ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Transitions into Initial Teacher Education: Understanding Barriers and Enablers through an Ecological Lens
Author: Amundsen, Diana L.
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Teacher Education Programs,Student Adjustment,Barriers,Student Experience,College Freshmen,Student Attitudes,Student Characteristics,Resilience (Psychology),Environmental Influences,Social Influences

This paper presents a small-scale qualitative investigation which explored early first-year transition experiences of pre-service teacher students. The study took place in one university in Aotearoa New Zealand, involving 24 students and three co-researchers from a Faculty of Education. Perceptions of students' transition experiences were gathered through an essay task six weeks into the first semester; data were analysed using Bronfenbrenner's (1979) ecological theory to identify barriers and enablers related to students' transition experiences in various contexts. Diverse transitions accounts of 'becoming a pre-service teacher student' were analysed as being complex and intertwined with historical, social, cultural and political elements. These findings have implications for providers and educators of pre-service teacher programmes. Purposeful application of Bronfenbrenner's theory to identify, name and understand how various transition barriers and enablers impact wellbeing and resilience could open up a more visible, shared and understood transition experience.
Reimagining Teacher Education for Family Engagement: A Response to the 2020 Health and Socio-Historical Context
Author: Vesely, Colleen K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education,Family Involvement,COVID-19,Pandemics,Family School Relationship,Racial Discrimination,Activism,Distance Education,Simulated Environment,Preservice Teachers,Bias,Computer Mediated Communication,Educational Change

Family engagement is critical to student achievement, and the essential importance of family-school partnerships has become even more evident during the current sociohistorical context inclusive of the COVID-19 pandemic and the Black Lives Matter movement. As such, it is imperative that pre-service teachers (PSTs) are equipped to build effective relationships in a virtual environment with families from diverse backgrounds, experiences, and histories. In this paper, we highlight our role as teacher educators in ensuring that PSTs know how to forge authentic partnerships with families, and how to continue developing these necessary knowledge, skills, and abilities even during these challenging times of social distancing, often in a virtual environment or setting. We discuss this in the context of how we shifted a critically reflective, process-oriented, relationship-focused face-to-face (F2F) family engagement course that uses experiential learning, to a fully online course during the COVID-19 pandemic. Recommendations for teacher educators are discussed.
Teacher Professional Vision: Linguistic Update
Author: Case, Rod E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Evaluation (Individuals),Preservice Teacher Education,Research Methodology,Teacher Educators,Essays,Data Analysis,Student Teacher Attitudes,Practicums,Self Concept,Change Agents,Attitude Change,Expectation,Undergraduate Students,Readiness

In response pressures on teacher education programs to demonstrate accountability, the concept of teacher professional vision (TPV) was introduced. TPV is used to measure the ability among teachers to detect and interpret relevant events as part of their own professional learning. While the construct has been a reliable indicator of the relevance and effectiveness of teacher education programs (Sturmer, Köning, &amp; Seidel, 2014), it has also received criticism for its lack of ecological validity because of its reliance on scripted video recordings. The purpose of this study is to introduce a research method appropriate for use among teacher educators which complements and situates the concept of TPV among PSTs within their own practice. In lieu of scripted classroom videos, entrance and exit essays were collected in 2016 and 2018 from 46 preservice teachers. Data analysis included a measurement of changes in TPV and a linguistic analysis of the responses. Findings revealed significant changes in the way that PSTs constructed the relationship between their teacher education program and practicum. There was a significant increase from entrance in the program to exit in the occurrence of responses in which preservice teachers positioned themselves as thinkers who are always assessing their confidence in the relationship between teacher education coursework and practicum with PSTs who relied on additive relationship to describe the relationship. Also, at entrance into the program, preservice teachers held high levels of confidence in their abilities to readily function as agents of change. This dropped significantly as responses became complicated by the regulations and realities of classroom instruction. [The page range on the .pdf (p62-78) is incorrect. The correct page range is p62-79.]
The Status of Female Executive Leadership in Postsecondary Education
Author: Shaw, Sara
Date: 2021-00-00
Type: Journal Articles
Subjects: Women Administrators,Postsecondary Education,College Presidents,Community Colleges,Sex Fairness,Disproportionate Representation,Statistical Data

