ethanporcaro/eric-fulltext-meta huggingface dataset:
Constructing Teacher Identity in Teacher Collaboration: What Does It Mean to Be a Teacher of Culturally and Linguistically Diverse English Learners?
Author: Giles, Amanda
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Teachers,Professional Identity,Teacher Collaboration,Teacher Responsibility,Middle School Teachers,Language Arts,English Language Learners,Teacher Role,Beginning Teachers

Research calls for practice-based inquiry where language teachers conduct exploratory action research to transform their pedagogical practices to impact student achievement. This study builds on the research in practitioner inquiry, teacher collaboration, and teacher identity to investigate how a seventh-grade English Language Arts (ELA) teacher (Heather) constructed her identity as she collaborated with an ESL teacher (Amanda) to plan for and teach ESL students in a collaboratively taught ELA classroom. Our qualitative inquiry included data gathered from two collaborative cycles with three semi-structured interviews, two collaborative planning sessions, fieldnotes of the collaborative teaching sessions, and two reflective journals authored by the ELA teacher. The findings illustrate that Heather constructed her teacher identity as a novice teacher with surface-level understandings of ESL students and a limited knowledge about how to plan for the ESL students in her classroom. Collaboration did not disrupt her deficit student perspectives nor did this partnership pave the way for Heather's renewed understandings about how to teach ESL students in the ELA classroom. Collaboration, instead, provided Heather access to Amanda, whom Heather positioned as an experienced content teacher who could make the content accessible to ESL students.
Formative Research and the Achievement of Skills Based on Undergraduate Theses in University Higher Education
Author: Enriquez, Giovanna
Date: 2023-00-00
Type: Journal Articles
Subjects: Theses,Undergraduate Students,Student Attitudes,Student Satisfaction,Higher Education,Student Research,Research Skills,Skill Development,Foreign Countries,Student College Relationship,Teacher Student Relationship

The aim of this research was to determinate the relationship between formative research and the achievement of skills based on undergraduate theses in university higher education, considering three dimensions: student perception in the investigative endeavor, the role of the instructor and the institutional support in the process of building research skills. The methodology corresponds to a quantitative approach, and a survey technique was applied. A 21-item questionnaire card was designed, with a Likert scale that ranged from 1 to 5 for the formative research variable, and 30-item card with a Likert scale from 0 to 4 for the attainment of skills based on the thesis review. The instrument was validated by expert opinion, reaching an average of 85%. The reliability of the questionnaires was 0.92 and 0.95, respectively, according to the Cronbach's alpha method. The population consisted of 1448 theses published in the institutional repository from 2016 to 2020, and the sample was made up of 110 theses from 11 colleges, with a 95% level of confidence. The results indicate that the perception of the achievement of research skills, instructor support during the research process and institutional support are &quot;positive&quot;; likewise, review of the theses reached a &quot;successful&quot; level. It is concluded that there is a direct relationship between formative research and the achievement of competences.
An Overview of Student Perceptions of Hybrid Flexible Learning at a London HEI
Author: Detyna, Michael
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Learner Engagement,Blended Learning,Technology Uses in Education,Undergraduate Students,Technology Integration,Foreign Countries,Pandemics,COVID-19,College Faculty,Teacher Attitudes,Electronic Learning,Technological Literacy

Following implementation of a novel Hybrid flexible synchronous teaching approach, research was conducted. This looked at student views and perceptions of the approach both technically and pedagogically. The aim was to gather data to understand the approach from a student perspective and explore what would help ensure they gain the most from their experience in terms of engagement. Focus groups and interviews were held, and coding of data and thematic analysis was conducted. The main findings concerned engagement, equity of experience, and non-standard use issues, as well as benefits around flexibility for students. An original contribution to knowledge in this paper is shown through this being the first example of the thematic analysis of student feedback from hybrid flexible learning in this specific HE context. Limitations of this research include the specific conditions under which the research was conducted during a pandemic as this forced use of online-only recruitment and data gathering.
Media and Information Literacy in Secondary Students: Diagnosis and Assessment
Author: Turpo-Gebera, Osbaldo
Date: 2023-00-00
Type: Journal Articles
Subjects: Media Literacy,Information Literacy,Secondary School Students,Foreign Countries,Test Construction,Test Validity,Test Reliability,Self Concept,Factor Analysis

