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Raciolinguistics and Spanish language teaching in the USA: from theoretical approaches to teaching practices

Journal of Spanish Language Teaching 2023年第2期10卷 121-137页

作者： Licata, Gabriella Austin, Tasha Moreno Clemons, Aris Latino and Latin American Studies Research Center University of California Riverside Riverside 92521 CA United States Department of Learning and Instruction University at Buffalo Buffalo NY United States World Languages and Cultures The University of Tennessee Knoxville Knoxville TN United States

Raciolinguistic perspectives have moved to the forefront of educational linguistics, examining how the co-construction of race and language (re)produce damaging ideologies from broader societal constructs in the classroom and beyond. Raciolinguistic theory helps us to unravel the white supremacist foundations of language education and policy. In this paper, after outlining the theoretical underpinnings of a raciolinguistic perspective, we offer three examples of applied practice demonstrating the power of denaturalizing the co-construction of race and language in linguistics and language teaching through multidisciplinary approaches. While we resist peripheralizing the role of racialization in our experiences teaching the Spanish language and preparing language teachers, we argue that the incorporation of a raciolinguistic perspective in curricula across disciplines is beneficial to society. Through the examination of raciolinguistic ideologies and decolonial theory, we contend that all students can be empowered to reflect on their positions and experiences to build empathy as a means to reimagine new [linguistic] worlds. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

关键词： decolonial theory raciolinguistics Spanish Language Teaching (SLT) standard language ideologies teacher training

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Beyond case studies: Teaching data science critique and ethics through sociotechnical surveillance studies

arXiv

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arXiv 2023年

作者： Rabb, Nicholas Ozkan, Desen Department of Computer Science Tufts University United States Center for Engineering Education and Outreach Institute for Research on Learning and Instruction Tufts University United States

Ethics have become an urgent concern for data science research, practice, and instruction in the wake of growing critique of algorithms and systems showing that they reinforce structural oppression. There has been increasing desire on the part of data science educators to craft curricula that speak to these critiques, yet much ethics education remains individualized, focused on specific cases, or too abstract and unapplicable. We synthesized some of the most popular critical data science works and designed a data science ethics course that spoke to the social phenomena at the root of critical data studies – theories of oppression, social systems, power, history, and change – through analysis of a pressing sociotechnical system: surveillance systems. Through analysis of student reflections and final projects, we determined that at the conclusion of the semester, all students had developed critical analysis skills that allowed them to investigate surveillance systems of their own and identify their benefits, harms, main proponents, those who resist them, and their interplay with social systems, all while considering dimensions of race, class, gender, and more. We argue that this type of instruction – directly teaching data science ethics alongside social theory – is a crucial next step for the field. © 2023, CC BY.

关键词： Data Science

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Effect of Reading Strategy Use on Online Reading Comprehension

SSRN

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SSRN 2023年

作者： Habók, Anita Oo, Tun Zaw Magyar, Andrea Institute of Education University of Szeged MTA–SZTE Digital Learning Technologies Research Group Szeged Hungary Doctoral School of Education University of Szeged MTA–SZTE Digital Learning Technologies Research Group Szeged Hungary MTA–SZTE Digital Learning Technologies Research Group Center for Research on Learning and Instruction University of Szeged Szeged Hungary

In the current age, digital technology rapidly changes daily routines, and the youth of today spend most of their time using different digital tools. Therefore, traditional reading of printed pages among students is transformed into digital reading of online texts. Accordingly, online reading strategies have become crucial for their development in online reading performance. This study aimed to investigate the effects of online reading strategies of students on reading comprehension achievement. It conducted an online survey of reading strategies, involving three types of reading strategies, namely, global, problem solving, and support. The study recruited 4,527 students in the lower-secondary school level of 57 schools in Hungary. The study examined attitudes toward literature and grammar in the native language (L1), use of online reading strategies, reading comprehension skills, and language arts achievement among the students and diagnosed their relationships using different methods of analysis (descriptive/inferential, Rasch, and path analyses). The findings demonstrated that the problem-solving strategies of students (among the three reading strategies) exerted significant and positive impacts on reading comprehension. Additionally, the attitude of students toward L1 exerted a positively significant impact on their use of online reading strategies and language arts achievement and an indirect effect on reading comprehension skills. The study also found a significant relationship between language arts performance and reading comprehension achievement. Therefore, this study is beneficial for language teachers in helping students improve reading comprehension skills. © 2023, The Authors. All rights reserved.

