ethanporcaro/eric-fulltext-meta huggingface dataset:
EFL Teachers&apos; Stress and Coping Strategies: The Case of Public Primary Schools in Jimma Zone, Ethiopia
Author: Ayalew, Teshale
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Stress Variables,Stress Management,Coping,Language Teachers,English (Second Language),Public Schools,Predictor Variables,Teaching Conditions,Teacher Attitudes

EFL teachers usually experience stress as a result of environmental and personal factors.However, the problem and its triggering factors appear to be overlooked in the study context.Thus, the goal of this study is to look into EFL teachers' stress, the factors that contribute to it, andthe coping strategies used in public primary schools in Jimma Zone, Ethiopia. Mixed methodsdesign, cluster sampling, and judgmental sampling techniques were used in the investigation.A total of 100 EFL teachers took part in it. Data was collected using a questionnaire and aninterview, and descriptive and inferential statistics were employed to analyze the data. Thefindings demonstrate that the majority of the teachers have experienced stress and that all of theposited factors have a substantial association with the problem. The major finding is that stressnegatively affects EFL teachers' working behavior. In light of this finding, it is suggested thatcoping strategies training be provided. The study has pedagogical implications as it suggests thatemotional intelligence and stress coping techniques be included in EFL teaching methodologycourses. Finally, because the sample is too small to generalize to various situations, moreresearch on a large scale is suggested to understand the magnitude of the problem's expansionin the region. [Note: The publication year (2025) shown on the full text is incorrect. The correct publication year is 2022.]
Alumni Perceptions of the Educational Benefits of Their Graduate Degrees from a PBI
Author: Elhage, Rasha
Date: 2022-00-00
Type: Journal Articles
Subjects: Alumni,College Graduates,African American Students,Black Colleges,Educational Benefits,Graduate Students,Employment,Leadership,Salaries,Credibility,Career Choice,Reputation,Job Security,Promotion (Occupational)

Much of the research on the benefits of graduate education for minority students has focused on Historically Black Colleges and Universities. Little has been done on Predominantly Black Institutions. This case study attempts to shed light on alumni perceptions of the benefits of their graduate education at a Predominantly Black Institution (PBI), Chicago State University. The researchers surveyed the accessible population of Chicago State University alumni who completed requirements for their master's and doctoral degrees between the academic years 2008 and 2018. Results indicate that perceived benefits fell into two categories: (1) personal benefits that accrued to the graduate and (2) enabling benefits that encouraged the completion of graduate study. Personal benefits included personal fulfillment, an enhanced knowledge of a profession or discipline, and advancement in a career including promotions and salary raises, while some enabling benefits included perceived program quality, the financial accessibility of graduate study at a PBI, and a supportive learning environment. Findings from this study of alumni can lend insights to effective approaches to teaching graduate students from diverse backgrounds.
Science Teaching Self-Efficacy Beliefs of Pre-Service Teachers: Context of Technological Pedagogical Content Knowledge and Visual Metaphors
Author: Yildiz, Zeynep
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Self Efficacy,Preservice Teachers,Pedagogical Content Knowledge,Technological Literacy,Visual Aids,Elementary School Teachers,Freehand Drawing

It is of great importance to examine the level of science teaching self-efficacy (SE), which is related to technological developments in primary school teacher education. It is seen that this subject is not addressed in the context of technological pedagogical content knowledge (TPCK) and visual metaphors. The purpose of this research was to examine the pre-service primary school teachers' SE beliefs related to science teaching in terms of the TPCK levels and visual metaphors they created related to science teaching. For this purpose, qualitative and quantitative methods were used in the research. The research sample consisted of 75 pre-service primary school teachers. A metaphorical perception form, a science SE scale, and a TPCK scale were applied as data collection tools. It was found that the majority of pre-service teachers in science teaching had moderate and high SE and technological pedagogical content. It was also found that pre-service teachers' science teaching SE levels were related to the sub-dimension levels of the TPCK. When the visual metaphors created by the pre-service teachers were associated with quantitative data, it was seen that as the SE level of the pre-service teachers increased, visual metaphors gained a quality from general to specific. It was also concluded that the metaphors of the preservice teachers with high SE levels were formed in more detail and accurately, and the conceptual errors were reduced.
Student Perceptions of Teacher Online Feedback: An Integrative Review
Author: Leibold, Nancyruth
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Feedback (Response),Computer Mediated Communication,Literature Reviews,College Students,College Faculty,Communities of Practice,Inquiry,Video Technology,Audio Equipment

