ethanporcaro/eric-fulltext-meta huggingface dataset:
Online Escape Room during COVID-19: A Qualitative Study of Social Education Degree Students&apos; Experiences
Author: Manzano-León, Ana
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Environment,Problem Solving,Cooperative Learning,COVID-19,Pandemics,College Students,Student Experience,Distance Education,Social Work,Professional Education,Instructional Effectiveness,Foreign Countries,Student Attitudes

Confinement due to the COVID-19 pandemic has hastened an educational shift from face-to-face to online classrooms. This distanced education seeks to achieve learning goals mediated by technology as they would be achieved in the face-to-face classroom, without ignoring the psychological and social impact that COVID-19 has had on students and teachers. Faced with this situation, the use of online educational escape rooms has been proposed as a motivating strategy for students to review curriculum content in a cooperative and fun way. A qualitative investigation was carried out to explore the perceptions of university students in the Social Education degree program after the implementation of an educational escape room. Our main findings are that most students found that it allowed them to interact with their peers beyond traditional education, that it was useful for their learning and that it was a pleasant activity. However, it was also mentioned that it can be a stressful activity as being an online activity, some students may have connectivity problems. It is concluded that online escape rooms can be active and effective learning strategies for university students.
A Path-Analytic Study into Foreign Language Enjoyment, Willingness to Communicate in English, Self-Efficacy, and Academic Achievement
Author: Demir, Yusuf
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Self Efficacy,Academic Achievement,Predictor Variables,Public Speaking,Meetings,Interpersonal Communication,Group Discussion,Classroom Environment,College Students,Positive Attitudes,Public Colleges,Foreign Countries

This paper reports on a study that intended to (a) reveal the extent of English Foreign Language(EFL) learners' foreign language enjoyment (FLE), their self-efficacy, and willingness to communicate (WTC) in English, and (b) try out a hypothesized model to find out whether FLE, self-efficacy and academic achievement predict learners WTC in English. A total of 257 tertiary-level Turkish EFL students participated in the study. The data were collected through three quantitative scales to elicit the constructs in question as well as the participants' English achievement test scores. Analysis of the data included the use of descriptive statistics to present the students' WTC, FLE, and self-efficacy levels while a path analysis was performed to verify the hypothesized model. The results showed that the participants had a moderate level of WTC and self-efficacy, and a favorable amount of FLE. More prominently, path analysis results revealed that FLE and English achievement predicted self-efficacy, and self-efficacy predicted WTC to a significant extent. In addition, FLE and English achievement indirectly affected WTC through the mediation of self-efficacy. FLE was also found to be a significant predictor of English achievement.
The Place and Effects of Technology in the Visual Arts Course
Author: Tetikci, Ismail
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Visual Arts,Art Education,Information Technology,Art Teachers,Case Studies,Teacher Attitudes,Technology Integration,COVID-19,Pandemics,Secondary School Teachers,Foreign Countries

Individuals' levels of access to contemporary education affect the development level of the societies they live in. Changes and developments in the field of education are important in this sense. Technological advancements experienced in the general field of education have also affected visual arts education, and different points of view have emerged in this field. In this study, it is aimed to determine the interaction of art education in parallel to the dynamism of the age with technology according to the opinions of visual arts course teachers. For this purpose, the study uses the qualitative research method of case study. The participants of the study consist of a total of 8 visual arts teachers including 5 female and 3 teachers actively working at secondary schools in the academic year of 2019-2020. Observation and semi-structured interview forms are used in the data collection process. By analyzing the obtained findings with the thematic analysis method, the findings are collected under the themes of reflections and usage methods. In line with the results of the study obtained from the data, positive and negative results of using technology as a material in art education are reached. As in all areas of education, the use of technology in the visual arts course is important for its positive effects such as providing ease of learning for the student. While the study has been completed before the COVID-19 pandemic period, the compulsory nature of technology use today has increased the significance of the study.
Transforming Learning Spaces on a Budget: Action Research and Service-Learning for Co-Creating Sustainable Spaces
Author: Montiel, Isabel
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Classroom Environment,Action Research,Service Learning,Classroom Design,High Schools,Foreign Countries

