ethanporcaro/eric-fulltext-meta huggingface dataset:
Faculty Making the Emergency Online Transition during the COVID-19 Pandemic: The Effects of Prior Online Teaching Experience and Strategies Used to Learn to Teach Online
Author: Hebert, Edward
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Teaching Experience,Faculty Development,Teacher Attitudes,Teacher Competencies,Instructional Effectiveness,College Faculty,Peer Teaching,Training,Teaching Skills,Self Efficacy

Objectives: During the COVID-19 pandemic, university faculty experienced an emergency pivot to online instruction in the Spring 2020 semester. Many had no prior online teaching experience and were given little time to adapt. This study examines pre-pandemic online teaching experience and training strategies used to learn how to teach online during the emergency remote teaching semester, perceptions of change in online teaching ability and the pandemic's impact on teaching effectiveness, and interest in future online teaching opportunities. Method: Full-time faculty (n = 455) from four public regional universities in the southern United States completed a survey at the start of the Fall 2020 semester. Results: Over 35% had no prior online teaching experience, while 43% had taught several online courses. During the pandemic, in an effort to learn or improve online teaching skills, 13.4% sought peer mentoring, 31.9% completed a training program, and 34.9% both sought mentoring and completed training. Perceived online teaching skills, impact of the pandemic on teaching effectiveness, and interest in future online teaching were significantly related to prior online teaching experience and training sought. Conclusions: Faculty with less online experience perceived a greater negative effect of the pandemic on teaching performance and had less interest in future online teaching. Both mentoring and training enhanced perceived teaching skills, lowered the negative impact of the pandemic on teaching effectiveness, and promoted a positive attitude about future online teaching. Implications for Theory or Practice: The results provide support for the importance of faculty development programs in shaping attitudes and perceived effectiveness in online teaching and add to existent research on university faculty during the pandemic. Evidence from studies such as this provides universities with data that may be used to re-evaluate induction and training to improve instructional delivery in future instances when emergency remote teaching is required.
&quot;I Did Not Sign Up for This&quot;: Student Experiences of the Rapid Shift from In-Person to Emergency Virtual Remote Learning during the COVID Pandemic
Author: Kuntz, Jeff
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Community Colleges,Two Year College Students,Student Attitudes,Foreign Countries,Electronic Learning,Independent Study,Distance Education,Student Experience,Well Being,Difficulty Level,Psychological Patterns,Student Costs,Access to Computers,Internet,Educational Technology,Teacher Student Relationship,Cooperative Learning,Synchronous Communication

Objectives: The main objective of this study was to explore students' experiences of the emergency virtual remote teaching, which was implemented as a result of the COVID-19 pandemic. Method: 439 students enrolled at a community college in Canada responded to a survey that had Likert-scale and open-ended questions. Anderson's model for online learning was used as an analytic lens to gain insight on student experiences. Descriptive statistics were used to make meaning of the data. Thematic analysis was done on student responses to open-ended questions. Results: Findings were organized according to Anderson's six factors in online teaching, namely: (a) Independent Study; (b) Peer, Family, &amp; Professional Support; (c) Structured Learning Resources; (d) Community of Inquiry; (e) Communication; and (f) Paced, Collaborative Learning. The study revealed both challenges and opportunities that students experienced during their transition to emergency virtual remote learning. Conclusions: The invitation to students to share what worked--and what didn't--yielded a wealth of specific suggestions for engaging students, promoting accountability, and supporting collaborative learning. Implication for Practice: This study looked past anticipated pressure points to reveal critical teaching factors that challenge--or enable--students as they transition to emergency virtual remote teaching. Post-secondary instructors would be well served to consider how they promote self-efficacy, provide access to supports, fashion an online learning environment, develop community, communicate expectations, and encourage collaboration.
Mentorship Practices and Research Productivity among Early-Career Educational Psychologists in Universities
Author: Okon, Abigail E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Mentors,College Faculty,Teacher Researchers,Beginning Teachers,Educational Psychology,Foreign Countries,Productivity,Apprenticeships,Research

