ethanporcaro/eric-fulltext-meta huggingface dataset:
I Influence Too: The Role of Professors in Developing Bilingual Teachers&apos; Spanish Proficiency
Author: Díaz, Zulmaris
Date: 2019-00-00
Type: Journal Articles
Subjects: English Language Learners,Spanish,Language Proficiency,College Faculty,Teacher Role,Bilingual Teachers,Bilingual Education,Teacher Education Programs,Barriers,Native Language,Language Skills,Teaching Methods

To support the growing number of English learners (ELs) across the nation, professors in the field of bilingual education are being called to prepare highly effective bilingual teachers who not only have linguistic proficiency in English and Spanish but can also successfully perform in academic settings. As a result, we, two bilingual education professors working at two different institutions along the Texas-Mexico border, conducted a duoethnography study to explore the question, How are our practices impacting the students we teach?--an area in the field of bilingual education that has been relatively unexplored. We examine our practices using the existing literature in (a) bilingual education teacher preparation and (b) the teaching of Spanish heritage language learners as our framework. In this article, we describe (a) the challenges we face, (b) the language strategies we use in our classrooms to build our students' language skills, and (c) the pedagogical activities we use with our students that have the greatest impact on their language and literacy development in Spanish. By providing curricular and linguistic strategy recommendations, we provide the reader with the opportunity to gather insight into how to go about helping preservice teachers develop what Valdés and Geoffrion-Vinci categorized as a &quot;high-level register&quot; Spanish, the language required to effectively teaching ELs.
Combating Linguistic Hegemony: Preparing and Sustaining Bilingual Teacher Educators in the United States
Author: Rodríguez-Mojica, Claudia
Date: 2019-00-00
Type: Journal Articles
Subjects: Bilingual Teachers,Teacher Educators,Spanish Speaking,Cultural Differences,Mentors,Teaching Methods,English (Second Language),Teacher Attitudes,College Faculty,Teacher Education Programs,Ethnography,Teacher Qualifications,Language Skills,Universities,Language Attitudes,Equal Education,Self Concept,Race,Gender Differences,Sexual Orientation,Ethnicity,Social Class,Immigration,Politics of Education,Bilingual Education,Networks,Critical Theory,Disadvantaged,Trauma,Personal Narratives,English Language Learners,Educational Experience,Cultural Background,Language Variation

Mirroring the heterogeneity of Spanish-speaking bilingual teachers and students in the United States, the authors reflect on their diverse linguistic and cultural backgrounds to interrogate what it means to be &quot;linguistically qualified&quot; to prepare bilingual teachers in the United States. Through critical collaborative autoethnographies, they problematize the question of who is &quot;linguistically qualified&quot; to do this work and ask how universities can better prepare bilingual teacher education faculty for the distinct challenges they face so that they can thrive rather than survive and, in turn, better prepare future bilingual teachers. This article proposes three guiding principles for preparing and sustaining linguistically diverse bilingual teacher educators: (a) explore and develop language ideologies and equitable pedagogies; (b) develop and maintain critical consciousness to examine intersectional identities that include race, gender, sexual orientation, language, ethnicity, social class, and immigration status; and (c) incorporate explicit navigation of the politics of bilingual education and provide opportunities for networking and mentoring.
A Layered Account of Translingual Invisible Tongues: Sensory and Multimodal Narratives From the English 101 to the Ph.D. Classroom
Author: Bah Fall, Madjiguene Salma
Date: 2019-00-00
Type: Journal Articles
Subjects: Personal Narratives,Self Concept,Language Teachers,Literacy Education,Social Bias,Language Attitudes,Linguistic Theory,Second Language Learning,Second Language Instruction,English (Second Language),Bilingual Education,Teacher Education,Power Structure,Teaching Methods,Language Usage,Vignettes,Poetry,Proverbs,Photography,Writing (Composition),Code Switching (Language),Values,Teacher Attitudes,Communities of Practice,Bilingual Teachers,Multilingualism,Cultural Pluralism,Family Relationship,Doctoral Programs,Graduate Students,French,African Languages,Spanish,Semitic Languages,Educational Experience,Equal Education,Teacher Education Programs

