ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Curriculum Literacy, Pedagogical Knowledge and Skill Levels of Preservice Teachers
Author: Dilek, Çigdem
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Curriculum,Classroom Techniques,Correlation,Teacher Education Programs,State Universities,Measures (Individuals),Foreign Countries,Teaching Skills,Student Attitudes,Gender Differences,Likert Scales

Curriculum literacy includes the concepts of curriculum and literacy in one concept. Pedagogical knowledge is a classroom management competence and skill related to teaching and learning process. The aim of this study was to examine preservice teachers' curriculum literacy levels and their pedagogical knowledge and skills. This research sample, a correlational model, consists of 213 preservice teachers studying at a state university in the Eastern Anatolia Region. The Curriculum Literacy Scale and Pedagogical Knowledge and Skills Scale were used to collect the research data. Mann-Whitney U test and Kruskal-Wallis test were used to analyze the data. It was understood that preservice teachers had positive opinions on curriculum literacy and pedagogical knowledge and skills scales. There was no significant difference between preservice teachers' curriculum literacy levels related to gender variable. However, a significant difference was found in the reading sub-dimension of curriculum literacy with reference to the grade variable. Although there was no statistically significant difference between the pedagogical knowledge and skills of preservice teachers in relation to the grade variable, a significant difference was observed in all sub-dimensions of the grade variable. As a result, it was also found that there was a moderate positive correlation between preservice teachers' curriculum literacy levels and their pedagogical knowledge and skills levels. [This article includes an extended summary in Turkish.]
(Un)doing Home: Exploring Home-Making and Identity -- An Example of a Project in a London Higher Education Classroom
Author: Rifeser, Judith
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Service Learning,Homemakers,Self Concept,Group Membership,Critical Theory,Class Activities

In this article we discuss the lived, embodied experience of home-making in relation to identity and belonging through the example of a service-learning project conducted during the COVID-19 pandemic in a higher education setting in London, UK. We also explore the notion of belonging-not-belonging as a cultural, material and embodied construct, inspired by critical pedagogy. We draw on posthumanism, new materialism, intercultural studies, (auto-)ethnography and creative practice research as possible lines of flight in deconstructing the dichotomy between home and a 'foreign' territory-other-than-home that sits at the core of intercultural discourses. We present this project as a possible alternative discourse to (un)do more traditional considerations of home-making as a much more complex construct; in the encounter with new territories, humans and other-than-human artefacts, objects, machines and landscapes, we argue that home-making is a continuous, never-finished process that moves the learner and their teachers continuously. We aim to bring to the forefront new emerging considerations of intercultural studies at the intersection with interdisciplinary, cross-disciplinary and cross-institutional discourses, breaking away from a more traditional and neoliberal view about what belonging means within the context of higher education.
Narratives of Home-Making on a Colombian Intercultural Campus
Author: Ramírez Espinosa, Alexánder
Date: 2023-00-00
Type: Journal Articles
Subjects: Universities,Cultural Awareness,Intercultural Communication,Semiotics,Foreign Countries,International Education,Educational Cooperation,International Cooperation,Self Concept,Student Adjustment,Student Attitudes,Personal Narratives,Intersectionality,Freedom,LGBTQ People,Sign Language,Blindness,Deafness,Second Language Learning,Second Language Instruction,Teacher Education Programs,American Indian Students,Student Characteristics,Student School Relationship

In an increasingly globalised society, the internationalisation of higher education has become a prime goal for many universities, which seek to promote the development of intercultural competencies and insert their actors in dynamics of academic cooperation, knowledge construction and negotiation of meanings in an environment of respect. What is sometimes overlooked, however, is the fact that university campuses are already intercultural spaces by nature, even in the absence of internationalisation initiatives; in other words, university campuses are places where diversity abounds, making it possible to experience intercultural encounters, leading to the development of intercultural competencies. This article presents the narratives of four students and their home-making experiences at a Colombian university. Through their stories, these students give us a glimpse of the intercultural challenges they face when they try to create a sense of belonging while developing, constraining or reaffirming their identities on campus. The article analyses the student narratives through the lenses of new materialism, social semiotics, intersectionality and intercultural communication to understand the complexity of building a home with others amid diversity and, sometimes, adversity.
Indonesian University Students&apos; Engagement with Teacher&apos;s Written Corrective Feedback in English as an Additional Language Writing Classroom
Author: Supiani
Date: 2023-07-00
Type: Journal Articles
Subjects: Learner Engagement,Feedback (Response),Error Correction,Writing Instruction,Case Studies,Second Language Learning,Second Language Instruction,Undergraduate Students,Teacher Student Relationship,Student Attitudes,Morphemes,Foreign Countries,Teaching Methods,Grammar,Writing Skills,English (Second Language),Language Proficiency

