ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Flipped Learning in Surgical Education: A Mixed-Method Study
Author: Akbarialiabad, Hossein
Date: 2021-09-00
Type: Journal Articles
Subjects: Flipped Classroom,Surgery,Problem Solving,Pretests Posttests,Foreign Countries,Audio Equipment,Instructional Effectiveness,Teaching Methods,Films,Books,Multimedia Materials,Multiple Choice Tests,Scores,Graduate Medical Education,Medical Students,Student Attitudes,Video Technology,Case Method (Teaching Technique)

This study aims to investigate the effectiveness of flipped learning in surgical education in trauma. The participants were 15 first-year general surgery residents in Shiraz medical school. After completing a pre-test, the participants received the learning content in interactive multimedia, podcasts, movies, and books. One month later, they had a face-to-face class based on case-based discussions. An early post-test was performed immediately after the class, and a late post-test was performed one month later. In these tests, the residents' problem-solving abilities were assessed using multiple-choice questions. A semi-structured phone interview was used to measure their attitude towards the learning program. The results showed a significant difference between pre-test and early post-test scores and between pre-test and late post-test scores. However, there was no significant difference between early and late post-test scores. The residents were satisfied with the program's overall usefulness for junior residents. The participants tended to use podcasts more than other materials. They mentioned that the videos and books helped more to foster theoretical knowledge. The case-based discussion makes them more confident in dealing with patients in daily encounters.
Uncovering WIL Practices to Enable WIL&apos;s Expansion in Higher Education
Author: Sheridan, Lynnaire
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Work Experience Programs,Experiential Learning,Teaching Methods,Integrated Curriculum,Employment Potential,College Faculty,Teacher Attitudes,Cooperation,Innovation,Social Networks,School Business Relationship,Graduate Students,Undergraduate Students,Educational Finance,Educational Practices

The Australian Government is financially incentivising work integrated learning (WIL) to enhance graduate employability. As such, universities are currently expanding WIL pedagogies and practices from their traditional domain of professional degrees, to be incorporate into almost all university degrees. Using Kemmis' Theory of Practice Architecture, this study investigated the practices of established WIL practitioners in universities and uncovers what can be referred to as a WIL ecology of practice. This ecology comprises of key WIL practices, including: &quot;networking and selling,&quot; &quot;negotiating,&quot; &quot;collaborating and innovating&quot; and &quot;legitimising.&quot; The findings from this study offer important insights into how higher education institutions may develop a WIL ecology of practice, and critically, achieve WIL funding objectives, which has arguably become ever more important given the challenges COVID-19 has presented to university operational budgets. [Note: The page range (54-68) shown on the PDF is incorrect. The correct page range for this article is p54-67.]
A Joint Assessment of Reasoning about General Statements in Mathematics and Biology
Author: Samková, Libuše
Date: 2021-00-00
Type: Journal Articles
Subjects: Logical Thinking,Thinking Skills,Inquiry,Elementary School Teachers,Preservice Teacher Education,Arithmetic,Geometry,Biology,Science Education,Mathematics Education,Formative Evaluation,Persuasive Discourse,Foreign Countries,Concept Formation,Cartoons,Mathematical Concepts,Scientific Concepts

This contribution belongs to a larger empirical study that focuses on issues related to the implementation of inquiry-based learning and formative assessment in science and mathematics education, while it also refers to the issue of STEM education. Here, we discuss the two topics from the perspective of professional preparation of primary school teachers. We employ an educational tool called Concept Cartoons and perceive it as a common diagnostic tool for investigating modes of reasoning about general statements in arithmetic, geometry and biology. The presented qualitative exploratory empirical study maps and codes various kinds of reasoning that can be identified with the tool and investigates possibilities of a joint coding procedure. As a result, it provides a conversion table between various modes of reasoning in the three subject domains. The arisen code categories cover the field of generic examples, including the initial stages so that they can be used for scaffolding the process of learning the foundations of deductive reasoning. The joint approach to reasoning in mathematics and biology shows how argumentation and formative assessment can be understood equally and developed simultaneously in both school subjects. It helps us to see how the two school subjects can be integrated didactically.
Statistics Teaching Practice at Czech Universities with Emphasis on Statistical Software
Author: Mazouchová, Aneta
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Statistics,College Students,College Graduates,Computer Software,Teaching Methods,Statistical Analysis,Student Attitudes,Barriers,Educational Technology,Student Characteristics,English (Second Language),Gender Differences

