ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Attitudes and Practices of ELT Teachers in UTASA towards Professional Development for Online Learning
Author: Al-Abri, Aamir Said
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,College Faculty,Faculty Development,English (Second Language),Second Language Instruction,Electronic Learning,Emergency Programs,COVID-19,Pandemics,Barriers,Teacher Attitudes,Coping,Foreign Countries

Purpose: Due to the emergent COVID situation, the teachers of the University of Technology and Applied Sciences- Al- Musanna, Oman (UTASA) had to abruptly switch over to online teaching platforms like Microsoft Teams. They encountered unexpected challenges. This research study aimed to survey the opinions of ELT teachers in UTASA to cope up with such an unanticipated mode of study. The specific objective of this study was to investigate the attitudes and practices of ELT Teachers in UTASA towards professional development during emergency situations like the COVID-19. Research Methods: This study adopted a quantitative research design to reach the intended population in the University of Technology and Applied Sciences- Al- Musanna, Oman (UTASA). A questionnaire tool, Attitude and Practices Scale for Professional Development, was prepared for this study to elicit information about participants' attitudes and practices of towards professional development for online learning. Findings: The results of the study found no remarkable consistency in the surveyed teachers' thoughts and reflections regarding their attitudes. While some opted for more CPD opportunities, others believed that significant administrative challenges- including time and workload- were the hindrance. Implications for Research and Practice: The abrupt shift to online teaching showed that teachers in UTASA needed professional development as a few teachers faced challenges to cope with such changes. The continuous professional development (CPD) therefore would therefore benefit ELT teachers in such abrupt transitions of the teaching mode. CPD courses would also open new horizons for the ELT teachers and take them a step ahead of merely learning about teaching methodology.
Mercenary Science: A Field Guide to Recognizing Scientific Disinformation
Author: Michaels, David
Date: 2022-00-00
Type: Journal Articles
Subjects: Identification,Science Education,Information Dissemination,Deception,Marketing,Research,Corporations,Private Financial Support

The strategy of creating confusion and doubt about product safety, often called the &quot;tobacco playbook&quot; after the industry that used it so successfully, has become standard operating procedure among many corporations across a wide range of industries. The &quot;tobacco playbook&quot; has been widely applied, generally with great success--if &quot;success&quot; is measured by delaying action to protect the public. One of the playbook's chief strategies, paying public relations professionals and scientific experts to question evidence, is now marketed by &quot;product defense&quot; specialists and used widely by firms eager to avoid addressing the harms caused by their products. This product defense ploy is public relations disguised as science. The corporations market their studies as &quot;sound science,&quot; but in reality, they merely sound &quot;like&quot; science. There is a need for a system that develops the relevant scientific evidence before people are harmed and lawsuits are launched. In the meantime, greater public awareness of product defense and its confusion and doubt tactics will make it more difficult for polluters and manufacturers of dangerous products to continue to harm the public's health. This article provides a field guide for teachers and students of science to the tricks used to manufacture and sell scientific disinformation.
Sharing Their Ideas with the World: Creating Meaningful Writing Experiences for Young Children
Author: Gerde, Hope K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Emergent Literacy,Beginning Writing,Childrens Writing,Writing Instruction,Preschool Children,Preschool Education,Writing Skills,Teaching Methods,Learning Activities,Play

Writing gives children a way to share their voices and ideas with the world. Even in early childhood, the purpose of writing is to communicate. All young children have messages to share, and writing is one tool they can use to communicate those messages. For young children, it is quite challenging to form and remember messages while also figuring out how to put them on paper. Studies demonstrate that executive function skills, including self-regulation, are needed so that children attend to and persist in this complex task. Writing engages young children across developmental domains and activates motor, cognitive, and socioemotional learning. This article presents why early writing is so important and intentional supports for early writing.
Designing Online Learning Environment: ICT Tools and Teaching Strategies
Author: Samoylenko, Nataliya
Date: 2022-02-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Higher Education,Online Courses,Blended Learning,Foreign Countries,College Students,College Faculty,Distance Education,Language Usage,English (Second Language),Technological Literacy,Technology Integration

