ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between High School Teachers&apos; Quality of Work Life and Job Satisfaction Levels
Author: Bakir Arabaci, I.
Date: 2022-06-00
Type: Journal Articles
Subjects: High School Teachers,Teaching Conditions,Job Satisfaction,Teacher Attitudes,Stress Variables,Family Work Relationship,Gender Differences,Age Differences,Marital Status,Foreign Countries,Academic Rank (Professional)

In this study, it was aimed to determine the relationship between high school teachers' perceptions of quality of work life and their level of job satisfaction. The study population of the research consisted of 1548 teachers working in high schools in Elazig Province Center in Turkey, and the sample consisted of 320 high school teachers selected by proportional cluster sampling method. Work life quality and job satisfaction scales were used as data collection tools in the research. According to the results of the research; The perceptions of teachers about the quality of work life in general are at the level of &quot;I am undecided&quot;, and the perceptions of the sub-dimensions of the Quality of Work Life; I agree on job career satisfaction&quot;, on general well-being dimension &quot;I am undecided&quot;, on job control dimension &quot;I am undecided&quot;, on working conditions dimension &quot;I disagree&quot; on work life stress dimension, and on family-work life balance dimension on &quot;agree&quot; level; It has been determined that there is no statistically significant difference between teachers' perceptions of work life quality and gender and educational status variables, and there is a statistically significant difference between teachers' perceptions of age, marital status, professional seniority and opportunity, and work life quality. Teachers' job satisfaction perceptions are at the level of &quot;agree&quot;, teachers' job satisfaction perceptions do not differ according to gender and educational status variables; It has been determined that there is a statistically significant difference in terms of age, marital status, professional seniority and level of opportunity variables, and there is a positive, moderate and linear relationship between teachers' perceptions of work life quality and their perceptions of job satisfaction.
Audience Matters: Multimodal Projects across Three International Case Studies
Author: Schrum, Kelly
Date: 2022-00-00
Type: Journal Articles
Subjects: Case Studies,Audience Awareness,Graduate Students,Capstone Experiences,Biology,Science Instruction,Undergraduate Students,Learning Motivation,Skill Development,Foreign Countries,Interdisciplinary Approach,Assignments,Cross Cultural Studies,Story Telling,Technological Literacy,Research Universities,Citizenship Education,Student Attitudes,Information Technology

There is growing attention to student assessments designed to reach beyond the classroom, including assessments with an immediate or future audience. The impact of audience, however, has not been examined in multimodal assessments across continents, institutions, disciplines, and teaching contexts. Using qualitative data, this article examines the impact on student learning of incorporating audience and awareness of audience in diverse settings through multimodal projects. These include a core assignment in an interdisciplinary, semester-long graduate class in the United States, a year-long capstone project for geography undergraduates in Northern Ireland, and a supplemental assignment for graduate and undergraduate biology students in Norway. This article investigates the impact of audience through multimodal assessments across these three settings and concludes that it can positively influence student learning, motivation, and skill development.
Decoding the Disciplines as a Pedagogy of Teacher Education
Author: McBrady, Jared
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Innovation,Teacher Education Programs,Preservice Teachers,Thinking Skills,Theory Practice Relationship,Case Studies,History Instruction,Kindergarten,Elementary Secondary Education,Social Studies,Intellectual Disciplines,Student Attitudes,Grounded Theory,Course Descriptions,Theory of Mind,Pretests Posttests

This paper makes a conceptual argument for using the Decoding the Disciplines research paradigm as a pedagogical innovation in the field of teacher education. It incorporates empirical findings from a research project in which teacher candidates conduct Decoding interviews to deepen understanding of historical thinking and learn pedagogical practices. Results indicate teacher candidates benefitted from conducting Decoding the Disciplines research and saw connections between that research and their future practice.
Practicing Resistance and the Struggle over Power as Democratic Citizenship
Author: Mora, Juliane
Date: 2021-12-00
Type: Journal Articles
Subjects: Democracy,Citizenship,Power Structure,Communication Research,Citizen Participation,Dissent,Citizenship Education,Racial Bias,Racial Discrimination,Student Experience,Self Concept,Community Development,Activism,Resistance (Psychology),Social Justice,Required Courses,College Students

