ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding Student Perceptions of Class Participation
Author: Wonder, Kelly
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Participation,Foreign Countries,English (Second Language),Second Language Instruction,Preservice Teachers,Peer Relationship,Teacher Student Relationship,Power Structure,Fear,Failure,Learner Engagement

Located in the Philippines, this study explored the perceptions secondary English education majors at a public university in Metro Manila, Philippines, have of classroom participation. Through an open-ended questionnaire and a series of interviews, the researcher found participants defined class participation as &quot;recitation,&quot; such as student responses to teacher-generated questions with limited interaction with peers. Participants also reported a strong power distance relationship between student and teacher and suggested a fear of failure restricted their class participation. Despite these challenges, participants expected their participation to be assessed. When examined through the lens of Willingness to Communicate, student perceptions were contrary to the skills expected of 21st century learners. Understanding the student perception of class participation has the potential to mediate perceptual mismatches and create more effective learning environments.
Centering Justice, Community, and Leadership in Undergraduate Teacher Education
Author: Spencer, Tamara
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Justice,Community Involvement,Leadership,Undergraduate Students,Teacher Education,Preservice Teachers,Equal Education,Liberal Arts,Curriculum Development

This paper offers a case study of how Saint Mary's College of California developed an undergraduate teacher education pathway that focuses on equity and social justice. Responding to the needs of students and families in California, Saint Mary's sought to cultivate an anti-racist pedagogy and cultural humility for future teachers. To do so required faculty to reimagine the traditional Liberal Studies curriculum that has historically been the route for undergraduates pursuing careers in teaching and to develop an entirely new curriculum. As the sphere of K-12 and higher education changes, and the demand for teachers continues to grow in the state, it is critical that teacher education programs are dynamic and responsive. They must be leaders in training for social justice.
Less Test-Taking and More Care-Taking: Teacher Educators Explore Identity in a Changing World
Author: Walker, Nancy T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Tests,Caring,Teacher Educators,Professional Identity,Curriculum Development,Educational Change,Teaching Experience,COVID-19,Pandemics,Social Problems,Distance Education,Trauma

Through a collaborative self-study of course redesign, we examined the process of restructuring our courses within a sociocultural context of teaching. Specifically, we explored the shifts we made in course transformation as we reconsidered dominant frameworks while reflecting on our practices, an exploration that allowed to us to reconfigure our teacher educator identities. Our experiences as teacher educators during this unprecedented COVID 19 crisis, in conjunction with racial, political and economic challenges, spotlighted the necessity for trauma-informed pedagogy work. This work is significant, as it documents how the ongoing stress with remote teaching has dramatically intensified, for both ourselves personally and as teacher educators, and naturally, for our teacher candidates (TCs), many of whom had families to care for at home and jobs to juggle alongside coursework. Through our self-reflections and dialogues, we observed how the traumas and conflicts that our communities experienced urged us to shift and create space for mindfulness, socioemotional learning, and trauma-informed pedagogy. This self-study empowered us to begin necessary change and provide mutual support for each other as teacher educators.
Play and Curation during the COVID-19 Pandemic: An Interview with Christopher Bensch, Andrew Borman, Michelle Parnett-Dwyer, and Nicolas Ricketts
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Play,Museums,Toys,Video Games,Games,Industry

Christopher Bensch is vice president for collections and chief curator at The Strong National Museum of Play in Rochester, NY. He oversees the acquisition of and care for the world's most comprehensive collection of playthings. He also serves as the primary spokesperson for the National Toy Hall of Fame. Andrew Borman is digital games curator at The Strong. He collects digital games and coordinates the museum's digital game preservation efforts. Michelle Parnett-Dwyer is curator at The Strong. She collects and interprets a comprehensive collection of toys and dolls. Nic Ricketts is curator at The Strong. He acquires and interprets the museum's collection of board games, puzzles, and other nonelectronic games, as well as photographs, art, and paper ephemera. In this interview, The Strong's curators discuss the impact of the pandemic on play and the museum's collecting and preservation efforts.
Using Mind-Body Practices to Uproot Unconscious Bias in the Education Profession
Author: Elliott, Niki
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Human Body,Faculty Development,Social Justice,Racial Bias,Racial Discrimination,Social Emotional Learning,Learning Activities,Physical Activities,Inclusion

