ethanporcaro/eric-fulltext-meta huggingface dataset:
Thin-Slice Judgments of English Language Teacher Success in Instruction: The Effects of Learners&apos; Gender, Age, and Language Proficiency
Author: Soltanian, Nahid
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Student Evaluation of Teacher Performance,Teacher Behavior,Personality Traits,Attitude Change,College Students,Adults,Adolescents,Student Characteristics,Gender Differences,Language Proficiency,Teacher Effectiveness,Foreign Countries

The present study aimed to explore English as a foreign language (EFL) learners' first impressions of their language teachers. The participants were 679 male and female Iranian EFL learners from different age groups and English language proficiency levels at five language institutes and four universities. The main data collection instrument was a validated 47-item questionnaire. The findings showed that at the end of the semester, EFL learners' first impressions of their language teacher, formed based on short observations of thin slices of behavior (less than five minutes), did not change significantly. The results also indicated that there were significant differences in the extent of first impression change between male and female participants and different language proficiency levels (low- and high-proficiency). Moreover, there was no statistically significant difference between different age groups (teenagers and adults) in terms of the extent of first impression change. The pedagogical implications of the findings regarding the impacts of language learners' thin-slice judgments of the teachers' success in EFL contexts are discussed.
&quot;We Are in More Interaction with Students&apos; Identity than with Their Physique&quot;: L2 Teachers&apos; Understanding of Learner Identity
Author: Nazari, Mostafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Concept,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Language Teachers,Teacher Attitudes,Content Analysis,Sociocultural Patterns,Teaching Methods,Teacher Education Programs,Correlation

The study of language teacher and learner identity has turned into a vibrant line of research in recent years. Little research, however, has specifically addressed teachers' understanding of learner identity and the contributions this awareness offers to various aspects of their work. This study explored fifty Iranian EFL teachers' understanding of learner identity as relative to their practice in different language schools across the country. Data were collected via semi-structured interviews and analyzed through content analysis. The teachers viewed learner identity as a multi-layered concept encompassing various sociocultural aspects external to learners as well as individual aspects internal to learners as influencing their identity construction. Regarding the nexus between teacher practice and learner identity, not all the teachers agreed with the goal of raising learners' awareness of identity issues in practice, yet most of them referred to the substantial behavioral impact of teachers on learners' identity construction. The study offers implications for systematic incorporation of identity-related issues in teacher education programs in order to further enhance the teachers' associated awareness.
Exploration of Augmented Reality in Spatial Abilities Training: A Systematic Literature Review for the Last Decade
Author: Papakostas, Christos
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Spatial Ability,Visualization,Educational Technology,Computer Assisted Design,Drafting,Engineering Education,Instructional Effectiveness,Affordances,Computer Software,Handheld Devices,Educational Trends,Educational Research,Higher Education,Individualized Instruction,Foreign Countries

This review paper presents a systematic literature review on the use of Augmented Reality (AR) in engineering education, and specifically in student's spatial ability training, for the last decade. Researchers have explored the benefits of AR, and its application has been of increasing interest in all levels of education. Engineering students tend to have difficulties in acquiring visualization skills, and hence, AR is gaining momentum in enhancing students' learning achievements. This paper aims to present valuable information to researchers, tutors and software developers of learning technology systems concerning the advantages and limitations of AR in spatial ability training, the incorporation of adaptivity and personalization in AR applications as well as the aspects of spatial ability having been evaluated using AR and the prevalent evaluation methods for AR applications. To this direction, a total of thirty-two (32) studies were reviewed, having been published since 2010. The findings reveal an increase in the number of studies during the last three years. One major conclusion is the improvement of learners' spatial ability using AR in educational settings, and the noted challenge is the need for more learning content. One research gap that has been identified is the lack of personalization in the developed applications, offering space for future research. Concluding, this area is under-researched, and thus, there is scope for a lot of improvement.
How to Increase the Value of Digital Badges for Assessment and Recognition in Higher Education. A University Case
Author: Trepule, Elena
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Computer Uses in Education,Recognition (Achievement),Metadata,Higher Education,Evaluation Criteria,Foreign Countries,Student Evaluation

