ethanporcaro/eric-fulltext-meta huggingface dataset:
Lessons from Self-Directed Learning Activities and Helping University Students Think Critically
Author: Chukwunemerem, Orjika Paschal
Date: 2023-00-00
Type: Journal Articles
Subjects: Learning Activities,College Students,Critical Thinking,Independent Study,Cooperative Learning,Technological Literacy,Information Technology,Research Skills,Technology Uses in Education,Communication Skills

This work presents the benefits of self-directed learning activities as tools for enhancing critical thinking of university students. Self-directed learning is best introduced to students during the transition period from high school to the university (Van et al., 2015), and then reinforced throughout the university years. Interestingly, self-directed learning does not end within the university walls-it does exist beyond those walls. Hence, there is the need to nurture it during the university years so it can blossom afterwards. Early introduction or reinforcement of self-directed learning to university students is crucial because it can help students get accustomed to being self-directed in their learning at the university and beyond, thereby developing their critical thinking skills. The benefit of self-directed learning activities includes critical thinking skills, cooperative learning skills, freedom in learning, ICT, research skills, and other useful skills.
An Application of the CCCSR Noncognitive Framework: Bringing Together Typical and Exceptional Student Research
Author: Taylor, Sara E.
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Research,Students with Disabilities,Student Attitudes,Academic Persistence,Student Behavior,Learning Strategies,Interpersonal Competence,Academic Achievement,Soft Skills,English (Second Language),Literature Reviews

Students, teachers, and educational researchers divide into typical or exceptional populations. This includes different classes, credentials, and research journals that depend on the student's ability level. This distinction creates two concurrent yet separate bodies of educational research. Students with disabilities are increasingly included in general education classes yet research continues to separate the populations. In areas of research that influence typical and exceptional students such as noncognitive skills, each field has developed varied terms and definitions. As researchers focus on the importance of noncognitive skills, it is important to develop an educational community with a shared lexicon between researchers looking at typical and exceptional populations. The University of Chicago Consortium on Chicago School Research (CCCSR) published a report in 2012 entitled &quot;Teaching Adolescents to Become Learners. The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review&quot; in which they drew together research from fields such as psychology, economics, and education to present noncognitive factors as a malleable means to improve student performance in school. The CCCSR report established a conceptual framework and terminology to further the study of noncognitive skills. According to the framework derived by CCCSR, noncognitive factors include academic mindsets, academic perseverance, academic behaviors, learning strategies, and social skills, which interact to influence academic performance (Allensworth et al., 2012, p. 12). The purpose of this article is to examine the terms used to define noncognitive factors in research with typical and exceptional students in an attempt to bring the diverse vocabulary together through the lens of the CCCSR framework.
The Effect of Task-Based Writing Instruction on Iranian Pre-Intermediate EFL Learners&apos; Self-Efficacy and Epistemic Beliefs
Author: Iravani, Nooshin
Date: 2023-00-00
Type: Journal Articles
Subjects: Writing Instruction,Task Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Interpersonal Competence,Self Efficacy,Cooperative Learning,Learner Engagement,Epistemology,Foreign Countries,Writing Difficulties,Teaching Methods,Learning Motivation,Social Emotional Learning,Collaborative Writing,Student Attitudes,Essays,Biographies,Measures (Individuals),Adult Students,Outcomes of Education

Task-based language teaching (TBLT) is one of the most effective approaches to language teaching. Teachers should provide students with task-based activities which will motivate students to learn. Task-based writing instruction provides educators with effective ways to integrate social and emotional skills with writing skills. The contemporary philosophy of teaching English as a Foreign Language (EFL) encourages collaboration, participation, and engagement. Teachers who advocate collaboration embrace conflicting opinions, strategies, and inquiries constructively while promoting the development of leadership and interpersonal skills. A collaborative educational setting provides tools and techniques that facilitate the interaction of the students with teachers, fellow students, and eventually society. Accordingly, teachers of all disciplines, particularly EFL teachers, must create a collaborative environment that is free of fear to enable the students to develop their skills and abilities. One of the important writing problems faced by second-language (L2) learners is the lack of self-efficacy and epistemic beliefs. The widespread use of task-based writing in EFL classes, as well as the growing interest in the role of self-efficacy and epistemic beliefs, beg the question of whether or not such an approach to writing instruction contributes to the learners' self-efficacy, epistemic belief, and eventually their sense of identity and confidence. This study aimed to address this concern. To the best knowledge of the researcher, few, if any, studies have been conducted on the effect of task-based writing instruction on EFL learners' self-efficacy and epistemic beliefs. Accordingly, this study aimed to address this gap by investigating the mentioned effect on the Iranian Intermediate EFL learners.
Transgender and Gender Non-Conforming College Students&apos; Challenges, Supports, and Successes: An Interpretative Phenomenological Analysis
Author: Curry, Jennifer R.
Date: 2023-00-00
Type: Journal Articles
Subjects: LGBTQ People,Sexual Identity,College Students,Student Attitudes,Student Experience,Predominantly White Institutions,Affordances,Barriers,Individual Development,Advocacy,Geographic Location