The purpose of this study was to examine the current status of female leadership representation in four states identified from four regions of the United States. A descriptive approach to content analysis was used to examine postsecondary institutional website profiles with public access for females in executive leadership positions. Findings describe the current landscape of representation of female postsecondary leaders in presidency and vice presidency positions in Nevada, Wisconsin, New York, and Florida, and how each state's representation compares to documented national percentages of female leader representation.
The Effect of Principals&apos; Managerial Competence and Teacher Discipline on Teacher Productivity
Author: Azainil, Azainil
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Administrator Effectiveness,Competence,Teacher Administrator Relationship,Elementary School Teachers,Teacher Responsibility,Work Attitudes,Job Performance,Performance Factors,Compliance (Psychology),Public Schools,Foreign Countries

The importance of the competence of principals and teacher discipline is one of the determinants for increasing teacher productivity and school success. This research aims to determine the effect of principal managerial competence and teacher discipline on teacher productivity. This study uses quantitative analysis with the ex post facto method. The population of this study was 115 teachers spread across 7 State Elementary Schools in Telen District, East Kalimantan Province. By using the cluster random sampling technique, a sample of 68 teachers was obtained. Instruments were used with a questionnaire. The results of data analysis using multiple linear regression concluded that the principal managerial competence had a significant effect on teacher productivity, teaching discipline had a significant effect on teacher productivity, and principal managerial competence and teacher discipline had a significant effect on teacher productivity. This research can increase teacher productivity in the success of the school in achieving its goals.
The Impact of Peer-Peer Learning and Student-Lecturer Interaction on Biology Pre-Service Teachers&apos; Achievements
Author: Mafugu, Tafirenyika
Date: 2021-00-00
Type: Journal Articles
Subjects: Peer Teaching,Teacher Student Relationship,Biology,Science Achievement,Performance Factors,Emergency Programs,Electronic Learning,Distance Education,COVID-19,Pandemics,Access to Computers,Disadvantaged,Preservice Teachers,Rural Areas,Foreign Countries

Because of the outbreak of the COVID-19 pandemic, there was an emergency shift to online learning in tertiary institutions worldwide. Here, I aimed to determine the impact of guided peer-peer interaction on students' achievement. A Biology Achievement Test was used to collect data. I used a quasi-experimental design and analysed the data using the independent sample t-test and one-way ANOVA. A comparison of the experimental group mean marks before and after the lockdown did not reveal significant differences. However, the control group's mean mark was significantly higher before than during the lockdown period. Before the lockdown, the performance of the experimental group did not show any significant difference with that of the control group. There was a significant difference in performance between the two groups during the lockdown. Lecturer guided interaction had a significant impact while the digital divide did not have a significant impact on students' performance.
Students&apos; Entrepreneurial Behaviour - An Eight-Construct Scale Validation: A Scale Adaptation Study
Author: Soba, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Student Behavior,Measures (Individuals),Test Validity,Undergraduate Students,Test Reliability,Foreign Countries,Media Adaptation

Entrepreneurship, especially among university students, measuring perception/tendency has been very popular in recent years due to reasons such as the importance of the subject, research applicability, reaching the target audience and relatively low research costs. In this context, it emphasises that the willingness, determination and predisposition of young people who will enter the business life to make a new venture and do their own business and their career planning are also important for entrepreneurial tendencies. In the context of this study, an adaptation study of the relevant scale developed by Schmidt Bohnenberger, Panizzon, Marcon, Toivonen and Lampinen into Turkish was carried out in order to determine undergraduate students' entrepreneurial behaviour. The validity and reliability studies of the scale were carried out with the participation of 185 undergraduate students studying in different departments. Exploratory factor analysis was used to serve structure validity. At the end of the study, a seven-dimensional scale consisting of 40 items explaining 89.62% of the total variance was obtained. The internal consistency coefficient of the scale calculated with Cronbach's alpha was 0.95. As a result, it contributed to the field by introducing a scale with proven reliability and validity.
Students&apos; Opinions about Studying from Home during the COVID-19 Pandemic in Indonesia
Author: Hermanto
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Pandemics,COVID-19,Family Environment,Distance Education,School Closing,Foreign Countries,Online Courses,Learning Motivation,Student Surveys,Learning Processes,Family Relationship,Teaching Methods,College Students

