ethanporcaro/eric-fulltext-meta huggingface dataset:
Toungaue Cooperative Pedagogy for Tongan Tertiary Students&apos; Success
Author: Kalavite, Telesia
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Undergraduate Students,Graduate Students,Postsecondary Education,Academic Achievement,Underachievement,Pacific Islanders,Ethnicity,Student Diversity,Student Needs,Culturally Relevant Education,Cultural Context,Indigenous Knowledge,Foreign Countries

Cooperative Pedagogy specific to Tongans can enhance students' academic success in New Zealand's tertiary education. Tongan students' success depends on teachers' recognition and understanding of Tongan students' sociocultural context which involves their pule'anga (bureaucracy), famili/kainga (family), siasi (church) and fonua (country) relationships. Tongan students should not be treated within the Pacific groupings because 'Pacific' is a term of convenience for peoples who originate from different countries in the Pacific region whose cultures are uniquely different from one another. The term 'Pacific' tends to make these students live in the shadow of being treated as if they have the same needs in the classroom. The culturally specific needs of Pacific students are obscured by the assumption that they are homogenous. Academics and educational authorities in New Zealand need to recognise the importance of Pacific students' culturally specific needs in their educational environments to move towards solving the problems of underachievement. This article explores the use of a culturally specific Tongan Toungaue Cooperative Pedagogy for teaching Tongan students in New Zealand tertiary education. Toungaue Cooperative Pedagogy is rooted in Tongan students' sociocultural context which is at the heart of the Tongan society. More importantly, this proposed Toungaue Cooperative Pedagogy is transferable and could also be beneficial to other Pacific and Indigenous cultures.
Attitudes towards Science among Senior Secondary Students in Fiji
Author: Naiker, Mani
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Scientific Attitudes,Secondary School Students,Foreign Countries,Gender Differences,Racial Differences,Science Education,Attitude Measures

In order to investigate gender and ethnicity-based differences in scientific attitudes among Fijian students, the widely studied Test of Scientific Related Attitudes (TOSRA) was administered to 1401 senior secondary Fijian students (Years 11-13; approximately 15-18 years of age). Students generally had a positive attitude towards science overall in Years 11-13, with females showing a more positive attitude than males. By Year 13, the attitudes of females towards science had become more negative. The attitude of iTaukei students towards science started out lower than other ethnicities in Year 11 and increased during Year 12, before falling to below the starting attitude levels in Year 13. Fijian students of Indian descent generally had a positive attitude towards science that remained consistent throughout Years 11-13, with an increase in leisure and career interest in science in Year 13. A strong correlation was found between the ethnicity of a student and their first language. Continued science outreach programmes, particularly in Year 12, are important to achieve and retain scientific interest and attitudes among Fijian secondary students.
Culturally Responsive Pedagogy for Sustainable Quality Education in the Cook Islands Setting
Author: Te Ava, Aue
Date: 2020-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Educational Quality,Sustainable Development,Developing Nations,Pacific Islanders,Indigenous Knowledge,Models,Social Values,Inclusion,Equal Education,Holistic Approach,Secondary Education,Foreign Countries,Handicrafts

The provision of a culturally responsive pedagogy is considered to be an important part of delivering a quality education that is ongoing and able to be sustained over time in Pacific developing nations. A quality sustainable education is considered to encourage cultural inclusivity, policy and curriculum practices in schools. By ensuring an inclusive and quality education, education can serve as a powerful vehicle for wider sustainable economic development in the Pacific region. To meet this end, United Nations Pacific signatories pledged support for the educational goal, endorsing an inclusive and equitable quality education for all that promotes relevant learning. The implementation of culturally relevant teaching and learning environments have long remained a challenge for Pacific nations. In order to realise a sustainable quality education, the question that needs to be asked is: what does sustainable education look like in Pacific regions? This paper explores how the tivaevae as a culturally responsive pedagogy model creates opportunities for a sustainable education and curriculum in the Pacific region and, in turn, contributes to an inclusive and quality education.
Using Video-Conferencing for Observations and Interviews: Gathering Data from &apos;Home&apos; While Studying in New Zealand
Author: Ahmad, Farzana Hayat
Date: 2020-00-00
Type: Journal Articles
Subjects: Videoconferencing,Data Collection,Observation,Interviews,Decision Making,Doctoral Students,Researchers,Game Based Learning,Computer Games,Elementary Education,COVID-19,Pandemics,Foreign Countries,Distance Education,Reading Skills

