ethanporcaro/eric-fulltext-meta huggingface dataset:
Transformational Leadership at Times of Crisis: The Case of School Leaders in Greece
Author: Menon, Maria Eliophotou
Date: 2021-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Leadership Effectiveness,Principals,Crisis Management,Financial Exigency,Immigration,Elementary School Teachers,Teacher Attitudes,Positive Attitudes,Barriers,Foreign Countries

The paper aims to investigate the extent to which school leaders adopt transformational leadership behaviors at times of crisis. The emphasis on restructuring in the educational policy environment in recent decades has led to an increased interest in transformational leadership in education, resulting in a large number of studies. In order to investigate the adoption of transformational leadership behaviors/practices at times of crisis, qualitative research was conducted with 30 primary school teachers in Greece. The schools were selected based on the extent to which they had been affected by the financial crisis. Greece has faced major challenges in the last ten years, including the financial crisis and the influx of immigrants. These changes have had a profound effect on the Greek educational system. In this context, the paper examines the extent to which school leaders in Greece adopt transformational leadership practices in order to deal with the impact of the crisis on their school unit. The findings of the research are used to draw conclusions and implications regarding educational policy as well as future research on the topic.
Using Behaviour Change as a Critical Frame of Reference to Understand the Adoption of Learning Design Methodologies in Higher Education
Author: Toro-Troconis, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Behavior Change,Instructional Design,Higher Education,Foreign Countries,Electronic Learning,Blended Learning,Models,Motivation

This paper introduces the COM-B model (Capabilities-Opportunities-Motivation:Behaviour) and its use in combination with the Behaviour Change Wheel (BCW) in developing an intervention which aims to promote the adoption of learning design methodologies by academic staff working with learning technologists in Higher Education (HE). Qualitative structured interviews were conducted among members of staff from five UK universities based on the COM-B model to identify the main behavioural determinants for the use and implementation of learning design methodologies. The analysis suggests that the implementation of learning design methodologies/frameworks might be more likely to occur if academic staff and learning technologists' psychological capability, physical and social opportunities, and intrinsic and extrinsic motivations are addressed. The COM-B model and the BCW have been effective in the context of learning design to analyse the behaviour of academic staff and learning technologists when engaging in the design of online/blended learning programmes.
The Effects of Environmental Education Learning Activities Using Area-Based Learning in Khok Hin Lad Community Forest in Maha Sarakham, Thailand
Author: Junkaew, Likhit
Date: 2021-00-00
Type: Journal Articles
Subjects: Environmental Education,Conservation (Environment),Forestry,Learning Activities,Service Learning,Place Based Education,Student Volunteers,Ethics,Undergraduate Students,Consciousness Raising,Gender Differences,Knowledge Level,Grade Point Average,Foreign Countries,Community Resources,Natural Resources

The purposes of this research were to study and compare knowledge about Khok Hin Lad community forest, environmental ethics, and environmental volunteers from learning activities of undergraduate students before and after activities, to study and compare knowledge about Khok Hin Lad community forest, environmental ethics, and environmental volunteers of undergraduate students with different gender and GPAs. The sample used in the research was 99 second-year undergraduate students in Environmental Education, Faculty of Environment and Resource Studies, Mahasarakham University, which are derived from purposive sampling. The research instruments were a manual of environmental learning activities in Khok Hin Lad community forest by using area-based learning, knowledge test about Khok Hin Lad Community Forest, Environmental ethics test, and environmental volunteers test. The statistics used in the research were frequency, percentage, mean, standard deviation. And hypothesis testing using t-test, F-test (One-Way MANOVA, One-Way MANCOVA, and Univariate Test). The study found that: (1) The student's knowledge average score of Khok Hin Lad community forest, environmental ethics, and environmental volunteers after learning activities were higher than before the learning activities' statistical significance (p&lt; 0.05). (2) There was no different knowledge of Khok Hin Lad community forest, environmental ethics, and environmental volunteers between students of different gender (p&gt; 0.05). (3) There was no different knowledge of Khok Hin Lad community forest, environmental ethics, and environmental volunteers between students with different GPAs (p&gt; 0. 05).
Academic Literacy for Deaf Postsecondary Students through Integrated Reading and Writing Instruction
Author: Livingston, Sue
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Language,Deafness,Literacy,Teaching Methods,Literacy Education,College Freshmen,Writing Instruction,Comparative Analysis,Hearing (Physiology),Academic Accommodations (Disabilities),Visual Learning,College Students,Educational Principles,Assignments,Reading Writing Relationship