Background/purpose: This study analyzed the contribution of three mentorship practices relatively and cumulatively to the research productivity of early-career academics in the field of educational psychology in universities. The study was conducted in the South-South region of Nigeria. Materials/methods: The research method adopted was the quantitative approach, following the ex-post facto research design. The study's population covered 723 early-career researchers (ECRs) in educational psychology distributed across 19 universities located in South-South Nigeria. The &quot;Mentorship Practices and Research Productivity Questionnaire&quot; (MPRPQ) was the instrument used for data collection. The questionnaire was designed by the researchers and then validated by three experts. Reliability analysis was performed using the Cronbach approach with estimates of 0.80, 0.79, 0.87, and 0.91 obtained for the four clusters. Primary data were collected from the field after copies of the instrument had been administered to respondents. Results: Mentorship practices were generally revealed to significantly contribute to the research productivity of ECRs in educational psychology in universities. Specifically, the adoption of cloning and apprenticeship approaches to mentorship contributed substantially to the ECRs' research productivity. However, the study highlighted that nurturing contributed only negligibly to the ECRs' research productivity. Conclusion: Mentorship practices are important determinants to the research productivity of early-career educational psychologists. In order to boost the productive research capacities of ECRs, there is a need for institutions to strengthen their mentorship practices.
Reasons Faculty Teach, or Do Not Teach, Service-Learning Courses in a Pandemic: The Role of Faculty Investment and Clues for The Future of Service-Learning
Author: Garvin, Melissa C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Service Learning,COVID-19,Pandemics,College Faculty,Barriers,Teacher Attitudes,Distance Education,Gender Differences

Objectives: Current issues impact the number and type of service-learning courses (SLCs) offered across universities. Our research aims to address the barriers and offer solutions to implementing SLCs. Methods: Instructors (n = 117) in the California State University system, the largest in the United States, who taught SLCs in fall 2019 and spring 2020 were contacted to understand why they chose to continue, or discontinue, teaching SLCs in Fall 2020. Results: The majority of participants continued to teach an SLC. Those who had more experience teaching SLCs were more likely to continue. Additionally, female participants trended toward being more likely to consider the use of service-learning as a high-impact practice as more important in their decision to continue teaching an SLC compared to male participants. Additional results and further implications are addressed. Conclusions: While there are significant barriers to teaching SLCs in a remote environment, there are viable solutions.
Relationships among Higher Education EFL Student Perceptions toward Fully Online Language Learning and Computer Self-Efficacy, Age, Gender, and Proficiency Level in Emergency Remote Teaching Settings
Author: Cancino, Marco
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Student Attitudes,Second Language Learning,Electronic Learning,Computer Literacy,Self Efficacy,Age Differences,Gender Differences,Distance Education,COVID-19,Pandemics,Foreign Countries,Language Proficiency,Undergraduate Students

Objectives: The purpose of this study was to explore Chilean higher education English as a foreign language (EFL) students' perceptions toward components of their fully online learning experience and their computer self-efficacy during the COVID-19 pandemic and assess how these variables are influenced by age, gender, and language proficiency. Method: Participants of the study were 236 undergraduate students (110 males and 126 females) who took a fully online EFL course in a professional institute in Chile. Likert-scale questionnaires were used to gather data on perceptions toward fully online language learning components (online participation, collaborative group work, instructional materials, and learning strategies and styles) and computer self-efficacy (CSE). Findings: Participants held overall positive views toward fully online language learning components but had negative views toward online participation. Findings revealed significant relationships between computer self-efficacy and perceptions toward fully online language learning components. The perceptions that learners held toward fully online courses seem to be unaffected by gender and proficiency level, although gender did impact CSE. Implications for Theory and Practice: Feeling disconnected from peers and the learning experience in general can lead to negative attitudes toward online learning as well as feelings of isolation. Learners may feel unmotivated, frustrated, and discouraged to continue participating in the course. Teachers can nurture a sense of community in the classroom by facilitating dialogue, providing timely feedback, moderating student discussions, and building social networks around learners. It is also important to promote healthy levels of computer self-efficacy that can positively influence perceptions toward group work and learning strategies. Conclusion: Emergency remote teaching can have a negative impact on online participation. As more educational institutions provide their students with online options for attending classes, teachers should focus on increasing peer collaboration and interaction.
The Impact of Work Environment and Teacher Attributes on Teacher Job Satisfaction
Author: Ker, Hsiang-Wei
Date: 2022-00-00
Type: Journal Articles
Subjects: Work Environment,Teacher Characteristics,Job Satisfaction,Achievement Tests,International Assessment,Foreign Countries,Science Tests,Science Teachers,Professional Development,Grade 8

