ethanporcaro/eric-fulltext-meta huggingface dataset:
Piloting Historical Thinking Lessons to Address Climate Change
Author: McGregor, Heather E.
Date: 2022-12-00
Type: Journal Articles
Subjects: History Instruction,Climate,Environmental Education,Preservice Teachers,Instructional Design,Critical Thinking,Student Attitudes,Interdisciplinary Approach,Foreign Countries

To demonstrate how the history classroom could become an important site for addressing climate change, this article describes the piloting of three lessons. Our qualitative case study occurred in an elective environmental education course with teacher candidates who participated in the lessons and were invited to provide feedback. We describe the lessons and their development, and share results from surveys and an interview. Participants identified several educational benefits and expressed feeling better prepared to teach both history and critical thinking in general. Our findings suggest that these lessons may serve as useful examples for developing new resources to support educators in teaching climate change alongside critical and historical thinking.
Designing Critical Multilingual Multiliteracies Projects in Two-Way Immersion Classrooms: Affordances and Impacts on Students
Author: Hyun, Jungwon
Date: 2022-00-00
Type: Journal Articles
Subjects: Bilingual Education,Immersion Programs,Multilingualism,Spanish,English,Self Concept,Language of Instruction,Multiple Literacies,Program Design,Elementary School Teachers,Kindergarten,Grade 1,Grade 2,Learning Activities,Language Usage,Chinese,Arabic,Polish,Hebrew,Korean

Language separation policies in two-way bilingual education (TWBE) reflect ideologies of double monolingualism (Heller, 1995) and ignore the sociolinguistic realities of bi/multilingual students (García &amp; Lin, 2017). This case study investigates the design and implementation of collaborative multilingual identity text projects (Prasad, 2018) in a Spanish-English two-way immersion (TWI) school. Identity text pedagogies (Cummins &amp; Early, 2011) that engage bilingual students in creating dual-language multimodal texts have been taken up across a wide variety of contexts. Few studies in the United States, however, have examined how TWI teachers can use multiliteracies pedagogy (New London Group, 1996) with a critical multilingual language awareness (CMLA) focus to move beyond the frame of Spanish-English through the creation of collaborative multilingual and multimodal class books. A thematic analysis of classroom data from our case study demonstrates that implementing critical multilingual multiliteracies projects fostered students' CMLA while building positive bi/multilingual identities, leveraged students' linguistic repertoires beyond the language of instruction, and encouraged linguistic risk-taking. This empirical study highlights the possibilities for adopting a collaborative, critical, and creative multilingual multiliteracies approach in TWI settings.
Students&apos; Perception in Applying Lesson Study in Teaching Introduction to Linguistics
Author: Lisdawati, Ida
Date: 2017-00-00
Type: Journal Articles
Subjects: Linguistics,Teaching Methods,Lesson Plans,Student Attitudes,Introductory Courses,Case Studies,Morphology (Languages),Syntax,Psycholinguistics,Pragmatics,Likert Scales,Undergraduate Students

Lesson Study is an approach used in learning process. It has attracted educators, experts, and professional in the area to make use of it in proving the lesson. This study focuses on the students' perception in applying Lesson study of teaching Introduction to Linguistics. As this case study, it will focus on Introduction to Linguistics subject. Interview and questionnaire was used to collects information on how Lesson study was normally conducted and observation was used to see the real implementation of Lesson study and during the teaching and learning process become a great attention here.
Changes in Students&apos; Perceptions of Self-Assessment in Courses with Different Approaches to Assessment
Author: Aflalo, Ester
Date: 2022-11-00
Type: Journal Articles
Subjects: Attitude Change,Student Attitudes,Self Evaluation (Individuals),Evaluation Methods,Preservice Teachers,Foreign Countries,Formative Evaluation,Summative Evaluation,Teacher Education Programs

The importance of student self-assessment and its contribution to learning in teacher education is well documented in the research literature. However, we still need to better understand when and why self-assessment actually works. This study examines preservice teachers' perception of self-assessment prior to and following experiencing self-assessment. The study included 135 students studying at two education colleges in Israel. The students attended courses with differing evaluation approaches. The findings show that the experience with self-assessment in the courses with formative evaluation or integrative evaluation encourages the students' positive perception of self-assessment, in contrast to summative evaluation courses. The study expands our understanding of the importance of student involvement in the evaluation processes, as well as the role of the feedback in the process. These two factors had the greatest impact on the students' perceptions, as well as on the accuracy of their self-grading.
Equality, Diversity and Inclusion -- Using Film &amp; the Aftermath Debate to Tackle Racism
Author: Scowcroft, Sarah M.
Date: 2023-03-00
Type: Journal Articles
Subjects: Films,Racism,Higher Education,Academic Persistence,Minority Group Students,Dropout Rate,Foreign Countries,Racial Discrimination,Institutional Environment,College Environment,Video Technology

