ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating L2 Teacher-Student Writing Conferences in a College ESL Composition Classroom
Author: Chang, YiBoon
Date: 2021-00-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Teacher Student Relationship,Interaction,Writing Instruction,Revision (Written Composition),English (Second Language),Second Language Learning,Language Usage,Scaffolding (Teaching Technique),Rhetoric,College Freshmen,Foreign Students

This study investigated features of L2 classroom-based teacher-student writing conference and student subsequent revision from the perspective of languaging. A nonnative teacher and four non-native students participated in the writing conference about two tasks of summary and critical review in an intact college ESL composition classroom. Eight video-recorded conference sessions were analyzed regarding discourse topics (language use vs. content/rhetoric), and configuration of negotiation and scaffolding. Discourse topics were found to interact with task types as more issues about content and rhetoric were addressed for critical review. Configurations of negotiation and scaffolding were found to be similar in both tasks. Scaffolding was dominant in language use talks while negotiation and scaffolding were balanced in content/rhetoric talks. As for making meaning and student revision, the quality of negotiation was more critical than the quantity. Non-extensive scaffolding also led to successful revision along with students' background knowledge and classroom instruction. The findings demonstrate dynamics of writing tasks, conferences, and student revision.
Korean EFL Learner Preference for Text-Based Digital Composing during Emergency Remote Learning
Author: Washburn, David Forbes
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Video Technology,Second Language Learning,Second Language Instruction,English (Second Language),Educational Technology,Multiple Literacies,Student Attitudes,Curriculum Design,COVID-19,Pandemics,Integrated Learning Systems,Preferences,Audio Equipment,Usability,Longitudinal Studies,Foreign Countries,Teaching Methods,Undergraduate Students

This study utilized a longitudinal data collection to examine online factors of digital multimodal composing (DMC) preference and measure learner course satisfaction with digital composing modes in an online EFL communication course. The purpose of this research was to involve learners in a process of online, interactive, and multimodal curricular design during emergency remote learning due to the coronavirus pandemic. Innovative online technologies such as a new learning management system and digital educational components were implemented and used to quantitatively examine learners' acceptance of technology. Korean learner preferences for textual and audio modes of DMC were indicated by Relative Advantage, Perceived Usefulness, and User Satisfaction factors. These factors also indicated an aversion to video-based DMC including video recordings and video responses as well as moderate concern for video conferencing. Qualitative findings revealed student concern for the constructs of Ease of Use and Using Video Modalities when transitioning to new online learning technologies.
Historical, Contemporary and Psychological Viewpoints of Teacher&apos;s Leadership
Author: Kafia, Elisabeta
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Teacher Role,Leadership Styles,Leadership Effectiveness

Today, in the 21st century, an increasing number of children and youth are facing disorders, problems and challenges regarding the nature of learning, psycho-emotional, social behavior, and further on. Today, the educational system faces not only a number of students with difficulties, but also the multitude of severity and complexity of the difficulties themselves. To successfully cope with these difficulties, immediate needs have arisen to redefine the role of the teacher as a leader in the school both in terms of teaching and in the form of reforming the roles and services that day-to-day access to students, parents and the wider community. The focus of this article is to present a broader and supportive view of the teacher leadership and its psychological and social training towards qualitative changes and ever-increasing demand for education-based training as a significant pre-requisite for EU integration.
Opinions of Social Studies Teacher Candidates about Smoking Addiction
Author: Uygun, Kamil
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Preservice Teachers,Student Attitudes,Late Adolescents,Smoking,Addictive Behavior,Health Behavior,Psychological Patterns,Social Influences,Friendship,Foreign Countries

The aim of this study is to examine the opinions of social studies teacher candidates about smoking addiction. For the purpose of the study, phenomenological research design, which is one of the designs of qualitative research method, was used. The study group consisted of 20 volunteer teacher candidates (10 male and 10 female) who have been studying at Usak University Faculty of Education in the 2019-2020 academic year and who have been smoking for the last year. Data were collected with a semi-structured interview form. The interview form, which is a data collection tool, was prepared based on the opinions of three experts. 6 open-ended questions were asked to the participants according to expert opinions. The data was analyzed by content analysis.
Syrian Refugee Middle School Students&apos; Perceptions of the History Subjects Taught in Social Studies Lessons
Author: Akhan, Osman
Date: 2021-00-00
Type: Journal Articles
Subjects: Refugees,Middle School Students,Student Attitudes,Student Interests,History Instruction,Instructional Effectiveness,Social Studies,Retention (Psychology),Difficulty Level,Citizenship,Foreign Countries