Background/purpose: Teachers play a critical role in student learning processes and in their academic success, and as such their job satisfaction directly impacts upon their teaching efficacy and lecture quality. In light of the importance of job satisfaction in educational practice, this study investigates the impact of work environment factors and personal attributes on teachers' job satisfaction. Materials/methods: This study utilizes data from the 2019 TIMSS (Trends in International Mathematics and Science Study) for eighth-grade science teachers from the United States. Results: Teacher job satisfaction showed a strong association with the majority of work environment factors and professional development factors, whilst no significant relationship was found with teacher background. Conclusion: Teachers' job satisfaction significantly impacts on their performance, retention, and teaching efficacy. Through analysis of the TIMSS 2019 dataset, it was seen that teacher job satisfaction is primarily affected by the environment in which they work and also their professional development. These results concur with other findings reported in the literature. However, contrary to prior works, this study revealed no association between job satisfaction and teachers' background. As a result, schools should prioritize creating a congenial work environment in order to improve teaching quality. The limitations of this research and suggestions for future work are also discussed.
Seeking Equity, Agility, and Sustainability in the Provision of Emergency Remote Teaching during the COVID-19 Pandemic: A Center for Teaching and Learning Takes an Expanded Role
Author: Trotter, Henry
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,COVID-19,Pandemics,Teacher Attitudes,School Closing,Distance Education,Equal Education,Well Being,Educational Practices,Cultural Influences,Psychological Patterns,Ethics,Emotional Response,Electronic Learning,Teacher Role,Access to Computers,Internet,College Students,At Risk Students

Objectives: The purpose of the study was to illuminate and assess the experiences and feelings of the staff of a center for teaching and learning at one South African university during the early months (April--June 2020) of the COVID-19 pandemic lockdowns when it switched from face-to-face teaching to emergency remote teaching (ERT). It explores the practical, operational, ethical, cultural, and emotional questions that the staff of this center dealt with as they supported the university in ERT provision. Method: This paper draws on in-depth interviews with 23 staff members of the Centre for Innovation in Learning and Teaching (CILT) who revealed not only the logistical, technical, and administrative challenges faced during the ERT rollout period but the efforts they made to ensure that their efforts promoted equity (for students), agility (for the university), and psychological sustainability (for themselves). Findings: Using cultural historical activity theory as a lens to assess CILT staff activities, findings indicate that a number of contradictions and tensions emerged during this period--concerning exacerbated inequities, pedagogical compromises, cultural anxieties, and psychological pressures--that could not be fully resolved but only managed. Implications for Research: CILT staff are interested not only in providing logistical, technical, and practical support to a university but also in dealing effectively with the ethical, cultural, and emotional concerns that arise in times of crisis and transition, such as the current one. Understanding what happened during COVID-19 may offer insights into how other centers for teaching and learning can adjust to what will likely remain an unstable future in higher education. Conclusion: The pandemic ruptured the previously organic change and growth that characterized CILT development, transforming it as the staff responded to this South African university's need to provide support to academics and students engaging with ERT.
The Influence of Educational Employees&apos; Policy Alienation on Their Change Cynicism: An Investigation in the Turkish Public-Schooling Context
Author: Tulubas, Tijen
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,School Policy,Alienation,Teachers,Principals,Assistant Principals,Teacher Attitudes,Administrator Attitudes,Educational Change,Organizational Change

Background/purpose: Policy alienation is considered to be significant for successful policy implementation and is linked to public professionals' attitudes towards change. The current study was conducted to investigate the influence of educational employees', namely teachers' and school administrators', policy alienation on their change cynicism in the context of Turkish public schools. Materials/methods: The sample of this quantitative, causal-comparative study comprises of 504 teachers, principals, and vice-principals enrolled in educational master's programs of the Social Sciences Institute in a university during the summer semester of 2020-2021 academic year and the fall semester of the 2021-2022 academic year. Data were collected using two Likert-type scales, the Policy Alienation Scale and the Cynicism about Organizational Change Scale, and then analyzed using descriptive statistics, &quot;t&quot;-test, ANOVA, and regression testing. Results: The study revealed that the educational employees had a fairly high level of policy alienation and a low level of change cynicism, although teachers had higher levels of change cynicism over school administrators. Perceived strategic powerlessness of educational employees was the highest ([x-bar] = 3.37), and their tactical and operational powerlessness predicted their change cynicism the most, and explained the 26% and 28% of the total variance in change cynicism, respectively. Conclusion: The findings indicate that educational employees should be involved in policy processes, and that change benefits should be justified with a powerful rationale so as to reduce policy alienation, as this helps to gain their behavioral support for changes and reduces failures. This is also significant as a history of failed change efforts triggers change cynicism.
Student Engagement and Learning Approaches during COVID-19: The Role of Study Resources, Burnout Risk, and Student Leader-Member Exchange as Psychological Conditions
Author: Reynell van der Ross, Melissa
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,COVID-19,Pandemics,Resources,Undergraduate Students,Burnout,Risk,Safety,Correlation,Lifelong Learning,Educational Resources,Foreign Countries,Teacher Role,Leadership Responsibility

