to the national competences certification system.
Parenting Styles and Academic Self-Efficacy Beliefs of Omani School and University Students
Author: Aldhafri, Said S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Parenting Styles,Parent Influence,Self Efficacy,Academic Achievement,College Students,Secondary School Students,Adolescents,Developmental Stages,Beliefs,Correlation,Mothers,Fathers,Gender Differences,Cultural Context,Foreign Countries,Questionnaires

The present study examined the predictive role of students' perceptions of parenting styles on their academic efficacy beliefs. This relationship was examined using two large sets of national data that were collected from school and university students to see how the relationship between parenting styles and academic efficacy beliefs may or may not vary across life stages. The sample included 1431 school students and 1119 university students cross the Sultanate of Oman. The participants responded to the Arabic version of the Parental Authority Questionnaire (PAQ) and to the Academic Self-Efficacy Scale (ASES) constructed by the researchers. Using linear regression model for each sample, the results showed that the amount of variance in school students' academic self-efficacy beliefs explained by parenting styles (R[superscript 2] adjusted = 0.21) was higher than the amount of variance explained for the university sample (R[superscript 2] adjusted = 0.10). The researchers concluded that the effects of parenting styles on students' self-efficacy beliefs decrease as children grow up.
Assessment of Dispositions in Program Admissions: The Professional Disposition Competence Assessment-Revised Admission (PDCA-RA)
Author: Garner, Curtis
Date: 2020-00-00
Type: Journal Articles
Subjects: Counselor Training,College Admission,College Applicants,Screening Tests,Video Technology,Training Methods,Interrater Reliability,Correlation,Pretests Posttests,Instructional Effectiveness,Personality Traits,Measures (Individuals),Counselor Educators

Tools to assess the dispositions of counselor education applicants at the point of program admission are important as mechanisms to screen entrance into the profession. The authors developed the Professional Disposition Competence Assessment-Revised Admission (PDCA-RA) as a screening tool for dispositional assessment in admissions interviews. In this study, 70 participants engaged in a video-based training protocol designed to increase the interrater reliability of the PDCA-RA. An intraclass correlations coefficient was calculated as an index of interrater reliability. Cronbach's alpha coefficients were calculated for internal consistency, and Fleiss' kappa, free-marginal kappa, and percent of agreement were calculated for absolute agreement. Calculations were made for pretest and posttest scores. Results of the study suggest that the PDCA-RA demonstrates &quot;good&quot; reliability in terms of interrater reliability and &quot;excellent&quot; reliability in terms of internal consistency. The video-based training improved interrater reliability.
Family Functioning and Self-Injury in Treatment-Seeking Adolescents: Implications for Counselors
Author: Sitton, Melissa
Date: 2020-00-00
Type: Journal Articles
Subjects: Family Relationship,Family Environment,Self Destructive Behavior,Personality Problems,Help Seeking,Counseling Services,Behavior Modification,Adolescents,Caregivers,Predictor Variables,Measures (Individuals),Conflict,Problem Solving

A family systems framework guided our investigation of self-injurious behavior (SIB) in adolescents. As part of a larger study, we collected data examining SIB and family functioning from 29 adolescents (M[subscript age] = 15.66) and their caregivers. These adolescents with traits of borderline personality disorder were seeking counseling from community-based practitioners specializing in dialectical behavior therapy. Our primary aim was to better understand the family environment of these adolescents. A second aim was to elucidate interrelations among family communication, roles, problem-solving, affective involvement, affective responsiveness, behavioral control, and conflict and SIB. We found a high rate of SIB among adolescent participants. There was significant congruence between adolescent and caregiver reports of the family environment, with families demonstrating unhealthy levels of functioning in several indicators of family environment. The latent variable of family functioning significantly predicted nonsuicidal and ambivalent SIB. Counselors working with adolescents should consider family functioning when assessing risk for SIB.
What Is Known about Bilingual Counseling? A Systematic Review of the Literature
Author: Seto, Atsuko
Date: 2020-00-00
Type: Journal Articles
Subjects: Counseling,Bilingualism,Counselor Attitudes,Counselor Training,Client Characteristics (Human Services),Counselor Client Relationship,Supervision,School Counselors,Spanish,English

Results from a systematic review of the empirical literature on bilingual counseling published between 2000 and 2019 are presented. The findings from 15 articles are divided into three areas: counselor perspectives, client perspectives, and training and supervision. The review revealed that the studies published within the past two decades have focused on examining counselors' perspectives on bilingual counseling. Studies that seek to understand clients' perspectives as well as training and supervision of bilingual counselors seemed to be scarce. Recommendations drawn from the existing literature are provided for future research, counselor preparation, and the practice of counseling with linguistically diverse clients.
The Potential of Online Technology for Language Learning
Author: Zeng, Shuang
Date: 2020-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Internet,Second Language Learning,English (Second Language),Social Media,Web 2.0 Technologies,Computer Assisted Instruction,Educational History,Educational Technology,Educational Environment,Personal Autonomy