Students' engagement plays a pivotal role in how they respond to teacher's written feedback on their writings. Despite the ubiquity of prior research on teacher's corrective feedback in EFL writing classrooms, university students' engagement with the teacher's written corrective feedback (WCF) in tertiary writing classrooms receives scanty attention in the literature of second and foreign language writing. To fill this gap, this classroom case study aims to explore how 25 undergraduate students from an Indonesian university experience and engage with the teacher's WCF on their writings. Data were collected from the documentation of the students' essays, semi-structured interviews, and teacher-student conferences. Empirical evidence showed that the participants found the teachers' WCF helpful. Most of the students felt positively engaged since they received explicitly direct corrections or assistance from the teacher. They preferred the direct WCF because this strategy helped them correct their mistakes in micro writing skills, such as errors in articles, word choice and singular/plural forms, sentence structure, and fragments. However, it was found that negative engagement emerged when the teacher provided the indirect WCF to fix the students' macro writing issues, including unclear main ideas, disconnected ideas, lack of logical sequencing and development of the topic. It mainly resulted from poor English proficiency, less writing experiences, negative beliefs, and attitudes of the students towards the corrective feedback. This suggests that teachers should enact different ways of providing meaningful indirect corrective feedback on students' writings.
The Effect of Argument-Driven Inquiry (ADI) on Argumentation Skills and Students&apos; Concept Mastering of Human Excretory System Materials
Author: Riyanti, Vita
Date: 2023-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Human Body,Physiology,Concept Formation,High School Students,Program Effectiveness,Biology,Science Instruction,Foreign Countries,Grade 11,Inquiry

This study aims to determine the effect of the Argument-Driven Inquiry (ADI) learning model on students' argumentation skills and mastery of concepts in human excretory system material, especially in the sub-material of kidney disorders. The research method used quasi-experimental with a group pretest-posttest design. The sample of this research was second-grade MIPA students in one of the high schools in Bandung, which consisted of 29 students in the experimental class and 25 students in the control class. The purposive sampling technique did the sampling. The study used some instruments, which consisted of a test of argumentation skills in the form of essay questions, an exam of mastery of concepts in the form of multiple choice, and a questionnaire on student responses to learning using the ADI learning model. The results showed that the ADI learning model had a more significant effect on argumentation skills in the experimental class than in the control class, with a significance value of 0.019. The quality of students' argumentation was at level 3. However, the ADI learning model did not significantly affect students' mastery of concepts in the excretory system material because a significant difference was not found between the pretest and posttest data in both research classes. Student response data shows students respond completely well to applying the ADI learning model. Therefore, the ADI learning model is recommended for biology teachers to improve students' argumentation skills and concepts mastery in other biological materials.
Reading-Based Incidental vs. Intentional Focus on Lexis and Development of L2 Phraseological Competence
Author: Mirzaei, Azizullah
Date: 2023-07-00
Type: Journal Articles
Subjects: Phrase Structure,Teaching Methods,Second Language Learning,Second Language Instruction,Language Usage,Language Processing,Vocabulary Development,Comparative Analysis,Intentional Learning,Reading Processes,Incidental Learning,Learning Processes,Language Tests,Foreign Countries,Adult Students,Prior Learning

Emergentist, usage-based L2 research has witnessed that emphasizing formulaic sequences as entry points in meaning-based instructional contexts contributes to the development of linguistic comprehension and production. Related studies have thus far striven to find the most effective methods of highlighting these word strings. This study explored the effects of the focus on lexis (FonL) approach on L2 learners' development of phraseological competence. Furthermore, it probed whether incidental and intentional FonL approaches result in any differential effects on the learners' development of phraseology. Participants were 60 L2 learners in three intact classes randomly assigned to one control and two experimental FonL groups. Their general language proficiency was measured by administering a Cambridge PET Test. Additionally, a pre-test was used to measure their prior knowledge of phraseology. The control group received the mainstream typical instruction, whereas the experimental groups received incidental versus intentional FonL, differentially heightening noticing of conventionalized lexis expressions in L2 reading. A parallel posttest was administered to measure the development of learners' phraseological competence. ANCOVA results indicated that the lexis groups made greater gains in their phraseology as compared to the control group. Moreover, differential effects were evidenced specifically in favor of the use of intentional FonL. The findings indicate that the varied amount of attention L2 learners pay to aspects of formulaicity in language use can influence the extent to which lexis-based input and interaction lead to intake. Theoretical and pedagogical implications of the study are discussed at the end.
Coordinated and Intersecting: How Preservice Secondary Science Teachers Understand Science and Engineering Practices and Instructional Principles for Diverse Students
Author: Carpenter, Stacey L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Instruction,Secondary Education,Knowledge Level,Educational Strategies,Student Diversity,Discipline,Learner Engagement,Concept Formation,Culturally Relevant Education,Engineering Education

