ethanporcaro/eric-fulltext-meta huggingface dataset:
Opinions of Teachers&apos; Students toward Teachers Who Smoked in Thailand: A Qualitative Study
Author: Chirasatienpon, Tharisara
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Behavior,Health Behavior,Smoking,Student Attitudes,College Faculty,Role Models,Teacher Influence,College Students,Teacher Role,Teacher Characteristics,Prevention

The purpose of this qualitative research was to describe the opinions of teachers' students toward teachers who smoked in Thailand. The population was teachers' students (N=30) in their 1st--5th academic year of the Faculty of Education who participated based on purposive sampling according to eligibility criteria. The QDA Miner Lite program was used to analyze the qualitative data. The results indicated that the teachers' students understanding of a teacher was a person who conveys knowledge, experience and life skills in various fields for students both inside and outside the classroom and school. They should be a good person with knowledge and qualifications, displaying exemplary maturity in every way and be a role model. Like a family that gives love and keeps training and teaching in the right way. A teacher should be a good adviser and listen to problems. The ideal teacher must love to teach proficiently and be knowledgeable in what is being taught, allowing students to understand various forms of knowledge and be current. Smoking also affects being a teachers' students, in terms of inappropriateness and was not suitable for future teachers as it could affect the image of the organization. It also has harmful effect on health. A method that is likely to help prevent smoking among teachers' students and teachers is to create awareness through training and organizing various projects such as establishing a smoking cessation treatment center and campaigning for ways to replace smoking or to refrain from smoking.
Teachers&apos; Perceptions of Assessment and Feedback Practices in Finland&apos;s Foreign Language Classes during the COVID-19 Pandemic
Author: Mäkipää, Toni
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Language Teachers,Second Language Learning,Second Language Instruction,Instructional Effectiveness,Distance Education,Electronic Learning,COVID-19,Pandemics,Student Evaluation,Reliability,Feedback (Response),Teacher Student Relationship,Secondary School Students,Grade 9,Foreign Countries

In this paper, we examine how the COVID-19 pandemic affected the quality of teachers' assessment and feedback in Finland's foreign language classes during the remote teaching period in spring 2020. Multifaceted assessment and feedback practices are underscored in Finland's core curricula, forming a focal aspect of learning. Therefore, we studied teachers' perceptions of their assessment and feedback practices at different school levels during the remote teaching period and how they considered the remote teaching period in students' final assessment at the end of basic education. Data were collected through an online questionnaire and analysed using both quantitative and qualitative methods. Most of the 176 respondents felt that assessment and feedback practices were implemented successfully, and the final assessment was realistic and reliable. However, teachers' perceptions were mixed on several issues, and differences were found in the amount and form of feedback between respondents and school levels or what competence demonstration or assignments to count towards the final assessment. In addition, the remote teaching period usually had less influence on students' final grades than the last few months of basic education. The results suggest that more attention should be paid to enhancing feedback practices and connecting with students during remote teaching periods.
Requirements for Productivity in the Academic Environment
Author: Oruc, Aybars
Date: 2021-00-00
Type: Journal Articles
Subjects: Productivity,Educational Environment,Research,College Faculty,Incentives,Teacher Motivation,Teacher Salaries,Financial Support,Teaching Conditions,Faculty Mobility,Literature Reviews

Modern life is improving as a result of the research that corporations, research centres, and universities, in particular, conduct. Moreover, besides their teaching function, the quantity and quality of universities' research activities comprise an essential criterion for measuring the university's quality. Today, universities around the world face global competition. Although one facet of the effort to attract productive researchers entails offering more and more, individual incentives are not enough. Universities must also create an attractive academic environment for researchers. This study sought answers to the following question: &quot;What incentives and requirements are necessary to create a productive academic environment?&quot; As the result of a literature review in pursuit of the study aim, the study findings include a total of 10 incentives for researchers and requirements for universities to build a productive research environment in academia.
Slovenian Parents&apos; Views on Emergency Remote Schooling during the First Wave of the COVID-19 Pandemic
Author: Levpušcek, Melita Puklek
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Distance Education,COVID-19,Pandemics,Secondary School Students,Parent Teacher Cooperation,Stress Variables,Adolescents,Barriers,Electronic Learning,Web Based Instruction,Parent Participation,Parents as Teachers,Homework

