ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;I Teach, Therefore I Am?&quot;: Exploring the Teaching Personas of College Professors
Author: Gallagher, Kristel M.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Professional Identity,Self Concept,Teacher Characteristics,Job Satisfaction,Teacher Burnout,Personality Traits,Extraversion Introversion,Psychological Patterns,Caring,Social Sciences,Natural Sciences,Communication Skills,Personality Measures

This exploratory study sought to identify the existence of a &quot;teaching persona&quot; in college professors. Specifically, an examination of self-reported differences in traits displayed as teachers versus in everyday life was conducted. Also investigated were feelings of job satisfaction and burnout in relation to these differences. Findings suggest that professors see themselves as more extraverted, emotionally stable, caring/supportive, professionally competent, and better communicators as teachers than in their everyday lives. However, adjunct professors lacked distinctiveness in all areas. Social science professors were less open to new experiences as teachers than in their everyday lives, while natural science professors were more open. In a few instances, larger differences between one's teaching persona and everyday life were significantly related to more burnout and less job satisfaction. Being more conscientious, feeling more capable, and perceiving oneself as a better communicator in the teacher-role was associated with more job burnout.
ReCODE to Re-Code: An Instructional Model to Accelerate Students&apos; Critical Thinking Skills
Author: Saenab, Sitti
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Foreign Countries,College Students,Problem Based Learning,Models,Teaching Methods,Validity,Learning Activities

The instructional models that have been implemented in the classroom could not support the development of students' critical thinking skills. These instructional models can be well implemented if those models can facilitate students with meaningful learning experiences such as reading, connecting prior knowledge to new information being learned in the classroom as well as doing investigation-based activities, discussion activities, and evaluation activities. The authors conducted the research to develop a ReCODE (Reading, Connecting, Observing, Discussing, Evaluating) instructional model and valid, practical, and effective tools. The procedures for developing the model included the preliminary research phase, prototyping phase, and assessment phase. Data on the validity of the model were collected using expert validation instruments, while the practicality of the model was measured using the instruments for the model's component practicality and the model's implementation. The effectiveness of the model was examined using the critical thinking test and questionnaires. The model was implemented to first-year students from the Department of Biology Education, Universitas Negeri Makassar, in the even semester of 2018/2019. The results showed that ReCODE was (1) valid, in terms of the theory underlying the development of the model, the components of the model, and the instructional tools accompanying the model, (2) practical because it had feasible components, and the learning process could be carried out successfully, and (3) effective in improving student critical thinking skills; the model also received positive responses from the lecturer and the students. Thus, this study's findings suggest that the ReCODE instructional model can be applied in the classroom to facilitate critical thinking.
Analysis of Online Classes in Physical Education during the COVID-19 Pandemic
Author: Yu, Jieun
Date: 2021-00-00
Type: Journal Articles
Subjects: Physical Education,Online Courses,Educational Technology,COVID-19,Pandemics,College Faculty,College Students,Student Attitudes,Program Effectiveness,Feedback (Response),Student Motivation,Teaching Methods,Teamwork,Cooperative Learning,Teacher Student Relationship,Foreign Countries,Technology Uses in Education,Teacher Attitudes

Background and objectives: This study analyzed the effectiveness of the online practical classes (OPC) in physical education (PE) in compliance with the ADDIE model during the COVID-19 pandemic. Materials and Methods: Participants had no prior experience in OPC and total 75 participants were enrolled in this study. This study selected 15 universities in consideration of regional equality and randomly selected two professors and three students from each university. Results: (1) The learning interventions were not feasible for team projects. (2) In the implementation phase, most learners felt that errors persisted. (3) In the evaluation phase, educators reported unenthusiastic involvement of students and the learners were merely submitting assignments. (4) An appropriate level of the effectiveness through OPC showed significantly different between educators and learners. Conclusions: The findings indicate that timely and quality feedback should be provided for the successful execution of OPC in PE; the educators should prepare ahead and reduce technical errors and motivate learners continuously. Lastly, to prepare for the new normal after COVID-19, universities should provide enough time for educators to make OPC-videos and teach students in real time to ensure consistent feedback.
Collaborative Learning Activities through MoE in Engaging EFL Learners and Diminishing Their Speaking Anxiety
Author: Fatimah, Sitti
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Cooperative Learning,Group Discussion,Teaching Methods,Role Playing,Learner Engagement,Speech Communication,Anxiety,Self Efficacy,Communicative Competence (Languages),Instructional Effectiveness,High School Students,Grade 11,Foreign Countries