Teacher education programs need to prepare their preservice teachers to both implement current science education reforms and teach in culturally and linguistically diverse classrooms. In this qualitative study, we used a framework of four instructional principles to investigate 31 preservice secondary science teachers' understanding of instruction aligned with current reforms and responsive to culturally and linguistically diverse students. We analyzed interview data to examine preservice teachers' evolving understanding of the principle of engaging students in disciplinary practices, specifically the eight science and engineering practices (SEPs) highlighted in current U.S. standards. We found that, over time, participants more often discussed using multiple SEPs together in coordinated ways. However, they consistently reported struggling with the SEPs of &quot;developing and using models&quot; and &quot;using mathematics and computational thinking.&quot; Further, we examined how participants discussed engaging students in disciplinary practices in intersection with the three other principles in our framework: providing students with language production opportunities, attending to and supporting disciplinary language demands, and using student funds of knowledge and other resources. We found that participants focused more often on language production and language support than on student funds of knowledge in intersection with SEPs. Further, participants most frequently discussed the SEP of &quot;engaging in argument from evidence&quot; in intersection with the other three principles. This study is useful for informing teacher educators on how to better support preservice secondary science teachers in developing their understanding of engaging students in disciplinary practices and other instructional principles for diverse students.
Teachers as Learners: Outdoor Elementary Science
Author: Carrier, Sarah J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Science Instruction,Outdoor Education,Grade 5,Faculty Development,Teacher Attitudes,Learner Engagement,Student Behavior,Program Effectiveness,At Risk Students,Elementary School Science,Specialists,Partnerships in Education,Pedagogical Content Knowledge,Teaching Methods

Young learners benefit from learning and engaging in nature, but nature-based outdoor learning impacts on teachers are less understood. The present study examined elementary school teachers' learning experiences with science instruction in outdoor natural settings. An Outdoor Science Education (OSE) program partnered with schools in the southeastern U.S. to provide standards-aligned outdoor science lesson expeditions for fifth-grade students. Teachers reported their participation in expeditions improved their own content knowledge in science and contributed to their confidence teaching science and teaching in the outdoors. In addition, teachers reported their perceptions of students' performance in their science classes and on standardized science tests. The teachers described their perceptions about how the expeditions improved their students' engagement for learning and behavior in outdoor settings when compared to indoor science instruction. They discussed how these changes were most obvious for students who struggled with traditional classroom instruction. Using survey and interview data, we discuss the potential for teacher learning related to outdoor science instruction.
Constructionism Imagineering Learning Model via Metaverse to Enhance Young Innovators
Author: Sapliyan, Suputtra
Date: 2023-00-00
Type: Journal Articles
Subjects: Innovation,Creative Activities,Specialists,Constructivism (Learning),Learning Processes,Learning Management Systems,Independent Study,Instructional Design,Models

Constructionism imagineering learning model via metaverse is an instrument for promoting self-learning through hands-on. To create new knowledge for young innovators by combining the concepts of technology and new learning platforms to create new ideas. Designing teaching and learning that can be used to learn in the new normal focuses on continuous learning at any time, anywhere, with the benefits of using technology. The sample group is six experts in designing and developing learning models and learning systems from various institutions in higher education by purposive sampling. The research instruments are as follows: (1) The constructionism imagineering learning model via metaverse to enhance young innovators; (2) The constructionism imagineering learning process via metaverse to enhance young innovators; (3) An assessment form for the constructionism imagineering learning model via metaverse to enhance young innovators; (4) An assessment form for the constructionism imagineering learning process via metaverse to enhance young innovators. Analyse data using mean and standard deviation. The researchers found that the constructionism imagineering learning model via metaverse and the constructionism imagineering learning model via metaverse, which is developed is appropriate to enhance young innovators at the highest level, following the research hypotheses.
An Investigation of the Five Factor Personality Traits and Innovation Skills of Students in Theology Education
Author: Rahman, Imas Kania
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Theological Education,Personality Traits,Innovation,College Students,Correlation,Self Control,Gender Differences,Age Differences,Islam,Religious Colleges

