ethanporcaro/eric-fulltext-meta huggingface dataset:
Selecting and Using Authentic Videos for Intentional Second Language Learning: Nine Considerations
Author: Wedlock, Joshua
Date: 2023-00-00
Type: Journal Articles
Subjects: Video Technology,Technology Uses in Education,Second Language Learning,Language Acquisition,English (Second Language),Media Selection,Learning Processes,Attention,Student Needs,Prior Learning,Developmentally Appropriate Practices

Although using video to facilitate language learning is an exceedingly common practice, both for in-class and out-of-class learning, at present the literature exploring the use of authentic videos for intentional language learning is void of a user-friendly framework that educators and learners can refer to when selecting and using authentic videos to optimise language learning. To bridge this gap in the literature, the authors of this paper have drawn from a range of relevant research pertaining to cognitive neuroscience, educational psychology, and second language acquisition, as well as over two decades of combined personal experience as professional language educators, to develop a theoretical framework delineating nine research-based considerations educators and learners should bear in mind when selecting, using, and/ or prescribing authentic videos to facilitate optimal language learning.
Estimating the Psychometric Properties (&quot;Item Difficulty, Discrimination and Reliability Indices&quot;) of Test Items Using Kuder-Richardson Approach (KR-20)
Author: Ntumi, Simon
Date: 2023-06-00
Type: Journal Articles
Subjects: Psychometrics,Accuracy,Test Validity,Factor Analysis,Test Reliability,Test Items,Science Tests

There is no need or point to testing of knowledge, attributes, traits, behaviours or abilities of an individual if information obtained from the test is inaccurate. However, by and large, it seems the estimation of psychometric properties of test items in classroomshas been completely ignored otherwise dying slowly in most testing environments. In the quest to obtain sound and efficient test results, it is imperative that assessorsrely on some psychometric properties to make informed classrooms decisions. These psychometric properties can be estimated using KuderRichardson20 Formula. In this study, 30 multiple-choice items were administered and used for the study. The strength of each item was analysed by looking at their difficulty level and how theydiscriminated among the students. Reliability tests were also conducted in addition to the item analysis to observe the quality of the test as a whole. With lucid prose, KR-20 was used to estimate the psychometric properties of 30 set integrated science test items (which werescored dichotomously)to serve as a primer for assessorsin higher institutions. The procedure produced coefficient value of 0.6915which is approximately 0.7 implying that the reliability of the test was high.The procedure we used to arrive at the obtained coefficient is extensively outlined in the paper. We concluded thatthe suggested procedure (KR-20) for estimating psychometric properties may have a paradigm shift in classroom testing situations where it will communicate to teachers on the efficiency and process of teachermade tests. In essence, this could enhance the quest of obtaining the real knowledge, attributes, traits, behaviours or abilities of students by using test items that are reliable and dependable.
Approaches to Spiritual Leadership Development of School Administrators in Schools under the Bangkok Metropolitan Administration
Author: Korngsook, Wacharin
Date: 2023-06-00
Type: Journal Articles
Subjects: Educational Administration,Leadership Styles,Teacher Attitudes,Institutional Characteristics,Foreign Countries,Empathy,Interpersonal Relationship,Leadership Qualities,Administrator Characteristics,Religion

This mixed methods research was applied and divided into two phases. In phase one, was conducted with two main objectives: 1) to study the spiritual leadership of school administrators according to the perspectives of teachers in the Bangkok Metropolitan Administration (BMA); and 2) to compare the spiritual leadership of school administrators according to the perspectives of teachers in BMA, classified by areas, school sizes, education levels, and academic standings. The samples included 370 teachers from educational school inthe BMA. Next, multi-stage random sampling was used to select teachers from the BMAas participants in this research. The research instrument for phase one was a five-point Likert scale. In phase two, was conducted with the objective of creating spiritual leadership development guidelines for school administrators under the BMA. Using purposive sampling,there was a total of nine participants, including two deputy directors, four education supervisors, Department of Education, BMA; and three school administrators, BMA. The research instrument used was structured interviews. The results of the research found that: 1) the spiritual leadership of school administrators from the perspectives of BMA teachers were at high levels overall and in each aspect; 2) the spiritual leadership of educational institution administrators from the perspectives of teachers within the BMA classified by areas, school sizes, education levels, and academic standingswere not different overall and in each aspect; and 3) approaches to the spiritual leadership development of school administrators under the BMAinclude development of knowledge and skills, forming of attitudes, and implementation.
Participatory Action Research to Develop the Teachers on Classroom Action Research
Author: Semathong, Siribhorn
Date: 2023-06-00
Type: Journal Articles
Subjects: Participatory Research,Action Research,Faculty Development,Teacher Researchers,Foreign Countries,Teacher Workshops,Classroom Research,Guidelines