Mantle of the Expert (MoE) is an approach integrating drama in learning. A number of studies have proven the approach to be effective in enhancing student's learning experience and vary teacher's teaching strategy. This article is drawn from the results of a multi-case study that implemented MoE in EFL teaching in Indonesia. The study involving three cohorts of Grade 11 Indonesian senior and vocational high school students and three English teachers used multiple data collection methods: classroom observation, questionnaire and interview. While questionnaire was distributed to the student participants, the interview was administered to collect the data from teacher participants. The MoE implementation involved a series of drama activities integrated with the lesson topics. During the activities the student participants were assigned several tasks to be completed in small groups. This required students to collaborate. The findings show that these collaborative learning activities have shown positive major impacts, two of them are students' increased engagement and decreased speaking anxiety. [This article was presented at the 66th TEFLIN International Conference.]
The CIPP Model-Based Evaluation on Integrated English Learning (IEL) Program at Language Center
Author: Agustina, Noor Qomaria
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),College Second Language Programs,Program Evaluation,Private Colleges,College Students,Student Experience,Student Attitudes,Foreign Countries

The challenging situation in the workforce leads the education institution to make suitable programs which later help the learners to be more competitive in the world of work especially in mastering the English. Language Training Centre of a university provides service on teaching language skill especially English. The research purpose is to make an evaluation on the program conducted by the Centre namely Integrated English Learning (IEL) using the CIPP Model developed by Stufflebeam. The methodology was the qualitative design with case study at a language centre at a private university in Yogyakarta Indonesia. The participants were the students from departments that had implemented the IEL in six semesters. The data collection was from the interview and the data analysis used the qualitative data analysis software. The steps in analysing the data used the methods in the grounded research. This study described the IEL program seen from its context, input, process and product (CIPP Evaluation model) from the students' experience and perspective. The context was described from the effectivity of the program, while the input took the point of view from the quality. The process was to reveal the program implementation and the product described the achievement of the goals.
The Relationship between Spatial Ability and the Conservation of Matter in Middle School
Author: Cole, Merryn
Date: 2021-00-00
Type: Journal Articles
Subjects: Spatial Ability,STEM Education,Chemistry,Science Instruction,Middle School Students,Scientific Concepts,Concept Formation,Secondary School Science,Molecular Structure,Correlation,Grade 7,Misconceptions

Research has shown that spatial ability plays a key role in understanding STEM (Science, Technology, Engineering, and Mathematics) content, including chemistry. Conservation of Matter (CoM) is an essential but challenging topic for chemistry students of all ages to grasp; it is often taught in a way where students memorize it but do not learn what it means conceptually. This research explored the relationship between understanding spatial ability and conceptual understanding of CoM in middle school students. CoM was examined in two ways using the Conservation of Matter Assessment (CoMA): through questions on conservation of atoms and the conservation of mass. Spatial ability was measured using the Purdue Spatial Visual Test: Rotations (PSVT). Significant, moderate correlations were found between spatial ability and understanding of CoM prior to and after a chemistry unit including instruction on CoM; the correlation was stronger after instruction. Scores on the PSVT and CoMA significantly increased pre to post instruction. The data show spatial ability may impact students' understanding of CoM, which contributes to the literature on factors that impact students' understanding of chemistry. Additionally, it provides evidence that teachers should consider including spatially rich experiences in their chemistry classroom, such as making explicit connections between the areas of Johnstone's Triad.
Design and Validation of an Assessment Tool for Educational Mobile Applications Used with Autistic Learners
Author: Sanromà-Giménez, Mònica
Date: 2021-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Test Construction,Test Validity,Computer Oriented Programs,Special Education Teachers,Students with Disabilities,Foreign Countries

