ethanporcaro/eric-fulltext-meta huggingface dataset:
Food for Thought: A Pilot Study Exploring the Use of Cultural Recipe and Story Sharing to Enhance Belonging at University
Author: Mulrooney, Hilda
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Food,Culturally Relevant Education,College Students,Student Attitudes,Student School Relationship,Student Characteristics,Cultural Differences,Religious Factors,Foreign Countries,Online Courses,Educational Technology,Technology Uses in Education

The global shift to online teaching and learning in response to the pandemic was potentially deleterious to sense of belonging and connection to the institution. Food is important in all cultures and has multiple functions, including making connections and welcoming others, in addition to specific cultural and religious meanings. The Cultural Food Stories project, a recipe and story sharing initiative, aimed to explore whether food could be used to enhance feelings of belonging within a higher education institution during the COVID-19 pandemic. Staff and students at a large widening participation university were invited to share a personally meaningful recipe as well as the story of why the recipe mattered. In addition, participants completed a short demographics questionnaire, including levels of agreement with statements on belonging derived from the literature. Optional online interviews were held. A total of 45 participants contributed 49 recipes and stories, and 12 online interviews were held. Participation increased sense of belonging in 73.8% of participants with no differences by demographic characteristics. Recipe stories commonly evoked people, places and emotions, maintaining connections through physical separation. This small project suggests that food may be used as a mechanism to enhance sense of belonging within higher education.
An Empirical Analysis Exploring the Impact of Traditional Exams and Multi-Stage Assignments on Academic Workload in a Final Year Engineering Context
Author: O'Mahony, Tom
Date: 2021-00-00
Type: Journal Articles
Subjects: Tests,Assignments,College Seniors,Engineering Education,Student Evaluation,Faculty Workload,College Faculty,Evaluation Methods

This article documents the time taken to assess two different types of final year engineering courses -- a more traditional course in which the purpose of assessment is mostly to measure performance, and a second, that uses a multi-stage assessment process to implement an assessment for learning perspective. The research question is to determine what impact these different assessment models have on instructor workload (as measured by time). A quantitative research methodology was adopted. The time taken to assess both courses was carefully recorded during one semester. The main finding was that the multi-stage assignment with feedback originating from the instructor, increased the instructor's assessment workload by 23% and also resulted in a temporal shift in that workload. The data collected was confined to two courses and this may limit the generalisability of these findings. However, the data is consistent with and supports recent calls to reconceptualise feedback in higher education.
Blurring the Boundaries of Formative and Summative Assessment for Impact on Learning
Author: Thompson, David
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Evaluation,Formative Evaluation,Summative Evaluation,Evaluation Methods,Feedback (Response),Film Production,Peer Evaluation,Learning Activities,Learner Engagement,Reflection,Higher Education

Encouraging all students to meaningfully engage with feedback on summative assessments is a vexing challenge for educators (Watling, 2016). Using formative feedback techniques as a formal part of a summative assessment allows for a guaranteed 'feed forward'. Group crits in the form of students and staff viewing their own and others work in an auditorium, are commonly used in the field of Filmmaking for low stakes, formative assessment purposes only. Students often engage in analysis and evaluation of their work in order to hopefully feedforward into their summative assessments. This paper explores using the 'group crit' for their actual summative assessment instead of simply as a formative activity. The crit then becomes a vehicle that incorporates valuable staff and peer to peer feedback within the assessment process itself, thereby incorporating low stakes formative assessment, as part of high stakes summative. Using my own teaching of Screen Drama (fiction production involving actors) to first year students I reflect on my practice and conclude with recommendations for tutors to draw from. Key conclusions from this research include that more students engage effectively with this type of feedback and with greater feed forward when it takes place within the summative assessment process itself.
Reconnecting Teachers and Their Work. Mid-Career Teachers Engaging in Qualification-Based Practitioner Research
Author: Maurice-Takerei, Lisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Researchers,Educational Research,Educational Benefits,Foreign Countries,Professionalism,Graduate Students,Student Attitudes,Professional Identity,Masters Programs