This research is proposed 1) to investigate status state, problems, and needs in doing classroom action research of teachers, 2) to guideline the development of classroom action research of teachers, and 3) to monitor and evaluation the guideline of classroom action research development of teachers. Sampling were 8 teachers of Wat Wangyang School under NakhonSawan Primary Educational Service Office Area 1which came from purposive method. This research was mixed research method and conducted during June 2021 to April 2022 by Participatory Action Research (PAR) in 4 steps: Planning, Action, Monitoring and Reflection. Tools used in data collection were status state, problems, and needs in doing classroom actionresearch questionnaire of teachers; structured interview form; supervision, monitoring record and evaluation form of classroom actionresearch; classroomaction research test; and classroom actionresearch evaluation form. Analysis of quantitative data used Percentage, Mean, and Standard Deviation. Analysis of qualitative data used descriptive statistics. Research found that, 1) teachers of Wat Wangyang School have status state in classroom action research in bottom level, have highest level in problems and needs, 2) the guideline of classroom action research development of teachers of Wat Wangyang School showed that 2.1) to organized the workshop training in formal 5 Chapters of classroom actionresearch by scholar with experienced in classroom research, 2.2) teachers are conducting classroom actionresearch follow the research steps, and) monitoring and evaluating the guideline of classroom actionresearch found that teachers have better understanding in classroom in post workshop than before workshop and have 8 classroom actionresearch with high quality of work.
Analysis of Cultural Elements in Count Me In: A Sociocultural Knowledge Criteria of CEFR and Kachru&apos;s Three Circles Model
Author: Emecen, Sevim
Date: 2023-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Cultural Awareness,Global Approach,Grade 10,Textbooks,Textbook Content,Foreign Countries,Cultural Differences,Social Influences

As a result of globalization, technological advances, travelling facilities and internet, more communities from diverse cultures begin to interact and share their daily lives. Today, English is utilized for communication prevalently occurred in the encounters among the people whose native languages are not English. For this reason, main goal of instructing English is being competent enough in intercultural interactions. With the emergence of &quot;globalization&quot; paradigm and its effects on social, economic and ethical fields, the necessity of interaction between different cultures, the importance of mutual tolerance and respect becomes more essential in the progress of time. Being able to interact in English necessitates being able to appreciate different traditions, daily lives, values and beliefs. Common European Framework of Reference for Languages also emphasizes the necessity of teaching culture. Consequently, this research analyses the content and seeks to evaluate the presence of the culture oriented contexts and visuals related to Inner, Outer, and Expanding Circles regarding the sociocultural knowledge elements of CEFR in 10th grade Count Me In English course book. This study reveals that the course book employs most of the sociocultural knowledge elements of CEFR moreover it predominantly reflects the culture related contexts and images of Inner Circle and Expanding Circles regarding the sociocultural knowledge elements of CEFR. Especially, Sociocultural knowledge elements of CEFR related to source country Turkey and USA cover very large proportion of the course book. The analyzed course book involves a small percentage of the sociocultural knowledge elements of CEFR related to Outer Circle countries.
Adding Synchronous Sessions to Asynchronous Virtual Exchange: Insights from the IVEProject
Author: Roarty, Adam
Date: 2023-00-00
Type: Journal Articles
Subjects: Intercultural Communication,International Educational Exchange,Computer Mediated Communication,Asynchronous Communication,Videoconferencing,Foreign Countries,Second Language Learning,English (Second Language),International Programs,College Students,Educational Benefits,Synchronous Communication

The International Virtual Exchange Project (IVEProject) has been connecting students across multiple countries through asynchronous forums on a large scale since 2015. However, considering the variety of virtual exchange methods and the advantages they bring to the field of foreign language learning, there is an increased need to explore the pedagogical possibilities of combining asynchronous and synchronous modalities, particularly across multiple institutions and countries. This short article reports on a pedagogical innovation which involved adding synchronous sessions conducted over Zoom to the asynchronous IVEProject forums. The authors arranged eight weekly Zoom meetings in which students from China, India, Japan, Jordan, Palestine, Türkiye and Syria participated in May-July, 2021. After the final session, a survey was administered to participating students and their teachers to explore their experiences. The results show that the majority of students appreciated and benefitted from the opportunity to communicate synchronously with peers from other countries. The paper also reflects on the benefits and challenges of combining synchronous sessions alongside the asynchronous IVEProject forums, aiming to derive lessons learned from this project in the hope that this will aid future EFL instructors in creating engaging virtual exchange projects which involve participants from multiple cultures and countries.
Affordances of an International Campus for Intercultural Learning: Views from MA Students and Faculty in Two US-Based Teacher Education Programs
Author: Lazarevic, Nina
Date: 2023-00-00
Type: Journal Articles
Subjects: Affordances,Multicampus Colleges,International Education,Multicultural Education,Student Attitudes,Graduate Students,Masters Programs,Foreign Students,Graduate School Faculty,Teacher Attitudes,Teacher Education Programs,Group Dynamics,Educational Opportunities,Interaction

