ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrating Multiple Professional Learning Frameworks to Assist Teachers&apos; Reflective Inquiry
Author: Solis, Rachel
Date: 2020-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Professional Development,Teacher Behavior,Inquiry,Action Research,Collegiality,Instructional Improvement,Friendship,Teacher Collaboration,Transformative Learning,Clinical Supervision (of Teachers),Journal Writing,Public Schools,Beliefs,Middle School Teachers,Learner Engagement,Student Motivation,Formative Evaluation,Psychological Patterns

This study sought to determine how three teachers experienced learning when engaged in ongoing reflective inquiry regarding their teaching beliefs, teaching behaviors, and the comparison of those beliefs and behaviors. Three case studies describe teachers writing educational platforms, comparing their platforms to their classroom behaviors, and engaging in efforts to align their teaching with their beliefs. Five professional learning frameworks supported the teachers in their reflective inquiry: action research, a critical friend, reflective writing, a collegial support group and clinical supervision. The critical friend met teachers in individual meetings to discuss the inquiry process, facilitated their collegial support group meetings and conducted non-evaluative clinical supervision cycles for each teacher. Data collected for the study included transcribed audio recordings of the critical friend's individual meetings with teachers, post-observation conferences, and collegial support group meetings. Additional data included the teachers' educational platforms, action research game plans, classroom observation data, and reflective journals. Data for each teacher were analyzed and triangulated to develop individual cases, and a cross-case comparison identified group themes. Although they progressed through the inquiry process in different ways and at different tempos, all three teachers experienced cognitive dissonance that led to a commitment to align their beliefs and behaviors.
The Differences in Multiple Intelligences between the Students of Jordan University of Science and Technology
Author: Ayasrah, Samer M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multiple Intelligences,Individual Differences,College Students,Statistical Significance,Academic Achievement,Gender Differences,Instructional Program Divisions

This study aimed to recognize the differences in multiple intelligences among the students of Jordan University of Science and Technology with its relationship to gender, academic year, and achievement. The study sample consisted of 349 male and female participants. It used a descriptive analysis, the MacKenzie scale for multiple intelligences, which consisted of 9 dimensions and 10 paragraphs per dimension. According to its findings, the average range for all domains of multiple intelligences was 3.70. This value implied that the average students' responses were accepted. It showed there was not any statistically significant differences at x [greater than or equal to] 0.05 in the students' results which could be attributed to gender and academic year. Also, there were not statistically significant differences at x [greater than or equal to] 0.05 in the students' results for the musical and existential dimension attributed to achievement and there were statistically significant differences for the other dimensions.
Developing Innovative Support Structures in Higher Education Institutions: A Student Perspective
Author: Ntoyakhe, Mxolisi Walter
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Innovation,Student Attitudes,Delivery Systems,Academic Support Services,Student Satisfaction,Student Experience,College Students,Student Personnel Services,Foreign Countries

Higher education institutions have been obliged to work extremely hard to ensure their sustainability and growth to meet the ever-increasing demands of university students, parents, and stakeholders. Universities have been under great pressure to remain competitive with a great deal of emphasis placed on being innovative, building auxiliary structures, and acquiring qualified academics. The concept of service delivery of academic departments in universities of technology has received minimal attention. This study explored student expectations and perceptions of service quality provided by academic support departments with the intention of enhancing the level of student satisfaction and experience. A quantitative research approach was employed using questionnaires. A nonprobability convenience sampling was adopted to identify 260 students. Data were coded and analyzed for descriptive analysis using SPSS Version 23.0. The findings revealed that many students were not content with various services provided by the academic departments within the university and that the academic departments did not offer students the services that they expected. The SERVQUAL dimensions displayed a negative gap in services provided by academic administrative staff. On the basis of these findings, it is recommended that the university attends to the identified key areas of concern, particularly administrative staff competency.
The Methods of Selecting Academic Leaders (Faculty Members) at New Saudi Universities and Its Relationship to Some Variables
Author: Aldosari, Share Aiyed M.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Personnel Selection,Universities,Correlation,Job Satisfaction,Productivity,Organizational Culture,Academic Rank (Professional),Foreign Countries,Administrator Attitudes,Deans,Teacher Attitudes,Burnout,Workshops,Conferences (Gatherings),Department Heads,Teaching Experience,Work Attitudes,Teacher Motivation

