ethanporcaro/eric-fulltext-meta huggingface dataset:
E-Written versus Screencast Feedback in the L2 Writing Classroom: An Engagement Perspective
Author: Vatansever, Ayse
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Feedback (Response),Distance Education,Essays,Writing Evaluation,Undergraduate Students,Foreign Countries,Writing Instruction,Learner Engagement,Video Technology,Written Language,Comparative Analysis,Teaching Methods

This study explores the influence of feedback mode on learners' behavioral and affective engagement through a mixed method research design. Fourteen English as a foreign language (EFL) learners at a Turkish university performed four writing tasks (i.e., two essays and two reports) throughout an authentic seven-week distance foreign language (L2) writing course as part of their assessment. All learners were provided with e-written feedback on two of their writing performances (i.e., one essay and one report) and screencast (video) feedback on the other two. Their writing performances were analyzed in terms of behavioral engagement as measured by responsiveness to feedback; and their responses to a questionnaire of nine open-ended questions were analyzed qualitatively and inductively in terms of affective engagement. Results indicated that learners' behavioral engagement did not seem to differ depending on the feedback mode. Furthermore, while learners' affective engagement was higher in screencast feedback condition, several factors were identified in favour of screencast feedback (i.e., perceived cognitive and motivational benefits) and in favour of e-written feedback (i.e., perceived practical benefits).
Using ICT in the Teaching and Learning of Music in the Colleges of Education during a Pandemic Situation in Ghana
Author: Aikins, Mark Valentine
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Music Education,Higher Education,COVID-19,Pandemics,Music Teachers,Preservice Teachers,Barriers,School Closing,Technological Literacy,Teacher Competencies,Online Courses,Interaction

With the introduction of Information and Communication Technology (ICT) in education, teachers and students can now engage in teaching and learning in new ways. It has given schools the ability to ensure that teachers and students have access to instructional resources both in and out of the classroom. The goal of this article is to look into how music tutors and student teachers in Ghana used ICT technologies in music sessions, as well as the problems that virtual teaching and learning encountered during the COVID-19 pandemic. With a case study as the research design, a mixed method research paradigm was applied Data was gathered using methods such as interviews and questionnaires. Scheduled phone calls and Google forms were used to collect data. The study found that ICT methods were the best way to keep teaching and learning going during the COVID-19 pandemic, when schools were temporarily locked down, but there were significant problems. As a result, it was suggested that all music tutors and student teachers receive some training in the use of ICT tools. At addition, authorities in Ghana's colleges of education should make virtual interaction a part of the educational process to eliminate distance as a barrier to learning.
Real? American? Hero? An Autoethnography about Playing Creatively and Cathartically with G.I. Joe
Author: Hopkins, Justin B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Toys,Play,Cultural Differences,Creativity,Violence,Ethnography,Autobiographies,Identification (Psychology),Child Development

In what the author calls an autoethnography, he examines two aspects of his love of a favorite childhood toy: G.I. Joe. First, because the author is a contingent pacificist and this military figure--a fundamentally violent toy--played so important a role in his life, he now seeks to reconcile his aversion to (real life) violence with his enjoyment of G.I. Joe. Second, he explores how his experience as a Third Culture Kid (TCK)--born in the United States, but growing up in Africa--was affected by his enjoyment of G.I. Joe. He combines research, reflection, analysis, and narrative in an account of how his experiences with G.I. Joe may have been manifested in his creativity and how they provided a therapeutic catharsis following his exposure to actual violent conflict. Hopkins also argues for the future use of autoethnography in play studies.
Rethinking Evaluating the Use of Distance Learning Systems in the Context of the Unified Theory of Acceptance and Use of Technology-2
Author: Kalinkara, Yusuf
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Models,Intention,Behavior,Student Attitudes,Learning Management Systems,College Students,Expectation,Student Motivation,Influences,Distance Education,Usability,COVID-19,Pandemics,School Closing,Cost Effectiveness,Foreign Countries

Various theories and models are used to understand the impact of technology in education. One of these models is the UTAUT-2 model. This model allows us to understand the acceptance and use of technology. In this study, students' intentions and behaviours related to using the UBYS system, which is used as a learning management system, were examined within the framework of the UTAUT-2 model. The structural equation model was also used in the study. Smart PLS 3.3.5 and IBM SPSS Statistics v20.0 programmes were used for all data analyses. The study was conducted with 208 university students in 2021-2022. The result of structural equation modeling is that performance expectancy, effort expectancy, facilitating conditions, and hedonic motivation are among the variables that influence the use and acceptance of UBYS. The components of the model explain 75% of behavioural intentions. With the knowledge gained in this study, it may be possible to increase the usefulness of the UBYS system used. At the same time, the results of this study should make an important contribution to the literature on the UTAUT-2 model.
Active Learning and Student Achievement: A Matter of Space, Experiences, or Pedagogy?
Author: Bruner, Justin
Date: 2022-00-00
Type: Journal Articles
Subjects: Active Learning,Academic Achievement,Student Characteristics,Classroom Design,Instructional Design,Student Attitudes,Social Cognition,Student Experience,Grades (Scholastic),Teaching Methods,Conventional Instruction