Transforming learning spaces has become a priority for many schools, not only for implementing emerging methodologies but also for sanitary reasons due to the COVID-19 pandemic. Schools struggle to find solutions for the lack of space in order to respect the required safety distance, especially public schools with a very tight budget and many administrative barriers to overcome. From participatory action research, findings confirmed that expanding and refurbishing indoor and outdoor space in many public high schools is urgent. Then, an opportunity emerged to develop a new learning space in one of the high schools in touch with the research team at Miguel Hernandez University working on educational spaces since 2017. This article describes the action research (AR) carried out, its main results regarding needs and deficiencies in public high schools in our surroundings, and a subsequent Service-Learning experience promoted by the research group as a solution for upgrading and extending educational spaces and simultaneously developing students' soft skills, empowering youth, participation, local partnerships and other sustainable development goals meeting 2030 Agenda.
A Pedagogy of Amplification
Author: Koupf, Danielle
Date: 2021-00-00
Type: Journal Articles
Subjects: Creative Thinking,Critical Thinking,Textbooks,Educational History,Instructional Materials,African American Culture,Indigenous Knowledge,Writing Instruction,Revision (Written Composition),Writing Assignments,Popular Culture,Music

This article argues that the intersection of invention and style is a rich site for rhetorical study, for amplification, and for critical-creative tinkering, a process of writing new versions of an old text. At this intersection, writers can tinker to amplify an existing text and thus work to continue or begin anew the inventive process. To illustrate these outcomes, I recover two exemplary exercises from nineteenth-century textbooks, where exercises in tinkering find many promising precursors. Revealing such precursors in the nineteenth century furthers work by scholars, such as Lucille M. Schultz, who have discovered innovation in instructional materials of this period. After analyzing exercises by R. G. Parker and Virginia Waddy, I extend my lens beyond the Western rhetorical tradition and forge connections between tinkering and African American and Indigenous rhetorical traditions. I then highlight an exercise in tinkering from my first year writing classroom in which students amplified a passage from Walker Percy's &quot;The Loss of the Creature.&quot; Upon sharing and analyzing examples of student tinkering, I conclude by weighing the benefits and drawbacks of teaching amplification, reasoning that in pedagogical rather than performative contexts, amplification can reaffirm invention.
Constellating Community Engagement in a Cultural Rhetorics Seminar
Author: Novotny, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Involvement,Rhetoric,Graduate Students,Doctoral Students,Course Descriptions,Cultural Influences,Critical Theory,Writing (Composition),Student Attitudes

ENG 712: Theories in Public Rhetoric &amp; Community Engagement is a required course for MA and PhD students concentrating in Rhetoric, Writing, and Community Engagement at the University of Wisconsin-Milwaukee (UWM). The topic for this course rotates depending upon the teaching faculty member's area of expertise. In the 2020 rotation, Maria opted to theme the course around cultural rhetorics (CR), as an introduction to the theories and methodologies useful to practicing CR. To familiarize students with these practices, two goals structured the course. The first goal was for students to identify the practices and theories defining the field of CR. The second goal was for students to build a CR methodology in relation to their individual scholarly areas of study. As such, this course asked students to move beyond an orientation centered on 'what is cultural rhetorics?' to a more methodological orientation that invited them to consider 'how does one practice cultural rhetorics?' Embracing the CR pillar of constellation, this course design offers a constellated, multi-vocal approach by several students (Claire, Gitte, Danielle, Chloe, Madison, Joni, and Angelyn) and the instructor (Maria). In this article, Maria explains the institutional context and theoretical framing of the course. The students reflect on their experiences in the course, which prompts a dialogue on a surprising outcome: how the course prepared students to engage in a range of community projects. The authors believe that others may read and build upon this course design to consider how they may embrace CR theories and practices to guide community-engaged work.
Combining Multimedia Slidecasts and Video-Analysis to Influence the Implementation of Evidence-Based Practices
Author: Davis, Jason P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Multimedia Materials,Multimedia Instruction,Video Technology,Evidence Based Practice,Educational Legislation,Equal Education,Students with Disabilities,Federal Legislation,Elementary Secondary Education,Learning Theories,Theory Practice Relationship,Special Education,Reflection,Graduate Students,Preservice Teacher Education

The last 20 years of federal legislation have seen a growth in the requirement that evidence-based practices be used to ensure improved student outcomes. The Individuals with Disabilities Education Act (2004) and No Child Left Behind (2001) each require educators to research, develop, and implement new practices aimed at meeting this expectation. The Every Student Succeeds Act, which replaced NCLB in 2015, further emphasizes the requirement to use evidence-based practices and the urgency of this issue. While there is ample research identifying evidence-based practices, these strategies are not making their way into classrooms. This qualitative study examines the research-to-practice gap and strategies to overcome this transference failure. Using multimedia slidecasts and video-analysis, twelve teachers provided detailed reflections and descriptions of their experience. The results of this study support the use of video as a superior tool to memory for self-reflection, the use of multimedia slidecasts as a tool to transfer evidence-based practices, and the Levels of Learning Theory to describe novice teacher development.
The Teacher as Storyteller
Author: Ivie, Stanley D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Story Telling,Learning Theories,Advance Organizers,Scaffolding (Teaching Technique)