Teacher feedback is a core feature of the student educational experience and impacts student development. Educators can learn about teaching practice from student perceptions of teacher online feedback (TOF). This integrative research review explores student perceptions of TOF in higher education using modified PRISMA guidelines. The researchers searched six academic databases and included 12 articles for deep analysis and evaluation after three rounds of article reviews. Students reported a preference for timely TOF to help improve their performance. Participants noted a variety of preferred feedback mediums, such as video, text, and audio. Support for the Community of Inquiry (CoI) theoretical framework was present in the research findings. The studies reviewed ranged from high to lower levels of evidence. Scholarship of Teaching and Learning (SoTL) implications stress that online teacher feedback is a complex and contextual skill to develop. The teacher's online feedback method and medium should match the student population's preference. Research findings about student perceptions of TOF in higher education are critical for application by faculty to advance the SoTL.
Teaching Natural Sciences: Simplifying Some Physics Concepts as Activities and Laboratory Tools for Kindergarten Children
Author: AL Jadidi, Nadia Ahmed A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Natural Sciences,Science Instruction,Physics,Scientific Concepts,Science Activities,Science Laboratories,Preschool Children,Foreign Countries,Kindergarten,Concept Formation,Inquiry,Problem Solving,Thinking Skills

There is a severe shortcoming in science programs in kindergartens in Saudi Arabia. Therefore, this paper presents a conceptual framework for teaching physics concepts to kindergartens to contribute to the consolidation of scientific knowledge by stimulating the skills of inquiry, problem-solving and scientific thinking among children. The research aimed to study the effect of a program based on simplifying some physics concepts on kindergarten children's knowledge. Data were collected through semi-structured interviews, observation, video recordings of simple lab instruments for physics concepts, and children's in-app interactions and children's photographs. The sample consisted of (8) children of the age groups (5: 6 years) at the third level in kindergarten. The results indicated that children can be taught some scientific thinking skills. Children who practiced the planned activities developed their knowledge more orderly. Accordingly, it is concluded that the program can indicate the success of introducing natural sciences to the kindergarten stage. The current research recommends studies that show the quality and specifications of programs that suit the child's characteristics at this stage and the nature of education.
Video Feedback and Instructor Social Presence in an Asynchronous Online Course
Author: Love, Savanna
Date: 2022-00-00
Type: Journal Articles
Subjects: Video Technology,Feedback (Response),Teacher Student Relationship,Asynchronous Communication,Online Courses,Graduate Students,College Faculty,Computer Mediated Communication,Student Attitudes

Understanding best practices in online learning environments has become an important area of research in recent years, both before and during the pandemic. Video feedback has been studied as a way to enhance instructor social presence and create classroom community, though more research is needed to understand these constructs in various contexts. The current study sought to understand the extent to which video feedback enhanced instructor social presence in an asynchronous online course. Participants included five sections of an advanced educational psychology course for pre-service teachers. A qualitative, descriptive design using both surveys (n = 63) and interviews (n = 10) was employed to explore student perceptions of video feedback. Findings demonstrate that video feedback enhanced instructor social presence and that weekly videos improved students' overall experience in the course. The video-based feedback led students to develop a better relationship with the course instructor and improved their overall experience in the course. Implications for student outcomes and instructor planning in online courses are discussed.
The Effects of Crossdisciplinary Life Science Innovation Implemented by Students&apos; Stimulated Strategies for PBL-STEM Self-Efficacy
Author: Su, King-Dow
Date: 2022-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Biological Sciences,Educational Innovation,Problem Based Learning,STEM Education,Self Efficacy,Test Construction,Test Validity,Test Reliability,College Students,Questionnaires,Student Attitudes,Instructional Effectiveness,Cooking Instruction,Experiential Learning,Self Concept Measures,Pretests Posttests,Knowledge Level,Foreign Countries