&quot;Re:Tension&quot; is a short 20 minute film that follows Thapelo, a bright and capable university student, on a day where he is unwittingly forced to question the judgements of his tutors and peers, and delve deeper into his own actions, choices and beliefs. &quot;Re:Tension&quot; addresses the topic of institutional racism and the gap in student retention amongst BAME (Black, Asian and Minority, Ethnic) students within British universities. The film was inspired by analysing statistical data that highlighted the unexplained dropout rate of BAME students as well as attempting to provide real insights into unconscious racial harassment within the higher education system and micro-aggressions that often go unnoticed. To accompany the film, a toolkit, developed by Senior Teaching Fellow Syra Shakir in collaboration with Ricardo Barker, uses the film and the aftermath debate to openly challenge racism and discrimination. It encourages group discussion around accountability and responsibility, this journal hopes to describe how this work has been adapted to bring these challenges to the attention of degree apprentices at Leeds Trinity University, with the aim that it will empower them to challenge such inappropriate behaviour within their workplace and take positive action. (Ricardo Barker, 2021)
Exploring Thai Teachers&apos; Perspectives on Evidence-Informed Practices in Inclusive Early Childhood Education
Author: Agbenyega, Joseph Seyram
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,Evidence Based Practice,Inclusion,Early Childhood Education,Teacher Competencies,Barriers,Research Skills,Teacher Researchers,Early Childhood Teachers,Teacher Attitudes,Information Sources,Students with Disabilities

Evidence-informed practices play vital roles in teaching and learning in inclusive schools; however, limited research has been conducted to explore inclusive early childhood teachers' perspectives on research-informed teaching. This study, which was informed by the Cognitive Apprenticeship Theory (CAT), used structured and online focus groups to explore the views of 26 inclusive early childhood teachers in Thailand regarding their understanding and value for evidence-informed practice, how they source, analyse and use evidence to inform their professional practice and the factors supporting or inhibiting evidence-informed practices in their schools. A combination of framework and descriptive data analysis identified findings suggesting teachers value evidence-informed teaching. Still, they need to gain more skills in identifying, analysing and using evidence from relevant academic journals in their professional context. In addition, teachers' endeavours to access and use scholarly resources were also inhibited by a lack of professional skills, time, and support from school leadership. The findings validate Cognitive Apprenticeship Theory suggesting the need for research skills training and including teachers as co-constructors of research knowledge. These processes can lead schools to better integrate research into practice in early childhood educational settings.
Language Learning Motivation among Senior High School Students
Author: Bhuana, Gartika Pandu
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Foreign Countries,Second Language Learning,Learning Motivation,English (Second Language),English Language Learners,Motivation,Grade 12

Motivation is one of main determinant factor in learning second or foreign language. There are two types of motivation, which are integrative and instrumental motivation. Both of them play an essential role of the success in learning second or foreign language. Unfortunately, there is some debate about which kind of motivation is important for second language learner. Therefore, the aim of this study is to investigate the senior high school students' motivation toward learning English as a second language. The study is quantitative design. The participant of this study was twelve grade students at one of senior high school in Bandung. The data were obtained through questionnaire. The used questionnaire was integrative and instrumental motivation scale of Gardner's Attitude/Motivation Test Battery (AMTB) that is adapted by Vaezi (2010). The questionnaire has 5-point scale ranged from &quot;strongly disagree&quot; to &quot;strongly agree&quot;. The data gained then was analyzed using SPSS 16.0. The result of the study showed that senior high school students were instrumentally motivated in learning English as a second language. In their point of view, learning English was important for supporting their future job and career.
The Use of Context-Clue and Read Aloud Instruction to Enhance Junior High School Students&apos; Vocabulary Ability through Literature
Author: Bintang, Rindu
Date: 2017-00-00
Type: Journal Articles
Subjects: Context Effect,Vocabulary Development,Foreign Countries,Junior High School Students,Comparative Analysis,Oral Reading,Teaching Methods,Instructional Effectiveness,English (Second Language),Second Language Learning,Second Language Instruction,English Literature

