ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Pre-Service Teachers&apos; Perspectives: Gender and Gender Representation across Human Protagonists in Picture Books
Author: Haghanikar, Taraneh Matloob
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Gender Issues,Gender Differences,Picture Books,Reading Material Selection,Social Change,Sex Stereotypes

Gender is ever present in education preparation, school materials, curriculum, and school systems. To improve our knowledge about different facets of gender and the extent to which the depiction of gender has changed over time in picture books, there is a need to dig beneath the surface of questions about gender representation in picture books. Given that in-service teachers have proximity to approximately 75 million K-12 students, how in-service teachers think about gender, gender representation, and their own experiences with gender socialization have important implications on how K-12 students think, act, and feel about gender. In this study, we focused on teachers' responses to a semester-long assignment about the selection and review of picture books. Specifically, we captured teachers' perceptions on gendered images evidenced in picture books and to what extent there are changes (i.e., economical, emotional, physical, political, and social) in the central character throughout the book. We also explored if perceived changes were different based on the gender of the characters. Teachers reported four types of changes among the characters in the picture book. Emotionally changes in the books' central characters emerged as the most commonly reported change among our participants.
Towards a Re-Conceptualisation of the Role of Teacher Educators in a Changing World: A Critical Pedagogy Perspective
Author: Akin-Sabuncu, Sibel
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Role,Teacher Educators,Social Change,Teacher Education Programs,Educational Practices,Teacher Attitudes,Teacher Motivation,Critical Theory,Selective Admission,State Universities,Teaching Methods,Social Justice,Equal Education,Advocacy,Democracy,Educational Improvement,Kindergarten,Elementary Secondary Education,Foreign Countries

This qualitative study examines teacher educators' articulations about their beliefs and motivations for preparing the next generation of teachers. The study also explores how teacher educators conceptualise their roles as the teachers of prospective teachers. Employing case study design, the participants included 10 teacher educators who serve at a highly selective, public, research university in Turkey. The data were collected through semi-structured and in-depth individual interviews. Adopting critical pedagogy as the theoretical framework, the interviews were analyzed by content analysis method with the help of NVivo 10 qualitative data analysis software. The results showed that the teacher educators specifically saw their roles as enacting change, advocating for democracy, equity, and social justice, and promoting the improvement and welfare of societies, in an effort to bring more emancipatory educational practices in the society through pre-service teacher education. This study furthers our understanding of how teacher education programs could improve their professional preparation and practices to push the agenda for social justice and equity in K-12 schools. [This study was presented at the annual meeting of American Educational Research Association (AERA) in New York/USA between April 13-17, 2018.]
The Relationship between Preservice Teachers&apos; Critical Thinking and Epistemological Beliefs
Author: Çarkit, Cafer
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Critical Thinking,Epistemology,Student Attitudes,Foreign Countries,Predictor Variables,Multiple Regression Analysis

In this study, the relationship between pre-service teachers' critical thinking dispositions and their epistemological belief perceptions was examined. The relational screening model was used in the study designed in quantitative research approach. The study group of the research is 234 teacher candidates who study at Education Faculties of Gaziantep University and are determined by simple random sampling method. In the study, data were collected with scales developed for two different variables as epistemological belief and critical thinking disposition. SPSS 22.0 packaged software has been used in the process of data analysis. During the research process, the data were evaluated using the arithmetic mean, Pearson Product Moments Correlation Coefficient and multiple regression analysis. In the study, it was determined that the epistemological belief perceptions of teacher candidates differ according to dimensions and their critical thinking dispositions were at a high level. However, positive relationships were determined between sub-dimensions of pre-service teachers' epistemological belief perceptions and sub-dimensions of critical thinking dispositions. Accordingly, a positive and a low level relationship between &quot;access and acquisition of knowledge &quot; and &quot;reasoning&quot; dimensions with &quot;simple knowledge&quot; and &quot;reaching judgment&quot; dimensions; a positive and moderate relationship between 'simple knowledge' and 'reasoning' dimensions were found. In addition, it was determined that 'reasoning', 'open-mindedness' and 'reaching judgment', which are sub-dimensions of the pre-service teachers' critical thinking dispositions; significantly predicted their perception of the epistemological beliefs regarding 'access to knowledge' and 'simple knowledge'.
OER Training of Trainers Model: A Possible Diffusion Strategy
Author: Fulgencio, Jose
Date: 2021-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Training,Training Methods,Trainers,Models,Educational Benefits