We report findings from an interpretative phenomenological analysis (IPA) study of transgender and gender non-conforming (TGNC) college students' perceptions of their on-campus experiences. Participants reported their lived experiences of campus culture at PWIs Deep South. The data was viewed through a minority stress theory framework. Four major themes emerged: (1) supports for students; (2) barriers for students; (3) undergoing personal change; and (4) influencing systemic change.
The Pandemic and Teachers: How Teachers&apos; Daily Life in the Classroom Has Been Impacted
Author: Mahoney, Bailey
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Adjustment (to Environment),Teaching Methods,Evaluation Methods,Student Needs,Teacher Attitudes,Teacher Role,Homework,Feedback (Response),Grading,Educational Change,Secondary School Teachers,Blended Learning,Educational Technology,Videoconferencing,School Policy

During the pandemic, there were many discussions concerning how the pandemic was affecting students' learning and their ability to function in a remote classroom. However, the day-to-day routines and instructional strategies of teachers were being overlooked. The purpose of this research is twofold. The first is to provide examples and information on how teachers had to adapt their instructional practices, assessments, and day-to-day routines to address the needs of students during the COVID-19 pandemic. The second purpose is to use that information to provide school districts and parents with the teachers' perspectives. This information helps all stakeholders see what teachers have done, and how they can support educators in a way that will lead to success for students going forward while the education community recovers from any pandemic loss.
Reliability and Validity of Self-Assessments among Iranian EFL University Students
Author: Manzari, Alireza
Date: 2023-03-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Foreign Countries,English (Second Language),English Language Learners,College Students,Personal Autonomy,Second Language Learning

Modern teaching practices emphasize learner autonomy and learner-centered approaches to language learning. Such teaching methods require corresponding assessment approaches. Self-assessment is viewed as an assessment mode which matches modern learner-centered teaching methodologies. However, the validity and reliability of self-assessments are not yet conclusively established. This study aimed to provide validity and reliability evidence for self-assessments among Iranian EFL university learners. The Common European Framework of Reference (CEFR) Self-Assessment Grid was translated into Persian and was given to a sample of Iranian undergraduate students of English. A C-Test battery containing four passages was used as a criterion for concurrent validation. Self-assessments of university EFL learners were examined for internal consistency and test-retest reliability. Findings showed that while self-assessments are highly reliable, they lack validity as evidenced by low correlations between components of the self-assessment grid and the C-Test. The implications of the study for the application of self-assessments in foreign language education are discussed.
A Study of Current Conditions and Guidelines for Measuring and Assessment of Learning in the COVID-19 Situation at Secondary School in Udonthani
Author: Prapipek, Piyawan
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Assessment,COVID-19,Pandemics,Secondary Schools,Foreign Countries,Secondary School Students

This research aimed to investigate the current conditions in measuring and assessing learning, particularly in the COVID-19 situation at a secondary school in Udonthani. Data was collected qualitatively through interviews with a school director, academic supervisor, teacher, student, parent, and supervisor. The data were analyzed and categorized into themes. The results showed that measuring and assessing the behavior of standards, indicators, and each student's objective is essential but has yet to succeed. Therefore, teachers may need to modify the methods and criteria used for planning and implementation. We should emphasize modifying the measurement and assessment methods and criteria to suit the school context and the learners' conditions.
Equitable Treatment of Students with Dyslexia
Author: Cooper, Aubrey
Date: 2023-00-00
Type: Journal Articles
Subjects: Dyslexia,Equal Education,Students with Disabilities,Federal Legislation,State Legislation,Knowledge Level,Educational Environment,Teacher Competencies

