Revising and Validating Achievement Emotions Questionnaire - Teachers (AEQ-T)

Achievement Emotions Questionnaire - Teachers (AEQ-T) measures teachers’ anger, anxiety, and enjoyment related to instruction. The purpose of this research is to revise and validate AEQ-T to include pride and frustration. Also, this study aimed to replicate previous research on anger, anxiety, and enjoyment and validate this expanded measure in an Asian context. The revised AEQ-T was tested using Exploratory Factor Analysis for 150 Japanese teachers, and then cross-validated with 208 Korean teachers using Confirmatory Factor Analysis. Results showed that four emotions of anger, anxiety, enjoyment, and pride had acceptable levels of internal consistency and clear factor structure. However, frustration items had low reliability and cross-loaded with anger factor. This study provides empirical evidences to include pride to measure teachers’ emotions, and suggests the need to develop a more refined understanding and distinction between anger and frustration

First graders developing emergent writing: A cross -linguistic study

The purpose of the present study is to investigate emergent writing development among 16 monolingual American and 16 bilingual Chinese first grade children. The study uses a mixed two-factor 2 x 2 within subject design with repeated measures on each dependent variable. There are two levels of instruction (Chinese plus English, English only) and two levels of data collection time (Fall 1999, Spring 2000). The between subject factor is the instructional program; the within-subject factor is time. The data are four writing samples (list of known words, spelling lists, dictated story, handwritten story) created at each of the data collection sessions (total data, 256 pieces of writing). The dependent variables were: (a) indices of cohesive and non-cohesive harmony (CHI, NCHI), written language features (WFOI, WFBI), metacognitive utterances (PMI, DMI, TMI) and (b) scores for correctly spelled words under two presentation conditions (auditory [ASS] and visual memory [VMS]. The variables were submitted to MANOVA, ANOVA, and t-tests to determine statistically significant effects. In addition, the writing samples, a teacher interview, and student interviews regarding spelling strategies provided qualitative data. Finally, the lists of known words and the handwritten stories were examined for evidence and the situated occurrence of code-switching with the constant comparison method. A frequency count was also made of occurrences. The study yielded several important findings for the bilingual and monolingual children. At the beginning of the study the two groups showed: (a) no statistically significant differences on any measure, and (b) very similar patterns and knowledge of emergent writing principles and forms/invented spellings. At the end of the study, the bilingual children surpassed their monolingual peers with statistical significance on their use of cohesion (CHI), metacognition (PMI), and spelling strategies (ASS, VMS). In addition, the bilingual children\u27s code-switching proved to be rule-governed, demonstrating a quite sophisticated reliance on register (i.e., situational) factors for its use. Overall, the study suggests that the bilingual children were quite capable of developing two distinctly different writing systems simultaneously, when provided adequate access to both. Implications for general education, bilingual education, and further research are discussed

Perspectives on Teaching and Learning Chinese Literacy in China

XIV, 222 p.online resource

Perspectives on teaching and learning English literacy in China.

This is one of two volumes by the same editors that explore historical, philosophical, and cultural perspectives on literacy in China. This volume focuses on Chinese literacy, while the other volume is on English literacy. Since the founding of the People’s Republic of China, the country has witnessed a dramatic increase in its literacy rate, but not without challenges. The essays in this volume provide a comprehensive, cross-disciplinary look at changes in Chinese literacy education from ancient times to the modern day. Together, the essays address a wide array of topics, including early Chinese literacy development, children’s literature, foreign translated literature, and uses of information technology to teach Chinese. This authoritative text brings clarity and precision to the field and serves as a vital core resource for those who want to expand their understanding of Chinese literacy education. Its scope is unmatched even in academic literature in the Chinese language.https://digitalcommons.usf.edu/books/1122/thumbnail.jp

Supporting Teacher Reflection through Online Discussion

The purpose of this case study was to investigate online discussion as a means to promote critical reflection. The study was conducted during a semester-long graduate course on issues related to literacy instructional strategies. The participants in the study were four reading education candidates. During the semester they participated in online discussion about course readings and reflected on their own teaching experiences. The data sources were the online discussion postings, responses to questionnaires, and interviews. The results suggest that technology-mediated discussion strengthens the learning community, facilitates sharing of professional experience among participants, and enhances teacher reflection. The results also point to the multi-faceted nature of teacher reflection

Chinese language education in the United States.

This book offers historical, philosophical, and sociocultural perspectives on Chinese language education for speakers of other languages with a special focus on Chinese language education in the United States. It provides a comprehensive, cross-disciplinary look at changes in CFL/CSL education over time in China and the U.S. and the philosophical, political and sociocultural influences that led to these changes. The essays address a wide array of topics related to Chinese language education, including: A historical overview of the field Theories that apply to CFL/CSL learning Policies and initiatives for CFL/CSL by the Chinese and U.S. governments Medium of instruction Curriculum and instruction for CFL/CSL learners at K-12 and college levels Technology for CFL/CSL education Chinese language learning for heritage learners CFL in study abroad contexts CFL teacher education and training This work is essential reading for scholars and students interested in gaining a greater understanding of Chinese language education in the two countries and around the world.https://digitalcommons.usf.edu/books/1120/thumbnail.jp

Revising and Validating Achievement Emotions Questionnaire – Teachers (AEQ-T)

Achievement Emotions Questionnaire - Teachers (AEQ-T) measures teachers’ anger, anxiety, and enjoyment related to instruction. The purpose of this research is to revise and validate AEQ-T to include pride and frustration. Also, this study aimed to replicate previous research on anger, anxiety, and enjoyment and validate this expanded measure in an Asian context. The revised AEQ-T was tested using Exploratory Factor Analysis for 150 Japanese teachers, and then cross-validated with 208 Korean teachers using Confirmatory Factor Analysis. Results showed that four emotions of anger, anxiety, enjoyment, and pride had acceptable levels of internal consistency and clear factor structure. However, frustration items had low reliability and cross-loaded with anger factor. This study provides empirical evidences to include pride to measure teachers’ emotions, and suggests the need to develop a more refined understanding and distinction between anger and frustration.