Objectives: The primary objective of this study was to explore the interplay of psychological conditions that influenced personal engagement among university students. As a theoretical lens through which to investigate this, the study used the job demands-resources model, the study demands-resources model, and the leader-member exchange theory. This study further aimed to explore outcomes that supported students in becoming lifelong learners (i.e., deep-learning approach). Method: Participants were undergraduate students registered at a South African university. We used a purposive, non-probability sampling strategy and employed a cross-sectional survey research design. This study used Mplus version 8.6 for the statistical analyses. Results: Results showed that the psychological conditions of meaningfulness (study resources), availability (burnout risk), and safety (student-leader-member exchange) influenced student engagement. In addition, the results showed that study demands were positively associated with student engagement, although this association can be regarded as small. Furthermore, study resources and student engagement were associated with a deep approach to learning. Conclusions: Findings from the present study demonstrated that Kahn's theory carried implications beyond the workplace and held true in a student learning environment. Further, an exploration of the psychological conditions that led to engagement showed that the job demands-resources model and the study demands-resources model could be used to operationalise study resources as psychological meaningfulness and burnout risk as availability. Similarly, in the context of exploring the student-lecturer relationship, student leader-member exchange could be operationalised as psychological safety. Implication for Practice: Leaders in higher education are encouraged to focus not only on ensuring that students receive adequate support in terms of structures and physical resources during periods of uncertainty, such as the global COVID-19 pandemic, but to adopt a holistic approach that includes considering all the psychological conditions that encourage and promote students' engagement.
Can &quot;Integrated Learning&quot; with English Support Science Education? A Case Study in Portugal
Author: Piacentini, Valentina
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Science Education,Secondary School Teachers,Grade 7,Grade 8,Grade 9,Science Teachers,Language Teachers,Secondary School Students,Teacher Attitudes,Student Attitudes,Teaching Methods

Content and Language Integrated Learning (CLIL) is an approach used in different countries for learning foreign languages (FL) during non-language classes. Studies suggest that teaching methodologies aware of (verbal) language--such as CLIL--and other science modes (operational, symbolic, visual, etc.) can be beneficial for learning science. Within this PhD research, we aimed to understand science education practices and the influence of English (as a FL) on CLIL science teaching/learning. We designed a qualitative case study in a Portuguese school and gathered information through different methods. We found that, because English is present, a science teacher may become more open to the students' (language) learning difficulties and to changing strategies/resources. Besides promoting FL proficiency, CLIL could represent a language-aware approach for enhancing science teaching/learning. This contributes to studies on CLIL and science education with a language focus and opens a reflection on teacher practices/education for the learning of science.
&quot;They&apos;re Coming into School Hungry, They&apos;re Not Ready to Learn&quot;. Scottish Teachers&apos; Perceptions of Marginalization in School Mathematics
Author: Xenofontos, Constantinos
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Achievement,Socioeconomic Status,Teacher Attitudes,Social Bias,Elementary Secondary Education,Social Class,Poverty,Gender Bias,English Language Learners,Racism,Students with Disabilities,Student Characteristics

In recent years, many studies have highlighted significant differences between the mathematical performances of white middle-class boys and several other groups of children with other demographic characteristics. The ways teachers perceive marginalization influence how they make sense of diverse classrooms and how they can actively support pupils from marginalized backgrounds. Discussions about who is marginalized in school mathematics vary across different countries. In Scotland, not least at the level of policymaking, marginalization is typically associated with social class and children's socioeconomic backgrounds. The main aim of this paper is to explore Scottish teachers' perceptions of the roots of marginalization in school mathematics. Participants were 29 teachers from different school levels (eight early-years, 11 primary, and 10 secondary teachers). Drawing on data from individual semi-structured interviews, our thematic analysis indicated that teachers' responses mainly reflected the social-class/poverty discourse of policymakers, while very few recognized other marginalizing variables (for example, gender, English language competence). Yet, none of the teachers talked about how such variables may be interlinked. In conclusion, the intersectional character of marginalization (structural interplay of variables such as race, class gender, sexuality, disability etc.) needs to be promoted more explicitly in initial teacher education and continuous professional development programs.