ethanporcaro/eric-fulltext-meta huggingface dataset:
Chinese University Students&apos; Experience of WeChat-Based English-Language Vocabulary Learning
Author: Li, Fan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,COVID-19,Pandemics,English (Second Language),Second Language Instruction,Social Media,Educational Technology,Technology Uses in Education,Language Proficiency,Student Characteristics,Language Tests,Scores,School Closing,Telecommunications,Handheld Devices,Program Effectiveness

The outbreak of COVID-19 worldwide in 2020 has posed tremendous challenges to higher education globally. Teaching English as a foreign language (TEFL) is among the many areas affected by the pandemic. The unexpected transition to online teaching has increased challenges for improving and/or retaining students' language proficiency. WeChat, a popular social application in China, was widely used for TEFL at Chinese universities before COVID-19. However, it remains unclear whether the use of WeChat can facilitate Chinese university students' English-language lexical proficiency during the pandemic. To fill this gap, the aim of the present study was two-fold: (1) it initially explored the relationship between the variables including students' academic years, genders, and academic faculties/disciplines, and their lexical proficiency; and (2) it evaluated the effectiveness of a WeChat-assisted lexical learning (WALL) program in facilitating learning outcomes of English-language vocabulary. One hundred and thirty-three students at a university in Northern China participated in the WALL program for three weeks. As the results indicated, the independent variables had no correlation with the students' lexical proficiency. More importantly, the students had a decline in the test scores after using the program, compared to their initial test scores. Moreover, the difference was reported to be medium. The findings further proposed questions on applying WeChat to vocabulary teaching in a large-scaled transition. The study is expected to provide insights for tertiary institutions, language practitioners, and student stakeholders to troubleshoot the potential problems regarding implementing WeChat-based TEFL pedagogies.
Supporting Indigenous Students in Science and STEM Education: A Systematic Review
Author: Jin, Qingna
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Indigenous Populations,Elementary Secondary Education,Science Education,Culturally Relevant Education,Indigenous Knowledge,Cultural Influences,Foreign Countries,Informal Education,Teaching Methods,Program Effectiveness

There are a growing number of education programs in science and STEM education with the aim of improving educational outcomes for Indigenous students who have long been underrepresented in current education systems. The aim of this study is to systematically review empirical research from 2011 to 2020 that reported programs to support Indigenous students in science and STEM education. A total of 24 studies were included in this review. These programs involved student participants from all K to 12 grade levels and occurred in both formal and informal contexts. Most of the programs employed multifaced approaches, and cultural relevance and scientific inquiry practice were the two main features of the programs. All the programs had reported positive outcomes in relation to Indigenous students' science learning, understanding of their own cultures and traditions, and/or the complementarity of Western science and Indigenous knowledge.
Identified Challenges from Faculty Teaching at Predominantly Undergraduate Institutions after Abrupt Transition to Emergency Remote Teaching during the COVID-19 Pandemic
Author: Colclasure, Blake C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Barriers,College Faculty,Undergraduate Students,STEM Education,Institutional Characteristics,Emergency Programs,Distance Education,Electronic Learning,COVID-19,Pandemics,Adjustment (to Environment),Family Work Relationship,Stress Variables,Mental Health,Physical Health,Synchronous Communication,Access to Education,Internet,Communities of Practice

COVID-19 has been one of the most significant disruptors of higher education in modern history. Higher education institutions rapidly transitioned to Emergency Remote Teaching (ERT) in mid-to-late March of 2020. The extent of COVID-19's impact on teaching and learning, and the resulting challenges facilitating ERT during this time, likely varied by faculty, institutional, and geographical characteristics. In this study, we identified challenges in teaching and learning during the initial transition to ERT at Predominantly Undergraduate Institutions (PUIs) in the Midwest, United States. We conducted in-depth interviews with 14 faculty teaching at Midwestern PUIs to explore their lived experiences. We describe the most overarching challenges related to faculty teaching through four emergent themes: pedagogical changes, work-life balance, face-to-face interactions, and physical and mental health. Five themes emerged that we used to describe the most overarching challenges related to students and their learning: learning patterns, technology access, additional responsibilities, learning community, and mental health. Based upon the identified challenges, we provide broad recommendations that can be used to foster a more successful transition to ERT in unforeseen regional or global crises in the future.
Pedagogies of Discomfort and Care: Balancing Critical Tensions in Delivering Gender-Related Violence Training to Youth Practitioners
Author: Cullen, Fin
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Response,Gender Bias,Violence,Training,Social Bias,Barriers,Intervention,Youth Programs,Foreign Countries,Psychological Patterns,Social Justice