In the information and knowledge society, technology and the COVID-19 pandemic have added to the debate on Media and Information Literacy (MIL). In Peru, in spite of the recommendations from international institutions, proper attention has not been given, generating gaps in the study curricula. From this perspective, the study investigates the level of development of MIL in students studying the last cycle of intermediate education. In order to determine this, the AMI-Peru-21 survey was designed and validated, based on the UNESCO proposals. This research is of a quantitative, descriptive and crosscurricular nature, which made it possible to diagnose the relationship of the socioformative factors with the levels of MIL achievement, based on a sample made up by 1250 students from the province of Arequipa. The results evidence the validity and reliability of the instrument ([alpha]=0.96) in order to measure the level of MIL, from the perspective of student self-perception, as well as the association of certain socioformative factors with MIL (p&lt;0.000), among them, progress with age, i.e., older ages are associated with greater the levels of achievement, and females make more progress than males. It is also verified that access to basic services, such as electricity and the Internet, and the type of educational institution are correlated with higher levels of MIL achievement. From the evidence that is generated, in order to ensure the education of critical, ethical and responsible citizens, a set of initiatives is suggested to further the evolution of MIL in education.
A Strategic Institutional Response to Microcredentials: Key Questions for Educational Leaders
Author: Brown, Mark
Date: 2023-00-00
Type: Journal Articles
Subjects: Credentials,Higher Education,Educational Change,Educational Trends,Educational Policy,Adoption (Ideas),School Administration,Leadership Responsibility,Administrator Role,Organizational Objectives,Educational Planning,Responses,Institutional Environment,Risk Management,Educational Strategies,Leadership

This article responds to the rise of the micro-credential movement. It evidences the heightened attention politicians, policy-makers and educational leaders are giving to micro-credentials by framing the discussion in several recent high-level policy developments, an exponential growth in the number of academic publications and the increasing level of interest shown by popular media. It follows that micro-credentials appear to be high on the change agenda for many higher education institutions (HEIs), especially in the post-COVID-19 environment. However, the emergence of the micro-credential raises several crucial questions for educational leaders, set against fear of missing out. Importantly, the paper identifies a significant gap in the literature regarding leadership and strategic institutional responses to micro-credentials. Indeed, there is a dearth of literature. Leadership is crucial to the success of any educational change or innovation, so five key questions are presented for institutional leaders. They challenge institutions to make strategic decisions around how they engage with and position micro-credentials. If micro-credentials are part of an HEI's change agenda, then serious consideration needs to be given to the type of leadership and internal structures required to develop and execute a successful micro-credential strategy. Consideration must also be given to fit-for-purpose business models and how to mitigate potential risks. We hope to bring these strategic questions to the table as institutions plan, envision and develop their micro-credential strategies.
&apos;People Have Started Calling Me an Expert&apos;: The Impact of Open University Microcredential Courses
Author: Chandler, Kathy
Date: 2023-00-00
Type: Journal Articles
Subjects: Microcredentials,Higher Education,Outcomes of Education,School Effectiveness,Educational Benefits,Student Attitudes,Open Universities,Foreign Countries,Student Characteristics,Knowledge Level,Education Work Relationship,Job Skills,Career Change,Continuing Education

Evaluating courses' impact on diverse stakeholders can be immensely valuable as a means of identifying ways in which curriculum can better support learners' personal and professional development and achieve wider societal aims. Yet, few empirical evaluation studies exist exploring the impact of microcredentials. This article reports a study intended to address that knowledge gap by examining the impact of microcredential courses provided by The Open University UK -- one of the largest universities in Europe. A survey and narrative interviews were used to explore courses' impact on learners' knowledge, attitudes, behaviours and practices six months after the course ended. Analysis of the data, and the application of Wenger, Trayner and de Laat's (2011) Value Creation Framework, suggests that microcredential courses do have impact, in multiple ways, even for those learners not completing their course. Areas of impact include the development of learners' knowledge and skills, changed thinking about the subject studied, and impact at work and/or on everyday life. For some learners, study of a microcredential course also enables a career change or provides the confidence to go on to further study.
Motivations and Use of Video Games in Engineering Students
Author: Núñez-Pacheco, Rosa
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Motivation,Video Games,Engineering Education,College Students,Use Studies,Foreign Countries,Gender Differences,Recreational Activities

The use of video games has increased exponentially worldwide, mainly among the youth population. The main objective of this article is to evaluate the consumption habits and motivations of engineering students to play video games. To this end, an instrument to measure the use of video games and a scale of motivations were administered to 633 students enrolled in different academic engineering programs at a Peruvian public university. It was found that 91.3% of students play video games, compared to 8.7% who have never played them; it was also found that their use is greater among male students (95%) than among female students (73.4%). Likewise, it was found that these students prefer strategy video games, and that they mostly play them for escape and entertainment, and for socioemotional activation. It is concluded that consumption habits and motivations are related, since the greater the consumption of video games, the greater the motivation is for young people to play them.
Educational Innovation with Alternative Credentials as a Driver of the Digital Transformation of the University: A Case Study in Latin America
Author: Farias-Gaytan, Silvia
Date: 2023-00-00
Type: Journal Articles
Subjects: Credentials,Foreign Countries,Universities,Colleges,High Schools,Electronic Learning,Distance Education,Technology Uses in Education,Educational Change,Higher Education,Educational Technology,Educational Innovation,Educational Policy,Curriculum Design,Instructional Design,Student Records,Usability,Technology Integration,Affordances

