ethanporcaro/eric-fulltext-meta huggingface dataset:
Chinese Students&apos; Transcultural Strategies: Intentions to Navigate Identity Conflicts and Expand Their Identities through Hong Kong Study Experiences
Author: Xia, Saihua
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Acculturation,Student Adjustment,Intention,Self Concept,Conflict,Student Experience,Stress Variables,Student Attitudes,Study Abroad,Student Development,Cultural Background,Cultural Differences,Social Integration,Decolonization,Undergraduate Students

This study investigates Chinese international students' acculturation strategies and pragmatic intentions to address identity conflicts in Hong Kong study experiences through a developmental lens. We treat conflicts and stressors as indicators of active commitments and the process of engagement as strategic, goal-oriented, intentional investments to become better selves. Undergraduates (N = 95) enrolled in a Hong Kong university participated: 85 completed a Cultural Practices Questionnaire about daily activities; 10 completed semi-structured interviews on their acculturation strategies, identity conflicts, and justifications. Mixed method data analysis highlighted strategies rooted in goals, choices, consistency, and commitment. Several pragmatic intentions were also identified. Participants considered academic study, language learning, club activities, communicating with friends, volunteering, and interacting with diverse people as fundamental active commitments. An alternative definition of &quot;integration strategy&quot; is proposed to better capture students' transcultural choices and decolonize the view that students are expected to conform to the host culture.
Teachers&apos; Emotion Regulation: Implications for Classroom Conflict Management
Author: Valente, Sabina
Date: 2022-08-00
Type: Journal Articles
Subjects: Foreign Countries,Emotional Intelligence,Intelligence Tests,Elementary School Teachers,High School Teachers,Self Control,Emotional Response,Conflict Resolution,Classroom Techniques,Public Schools,Middle School Teachers

It has been postulated that emotions play essential roles in conflict situations and that excessive expression of emotions or inappropriate display can reduce the capacity to manage conflict. However, there is a lack of research that relates teachers' emotionregulation ability to managing conflict. To bridge this gap, this pilot study aimed to examine the relationships between teachers' emotionregulation ability and conflict management strategies used in the classroom. The sample consisted of 878 teachers (61% women) working in Portuguese schools, which completed an application of Mayer and Salovey's emotional intelligence model and Rahim's model of conflict management. Using the structural equation modeling, findings revealed that the teachers who tend to show a greater ability to regulate emotions use mainly integrating and compromising strategies to manage classroom conflicts more frequently than other strategies. In conclusion, it is necessary to create a curriculum in the pre-service teachers' education programs that includes emotional education, so that they can acquire emotional regulation skills, due to their importance in classroom conflict management.
Teachers&apos; Experiences Preparing to Teach a New Senior Secondary School (Psychology) Curriculum on the Eve of Enactment
Author: Marangio, Karen
Date: 2022-08-00
Type: Journal Articles
Subjects: Teaching Experience,Secondary School Teachers,Psychology,Curriculum Implementation,Foreign Countries,Teacher Attitudes,Faculty Development

This article explores teachers' experiences in preparing to enact a new senior secondary school subject, psychology, in Queensland, Australia, at a time of major curriculum reform. In this study, 62 teachers completed an online survey about their experiences on the eve of enactment. From an ecological lens, data were analyzed via descriptive statistics and content analysis before thematic analysis of open-ended responses. Teachers described their preparation in terms of excitement and anticipation in establishing a new subject; frustration and urgency for support to plan, collaborate and access professional learning and curriculum materials; and feelings of isolation and desire to connect with other teachers. Sustained efforts from schools, curriculum authorities and other external contexts to work in tandem with teachers are needed to enable teachers, as professionals, to prepare to enact the curriculum and set the foundations for establishing this new subject.
What Is Discussed in Mentoring Dialogues? An Analysis of How Relations of Control Influence the Content in Mentoring
Author: Merket, Monika
Date: 2022-08-00
Type: Journal Articles
Subjects: Mentors,Interpersonal Communication,Professional Autonomy,Power Structure,Interpersonal Relationship,Universities,Educational Policy,Educational Practices,Foreign Countries,Theory Practice Relationship