The study aims to identify the current method used for selecting academic leaders (faculty members) at new Saudi universities from the viewpoint of faculty members working there, and whether there is a correlation between the method used and the following variables: job satisfaction, organizational justice, organizational commitment, productivity motivation, and institutional loyalty and affiliation. In order to achieve this, the present researcher designed a questionnaire consisting of (32) items divided according to the variables mentioned. This questionnaire was distributed to the study sample, i.e. 300 faculty members who were randomly chosen from the study community (2382 members). The results show that there is a correlation between the method used and the foregoing variables (i.e. job satisfaction, organizational justice, organizational commitment, productivity motivation, and institutional loyalty and affiliation) which was at an intermediate level, with the exception of the productivity motivation which was at a high level for university professors, despite the fact that these variables are lower than expected. This made the present researcher recommend that the university and the Ministry of Education would review that mechanism and hold conferences and workshops in order to address it before it causes these positive professors to suffer from disappointment and job burnout. The study also revealed that there were statistically significant differences related to experience, academic rank, and officiality and contracting.
A Study of the Difficulties and Instructional Support Related to Spoken Interaction in an EMI Course for Higher Education Students
Author: Chien, Mei-Ying
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Language of Instruction,English (Second Language),Interpersonal Communication,Self Efficacy,Academic Language,Oral Language,Communicative Competence (Languages),Student Motivation

The use of English as a medium of instruction (EMI) in higher education is considered a vehicle in non-English-speaking countries for the purpose of internationalization, enhancing students' employability, and international competition. Many higher education institutions in Europe adapted their curriculum and started teaching in English, while enrolling international students from Erasmus programs and non-European countries. This study builds on an EMI course set within a Belgian university. Six students whose second language was English were interviewed to identify and explore their motivation, difficulties, and instructional support as it relates to their spoken interaction during the class. The findings revealed that (a) students' motivation and willingness to communicate during English-as-a-second-language spoken interaction was related to their English language self-efficacy, the study topic, and the learning environment; (b) students' spoken interaction seemed restricted due to difficulties including academic language use, understanding the academic content, and their attitudes toward the learning activity; and (c) instructional support, namely, social-emotional, cognitive, and language support, was perceived by students to boost their willingness to communicate and confidence to be involved in spoken interaction.
Does Praising Intelligence Improve Achievements? An ESL Case
Author: Akbar, Rahima
Date: 2020-00-00
Type: Journal Articles
Subjects: Positive Reinforcement,Intelligence,Academic Achievement,Second Language Learning,English (Second Language),Writing Evaluation,Writing Skills,Learning Motivation,Grading,College Students,Foreign Countries

Praising is considered to have a positive effect on learners' motivations. Yet, what to praise and how to praise is an issue of controversy. The present study looks at the effect of praising ESL learners' writing efforts in English as opposed to evaluating their writing abilities in order to test Dweck (2007) theory of praising intelligence or effort. The investigation is based on a set of language parameters used in conventional evaluation of ESL writing pieces. Forty adult English L2 learners at the women's College of Basic Education, English Department, who were enrolled in writing classes comprised the study's experimental and control groups. The study's findings indicate that praising the effort increases the learners' motivation and creates a relaxed teaching and learning environment. The present study highlights the importance of incorporating the praise of a student's effort within the grading. Since grading plays a motivating factor on how well the learners' work progresses, it follows that it should strategically place importance on the teacher's feedback as well as clear instructions for improvement.
Mentoring Secondary Novice Teachers to Develop the Academic Language of English Language Learners
Author: O'Hara, Susan
Date: 2020-00-00
Type: Journal Articles
Subjects: English Language Learners,Teaching Methods,Knowledge Base for Teaching,English for Academic Purposes,Mentors,Beginning Teachers,Teacher Competencies,Faculty Development,Beginning Teacher Induction,Teacher Role,Experienced Teachers,Learning Processes,Teacher Attitudes,Scaffolding (Teaching Technique),Direct Instruction,Language Usage,English (Second Language),Second Language Instruction