Based on theoretical findings from the literature on the integration of reading and writing pedagogies used with hearing postsecondary students to advance academic literacy, this article offers a model of instruction for achieving academic literacy in developmental and freshman composition courses composed of deaf students. Academic literacy is viewed as the product of acts of composing in reading and writing which best transpire through reciprocal rather than separate reading and writing activities. Pedagogical practices based on theoretical findings and teacher experience are presented as a model of instruction, exemplified as artifacts in online supplementary materials and juxtaposed with practices used with hearing students. Differences between the practices are seen in accommodations for students who learn visually, the amount of guidance provided and more opportunities for extensive practice.
A Study of Using E-Writing Instructional Design Program to Develop English Writing Ability of Thai EFL Learners
Author: Kawinkoonlasate, Pongpatchara
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Lesson Plans,Undergraduate Students,Writing Instruction,Foreign Countries,Student Attitudes,Writing Skills,Comparative Analysis,Instructional Design,Instructional Effectiveness,Student Motivation,Writing Achievement,Writing Processes,Error Analysis (Language),Information Technology,Search Engines,Teaching Methods,Independent Study,Technology Uses in Education,Essays

Learning with technology has become essential in today's education not only in Thailand but also all around the world. Technology has been an important tool for improving language learners' reading writing, speaking, and listening for quite some time. Writing, however, has been one of the most supported skills thanks to technology. Learning how to write paragraphs or essays is an essential skill for learners. The purposes of this quasi-experimental study were: 1) to examine the effectiveness of the e-Writing instructional design program in developing the writing skills of EFL learners, 2) to explore learners' satisfaction and motivation toward the e-Writing instructional design program, and 3) to study learners' autonomy after completing the e-Writing instructional design program. This study employed the purposive sampling method to select 33 second-year learners. Lesson plans, e-writing programs, learner perception questionnaires, interviews, as well as a pre and post-test were the tools used to gather relevant data. A t-test with standard and average deviation was used to investigate the quantitative data. Interview data were analyzed using content analysis. The quantitative findings revealed that the writing achievement level of the learners before and after receiving the treatment was significantly different at 0.001. The learners' post-test scores of 33 learners increased over the pre-test scores. From the questionnaire results, the satisfaction level of undergraduate learners toward the instruction of this course had average scores of 4.34 which was an excellent level. Furthermore, interviews revealed that learners are satisfied with the e-Writing instructional design program because this could improve learners' writing skills and promote more learner autonomy. Recommendations are made and presented in terms of future practical application and future research needs to be done to analyze results and the effects of future outcomes.
Effects of Strategy-Based Instruction on Low Proficiency Omani ESL Learners&apos; Acquisition of Writing Skills
Author: Binu, P. M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Strategies,Second Language Learning,Second Language Instruction,English (Second Language),Critical Thinking,Skill Development,Teaching Methods,Foreign Countries,Language Proficiency,Information Technology,Writing Skills,Outcomes of Education,Self Efficacy,Comparative Analysis,Undergraduate Students

The past few decades have seen a great amount of second language acquisition research on language learning strategies. Most of the research on strategy instruction had more practical goals than mere theoretical understanding. These practical goals are different ways of equipping learners with self-learning strategies. The latest developments in education and research, especially with the incorporation of neurosciences, psychology, and information technology have provided promising solutions to most of the problems faced by the low proficiency learners in second language acquisition. They also have given birth to numerous learning tools and methods of instruction. As a result, teachers can now rely on various sources of information and communication technology and use individualized instructional strategies to provide adequate support to these struggling learners especially for enhancing their writing skills. However, they need to be careful in providing support because an excessive amount of support may hinder the learners' ability to work independently and develop critical thinking skills.
Cultivating Self-Regulated Learning in Flipped EFL Courses: A Model for Course Design
Author: Çakiroglu, Ünal
Date: 2021-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Metacognition,Learning Strategies,Goal Orientation,Help Seeking,Time Management,Notetaking,Second Language Learning,Second Language Instruction,English (Second Language),Innovation,Universities,Teaching Methods,Instructional Design,Class Activities

