ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching and Learning for This Moment: How a Trauma-Informed Lens Can Guide Our Praxis
Author: Pica-Smith, Cinzia
Date: 2020-00-00
Type: Journal Articles
Subjects: Trauma,COVID-19,Pandemics,Well Being,Student Needs,Psychological Needs,Teacher Student Relationship,Teacher Expectations of Students

In this time of COVID-19, continued and relentless violence against Black, Indigenous, and People of Color, (BIPOC), organized resistance by many young people, and violent institutionalized attempts to suppress resistance, demonstrations and social change movements, what should educators be thinking about as we return to our college classrooms? In this short piece, we share our thinking and experience about our students' psycho-social needs and our belief that faculty must be focused both on students' and faculty's socio-political context and students' and faculty's emotional wellbeing as we think about teaching and learning for this moment.
Applying the Hybrid Strategy in Solving Mathematical Word Problems at the Elementary School Level
Author: Rosli, Siddiqah
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Mathematics Instruction,Teaching Methods,Word Problems (Mathematics),Problem Solving,Error Patterns,Elementary School Students,Grade 5,Public Schools,Comprehension,Visualization,Freehand Drawing,Prompting,Mnemonics,Attitude Change,Foreign Countries

The study was designed to assess the effectiveness of an alternative teaching approach strategy called the Hybrid Strategy. It was intended specifically in minimising the common errors made by students, which were Comprehension and Transformation errors, and aimed at helping students to perceive word problems as a story line to be completed using the Hybrid Strategy. This strategy is a step-by-step guidance to improve students' visualisations and perceptions of mathematical word problems. The strategy incorporates the use of pictorial representations for students' visualisation and interrogative words (who, what, where, when and how) using the mnemonic Mr. How and his 4 Warriors to prompt students' understanding when solving 1-step and 2-step word problems. The study involved 39 Year 5students from a local government school in the Brunei-Muara district of Brunei Darussalam. The four research instruments were used in collecting the data: diagnostic pre-test, diagnostic post-test, Newman's Error Analysis interviews and general observations during intervention lessons. Analyses from students' written test responses revealed that the students committed all five types of Newman error and the most common type of errors occurred in this study are Comprehension errors. Further analyses showed that the use of the Hybrid Strategy in minimising Comprehension and Transformation errors was successful. However, there was only a slight improvement of students' scores in their post-test, contributing to only a minor extent of the effectiveness of the Hybrid Strategy used in this study. Additionally, slight positive shifts of students' perceptions were observed towards solving mathematical word problems.
When Extraordinary Circumstances Yield Exceptional Consequences: The Importance of Readiness, Receptiveness, and Responsiveness
Author: Gallavan, Nancy P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Teacher Supervisors,Teacher Education,Career Readiness,Feedback (Response),Expectation,Student Teachers,Constructivism (Learning),Teaching Experience,Noninstructional Responsibility

During her last semester prior to retirement, a university professor of teacher education supervised 15 interns enrolled in a preparation program and college department different from the professor's usual program and department due to changes in the college's preparation program student enrollment and faculty availability. The ever-changing, extraordinary circumstances experienced by the interns and supervisor during the 2020 spring semester illuminate the vital responsibilities of readiness to teach, receptiveness to feedback, and responsiveness to expectations (Gallavan &amp; Merritt, 2018). Established on authentic expressions and exchanges of trust, efficacy, agency, and cultural humility [TEACH], their shared journeys yielded exceptional consequences for both the interns and the supervisor enriched by the supervisor's insights and inspirations as teacher educator, co-constructivist, and instructional coach.
Doctoral Advising in COVID-19: Opportunity for Change
Author: Reis, Tania
Date: 2020-00-00
Type: Journal Articles
Subjects: Doctoral Students,Academic Advising,Doctoral Programs,Faculty Advisers,College Faculty,COVID-19,Pandemics,School Closing

Doctoral advising is a complex process. In times of uncertainty, doctoral programs offer a unique opportunity for advisors to embrace a new pedagogical and intersectional role.
Managing (In)Equality through Simultaneity: Differentiation and the Rhetoric of Reform and Revolution in Higher Education
Author: Dennis, Jeremy
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Higher Education,Change Agents,Discourse Analysis,COVID-19,Pandemics,Rhetoric,Educational Policy,Models,Educational Philosophy