This work presents the design and validation process for a tool to evaluate educational mobile applications for autistic learners. The project was developed in several stages. First, we reviewed and analysed the literature. Second, we conducted a Delphi study with experts (n=12) from different backgrounds (educational technology, accessibility, app developers and autism specialist teachers) selected using the calculated expert competence coefficient. And finally, we conducted a pilot test with trainee (n=51) and in-service (n=9) teachers who evaluated a selection of 11 apps. The data collected was used to study the factor structure of the tool, its reliability and usability. In this paper we present the resulting questionnaire consisting of 36 items grouped into six sections: &quot;Information about the evaluator&quot;, &quot;Technical and descriptive characteristics&quot;, &quot;Pedagogical characteristics in relation to autism&quot;, &quot;General pedagogical characteristics&quot;, &quot;Characteristics for educational inclusion and accessibility&quot;, and &quot;Professional satisfaction&quot;. The results condense the questionnaire to two factors and indicate that the tool is valid, reliable and useful for assessing the properties of apps and for facilitating the learning process of people with autism.
What Kind of Feedback Is Perceived as Encouraging by Finnish General Upper Secondary School Students?
Author: Mäkipää, Toni
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,Feedback (Response),Secondary School Students,Student Attitudes,Student Evaluation,Summative Evaluation,Formative Evaluation,English (Second Language),Swedish,French,Preferences

Our main aim in this study was to compare encouraging feedback practices in Finnish general upper secondary foreign language classes and examine how students perceive language teachers' assessment practices. The participants were 160 students of English, 95 students of Swedish, and 27 students of French from six general upper secondary schools. The data comprised one open-ended question and one Likert scale question with nine items. Both qualitative and quantitate methods were used to analyze the data. The results showed that content was the most important feature in feedback that was perceived as encouraging by students. The results further indicated that students considered teacher assessment practices to be primarily summative, but differences were also found between schools. The evidence from this study suggests that students appreciate teacher feedback, but do not perceive it to be an intrinsic part of teacher assessment practices. The importance of formative assessment and feedback should be more heavily emphasized in foreign language teacher education.
Barriers of Adult Refugees&apos; Educators in Leros, Greece
Author: Kafritsa, Vasiliki
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Refugees,Adult Educators,Barriers,Teaching Experience,Translation,Training,Quality of Life,Instructional Materials,Access to Education

In the present paper we attempted to highlight the obstacles that the adult refugees' educators in the area of Leros face. To collect our data, we used the qualitative approach and conducted interviews throughout the avalanche sampling, so that the participants could express their ideas and perceptions. Our sample consists of adult refugees' educators working in NGO ECHO100PLUS, which is activated in Leros. The analysis of the data revealed the educators' inexperience and lack of training, as well as the inadequate organization and support on the state's behalf. However, the bright side is the full support from ECHO100PLUS and the positive attitude of the local community and the trainees towards the educator's work.
Differential Impact of School Segregation in the Performance of Native and Non-Native Students in Spain
Author: Murillo, F. Javier
Date: 2021-00-00
Type: Journal Articles
Subjects: School Segregation,Academic Achievement,Immigrants,Peer Groups,Socioeconomic Status,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Mathematics Achievement,Science Achievement,Social Justice,Comparative Analysis,Social Differences,Student Characteristics,Reading Achievement

There is evidence of the impact of school segregation on students' academic achievement, but it is debated whether the extent of this impact is dependent on students' socioeconomic status, or on their native or non-native condition. This research addresses the problem in Spain, seeking to determine how immigrant and socioeconomic segregation affect the academic achievement of native and non-native students. With this aim, the PISA study database was specially exploited by means of two-tier Multilevel Models, estimating school segregation through the Hutchens Square Root Index. Specifically, the study estimates the influence of school segregation on students' academic achievement in the subjects of Mathematics, Language and Science. The results confirm that school socioeconomical and immigrant segregation affect students' academic achievement differently. Whereas socioeconomic segregation negatively affects both groups in all three subjects, immigrant segregation affects non-native students more strongly. Thus, data shows school segregation on socioeconomic grounds is always significant, and always has a considerable impact on achievement, regardless of students' national origin. School segregation reproduces and accentuates conditions of social injustice. To counter its harmful effects, it is necessary to act first and foremost on socioeconomic segregation, as this causes the most devastating effects in education, particularly for non-native students.
Comparative Analysis on the Impact of Distance Learning between Russian and Japanese University Students, during the Pandemic of COVID-19
Author: Viktoria, Vovk
Date: 2020-00-00
Type: Journal Articles
Subjects: Distance Education,Foreign Countries,College Students,Pandemics,COVID-19,Psychological Patterns,Comparative Analysis,Cross Cultural Studies