Considerable effort has been invested in innovative learning practices in English Foreign Language courses (EFL) in universities. Flipped classroom model transforms passive listeners into active learners in school and home activities pace. Flipped classroom model and the foreign language teaching methods are student-centred learning environments in which students should have a certain level of self-regulated learning skills. The study suggest a model for flipped classroom implementations with regard to self-regulated learning strategies in order to keep students more active in the EFL courses. Students were allowed to apply goal setting and planning, rehearsing, help seeking, monitoring, testing, time management, organising, regulating and note taking strategies within the model in online and face to face sessions. We hope the suggested model can contribute to improve listening, reading, writing and speaking skills of students in EFL courses. [Note: The publication year (2020) shown on the PDF is incorrect. The correct publication year for this article is 2021.]
Developing E-Authentication for E-Assessment -- Diversity of Students Testing the System in Higher Education
Author: Uotinen, Sanna
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Evaluation Methods,Computer Assisted Testing,Special Needs Students,Students with Disabilities,Plagiarism,Identification,Student Attitudes,Trust (Psychology),Adaptive Testing,Undergraduate Students

E-authentication is one of the key topics in the field of online education and e-assessment. This study was aimed at investigating the user experiences of students with special educational needs and disabilities (SEND) while developing the accessible e-authentication system for higher education institutions. Altogether, 15 students tested the system (including instruments for face recognition, voice recognition, keystroke dynamics, text style analysis and anti-plagiarism), developed as part of the TeSLA project. Students also completed pre-questionnaires and post-questionnaires and attended individual interviews. The findings reveal positive expectations and experiences of e-authentication. Students believed that the e-authentication system increased trust and, thus, diversified their possibilities for studying online. Students found some challenges and emphasized that thea e-authentication system should be reliable and easy to use. The possibility to use different kinds of instruments was perceived as an important feature. Students' willingness to use these instruments and share their personal data for e-authentication varied due to their disabilities or individual preferences. The results suggest that students should have options for what kind of e-authentication they use. [Note: The publication year (2020) shown on the PDF is incorrect. The correct publication year for this article is 2021.]
Vector AR3-App -- A Good-Practice Example of Learning with Augmented Reality
Author: Langer, Karin
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Technology Uses in Education,Higher Education,STEM Education,Teaching Methods,Concept Formation,Computer Oriented Programs,Mathematical Concepts,Mathematics Instruction,Foreign Countries

After a discussion about the possibilities and status of augmented reality in education, a good practice example of an augmented reality application is presented. This case study examines the use of an augmented reality app in higher education to support abstract STEM content, such as vectors. Based on this example, the implementation of such apps in didactic concepts and self-directed learning will be discussed. Furthermore, aspects of integration into digital learning and teaching will be addressed. [Note: The publication year (2020) shown on the PDF is incorrect. The correct publication year for this article is 2021.]
Systematic Literature Review of Flipped Classroom in Mathematics
Author: Fung, Chak-Him
Date: 2021-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Teaching Methods,Blended Learning,Video Technology,Learning Activities,Outcomes of Education,Mathematics Instruction,Research Reports,Mathematics Achievement,Student Attitudes,Elementary Secondary Education,Higher Education

Flipped classroom, which is also known as &quot;inverted classroom&quot;, is an instructional strategy and a type of blended learning. It reverses the traditional teaching and learning approach by delivering the instructional content, often by video, outside the classroom and filling the in-class with different activities such as discussion. Since it has been coined in the late 1990s, its effect on students' learning outcomes has been fallen into a debate. Inconsistency of the use of in-class activities is one of the main reasons for the difficulties in making comparisons. This study systematically reviewed the current articles (n=12) of flipped classroom in mathematics to investigate the effect of flipped classroom (and their in-class activities adopted) on mathematics learning. Results indicated that the effect of flipped classroom in mathematics is still ambiguous in terms of students' academic performance and perceptions. Further investigation showed that effective flipped classroom, which yielded a better academic result than the traditional approach, always consists of discussion, teachers' feedbacks and peer-collaborative work. A framework of effective flipped classroom in mathematics is then suggested.
An Investigation of the Organizational Impact of Computer Technology in Secondary Science Classrooms
Author: Subramaniam, Karthigeyan
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Technology Integration,Secondary School Teachers,Science Teachers,Science Instruction,Communities of Practice,Situated Learning,Student Participation,Scientific Concepts,Concept Formation,Transformative Learning,Teacher Attitudes

This study investigated the organizational impact of computer technology on four secondary science teachers' teaching actions using the construct of community of practice. The organizational impact of computer technology refers to teachers' styles and creativity in constructing personally pertinent individual models of teaching when using computer technology: social participation structures. Analysis of data (observations and interviews) revealed three social participation structures that collectively orchestrated students' science content learning: (1) students' membership, (2) access to the structured tasks, and (3) confirmation of students' learning of science concepts. This study indicated that the transformative potential of computer technology for teaching science is a complex interplay between social participation structures, institutional context, and teachers' knowledge of what is good practice.
The Role of Language Aptitude in the Development of L2 Pragmatic Competence
Author: Derakhshan, Ali
Date: 2021-05-00
Type: Journal Articles
Subjects: Language Aptitude,Pragmatics,Second Language Learning,Second Language Instruction,Language Tests,Cognitive Ability,Speech Acts,Multiple Choice Tests,English (Second Language),Predictor Variables,Inferences,Grammar,Vocabulary Skills,Foreign Countries,College Students,Aptitude Tests,Language Proficiency