In early 2020, the whole world was confronted with the emergence of the new SARS-CoV-2 virus. Due to restrictive measures, Slovenia, like most other countries, was forced to close all educational institutions. Teaching and learning shifted from classrooms to an online environment, which was a major challenge for teachers, students and their parents and required a significant amount of adaptation and effort. In May 2020, we conducted a study to investigate parents' attitudes toward emergency remote schooling. The study included 313 parents of students from the last triad of primary (compulsory) school (Grades 7-9; 12-15 years old), 147 parents of secondary school students (Years 1-3; 15-18 years old) and 35 parents of students in their final (4th) year of secondary school (18-19 years old). Specifically, parents of primary school adolescent children, in particular, reported having the most difficulty coordinating their work and the remote schooling of their child, and they also reported more difficulty motivating their child to complete schoolwork at home than the other two groups of parents did. Parents of secondary school students in Year 4 were most likely to miss personal contact with the teacher and rated emergency remote schooling as more stressful than the other two groups of parents. In general, parents rated emergency remote schooling to be more complicated and difficult than traditional classroom instruction. Most parents agree that such schooling provides students with less knowledge, which is also less consolidated, although they perceived teachers' remote help for students quite positively. They also believe that online education will become important in the future.
Embracing Inclusive Education Online in Times of COVID-19
Author: Whitehead, Evangelin
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Inclusion,Barriers,Teaching Methods,Student Diversity,Social Bias,Gender Bias,Racial Bias,Ethnicity,LGBTQ People,Sexual Identity,Age Discrimination,Stereotypes,Attitudes toward Disabilities

The concept of diversity and inclusion has continued to gain attention and attraction and is a challenging topic in the times of COVID-19. In this pandemic period, all of our systems are totally disturbed including the educational system and all sectors of life get stressed, including our principles and values. Remote teaching and learning process has become a 'new normal' for all of our educators and learners and it will be continued for an undetermined period of time. This new normal online learning poses adaptive and transformative challenges to the educators and the learners. Inclusive education in this lockdown, quarantine period is a huge challenge. This paper explains about barriers of inclusion, like unconscious bias, and the pedagogical methods to practice for successful inclusive education online in times of COVID-19 and in the future.
Instructors&apos; Conceptions of Reflective Learning: A Phenomenographic Study
Author: Bailie, Addisu Leyew
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Reflection,College Faculty,Learning Processes,Foreign Countries,Faculty Development,Critical Thinking

Reflective learning has been considered an important learning experience in higher education because of its value for personal and professional self. Despite the potential benefits, there is diverse interpretation of the meaning and process of reflective learning. Theoretical frameworks and models that purport to explain what it entails abound; however, there is a dearth of research that explores conceptions from the perspective of instructors. This study examined university instructors' conceptions of reflective learning in the context of education courses. Semi-structured interviews were employed to collect data from 32 instructors who consented to participate. The interviews were transcribed, segmented, coded and compared. Our phenomenographic analysis resulted in four qualitatively different conceptions of reflective learning: critical engagement with content, improving professional practice, identity development, and developing critical consciousness. The study has implications for faculty development and research on reflective learning.
The Challenge to Educational Reforms during a Global Emergency: The Case of Progressive Science Education
Author: Taber, Keith S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,COVID-19,Pandemics,Progressive Education,Science Education,Misconceptions,Science Instruction,Scientific Principles,Educational Improvement,Resistance to Change,Instructional Effectiveness,Sustainability,Teacher Student Relationship,Distance Education,Web Based Instruction,Teaching Models,Teaching Methods,Constructivism (Learning),Pedagogical Content Knowledge,Science Curriculum,Student Evaluation,Prior Learning

This article argues that what is most at risk in schooling during a global pandemic, or other similar broad challenges to normal functioning, are those elements that might be considered the less traditional and so the most progressive. After setting out some general background common to the challenge faced by schools and school teachers, this argument is exemplified through the case of school science education. Two particular aspects are considered: one related to pedagogy (responding to learners' alternative conceptions or 'misconceptions') and one related to curriculum (teaching about the nature of science). These are considered 'progressive' features in the sense that they have widely been championed as ways of improving and reforming science education across a wide range of national contexts but can be understood to have faced resistance both in the sense of being opposed by 'reactionary' stakeholders and in terms of the level of support for teacher adoption. It is argued that at a time when the education system is placed under extreme stress, such progressive elements are at particular risk as teachers and administrators may view them as 'extras' rather than 'core' features of practice and/or as reflecting more 'difficult' educational objectives that may need to be de-prioritised (and so neglected) for the time being. In that sense, they are fragile aspects of practice that lack the resilience of more established, and thus robust, features. It is concluded that where progressive elements are especially valued, they need to become sufficiently embedded in custom and practice to no longer be viewed as luxuries but rather to be recognised as core elements of good teaching to be protected and maintained during a period of emergency.
&quot;It&apos;s a Sea-Change&quot;: Understanding the Role the Racial and Socio-Political Climate Play on the Role-Shift of the American College Presidency
Author: Tevis, Tenisha
Date: 2021-03-29
Type: Journal Articles
Subjects: College Presidents,Whites,Males,Social Environment,Administrator Role,Educational Change,Higher Education,Power Structure,Racial Bias,Administrator Attitudes