The authors analyze the capabilities of Information and Communication Technologies (ICT) and e-learning tools applied in the educational process through all levels of Higher Education in Russia: Bachelor's/Master's Degree Programmes and Professional Training. The article is based on the data obtained during the study organized at Sevastopol State University, Lomonosov Moscow State University Branch in Sevastopol, V.I. Vernadsky Crimean Federal University, Institute of Foreign Languages (Simferopol) and S.I. Georgievsky Medical Academy in 2019. The participants of the research were undergraduate students, educators and applicants of further Professional Training programmes. The research aimed at the analysis of ICT and e-learning tools used to design online learning environment at university. The study included a survey to identify e-learning tools applied by students and professors in educational process. The authors also specify blended learning peculiarities in Higher Education. The results showed that ICT and e-learning tools are widely used at universities to manage educational process, establish various forms of communication and interaction, to conduct an assessment and evaluate progress, to organize team projects in blended learning. ICT and online educational services are also applied to develop students' language and professional skills.
Incorporating Movie Clips to Validate Learning: A Students&apos; Assessment
Author: Sekhri, Esha
Date: 2022-02-00
Type: Journal Articles
Subjects: Films,Student Evaluation,Mass Media Use,Teaching Methods,Psychology,Undergraduate Students,Instructional Effectiveness,Criticism,Foreign Countries,Student Attitudes

The use of movie-based educational interventions has been widely used in the pedagogy of psychology. Wherein most of the researchers have included full-length movies in their teaching followed by students' comments of its effectiveness; the current research was carried out to examine if or not students will be able to find relevant clips from the list of movies provided and incorporate those in their group workshops after being exposed to the theoretical knowledge in their lecture class. To gauge how the participants received it and what suggestions do they have to offer for the improvement of this innovative exercise an anonymous survey and a semi open-ended interview was used. The research was conducted in three trimesters of academic years 2018 and 2019. On analysis of the raw data, it was found that the students rated the assignment favorably and reported that movie clips helped them understand the course material better and enabled them to apply psychological concepts to real-life situations. The findings suggest that movie clips can facilitate the learning process and can prove to be an efficacious tool to validate students' learning.
Indebted No More: Paying for College Should Be Our Collective Responsibility
Author: Zaloom, Caitlin M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Paying for College,Social Responsibility,Middle Class,Family Involvement,Parent Financial Contribution,Young Adults,Parent Attitudes,Racial Differences,Disclosure,Parent Role,Government Role

Pursuing a college degree--and the open future for young adults it is believed to secure--anchors what it means to be middle class in the United States today. Acting on the conviction that the rising generation can and should do better than their parents is a middle-class inheritance, and getting young adults to and through college is at the heart of this quest. In this article, the author examines middle-class families' laudatory emphasis on developing their children's potential and their problematic norm of keeping their financial sacrifices hidden. Breaking the collective silence around debt would require admitting to the fragile nature of their finances, imperiling the very middle-class identity that they are trying to shore up by sending their children to college in the first place. The hope of the author is to spark an open, honest, and public debate about how to support middle-class families and the rising generation in ways that live up to their highest ideals.
Virtual Teaching: Teachers&apos; Perspectives on Online Virtual Classroom Effectiveness during and beyond COVID-19
Author: Al-Subaie, Abdullah bin Mohammed
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Virtual Classrooms,COVID-19,Pandemics,Teacher Attitudes,Language Teachers,Semitic Languages,Teacher Qualifications,Teaching Experience,Correlation,Instructional Effectiveness,Elementary Secondary Education,Foreign Countries

The purpose was to investigate the Arabic language teachers' perspectives on online VC effectiveness during and beyond COVID-19. Participants were 340 teachers. This study employed cross-sectional descriptive method, with the main focus on Arabic Language teachers' perspectives on online VC effectiveness during and beyond COVID-19. Findings from descriptive analysis of the teachers' responses on the importance of using virtual classrooms in distance education program showed that the rank agree comes first, where teachers responded with agree in 17 items, 2 with strongly agree and only one item for disagree. Using one-way analysis of variance (ANOVA), findings showed that there were no statistically significant differences between the responses of the study sample towards the use of virtual classrooms by gender, while academic qualification and years of experience contributed significantly, where those with higher qualification, and who are experts had positive perspectives on online VCs effectiveness during and beyond COVID-19. [Note: The page range (3048-3075) shown on the PDF is incorrect. The correct page range for this article is p3048-3057.]
Being a Dyslectic in Norwegian Secondary School
Author: Lyngsnes, Kitt Margaret
Date: 2022-02-00
Type: Journal Articles
Subjects: Dyslexia,Secondary School Students,Coping,Foreign Countries,Second Language Learning,Second Language Instruction,Educational Experience,Phenomenology,Student Attitudes,Clinical Diagnosis,Learning Problems,Computer Software,Teaching Methods,Technological Literacy,Individualized Instruction,Pedagogical Content Knowledge,Emotional Disturbances

