ethanporcaro/eric-fulltext-meta huggingface dataset:
Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies
Author: Abou-Khalil, Victoria
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Distance Education,COVID-19,Pandemics,Crisis Management,Learner Engagement,Educational Strategies,College Students,College Faculty,Teacher Student Relationship,Peer Relationship,Cooperative Learning,Discussion Groups,Gender Differences,Access to Computers,Internet,Educational Resources,Barriers,Developing Nations,Foreign Countries

We aim to identify the engagement strategies that higher education students, engaging in emergency online learning in low-resource settings, perceive to be effective. We conducted a sequential mixed-methods study based on Moore's interaction framework for distance education. We administered a questionnaire to 313 students engaging in emergency online learning in low-resource settings to examine their perceptions of different engagement strategies. Our results showed that student-content engagement strategies, e.g., screen sharing, summaries, and class recordings, are perceived as the most effective, closely followed by student-teacher strategies, e.g., Q and A sessions and reminders. Student-student strategies, e.g., group chat and collaborative work, are perceived as the least effective. The perceived effectiveness of engagement strategies varies based on the students' gender and technology access. To support instructors, instructional designers, and researchers, we propose a 10-level guide for engaging students during emergency online classes in low-resource settings.
A Content Analysis of the Reading Activities in &quot;Bright 2&quot; an English Textbook for Junior High School Students
Author: Sucipto, Sucipto
Date: 2019-00-00
Type: Journal Articles
Subjects: Textbook Content,Learning Activities,Reading Instruction,Cognitive Processes,Thinking Skills,English (Second Language),Second Language Instruction,Second Language Learning,Junior High School Students,Grade 8,Textbooks,Foreign Countries

This study aimed to analyze the reading activities in &quot;Bright 2&quot;, an English textbook for grade VIII students of junior high school in Indonesia, by using Bloom's revised taxonomy. A content analysis was conducted to achieve the research purpose. The findings show that the textbook has dominant reading activities especially on the cognitive process of &quot;analyze&quot; and &quot;apply&quot; aspects mounting to 27% and 21% respectively out of the total 145 reading activities. Meanwhile, the number of the higher and lower cognitive processes in this textbook is categorized balanced on the score of 49% of higher order thinking skills and 51% of the lower ones. There is a slight difference between the number of higher thinking skills and lower thinking skills since most reading activities found are on &quot;analyze&quot; aspect, which belong to the higher thinking skills while the second most frequent reading activities are found on &quot;apply&quot; aspect, which are lower thinking skills. However, &quot;apply&quot; and &quot;analyze&quot; aspects are placed at the 3rd and 4th in the taxonomy, which means that the textbook emphasizes the middle cognitive thinking process of Bloom's revised taxonomy, which is formed by &quot;apply&quot; and &quot;analyze&quot; thinking process.
Culturally Responsive Perceptions and Practices of Instructors at a Minority-Serving Institution: A Mixed Methods Study
Author: Warren, Jeffrey M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Teacher Attitudes,Teaching Methods,Minority Serving Institutions,College Faculty,Teacher Student Relationship,Teacher Role,Race

The purpose of this mixed-methods study was to examine the culturally responsive perceptions and practices of instructors at a public, minority-serving institution located in the southeast quadrant of the United States. Survey data were collected from 34 undergraduate and graduate faculty participants. Findings from a hierarchical regression analysis indicated that race or ethnicity and deficit ideology were predictive of instructor-student relationships and effectively communicating expectations. Additionally, a thematic analysis of participant responses suggested instructors believe students do not value higher education, and academic advisors should take on a more expansive role. Participants minimized the role they play in promoting student success. Based on these findings, the authors suggest that universities develop strategic plans to address inequitable policies and practices. Furthermore, instructors must challenge beliefs that are detrimental to culturally responsive instruction. A discussion of the findings and implications for culturally responsive instruction in higher education, particularly at minority serving institutions, are included.
Transformative Pedagogy and Student Voice: Using S.E.A. Principles in Teaching Academic Writing
Author: Vengadasalam, Sarbani Sen
Date: 2020-00-00
Type: Journal Articles
Subjects: Transformative Learning,Writing Instruction,Writing Across the Curriculum,Academic Language,Instructional Effectiveness,Scaffolding (Teaching Technique),Critical Thinking,Self Expression,Individual Characteristics,Undergraduate Students,Graduate Students,Teacher Role,Models,Student Empowerment,Scholarship

