ethanporcaro/eric-fulltext-meta huggingface dataset:
Developmental Evaluation of Teaching Quality: Evidencing Practice
Author: Boyle, Fiona
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Teacher Effectiveness,College Faculty,Student Evaluation of Teacher Performance,Evaluation Methods,Communities of Practice,Self Evaluation (Individuals),Teaching Skills,Teacher Improvement,Student Satisfaction,Ethics,Systems Approach,Case Studies

The evaluation of teaching quality and practice is increasingly important in higher education and usually done via student surveys (quantitative data) alone. Much less attention is given to teachers' self-evaluations of teaching practice (qualitative data). This emphasis on quantitative over qualitative data can result in incomplete and biased measures of teaching quality, and inappropriate changes to educational practice, which may, in turn, negatively impact outcomes, experiences and university microcultures. In this paper, we present a case study of an international residential masters module, in rapid transition to online delivery during the COVID-19 pandemic, to demonstrate: 1) how developmental evaluation (DEval) can be used for rigorous critique of teaching practice in conjunction with student satisfaction data; and 2) how qualitative reflections on teaching practice can be transformed into justifiable evaluative evidence, using DEval theory and techniques. Our DEval approach, theorised and enacted using the community of inquiry framework, increased the teachers' skills and confidence to plan and continually evaluate teaching-learning enhancements. We discuss the implications and benefits of DEval for teachers and universities when used to assess teaching quality. In addition, we expand on existing knowledge to provide clarification on the purposes and appearances of all levels of evaluation in higher education.
The Out-of-Field Phenomenon: Perceptive Consequences and Support Needs through the Lens of Graduating Second Career Preservice Teachers
Author: Du Plessis, Anna Elizabeth
Date: 2023-00-00
Type: Journal Articles
Subjects: Career Change,Preservice Teachers,Student Attitudes,Teacher Qualifications,Graduate Students,Masters Programs,Preservice Teacher Education,Self Efficacy,Reflection,Teaching Skills,Readiness

Second career preservice teachers' perceptions about the out-of-field teaching phenomenon might influence career decisions, such as retention and attrition. A target group of 133 second career graduating Master of Teaching students voluntarily participated in this mixed method study which offered findings through analysed open and Likert-scale questions and semi-structured interview data. The pilot offers new information about second career preservice teachers' perceptions about their possible involvement in out-of-field teaching practices and the phenomenon's implications for capabilities, skills knowledge, self-efficacy, support needs and professional identity. A critical reflection on quality teaching and teacher training programs, and preparation for the teaching profession form the foundation for further research in this field. The analyses further stimulate a deeper understanding of the future second career teaching workforce and perceptions of support resources.
Effects of Resit Exams on Student Progression: An Australian Case Study
Author: Nguyen, Nga Thanh
Date: 2023-00-00
Type: Journal Articles
Subjects: Tests,Testing,Repetition,Academic Failure,Educational Benefits,High Stakes Tests,Equal Education,Alternative Assessment,Student Attitudes,School Holding Power,Foreign Countries,Case Studies

Resit exams allow students who have failed a subject a second chance to demonstrate achievement of the academic standards required for program progression. Contrary to previous studies in this field, this paper reports on the value of resit exams with a comprehensive discussion of the lessons learned from the implementation of resits in different conditions and is intended to assist educators to decide whether such exams are a useful and fair way to promote student progression. The data were obtained from student academic performance metrics, a survey with a total of 444 students, six student focus group interviews with a total of 29 students, and three individual staff interviews. The study suggests the benefits of resit exams as a tool to improve student learning outcomes and progression, especially with the close relationship between resit exams and threshold and high-stakes assessment requirements. While the psychological and progression benefits of resit exams were acknowledged by the participants, concerns were expressed about some aspects of the way the school offered the resits and the issue of inequality. Alternatives were proposed to avoid unnecessary failure and promote learning.
Evaluation of the Curriculum of High School Mathematics According to CIPP Model
Author: Keskin, Ismail
Date: 2020-12-00
Type: Journal Articles
Subjects: Curriculum Evaluation,Secondary School Mathematics,Secondary School Curriculum,Teacher Attitudes,High School Teachers,Mathematics Teachers,Foreign Countries,Evaluation Methods,Class Size,Gender Differences,Individual Differences,Institutional Characteristics