This inquiry is part of a larger study focused on whether white male presidents in higher education can respond to racism. In the initial study, the author concluded that while presidents were responsive, their responses were not void of privilege, and highlighted the need to further address white Fragility amongst this group. In an effort to advance our understanding of the American college presidency, particularly how the racial and socio-political climate has shaped their leadership, in the current study, the author analyzed data using the perspective offered by the presidents--higher education is in a sea-change, which was also a finding, as well as specific facets of Astin and Astin' (2000) and Buller's (2015) respective frames of change. The analysis yielded the importance of naming that higher education is in a sea-change, grappled with the reality of power within the presidency, and articulated the value of being willing over being ready to incite change. In light of these findings, these leaders recognized that not only is higher education due for a change, but so is the postsecondary presidency. Such an understanding expands both the organizational leadership and diversity in higher education literature, respectively.
On Diversity, Identity and Socialization: Inequality of Educational Outcomes
Author: Turner, Caroline Sotello Viernes
Date: 2021-03-29
Type: Journal Articles
Subjects: Diversity,Identification (Psychology),Socialization,Equal Education,Outcomes of Education,Hispanic American Students,Females,Racial Bias,Gender Bias,Disproportionate Representation,Minority Group Teachers,Elementary Secondary Education,Higher Education

This essay begins with a presentation of the author's personal and professional background relative to the topics of diversity, identity, socialization, and the inequality of educational outcomes. Turner then presents US census and Chronicle of Higher Education data to provide a national context for the discussion to follow, including but not limited to implications for policy. Findings emerging from narratives collected via interviews as well as from relevant extant literature are then described to portray issues involved in the underrepresentation of Latinx women as students and professors in higher education. How role identity and identifiers used to categorize Latinx women are then presented followed by a discussion of the Latinx designation and privilege. Educational outcomes for Latinx women are then presented, demonstrating racial/ethnic/gender imbalance. Recommendations on how this underrepresentation of Latinx women, as well as other marginalized groups, in K-12 and postsecondary education can be addressed are then presented.
A Model of How Shifting Intelligence Drives Social Movements
Author: Evers, Noah F. G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Intelligence,Social Change,COVID-19,Pandemics,Evolution,Culture,Psychology,Activism,Social Action,Elections

Based on the theory of social change, cultural evolution, and human development, we propose a mechanism whereby increased danger in society causes predictable shifts in valued forms of intelligence: (1) Practical intelligence rises in value relative to abstract intelligence; and (2) social intelligence shifts from measuring how well individuals can negotiate the social world to achieve their personal aims to measuring how well they can do so to achieve group aims. We document these shifts during the COVID-19 pandemic and argue that they led to an increase in the size and strength of social movements.
Investigating Spatial Skills and Math Anxiety as Mediators in a Sequential Mediation Model: A Pilot Study
Author: Wang, Lu
Date: 2021-10-00
Type: Journal Articles
Subjects: Spatial Ability,Mathematics Anxiety,Mathematics Achievement,Gender Differences,Predictor Variables,Perspective Taking,Visualization,College Mathematics,Trigonometry,Calculus,Algebra

Prior research showed a gender effect on spatial ability, math anxiety, and math achievement. Lacking, however, is a comprehensive study that tested the mediation effects of spatial ability and math anxiety between gender and math achievement in a sequential mediation model. To fill this gap, this pilot study tested two mediation relationships, one with spatial ability as a mediator, gender as a predictor, and math anxiety as an outcome variable; the other with math anxiety as a mediator, spatial ability as a predictor, and math achievement as an outcome variable. In addition, the study tested the relative strengths of the relationship between specific spatial skills that included perspective-taking, spatial imagery, and mental rotation and collegiate math achievement that included trigonometry, calculus, and linear algebra) via canonical correlations. Lastly, gender differences in spatial skills, math anxiety, and math achievement were investigated. The results of the independent t-tests showed that none of the well-documented gender differences in spatial ability was found. Canonical correlation analysis showed that a single canonical variable is sufficient in accounting for math-spatial relationship. The sequential mediation model, with spatial ability and math achievement serving as the mediators in the model, fitted reasonably well. However, none of the mediation effects was statistically significant. Implications of these findings and future directions of this research are discussed.
The Transition to Noncommunicable Disease: How to Reduce Its Unsustainable Global Burden by Increasing Cognitive Access to Health Self-Management
Author: Gottfredson, Linda S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Diseases,Heart Disorders,Diabetes,Prevention,Self Management,Adult Literacy,Functional Literacy,Epidemiology,Compliance (Psychology),Drug Therapy

