ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Teachers Unions in School Governance during COVID-19
Author: Dahill-Brown, Sara
Date: 2023-01-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teacher Role,Unions,Governance,Cooperation,Trust (Psychology),Leadership,Elementary Secondary Education

When COVID-19 forced a set of extraordinary challenges upon the U.S. education system in March 2020, risk and uncertainty were constant. Many stakeholders sought to weigh in on the endless choices confronting school leaders, including the teachers who would implement those decisions. In speaking with teachers union and association leaders across the country, the authors found that, more often than not, they described collaborative relationships with district leaders. What was learned highlights critical practices sustaining these relationships, and the authors believe state leaders have the power to both model and encourage many such practices in school governance. The authors' analysis suggests that relations between district leaders and teacher membership organizations need not be contentious and adversarial. Rather, under the right circumstances, these relationships can incorporate conflict and negotiation alongside collaboration and mutual respect in a way that can strengthen decision making and policy implementation.
Online Courses of Mathematics for Entrance Exams
Author: Pasácková, Jana
Date: 2023-01-00
Type: Journal Articles
Subjects: Online Courses,Mathematics Education,College Entrance Examinations,Test Preparation,Secondary School Students,Computer Assisted Testing,Foreign Countries

This paper deals with the results of students during the preparing courses of mathematics for entrance exams at an university. These courses take place every year and since the Covid-19 period, they are not only face-to-face, but also online. The study involves students of secondary schools who apply to the university of economics. This report compares results of tests of two different classes of these students and from different parts of mathematics. These tests are in the form of online quizzes. We do not prove if there are differences between the scores of students of short-time or long-time courses. In addition, we compare the results with the students from the year before. We also emphasize the more problematic topics of mathematics.
Pre-Service Teacher Perceptions on Tpack Instructional Design Micro-Course: A Case Study in the Northeastern United States
Author: Eshelman, Traci C.
Date: 2023-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Technological Literacy,Pedagogical Content Knowledge,Instructional Design,Minicourses,Student Centered Learning,Technology Integration,Evidence Based Practice,Best Practices,Educational Technology,21st Century Skills,Andragogy,Professional Development

This case study aimed to discover pre-service teacher perceptions of a technology integration micro-course called TPACK_ID at XY University (pseudonym). The theories guiding this study were TPACK and the learner-centered education paradigm. TPACK_ID provided effective foundations for pre-service teachers to integrate technology using evidence-based technology best practices while applying 21st Century principles. This intervention combined evidence-based technology integration pedagogy, scaffolding, and a simplified instructional design model. Results demonstrated that TPACK_ID increased confidence in students' abilities to find, select, and integrate higher-order thinking educational technology applications. This single-case study used pre-course questionnaire responses from open-ended questions, course artifacts, and a post-course questionnaire's open-ended question responses. Results, implications, and future research will be discussed.
Examining the Usability of E-Content in Different Forms for Increasing Digital Parenting Competencies
Author: Pekyürek, Mehmet Fatih
Date: 2023-00-00
Type: Journal Articles
Subjects: Usability,Instructional Materials,Material Development,Video Technology,Parenting Skills,Parent Education,Child Rearing,Instructional Design,Educational Technology

A usability test during the development of learning material can reduce many usability problems. Furthermore, this can increase the quality and efficiency of the material. Therefore, the purpose of this study is to evaluate the usability of e-contents developed to increase parents' digital parenting competencies and awareness. In this study, a usability test was created for online content. Materials for video and visual aided written material usability were designed and used for this study, including an online content usability questionnaire. Field experts' opinions were taken, and usability tests were conducted with real users. Alexander (2013) developed these usability tests and adapted into Turkish by Pekyürek and Yildiz-Durak (2021). This study follows usability principles to determine the usability of various online videos and visually supported materials to increase parents' digital parenting competencies and awareness. Usability test results were revealed through descriptive statistics. This research helps parents better understand the possibilities, potentials, and limitations in designing educational online content on digital parenting. On the other hand, this usability test has the potential to detect the usability of educational videos in different fields.
Learners&apos; Perceptions towards Dual-Coding in Adaptive Hypermedia Environments: Listening Texts, Keywords and Visuals
Author: Türel, Vehbi
Date: 2023-00-00
Type: Journal Articles
Subjects: Hypermedia,Coding,Listening,Listening Comprehension,Audio Equipment,Second Language Learning,Instructional Design,Visual Aids,Undergraduate Students,Information Retrieval