This paper reports on a qualitative study which is part of a larger project on the affordances of an international campus for intercultural (IC) learning. The research examined two MA programs at a US postgraduate institution, TESOL and International Education Management, and two groups of participants, nine students and eight faculty members. The participants discussed intercultural interaction and learning opportunities outside coursework in semi-structured interviews. A thematic content analysis showed heavy workload as an obstacle to more meaningful on-campus interaction, the lack of the points of entry to host-country student groups for incoming (international) students, and challenges for off-campus encounters. The findings pointed to a disconnect between faculty and student perceptions: although faculty believed that students should avail themselves of IC opportunities, they did not actively encourage engagement in on-campus activities. The paper discusses the IC learning assumptions attached to a highly international program profile in comparison to the support in place, arguing that active on- and off-campus activities, coursework, and teacher guidance should work in unison to allow for IC learning.
Co-Constructing Sustainable Collaborations in Early Childhood Settings through the Arts
Author: Palmer, Katherine
Date: 2023-04-12
Type: Journal Articles
Subjects: Early Childhood Teachers,Faculty Development,Participatory Research,Action Research,Teacher Collaboration,Early Childhood Education,School Community Relationship,Administrator Role,Teacher Role,Communities of Practice,Reggio Emilia Approach,Art Activities,Art Education,Reflection,Music Activities

This article reflects the inquiries and discoveries experienced by early childhood educators and teaching artists involved in participatory action research designed to explore how to co-construct sustainable collaborations in early childhood settings. Drawing inspiration from the Reggio Emilia Approach and other international examples, the authors detail how professional development through collaborative research leads to co-constructed experiences that significantly impact artistic encounters for children. This article highlights a two-year research project, named the Leading Learning Council (LLC), and focuses on overarching pedagogical practices, the role of documentation and reflection in the co-construction of arts experiences for educators and children, an example of the classroom as a laboratory, and considerations for applying the model within diverse early childhood settings. A significant outcome of the project was participant recognition of leadership roles in sustaining collaborative arts-based approaches in early childhood education.
Student Musicians&apos; Reflection on Their Experiences of Belonging Whilst Serving Others: Findings from a Three-Year Arts-Based Service-Learning Programme on Therapeutic Community Music
Author: Varvarigou, Maria
Date: 2023-05-15
Type: Journal Articles
Subjects: Service Learning,Musicians,Music Education,Music Therapy,Community Programs,Student Attitudes,Interaction,Inclusion,Space Utilization,Resilience (Psychology),Creativity,Networks,Career Development,Higher Education,Well Being,Quality of Life,Undergraduate Students,Foreign Countries,Interpersonal Relationship,Environmental Influences

This exploratory study reports findings from an &quot;arts-based service-learning&quot; (ABSL) programme where student musicians facilitated &quot;therapeutic community music&quot; (TCM) (Aigen, 2012) for, with, and alongside children and seniors in different community settings. The data primarily comprised student musicians' reflective logs and feedback forms and were analysed through a quality of life lens (Raphael, 2002). This paper discusses the student musicians' reported experiences of belonging (Raphael, 2002). Belonging manifested itself in physical, social, and community aspects. For example, facilitating TCM within a circular format helped the student musicians experience deeper social interactions and a greater sense of inclusion. Moreover, the sense of belonging became a resource for developing resilience, expressing creativity, building professional networks, and experiencing the possibilities of their careers. The study concludes with implications for embedding ABSL in higher education programmes to support learning, enhance well-being, and promote community.
#TeacherQuitTok: A Content Analysis of How Teachers Navigate Attrition on TikTok
Author: Kaiser, Forrest J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Media,Faculty Mobility,Teaching Conditions,Teacher Persistence,Teachers,Teacher Attitudes

Teacher quality can have a significant impact on students' academic achievement (Hattie, 2023). Prior research has noted a connection between the loss of experienced teachers at a school and declines in student success (Hanushek, et al., 2016; Holme, et al., 2018). Increased use of social media as a connective public platform to share thoughts, feelings, and beliefs may offer researchers an opportunity to explore perspectives on the work environment and attrition described in teachers' own voices. The purpose of this study is to use thematic content analysis to examine conversations and factors most discussed by teachers centering on attrition using the TikTok social media platform. Social media offers teachers a way to connect with others and share their thoughts while maintaining a perceived level of professional distance from their workplace. This research will explore how teachers use social media to provide a window into their classroom, working conditions, and decisions to leave or stay. The study was guided by the following questions: (1) How are current and former teachers using the TikTok social media platform to discuss or express their views on the teacher resignation trend? and (2) How do perceived and expressed attrition factors differ between teachers who leave and those who stay? [The article's title on the cover page is displayed as: &quot;#TeacherQuitTok: A Content Analysis of How Current and Former Teachers Navigate Attrition on TikTok.&quot;]
Dancing between Realities: Exploring the Body in Virtual Dance Improvisation
Author: Zeitner, David
Date: 2023-03-24
Type: Journal Articles
Subjects: Dance Education,Creative Activities,Electronic Learning,COVID-19,Pandemics,Teaching Experience,Teaching Methods,College Instruction,Foreign Countries,Human Body