The purpose of this research is to evaluate the high school mathematics curriculum, which came into force in 2013, according to the CIPP model. In this research, it was intended to evaluate the high school mathematics curriculum, which has been implemented since 2013, based on the opinions of the teachers and survey model was adopted as a quantitative research model. The population of the research consists of mathematics teachers teaching in high schools in 2017-2018 academic year. The sample of the research included 711 mathematics teachers who were working in high schools located in fourteen cities, representing seven different regions of Turkey. In the research, 5-point Likert scale was used. The scale was developed within the framework of the CIPP assessment model considering the context, input, process and product (CIPP) dimensions. The data were collected in the spring semester of the 2017-2018 academic year. Computer-aided data analysis programs were used to analyze quantitative data. According to the results of the research, teachers' views on mathematics curriculum do not significantly differ according to gender and educational status. However, there exists a significant difference in terms of &quot;experience&quot; &quot;the status of reviewing the curriculum&quot;, &quot;having in-service training&quot;, &quot;the faculty graduated&quot; and &quot;school type that the teachers work in&quot; variables, in all dimensions.
The 4 Cs Strategy for Disseminating Innovations in University Teaching: Classroom, Corridors, Campus, Community
Author: Gribble, Lynn
Date: 2023-00-00
Type: Journal Articles
Subjects: College Faculty,College Instruction,Instructional Innovation,Reflective Teaching,Teacher Effectiveness,Educational Strategies,Teaching Methods

University educators are encouraged to be innovative in their teaching practice, and are often recognised and rewarded for these innovations. However, the effective dissemination and consequent adoption of such innovations is still relatively ineffective, despite the development of diverse dissemination frameworks and strategies. The literature suggests the uptake of innovations is constrained especially by 'people factors' related to change, transition and perceived risk, which limits the effectiveness of top-down dissemination. Through a reflective methodology guided by an appreciative inquiry stance and the Discover, Dream, Design, Destiny model, the authors explored dissemination of university teaching practices. Through the Discovery phase, the authors reviewed the literature on innovation and dissemination in the context of reflective inquiry into their own experiences as innovative educators. In the Dream and Design phases, the authors used this new understanding to develop an educator-centred approach strategy for sharing innovations in ways that capitalise on people factors and the principles of persuasive influence towards effective change. The 4Cs Dissemination Strategy systematically connects innovators to their students, colleagues, institutions, and broader networks. After building a scholarly evidence base of the impact of teaching innovations in the Classroom, the focus shifts to person-centred interaction with colleagues in Corridors, across the Campus and into the Community. The Destiny phase is in progress: as a structured professional learning framework supporting innovators to become the advocates for their own innovations in practical ways, the 4Cs Dissemination Strategy has the potential to facilitate the sharing of innovative practice and enhance innovation leadership.
Chinese Pre-Service Science Teachers&apos; Views of the Social Responsibility of Scientists and Engineers
Author: Zhang, Shen
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Education,Student Attitudes,Scientists,Engineering,Technical Occupations,Social Responsibility

Scientific and technological research is important to everyone because their results affect humanity worldwide. Although science and technology bring many benefits to humanity, individuals and societies can face the negative consequences of science and technology. To prevent and solve the negative consequences of research in these fields, it is important to educate scientists and engineers to have social responsibility. However, no research has addressed preservice science teachers' views of social responsibility in literature. Therefore, this study aimed to explore Chinese pre-service science teachers' views on the social responsibility of scientists and engineers. The research participants were 194 pre-service science teachers. A social responsibility instrument was administered for data collection. The results showed that participants had high mean scores in five areas of social responsibility and a good awareness of the role of scientists and engineers in addressing problems and risks related to human, environmental, and societal impacts. However, they had lower mean scores in three areas requiring action or involvement. In addition, the results did not show statistical differences by gender or grade level. In light of our findings, we conclude pedagogical and practical implications for teachers and researchers in teaching social responsibility.
Developing and Validating an Instrument to Assess Ninth-Grade Students&apos; Online Metacognitive Skills in Solving Chemistry Problems
Author: Zeng, Yating
Date: 2023-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Grade 9,Metacognition,Problem Solving,Chemistry,Science Education,Cognitive Processes,Test Reliability,Foreign Countries,Secondary School Students

Online metacognitive skills are the real-time awareness of cognition, which can effectively promote science learning and improve performance in solving scientific problems. Therefore, it is important to enhance and diagnose students' online metacognitive skills in science education. This study aimed to evaluate ninth-grade students' online metacognitive skills while processing chemistry problems. To achieve this goal, this study constructed a framework for guiding the development of an instrument comprising 12 two-tier items. A total of 258 ninth graders took part in the field testing in Jiangsu, China. A partial credit Rasch model analysis was employed to inform instrument development and evaluation. The results revealed that this instrument was valid and reliable for assessing students' online metacognitive skills. Nearly 60% of the ninth-grade students in this sample were able to monitor their own thought processes or evaluate their own cognitive performance in processing chemistry problems. About one-third of the students could regulate their thought processes. However, less than 4% of the students could make attributions about their cognitive performance.
Digitalisation of Writing in Higher Education: The COVID-19 Pandemic Impact
Author: Mospan, Natalia
Date: 2023-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Writing (Composition),Higher Education,COVID-19,Pandemics,Computer Mediated Communication,Distance Education,Foreign Countries,Educational Technology,Collaborative Writing,Information Technology,Technology Integration,Writing Strategies,Writing Evaluation,Feedback (Response),Computer Oriented Programs,Writing Instruction