There is debate about whether and how educational research has relevance for and is accessible to teaching practitioners. Much literature highlights the value of practitioner-based research approaches as a pathway to engaging teachers more readily with and in research, however, the practitioner research approach is often viewed negatively and is criticised for being too localised and trivial. In addition, there are concerns about the ability of teaching practitioners to undertake valid research and generate new knowledge that might provide value to the wider teaching community. Nevertheless, it is widely accepted that practitioner-based research can be beneficial to teachers and teaching, and despite the criticisms and debates surrounding validity and generalisability, the benefits to practitioners of engaging in such learning can go beyond the classroom. Importantly, as identified in a small-scale study in Aotearoa/New Zealand, practitioner research was found to advance the notion of educators as professionals and knowledge producers and had the effect of reconnecting educators to their work as skilled professionals.
Transforming Pedagogies: Adapting Art School Peer Group Design Critique (The &apos;Crit&apos;) for the Humanities
Author: Schultz, Corey Kai Nelson
Date: 2021-00-00
Type: Journal Articles
Subjects: Humanities,Humanities Instruction,Teaching Methods,Experiential Learning,Formative Evaluation,Feedback (Response),Essays,Writing Skills,Student Satisfaction,Writing Evaluation,Emotional Response,Criticism,Reflection,College Students,Group Discussion,Research Proposals,Research Projects

This article examines practice-based teaching methodologies found in the studio-based design critique ('crit'), and how they can be adapted to essay-based modules in the Humanities. Based on a small case study of a masters level module on film theory at a British university, the group crit was introduced as a mode of experiential learning in order to improve formative feedback. Structural and methodological changes were made to the module to improve student engagement, student writing, and the overall research environment. Changes resulted in an improvement in the students' essay-writing skills, and a high-level of student satisfaction in module feedback and quality, but the changes also increased student apprehension about the level of assessment as well as a fear for possible negative emotional responses in the crit environment. The article concludes with reflective strategies for mitigating challenges and future avenues of research into using the crit in the Humanities.
The Attitudes of Social Studies Teacher Candidates towards Social Justice
Author: Bursa, Sercan
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Preservice Teachers,Social Justice,Student Attitudes,Teacher Education Programs,State Universities,Foreign Countries,Undergraduate Students,Measures (Individuals),Social Media,Comparative Analysis

This study aims to determine the social justice attitudes of social studies teacher candidates and to examine these attitudes in terms of various variables. It employed a parallel mixed design to examine whether the findings overlap with each other. The study group consists of 188 teacher candidates studying at the 1st, 2nd, 3rd, and 4th year of the social studies teaching undergraduate program in a state university in Turkey. Qualitative data were obtained from eight teacher candidates determined according to the maximum diversity sampling from the study group. Quantitative data were collected through social justice scale and a semi-structured interview form. The quantitative data of the study were analysed by independent sample t-test and one-way ANOVA, and qualitative data were analyzed by inductive analysis method. Findings revealed first that social justice attitudes of social studies teacher candidates were generally at a good level. Second, teacher candidates expressed social justice with concepts such as justice, equality, distribution of resources and regulation of social relations. Third, the social justice attitudes of teacher candidates did not differ depending on the gender and their grade. Fourth, while the educational status of the father was not effective on the social justice attitudes of the teacher candidates, the educational status of the mother was effective. Fifth, the level of social justice attitudes of teacher candidates who are members of non-governmental organizations and who work effectively is higher than the level of social justice attitudes of other teacher candidates. Finally, teacher candidates who use social media frequently have higher social justice attitudes compared to teacher candidates who rarely or never use social media.
Effective Mentoring to Improve Job Satisfaction among Beginner Teachers at South African Primary Schools
Author: Botha, R. J. Nico
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mentors,Job Satisfaction,Beginning Teachers,Elementary School Teachers,Program Effectiveness,Work Environment,Correlation

Teachers leaving the profession before age of retirement is an ongoing problem in schools worldwide. While fewer teachers enter the profession each year, the number of teachers leaving the profession has increased. Many teachers listed lack of job satisfaction as a reason for leaving the education profession, while citing the lack of mentoring as a main cause of job dissatisfaction. This study explores the impact of an effective mentoring program at primary schools in the province of Mpumalanga, South Africa to support and improve job satisfaction among beginner teachers entering the profession. This study follows a quantitative approach, consisting of a Likert-scale questionnaire. The sample of the study was a number of 550 teachers (principals, deputy principals, heads of department, teachers and student teachers) from different races and cultures from 50 randomly selected state and private primary schools in Mpumalanga. After comparing the literature with the respondents' data, the researchers found that the development and implementation of a mentoring program in the province of Mpumalanga would positively impacts beginner teachers' job satisfaction, thus indicating a definite need for such a mentoring program.
Investigating the Effects of E-Learning as a Method of Curriculum Dissemination for Rural TVET College Students
Author: Madimabe, Makhosi P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocational Education,Electronic Learning,Educational Technology,Rural Schools,College Students,Access to Computers,Financial Support,Barriers,Socioeconomic Influences,Family Structure,Foreign Countries,Parent Participation