This article critically reflects on the pedagogical practices I explored, reimagined, and employed while shifting dance improvisation education from face-to-face lessons in a dance studio setting to existing online platforms during the COVID-19 pandemic in 2020 and 2021. Through self-study research as a method of inquiry I analyse my experiences and approaches to teaching and learning while navigating through the untested waters of transferring skills and knowledge in tertiary dance education via virtual means. It is revealed that interdisciplinary teaching and learning and the use of technology, such as camerawork, can help to overcome physical boundaries and could be seen as a new signature pedagogy in tertiary level dance improvisation education.
But What Does It Look Like in Maths?: A Framework for Culturally Sustaining Pedagogy in Mathematics
Author: Marshall, Samantha A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Culturally Relevant Education,Mathematics Teachers,Mathematics Education,Teaching Methods,Justice,Power Structure,Self Concept,Cultural Awareness

In response to urgent calls for teaching that is culturally affirming, scholars have developed a myriad of images of culturally sustaining (and related) pedagogies (CSPs). However, for maths teachers, CSPs remain elusive, in part because these images are typically content-neutral and their applicability to practice opaque. In this paper, I synthesize research to help conceptualize and clarify what CSPs may look like specifically in mathematics classrooms. I offer a framework for CSPs in mathematics comprised of four dimensions: (1) anti-assimilationism; (2) strengths-based teaching; (3) power and justice; and (4) affirming identities.
Analysis of School Educational Spaces: A Challenge for Spatial Relevance in Contexts of Sociocultural Diversity
Author: Fuentes-Vilugrón, Gerardo
Date: 2023-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Space Utilization,Physical Environment,Culturally Relevant Education,Foreign Countries,Emotional Response,Classroom Environment,Classroom Design,Indigenous Knowledge,Indigenous Populations

This research addresses the problem of the imposition of educational spaces in multicultural contexts. The research is of qualitative nature, based on an interpretative hermeneutic paradigm. It uses collective case study design. The selection of participants was non-probabilistic and intentional, and snowball sampling was used, selecting 15 teachers and 24 students. It is concluded that Chilean schools in multicultural contexts show a lack of social and cultural relevance in the construction and organization of spaces. In addition, it is concluded that educational establishments should consider the implementation of pedagogical and didactic strategies in contact with nature, given that, as has already been demonstrated, children often prefer outdoor experiences as ideal spaces for learning.
Critical Multicultural Analysis of Award-Winning Texts Representing Latina/o/e Experiences
Author: Pratt, Kristen L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Hispanic Americans,Minority Groups,Childrens Literature,Family Relationship,Problem Solving,Books,Culturally Relevant Education

The Pura Belpré Award honors Latina/o/e writers and illustrators whose works are acknowledged as best portraying, affirming, and celebrating Latina/o/e cultural experiences for children and youth. Using a critical content analysis of 14 chapter books that received the award, we share findings that reveal the texts consistently portrayed Latina/o/e central characters through asset-based frameworks. The critical content analysis indicates that the central characters demonstrated the asset-based strengths of interdependence and resourcefulness. Interdependence was demonstrated with families and communities, and remarkable resourcefulness was evidenced by pooling physical, internal, and social resources to creatively solve challenges. Implications for practice, especially in relation to supporting culturally sustaining pedagogy in classrooms, are discussed.
Experiences of Family Collaboration in Early Intervention among Korean and Chinese Caregivers
Author: Kang, Veronica Y.
Date: 2023-00-00
Type: Journal Articles
Subjects: Asians,Immigrants,Chinese Americans,Korean Americans,Disabilities,Early Intervention,Family Involvement,Caregiver Role,Parents,Siblings,Caregiver Attitudes,Preschool Children,Language Usage,Native Language,Cultural Influences

Despite the importance of family-centered practice in the Individuals with Disabilities Education Act Part C, a federally funded program for birth to two-year-old children with disabilities, there is a lack of research on Asian families who participate in early intervention in the U.S. This study examined the experiences of two Korean families and one Chinese family in early intervention in the U.S. Interviews were conducted and analyzed by bilingual researchers using ecological systems theory. As a multiple-case design study, the caregiver roles, beliefs, practices, and experiences related to their participation in early intervention were reported through within-case and cross-case analysis.