The main goal of this research is to enhance the understanding of quality criteria for DB metadata for assessment and recognition as factors increasing their value in higher education (HE). To attain this goal, a case study approach centered in one HE institution was used, aiming (a) at an analysis of the &quot;status quo&quot; description of metadata of DBs issued by the HE institution to identify the value of DBs in terms of assessment and recognition procedures, and (b) a list of quality criteria for DB description metadata was proposed on the basis of academic research and on expert interview results. The results of the research demonstrate that in the institution under research, these criteria are not present in most cases of DB descriptions as teachers do not provide them. Distinct assessment and recognition criteria make an important quality factor for the DBs to become valid and valued digital credentials in HE.
Students&apos; Use of Cloud Storage in Their Studies: A Case of a Private University in the Philippines
Author: Tubay, Jerwin Baquir
Date: 2021-00-00
Type: Journal Articles
Subjects: Information Storage,College Students,Student Behavior,Intention,Computer Use,Social Influences,Expectation,Usability,Adoption (Ideas),Public Colleges,Technology Uses in Education,Foreign Countries

This paper seeks to determine factors affecting the students' intention to use and actual use of the cloud storage systems such as Google Drive, iCloud and Microsoft One, etc. using the Unified Theory of Acceptance and Use of Technology. The respondents are students of leading private universities in the Philippines and the data were analyzed using Partial Lease Square -- Structural Equation Model (PLS-SEM). PLS-SEM was conducted using SMART PLS software and the results showed that performance expectancy and social influence positively and significantly affects the intention to use cloud storage systems. Hence, the University should maintain its subscription of a cloud storage system and promote maximizing its use because large members of the academic community, the students, intend to use the cloud storage system as they perceive an increase in productivity of their schoolwork and due to increase by the community as well.
Talent Management in Higher Education Institutions: Developing Leadership Competencies
Author: Mohamed Jais, Ismie Roha
Date: 2021-00-00
Type: Journal Articles
Subjects: Talent Development,Higher Education,Leadership Training,Leadership,Competence,Foreign Countries,Cognitive Processes,Self Efficacy

This paper presents the development process of talent management in higher education institutions. Specifically, this study aims to identify clusters that best fit the leadership competency framework for those institutions. This study utilizes the qualitative approach via focus group discussion with the Leadership Competency and Instrument Committee in AKEPT, and also by interviews with academics in the public universities. The findings from the focus group discussion and interview demonstrate five clusters of leadership competency skills framework: personnel effectiveness, cognition, leading, impact and influence, and achievement and action. Within these clusters, issues were identified that need to be taken into consideration when selecting future leaders in higher education institutions. Based on the findings, a set of attributes were listed that can be adopted in the future to allow leaders of higher institutional education to enhance their sustainability performance. This paper provides an understanding to interested parties on the attributes of good leaders for higher education institutions.
What&apos;s Bred in the Bone: Transference and Countertransference in Teachers
Author: Sherry, John
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Public School Teachers,Affective Behavior,Foreign Countries,Schemata (Cognition),Educational Environment,Self Concept,Reflection,Elementary School Teachers,Secondary School Teachers,Teaching Experience

Countertransference and transference have been well researched in the context of the client-therapist relationship, but the few studies look at these unconscious processes in other helping professions, such as teaching. Utilizing a hermeneutic phenomenological methodology, we investigated how transference and countertransference are understood and experienced by classroom teachers. We interviewed four school teachers on their understanding and management of the two concepts in the classroom and arrived at the following themes derived from the transcribed interviews for transference and countertransference, respectively: schema, relationship, context, unconscious, background experience, self-awareness, and self-reflection. We conclude with implications for teachers and counsellors alike.
A Promising Family Literacy Project Based on Male Reading Models
Author: Carignan, Isabelle
Date: 2021-00-00
Type: Journal Articles
Subjects: Family Literacy,Males,Elementary School Students,Preservice Teachers,Role Models,Reading Motivation,Foreign Countries,Reading Attitudes,Parent Child Relationship,Fathers,Reading Improvement,Reading Programs

This article discusses an innovative family literacy project that was implemented in a community setting. Male trios consisting of a male significant figure, a struggling reader in elementary school, and a pre-service teacher were created. The goal was (a) to develop the student's motivation to read by using a male reading role model and allowing the student to read what he truly enjoys in a non-school environment and (b) document reading practices as trios. To document the progression of four trios, we used a semi-directed interview, a focus group, and a logbook. The results of this multiple-case research study showed an improvement regarding the student's motivation to read in the context of male trios, different reading practices inside the trios, and a positive evolution in the relationship between the student and participating male relative.
Being and Becoming Online Teachers: A Collaborative Autobiographical Narrative Inquiry
Author: Cardinal, Trudy
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Online Courses,Teacher Characteristics,Professional Identity,Teacher Attitudes,Autobiographies,Teaching Experience,American Indians,Immigrants,Foreign Countries,College Faculty,Photography,Science Teachers,Laptop Computers,Electronic Mail,Web Sites,Scoring Rubrics,Teacher Student Relationship,Distance Education,Communities of Practice

