ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Educational Communication in Promoting a Student-Centered Learning Style in Multicultural Classrooms: A Reflective Essay on Learning and Teaching in Higher Education
Author: AlAhmad, Hussein
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Higher Education,Cognitive Style,Cultural Pluralism,Student Diversity,Classroom Communication,Teaching Methods,Learning Processes,Teaching Skills,Teacher Student Relationship,Self Esteem,Student Needs,Student Motivation,Best Practices,Educational Objectives,Communication Skills,College Faculty,Foreign Countries,Foreign Students,Engineering Education,Medical Education,College Students,Arabs,Islam,Cultural Differences,Classroom Techniques

This is a reflective essay on my own experience while learning and teaching in multicultural classroom in higher education in the UK. It emphasizes the indispensable relationship between the two fields of teaching--learning and communication processes in such heterogeneous environment. The essay focuses on how, in such context, teachers are key players, focused on excellent critical learning and teaching skills; these involve more than content expertise, or traditional methods, but becoming a student-centered, flexible and innovative teacher, going beyond the evaluation of feedback, to constantly exploring gaps in the learning and teaching process, and adjusting their teaching methods accordingly. Key emphasize is on how two-way, open communication endorses teachers' awareness of discrepancies within their student groups and offers alternative individualized learning styles. Reflecting on my own experience, outcomes form focus groups, and qualitative interviews, the paper concludes with that, by meeting essential physiological, pedagogical as well as belonging needs and esteem, educational communication leads our efforts in optimizing teaching technique in class management, students engagement, also guide our efforts to attain a motivational climate for interactive learning. Best practices in educational communication can boost teachers' efforts in employing the educational goals of HE, and recognize their societal impact.
Argument-Driven Inquiry Learning Model: A Systematic Review
Author: Fakhriyah, Fina
Date: 2021-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Inquiry,Active Learning,Models,Scientific Literacy,Instructional Effectiveness,Science Process Skills,Critical Thinking,Scientific Concepts

The learning approach is an important component of education. ADI learning model allows learners to argue actively based on the surrounding observable phenomena in the laboratory. This research aims to review national diversities that represent or contribute to studies by applying the ADI learning model and the research type varieties and characteristics and stages of Argument-Driven Inquiry learning model applied by other researchers; research subjects, the applied content materials for investigation, and the impact of Argument-Driven Inquiry learning model. This research is a systematic literature review (SLR) with published article databases from Scopus, ERIC, and Google Scholar. The applied keywords were &quot;Argument-Driven Inquiry&quot; and &quot;Science Education.&quot; The findings showed twenty-three articles were in line with the categories. Then, the analysis and classification could be done for each article. The ADI learning model implementation had been frequently found to improve learners' scientific argumentative skills rather than analytical skills or critical thinking skills. The applied content materials were mostly chemical materials, biology, and rarely found in physics. Most applied research types from the articles were quasi-experimental research. The implication of this research is to provide insight for further reviewing the argument-driven inquiry model (ADI) to improve science learning quality.
Artificial Intelligence in Education: A Bibliometric Study
Author: Talan, Tarik
Date: 2021-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Bibliometrics,Teaching Methods,Technology Uses in Education,Databases,Research Reports,Periodicals,Authors,Faculty Publishing,Researchers,Productivity,Networks,Cooperation,Intelligent Tutoring Systems,Information Retrieval

The aim of this study is to examine the studies in the literature on the use of artificial intelligence in education in terms of its bibliometric properties. The Web of Science (WoS) database was used to collect the data. Various keywords were used to search the literature, and a total of 2,686 publications on the subject published between 2001-2021 were found. The inquiry revealed that most of the studies were carried out in the USA. According to the results, it was seen that the most frequently published journals were Computers &amp; Education and International Journal of Emerging Technologies in Learning. The study showed that the institutions of the authors were in the first place as Carnegie Mellon University, University of Memphis and Arizona State University as the most productive organizations due to the number of their publications, while Vanlehn, K. and Chen, C. -M. were the most effective and productive researchers. As a result of the analysis, it was determined that the co-authorship network structure was predominantly USA, Taiwan and United Kingdom. In addition, when the keywords mentioned together were mapped, it was seen that the words artificial intelligence, intelligent tutoring systems, machine learning, deep learning and higher education were used more frequently.
Assistance and Support Provided to International Students by University Teachers
Author: Marinenko, Olga
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,College Students,College Faculty,Teacher Student Relationship,Social Support Groups,Teaching Experience,Barriers,Student Adjustment,Acculturation,Intercultural Communication,Classroom Environment,Security (Psychology),Helping Relationship,Foreign Countries