Do you wish to connect with your students? Then cultivate the art of storytelling. A good story can enliven a dull lesson, and it can expand the horizons of an interesting one. Storytelling can be used as an advance organizer for introducing a new unit of thought, or it can work equally well as a capstone for what has already been learned. Great teachers have shown themselves to be lively storytellers. How can storytelling enhance both teaching and learning?
Exclusion and Extraction: Situating Spirit Murdering in Community Colleges
Author: Wilson, Asif
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Minority Group Students,Cultural Influences,Urban Schools,College Environment,Hidden Curriculum,Teaching Methods,Cultural Maintenance,Culturally Relevant Education,Racial Bias,Ethnicity,African American Students,American Indian Students,Indigenous Populations,Critical Theory,Race,Social Justice

Black, Indigenous, and other students of color (BIPOC) are selecting to attend community colleges more than any other post-secondary school setting. However as the author argues, community colleges have, since their inception, served as exclusionary spaces for labor extraction that murders the spirits of BIPOC students. This article explores spirit murdering at a mid-sized urban community college in Chicago. The author presents historical and contemporary narratives of community colleges as sites of extraction and exclusion. The article ends with a call for community college policymakers and practitioners to engage in a more liberatory hidden curriculum, creating and maintaining more co-conspiring relationships and a more community-driven ecosystem of teaching and learning.
From Spirit Murdered to Spirit Re-Sisters: An Episolary Offering/Love Letter for Adjunct Professors
Author: Cisneros, Nora Alba
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Adjunct Faculty,Women Faculty,Minority Group Teachers,Mexican Americans,Feminism,LGBTQ People,Cultural Maintenance

As a mother, daughter, and educator in Compton, California, the author writes a letter as an episolary offering/love letter for adjunct professors. The author offers these brief words as an act of gratitude, as an act of daily survival, and as an act of abundant defiance against the elimination of Women of Color (WoC) adjunct professors, writers, and mother-scholars. This epistolary offering and the narratives from Indigenous and WoC adjunct professors are prompted by the intimate writings crafted by Chicana feminist, queer, artist, educator, and writer Gloria Anzaldúa. By sharing experiences as adjunct educators, a future can be created right now to uplift and rebuild relationships that changes material conditions and heals spirits.
The Jawbone of an Ass: Resisting Coercion and Reclaiming Christ in Christian Higher Education
Author: Malone, Larissa
Date: 2021-00-00
Type: Journal Articles
Subjects: Christianity,Religious Education,Higher Education,College Faculty,African American Teachers,Women Faculty,Resistance (Psychology),Racial Bias,Religious Colleges

Christian higher education uniquely marries neoplantation academia with the practice of religious jawboning, using persuasion rather than the exertion of vehement enforcement, to engage Black faculty of faith in upholding white supremacy ideology. These institutions can and do use faith as a tool of oppression through their policies and practice, reinforcing the domination of whites and the subordination of people of Color as the divine order of God. This was the reality and experience of two Black women faculty during their time at one of these institutions. Using Black Liberation Theology as a framework, duoethnographies detail how a racialized hierarchy was embedded into the fabric of a faith-based university and describe the institutional expectation for Black faculty to subscribe to a system that supported their own physical and mental demise in exchange for spiritual redemption. More than just a cautionary tale of religious academic spaces, implications include the need for faith-based institutions to come to terms with and reconceptualize their commitment to racial diversity and the authors' ability to reclaim their faith as an act of resistance, despite the attempted lure to participate in their own spiritual murder.
The Relationships between Metacognition and Reading Strategies: The Case of English-Majored Students at a Private University in Vietnam
Author: Nguyen, Chi Hong
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Reading Strategies,Measures (Individuals),Second Language Learning,Second Language Instruction,English (Second Language),Majors (Students),Undergraduate Students,Foreign Countries,Curriculum Development,Schemata (Cognition),Correlation,Private Colleges,Critical Reading,Taxonomy

Many studies have pointed out a proportionate relation between metacognition and reading strategies. This study advances such an understanding by arguing that this relation is comprised of several sub-relations. Metacognitive Awareness Inventory and Reading Strategies Inventory were conducted among 92 English as Foreign Language students at a Vietnamese university. This study highlights 3 major findings. First, metacognition processes do not merely mean &quot;cognition about cognition&quot;. Second, while previous studies tended to portray metacognition as a whole, it is argued in this study that it is constituted by two main clusters (knowledge of cognition and regulation of cognition) which can be further specified into eight sub-components. Third, there seem to be some sub-linearities that underpin students' metacognition and that influence their uses of reading strategies. These findings are hoped to shed light on preserving spaces and autonomy in curriculum/syllabus development for students to exercise their own metacognition.
Teacher Burnout and Coping Strategies to Remain in Teaching Job in Malaysia: An Interpretative Phenomenological Analysis
Author: Amzat, Ismail Hussein
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Teacher Persistence,High School Teachers,Public School Teachers,Coping,Stress Variables,Teaching Conditions,Student Behavior,Behavior Problems,Parent Participation,Emotional Response,Negative Attitudes,Foreign Countries

