ethanporcaro/eric-fulltext-meta huggingface dataset:
School Leadership Assessment of Teachers&apos; Work-Life Balance: Perceptions and Professional Learning Needs during a Global Health Pandemic
Author: McBrayer, Juliann Sergi
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Middle School Teachers,High School Teachers,Family Work Relationship,COVID-19,Pandemics,Needs,Teacher Attitudes,Stress Variables,Well Being,Faculty Development,Faculty Workload

The purpose of this study was to better understand the work-life balance of educators teaching students during the COVID-19 health pandemic. Teachers face a multitude of challenges during this unprecedented time with a rapid shift from traditional face-to-face class to online learning resulting in a cyclical phenomenon for many teachers as schools have shifted back and forth between virtual and in-person settings in response to constantly changing coronavirus messaging. The findings identified three overarching themes related to teachers' needs including &quot;Boundaries with Time and Commitments,&quot; &quot;Mentally Processing Daily Stressors,&quot; and &quot;Healthy Lifestyle.&quot; Implications for practice denote that school leaders need to evaluate the current level of support provided to teachers and assess areas of need to provide professional learning that is purposeful, collaborative, and sustainable. Further research is encouraged to engage in additional conversations via interviews and focus groups about the challenges faced by teachers to better understand their needs during this &quot;new normal&quot;, which is pertinent to stabilizing the teacher workforce as schools face increasing teacher discontentment and teacher attrition, which is even more compounded during this pandemic.
Social Media Practices of School Administrators: The Time Is Now
Author: Bowman, Heather
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,Principals,Assistant Principals,COVID-19,Pandemics,Administrator Education,Best Practices,Computer Mediated Communication,Elementary Schools,Administrator Attitudes

The educational disruption caused by COVID-19 increased awareness of the value of organizational resiliency/sustainability and the critical need for administrators to provide timely communication among all stakeholders. If preparation programs are to provide administrators with the skills and knowledge to effectively use social media as a communication tool, we must explore the practices and perceptions of school administrators' use of social media to communicate with stakeholders and to identify their recommended social media communication practices. The &quot;Social Media as a Tool to Effectively Communicate with Stakeholders Survey&quot; and interviews were used for data collection. Findings are focused on comfort levels, perceived effectiveness, benefits, concerns, and recommended practices reported by the school administrators who participated in the study. While, social media was found to be an effective communication tool that can promote and support positive public relations, there were noted gaps in self-efficacy and best practices of the reporting administrators. Research literature, preparation programs, and practicing administrators will equally benefit from the outcomes of this study.
&apos;Being&apos; with Research Participants: Experiences of Doing Narrative Research in the COVID-19 Pandemic
Author: Adhikari, Devendra
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Research Methodology,COVID-19,Pandemics,Data Collection,Doctoral Dissertations,Interpersonal Relationship,Disease Control,Barriers,Trust (Psychology),Interviews

The global COVID-19 pandemic has severely hit the lives of the people of Nepal. The country witnessed two phases of lockdown over 10 months from March 2020 until August 2021. I completed my PhD data collection in Nepal through February to April 2021, when the pandemic's risk was naturally lowered. My research explores local value systems of communities involved in school governance in Lalitpur, Nepal. Accordingly, my participants included schools' stakeholders: parents, teachers, locals, Education Officers and elected representatives. The COVID-19 situation in Nepal requires social distancing and mask wearing while talking with others. In my experience these health protocols disrupted my aims to develop rapport and build close, trusting relationships with my research participants. In this article, I reflect on ways I sought to build relationships of trust with my participants before conducting interviews amid COVID-19 regulations. I narrate my experiences as a Nepalese citizen and researcher in uncertain times. This research might be useful to researchers in establishing a relationship with participants, applying face to face interviews in unfavourable situations such as a pandemic.
Challenges in Doctoral Socialisation: A Researcher&apos;s Reflective Experience
Author: Khalil, Atif
Date: 2022-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Doctoral Students,Socialization,Student Experience,Foreign Students,Interpersonal Relationship,Foreign Countries,Emotional Response,Cultural Differences