This article features personal narratives that condemn ideologies that work to render invisible the identities of translingual individuals. The author engages members of the language and literacy field, particularly teachers and researchers, in conversations that will not only denounce antiminoritized groups rhetoric but also counter prejudiced standpoints about the validity and appropriateness of their literacies. The author describes and critically analyzes principal contemporary language theories, practices, and pedagogies in the preparation of English as a second language and bilingual education teachers she encountered in her academic journey, as an English teacher and learner. Through autoethnographic and multimodal sensory layered-account methods, she highlights issues of power and linguistic hierarchies entrenched in the language philosophies and pedagogies she experienced, while illustrating how translingual individuals &quot;do&quot; literacy. The author supports her analysis with vignettes, a poem, proverbs, pictures of artifacts, and photographs and defies traditional academic expectations about literacy processes, while exemplifying translinguistic writing. Findings are framed around narratives about bridging ideological beliefs into practical realities in the classroom, personal value systems and dispositions regarding language and literacy, turning critical experiences into meaningful research and practice, and the significance of a likeminded and supportive community of practice.
An Autoethnography of a Language Teacher Educator: Wrestling With Ideologies and Identity Positions
Author: Yazan, Bedrettin
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Educators,Ideology,Professional Identity,Language Teachers,Teacher Education,Preservice Teachers,Bilingual Students,Multilingualism,Foreign Workers,Beginning Teachers,Foreign Countries,Native Language,Autobiographies,Ethnography,Turkish,English (Second Language),Second Language Learning

I write this autoethnography to narrate and analyze the important episodes in my life's history, learning and teaching English in my home country and preparing teachers to work with emergent bilinguals in the United States. I frame this autoethnography within the burgeoning strand of self-studies of language teacher education and the research on the education of preservice bi/multilingual teachers. I use language ideologies as a conceptual lens in my narrative to interpret my experiences negotiating identities as a language user, teacher, and teacher educator. I hope that this autoethnographic analysis of my experiences as an early-career transnational scholar will contribute to the conceptualization of the complex processes of teacher educator identity construction and resonate with other teacher educators who serve preservice bi/multilingual teachers.
Anglo-Latino Differences in Parental Concerns and Service Inequities for Children at Risk of Autism Spectrum Disorder
Author: Blacher, Jan
Date: 2019-08-00
Type: Journal Articles
Subjects: Hispanic Americans,Whites,Mothers,At Risk Persons,Children,Autism,Pervasive Developmental Disorders,Behavior Problems,Symptoms (Individual Disorders),Language Usage,Educational Attainment,Age Differences,Child Development,Cultural Differences,Ethnicity,Interaction,Spanish Speaking,Disability Identification

In an evaluation of Anglo and Latina mothers and their children at risk of autism, this study compared mother-reported child behavioral concerns to staff-observed symptoms of autism. Within Latina mothers, the impact of primary language (English/Spanish), mothers' education, and child age on ratings of developmental concerns was examined. Participants were 218 mothers (Anglo = 85; Latina = 133) of children referred to a no-cost autism screening clinic. Mothers reported on behavioral concerns, autism symptomology, and services received; children were administered the Autism Diagnostic Observation Schedule by certified staff. Results revealed that Anglo and Latino children did not differ by autism symptoms or classification. However, Anglo mothers reported significantly more concerns than Latina mothers. Within the Latina group, analyses revealed significant interaction effects of language and child age; Spanish-speaking mothers of preschoolers endorsed fewer concerns, while Spanish-speaking mothers of school-aged children endorsed more concerns. Despite these reports, Anglo children with a classification of autism spectrum disorder were receiving significantly more services than Latino children with autism spectrum disorder, suggesting early beginnings of a service divide as well as the need for improved parent education on child development and advocacy for Latino families.
Growth Mixture Models of Adaptive Behavior in Adolescents with Autism Spectrum Disorder
Author: Tomaszewski, Brianne
Date: 2019-08-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Adolescents,Behavior Problems,High School Students,Age Differences,Gender Differences,Racial Differences,Ethnicity,Mothers,Educational Attainment,Intelligence Quotient,Severity (of Disability),Institutional Characteristics,Geographic Location,Educational Quality,Communication Skills,Daily Living Skills,Socialization,Individual Characteristics,Adjustment (to Environment)

This study examined growth trajectories of teacher-reported adaptive behavior in a diverse sample of adolescents with autism spectrum disorder. The participants were 244 adolescents between the ages of 14 and 21 years who were assessed at up to four time points across two and a half years of high school. Demographic variables (age, sex, race, maternal education), phenotypic characteristics (intelligence quotient, autism severity) and school factors (location of the school, school quality) were collected. Growth mixture modeling was used to identify distinct classes of growth trajectories in communication, daily living skills, and socialization domains of adaptive behavior. Two distinct classes were identified for each domain. The first class had moderately low adaptive behavior scores and demonstrated growth of adaptive behavior over time and the second class had low adaptive behavior scores and did not demonstrate change over time. Adolescents within the moderately low adaptive behavior classes were younger at enrollment in the study, had higher IQs, and lower autism symptom severity. Logistic regressions were performed, and aspects of school quality predicted the likelihood of being in the moderately low classes above and beyond autism symptoms.
Caregiver Implementation of a Home-Based Reading Program with Their Children with Disabilities: Patterns of Adherence
Author: Logan, Jessica A. R.
Date: 2019-08-00
Type: Journal Articles
Subjects: Family Environment,Reading Programs,Family Characteristics,Language Skills,Educational Attainment,Parent Child Relationship,Books,Profiles,Dropouts,Comparative Analysis,Program Effectiveness,Program Descriptions,Language Impairments,Story Reading,Elementary School Students,Students with Disabilities,Telecommunications,Mothers,Pragmatics,Prediction,Student Characteristics,Letters (Correspondence),Compliance (Psychology)