The article documents the reflections on gathering data from the home country via distance while living and studying in New Zealand. These reflections strengthen the idea that data collection via distance could be a viable solution in circumstances where face-to-face data collection may not be an option. Three threads: negotiations, insider advantage of establishing relationships, and support systems to facilitate patterns of communication are elaborated to discuss challenges and strategies adopted to mitigate the challenges. The growing popularity and access to video-conferencing technologies indicate broader usability of such technologies to conduct data collection. This article has implications for new researchers or doctoral students who intend to collect data from home countries, especially in times of border closures due to Covid-19.
Lessons Learnt from Being an &apos;Insider&apos; to the Research Context: Gathering Data &apos;At Home&apos; While Enrolled as a PhD Student Overseas
Author: Nhung, Vu Thi Tuyet
Date: 2020-00-00
Type: Journal Articles
Subjects: Doctoral Students,Data Collection,Foreign Countries,Student Research,Foreign Students,Educational Research,Student Experience,Influences

This article retells the story of a researcher from the time she prepared for the data-gathering in her home country, to the time she was in the field. The story, in her own words, are reflections on how she utilised the advantages of being an insider to the studied context. The lessons illustrated by the researcher in this article may help other international postgraduate students studying in New Zealand--as well as their PhD supervisors--understand some of the multiple factors that affect the PhD students' study, and how each PhD student may negotiate and adjust to accomplish their mission to gather data in their home country while enrolled in an overseas university.
The Incidental Learning of L2 Chinese Vocabulary through Reading
Author: Zhou, Jing
Date: 2020-10-00
Type: Journal Articles
Subjects: Reading Processes,Second Language Learning,Second Language Instruction,Chinese,Vocabulary Development,Reading Materials,Incidental Learning,Comparative Analysis,State Universities,College Students,Teaching Methods,Receptive Language,Grammar,Word Frequency,Expressive Language,Pretests Posttests,Language Tests

The study investigated the effect of marginal glossing and frequency of occurrence on the incidental learning of six aspects of vocabulary knowledge through reading in the second language (L2) Chinese. Participants were 30 intermediate L2 Chinese learners in an American public university. The MACOVA tests indicated that the treatment group who read with marginal glossing significantly outperformed (F=6.686, p&lt;0.01) the control group who did not read with marginal glossing on six aspects of vocabulary knowledge after reading two stories. Significant differences were found on receptive word form, productive word form, receptive word meaning, and productive word grammatical function. The two-way ANOVA test suggested that the treatment group performed consistently better on learning words repeated three times and one time, and there was no interaction between the groups and the frequency of occurrence the words. The findings indicated that reading interesting and comprehensible Chinese stories can be beneficial for the learning of Chinese words.
Analyzing the Patterns of Lexico-Grammatical Complexity across Graded Readers&apos; Levels
Author: Goulart, Larissa
Date: 2020-10-00
Type: Journal Articles
Subjects: Reading Materials,Difficulty Level,Readability,Grammar,Vocabulary

This study investigates the development of lexico-grammatical complexity in two levels of graded readers, beginner and intermediate. Using the linguistic features described in Biber et al. (2011), 58 graded readers were analyzed. Biber et al. (2011) proposed a lexico-grammatical developmental sequence based on empirical research. In this study, 11 of these grammatical features were counted in these two levels of graded readers. The graded reader corpus was tagged for the lexico-grammatical features, and a Mann-Whitney U test was conducted to account for the differences between graded readers' levels. The results of the statistical analysis suggest that beginner graded readers have more advanced features of complexity than intermediate graded readers. Nevertheless, after close analysis of text excerpts, it is clear that this is a result of the register being investigated, with intermediate graded readers having more features of conversation than beginner graded readers.
Effect of Timed Reading on Chinese Undergraduates&apos; EFL Reading Rates: Mixed-Method Analyses
Author: Gui, Min
Date: 2020-10-00
Type: Journal Articles
Subjects: College Students,Reading Rate,Second Language Learning,Second Language Instruction,Comparative Analysis,English (Second Language),Reading Instruction,Student Attitudes,Reading Tests,Teaching Methods,Reading Fluency,Pretests Posttests,Foreign Countries,Language Tests