This reflective paper explores the emotions, ethics, and challenges of facilitating training for youth practitioners to tackle gender-related violence (GRV). This paper draws on insights from a training intervention that emerged from an EU-funded feminist project (UK GAPWORK project), which sought to bring together approaches to tackle violence against women and girls with challenging heteronormativity and homophobia. Drawing on accounts from facilitators and participants, the aim of this paper is to identify tensions, opportunities and strategies in developing training to support critically engaged practice around sensitive topics such as GRV, and to consider the significance of working with discomfort within any such training intervention. We reflect on how discomfort presented within the training space and the challenges presented. This paper examines how Boler's theoretical work on pedagogy of discomfort can be operationalised to think productively about designing and delivering training for informal educators on sensitive issues with ethical integrity.
A Flexible Future Education Model--Strategies Drawn from Teaching during the COVID-19 Pandemic
Author: Srinivasan, Seshasai
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Program Implementation,Blended Learning,Educational Technology,Technology Uses in Education,Student Attitudes,Preferences,Conventional Instruction,Program Design,Teaching Methods,Active Learning,Interaction,Delivery Systems,Well Being,Foreign Countries,Lecture Method,Video Technology,Online Courses,Barriers

As they emerge from the pandemic, universities worldwide are evaluating the adaptations in the education sector during the pandemic and determining their course of action for the future. In this work, drawing on the lessons from four courses across two different universities, a survey of over 300 students, and the literature, we present strategies for successfully implementing a flexible blended education format. The survey revealed that the performance of the cohort taking the course during the pandemic performed nearly the same as the cohorts that took the courses before the pandemic. However, the students did not prefer an entirely virtual format, felt that their social wellbeing was impacted, and preferred a hybrid education model with a lot of supplementary learning material. As a key contribution of this work, we have identified and elaborate on four key pillars for a flexible blended education format, namely, course design, pedagogical strategies incorporating active learning and providing a sense of online community, infrastructure for delivery and training, and incorporating activities that support student wellbeing.
On the Supportive Role of the Warnke Method in Improving the Phonological Competence of a Bilingual Girl
Author: Brzdek, Ewa
Date: 2021-00-00
Type: Journal Articles
Subjects: Bilingualism,Evaluation Methods,Phonological Awareness,Clinical Diagnosis,Females,Children,Reading Improvement,Writing Improvement,Automation,Brain Hemisphere Functions,Psychomotor Skills,Outcomes of Treatment

It is known that bilingualism may cause some specific problems with the articulation of sounds and errors in reading and writing when acquiring linguistic skills. The paper presents the results and conclusions related to the use of the Warnke method in improving the phonological competence of a bilingual girl aged seven, which learned two languages simultaneously (Polish and Italian) in her family environment. The case study method was used. The main objective was to assess the effectiveness of the first stage of the Warnke method in improving reading and writing skills in a bilingual child. The Warnke method focuses primarily on the diagnosis and training of the phonological competence and was based on the following assumptions: (a) the automation of hearing, vision, and motor functions can be improved at the level of brain activity; (b) the development and automation of phonological analysis and synthesis are based on the cooperation of the brain hemispheres. The preliminary and final results of the diagnosis obtained for basic brain functions (visual, motor, and auditory) and the level of literacy skills were analyzed and compared. The reading and writing abilities, before and after training with the Warnke method, were assessed using the symptomatic tests. The obtained results showed that during and after training with the method, there was noticeable progress in eight basic functions (visual, motor and auditory). Improvement was also seen in the following areas: knowledge of letters; pairing phonemes with letters; technique, speed, and fluency of reading and writing. The quality of reading and writing was verified and confirmed by symptomatic tests. The conducted study suggests that the observed learning disabilities were caused by deficits in the central processing functions, which resulted in a lower level of phonological skills.
Predicting the Intention to Use Technology in Education among Student Teachers: A Path Analysis
Author: Luik, Piret
Date: 2021-00-00
Type: Journal Articles
Subjects: Intention,Technology Integration,Educational Technology,Technology Uses in Education,Student Attitudes,Preservice Teachers,Beliefs,Difficulty Level,Usability,Foreign Countries,Technological Literacy,Pedagogical Content Knowledge,Knowledge Level