The overall purpose of this study was to examine caregivers' adherence to a storybook-reading intervention using latent class analysis (LCA). This study also examined whether adherence was related to child and family characteristics including children's language ability, caregiver education, and whether the child has a disability. Caregivers of children with language impairment (N = 695) were provided with a book per week and were encouraged to read the book twice a week. Results of the LCA indicated that there were four profiles of caregivers' adherence: sporadic, late dropout, completers, and early dropout. Completers were so-named because they adhered to study activities for the duration, completed the study as designed. These caregivers represented one third of participants, whereas dropouts (both early and late) represented the majority of caregivers (51%). This study found no reliable differences in the adherence patterns for caregivers of children with a disability and their typically developing peers. However, children who had better language skills also had significantly higher probability of continued caregiver adherence. Implications for educational research are discussed.
Teacher Race and Racial Disparities in Special Education
Author: Fish, Rachel Elizabeth
Date: 2019-08-00
Type: Journal Articles
Subjects: Racial Differences,Teacher Characteristics,Race,Diversity (Faculty),Public School Teachers,Special Education,Special Education Teachers,Racial Composition,Students with Disabilities,Minority Group Teachers,Minority Group Students,Disproportionate Representation,Teacher Student Relationship,Elementary Secondary Education,Asian Americans,African American Teachers,Hispanic Americans,American Indians

The U.S. teacher population is predominantly White, yet research has not yet determined how teacher race might matter to the identification of students with disabilities. This study examines the role of teacher racial composition in special education service receipt. Findings show that schools' proportion of teachers of color, net of all other factors, is associated with students' increased odds of receiving special education services for all categories of disability, with the exception of emotional disturbance and autism spectrum disorder. These findings may reflect higher expectations of students held by teachers of color, which may lead to greater special education receipt for students who are not performing as well as expected. Although the effects do not vary by student race for most categories of disability, the evidence presented here suggests that increased representation of teachers of color ameliorates some underrepresentation of students of color in special education.
Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to Their Subject Areas: The Case of Turkey
Author: Simsek, Omer
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Preservice Teachers,Technology Integration,Intellectual Disciplines,Foreign Countries,Pedagogical Content Knowledge,Technological Literacy,Public Colleges,College Seniors,Student Attitudes,Teacher Educators,Language Teachers,Mathematics Teachers,Turkish

The purpose of this study is to examine prospective teachers' TPACK self-efficacy and variables affecting their training to integrate technology in education according to their subject areas. The survey research, a quantitative research method, was used in the study. The sample of the study is composed of senior prospective teachers (n=3553) from 19 different departments of 18 state universities in Turkey. The departments were gathered into nine subject areas by taking into consideration the criteria of prospective teachers' subject areas. Mann-Whitney U and Kruskall-Wallis H tests were used for the comparisons of the groups. The results of the study show that TPACK is perceived differently according to the subject areas. Prospective teachers think that teacher educators do not sufficiently exhibit technology integration behaviors in their lessons and participants think that they somewhat have authentic experiences in using technology in education. While both scores of TPACK self-efficacy and variables affecting prospective teachers' training to integrate technology in education are higher in favor of Foreign Languages subject area; prospective teachers in Mathematics and Turkish language have lower scores than other subject areas in the study. As a result, the self-efficacy of prospective teachers' technology integration significantly differentiates.
Study on Relationship between Cultural Intelligence Level and Academic Self-Efficacy of Undergrads
Author: Vural, Mustafa
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Multiple Intelligences,Self Efficacy,Undergraduate Students,Departments,Gender Differences,Place of Residence,Athletics,Correlation,Athletic Coaches,Physical Education,Metacognition,Student Motivation,Student Behavior,Foreign Countries