Socialisation in doctoral education is a multifaceted process through which students acquire the knowledge, skills and values required to perform in a scholarly community. The literature reports numerous experiences of doctoral students, but socialisation and the challenges faced by international students has received limited attention. As an international student, I have used a self-study approach to develop a personal narrative about some of the unexpected intellectual, emotional and cultural challenges I have faced during my doctoral study. I encountered those challenges through extending my social interactions, which is one of the key elements of socialisation. I argue that doctoral students need to take a reflective and proactive stance towards extending their social interactions to manage unexpected challenges and for a smooth transition to become active members in a scholarly community.
Conceptualising &quot;Unexpectedness&quot; during the Doctorate
Author: Hosseini, Hossein
Date: 2022-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Student Research,Student Experience,Ambiguity (Context),Personal Narratives,Doctoral Students

The final observable product of a successful doctoral programme is typically a thesis that has been critically examined by senior academics and considered to demonstrate a significant contribution to knowledge. However, it is a conviction underpinning this special issue that the doctorate should be acknowledged, explored and understood as a process which is expectedly imbued with unexpected challenges for the doctoral candidate. Negotiating these challenges is a necessary part of the process. The doctoral research process has been metaphorically described as a &quot;journey&quot; (Edwards &amp; Mackay, 2012; McAlpine &amp; Amundsen, 2009; Rath &amp; Mutch, 2014; Skakni, 2018a, 2018b). While the doctoral journey has the potential to present destabilising experiences, discomfort and cognitive dissonance, candidates bring their own reasons and motivations to the process (Skakni, 2018b). According to Skakni (2018b), &quot;the act of engaging in doctoral studies lies on a set of individuals' desires, intentions and aspirations, which serve as a driving force oriented toward the future&quot; (p. 200). As such, the doctoral journey presents both facilitating and constraining opportunities that help nourish the quest for self, intellectual quests and professional quest (Skakni, 2018b).
Reflecting on an Unexpected Challenge in Obtaining Ethical Approval for Research with Adults with Learning Disabilities
Author: Newcombe, Nicolina
Date: 2022-00-00
Type: Journal Articles
Subjects: Ethics,Adults,Intellectual Disability,Civil Rights,Researchers,Research,Foreign Countries,Barriers,Informed Consent,Doctoral Students

Obtaining ethical approval for my PhD research with adults with learning (intellectual) disabilities presented an unexpected challenge of learning to work with two sets of guidance: the United Nations Convention on the Rights of Persons with Disabilities (CRPD), and the Ethical Conduct in Human Research and Related Activities Regulations (HRR). The CRPD binds States Parties to progress equal rights for people with disabilities of which Article 12, equal recognition before the law, disconnects mental capacity from legal capacity. The HRR protects participants, researchers and institutions and recognises mental capacity as a component of informed consent. In applying the CRPD and the HRR as complementary safeguards, and looking through the lens of edgewalking, I gained an appreciation for positively encountering complexity and incorporating multiple points of view. This article will describe how my challenging experience enabled skill building to develop a more strategic academic voice and will be of interest to student and other researchers.
Navigating Participant Apprehension: A Case of Investigating the Teaching of Literature in English (LiE) in Ghana
Author: Baah, Eric Adjei
Date: 2022-00-00
Type: Journal Articles
Subjects: Data Collection,Research Problems,Interpersonal Relationship,Foreign Countries,English Literature,High School Teachers,Anxiety,Doctoral Students