The COVID-19 pandemic has accelerated the digital transformation of higher education worldwide. It also has facilitated digital writing in remote classrooms and beyond. During lockdowns, digital writing has become a constant way of communication in our lives. The research examines the COVID-19 pandemic impact on digital writing transformation in higher education. It also assumes the dependence of writing modes on distance learning types. Empirical evidence gathered through quantitative and qualitative research methods involves higher education teachers and students surveyed in a Ukrainian university to understand their perceptions and experience of writing online during the Coronavirus lockdowns in 2020-22. The research results reveal trends in transforming writing modes (traditional vs digital), writing conditions, and educational technology. Furthermore, the research shows that the higher education transition to digital format during the COVID-19 pandemic has encouraged the digitalisation of writing, and even new modes of collaboration through digital writing. They include detailed description and visualisation of interactive learning activities with additional ICT tools that can optimise the educational process. The findings and guidelines can contribute to studying digital writing in higher education during and post-pandemic.
Students&apos; Perceptions towards the Application of Peer Assessment in a Virtual English Writing Class
Author: Vo, Thi Kim Anh
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Writing Skills,Online Courses,Electronic Learning,Peer Evaluation,Student Attitudes,COVID-19,Pandemics,College Students,Writing (Composition)

Writing skills are not easy to develop in English language learning, especially when online learning is being implemented amid the COVID-19 pandemic. In order to improve students' writing skills, as well as increase students' autonomy, peer assessment is often adopted. The article presents findings of the research conducted in late 2021 on students' perceptions towards the use of peer assessment in an online English writing class in Vietnam. The research applied a mixed method model with a questionnaire and an interview as the instruments. The questionnaire has 18 items divided into 4 parts: students' personal information, students' attitudes towards peer assessment, advantages of peer assessment, and disadvantages of peer assessment. The participants were 97 English as a Foreign Language (EFL) students who experienced one semester studying &quot;Advanced Writing Skills&quot; in online classes. The findings of the research revealed that students had negative attitudes towards the application of peer assessment to improve writing skills and they shared ideas of advantages and disadvantages of peer assessment. It is recommended that specific guidelines on how to do peer assessment with samples should be provided before teachers implement this teaching technique in class. In addition, in online classes, teachers need to be aware of making students familiar with peer assessment, as well as in the virtual environment.
Disruptions and Flux in Higher Education: Turning the Focus towards the Early Career Researcher
Author: Gerwel Proches, Cecile
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Change,Higher Education,COVID-19,Pandemics,College Faculty,Teacher Researchers,Novices,Technology Uses in Education,Writing (Composition),Mentors,Distance Education,Standards,Leadership,Ethics

The COVID-19 pandemic created unique challenges for early career researchers, especially those based in higher educational institutions (HEIs). Online teaching and learning, and remote working, resulted in HEIs not being in their usual social space, which is generally more conducive for learning, collaboration, reflection and reflexivity, and critical thinking in their professional and personal development. A systemic lens approach is adopted to identify key elements for optimising research output that is aligned with ethical practice; strengthening individual researcher capacity through digital writing support, facilitating research collaboration, and building leadership in research. These identified elements are intended to provide support for early career researchers to achieve optimal levels of motivation and career satisfaction. Early career researchers also need to consider the more personal elements that could impact their research career such as self-motivation, including the driving forces behind these decision-making processes. This requires self-reflection and introspection so that researchers engage more meaningfully with the complexities in research and leadership, as well as develop skills that would support communication and collaboration, both within and outside of HEIs in South Africa.
Dungeons and Dragons and Digital Writing: A Case Study of Worldbuilding
Author: McKenzie, Brian
Date: 2023-00-00
Type: Journal Articles
Subjects: Games,Collaborative Writing,Cooperative Learning,Student Projects,Critical Thinking,Digital Literacy,COVID-19,Pandemics,Information Literacy,Web 2.0 Technologies,College Students,Student Attitudes,Learner Engagement,Foreign Countries,First Year Seminars,Distance Education,Electronic Learning,Critical Literacy