A growing number of educators and organizations using Open Educational Resources (OER) around the world have created training models to support educators on how to use and implement OER. Training ranges from webinars, online classrooms, and face-to-face workshops to equip individuals on OER use and promote its adoption. While this approach may be necessary, it is wrought with concerns and challenges. For example, training can be expensive, and the quality of training can be questionable when there is no oversight or standards regarding the question of quality and when the material is not correctly updated. Since training has been shown as essential to the adoption process, it is necessary to look at how this process is achieved. This article explores the use of the Training of Trainers Model (ToT) model, which is used in various disciplines to drive adoption. Using a systematic literature review (SLR) that provides real-life experiments on how the model has been implemented, the article makes the case that the ToT model must be implemented across institutions to drive the diffusion of OER. The contribution of this research is to guide how to implement the ToT model, particularly in higher education, to educators, administrators, librarians, and OER scholars interested in training others.
English-Medium Instruction: How Many Mid-Frequency Words May EFL Accounting Undergraduates Learn?
Author: Hsu, Wenhua
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Language of Instruction,Accounting,Undergraduate Students,Foreign Countries,Vocabulary,Business Administration Education,Textbook Evaluation,Textbooks

In recent years, higher education programs with English as a medium of instruction (EMI) have been expanding at a swift pace in Taiwan, where Taiwanese Mandarin is the official language. Behind this rapid growth is the widespread belief that EMI provides immersion in English, which facilitates incidental learning of the target language. In this paper, English-medium textbooks were targeted as a research focus, since they are first and foremost learning material of core knowledge and offer students a channel for exposure to English. The researcher compiled a 4.1-million-token textbook corpus of accounting core courses and measured the vocabulary levels thereof along the word-frequency scale of the British National Corpus and the Corpus of Contemporary American English (BNC/COCA). Then she sought to estimate how many mid-frequency word families accounting majors with EMI can encounter often enough to have an opportunity of learning them. Results showed that accounting textbooks reached the BNC/COCA 3rd-4th 1000-word-family level at 95% text coverage and stretched to the 5th-6th 1000 at 98% coverage. Of the 6000 mid-frequency word families (4th-9th 1000), only 1,274 word families occurred 12+ times. This frequency was assumed as a benchmark for incidental learning to occur. For EMI practitioners who are concerned with their students' English vocabulary development, the results can serve as a reference for future investigations into other disciplines.
Professional Development Needs of In-Service English Language Teachers in Thailand
Author: Poonpon, Kornwipa
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English (Second Language),Second Language Instruction,Faculty Development,Educational Needs,Teacher Competencies,Technological Literacy,Language Skills,Communication Skills,Teaching Skills,Teaching Methods,Technology Uses in Education,Pedagogical Content Knowledge,Elementary Secondary Education,Language Proficiency

This study, conducted on behalf of Thailand TESOL, investigated English language school teachers' professional development needs. The participants were 4,220 English language teachers in Thailand. An online questionnaire was randomly distributed via e-mails, a website, personal contacts, and Line groups. The four Likert-scale questionnaires asked the participants to complete five main parts, including 1) demographic information, 2) knowledge and skills development needs, 3) pedagogical development needs, 4) technological development needs, and 5) needs for involvement in future Thailand TESOL's activities. The questionnaire data were quantitatively and qualitatively analyzed using mean, standard deviations, percentages, and content analysis. The results showed that the teachers mostly needed to develop speaking, listening, pronunciation, and cross-cultural communication. Grammar and vocabulary were areas that needed to be improved the least. The teachers also needed to develop many pedagogical skills, e.g., creative material development, teaching speaking, game-based learning approach, 21st-century teaching management, teaching listening, and CEFR-based teaching. For technological development, most teachers needed to understand the technology-based/blended learning approaches and practice their technology and online material development skills. The study also revealed aspects of professional development, including preferred training designs, types, time duration, and channels. The results are helpful for policymakers, course designers, training organizations, and, of course, Thailand TESOL to provide appropriate assistance to meet the teachers' needs and improve the English teaching situation in Thailand.
Grammatical Complexity as a Predictor of Difficulty of Grammar Items in an English Test
Author: Thirakunkovit, Suthathip
Date: 2021-00-00
Type: Journal Articles
Subjects: Grammar,Test Items,Difficulty Level,English (Second Language),Language Tests,Foreign Countries