Many professional development sessions focused on antiracism have become spaces of defensiveness and opposition to the methods and language used to engage participants, particularly those of the dominant culture. School administrators have reported that many staff either refuse to attend, avoid participation in the space, or even walk out of trainings when directly challenged to discuss anti-racism. Utilizing polyvagal theory as a grounding framework (Porges, 2017), this point of view paper explores why confrontational approaches to equity work are often unsuccessful at producing a long-term transformation of white educators' mindsets and behaviors. The author offers a description of lessons learned from implementing a mindfulness-based approach to uprooting unconscious bias that centralizes the primary need for felt-safety and empathy among all participants engaged in diversity, equity, and inclusion trainings. This healing-centered approach to equity work offers a glimpse at what is possible for the field, and points the way toward moving the needle on critical conversations about embodied experiences of bias and racism in schools.
How Children Coped in the First Months of the Pandemic Lockdown: Free Time, Play, Family Togetherness, and Helping out at Home
Author: Gray, Peter
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Coping,School Closing,Play,Family Environment,Mental Health,Well Being,Psychological Patterns,Leisure Time,Children,Early Adolescents,Parent Attitudes,Childrens Attitudes,Personal Autonomy,Competence,Self Determination

During the first and second months after school lockdown in spring 2020, the author and others conducted surveys in the United States of children aged eight through thirteen and of parents with children the same ages. Contrary to many expectations, they found the children less anxious than they had been prior to the pandemic. The children were getting more sleep, were much more likely to report themselves as happy than sad, were using their free time to discover and engage in new, self-chosen activities, were helping out at home, were enjoying the extra time with their family, and were gaining new respect and appreciation from their parents. The author concludes that these findings, along with findings from other studies early in the pandemic, suggest an increased time for play, an increased opportunity to contribute constructively to family life, and an increased family togetherness improved the mental well-being of many children during at least the first months of the pandemic. He discusses these results in relation to Self-Determination Theory, which posits that psychological well-being depends upon satisfaction of basic needs for autonomy, competence, and relatedness, all of which may have been satisfied to a greater extent after lockdown than before.
Approaching Listening and Speaking Skills Using Online to Facilitate Interactive Learning from Students&apos; Perspectives
Author: Megat-Abdul-Rahim, Puteri Rohani
Date: 2021-04-00
Type: Journal Articles
Subjects: Listening Skills,Speech Skills,Electronic Learning,Interaction,Student Attitudes,Technology Uses in Education,Second Language Learning,English (Second Language),College Students,Foreign Countries,Readiness

Teaching and learning process is constantly transforming due to the ever-increasing globalization. In the educational sector the use of information and communication technology (ICT) is constantly changing due to the increasing trend in globalization. This has resulted in the change and transformation the facet of education in this 21st century. The various usage of technologies and other forms of learning materials that have been extensively used has created a medium where students able to be interactive because it is learner centred, and the environment of online learning is more open and flexible. However, several studies showed that students prefer traditional classroom more because they would prefer face-to-face communication with their instructor. Thus, this study intends to explore the perspective of learning listening and speaking using online among L2 learners. A total number of 102 university students at UiTM Perak Branch took part in this study. They were instructed to answer a set of questionnaires which was created using google document. From the findings the students reported that they do see the benefits of online learning. In addition, they found learning through this interactive medium as interesting and provide them space to progress at their own pace in learning. However, this does not portray students' eagerness in which may be due to several factors. This study is hoped to able to highlight the positive aspects of using online as an alternative to the traditional way of teaching listening and speaking.
Seeking Healing through Black Sisterhood: Examining the Affordances of a Counterspace for Black Women Pre-Service Teachers
Author: Harmon, Mariah
Date: 2021-00-00
Type: Journal Articles
Subjects: African American Students,African American Teachers,Preservice Teachers,Females,Women Faculty,Culturally Relevant Education,Preservice Teacher Education,Disproportionate Representation,Racial Composition,Racial Bias,Coping,Student Experience,Meetings,Ethnic Stereotypes

Calls to increase diversity in the United States teacher workforce emphasize benefits to students without strategic consideration of minoritized teachers' needs. In this ethnographic study, we investigate the affordances of a counterspace for Black women pre-service teachers in a predominantly white institution to support their development as educators. Using a grounded theory approach, we analyze fieldnotes from one meeting to understand how the counterspace offered participants a space to reconcile with contradictions experienced working in schools. The counterspace contributed to participants' healing in three ways: (1) &quot;it made space&quot; for participants to interrogate their own experiences in U.S. schools; (2) it offered &quot;insider connections,&quot; a fundamental sense of belonging and legitimacy; and (3) it &quot;busted the myth of the monolith,&quot; by inviting the breadth of Black women's stories and histories. These findings suggest that building community through shared identity markers can foster a rich environment for teacher development.
A Study on Correlation of Subjects on Electrical Engineering Course Using Artificial Neural Network (ANN)
Author: Zakaria, Fathiah
Date: 2021-04-00
Type: Journal Articles
Subjects: Correlation,Teaching Methods,Artificial Intelligence,Universities,Engineering Education,Electronic Equipment,Academic Failure,Calculus,Models,Databases,Grades (Scholastic),Computer Software,Undergraduate Students,Foreign Countries,Mathematics Instruction