This study aims to examine the relationship between personality traits and innovation skills among students in the Faculty of Islamic Sciences in Indonesia. Personal information form, Five Factor Personality Scale and Innovation Skills Scale were used as data collection tools. According to results it can be stated that there are significant relationships between the personality traits and innovation skills of students in the Faculty of Islamic Sciences. Agreeableness and self-discipline dimensions are prominent factors in students' personality structures that support their innovation skills. Differences were observed in terms of gender and age variables at students. The higher self-discipline and neuroticism-based personality traits of female students determined. In terms of innovation skills, significant differences were found among students in the Faculty of Islamic Sciences based on their gender. It was determined that male students have a significantly higher perception of innovation skills. It was found that newly enrolled students (18-20 age group) have higher neuroticism traits compared to their older peers. Regarding the educational level variable, analyses showed no significant differences in the sub-dimensions of neuroticism, self-discipline, agreeableness, and openness to experience based on the educational level. In addition, results indicate that all personality traits show a significant relationship with innovation skills. While there is an inverse relationship between neuroticism and innovation skills, the other personality dimensions (extraversion, agreeableness, conscientiousness, and openness to experience) exhibit a positive relationship. These results indicate the need for educational programs and support services to be designed to enhance students' personality traits and innovation skills. Additionally, considering demographic factors such as gender and age is important to understand students' individual differences and needs.
Critical Friend Groups: The Unexpected Relationships among Education Majors during Study Abroad
Author: Jones, Meredith K.
Date: 2023-00-00
Type: Journal Articles
Subjects: Friendship,Peer Relationship,Education Majors,Study Abroad,Reflection,Critical Thinking,Problem Solving,Foreign Countries,Undergraduate Students,Graduate Students,Teaching Methods,Teacher Education,Student Attitudes,Feedback (Response)

Critical friendship is an innovative method used to strengthen an individual's professional skills, including critical reflection, thinking, and problem-solving abilities in educational settings. Critical friendships can occur through one-on-one relationships or in groups known as critical friendship groups (CFGs). Literature on CFGs examines the benefits of structured CFGs integrated into teacher preparation programs. CFGs that form beyond university walls, like a study abroad context, have not been discussed in the literature even though these experiences can be the catalyst for CFGs. This case study illustrates how a CFG was formed during a study abroad trip to Belize with undergraduate and graduate education students that resulted in five major findings. Implications for both teacher education and study abroad programs are discussed.
Competence of Primary School Teachers in the Use of Internet Resources
Author: Kurebay, Balzhan
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Competencies,Internet,Educational Technology,Teacher Effectiveness,Access to Information,Information Dissemination,Faculty Development,Technology Uses in Education,Age Differences,Gender Differences,Foreign Countries,Self Efficacy

The aim of the study is to examine the relationships between primary school teachers' competencies and their use of internet resources. In this context, primary school teachers' purposes of using internet resources, the internet resources and platforms they use, participants' teaching efficacy and educational internet use self-efficacy were examined with a relational approach. In the study, 218 primary school teachers working in Almaty province were included in the study by disproportionate cluster sampling method. Internet use questionnaire, teacher efficacy scale and educational internet use self-efficacy scales were used to collect the data. According to the findings of the study, it was seen that a large proportion of primary school teachers use the Internet for 'accessing information, sharing academic information (homework, projects, etc.) and contributing to their personal and professional development. Kazakh teachers used resources such as &quot;academic, research and educational sites&quot;, &quot;web browsers (Google, Yandex, etc.)&quot;, &quot;dictionary sites&quot;, &quot;social networking sites (Facebook, MySpace, Friendfeed, Google plus, etc.)&quot;, &quot;wikis&quot; and &quot;video and photo sharing sites&quot; at high rates. In another finding of the study, it was found that primary school teachers' perceptions of teaching efficacy were at a high level, whereas their perceptions of Internet use self-efficacy were at a medium level. Participants' internet use self-efficacy perceptions show significant differences according to gender and age variables. Finally, significant relationships were found between teacher efficacy and internet use self-efficacy.