ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment Practices and Factors for the Disparity between Students&apos; Academic Scores at Teacher-Made and Regional Exams: The Case of Bench Maji Zone Grade 8 Students
Author: Anteneh, Mekonnen Melaku
Date: 2019-01-10
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Grade 8,Student Evaluation,Scores,Teacher Made Tests,Evaluation Methods,Summative Evaluation,Feedback (Response),Geographic Regions,Time Management,Notetaking,Test Preparation,Difficulty Level

This study had attempted to investigate assessment practices and factors for grade 8 students score disparity in Regional versus Teacher-made exams, from 2015 in Bench Maji Zone primary schools. In doing so, a descriptive survey method was employed. A sample of 185 stakeholders composed of 58 teachers, 101 students, 14 principals, 11 Woreda Education Department Officers, 12 school supervisors and the Zone Education Bureau Officer participated. Purposive sampling technique was employed to identify the participating individuals. As tools of data collection, questionnaire, semi-structured interview, and document review were employed. The collected data were analyzed qualitatively as well as employing percentage correlation in accordance to the thematic areas, primarily to substantiate the quantitative descriptions. The results with respect to assessment had shown that teachers were applying the traditional pyramid of assessment procedures whereby the proportion of assessment of learning (Summative Assessment) dominates assessment as learning and assessment for learning which are vital for better learning and performance. The correlation between students' scores in Regional versus Teacher-made exams was found to be positive but very much lower than the absolute positive correlation coefficient value (x=0.476**at p&lt;0.01 level of significance). The contributing factors for the existing score disparity were the traditional assessment practice itself, assessment feedback provision experiences, differences in invigilation room setting and degree of control, and large class size. Also included are commitment differences among students themselves, differences in the difficulty and quality standard of exam questions, poor study skills, support provision variations obtained from parents, supervisors, principals, Education office and Education department officers. Therefore, concerned stakeholders must cooperate fully and responsively to put in place proper assessment which contributes much for effective learning.
The Plurilingual and Multimodal Management of Participation and Subject Complexity in University CLIL Teamwork
Author: Borràs, Eulàlia
Date: 2019-00-00
Type: Journal Articles
Subjects: Multilingualism,Language of Instruction,Second Language Learning,Second Language Instruction,Foreign Students,Teamwork,Intercultural Communication,Discourse Analysis,Task Analysis,English (Second Language),Student Attitudes,Classification,Expertise,Cooperative Learning,Communication Problems,Course Content,Communication Skills,College Students,Turkish,Native Language,Romance Languages,Spanish,Foreign Countries,Language Usage,Code Switching (Language)

This paper explores the interactions of a groupwork team composed of both local and exchange students, with heterogeneous competence in English, in an English-medium CLIL context at a technical university in Catalonia. Plurilingual and multimodal conversation analysis is used to trace how the students jointly complete an academic task. The research conducted specifically analyses how students categorise themselves and each other in terms of their expertise, and the procedures and resources the students deploy to accomplish the task. The data show that participants' heterogeneous linguistic repertoires are not an obstacle for successfully completing the task, for constructing subject knowledge, or for establishing a climate of mutual understanding and cooperation. The analysis refers to the tension emerging in the data between the interactional principles of progressivity --actions oriented towards task completion--and intersubjectivity--actions oriented towards resolving communicative difficulties. It also focuses on how co-participants mobilise diverse resources from their communicative repertoires, including plurilingual resources, gesture and material artefacts, in managing the task. The main argument put forward is that in instructional environments in which students are expected to build subject matter knowledge using languages that they are simultaneously learning (e.g. CLIL), considering their whole communicative repertoires as valuable resources for their learning is a promising approach.
Weighing up the Effects of Working Memory and Cognitive Abilities in CLIL Learning
Author: Sánchez, Laura
Date: 2019-00-00
Type: Journal Articles
Subjects: Short Term Memory,Cognitive Ability,Second Language Instruction,German,English (Second Language),Spanish,Second Language Learning,Teaching Methods,Language of Instruction,Course Content,Foreign Countries,Preadolescents,Early Adolescents,Attention