In this article, a three-phase mixed-methods study was conducted to investigate timed reading effects on Chinese university students' English as a foreign language (EFL) reading rate. First, two equivalent reading rate tests were designed and validated with 30 participants. Second, 81 university students from two intact classes participated in the main study. Quantitative analyses revealed that the timed reading group made significantly greater improvement in reading rate than the comparison group, while both groups progressed significantly in reading rate. Third, semi-structured interviews with 14 participants from the treatment group were conducted to investigate students' perceptions of the effects of the timed reading approach. Despite some positive comments, some negative effects were identified. The findings shed new light on the implementation of timed reading instructions.
Calculating for Creativity: Maths Joins the Circus
Author: Coleman, Claire M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Teaching Methods,Interdisciplinary Approach,Drama,Creativity,Entomology,Mathematics Skills,Creative Teaching,Student Attitudes,Learner Engagement,Cooperative Learning,STEM Education,Art Education,Elementary School Students,Grade 3,Grade 4

Following recent increases in the diversity of students, technologies, pedagogies and environments, New Zealand classrooms are sites of growing complexity. Tasked with covering a broad range of disciplines within each school day, opportunities for subject integration are of increasing value to busy teachers. Developing upon a previous piece of research (Coleman &amp; Davies, 2018), this project sought to gain student engagement in mathematics through a dramatic framework. A key factor in developing adaptable, responsive and capable learners, creativity is an area of intense educational interest and yet substantial confusion (Jefferson &amp; Anderson, 2017). Focusing upon the activation of students' creative capacities through drama, this project offers suggestions for future praxis and the development of classrooms that invite creativity. We began by establishing a fictional pre-text closely related to their earlier studies of insects. Recruited to assist Professor Lee--a flea circus owner, with the redesign of her circus, this pretext deliberately offered opportunities for mathematics integration. When planning we predicted the need for students to engage with numbers and measurement, yet remained responsive to opportunities arising from the drama or instigated by the students themselves. Over the five drama-maths sessions, we collaborated with students both in and out of role, to design, plan and prepare a new cockroach circus extravaganza. We generated data for the research through reflective journal entries, student work, drama based research and focus groups. Our findings indicate an enthusiasm for the use of drama to engage students and make mathematics meaningful and highlight the vital elements for collaboration and creativity. Three distinct elements appear crucial to engaging in an effective drama-maths unit: a sense of unity in pursuing a common goal, the value of the affective and embodied elements associated with drama, and cultivation of skills for collaboration. While this project bolsters existing rhetoric surrounding STEAM integration, it advocates for further development around existing notions of collaboration for 21st century learning.
Recognizing the Impact of Study Abroad on Women Business Students: Results from a Mixed Methods Global Competency Survey
Author: Petrie-Wyman, Jennifer L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Study Abroad,Females,Student Attitudes,Business Administration Education,Gender Differences,Student Motivation,Educational Experience,Outcomes of Education,Program Development,Cultural Awareness,Relevance (Education),International Education,Power Structure,Content Analysis

This article presents the results of a mixed methods survey collected from male and female business students that have studied abroad and not studied abroad. The survey of business students indicates significant differences between men and women that have studied abroad regarding motivation and outcomes of study abroad experience. This paper describes the significant outcomes of study abroad emphasizing the effects of study abroad on women's global competency. The discussion, limitations, and recommendations for future research, program development, and career integration for women are also presented. The goal of this paper is to have readers reconsider the relevancy of study abroad for women.
The Effects of Simulations on Principals&apos; Training and Professional Self-Efficacy
Author: Weissblueth, Eyal
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,School Administration,Self Efficacy,Professional Development,Simulation,Administrator Education,Graduate Students,Training Methods,Correlation,Teamwork,Age Differences,Instructional Effectiveness,Foreign Countries

A simulation is a powerful tool for having an experience in a controlled and safe environment. In education, it has been used within simulation centers. The current study examined the effect of simulations on the professional self-efficacy of school principals in training. Twenty-two master of education students were asked to fill out the Principal's Professional Self-Efficacy Questionnaire before and after taking a course at a simulation center. Results showed a statistically significant increase in all five categories of professional SE. Strong positive correlations were found between the age of the students and each of the measured elements of professional SE in the post-test. Simulations within an organized, supervised process in a simulation center are a powerful tool for the professional development of principals in training.
Pre-Service Science Teachers&apos; Views of the Nature of STEM
Author: Faikhamta, Chatree
Date: 2020-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,STEM Education,Preservice Teacher Education,Teaching Methods,Foreign Countries,Scientific Attitudes,Student Attitudes,Knowledge Level

