ethanporcaro/eric-fulltext-meta huggingface dataset:
Determining Educator Ethical Decision-Making Factors Using the Jones Model
Author: Dawson, Shirley
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,Ethical Instruction,Moral Issues,Decision Making,Preservice Teachers,Preservice Teacher Education,Elementary Secondary Education,Vignettes,Models,Time on Task,Age Differences,Online Surveys,Teacher Behavior

Despite the presence of codes and laws, ethical decision-making by educators continues to elude understanding. The purpose of this descriptive study was to explore factors in education ethical decision-making that may influence teacher behaviors in order to develop training materials for future teachers. Previously vetted scenarios based on actual educator misconduct were presented online to preservice teachers to identify agreement with constructs and intensity of moral concern as proposed in the Jones Model of Ethical Decision-Making (1991). Codes and laws focused on the results of decision-making do not probe the reasons behind immoral actions. Based on current survey data, educators can identify situations of differing moral intensity, determine moral intensity quickly, and make decisions about moral intensity based on various factors from personal experience and backgrounds.
Executive Function and Working Memory: Influencing Interprofessional Conversations and Collaborative Practices
Author: Walton, Rose
Date: 2020-00-00
Type: Journal Articles
Subjects: Executive Function,Short Term Memory,Partnerships in Education,Cultural Capital,Early Childhood Education,Child Care Centers,Vocabulary Development,Phonological Awareness,Story Reading,Play,Oral Language,Toddlers,Preschool Children,Preschool Teachers,Librarians,Rural Areas,Administrator Attitudes,Family Literacy,Speech Language Pathology,Allied Health Personnel,Community Organizations,Family Programs,Pragmatics,Language Acquisition

Partnerships are dynamic, negotiated spaces encompassing community organizations and interprofessionals. Partnerships support young children and families as they transition from home to school. Interprofessionals create a culture for learning and accessible resources. Early childhood centers, public health and libraries develop collaborative partnerships with educators and families. Addressing oral language issues of toddlers and preschoolers, interprofessionals including an early childhood educator, teacher, speech and language pathologist, public librarian, and county manager identified the needs and strengths of young children in a rural community using informal data. Conceptualizing Bourdieu's habitus as the embodiment of cultural capital of daily lived experiences, interactive storybook reading in a playgroup are skills shared by interprofessionals and families while co-constructing knowledge. Exploring the executive function and working memory within a playgroup where language is socially constructed; familial literacy practices of storybook reading affected children's vocabulary development and phonological awareness through on-going modelling, support and dialogue between community organizations and families.
Supporting Students during an Unsettling Time
Author: Kantaris, Xenya
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Stress Variables,Resilience (Psychology),COVID-19,Pandemics,Mental Health,Electronic Learning,Expectation,Well Being,Stress Management

Public health emergencies such as the outbreak of COVID-19 (Coronavirus) are stressful times. Everybody is strained in some way during this testing time thus no-one would deny students of their right to worry over their academic ambitions. University students need to be resilient, but can their research efforts withstand this strain? What will it take for them to 'ride-out' the impact of COVID-19 on their work efforts? Students will have differing but also similar levels of need. This article provides a descriptive framework of how to support students during these unusual times.
Social Media Generations&apos; Levels of Acceptance of Diversity
Author: Tutgun-Ünal, Aylin
Date: 2021-04-00
Type: Journal Articles
Subjects: Social Media,Social Networks,Generational Differences,Social Attitudes,Social Values,Religious Factors,Cultural Differences,Physical Characteristics,Ethnic Diversity,Gender Differences,Computer Use,Global Approach

Social media networks offering the opportunity of communication on a global scale help individual of any age to build their own worlds as part of participatory online culture. The intense use of social media networks and the global affection power on public opinion lead the researchers to investigate the effects of social media networks on Baby Boomer, X, Y, Z generations. So, the levels of acceptance of diversity of these generations are investigated in &quot;Acceptance of Diverse Religions/Ethnicities&quot; and &quot;Acceptance of Diverse Appearances&quot; and &quot;Acceptance of Diverse Ideas/Values&quot; dimensions of &quot;Acceptance of Diversity Scale&quot; developed by Deniz and Tutgun - Ünal (2019). The research was carried out in a general survey model and the sample of the research consisted of 516 individuals of different generations. Some of the major results are as follows: (a) The levels of acceptance of diversity of generations are moderate level; (b) Females' levels of acceptance of diversity are found higher than males; (c) Levels of acceptance of diversity of those using social media for a longer time are higher than those using for a shorter time; (d) Those using social media more than four hours daily have a higher level of acceptance of diverse appearances; (e) The generation Y has the highest tolerance level of the acceptance of diverse appearances whereas generation Z has the lowest tolerance level.
Shifting from Face-to-Face Learning to Zoom Online Teaching, Research, and Internship Supervision in a Technologically Developing &apos;Female Students&apos; University in Pakistan: A Psychology Teacher&apos;s and Students&apos; Perspective
Author: Eman, Saima
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Student Attitudes,Females,College Students,Adjustment (to Environment),Technology Uses in Education,Internet,Technological Literacy,College Faculty,Cultural Awareness,Developing Nations,Teaching Methods,Computer Mediated Communication,Educational Resources,Discipline,Internship Programs,Supervision,Theses,Barriers,Computer Assisted Testing