This study examines the basic underlying structure of burnout experiences among teachers in Malaysia by discovering the challenges which lead them to experience burnout. Using interpretative phenomenological analysis, the current study explores the coping strategies that these teachers used to remain in their profession. Ten teachers from two public high schools participated in the study. The data was collected through in-depth semi-structured interviews and analysed using the constant comparison method. The findings revealed challenges that cause teachers to experience burnout, which are student misbehaviour, insufficient parental collaboration, occupational stress in the teaching environment, and negative emotions. The themes related to the coping strategies used to remain in the teaching profession are understanding teaching and learning, positive approach, individual factors, and support system. This paper lists some recommendations for managing the issue of teacher burnout and facilitate teacher retention is proposed, which includes providing training and development activities for teachers, increasing salaries, helping teachers develop coping strategies, and creating adequate support systems.
The Implementation of Research-Based Learning Model in the Basic Science Concepts Course in Improving Analytical Thinking Skills
Author: Suyatman
Date: 2021-00-00
Type: Journal Articles
Subjects: Energy,Concept Formation,Evaluative Thinking,Thinking Skills,Science Process Skills,Skill Development,Instructional Effectiveness,Science Instruction,Teaching Methods,Investigations,Preservice Teachers,Elementary Education,Natural Sciences,Foreign Countries

This study aimed to analyze the Research-Based Learning (RBL) model implementation in the natural sciences in improving students' analytical thinking skills. This study employed a mixed-method with a sequential exploratory design. Data collection began with qualitative data and then continued with quantitative data. Qualitative data collection techniques used observation and interviews, while quantitative data collection used essay tests. Sampling was carried out before the research implementation. The samples were students of the PGMI IAIN Surakarta Study Program, Indonesia, which consisted of 34 pre-service elementary school teachers. The research was conducted in the odd semester of the 2019/2020 academic year. Quantitative data analysis techniques used a quasi-experimental design with one group pretest-posttest. Based on the results of four observations on the research treatments, the mean was 3.714, in which the values of preliminary activities were 3.625, core activities were 3.714, and closing activities were 3.75, used a rating scale (1-4) with the very good category. The RBL model implementation in the natural sciences in the concept of energy can improve the analytical thinking skills of students, as evidenced by the N-gain value was 56.57%in the medium category. This increase was obtained from the mean of the pretest score (46.84) and the post-test score (76.9), by using a rating scale (0-100). The research findings provide ideas to lecturers and researchers in improving the student's analytical thinking skills through the application of innovative learning models in the topic of the concept of energy.
Using Reciprocal Teaching for Improving Students&apos; Skills in Mathematical Word Problem Solving -- A Project of Participatory Action Research
Author: Kurshumlia, Rajmonda
Date: 2021-00-00
Type: Journal Articles
Subjects: Reciprocal Teaching,Word Problems (Mathematics),Problem Solving,Skill Development,Reading Comprehension,Cooperative Learning,Action Research,Participatory Research,Instructional Improvement,Mathematics Instruction,Mathematics Achievement,Grade 5,Preadolescents,Elementary School Students,Elementary School Teachers,Public Schools,Foreign Countries,Reflection

This study aims to present the potential of Participatory Action Research (PAR) to bring together the experiences of teachers and researchers with the intention of improving teaching practices and students' learning outcomes. Participants in the study were 7 teachers, their 160 fifths grade students, and researchers (authors). Teachers and researchers participated as partners in all collaborative activities during the period of 12 weeks. All teachers assisted by the researcher (first author) who serves as a teacher at the same school, were involved in implementing the reciprocal teaching method (RTM) in math classes. They examined each step of the implementation of this method in order to investigate whether it has an impact on student achievement in solving mathematical word problems. Teachers observed the work of students in their classes, whereas in the joint meetings they discussed occasional ambiguities as well as issues that were most challenging for them and their students. The results showed that there was a significant improvement of the students' results in the post-test of the mathematical word problems. The analysis of teachers' reflections highlights the benefits of collaboration within the PAR project, both for students and teachers. The study suggests that the PAR model can be used effectively within school settings as a research model, and as a pedagogical practice.