Investigating the influence of the social contexts focusing on students’ abilities on the relationship between teachers’ beliefs and practices

2020 ◽  
pp. 75-100
Author(s):  
Safrudiannur
Keyword(s):  
Social Contexts ◽  
Beliefs And Practices ◽  
The Social ◽  
Teachers Beliefs ◽  
The Relationship

The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Dogan Yuksel ◽  
Adem Soruç ◽  
Jim McKinley
Keyword(s):  
Individual Differences ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Educational Background ◽  
Beliefs And Practices ◽  
Special Training ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
The Impact ◽  
The Relationship

Abstract This study investigated Turkish EFL teachers’ beliefs and practices about the aspects of oral corrective feedback (OCF). It explored the impact of individual differences, namely educational background, special training, and teaching experience, on the relationship between the beliefs and practices. Data on teachers’ practices were collected via 153 h of classroom observations from 51 Turkish EFL teachers at two different universities, and teachers’ beliefs were gathered by a task about OCF. The results showed that teachers’ beliefs and practices were consistent on the aspects of perceived effectiveness, grammatical errors, implicit and explicit feedback. However, their beliefs and practices were inconsistent regarding lexical, phonological errors, and timing of OCF. The results also revealed that of the three individual differences, teaching experience most impacted the consistency between beliefs and practices, thus showing the greater role of teaching experience over special training and educational background on the consistency between beliefs and practices about OCF.

scholarly journals Oral Corrective Feedback: Investigating Kurdish High School Teachers’ Beliefs and Practices

2018 ◽  
Vol 8 (6) ◽  
pp. 115
Author(s):  
Yaseen Alzeebaree ◽  
Hussein Ali Ahmed ◽  
Idrees Ali Hasan
Keyword(s):  
Foreign Language ◽  
High School Teachers ◽  
Classroom Practices ◽  
Corrective Feedback ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Oral Corrective Feedback ◽  
Almost All ◽  
Academic Qualifications ◽  
The Relationship

The current research explores the relationship between the beliefs and the actual classroom practices of the Kurdish teachers of English as a foreign language (EFL) regarding oral corrective feedback (OCF). To collect the data required, a questionnaire was administered to 8 Kurdish teachers of EFL of different academic qualifications from three different schools, and likewise a 5-hour audio-recorded classroom observation was carried out with the same sample. The findings revealed that almost all teachers’ beliefs were identical with their actual practices with regard to who should provide OCF. In contrast, there was a discrepancy between their stated beliefs and practices in classroom regarding the timing of OCF, how to provide OCF and which types of errors to correct. The teachers highlighted the importance and the effectiveness of providing corrective feedback in EFL settings.

The Lynching of the Impious

2020 ◽  
Vol 77 (1) ◽  
pp. 101-128
Author(s):  
Gema Kloppe-Santamaría
Keyword(s):  
Local Level ◽  
Beliefs And Practices ◽  
The Social ◽  
Modus Vivendi ◽  
Catholic Religion ◽  
Political Dimensions ◽  
Religious Objects ◽  
The Impact ◽  
The Relationship ◽  
Parish Priests

AbstractThis article analyzes the impact that religion had on the act of lynching and its legitimation in postrevolutionary Mexico. Basing its argument on the examination of several cases of lynching that took place after the religiously motivated Cristero War had ended, the article argues that the profanation of religious objects and precincts revered by Catholics, the propagation of conservative and reactionary ideologies among Catholic believers, and parish priests’ implicit or explicit endorsement of belligerent forms of Catholic activism all contributed to the perpetuation of lynching from the 1930s through the 1950s. Taking together, these three factors point at the relationship between violence and the material, symbolic, and political dimensions of Catholics’ religious experience in postrevolutionary Mexico. The fact that lynching continued well into the 1940s and 1950s, when Mexican authorities and the Catholic hierarchy reached a closer, even collaborative relationship, shows the modus vivendi between state and Church did not bring an end to religious violence in Mexico. This continuity in lynching also illuminates the centrality that popular – as opposed to official or institutional - strands of Catholicism had in construing the use of violence as a legitimate means to defend religious beliefs and symbols, and protect the social and political orders associated with Catholic religion at the local level. Victims of religiously motivated lynchings included blasphemous and anticlerical individuals, people that endorsed socialist and communist ideas, as well as people that professed Protestant beliefs and practices.

