ethanporcaro/eric-fulltext-meta huggingface dataset:
The Evaluation of the English Language Teacher Education Program in Turkey
Author: Çelik, Sehnaz Nigar
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),English Teachers,Language Teachers,Teacher Education,Foreign Countries,Curriculum Development,Undergraduate Students

This study aims to evaluate the English language teacher training program which was put into practice in 2006, according to the views of lecturers and English teachers. This study aims to contribute to the studies on foreign language teaching by presenting an evaluation of teacher education, which is an important dimension of English as a foreign language teaching. The qualitative method was used in the study, which was designed in a descriptive survey model. The population of the research consists of 35 lecturers working at the English Language Teaching Department of different Education Faculties in the 2016-2017 academic year and 11 English teachers working in public schools affiliated with the Ministry of National Education and who have not completed 5 years in the profession. NVIVO-11 program was used in the analysis of the data. The results of the study were compared with the 2018 English teacher education program renewed by the Council of Higher Education. English teachers and lecturers think that the content knowledge, pedagogical content knowledge, and general culture courses in the teacher training program are insufficient. According to English teachers and lecturers the content knowledge, pedagogical content knowledge, and general culture courses in the English language teacher education program are insufficient. Furthermore, English teachers stated that they could not apply what they learned during their training to real-life conditions. Therefore, they propose that the English language teacher training program should be revised considering the current conditions.
Korean Pre-Service Teachers&apos; Flipped Learning Experiences in a Teacher Education Program
Author: Lee, Yong-Jik
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Flipped Classroom,Preservice Teacher Education,Flexible Scheduling,Video Technology,Independent Study,Private Colleges,Student Satisfaction,Student Teacher Attitudes

This study explores Korean pre-service teachers' perceptions, attitudes, and satisfaction with flipped learning courses in a teacher education program. A mixed research method was used to collect the end-of-semester survey (n=62) and individual interview data (n=4). Guided by the four pillars of flipped learning (FL), study results are followed. First, Korean pre-service teachers believed that flipped learning format provided a flexible learning environment where pre-service teachers (PSTs) learn course materials in their own space. This result indicated that their learning happened without the limits of time and space. Second, pre-service teachers showed that their self-directed learning could be enhanced while watching pre-recorded videos before attending the class. Most PSTs agreed that their self-directed learning could be enhanced after participating in the flipped learning courses. Third, pre-service teachers evaluated that the FL course instructor was a professional educator who conveyed the intentional content effectively. Fourth, pre-service teachers were generally satisfied with the FL courses and were willing to take the FL courses again in the future.
Challenges and Complexities in Teacher Conceptualization of Dynamic Assessment in the L2 Classroom: A Case Study in Türkiye
Author: Özdemir-Yilmazer, Meryem
Date: 2023-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Student Evaluation,Case Studies,Error Patterns,Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Teacher Competencies,English (Second Language),Language Teachers,Teacher Attitudes,Video Technology,Cues,Educational Change,Context Effect,Faculty Development,Language of Instruction,State Universities

Dynamic assessment is a dialectic procedure requiring teachers to assess learners' progress by paying attention to students' errors while providing graduated prompts to help them fix them. Although previous studies have focused on the teachers' competence in carrying out the dynamic assessment, this case study explores the dynamic assessment conceptualization of two English language teachers. Data were gathered through video-recorded sessions, reflective reports, semi-structured interviews, and classroom observations. Results showed that while one of the teachers reconceptualized her role as a graduated prompt provider, the other teacher resisted adopting any roles that dynamic assessment requires. The study implies careful consideration of personal and contextual factors shaping teachers' assumptions to make a change in teacher practice.
EFL Teachers&apos; Beliefs about Listening and Their Actual Listening Instructional Practices
Author: Abad, Mónica
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Teaching Methods,Listening Skills,Listening,College Faculty,Foreign Countries,Teacher Attitudes,Listening Comprehension

This paper reports a mixed-method study on listening instructional practices and beliefs of 50 EFL teachers of public and private universities in Cuenca, Ecuador. The study aimed to provide empirical evidence of listening teaching practices and determine teachers' beliefs about listening. Data were gathered through a questionnaire and structured class observations. Results evidenced that instructional practices emphasize task completion rather than listening development, are oriented towards the product rather than the process and lack decoding.
Effects of Individualized Coaching on Teacher Implementation Fidelity of Systematic Instruction with Students with Developmental Disabilities
Author: Lory, Catharine
Date: 2023-03-00
Type: Journal Articles
Subjects: Coaching (Performance),Individualized Instruction,Special Education Teachers,Faculty Development,Teaching Methods,Students with Disabilities,Evidence Based Practice,Developmental Disabilities,Elementary School Teachers,Public Schools