The dynamics of change in the work environment are becoming more dizzying, given that adopting new technologies generates new knowledge and jobs. This research analyzed a case study of a Mexican university implementing alternative credentials. The method was instrumental case study research, with exploratory and descriptive categories, applying three instruments: documentary analysis of alternative credential programs, a questionnaire, and interviews with the experts involved in designing and delivering alternative credentials. In this case, the implementation of alternative credentials coincided with the reference frameworks of the European Union and the province of Ontario, Canada. Their frameworks mention the vision and institutional mission of alternative credentialing for the value offered, its definition, operation, award processes, accreditation, and quality. The case provides data for interested higher education institutions, such as why to do it, the strategy to follow, the added value offered, the elements that define it and its design, the assessment process and assignment, the timing of accreditation, and where it is recognized. This research contributes recommendations for defining and managing alternative credentials to serve as a reference for other universities interested in incorporating technology-supported educational innovations.
Investigating the Views and Use of Stackable Microcredentials within a Postgraduate Certificate in Academic Practice
Author: Sargent, Julia
Date: 2023-00-00
Type: Journal Articles
Subjects: Microcredentials,Qualifications,Certification,Credits,Higher Education,Faculty Development,Student Attitudes,Electronic Learning,Affordances,Barriers,Foreign Countries

There is increasing interest around the use of microcredentials for upskilling, employability, professional development, and reaching a wide range of learners. However, little discussion exists around the use of microcredentials to contribute towards broader qualifications and accreditation. This paper investigates the use of a series of microcredentials contributing towards a broader Postgraduate Certificate in Academic Practice (PGCAP) qualification. Using a descriptive case study approach, we explore the initial development of this qualification. We also discuss PGCAP learners' experiences of microcredentials study, drawing on the results of a survey. In doing so, we present both the merits of microcredentials from the learners' perspectives but also some of the pedagogical and practical considerations involved.
The &quot;Sweet Spot&quot; for Reflection in Problem-Oriented Education: Insights from Phenomenographic Action-Research
Author: Duchi, Lorenzo
Date: 2023-00-00
Type: Journal Articles
Subjects: Pilot Projects,Problem Based Learning,Teaching Methods,Interdisciplinary Approach,Action Research,Phenomenology,Elective Courses,Undergraduate Students,Intervention,Instructional Design,Student Attitudes,Reflection,Diaries,Program Evaluation,Teacher Supervision,Foreign Countries,Critical Theory,Inclusion,Diversity,Outreach Programs,Disadvantaged Schools,Pandemics,COVID-19,Elementary Secondary Education,College School Cooperation,Transformative Learning

This paper examines the impact of a structured, multi-dimensional reflection track of a 16-week pilot programme in experimental pedagogics (XP) in The Netherlands. XP is an elective undergraduate programme in which students investigate socially relevant educational problems in local communities and design educational interventions to address these issues through problem-oriented project work (PPL). To accompany the learning journey, students follow a reflection track structured with workshops, learning diaries, and articulated learning essays, that cover cognitive, phenomenological, relational, social, and global dimensions of reflection. The design of the track was informed by an interdisciplinary reflection framework combining inputs from cognitive and critical paradigms. To evaluate and improve the impact of this novel approach to reflection in problem-oriented education, the authors undertook an Education Action Research (EAR) process with the 17 participating students. The evaluation phase of the EAR was conducted using a phenomenographic design to draw out qualitative variations in conceptions of reflection among students who participated in the pilot. Focusing on variations of conceptions allowed the teachers-as-action-researchers to gain a fine-grained understanding of reflection within the XP problem-oriented setting. The findings reveal an outcome space comprising seven increasingly complex reflection categories. A phenomenographic analysis of the categories led us to conclude that there exists a reflection &quot;sweet spot&quot; inside which there is growth in reflection breadth and depth. Outside the sweet spot, students either do not reflect at all, or become so entangled in reflection that an infinite reflection regress appears to derail learning. We conclude by discussing the contributions of these findings to strengthening critical, socially relevant reflection in problem-oriented project work in the context of current global crises, focusing on the role of supervisors in fostering productive reflection.
Education as an Open Question: A Hermeneutical Approach to Problem-Based Learning
Author: Kloeg, Julien
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Problem Based Learning,Hermeneutics,Learning Processes,Humanities,Educational Philosophy,Questioning Techniques