In recent years, dyslexia legislation and awareness has become more prevalent. Dyslexia is a specific learning disorder that affects a student's ability to read because they have deficits in their overall phonological awareness skills. While federal and state legislation has been passed regarding dyslexia, awareness surrounding dyslexia is still very minimal. Educators, parents, and other school faculty members many times do not have a strong knowledge of dyslexia. Thus, students with dyslexia may not receive an education that is as equitable as their peers. This article discusses the federal and state legislation surrounding dyslexia, knowledge surrounding dyslexia, and the effects of the learning environment on students with dyslexia. Applying the principles discussed in this article will help create an environment in which dyslexic students receive equal and just treatment inside and outside of the classroom learning environment and help them to succeed academically, socially, and emotionally.
Unmasking Microaggressions on the Homefront: Exploring Faculty and Staff Perceptions after Attending an Online Workshop on Microaggressions in Higher Education
Author: Crenshaw, Andrea N.
Date: 2023-00-00
Type: Journal Articles
Subjects: College Faculty,School Personnel,Attitudes,Aggression,Conflict,Interpersonal Relationship,Interaction,Workshops,Electronic Learning,Inclusion,Knowledge Level,Bias,Instructional Effectiveness,Higher Education,Concept Formation

Microaggressions are brief and everyday slights, insults, indignities, and denigrating messages sent to people of color and/or marginalized groups (women, LGBTQ+, etc.) by well-intentioned [people] who are unaware of the hidden messages being communicated (Sue et al., 2007). Microaggressions are connected to broader conceptualizations of the impact of implicit bias and systems of inequity. Specifically, in K-12 and higher education, microaggressions impact the physical, social, and emotional well-being of those who experience them. Growing research posits the need for more discussions in education about racism, sexism, and other bias prevalent in the field of education (Bergerson, 2003). As such, some researchers ((Escayg, 2018; Lin, Lake, &amp; Rice, 2008) have advocated for the importance of bringing anti-bias pedagogy into educational spaces, which involves attempting to move beyond educators' comfort zones and providing them with tangible strategies to disrupt microaggressive behaviors. To discuss the intent and impact of microaggressions in educational settings and how we might respond to them, we developed a two-hour online workshop for educators and students at Western State University. This workshop allowed participants to think critically about microaggressions, how they impact higher education, and how administrators, faculty, staff, and students can promote inclusive environments. The workshop included a presentation on microaggression theory, microaggression scenarios in education, and the utilization of the A.C.T.I.O.N framework (Chueng, Ganote, &amp; Souza, 2016) as a tool to disrupt microaggressions. Participants provided feedback about their experiences from the workshop based on an electronic survey they were provided at the end of the workshop.
Using Historical Thinking Strategies for Improving Elementary Students&apos; Content Knowledge and Attitudes towards Social Studies
Author: Burnett, Lydia
Date: 2023-00-00
Type: Journal Articles
Subjects: History Instruction,Thinking Skills,Elementary School Students,Knowledge Level,Student Attitudes,Social Studies,Teaching Methods,Learner Engagement,Grade 5,Critical Thinking,Cognitive Tests,Rural Schools,Cooperative Learning

Instructional time spent on elementary social studies is often marginalized due to the emphasis placed on other content areas. Therefore, social studies teachers must employ meaningful instructional strategies that will engage students while promoting content acquisition. This quasi-experimental study responds to this challenge by guiding a sample of 44 fifth grade students to use the historical thinking skills of sourcing, contextualizing, and corroborating that encourage engagement with a variety of primary sources through the lens of Jerome Bruner's learning theories. The control group used traditional instructional methods including close-note taking, vocabulary review, and independent reading from social studies texts. Both the control and treatment groups were assessed prior to and after the study on content knowledge, attitude toward social studies, and critical thinking skills using the Cornell Critical Thinking Test. Students in the treatment group showed significant differences in their content knowledge over the control group.
Turkish Pre-Service Teachers&apos; Understanding of Daily Life Phenomena Related to Chemistry and Compatibility with the Current Chemistry Curriculum
Author: Aglarci Ozdemir, Oya
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,College Freshmen,Science Instruction,Chemistry,Knowledge Level,Relevance (Education),Outcomes of Education,Secondary School Curriculum,Educational Objectives,Foreign Countries,Scientific Concepts,Scientific Literacy