This study explores the extent to which the difficulty levels of grammar items in an English test can be predicted by the complexity of grammatical structures. The researchers carried out two sets of analyses. In the first analysis, the item facility and item discrimination indices of 175 multiple-choice items were examined. In the second analysis, the researchers asked a group of experienced English instructors to rate the difficulty level of 116 English grammatical features. The results from both analyses were compared with the developmental stages of grammar acquisition of Pienemann's Processability Theory (1998). The results revealed that some English grammar features were more difficult, and others less difficult, for ESL learners than the English instructors thought or believed. Moreover, the difficulty levels of grammatical structures derived from this study was not perfectly in accord with the developmental progression order proposed by Pienemann (1998). This result may suggest that Processability Theory might not adequately take account of the wide variety of grammatical structures in the standardized testing context. It is hoped that the findings of this study will be beneficial, not only to item writers and test developers, but also to English instructors, course syllabus designers, and developers of teaching materials.
University Students&apos; Multimedia Use in Learning English Vocabulary: A Case Study of University Students in Chiang Mai, Thailand
Author: Bunmak, Nitinath
Date: 2021-00-00
Type: Journal Articles
Subjects: Multimedia Materials,Second Language Learning,English (Second Language),Vocabulary Development,Foreign Countries,Student Attitudes,Undergraduate Students,Use Studies

This research aims to: a) explore how university students learn English vocabulary through multimedia; b) examine the improvement in vocabulary knowledge and vocabulary retention of university students through the use of multimedia; c) explore university students' perceptions towards learning English vocabulary through multimedia. First, 250 undergraduate students in five public and private universities in Chiang Mai, Thailand were purposively selected. Questionnaires and interviews were employed to investigate students' strategies in learning English vocabulary through multimedia. Then, 34 undergraduate students were selected to participate in the experimental study to see the improvement in English vocabulary knowledge after applying the strategies in learning English vocabulary through multimedia. The achievement tests which consisted of a pretest, posttest and retention test were employed. Moreover, the questionnaires were used to explore their perceptions towards using multimedia to improve vocabulary knowledge. There were three significant findings. First, most of the students had experiences in learning English vocabulary through various types of multimedia and they employed various strategies such as using online dictionaries and online applications when they learned vocabulary through multimedia. Second, learning English vocabulary through multimedia helped the students achieve significant improvement in vocabulary test, and it had a positive effect on the retention of students' vocabulary knowledge. Third, the students completely agreed that using multimedia in learning vocabulary is a good and effective method.
Retelling Inclusive Schooling: The UN&apos;s CRPD Committee in Selected Countries
Author: Mazurek, Kas
Date: 2022-02-00
Type: Journal Articles
Subjects: Inclusion,Equal Education,Foreign Countries,International Law,Treaties,Civil Rights,Disabilities,Compliance (Legal),Students with Disabilities,Student Placement,Student Rights,Educational Policy

This paper targets the principle of full inclusion as articulated by Article 24 of the Convention on the Rights of Persons with Disabilities and General Comment #4 through an analysis of the CRPD Committee's Concluding Observations for Poland, Germany, and Australia. We find inherent tensions and dialectical contradictions between the ideals of full inclusion embodied in Article 24 and the reluctance of the State Parties to meet the targets. To date, the obligations entailed by Article 24 have failed to retrofit education systems.
Pandemic Experiences of Distance Education Learners: Inherent Resilience and Implications
Author: Bhaumik, Rikisha
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Resilience (Psychology),Foreign Countries,Emergency Programs,Faculty Development,College Students,Psychological Patterns,Student Attitudes

The COVID-19 outbreak in March 2020 affected the Indian education system quite adversely, almost bringing it to a standstill. Amid this crisis, the F2F education system adopted tools and technologies otherwise prevalent in distance education (DE). There is ample literature corroborating the widespread use of such tools by F2F education during the lockdown. However, there is a need to study how the existing distance education system in Asia and countries like India which uses printed self-learning materials, digital technology, and F2F counselling functioned during the same period. This study tries to identify the changes brought about in this system as a result of the COVID-19 pandemic. The purpose of this study was to find out the experiences of learners of a DE program, viz. M.A. in Distance Education (MADE) offered by the Indira Gandhi National Open University (IGNOU), New Delhi, India which introduced emergency online interventions during the pandemic. A mixed-method approach was used to elicit responses from the learners regarding their psychological state, teaching-learning transaction, learner support and autonomy, and the role of technology. An online questionnaire comprising 21 Likert-type items and 4 open-ended questions was used to collect responses from 57 participants. The study found a positive response to the use of online synchronous tools for counselling with most of the participants desirous of continuation of such interventions even after the pandemic. The majority reported non-interruption in their DE studies and felt confident of completing the program owing to the flexibility of the system. The study affirmed DE's resilience to the effect of the pandemic upon its learners. The expectations from learners and institutions for enhanced use of online technology in the future raise a strong requirement for continuous professional development (CPD) of distance teachers. The findings hint toward further strengthening of DE in the country to increase the overall resilience of education.
The Continuance Intention of Users toward Mobile Assisted Language Learning: The Case of DuoLingo
Author: Ünal, Erhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Intention,Electronic Learning,Handheld Devices,Educational Technology,English (Second Language),Second Language Learning,College Students,Foreign Countries,Predictor Variables,Student Attitudes