Both international actors, like the OECD, and Norwegian policies for teacher education aim to increase students' academic competence and the collaboration between university and practice. Mentoring dialogues between students and mentors in practice are in the intersection between university and the profession. Thus, this gives the mentors the responsibility to realize these policy intentions. This actualizes what is discussed in mentoring and how the negotiation of control between mentors and students has impact on what policy intentions are recontextualized in mentoring. Therefore, this paper aims to investigate which intentions are realized in mentoring through the use of criteria and the selection of the content to be discussed. The findings indicate that the mentor has strong autonomy, and where what is discussed is focused more on practical issues than considerations about the academic subject. Given these findings, this paper discusses different perspectives on a close collaboration between university and practice.
Obstacles to Fostering Integration of Local and Non-Local Students in Hong Kong Universities amid Political Turmoil and the COVID-19 Pandemic
Author: Wang, Kubert Tianhang
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Political Issues,COVID-19,Pandemics,College Students,Cultural Background,Political Attitudes,Language Usage,Barriers,Cultural Differences,Geographic Location,Foreign Students,Intercultural Communication,Student Attitudes,School Personnel,Attitudes

The internationalization of higher education has become a key policy within the global higher education sector. Yet a large body of literature suggests that simply having a diverse group of students does not guarantee meaningful intercultural engagement. This paper presents a qualitative study intended to gain a richer understanding of Hong Kong's higher education environment. In-depth interview data were collected from students of different cultural backgrounds and from academic, non-academic, and managerial staff at three Hong Kong universities. The data collection period covered local political turmoil in Hong Kong as well as the COVID-19 pandemic. Results indicate that, due to language barriers and potentially opposing political ideologies, all students faced challenges engaging with others who were culturally different from themselves. These findings can facilitate the development of an adaptable cross-institutional framework for meaningful intercultural learning.
Shifting Gears in a Pandemic: The Impact of Online Academic Support for International and Domestic Students
Author: Jacobi, Laura J.
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,Academic Support Services,Peer Teaching,Cooperation,Educational Environment,College Students,Foreign Students,Minority Group Students,White Students,Grade Point Average,Student Attitudes

During a global pandemic, many students in 2020-2021 turned to peer-facilitated academic support through supplemental instruction (SI) to succeed. In this study, proficient students were hired as SI Leaders and trained to facilitate study sessions in a collaborative virtual learning environment. The impact of online SI support is assessed upon subgroups of 4,793 students enrolled in difficult courses at a four-year public university. Mean course GPAs and pass rates of international students, domestic students of color, and domestic white students with varying levels of SI session attendance were examined. One-way ANOVA and chi-square test results reveal significant differences by level of attendance for students of color and white students, with higher mean course GPAs and pass rates associated with higher levels of attendance at SI sessions for all three subgroups. Results are consistent with feedback from SI attendees and convey the significance of programs like SI, especially in times of crisis.
Why Did We Do This? Collective Faculty Motivations to Engage in Accreditation Work
Author: Ernest, Brian W.
Date: 2023-00-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Teacher Education Programs,Teacher Educators,College Faculty,Educational Change,Evaluation Methods,Teacher Attitudes,Teacher Motivation,Teacher Collaboration,Teacher Administrator Relationship,Teacher Participation,Graduate Study,Undergraduate Study,Program Descriptions,Barriers,Incentives,Program Improvement,Academic Rank (Professional)

Teacher education faculty are often expected to engage in accreditation work. Our purpose was to document the collective driving mechanisms of junior faculty who volunteered to redesign key accreditation assessments. Specifically, we explored the values and expectations for success that led junior faculty to engage in and persist through key accreditation reform. Findings include eleven themes organized into three categories: drivers to join, hurdles, and drivers to continue. We interpret the results through Eccles and Wigfield's (2020) Situated Expectancy Value Theory and highlight the critical role that other colleagues and internal and external pressures played in undertaking the accreditation process.
Classroom Management Experiences of Preschool Teachers with Refugee Students
Author: Culha, Ali
Date: 2023-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Preschool Teachers,Refugees,Barriers,Inclusion,Foreign Countries,Time Management,Communication Problems,Student Behavior,Cultural Differences