The aim of this study is to determine Turkish pre-service science teachers' levels of chemical explanations of various daily life phenomena and to investigate whether these examples are in accordance with the high school chemistry curriculum in Turkey. This study was carried out with descriptive research methods. The participants are 71 freshmen pre-service science teachers in a state university in Turkey. The data of the study were collected with the &quot;Chemical Explanations of Daily Phenomena&quot; Questionnaire previously developed in the literature. The phenomena in the questionnaire were related to chemistry concepts such as diffusion, temperature, combustion reactions and the law of conservation of mass, isotopes, reaction rate, redox reactions, and mixtures and solutions. The answers were analyzed in three categories: correct, wrong, and can't determine and the frequencies and percentages of the categories were determined. Also, the learning outcomes in the latest version of the Turkish high school chemistry curriculum were examined in order to determine whether they were related to the chemistry concepts in the questionnaire. Document analysis was utilized to analyze the learning outcomes in the chemistry curriculum. The findings of the study revealed that most of the pre-service teachers answered correctly the questions that are compatible with the chemistry curriculum. Their misconceptions were mostly related to heat transfer and specific heat capacity, the law of conservation of mass, and heavy water and isotopes. The findings indicated that future curriculum changes should integrate some important chemistry concepts closely related to everyday life, such as radioactivity and heat transfer.
Evaluation of Science Teachers&apos; Exam and High School Entrance Exam Science Questions Based on the Revised Bloom Taxonomy
Author: Koman, Ismail
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Tests,Secondary School Science,Grade 8,High Stakes Tests,Teacher Made Tests,Test Items,Taxonomy,Knowledge Level,Cognitive Processes,Memory

This study aims to evaluate exam questions set by science teachers for eighth grade students and science questions from a central high school entrance exam (HSEE) according to the Revised Bloom's Taxonomy (RBT). In this study, document analysis technique was employed, as one of the recognized methods of qualitative research. The HSEE science questions and the teacher-prepared exam questions were evaluated separately in the dimensions of knowledge and cognitive process, and the frequency and percentage distribution of the questions were examined according to the RBT. The science teachers' exam questions were found to be the most suitable for factual knowledge in the RBT knowledge dimension, and the most appropriate for the remembering and understanding levels of the cognitive process dimension. It was determined that the HSEE science questions were the most suitable for conceptual and procedural types of knowledge in the RBT knowledge dimension, and for the understanding and analyzing levels in the cognitive process dimension. Both the questions prepared by teachers and the HSEE science questions were not homogeneously distributed in terms of the RBT. It was determined that while the science teachers' exam questions were at the lower level of the cognitive process, the HSEE science questions were at a level higher than those prepared by the teachers.
A Grounded Theory Approach on Professional Development of Vocational Teachers
Author: Miciuliene, Rita
Date: 2023-03-00
Type: Journal Articles
Subjects: Vocational Education,Vocational Education Teachers,Faculty Development,Teacher Attitudes,Foreign Countries,Grounded Theory

Professional development of vocational teachers is perceived as an integral part of their professional activity. A lot of research has been conducted which has examined and evaluated the forms and strategies used to enhance vocational teachers' professional development, its performance and effectiveness in different contexts, mostly by applying quantitative research methods. A grounded theory approach was employed to develop a framework of the professional development process from the vocational teachers' perspective. The qualitative research design was based on five semi-structured group interviews with 48 vocational teachers from vocational education and training institutions in Lithuania. The findings show that vocational teachers feel the imperative for their professional development, which is caused by the progress of the technological and labour market, teacher generation change, and motivation. It occurs within the context of complicated financial distributions, careful planning and supervision, by adopting various means and forms for the PD (for example, occupation-related competence development). The learning strategies are influenced by the intervening factors such as the outdated training methods and the lack of continuity of the process. The main result of the PD of vocational teachers is sharing knowledge and helping colleagues.
Engagement in Structured Extracurricular Activities: A Preventive Measure for Technology Addiction in Adolescents
Author: Pol, Sukhsiddhi D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Extracurricular Activities,Adolescents,Early Adolescents,Secondary School Students,Addictive Behavior,Student Behavior,Internet,Computer Use,Handheld Devices,Prevention,Social Media,Athletics,Music Activities,Academic Achievement,Student Participation

Background: Technology has been an integral part of our lives, and it has both positive and negative effects on adolescents. The engagement in structured extracurricular activities can be utilized as a prevention method for technology or internet addiction. This can channel their time and energy in the right direction and empower valuable results for youth. The present study was conducted to compare adolescents engaged in structured and non-structured extracurricular activities in terms of spending time on computers using the internet for education and entertainment. Methodology: In a cross-sectional research design, the Strength and Difficulty Questionnaire was administered to a total of 124 adolescents (75 males and 49 females) to exclude adolescents with behavioral disturbances. In addition, a semi-structured interview was also used for understanding and analyzing the impacts of structured and unstructured extracurricular activities (in terms of frequency and duration). Results and Conclusion: Results indicated that academic grades were highest in adolescents involved in structured extra-curricular activities. Internet use and mobile use for social purposes were found to be higher among adolescents involved in structured extracurricular activities. Thus, active participation in structured extracurricular activities leads to the holistic development of adolescents, better academic performance, and decreased involvement in technology.