ethanporcaro/eric-fulltext-meta huggingface dataset:
Development and Validation of Simulation-Based Instructional Materials on Central Dogma of Molecular Biology for Senior High School
Author: Cano, Junar S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Molecular Biology,Scientific Concepts,Pretests Posttests,Scores,Mastery Learning,Science Instruction,Instructional Materials,High School Students,Grade 12,STEM Education,Specialists,Likert Scales,Computer Simulation,Genetics,Instructional Material Evaluation,Foreign Countries

Despite the advantages proffered by technology in science education, little has been done to develop and validate innovative technology-based instructional materials on Central Dogma of Molecular Biology. It is imperative to test any newly generated instructional materials to validate their quality before being widely used. Hence, this study aimed to validate the developed simulation-based instructional materials on Central Dogma of Molecular Biology for Senior High School. This study utilized Research and Development (R&amp;D) design involving 50 Grade 12 STEM learners and 15 Biology education experts chosen through purposive sampling. Results revealed that experts strongly agreed that the developed simulation-based instructional materials on Central Dogma of Molecular Biology have content, technical, and instructional qualities. Meanwhile, the pretest and posttest results revealed that the learners demonstrated significant conceptual improvement from approaching proficiency to advanced mastery level in Central Dogma of Molecular Biology concepts. Further, the learners' pretest and posttest mean scores on the concepts differed significantly (p&lt;0.05). Therefore, it is recommended that the developed simulation-based instructional materials be used to complement in teaching Central Dogma of Molecular Biology.
Digital Literacy Skills Instruction and Increased Skills Proficiency
Author: Erwin, Kelli
Date: 2022-00-00
Type: Journal Articles
Subjects: Technological Literacy,Information Literacy,Teaching Methods,Skill Development,Preschool Education,Elementary Secondary Education,Research Skills

Though today's students are considered digital natives, they lack the digital literacy skills needed to be competent and productive members of a digital society. Students may have experience with using technology, but they need to develop specific skills that align with consuming and producing with technology. While there may be agreement that students need digital literacy skills and established state, national and international standards to be met, there are a variety of concepts that are considered part of digital literacy and there is a lack of equitable instruction and expectations for ensuring students have these necessary skills. There is a problem in PK-12th grade education that includes a lack of evidence about the effectiveness of using content knowledge instruction, practice, and application experiences to develop students' digital literacy skills. However, by creating a path for enduring understandings for students and providing professional learning experiences for teachers, the effectiveness of student digital literacy skills can create positive social change as students would be better prepared to safely and efficiently live and interact in a digitally based society.
Considering Multimodal Materials and Modes of Communication for Authentic Communication in Online Classes
Author: Maiullo, Jonathan
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Communication (Thought Transfer),Verbal Ability,Multimedia Materials,Visual Aids,Comprehension,Learner Engagement,Learning Activities,Models,Asynchronous Communication

This article describes how to design an entangled literacy model, which blends verbal skills with multimodal features of visual, auditory, and other sensory cues to enable students to experience online classes with authentic and comprehensible material; paying attention to modes of communication in online classes also helps approximate face-to-face activities that engage students with comprehensible input and result in authentic communication. When an instructor considers modes of communication along with multimodal skills and materials, students are better equipped to communicate and consider input authentically. Included in the article are five example activities that will illustrate the different ways multimodal materials combine with modes of communication to create authentic online communicative activities.
Digital Multimodal Composition in the Second-Language Classroom
Author: Sowell, Jimalee
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Multiple Literacies,Teaching Methods,Technological Literacy,21st Century Skills,Language Teachers,Social Media,Writing (Composition),Teacher Surveys,Assignments,Scaffolding (Teaching Technique),Teacher Attitudes,Access to Computers,Information Technology,Computer Software,Electronic Publishing,Visual Aids,Audio Equipment,Web Sites