This paper describes the principles of transformative pedagogy that lead to the development of distinct student voices in academic writing classes. Whether the course is taught at the undergraduate level through research, expository, and argumentative writing assignments or at the graduate level through literature review essays, research articles, and dissertation writing tasks, students need to be able to develop their voices and make their contributions to knowledge. Correspondingly, professional writing teachers need to teach students how to write voiced project documents such that they have the student's unique signature even when situated within a paradigmatic boundary. The article expands on how facilitators of academic writing courses can incorporate S.E.A. principles of scaffolding, empowerment, and awareness as triple enablers into their teaching methodologies in order to develop student voices and usher in transformation successfully. As one of the few articles to examine how graduate and undergraduate academic writing instruction, including W.A.C. (Writing Across the Curriculum) and W.I.D. (Writing in the Discipline) teaching, can be recast to develop student voices, the paper can be helpful to readers looking for resources and recommendations to incorporate transformative pedagogy into their teaching.
Cyberbullying and Ohio Schools: A Social Justice Framework to Understand and Create Change
Author: Gerwig-Parker, Lorri A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Victims,State Legislation,Legal Responsibility,Student Responsibility,School Responsibility,School Policy,Intervention,Ethics,Social Justice,Ecology

In 2019, 36.5% of students, age 12-17, reported that they were cyberbullied at some point in their life. Cyberbullying is a growing problem within Ohio. Self-mutilation, attempted suicide, and death have been linked to victims of cyberbullying. Within Ohio, there are also legal implications for schools to consider. Using Bronfenbrenner's ecological systems framework, different types of cyberbullies, bullying practices, and proposed solutions for cyberbullying can be addressed in a more comprehensive manner within the schools. Ultimately, schools can be the vanguards for social justice, creating the cultural shift to end cyberbullying and its devastating effects on victims.
The Fledgling Mindset: Preparing Biology Students to Leave the Academic Nest
Author: Cruz, Laura
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,College Science,Biology,Majors (Students),Professional Development,21st Century Skills,Required Courses,Student Centered Learning,Skill Development,Problem Solving,Communication Skills,Teamwork,Career Development,Job Skills,Critical Thinking

As Biology students prepare to complete their undergraduate degrees and continue into either a career or to another degree, the scientific skills learned in the classroom are not enough to secure their professional path. In this study, the soft skills such as the ability to work in a team and to communicate effectively were emphasized within the context of a newly designed Biology course. As a required course for majors within the Department of Biology, students represented a wide array of experiences, skill levels, and motivations. By adopting a guided inquiry approach to teaching and learning, instructors designed a student-centered course that focused on four categories of professional skills: problem solving, communication, teamwork, and career management. Data collected from student surveys were analyzed to determine the effectiveness of these interventions in enhancing student's abilities and attitudes towards professional skills. These data suggest that students increased their proficiency in attributes valued by employers regardless of gender or major; became more likely to recognize those traits sought by employers; and gained confidence in their ability to use these skills in the workplace.
Learning by Design: Rethinking Curriculum Alignment through Collaborative Inquiry
Author: Blanton, Morgan V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Alignment (Education),Teacher Education Curriculum,Assignments,Educational Research,Teacher Educators,Preservice Teachers,Outcomes of Education,Course Objectives,Undergraduate Study

This article reports on an application of an SoTL [Scholarship of Teaching and Learning] research process for two teacher education instructors in an undergraduate teacher education course, Teaching and Learning in the Digital Age. After engaging in content analysis of student work samples derived from a Digital Sabbath assignment, the instructors asked more questions about how well the assignment aligned to course objectives and intended learning outcomes. Collaboratively, they determined how the Digital Sabbath assignment could be revised to better meet the stated course objective. The authors anticipate that assignment revisions could result in improved student learning outcomes for the teacher education students. Insights from the student responses and course materials are discussed as well as implications for teaching and learning in a teacher education program. [Note: The volume (4) and issue (1) numbers shown on the first page of the PDF are incorrect. The correct volume is 3, and the correct issue is 2.]
Relation of Social Justice Leadership with Students&apos; School Alienation and School Burnout
Author: Özdogan Özbal, Ece
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Attitudes,Alienation,Burnout,Student School Relationship,Social Justice,Leadership,Attitude Measures,Classroom Environment,Leadership Styles,Equal Education