Aim of this study is to determine the relationship between cultural intelligence and academic self-efficacy of undergrads, in terms of different variables. A total of 169 people, (101 male/68 female) participated in the research. &quot;Cultural Intelligence Scale&quot; and &quot;Academic Self-Efficacy Scale&quot; were used in the research. Mann-Whitney U test was used for paired comparisons and Kruskal Wallis H test was used for multiple comparisons in the statistical analysis. Spearman correlation test was utilized to determine relationship between the scales. As a result of the research, it was determined that there were significant differences according to department of education and year of education variable and there were not significant differences according to other variables that are gender, place of accommodation and status of being interested in sports. When the relationship between academic self-efficacy and cultural intelligence was examined, it was concluded that there was a significant and positive relationship below the medium level.
Use of Digital Games in Writing Education: An Action Research on Gamification
Author: Bal, Mazhar
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Games,Educational Games,Writing Instruction,Writing Skills,Middle School Students,Grade 7,Turkish,Program Implementation,Learner Engagement,Classroom Techniques,Cooperative Learning,Creativity,Instructional Effectiveness,Native Language Instruction

The aim of the study is to determine the contribution of gamification to writing skills of middle school students. For this study, a lesson plan has been developed to relate Writing and Authorship Skills lesson to the gamification for middle school students. From this lesson plan, it was tried to determine the effectiveness of the teaching process. Therefore, the study was designed as action research. The research group is composed of seventh grade students. Criteria sampling technique was used to determine the participants. As a data collection tool, student diary, semi-structured interview form, semi-structured observation form, digital content of the students were used. Data obtained from the semi-structured interview form were analyzed by content analysis; other data were analyzed by descriptive analysis. Writing skills and gamification were related in the study. Turkish Language Teaching Program (2018) has been taken into consideration in the action plan which relates to gamification and writing skill. As a result of the study, it was seen that all participants were actively involved in the implementation process. In addition, it was concluded that gamification increased the interest of students towards the course, combined school and non-school life, facilitated classroom management, supported collaborative work, and developed creativity. As a result of this study, it is suggested that digital games can be used as a text type in Turkish language lessons with the method of gamification in order to positively affect motivation of the middle school students toward writing education.
Visual-Form Learning Analytics: A Tool for Critical Reflection and Feedback
Author: McKenna, Kelly
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Analytics,Critical Thinking,Reflection,Feedback (Response),Integrated Learning Systems,Teaching Methods,Tests,Visualization,Data,Educational Technology,Technology Uses in Education,Online Courses,Adult Students,College Students,Electronic Learning

Accessible learning analytics available from the data within learning management systems, can assist with teaching and learning practices, but often this data is difficult to interpret. Learning analytics, specifically those presented in visual-form, can provide information that supports learners' reflection and guides them to the necessary changes that lead to successful self-regulated learning. This research study utilized photo-elicitation methods to prompt learners' reflections of their self-regulated retrieval practice activities, quiz-based learning opportunities, which were qualitatively analyzed. A tool, U-Behavior, was created which was designed to extract students attempt data on the retrieval practice activities which were presented to students as opportunities to study the course content rather than as evaluations of understanding. Upon completion of the retrieval practice activities, learners were presented with their personalized learning analytics in visual-form and prompted to reflect on their learning. Visual-form learning analytics create opportunities for feedback and critical reflection for both instructors and learners and improve student learning. Analysis of the visual-form learning analytics and corresponding reflections highlighted learners' understanding of high-impact learning practices, the realization of intended study behaviors versus engrained behaviors, high score orientation, and a focus on comparisons.
The Use of Instagram as a Mobile-Assisted Language Learning Tool
Author: Gonulal, Talip
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Handheld Devices,Telecommunications,Second Language Learning,English Language Learners,English (Second Language),Second Language Instruction,Instructional Effectiveness,Language Proficiency,Vocabulary Skills,Communication Skills,Informal Education,Novices,Advanced Students,Profiles,Student Attitudes,Foreign Countries

The present study sought to explore how English language learners (ELLs) used Instagram, a popular social networking site, for language learning purposes and to reveal their attitudes towards and experiences in using it as a mobile-assisted language learning (MALL) tool. Special interest was also placed on whether there were any distinct ELL profiles in using Instagram for independent and informal language learning. In this mixed-methods study, both quantitative and qualitative data were concurrently collected through an online comprehensive survey consisting of three sections. Ninety-seven Instagram using ELLs took part in this study. Basic descriptive statistics and a cluster analysis were conducted on the quantitative data, and a thematic analysis on the qualitative data. The results showed that Instagram has the potential to help ELLs to improve overall language skills in general, and vocabulary and communication skills in particular. Further, ELLs' experiences in using Instagram as a MALL tool for informal language learning were largely positive. Additionally, two different language learner profiles (i.e., novice and experienced) emerged based on Instagram use habits and orientations. Overall, this study indicated that social networking platforms and MALL applications can be used as an effective mobile language learning tool.