关键词： Students

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Developing a design thinking engagement scale for early childhood teachers

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International Journal of Technology and Design Education 2023年第5期33卷 2045-2069页

作者： Chen, Nanxi Wu, Dandan Hong, Huang-Yao Chai, Ching Sing Liang, Jyh-Chong Center for Educational Science and Technology Beijing Normal University No.18 Jinfeng Road Tangjiawan Guangdong Province Zhuhai City519087 China Department of Early Childhood Education The Education University of Hong Kong Tai Po Hong Kong Department of Education National Cheng-Chi University Taipei City Taiwan Department of Curriculum and Instruction The Chinese University of Hong Kong Shatin Hong Kong Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei City Taiwan

Engaging in design thinking activities has been increasingly viewed as important for the craft of teaching for early childhood practitioners. However, reliable and valid measurements for this are lacking. As such, this research aims to develop and validate a design thinking engagement scale (DTES) to assess teachers’ engagement in design thinking. A sample of 370 Chinese kindergarten teachers completed a questionnaire to test its reliability, validity and generality empirically. First, principal component analysis (PCA) and confirmatory factor analysis (CFA) both supported a five-factor structure of the DTES, indicating satisfactory construct validity. The total variance explained in PCA was 85.48%. Second, the reliability analyses within each sub-dimension and for the total DTES also showed an adequate internal consistency for the scale, ranging from.89 to.92 in PCA, and.84 to.94 in CFA. Besides, at CFA, the composite reliability (ρ) (.84 to.94) also indicated a good reliability. Moreover, both good convergent validity and discriminant validity were obtained through the method of average variance extracted (AVE) for each dimension (.64 to.80) and constraining the correlations between each pair of constructs respectively. Thus, the DTES can be a promising tool for measuring design thinking engagement among early childhood teachers. © 2023, The Author(s), under exclusive licence to Springer Nature B.V.

关键词： Principal component analysis

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High-stakes test anxiety among Taiwanese adolescents: a longitudinal study

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Cogent Education 2024年第1期11卷

作者： Chao, Tzu-Yang Sung, Yao-Ting Tseng, Fen-Lan Graduate Institute of Learning and Instruction Center for Teacher Education National Central University Taoyuan Taiwan Department of Educational Psychology and Counseling Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Research Center for Psychological and Educational Testing National Taiwan Normal University Taipei Taiwan

This study examined changes of test anxiety under the reform of the examination system in Taiwan. We sampled 46,361 Grade 9 students in Taiwan for 9 consecutive years starting from 2011 to collect data on their test anxiety, cram school attendance frequency, and academic achievement. Students’ test anxiety level was compared between three periods: Basic Competence Test (2011–2013), Comprehensive Assessment Program (CAP 1;2014–2016), and CAP 2(2017–2019). The results indicated that first, during CAP 1, students’ test anxiety increased, but decreased in CAP 2. Second, the test anxiety level of students those with an upper-intermediate level of academic achievement, increased. Finally, the cram school attendance frequency didn’t differ among the three periods. We provide suggestions for countries with a similar social climate. For potentially controversial social issues, such as test anxiety, policy makers should develop corresponding measures in advance on the basis of empirical evidence. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

关键词： Academic achievement adolescents Arif H. Kabir Assessment Australia cram school attendance frequency Education Policy Educational Psychology School of Education, Deakin University School of Education School Psychology Secondary Education test anxiety test policy the basic competence test the comprehensive assessment program

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Supporting dyadic learning of English for tourism purposes with scenery-based virtual reality

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Computer Assisted Language learning 2023年第5-6期36卷 906-942页

作者： Vivien Lin Neil E. Barrett Gi-Zen Liu Nian-Shing Chen Morris Siu-Yung Jong a Graduate Institute of Children’s English National Changhua University of Education Changhua City Taiwan b English Language Center Southern Taiwan University of Science & Technology Tainan City Taiwan c Department of Foreign Languages & Literature National Cheng Kung University Tainan City Taiwan d Program of Learning Sciences Institute for Research Excellence in Learning Science National Taiwan Normal University Taipei City Taiwan e Centre for Learning Sciences and Technologies Department of Curriculum and Instruction Chinese University of Hong Kong Shatin Hong Kong

The field of language education has experienced a rise in using virtual reality (VR) to support interactive, contextualized, and collaborative language learning in recent years. The current study investigates the effects of auditory, visual, and textual input on speaking and writing in English for Tourism Purposes (ETP) through immersive, scenery-based virtual reality (SBVR) dyadic learning. Adopting a framework on ETP sociocultural, linguistic, and formulaic competence, the researchers designed relevant learning content using audios, images, and verbatim onscreen text onEduVenture VRto create an interactive, simulated tour. Thirty-eight English as a foreign language undergraduates participated in this single-group quasi-experiment. Various data sources included speaking and writing pre-, post- and delayed post-tests, a post-intervention survey, and reflections about the VR learning experience. The study reported significant speaking gains in language accuracy, destination promotion, knowledge retention, and replication of ETP language, as well as significant writing improvement in using sophisticated vocabulary, knowledge retention, and replication of ETP language. The study concludes that SBVR warrants positive impact on improving productive ETP skills. Possible factors, limitations, and pedagogical implications for using scenery-based VR in dyadic learning for ETP are discussed. Finally, the study suggests future research directions to combine technology-enhanced language learning theories with multimodal input and material design supported by immersive VR to enhance language production for specific purposes.

