ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Experiences and Views Regarding Distance Education Courses for Foreign Language Teaching at Secondary Education Level
Author: Arslan, Nahide
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Teaching Methods,Conventional Instruction,Educational Change,Teacher Attitudes,Teaching Experience,Second Language Learning,Second Language Instruction,Language Teachers,Computer Software,Social Media,Secondary School Teachers,Content Analysis,Barriers,Teacher Burnout,Internet,Access to Education,Technological Literacy,Foreign Countries,Parent Attitudes,Student Attitudes

The COVID-19 pandemic is a significant event for the whole world and our country. It is thought that this epidemic, which started in 2020 and whose effects continue to be felt, has negatively affected all areas of life and will continue to affect them for a long time. Countries have taken a series of measures to prevent the spread of the epidemic, and within the framework of these measures, every level and sector of education has had to switch from the face-to-face education model to distance education practices. In this context, the aim of our study is to examine the experiences and views of teachers regarding distance education courses in foreign language teaching at secondary education level and to offer suggestions for the future. The study group of the research, which was prepared within the scope of qualitative research, consists of 20 foreign language teachers, who were determined with a holistic multiple case design, one of the purposive sampling methods. A questionnaire consisting of open-ended questions was sent to the participants via WhatsApp due to the ongoing epidemic conditions, and the data obtained were subjected to content analysis. Participants stated that distance education courses were not spent productively for students, but that they could be adapted to the new order with a number of measures to be taken.
Framework of Artificial Intelligence Learning Platform for Education
Author: Thongprasit, Junjiraporn
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Artificial Intelligence,Integrated Learning Systems,Classroom Techniques,Intelligent Tutoring Systems,Curriculum,Program Effectiveness

Nowadays, Information Technology is an integrated as a part of our life activities. It does not affect only teaching and learning methods at all levels, but also the teaching styles of each teacher with suitable for the digital age. Therefore, the standardized platform should create for all teachers to effectively serve the future education policy. This research aims to synthesize and develop a framework of an artificial intelligence learning platform for education and estimate the framework's suitability. The research is discussed into three phases: 1) synthesizing an intelligent learning platform by using Artificial Intelligence (AI), 2) developing a framework of an artificial intelligence learning platform for education, and 3) evaluating the suitability of the framework by 15 experts. The result found that the suitability evaluation of the framework of an artificial intelligence learning platform for education was very good. The results showed that this framework could develop a learning platform for preparing transformation to the digital age.
Andragogy or Pedagogy: Views of Young Adults on the Learning Environment
Author: Tezcan, Fatma
Date: 2022-00-00
Type: Journal Articles
Subjects: Andragogy,Teaching Methods,Adult Education,Phenomenology,Student Attitudes,Program Evaluation,Foreign Countries,Alternative Teacher Certification,Teacher Education Programs

Adults participate in many formal learning activities throughout their lives. The aim of this study is to determine the views of adult learners who participated the Certificate Program for Pedagogical Formation (CPPF), which is a formal adult education program. This study was conducted with the phenomenological design, a qualitative research design. The data required for the research were collected with a data collection tool developed by the researcher. In the study, the participants expressed the positive aspects of the program, in a decreasing order of frequency as, obtaining professional knowledge, faculty members, learning new things, the contribution of the program to personal life and gaining perspective. On the other hand, the participants negatively evaluated the intensive course and exam schedule, the duration of the program, the intensive and verbal content, and the length of the course hours. While the participants evaluated learning new things and gaining perspective as an achievement of the program, they expressed their dissatisfaction with the planning of the program and the learning environment related to it. In light of the findings of the study, it is recommended for policy makers to plan similar programs according to the learning characteristics of adults and make arrangements in this direction. It is also recommended for educators to consider andragogical principles in the learning environment in adult education programs such as certificate programs.
A Historical Remembrance of Paulo Freire in South Africa: A Tale of Two Activists
Author: Aitchison, John
Date: 2021-11-00
Type: Journal Articles
Subjects: Activism,Critical Theory,Foreign Countries,Educational Philosophy,Racial Segregation,Public Policy,Social Change,National Programs,Literacy Education,Adult Literacy,College Faculty,Teacher Attitudes,Personal Narratives,Racial Discrimination,Adult Education,Blacks,Whites,Educational History

