ethanporcaro/eric-fulltext-meta huggingface dataset:
Marianist Educational Associates: Advancing and Promoting the Mission of Catholic and Marianist Universities
Author: Brion, Corinne
Date: 2021-00-00
Type: Journal Articles
Subjects: Catholics,Institutional Mission,Religious Colleges,Transfer of Training,Religious Factors,College Faculty,Learning Processes,Teaching Methods,Faculty Development,Social Values,Leadership Styles,Teacher Attitudes,Administrator Attitudes,Computer Mediated Communication,Social Media,Computer Software,Scoring Rubrics,Adult Learning,Learning Theories,Facilitators (Individuals)

Preparing employees to become stewards of Marianist values has become a priority at Marianist institutions because employees impact the institutions' environment, and faculty and staff directly impact student learning. To date, there is a lack of research conducted among employees of Marianist institutions on how new understandings of the institutional mission get transferred to their jobs. Additionally, there is a lack of empirical studies that examine what enhances and hinders the transfer of such understanding. Using the Multidimensional Model of Learning Transfer as a theoretical framework, the purpose of this qualitative study is to explore the extent to which employees attending a formation are able to transfer the newly acquired knowledge to their professional lives and to understand what inhibited and supported their transfer of knowledge. Findings reveal that participants did transfer some knowledge to their positions. Based on these findings, the research team offers recommendations to increase the transfer of new religious understanding.
Cultivating Catholic Classroom Communities during Remote Teaching
Author: Beltramo, John L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Catholic Schools,Catholic Educators,Communities of Practice,Masters Programs,Teacher Education Programs,Equal Education,Teacher Collaboration,Teacher Attitudes,COVID-19,Pandemics,Barriers,Distance Education,Peer Relationship,Dialogs (Language),Problem Solving,Kindergarten,Elementary Secondary Education

In this COVID-era study, Catholic school teachers report the challenges that they experienced in supporting classroom communities during remote instruction, as well as the strategies that they enacted to address such challenges and make robust relationships with and among remote students. While teachers engaged in remote teaching, they were also studying in a Catholic Master of Arts in Teaching program, where they participated in weekly Freirian culture circles -- structured dialogues designed to help teachers identify problems of equity and collectively devise appropriate responses. The teachers found that classroom community was hindered by a lack of in-person affordances, socioemotional stressors related to the pandemic, struggles to engage students, and structures of hybrid teaching. In response, teachers used the culture circles to create and/or share strategies for supporting remote classroom communities, such as classroom meetings and smallgroup collaboration. Teachers recognized that efforts to develop classroom communities were intimately connected to commitments to equity.
As Catholic Schools Become More Diverse, How Should We Prepare New Catholic School Educators for Inclusive Schools? An Analysis of Research on University and Diocesan Teacher Training
Author: Jez, Rebekka J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Catholic Schools,Catholic Educators,Beginning Teachers,Inservice Teacher Education,Culturally Relevant Education,Teacher Collaboration,Inclusion,Diversity,Coaching (Performance),Mentors

Educators can improve the academic and socioemotional wellbeing of their students if they are equipped with strategies and skills to support learners and families from diverse backgrounds and experiences--such as culturally and linguistically diverse students, students with differing abilities, and those who may experience trauma and/or socioeconomic challenges. To learn more about this topic, a Catholic university and local diocese partnered to examine the literature on the impact of Catholic teachers in under-resourced schools; practices for training Catholic educators with skills to meet the needs of all learners; and the structures needed to ensure that diocesan and university supervisors are able to effectively support the development of new teachers. The literature review was organized using the three pillars of the University Consortium of Catholic Education: service through teaching, community connections, and spiritual development. The review resulted in the following recommendations: train teachers in culturally responsive practices, incentivize educator collaboration, train supervisors in inclusive practices with purposeful faith-based integration, and mentor principals in effective methods of coaching and support for teachers.
Theorizing a Catholic Hispanic-Serving Institution (C-HSI) Identity through Latinx Theological Lenses of &quot;Lo Cotidiano&quot; and Traditioning
Author: Garcia, Gina A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Catholics,Hispanic American Students,Institutional Characteristics,Student Diversity,Self Concept,Religious Colleges,Institutional Mission,Minority Group Students,Models,Professional Associations,Cultural Awareness,Social Influences,Economic Factors,Political Influences,Disadvantaged

