ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of Heutagogical Practices through Mobile Device Usage in a Teacher Training Programme in Malawi
Author: Chimpololo, Andrew
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Communities of Practice,Ownership,Preservice Teacher Education,Preservice Teachers,Teacher Education Programs,Independent Study,Reflection,Student Attitudes,Access to Computers,Laptop Computers

This paper analyses the mediation of heutagogical practices using mobile devices in a teacher training programme in Malawi. Existing literature suggests that the use of mobile devices facilitates the development of heutagogy, an educational approach characterised by interdependent learning, double- and triple-loop learning and participation in communities of practice. The study draws on three major heutagogical principles for its theoretical foundation. It adopts the case study method, and uses questionnaire, semi-structured interviews, focus group discussions and personal diaries for data collection. Mobile phone ownership is almost universal at the college and most of the student-teachers possess at least one Internet-enabled device. Despite laptop ownership and institutional access to computers being low, a relatively high number of student-teachers frequently use computers in their studies to complement mobile phones. Regarding heutagogical practices, few student-teachers claim to engage in interdependent learning as well as double- and triple-loop learning. Conversely, most of them tend to participate in communities of practice, particularly those involving students only. In addition, few student-teachers hold the intention to use their devices in their own teaching.
Mediating Roles of the Cooperating Teachers&apos; Self-Efficacy to the Pre-Service Teachers&apos; Classroom Instruction and Evaluation
Author: Dela Cruz, Andrian A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperating Teachers,Self Efficacy,Preservice Teachers,Student Evaluation,Student Teaching,Kindergarten,Preschool Teachers,Mediation Theory,Foreign Countries,Teacher Effectiveness,Competence

This study determined the mediating roles of cooperating teachers' self-efficacy to pre-service teachers' classroom instruction and evaluation and their performance in practice teaching. The sample consisted of twenty-one cooperating Kindergarten teachers and twenty-one pre-school education (PSEd) pre-service teachers. This study employed descriptive-investigatory research. Cooperating teachers have a strong determination to deal with academic-related challenges which they encounter, and also to manage personal conflicts, but they do not compromise being openminded to someone opposing them. The pre-service teachers meet the standards set by the college regarding the different competencies in preparation for the actual teaching. They do best in the preparation of teaching aids, while their ability to answer questions during actual demonstration teaching should be improved. The General Self-Efficacy (GSE) of the cooperating teachers does not mediate with the level of pre-service teachers' classroom instruction and evaluation performance. The teaching and management skills of the future teachers are brought about by the high self-efficacy of their cooperating teachers in a mediating role.
A Comparison of Student Performance in Face to Face Classes versus Online Classes versus Hybrid Classes Using Open Educational Resources
Author: Little, Philip
Date: 2020-07-00
Type: Journal Articles
Subjects: Synchronous Communication,Online Courses,Blended Learning,Open Educational Resources,Performance Factors,Accounting,Business Administration Education,College Students,Lecture Method,Gender Differences,Delivery Systems,Test Format,Scores

This research focuses on the performance (as measured by exam grades) of students in a section of Accounting Principles taught face to face (traditional delivery) versus one section of the same class taught in an online format versus two sections of the same course taught in a hybrid format. The distinction of this research is that the students in the hybrid sections did all their work (including online exams) in My Accounting Lab the same as students in the online class. The only difference is that the hybrid students were able to meet with the instructor twice a week during the semester to ask questions about their My Accounting Lab assignments and benefit from having some of the assignments explained in detail. The students in the online section could only submit questions electronically through a My Accounting Lab link or through university email. The face-to-face (traditional delivery) class did homework and chapter multiple-choice quizzes on My Accounting Lab but took all their exams in class and had the opportunity to see and hear instructor lectures on each of the covered topics.
Principals&apos; Experiences Leading Strategic Planning in High-Performing Primary Schools in Trinidad and Tobago
Author: Ramlal, Adesh
Date: 2020-07-00
Type: Journal Articles
Subjects: School Effectiveness,Elementary Schools,Principals,Strategic Planning,Foreign Countries,Literacy,Numeracy,Instructional Leadership,Change Strategies,Professional Development,Capacity Building,High Achievement,Transformational Leadership,Data Use,Decision Making,Accountability,Partnerships in Education