Dyslexia is a common learning difficulty. A The purpose of this study is to explore the experiences of young people with dyslexia in secondary school in a Norwegian context and provide insight that might be used to support the students. The research question for the study is as follows: What experiences do dyslectic students have in secondary school regarding their dyslexia? A phenomenological approach was adopted to explore dyslectic students' experiences. Purposive sampling was used to identify 4 young people who met the chosen criteria. The data-gathering tool was individual semi-structured interviews. The data were analysed through a thematic step-by-step analysis process. Four themes with several subthemes concerning the experiences of young people diagnosed with dyslexia emerged. Theme 1: Personal coping strategies related to schoolwork. Theme 2: Foreign language torment. Theme 3: Emotional impact. Theme 4: Struggling with educational support. A main finding of this study is the significance of teacher competence for students with dyslexia. The study has identified the need for teachers to understand the students' learning difficulty, provide alternative tasks and have competence in how to use software teaching aids to support pupils with dyslexia.
Mathematical Language of Students with Learning Disabilities in the Context of Length
Author: Güven, Dilsad
Date: 2022-02-00
Type: Journal Articles
Subjects: Students with Disabilities,Learning Disabilities,Grade 4,Grade 5,Mathematics Instruction,Language Usage,Foreign Countries,Vocabulary,Knowledge Level,Mathematical Concepts,Elementary School Students,Elementary School Mathematics

Mathematics is language dependent. Part of learning mathematics is learning the mathematical language. Learning disabilities are defined as disorders that are related to listening, thinking, speaking, writing, and reading that are seen in the processes of understanding or using a verbal or written language. In this context, the present study aimed to reveal the understanding and usage of the mathematical language of students with learning disabilities in the context of the concept of length. This study was conducted as a case study. The participants of the study were 4th grade and 5th grade students with learning disabilities. Data collection was conducted through semi-structured clinical interviews during a teaching experiment based on the concept of length and analysed using the content analysis method. According to the findings, the students with learning disabilities had a different and limited understanding, as well as usage of various mathematical terms including length, height, perimeter, half and centimetre.
Exploring Features within Organizational and Cognitive Factors That Predict Variability in Estimates of Classwide Active Engagement
Author: Johnson, LeAnne D.
Date: 2021-11-00
Type: Journal Articles
Subjects: Preschool Education,Preschool Children,Learner Engagement,Inclusion,Self Contained Classrooms,Context Effect,Students with Disabilities,Classroom Environment,Teaching Methods,Environmental Influences,Teacher Student Ratio,Teamwork,Class Size,Predictor Variables

Adopting an &quot;act-in-context&quot; approach is helpful to researchers investigating situational variability in children's active engagement in preschool classrooms. Aligned with this approach, we propose an empirical pathway and a conceptual model to support examinations of contextual factors hypothesized to impact active engagement as well as the means by which adults promote it. We defined two overarching factors--cognitive and organizational--and explored the predictive nature of seven features within them. With video recordings from 31 classrooms (inclusive and self-contained) of three instructional routines on three different occasions, we derived averages for classwide active engagement during each observation. A series of linear mixed effects models revealed that instructional routines significantly predicted variability in classwide active engagement as did interactions of other contextual features with instructional routines. These findings provide a foundation for continued, systematic examinations of situational factors and conceptualizations of engagement within carefully specified pathways for improving active engagement.
Ethical and Moral Competences of Upper Secondary Students: A Comparative Study
Author: Peng, Zhengmei
Date: 2021-12-00
Type: Journal Articles
Subjects: Ethics,Ethical Instruction,Values Education,Moral Values,Empathy,High School Students,Adolescents,Competence,Knowledge Level,Student Characteristics,Family Characteristics,Comparative Education,Foreign Countries