This research aimed to determine whether there is a relationship between school alienation and school burnout, and &quot;social justice leadership&quot;, and to identify the nature of this relationship and structure. In this research, a relational screening model was used. In order to analyse the relationship between &quot;social justice leadership&quot;, school alienation, and school burnout through data collection tools, correlation analysis, multiple regression modelling, and multiple linear regression analysis were made. Three hundred eighty two high school students studying in Ankara, Turkey participated in the research and data were obtained in April and May 2019. The results obtained from the data show that there is an inverse relationship between social justice leadership and school alienation and school burnout, and that the increase in social justice leadership in school may decrease school alienation and school burnout. It is recommended that high school administrators promote a social justice culture in school to reduce variables such as school alienation and school burnout.
The Effects of Different Types of Written Corrective Feedbacks on Students&apos; Texting Mistakes
Author: Berkant, Hasan Güner
Date: 2020-00-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),Teaching Methods,Content Analysis,Instructional Effectiveness,Second Language Learning,Second Language Instruction,English (Second Language),Student Attitudes,Written Language,Secondary School Students,Foreign Countries

The main purpose of this research was to investigate the effects of different types of written corrective feedback on students' texting mistakes in English lessons. In the study, a mixed model including quantitative and qualitative methods was engaged. Two-factor ANOVA was used for mixed measurements to test the significance of the difference between the error numbers of the three types of feedback except direct feedback. The qualitative data of the study were collected by examining the texts and the interviews about the effect of the four feedbacks were made with the students. Content analysis and descriptive analysis were performed. At the end of the study, in the quantitative findings obtained, the most effective type of feedback is the underlined feedback. As for the qualitative findings obtained from the students' opinions, the feedback type in which the error is coded and the information is given is the most effective type.
Utilizing Learner Language to Craft Well-Targeted Endorsements in English Language Teaching Practices
Author: Nasrullah
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Semantics,Form Classes (Languages),Language Teachers,Preservice Teachers,Error Analysis (Language),Language Usage,Computational Linguistics,Grammar,Syntax,Morphemes,Interlanguage,Contrastive Linguistics,Dialects,Foreign Countries,Ethnic Groups

Learning a foreign language for those who have their first and second language often puts learners in imperfection mastery such as irrelevant lexical choice, and source cultural bounds language utterances. Knowing the concepts merely cannot guarantee the process of avoiding mistakes or errors that learners have. There has been an amount of research on learner language which focuses on language corpus but little on highlighting the research specific language components grammatically contributing to language learners' competence. Therefore, to fill the void, this study aimed at scrutinizing and yielding information on the practical way of phenomena in Indonesians' interference by knowing the students' feature descriptions of language competence. In this research, a guided interview was used to sub-ethnic of Banjarese which covered several Banjar Kuala and Banjar Hulu preservice English teachers in getting the data of this study. The findings reveal language problems in lexical aspect, semantic confusion, incorrect use of word-formation pattern, prepositional misuse, and problems in language syntax and discourse. The implication of this study calls for recommendations to adopt techniques in mitigating suggested learner language in the area of subject-verb concord, tenses, and lexical problems in a process of language development.
Resiliency and Academic Achievement among Urban High School Students
Author: Burton, Brett A.
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Urban Schools,Resilience (Psychology),Barriers,Academic Achievement,Minority Group Students,At Risk Students,Underachievement,Poverty,Child Abuse,Substance Abuse,Achievement Gap,Federal Legislation,Educational Legislation,Racial Differences,Ethnicity,Multiracial Persons,Grade 11,Grade 12,Student Characteristics

This study investigated Resiliency for Academic Success factors and their possible impact on student achievement among urban high school students, focusing on multiracial students (Trueba, 2002). Educational researchers have investigated reasons for underperformance in academics among students of color. The finding indicates that some students, specifically students of color, have barriers that are often outside of their control, impacting learning. Barriers to student learning, such as poverty, child abuse, and drug and alcohol addiction, may explain some children's academic underperformance (Bernard, 1993). However, students may possess resiliency factors that protect them against adverse conditions (Trueba, 2002).
Secondary School Principal Perceptions of Multi-Optional Response Programs as a School Safety Measure
Author: Burton, Brett A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,School Safety,Emergency Programs,Weapons,Secondary Schools,Drills (Practice),Public Schools,Planning,Program Effectiveness,Parent Attitudes,Student Attitudes,Teacher Attitudes,Attitude Change,Interpersonal Communication,Stakeholders