Teacher education must provide the knowledge and skills necessary for technology integration, but also influence attitudes and beliefs. Little research has been conducted on how knowledge, beliefs, and attitudes predict teachers' intentions to use technology. The aim of this study was to identify how perceived knowledge about technology integration, and beliefs and attitudes towards using technology, impact the intention to use technology among student teachers. The sample consisted of 232 student teachers from the University of Tartu. Data were collected using a questionnaire based on elements of two different models. Validating the technology acceptance scale using a confirmatory factor analysis identified that perceived usefulness was split into two constructs: perceived usefulness for students and perceived usefulness for teachers. Path analysis, as a special type of structural equation modelling, was used to test 11 hypotheses. The results showed that both perceived ease of use and attitude to use have direct effects on intention to use. Still, perceived usefulness for teachers and perceived knowledge displayed an indirect influence. Based on these results, it is important that student teachers should be convinced that technology is easy to use in teaching.
Assessment of &quot;Scratch&quot; Programming Language as a Didactic Tool to Teach Functions
Author: Quevedo Gutiérrez, Eduardo
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Programming Languages,Mathematical Concepts,Mathematics,Computation,Thinking Skills,Learning Activities,Preservice Teachers,Cooperative Learning,Game Based Learning,Mathematics Activities,Foreign Countries

The objective of this research is to study the &quot;Scratch&quot; programming language as a didactic tool to teach functions. The introduction of didactic tools allowing comprehension in simple and attractive ways is required. Given the traditional teaching/learning system, it is necessary to organize participatory and collaborative dynamic classrooms, which allow the interaction of students in activities where the educator modifies his or her traditional role as an advisor and the students take a more active role in learning through their own effort. In this sense, three activities using the &quot;Scratch&quot; programming language are proposed: the first one refers to the linear and affine functions, while the second one deals with the quadratic function and the third one is related to the exponential function. The participants in this study were 30 future teachers. The study considers the combination of magisterial lessons and active didactic methodologies as demonstration method, cooperative learning and gamification, also including the applied assessment. The activities, methodologies and assessment were evaluated by the participants with results higher than 4 in 5-point Likert scale for all cases, preferring the active methodologies than magisterial lessons.
Moodle Quizzes as a Continuous Assessment in Higher Education: An Exploratory Approach in Physical Chemistry
Author: López-Tocón, Isabel
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Tests,College Students,Student Evaluation,Chemistry,Evaluation Methods,Online Courses,Science Achievement,Science Instruction

The use of Moodle quizzes as a continuous assessment and an integral part of the educational methodology in higher education has been analyzed in a case study of physical chemistry subject. Two types of quiz designed with different item types and different settings, called basic quiz (BQ) and thematic block quiz (TBQ), were elaborated making use of a question bank with more than 450 items. BQ has true/false items, while TBQ has randomly mixed items (multiple choice, numerical and matching). The effect of the type of quiz on the student scores is analyzed according to statistical and psychometric data such as the degree of participation, the facility index and the discrimination index of each item, and the average score, calculated according to the classical test theory. This allows us to discern which type of quiz has an enough quality to use it as an assessment tool. Moreover, the effect of this educational activity, developed during the last six academic years from 2014 to 2020, just before of the pandemic situation, is evaluated considering the scores of the students in the Ordinary Calls of exams and comparing them with previous courses taught with a traditional education based on master classes. The statistic results indicate that TBQs are more discriminative than BQs and could be used as an assessment tool, while BQs could be only useful as formative activity. Moodle quizzes turn out to be a reliable strategy for learning of contents in scientific matter, with a high participation in the knowledge tests, with good marks in the average score and a greater number of pass degrees in the Ordinary Calls.
U.S. Parents&apos; Reports of Assisting Their Children with Distance Learning during COVID-19
Author: Sonnenschein, Susan
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Parents as Teachers,Parent Participation,Age Differences,Correlation,Stress Variables,Educational Technology,Individual Characteristics

COVID-19 has caused increased stress among U.S. adults, with many reporting concerns assisting their children with distance learning due to school closures. This study surveyed U.S. parents--most of whom were middle-aged, White, affluent, and female--to learn what types of distance learning activities parents engaged in with their children during COVID-19; whether these types of activities varied by the child's age; and whether there was an association between engaging in these activities and stress. Most parents engaged in Monitoring, Teaching or Technology support activities with their children. Although these activities varied by child's age, parents who reported engaging in any distance learning activity reported increased stress.
Using Critical Media Literacy to Create a Decolonial, Anti-Racist Teaching Philosophy
Author: Romero Walker, Alexis
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Literacy,Media Literacy,Teaching Methods,Racial Bias,Journalism Education,Social Justice,Curriculum Development,Higher Education,Course Content,Classroom Environment,Educational Change,Language Usage

Media educators must address their personal teaching philosophies to adequately participate in anti-racist pedagogy. Using critical media literacy principles, educators can be aware of student's bodies and performance in relation to reinforced systems of whiteness in the media classroom. This article proposes ways for higher education media educators to adjust their classroom content, and classroom environment, to adopt an anti-racist, decolonial pedagogy.
Do Media Literacies Approach Equity and Justice?
Author: Mihailidis, Paul
Date: 2021-00-00
Type: Journal Articles
Subjects: Media Literacy,Democracy,Social Differences,Citizen Participation,Critical Thinking,Social Justice,Correlation,Critical Theory,Personal Autonomy,Teaching Methods

