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An Implicit Processing Mechanism for Interpretation: Effects of Semantic and Syntactic Priming
Get PDFPriming refers to an increased sensitivity to certain stimuli due to prior experience. This study tested the hypothesis that priming occurred during interpreting greatly promotes/speeds up the processing procedure at both the semantic and syntactic level, thereby improves the interpreter’s performance. Based on the analysis of real simultaneous interpreting data, it is suggested that priming exerts negative impacts such as frequent self-correction and inappropriate literal translations due to the semantic priming of the dominant first language (L1). In order to verify the conclusions of text analysis, we designed two experiments. In experiment I, a sentence-based semantic category judgment task was used to test the priming effect between prime (last word of the sentence) and target. Priming effects were confirmed to exist in second language (L2) lexical representation and processing. Meanwhile, the effects of cross-language semantic priming from dominant L1 to L2 were unequal in different proficiency level groups with more marked effects occurring in the more advanced group. The results support the semantic spreading activation model of semantic priming. Experiment II was designed to probe the long-term effects of structural priming by means of sentence recall and translation tasks. Primes consisted of transitive sentences in either an active or passive voice and sentences in either a prepositional-object or double-object form. The results suggested a stronger priming effect if the key verb in the source language had an equivalent in the target language due to the lexical priming effect or the translate-boost effect, with no robust priming effect being observed if the target language has no structural counterparts. The advanced interpreting students were found to be more accessible to the positive effects of cross-linguistic structural priming, suggesting it is asymmetrical but developmental as proficiency increases.
Keywords: Interpreting Studies; Priming Effect; Implicit Memor
Exploring the Moderated Mediation of Student Demographics and Teacher Turnover on Teacher Working Conditions Effect on Student Achievement in North Carolina
Get PDFTeacher working conditions, teacher turnover, and student achievement are examined from North Carolina. For over 10 years, teacher working conditions have been used as a policy tool to better understand how these conditions are linked to school performance and teacher retention. Previous studies have examined working conditions and achievement; however, this study used a moderated mediation model to examine the when and how causal relationships of these measures. The purpose of the paper is to provide policymakers and educational leaders relevant information about the power of teacher working conditions to influence teacher turnover and student achievement, controlling for student characteristics. The results of the study show (a) current year teacher working conditions have direct effects on teacher turnover and on student performance, (b) current or previous year teacher turnover have no direct effects on student performance, and (c) teacher turnover mediates teacher working conditions on student achievement
Teach to the Student, Not the Test
Get PDFNational education reform has led to increased accountability and high-stakes testing in primary and secondary grades. Testing has become a billion-dollar industry in the United States, and many schools have created a culture of teaching to the test while eliminating or reducing instruction of non-tested subjects. Standardized assessments are used to evaluate teachers and schools. However, validity can be questioned when significant gaps in student performance continue to exist between racial subgroups. The purpose of this article is to examine progress made in closing the Black-White achievement gap, by analyzing fourth and eighth graders’ achievement on NAEP assessments from 2005 to 2017. The author suggests reducing the number of standardized assessments and replacing test preparation curriculum with culturally relevant instruction
Shifting Our Focus: Collaborating with Urban Schools to Support African American Students
Get PDFThis case study explores the intentional shift in a teacher preparation program at an urban metropolitan university. The need to develop teachers who choose to teach in the region’s urban settings, and who have professional competencies and dispositions that allow them to succeed and thrive, have propelled the shift. In this study, our objective is to describe how a traditional, nationally-accredited educator preparation program changes in order to increase support of urban schools in a Florida school district with a high percentage of African American students. Through the process of knowledge transfer, we utilize a qualitative case study design and collected data through focus group interviews of multiple stakeholders including College of Education faculty, K-12 school administrators, in-service teachers, and prospective teachers. The significance of this study lies in the reconceptualization of preparation practices to be replicated by other urban metropolitan universities. This approach aims to encourage university faculty to collaboratively engage with urban schools and school systems as well as prepare teachers to teach in schools that have high African American student enrollment.
