ethanporcaro/eric-fulltext-meta huggingface dataset:
Adapting Interactive Shared Reading Interventions for Young Learners with Autism Spectrum Disorder: RECALL
Author: Jackson, Elizabeth M.
Date: 2022-03-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Reading Strategies,Preschool Children,Preschool Education,Interaction,Teaching Methods,Oral Language,Language Skills,Vocabulary,Reading Comprehension,Cues,Learner Engagement,Visual Aids

Many early childhood educators use the evidenced-based practice of interactive shared book reading (ISBR) to promote the development of important communication and literacy skills. ISBR for preschoolers has been shown to build both vocabulary and conceptual knowledge, which in turn contributes to later language and reading comprehension development. While Early Childhood Special Educators (ECSE) recognize the importance of engaging in ISBR with their students, children with autism spectrum disorder (ASD) often struggle to meaningfully participate in ISBR because of the children's difficulties in language/communication, joint attention, and social reciprocity. The purpose of this manuscript is to describe an approach to support children with ASD to engage in ISBR to build oral language skills (e.g., vocabulary knowledge and comprehension) and ultimately to support later reading comprehension. The approach is RECALL: Reading to Engage Children with Autism in Language and Learning. This article describes the RECALL ISBR approach, explains how to implement RECALL, and provides information on additional enhancements that support social communication engagement.
Early-Career International Academics&apos; Learning and Teaching Experiences during COVID-19 in Australia: A Collaborative Autoethnography
Author: Nachatar Singh, Jasvir Kaur
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Barriers,COVID-19,Pandemics,Foreign Countries,Ethnography,Foreign Nationals,Adjustment (to Environment),Cultural Differences,Work Experience,Teacher Attitudes,Teaching Methods,Educational Strategies,Online Courses,Distance Education,Teacher Student Relationship,College Students,English (Second Language)

Scholarly articles on international academics mainly focus on personal and professional challenges endured by international academics' during conventional times. This includes adjustments to new roles and living in a foreign country, pedagogical differences stemming from intercultural differences, language barriers and unequal access to resources (funding, exploitation). This paper explores experiences of two international early-career academics in Australia highlighting their teaching-related challenges, strategies and opportunities during COVID-19, using a collaborative autoethnography qualitative approach. At this Australian university, teaching was paused for a week in March 2020 to cope with the learning and teaching 'shock' -- to reorientate teaching from face-to-face to completely offer courses remotely to ensure that students were not disadvantaged in their learning and provide space for academic staff to reorientate their learning and teaching materials to suit online delivery. Personalised reflections encapsulate some bizarre teaching related experiences of these international academics in the online learning and teaching space, underpinned by their cultural differences. There were four major challenges identified: transition to online learning and teaching, learning and teaching online practices, relationship issues between students and academic staff, and language-related issues. Specific strategies to overcome these challenges are also identified that led to overall teaching success endured by these international early-career academics in Australia.
Digital Resilience in Higher Education in Response to COVID-19 Pandemic: Student Perceptions from Asia and Australia
Author: Eri, Rajaraman
Date: 2021-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),COVID-19,Pandemics,Student Attitudes,Foreign Countries,Electronic Learning,Technological Literacy,Barriers,Undergraduate Students,Distance Education,Technology Uses in Education,Instructional Effectiveness

COVID-19 has transformed higher education learning and teaching practices globally. Tertiary students, internationally face both opportunities and challenges in learning and adapting to this paradigm shift in the delivery of education. It remains unclear how students in international contexts are responding to these changes in digital learning during and post-COVID-19. This paper aims to compare student perceptions of digital competence, confidence, and resilience in present times using data from surveys of tertiary students from Australia, Cambodia, China, India, and Malaysia. There are disparities not only in the teaching and learning pedagogies amongst these countries but also in the levels of technological advancement, infrastructure support, and pace of digital innovation in the delivery of courses. These differences have put in focus students' both digital competencies and resilience as they pursue higher education on various digital learning platforms. Resilience includes the ability to bounce back or adapt from stress (Smith et al., 2008). Digital resilience is students' tech-savviness and preparedness to adapt to different digital environments as they pursue higher education. This paper examines the perceptions of tertiary undergraduate students from these countries in this emerging new digital learning norm. A total of 687 tertiary students from the aforementioned countries participated in a survey to questions related to digital competence, confidence in using and/or adapting to digital innovation, and resilience. Statistically significant attributes are identified to help better understand the challenges these culturally diverse students perceive in digital learning environments. This study will reveal barriers that impact the digital transformation of undergraduate students which can be used to recommend necessary teaching and learning support frameworks to enhance their digital competence and resilience. This will help tertiary institutions better equip all stakeholders in adapting to the new normal of higher education in the future.
Fostering Learners&apos; Involvement in the Assessment Process during the COVID-19 Pandemic: Perspectives of University Language and Communication Teachers across the Globe
Author: Koris, Rita
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Evaluation,College Students,Distance Education,COVID-19,Pandemics,Evaluation Methods,Formative Evaluation,Portfolio Assessment,Electronic Publishing,Electronic Journals,Student Journals,Creative Writing,Tests,Student Participation,Language Teachers,Web Based Instruction,Communication Skills,Translation,Skill Development