In this article, I present how I navigated unexpected apprehension that I faced while communicating with teacher participants during my PhD data collection (via interviews, observations and document study). I mediated the apprehension by strategies such as disclosing my teacher identity, expressing an interest in their practice and assuring them of support. The outcome of the strategies ranged from understanding to acceptance of my research, as well as collaborating with me to collect the data. This article calls for more research into the apprehension of research participants, as there appears to be little research in this field.
Contestations over Hijrat and Postcoloniality: Forming a Theoretical Framework for the Doctoral Journey
Author: Hosseini, Hossein
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Students,Foreign Students,Student Experience,Postcolonialism,Diversity,Cultural Pluralism

My PhD study explored the experiences of a cohort of Iranian doctoral candidates in New Zealand. This paper presents my response to the unexpected challenge I faced as I collected data and formed my theoretical framework. I found that Western interpretations of non-Western international students largely ignored social-cultural specificities. I navigated this challenge by drawing from the postcolonial concepts of ambivalence, uncertainty and cultural hybridity to make sense of the way Iranian doctoral candidates' experiences in a Western university were analysed and understood. First, I conceptualised the knowledge journey of the research participants as a Hijrat -- an Islamic and Persian cultural metaphor that refers to the experience of departure from one's homeland. Second, I drew from postcolonial theory to manage the West/non-West binary. This paper offers non-Western doctoral candidates and their Western supervisors an example of how cultural congruence can be understood when completing a PhD study in the West. In a general sense, it is important to acknowledge and critically explore the impacts of past socio-political experiences and practices (e.g., colonisation) and historical knowledge traditions (e.g., Islamic) on present thinking and practices.
Navigating (Mis)Assumptions in Exploring Teachers&apos; Knowledge and Practice of Multiliteracies Pedagogy
Author: Yap, Jia Rong
Date: 2022-00-00
Type: Journal Articles
Subjects: Misconceptions,Knowledge Level,Multiple Literacies,Foreign Countries,Middle School Teachers,Intermediate Grades,Teacher Attitudes,Beliefs,Teaching Methods,Observation

My research aims to explore teachers' literacy experiences and teaching practices in New Zealand intermediate schools through the lens of multiliteracies pedagogy (MLP). However, upon the initial semi-structured interview, I realised my (mis)assumptions and learned that it could be demanding and challenging for teachers to narrate their literacy teaching beliefs and practices. Consequently, I reworked my interview protocols and switched from semi-structured to unstructured interviews. Then I conducted them in conjunction with the collection of observational data. I also extracted the key elements of MLP -- diversity, multimodality and a repertoire of pedagogy -- and substituted them with terms and practices more familiar to the teachers. Through this experience, I discovered that honesty, flexibility and adaptability are some of the essential characteristics when conducting research as a novice researcher.
On Snakes and Ladders: Ontological Detours into Quantum Physics from My PhD in Education
Author: Everth, Thomas
Date: 2022-00-00
Type: Journal Articles
Subjects: Climate,Ecology,Quantum Mechanics,Mechanics (Physics),Educational Theories,Environmental Education,Interdisciplinary Approach,Doctoral Programs,Graduate Study,Realism,Social Sciences

The climate emergency mandates a refocusing of society and education on the relationship between humans and the more-than-human world. Emerging from decades of social constructionism that openly promoted climate science denial, social and educational theorising now engages with new materialist philosophies and the agency of matter. Physicist Karen Barad's book Meeting the Universe Halfway, cited over 13,000 times, offers an ontological foundation for new materialism based on her idiosyncratic application of quantum physics. While critically reviewing Barad, I found myself unexpectedly &quot;sliding back down&quot; into the terrain of my physicist pastime, rereading quantum mechanics in depth. I reflect here on how this &quot;ontological detour&quot; empowered me to &quot;climb up a ladder&quot; towards the theoretical foundation for my PhD project in climate change education. I argue that ontological grounding and cross-disciplinary engagement are vital for advancing research and gaining perspectives through lateral connections.
Overcoming Data Collection Challenges and Establishing Trustworthiness: The Need for Flexibility and Responsiveness in Research
Author: Rathore, Devika
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Data Collection,Research Problems,Doctoral Students,Migrants,Indians,Early Childhood Teachers,Barriers,COVID-19,Pandemics,Interviews