This research used mixed effects to construct a PBL-STEM (problem-based learning with STEM) questionnaire with high validity and reliability. The benefits of PBL-STEM focused on cross-disciplinary and longitudinal research to analyze students' self-efficacy in life science. All 175 university students who attended this course as an elective participated in this research. The purpose was to evaluate students' performance in the cake-baking practice experiential course and to use unpaired samples t-test, one-way ANOVA, and feedback analysis as quantitative and qualitative data. The following are noteworthy results: The t-test showed that five stimulated scales were significantly different and better after the cake-baking PBL-STEM activity. In one-way ANOVA, to engage with more students in STEM activities, improve conceptual learning, and close achievement gaps. The more enthusiastic students are, the more actively they study and think, and the more effectively they improve their PBL-STEM learning. Students' feedback analysis of this teaching activity is beneficial for improving technology, student-teacher engagement, process comprehension, and learning interest. The light of this research will foster a disposition of learning, enhance cake-baking skills, and encourage problem-solving based on their thinking.
Chronicling Indonesian EFL Students&apos; Engagement in Podcast-Based Speaking Activities in Online Learning Milieu: A Self-Determination Theory Perspective
Author: Khotimah, Khusnul
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,Audio Equipment,English (Second Language),Second Language Learning,Second Language Instruction,State Universities,Portfolios (Background Materials),Student Attitudes,Undergraduate Students,Foreign Countries,COVID-19,Pandemics,Technology Integration,Online Courses,Educational Benefits,Teaching Methods,Oral Language,Writing (Composition),Personal Narratives,Social Influences,Positive Attitudes,Self Determination,Educational Change

The abrupt shift of teaching and learning to the online mode due to the COVID-19 outbreak has inevitably called for technology integration to better engage students in online instruction. This call includes the possibility to enact podcast in an English as a foreign language (EFL) class, particularly in speaking. However, despite the increasing number of studies on the benefits of podcasting for language teaching and learning, little attention has been paid to EFL students' engagement in self-created podcast at the micro-level of instruction. Thus, this study aimed to fill this void by enquiring how students engage in podcast-based speaking activities and what drives their engagement. It involved 23 EFL students at a public university in West Nusa Tenggara, Indonesia. The data were gleaned from learning portfolios, oral reflections, and students' written narratives in sixteen sessions. The framework of engagement and self-determination theory were employed to carry out thematic analysis. The findings evince that, in general, the students disclosed positive behavioral, cognitive, and emotional engagement in a series of podcast based-speaking activities. More autonomy and competence-supportive learning environment and unbalanced relatedness-supportive learning environment were found to be the contributing factors of students' engagement. In addition to teachers' and students' factors, parents, families, and students' friends beyond the classroom appeared to be other social factors which might affect students' engagement. This study suggests three recommendations for improving podcast-based speaking classrooms in EFL practices. Some possible research topics for extended investigation are also suggested.
Digital Games and the Development of Plurilingual Competence: Language Models, Language Awareness and Transformational Play
Author: Buendgens-Kosten, Judith
Date: 2022-00-00
Type: Journal Articles
Subjects: Metalinguistics,Second Language Learning,Second Language Instruction,Teaching Methods,Computer Games,Multilingualism,Language Proficiency,Transformative Learning,Communicative Competence (Languages),Game Based Learning

The potential of games to support language learning and acquisition -- be it in the digital wilds or in the foreign language classroom -- has often been discussed. In this article, I will look at digital games from an explicitly plurilingual perspective. I describe five existing games that demonstrate a plurilingual outlook (Romanica, MElang-E, BabelAR, LoCALL, World of Languages), focusing on their potential regarding modelling plurilingual competencies, fostering language awareness, and encouraging transformational play. I finish with a discussion of overall trends that can be observed across the five games and ramifications regarding pedagogy and future research.
EFL Teachers&apos; Perceptions of Online Community Projects in Secondary School Education
Author: Fearn, Lesley June
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Attitudes,Foreign Countries,Secondary School Teachers,Computer Mediated Communication,Action Research,Learning Motivation,Student Centered Learning,Cross Cultural Studies,Faculty Development,Language Skills,Decision Making,Time Management,Curriculum Development,Teacher Collaboration,Constructivism (Learning),Educational Policy,Rating Scales,Guidelines,Sociocultural Patterns,Program Descriptions

English as a Foreign Language (EFL) is crucial in most secondary schools within the EU and many other schools worldwide. Some teachers are integrating Online Community Projects (OCPs) into their curricula to provide a means of communication that motivates learning and incites learner-centred methods. This collaborative Action Research study reports on the perspectives and experiences of EFL teachers teaching in secondary schools in three European countries: the north and south of Italy, the east of Norway and the west of Sweden. Data were collected from six EFL teachers: four were users of OCPs, while the other two had chosen not to use them. Methods used to gather data were individual face-to-face interviews and open-question questionnaires. The results showed that all teachers perceived that working on OCPs could benefit professional development and their students' language skills. The choice not to use OCPs was related to the lack of time and difficulties in assessment. This research provides a lens through which to examine the advantages and disadvantages of integrating OCPs into the EFL curricula. It has implications for teachers wishing to include OCPs in their curriculum.
Anatomy in Action: Incorporating 3D Printing in Pre-Collegiate Anatomy Education
Author: Tawfik, Beshoy
Date: 2022-00-00
Type: Journal Articles
Subjects: Anatomy,Printing,Learner Engagement,High School Students,College Preparation,Minority Group Students,Health Services,STEM Careers,Teaching Methods,Curriculum Development,Hands on Science