This paper aims to reveal the beliefs of students and fresh university graduates about teaching statistics during their university studies with focus on using statistical software. The objective is to detect the approach of faculties to statistics education and to find out which didactic materials and teaching methods are mainly used. Students' opinions are captured by means of a questionnaire survey and analysed both quantitatively and qualitatively. The results show the increasing importance of quantitative research and the necessity of improving statistical thinking. Unfortunately, the teaching methods used in various statistical courses are outdated and unattractive for most students. They call for an active and modern approach. Teaching statistics with the statistical software support seems to be the right way to make statistics accessible to students. The recommendation is to take students' notions into account when preparing statistical courses.
Beyond Traditional Peer-to-Peer Teaching Evaluation: Using Pedagogical Theory in Conceptualizing a Collaborative Teaching Development Program
Author: Mazurek, Renee
Date: 2021-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Teacher Evaluation,College Faculty,Educational Theories,Faculty Development,Teacher Collaboration,Self Determination,Self Evaluation (Individuals),Reflective Teaching,College Instruction

This paper discusses how pedagogical theory can be used in conceptualizing a collaborative teaching development program in higher education. A theoretically driven teaching development program can be of benefit to both the reviewer and the reviewee by providing (a) a foundation for the reviewee to examine their educational content being reviewed; and (b) a systematic framework for the reviewee for evaluating the content under review. Appropriately used pedagogical theory enables the constructive alignment of teaching, learning, and assessment. This collaborative, self-reflective, and bi-directional teaching development process facilitates a sense of self-determination, which facilitates motivation and achievement of goals. [The page range (101-118) cited on the .pdf is incorrect. The correct range is p101-116.]
The Relationship between Demographic Features and Iranian EFL Teachers&apos; Attachment Style
Author: Ganji, Mansoor
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Gender Differences,Attachment Behavior,Age Differences,Correlation,Teaching Experience,Teaching Styles,Teacher Student Relationship,Anxiety,Educational Attainment

This study investigated Iranian English as a foreign language teachers' attachment styles and possible influential factors such as age, teaching experience, gender, and educational degree. The participants were 108 female and 79 male Iranian English teachers, chosen through convenience and snowball sampling. Using Google forms, a researcher-made questionnaire was sent to the participants. There was a positive relationship between age and a secure style, and a negative relationship between fearful and preoccupied styles and age. Further, there was a positive correlation between a secure style and teaching experience, and a negative relationship between fearful and preoccupied styles and teaching experience. Male teachers were more secure, and educational degree made no difference in secure and preoccupied styles.
The Switch to Online Teaching the Switch to Online Teaching during the First COVID-19 Lockdown: A during the First COVID-19 Lockdown: A Comparative Study at Four European Universities
Author: Kaqinari, Tomas
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Self Efficacy,Teacher Attitudes,College Faculty,Experience,Foreign Countries,Technological Literacy,Educational Research,Technology Uses in Education,Intention,Intellectual Disciplines

In 2020, for the first time in history, COVID-19 measures necessitated emergency online teaching to ensure continuity of education. Although institutional support was offered to lecturers, the situation posed an extraordinary challenge for university teaching. Using a comparative approach, this study surveys lecturers from different countries and their use of educational technology for emergency online teaching. Its focus lies on the relationships between use of educational technology, online teaching self-efficacy and attitudes towards educational technology. Overall and according to reports, the use of educational technology increased significantly compared to pre-pandemic conditions. The universities studied had different levels of digitalization, which influenced lecturers' use of educational technology. Furthermore, lecturers differed in terms of self-efficacy, attitude, and perception. Regarding factors affecting educational technology use, results showed that especially pre-pandemic experiences with educational technology, as well as self-efficacy and perceptual variables influenced the use of educational technology during the pandemic. Based on these results, it is advisable for universities to embrace this ad hoc switch to online teaching as an opportunity for purposeful digitalization of university teaching.
Using Reverse Mentoring to Transform In-Service Teachers&apos; Beliefs about How to Teach English
Author: Valle, Liliana
Date: 2022-00-00
Type: Journal Articles
Subjects: Mentors,Teacher Attitudes,English (Second Language),Second Language Instruction,Elementary School Teachers,Faculty Development,Foreign Countries,Student Teachers,Attitude Change,Cooperating Teachers,Communication Strategies,Teacher Motivation

This qualitative research study delves into elementary school teachers' beliefs and the potential contribution of reverse mentoring to improve English language teaching for children. The purpose was to explore how elementary in-service teachers' beliefs could be transformed after participating in a reverse mentoring experience. A group of in-service teachers from two public elementary schools and a group of student-teachers from Universidad de Córdoba (Colombia) were the research participants. Data were gathered through a questionnaire, interviews, and classroom observations. Findings showed that reverse mentoring played an important role in transforming in-service teachers' beliefs about teaching English to children regarding the difficulties of language learning, communicative strategies, motivation and expectations, foreign language aptitude, and the nature of language learning.
Teaching Health Science Students during COVID-19: Cross-Hemisphere Reflections
Author: McGill, Megann
Date: 2021-00-00
Type: Journal Articles
Subjects: Health Sciences,COVID-19,Pandemics,Distance Education,Web Based Instruction,Cross Cultural Studies,Foreign Countries,Teaching Experience,Reflection,College Faculty,Teacher Attitudes