During the COVID-19 pandemic, students, and teachers of the developing countries had to shift from the face-to-face traditional classroom to an e-learning environment, which elicited various reactions to teaching and learning. I conducted this research to understand how students perceived online learning and to share my reflexive experiences about this shift in a Pakistani public sector women university. I administered a short survey in seven domains. As a teacher, I found (working from home) online teaching, assessment, internship, and research supervision extremely productive, interesting, rewarding, and excellent for my health and wellbeing. More than 50 per cent of the students appeared adjusted to online mode of learning. Improvement in internet connection, development of teachers' and students' computer skills, and development of teachers' cultural sensitivity can enrich students' learning outcomes. Online educational systems need to be improved in developing countries. Students engaged in practical work or those progressing to online careers need more online hands on experience.
The Effect of Different Blending Levels of Traditional and E-Learning Delivery on Academic Achievement and Students&apos; Attitudes towards Blended Learning at Sultan Qaboos University
Author: Al Musawi, Ali S.
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Educational Technology,Technology Uses in Education,Conventional Instruction,College Students,Student Attitudes,Academic Achievement,Program Effectiveness,Teaching Methods

This research aims to design three educational programmes based on blended learning delivery to students attending the &quot;introduction to educational technology&quot; course. Each programme differs in its blending proportion between traditional and e-learning. The objective is to determine the most suitable blending ratio between the two delivery formats for this course, and compare the effectiveness of the three blending levels to the traditional instruction in terms of developing students' academic achievement and their attitudes towards using blended learning at the College of Education, Sultan Qaboos University. The results show a statistically significant difference at the level of &lt;0.05 between the mean scores of all the experimental groups and the three control groups in the post academic achievement test, in favour of the experimental groups. The research recommends using a blended learning strategy with all blending ratios in teaching and developing different learning variables, such as understanding and thinking.
Students&apos; Perceptions of Online Lecture Delivery: An Empirical Mixed-Methods Investigation
Author: Harris, Richard
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Undergraduate Students,Electronic Learning,Lecture Method,Asynchronous Communication,Synchronous Communication,Delivery Systems,Learner Engagement,Psychology,Video Technology,COVID-19,Pandemics,Foreign Countries

As the COVID-19 pandemic continues to shape and disrupt teaching provision in Higher Education, educators have responded with a swift pivot to online teaching for the 2020-2021 academic year. The debate surrounding the pedagogic utility of pre-recorded 'asynchronous' versus live 'synchronous' lecture modality continues to grow among teachers of psychology. We surveyed 279 students from across an undergraduate Psychology programme and investigated their preference for (a)synchronous lecture delivery, perceptions of online lectures, and self-reported lecture-watching behaviours. Overall, our results demonstrated that students enjoy both the structured nature of live lectures and the flexibility of pre-recorded lectures. Live lectures are useful at instilling social connections, but pre-recorded are more useful for understanding subject content. Taken together, students show a strong preference for a hybrid approach to online learning of both live and pre-recorded teaching sessions. However, students highly value enthusiastic, engaging lecturers, which largely outweighs any preference for specific delivery modalities.
Pre-Tertiary Subject Choice as Predictors of Undergraduate Attainment and Academic Preparedness in Psychology
Author: Pownall, Madeleine
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Course Selection (Students),Predictor Variables,Educational Attainment,Readiness,Psychology,College Freshmen,Secondary Education,Prior Learning