The purpose of this research is to determine perceptions of refugee middle school students in Turkey about history subjects taught in social studies classes. Accordingly, the study was designed in the phenomenology model, a qualitative research method. The sample included 58 middle school 7th and 8th grade Syrian students (28 female, 30 male) legally registered in Gaziantep province of Turkey in 2019-2020. Convenience sampling method was used to select the schools, and criterion sampling, a purposive sampling method, was used to select the sample from students in these schools. Research data were collected with a questionnaire form containing open-ended questions created by the researcher, and subjected to descriptive analysis. Considering the results of the research, one can say that the students could remember the history subjects they learned, and found Ottoman history subjects more interesting. However, they found history lessons boring, and studying history subjects was not effective in creating patriotic perceptions.
Learner Initiative Based on Learners&apos; Turns in a Korean Kindergarten English Classroom
Author: Kwak, Soo Kyoung
Date: 2021-00-00
Type: Journal Articles
Subjects: Native Language,Classroom Communication,Kindergarten,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Student Relationship,Teaching Methods,After School Programs,Student Participation,Foreign Countries

Learner initiative and very young learner talk have not been fully investigated despite the growing recognition of their importance in English education. Therefore, the present study examined the sequential development of talk-in-interaction observed in an after-school English program in a Korean kindergarten classroom by investigating how children contributed their behaviors to class participation using the methodological framework of conversation analysis. Data was collected from one intact classroom interaction between a native teacher and 28 seven-year-old children. The analysis highlighted a noticeable interactional phenomenon, learner initiative, which was revealed through children's turn position in the Initiation-Response-Follow-up (IRF) sequence. In particular, this study presented evidence that learner initiative could be displayed through learners' self-selected turns: initiating repair of the teacher's previous utterance, asking a question, and displaying knowledge of words. These findings were discussed in relation to the view of learners as active agents through the process of interaction and suggested pedagogical implications of very young learners' classroom interaction.
Local Language Numeracy Kindergarten Prototype Design to Support Home-Based Learning during and Post COVID-19 Pandemic
Author: Maphosa, Vusumuzi
Date: 2021-00-00
Type: Journal Articles
Subjects: Numeracy,African Languages,Kindergarten,Young Children,Models,Home Schooling,Parents as Teachers,Teacher Attitudes,Preschool Teachers,Technology Integration,Computer Software,Handheld Devices,Telecommunications,COVID-19,Pandemics,Developing Nations,Foreign Countries

The outbreak of the coronavirus disease (COVID-19) has caused unprecedented global socio-economic disruptions. One of the areas negatively impacted is the education system. The country's over reliance on traditional face-to-face teaching has brought about serious challenges to policymakers who have to decide how learning would proceed in the absence of physical contact between the teacher and the learner. This has been exacerbated by the general lack of access to textbooks and other teaching and learning materials which makes it difficult for parents to assist with home schooling. The potential use of mobile apps to support and enhance early childhood learning has received little attention in developing countries such as Zimbabwe, yet its impact in supporting early childhood education would be enormous during and post the COVID-19 pandemic. The study seeks to develop a numeracy-based app prototype that uses a local language (IsiNdebele) in a classroom or home-based schooling in response to the COVID19 pandemic or other natural disasters or man-made situations that may make face-to-face interaction impossible. The analysis showed that kindergarten teachers had positive opinion towards the app as they perceived the prototype to be useful, easy to use, simple and that learners would be eager to use it. The results of this study can inform policymakers and educators on optimising technology based early teaching and learning at school and home.
The Role of Self-Directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning
Author: Karatas, Kasim
Date: 2021-00-00
Type: Journal Articles
Subjects: Independent Study,Metacognition,21st Century Skills,Prediction,Readiness,Electronic Learning,COVID-19,Pandemics,Preservice Teachers,Structural Equation Models,Foreign Countries

This study investigated role of the self-directed learning skills, metacognitive awareness, and 21st century skills and competences in predicting readiness for online learning during the COVID-19 pandemic. 21st Century Skills and Competences Scale, Self-Directed Learning Skills Scale, Metacognitive Awareness Inventory, and Readiness for Online Learning Scale were used to collect data from 834 prospective teachers. Structural equation modelling (SEM) results indicated that self-directed learning skills, metacognitive awareness, and 21st century skills and competences positively predict prospective teachers' readiness for online learning. These findings suggested that enhancing prospective teachers' self-directed learning, metacognitive awareness, and 21st century skills and competences may promote their readiness for online learning.
The Role of Teaching Goals and Instructional Technology Perceptions in Faculty Members&apos; Technology Use
Author: Phan, Trang
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Teacher Educators,Teacher Attitudes,Teacher Motivation,Educational Environment,Learning Processes,Learner Engagement,Barriers