In this paper, this theme of the open question is offered as a hermeneutical approach to problem-based learning. Most of the scientific literature on problem-based learning is in the realm of the behavioral-sciences. To the extent that the latter becomes the exclusive focus of research on problem-based learning, there is a risk of instrumentalization. The hermeneutical approach of this paper is meant to complement this field of research. The subjects of humanities research are not directly available to a humanities scholar, at least not in the way experimental subjects are to a natural scientist. This is Wilhelm Dilthey's epoch-making understanding of the humanities in a nutshell. Philosophical anthropologist Helmuth Plessner, drawing on Dilthey, extends this insight to the historicity of human existence as such, summarizing the latter as an 'open question' that is always impressing itself upon us as human beings, but which at the same time cannot be answered definitively. It is through this process of asking and answering that we leave behind a history in the first place. I use these arguments to show that the theme of the open question yields a series of interconnected educational insights: notably the importance of subjectification, the social and historical context within which education necessarily takes place, and the construction of new knowledge and experience. These educational insights are rendered explicit and put into practice in problem-based learning. I hope in this way to develop a research perspective on problem-based learning as not only a set of behaviors, but as the scene of meaningful action.
Undergraduate Students&apos; Emotions around a Linear Algebra Oral Practice Test
Author: González Peralta, Angelina G.
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Emotional Response,Mathematics Tests,Drills (Practice),Student Attitudes,Algebra,Foreign Countries,Verbal Tests,Self Esteem,Anxiety,Student Interests,Attention

Educational research has reported different benefits related to the use of practice tests. In the case of the teaching and learning of mathematics, evidence has been found that the use of practice tests is associated with an improved performance in standardized tests. However, it is less known about the emotions that students experience during such practice tests. This paper reports on a study on the use of practice test in mathematics instruction at the undergraduate level, which focuses on exploring students' emotions during a practice test for linear algebra. 78 students answered a questionnaire one day after having participated in an oral practice test on linear algebra. The results suggest that before the practice test nervousness was predominant among students, but this emotion decreases as the activity progresses.
Students&apos; Interest in Science, Technology, Engineering, and Mathematics (STEM) Based on Parental Education and Gender Factors
Author: Siregar, Nur Choiro
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Student Interests,Parent Background,Educational Attainment,Sex,Secondary School Students,Gender Differences

The integration of science, technology, engineering, and mathematics (STEM) education in various fields of knowledge is needed to enhance the country's economic development. STEM education is essential in developing technology towards the Industrial Revolution 4.0 (IR4.0) era. However, in many countries, especially in Indonesia, students are less interested in STEM subjects. This study aims to identify the differences and interactions of student interest in STEM based on parental education and gender. This study uses a quantitative method involving 150 secondary school students at Simanosor Julu, Medan, Indonesia. The results of data analysis based on the mean score indicated that there are differences in students' interest in STEM-based on gender and parental education. The mean score of male students, based on parental education at the university level, is higher than female students. It is recommended that there are additional study more deeply the STEM interests of students based on (a) social-economic status, (b) rural and urban schools, (c) the relationship between the two variables, and (d) involves students with more numbers.
Socialization, Professional Identity Formation and Training for Uncertainty: Comparison of Student- and Clinician-Lead Problem Based Learning Groups in the First Year of Medical Education
Author: Reinsch, Stefan
Date: 2023-00-00
Type: Journal Articles
Subjects: Medical Students,Socialization,Professional Identity,Individual Development,Problem Based Learning,Group Activities,Student Participation,Novices,Student Experience,Tutors,Communities of Practice

Clinical knowledge, group facilitation skills, and cognitive congruence are considered important factors for the successful tutoring of Problem Based Learning sessions. In addition, the theory of Community of Practice has become an important tool to approach social learning and knowledge integration in medical education and organizational studies. More research is needed to link these two strands of research. We look at novice medical students' experiences and comparative reflections on student-tutors and clinician-tutors as facilitators of PBL sessions in a participatory, randomized cross-over design. Qualitative methodologies were used to probe the experiences of participants. In this study, the main factor for successful PBL sessions for first-year students was the creation of a nonhierarchical learning atmosphere, which starkly differentiated itself from the rigidity of a PBL structure organized around clinician-tutors and their hierarchically-imparted knowledge. In contrast, a more flexible strategy of student tutors and their constructive management of &quot;not-knowing&quot; enabled novice students to take steps on their own--of which they were highly appreciative, stressing how it allowed them to develop earlier autonomy with regard to PBL methodology, manage uncertainty, and create a shared identity as a community of learners.