An increasingly multicultural Aotearoa early childhood education (ECE) landscape forms the context for my doctoral study in progress. My research explores the culturally embedded and negotiated environmental identities of a growing number of migrant Indian teachers. This article documents my experiences of confronting and navigating the unexpected while planning and conducting the data collection for my research. The primary challenges were access to participants as well as participant dropouts. I discuss how I mitigated these challenges by employing an alternate sampling method as well as accounting for participant attrition and trustworthiness of data. The modification strategies highlight flexibility and responsiveness as critical research tools. This article has implications for early career researchers intending to plan or begin their research in the light of any future disruptions, such as the current COVID-19 climate.
Contending with the Unforeseen &quot;Messiness&quot; of the Qualitative Data Analysis Process
Author: Mohamed, Zahra
Date: 2022-00-00
Type: Journal Articles
Subjects: Qualitative Research,Data Analysis,Doctoral Programs,Educational Technology,English (Second Language),Second Language Learning,Doctoral Students,Foreign Countries

Qualitative data analysis (QDA) is often depicted as a linear process that employs an organised structure to derive themes inductively or deductively. However, I realised the &quot;messiness&quot; of the process during my doctoral studies on primary teachers' use of digital technologies in ESL classrooms in Maldivian schools. My own experience revealed that QDA is a nonlinear, iterative and recursive process. Adopting a phenomenological research design to capture my nine participants' &quot;lived&quot; experiences, I gathered data from various sources over eight months. Shared through this paper is a selection of my experiences that exemplify the nonlinearity of QDA, including the emergent need to develop an NVivo-enhanced Spiral-QDA process to accommodate my unforeseen data analysis experience. Therefore, reflections from my doctoral research experiences may be edifying and helpful for postgraduate students and supervisors in their own QDA process.
The Role of eTwinning Tools in Social and Curriculum Integration Using Multimodal Communication
Author: Huertas-Abril, Cristina A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Interaction,Cooperative Learning,Online Courses,Electronic Learning,Educational Technology,Undergraduate Students,Interpersonal Communication,Foreign Countries,Telecommunications,Preservice Teachers,English (Second Language),Language Teachers,Bilingual Education,International Cooperation,Networks

Research shows that learning tools play an important role in social interactions in curriculum integration. Online social integration and interactive modality have been identified as two success factors for online learning from the students' perspective. There is little research on students' perceptions on the use of eTwinning in higher education (HE), and the use of eTwinning tools with the focus on creating a collaborative online learning environment in HE has not been explored to this date. Yet, it may have practical implications for curricular development. Therefore, the aim of the study was to learn whether eTwinning tools can play an important role in social and online curriculum integration in HE. This qualitative study aims at comparing undergraduate students' perceptions from two universities (UCO, Spain, and ULS, Poland) regarding the development of multimodal communication and telecollaborative learning. Key findings emerging from the study suggest the use of eTwinning tools enabled multimodal communication between students and the development of new social practices and social learning strategies between them. A new understanding of eTwinning tools in curriculum integration in high education was raised, and new knowledge developed, which may lead to a higher quality of teaching and learning.
Online Action Research in the Maldives amidst the COVID-19 Pandemic: Unexpected Challenges
Author: Saeed, Sharuda
Date: 2022-00-00
Type: Journal Articles
Subjects: Action Research,Foreign Countries,COVID-19,Pandemics,Online Surveys,Elementary School Teachers,Social Studies,Doctoral Students,Doctoral Dissertations,Videoconferencing,Data Collection