This study portrays profile uses of technology in the classroom by faculty at a school of education at a university in Central California (N = 47). First, it describes their professional uses of certain technology on a frequency scale. Second, it reports the effects of faculty's teaching philosophy and perceptions of instructional technology (IT) in their teaching practice with regards to use of technology. This study employed quantitative data analysis. The findings indicate that faculty's teaching goals and perception of the learning environment play an important role in determining their uses of technology. Third, it reveals faculty's motivation and challenges to use certain technological tools in their teaching. Specifically, the participants reported high levels of motivation for using various new technologies, minimal challenges to IT use in their classroom and their actual uses of such technology being unknown. Given the faculty's high motivation (or absence of barriers) of using various innovative technology, one of the suggestions for future professional development programs is to offer training which moves beyond understanding how to use technology, and addresses the effectiveness and efficiency of teaching with technology.
Beyond the Checklist Approach: A Librarian-Faculty Collaboration to Teach the BEAM Method of Source Evaluation
Author: Mills, Jenny
Date: 2021-06-00
Type: Journal Articles
Subjects: Librarian Teacher Cooperation,Information Literacy,First Year Seminars,Instructional Design,Information Sources,Evaluation Methods,Information Utilization,Teaching Methods,Instructional Effectiveness,Research Papers (Students),Assignments,Student Surveys,Annotated Bibliographies

Evaluating information is an essential skill, valued across disciplines. While librarians and instructors share the responsibility to teach this skill, they need a common framework in order to collaborate to design assignments that give students multiple opportunities to learn. Librarians and First Year Seminar faculty at Belmont University collaborated to design a unit of instruction on source evaluation using the BEAM method. BEAM requires students to apply a use-based approach to evaluation, to read and engage with sources more closely, and to think about how they might use a source for a specific purpose. Structured annotated bibliographies that included BEAM were assessed, along with student, instructor, and librarian feedback. The BEAM method may be an effective method for teaching information evaluation when paired with other sequenced assignments that guide students through the research and writing process.
Introducing Critical Librarianship to Information Professionals: Using Critical Pedagogy and Critical Information Literacy in an LIS Graduate Course
Author: Rapchak, Marcia
Date: 2021-06-00
Type: Journal Articles
Subjects: Critical Theory,Librarians,Library Education,Information Science Education,Graduate Students,Library Role,Information Literacy,Social Justice,Race,Self Evaluation (Individuals),Student Attitudes

Critical librarianship, which critiques the role of libraries and information professionals in maintaining systems of oppression, has been growing in popularity in the profession, and instructors in Library and Information Science (LIS) have begun to address critical librarianship in their coursework. While critical pedagogy and critical librarianship have influenced approaches to LIS education, the intersection of these two has not been as thoroughly addressed. Additionally, the literature on critical information literacy focuses largely on library instruction. This case study explores a critical pedagogy approach in a critical librarianship class that prepares students for critical information literacy instruction. The instructor implemented student-led presentations and discussions, self-grading, and collaboratively setting course expectations. Student responses were overwhelmingly positive, and student performance in the course indicated the approach and content of the course were effective.
How Should Education in Rural Areas Be Reformed?
Author: Cheung, Alan C. K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Resources,Rural Education,Elementary Secondary Education

Rural areas are the product of the development of productivity to a certain stage. Generally, rural areas are geographical areas located outside of cities and towns. Studies have pointed out that there has been an education crisis that affects the country's development, and the rural population is the biggest victim of this crisis. The main reason is that cities have a significant advantage in allocating scarce educational resources; simultaneously, school education in rural areas is highly inconsistent with people's learning needs. &quot;Education for All&quot; is a concept proposed by UNESCO at the World Education for All Conference in 1990 for the world. Its ultimate goal is to meet the basic learning needs of all children, youth, and adults. It is true that under the promotion of education for all, rural education in various countries of the world has developed to a certain extent, but compared with developed regions or urban areas, the quality of rural education is still worrying. This commentary discusses how teacher training and reforming rural education curricula have become fundamental approaches to rural education reforms in various countries.
Investigation of the Validity Evidence of the Information Literacy Self-Efficacy Scale (ILSES) among Undergraduate Students
Author: Sommer, Max
Date: 2021-06-00
Type: Journal Articles
Subjects: Information Literacy,Self Efficacy,Measures (Individuals),Test Validity,Undergraduate Students,Research Universities,Search Strategies,Evaluation,Evidence