The aim of this research is to find out the better method between context-clue and read aloud instruction to enhance students' vocabulary. This research is quantitative research with comparative design. The research was conducted in SMPN 1 Cisarua, Bandung Barat. Population on this research was 8 grader of Junior High School and the sample was 8A grader that contain 30 students and 8B grader contain 32 students. 8A was given Context-Clue Instruction treatment and 8B was given Read Aloud Instruction Treatment. Statistic test that researcher used was Mann-Whitney Test. The result of this research showed there is no significant difference in enhancing vocabulary ability between students who are taught through context-clue instruction and students who are taught through read aloud instruction.
Gender and Stress Levels among Pre-Service Teachers
Author: Geng, Gretchen
Date: 2022-11-00
Type: Journal Articles
Subjects: Gender Differences,Stress Variables,Preservice Teachers,Teacher Education Programs,Age Differences,Preferences,Student Attitudes,Teacher Persistence,Time Management,Practicums,Foreign Countries

This study used gender-sensitive research to investigate stress levels and stressors among pre-service teachers. The differences and similarities in stress levels between male and female pre-service teachers were studied. There were five significant findings: (1) both male and female pre-service teachers had high-stress levels; (2) male pre-service teachers had higher stress levels than females; (3) male pre-service teachers' stress has a strong relationship with their ages, while it was not for female preservice teachers; (4) male pre-service teachers preferred to undertake their placement and commence their teaching career in middle or higher year level sectors, while female students preferred to teach in middle or lower year level sectors; and (5) while male and female students had similar knowledge about available support, their expectations of support were different. These findings can inform future gender-appropriate support mechanisms for pre-service teachers, leading to better retention in their studies and future career.
Pre-Service Teachers&apos; Beliefs about Motivating Students to Learn Science
Author: Jean-Baptiste, Davis
Date: 2022-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Student Motivation,Science Education,Secondary School Teachers,Teacher Influence,Foreign Countries,Teaching Methods

Motivation in science learning is important, given increasing necessity for scientific and critical literacy. The purpose of this article is to examine secondary science pre-service teachers' (PSTs) beliefs about motivating students to learn science. A mixed method study was conducted with 73 secondary science PSTs across Australia. A web-based survey and interviews were used to gather data. Turner et al.'s motivation theory (2011) is used as a framework to analyse the data. The findings indicate that the PSTs believed that competence, belongingness, and meaningful learning were factors involved in motivating students. These findings are critical as they are relevant to science education and to initial teacher education and as such, this research contributes to the body of knowledge in this area.
Perceived Value of Work-Integrated Learning on the Teaching Efficacy and Classroom Management of Pre-Service Teachers
Author: Mainsbridge, Casey P.
Date: 2022-11-00
Type: Journal Articles
Subjects: Work Experience Programs,Teacher Effectiveness,Classroom Techniques,Preservice Teachers,Teacher Competencies,Psychological Needs,Motivation,Self Efficacy,Authentic Learning,Experiential Learning,Teacher Education Programs,Foreign Countries

The aim of this study was to examine associations of teaching competence, autonomous motivation, and self-efficacy between two groups of pre-service teachers enrolled in a four-year Bachelor of Education degree program. One group participated in a Work-Integrated Learning (WIL) pathway and one who did not participate in a Work-Integrated Learning pathway. Self-reports of basic psychological needs, motivational regulations, and self-efficacy were completed by 116 pre-service teachers. Findings indicated that pre-service teachers who participated in the WIL pathway had higher levels of efficacy in classroom management, and had higher perceptions of identified regulation, demonstrating that they perceived WIL teaching sessions as a useful way to develop other characteristics of themselves. These findings suggest that exposure to authentic and experiential learning encounters through practical WIL experiences has a favourable impact on pre-service teacher competence, autonomous motivation, and self-efficacy. Incorporating authentic and practical opportunities such as WIL into teacher education programs presents a valuable and feasible option to foster broad skill development and teacher readiness.
University Learners&apos; Motivation and Experiences in Using Virtual Laboratories in a Physics Course
Author: Adanir, Gülgün Afacan
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Student Motivation,Student Experience,Electronic Learning,Computer Simulation,Science Laboratories,Physics,Foreign Countries,Instructional Effectiveness,Gender Differences,Grade Point Average

It is becoming necessary to examine learners' use of and experiences with virtual laboratories. Learners' interest and motivation to use virtual laboratories are important factors for the success of these platforms. This study was conducted to analyze Kyrgyz learners' use of virtual laboratories in a physics course at the university level. The study was performed in the 2019-2020 spring term at a state university in Kyrgyzstan. The study took a quantitative approach, with 376 Kyrgyz learner participants studying at the undergraduate level. The participants were divided into three groups: the first and second used different virtual laboratory platforms, while the third was involved in face-to-face labs. Quantitative data were collected using an online questionnaire which consisted of items related to demographic characteristics, motivation and experience, and physics laboratory attitudes. The results demonstrated differences among the groups regarding factors of motivation and experience. In addition, learners' physics laboratory attitudes differed with respect to gender and grade point average (GPA) factors.
Automated Scoring of Speaking and Writing: Starting to Hit Its Stride
Author: Jones, Daniel Marc
Date: 2022-00-00
Type: Journal Articles
Subjects: Automation,Computer Assisted Testing,Scoring,Writing (Composition),Speech Communication,Language Tests,Testing,Technological Advancement,Artificial Intelligence,Accuracy,Feedback (Response),Foreign Countries,Essays,English (Second Language),Second Language Learning,High Stakes Tests,Formative Evaluation