The COVID-19 pandemic has significantly affected the field of teaching and educational research, requiring new changes to methodological tools in my research. My doctoral study examines Maldivian primary teachers' engagement with social studies pedagogies through reflection. The pandemic posed several complex data collection challenges which I experienced as a researcher. As a result of not being able to return to the Maldives from New Zealand to gather data, data methods were altered from Participatory action research (PAR) to form online action research (OAR). The data were gathered from four different teachers in Maldivian primary schools through an online questionnaire, online workshops, online reflective narrative texts and online interviews. Unexpected research challenges included (1) time zone differences, (2) my own and participants' unfamiliarity with new methods of online data collection in the research, and (3) challenges of maintaining good researcher rapport with participants. These research challenges contribute to an emerging understanding of the unexpected issues that researchers might face using an OAR approach.
New Approaches to Data Collection with Research Participants: Distance Learning in Cameroon
Author: Fenmachi, Emela Achu
Date: 2022-00-00
Type: Journal Articles
Subjects: Data Collection,Distance Education,Foreign Countries,Educational Research,Parent Participation,Family School Relationship,Preschools,Research Methodology,Computer Mediated Communication,Preschool Education,Videoconferencing

This article draws from a larger doctoral study that examines parents' and teachers' perceptions of parental involvement in early childhood learning. The COVID-19 lockdown happened on March 18, 2020, in Cameroon before data collection was completed, therefore presenting an opportunity to investigate home-school relationships during this period. The private nursery school's initiative in organising distance learning during the lockdown was unexpected, considering Cameroon is a lowermiddle-income country where most families struggle to afford digital tools for online learning. Thus, I was interested in finding out perceptions of how this was achieved. New approaches for data collection were adopted using WhatsApp messaging and Zoom interviews with parents and teachers; WhatsApp messaging was especially chosen to suit participants' needs in this context. The head teacher was recruited as a teacher-researcher who elicited children's stories through conversation and drawing techniques. There were challenges in renegotiating participants' consent and setting Zoom interviews due to differences in time zones and poor network connectivity. After data collection, retrospective ethical approval was sought to include the additional information in my research. The insights gained from the study can be helpful for researchers concerning emergency response strategies in data collection, steps for gaining further ethical approval and adding knowledge on research methodology about online data collection.
Pre-Service EFL Teachers as Digital Material Designers: A Case Study into the TPACK Development in the Turkish Context
Author: Kaçar, Isil Günseli
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Technological Literacy,Pedagogical Content Knowledge,Technology Integration,Language Teachers,Teaching Methods,Foreign Countries,Private Schools,Kindergarten,Elementary Secondary Education,English (Second Language),Second Language Learning,Second Language Instruction,Elective Courses,Instructional Design,Material Development,Diaries,Measures (Individuals),Course Content,Student Attitudes,Faculty Development

Pre-service teachers of the 21st century are expected to be equipped with both pedagogical and digital competence. In fact, teacher education programs should give prospective teachers the opportunity of becoming the designers of their own lessons instead of dictating them certain ways of integrating technology. The pre-service teacher education programs tend to fail to equip prospective teachers with a sound TPACK knowledge base, which is likely to pose a challenge for them in the way of effective technology integration. The aim of the 10-week qualitative study was twofold: (1) to examine the TPACK development of the English as a Foreign Language (EFL) pre-service teachers of English in Turkey at a private K-12 school and 2) to investigate how Turkish pre-service teachers' TPACK knowledge was reflected in their digital materials. 24 pre-service EFL teachers who took the elective course &quot;Designing and Using Digital Materials for ELT&quot; in the spring semester of the 2020 and 2021 academic year and 9 in-service EFL teachers at a private K-12 school participated in the study. Purposeful sampling was used for the participant selection. The data were collected via pre-service teachers' reflective journals as well as a technology integration observation instrument (for in-service teachers) (Harris et al., 2010) and analyzed via content analysis. The findings revealed that the pre-service teachers reported gains in terms of all the components of the TPACK framework (Koehler &amp; Mishra, 2009) in varying degrees, with an enhanced awareness towards the purposeful integration of technology, content, and pedagogy.