In an era of globalization, multilingualism is no longer the exception but the rule. To fully promote the communicative and functional development of multilingual learners, different educational programs at school have been implemented in the past few years. The study presented here is a contribution in this direction, by investigating the linguistic development in a second foreign language (L3 English) of students who were exposed to asymmetric input exposure in this and another non-native language. This other language was the L2 (German), which the learners (n= 50, 11-13 years old) were studying in a CLIL context together with the native languages of the participants (Spanish and Catalan). Within such a context, the purpose of the study is two-fold. On the one hand, it attempts to investigate the linguistic attainment in the L3, measured in terms of various dimensions of writing performance in a composition task, namely, fluency, accuracy, structural complexity and lexical complexity. On the other hand, the study aimed at exploring the contribution of various components of working memory (short-term memory and attention switching) to performance in these linguistic dimensions. The results suggest that individual differences in storage capacity and in capability for attention and task switching had an effect on the accuracy of the learners' performance, and to a lesser extent, also lexical complexity. Moreover, it was found that in general, attentional abilities had a greater impact than memory. These results are discussed in light of previous findings, while proposing directions for further investigation in the field.
Violence and Fear in Francesca Simon&apos;s Series of Horrid Henry
Author: Kadizade, Esma Dumanli
Date: 2019-01-10
Type: Journal Articles
Subjects: Childrens Literature,Violence,Fear,Child Development,History

Children's literature is the literary work concerned with the level of interest, need, readiness and development of children. It started in Europe and the Tanzimat in the 16th century. Children's books both local and foreign ones, enhance their cognitive and affective developments cumulatively. This study examines violence and fear in Francesca Simon's series of &quot;Horrid Henry&quot;. This work identifies the frequencies of violence and fear elements in the series as well as their effects on the child development were. This study uses qualitative research method using document analysis. Francesca Simon's books were collected and scanned. The data obtained were interpreted based on the research problems. The result shows that Horrid Henry series contain violence (f: 185) (physical (f: 38) and emotional violence) (f: 147) and fear (f: 10), originating from both humans (f: 6) and animals (f: 4). Although this series may negatively affect children, it is possible to say that it contributes a great wealth of knowledge to children's literature.
The Practice and Challenges of School-Based Teachers&apos; Continuous Professional Development: A Case of Government Secondary Schools of Hawassa City in Ethiopia
Author: Tulu, Abraham
Date: 2019-01-10
Type: Journal Articles
Subjects: Educational Practices,Faculty Development,Professional Continuing Education,Secondary School Teachers,Public Schools,Teacher Competencies,Principals,Department Heads,Facilitators (Individuals),Mentors,School Based Management,Teacher Motivation,Portfolios (Background Materials),Program Implementation,Action Research,Coaching (Performance),Foreign Countries

The purpose of this study was to examine the practices and challenges of school-based teachers' continuous professional development implementation in secondary schools of Hawassa City Administration. The study employed a descriptive survey design with both quantitative and qualitative method. The sampling technique used in the study was availability and simple random sampling technique. The sample size was 101 teachers (31 females and 70 male), four department heads, four principals, and four continuous professional development facilitators. The data gathering tools were through questionnaires, interview, and document analysis. Principals, senior teachers and Continuous Professional Development (CPD) facilitator were involved in the in-depth interview. The questionnaire was administered to 101 teachers, of which 101 of them were properly filled and returned. The data gathered through the questionnaire were analyzed using percentage, mean and standard deviation while the data gathered through interview and open-ended questions were narrated qualitatively. Results of the document analysis were also substantiating the quantitative analysis. The findings of the study revealed that the extent to which teacher's engagement in professional development activities such as mentoring, portfolio development, conducting action research, facilitating group discussions and peer observations, and evaluating the overall successes and failures of the implementation processes were inadequately implemented. The school principals, professional development facilitators, senior teachers as a mentor, the City Education Office Experts were providing insufficient support for the teachers. The major challenges identified were, lack of teachers motivation/interest, lack of adequate training, lack of skills in conducting action research, lack of adequate resource in conducting Continuous Professional Development, lack of trained facilitators, insufficient allocation of budget, lack of peer coaching and peer evaluation, and high workload to those who participate in continuous professional development were identified in this study as the serious challenges of Continuous Professional Development realization in secondary schools of Hawassa City Administration. Therefore, conclusions and recommendations were forwarded based on the finding of the study.
Cree Elders&apos; Perspectives on Land-Based Education: A Case Study
Author: Hansen, John
Date: 2018-00-00
Type: Journal Articles
Subjects: American Indian Education,Foreign Countries,American Indian Culture,Cultural Maintenance,Place Based Education,Educational Attitudes,Values,Self Concept,Well Being,Teaching Methods,Educational Policy,Conservation (Environment)

