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Getsempena English Education Journal最新文献

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PERFORMANCE-BASED ASSESSMENT IN THE ENGLISH LEARNING PROCESS: WASHBACK AND BARRIERS 英语学习过程中的绩效评价:反冲与障碍
Getsempena English Education Journal Pub Date : 2021-05-28 DOI: 10.46244/geej.v8i1.1305
Nila Salma, E. Prastikawati
{"title":"PERFORMANCE-BASED ASSESSMENT IN THE ENGLISH LEARNING PROCESS: WASHBACK AND BARRIERS","authors":"Nila Salma, E. Prastikawati","doi":"10.46244/geej.v8i1.1305","DOIUrl":"https://doi.org/10.46244/geej.v8i1.1305","url":null,"abstract":"In the context of assessment, performance-based assessment is one of the authentic assessments to be applied in the English classroom as the completion of the newest curriculum demands. Thus, teachers are suggested to implement this assessment in the English teaching and learning process. Concerning that fact, this current study aims at investigating the washback of the use of performance-based assessment in the English class and the barriers faced by the teachers in implementing performance-based assessment in the English learning process. This study applied a qualitative research design. Using purposive sampling, there were two teachers and 72 students who participated in this study. An open-ended questionnaire and semi-structured interview were carried out in collecting the data. The result showed that performance-based assessment affected positively to the teachers. They could identify the students’ real competence, improve their teaching quality, and assess students objectively. Further, it gives positive effects for the EFL learners in matters such as learning enthusiasm and self-confidence, boredom reduction, and skill improvement. In conclusion, the use of performance-based assessment is good at improving some teaching aspects both on teachers and students. This findings prove the importance of performance-based assessment to bost the teaching and learning quality.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"71 1","pages":"164-176"},"PeriodicalIF":0.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76409364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
Editorial: Just an Editorial 社论:只是一篇社论
Getsempena English Education Journal Pub Date : 2021-04-01 DOI: 10.58680/ee202131285
Melanie Shoffner
{"title":"Editorial: Just an Editorial","authors":"Melanie Shoffner","doi":"10.58680/ee202131285","DOIUrl":"https://doi.org/10.58680/ee202131285","url":null,"abstract":"","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"172 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73945189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Research: Navigating Characters, Coursework, and Curriculum: Preservice Teachers Reading Young Adult Literature Featuring Disability 研究:导航人物、课程作业与课程设置:职前教师阅读残障青年文学
Getsempena English Education Journal Pub Date : 2021-04-01 DOI: 10.58680/ee202131287
S. J. Donovan, Rebecca Weber
{"title":"Research: Navigating Characters, Coursework, and Curriculum: Preservice Teachers Reading Young Adult Literature Featuring Disability","authors":"S. J. Donovan, Rebecca Weber","doi":"10.58680/ee202131287","DOIUrl":"https://doi.org/10.58680/ee202131287","url":null,"abstract":"In this qualitative study, the authors explore how preservice teachers select, read, and imagine teaching representations of disability in young adult literature. Adding disability to the list of diversity categories can be problematic in that thinking about disability as a singular identity group ignores abling or disabling contexts and diversity within disability (Davis, 2011; Watson, 2002). However, findings indicate that preservice teachers may only see disability in the context of special education if representations of disability are not explicitly applied in English coursework using a disability studies lens (Dunn, 2014).","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78064677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
(Re)Active Praxis: Inside a surreal black studio, my students and I, we dance (Re)主动实践:在一个超现实的黑色工作室里，我和我的学生们跳舞
Getsempena English Education Journal Pub Date : 2021-04-01 DOI: 10.58680/ee202131289
Fahima Ife
{"title":"(Re)Active Praxis: Inside a surreal black studio, my students and I, we dance","authors":"Fahima Ife","doi":"10.58680/ee202131289","DOIUrl":"https://doi.org/10.58680/ee202131289","url":null,"abstract":"In this lyrical reflective essay in four parts, I ruminate on teaching as poetics, the teaching of contemporary poetry, the teaching of histories of settler colonialism and antiblackness inherent in curriculum design, and teaching as adoration. I practice teaching to learn how to move with and love my students, to encourage them to move with and love their future students. I then reflect on my practice after and in between meditation, so the poetics here is an invitation to meditation.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88970413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
(Re)Active Praxis: What’s in a Name? Language, Identity, and Power in English Education (再)积极实践:名字里有什么?英语教育中的语言、身份和权力
Getsempena English Education Journal Pub Date : 2021-04-01 DOI: 10.58680/ee202131288
Grace MyHyun Kim