The coronavirus pandemic has heightened the sense of crisis in higher education, initiating a reconsideration of the conditions under which transformative change actually occurs. For some historians, the radical disruption of a social system occurs under four conditions: mass mobilization warfare, transformative revolution, state failure, and lethal pandemics. However, peace aids the return of inequality and its correlate, differentiation. Differentiation produces equality and inequality in education. Dismantling this simultaneity may be impossible without radical disruption. This study reveals how this conditionality challenges the egalitarian impulse in the rhetoric of reform and revolution espoused by change agents in academe. It marks the limits of these perspectives by surveying the academic models that treat differentiation as a feature rather than an anomaly in education.
Flipped Learning during a Global Pandemic: Empowering Students with Choice
Author: Smith, Rebecca
Date: 2020-00-00
Type: Journal Articles
Subjects: Flipped Classroom,COVID-19,Pandemics,Student Empowerment,Electronic Learning,Computer Mediated Communication,Synchronous Communication,Academic Achievement

This essay provides a research brief on current studies related to utilizing a flipped learning model. The flipped model entails students engaging with a recorded lecture prior to live class time, allowing for more student engagement with content, classmates, and the instructor during synchronous class time. A flipped model empowers students with more choice and control over their learning, can improve student achievement, and can reduce student anxiety. During a global pandemic when nearly all higher education institutions have rapidly transitioned to online learning platforms, a flipped model can provide a blended, balanced approach to student learning.
Lessons from Yalta: Considerations for Post-COVID 19 Higher Education
Author: Smith, Page A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Economic Climate,COVID-19,Pandemics,World Problems,Deception,School Business Relationship,Partnerships in Education

The goal of this essay is to provide Higher Education institutions with suggestions for maintaining both economic viability and organizational credibility in a Post-Covid 19 environment. Three practical, yet important, objectives for both colleges and universities are identified in light of the pandemic and its aftermath. In particular, the essay targets both administrative and stakeholder-oriented considerations for implementation.
Moving beyond the Statements: The Need for Action to Address Structural Racism at Predominantly White Institutions
Author: Burke, Monica Galloway
Date: 2020-00-00
Type: Journal Articles
Subjects: School Policy,Racial Discrimination,Racial Bias,Institutional Characteristics,Whites,Higher Education,African American Students,Well Being,Inclusion,Equal Education,Educational Policy,Policy Formation,Social Justice,College Environment,Student Experience

Higher education may once again be at a crossroad with the racial climate in the United States and what that means for college campuses. Consequently, institutions of higher education must commit to ensuring a supportive organizational structure for the social and psychosocial wellbeing of Black students and guaranteeing support resources for the psychological well-being of Black students. Such efforts require significant and enduring structural changes within institutions of higher education that should be ongoing and consistent.
&quot;Yeah, We All Here Tryna Flourish&quot;: A Reflection on a Symposium on Eudaimonia and Music Learning
Author: Smith, Gareth Dylan
Date: 2020-00-00
Type: Journal Articles
Subjects: Music Education,Conferences (Gatherings),Videoconferencing,Well Being,Reflection,Democracy,Self Actualization,Affordances,COVID-19,Pandemics,Online Systems,Interpersonal Relationship,Power Structure,Music Teachers,Teacher Participation

This article presents reflections on a symposium on eudaimonia and music learning, from the perspective of one of the organizers. The symposium had been planned as a traditional, in person event in the United States, but was held online in response to the 2020 COVID-19 pandemic. Despite shortcomings, the video-conferencing format possibly created a more democratized liminal space that served to dissolve hierarchies and broaden participation.
The Students&apos; View for Teaching Numerical Analysis in the Form of Distance Education
Author: Sarikaya, Hediye
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Engineering Education,Mathematics Instruction,Statistics,Distance Education,Student Attitudes,COVID-19,Pandemics,Instructional Effectiveness,Conventional Instruction

With COVID-19 pandemic, which was started in Wuhan, China, and is still affecting the whole world as well as our country, education offered distantly. This research aims to determine the students' opinions and their behaviors towards teaching Numerical Analysis in the form of distance education. The research was carried out with a group of students studying at the Faculty of Engineering in a private university in Northern Cyprus during the 2019-2020 academic year. In the research, an interview form was applied to get students' opinions about distance education and to understand whether it is appropriate to give a numerical analysis course over distance education or not. At the end of the research, students' positive and negative views about distance education emerged. Most of the students argued the idea that distance education platform is not able to provide education as effectively as the traditional classroom environment. It is supported that it is more accurate to give the form of traditional education because of the application of a Numerical Analysis course is challenging.
The COVID-19 Crisis and Academic Development: Reflections on Running a Staff Development Webinar Series for Politics/IR Academics
Author: Smith, Donna
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Videoconferencing,Foreign Countries,Electronic Learning,Web Based Instruction,Faculty Development,College Faculty,Student Needs