This study deals with the notion that Indigenous peoples are concerned with preserving their communities, nations, cultural values, and educational traditions. Indigenous peoples have a land-based education system that emerges out of their own worldviews and perspectives, which need to be applied to research concerning Indigenous cultures. This work explores Indigenous land-based education through the perspectives of Cree Elders of Northern, Manitoba. Six Cree Elders were interviewed to explore the ideas and practices of land-based education. The article engages discussion of Indigenous land-based education stemming from Elders' teachings of Indigenous knowledge, cultural values, identity, and vision. Informed by Cree Elders, this qualitative study articulates an Indigenous interpretation of land-based education. Research findings demonstrate that Indigenous land-based education can be used to promote well-being among Indigenous peoples in Canada. While the study is based on the Cree experience in Northern Manitoba, its message is significant to many other Indigenous and non-Indigenous communities. Drawing on the Elders' teachings, policy recommendations are generated for advancing Indigenous land-based education.
&quot;Pig Girl&quot;: An Indigenous Woman&apos;s Perspective through &quot;Scriptive Things&quot;
Author: Trudeau, Lyn
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Influences,Foreign Policy,Violence,Victims of Crime,Humanization,Misconceptions,Sex Stereotypes,Epistemology,Aesthetics,Visual Aids,Literary Devices,Females,Indigenous Populations,Canada Natives,Gender Bias,Social Justice,Drama

Indigenous representation in various genres has always been questionable in regards to who has a voice, and content that is culturally sensitive and appropriate. This paper critically examines the controversial theatrical play &quot;Pig Girl&quot; (Murphy, 2013) through the lens of Robin Bernstein's (2011) &quot;scriptive things&quot; theory. Although &quot;Pig Girl&quot; sought to give voice to Canada's missing and murdered Indigenous women, it instead was sharply criticized by Indigenous community members. This paper explores historical ideologies corresponding to the dehumanization of and violence perpetrated against Indigenous women based on the imagery provided by those who created and promoted the &quot;Pig Girl&quot; stage play. The paper discusses how such imagery can re-inscribe prior beliefs and be interpreted with &quot;things&quot; depicted within the play's narrative. The paper also addresses the function of interpellation and imagery, aesthetic intervention, and resulting associations.
Pursuing Freedom, Making Strange: Pedagogical Considerations for Art as an Other
Author: Parker, Lana
Date: 2018-00-00
Type: Journal Articles
Subjects: Art Education,Democracy,Ethics,Epistemology,Politics,Freedom,Teaching Methods

This analysis addresses the ethical and epistemological considerations for using an arts-based pedagogy in the classroom as a means of disrupting dominant hegemonies and as a foundation for a more inclusive, robust democracy. The work advances two arguments. First, education must seek recourse for a renewed democracy by focussing on our ethical and political responsibilities in relation to the other. Second, art can serve to act as that other in unique and powerful ways in the classroom. I begin by proposing that an intersubjective relation is at the heart of both ethics and politics. I then consider how art can serve as an other in that relation. To conclude, I discuss the pedagogical implications for art as an other in pursuing freedom and advancing toward democracy.
Resisting Indifference through the Brooch of Bergen Belsen
Author: Greenway, Kate
Date: 2018-00-00
Type: Journal Articles
Subjects: Museums,Emotional Response,Aesthetics,Experience,Memory,Intervention,Art Activities,Foreign Countries,World History,Resistance (Psychology)

In this extract from, and commentary on, my master's thesis, &quot;The Brooch of Bergen Belsen: A Journey of Historiographic Poiesis&quot; (winning York University Department of Education Best Major Research Paper 2010), I explore a single aesthetic experience, an encounter with a small hand-made floral cloth brooch donated to the Holocaust Memorial Museum. At the start of my inquiry, I had only the object--the brooch itself--my emotional reaction to it, and the few lines of text on a curated museum card. I wondered, how do we create &quot;spaces for remembrance&quot; (Simon 2005) and what are the implications for teaching, learning and living in a just society? How are we accountable to Simon's (2004) demand for &quot;non-indifference?&quot; Arts-based research methodologies such as historiographic poiesis have allowed me to merge the scholar and artist, to engage in research as an iterative process where deeper questions engender more complex and embodied responses, and to create an aesthetic intervention: an open, dialogic text and artworks that provoke new understandings of narratives previously overlooked.
Differences in Adaptive Outcomes between Previous Physical Education and a Teaching Games for Understanding Games Unit in Adolescent Girls
Author: Lodewyk, Ken R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Adolescents,Females,Educational Games,Physical Education,Student Experience,Teaching Methods,Physical Education Teachers,Student Attitudes,Self Efficacy,Value Judgment,Self Concept,Ability,Anxiety,Constructivism (Learning),Athletics,Instructional Effectiveness,Student Motivation,Cognitive Development,Comprehension,Foreign Countries,High School Students,Grade 9,Catholic Schools,Learning Strategies