In the education system in Trinidad and Tobago, only 60% of students are achieving mastery in literacy and numeracy as documented by national tests. The purpose of this basic qualitative study was to explore principals' experiences leading strategic planning designed to increase achievement in literacy and numeracy in eight high-performing primary schools in Trinidad and Tobago. Fullan's change process theory provided the framework for the study. Data were collected from interviews with eight principals. Data analysis included coding, categorizing, and identifying themes. Findings indicated that principals plan, implement, and monitor the facilitation of change processes through in-depth strategies in teaching and learning with a continuous focus on literacy and numeracy. Findings also revealed that there is continuous professional development to support teachers and transform their capacity in practice. The extension and confirmation of knowledge were validated by the change process theory that change process at the campus level of the school must include strategies for improving the school. Findings may be used to evaluate strategic planning quality and assessment practices in low-performing schools in Trinidad and Tobago, and to improve principals' capacity for effective strategic planning.
The Relationship between Teachers&apos; Turnover Rate and Career Decision in South Korea: A Study of Private Educational Academies
Author: Dos Santos, Luis Miguel
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Mobility,Correlation,Private Schools,Career Development,Language Teachers,Teacher Persistence,Teacher Shortage,School Administration,Teacher Qualifications,Foreign Workers,Foreign Countries,Decision Making,Job Satisfaction,Social Bias,Work Environment

South Korea is one of the most popular destinations for foreign language teachers wanting to start developing a career. Due to the rapid development and demands of foreign language teachers, the human resources department of the educational system is facing challenges. Many schools, including the private educational academies, always recruit language teachers for their afterschool preparational programs. However, the turnover rates for these teachers is significantly high for various reasons. This study employed the lens of the Model of Retention, Turnover, and Attrition for the exploration of 55 foreign language teachers who decided to leave their teaching position after the completion of their first-year contract. The results indicated that all participants had an unpleasant or negative experience in their social atmosphere and school environment stemming from discriminations, negative managerial styles from school administrators, and impolite practices from parents and students. Researchers, school leaders, parents, students, human resource professionals, policymakers, and government agencies should take this opportunity to reform and improve the educational environment and human resource management in South Korea.
Analysis of Initial Teacher Training for the European Area: A Key Instrument of Social Transformation
Author: Palomino, Maria del Carmen Pegalajar
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Foreign Countries,Social Change,Student Attitudes,Practicums,Standards,Graduate Students,Undergraduate Students,Educational Change

University plays a vital role in the social development of students, and, in line with this premise, the main foundations for the creation of the European Higher Education Area are based on the social perspective for its promotion. The introduction of the Spanish university system into the European Higher Education Area has had an impact on initial teacher training. In order to maintain a balance from the social perspective, this work analyses the student's perception of a bachelor's degree in early childhood education and primary education and a master's in secondary education on the implications of the European convergence process for their initial training. It is a descriptive study that uses an &quot;ad hoc&quot; scale as an instrument for data collection, addressed to students from two Spanish universities (n=682). Results show the positive evaluation of the student towards the practicum, understood as a complement to their academic training, as well as the coherence between the theoretical and practical contents in the different subjects, among other aspects. However, it also criticizes the development of subjects taught by several professors, as well as the lack of information disseminated by the university on the implications that this European process has generated in the teaching-learning process. These perceptions are more favorable in master's students than in undergraduate students. This allows the identification of the potentialities and limitations of the European process for the initial teacher training.
The Role of the Professor in Adult Student Success: Teaching Today&apos;s College Students to Succeed
Author: Otts, David
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Role,Teacher Influence,Academic Achievement,Teacher Characteristics,Teaching Styles

In the first two decades of the 21st Century, higher education has faced several challenges including decreasing enrollments, emphasis on getting students through to graduation, remote teaching, and an increasing reliance on online teaching. These challenges raise three central questions: How has the role of the professor in student success changed? What characteristics does a teaching professor require? What influence does the professor have on student success? The two professor types identified by Polya (1973) can be categorized as the unengaged professor and the teaching professor. To clarify how the teaching of each type influences student success, a comparison of major characteristics of the two types are provided. Practitioners may find value in adding a self-comparison to these.
Student-Prepared Videos in Undergraduate Instruction
Author: Parente, John M., Jr.
Date: 2020-07-00
Type: Journal Articles
Subjects: Undergraduate Students,Technology Uses in Education,Video Technology,Assignments,Student Projects,Business Administration Education,Teaching Styles,Learner Engagement,Educational Benefits