In this paper, we retell the process of our collaborative autobiographical narrative inquiry into our experiences of teaching online. Our research wonders come from two questions: What is online teaching? Who are we in this space? Early in our time together we came to understand how our individual backgrounds, experiences, and perspectives have influenced the ways we see, create, and navigate our place, and our students' place, in online classroom communities. We also came to understand how our diverse identities--the stories to live by that we each carry of becoming &quot;teacher&quot;--shaped the ways we live and experience online teaching. From this collaborative experience we see the potential and value of autobiographical narrative inquiry for all those being and becoming online teachers.
Using Concepts Maps in a Foundation Mathematics Course: What Have We Learnt?
Author: Hammad, Sali
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Concept Mapping,Teaching Methods,Mathematical Concepts,Concept Formation,College Mathematics,College Freshmen,Grades (Scholastic),Student Attitudes,Instructional Effectiveness

This paper reports on the findings from the use of concept maps in a mathematics foundation course at a university in Kuwait. The study sample consisted of 130 freshmen students from a mathematics foundation course. Through a case-study design, concept maps and assessment tests were utilized to assess and monitor students' mathematical understanding and achievement at various points of the course. The findings of the study showed that concept maps can be effective as a tool to assess, monitor, and improve students' mathematical understanding, particularly their conceptual understanding when they are used systematically and when their use is followed-up by discussions that encourage students to reflect and talk about their maps and the links they have made. The improved understanding was found to contribute to the enhancement of mathematical achievement. The paper reports details on the use of concept maps in mathematics lessons and makes recommendations for practice and future research.
The Terrain of Place-Based Education: A Primer for Teacher Education in Canada
Author: Webber, Geoff
Date: 2021-00-00
Type: Journal Articles
Subjects: Place Based Education,Outdoor Education,Experiential Learning,Indigenous Knowledge,Teacher Education Programs,Foreign Countries,Cultural Influences,Environmental Education,Social Justice,Land Settlement

The trajectory of place-based education (PBE) is laid out by drawing on literature from outdoor, experiential, environmental, critical, and land-based education to map key intersections and influences. Directions for PBE with respect to decolonization and reinhabitation--and the meaningful acknowledgement of Indigenous knowledge systems--are explored. Implications for teacher education are addressed.
Assessment Strategies for Enhancing Students&apos; Mathematical Problem-Solving Skills: A Review of Literature
Author: Ukobizaba, Fidele
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Evaluation Methods,Research Reports,Outcomes of Education,Taxonomy,Thinking Skills,Models,Video Games,Student Centered Learning,Active Learning,Cooperative Learning,Elementary Secondary Education,Performance Based Assessment,Student Evaluation,Mathematics Skills,21st Century Skills

Students' ability to apply mathematical knowledge to various situations has been one of the major concerns in mathematics education research. However, little is known about the assessment strategies that have a substantial contribution to the development of mathematical problem-solving skills in kindergarten children through to upper secondary school students. In this review of existing literature, we discuss the contribution of assessment strategies in the last three decades in strengthening learners' acquisition of mathematical problem-solving skills. Twenty peer-reviewed conference papers and journal articles published from 1997 to 2020, downloaded from Google Scholar, Academia, and ERIC databases have been analyzed and discussed. Based on this review, it has been noted that the application of assessment strategies such as Structure of the Observed Learning Outcomes taxonomy, Higher-Order Thinking Skills model, performance assessments, authentic assessments, dynamic assessments, and video games-based assessments alongside the learner-centered/active learning methods like problem-based and cooperative learning is bound to strengthen students' mathematical problem-solving skills.
Bayesian Assessment of Undergraduate Students about the Real Function Mathematical Concept
Author: Rodríguez-Vásquez, Flor Monserrat
Date: 2021-00-00
Type: Journal Articles
Subjects: Bayesian Statistics,Mathematics Education,Item Response Theory,Undergraduate Students,Mathematical Concepts,Inferences,Mathematics Tests,Cognitive Ability,Concept Formation,Test Reliability,Test Validity,Mexicans,Foreign Countries