This article is based on our two narratives through which we explore how Freirean thought had an impact on our respective praxis as academic activists in apartheid South Africa. We reflect specifically on the influence the work of Freire had on informing and advancing our respective struggles against apartheid education. This article therefore emanates from our process of thoughtful dialoguing and writing about how our understandings of Freire enabled us to contribute to the South African struggle for liberation in our respective spaces. We discuss, as a starting point, our early engagements with Freirean literature during our separate journeys. We then reflect through our latter discussion on our combined efforts to design, develop and implement a large-scale Freirean-infused national literacy campaign in post-apartheid South Africa. These efforts were informed by our understandings of Freirean thought. The article aims to show the early and the continued relevance of Freire's work, during the struggle for liberation in South Africa in the last quarter of the twentieth century. It also shows how Freirean thought remained relevant in the early twenty-first century through, among other things, the implementation of adult literacy.
Annunciation and Denunciation in Paulo Freire&apos;s Dialogical Popular Education
Author: West, Linden
Date: 2021-11-00
Type: Journal Articles
Subjects: Popular Education,Educational Philosophy,Religious Factors,Prosocial Behavior,Interpersonal Relationship,Spiritual Development,Catholics,Churches,Social Responsibility,Teaching Methods,Disadvantaged,Power Structure,Jews,Arabs,Teacher Attitudes,Personal Narratives,Teacher Education,Citizenship,Values Education,Social Systems,Foreign Countries,Nontraditional Students,Access to Education,Higher Education,Workshops

I consider in this paper the question of balance in popular education between what we can call annunciation and denunciation, inspired by the work of Paulo Freire. By annunciation, I mean the role of love, affirmation, encouragement and profound encounters with otherness; by denunciation, I have in mind the spirit of critique and challenge to the established order of things. In the process, I question the marginalisation of liberation theology in Paulo Freire's work among some radical educators. There has, I suggest, been a sundering of spirituality, and especially religious insight, from rational enquiry in the academic mainstream, which has influenced readings of Freire. Modernity has privileged intellectualism and critical rationality as the only valid way of knowing; matters of faith and varieties of religious experience have correspondingly been privatised.
Becoming an Activist-Scholar through Pedagogy of the Oppressed: An Autoethnographic Account of Engaging with Freire as a Teacher and Researcher
Author: Underhill, Helen
Date: 2021-11-00
Type: Journal Articles
Subjects: Activism,Teaching Methods,Educational Anthropology,Educational Philosophy,Disadvantaged,Power Structure,Educational Research,Reflective Teaching,Social Action,Teacher Researchers,Ethnography,Autobiographies

This paper contributes an autoethnographic account of how Paulo Freire's work shapes understandings of education, social change and the possibilities and practices of social research. Drawing on connections between anthropology and education (Schultz, 2014) that underpin &quot;Pedagogy of the Oppressed&quot; (McKenna, 2013), I explore spaces and practices through which Freire's seminal text provided me with the critical consciousness to interrogate the human experience of education and learning, and to question my practice as I transitioned from teacher to researcher, paying particular attention to learning through discomfort (Boler, 1999). The paper therefore contributes an applied contemporary reading of &quot;Pedagogy of the Oppressed&quot; to demonstrate its continued significance for theory and practice in formal and nonformal education, and its relevance for reimagining research practice. As a form of critically engaged reflective scholarship, the autoethnographic enquiry asks educators and researchers to question their own conceptualisations and practices of knowledge and research to consider a significant and urgent proposition: how we do the work to understand education and our imaginations of what and how it might become.
Gestures and the Spoken Language: A Crucial Semiotic and Symbiotic Relationship in Multilingual Mathematics Classes
Author: Chikiwa, Clemence
Date: 2021-00-00
Type: Journal Articles
Subjects: Nonverbal Communication,Speech Communication,Semiotics,Figurative Language,Multilingualism,Teaching Methods,Mathematics Instruction,Native Language,Language Usage,Case Studies,Schemata (Cognition),Constructivism (Learning),Video Technology,Trigonometry,Grade 11,High School Students,Visual Aids,Second Language Learning,Scaffolding (Teaching Technique),Mathematics Teachers,Classification,Language of Instruction,English (Second Language),Indo European Languages,English,African Languages,Foreign Countries

This study's focus was two-fold, first to look at forms of gestures teachers of multilingual mathematics classes use during teaching; and second to find out how teachers of multilingual mathematics classes utilize learners' home language, language of learning and teaching and gestures to foster understanding in the teaching of mathematics. This qualitative case study is informed by the embodied cognition theory and social constructivism. Two purposively selected Grade 11 teachers were observed and video recorded while teaching trigonometry for a week in a multilingual policy environment. They were each interviewed for an hour. Results shows that iconic and deictic gestures were frequently used to link the teacher's verbal language and the diagrams on the chalkboard or what was previously learnt, to ground cognition into the physical teaching and learning environment. Metaphoric gestures were less used while beat gestures were not used. Results also show that there exists an intricate semiotic and symbiotic relationship between gestures (bodily actions), and spoken language (in two or more languages in the same environment). In this paper, I conclude that in multilingual classes all forms of teacher gestures that indicate and refers to objects and locations in reality may help improve learning. Gestures and verbal languages complement each other, and should be used as resources for mediating and scaffolding teaching and learning.
Health Education in Pre-School Institution: Integration, Effectiveness, Improvement
Author: Lamanauskas, Vincentas
Date: 2021-00-00
Type: Journal Articles
Subjects: Health Education,Preschool Education,Foreign Countries,Child Health,Health Promotion,Barriers,Program Effectiveness,Preschool Teachers,Teacher Role,Educational Improvement