The implementation of online learning during the COVID-19 pandemic may affect students' learning attitude and motivation to some extent. This paper aims to describe the university students' opinions about learning attitude and motivation while studying from home due to the COVID-19 pandemic in Indonesia. A non-experimental research design was used with an exploratory quantitative method. A total of 238 respondents participated in the online survey from April 22 to 29, 2020. Descriptive statistics was used to analyse the collected data by using SPSS 23. The results showed that 52.5% (n = 125) of the respondent did not enjoy studying from home and 91.5% (n = 218) did not gain as much knowledge as in the traditional mode, although they still had a higher motivation to learn and had a better relationship with their family members. Interesting materials and enjoyable teaching methodology and interaction are therefore suggested.
The Correlation between Cognitive Styles and Written Corrective Feedback Preferences among Iranian and Turkish EFL Learners
Author: Kivi, Parivash Jamali
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Feedback (Response),Cognitive Style,English (Second Language),Second Language Learning,Second Language Instruction,Measures (Individuals),Cross Cultural Studies,Preferences,Language Tests,Student Placement,Student Attitudes,Error Correction,Teaching Methods,Foreign Countries,Written Language

This study aimed at finding the correlation between Iranian and Turkish EFL learners' cognitive styles and their preferences for different WCF types. Sixty out of seventy-five EFL students at the intermediate level in two contexts (Iran and Turkey) were selected through the Oxford Placement Test. There were two instruments in this research: The Learning Styles Questionnaire, and CF questionnaire. The researcher gave detailed instructions on how to complete the surveys. The findings demonstrated that there was a correlation between EFL students' cognitive styles and their WCF preferences in both Iran and Turkey contexts. The second research question results indicated that there was a relationship between learners' cognitive styles and their preferences for different types of errors to be corrected. The results of the third research question showed that the correlation between Iranian students' cognitive styles and their preferences for different CF frequencies was not significant. The last research question results showed that the correlation between Turkish students' cognitive styles and their preferences for different CF frequencies was not significant.
A Case Study of ASEAN EFL Learners&apos; Collaborative Writing and Small Group Interaction Patterns in Google Docs
Author: Kitjaroonchai, Nakhon
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Computer Software,Collaborative Writing,Interaction Process Analysis,Groups,Essays,Persuasive Discourse,Pretests Posttests,Student Attitudes,Visualization,Revision (Written Composition),Cooperative Learning,Error Correction,Writing Instruction,Undergraduate Students,Asians,Foreign Students,Foreign Countries

The study investigated the interaction patterns of six ASEAN EFL university students when they worked in small groups on two collaborative writing tasks: a descriptive essay and an argumentative essay. Both groups were homogeneous in terms of gender and heterogeneous in terms of home countries. Data collection included pre- and posttest writing, pre- and post-task questionnaires, participants' work on essays, their reflections, observations, and semi-structured interviews. The students worked on their essays in Google Docs, and the researcher(s) used DocuViz as a tool for visualizations of students' collaborative writing contributions and styles. The findings showed different interaction patterns (a cooperative revision style for Group A vs. a main writer style for Group B) across the two collaborative writing tasks. While revising, both groups added and corrected their essays and employed almost the same writing change functions and language functions, which were suggesting, agreeing, and stating.
A Pragmatic Study on Teachers&apos; Feedback in EFL Classroom in China
Author: Liu, Ying
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Pragmatics,Feedback (Response),Teaching Methods,Discourse Analysis,Classroom Communication,Language Usage,Communicative Competence (Languages),Teacher Student Relationship,Computational Linguistics,College Students,Audiovisual Aids,Foreign Countries,Language Teachers

EFL classroom teaching in China, no matter whether it is traditional one or a flipped one, is a dynamic communicative process by using English with the aim of learning it. The interactive discourse between the teacher and the student has its own pragmatic functions, especially the feedback given by the teachers which may influence the teaching and learning efficiency. In order to provide appropriate investigation resources, a corpus of 128,223 words with 36.65 hour-2199 minute real audiovisual college EFL classroom teaching transcripts is built. Taking the data of the resources as supporting evidence, this paper analyzes the pragmatic functions of EFL classroom feedback discourse, and proposes certain pragmatic strategies of increasing interactivity, which has certain pedagogical implications for EFL classroom teaching.
Integrating Language Literacy in Physical Sciences in Riba Cross District, South Africa
Author: Kibirige, Israel
Date: 2021-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Language of Instruction,English (Second Language),Content Area Reading,Content Area Writing,Academic Language,Persuasive Discourse,Scientific Literacy,Physical Sciences,Science Teachers,Secondary School Students,Adolescents,Low Achievement,Foreign Countries