As Co-Chair of the UK Political Studies Association Teaching and Learning Network, the author worked on a webinar series for Politics and IR academics on teaching and learning online. The aim was to meet the development needs of academics suddenly tasked with moving into online teaching due to Covid-19, thus addressing the teaching and learning needs of students at the same time. This Brief essay highlights the key learning points.
A Systemic Analysis of Research on Digital Storytelling in Turkey
Author: Demirbas, Irem
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Story Telling,Technology Uses in Education,Educational Research,Masters Theses,Doctoral Dissertations,Information Retrieval,Indexes,Research Methodology,Universities,Population Groups,Data Collection,Data Analysis,Journal Articles

Today, digital technologies are used extensively in all areas of life, so education has important role to raise individuals who are researching, questioning, and constructing the knowledge. Digital storytelling; Written, visual, audio tools that work together, providing information in a digital environment is a method that allows students to learn with fun. The aim of the study is to compile the studies related with digital story (2005-2019) in Turkey. Descriptive scanning model was used in the study which is one of the qualitative research methods. The studies were examined in terms of their population, sample, years of publication, their universities, the indexes of the journals, their findings and the courses and disciplines that they are preferred most. Also, by including recommendation of the studies, the researchers aims to help teachers to shape their teaching process, experts to to improve program features, Ministery of National Education to develop projects on digital storytelling. As a result of the study, it was found that 2017 is the year that the most thesis were published whereas this situation is valid for 2018 in articles. Qualiative methods were preferred in articles generally, and in theses, researchers used quantitative methods. In sample choice, students were the most included group in the studies. When we look at the findings, the most encountered ones were &quot;digital storytelling increases students' motivation, creative and critical thinking skills and problem-solving skills &quot;. The recommendations of the studies were generally was &quot;digital storytelling can be used in different areas and disciplines&quot;, &quot;digital stories can be applied to students in different level and examine different variables&quot;. As a result, the study revealed the increasing importance of digital storytelling with the digital age. Also, it display that digital storytelling enables students learn actively by exploring, help to develop creative and critical skills, and give opportunity to learn by doing. [This study was presented as an oral presentation in 17th Primary Teacher Education Symposium.]
Development of an Albanian Version of the Questionnaire on Teacher-Student Interaction
Author: Kida, Edona Berisha
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Test Reliability,Indo European Languages,Questionnaires,Translation,Teacher Student Relationship,Interaction,Elementary School Teachers,Elementary School Students,Student Attitudes,Children,Foreign Countries

A questionnaire for studying teacher-student interaction in Albanian contexts was developed with extensive coverage in the field of educational psychology. The purpose was to adapt and develop an Albanian version of the widely used tool, the Questionnaire on Teacher-Student Interaction. The teacher-student relationship has been found to be very significant in many studies. Students' academic achievements, emotional and social development, classroom group dynamics, and school dropouts are just some of the issues to be influenced by the nature of the established teacher-student relationship. To better measure students' perceptions of teachers, clinical scientific data on personality interactions have been adapted and transferred to the contexts of education. With a sample of 300 subjects, the Questionnaire on Teacher-Student Interaction underwent necessary procedures and statistical analyses. Consequently, the original American version of 64 items resulted in 54 items in the Albanian version. Results confirm the reliability and validity of the questionnaire in the Albanian language and reconfirm its general usage for diverse cultures and contexts. Finally, through this study, the dimensions of teacher-student interactions were also measured and documented in the Kosovo context.
Curriculum Design Approaches of Pre-Service Teachers Receiving Pedagogical Formation Training
Author: Sahin, Umran
Date: 2020-08-00
Type: Journal Articles
Subjects: Curriculum Design,Preservice Teachers,Preservice Teacher Education,Preferences,Student Centered Learning,Problem Solving,Problem Based Learning,Foreign Countries