This paper presents a study of correlation between subjects of Diploma in Electrical Engineering (Electronics/Power) at Universiti Teknologi MARA(UiTM) Cawangan Terengganu using Artificial Neural Network (ANN). The analysis was done to see the effect of mathematical subjects (Pre-calculus and Calculus 1) and core subject (Electric Circuit 1) on Electronics 1. Electronics 1 is found to be a core subject with the history of high failure rate percentage (more than 25%) in previous semesters. This research has been conducted on current final semester students (Semester 5). Seven (7) models of ANN are developed to observe the correlation between the subjects. In order to develop an ANN model, ANN design and parameters need to be chosen to find the best model. In this study, historical data from students' database were used for training and testing purpose. Total number of datasets used are 58 sets. 70% of the datasets are used for training process and 30% of the datasets are used for testing process. The Regression Coefficient, (R) values from the developed models was observed and analyzed to see the effect of the subject on the performance of students. It can be proven that Electric Circuit 1 has significant correlation with the Electronics 1 subject respected to the highest R value obtained (0.8100). The result obtained proves that student's understanding on Electric Circuit 1 subject (taken during semester 2) has direct impact on the performance of students on Electronics 1 subject (taken during semester 3). Hence, early preventive measures could be taken by the respective parties.
Unhidden: The Voices of Teacher Education Scholars on Disrupting, Transforming, and Healing toward an Antiracist World
Author: Raygoza, Mary Candace
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Bias,Multicultural Education,Teacher Education Programs,Humanization,Praxis,Teaching Experience,Professional Identity,Educational Practices,Freedom,Social Justice,Teacher Attitudes,Resistance (Psychology),Transformative Learning,Personal Narratives,Reflective Teaching

This counternarrative is an homage to the work of abolition in teacher education and a call to humanizing liberatory praxis as collective healing from racism and anti-Black hate. We, three critical teacher educators, interrogate our positionalities and the experiences within and beyond schooling that have shaped us. We recognize that our identities were informed by our individual memories of growing up in a racist United States. We therefore make space for disruption of practices that continue to (de)humanize us, our students, and their students. We say their names-Breonna Taylor, Ahmaud Aubery, George Floyd-as we replace dehumanization with rehumanizing praxis and a commitment to the journey of seeking freedom through finding joy in our work and in our lives. Our voices are unhidden as we join the resistant and transformational voices of youth and adults in the movement for Black lives. Together we change the world.
COVID-Driven Innovation in Higher Education: Analysing the Collaboration of Leadership and Digital Technology during the Pandemic in UiTM Malaysia and UNNES Indonesia
Author: Pramono, Suwito Eko
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Higher Education,Educational Innovation,Educational Technology,Technology Uses in Education,Online Courses,College Faculty,Leadership Responsibility,Cultural Differences,Teacher Researchers

This study aims to analyse the way leadership and digital technology usage affect the faculty members' research performance in surviving higher education sustainability during the COVID-19 pandemic. A breakthrough innovation is needed to design a fast-track online work management system. Hence, it requires a loyal contribution from all the faculty members to support this system. This quantitative study conducted in Malaysia and Indonesia, included 260 faculty members from various fields of studies. Using the online questionnaire, it shows that leadership and technology usage plays an important role to maintain faculty members' research performance during the pandemic. However, it has a slight difference in result between Malaysia and Indonesia in terms of the portion of leadership and digital technology that affected the research performance. The higher education leaders play a stronger role in affecting Malaysian faculty members' research performance, while Indonesian faculty members are influenced more by digital technology usage than by their leaders. Each of them has a significant implication in designing the effective institution policies in optimizing faculty members' research performance.
Forensic Investigation on the High Failure Rate of Civil Engineering Solid Mechanics Course
Author: Wee Lee, Siong
Date: 2021-04-00
Type: Journal Articles
Subjects: Academic Failure,Civil Engineering,Engineering Education,Mechanics (Physics),Grade Prediction,Assignments,Tests,Foreign Countries,College Students