Research has established that implementing evidence-based practices with a high procedural fidelity is integral in promoting positive outcomes for students with moderate-to-severe disabilities and more significant support needs. However, special education teachers who teach students with moderate-to-severe developmental disabilities often lack training in adopting and implementing evidence-based practices. This study used a multiple-baseline single-case experimental design to investigate the effects of job-embedded, individualized coaching on a special education teacher's implementation fidelity of systematic instruction for students with disabilities within natural teaching routines. Immediate and maintained increases in the implementation fidelity were found across all systematic instruction components, demonstrating the effectiveness of the individualized coaching intervention. Additionally, a brief social validity assessment at the completion of the study suggested that the coaching procedures were highly acceptable and useful for enhancing the implementation of an evidence-based practice in a natural setting.
Effect of Inquiry-Based Learning on Students&apos; Attitude towards Learning Biology at Upper Secondary Schools in Rwanda
Author: Manishimwe, Henriette
Date: 2022-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Student Attitudes,Science Instruction,Biology,Secondary School Students,Foreign Countries,Gender Differences

Attitude has been regarded as a motivating feeling for the learning of biology. However, how inquiry-based learning contributes to attitude change towards the learning of biology has not yet been studied in Rwanda. This study intends to determine the effect of inquiry-based learning on students' attitudes toward learning biology. A sample of 228 secondary school students at the upper secondary level in Rwanda was used. A quasi-experimental design with pre-and post-test was employed. One group was randomly assigned to the control group (N = 109) under the conventional teaching method, while the second group participated as the experimental group (N = 119) under the inquiry-based learning method. Biology attitude questionnaire (BAQ) was tested and a Pearson reliability of 0.89 coefficient was found, and hence the BAQ was adopted and used for the control and treatment groups before and after learning microbiology. Results asserted a significant effect of intervention in favor of the experimental group. However, a significant effect of the treatment on students' attitude change in relation to gender was not identified. The study recommends using inquiry-based learning to promote attitude toward learning biology as it raises students' interest to learning biology and alleviates the difficulty of its concepts.
Education [Bildung]-Literality-Competence: On Competing Tasks of Public Schools and the Need for New Links between Teaching and Educational Research
Author: Benner, Dietrich
Date: 2023-00-00
Type: Journal Articles
Subjects: Public Schools,Educational Research,Standards,Educational Objectives,Curriculum,Psychometrics,Competence,Instruction,Instructional Effectiveness,Input Output Analysis,Educational Philosophy,Theory Practice Relationship,Literacy Education

Purpose: The article distinguishes between the three concepts of standardization of the tasks of pedagogical action in modern educational systems: the traditional concept of standardizing educational goals through curricula, the literacy concept of psychometric standardization, and the concept of competence, which can be developed in different ways. Design/Approach/Methods: I examine these concepts and show that traditional curricular orientations suffer from the fact that they have not developed controls over the achievement of objectives, that literacy concept allows for psychometric measurement, but this is not coordinated with the actual teaching and its goals, and that competence models only offer further possibilities if their subject-specific requirements are aligned with the educational theoretical and didactic teaching objectives. Findings: Instead of replacing traditional input control with output measurements, it is important to link teaching and educational research in such a way that competence measurements not only measure the levels of demands achieved by learners but also the quality and effectiveness of teaching. Originality/Value: The train of thought overcomes the juxtaposition of philosophy of education and empirical research and shows how the two can cooperate theoretically and empirically.
Review of China&apos;s Online Education Policy, 1999-2022
Author: Jiang, Yu
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Web Based Instruction,Educational Policy,Technology Integration,Policy Formation,Educational History,Policy Analysis,Online Courses,Distance Education,Elementary Secondary Education,Higher Education,Educational Change,Educational Technology