This article discusses the impact of the full transition to distance learning, during spread of coronavirus infection COVID-19. The advantages and disadvantages of distance learning under the conditions of self-isolation have been identified. A comparative analysis of two groups students from Russian (18 students) and Japan (31 students) were analyzed based on survey data, which revealed qualitative differences in the psychological condition of students during the self-isolation, and after the transition to the full-time education system. Special attention was paid to such aspects as: the level of psychological (mental) condition, efficiency, productivity, and overall assessment of the form of education. We have found that after the transition to full distance learning, both groups of students observed a decrease in the positive average level of psychological (mental) state, indicating that the mental states were similar regardless of territorial belonging. However, after a partial return to the full-time education system, the average positive level of psychological (mental) state increased, which indicates the importance of full-time education as the only one that creates conditions for emotional, energetic and positive influence between communicators.
Digital Rights, Digital Citizenship and Digital Literacy: What&apos;s the Difference?
Author: Pangrazio, Luci
Date: 2021-00-00
Type: Journal Articles
Subjects: Citizenship,Technological Literacy,Civil Rights,Epistemology,Personal Autonomy,Policy Analysis,Social Life,Political Attitudes,Information Technology,Computer Mediated Communication,Correlation,Internet,Intervention

Using digital media is complicated. Invasions of privacy, increasing dataveillance, digital-by-default commercial and civic transactions and the erosion of the democratic sphere are just some of the complex issues in modern societies. Existential questions associated with digital life challenge the individual to come to terms with who they are, as well as their social interactions and realities. In this article, we identify three contemporary normative responses to these complex issues--digital citizenship, digital rights and digital literacy. These three terms capture epistemological and ontological frames that theorise and enact (both in policy and everyday social interactions) how individuals learn to live in digitally mediated societies. The article explores the effectiveness of each in addressing the philosophical, ethical and practical issues raised by datafication, and the limitations of human agency as an overarching goal within these responses. We examine how each response addresses challenges in policy, everyday social life and political rhetoric, tracing the fluctuating uses of these terms and their address to different stakeholders. The article concludes with a series of conceptual and practical 'action points' that might optimise these responses to the benefit of the individual and society
Measurement Invariance of the Sensitive Assessment for Gender Equality (SAGE) Index across Degree: Findings from Two Teacher Education Programmes in Spain
Author: Miralles-Cardona, Cristina
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Bias,Sex Fairness,Preservice Teachers,Student Attitudes,Teacher Education Programs,Elementary School Teachers,Preschool Teachers,Test Validity,Course Content,Mainstreaming,Social Attitudes,Measurement

Western European countries have made impressive gender equality (GE) progress in education during the last few decades. Unfortunately, the implementation of gender mainstreaming (GM) in higher education has not been satisfactory. This paper describes a survey-based research study designed to explore student teachers' perceptions of training for GE in teacher education (TE) using the Sensitive Assessment for Gender Equality (SAGE) index. The study firstly aims to analyse the factor invariance across degree of the SAGE and secondly tries to describe the status of GM implementation in teacher education programmes from students' perspectives. Data were collected from 398 student teachers (84% female) aged 21.44, enrolled on two TE programmes from a public higher education institution in the Autonomous Region of Valencia (Spain). Using single and multi-group CFA the study revealed that the proposed three-factor structure of the SAGE fitted well to early childhood and elementary school student teachers' data, thus suggesting equivalence between its components in both samples. Early childhood students scored significantly higher than elementary school student teachers in their reported perceptions of gender equality training and awareness of gender inequalities. Results will be displayed in terms of identifying institutional and curricular needs for GE education practices as findings reveal a clear demand for change.
Cloud-Based ICME Software Training
Author: Koschmieder, Lukas
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Software,Training,Computer Science Education,Simulation,Open Source Technology,Online Courses,Instructional Materials,Internet,Course Evaluation,Videoconferencing

Hands-on type training of Integrated Computational Materials Engineering (ICME) is characterized by assisted application and combination of multiple simulation software tools and data. In this paper, we present recent experiences in establishing a cloud-based infrastructure to enable remote use of dedicated commercial and open access simulation tools during an interactive online training event. In the first part, we summarize the hardware and software requirements and illustrate how these have been met using cloud hardware services, a simulation platform environment, a suitable communication channel, common workspaces, and more. The second part of the article focuses (i) on the requirements for suitable online hands-on training material and (ii) on details of some of the approaches taken. Eventually, the practical experiences gained during three consecutive online training courses held in September 2020 with 35 nominal participants each, are discussed in detail.