The phenomenological research investigates the perceptions of principals on the use of multi-option response plans before, during, and after active shooter drills. The study discovers three central themes from eight Secondary principals. Active shooter drills in public schools are mandated by state legislation and create school culture challenges for stakeholders. Secondary school principals are required to prepare students and faculty for these potential risks. In individual states, school districts may direct principals to use a multi-option response plan for active shooter drills.
Students&apos; Perceived Mathematics Teacher Competence: Longitudinal Associations with Learning Outcomes and Choice of College Major
Author: Shin, Dongjo
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Competencies,Student Attitudes,Outcomes of Education,Majors (Students),Learner Engagement,Mathematics Achievement,Foreign Countries,Teacher Influence,Secondary School Students,Student Evaluation of Teacher Performance

The quality of teaching and teacher plays a significant role in enhancing students' cognitive and motivational development. The purpose of this study was to identify longitudinal trajectories of student perceptions of mathematics teachers' professional competence, and to examine how these trajectories were related to students' engagement and achievement in mathematics and their choice of college major. The data used for analysis were obtained from the Seoul Education Longitudinal Study, a study of 2714 secondary students who were followed up for five successive years. Results showed four heterogeneous trajectories of students' perceptions of teacher competence, and these trajectories were associated with students' engagement and achievement in mathematics. In addition, those who consistently perceived their mathematics teachers to be highly competent and whose perceptions of their teachers' competence became more positive over time were more likely than other students to choose math-intensive majors. These findings imply longitudinal links between mathematics teachers' professional competence as perceived by their students and students' choice of college major as well as their engagement and achievement in mathematics.
COVID-19 Emergency eLearning and Beyond: Experiences and Perspectives of University Educators
Author: Müller, Andre Matthias
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,Educational Technology,College Faculty,Teacher Attitudes,Teaching Experience,Preferences,Conventional Instruction,Anxiety,Stress Variables,Technological Literacy,Barriers,Teacher Student Relationship,Student Needs,Foreign Countries,Learner Engagement,Holistic Approach,Faculty Workload

Due to the COVID-19 pandemic, eLearning became the lifeline of higher education. We explored university educators' eLearning perspectives, practices, and future adoption intentions. In-depth interviews with 14 educators from a large university in Singapore were conducted. Educators had limited eLearning experience prior to COVID-19 emergency eLearning and expressed strong preferences for in-person sessions. The short notice to switch to eLearning and lack of eLearning experiences created stress and anxiety. Educators responded by making efforts that allowed for teaching to continue, conceding that some expectations had to be readjusted. Despite many obstacles, educators acknowledged reduced apprehension towards eLearning. Reflecting upon their experiences, educators highlighted opportunities and challenges of eLearning. A key opportunity was increased flexibility, which enabled students to learn independently. Additionally, eLearning triggered reflection upon educators teaching which could lead to improved practice. Reduction of some barriers to student-educator interaction were also mentioned. Key challenges include creating social, emotional, and cognitive engagement, catering to diverse student needs and providing holistic learning experiences. Considering opportunities and challenges, educators envisioned that eLearning would feature in their future teaching if practical and helpful for achieving educational goals. Hybrid or blended learning approaches were preferred, but support enabling the implementation of technology-based and pedagogy-informed teaching is necessary.
Equity in Career Development of High School Students in South Korea: The Role of School Career Education
Author: Lee, Youngsun
Date: 2021-00-00
Type: Journal Articles
Subjects: Equal Education,Career Development,Vocational Education,High School Students,Adolescents,Student Satisfaction,Socioeconomic Influences,Parent Background,Educational Attainment,Family Income,Competence,Correlation,Achievement Gap,Longitudinal Studies,Student Characteristics,Foreign Countries

Along with the rising concerns of career education in school, the government in South Korea has increased investments for closing the opportunity gap in career education. However, limited studies explored the equity in students' outcomes of career education. Focusing on career development competencies, we examined if school career education could reduce the socio-economic disparities in the career development of high school students. We used the ordinary least squares (OLS) regression applying school-fixed effects with the representative data from the Korean Education and Employment Panel II. Findings showed that parental education level was positively linked to career development competencies of high school students, though household income was not shown as statistically significant. We also found that for students who engaged in career and vocational classes in school, the parental education level was less likely to be related to their career development competencies. Also, students who were more satisfied with school career education showed a weaker relationship between career development competencies and parental education level. Based on these findings, we discussed the role of school-based career education to narrow the gap in students' career development from socio-economic backgrounds.