Two weeks into a new academic school year, a physical education (PE) class of 25 grade nine girls completed a survey relative to their previous PE experiences. Following the completion of a six-lesson territorial games unit using the six-step teaching game for understanding (TGfU) model taught by a guest certified female teacher with TGfU expertise, the sample completed the same survey except applying to the TGfU-games unit. The study investigated differences in self-reported likes, dislikes, self-efficacy, value, ability conceptions, physical activity, anxiety, and need for cognition between previous PE experiences and a TGfU games unit. Both the PE-experience and TGfU-unit surveys consisted of 39 items (34 Likert style, two open-ended, and three demographics). One-way repeated measures ANOVA was used to assess differences in these constructs between previous PE and the TGfU-games unit and Creswell's protocol was applied to analyze data from the two qualitative survey items (students' likes and dislikes of PE and TGfU). Results revealed both likes and dislikes for TGfU and PE with significantly higher self-efficacy and lower anxiety, value, and entity ability conception in the TGfU-games unit. The study provides new insight potential differences between previous experiences in PE and a TGfU-unit on students' motivation and the need for cognition in PE.
The Impact of Social Interactionism on Australia&apos;s National Rugby League Retention Rates
Author: Wayne, Usher T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Team Sports,Athletes,Interpersonal Relationship,Interaction,Social Influences,Persistence,Socialization,Motivation,Participation,Competition,Decision Making,Coaching (Performance),Clubs

Understanding factors that motivate players to continue participation in sport can foster long-term participation and positive retention rates. The aim of this research was to determine the extent to which a player's decision to not return to Australia's National Rugby League (NRL) in 2017, was influenced by four experiences, which are &quot;player,&quot; &quot;coaching,&quot; &quot;social&quot; and &quot;club.&quot; This article draws upon social interactionism as a theoretical perspective to interpret meaning from the data and investigates sports' social processes and their impacts on and from human interaction. A quantitative approach was employed to investigate patterns of associations from 2310 participants (junior (ages 10-18), n = 1804 / senior (ages 19-above), n = 506). Patterns were demonstrated by identifying specific Means (M) and percentages (%) across each of the four experiences and groups (junior and senior). Participants demonstrated significant (M, %), uniformed responses, concerning the four experiences and their influence on individual retention motivations. Data from this research have identified that there was a substantial number of players (40%, n = 917) who consistently indicated that their main reason/s, for not returning in 2017, was due to a 'negative experience' (21%, n = 496) or 'injury / fear of injury' (18%, n = 421). It is envisaged that findings and subsequent recommendations from this study, will inform future NRL's player development framework and strategies aimed at addressing and improving player retention rates.
Mentoring Novice Teachers to Advance Inclusive Mathematics Education
Author: Lisenbee, Peggy S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mentors,Beginning Teachers,Mathematics Education,Beginning Teacher Induction,Inclusion,Mathematics Instruction,Elementary School Mathematics,Teacher Shortage,Alternative Teacher Certification,Urban Schools

We facilitate a year-long teacher induction program in the United States involving early-career teachers in urban elementary schools as a means to advance their inclusive mathematics practices. The participants in this program joined in professional learning experiences and discussions focused on advancing inclusive mathematics education with peers and university faculty and agreed to classroom observations. We report on the features of, challenges, and highlights that emerged during this year-long induction program by juxtaposing our experiences with two early-career, alternatively certified teachers within the larger context of teacher shortage. These snapshots alongside the issues discussed during this induction program provide a vivid account of the learning spaces and community created by, and for, early-career teachers. There is a need for the culture in schools to include more active mentoring for early-career teachers to develop their pedagogy, in general, and more specifically, to advance inclusive mathematics education.
Shakespearean Pedagogy and Copious Paradox: How Might We Queer Shakespeare&apos;s Work?
Author: Gilbert, Sky
Date: 2018-00-00
Type: Journal Articles
Subjects: Classics (Literature),Rhetoric,Drama,Theater Arts,Teaching Methods,English Literature,English Instruction,Homosexuality,Feminism,Sexuality,Poetry,Historiography

Despite opposition to 'queering the text' by established Shakespeare critics, this essay sets out to ponder the possibility of teaching Shakespeare in a queer context. The essay begins by examining the social and sexual conditions of the early modern period, making the observation that there were a wide variety of sexualities, moral attitudes, and sexual practices at that time, and that often the early modern moral codes of conduct contradicted each other. It then traces the significance of the rhetorical device of paradox through Lyly and Castiglione, and examines the method of Elizabethan rhetoric, which involved 'copia' (the elaboration of one idea into a variety of ideas through language) and its associated variety of meanings. The essay then turns to the text of Shakespeare's Venus and Adonis, observing that its subject matter--the love of an older woman for a younger man--may have reflected the early modern heterosexual fear of women's sexuality-- and continues to baffle male critics today. Finally, turning to the poem itself--analyzing it in terms of 'copia' and paradox--the conclusion suggests that perhaps there was a relationship between Shakespeare's use of these rhetorical techniques and the sexuality of his time.