Purpose: This article presents the theoretical framework, research design, methodology, and main findings of the comparative measurement of ethical-moral competences of 15-year-old upper secondary students in Shanghai, under the ETiK-International-Shanghai project. Design/Approach/Methods: By dividing the ethical-moral competences into the categories of basic ethical-moral knowledge, ethical-moral judgment competence, and competence in developing ethical-moral action plans, a survey of 2,036 students was conducted, using a reliable and valid testing instrument. Findings: In general, 15-year-olds from homes with more educational resources perform higher in all three scales across all countries taken under consideration in our study. Furthermore, school practices, teaching, as well as quantity and quality of instruction play a very important role in the moral education process and especially in developing students' proficiency levels of ethical-moral knowledge, reasoning competence, as well as students' high abilities in developing moral action plans. When relevant educational background factors are held constant, Chinese students show lower average scores on basic ethical-moral knowledge and moral judgment competence. With exception of the tested Vienna students, all other European samples scored better than the Chinese students--also on the test for developing ethical-moral action plans. However, Chinese students are especially able to display outstanding empathy when dealing with suffering, misfortune, and sorrow, as well as in their willingness to help others. Originality/Value: The findings of this article can foster thinking about which topics should be further discussed to improve the ethical-moral knowledge and competences of Chinese students and highlight requirements for the further development of moral education in China at the levels of teaching, curriculum, teacher education, and research.
Reading Expectations and Text Readiness in 100-Level Courses
Author: Greci, Dana
Date: 2019-00-00
Type: Journal Articles
Subjects: College Freshmen,Curriculum Evaluation,Developmental Studies Programs,Remedial Reading,Readiness,General Education,Introductory Courses,Expectation,Reading Readiness,Reading Instruction,Reading Programs,Models,Alignment (Education),Reading Comprehension,Reading Skills,Reading Habits,Critical Thinking,Metacognition

An audit was completed at the University of Alaska Fairbanks (UAF) based on the curriculum audit model developed by Armstrong, Stahl, and Kantner (2015). The audit examined text readiness and text expectations in UAF developmental reading courses and 100-level general-education and career-technical education courses, how well these text expectations align, and what the culture of reading looks like at UAF. Course observations, faculty interviews, focus group discussions, and surveys were collected. Although preparedness for reading tasks, comprehension, and critical thinking were seen as important by both faculty and students, motivation and self confidence arose as even more compelling contributors to students' reading success. The outcomes of the current study indicate that many UAF students would benefit from increased reading support. The intention of the curriculum audit model is to assist solution-oriented investigations that can help faculty see how college reading programming needs to be adjusted (Armstrong, Stahl, &amp; Kantner, 2015). In this regard, the model is a great success.
College-Ready for a Career Pathway: A Vertical-Alignment Study in Literacy
Author: Stahl, Norman A.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Readiness,Community Colleges,Two Year College Students,Vocational Education,Literacy,Remedial Reading

This manuscript presents a study that was undertaken at three community college sites. The study was designed to build upon a prior study (Armstrong, Stahl, &amp; Kantner, 2015a, 2015b, 2016) that aimed to answer the following general query: &quot;What constitutes college-level text-readiness?&quot; In the present study, that question was directly focused on career technical education (CTE) courses whereas the prior study aimed at general education (GE) courses. Two simultaneous threads of data collection were implemented en route to a vertical-alignment study focused on literacy expectations: one for developmental reading (DR) and one for CTE courses. One major insight gleaned from this study is that far more research demonstrating vertical alignment of literacy preparation (from DR to particular subject areas or field, for instance) is needed to inform how to most effectively align such supports to the actual demands associated with students' next-level experiences.
Developmental Education&apos;s Effect on Graduation and Labor Market Outcomes
Author: Umbach, Paul D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Program Effectiveness,Graduation,Employment Potential,Outcomes of Education,Longitudinal Studies,Educational Attainment,Comparative Analysis

This study explores the effect of developmental courses on labor market outcomes and baccalaureate degree attainment using data from the Educational Longitudinal Study of 2002 (ELS:02; Ingels et al., 2014). Unlike previous research that only compares those needing developmental coursework to college peers who do not need coursework, this study is the first to examine outcomes of high school students who enroll in college through developmental classes and similar high school graduates who do not enroll in college. Employing inverse probability weighting, the findings of this study provide a counternarrative to current conversations about developmental courses. We offer some important evidence to suggest that developmental courses may have a more beneficial impact than many perceive.