While studying abroad, international students face numerous difficulties, which forces host universities to provide such students with additional assistance and support. However, research about the various types of support employed by university teachers to international students is limited. The current research was undertaken to identify what type of additional support university teachers used and what categories of teachers were more likely to assist overseas students. The main method was a descriptive survey where a quarter of faculty (N=92) of the Belarusian-Russian University participated. The analysis revealed that the most popular activities to enhance learning outcomes of international students were providing them with easier and simpler assignments, using an interactive projector to deliver lectures, and encouraging international students to seek personal guidance. University teachers were also aware of psychological and socio-cultural problems of international students and did their best to create friendly classroom environments, demonstrate tolerance to their low language proficiency and speech errors, and facilitate intercultural interactions. More active positions in supporting international students were taken by middle career teachers. The study highlights the importance of providing additional support to international students and recommends that host universities organize special training within faculties with significant numbers of such students.
Comparing the Mathematical Practices Pre-Service Teachers and Mathematics Teacher Educators Identified as Relevant to Problems and Tasks
Author: Courtney, Scott A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Task Analysis,Mathematics Education,Cognitive Processes,Common Core State Standards,Teaching Methods,Teacher Education Programs,Preservice Teacher Education,Middle School Teachers,Teacher Educators,Teacher Role,Problem Solving,Mathematics Teachers,Faculty Development,Educational Practices

In the U.S., state adopted or developed college- and career-ready mathematics standards, including the Common Core State Standards for Mathematics, not only impact districts, students, and their teachers, but also university teacher preparation programs. In order to attain and sustain Common Core's vision of developing mathematically competent citizens, teacher preparation programs must support pre-service teachers' development of practical conceptions of the Standards for Mathematical Practice. In this article, we examine the mathematical practices middle grades pre-service teachers (grades 4-9 licensure) and mathematics teacher educators identified as playing a role in attempts to make sense of and work toward solutions to mathematics problems. In addition, we compare the mathematical practices indicated both within and across preservice teachers and mathematics teacher educators. Results identify pre-service teachers' potential difficulties operationalizing six specific mathematical habits of mind. Finally, we describe how such comparisons can guide the design of future teacher education and professional learning by describing a process for identifying problems and tasks with the greatest potential to support pre-service teachers' development of practical conceptions of mathematics or other content-specific habits of mind.
Professional Development to Support Teachers&apos; Implementation of Intensive Reading Intervention: A Systematic Review
Author: McMaster, Kristen L.
Date: 2021-10-00
Type: Journal Articles
Subjects: Faculty Development,Reading Instruction,Reading Difficulties,Intervention,Training,Program Effectiveness,Elementary School Students,Middle School Students,Student Characteristics,Program Implementation,Teacher Competencies

Many educators are unprepared to meet the needs of students with the most intensive reading intervention needs. The purpose of this review was to identify how researchers have provided professional development (PD) to support educators' implementation of intensive reading interventions, the extent to which these approaches included essential PD elements, and how researchers have measured implementer outcomes. In the 26 studies reviewed, implementers received initial training, and most received some form of ongoing support. Most studies appeared to incorporate one or more essential PD elements, though many lacked sufficient detail regarding the presence of these elements. Researchers used a variety of fidelity measures and other methods to assess implementer outcomes, which were typically positive. Results of this review indicate the need for researchers to report more detailed descriptions of PD activities, as well as the need for continued research on how best to support teachers' implementation of intensive reading interventions.
Clinical Learning Triad in Nursing Education: Qualitative Analysis of Perceptions of Undergraduate Nursing Students
Author: Raghavan, Divya
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Nursing Education,Clinical Experience,Learning Experience,Student Attitudes,Barriers,Theory Practice Relationship,Skill Development,Nurses,Interpersonal Competence,Knowledge Level,Teacher Student Relationship,Communication Skills,Foreign Countries