Health education is one of the key components of pre-school education. Preschool age children have acquired knowledge about health, and this forms the basis for developing, maintaining, and strengthening their health. However, children's knowledge of health is insufficient and their healthy lifestyle skills are insufficiently developed. On the one hand, the deteriorating trends in children's health raise certain challenges to the process of pre-school education, on the other hand, their health education possibilities are not fully known and exploited. Health education integration into pre-school/pre-primary education programmes remains a key priority of education policy. Although the importance of developing children's health competence is already noted in pre-school/pre-primary education programmes, various research studies show that children's health indicators are deteriorating. In January - March 2021, a qualitative research study was conducted, in which 102 kindergarten teachers from various Lithuanian preschool educational institutions participated. The aim of the research was to analyse the factors that promote, limit, and determine the integration of health education into pre-school education programmes and to reveal improvement possibilities. It has been established that the integration of health education is promoted by children's health problems and the changing understanding of the importance of children's health education. Proper teacher preparation, purposeful activities of the institution, and community involvement in health education remain essential components that determine the effectiveness of health education. Despite the positive attitude and motivation of teachers towards health education, there are still many unused opportunities for improving health education, which should be assessed both at the level of education policy and educational practice, respectively.
Development of Instrument to Assess Influence of Extension Conference on Intended Outcomes
Author: Denny, Marina D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Extension Education,Test Construction,Program Evaluation,Conferences (Gatherings),Program Effectiveness,Extension Agents,Professional Development

The Annual Conference for Mississippi State University Extension is the sole event at which the majority of Extension personnel gather for networking, organizational updates, recognition of efforts, and professional development. Extension leaders plan this conference with intended outcomes but without ever evaluating those outcomes beyond attendee satisfaction. We developed an evaluation instrument to determine how certain conference events influence participants' critical psychological states and ultimately, their perceived motivation, professional enrichment, opportunities for networking, professional accountability, and organizational awareness. Rather than simply assessing attendee satisfaction, this instrument may help inform planning for successive Extension conferences and other professional development events.
Literacy and Transformation: Shedding of Spoilt Identities
Author: Duckworth, Vicky
Date: 2021-11-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Interpersonal Communication,Transformative Learning,Participatory Research,Action Research,Experience,Literacy Education,Social Influences,Cultural Influences

This paper shares my former literacy learner and friend - Marie's journey - and my own. We explore critical approaches to education and beyond and how they offer a potential space for transformation not just for the learner but for the teacher. The ripple impact has supported us on our journey across nearly two decades. Our relationship was forged by a learner driven, and socially empowering model (Freire, 1993; Barton et al 2003; Duckworth, 2013, 14; Duckworth and Smith 2017, 2018) which takes into consideration the cultural, psychological and educational factors related to the Learners and their lives and driven by creating critical spaces for organic transformative tools for consciousness-raising (Freire 1995) and a caring space where hope can act as a change agent that fuelled our life. In this paper we argue that the aforementioned encourages dialogic communication between teachers and literacy learners whereby learners, teachers and communities can share stories, ask questions, analyse and subsequently work through effective and meaningful strategies to take agency over their lives, enhancing their situation and empowering them in the public and personal domains of their journeys.
Effect of a Full Immersive Virtual Reality Intervention on Selective Attention in Children
Author: Amprasi, Evaggelia
Date: 2022-01-00
Type: Journal Articles
Subjects: Computer Simulation,Elementary School Students,Program Effectiveness,Educational Games,Females,Foreign Countries,Attention,Physical Education,Team Sports,Technology Uses in Education