The language of teaching and learning challenges Physical Sciences teachers and impacts learners' achievements. The study aimed to investigate how language literacy is integrated into the teaching of Physical Sciences. A descriptive survey design was adopted. The participants were five Grade 10 Physical Sciences teachers and 211 learners (108 boys; 103 girls) from nine schools exhibiting low academic achievements. Data were gleaned through the Literacy Skills Usage Survey Questionnaire (LSUSQ). The results show that 77.78% of the teachers did not engage learners in report writing and arguments which are fundamental to language literacy, suggesting that integrating literacy in science teaching was inadequate. Learners had difficulties in contributing to word walls, writing reports, and arguing from evidence. The lack of integration suggests that teachers lacked training in integrating language literacy into science teaching. These findings underscore the need for workshops to enable teachers to incorporate language literacy in teaching Physical Sciences.
Introducing IWB to Preservice Mathematics Teachers: An Evaluation Using the TPACK Framework
Author: Gonzales, Gamaliel G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Equipment,Educational Technology,Technology Integration,Technological Literacy,Pedagogical Content Knowledge,Demonstrations (Educational),Secondary School Mathematics,Material Development,Lesson Plans,Courseware,Geometry,Skill Development,Teacher Competencies,Foreign Countries

The study used the intervention mixed methods design to evaluate the technological, pedagogical and content knowledge (TPACK) of mathematics preservice teachers while doing their lesson planning and teaching with interactive whiteboards (IWBs). The method has the following parts: (1) qualitative data collection to establish the priority competencies for the intervention, (2) conducting a single-subject experimental design to equip the preservice teachers with technology-enhanced lessons and (3) final qualitative data collection on experiences in planning and teaching with IWBs. The results revealed that the TPACK framework reflects improvements in lesson planning and teaching demonstration skills of the preservice teachers. While the preservice teachers quickly responded to digitise their lesson activities, the formulation of lesson objectives is left behind. Thus, in lesson planning and teaching with IWBs, the pedagogical skills must align with the technological skills they expect to employ. Although the Philippine basic education is not fully implementing IWB technologies in the classroom, policymakers may want this technology to become part of the system.
Learner Autonomy and English Proficiency of Indonesian Undergraduate Students
Author: Melvina, M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Personal Autonomy,Language Proficiency,English (Second Language),Undergraduate Students,Majors (Students),Student Behavior,Metacognition,Affective Behavior,Student Motivation,Freedom,Interaction,Social Influences,Cultural Influences,College Students

This research aims at investigating the relationship between learner autonomy including technical, psychological, political, and sociocultural and language proficiency of Indonesian university EFL learners. Forty second-year undergraduate students majoring in English in a public university in Indonesia participated in this research. The data were collected through a learner autonomy questionnaire and English language skills scores. The outcome of the research showed that the variables in this research model had a very good relationship. In addition, the results of hypothesis testing indicated that the technical, psychological, and political variables had a positive and significant effect on English proficiency, while the sociocultural variable did not show either a positive or a significant influence on English proficiency. The finding suggested that both teachers and students should be aware of the important roles of learner autonomy to improve English proficiency. In addition, it mandatory to equip students with learner training to become learners that were more autonomous.
Development, Implementation and Evaluation of E-Learning Materials for FFL with Adobe Captivate Software
Author: Alabay, Sercan
Date: 2021-00-00
Type: Journal Articles
Subjects: Material Development,Multimedia Materials,Computer Software,Technology Integration,Second Language Learning,Second Language Instruction,French,Listening Skills,Reading Skills,Vocabulary Development,Grammar,COVID-19,Pandemics,Electronic Learning,Public Colleges,Instructional Effectiveness,Foreign Countries

Developing technology has significantly affected the education and training process as it is in all areas of life. In today's society, smart phones, tablets and computers which almost every individual owns have facilitated access to information, and besides classical teaching methods, technology-supported or technology-based education activities have also become a part of the process. E-learning tools are important tools by which technology is included in the education and training process. Especially during the COVID-19 pandemic which has been experienced around the world since the beginning of 2020 has revealed the importance of e-learning materials more. The aim of this study, carried out in the light of the information given above, is to develop, apply and evaluate Adobe Captivate, one of the most used e-learning software worldwide, for use in the French teaching process. The study was carried out in an experimental model. The universe of the study consisted of 53 French preparatory class students. The achievement test developed by the researcher was used as the data collection tool of the research. The data obtained as a result of the pre-test and post-test applications showed that the use of Adobe Captivate positively affected the general language competency of the students.