Increasing and maintaining student engagement within anatomy education at a pre-collegiate level is a challenge that educators continue to encounter. Finding an appropriate level of difficulty that prepares students for the rigor of undergraduate anatomy education while balancing the need to inspire student interest in STEM-related fields of study can inadvertently discourage students, particularly when content is relayed in a 'traditional' lecture-based curriculum. The University of Colorado's Pre-Health Scholars Program (CUPS) is an academic enrichment program for high school students from under-represented minority groups who are interested in healthcare and STEM-related professions. To address the challenges in pre-collegiate anatomy education, the CUPS anatomy curriculum has shifted away from instruction that is purely lecture-based, to a project-oriented curriculum utilizing 3D printing. Here, students are encouraged to connect hands-on experiences and collaborate on individualized projects that require mastery of anatomical principles to create. Students are also introduced to anatomic structures in a multi-dimensional fashion that allows them to examine the complementary relationship between structure and function. This model of curriculum has the potential to improve engagement and create better foundations of anatomical knowledge through thoughtful instructional design. This article focuses on the design decisions and curricular components of this course.
Designing a Virtual Practicum to Prepare Teachers for Online Instruction: Developing an Online Field Experience
Author: Moore, Stephanie
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Practicums,Electronic Learning,Technology Uses in Education,Teaching Methods,Field Experience Programs,Teacher Education,Self Efficacy

Online courses are growing rapidly in K-12, but teachers often receive no preparation for teaching in these environments. While field experiences in virtual schools may be useful, very few teacher education programs offer such an opportunity and there is very little research on the design and effectiveness of such an approach. In this design case we describe the design of a virtual practicum for in-service and pre-service teachers and its impact on their self-efficacy as indicated by confidence and competence in designing and delivering online instruction. Data indicates that this approach can be effective in increasing teacher self-efficacy and performance in online teaching. However, several design considerations are unique to establishing virtual practica. In this case, we summarize several lessons learned on structure, sequencing, and partnerships for others considering the addition of a course or practicum on online teaching to their teacher preparation curriculum.
The Scope of Science Process Skills and the 5E Educational Model in Science Education
Author: Zorluoglu, Seraceddin Levent
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Process Skills,Models,Science Instruction,Teaching Methods,Science Education,Secondary School Students,Sampling,Sample Size,Research Methodology,Research Design,Data Collection,Data Analysis

Science education focuses on the methods of thinking about and using process skills rather than memorizing scientific facts. 5E educational model aims to learn by discovering scientific knowledge and engaging students in learning environments. The aim of this study was to examine the articles in the field of education related to the 5E educational model and science process skills (SPS) according to some criteria. The search in databases was carried out to cover the articles conducted in the last twelve years (2010-2021). Over the last 12 years, 522 articles on the 5E educational model and science process skills have been examined. In this descriptive content analysis study, randomized sampling came to the fore as the preferred sampling method, lower-secondary school students as the sample type, 11-50 as the sample size, and studies in which the effectiveness of a method was tested as the research type, lower-secondary school science as the research discipline, quasi-experimental as a research design, achievement tests as data collection tools, and frequency/percentage/charts were frequently used in data analysis.
Exploring the Effects of Team-Based Learning in a Preservice Reading Methods Course
Author: Brannan, Lauren R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Preservice Teachers,Teaching Methods,Reading Ability,Outcomes of Education,Elementary School Teachers,Teacher Education,Undergraduate Students

Teacher educators are tasked with preparing preservice teachers with both the content and pedagogical knowledge and skills to teach children to read. In this study we investigated the use of team-based learning (TBL) in a reading methods course as a framework for improving student learning outcomes. TBL is an instructional approach that has been used across a variety of fields in higher education but has only recently made its way into teacher preparation programs. Using mixed methods, we compared TBL to the traditional lecture to explore whether participation in TBL affected preservice elementary teachers' level of preparation for class, achievement of learning outcomes, and perceptions of TBL. Results showed no statistically significant differences in preparation or learning outcomes. Overall, preservice teachers reported that they liked several TBL components. Further research is required to determine whether TBL has an impact on learning outcomes after a longer period of implementation, over time, and/or on teaching behaviors.