Sexual Identity

Sociology ◽  
2020 ◽  
Author(s):  
Clare Forstie
Keyword(s):  
Sexual Identity ◽  
Queer Theory ◽  
The United States ◽  
Social Contexts ◽  
Sexual Identities ◽  
Theoretical Perspectives ◽  
The Social ◽  
And Behavior ◽  
The Relationship ◽  
Theoretical Foundations

Sexual identity research within sociology has largely examined the social contexts of sexuality as a central part of how we think about ourselves. While much of this research focuses on the experiences of marginalized people (gay, lesbian, bisexual, queer, and other identities), critical attention has also been paid to the social construction of heterosexual or straight identities. Theoretical perspectives from fields like queer theory and psychology have informed this thinking, and activism and research specifically from queer theory has significantly influenced how researchers understand sexual identities. Intersections with other identities are also critical to understanding sexual identities, and much forward-thinking work on sexual identities examines gender, race, class, and ability simultaneously. This bibliography outlines research on sexual identity, beginning with key sources like Journals, Edited Volumes, and Online and Popular Sources. The Theoretical Foundations section includes classic works, best for those seeking an introduction to the field. The Studying Identity: Research Methods section addresses how sexual identities might be best studied, as well as ongoing methodological challenges. Also included are sections discussing how sexual identities have been defined, including histories of sexual identities, intersections with other identities and changing identity categories, research on sexual identity and the self, research that examines the relationship between sexual identity and behavior, and works discussing how sexual identities are understood in relationships and religion. Sections addressing collective sexual identities and identities in spaces examine how identities are used in social movements and how sexual identities shape and are shaped by communities. Finally, a section focused on the political economy of sexual identities addresses the relationships between sexualities, nations, economies, and policy. While the bulk of this bibliography focuses on sexual identities within the United States, sources examining sexual identities in a variety of national and transnational contexts are included in a number of sections.

CHAT-IT: Toward Conceptualizing Learning in the Context of Formal Organizations

2008 ◽  
Vol 37 (2) ◽  
pp. 83-95 ◽  
Author(s):  
Rodney T. Ogawa ◽  
Rhiannon Crain ◽  
Molly Loomis ◽  
Tamara Ball
Keyword(s):  
Social Contexts ◽  
Constructivist Theory ◽  
Educational Organizations ◽  
Secondary Purpose ◽  
The Social ◽  
Formal Organizations ◽  
Theory Of Organization ◽  
Cultural Historical Activity ◽  
Historical Accounts ◽  
The Relationship

This article is intended to spark a discussion between two research communities—scholars who study learning and scholars who study educational organizations. A secondary purpose is to encourage researchers to look beyond schools to examine learning in other types of educational organizations. The authors outline a framework to guide research on the relationship between learning and the social contexts afforded by formal organizations. The framework combines elements of cultural historical activity theory, a sociocultural theory of learning, and institutional theory, which is a constructivist theory of organization. The authors employ preliminary findings from research and secondary historical accounts to illustrate the potential of the framework for guiding research that ties learning to contexts in formal organizations.

scholarly journals Teaching grammar: issues and challenges

2020 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Norhaida Aman
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Classroom Practices ◽  
Traditional Approach ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Service Training ◽  
Teaching Grammar ◽  
The Relationship ◽  
Explicit Discussion

The relationship between teachers’ beliefs and their instructional practices has attracted educational researchers’ attention. The literature on teachers’ beliefs and classroom practices suggests that a sound understanding of those beliefs is extremely helpful in developing and implementing useful programs and effective in-service training. This study explores the complex relationship between the beliefs and practices of teachers from primary schools in Singapore, specifically looking at how instructional strategies are reflections of teacher beliefs on grammar instruction.Overall, the teachers who participated in this survey unanimously agree that grammar is important and has to be taught in primary school. They believe that grammar consists of rules of sentence formation, and the use of accurate tenses, and that grammar should focus on both form and meaning. Explicit discussion of grammatical rules in the classroom is thought to be extremely important in helping students acquire the English language and develop their writing skills.In terms of their classroom practices, the data suggests a more traditional approach of explicit teaching of grammar where rules and sentence structures are first taught to students and brought to their attention.

LA CULTURA LABORAL: UNA MIRADA PARA LOS DIFERENTES CONTEXTOS DE SOCIALIZACIÓN

2017 ◽  
Vol 1 (1) ◽  
pp. 31-42
Author(s):  
Laura Mendoza Tauler ◽  
Alberto Leyva Figueredo ◽  
Orlando Martínez Cuba
Keyword(s):  
Research Work ◽  
Educational Community ◽  
General Sense ◽  
The Social ◽  
Teachers Beliefs ◽  
Responsible Attitude ◽  
Alternative Work ◽  
The One ◽  
The Relationship ◽  
Selection Of