As the students entering U.S. colleges and universities become increasingly diverse, the number of Hispanic-Serving Institutions (HSI's) continues to increase. Catholic colleges and universities, similarly, are seeing an increase in student diversity on campus, with an emergence of Catholic HSIs as well. As the number of Catholic colleges and universities in the United States that are HSI-eligible increases they must grapple with what it means to be both Catholic and Hispanic-serving. The purpose of this article is to propose a U.S. Catholic HSI (CHSI) identity that brings together the extensive literatures on Catholic identity and HSI identity through the lens of decolonial theory and Latinx theologies. We argue that in order to effectively serve students of color who have intersectional identities, Catholic HSIs must intentionally recognize the ways of knowing (epistemologies) and being of these groups, which includes a collective understanding of the theo-political, social, historical, and economic forces that have subjugated them since before the founding of the present day United States and long before the founding of the first Catholic institution in the country. Building off the Catholic Identity and Mission Models (CIMA) currently used by the Association of Catholic Colleges and Universities to assess mission integration, we propose a C-HSI model.
Utilizing Comparative Education as a Platform for Deepening Student Engagement with Catholic Social Teaching: An Exploratory Case Study in Study-Abroad
Author: Meadows, Bryan
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Study Abroad,Catholic Schools,Social Responsibility,Institutional Mission,Undergraduate Students,Foreign Countries,Religious Colleges,Comparative Education,Educational Experience,Student Attitudes,Educational Principles

Central to the mission of Catholic higher education are the themes of Catholic social teaching. This contribution to the Education in Practice section recounts a 15-week undergraduate course that deepened student engagement in Catholic social teaching themes through comparative education studies and a study abroad experience to Japan. A detailed description of the course's main segments draws on artifacts of student coursework and post-interviews. The contribution of comparative education is that students are provided a platform upon which they can explore deeper, underlying principles to individual Catholic social teaching themes. This contribution further provides practitioners step-by-step guidance in how to develop similar learning experiences for students in their university context. This report of Catholic Education at the classroom-level fits into the existing knowledge of how universities in the United States are engaging undergraduates in Catholic social teaching themes, as an expression of Catholic mission.
A Shortcut in Language Testing: Predicting the Score for Paper-Based TOEFL Based on One Sub-Score
Author: Anwar, Samsul
Date: 2021-00-00
Type: Journal Articles
Subjects: Scores,Test Format,English (Second Language),Language Tests,Second Language Learning,Listening Comprehension Tests,Reading Comprehension,Reading Tests,Predictor Variables,Foreign Countries

Using standardized tests such as paper-based TOEFL with three subtests for classroom assessment is restricted by the length of the test, which is usually longer than the class duration. Therefore, it is significant to be able to predict other subtests by conducting only one subtest. Therefore, the current study aimed to calculate prediction coefficients, enabling teachers to predict scores in paper-based TOEFL by conducting only one subtest. The data to create the prediction models were obtained from 2,030 scores of Institutional TOEFL, i.e. paper-based TOEFL without writing subtest. The prediction coefficient was calculated by using linear regression analysis. The result shows that the listening comprehension sub-score predicts the TOEFL score more accurately (MSE of 520) than other sub-scores (MSE of 553 and 587). The intercept for listening comprehension sub-score was 373.07, 357.14 for structure &amp; written expression, and 364.19 for reading comprehension. In addition, the slope for each sub-score was 4.07, 5.96, and 4.63, respectively. Therefore, a listening test should be used in predicting the overall TOEFL scores for an accurate prediction.
Using Conventional Rubric and Coh-Metrix to Assess EFL Students&apos; Essays
Author: Mahadini, Monica Kristin
Date: 2021-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Essays,Writing Instruction,Writing Evaluation,Second Language Learning,Second Language Instruction,English (Second Language),Undergraduate Students,Computational Linguistics,Foreign Countries

The conventional scoring rubric has been used as a tool to assess students' writing for years and recently there is growing attention on the use of automated assessment tools. While studies highlighting the use of the tools per se are numerous, not much is available on the use of the combined tools. This study addresses the gap by examining 20 university EFL students' essays using both assessment tools. The essays were examined based on a conventional rubric which contains five aspects and two categories covering eleven indices of an automated tool called Coh-Metrix. The results of the examination were interpreted and information generated from the tools are compared. The study reveals that the use of both conventional and automated tools laid a more comprehensive picture of the students' essays. The results of the assessment are useful to inform students and teachers on areas that need attention in the writing instruction. Gain and loss on the use of the tools are explained.
A Study of Teachers&apos; Self-Efficacy Beliefs, Motivation to Teach, and Curriculum Fidelity: A Path Analysis Model
Author: Aytaç, Alper
Date: 2021-12-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Motivation,Fidelity,Curriculum Implementation,Foreign Countries,Elementary School Teachers,Middle School Teachers,High School Teachers