The goal of this study was to contribute to research on active learning by addressing the problem of disentangling the effects of classroom architecture, student characteristics, and pedagogical design as they relate to student achievement. The study utilized a quasiexperimental design where data was collected on student perceptions of their classroom, their experience in the course, and the pedagogy of the instructor, then analyzed with respect to the course grade. Results indicate that neither student perceptions of the classroom spaces nor the spaces themselves had an impact on course grade, but the pedagogy employed by the instructor and student experiences did.
Active Learning Classroom Observation Tool: Improving Classroom Teaching and Supporting Instructional Change through Reflection
Author: Birdwell, Tracey
Date: 2022-00-00
Type: Journal Articles
Subjects: Active Learning,Educational Improvement,Classroom Observation Techniques,Teaching Methods,Reflective Teaching,Educational Change,Organizational Change,Instructional Design,Universities,Lecture Method,Learner Engagement,College Students

In this article, we present a revised version of the active learning classroom observation tool (ALCOT), designed in 2015, to support instructor reflection on instructional approaches applied within active learning classrooms. The design of active learning classrooms and teaching approaches within them have changed significantly since the initial development of the ALCOT. Inspired by these changes, we have decided to update the ALCOT to address the new developments in classroom designs and instruction. In addition to updates to the ALCOT, this article also lays out ways the new ALCOT can be used for additional avenues of faculty support. It also suggests how classroom observation can facilitate conversation among a variety of stakeholders that could contribute to broad institutional change regarding active learning and active learning classrooms.
Process Improvement Approach to Transform Online Business Education in the Post-COVID World
Author: Singh, Sonia
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Business Administration Education,Educational Technology,School Closing,Distance Education,Educational Innovation,Models,Educational Practices,Student Centered Learning

In early 2020, the World Health Organization declared COVID-19 a global emergency. This pandemic has affected higher education, especially the world of business education and professional programmes, beyond imagination. This study/project examines an innovative teaching and learning approach, Lean methodology, and its application to business education. Although Lean Thinking originated in the automobile industry several years ago, research on its application and sustainability at academic institutions, especially in the teaching and learning process, has been extremely limited. Recent research demonstrates that this approach has been successfully implemented in healthcare and health sciences education. This project takes a step forward and identifies how a similar approach can be applied to business education in post-pandemic education. The project concludes with practical tips that higher education institutions can use as planning for post-pandemic begins.
Rethinking the Relationship between the Growth of the Secondary Education System and Employment: Evidence from Turkey
Author: Balkar, Betül
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Educational Practices,Employment,Educational Change,Education Work Relationship,High School Graduates,Employment Opportunities,Compulsory Education,High Schools

The contribution of the secondary education system to employment is among the priority areas of educational policy since it has employment-related aims for students who do not/cannot continue on to higher education. In Turkey, the secondary education system has increasingly grown with students and schools included in the system. Consequently, secondary school graduates have increasingly demanded access to employment opportunities. Therefore, this paper investigates the relations between the growth based on the number of students and schools in the secondary education system and the employment of secondary school graduates in Turkey. Long- and short-run relationships between the growth in the secondary education system and employed secondary school graduates were investigated by employing Autoregressive Distributed Lag (ARDL) Bounds Testing approach. Although analysis pointed out a cointegration between the growth in the secondary education and employment, long-run coefficients of variables were found to be insignificant.
Students&apos; Attitudes towards Online Teaching and Communication during the Coronavirus Pandemic
Author: Jurakovic, Linda
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Science Education,Preschool Education,Preservice Teachers,Electronic Learning,Student Attitudes,Foreign Countries,College Students,Computer Mediated Communication,Positive Attitudes,COVID-19,Pandemics