Digital literacies are ways of reading and writing carried out through digital devices and on the Internet (Ware, Kern, and Warschauer 2016). They are also called twenty-first-century literacies, multiliteracies, new literacies, and new media literacies (Kist 2013). While digital literacies often play an important role in how we communicate in today's world, successfully navigating digital literacies is often given little attention in today's schools. There are numerous components of digital literacy skills; one important aspect is the ability to create digital multimodal compositions, which is the focus of this article. The article begins with a definition of digital multimodal composition (DMC). It then explores the benefits of incorporating DMC in the English language classroom. The subsequent section covers important considerations for teachers before they start a digital multimodal project or task. The article then provides suggestions for five classroom applications of DMCs. Finally, the article touches on assessment for DMC.
Critical Reading Skills in ESL Students: Challenges and Pedagogical Recommendations
Author: Nguyen, Nhung
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Reading,Reading Skills,English (Second Language),Second Language Learning,Reading Comprehension,High School Students,College Students,Learner Engagement,Critical Thinking,Reading Instruction,Foreign Countries

This research investigates critical thinking skills in reading comprehension of English as Second Language (ESL) students in an Australian context and proposes a number of pedagogical methods for ESL teachers and educators. The research has two aims: (1) to gain a thorough understanding of ESL students' ability to read English critically in their transition time from high school to university study; and (2) to design engaging classroom activities to enhance ESL students' critical thinking skills. Specifically, the study provides teachers with information about ESL students' critical reading skills, which according to Freeley and Steinberg (2000) comprise learners' ability to understand arguments, critically evaluate arguments, and develop and defend their own arguments. Findings from 64 responses to a survey questionnaire showed that understanding authors' arguments, text main ideas and text structures were learners' main challenges. A list of critical reading questions is suggested based on Bloom's Taxonomy (Bloom, 1956), the use of Socrative1 mind maps, and Socratic circles2 as effective ways to assist ESL teachers in teaching critical reading skills. After the researcher utilised these teaching tools to teach critical reading skills explicitly in reading classes, feedback from 12 participants in two focus group interviews revealed that they became more motivated and critical readers.
Towards Wellbeing and Happiness: Positive Psychology in an Australian English Language Centre in the UAE
Author: McDermott, Debra
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Employees,School Personnel,Well Being,Psychological Patterns,Psychology,English (Second Language),Second Language Learning,Language Teachers,Program Implementation,Interpersonal Relationship,Interpersonal Communication,Sense of Community

This article describes an exploratory project in which a range of strategies taken from positive psychology were introduced in a university English language centre in order to enhance the wellbeing and happiness of staff and students. A brief overview is provided of the current scholarly landscape of positive psychology in English language teaching and then useful insights emerging from implementation of the project are discussed. Suggestions are made both for replication of the project in other centres and for further research and development in this area.
ESL Students Transitioning from High School Preparation to High School: Authorial Voice in Academic Writing
Author: Mhilli, Olga
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,High School Students,Writing Instruction,Longitudinal Studies,Intensive Language Courses,Foreign Countries,Academic Language,Persuasive Discourse,Language Usage,Audiences,Writing (Composition),Discourse Analysis,Mainstreaming

This brief report presents the preliminary results of the textual data analysis within a qualitative longitudinal study that examines ESL adolescent writers' voice in their academic writing as they transition from a High School Preparation (HSP) intensive English program to mainstream high schools (HS) in Sydney, Australia.
The Development of Intercultural Competency: A Structured Approach for Practical Classroom Application
Author: Caon-Parsons, Sandra
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Teaching Methods,Lesson Plans,Intercultural Communication,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Educational Opportunities,Language Proficiency,Program Descriptions,Universities,Global Approach,Curriculum Development,College Second Language Programs,Program Evaluation,Student Attitudes,Teacher Attitudes,Cultural Differences,College Students,College Faculty

The Intercultural Competency (ICC) Program is a structured program that has been developed at the University of Adelaide's English Language Centre (ELC) to create opportunities for students to connect in a global context. This stand-alone and easily transferable program aims to create meaningful opportunities for mixed-language-ability learners to come together and develop their intercultural competency skills towards becoming global citizens. This paper will illustrate practical ways to create opportunities for concrete experiences in the classroom for the development of these skills and will demonstrate how this has been achieved at the University of Adelaide's ELC. The curriculum framework, lesson plans, program logistics and data from students' and teachers' experiences of this program will be discussed.
Focusing on Epistemological Beliefs in an ELT Train-the-Trainer Program
Author: England, Neil
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Epistemology,Inservice Teacher Education,Language Teachers,Pedagogical Content Knowledge,Elementary School Teachers,Secondary School Teachers,Teacher Leadership,Master Teachers,Foreign Countries,Instructional Materials,Teacher Attitudes,Video Technology,Vignettes,Critical Incidents Method,Department Heads,Program Descriptions