Collaborative worldbuilding is an ideal digital writing project for promoting critical thinking about contemporary issues, developing and applying disciplinary expertise writing transfer, and building digital literacies. In the context of the global COVID-19 pandemic where the student experience was characterised by isolation, collaborative worldbuilding also offered a powerful means of building solidarity and community. This paper presents a case study of using collaborative worldbuilding for gaming to achieve key digital writing learning outcomes. The case study shows how this innovative pedagogical approach can be mapped to two key frameworks for information and digital literacies: the Digital Competence Framework for Citizens and the Framework for Information Literacy in Higher Education of the Association of College and Research Libraries. The case study also illustrates how a MediaWiki installation can be used for worldbuilding and as a means of critically introducing students to Wikipedia itself. Qualitative feedback from the students shows that the class achieved its key learning outcomes. More importantly, student engagement during the class and their feedback ascertains that collaborative worldbuilding is a powerful means of building connections and empathy between students in the context of isolation, amid a global pandemic.
&quot;Learning from Weakness Is Also Valuable&quot;: A Reflection on Digital Peer Writing Workshops Held during the COVID-19 Pandemic
Author: Pâquet, Lili
Date: 2023-00-00
Type: Journal Articles
Subjects: Reflection,Writing Workshops,Peer Evaluation,Computer Mediated Communication,COVID-19,Pandemics,College Students,Cooperative Learning,Distance Education,Electronic Learning,Asynchronous Communication,Equal Education,Time Factors (Learning),Peer Relationship,Adult Students

In 2019, I refreshed a tertiary writing unit in which, across two assignments, students planned and then produced their own creative non-fiction work. Peer workshopping was an important pedagogical tool to help students bridge the gap between their creative non-fiction plan and their final submission. In the discipline of Writing, peer workshopping is central to students' degrees, allowing them to develop a collective wisdom that is difficult to replicate in digital learning environments. My regional institution offers &quot;digital first&quot; degrees, and around 90% of my students learn online. Therefore, I created workshops online in asynchronous, written form, to suit our cohort of mostly mature age students with many commitments alongside study. During the unit, many students expressed troubles in using online programs such as Google Docs, prompting me to reflect on how to best meet their learning needs. Students took part in focus groups, which formed the basis of my subsequent revision of the digital workshops in the unit's 2021 iteration. The need for digital adaptations of disciplinary pedagogies became even more broadly relevant by 2021, as more universities moved online during the pandemic in an Emergency Remote Learning response, and many remain online post-pandemic. Reflecting on my improved 2021 workshops, I ask, how can the writing workshop be successfully replicated in an asynchronous digital space? My response will reflect on 2021 survey feedback on the outcomes of my revisions in digital skills instruction and managing students' time investment.
Lexical Features and the Quality of Vietnamese EFL Students&apos; Online English Writings
Author: Huong, Pham Thi Thu
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,COVID-19,Pandemics,Online Courses,Writing Skills,Language Teachers,Teacher Attitudes,Technological Literacy,Barriers,Foreign Countries,Higher Education,Language Usage,Computer Mediated Communication,Teacher Student Relationship,Accuracy,Language Proficiency,Educational Benefits,Majors (Students),Computational Linguistics,Computer Software,Learning Management Systems,Web Sites,Student Attitudes,Undergraduate Students,Writing Evaluation

The rapid development of high technology and the Internet has made online learning increasingly popular, especially in the last few years when the COVID-19 pandemic appeared and spread worldwide. However, implementing online English courses in the pre-COVID-19 period was not prevalent; and only a few courses utilized new technologies to teach the English language online in universities and colleges in Viet Nam (Pham, 2020). This paper investigates 270 Vietnamese tertiary students' digital competency and online English writing study and practice experience in pre-, during, and post-COVID-19 periods. It also examines the link between the lexical features and the quality of the students' online English writing. In addition, the study surveys English teachers' perceptions of lexical features' influence on the students' online English writing quality. The study found that Vietnamese tertiary students' digital competencies are of a high standard, with plentiful experiences of using digital technology in learning and practicing English. Some students faced challenges such as performing digital devices, communicating with friends and teachers, reading guides and documents in English, or having financial issues while taking online English courses during the COVID-19 pandemic. However, most of them solved all problems quickly and effectively themselves. Moreover, the findings implicated the strong influences of lexical sophistication, lexical diversity, and language accuracy on the students' English writing quality. Finally, it showed teachers' approval for students to use English writing aids when learning or practicing writing English online because of the educational benefits and convenience they could get in online English learning sessions.