Recently, mobile learning has become a potential approach in education due to its use inside and/or outside the classroom. Considering that the majority of mobile device users are 18-29 years old higher education students and English is the predominant language of the internet, this study aimed to predict the continuance intention of users toward mobile-assisted language learning (MALL) after fourteen weeks experience on a mobile application, namely Duolingo. To do this, we used the Technology Acceptance Model, Theory of Planned Behavior and Expectation Confirmation Model. The participants were 379 students taking the course English I. This cross-sectional survey study revealed that perceived behavioral control, attitude, subjective norms, satisfaction, and perceived usefulness have a significant effect on the university students' continuance intention to use MALL. In turn, it validated our proposed model on the continuance intention to use MALL. Based on the results of this study, some practical and theoretical implications were discussed.
Evaluating Quality of Arab Journals of Special Education
Author: Al-Zoubi, Suhail Mahmoud
Date: 2022-00-00
Type: Journal Articles
Subjects: Special Education,Periodicals,Standards,Arabs,Evaluation Criteria,Students with Disabilities,Talent Development,Foreign Countries

The quality of the research can be measured by a set of standards and indicators that focus on the idea of research originality, the depth of discussion, the literature analysis techniques, and the quality of research instruments. This research aims to evaluate the quality of Arab journals of special education (AJSEs). Five AJSEs were evaluated, all specializing in special education in the Arab world. The AJSEs were issued in Egypt, the Kingdom of Saudi Arabia, and Yemen. A checklist of 20 indicators was developed and applied to these journals. Results revealed that 5 indicators were highly met, 11 indicators were moderately met, and 4 indicators were low met in AJSEs. The results also indicated a difference in the quality indicators achievability (QIA) according to the journal's name. The QIA in International Journal for Talent Development, and Journal of Special Education and Rehabilitation was considerable. While, the QIA of the Saudi Journal of Special Education and Arab Journal of Disability and Talent Sciences was moderate, and it was low in Journal of Special Education.
Examining 8th Graders&apos; Use of Technology in the Pandemic Period
Author: Kazaz, Nalan
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 8,COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education,Addictive Behavior,Computer Use,Foreign Countries,Secondary School Students,Gender Differences,Time

Understanding the current and future technology use behaviors of secondary school students who started distance education during the pandemic process is essential to their academic success. The aim of this study is to examine the technology use status of 8th-grade students studying at secondary school during the pandemic period. We used the relational survey model, which is one of the quantitative research methods, in the research. Data was collected by sending the scale to 680 students' parents via link. We used the Dijitanaliz (Digital Addiction Scale) developed by Dilci as a data collection tool and the Dijitanaliz technique in the analysis of the data. According to the findings, 1 out of 3 people has digital addiction, while the remaining 2 out of 3 are candidates for addiction. It is an undeniable fact that the duration of digital media usage has increased during the pandemic process.
Creating Audio Books for Children with Visual Impairment: The Collaborative Approach Leading to Virtual Learning
Author: Guha, Smita
Date: 2021-00-00
Type: Journal Articles
Subjects: Visual Impairments,Cooperative Learning,Early Childhood Education,Graduate Students,Audio Books,Blindness,Feedback (Response),Peer Evaluation,Program Effectiveness,Childrens Literature,Students with Disabilities,Student Attitudes,Empathy

Collaborative learning encourages active learning opportunities. The concept of virtual learning was established to enable students to learn across international boundaries. Audio books can be an invaluable learning medium for children with visual impairment. The specific aim of this project was to help the children with visual impairment in India to learn spoken English in an interesting and engaging manner. The purpose of the study was to create collaborative learning opportunity for six graduate students enrolled in an early childhood course at a university on a digital platform to promote virtual learning to make audio books for children with visual impairment in India. Audio books were developed collaboratively by the students and then were sent electronically to the School for the Blind. During the collaborative project, not only did the students receive feedback from the instructor but also received constructive comments from each other throughout the process. Data was analyzed qualitatively. The important conclusion of this case study approach was the learning outcome of the students who felt it was a time-consuming effort, but a rewarding experience.