The global epidemic of noncommunicable diseases (NCDs), such as cardiovascular disease and diabetes, is creating unsustainable burdens on health systems worldwide. NCDs are treatable but not curable. They are less amenable to top-down prevention and control than are the infectious diseases now in retreat. NCDs are mostly preventable, but only individuals themselves have the power to prevent and manage the diseases to which the enticements of modernity and rising prosperity have made them so susceptible (e.g., tobacco, fat-salt-carbohydrate laden food products). Rates of nonadherence to healthcare regimens for controlling NCDs are high, despite the predictable long-term ravages of not self-managing an NCD effectively. I use international data on adult functional literacy to show why the cognitive demands of today's NCD self-management (NCD-SM) regimens invite nonadherence, especially among individuals of below-average or declining cognitive capacity. I then describe ways to improve the cognitive accessibility of NCD-SM regimens, where required, so that more patients are better able and motivated to self-manage and less likely to err in life-threatening ways. For the healthcare professions, I list tools they can develop and deploy to increase patients' cognitive access to NCD-SM. Epidemiologists could identify more WHO &quot;best buy&quot; interventions to slow or reverse the world's &quot;slow-motion disaster&quot; of NCDs were they to add two neglected variables when modeling the rising burdens of disease. The neglected two are both cognitive: the distribution of cognitive capacity levels of people in a population and the cognitive complexity of their health environments.
Cognitive Returns to Having Better Educated Teachers: Evidence from the China Education Panel Survey
Author: Liu, Ji
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Human Capital,Teacher Effectiveness,Teacher Background,Educational Attainment,Teaching Experience,Scores,Grade 7,Teacher Influence,Student Development,Cognitive Development,Teacher Improvement,Teacher Characteristics

Teachers' own level of human capital development is commonly believed to be deterministic for the quality and effectiveness of their instruction and management in the classroom. Yet, there still exists an international debate on whether better educated teachers contribute to students' cognitive development. Leveraging a random class-assignment subsample (N = 3436) from a nationally representative teacher-student linked dataset in China, this study reassesses the ongoing contention regarding the value of teacher education. By linking differences in teachers' own educational attainment levels across different subjects of instruction to variation in seventh grade students' Chinese, Math and English test scores using student fixed-effect models, this study quantifies the cognitive returns attributable to better educated teachers, in student learning terms. Findings show that teachers with at least a bachelor's degree contribute substantially to student learning compared to those who are less qualified, by as much as 0.069 SDs or about two additional months of learning over a typical academic year. Additional sensitivity analyses suggest that this observed effect is robust to model specifications, and is consistent for students from different backgrounds.
Pre-Service Primary School Teachers&apos; Metacognitive Awareness and Beliefs about Mathematical Problem Solving
Author: Yorulmaz, Alper
Date: 2021-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Metacognition,Student Attitudes,Problem Solving,Foreign Countries,Gender Differences,Predictor Variables

Metacognitive awareness is a variable that is thought to affect beliefs in problem solving. When the literature is examined, it is seen that the studies mostly focus on metacognitive awareness and problem solving skills. Therefore, the aim is to determine pre-service primary school teachers' metacognitive awareness and beliefs in mathematical problem solving. In this study, it is thought that it will contribute to the researches that will be carried out regarding the investigation of the relationship between metacognitive awareness and beliefs about problem solving and its implementation with pre-service primary school teachers. The study, designed as the correlational survey model, included a total of 284 pre-service primary school teachers attending a university in the Aegean Region of Turkey. The data were collected with the &quot;Metacognitive Awareness Inventory&quot; and the &quot;Scale of Beliefs about Mathematical Problem Solving&quot;. In the analysis, descriptive statistics, difference test, correlation and regression analyses were used. As a result, the pre-service primary school teachers' metacognitive awareness was found to be high and their beliefs about mathematical problem solving were found to be medium. While metacognitive awareness was found to be not varying significantly by gender, beliefs about mathematical problem solving were found to be varying significantly by gender in favor of the male pre-service teachers. Moreover, a medium and significant correlation was found between metacognitive awareness and beliefs about mathematical problem solving. It was also found that metacognitive awareness explained 13% of the variance in the dependent variable of beliefs about mathematical problem solving.