The study investigates the effects of e-learning as an alternative form of curriculum dissemination for rural Technical and Vocational Education and Training (TVET) college students. This study adopted connectivism theory, which enabled lecturers to reflect and adapt to how learning has changed and the accompanying implications of designing the spaces and structures to the current mode of learning. The researcher made use of two research methods to gather data; phone interviews and questionnaires. The data was analyzed using thematic analysis and the Statistical Package for Social Sciences (SPSS) Version 20.0, Office Word format. The results indicated that the unavailability of technological resources, lack of financial support from single parents' side due to socio-economic factors, and child-headed families hinder the correct implementation of e-learning and make it difficult to reach its objectives.
E-Learning Facilities for Teaching Secondary School Physics: Awareness, Availability and Utilization
Author: Bada, Abiodun A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Physics,Science Instruction,Instructional Materials,Check Lists,Foreign Countries,Science Teachers,Educational Facilities,Secondary School Teachers,Access to Computers,Teaching Methods,Faculty Development,Information Technology,Technology Uses in Education,Technological Literacy,Pedagogical Content Knowledge

Secondary school physics contribute significantly to the technological development of a nation because it lays the foundation for further studies in physics. Physics is an abstract science subject that relies greatly on practical, and the crucial role played by the use of instructional materials especially, e-learning facilities in this 21st century cannot be over emphasized. This study investigates the awareness, availability and utilization of e-learning facilities among secondary school physics teachers. We adopt the descriptive survey design which involved 78 physics teachers, randomly selected from all the secondary schools in Ondo, Nigeria. A researcher designed checklist was used to collect data for this study. Three research questions were answered using descriptive statistics (frequency, percentage, mean, standard deviation) and the findings from this investigation revealed that physics teachers are aware of most of the e-learning facilities for teaching secondary school physics but only few of these facilities are readily available for teaching physics. This investigation also revealed that only one of these e-learning facilities (desktop computer) was utilized by secondary school physics teachers. This study conclude that e-learning facilities were not used in teaching secondary school physics in Ondo. Based on these findings, physics teachers are encouraged to use the few e-learning facilities that are available in secondary schools. Also, government education agencies and school management team are encouraged to further stress the importance of using the available e-learning facilities for teaching secondary school physics through in-service trainings and workshops.
Professional Development of Teachers in the Context of the Lifelong Learning Model: The Role of Modern Technologies
Author: Abdalina, Larisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Lifelong Learning,Technology Uses in Education,Student Motivation,Foreign Countries,Preservice Teachers

The relevance of this research is due to the need to study the possibilities of lifelong learning in modern educational settings. Its central aim was to consider the influence of modern technologies on the level of professionalism of teachers in the process of lifelong learning. For this, a specially developed model aimed at increasing student motivation was introduced, and corresponding pre- and post-surveys were conducted. The results of the experiment showed an increase in the demand for lifelong learning in the modern learning environment and the active use of modern technologies. In the meantime, the outcomes of the repeated survey demonstrated the expansion of the list of motivation factors. Prospects for further research are seen in the possibility of applying the results obtained when analyzing the features of lifelong learning in other countries in the context of the modern education system in a comparative aspect. Apart from this, future studies use the achieved findings to scrutinize the influence of pedagogical innovations on lifelong learning effectiveness.
Readiness for Inter-Professional Education at Health Sciences: A Study of Educational Technology Perspectives
Author: Soe-Aye, Soe
Date: 2022-00-00
Type: Journal Articles
Subjects: Interprofessional Relationship,Professional Education,Health Sciences,Medical Education,Technology Uses in Education,Medical Students,Learning Readiness,Electronic Learning,Educational Technology