In this study, 56 participants' (N=56) perceptions towards dual coding in design of audio-only listening texts (i.e. re-provision of the same audio-only listening texts in the form of audio-only listening texts + keywords or supplementary contextual visuals + keywords at non-initial phases of the while listening stage) in a hypermedia listening application for foreign language learning (FLL) were investigated. The study also investigated whether there were any differences between the participants' perceptions in terms of gender, age, job and FLL period. The study was both quantitative and qualitative in nature. The results of the study were analysed with SPSS (i.e. Mean, Std. Deviation, Independent Samples t Test, ANOVA, Pearson Correlation test, Chi-square). The results revealed that the language learners (LLs) were overwhelmingly in favour of the use of the dual coding in design of audio-only listening texts (i.e. re-provision of the same audio-only listening texts in the form of audio-only listening texts + keywords or supplementary contextual visuals + keywords at non-initial phases of while listening stage) in a hypermedia listening application for FLL. The majority of the LLs believed that not only did such a design benefit them in different ways, but it also contributed to the enhancement of their learning. The participants also felt that such a design could and should have been further improved. Moreover, the results revealed that there were significant differences between the participants' perceptions towards the re-provision of the same audio-only listening texts with keywords, and (supplementary contextual) visuals + keywords.
Political Economy of the &apos;Virtual&apos; Internationalisation of Higher Education to Foster Glocal Sustainable Development
Author: Sertyesilisik, Begüm
Date: 2023-00-00
Type: Journal Articles
Subjects: Electronic Learning,Technology Uses in Education,Global Approach,Higher Education,Sustainable Development,COVID-19,Pandemics,Politics of Education,Educational Policy,Educational Strategies,Competition,Research and Development,Capacity Building

Background: The COVID-19 pandemic challenged the higher education institution's face-to-face education. Higher education institutions have overcome this challenge through enhanced virtual education which has provided further opportunities to the higher education institutions. One of these opportunities is the 'virtual' internationalisation of higher education which enables higher education institutions to reach more students globally. Purposes: This paper aims to investigate the 'virtual' internationalisation of higher education's role in glocal sustainable development and how to enhance its use to support glocal sustainability and sustainable development. This paper emphasises importance of political economy of the 'virtual' internationalisation of higher education to support glocal sustainable development and environmental policies. Methodology/Approach: The aim of this paper is achieved based on an in-depth literature review. Findings: This paper highlights effective, strategic and successful 'virtual' internationalisation of higher education's role in competitiveness of higher education institutions. This paper highlights political economy of the 'virtual' internationalisation of higher education and provides recommendations and key success factors for the 'virtual' internationalisation of higher education to enhance glocal sustainable development and sustainability as well as environmental policies. This paper emphasises importance of considering the 'virtual' internationalisation of higher education in countries' sustainable development plans, strategies and policies. Discussion: Effective and strategic 'virtual' internationalisation of higher education can support higher education institutions' competitive advantage globally. They can support higher education institutions' success in getting intelligent students from all over the world. This can further contribute to their competitiveness. Furthermore, this can enable them to employ, in these 'virtual' internationalisation of higher education programmes, globally competitive and competent academic staff from all over the world. This paper can be useful to academics, policy-makers and researchers in the relevant field.
An Investigation of EFL Nursing Students&apos; Vocabulary Learning Strategies (VLS) for Medical Terminology Acquisition
Author: Huang, Joan Wan-Ting
Date: 2023-00-00
Type: Journal Articles
Subjects: Nursing Education,English (Second Language),Language Tests,Second Language Learning,Phonology,Retention (Psychology),Vocabulary Development,Correlation,Second Language Instruction,Native Language,Learning Strategies,English for Special Purposes,Language Proficiency,Recall (Psychology),Foreign Countries,Scores,Medicine,Health Services,Receptive Language,Majors (Students),Student Attitudes,Inferences