This study aims to test a path analysis model that examines teachers' self-efficacy beliefs, motivation to teach, and curriculum fidelity. A correlational survey model was used while designing the study. The study sample consisted of 414 teachers working in a province of Turkey during the spring semester of the 2019-2020 academic year. The Teacher Self-Efficacy Beliefs Scale, the Teachers' Motivation to Teach Scale, and the Curriculum Fidelity Scale were used as data collection tools. Prior to data analysis, the data set was tested for both univariate and multivariate normality; descriptive statistics, Pearson correlation, and path analysis were also used to test the data. The results of the study show that the teachers have strong self-efficacy beliefs. While they have high intrinsic motivation, their extrinsic motivation is moderate. Based on the results of the path analysis, teachers' self-efficacy beliefs were found to, directly and indirectly, predict both their motivation to teach and their curriculum fidelity. In addition, teachers' levels of intrinsic motivation were found to predict curriculum fidelity directly, while their levels of extrinsic motivation were found to affect curriculum fidelity indirectly.
A Quantitative Investigation of Final Year Preservice Science Teachers&apos; Sources of Self-Efficacy Beliefs
Author: Kiran, Dekant
Date: 2021-12-00
Type: Journal Articles
Subjects: Preservice Teachers,College Seniors,Self Efficacy,Student Attitudes,Science Teachers,Classroom Techniques,Learner Engagement,Teaching Methods,Foreign Countries,Self Concept Measures,Learning Experience

The purpose of this study was to reveal final year pre-service science teachers' sources of science teaching self-efficacy beliefs. Research on the sources of pre-service teachers' self-efficacy beliefs is a promising field of research. However, the number of studies examining the sources of pre-service teachers' teaching self-efficacy in a special teaching domain is limited. Two hundred thirty-eight final-year pre-service science teachers constituted the sample of the current quantitative study. Data were gathered through two measures assessing final year preservice science teachers' science teaching self-efficacy beliefs in classroom management, student engagement, and instructional strategies, and sources of these beliefs. Data were analyzed by using descriptive and inferential statistics. Means, standard deviations, and bivariate correlations were performed for descriptive statistics, and regression analyses were performed for inferential statistics. Regression analyses showed that mastery experiences were the primary source of self-efficacy for classroom management ([beta]=0.41), student engagement ([beta]=0.47), and instructional strategies ([beta]=47), followed by verbal persuasions. While emotional states were the only negative predictor of prospective science teachers' self-efficacy beliefs related to classroom management ([beta]=-0.11), student engagement ([beta]=-0.14), and instructional strategies ([beta]=-0.14), vicarious experiences were not found to be a significant predictor of any dimension of self-efficacy beliefs. Teacher preparation programs are advised to pay more attention to teaching practice and micro-teaching courses and provide experienced mentor teacher models to pre-service science teachers. Findings are discussed. [Note: The issue number (7) shown on the PDF is incorrect. The correct citation for this article is v8 n4.]
A Model of Well-Being to Protect Mental Health during the COVID-19 Pandemic
Author: Kara, Ahmet
Date: 2021-12-00
Type: Journal Articles
Subjects: Well Being,Mental Health,COVID-19,Pandemics,Foreign Countries,Psychological Patterns,Resilience (Psychology),Teachers,Predictor Variables

This study aimed to examine the mediating role of hope in the relationship between psychological resilience and the psychological wellbeing of teachers at the beginning of the COVID-19 epidemic. A total of 1059 teachers serving in Turkey, 729 female (%68.8) and 330 male (%31.2), whose ages vary between 21 and 62 (?X=35.83; SD=9.17), participated voluntarily in this study. The brief resilience scale, dispositional hope scale, and psychological wellbeing scale were used for data collection. In this study, a structural model for the psychological wellbeing of teachers at the beginning of the COVID-19 epidemic was constructed. Testing the hypothetically determined model was carried out with the Structural Equation Modelling technique, and the significance of its indirect effects was assessed by bootstrapping analysis. As a result, a structural wellbeing model has been obtained for teachers to protect their mental health. It was proved that hope has a fully mediating role in the relationship between psychological resilience and wellbeing.
The Variability in Phonology of Indonesian Learner&apos;s Interlanguage: A Case Study on English Marked-Fricatives
Author: Fauzi, Iwan
Date: 2021-00-00
Type: Journal Articles
Subjects: Phonology,Indonesian,Interlanguage,Word Lists,Reading Processes,Second Language Learning,Second Language Instruction,English (Second Language),Language Proficiency,Native Language,Language Variation,College Students,Task Analysis,Human Body,Speech Communication,Pronunciation,Vowels,Phonemes,Foreign Countries