While aptitude has been seen to contribute to second language (L2) development, most studies have examined its contribution as a fixed trait, rather than viewing it as a dynamic, changing variable. There appears to have been little or no investigation of the role that aptitude plays in the development of L2 pragmatic ability. Therefore, this study sought to investigate the contribution of L2 learning aptitude as measured by Grigorenko et al.'s (2000) CANAL-FT (&quot;The Cognitive Ability for Novelty in Acquisition of Language as Applied to Foreign Language Test&quot;) to L2 speech-act knowledge among 121 Iranian upper-intermediate to advanced level EFL learners. In addition, a multiple-choice discourse completion test (MDCT) comprising three common English speech acts (Derakhshan, 2014) was administered to the participants. A multiple regression analysis revealed that all five components of CANAL-FT were significant predictors of L2 speech-act knowledge. The aptitude for learning sentential inferences was the strongest predictor, followed by the ability to acquire the meanings of the whole passage. The other three components of aptitude, namely, comprehending the meanings of contextualized neologisms, acquiring the language rules, and learning the meanings of paired associates, were found to be moderate predictors of L2 speech act knowledge. These results appeared to underscore the benefits of obtaining aptitude data on learners as a means for better understanding the dynamics of L2 development in the area of pragmatics.
Toward Critical Applied Pragmatics: Moving from Postcolonial Hegemony to Decolonial Pragmatics Pedagogy
Author: Tajeddin, Zia
Date: 2021-05-00
Type: Journal Articles
Subjects: Teaching Methods,Pragmatics,Second Language Learning,Second Language Instruction,Native Speakers,Language Attitudes,Applied Linguistics,Educational Change,Civil Rights,Native Language,Critical Theory,Teacher Education,Interdisciplinary Approach,English (Second Language),Language Role,Language Variation,Educational Principles,Trend Analysis,Educational Trends

The genesis and consolidation of criticality in applied linguistics have contributed to the reconceptualization of its defining aims and scope. This shift toward critical applied linguistics has created spaces for revising language instruction, language assessment, and teacher education. Nonetheless, despite the nexus between applied linguistics and applied pragmatics, the development of critical applied linguistics and other critical trends informed by decoloniality, linguistic imperialism, native speakerism, and heteronormativity has not prompted a critical movement in applied pragmatics. Against this backdrop, this conceptual article seeks to delve into the relevant critical trends to introduce critical applied pragmatics as an emerging field of inquiry and the 10 principles that underpin its epistemic formation and functioning. In view of these principles, implications for critical pragmatics pedagogy and teacher education are proposed. The article ends with conclusions about the transdisciplinary nature of critical applied pragmatics, which falls beyond the scope of traditional/normative applied pragmatics in theorizing and researching, and suggests directions for future research on pragmatics instruction, assessment, materials development, and teacher education.
Virtual Worlds at Virtual Conferences
Author: Stevens, Vance
Date: 2021-05-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Virtual Classrooms,Videoconferencing,Computer Mediated Communication,Distance Education,Emergency Programs,COVID-19,Pandemics,Simulated Environment,English (Second Language),Language Teachers,Models

With the onset of COVID-19 and the continuing need to move both teaching and professional encounters online, novel approaches providing effective ways of doing both are gaining increasing attention. There was of course considerable work being done in virtual worlds long before COVID-19 became a factor, but now that it is becoming the norm for conferences once held exclusively face to face to be moved entirely online, there is renewed interest. As should be obvious, developments in classroom approaches to remote teaching can be modeled for teachers in virtual conferences, and virtual worlds modeled in virtual conferences can conversely serve as models for virtual classrooms, and even for other virtual conferences. Here, we take a look at online versions of major conferences, in particular the TESOL 2021 Virtual Conference just ended, and the parallel track implemented and managed by the CALL-IS Interest Section in TESOL. The latter included several presentations featuring the virtual worlds Second Life, OpenSim, and Minecraft. This article suggests that, apart from how such presentations are aimed at showing language teachers ways they might incorporate virtual worlds into their online or blended teaching, organizers of major conferences would do well to borrow from what presenters are modeling at their events.