This exploratory, qualitative study examines the foundational knowledge and instructional methods needed for academic language teaching of English language learners (ELLs). It also examines how mentoring practices can build secondary content-based novice teachers' instructional capacity in this area. The study uses synthesized data from two independent studies to contextualize findings on essential instructional practices within the process of mentoring new teachers. Three themes emerged: novices need the foundational, theoretical and practical knowledge underlying essential practices for academic language development; essential practices must be articulated in detail for enactment by teachers; and balancing explicit and immersive academic language instruction is a major paradigm shift for novices. Implications for mentor and teacher professional development are discussed, as mentors are key to supporting the uptake of dynamic instructional methods needed to enact essential practices. While mentoring is a common strategy for supporting new teachers, few models exist for how mentors can support new teachers with building the academic language development of ELLs. Further, few studies examine mentoring exchanges that can promote teachers' understanding and practices to support ELL students' academic language development. Limitations of the study include sample size and use of varied respondent data sets.
PreK-5 Teacher Views of Professional Development Integrating Common Core Language Arts with Science and Social Studies
Author: Hubbard, Janie
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Elementary School Teachers,Faculty Development,Teacher Attitudes,Common Core State Standards,Language Arts,Social Studies,Science Instruction,Interdisciplinary Approach,Program Effectiveness,College Faculty,Lesson Plans,Cooperative Planning,Team Teaching,Teacher Collaboration,Barriers

Three preK-6 U.S. university methods instructors-researchers (literacy, science, social studies) joined 17 Title I school teachers for collaborative lesson planning and teaching within the preK-5 school setting. Each team's goal was to create and teach interdisciplinary curriculum units using U.S. English language arts Common Core State Standards with social studies and science. A year-long instrumental case study design was used to examine (a) how teachers perceived collaborative professional development to create interdisciplinary unit plans and (b) how teachers viewed outcomes of teaching interdisciplinary units of their own design. Practice articles regarding Common Core State Standards curricula integration are plentiful; however, this study offers researched insights. Collectively, research from various locations and school cultures benefits those needing to structure realistic professional development designs.
Global One Health Case Competition: Building Capacity for Addressing Infectious Threats
Author: Porta, Carolyn M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Experiential Learning,Extracurricular Activities,College Students,Disease Control,Public Health,Communicable Diseases,College Faculty,Teamwork,Cooperative Planning,Emergency Programs,Political Issues,Costs,Skill Development,Case Method (Teaching Technique),Mentors,Competition,Foreign Countries,Clubs,Health Promotion

Extracurricular inter-professional activities advance pre-service student skills and confidence before joining the workforce. This article describes an extracurricular model, whereby students engaged in experiential learning, and had the opportunity to challenge themselves in interprofessional groups guided by faculty and inspired by professionals in their respective fields. The Global One Health Case Competition involved students from the University of Rwanda in collaboration with the University of Minnesota, and required students in teams to address an Ebola outbreak containment and response scenario. Forty students, seven faculty coaches, and five judges participated in this event. Students gained collaborative teamwork skills as they developed comprehensive strategies for managing a response to a zoonotic disease outbreak, considering political, financial, logistical, and other factors. Faculty strengthened skills in writing complex case studies for a competition model, and in mentoring of multidisciplinary student groups. Case competition is an effective educational mechanism for building the outbreak response capacity of our future workforce before they are in their real-world professional roles responding to actual zoonotic and other infectious disease threats.
Interdisciplinary Instruction: Between Art and Literature
Author: Davidovitch, Nitza
Date: 2020-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Educational Trends,Literature,Art Education,Higher Education,Teaching Methods

This paper explores the developments and trends in higher education from a pedagogical perspective (specifically, multidisciplinary curricula) and research perspective (the interdisciplinary approach), and traces them from a last resort option to their recognition as a legitimate development with added value. The paper focuses on a case study that integrates two disciplines, art and literature, based on the poem by the Israeli poet Rachel entitled &quot;My Book of Poems&quot; and the painting &quot;The Scream&quot; by Norwegian artist Eduard Munch. The interdisciplinary approach opens up possibilities of enriching, expanding horizons, and breaking boundaries, and can grant graduates of the higher education system a cultural perspective suitable for the current generation of students, who typically use multiple interactive media and platforms, often simultaneously. This paper may shed light on teaching and learning of many diverse fields. The case study illustrates the joy of interdisciplinary learning and its academic benefits, despite the fact that for years, higher education institutions have tended to refer to researchers' specializations in specific academic disciplines. This case study may serve as a model or source of inspiration for multidisciplinary learning involving motifs and topics that traditionally represent specific disciplines.
A Comparative Investigation of Assessment Practices in Distance and Online Learning Undergraduate Mathematics in Nigeria
Author: Reju, Comfort O.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Evaluation Methods,Online Courses,Distance Education,Educational Technology,Technology Uses in Education,Undergraduate Students,Mathematics Instruction,College Mathematics,Student Attitudes,Computer Assisted Testing,Preferences,Barriers