Interlanguage is the most fruitful issue in the field of second language acquisition. In the interlanguage phase, Indonesian learners of English tend to alternate between two forms of language features to express the same language function where a variation of language forms will be exhibited to mark the variable of linguistic function. Variability in phonology of interlanguage is the most interesting subject to investigate based on markedness differential hypothesis theory. This study is aimed at finding out: (1) marked sounds of English fricatives: [[voiceless dental fricative]], [ð], [[voiceless palato-alveolar fricative]], and [[voiced postalveolar fricative]] which are indicated as interlanguage variants; and (2) how interlanguage sound variants emerge based on surround the varying element. There were 30 college students of English study purposively selected to become respondents in this research representing advance and intermediate proficiency of English speaking. The data were taken from two types of task namely word list reading and sentence reading. There were 600-word tokens containing target marked sounds of fricative [[voiceless dental fricative]], [ð], [[voiceless palato-alveolar fricative]], and [[voiced postalveolar fricative]] obtained from the data collection. The analysis was done quantitatively to find the percentages of non-interlanguge sounds and interlanguge ones produced by respondents. The result showed that fricatives such as [[voiceless dental fricative]], [[voiceless palato-alveolar fricative]], and [[voiced postalveolar fricative]] have phonological variations in interlanguage with certain positions of word being pronounced. These phonological variations emerge due to the generalization of pronunciation by similar-ending sounds, the certain vowel sound preceding marked sounds, and the absence of consonant clusters in learners' native language which bears the variation of certain marked fricatives of English.
A Chronic Condition E-Learning Module for School Nurses to Train Afterschool Teachers and Staff
Author: Welker, Kristen
Date: 2021-00-00
Type: Journal Articles
Subjects: Chronic Illness,Electronic Learning,Professional Development,School Nurses,Training,After School Programs,Program Development,Program Evaluation,School Personnel

This case presents the design and assessment (at the Interaction level) of a student chronic condition e-learning module. The module is to be used by school nurses as a traditional presentation aid/slideshow to support their on-ground trainings for afterschool staff on how to manage students with chronic health conditions participating in afterschool programs. However, it also serves as an interactive, one-stop-shop for more detailed education and information on the conditions (e.g., additional prevention and treatment materials, step-by-step emergency actions for staff during and after school, resources for more training and education). Trained teachers and staff can then spend post-training time at home reading and interacting with module materials to go more in-depth on the material that the school nurses presented. Also, the module was created to be viewed on mobile devices and tablets that afterschool staff would keep with them, possibly referring to them in real-time for prevention or emergency actions.
DataWhys Phase 1: Problem Solving to Facilitate Data Science &amp; STEM Learning among Summer Interns
Author: Payne, Linda
Date: 2021-00-00
Type: Journal Articles
Subjects: Summer Programs,Internship Programs,Problem Solving,Cooperative Learning,STEM Education,Online Courses,Learning Experience,Black Colleges,Undergraduate Students,College Faculty,Teamwork,Student Projects,Active Learning,Teaching Methods,Instructional Design,Independent Study,Statistics Education,Computer Mediated Communication

This design case details a data science summer learning experience designed by University of Memphis faculty for HBCU students (NSF #: 1918751) with recruiting assistance provided by LeMoyne-Owen College. The summer learning experience included elements of didactic and collaborative problem-solving during the first five weeks of the internship, followed by a three-week, team-based, problem-solving project using real-world data. While the course was originally designed as a face-to-face learning experience, the impact of COVID-19 necessitated a shift toward online digital spaces. The design case details the opportunities and challenges of STEM online learning and especially underscores the limitations of (a) existing data science technologies for instruction, (b) the shift toward instructional design of materials that supported more self-directed learning, and (c) collaborative problem-solving. Implications for design and practice are also considered.
Career-Based Scenarios as a Mechanism for Fostering Students&apos; Interest in Science and Understandings of STEM Careers
Author: Drymiotou, Irene
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Science Interests,Vocational Interests,Career Choice,Curriculum Development,Career Awareness,Curriculum Design,Vignettes,Problem Based Learning,Instructional Materials,Material Development,Foreign Countries,Secondary School Students

Our purpose in this paper is to shed light on the intricacies of designing and enacting curricular innovations aiming to enhance students' interest in science and their understandings of STEM careers. We present the design and describe the implementation of a set of STEM career-oriented curriculum materials referred to as career-based scenarios. A review of the literature demonstrates that such curricular innovations create potentially useful mechanisms for broadening students' awareness of STEM careers and facilitating more informed decisions. We present the design process we followed to create career-based scenarios and we provide a rationale for each design decision. We also provide a description of the implementation of one representative scenario in three school classrooms. We conclude with a reflective section in which we identify reflections from our experiences and broader implications for curricular innovations targeting students' interests.