Teaching democratic citizenship has never been more vital, particularly given the dismissive attitude and direct attempts to undermine democratic institutions exemplified by the Trump administration. In addition, traditional approaches to teaching citizenship foreground the underlying values of self-governance, knowledge of the different branches of government, and the skills for behaving within this system (i.e., voting) but lack a broader intellectual framework to guide those actions (Parker, &quot;Teaching democracy: Unity and diversity in public life,&quot; 2003). Parker, a critical multicultural educator, argued that this approach has rendered participatory citizenship superfluous and ignores more central concerns, namely, how people can live together justly while honoring their multiple individual and group identities (i.e., gender, race, class, religion, etc.). This essay focuses on the task of living together justly and offers one example of how this might be promoted through the communication studies curriculum.
Realms without Totality: Lyotard&apos;s Post, Rancièresque, and the Strange Tools of Paralogy
Author: Holland, Kristopher
Date: 2021-12-00
Type: Journal Articles
Subjects: Social Change,Educational Philosophy,Art,Transformative Learning,Discourse Analysis,Criticism,Artists,Aesthetic Education,Teaching Methods

This essay posits tensions in art, education, and politics by using philosophical discourse to suggest that the way to create transformative events for social change is to understand Lyotard's diagnosis of the current age and Rancière's call to critical art practice. By proposing new strategies and tactics such as 'post-art' and 'strange tools', the author tries to demonstrate in the text the indirect approaches advocated by Lyotard and Rancière in tackling the current post-political world.
Fear of Failure and Academic Procrastination among University Students: The Role of Achievement Expectancy and Year of Study
Author: Tan, Eunice Wan-Yi
Date: 2022-03-00
Type: Journal Articles
Subjects: Fear,Failure,Time Management,Academic Achievement,Expectation,Foreign Countries,Undergraduate Students,Values,Beliefs

This current study aimed to investigate whether expectancy-value model of achievement choice mediates the relationship between fear of failure (FOF) and academic procrastination (AP) among undergraduate students of Psychology Department at a private university in Malaysia. Based on the Krejcie-Morgan Table and G*Power, 102 undergraduate students (aged 18- 24) who enrolled in core subjects were recruited to represent the population via snowball sampling method. PROCESS macro for SPSS was utilized to perform the Bootstrap analysis with 5,000 sampling at 95% confidence interval to test the mediation hypothesis. Results showed a significant positive total effect of FOF on AP and significant negative direct effect of expectancy-value model on academic procrastination, supporting the hypothesis for path c and path b. However, no significant direct effect was found between FOF and expectancy-value model (path a). Mediation did not occur, therefore FOF is still considered a robust and significant predictor of AP among the population of psychology students in the aforementioned university. Furthermore, our results suggested that the aforementioned link did not significantly occur among the first-year students.
Delving into Institutional Diversity Messaging: A Cross-Institutional Analysis of Student and Faculty Interpretations of Undergraduate Experiences of Equity, Diversity, and Inclusion in University Websites
Author: Rankin, Joanna C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Diversity (Institutional),Institutional Mission,Universities,Web Sites,Equal Education,Inclusion,Teacher Attitudes,Student Attitudes,College Faculty,College Students,Content Analysis,Foreign Countries,Student Experience,Educational Strategies,Student Personnel Services,Extracurricular Activities,Educational Quality,College Environment

Recognizing that university statements about equity, diversity, and inclusion are often cosmetic, performative, or at best, aspirational, rather than indicative of on-campus realities, this project analyzes interpretations of student identity and diversity through publicly available materials. The primary purpose of this research was to investigate how university messages about equity, diversity, and inclusion, available through public websites, are interpreted by faculty and students. Using a students-as-partners approach, we identified and analyzed themes based on our own perceptions and understandings of each of five university websites: University of Calgary (Canada), University of Alabama (USA), Deakin University (Australia), University of Exeter (UK), and Portland State University (USA). While equity, diversity, and inclusion are signature initiatives at many universities, we found that analyses of their websites suggest that the ways in which those are operationalized differ. The patterns identified suggest that messaging through university websites can promote or detract from equity, diversity, and inclusion in university settings, and we observed differences in the ways in which institutions operationalized and represented initiatives related to equity, diversity, and inclusion. Exploring how these efforts at our five institutions are messaged to and interpreted by students provides a better understanding of the institutional priorities and the assumed values identified by student co-researchers. The use of student co-researchers proved an especially valuable contribution to this analysis to gain perspectives about presentations of student identity and diversity. Using this form of embedded research, we identify the limited presentations of and perceptions around diversity at institutions of higher education cited by student co-researchers.
Challenges of Virtual Classroom during COVID-19 Pandemic: An Empirical Analysis of Indian Higher Education
Author: Singh, Ajay Kumar
Date: 2022-03-00
Type: Journal Articles
Subjects: Electronic Learning,COVID-19,Pandemics,Foreign Countries,College Students,Barriers,Technology Uses in Education,Computer Mediated Communication