Generation Z has graduated and in some cases is still in college according to Seemiller and Grace (2016), who define the generation range from 1995-2010. A defining characteristic of Generation Z is that they grew up with technology. They are so involved or comfortable with technology that they &quot;expect&quot; it. Parents lament the lack of reading and the enormous dependence on video, gaming, and visual methods of delivery. As a result, the delivery of a traditional course using lecture, quizzes, and tests is not perceived as a &quot;good&quot; course by students. It also likely that retention will be greater using non-traditional methods. This manuscript describes our use of student-prepared videos for a variety of student assignments.
Teaching Effectiveness and Digital Learning Platforms: A Focus on Mediated Outcomes
Author: Boozer, Benjamin B., Jr.
Date: 2020-07-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Integrated Learning Systems,Educational Technology,Outcomes of Education,Business Administration Education,College Students,Learner Engagement,Electronic Learning,Grade Prediction,Homework

Teaching approaches and effectiveness have become more closely aligned with technology in establishing curriculums and disseminating course instructions. To the extent that Cengage MindTap and other digital learning tools are utilized offers a platform for measuring learning effectiveness through grade outcomes. This analysis considers university business classes within the core curriculum and as part of a finance major elective to measure if the use of such tool is statistically associated with higher grades. Independent variables analyzed are homework (HW), quizzes, and exams. Mixed results conclude that each independent variable in a simple regression produces stronger coefficients of determination with higher beta values in classes where MindTap is used but the association is less robust in a multivariate analysis. Mean grades collectively for all courses where MindTap was used were 80.49 compared to 79.42 for courses taught without MindTap.
Can We Teach the Earth Charter Anymore? A Critical Examination of the Earth Charter&apos;s Role in Education
Author: Stanger, Nicholas R. G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Environmental Education,Sustainability,Sustainable Development,Ecology,Misconceptions,Social Justice,Culturally Relevant Education,World Views

The Earth Charter has become a dated guiding document for the field of environmental education. When the document debuted in 2000 as the global &quot;framework to guide the transition to a sustainable future&quot; (Earth Charter Initiative, n.d.-a, para. 2), the writers promoted it as a solution to environmental problems that incorporated voices of a wide spectrum of diverse communities from across the globe. The Earth Charter is a broad and ambitious document, designed to encourage action at local, national, and international levels (Earth Charter Initiative, 2009). Using critical discourse analysis methodology and social justice lenses, this paper examines the value of the Earth Charter as an educational tool as we enter the Anthropocene, a new geologic period in which our species is the largest force influencing and changing the planet (Olvitt, 2017). We argue that the Earth Charter reinforces dominant oppressive myths of sustainable development and excludes concerns voiced by marginalized populations. In perpetuating problematic narratives, we question the Earth Charter in its current form as a relevant and useful framework for informing environmental education 20 years after its publication. We suggest a method for updating the Earth Charter with social justice framing, using democratic, co-creative tools that are accessible to communities around the world, in their own languages.
Case-Based Teaching: Using Stories for Engagement and Inclusion
Author: Hoffer, Erin Rae
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Story Telling,Learner Engagement,Inclusion,Diversity,Constructivism (Learning),Educational Benefits,Models

Case-based learning provides opportunities to increase engagement and foster inclusion for diverse communities of learners. Teaching with cases leverages the strengths of storytelling to help students internalize abstract concepts. Stories are the way we make sense of the world and translate abstract concepts into understanding. Through storytelling, we define culture, construct meaning, enter the realms of others, and build empathy and compassion. Case-based teaching has a long history in many fields, including Law, Business, Education, Humanities, and Public Administration. This paper discusses the research in storytelling and casebased teaching with a focus on engagement and inclusion, spanning traditional educational settings, online learning, and one-to-one virtual coaching models. Findings of research studies that assess case-based learning outcomes are provided, along with suggestions for incorporating new material into existing curricula to help learners construct new understandings and build inclusive behavior skills.
Digging at the Root of the Tree: Conceptualizing Relational Ecological Identity
Author: Martin, Timothy
Date: 2020-00-00
Type: Journal Articles
Subjects: Environmental Education,Ecology,Nonprofit Organizations,Foreign Countries,Adults,Disabilities,Participatory Research,Action Research,Individualism,Indigenous Knowledge