The relevance of the researched problem is due to the need for monitoring online teaching during the coronavirus pandemic and improving teachers' skills in the process of online teaching and communication with students. The purpose of the research was to find whether there were statistically significant differences in students' positive attitudes towards online teaching conducted in three different study programmes and the communication between students and professors during the coronavirus pandemic. The following methods were used in the research: theoretical (analysis, synthesis, generalisation), diagnostic (Likert scale), statistics and graphical presentation of the results. Our research also shows that students have positive attitudes towards online teaching and communication with teachers. A contribution to such students' attitudes was probably given by the university teachers' existing online teaching skills as well as students' digital skills and competencies owed to the use of social networks. The research aimed to draw attention to the factors that are important for the implementation of quality online teaching in faculties at the time of the pandemic. It emphasised the importance of researching students' perception of the quality of online teaching and various aspects of communication with teachers at a time when they were unable to communicate live. Therefore, the research results can stimulate similar research in higher education to identify those factors that could contribute to the satisfaction of students and teachers with this type of teaching.
Improving Parents&apos; and Teachers&apos; Perceptions of Girls&apos; STEM Activities and Interests before and after an Informal STEM Intervention
Author: Hite, Rebecca L.
Date: 2022-01-00
Type: Journal Articles
Subjects: Adolescents,Females,Teachers,Parents,STEM Education,Informal Education,Student Interests,Activities,Social Cognition,Intervention,Outreach Programs,Program Effectiveness,Ethnicity

This study investigated how a STEM outreach program, focused on promoting adolescent girls' interests in STEM, augmented parents' and teachers' (adults) perceptions of doxa (socialization that enhances or stymies girls' STEM interests) after the event, at home and school, respectively. To this end, we provided participating adults with in-event STEM experiences (e.g., participating in STEM activities and interacting with women STEM professionals) and tools (e.g., an activity-based STEM kit) to enhance STEM capital and habitus. Twenty-five adults participated in a post-event open-ended questionnaire and three-month post-event follow up interview. Data were parsed by race (White) and ethnicity (Hispanic) and then coded inductively and deductively using a framework to examine gendered perceptions for STEM. Findings suggest adults found value in the event to nurture girls' STEM interests and preparing girls for STEM futures; yet only four of the sampled adults chose extended STEM experiences by using the provided kit. The significance of this work suggests that adults, regardless of race or ethnicity, require more generative informal experiences with STEM capital and habitus (e.g., hands-on experiences to model at home, information on varied STEM careers) to shift their perceptions of girls' experiences in STEM (doxa) to actively promote girls' interests in STEM and STEM careers.
Teach to Beat Cancer: An Integral Component of the Case Comprehensive Cancer Center Youth Enjoy Science Program
Author: Junk, Damian J.
Date: 2022-08-00
Type: Journal Articles
Subjects: Cancer,Secondary School Teachers,Science Education,Oncology,Biology,Risk Management,Middle School Students,High School Students,Career Choice,Biomedicine,Medical Research,Teacher Researchers,Curriculum Development,Advocacy,Student Diversity,Disproportionate Representation,Minority Group Students,Poverty,Student Interests,Vocational Interests,Health Promotion

The Youth Enjoy Science -Teach To Beat Cancer program funded by the National Cancer Institute utilizes the resources of the Case Western Reserve University School of Medicine and Case Comprehensive Cancer Center to provide experiences and training for grade 6-12 teachers so that they are expertly equipped to develop curricular approaches to take back to their classrooms to enhance science education, introduce concepts of cancer biology, encourage cancer risk reduction activities, foster disparity elimination and to motivate middle and high school students to pursue careers in biomedical sciences and cancer research. The program focuses on four aspects of teacher engagement and education: (1) Research Engagement, (2) Curriculum Development, (3) Risk Reduction and Disparity Elimination, and (4) Advocacy for Cancer Research and Cancer Research Careers. This program has been crucial to achieve the National Cancer Institute's goal of educating students from diverse backgrounds underrepresented in biomedical research in the Cleveland area as each teacher influences a significant number of students in their classrooms each year, and are introducing students to cancer biology, exciting them to consider careers in cancer prevention, diagnosis, control, treatment, and research. This article provides an overview of the program including its impact on the teachers and their students.
Teacher Agency in the Modification of Japanese Lesson Study in the United States
Author: Kitada, Yoshiko
Date: 2022-03-00
Type: Journal Articles
Subjects: Professional Autonomy,Educational Change,Teaching Methods,Lesson Plans,Faculty Development,Teacher Collaboration

