ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparative Study of Saudi Arabian and U.S. Pre-Service Teachers&apos; Readiness for Technology Integration
Author: Bugis, Yosra M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Foreign Countries,Preservice Teachers,Readiness,Technology Integration,Student Attitudes,Elementary School Teachers,Cross Cultural Studies

The purpose of this study is to understand how prepared teachers in two countries are to utilize technology effectively in a physical and virtual classroom environment. This research is a comparative study of Saudi Arabian and US preservice teachers' readiness for technology integration in their actual teaching practices. Survey methodology was used to measure both knowledge and attitudinal variables found to be important to later integration of technology into teaching among preservice teachers. The results provide updated insight into the status of US and Saudi Arabian preservice teachers' proficiencies and attitudes toward integrating technology into their teaching and implications for preservice teacher preparation. Also, the research was intended to identify critical technological, skill-based, attitudinal, and cultural factors that may weigh heavily into efforts to develop successful training programs for preservice teachers in Saudi Arabia and other developing countries. Lastly, data from this study provide some insight into teacher-student skill-gaps, meaning teachers who have fewer digital competencies than their students do, and how best to support both preservice and experienced educators as they adapt to new educational technologies and procedures. These findings were generated through use of a newly developed survey, which needs additional refinement; we encourage others to help us refine and use for other cross-cultural comparisons.
Educational Experiences of Multiracial Students: A Literature Review
Author: Campbell, Ashlea
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Experience,Educational Background,Multiracial Persons,Racial Bias,Aggression,Self Concept,Critical Theory,Race,Bibliotherapy

Mixed-race students have often been overlooked in research regarding racial identity development. Current research tends to focus on models of multiracial identity development and its implications for college instructors and support personnel, but very little research exists to identify the needs of multiracial students while they are in primary and secondary schools. For this reason, the literature review seeks to ask and possibly answer questions related to multiracial identity development and K-12 schooling. The literature review provided evidence to suggest mixed-race individuals experience monoracism and microaggressions towards their multiracial heritage both systemically and directly at school, in their communities, and within their families. There is a need for more direct support at school for healthy multiracial identity development among students; however, most school staff are ill-equipped to do this. Lastly, there needs to be more research conducted to determine the best practices for school staff to use to support healthy multiracial identity development.
Looking Back to Move Forward: Reflections of Practicing Teachers on Their Pre-Service Preparation
Author: Bowen, Brian
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Skills,Elementary School Teachers,Middle School Teachers,Preservice Teacher Education,Beginning Teachers,Teacher Attitudes,Teaching Methods,Reflection,Positive Attitudes,Mathematical Concepts,Mathematics Teachers

The purpose of this study was to better understand the knowledge and skills related to teaching of mathematics in-service teachers perceived as important for beginning teachers and what knowledge from their pre-service preparation they were able to apply in their instruction. Data was collected from practicing elementary and middle grades teachers who received their undergraduate preparation within the past eight years from a university in the Northeastern United States. Results suggest that even a single learning opportunity can have a lasting impact on the pedagogical practice of novice teachers.
Teaching and Learning during the COVID-19 Pandemic: Stories from Educators around the World
Author: Milian, Madeline
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Adjustment (to Environment),Foreign Countries,Educational Technology,Technology Uses in Education,Access to Education,Coping,Distance Education,Cultural Capital

Educational institutions around the globe were considerably challenged by the unexpected health consequences of the COVID-19 Pandemic. Schools were rapidly forced to close their doors and begin exploring alternative options to educate students. Teachers, families, and students found themselves having to navigate completely new ways of offering and accessing educational services. Educators from eight different countries share their experiences at the beginning of the Pandemic and their creative efforts to continue providing educational services to their students.
Pre-Service Teachers as Curriculum Makers: What Could Social Justice Look Like in a Middle School Curriculum?
Author: Aronson, Brittany A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Curriculum Development,Social Justice,Middle Schools,Middle School Teachers,Racial Discrimination,Student Attitudes,Reflection,Social Discrimination

In this article, we answer the questions 1) What could social justice look like in the middle school curriculum; 2) How do we help young adolescents recognize and repudiate racism and other forms of social injustice; and 3) What are some lessons learned from a middle level teacher preparation with a focus on social justice? By presenting three examples of social justice curriculum created by pre-service teachers in their teacher leadership education course, we argue for spaces that allow pre-service teachers to be curriculum-makers if we are truly seeking social justice educators in schools. We conclude, through the perspective of the pre-service teachers, effective practices they believe should be a part of teacher preparation that focus on social justice education.
The Association between Student Wellness and Student Engagement in School
Author: Nelson, R. Brett
Date: 2020-00-00
Type: Journal Articles
Subjects: Wellness,Learner Engagement,Grade 9,High School Students,Mental Health,Self Concept,Predictor Variables,Psychological Patterns,Student Behavior,Cognitive Processes