关键词： English for tourism purposes virtual reality multimodal input dyadic learning speaking and writing

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Thematic analysis of student perceptions of resources and demands experienced in introductory physics

arXiv

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arXiv 2025年

作者： Pelakh, Avital Good, Melanie L. Kuo, Eric Tumminia, Michael Jamal-Orozco, Nabila Adelman, Amy Antoan, Jordann Galla, Brian Nokes-Malach, Timothy J. Department of Psychology University of Pittsburgh PittsburghPA15260 United States Learning Research and Development Center University of Pittsburgh PittsburghPA15260 United States Department of Physics and Astronomy University of Pittsburgh PittsburghPA15260 United States Departments of Physics and Curriculum & Instruction University of Illinois at Urbana-Champaign UrbanaIL61820 United States Department of Health and Human Development University of Pittsburgh PittsburghPA15260 United States

The current work aims to better understand student course experiences for those who reported negative perceptions in introductory physics. researchers conducted semi-structured interviews with 24 students who reported negative perceptions of their class on a screening survey. Participants were asked to share general reflections on challenges and successes they experienced, as well as their reflections on specific aspects of the course (e.g., experiences with instructors and peers). Interview transcripts were then coded to identify the types of experiences students reported, whether they were experienced as positive or negative, as well as the themes and features associated with those experiences. Experiences with the classroom, course structure, instructors, and exams were most frequently reported as negative. Experiences with peers, help-seeking, course curriculum, and specific learning activities were the most positive, though only experiences with peers had more positive reports than negative. We then used a resources vs. demands framework [Soc Personal Psychol Compass 7, 637 (2013)] to interpret the common instructional, cognitive, and motivational themes and features reported across multiple contexts. We discuss the implications of the results for theory and practice. © 2025, CC BY-NC-ND.

关键词： Students

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Exploring High-School Readiness for Change in Taiwan from a Lens of Policy Design

教育研究与发展期刊

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教育研究与发展期刊 2020年第3期16卷 93-127页

作者：陳佩英楊巧玲洪詠善洪雯柔陳美如 Professor Department of Education National Taiwan Normal University Professor Department of Education National Kaohsiung Normal University Associate Research Fellow Research Center for Curriculum and Instruction National Academy for Educational Research Professor Department of International and Comparative Education National Chi Nan University Professor Department of Education and Learning Technology National Tsing Hua University

Since 2007, Taiwan's Ministry of Education has been using the School Actualization Program (SAP), a government-funded grant program, to promote systemic change at the high-school level. This study explores the relationship between the SAP's policy design and resulting implementation of tools during the school-improvement process. The aim of the program's tools was to promote, at the school level, the expected behavioral changes in targeted groups. Specifically, one of the expected behavioral outcomes of the SAP's policy design was the promotion of school readiness for change, which could help schools to develop their adaptability in the face of constantly changing circumstances. Six high schools were chosen for this multi-case study, in order to accommodate a diversity of school profiles and various lengths of engagement in a six- to ten-year improvement process. The data came mainly from interviews with school members. Relevant documents relating to school performance, program policy, and government regulations were also included in order to improve our understanding of the school improvement process. The research findings show that shared vision, collaborative capacity-building, and a proactive school climate were essential to the school improvement process, and to schools' adaptability to change.

关键词： schools' readiness for change policy design policy tools

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Make Climate learning Happen Exactly Where You Are

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Connected Science learning 2024年第4期6卷

作者： Jen Eklund Kelsie Fowler Caroline Kiehle Lori Henrickson Deb L. Morrison a Educational Liaison and Project Manager Institute for Systems Biology Seattle WA b Research Scientist in Climate Justice Education University of Washington Seattle WA c Director Logan Center for Education Institute for Systems Biology Seattle WA d Climate Science Curriculum Integration Consultant Washington Office of Superintendent of Public Instruction Olympia WA e Learning Scientist Institute of Science and Math Education College of Education University of Washington Seattle WA

A system of climate learning includes students, educators, administrators, educational leaders, community members, and others across different contexts and from diverse lived experiences. As people begin to foster climate learning within these systems, the work of drawing people together in this work can seem daunting. However, the lessons from the Washington state ClimeTime effort can provide some practical guidance for this type of work. This paper explores specific types of roles that can be fostered within a system to promote climate learning as well as identified supports that need to be built to sustain such work.

关键词： Climate change educational systems systemic supports

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Moving beyond "does active learning work?" with the engineering learning observation protocol (ELCOT) 125

Moving beyond "does active learning work?" with the engineer...

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125th ASEE Annual Conference and Exposition

作者： Sanders, Megan Spiegel, Sam Sherer, Jennifer Zoltners Colorado School of Mines Trefny Innovative Instruction Center United States University of Pittsburgh Learning Research and Development Center United States

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