This research sought to investigate EFL nursing students' use of vocabulary learning strategies to learn medical terminology and further assess strategies used in relation to learning outcomes measured by two types of vocabulary knowledge: meaning recall (passive recall) and meaning recognition (passive recognition). The participants, 138 EFL nursing students in Taiwan, completed a meaning recall test and a meaning recognition test in week 8 of the semester, and they then took the English proficiency test (TOEIC Bridge) and filled out a vocabulary learning strategies survey in the following week. Both vocabulary outcomes had moderate correlations with English proficiency. Strategy use patterns appeared for the nursing students' medical terminology acquisition. They focused on looking up for corresponding meaning in L1 using a search engine, then learning orthographical and phonological forms to facilitate retention. A Pearson Correlation Analysis revealed that inferring word meaning, utilizing mnemonic devices for retention, and managing vocabulary learning were significantly and positively correlated with both vocabulary scores. In contrast, social strategies were the least conducive to achievement.
Enhancing L2 English Speaking and Learner Autonomy via Online Self- and Peer-Assessment
Author: Liao, Min-Hsun
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Comparative Analysis,Personal Autonomy,Video Technology,Speech Communication,English (Second Language),Majors (Students),Undergraduate Students,Foreign Countries,Self Evaluation (Individuals),Feedback (Response),Audio Equipment,Student Attitudes,Peer Evaluation,Self Efficacy,Teaching Methods

Previous studies have shown positive effects of self-assessment on L2 English learners' speaking performance, but it is unclear whether the same is true with peer assessment. Research is also scarce on the effects of such assessments on the learner's sense of autonomy. This study thus investigated the effects of self- and peer-assessment on L2 English speaking performance and learner autonomy. To take advantage of the information communication technologies in assessment, the online platform VoiceThread was used. While all participants received feedback from the same instructor, only the experimental group, known as the &quot;online assessment group&quot; used VoiceThread to narrate a self-assessment of their own uploaded speech videos and to narrate peer-assessments of their classmates' uploaded speech videos. Quantitative and qualitative data were collected from the 39 participants majoring in English at a 4-year college in Taiwan. Results showed that the experimental group outperformed the control group in both speech performance and sense of learner autonomy. In an open-ended survey, participants in the experimental group also expressed confidence that the online self- and peer-assessment helped them become better English speakers. These findings suggest that with proper guidance, L2 learners can become more proactive in improving their speech performance.
Students&apos; Opinions on the Usage of Mobile Augmented Reality Application in Health Education
Author: Djibril, Djamila Hassan
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Use Studies,Electronic Learning,Handheld Devices,Computer Simulation,Health Education,Technology Uses in Education,College Students,Foreign Countries

The use of mobile augmented reality technology has recently improved in education and training methods. Studies have shown that this new technology has a positive effect on education and students. This study aims to present a synthesis of the studies on mobile augmented reality in health education with a critical approach and to develop suggestions for future researchers. In addition, by presenting an application on the effect of the use of augmented reality in health education on the performance of students, it is aimed to investigate the students' perspectives on the use of this technology and its use as an educational tool in teaching-learning through students' perspectives. For this purpose, an anatomy application for anatomy lesson was designed with Unity 3B platform, Blender and After Effect, and 150 students studying at Vocational Department of Health Services were asked to experience the augmented reality application developed. Mobile augmented reality application was made available to students during the application process. as a result, &quot;Student Views Questionnaire on the Use of Augmented Reality Application in Health Education&quot; was applied. Frequency and percentage distributions were used to determine student views. The results obtained in the research show that students respond positively to the use of technology and they believe that the use of technology in the learning-teaching process will increase their performance.
Teaching Grammar and Vocabulary for the TOEIC Test with Corpora: The Case of Lower Intermediate Learners
Author: Lin, Yen-Yu
Date: 2023-00-00
Type: Journal Articles
Subjects: Grammar,Teaching Methods,Second Language Learning,English (Second Language),Language Tests,Second Language Instruction,Vocabulary Skills,Nonmajors,College Freshmen,Data Analysis,Language Proficiency,Computer Assisted Instruction,Conventional Instruction,Foreign Countries,Instructional Effectiveness,Student Attitudes,Cognitive Style,Independent Study,Computational Linguistics,Logical Thinking,Engineering Education,Computer Science Education