Epistemological beliefs -- such as beliefs about the value attached to different forms of language teacher knowledge -- play a key role in knowledge interpretation and reconstruction in language teacher education. This article first presents a case for an explicit focus on epistemological beliefs in an ELT train-the-trainer program for state sector primary and secondary teachers of English in the developing world who currently conduct, or will go on to conduct, in-service teacher education in their local context. The main part of the article provides suggestions for how this could be done, at the beginning, in the middle, and at the end of the program.
Multicultural Competency Training Model for Digital Publicists
Author: Kannikar, Phudit
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Public Relations,Models,Competence,Information Technology,Scores,Teaching Methods,Competency Based Education,Specialists,Professional Personnel,Course Descriptions,Communications,Intercultural Communication,Undergraduate Students,Multimedia Materials,Student Attitudes,Foreign Countries,Learning Activities,Social Media,Evaluation Methods,Information Dissemination,Skill Development,Comparative Analysis,Instructional Effectiveness

The objective of this study is to develop and evaluate a multicultural competency training model for digital publicists. It is research and development which the researchers have divided the research process into 3 steps. Step 1: Developing a multicultural competency training model for digital publicists. Step 2: Evaluating the suitability of the developed multicultural competency training model for digital publicists. Lastly, step 3: Adapting a multicultural competency training model to developed digital publicists. Furthermore, the study found that the multicultural competence of digital publicists consisted of 4 competencies: 1) Digital Engagement Competency, 2) Dissemination Competency, 3) Facilitation Competency, and 4) Consulting Competency. Moreover, the results of the developed multicultural competency training model adaptation for digital publicists can be divided the assessment into 3 areas including, 1) Knowledge: the sample group has higher scores after training, 2) Skill: the sample group has the overall multicultural digital public relations skills at an excellent level, and 3) Attitude: overall, the sample group has a superb attitude.
A STEAM Learning with Digital Fabrication Laboratory on Cloud Computing Model to Enhance Creative Product
Author: Sopapradit, Sunti
Date: 2022-00-00
Type: Journal Articles
Subjects: Models,Internet,Computer Software,Computers,Users (Information),Information Technology,Information Management,Delivery Systems,Information Storage,Creativity,Art Education,STEM Education,Foreign Countries

This research developed a model of steam learning with digital fabrication laboratory on cloud computing model to enhance creative product. The objectives of the study were: 1) To create the model, and 2) To evaluate a model. This research method was two parts. The first part about the design's model had four subs: 1) to study and synthesize the relevant documents in this research such as steam, digital fabrication laboratory, cloud and creative product. 2) to develop a process in the model, 3) to present the process model with experts to get it approved to be able to hold in-depth interviews, and 4) to create the tools for assessing the model. The second part is referred to as model evaluation. The sample group has five experts who consist of Information Technology and Instructional Design. Then, this research uses means and standard deviations to analyze data. The process's model has nine procedures in three components. The experts assed of the model overall found were a good level that the model could help learners in building creativity skills.
A Picturebook Reveals the Nature of Bias
Author: Ryman, Cynthia K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Picture Books,Content Analysis,Literacy,Preservice Teachers,Resistance (Psychology),Ideology,Bias

In order to disrupt hegemonic thinking, the foundation of biases on which this thinking is built must first be confronted. I became increasingly aware of the detrimental impact of implicit bias during a research project I conducted in a children's literature course with preservice teachers. In this research project, I analysed the responses of the preservice teachers to a cosmopolitan approach to reading children's literature. A cosmopolitan approach in literacy invites a reflexive consideration of personal perspectives and an opening towards learning from the perspectives of others (Hansen, 2017). In encouraging the ideals of a cosmopolitan approach to literacy, I encountered areas of resistance from the preservice teachers. These instances of resistance were often rooted in implicit bias. During the final stages of completing my research, the picturebook &quot;Milo Imagines the World&quot; by Matt de la Peña (2021) was released. &quot;Milo Imagines the World&quot; reveals how deeply held ideologies and biases impact perceptions of reality. An awareness of how biases impact one's perception of reality is an important factor in developing greater self-awareness and combating hegemonic thinking. In this article, I provide a critical analysis of the various forms of bias encountered during my research along with a reflective exploration of the picturebook &quot;Milo Imagines the World.&quot; This picturebook and analysis provide a context for better understanding the subtle pervasiveness of biases that often contribute to the maintenance of hegemonic thinking.
Dimensions of the Learning University in Confronting COVID-19 Pandemic Challenges: A Field Study in Saudi Public Universities from a Leadership Perspectives
Author: Jomah, Nouf Abdullah Bin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Leadership Responsibility,College Administration,Public Colleges,Correlation,Leadership Role,Gender Differences,Age Differences,Employment Qualifications,Work Experience