Efforts to mitigate the spread of the COVID-19 virus based on recommendations from government agencies across the world, such as physical distancing requirements, propelled university and college training programs into virtual learning environments in 2020. This unprecedented and largely unplanned shift to online/remote learning has led to novel pedagogical experiences for instructors, particularly those teaching in the field of health sciences, which typically rely on in-person and hands-on training to prepare students for their careers. Our manuscript aims to answer the research question, &quot;What are the cross-cultural experiences of university instructors teaching students studying health sciences during a global pandemic?&quot; The three authors of this manuscript are lecturers in higher education who teach in the health science programmes in different parts of the world (i.e., Australia, Pacific Northwest USA, Southwest USA). A reflective scholarship of teaching and learning method, collective autoethnographies, was used to examine the online/remote teaching experiences of the authors. Four shared themes emerged from our qualitative coding and reflective discussions, with our experiences highlighting the importance of human connection and comparisons to pre-pandemic teaching practice. Our reflections have implications for pedagogy and course design and highlight the limited support available for educators teaching during stressful times as we continue remote learning. These cross-cultural teaching experiences in health sciences provide important insights into cross-hemisphere discussions about teaching in a post-COVID world.
A Glance to Teachers&apos; Work with Resources: Case of Olcay
Author: Bastürk-Sahin, Burcu Nur
Date: 2021-09-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Teachers,Elementary School Teachers,Educational Practices,Mathematics Instruction,Documentation,Foreign Countries,Pedagogical Content Knowledge

When examining success in mathematics education, it should be taken into consideration that it is important to examine teachers' work with their resources. In this study, it is aimed to examine this work through the processes of using and transforming the resources into documents. In this context, the &quot;Documentational Approach to Didactics&quot; is adopted as a theoretical framework. Reflective investigation method is used to analyse teacher's documentational genesis. The study is designed as a case study, with a primary mathematics teacher whom we named Olcay, who is very open to share her experiences that is important for the research. Various interviews with and observations of the teacher are made according to the requirements of the reflective investigation method. As a result, some of the schemes of the teacher to transform her resources into documents are revealed. It is seen that some of these schemes are similar to the ones discovered before and some of them are changeable according to the area where the teaching happened.
Narrative to Investigate Language Skills of Preschool Children
Author: Akmese, Pelin Pistav
Date: 2021-09-00
Type: Journal Articles
Subjects: Language Skills,Preschool Children,Narration,Language Tests,Receptive Language,Expressive Language,Story Telling,Age Differences,Child Development,Turkish,Language Acquisition,Measures (Individuals),Foreign Countries

This study aimed to evaluate the language skills of preschool children through narrative. The Turkish Test of Early Language Development (TEDIL) was used to evaluate the receptive and expressive verbal language skills of the children, and language samples were collected using the Edmonton Narrative Norms Instrument (ENNI). The Mean Length of Utterance (MLU), Number of Different Words (NDW), and Total Number of Words (TNW) were examined in the language samples taken from the narrative analysis. A total of 100 children, 50 in the age group of 48-60 months and 50 in the age group of 61-72 months, were evaluated. According to the results obtained from the evaluation of the language skills of the children between the ages of 48 and 60 and 61 and 72 months, it was found that, children between the ages of 61-72 months were more likely to tell longer stories than the children of 48-60 months. It was seen that there were developmental differences in NDW and TNW in the stories of children between these two age groups. It has been revealed that the ENNI can be used as a language tool to assess the language skills in preschool children.
Some Predictors of Perceived Support and Proximity in Students during COVID-19 Distance Learning
Author: Pecjak, Sonja
Date: 2021-09-00
Type: Journal Articles
Subjects: Predictor Variables,COVID-19,Pandemics,Distance Education,Technological Literacy,Resilience (Psychology),Teacher Student Relationship,Peer Relationship,Middle School Students,Well Being,Social Support Groups,Proximity,Foreign Countries