Purpose: This study traces the development of China's online education policy over the past 20 years. Design/Approach/Methods: Employing a textual research method, this study examines online education policymakers, policy content and influence, and related policies and regulations. Findings: This study identifies the starting point of China's online education policy and divides its development into four stages: namely, the pilot exploration stage (1999-2002), the standard development stage (2002-2012), the transformation stage (2012-2017), and the governance improvement stage (2017-present). Policy development reflects three characteristics: the need to meet the requirements of the times, shifting from a single management to multiple governance approach, and developing from one object for some people to one object for everyone. Current policy focuses on regulating institutions, content, and products, as well as guiding social capital to participate in online education. Originality/Value: This study systematically analyzes the development of China's online education policies, discerns policy characteristics, and identifies current policy priorities. In doing so, this study enhances our understanding of the current status and potential needs of online education in China so as to promote its development from the perspective of education policy and governance.
Rasch Modelling to Evaluate Reasoning Difficulties, Changes of Responses, and Item Misconception Pattern of Hydrolysis
Author: Laliyo, Lukman A. R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Concept Formation,Scientific Concepts,Chemistry,Science Instruction,Misconceptions,Secondary School Students,College Students

This study evaluates the difficulties in concept reasoning, changes in response patterns, and item misconception hydrolysis patterns using Rasch modeling. Data were collected through the development of 30 distractor-based diagnostic test items, measuring ten levels of conceptual reasoning ability in three types of salt hydrolysis compounds: Na[subscript 5]P[subscript 3]O[subscript 10], NaOCl and (NH[subscript 4])[subscript 2]SO[subscript 4]. These 30 written test items were completed by 849 students in Gorontalo, Indonesia. The findings show empirical evidence of the reliability and validity of the measurement. Further analysis found that the students' reasoning difficulty levels of the concept of saline solutions were varied; the calculation of saline solution's pH level is the most difficult construct to reason. In particular items, changes in response patterns were found; the misconception curve showed a declining trend and disappeared along with the increase of comprehension along the spectrum of students' abilities. The item misconceptions pattern was found repeatedly in similar items. This finding strengthens the conclusion that resistant misconceptions potentially tend to cause students' conceptual reasoning difficulties and are difficult to diagnose in conventional ways. This study contributes to developing ways of diagnosing resistant misconceptions and being a reference for teachers and researchers in evaluating students' chemical conceptual reasoning difficulties based on Rasch modeling.
A Pedagogical Mystique?: Lessons of Incorporating Feminism into Skills-Based Communication Courses
Author: Molta, Daniela
Date: 2022-00-00
Type: Journal Articles
Subjects: Feminism,Teaching Methods,Communications,Advertising,Journalism Education,Public Relations,Activism,Corporations,Social Responsibility,Equal Education,College Faculty,Teacher Attitudes,Skill Development,Communication Skills,Outcomes of Education,Self Disclosure (Individuals)

It is imperative that today's advertising, journalism, mass communication, and public relations students are prepared to engage in corporate activism and corporate social responsibility communications once in the workforce. This article explores the need for incorporating equity-based pedagogy, using feminism as one of many approaches, into skills-based communication courses. The researchers conducted 20 qualitative interviews with academics to discuss various approaches, examples, and learnings. The findings suggest that using a feminist framework to teach skills: (1) enhances the skill being taught, (2) allows students to communicate more effectively, (3) builds life skills, and (4) comes in many forms. The article concludes with consideration to areas for future research and contributes to the understanding of academics engaged in a feminist approach to teaching skills-based communication courses.
A Pedagogy of Consilience and Renewal
Author: Calloway-Thomas, Carolyn
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Empathy,Critical Thinking,Geography,Educational Change,Citizen Participation,Social Change,Educational Philosophy,Educational Practices,Deception,Information Sources

This essay calls for a pedagogy of consilience and renewal as a dynamic fusion of research and practices in order to provide a more coherent way of examining some of the keen, interlaced variables that trouble the academy and society. The project challenges scholars to study five key scholarship of learning variables that should help transform the way we look at pedagogy for the betterment of North American society and beyond. The variables--a quintile--are knowledge, geography, critical thinking, civic engagement, and empathy.
Assessing Student Mindset, Interest, Participation, and Rapport in the Post-Pandemic Public Speaking Classroom: Effects of Modality Change and Communication Growth Mindset
Author: Denker, Katherine J.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Public Speaking,Blended Learning,In Person Learning,Student Attitudes,Student Interests,Student Participation,Communication (Thought Transfer),World Views,Individual Development,Interpersonal Relationship