LABOR CULTURE: A LOOK AT THE DIFFERENT CONTEXTS OF SOCIALIZATIONRESUMENEl resultado que se presenta constituye una alternativa de trabajo para fortalecer el desarrollo de la cultura laboral desde la selección misma de los contenidos que deben ser aprendidos, y que incluye los significados que son transmitidos históricamente, las normas, los valores, el actuar diario de los estudiantes y docentes, las creencias, las ceremonias y las tradiciones compartidas por todos los miembros de la comunidad educativa. Se requiere, por tanto, que los estudiantes muestren una actitud laboriosa y responsable ante las tareas que se les encomiendan, valoren la importancia del trabajo del hombre y del suyo propio, manifiesten respeto y admiración por los oficios y profesiones más necesarias; en sentido general que se preparen para la vida. No constituye un resultado acabado, pues al encontrarnos ante un fenómeno polisémico como el que se está investigando se requiere del trabajo investigativo desde la relación con la significación social, práctica e individual que tienen los estudiantes desde el desarrollo de las actividades laborales.PALABRAS CLAVE: cultura laboral, contextos de socializaciónABSTRACTThe result presented is an alternative work to strengthen the development of the labor culture from the selection of the contents to be learned, which includes the meanings that are transmitted historically, norms, values, daily action of Students and teachers, beliefs, ceremonies and traditions shared by all members of the educational community. It is therefore necessary that the students show a laborious and responsible attitude to the tasks entrusted to them, to value the importance of the work of the man and of his own, to show respect and admiration for the most necessary professions and professions; In the general sense that they prepare for life. It is not a finished result, because when faced with a polysemic phenomenon such as the one being investigated requires research work from the relationship with the social, practical and individual significance that students have since the development of work activities.KEYWORDS: labor culture, contexts of socialization.

Perceptions of Water Quality in First Nations Communities: Exploring the Role of Context

2015 ◽  
Vol 10 (2) ◽  
pp. 225-249 ◽  
Author(s):  
Julia Baird ◽  
Ryan Plummer ◽  
Diane Dupont ◽  
Blair Carter
Keyword(s):  
Water Quality ◽  
Drinking Water ◽  
Social Context ◽  
First Nations ◽  
Water Governance ◽  
Social Contexts ◽  
Adaptive Governance ◽  
The Social ◽  
The Relationship

Drinking water quality problems are persistent and challenging for many of Canada's First Nations communities despite past and ongoing initiatives to improve the situation. These initiatives have often been employed without consideration for understanding the social context that is so critical for the development of appropriate water governance approaches. This article offers insights about the relationship between institutions for water governance and perceptions in three Ontario First Nations communities. Similarities among communities were particularly noticeable for gender where women valued water more highly and were less content with water quality. The findings presented here highlight potential impacts of displacement, gender, and water sources on perceptions of water quality and offer initial insights that indicate the need for further research to consider the potential for adaptive governance approaches that enhance fit between problem and social contexts.

Teaching Mathematics for Conceptual Understanding: Teachers’ Beliefs and Practices and the Role of Constraints

2020 ◽  
Vol 51 (2) ◽  
pp. 234-247 ◽  
Author(s):  
Bilge Yurekli ◽  
Mary Kay Stein ◽  
Richard Correnti ◽  
Zahid Kisa
Keyword(s):  
Instructional Practices ◽  
Conceptual Understanding ◽  
Major Influence ◽  
Teaching Mathematics ◽  
New Approach ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
The Relationship ◽  
Development Of Students

A major influence on mathematics teachers’ instruction is their beliefs. However, teachers’ instructional practices do not always neatly align with their beliefs because of factors perceived as constraints. The purpose of this article is to introduce a new approach for examining the relationship between teachers’ beliefs and practices, an approach that focuses on specific instructional practices that support the development of students’ conceptual understanding and on mismatches that occur between what teachers believe to be important and what they report actually doing in the classroom. We also examine the relationship between teachers’ self-reported constraints and mismatches between teachers’ beliefs and practices.

scholarly journals Cartography of Critical Legal Theories: Notes for a Reflection on the Relation between Law and Power

2021 ◽  
pp. 242-262
Author(s):  
Victor Merino-Sancho
Keyword(s):  
Social Transformation ◽  
Social Groups ◽  
Intimate Relationship ◽  
Social Contexts ◽  
Critical Theories ◽  
Asylum Law ◽  
The Social ◽  
And Gender ◽  
The Relationship ◽  
Do So

This paper proposes an identification of the main arguments suggested by certain critical theories concerning the relationship between law and power. In order to (re)think the function of law as an instrument not only of power, but as an element of social transformation, we promote here a reflection on aspects raised by these theories; among others, the same notion of power, oppression, intersectionality or decoloniality. These categories are relevant to examine how law regulates the experiences of discrimination of specific social groups, highlighting the intimate relationship between the social contexts, the premises and the legal answers. To do so, we examine in particular how asylum law responds to claims grounded on sexual orientation and gender identity. Finally, this reasoning suggests a conception of law oriented to action and the social change.

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