This paper investigates how Japanese lesson study has been modified in the context of the U.S., and how this modification has affected teacher agency based on the framework of the ecological approach proposed by Priestley et al. (2016). There are two major findings. First, Japanese lesson study has been adapted and modified in the U.S. as an effective form of professional development which tends to focus on a single subject, primarily mathematics. Math-focused lesson study has significantly contributed to the development of U.S. lesson study and promoted agency of math teachers, but may have hindered the expansion of lesson study into whole-school professional development, involving all subject teachers. Second, Japanese lesson study is inherently inseparable from the whole-school professional development called kounaikenshu, but, in the U.S., seems to have been adapted as a stand-alone activity. Consequently, the crucial role of long-term goals in lesson study has tended to be overlooked. The study concludes that lesson study disconnected from whole-school professional development may limit achievement of teacher agency, and in turn, professional identity.
Community Problem Solving in Criminal Justice: Breaking Barriers through Service-Learning
Author: Bricker, Todd E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Service Learning,Undergraduate Students,Law Enforcement,Best Practices,Social Problems,School Community Relationship,Student Behavior,Quality of Life,Experiential Learning,Police,School Role,Community Role,Drinking,Citizen Participation

Service-learning is a valuable pedagogical practice for undergraduate students. It provides meaningful community engagement for students and assists in linking theory with practice. This article provides information regarding the planning, execution and outcomes of an undergraduate service-learning project conducted in a law enforcement class. A model of best practices is discussed as well as benefits to students, the university, law enforcement and community members.
Fostering Service-Learning and Leadership Development through First-Year Seminar Courses
Author: Krsmanovic, Masha
Date: 2022-00-00
Type: Journal Articles
Subjects: Service Learning,Leadership Training,First Year Seminars,Student Attitudes,Leadership Styles,Gender Differences,Student Experience,College Students,First Generation College Students

This research presents a model for implementing and assessing a service-learning first-year seminar course and living community. The study investigated students' attitudes and perceived benefits of the three aspects of their first-year program experience - community service participation, servant-leadership development, and living community participation. The results report on the four cohorts of program participants (n=233) identifying the differences in their attitudes and perceptions and investigating the correlation between the three program areas. This study bridges the rich but isolated knowledge on first-year seminars and service learning by examining the opportunities for students to participate in both high-impact practices simultaneously.
Creating a Service-Learning Concentration in Environmental Science: Lessons Learned
Author: Schiebel, Hayley
Date: 2022-00-00
Type: Journal Articles
Subjects: Service Learning,Environmental Education,Science Education,College Students,Grants,Curriculum Development,Student Attitudes,Barriers

This project outlines a four-course service-learning concentration within an environmental science or environmental studies degree at Suffolk University in Boston, Massachusetts (Suffolk). Service-learning components were developed in the 2018-2019 academic year with the help of a grant from the Campuses for Environmental Stewardship Program. The courses were either major required courses or major electives to avoid overburdening students with credits. Fifty-five students were enrolled in the service-learning courses for the proposed concentration in the 2018/2019 academic year at Suffolk. An evaluation (pre/post surveys with 58% response rate) found that students left the term feeling more confident in their communication and teamwork skills, better understood community partners' needs through their partnerships outside of the classroom and, felt that they would take other service-learning courses given the opportunity. Obstacles for the participating faculty members including additional time inputs, added stresses of administrative paperwork, and the need for a continued financial support to over the service component of the courses on a regular basis did arise.
The Characteristics of Early Modern Society and Its Literate Populace: From the Perspective of the Lettered Society
Author: Masanobu, Kimura
Date: 2022-03-00
Type: Journal Articles
Subjects: Literature,Educational History,Educational Philosophy,Grammar,Literary Genres,Orthographic Symbols,Japanese,Foreign Countries,Literacy,Educational Improvement,Letters (Correspondence),Spelling,Written Language,Scientific Research,Technological Advancement,History,Handwriting

Education in Japan has drawn attention widely from overseas, including a quantity of research pointing out that the context of Japan's modernization and its present-day advanced science and technology can be found in the high literacy rates and prevalent education of Japanese society. However, there has been insufficient examination of the effect of high literacy rates in early modern society on everyday life. Pointing out that at the beginning of the early modern period, character formats, grammar, writing styles et cetera became used in common throughout the country, while the use of written text became compulsory as well, this paper asserts that the establishment of this lettered society was deeply involved with Japan's modernization.
Memorable Events Experienced by Community Partners in University Collaborations
Author: Darby, Alexa
Date: 2022-00-00
Type: Journal Articles
Subjects: School Community Relationship,Service Learning,College Students,Nonprofit Organizations,Student Motivation

The purpose of this study is to explore the memorable events community partners experience when working with college students in a university/community collaboration. Twenty community members employed by nonprofit agencies, who have partnered with the university for varying lengths of time, participated in telephone interviews. Participants identified memorable events related to students' motivation to work with clients and complete tasks. They cited long-term gain for both students and nonprofit organizations as also creating lasting memories, leading to emotions of pride and joy and feelings of being pleased and rewarded. Identifying memorable events provides a window into what motivates community partners to continue collaborating with the university.