This study explores the student nurses' perception of the clinical learning triad, its benefits and challenges with regards to their clinical learning. A qualitative descriptive methodology guided this study. Using semi-structured interview focus group discussions were conducted to elicit data from 30 participants. Data was analyzed manually to identify the key themes. Five themes identified are &quot;Bridging the gap between theory and practice,&quot; &quot;Skill Acquisition,&quot; &quot;Interpersonal Skills and Communication,&quot; &quot;Clinical Instructor-the Centre for Clinical Learning Triad,&quot; &quot;Benefits and Challenges of Clinical Learning Triad.&quot; Students verbalized that the availability of nurses enhanced the learning experience. However, expressed that at times the busy ward routines hindered them from approaching the staff nurses for their learning needs. A specialized clinical instructor is mandatory to channelize objective based clinical learning in nursing education. They also verbalized support from the clinical environment alleviated anxiety and progressed their practical learning. Clinical Instructors coordinate the clinical learning from the beginning of a shift but staff nurses play a major role in helping students to complete student learning through skill training while the instructor is busy handling other students. The study concludes that the practical knowledge of staff nurses combined with the efforts of clinical instructors to bridge the gaps between the theory and practice supported by the positive clinical environment equips the nursing students with required skills and knowledge thus establishing the effectiveness of the Clinical Learning Triad.
Constraints and Performance Gap Analysis (CPGA) of Lecturers in Utilizing Smart Boards for Improving Students&apos; Engagement, Motivation and Learning Outcomes (SEMLOs)
Author: Bakare, Jimoh
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learner Engagement,Student Motivation,College Faculty,Bulletin Boards,Visual Aids,Educational Technology,Technology Uses in Education,Technological Literacy,Faculty Development,Barriers

The study investigated the constraints and performance gap analysis of lecturers in Utilizing smart boards for improving students? engagement, motivation and learning outcomes in technical education courses of Nigerian universities. Five research questions guided the study while the hypotheses formulated were tested at 0.05 level of significance. Population for the study was 135 experienced and less experienced lecturers in the universities that offered vocational and technical education programs. There was no sampling because of the manageable size. The instruments for data collection were structured and non-structured questionnaire. All the researchers partook in the data collection while weighted mean and improvement need index were used to answer research questions and t-test was used to test the hypotheses formulated. The study found that lecturers lack skills and competencies in setting up, operating and solving technical problems arising from Utilizing smart boards for teaching technical education courses. The study also revealed that lecturers need improvement in Utilizing smart boards for improving students? engagement, motivation and learning outcomes in technical education courses. Recommendations include: that all the skills and competencies identified should be packaged into training program to retrain theses lecturers through workshops, seminars and short term training in the tertiary institutions.
Developing Inquiry-Based Science Activities in Early Childhood Education: An Action Research
Author: Eti, Inanç
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Science Activities,Early Childhood Education,Action Research,Instructional Effectiveness,Foreign Countries,Teacher Behavior,Science Instruction

This study was carried out as collaborative action research aims to develop inquiry-based science activities in early childhood education. One volunteer teacher (T2) who desired to develop inquiry-based science activities, 14 of her students and the researcher participated in action research. The action phase consisted of six action cycles that reflect the progress over time. Data were collected through interviews and observations. Inductive thematic analysis was performed on the obtained qualitative data. Results showed that during the development of inquiry-based science activities, the teacher had supportive behaviors and utterances. At first, the teacher was planning and implementing at the confirmatory and structured inquiry level but afterwards, she could practice the guided inquiry and also achieved to activate all the inquiry skills during the fifth and sixth cycles. However, some difficulties originated from the teacher, school culture and parental involvement in the process. As a result, the teacher made significant progress in planning, implementing and evaluating inquiry-based science activities in her classroom for preschoolers. Finally, we conclude that inquiry-based science activities can be practicing at various inquiry levels in early childhood education.
An Investigation of Preservice Teachers&apos; Academic Self-Efficacy and Academic Motivation
Author: Arslantas, Süleyman
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Student Motivation,Preservice Teachers,Preservice Teacher Education,Gender Differences,Instructional Program Divisions,Academic Achievement,Occupational Aspiration,Learning Motivation,Measures (Individuals),Coping,Planning