Science, Technology, Engineering, and Mathematics (STEM) education plays an important role in teaching and learning for the 21st century. Science teacher education is making great efforts to prepare STEM teachers for modern classroom practice and enable them to adapt their STEM knowledge and practices to the needs of students' contexts. However, before developing STEM teaching practices, it is important for pre-service teachers to understand the &quot;nature of STEM&quot; (NOSTEM). This study explored pre-service teachers' views of the NOSTEM from both individual and integrative perspectives. The sample consisted of 428 Thai pre-service science teachers who were enrolled in science teacher-education programs. A NOSTEM questionnaire comprising Likert-type items and open-ended questions was used as a research tool. The findings indicated that pre-service teachers had inadequate understandings of NOSTEM definitions, epistemological perspectives, and the impact of culture and society on each STEM discipline. Each STEM discipline has its own characteristics, but the disciplines are similar in terms of their usefulness, processes, and required knowledge. In terms of the integration of STEM, technology uses the application of science, mathematical knowledge, and engineering processes to create tools and utensils. This paper discusses the implications of this study for science teacher-education programs and developing STEM teachers.
Pre-Service Teachers&apos; Collaborative Learning Experiences in a Science Content Course
Author: Kazempour, Mahsa
Date: 2020-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Cooperative Learning,Learning Experience,Active Learning,Inquiry,Science Education,Elementary School Students,Group Dynamics,Classroom Communication

Developing an in-depth understanding, skills, and level of comfort to teach through inquiry requires that pre-service teachers themselves learn through an inquiry-based approach that would allow them to explore various dimensions of such an approach. Productive discourse and collaboration, involving extensive interactions among students, constant and mutual exchange of ideas, and higher-order thinking are critical components of inquiry-based learning. Further research is needed to understand the dynamics of collaborative experiences and the process by which science is learned in collaborative team contexts, particularly with teacher candidates who will be responsible for implementing such approaches in their future classrooms. This qualitative study aimed to explore the dynamics of inquiry-based learning experiences of two teams of elementary pre-service teachers in an introductory science content course. Analysis of observation data indicated that although the team engaged in a less structured activity engaged in slightly more productive communication, both teams experienced inequitable levels of involvement by different team members. Team members assumed different roles and varying degrees of participation and engagement in discourse. Our research indicated possible challenges of collaborative interaction and discourse which are critical to consider as teacher educators and researchers. It is imperative that science content and methods courses offer preservice teachers opportunities for direct experience and explicit instruction on effective means of productive interactions and discourse.
Partnering for Change: Lessons from College Access Efforts for Culturally and Linguistically Diverse Students and Families
Author: Amaro-Jiménez, Carla
Date: 2020-00-00
Type: Journal Articles
Subjects: College Attendance,Access to Education,Cultural Differences,English Language Learners,Career Readiness,State Programs,Partnerships in Education,Educational Change,Outreach Programs,Minority Group Students,College Readiness,Parent Participation,School Districts,Access to Information,High School Students,Program Descriptions,Mentors,College School Cooperation

While the national high school graduation rates for culturally and linguistically diverse students have increased in the last five years, less than half of these students transition from high school to postsecondary settings. In this article we share the lessons learned from nearly a decade of college access and career readiness efforts by a program in the state of Texas focused on supporting students and families from culturally and linguistically diverse backgrounds. We begin this report from the field by sharing the program's overarching goals as well as a description of each of its components, with a special emphasis on the partnerships that have been created. We then share how the program's evolution has led to five vital outcomes, all resulting from the ongoing study and improvement of partnerships.
Special Education Teacher Preparation and Family Collaboration
Author: Accardo, Amy L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Preservice Teachers,Preservice Teacher Education,Family Involvement,Parent Teacher Cooperation,Students with Disabilities,Field Experience Programs,Communication Skills,Intervention,Experimental Groups,Control Groups

Special education teacher collaboration with families is essential to supporting students with disabilities, yet such partnerships often fall short in practice, and teachers report they are not adequately prepared to work with families. In order to prepare competent teachers for working with families, a Family Collaboration Project was incorporated into a special education teacher education program course taken concurrently with clinical practice in the field. Teacher candidates were assigned to intervention and comparison groups, with and without implementing the project, and their learning outcomes were compared through a pre-post survey and written reflection. Results show that candidates who participated in the intervention group increased their understanding of teacher--parent collaboration and increased their learning of communication skills in comparison to candidates who did not complete the Family Collaboration Project. In addition, compared to those in the comparison group, candidates in the intervention group provided more positive comments on the project reflection regarding their experience working with families and on the impact of collaboration with families on special education student outcomes.