The purpose of this study is to determine the curriculum design approach preferences of pre-service teachers who have been receiving pedagogical training. The sample of the study consists of 138 pre-services teachers who took the curriculum development course in pedagogical formation education. In the study, &quot;Teachers' Curriculum Design Orientations Preference Scale&quot; developed by Bas (2013) was used to determine the pre-service teachers' curriculum design approach preferences. The scale consists of 30 items and 3 factors: subject-centered design, problem-centered design and student-centered design. Research data have been analysed via arithmetic mean, independent samples t-test. As a result of the analyses related to the three sub-dimensions of the scale, the teacher candidates responded to the learner-centered and problem-centered curriculum design approaches at the level of &quot;agree&quot;. The sub-dimension called subject-centered curriculum design approach was found to be at the &quot;undecided&quot; level. According to these results, it can be put forward that the prospective teachers prefer learner-centered and problem-centered curriculum design approaches. In the study, whether the pre-service teachers' curriculum design approach preferences differed according to gender and department was investigated. As a result of the analysis, it was found that teacher candidates' gender and department were not significant variables in their curriculum design approach preferences.
Computer Supported Collaborative Learning for Developing Higher Order Thinking Skill in ELT
Author: Poudel, Ambika Prasad
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Computer Assisted Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Thinking Skills,Secondary School Students,Student Attitudes,Language Tests,Task Analysis,Technology Integration,Literacy,Foreign Countries

The practice of integrating pedagogical approaches using multimedia technologies has become one of the common interests in education in recent years. The technology-based approaches such as computer-supported collaborative learning (CSCL) and electronic literacy approach (ELA) are spreading widely in English language teaching (ELT) at present. The research reported in this article studied the characteristics of CSCL tasks in the context of ELT in higher secondary school education in Nepal. Nonparticipant observation of the CSCL tasks assigned to the students in the English class in two different schools, and semi-structured interviews with the students were used as research tools. It was found in the study that the CSCL tasks were useful for enhancing some cognitive skills of the students, though many of the CSCL tasks assigned were more exam-oriented and the teachers gave limited attention to enhance students' higher order thinking skills. This shows that the integration of technology-aided new modes of learning do not in themselves foster higher-order learning; that goal requires deliberate curricular and pedagogical efforts of educators. This study offers new insights for the teachers, students, educators and all others who are interested in technology-based education.
Race(ing) towards Legal Literacy for (Im)migration amidst COVID-19
Author: Smith, Patriann
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Immigration,Immigrants,Federal Legislation,Higher Education,College Role,Advocacy,Equal Education,Racial Bias,Ethnicity,Legal Responsibility,Knowledge Level

Historically and contemporarily, immigration laws have disproportionately affected immigrant faculty and students of color because such laws often inadvertently function as racial policy. (Critical) legal literacy enacted via a bottom-up approach can help to address such laws. In this paper, we argue that higher education institutions are uniquely positioned to use critical legal literacy as a tool of advocacy for immigrant faculty and students of color amidst the adverse effects of COVID-19.
The Use of Open-Ended Questions in Large-Scale Tests for Selection: Generalizability and Dependability
Author: Atilgan, Hakan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Test Items,Test Reliability,Interrater Reliability,Grade 8,Generalizability Theory,Tests

It has become a critical question what the reliability level would be when open-ended questions are used in large-scale selection tests. One of the aims of the present study is to determine what the reliability would be in the event that the answers given by test-takers are scored by experts when open-ended short answer questions are used in large-scale selection tests. On the other hand, another aim of the study is to reveal how reliability changes upon changing the number of items and raters and what the required number of items and raters is to reach a sufficient degree of reliability. The study group consisted of 443 8th grade students from three secondary schools located in three different towns of the city of Izmir. These students were given a test including 20 open-ended short answer questions which was developed within the scope of the study. Students' answers were rated by four experienced teachers independently of one another. In the analyses, G theory's fully crossed two-facet design p &quot;x&quot; i &quot;x&quot; r with students (p), items (I) and raters (r). The analyses found &quot;Ep&quot;[superscript 2] and [phi]=0,855 and it was concluded that well-educated raters in rating open-ended short answer questions can achieve consistent scoring at an adequate level.
Developing a Badge System for a Community ESL Class Based on the Canadian Language Benchmarks
Author: McCollum, Robb Mark
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Multilingualism,Grouping (Instructional Purposes),Teaching Methods,Student Centered Learning,Benchmarking,Learning Motivation,Student Evaluation,Feedback (Response),Foreign Countries,Adult Education,Immigrants,Check Lists,Language Teachers

Teaching multilingual, multilevel language classes presents many challenges including helping students learn level-appropriate language. This learner-centred approach is complicated in a multilevel classroom where the teacher cannot always focus on each student's needs. As a result, learner motivation and attendance are frequent problems. This article details the adaptation of the Canadian Language Benchmarks (CLB) into a badge system to help learners in a community English as a Second Language (ESL) program set and track personalized language learning goals. The authors explain the purposes of badges, including motivation and assessment, and describe how to create a CLB-based badge system for curriculum and assessment purposes. The authors also share feedback from students and instructors in the community ESL program about the badge-based curriculum.