School engagement has been identified as an important construct associated with student achievement, school completion, and more recently, student well-being. The present study included data from 200 ninth grade students of diverse ethnic groups (African American, Hispanic, &amp; White) to explore dimensions of student wellness and their association with student engagement in school. Adolescents completed the Child and Adolescent Wellness Scale (CAWS) and the Student Engagement in School Questionnaire (SEQ). Results revealed that students viewed themselves positively on both measures, the two measures demonstrated adequate internal consistency, and all 10 dimensions of the CAWS were significantly related to student engagement in school. The current study provides support for dimensions of wellness contributing to measured student engagement in school, and discusses the potential of wellness concepts contributing to school mental health.
The Relationship between Online Learning and Student Satisfaction with Training Quality in Private Universities during the COVID-19 Pandemic
Author: Nhan, Pham Nguyen Trong
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Student Satisfaction,Educational Quality,Private Colleges,COVID-19,Pandemics,Distance Education,College Students,Foreign Countries,Videoconferencing

This study aims to explore the relationship between the influential factors of online learning and the satisfaction of economics and business majors with the quality of their training in the context of the COVID-19 pandemic. A total of 900 students in private universities completed a questionnaire. The principal findings of this research are that the students are satisfied with their online learning and that learning conferencing software is the most important driving factor leading to the students' satisfaction when compared with learning conditions and learning devices. Another interesting finding is that the experience of using learning conferencing software results in a slight difference in the students' perceived level of satisfaction, adding that users with more than two years' experience are more satisfied with their training quality than users with less than one year's experience. However, the results also show that students want to switch to offline learning when the pandemic is over. This study should, therefore, be of value to higher education authorities wishing to understand their students' perceptions of online learning. In addition, results from the study suggest more managerial approaches as well as improve the online teaching quality during the pandemic.
Gender Differences in Socio-Emotional and Socio-Cultural Perspectives of Middle School Students in STEM Learning
Author: Riney, Danielle A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Differences,Middle School Students,STEM Education,Social Influences,Cultural Influences,Emotional Response,Self Efficacy,Teacher Influence,Social Emotional Learning,Persistence,Student Characteristics

This study investigated the socio-emotional and socio-cultural perspectives of 137 middle school students toward STEM learning in the U.S. Through a 27-item 5-point Likert scale, students' responses were gathered to complete factor analysis, compute descriptive analysis, and calculate statistical differences found between genders. In socio-emotional learning, female participants scored higher than male participants in the grit and social-awareness factors, while both genders scored similarly in the self-efficacy factor. In socio-cultural learning, male participants scored higher than female participants in the socio-cultural influences factor while both genders scored similarly in the personal focus in STEM factor. However, a statistically significant difference was only found between male and female participants in the social-awareness factor, and female participants scored significantly higher than male participants in this factor. Both male and female participants expressed that teachers were the most influential regarding their STEM learning.
An Investigation of the Motivational Profile of EAP Learners at a Transnational Education English Medium Instruction University
Author: Pack, Austin
Date: 2021-00-00
Type: Journal Articles
Subjects: Language of Instruction,English for Academic Purposes,Self Concept,Second Language Learning,Second Language Instruction,Student Motivation,Profiles,Undergraduate Students,International Education,Student Attitudes,Self Efficacy,Educational Benefits,Communities of Practice,Language Skills,Gender Differences,Foreign Countries

The number of transnational education (TNE) higher education institutions (HEI) around the globe is on the rise. This study attempts to examine the motivational profiles of English for Academic Purposes (EAP) learners at a TNE university in Mainland China that uses English as the medium of instruction (EMI). Participants (N = 300) were primarily first- and second-year students enrolled in EAP classes. The study relied on an adapted version of a motivational questionnaire (Taguchi et al., 2009) to measure some of the most commonly researched motivation constructs. Findings suggest that these students had relatively strong Ideal L2 Selves, were confident in their linguistic abilities, viewed learning EAP as being beneficial for their lives, and desired to integrate with or become like members of their respective academic or professional communities. No meaningful significant differences were found between the motivational profiles of male and female students. This Work-in-Progress study serves as an initial step towards understanding the motivational profiles of EAP learners within the TNE EMI context.
Anatomizing Students&apos; Task Engagement in Pair Work in the Language Classroom
Author: Hiromori, Tomohito
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Learner Engagement,Task Analysis,Undergraduate Students,Foreign Countries,Collaborative Writing,Cognitive Processes,Behavior Patterns,Interpersonal Communication,Teaching Methods,Cooperative Learning,English (Second Language),Pictorial Stimuli,Student Attitudes,Behavior Change