In the UK, psychology degrees are designed to equip students with skills such as critical thinking, research methods, and analytical debate. Many of the key skills and subject-specific content that is taught in the first year of a psychology programme is also introduced in A-level and AS-level study of psychology. Therefore, one would expect psychology A-level graduates to be both personally and academically more prepared for the unique challenges of their psychology degree, compared to students who had not studied A-level psychology. Here, we report findings from two mixed-methods studies which suggest that generally, mathematical-based A-level subjects, but not psychology A-level, more effectively prepare students for some of the academic skills required to succeed on a psychology degree. However, studying psychology A-level prepares students well for subject-specific content, which is highly valued in first-year students. We discuss these findings through a lens of constructive alignment, academic preparedness, and successful transitions.
Students&apos; Understanding of Psychological Literacy in the UK Undergraduate Curriculum
Author: Harris, Richard
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Psychological Patterns,Psychology,Literacy,Competence,Knowledge Level,Definitions

Psychological literacy is a concept in psychology learning and teaching in Higher Education (HE) that considers how psychology students can intentionally apply psychological knowledge to personal, professional and societal goals. However, despite its prevalence among psychology Higher Education scholars and developers, it is unclear whether psychology students are aware of psychological literacy. In this mixed methods study, psychology undergraduates studying in the UK (N=117) were asked to rate the core eight competencies of psychological literacy, as outlined by the QAA (2019) subject benchmark statement. Overall, we found that students were mostly unaware of the term 'psychological literacy'. However, students did value the attributes that it includes. When asked to define the term, students typically referred to the capacity to understand subject-specific knowledge, with some students discussing the application of this knowledge to everyday life too. Implications for the development of psychological literacy as an emergent pedagogic practice are discussed.
&apos;The Most Important Question Is Not &apos;How?&apos; but &apos;Why?&apos;: A Multi-Method Exploration of a Blended e-Learning Approach for Teaching Statistics within Undergraduate Psychology
Author: Muse, Kate
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Electronic Learning,Undergraduate Students,Statistics Education,Psychology,Action Research,Learning Motivation,Competence,Feedback (Response),Peer Groups,Tutors,Self Determination

Research methods and statistics are cornerstones of undergraduate psychology degrees. However, many students find the subject uninteresting and anxiety provoking, while educators find it challenging to teach. This multi-method action research project explored how e-learning activities within a blended learning context affected students' experience of learning statistics. Data were gathered with first year undergraduate students via a survey (N=89), two focus groups (N=12), and interviews with educators (N=2). The e-learning activities were valued by students and staff, owing to the interactive, flexible approach to learning they afforded. The blended strategy provided an opportunity for students to develop intrinsic motivation to learn statistics, completing a range of activities to develop competence with autonomy. Social support from peer-networks and tutor feedback during face-to-face sessions facilitated deeper learning. These findings are timely, given increases in online teaching resulting from changing higher education landscapes and the COVID-19 pandemic.
The Correlation between Self-Confidence and Students&apos; English Achievement of Tertiary Students at Universitas Advent Indonesia
Author: Marpaung, Marlin Steffi
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Self Efficacy,College Students,Young Adults,Academic Achievement,English (Second Language),Second Language Instruction,Second Language Learning,Religious Colleges,Foreign Countries

Self-confidence is one of the important factors in determine students' English achievement. This study aims to find out the correlation between self-confidence and students' English achievement and to answer the question of the hypothesis there is a correlation between self-confidence and students' English achievement. The sample of this study were 30 tertiary students of English Language Education study program at Universitas Advent Indonesia. A questionnaire was used to gather the data, the questionnaire consisted of 20 questions and used the five-point Likert scale. The questionnaire was given to the students to measure their self-confidence and then correlated the questionnaire result with the students' English achievement grade. The &quot;Spearman's Coefficient of (Rank) correlation&quot; was used in order to answer the question of the correlation between the self-confidence and the students' English achievement and the data was calculated using SPSS. The result showed that there is no significant correlation between self-confidence and students' English achievement. However, since there is no enough evidence, the H[subscript 0] cannot be rejected. For future researchers, it is recommended to do another study with enough data and evidence with different level of students and different aspect of English skills such as speaking.
Whom Do I See in the Staff Room Every Day? The Sources of Resilience of Teachers of Color
Author: Darwich, Lina
Date: 2021-00-00
Type: Journal Articles
Subjects: Minority Group Teachers,Resilience (Psychology),Teacher Persistence,Diversity (Faculty),Racial Bias,Coping,Social Support Groups,Teaching Conditions,Critical Theory,Race,Racial Composition,Ethnicity,Family Influence,Mentors,Peer Influence,Teacher Collaboration,Teacher Attitudes,Social Justice,Minority Group Students