Although refugee education is among the prominent research topics today, there is limited information in the literature about preschool, one of the important periods of education, and classroom management in this context. The purpose of this study is to explore the classroom management experiences of preschool teachers who have refugee students in their classrooms. In this way, this research examines the experiences of teachers about how they make sense of the difficulties they face in the classroom and the strategies they develop to combat them. Twenty-one preschool teachers with refugee students in their classrooms were included in this qualitative study through criterion purposive-measure sampling method. The data were collected using a semistructured interview form and analyzed using content analysis. Research findings showed that the difficulties experienced by teachers in terms of classroom management with the presence of refugee students in their classrooms were listed under the categories of grouping tendency, difficulties in implementation, need for additional activities, lack of time, communication problems, exhibiting unwanted behaviors, adaptation problems, tendency to disobey rules and cultural differences. Furthermore, the study revealed what kind of solutions teachers applied in terms of classroom management for the difficulties arising from the presence of refugee students in the classroom. The teachers used some strategies such as using visual elements, mainstreaming, considering individual differences, increasing comprehensibility, peer support, social communication, language activities, using reinforcement, intensive communication, and family support. In line with the results of the research, suggestions for future research and practices are discussed. [This study was presented as an oral presentation at IXth International Eurasian Educational Research Congress held in Izmir on June 22-25, 2022.]
Discussion of the Relationship between Fluent Reading Skills and Reading Comprehension
Author: Akan, Elif
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Fluency,Reading Comprehension,Literature Reviews,Elementary School Students,Reading Rate

This study aims to examine the relationship between reading speed, accurate reading, prosodic reading, and reading comprehension skills, as well as to show the current state of affairs. The study group for the document review-based research consists of publications published between 2011 and 2022 that examine the association between fluent reading and reading skills in Web of Science, Trindex, Google Scholar, and Eric. According to the &quot; Inclusion Criteria&quot; developed by the researchers, fifteen studies were included in the research for analysis after being pre-evaluated. When the studies comprising the study group were examined using the collected codes, it was revealed that there was a strong association between reading accuracy, reading speed, prosodic reading, and reading comprehension. In other words, there is a linear link between these skills that are supposed to be acquired during the read-write process, and these talents are complementary. Therefore, it is recommended to raise awareness and place a greater emphasis on these skills to guarantee that they are acquired optimally during elementary school.
Mental Health of Adolescents and Its Association with Their Educational Systems: A Cross-Sectional Study on High School Students
Author: Shaikh, Ameerah
Date: 2023-00-00
Type: Journal Articles
Subjects: Mental Health,Adolescents,High School Students,Foreign Countries,Depression (Psychology),Gender Differences

We assessed the Association of Mental Health and different education systems among high school students. A total of 174 students (107 females and 67 males) from age 16-19 years studying in 11th and 12th grades or equivalent to A levels in Karachi, Pakistan were surveyed in this cross-sectional study. Data collection involved using a specially designed structured questionnaire through literature review as well as the patient Health Questionnaire, a validated tool for assessing depression. Our study found that majority of students suffered from mild depression (29.3%). This was followed by 27.5% of students with severe depression, 23.0% with moderate depression and 20.1 with no depression. It was also found that more females suffered from depression as compared to males. However, no significant correlation was found between the association of different education system on the mental health of adolescents.
Professional Learning That Models Components of Course-Based Undergraduate Research Experiences (CUREs)
Author: Sedlacek, Quentin
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Faculty Development,Fellowships,Educational Research,Faculty Publishing,College Faculty,Discovery Learning,Definitions

Course-based undergraduate research experiences (CUREs) can be invaluable for students, but implementing them across a university requires substantial faculty support. This case study explores the incorporation of CURE elements (discovery, iteration, scientific practices, broad scientific relevance, and collaboration) into the design of a faculty professional learning program intended to support CURE implementation. The findings suggest that incorporating CURE elements into a CURE Faculty Fellows Program can support the simultaneous development and successful implementation of scaffolded CUREs across multiple university departments. This program had an additional, unexpected benefit: it created opportunities for faculty from many disciplines to engage in educational research, augmenting their research and publishing agendas. This article summarizes the program, presents findings, and discusses implications for practitioners and researchers interested in pedagogical reform.
Does It Matter if I Call It a CURE? Identity Development in Online Entrepreneurship Coursework
Author: Kuan, Jennifer
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Research,Undergraduate Students,Business Administration Education,Professional Identity,Self Concept,Entrepreneurship,Courses,Student Attitudes,Minority Serving Institutions,Hispanic American Students,Minority Group Students,Majors (Students)

Course-based undergraduate research experiences (CUREs) have historically been associated with STEM, but are expanding into other fields. CUREs may benefit undergraduate business majors, but some students do not perceive &quot;doing research&quot; as part of business. The authors ask whether a business CURE can lead students to begin self-identifying as researchers. Particular attention is paid to explicitness: Do students report different self-identification outcomes if they are explicitly told they are doing research? Survey data are collected from a required entrepreneurship course in which an instructor explicitly talks about her research career and authentically characterizes normal course activities as &quot;scientific research&quot; in some course sections but not in others. Pre- and post-course surveys show statistically significant growth in student self-identification as researchers only in the &quot;explicit CURE&quot; sections.
Improving Social Belonging to Increase Success in an Online Doctorate Program
Author: Rost, Jim
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Integration,Doctoral Programs,Online Courses,Electronic Learning,Technology Uses in Education,Academic Achievement,Inclusion,Self Esteem,Gender Differences,Race,Ethnicity,Marital Status,Socialization