Student engagement in the second language classroom has been the focus of numerous researchers and teachers. Previous studies have shown that there are several dimensions of student engagement, but it is still unclear how they change (or not) over time and consequently how they affect actual task performance. This study investigated the task engagement of language learners engaged in collaborative writing in pairs. Specifically, it focused on the combination of behavioral, cognitive, emotional, and social dimensions of task engagement, and examined which combinations resulted in better task performance. Participants were 60 Japanese university students who worked in pairs on a picture description task. Multiple data sources, such as the number of words/turns/language-related episodes, patterns of dyadic interaction, and self-reported questionnaire results, were utilized to investigate the process of students' task engagement. The results showed: that the 30 participating pairs fell into three groups showing similar combinations of dimensions; that there was a significant difference in actual engagement between the groups and across time; and that such differences had a significant impact on task performance. Based on the results, pedagogical implications for teachers are discussed concerning the use of pair work in the language classroom.
Willingness to Communicate and Second Language Speech Fluency: An Idiodynamic Investigation of Attractor States
Author: Nematizadeh, Shahin
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Language Fluency,Task Analysis,Speech Communication,Correlation,Behavior Patterns,Graphs,Communication (Thought Transfer),Individual Differences,Native Language,Indo European Languages,Foreign Countries,Language Tests,English (Second Language),Graduate Students,Student Attitudes,Recall (Psychology),Pronunciation,Systems Approach,Language Usage,Language Processing,Psycholinguistics,Prior Learning,Knowledge Level,Foreign Students

Willingness to communicate (WTC) has recently been researched as a dynamic variable, with some investigations viewing it as a complex dynamic system (CDS). One important property associated with CDS is the notion of attractor states, which are characterized by stable patterns of behavior. The present study employed an idiodynamic method to monitor per-second WTC changes with 20 participants during three-minute speaking tasks. Using idiodynamic graphs illustrating the WTC dynamics, patterns of stability were identified as the unit of analysis for WTC attractors. Temporal measures of the utterances that coincided with the WTC attractors were also examined. Results demonstrated that attractors were likely to emerge in both WTC and L2 fluency, and largely depended on two categories of content-related and linguistic-cognitive factors. Data analysis also indicates that WTC and L2 fluency exhibited parallel dynamics in most of the cases. The study's findings yield pedagogical implications that are discussed at the end.
Making It Work! Increasing Collaboration between Our Special Education and General Education Licensure Programs at MSU Denver
Author: Dennis-Canges, Rebecca
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperation,Regular and Special Education Relationship,Teacher Certification,Preservice Teachers,Graduate Students,Inclusion,Elementary Secondary Education,Student Attitudes,Partnerships in Education

Teachers have been identified as one of the most important factors in the success of inclusive education. However, many preservice teachers report feeling inadequately prepared for supporting the needs of students with disabilities in their classroom. The following paper presents a detailed look at how one Institution of Higher Education has been working to build a collaborative program so that their preservice elementary and secondary teachers graduate with a higher rate of self-efficacy for teaching students with disabilities in an inclusive classroom.
Promoting Digital Skills for Austrian Employees through a MOOC: Results and Lessons Learned from Design and Implementation
Author: Edelsbrunner, Sarah
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Employees,Online Courses,Technological Literacy,Job Skills,Instructional Design,Employee Attitudes,Private Sector

Digital skills are now essential, not only in information and communications technology (ICT) jobs, but for employees across all sectors. The aim of this article is to detail how employees' digital skills can be fostered through a Massive Open Online Course (MOOC), how such an offer is used and what the effects of such a measure are. Using an approach oriented at action research and design-based research activities, the authors describe the basics of their finding on existing European competence frameworks for digital skills and European projects that used MOOCs, the development and design of the MOOC, the evaluation on the basis of learning analytics insights and a questionnaire, as well as a reflection. The MOOC was offered as Open Educational Resources (OER) on the Austrian MOOC platform iMOOX.at from March to April 2021, with 2083 participants, of whom 381 fully completed the course (at end of June 2021) and 489 filled out the final questionnaire.
Self-Concept and Feeling of Belonging as a Predictor Variable of the Attitude towards the Study from the PISA 2018 Report
Author: Gutiérrez, Nieves
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Concept,Sense of Community,Predictor Variables,Student Attitudes,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students