This study examined the effectiveness of guided data-driven learning (DDL) activities on helping technological university students with a lower-intermediate proficiency level to learn grammar and vocabulary topics for the TOEIC test. The question of whether inductive learners make more progress than deductive learners was also addressed. A total of fifty-one non-English majors in a freshman English class participated in the study. Five computer-based and four paper-based DDL lessons were developed to increase students' awareness of the usage of particular grammar items and the distinction between three sets of synonyms. In order to determine the effects of the treatments, all the participants took pre-tests and immediate posttests. The results showed that there was a statistically significant difference between pre- and post-tests on grammar and vocabulary. However, inductive learners did not outperform deductive learners. As for students' perception of the treatments, it is noteworthy that they tended to take a neutral to less than positive attitude towards this DDL experience even though such an experience helped them significantly improve. The results suggested the existence of a gap between students' perceived satisfaction and their actual achievement. Pedagogical implications of these findings were discussed to improve the efficacy of DDL in Taiwan's EFL context.
Teachers&apos; Actions and Students&apos; Engagement Behaviors during Number System Knowledge Discussions: Implications for Enhancing Active Engagement
Author: Bundock, Kaitlin
Date: 2023-00-00
Type: Journal Articles
Subjects: Numbers,Mathematics Instruction,Teaching Methods,Numeracy,Learner Engagement,Intervention,Grade 2,Elementary School Students,Mathematics Skills,Elementary School Teachers,Faculty Development,Mathematics Achievement,Teacher Student Relationship

A critical challenge for elementary mathematics teachers is meeting the learning needs of all students, especially when there is variability in students' number knowledge. Because young students' number system knowledge (NSK) contributes to future success in mathematics, NSK activities must be designed to engage all students, particularly students who have struggled to engage in mathematics, to help students build early number knowledge. In this manuscript, we describe a quick images number sense intervention implemented across five second-grade teachers and 75 students, and examine outcomes related to teacher actions and student engagement behaviors. The results of our mixed-methods study indicate that the intervention provided multiple ways for students of varying abilities to engage with and learn the content. Our results provide practical implications for teachers, and prompt questions to evaluate in future research.
The Effect of Health-Saving Educational Technologies on Development of Natural Abilities of Schoolchildren
Author: Sadykov, Sagdat
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Technology,Student Needs,Secondary School Students,Physical Fitness,Self Efficacy,Athletics,Adolescent Development,Persistence,Nutrition,Health Behavior,Technology Uses in Education,Eating Habits,Foreign Countries

Health saving-based educational technologies aim to provide a combination of children's needs, motivations, knowledge, optimal health level and normal physical development. In this study, the effect of the health-saving educational technologies program applied to secondary school students in increasing their physical fitness, self-efficacy in sports and mental endurance in reducing negative nutritional behaviors was examined. In the study, experimental procedures were carried out according to the 2x2 control group, pretest and posttest trial model. Experimental applications of the study lasted for 10 weeks, with 33 experimental and 33 control group students. During this period, the health-saving educational technologies program was applied in the experimental group; on the other hand, no application was made in the control group. Before and after the experimental procedure, pretests and posttests were applied to the experimental and control groups (Physical Fitness Test, Sports Self-Efficacy Scale, Negative Eating Behavior Scale and Mental Endurance Scale). According to the research findings, the students in the experimental group, who applied the health-saving educational technologies program, achieved higher levels of physical fitness, sports self-efficacy and mental endurance than their peers in the control group. It has also been found that the health-saving educational technologies program is effective in reducing negative eating behaviors.
The Role of Communication Variables in L2 Communication Intention in Project-Based Learning (PBL) Instructional Contexts
Author: Cheng, Hsing-Fu
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Student Projects,Communication (Thought Transfer),Language Usage,Classroom Communication,Anxiety,College Seniors,Active Learning,Comparative Analysis,Context Effect,Affective Behavior,Correlation,Student Motivation,Feedback (Response),Intercultural Communication,Foreign Countries,Majors (Students),English (Second Language),Course Descriptions,Student Attitudes

The role of communication variables such as communication apprehension (CA), self-perceived communication competence (SPCC), and intercultural willingness to communicate (IWTC) in improving L2 WTC has rarely been compared or even considered in detail in project-based learning (PBL) classroom contexts. Given this research gap, a mixed-methods study was designed to examine the interconnection of the above-mentioned communication variables in PBL contexts. A questionnaire was administered to a total of 82 senior-year students from four sections of a PBL course at a university in northern Taiwan at the beginning and the end of the 18-week semester. The findings showed that SPCC and IWTC had significant explanatory power for L2 WTC, with the former exerting a greater impact on L2 WTC. Furthermore, with the exception of CA, the results for all the communication variables indicated significant positive change towards the end of the course. To gain more insight into the cognitive, affective, and contextual factors that may influence L2 WTC in PBL contexts, qualitative data derived from reflection reports revealed that situational WTC in PBL L2 classrooms was regulated and mediated by the interplay of multiple factors: group member support, learner engagement, mastery experience and practice, intrinsic motivation, and positive feedback and interaction.