Institutions of higher education have long been plagued with difficulty in overcoming the high rates of incompletion of candidates who enroll in doctoral programs. As we continue to move through the post-pandemic era, online course delivery in doctoral programs continues to rise which brings an added layer of difficulty for EdD students to persist beyond their required coursework in the online environment (Rockinson-Szapkiw et al., 2019). As a result, it is incumbent upon online EdD program directors and faculty to not only identify barriers to online doctoral student success, but to also find solutions. In summer of 2020, a regional state university in the southeast accepted its inaugural class of doctoral students into a new higher education concentration of their existing on-ground K-12 EdD program. During the past few years between the program's original design and inception, faculty have been examining factors related to doctoral student belongingness, from initial coursework through dissertation completion. Moreover, in 2021, the institution was fortunate to be admitted into the Carnegie Program on the Education Doctorate (CPED) consortium and as a result, has worked to adopt the CPED framework for EdD program design and application. It is through this new lens that the faculty at this institution have identified some lessons to share in pursuit of high rates of success while maintaining a demand of excellence in their work. Therefore, the purpose of this article is to use the newly designed Higher Education EdD program as a baseline case study towards improved online program student success.
The Effect of Teacher Autonomy on Teachers&apos; Professional Dedication
Author: Ertürk, Ramazan
Date: 2023-00-00
Type: Journal Articles
Subjects: Professional Autonomy,Teacher Attitudes,Elementary School Students,Foreign Countries,Curriculum Development,Professional Development

The aim of this research is to determine the effect of teacher autonomy on dedication to the teaching profession according to teacher perceptions. The research was designed in the causal relational survey model to determine the relationship between teacher autonomy and dedication to the teaching profession. The study population of the research consisted of 475 teachers working in primary schools in the city center of Bolu, and feedback was obtained from 318 teachers. Teacher Autonomy Scale and Teaching Profession Scale were used as data collection tools in the research. Parametric tests were used in my research because the data showed a normal distribution. According to the results of the research, although it is a positive result that teachers' autonomy is at a high level in the dimensions of scale total, teaching process, and professional communication autonomy, it is a remarkable result that it is at a medium level in the dimensions of curriculum autonomy and professional development autonomy. Teachers' perceptions of dedication to the profession are high in all dimensions, including commitment to the profession, devotion to students, and self-sacrificing work on the total scale. In general, there is a positive, moderate, and high level significant relationship between the whole and dimensions of the teacher autonomy scale and the scale of dedication to the teaching profession. Teacher autonomy is a significant predictor of commitment to the teaching profession. Teacher autonomy scale sub-dimensions: the scale of dedication to the teaching profession significantly predicts the dimensions of commitment to the profession, dedication to students, and selfless work.
Burnout Experience among Iranian Teachers during the COVID-19 Pandemic
Author: Mota, Ana Isabel
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teachers,Burnout,COVID-19,Pandemics,Incidence,Teacher Characteristics,Fatigue (Biology),Males

This study represents the first attempt to explore teachers' burnout experience during one of the most critical phases of the COVID-19 pandemic in Iran. The main goals were to estimate the prevalence of burnout in Iranian men and women teachers and analyse the association of sociodemographic variables on burnout levels. A total of 125 Iranian teachers participated in this study. Results suggest that Iranian teachers perceive high levels of burnout during the COVID-19 pandemic, with 24% of participants reporting high levels of overall burnout. Furthermore, 32% of the sample reported high levels of physical fatigue, 24.8% high levels of cognitive weariness, and 17.6% high levels of emotional exhaustion, suggesting that a considerable number of Iranian teachers are already struggling to deal with their job-related stressors. Significant differences were found for sex, with men reporting higher exhaustion than women. No significant differences were found between other sociodemographic characteristics and burnout. We analyse the results from a cultural perspective and discuss its implications for future research and psychological interventions in schools. Future studies explore how school contextual variables can mediate or moderate the effect of sociodemographic characteristics on teachers' burnout. Intervention programmes should consider local schools' characteristics and be sensitive to teachers' individual needs and consider the added weight of the pandemic to teachers' daily job-related stressors.