We investigate and compare assessment practices in two (dual- and single-mode) institutions in Nigeria. A mixed-methods approach was employed. Descriptive statistics and narration were carried out for the purpose of determining what the assessment practices were and how they may be related to the students learning of undergraduate mathematics in distance and online education. Results show that there are similarities and variations in assessment practices that shaped open and distance learning practices in these universities. This suggests a need for careful review of assessment practices aimed at improving students' engagement and learning for outstanding undergraduate mathematics learning experiences.
Praxis for Accelerated Improvement in Research (PAIR)
Author: Anito, Jovito C., Jr.
Date: 2020-00-00
Type: Journal Articles
Subjects: Participatory Research,Foreign Countries,Mentors,Private Colleges,Transformative Learning,Caring,Program Improvement,Research Skills,Research Administration,Faculty Publishing,Action Research,Researchers,Productivity

This article introduces the Praxis for Accelerated Improvement in Research (PAIR) as a transformative research management paradigm drawn from the participatory action research program focused on research production and publication in a private higher education institution in Manila, Philippines. PAIR mentoring scheme upholds establishing a committed and caring relationship between the mentor and the mentee, thereby developing a shared vision towards research. PAIR mentoring further underscores the need to institute a university research infrastructure to support its research programs and initiatives. This participatory and transformative approach to research management tendered significant (and accelerated) improvement in the Scopus® metrics of the university. Reflecting from the researchers' and research participants' journey in implementing and embracing change and improvement in the university research programs, this article argues that researchers need to advance connectedness, conviviality, optimism, shared vision, and prudence in all aspects of research. This article thereby recommends learning and researching within the lens of participatory and transformative paradigm. The authors further recommend to higher education institutions establishment of a sustained mentoring program where mentors and mentees mutually agree and commit to advance the research vision of the university collectively. Finally, this article reasons in favor of an institutional research infrastructure that nurtures not just the knowledge and skills in research, but also the attitude and values of its research stakeholders towards research and the overall research program of the organization.
Mobility in the Internationalisation of Higher Education Institutions
Author: Serpa, Sandro
Date: 2020-00-00
Type: Journal Articles
Subjects: Global Approach,Foreign Countries,College Students,Student Mobility,Evaluation,Misconceptions,Foreign Students,Predictor Variables,Academic Achievement

International mobility of higher education institutions' members within the European Union is explicitly encouraged and used as one of the higher education institutions' quality criteria. This paper aims to contribute to the analysis of the phenomenon of international mobility between higher education institutions, especially within the European area in the broad sense, and for which the ERASMUS+ Programme is paradigmatic. The authors have been linked to mobility processes by addressing issues of internationalisation and receiving and sending students and teachers in and out of their institution, and/or hosting them in curricular units taught by them or in other training actions. It is in this context that theoretical reflection has been carried out, to respond to the objective of analysing the relevance of mobility in the internationalisation of higher education institutions and to reflect on questions of its evaluation. It is concluded that there is interest in allowing a mutually enriching scientific dialogue for the personal and professional development of those involved -- students, academics and other staff members. Furthermore, it is institutionally considered that the higher education institution is promoting its quality and image if it provides an in-depth exchange of ideas and practices that foster improvements in teaching and research of the institutions involved. It is also concluded that there is a need for structures to respond to this new reality and that the evaluation processes can contribute to measuring and promoting it.
The Effect of Educational Videos on Increasing Student Classroom Participation: Action Research
Author: Almuslamani, Hashem Ali Issa
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Films,Video Technology,Instructional Effectiveness,Student Participation,Classroom Techniques,Media Selection,Foreign Countries,Marketing,Undergraduate Students,Young Adults,Student Attitudes

This study assesses the effect of the use of educational videos on the participation of 24 students at the Applied Science University in Bahrain The findings revealed that educational videos which were selected either by the researcher or by the students have a direct and positive effect on increasing the students' participation in the classroom. It was found that the educational videos that were selected by the students have a greater effect in this respect than these videos selected by the researcher.