The evaluation of learning in mathematics is a worldwide problem, therefore, new methods are required to assess the understanding of mathematical concepts. In this paper, we propose to use the Item Response Theory to analyze the understanding level of undergraduate students about the real function mathematical concept. The Bayesian approach was used to make inferences about the parameters of interest. We designed a test containing twelve items, to which a reliability analysis and validation test were applied. The experiment consisted in administer our test to 48 undergraduate students (18-20 years old) who are in a math career. We concluded that 25% of the students reached a high level of understanding, 39.6% a medium level of understanding and, 35.4% a low level of understanding. Furthermore, that students obtained low levels of understanding for tasks with high cognitive demand, and they obtained high levels of understanding for tasks with low cognitive demand.
Factors Affecting the Learning Effect of Advanced Mathematics among Chinese College Students in Social Science Majors
Author: Xiang, Jiuyu
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Education,Foreign Countries,Social Sciences,Majors (Students),Learning Processes,Self Efficacy,Student Motivation,Student Teacher Attitudes,Teaching Methods,Educational Environment,Factor Analysis,Predictor Variables,Undergraduate Students

The learning effect of advanced mathematics among Chinese college students in social science majors is affected by factors such as personal factors, teachers' affective support, teaching methods, and environment factors. The aim of this study was to explore the inter-relationships between these factors and learning effects on Advanced Mathematics. This study also helps to further describe how to solve these influencing factors, making it more valuable and applicable. The research samples comprised 413 students in Chinese College students in Social Science Majors. The questionnaire consists of 7 scales: students' learning cognition, learning self-efficacy, learning initiative, learning effect, teachers' affective support, teaching methods, and learning environment. The data were processed by the software package of SPSS 24.0 and AMOS 19.0. Parameter test (t-test and ANOVA), test hypothesis, exploratory factor analysis, regression analysis, structural equation model (SEM), confirmatory factor analysis, and path analysis were employed to analyze the data. The results indicated that students' learning effect mainly influenced by their learning initiative. There is a positive relationship between teachers' affective support and students' learning cognition, learning self-efficacy. The findings can provide important references for improving mathematics education for social science majors' students in Chinese universities.
Perspectives from Students: How to Tame the Chaos and Harness the Power of Technology for Learning
Author: Ge, Jenny
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,COVID-19,Pandemics,School Closing,Student Attitudes,Grade 6,Grade 7,Grade 8,Grade 9,Handheld Devices,Telecommunications,Teaching Methods,Learner Engagement,Barriers,Self Management,Foreign Countries,Rural Schools,Program Effectiveness,Access to Computers,Access to Information,Interaction,Learning Processes,Interpersonal Relationship,Individualized Instruction

Technology continues to form an important part of the educational landscape, although the value of portable devices as learning tools is still being explored and debated. In light of the technology-based teaching methods suddenly brought into effect in response to the COVID-19 pandemic, the deliberate use of technology for learning is increasingly significant. The purpose of this article is to highlight student perspectives of learning with portable devices to inform the use of portable technology in the Canadian school system going forward. To gather student perceptions, the research team surveyed 704 students in Grades 6 to 9 about their use of iPads in the classroom during a 1:1 technology initiative. While students were enthusiastic about the presence of portable technology, they also shared mixed feelings about the use of such technology as a learning tool. Key themes fell into three categories--engagement, inclusivity, and learning--as students shared their insight into the academic, social, and physical barriers that exist as a result of the technology. In the discussion, we identify lessons learned, especially in the area of self-regulation, and make recommendations on how to harness the power of this multi-faceted learning tool and minimize the chaos it can create when not utilized deliberately and carefully.
Teacher Candidates&apos; and Course Instructors&apos; Perspectives of a Mandatory Indigenous Education Course
Author: Oskineegish, Melissa
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,College Faculty,Teacher Attitudes,Required Courses,Indigenous Populations,Foreign Countries,Preservice Teacher Education

This mixed methods study examined non-Indigenous teacher candidates' attitude towards a mandatory Aboriginal Education course in teacher education from teacher candidates' and course instructors' perspectives. Results from Likert-scale pre- and post-course surveys of two sections of an Aboriginal Education course at a small Canadian university indicated that teacher candidates felt more knowledgeable by the end of the course, and maintained a fairly strong interest in and positive attitude towards the course. Results from course instructors provided additional and at times contradictory information, describing the course as limited and, at best, an introduction to the issues and perspectives within Indigenous education. The results suggest the need for mandatory Indigenous Education courses and for faculties of education and school boards to provide further learning opportunities with Indigenous education content and resources.