The attainment of program outcomes for Solid Mechanic course offered to the Diploma in Civil Engineering students is evaluated. It was found that most of the students were incapable to demonstrate graduate attributes which applying knowledge of mathematics, natural science and engineering fundamentals and the ability to analyse engineering problems. Therefore, this study investigates the impact of physics and maths scores on the students' performance of solid mechanics. Analysis of the previous results in physics and maths shows that there is a clear link between students' fundamentals knowledge and the understanding of solid mechanics. Meanwhile, this study also aims to find out the root causes that led to the high failure rate of solid mechanics. A quantitative method was employed and a total of 180 students responded to the survey. Results of survey indicate that most of the students perceived that they had limited time to gain deep understanding of the course and they could not visualise the complex problems in solid mechanics. Majority of the students admitted that they did not manage to solve all questions during their final exam, and they were indeed not well prepared for it. Hence, the problem of high failure rate is feasible to be solved provided both lecturers and students making efforts in striving the success of this course.
E-Learning in COVID-19 Pandemic: Does It Challenge Teachers&apos; Work Cognition and Metacognitive Awareness?
Author: Hindun, Iin
Date: 2021-07-00
Type: Journal Articles
Subjects: Electronic Learning,COVID-19,Pandemics,Metacognition,Professionalism,Correlation,Work Attitudes,Teacher Competencies,Teacher Characteristics,Elementary School Teachers,Junior High School Teachers,High School Teachers,Foreign Countries

Teachers' competences are challenged in pandemic condition as they have to conduct the learning processes outside of their comfort zone. Work cognition (WC) and metacognitive awareness (MA) are acknowledged as the determinant indicators for teachers' professionalism. This study aimed at profile mapping the WC and MA in Malang during COVID-19 pandemic situation. The effect of demographic profile and the correlation of teachers' MA and WC were analyzed in this survey research. Percentage, two-way analysis of variance, and multiple linier regression were used in analyzing the data gained. The results showed that the majority teachers owned &quot;good&quot; MA and WC in which the factors of school level and teachers' certification status insignificantly affected the both aspects. On the other hand, civil servant status has significantly affected teachers' WC. Finally, teachers' teaching period and MA were significantly correlated to their WC. Hence, MA trainings are recommended to be conducted continuously to optimize teachers' WC.
Elementary Teachers&apos; Readiness toward the Online Learning Policy in the New Normal Era during COVID-19
Author: Andarwulan, Trisna
Date: 2021-07-00
Type: Journal Articles
Subjects: Elementary School Students,Online Courses,Technological Literacy,Foreign Countries,COVID-19,Pandemics,Teacher Attitudes,Educational Policy,Internet,Educational Change,Teacher Competencies,Educational Technology,Technology Uses in Education,Pedagogical Content Knowledge,Barriers,Teaching Methods

Online-based learning system is a recent policy established by the Indonesian government in all schools as a result of Covid-19 pandemic. Shifting face to face schools with online learning-based system creates its own problems, mainly for elementary school teachers. This study aims to investigate the readiness of elementary school teachers towards the adoption of online-based learning policies during Covid-19. There are six indicators to measure teacher readiness, they are (1) availability of learning content, (2) availability of technological devices, (3) proficiency to apply the technology, (4) ability to purchase internet data, (5) availability of internet signals, and (6) student conditions. This research was conducted using descriptive quantitative method. Data was collected through a survey of 250 elementary school teachers in Indonesia. The results indicated that 50% of teachers were less available with the learning content; 24% of teachers had inadequate technology tools; 67.6% were less adapted at implementing technology; 20.4% were less able to buy internet data packages; 40.4% of teachers stated their problem finding internet signals and 53.2% of the students were less prepared for online learning. The research concluded that the teacher is not ready for the implementation of online learning policies.
Factors That Affect University College Students&apos; Acceptance and Use of Mobile Learning (ML)
Author: Mahasneh, Omar
Date: 2021-07-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Motivation,Intention,Electronic Learning,Handheld Devices,Technology Integration,Social Influences,Expectation,Foreign Countries

The current study aimed to know the factors that affect university college student's acceptance and use of Mobile learning (ML), and to discover the relationships between these factors. The researcher used the relational descriptive approach through the questionnaire Instrument. The questionnaire consisted of (25) items distributed on (7) factors (Others Influence, ML Effort, ML Benefits, Usage Motives, Student capabilities, Usage Expectations and Usage rate). The study sample consisted of (2077) students from university colleges in Jordan, and they were chosen by the available sample method. Modelling the structural equation was used to extract the correct data using the statistical analysis program SPSS. The results of the study showed the validity of the study hypotheses and that the specific factors (ML Benefits, ML Effort, others Influence, Usage Motives, Student capabilities, Usage Expectations and Usage rate) affect the intention and use of the University's college students for Mobile learning. The use of Mobile learning in Jordanian university colleges is very low. Therefore, it is important to research the factors that can contribute to students' acquisition of information. This research contributes to determining the factors that affect university college student's acceptance and use of Mobile learning in Jordan. According to the results of the study, the researcher recommends the university administration to take attention to the factors affecting students 'intention to use educational funds to achieve academic program outcomes.