The purpose of this research was to provide validity evidence for the Information Literacy Self-Efficacy Scale (ILSES), a widely used instrument that was constructed in 2006. The researchers were interested in investigating the validity of this instrument due to the evolution of the information environment that has taken place since the scale's original development, mostly as a result of the prominence of the internet. Data were collected from undergraduate students participating in a broader information literacy research study (n = 253). Data were subjected to descriptive analyses, internal consistency reliability, and a confirmatory factor analysis (CFA). After evaluating three different CFA models based on the ILSES' construction, the researchers determined that a four-factor model fit the data with the following latent constructs: 1) Initiating the search strategy, 2) Assessing and comprehending the information, 3) Interpreting, synthesizing, and using the information, and 4) Evaluating the product and process. A discussion of these findings is provided in light of the evolving information environments in which undergraduate students are expected to use information for their academic, personal, and professional lives.
Academic Performance and Technology Acceptance Model (TAM) through a Flipped Classroom Experience: Training of Future Teachers of Primary Education
Author: Cabero-Almenara, Julio
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Technology Integration,Flipped Classroom,Preservice Teachers,Preservice Teacher Education,Primary Education,College Freshmen,Student Satisfaction,Instructional Effectiveness,Usability,Foreign Countries

In recent years, studies carried out in the educational field have concluded that the Flipped Classroom methodology offers numerous advantages for both teachers and students. In this sense, this approach is worked on at the university to develop skills necessary for the future professional of students, as well as increase their commitment to the subjects. The general objective of this research is to verify if the learning acquired through the Flipped methodology, as well as the perception of it, are useful for university students of the Degree in Primary Education. For this, two types of designs are used: pretest-posttest and validation through structural equations (PLS) of the scale to evaluate the degree of acceptance of the Flipped methodology based on the TAM model. The results show the adequacy of the training proposal based on Flipped methodology for university students. The students perceive the incorporation of the inverted methodology as an adequate strategy, highlighting the ease of use in the classroom, the acceptance of its integration, the transformation of interest in learning and showing a positive attitude towards its use in the future. Together, the level of acceptance as regards the validation of the TAM model is high. Finally, the possibility of replicating the model in similar investigations or through the so-called emerging technologies is evaluated.
Augmented Reality (AR) as an Enhancement Teaching Tool: Are Educators Ready for It?
Author: Wei, Chooi Yi
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Technology Integration,Readiness,Knowledge Level,Adoption (Ideas),Innovation,Intention,Usability,Value Judgment,College Faculty,Private Colleges,Teacher Attitudes,Teacher Characteristics,Foreign Countries

The rapid technological development and revolution have transformed the education field, promoting the betterment of learning and teaching quality. Augmented Reality (AR) is becoming increasingly popular for its ability to help educators to create an engaging and creative method of teaching. The increasing use of technology has piqued researchers' interests in studying its efficiency. Following this observation, this study aims to explore educators' readiness in embracing AR as an enhancement teaching tool in the future. This study employed a quantitative methodology and collected 223 respondents' data from five private universities in Malaysia. The data was analysed using the Partial Least Squares--Structural Equation Modelling (PLS-SEM) software. The results demonstrated that there were significant relationships between educators' innovation towards the intention to adopt AR moderated by perceived usefulness (PU) and perceived ease of use (PEU). This study provides some insightful AR applications in the education industry, which is in line with the Industrial Revolution 4.0 theme. It successfully identifies the importance of motivating educators and students in embracing AR as an enhancement learning tool, providing a valuable discussion for the government, learning institutions, and educators on the implementation of AR in Malaysia.
Enacting the Rubric: Teacher Improvements in Windows of High-Stakes Observation
Author: Phipps, Aaron R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Observation,Accountability,Teacher Improvement,Public School Teachers,Urban Schools,Teacher Response,Scoring Rubrics,Elementary Secondary Education

Teacher evaluation systems that use in-class observations, particularly in high-stakes settings, are frequently understood as accountability systems intended as nonintrusive measures of teacher quality. Presumably, the evaluation system motivates teachers to improve their practice--an accountability mechanism--and provides actionable feedback for improvement--an information mechanism. No evidence exists, however, establishing the causal link between an evaluation program and daily teacher practices. Importantly, it is unknown how teachers may modify their practice in the time leading up to an unannounced in-class observation, or how they integrate feedback into their practice postevaluation, a question that fundamentally changes the design and philosophy of teacher evaluation programs. We disentangle these two effects with a unique empirical strategy that exploits random variation in the timing of in-class observations in the Washington, DC, teacher evaluation program IMPACT. Our key finding is that teachers work to improve during periods in which they are more likely to be observed, and they improve with subsequent evaluations. We interpret this as evidence that both mechanisms are at work, and as a result, policy makers should seriously consider both when designing teacher evaluation systems.