The purpose of this research was to investigate the impact of two educational interventions, a program based on Full Immersive Virtual Reality games and a Typical Training program, in Selective Attention (SA) of children aged 8-10 years old. Forty-eight girls of elementary school from the city of Komotini, in Greece, participated in this study. They were randomly divided into three individual groups of 16 children each, one Control Group (CG) and two experimental groups. The CG did not receive any structured SA training program, while the two experimental groups attended a program focused on improving SA for 6 weeks, twice a week for 24 min, each time. The participants of FIVE group attended a full immersive program in Playstation4 VR and the participants of TT group attended a typical training to the gym. Before, after and one-month after the interventions SA was estimated using Super Lab, recording the number and the RT of correct answers of relevant and irrelevant questions to volleyball. Two-way analyses of variance with repeated measures were conducted to determine the effect of training program groups and measurements across number and RT of correct answers on SA performance. Analysis of the data illustrated that the post-test SA scores and the one-month retention test SA scores were remarkably greater than pre-test SA scores for both experimental groups and not for the CG. In conclusion exergames VR are effective tools for improving SA such as typical training.
Effect of Principal&apos;s Technology Leadership on Teacher&apos;s Technology Integration
Author: A'mar, Fadia
Date: 2022-01-00
Type: Journal Articles
Subjects: Principals,Leadership Styles,Technology Integration,Educational Technology,Teacher Behavior,Leadership Responsibility,Teaching Methods,Technology Uses in Education,Gender Differences,Teaching Experience,Foreign Countries,Public Schools,Professional Development

Technology has changed the way people live. The role of school leadership, teaching approaches, and school innovation have also changed in the industrial era 4.0 due to advanced technology such as Artificial Intelligence and the internet. Moreover, the challenges facing school administrators today different than their predecessors, since many factors influence the integration of technology in schools some of these are lack of ICT training, teachers 'competence in ICT, and access to ICT resources. Considering Leadership is the key agent in the effective implementation of technology in schools. This research aimed to investigate the influence of principals' technology leadership and professional development on teacher's technology integration with gender and experience as moderation variables. In this cross-sectional survey, random sampling was carried out to select 442 principals and 953 teachers from Palestinian public schools. Two different questionnaires were used the first one was based on National Education Technology Standards-Administrator, NETS-A (2014) and Survey of Technology Experiences for school principals while the second instrument is Learning with ICT: Measuring ICT Use in the Curriculum for the teachers. Numerical data were analyzed quantitatively using two software the Statistical Package for the Social Sciences SPSS Version 23.0 and Smart PLS. The finding showed that the levels of Technology Leadership of the five constructs (systemic improvement, visionary leadership, excellence in professional practice, digital age learning culture, and digital citizenship), professional development and teacher's technology integration were at high levels. Based on the results of the data analyses there is a positive significant relationship between the five constructs of technology leadership and professional development with teacher's technology integration in the Palestinian public schools in the west bank.
EFL Teachers&apos; Perceptions of the Individualized Learning Model: A Case at an English Language Center
Author: Nguyen, Cang
Date: 2022-01-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Individualized Instruction,Resource Centers,Teacher Attitudes,Foreign Countries

&quot;EFL Teachers' Perceptions of the Individualized Learning (IL) Model: A Case at an English Language Center&quot; was conducted to obtain two research aims: (1) to find out the teachers' perceptions of the IL model; (2) to investigate the benefits and difficulties teachers face when they implement the IL model in their classrooms. The research utilized the questionnaire and semi-structured interview to collect data from 26 teachers from the English language center where the individualized learning model is implemented. The results show that the mean scores of all items related to teachers' perceptions show that their perceptions of the IL were high (M=3.8423) on the five-point Likert scale (see Table 2). As a result, the teacher understood the IL rather well and revealed four main advantages related to the flexibility of the learning pace, the material and the learning schedule; the instant supports from the teachers; the increase in learners' confidence; and the improvement of learners' academic performance. However, the results of the interview also revealed two main disadvantages including time-consuming and lack of interaction between learners and learners. In addition, the results also show that there was a positive correlation between teachers' perceptions and the way they implemented the IL in their classroom. The contention is that decision should be made as to what degree of the individualization will be implemented.
Our Homeland Is Humanity: The Cuban School of Literacy and Pedagogy of the Oppressed
Author: Boughton, Bob
Date: 2021-11-00
Type: Journal Articles
Subjects: Adult Literacy,Literacy Education,Popular Education,Foreign Countries,Educational Theories,Social Justice,Participatory Research,Action Research

The ideas of the Cuban 'School of Literacy' are much less well-known in the west than Freire's Pedagogy of the Oppressed. This paper is an exploration of the theoretical and practical links between these two historic examples of popular education. The analysis is informed by our direct experience working and undertaking participatory action research alongside Cuban literacy specialists on adult literacy campaigns in Timor-Leste and Australia. These campaigns utilised a model known internationally by its Spanish name, Yo, Sí Puedo (Eng: Yes, I Can!). We also include material from interviews in Cuba with leading literacy academics and practitioners.