Higher education institutions (HEIs) usually work open throughout the academic session. In the COVID-19 pandemic time, all the HEIs were also closed temporarily. The study examined the major challenges faced by the teachers and students from the virtual classroom during the nationwide lockdown. Due to the nationwide lockdown and lack of funding, convenience sampling and snowball sampling techniques were used for data collection. A total of 893 responses were analyzed for this study. Data was collected through a structured questionnaire on a Likert scale from 305 teachers and 588 students of higher education institutes from the entire India. Network connectivity was the major challenge faced by the faculty members (mean value of 3.68) followed by 3.17 mean value for lack of professional environment at home, 3.03 for lack of teaching material at home, 2.92 for lack of personal computer/laptop. Lack of professional environment at home (mean value of 3.59) was the major challenge faced by the students followed by 3.57 for lack of teaching material at home, 3.35 for network connectivity, 3.31 for lack of personal computer/laptop. Virtual classrooms have challenges such as poor internet connectivity, non-availability of appropriate electronic devices, lack of a teaching environment at home, less information and communication technology (ICT) knowledge among students and teachers. It implied less engagement of students and teachers in the teaching and learning process.
Debate for Civic Learning: A Model for Renewing Higher Education&apos;s Civic Mission
Author: Mabrey, Paul E., III
Date: 2021-12-00
Type: Journal Articles
Subjects: Civics,Citizenship,Role of Education,Higher Education,Debate,Faculty Development,Advocacy,Institutional Cooperation,Partnerships in Education,Leadership Training,Institutional Mission,Student Development,Logical Thinking

Rapidly eroding financial support and tuition increases that outpace inflation threaten the viability of an education that considers civic engagement as foundational. Simultaneously, institutions of higher education are increasingly perceived by the public as market-driven entities existing for the economic benefit of the individual, the upward mobility of a social class, and in turn the further sedimentation of racial and class differences. Now, more than ever, our nation is in need of deliberate attempts to fashion common understandings, ways to navigate inevitable disagreements, and reasonable paths forward. Higher education is positioned to respond to these civic needs but requires a commitment to be bold and remain dedicated to our shared civic mission in the face of alarming polarization and vacated institutional trust. One way institutions of higher education can return to their shared sense of civic mission is with the integration of debate across the curriculum through innovative partnerships and collaborative design. Debate across the curriculum utilizes intentional course redesign to offer active learning experiences that combine public speaking, evidence-based reasoning, collaborative learning, and argumentation into various advocacy simulations. The debate for civic learning model has faculty partnered across multiple institutions to design, integrate, and assess debate-based pedagogy to positively impact student civic learning. Students and faculty across disciplines have reported that debate-based pedagogy helped improve classroom engagement, critical problem solving, perspective taking, empathy, and advocacy skills. This mixed-method research provides insights not only into debate-based course design and learning improvement strategies but also into how faculty, students, and administrators can partner between institutions to demonstrate a shared commitment to the civic mission of higher education and democratic promise of our nation.
Identity Politics and the Politics of Learning: Challenges to Teaching in a Culture of Fake News, Alternative Facts, and Multiple Truths
Author: Correa, Elaine
Date: 2021-12-00
Type: Journal Articles
Subjects: Political Attitudes,Identification (Psychology),Politics of Education,Ethics,Media Literacy,Power Structure,College Faculty,Teaching Methods,Cultural Influences

How can faculty assist and equip students to become more &quot;critical consumers&quot; of the information they receive in a culture and climate of alternative facts and multiple truths? With increasing differences in political views informing &quot;truth perspectives,&quot; the shift in what is quickly becoming normalized as a form of appropriate discourse has fostered a culture of entitlement that lends support to voicing critique without critical inquiry. In this article, we examine the multiple and intersecting systems of power and privilege. The recognition of contradictory subjective locations occupied by all the participants in the classroom, including the instructor, are discussed. As practitioners seeking more effective forms of dialogue and engagement, we challenge conventional hegemonic discourses of difference and stereotypical representations within learning by questioning identity politics within the politics of learning and by examining the clashes between discourse and policy in the university classroom.
Developing Students&apos; Intercultural Sensitivity at the Home Campus: An Innovative Approach Using the Theory of the Creative Action Methodology Pedagogy
Author: van Melle, Jonathan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Heuristics,Critical Thinking,Thinking Skills,Cultural Awareness,Global Approach,Creativity,Cultural Differences,College Freshmen,Resistance to Change,Ethics,Empowerment,Student Reaction,Teaching Methods