Due to the COVID-19 pandemic, distance learning and social isolation have dramatically changed the social and learning experiences of adolescents. Given that social isolation can adversely affect students' psychosocial well-being, our study examined the extent to which ICT competences, resilience, and individual types of contact with teachers and classmates contribute to the psychosocial well-being of lower secondary school students (N = 1,813) over an extended period of distance learning. The questionnaires were conducted in groups via videoconferences using the 1ka application. The structural model showed that perceived proximity and support from teachers and classmates as indicators of psychosocial well-being were most strongly predicted by student resilience, teacher organization of group work, student contact with class teachers outside of regular school hours, and contact with classmates through online social networks. These findings have practical applications for teacher education and implementation in teacher practice.
Moderating Role of Self-Efficacy in Building Professional Identity of Chinese L2 Teachers
Author: Zhang, Yan
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Professional Identity,Foreign Countries,Language Teachers,English (Second Language),Second Language Instruction,Teacher Attitudes,Teaching Methods

Purpose: The L2 teachers face a number of problems and issues in non-native countries in the presence of different religious and cultural views, making it difficult for L2 teachers to build a professional identity. In China there is an attempt to integrate L1 (First Language) with L2 (Second Language) in language classes and facilitate building the professional identity of L2 teachers. This study is an attempt to examine the moderating role of self-efficacy in strengthening the impact of educational orientation and professional commitment variables in building the professional identity of L2 teachers in China. Methodology: A questionnaire was adopted from previous studies to carry out a quantitative study on L2 teachers teaching the English language in different educational institutions in Beijing, China. The purposive and criterion sampling technique was employed to identify the respondents for data collection. 109 useable responses were analyzed on Smart-PLS by assessing the validity and reliability of the constructs and their hypothesized relationship through structural equation model (SEM). Findings: The results of the study revealed that educational orientation significantly influenced the professional identity of L2 teachers while professional commitment was considered as an important factor that influenced their behavior but very insignificantly related to professional identity. The self-efficacy was also found moderating the relationship between educational orientation and professional identity as well as the relationship between professional commitment and professional identity. Implications to research and practice: The current research has provided a ground for the educational institutions to develop effective strategies for incorporating educational orientation and development of professional commitment among L2 teachers. This study has also suggested how to gain self-efficacy among L2 teachers in order to build their professional identity. Future studies may be conducted on other variables and in diverse geographical locations with larger and more diverse sample in order to generalize results.
Engineering After-School Program with Elementary Preservice Teachers and K-8 Students
Author: Cribbs, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,After School Programs,Elementary School Students,Elementary School Teachers,Preservice Teachers,Methods Courses,Scientific Literacy,Science Instruction,Self Efficacy,Teaching Skills,Field Experience Programs,Student Attitudes,Attitude Change,Knowledge Level

This study explores the influence of an afterschool program involving high needs elementary-aged students at community-based sites and elementary preservice teachers (EPSTs) enrolled in a final sequence of methods courses at a local university. Data collection involved surveys, interviews, and reflections with EPSTs and interviews with elementary-aged children. Results indicated a significant positive correlation between EPTSs' science perceptions and science teaching self-efficacy. A series of Wilcoxon Rank Sum tests indicate significant growth from pre to post in participating EPSTs' self-efficacy with the NGSS and the Engineering Standards within the NGSS. Interviews and reflections provided evidence that EPSTs benefited from the program by teaching in an unfamiliar setting that changed their beliefs and helped strengthen their teaching skills. Interview results for elementary-aged children revealed a hands-on, although somewhat limited, perspective of science, technology, and engineering. Perceptions of mathematics were primarily focused on computation.
Comparing Teaching Methods in an Environmental Education Field Trip Program
Author: Pearce, Michelle K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Environmental Education,Teaching Methods,Field Trips,Grade 3,Elementary School Students,Program Effectiveness,Knowledge Level,Inquiry,Student Centered Learning,Soil Science,Science Education

This study investigates the impact of instructional methods based on a one-day informal science field experience comparing a teacher-centered methodology versus a student-centered (inquiry-based) methodology. The 5E learning cycle was selected as the framework for implementing the inquiry-based learning for the treatment groups as it provides the structure of the constructivist learning cycle (Duran &amp; Duran, 2004). The research design followed a quasi-experimental design with a total of three control and three treatment groups representing two individual schools. Each school included at least one treatment and one control group. The study included 117 third grade students. Both groups were given a pre and post assessment measuring the impact of the instructional method of inquiry presented in the 5E format. An independent-measures t-test was used to analyze the results of the means for the post-test assessments (treatment and control) and the means of the retention assessments. Pre-tests indicated variations of prior knowledge between the control and treatment groups. Post-tests indicated similar results of knowledge gains. However, the retention tests for the treatment groups revealed students increased their knowledge from the time of their post-test. The control groups' retention results were similar to their post-test results indicating knowledge was maintained.