{"title":"(Re)Active Praxis: What’s in a Name? Language, Identity, and Power in English Education","authors":"Grace MyHyun Kim","doi":"10.58680/ee202131288","DOIUrl":"https://doi.org/10.58680/ee202131288","url":null,"abstract":"This article discusses activities and actions for English language arts (ELA) educators to engage in antiracist praxis and humanizing pedagogy through unpacking the common activity of classroom name introductions. The author highlights how learning students’ names can involve honoring nondominant histories of racially minoritized communities. Implications of this (re)active praxis include the potential to sustain marginalized students in ELA classrooms by promoting broader racial and linguistic justice.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81512196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Research: “Peeling off the Mask”: Challenges and Supports for Enacting Critical Pedagogy in Student Teaching 研究:“剥去面具”:批判教学法在学生教学中的挑战与支持
Getsempena English Education Journal Pub Date : 2021-04-01 DOI: 10.58680/ee202131286
Nadia Behizadeh, C. Thompson-Smith, PJ Miller
{"title":"Research: “Peeling off the Mask”: Challenges and Supports for Enacting Critical Pedagogy in Student Teaching","authors":"Nadia Behizadeh, C. Thompson-Smith, PJ Miller","doi":"10.58680/ee202131286","DOIUrl":"https://doi.org/10.58680/ee202131286","url":null,"abstract":"In this article, we examine a teacher candidate’s beliefs, teaching practices, and challenges to and supports for critical pedagogy during student teaching at an urban middle school. We also consider whether involvement in an ELA methods course influenced the teacher candidate’s beliefs and/or teaching practices, particularly regarding writing. Through this inquiry, we identify ways to better support teacher candidates in learning and enacting critical pedagogy in English language arts.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80561650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
NCTE Position Statement: Beliefs about Methods Courses and Field Experiences in English Education NCTE立场声明:关于英语教育方法、课程和实地经验的信念
Getsempena English Education Journal Pub Date : 2021-01-01 DOI: 10.58680/ee202131089
Jessica R. Gallo, Heidi Hallman, Christopher Parsons, Kristen Pastore-Capuana, Sue Ringler Pet, L. Searcy
{"title":"NCTE Position Statement: Beliefs about Methods Courses and Field Experiences in English Education","authors":"Jessica R. Gallo, Heidi Hallman, Christopher Parsons, Kristen Pastore-Capuana, Sue Ringler Pet, L. Searcy","doi":"10.58680/ee202131089","DOIUrl":"https://doi.org/10.58680/ee202131089","url":null,"abstract":"Originally developed in July 2005, this statement, formerly known as What Do We Know and Believe about the Roles of Methods Courses and Field Experiences in English Education?, was updated in April 2020 by members of the ELATE Commission on Methods Teaching and Learning.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83152450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
(Re)Active Praxis: When Teachers Hurt: Supporting Preservice Teacher Well-Being (Re)积极实践:当教师受伤:支持职前教师的福祉
Getsempena English Education Journal Pub Date : 2021-01-01 DOI: 10.58680/ee202131088
M. Dunn
{"title":"(Re)Active Praxis: When Teachers Hurt: Supporting Preservice Teacher Well-Being","authors":"M. Dunn","doi":"10.58680/ee202131088","DOIUrl":"https://doi.org/10.58680/ee202131088","url":null,"abstract":"In this essay, the author reflects on the importance of accepting and expressing emotion in teachers’ lived experiences. By centering emotion work in preservice teacher praxis, teacher educators can make emotion work visible and assign value to it.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84356079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
(Re)Active Praxis: Intentional Praxis (Re)主动实践:有意实践
Getsempena English Education Journal Pub Date : 2021-01-01 DOI: 10.58680/ee202131090
Melanie Shoffner
{"title":"(Re)Active Praxis: Intentional Praxis","authors":"Melanie Shoffner","doi":"10.58680/ee202131090","DOIUrl":"https://doi.org/10.58680/ee202131090","url":null,"abstract":"Multiple ELA teacher educators share assignments created for their ELA methods courses that intentionally connect to the development of critical, agentic, active, ethical, reflective, and socially just ELA teachers, a specific objective of methods coursework addressed in the ELATE position statement Beliefs about Methods Courses and Field Experiences in English Education.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"197 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74212719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Research: Viral Loads and Downward Spirals: English, Citizenship, and a Context of Crises 研究:病毒载量和下行螺旋:英语，公民身份和危机背景
Getsempena English Education Journal Pub Date : 2021-01-01 DOI: 10.58680/ee202131087
Jeff Spanke
{"title":"Research: Viral Loads and Downward Spirals: English, Citizenship, and a Context of Crises","authors":"Jeff Spanke","doi":"10.58680/ee202131087","DOIUrl":"https://doi.org/10.58680/ee202131087","url":null,"abstract":"This study examines five novice teachers’ perceptions of their preparation, interests, and abilities to integrate citizenship education into their secondary English language arts classrooms. The English teachers in this study highlight the difficulty in promoting progressive, social justice curricula without first grounding that pursuit in personal and participatory citizenship. Thus, as the United States awaits its return to normalcy after COVID-19, this study considers how English teacher educators may anchor courses in ideas of personal, participatory, and justice-oriented citizenship.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87813970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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