This paper concerns language learning with online technologies, with a particular focus on the influence of the social web on language learning. In particular, this paper considers the discourses of web-assisted language learning in detail, and argues the necessity of investigating its 'new' affordances from a perspective that is more learner-centered, contextualized and language learning focused. This paper reviewed the relatively long history of using pre- 'Web 2.0' technologies and identified the ways in which these applications have been perceived to enhance language learning. This paper enables us to think more clearly about the 'novelties' that are associated with online technologies in language learning contexts.
The Degree of Teaching Knowledge for Saudi EFL Teachers: An Investigation for Madinah EFL Teachers&apos; Perceptions Regarding TPACK Framework
Author: Alharbi, Abdullah Abdul Muhsen
Date: 2020-00-00
Type: Journal Articles
Subjects: Knowledge Level,Pedagogical Content Knowledge,Technological Literacy,Teacher Attitudes,Language Teachers,English (Second Language),Gender Differences,Teaching Experience,Public Schools,Elementary Secondary Education,Foreign Countries,Teacher Characteristics

The selection of a previous framework or model as a basis for measuring the degree of teachers' knowledge in teaching has been carried out by some studies in different places to improve teacher preparation programs and, thus, to improve educational outcomes. This descriptive study aimed at exploring the degree of EFL teaching knowledge for Saudi teachers in Madinah city, according to the TPACK framework. Hundred and ninety-one male and female EFL schoolteachers participated in the study. A questionnaire was hired to collect the data. The findings of the study showed that the degree of teaching knowledge for Saudi EFL teachers in Madinah city, in general, was high, according to the TPACK framework. The results also indicated a significant difference among EFL teachers in the degree of teaching knowledge attributable to their gender in favor of female teachers, and to their stage in favor of secondary stage. Finally, the study presented many recommendations based on its results to elevate EFL teachers' knowledge in teaching.
The Use of Storytelling Methods by Teachers and Their Effects on Children&apos;s Understanding and Attention Span
Author: Bartan, Murat
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Story Reading,Story Telling,Instructional Effectiveness,Comprehension,Attention Span,Preschool Teachers,Kindergarten,Young Children,Private Schools,Childrens Literature,Foreign Countries

This research was carried out to determine the effect of different storytelling methods on children's understanding and attention span of pre-school education period. The research is a quantitative study that took place in two stages. In the first stage, with the descriptive screening model, it was determined which of the different storytelling methods used by a total of 72 preschool teachers during the education period. In the second stage, the effectiveness of the four different storytelling methods that teachers stated most was examined by using comparative non-synchronized post-test design. The experimental stage was carried out with 40 children, whose ages ranging from five to six, receiving pre-school education. In the research, each of the four separate stories was presented with four different storytelling methods. As a result of the research, it was determined that the method of telling the story most frequently used by the teachers was &quot;By reading from the story-tale book&quot;, and the method they used the least was the telling with the &quot;Shadow puppet&quot;. When looking at the level of children's understanding of stories, it was determined that the most effective method was the method of telling &quot;By reading from the story-tale book&quot;, and the least effective method was the method of telling with the &quot;Story card&quot;. When the effects of the stories on the focus and attention span of the children were analysed, it was determined that the most effective method was the method of &quot;Storytelling using the computer&quot;, and the least effective method was the method of storytelling with the story card. At the end of this research, it was concluded that the effective use of audio-visual elements in storytelling methods was the most effective factor for children to understand the story and focus on it for a long time.
Comparison of Conceptual Knowledge Levels of Students Who Took and Did Not Take Preschool Education: Example of Earth, Sun, and Moon
Author: Akçay, Nilüfer Okur
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Education,Knowledge Level,Scientific Concepts,Concept Formation,Astronomy,Science Education,Elementary School Students,Foreign Countries,Grade 1

Children start to gain concepts from an early age. They are particularly sensitive to what is happening in their close surroundings. As a result of their daily observations, they can create various conceptual information about the Earth, Sun, and Moon. It is thought that the participation of children in the education process is very important for this information to become basic. The aim of this study is to reveal the variation in knowledge levels about the concepts of the Earth, Sun, and Moon of students who do or do not take preschool education. The research is qualitative, and it was conducted with a total of 40 students aged 6-7. In order to collect the data, we created and used a semi-structured interview form. With this form, students' information about the shapes, movements, colors, and dimensions of the Earth, Sun, and Moon were collected. In the analysis given, content analysis was used, and the answers given were expressed as percentage and frequency. As a result of this study, we concluded that the students who take preschool education were more knowledgeable about the information, expression, explanation, and analogy of the concepts of Earth, Sun, and Moon and their shapes, colors, movements, and dimensions than were the students who did not have a preschool education.