It is often assumed that media literacy serves to protect and uphold democratic practice and that media literate citizens are the best safeguards for democracy. However, little attention is paid to defining this practice and its relationship to ongoing inequities within democratic societies. In this essay, we argue media literacy operates from three core assumptions; media literacy creates knowledgeable individuals, empowers communities, and encourages democratic participation. The first assumption draws out an individual's skills and critical thinking in media literacy practices. The second assumption focuses on the community aspect of media literacy, specifically which communities are best served by media literacy and why. Finally, the connection between media literacy and democratic practices is evaluated to understand how the democratic ideals of equity and justice are situated within the existing literature. Through an exploration of these assumptions, this essay provokes a discussion into the assumptions that media literacy scholarship and practice addresses to highlight some of the gaps in constructing impactful practice that centers on equity and social justice.
Questioning Autism&apos;s Racializing Assemblages
Author: Kearl, Benjamin
Date: 2021-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Minority Groups,Racial Bias,Clinical Diagnosis,Disability Identification,Knowledge Level,Symptoms (Individual Disorders),Humanism

This article questions the ways autism knowledge is racially assembled. Of specific interest is how clinical and cultural definitions of autism routinely deny the existence of autistics of colour and regularly instantiate autism as a White condition. Employing a contrapuntal reading of autism knowledge, which foregrounds the life-writings of autistics of colour, this article argues that disproportionality and delayed autism diagnoses for children of colour as well as autistic Whiteness habituates autism's diagnostic space. Not only does this result in the clinical and cultural exclusion of children of colour from autism knowledge, it also hierarchically orders humanity. While autism has received recent philosophical attention from Ian Hacking, this article suggests that Hacking's historical ontology does not adequately attend to the racializing effects of autism knowledge. As such, this article concludes by gesturing toward the need to re-assemble autism's diagnostic shape through the invention of collective sites of expression which make possible #BlackAutisticJoy.
De-Identification Is Insufficient to Protect Student Privacy, or--What Can a Field Trip Reveal?
Author: Yacobson, Elad
Date: 2021-00-00
Type: Journal Articles
Subjects: Identification,Privacy,Field Trips,Learning Analytics,Student Records,Data Collection,Foreign Countries,Elementary School Students,Secondary School Students

Learning analytics have the potential to improve teaching and learning in K-12 education, but as student data is increasingly being collected and transferred for the purpose of analysis, it is important to take measures that will protect student privacy. A common approach to achieve this goal is the de-identification of the data, meaning the removal of personal details that can reveal student identity. However, as we demonstrate, de-identification alone is not a complete solution. We show how we can discover sensitive information about students by linking de-identified datasets with publicly available school data, using unsupervised machine learning techniques. This underlines that de-identification alone is insufficient if we wish to further learning analytics in K-12 without compromising student privacy.
Seeing the Rock: Expanding One&apos;s Vision in Community with Preschool Knowers
Author: Furman, Cara
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Children,Students with Disabilities,Teacher Educators,Educational Philosophy,Phenomenology,Teacher Student Relationship,Epistemology,Teacher Role,Expectation

This paper takes a philosophically informed approach to what it means to make sense of the world. Specifically, it asks how understanding might be enhanced when we listen to young children who are labelled with disabilities. To address this question, I describe a lesson I taught as a guest teacher in which my understanding of both a rock and an activity, descriptive inquiry, were challenged and expanded through the participation of a child identified with a significant language-based disability. To explore this event and its implications for what it means to teach and know, I juxtapose Jacques Derrida, Miranda Fricker, and Jacques Rancière with each other and with my descriptions of the event.
Why Does Intellectual Disability Matter to Philosophy?: Toward a Transformative Pedagogy
Author: Carlson, Licia
Date: 2021-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Transformative Learning,Philosophy,Social Bias,Social Discrimination,Students with Disabilities,Cognitive Ability

This article explores what it means to include intellectual disability (ID) in philosophical discourse and in the philosophy classroom. Taking Audre Lorde's claim that &quot;the master's tools will never dismantle the master's house&quot; as a starting point, it asks how certain forms of cognitive ableism have excluded ID from the &quot;philosopher's house.&quot; Drawing upon Michel Foucault's work as a theoretical framework, part one critically examines the ways that ID has been included, excluded, and constructed within philosophical discourse. Part two then considers what it would mean for ID and people with an ID to be included in the philosophy classroom. It offers some examples of how the work in disability studies, philosophies of disability, and philosophy of art can lead to a more inclusive and transformative pedagogy that will generate new critical questions and expand our philosophical dwelling places.