Higher education institutes, including research universities and universities of applied sciences, face the challenge of developing effective internationalisation practices to prepare students for the demands of a globalising world. Researchers reporting on studies that are focused on universities' internationalisation practices show that few practices are effective to develop students' intercultural sensitivity. Broadly speaking, intercultural sensitivity means the ability to distinguish between real differences in values and behaviours across cultures, as well as the appreciation of values and behaviours even if they differ from one's own. Interestingly, across the board researchers do not provide an explanation of what drives intercultural sensitivity development. This study reports on the impact of a new learning intervention that effectively developed local Dutch students' intercultural sensitivity in the Netherlands, and it provides an explanation of this impact. For the intervention the theory of the Creative Action Methodology pedagogy (CAM) was used as a heuristic tool. CAM is a pedagogical approach that focuses on developing critical, analytical, and creative skills by having students break away from a culture of the truth. Results in this mixed-methods study, using the Intercultural Development Inventory and interviews, reveal that students significantly developed their intercultural sensitivity as they became empowered to break away from a culture of the truth.
Making Monsters: The Myths in Teaching about White Supremacy
Author: Mowatt, Rasul A.
Date: 2021-12-00
Type: Journal Articles
Subjects: Power Structure,Whites,Advantaged,Racial Bias,Misconceptions,Higher Education,Inclusion,Student Diversity,Diversity (Institutional),Diversity (Faculty),Equal Education,Institutional Role,College Instruction

Instructors have critically sought ways to embody the theories and ideals espoused in radical texts and work to better force changes in the type of students we produce. What is presented here is an honest reflective dialogue, based on a reflexive critique of 17 years as a professor and the students I have encountered. But more importantly, this is also based on an equal set of years studying the aftereffects of White supremacy, the &quot;candy wrapper&quot; left on the ground at a campsite that informs someone was present, insinuates what may have been done, and eludes a sense of disregard while foreclosing any understanding of what it will go on to do next. Those candy wrappers are the &quot;mild&quot; subjects of the legacy of lynching, colonialism, and state-sanctioned violence. So, in the context of being a faculty member engaged with students, I pose a question to you, for us, from me: What if instead of &quot;transgressing&quot; White supremacy, we are in fact maintaining it? Many of us in higher education have come to an understanding that diversity, equity, and inclusion (DEI) is insufficient for college teaching and student learning to positively move forward through the 21st century. If we are to understand White supremacy not as a societal add-on that has corrupted the world around us but instead as the actual world around us, how do we properly contextualize this in a course or class? How do we foster experiences that deepen an understanding of a systemic reality? This essay challenges reductionist understandings of White supremacy as a matter of privilege that are reflected in DEI, culturally responsive teaching, dismantling, antiracist, invisible-knapsack-based approaches. Could it be that through this reduction we are instead producing &quot;monsters&quot;?
Teaching Social Justice and Engaging Gen-Z Students in Digital Classrooms during COVID-19
Author: Powell, Aisha
Date: 2021-12-00
Type: Journal Articles
Subjects: Social Justice,COVID-19,Pandemics,Online Courses,Distance Education,Racial Bias,College Faculty,Black Colleges,Generational Differences,African Americans,Media Literacy,Role Models,Social Action,Public Speaking

The outbreak of COVID-19 in 2020 disrupted the lives of people on all fronts, but especially the traditional education system. Now dependent on online learning during a global pandemic, political unrest, and a contentious presidential election, many school educators were forced to transition to virtual instruction amid the ongoing health crises posed by COVID-19 and the ever-present issue of racism. We gathered and analyzed the teaching experiences of instructors at an historically Black college or university as they addressed social justice issues during the COVID-19 pandemic. The majority of college-age students today are from Generation Z (Gen Z), the &quot;digital native&quot; generation. They are living in a time in which recent social justice movements have called them to the frontlines. To teach Gen-Z students, faculty should create courses that fit their needs and consider innovative teaching strategies to engage them in classrooms. We discuss three classroom activities that showcase instructors' pedagogical efforts during such unprecedented times.
Unresolved: Public Speaking Instruction beyond Persuasion
Author: Edwards, Jonathan J.
Date: 2021-12-00
Type: Journal Articles
Subjects: Public Speaking,Speech Instruction,Persuasive Discourse,Learning Activities,Critical Thinking,Self Esteem,Controversial Issues (Course Content)

This essay advocates the use of &quot;unresolved&quot; speech assignments in introductory public speaking instruction. Unresolved speeches work to decenter persuasion in the speech class by asking students to critically explore the landscape of arguments surrounding controversial topics and issue questions without making the turn to opinion giving and persuasion.