The COVID-19 pandemic created an exigency for educators to reevaluate their approaches to the classroom with one major dimension being course modality. This study uses the Instructional Beliefs Model to examine the impacts of course modality (i.e., hybrid versus face-to-face formats) and students' communication growth mindset on student engagement in the foundational public speaking course. Consistent with pre-COVID-19 findings, the results indicated that modality does not significantly impact student engagement, with one exception: higher cognitive interest scores were reported among students in the hybrid modality. Communication growth mindset associated positively with all student engagement variables examined: student interest--emotional, student interest--cognitive, participation, and class rapport. The findings offer tentative optimism about the promise of blended public speaking course modalities, and evidence for the necessity of mindset intervention to maximize student success.
Coming to Terms Will Do It: Students Engaging with Climate Change through Sensemaking and Collective Efficacy Perceptions
Author: Quartz, Sean
Date: 2022-00-00
Type: Journal Articles
Subjects: Climate,Environmental Education,Instructional Effectiveness,Communications,Learning Processes,Student Attitudes,Self Efficacy,Conservation (Environment),Coping,Critical Thinking,Fear,Outcomes of Education,Undergraduate Students,Affective Behavior,Cognitive Processes

Within climate change instruction, effective instructional crisis communication is necessary to attain cognitive, affective, and behavioral learning outcomes so students comprehensively learn the reality and implications of this planetary crisis. I locate this learning as coming to terms with climate change. This study explores how students affectively and cognitively learned to come to terms with the immense threat of the climate crisis outside their initial exposure to climate change fear appeals communicated in their classrooms. Drawing from interviews and focus groups with college students, I found students came to terms with climate change outside their classrooms by coping with the immense threat while enacting sensemaking with their peers. These findings suggest coping and sensemaking are crucial for students to come to terms with climate change after instructor-delivered fear appeals to access the efficacy needed to face this planetary threat. Ultimately, this study advances instructional crisis communication by providing insight into student to student out-of-classroom communication and how it affects cognitive and affective learning outcomes concerning climate change.
Encouraging Student Sense of Belonging through Instructor Face Support
Author: Burk, Nicholas R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,College Faculty,Group Membership,Interpersonal Relationship,Communication Strategies,Classroom Communication,Learner Engagement,Synchronous Communication,Feedback (Response),Teacher Student Relationship,Social Cognition,Verbal Communication,Interpersonal Competence,Interpersonal Communication,Academic Persistence

Research has established important links between student sense of belonging in the classroom and levels of academic engagement, motivation, and persistence (e.g., Jang et al., 2016; Reeve, 2012) yet more work is needed to identify specific teacher communication tactics and strategies that can foster sense of belonging and increased engagement. Using a conceptual framework centered on organizational identification, we surveyed 172 undergraduates and found that instructor interpersonal skills--specifically face support during student feedback--significantly correlated with increased class identification and sense of belonging. These results hold important implications for promoting student engagement, motivation, and persistence, particularly for underrepresented students.
Teaching of Critical Thinking Skills by Science Teachers in Japanese Primary Schools
Author: Kinoshita, Hiroyoshi
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Elementary School Teachers,Foreign Countries,Science Instruction,Teaching Methods,Teacher Attitudes,Science Teachers,Teaching Skills,Teacher Characteristics

The importance of critical thinking in science education is widely recognized. However, little research has been conducted on the teaching of critical thinking by teachers. If actual teaching conditions of teachers in the classroom are clarified, effective teaching methods for developing critical thinking in students could be developed. This study administered a questionnaire survey to ascertain how science teachers teach critical thinking in Japanese primary schools. The study population consisted of 291 Japanese primary school teachers with teaching careers spanning 1-38 years. The survey revealed the following: (1) teachers taught students the importance of conducting experiments by themselves to obtain results. However, teachers did not sufficiently teach students the need to conduct multiple experiments before reaching a conclusion, improve data reliability before making decisions, or examine their conclusions carefully given incomplete data; (2) compared to teachers with shorter teaching careers, teachers with longer careers taught critical thinking more effectively, particularly in terms of emphasizing positivity and maintaining a healthy skepticism; and (3) teachers who taught emphasized positivity and encouraged multifaceted thinking were more likely to teach about emphasized evidence. The corresponding causal relationship analysis suggests that teaching that emphasizes positivity and encourages multifaceted thinking is key to promoting evidence-oriented instruction.