The importance of self-concept and the feeling of belonging to a school have been highlighted in numerous studies as predictors of school success. However, there are hardly any studies that link the relationship between self-concept and the feeling of belonging to the school. Thus, the aim of this study is to analyze the influence of personal and educational self-concept on the feeling of belonging to school, based on the data provided by the PISA 2018 report. To achieve this objective, a correlational methodology based on structural equation modelling has been used. The sample of participants is composed of 35,943 students of Compulsory Secondary Education from different Spanish high schools that participated in the PISA 2018 Report. The results obtained have shown that personal and educational self-concept correlate positively. In addition, both factors were positively related to the feeling of belonging to the educational centre. This study allows us to infer the idea of the existence of a direct and positive correlation between school and personal self-concept and the feeling of belonging, which would allow schools to develop educational intervention programmes with the aim of promoting the student's self-concept in order for them to feel better integrated into the school.
Declining Student Performance and Satisfaction Following Back-to-Back Scheduling of Foundational Science Exams: Experience at a Large US Osteopathic Medical School
Author: Schmidt, Martin
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Achievement,Student Satisfaction,Scheduling,Science Tests,Student Experience,Premedical Students,Test Anxiety,Wellness

Examinations are a significant source of academic stress, particularly in the demanding environment of medical education. In order to reduce the burden of anxiety, burnout and depression among students, medical schools aim at reducing academic stress by exploring alternatives to frequent, high-stakes assessment schedules. The bundling of examinations into integrated block assessments has emerged as a successful strategy to reach this goal, as the resulting reduction in examination days can provide uninterrupted periods of study time that allows for a deeper understanding of material as well as an opportunity for students to take wellness breaks between exams. The present study examines the outcomes of a natural experiment on back-to-back exam scheduling in two related medical school courses post hoc. The outcomes of the scheduling change on the academic performance and satisfaction of examinees were analyzed with a mixed-methods approach. The data show that the transition from a spaced-out to a back-to-back exam schedule was accompanied by a drop in academic performance and student satisfaction with the curricular schedule. The data presented suggest that without proper curricular integration, the block scheduling of exams has negative effects on learning outcomes and student satisfaction.
&quot;Complete the Drawing!&quot;: The Relationship between Imagination and Executive Functions in Children
Author: Veraksa, Nikolay
Date: 2022-00-00
Type: Journal Articles
Subjects: Executive Function,Imagination,Short Term Memory,Play,Young Children,Inhibition,Cognitive Processes,Spatial Ability,Creativity,Foreign Countries,Freehand Drawing

An indirect connection between executive functioning and imagination was revealed earlier in the study of pretend play. This study aimed to explore the relationship between imagination and executive functions in children. Two-hundred-six typically developing children aged 6-7 years were assessed with main executive functions (working memory, inhibition, and cognitive flexibility) and nonverbal imagination (imagination flexibility, image detailedness, image creation strategy, and originality coefficient). Three General Linear Models were built to examine the relationship between executive functions and imagination among children, controlling for age and gender. The obtained results indicate a positive correlation between such characteristics of imagination as originality and flexibility with visual-spatial working memory and cognitive flexibility. However, the data also show that the children who creatively approach the production of new images often experience difficulties with inhibition tasks. The results are interpreted in the context of the educational system and cultural specificities.
Preparing English Teachers to Teach Global Englishes Language Teaching in Thailand: My Personal and Professional Journey
Author: Prabjandee, Denchai
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Cultural Awareness,Diversity,Teacher Competencies,Knowledge Level,Teaching Skills,Foreign Countries,Faculty Development,Inservice Teacher Education,Language Usage,Global Approach

The global spread of English has implications for English language teaching (ELT), in which teachers need to prepare learners to use English with culturally diverse English users outside of the classrooms. This requires teachers to change how they conceptualize the kind of English they teach and how English should be taught. An emerging ELT paradigm of Global Englishes Language Teaching (GELT) was developed to respond this change. Based on a teacher educator's experiences to equip English teachers in Thailand with GELT knowledge and skills to implement it in the classroom, this article explores his personal journey of learning about GELT and professional journey of how GELT is introduced to teachers. It is hoped that the personal and professional journey, presented in this paper, are beneficial to teacher educators and researchers, who are engaging teachers to implement curriculum innovation.