This article reviews recent literature (2011-present) on the automated scoring (AS) of writing and speaking. Its purpose is to first survey the current research on automated scoring of language, then highlight how automated scoring impacts the present and future of assessment, teaching, and learning. The article begins by outlining the general background of AS issues in language assessment and testing. It then positions AS research with respect to technological advancements. Section two details the literature review search process and criteria for article inclusion. In section three, the three main themes emerging from the review are presented: automated scoring design considerations, the role of humans and artificial intelligence, and the accuracy of automated scoring with different groups. Two tables show how specific articles contributed to each of the themes. Following this, each of the three themes is presented in further detail, with a sequential focus on writing, speaking, and a short summary. Section four addresses AS implementation with respect to current assessment, teaching, and learning issues. Section five considers future research possibilities related to both the research and current uses of AS, with implications for the Canadian context in terms of the next steps for automated scoring.
Using Technology for Learning: Generalizable Lessons from Educational Technology Integration in Kenya
Author: Arshad-Ayaz, Adeela
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Foreign Countries,Public Schools,Elementary Secondary Education,Sustainability,Teacher Attitudes,Administrator Attitudes,Expertise

This paper presents some initial findings from a multi-year partnership project on the integration of technology into the Kenyan education system. Specifically, qualitative evidence is presented on how results and lessons learned from the partnership project can be generalized and used by other research teams and projects using other technology platforms. Grounded in the critical theory of educational technology and using methodological strategies on the intersections of critical discourse analysis and critical ethnography, this paper examines technology integration in Kenyan public schools using the Learning Toolkit+ developed at the Centre for the Study of Learning and Performance at Concordia University in Montreal, Canada.
Canadian Faculty Members&apos; Hopes and Anxieties about the Near-Future of Higher Education
Author: Veletsianos, George
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Psychological Patterns,Anxiety,Futures (of Society),Higher Education,Student Attitudes,Government Role,School Role,Affordances,Barriers,Soft Skills

Higher education worldwide is facing several challenges spanning from economic, social, technological, demographic, environmental, to political tensions. Calls to rethink, reimagine, and reform higher education to respond to such challenges are ongoing, and need to be informed by a wide variety of stakeholders. To inform such efforts, we interviewed thirty-seven faculty members at Canadian colleges and universities to develop a greater understanding of their hopes and anxieties about the future of higher education as they considered what higher education may look like five years into the future. Results centred on four themes: (1) anxieties and hopes are shaped by supports and resources from various sources; (2) faculty members face anxiety over matters that negatively impact them but are beyond their control; (3) faculty members hope that &quot;good&quot; comes from the COVID-19 pandemic; and (4) faculty members hope for a well-rounded education that will enable students to succeed both within and beyond their careers. Implications for these findings suggest a need to direct research efforts and practices toward more hopeful futures for higher education, especially in the context of online and blended learning.
Student Perceptions of the Visual Design of Learning Management Systems
Author: Stoesz, Brenda M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Design,Visual Aids,Learning Management Systems,College Students,Course Organization,Online Courses,Visual Perception,Foreign Countries,Student Experience

Research on the impact of the visual design of the user interface of learning management systems (LMS) on learning experience is sparse. The purpose of this study was to conduct a preliminary examination of students' perceptions of the visual design of their postsecondary institutions' LMS and their learning experiences using survey methodology (N = 46). Students generally agreed that the course homepages were well organized and that the LMS colours, while deemed moderately to very important, did not enhance learning or increase the ability to remember course content. However, more positive perceptions of the visual appearance of the LMS were associated with greater satisfaction with grades. Expected end of term grade point average was negatively correlated with the degree to which students perceived that colour enhanced their learning. Students reported a greater satisfaction with the contribution of the LMS to learning correlated to the number of school terms they had used an LMS, their LMS proficiency, and their perceptions about the visual appeal of the LMS design. Together, these results suggest that exploring the impact of LMS colour and other dimensions of visual design on student engagement and learning are important and have practical value for LMS developers, instructional designers, and instructors.