In the United States, K-12 students are likely to go through school without learning from a single teacher of Color (TOC), yet research shows that all students, especially students of Color, stand to benefit from having TOCs. Therefore increasing the diversity of the teaching working force has gained public concern in the past few years, especially given the higher attrition rates among TOCs. Still, there are TOCs who stay and persist in the face of racism and alienation in schools. The goal of this study was to understand the sources of strength of TOCs who have taught for 5 or more years. The themes identified from the in-depth one-on-one interviews with 10 TOCs in different parts of the United States indicate that growth-fostering relationships and a social justice-oriented teacher education are key sources of strength. Importantly, participants highlighted the importance of having someone &quot;reflecting back to them&quot; in their school buildings.
Operationalizing Relationality for Thrivance
Author: Medina, Ricardo A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Relationship,Social Justice,Relevance (Education),Teacher Education Programs,Preservice Teacher Education,Elementary Secondary Education,Global Education,Educational Cooperation,Minority Group Teachers

Within this issue of &quot;Teacher Education Quarterly,&quot; the authors examined asset-based ideologies and approaches, classroom-based global collaboration, and teachers of color resilience through relationships. This article is a response to those articles and poses the questions: Where can we find remnants of hope, healing, justice, and new tomorrows, especially in times of crisis and uncertainty? How does relationality articulate solutions and insight for thrivance?
Malcolm Baldrige Approach in University Management: An Importance - Performance Matrix Analysis (IPMA)
Author: Mohamed, Zulkifli
Date: 2021-04-00
Type: Journal Articles
Subjects: College Administration,Universities,Educational Quality,Awards,Educational Improvement,Foreign Countries,Performance Based Assessment,Human Resources,Leadership Role,Strategic Planning,Organizational Effectiveness

Academic management is an important activity in managing a university. Failure in managing academic and student affairs can void a university credibility and program accreditation by MQA. Ineffective management approach will halt the university's progress in achieving the academic excellence and creating Society 5.0. To overcome the issue, various approaches can be applied and one of them is the Malcolm Baldrige National Quality Award (MBNQA) approach which includes six important elements in management. Malcolm Baldridge model emphasizes Leadership role, Strategic Management, Customer Focus, Data Measurement, Human Resource Focus and Work Process in order to improve organizational performance (Result). However, there is a question on what factors should be given the priority in ensuring excellence in organizational management. Therefore, this study has been conducted in order to see what is the main factor among these six elements in MBNQA approach that is considered more important in achieving organizational goals. A sample of study have been conducted on 129 staffs in Universiti Teknologi MARA Kelantan Campus (UiTMCK). Hypothesis testing revealed that 5 out of 6 factors of management elements are having a positive relationship. While IPMA analysis shows that the Human Resource Focus is the most important factor, followed by Data Measurement, Work Process Focus and Customer Focus factors that influence the effectiveness of organization. Leadership factor gained the highest performance despite its less importance compared to other factors in IPMA analysis.
Creating Project-Based Learning for Online Art Classrooms
Author: Lai, Alice
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Electronic Learning,Art Education,Undergraduate Students,Pilot Projects,Teaching Methods

Project-based learning (PBL) is considered an engaging and promising pedagogy across diverse disciplines and student populations in the United States in the digital age. Research on PBL in online environments and in the field of art has, however, been limited. Thus, the purpose of the current study was to examine the theoretical grounds of PBL and analyze its pedagogical features and application. Of specific interest is Krajcik and Shin's (2014) PBL model, which includes six pedagogical features: asking driving questions, emphasizing learning goals, fostering authentic practice, enhancing collaboration, learning with technology, and creating artifacts. An account of a qualitative descriptive pilot study conducted in an undergraduate online art course further explicates the application of this PBL model. The pilot study accentuates ways to create an online PBL art classroom and illustrates students performing PBL through their arts-based research projects. Reflection on pedagogical recommendations and the challenges of implementing PBL in the online art classroom concludes the study.
College Ready or Not? Engaging and Supporting English Language Learners in Higher Education
Author: Lewis, Katie D.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Readiness,Learner Engagement,English Language Learners,College Students,English (Second Language),Second Language Learning,Teaching Methods,Academic Support Services,Student Personnel Services

In recent years, there has been a greater emphasis on ensuring that high schools across the United States focus on college readiness standards and skills, with the goal that more students will persist and find greater success in college. Despite this focus, there are still significant gaps among the students who are deemed &quot;ready&quot; and are actually persisting and finding that success, specifically for English language learners (ELLs). In this article, we illustrate the landscape of ELLs enrolled in institutions of higher education. We then explore how ELL students are classified and how these different profiles intersect with the limited range and types of English as a Second Language (ESL) support available at the institutional level. Finally, we contribute to the very limited practical knowledge base on ELLs in the college setting, with a summary of promising best practices for college faculty across disciplines to consider in their instruction.