The purpose of this study is to determine the academic self-efficacy and motivation levels of preservice teachers and to investigate these cognitive aspects in terms of various variables. The participants of the current study consist of 621 preservice teachers studying at Necmettin Erbakan University Ahmet Kelesoglu Faculty of Education in the 2020-2021 academic year. The study adopted a single survey model. Research data were collected using Academic Self-Efficacy Scale and Academic Motivation Scale. Independent sample T-test and one-way ANOVA were used to analyze the data. The findings of the study revealed that the academic self-efficacy and academic motivation levels of the preservice teachers were high; academic self-efficacy did not reveal any significant difference according to gender and year of study variables. It was found out that the academic motivations of the participants revealed significant differences according to gender, year of study, academic achievement, and career expectation variables.
Employment, Employability, and Competencies of the Bachelor of Secondary Education Graduates
Author: Caingcoy, Manuel E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Employment Potential,Employment Level,Teacher Competencies,Job Skills,21st Century Skills,Skill Development,Knowledge Level,College Graduates,Graduate Surveys,Undergraduate Study,Preservice Teacher Education,Secondary Education,Teacher Salaries,Licensing Examinations (Professions),Program Effectiveness,Foreign Countries

Tracing graduates has become an imperative for higher education institutions much more during the pandemic. This tracer determined the employment and employability status of the 2019 BSE graduates and identified the competencies they adequately acquired and deemed vital for work. It used descriptive design, and data were collected from the 103 graduates through a Google form with open and closed-ended questions administered between November and December 2020. Results revealed that most of the graduates had been employed in teaching and teaching-related jobs but mostly in contractual arrangements within the first and second six months after graduation. Many had their first jobs with meager salaries from the private sector. Communication, pedagogy, information communication technology, time management, and flexibility were the top competencies they adequately acquired and were beneficial in work. The study concluded that these graduates had acquired 21st-century skills in their respective degree programs. These results have corresponding implications for future research in confirming the most employable skills in secondary teaching. As recommended, classroom instruction might emphasize the development of these skills. Eventually, these become the competitive advantage and employability capitals of future graduates. Administering the licensure examination and the release of its results can be done within the first three months after graduation to lessen the cost of waiting.
Enhanced 7E Instructional Model towards Enriching Science Inquiry Skills
Author: Lubiano, Michael Leonard D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Inquiry,High School Students,Learning Processes,Educational Environment,Difficulty Level,Science Process Skills,Models,Chemistry,Grade 12,STEM Education,Science Teachers,Courseware,Science Tests,Test Validity,Test Reliability,Comparative Analysis,Learning Experience,Student Attitudes,Teacher Attitudes,Foreign Countries

This study enhanced the 7E instructional model towards enriching the science inquiry skills of senior high school learners in General Chemistry 1. A total of 136 Grade 12 learners enrolled in the Science, Technology, Engineering, and Mathematics (STEM) strand participated in the study. The study was composed of three phases. In Phase I, the generated themes nature of topics, learning environment, learner-related and teacher-related issues were found to be the causes of difficulty in science inquiry skill enrichment. The learners? meaningful learning experiences during the process were encapsulated in Phase II. Finally, Phase III used the generated themes in the enhancement of 7E instructional model promoting inquiry-based and constructive learning among senior high school learners.
Beginning Teacher Support Model: Elementary Teachers&apos; Resilience and Retention in Arizona
Author: Olson Stewart, Kelly
Date: 2021-06-00
Type: Journal Articles
Subjects: Elementary School Teachers,Resilience (Psychology),Teacher Persistence,Beginning Teachers,Beginning Teacher Induction,Poverty,Intervention,Models,Teacher Attitudes,Self Efficacy,Coping,Program Effectiveness

In the United States, beginning teacher retention rates are extraordinarily low; only 50% of teachers remain in the classroom after five years. In particular, the state of Arizona has been recruiting significant numbers of teachers from out of state and attempting to retain them with minimal success. This persistent problem has led the neediest of students to have teachers with lower levels of experience, leaving those students with continually lower achievement gains. Drawing on integrated action research and grounded theory methodology, this study used a Creating Authentic Resilient Educators (C.A.R.E) model to support six new, out-of-state teachers in an elementary school district located in a high-poverty neighborhood in Arizona. In face-to-face group sessions and individual assignments, participants reflected on their experiences and examined multiple topics focused on persistence and resilience to reduce beginning teacher attrition. Participant responses showed that teachers must be nurtured and cared for in order to allow them to focus their time and energy on effectively caring for the students in their classrooms. Increasing support for new teachers has the potential to keep effective teachers in the classroom and improve the culture of teaching within schools.