The present study aims to investigate the relationship and predictability between the roles of leaders in Saudi public universities in consolidating the dimensions of learning organizations (universities) and their abilities in confronting COVID-19 pandemic challenges. A total of 228 leaders in three Saudi public universities took part in the current study. A questionnaire was designed for collecting data, which consisted of general data, The Dimensions of Learning Organization Questionnaire (DLOQ), and Confronting COVID-19 Pandemic Challenges Scale (CCPCS) developed by the researcher of this study. The results of the study showed a positive relationship between the roles of leaders in Saudi public universities in consolidating the dimensions of learning organizations (universities) and their abilities in confronting COVID-19 pandemic challenges, and that these roles of leaders are good predictors of these abilities. Results also indicate that there are no significant differences in both study scales across gender, age, academic qualifications, and years of work experience. It is recommended to increase the leaders' roles in the Saudi public universities in consolidating the dimensions of the learning organization, as this has an impact on their abilities in in confronting COVID-19 Pandemic challenges.
Hooked by Avatars? Literature Studies in Upper Secondary School--A Simulation Study
Author: Graeske, Caroline
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Fiction,Computer Simulation,Learner Engagement,Game Based Learning,Computer Games,Student Participation,Reading Comprehension,Thinking Skills,Teaching Methods,Reading,Foreign Countries

Several studies have shown that Swedish students' reading comprehension and ability to understand fiction are decreasing year by year. Numerous alarming reports point to the unsustainable situation concerning young people's reading engagement, but the ideas of how it can be remedied are few. This study aims to investigate and evaluate a didactic design that includes avatars as game elements in order to promote students' reading of fiction. What opportunities and challenges might such a design present? In the study, an action research method and game theory were used, where teachers and researchers collaboratively explored and evaluated the outcome. The results showed that this design offered many opportunities and generated reading engagement. The students co-design their learning by creating an avatar and then entering the fictional world of a short story. Creating an avatar that interacts with the fictional text requires both participation, reading comprehension and meta analytic skills. However, the design also presented challenges, that some students did not link their avatars clearly to the text and instead did their own stories. The design could thus be further developed to provide more room for avatars to interact more with the chosen literary environment.
Addressing the Hegemony of English through Picturebooks in Gamilaraay
Author: Smith, Hilary
Date: 2022-00-00
Type: Journal Articles
Subjects: Picture Books,Languages,Indigenous Populations,Foreign Countries,English (Second Language),Land Settlement,Foreign Policy,Language Usage,Ceremonies,Bilingualism,Community Development,Language Maintenance,Second Language Learning,Federal Legislation,Language Attitudes,Native Language Instruction

The reawakening of the Indigenous Gamilaraay language in northern inland New South Wales, Australia involves righting two centuries of prohibition and mistreatment after invasion by English-speaking settlers. Gamilaraay is no longer used as an everyday language in the community, although it has strong emblematic value for the Gamilaraay community. The hegemonic power of English means that it is seen as &quot;normal&quot;, while Gamilaraay use is often confined to ceremonial uses. A burgeoning awareness of the importance of Gamilaraay and other Indigenous languages of New South Wales has been reflected in recent legislative changes, which have in turn resulted in funding support for language materials. This article describes a community development approach in writing bilingual picturebooks in Gamilaraay and English as we progress towards our ultimate aim of normalising the use of Gamilaraay once more. [Note: The page range (5-19) shown on the first two pages of the PDF are incorrect. The correct page range for this article is p5-20.]