Background: Interprofessional Education (IPE), is the engagement of two or more healthcare professions in an integrated learning environment to foster collaboration and improve healthcare services. In IPE, initiatives are taken where technology is a crucial part of the learning process. Current technology practices in IPE comprise eLearning modules on collaborative practice skills and many others. This study aims to determine the readiness for interprofessional education of the health sciences students. Methods: A questionnaire called Readiness for Interprofessional Learning Scale (RIPLS) was used to assess attitudes related to interprofessional collaboration &amp; education. Descriptive and non-parametric statistics were used to analyze the results in aggregate, as well as by each faculty. Results: Medical students gave a higher rating in terms of the perceived benefits of working together to solve patient problems compared to other faculties. Also, they were more open to working in small-group projects with other healthcare students and value the importance of shared learning to clarify the nature of patients' problems. But compared to others, the Nursing students were unsure of what their professional role will be and wanted to acquire more knowledge and skills than other healthcare students. The total RIPLS score amongst all was in the high range. Conclusion: Thus, students were deemed ready for IPE. Recommendations: The University need to consider how to implement IPE within their curricula, define learning outcomes and/ or competencies, develop and utilize the 4Dimensional curriculum development framework in line with the health professional accreditation standards in order to promote collaboration and competence amongst all students ,whereby upon graduation, they as healthcare professionals, in turn will optimize health services, strengthen health system and improve health outcomes.
Trends in the Development of Technological Education and Advanced Vocational Training of Students in the Context of Technological Education
Author: Sedov, Sergei
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Trends,Vocational Education,Technology Education,Educational Change,Educational Objectives,Curriculum Development,Educational Facilities,Human Resources,Higher Education,Educational Development,Foreign Countries

The purpose of this article is to study the trends in the development of technological education and advanced vocational training of students in the context of technological education. Based on the retrospective analysis, the authors identified the most significant problems arising in the process of reforming technological education. The problems are as follows: problems related to determining the result of technological education; problems related to the content; problems related to the facilities; problems related to the human resource, which correlates with the survey of students studying to be teachers in the technological field, to determine the most important aspects of the organization of advanced professional training of schoolchildren. The methodological basis of the research consists of general scientific cognition methods, including analysis and synthesis (as a general methodological approach), comparison, generalization, and methods of systemic, complex, logical, structural, comparative, statistical analysis.
Identity Transformation on Becoming a Teacher: Threshold Concepts and Professional Praxes
Author: Tucker, Virginia M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Identity,Transformative Learning,Career Readiness,Teacher Education,Student Teachers,Student Attitudes,Student Centered Learning,Teacher Responsibility,Cultural Context,Academic Language

Identity transformation is essential for young adults transitioning into a professional community of practice such as the teaching profession. In this study, the ten participants were in a teacher-education programme and completing their practicums, transitioning from identifying as a student to becoming a teacher. The research explored evidence of transformative learning and identity shifts as manifested in the participants' written and spoken discourse. Datasets were reflective writings and semi-structured interviews, coded thematically. Seven of the ten resultant themes demonstrated characteristics of threshold concepts, critical concepts that transform understanding of a given domain; the other 3 themes represented professional praxes, important to dispositional readiness for teaching, but not characterisable as transformative, threshold knowledge. The findings contribute to: a nuanced approach to evaluating identity transformation and transformative learning in young adults; a keen understanding of identity transitions as integral to dispositional readiness for a professional domain; and further definition of the theoretical characteristics of threshold concepts, particularly as differentiated from praxes and dispositions.
Student Teachers&apos; Competence in Lesson Planning during Microteaching
Author: Enama, Patrick Rodrigue Belibi
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Lesson Plans,Competence,Microteaching,Cooperative Planning,Practicums,Competency Based Teacher Education

Learning how to plan a lesson is central to teacher education, yet there is only little research so far that has investigated how well student teachers write lesson plans. The aim of this paper, therefore, was to explore the competence of student teachers in lesson planning, with a special focus on the Cameroonian context. More specifically, the study sought to find out which stages and aspects of lesson planning caused more difficulty to trainee teachers, and whether collaboration led to better lesson plans. Data consisted of 101 lesson plans, among which 74 were planned by single trainee teachers and 27 planned by groups of two or three teacher candidates. These lessons were collected across two years through a graduate-level English language teaching methodology course. The findings reveal that trainee teachers had more difficulty writing lesson outcomes, aligning lesson outcomes with assessment, providing variety in assessment and quality take-home assignment as well, and asking relevant questions to guide student work. Also, it was found that joint lesson plans contained fewer errors and were better in terms of instructional quality than lessons planned by single teachers. Teacher education programs, therefore, should adopt microteaching and joint lesson planning activities for their potential to improve student teachers' competence in lesson design.