Keywords: Urban Schools, Teacher Preparation programs, African American Students
Using Coaching and Performance Feedback to Increase Head Start Teachers\u27 Use of Teaching Pyramid Model Practices
Get PDFThe purpose of this study was to investigate the impact of individualized coaching and performance feedback on the implementation of Teaching Pyramid Model practices by three Head Start teachers. Participants were lead teachers in three preschool classrooms located in one Head Start program. During intervention, teachers received weekly individualized coaching on Teaching Pyramid Model practices, followed by a weekly classroom observation and emailed performance feedback. All three teachers demonstrated increased implementation of Teaching Pyramid Model practices after the intervention was introduced. These results suggest that individualized coaching and performance feedback may support Head Start teachers’ implementation of evidence based practices that can enhance the social and emotional development of young children and address challenging behaviors in the classroom
Gentle Facilitation of Free Choice Time: Supporting Children’s Development during Authentic Play
Get PDFFree choice time (FCT) is on the schedule in nearly every Head Start classroom, but teachers tend to get relatively little training or support regarding how to enact FCT. Given that play is important for children’s development, what authentic play looks like as part of the preschool day should be intentional. The purpose of this study was to define high quality free choice time (FCT) in Head Start classrooms. I developed and piloted the Framework for Free Choice Time (F-FCT), which describes low, middle-range, and high-quality FCT practice. Findings from classroom observations demonstrate some initial validity and reliability of the framework and support the notion that there is a range of teacher practice, even in classrooms administered together. The F-FCT can be used to support preservice and in-service teacher professional development. Future work with the F-FCT may have implications for preschool curricula, policy, and teacher evaluation
The Impact of Video Self-Reflection on Teacher Practice
Get PDFThe purpose of this research study was to analyze the teacher’s ability to utilize video self-reflection as a structured learning tool to enhance their teaching practice and CLASS scores. Research has demonstrated that teachers are better able to be self-reflective when provided with a framework (Calandra, Gurvitch, & Lund, 2008). Literature has documented video self-reflection and CLASS as links for growth in children and professional development support for teachers (Pianta, Mashburn, Downer, Hammer, & Justice, 2008). Results from the present study indicated that the teachers became increasingly aware of the CLASS Toddler tool criteria through scoring their own behaviors, which impacted their instructional practices with children and led to increase reliability in scoring and increased CLASS scores
Supporting Dual Language Learners\u27 Language Development Using Relevant Teacher Talk during Playtime
Get PDFThis study focuses on the language that teachers use during Free Choice Time (FCT), recognizing that playtime has the potential to be particularly important for children\u27s language development. I looked at the amount, sophistication, and type of talk used in both higher-scoring and lower-scoring (on the CLASS instrument) Head Start classrooms of dual language learners. I found that there were discrepancies in how much talk, how much sophisticated talk, and the kind of talk children were being exposed to and in which they were being engaged. I provide suggestions for teachers and teacher educators
Coaching Head Start Teachers on the Use of Teaching Pyramid Model Practices in the Classroom
Get PDFThe purpose of this study was to investigate the impact of individualized coaching and performance feedback on the implementation of Teaching Pyramid Model practices by three Head Start teachers. Participants were lead teachers in three preschool classrooms located in one Head Start program. During intervention, teachers received weekly individualized coaching on Teaching Pyramid Model practices, followed by a weekly classroom observation and emailed performance feedback. All three teachers demonstrated increased implementation of Teaching Pyramid Model practices after the intervention was introduced. These results suggest that individualized coaching and performance feedback may support Head Start teachers’ implementation of evidence based practices that can enhance the social and emotional development of young children and address challenging behaviors in the classroom
Cultural and Linguistic Responsiveness: Empowering Spanish-speaking English Learners through Dual Language
Get PDFAs the population of Spanish-speaking (LatinX), English learners (ELs) in the United States increases, it is imperative for K-12 schools in urban areas to become responsive to this diversity of student population. This paper purports to express that it is essential that schools take a culturally and linguistically responsive approach to address this urban critical issue by implementing a Dual Language (DL) program. While there are a variety of different programs that exist to provide support for ELs as they enter into the school system, there is one that proves itself to be a plausible solution to best meeting the needs of the LatinX, EL population of students. This article highlights the research that suggests a two-way 90:10 Dual Language (DL) program can be the most culturally and linguistically responsive measure. This current study adds to the field by mapping out what program models and characteristics previous research studies have shown to be the most beneficial to LatinX EL success while further examining if these research findings are being currently implemented in five, large urban school districts with high populations of LatinX ELs. Examining the data from five, larger urban school districts, the following research questions were explored: (1) What are the different program types being offered to ELs in five large, urban school districts that have high populations of LatinX students? (2) Which of these five large, urban districts provide DL programs? (3) What type of program (one-way or two-way) and what percentage of language instruction is allocated to English if DL programs are offered? The findings show that the five, large urban districts with large populations of LatinX ELs are providing both additive and subtractive programs. Additionally, all districts are providing the option of a two-way DL program. The 90:10 language allocation was only provided in two of the five districts and was the language distribution model least provided across the districts