The following is based on a qualitative study conducted with two not-for-profit organizations based in Hamilton, Ontario: A Rocha and Good Shepherd Centres. Guided by grounded theory and participatory action research (PAR) methodologies, my research examined Operation Wild, A Rocha's environmental education (EE) program for adults with disabilities. In this article, I draw on participant voices from that research to respond to and extend Mitchell Thomashow's (1996) work on ecological identity by suggesting that his conceptualization of the ecological self is theorized as a solely individualistic, anthropocentric concept. With guidance from literature by Indigenous and disability studies scholars, I outline a theory of relational ecological identity, which encourages the interdependent, intergenerational, and interactive components of ecological identity-building. The concept is explored by foregrounding the stories and perspectives that emerged from Operation Wild's participants.
Eco-Activism Contributions to Social Learning: Drawing from the Turcot Public Debate
Author: Brière, Laurence
Date: 2020-00-00
Type: Journal Articles
Subjects: Activism,Democracy,Conservation (Environment),Social Change,Urban Areas,Foreign Countries,Transportation,Civil Engineering,Ethics,Citizenship Education

This article highlights the social learning dynamics, issues, and outcomes characterizing an urban transport controversy in which activists played an innovative role, going beyond the project's critique to present a technically detailed alternative, grounded in a collective ethical clarification process. The article then draws on a case study experience and findings to discuss how research in the field of non-formal eco-citizenship education can contribute to the reinforcement of social movements and the transformation of democratic institutions.
Insight on Planning and Assessing the Teaching-Learning Process
Author: Aada, Khalid
Date: 2020-00-00
Type: Journal Articles
Subjects: Lesson Plans,Planning,Educational Objectives,Evaluation Methods,Student Evaluation,Tests,Test Construction

Today, talking about educational planning generates a certain vital importance for the achievement of the goals and objectives previously established, as well as the definition of the steps and means necessary to carry out this process. However, we cannot talk about planning without addressing the assessment process as an essential element to review, through concrete and reliable criteria, how many goals have been achieved and under what conditions. This article discusses the important relationship between two essential areas at educational level: Planning and Assessing during the Teaching and the Learning Process. The main purpose of this work is to present a pedagogical tool that could facilitate the organization and the establishment of a followup in an actual form and thus contribute to the improvement of the study programs. Readers interested in this field of education will find in this article considerable ideas that would help them to understand the transcendence of systematized planning and organized assessment under a complex process, to complement their didactic training and thus make practical decisions that allow them to reach the established objectives. It seems that both Planning and Assessing work together to the achievement of the outcomes. But under what circumstances and conditions should be done the whole merging?
Role Models and Mentoring Relationships: Preferences Expressed by Hispanic Students Attending Hispanic-Serving Institutions
Author: Preuss, Michael
Date: 2020-00-00
Type: Journal Articles
Subjects: Role Models,Mentors,Preferences,Hispanic American Students,English (Second Language),Minority Group Students,Student Attitudes,State Universities,Community Colleges,Cultural Background,Undergraduate Students,Spanish Speaking,Individual Characteristics,Access to Information,Faculty Advisers

A sense that there are a limited number of role models at colleges and universities for Hispanic and other minority students has been a concern of researchers in higher education for a number of years but little is actually known about who Hispanic students consider a role model. Similarly, researchers have investigated the impact of mentoring relationships on success in college and persistence for majority and minority students, yet little is known of the preferences students studying at Hispanic-Serving Institutions have regarding mentors and whether Hispanic students at these institutions have expectations that differ from those of their peers. An NSFfunded investigation gathered data in both these areas. Findings from two surveys, one with responses from 464 students at 14 Hispanic-Serving Institutions and the other with responses from 746 students at a comprehensive, regional state university and two community colleges from which the university receives transfer students, are discussed. The first survey set the context for the second and its sample came from colleges and universities in New Mexico and Texas. The sample for the second survey is isolated to north Texas. On the first survey, students at HSIs were asked three general questions about mentors, to select types of individuals they saw as role models from a list of six short descriptions and to select all that applied from a list of eight characteristics desired in role models. The second survey included similar patterns but all the questions targeted mentors and mentoring relationships. Responses on both surveys include three primary findings. At the HSIs represented, the preferences of Hispanic students regarding role models and mentors are different from their non-Hispanic peers in several key ways. Their preferences appear to be related to cultural identity and to primary language for those who have English as their second language. The Hispanic students in the second survey were also more likely than their non-Hispanic peers to submit low ratings of the understanding representatives of their institution had of the student's culture. This occured for all forms of engagement listed: advising/mentoring, instruction, tutoring, financial aid assistance, scholarship services, career services, and student organizations.