With the transition to online teaching due to the COVID-19 pandemic, the need for identifying effective methods of assessment has become paramount. The methods of traditional summative in-person, paper-and-pencil exams could not be adapted to the online environment. In case of unsupervised (non-proctored) exams it was impossible to ensure students' academic honesty. Some universities have offered remotely supervised (proctored) examinations, which has been a rare exception. The pandemic prompted teachers to innovate their assessment practice and apply formative assessment methods as an alternative to traditional summative assessment. They have started using tasks such as e-portfolios, online learning journals, blogs, online presentations, creative writing, and open-book exams, which present golden opportunities to involve students in the assessment process. This study aims to explore assessment-related experiences of language and communication teachers at higher education institutions (HEIs) during the pandemic. Our mixed-method research combines an international survey administered to university language and communication teachers (N=301) with in-depth interviews with a selection of participants (n=18) of the same background. The results provide valuable insights into the perceptions that university language and communication teachers have of effective assessment methods and pedagogical approaches engaging learners in assessment. The implications of the study advocate a growing trend toward a wider use of learner-centered assessment.
Emerging from the Third Space Chrysalis: Experiences in a Non-Hierarchical, Collaborative Research Community of Practice
Author: Bickle, Ed
Date: 2021-00-00
Type: Journal Articles
Subjects: Communities of Practice,Research,Cooperation,Computer Mediated Communication,Professional Identity,Collaborative Writing,Professional Personnel,Foreign Countries,Higher Education,Professional Development

This article discusses the creation of a research-focused virtual community of practice (vCoP) for geographically-dispersed third space professionals, motivated by desires for enhanced professional collaboration, visibility and identity. The authors used collaborative autoethnography (CAE) to evaluate their personal reflections as vCoP participants. Data were gathered in two collaborative writing activities and analysed using thematic analysis (TA). The TA identified two connected themes, which capture the vCoP members' aspirations to transcend their current roles and be research-active through connecting with like-minded professionals. Collaborative writing activities, including authoring this paper, cultivated elements of academic identity such as independence and purpose. A non-hierarchical and supportive vCoP environment allowed the members to work beyond time and institutional constraints to foster the evolution of the community and an emerging sense of professional identity beyond that typically associated with third space roles. The paper offers a model of collaboration that could help groups in similar situations. [The page range (135-158) cited on the .pdf is incorrect. The correct page range is p135-156.]
Facilitating a Supportive Learning Experience: The Lecturer&apos;s Role in Addressing Mental Health Issues of University Students during COVID-19
Author: Heim, Caroline
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Mental Health,School Closing,Online Courses,Student Adjustment,College Faculty,Teacher Role,Undergraduate Students,Social Isolation,Mental Disorders,Intervention,Foreign Countries,School Health Services,Access to Health Care,Program Effectiveness

During COVID-19, rates of mental health issues, particularly anxiety, rose significantly in university students. In the scramble to adapt to online learning, university professors were overwhelmed with material aimed at facilitating a supportive learning experience and preserving student academic performance in online contexts yet were ill-equipped to cope with the increased volume of mental health issues encountered. Many studies attest to the association between poor mental health and academic performance. It has been shown that students often report their mental health issues to university professors who are called upon to cope with these issues as best they can. This paper outlines strategies undertaken, in the context of a novel undergraduate mental health program, to address emergent mental health issues during COVID-19 student isolation. These practical, cost effective interventions can be used to successfully give voice to ongoing student mental health issues in a post-COVID world and to help professors feel equipped and empowered enough to contribute to stemming the tide of rising rates of mental illness meaningfully, appropriately and professionally. [Note: The page range (69-81) shown on the PDF is incorrect. The correct page range is 69-79.]
Describing Pre-Professional Identity in Higher Education: A Case Study of Exercise Science Students
Author: Clanchy, Kelly
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Identity,Exercise Physiology,Allied Health Occupations Education,Student Characteristics,Work Experience,Student Motivation,Career Choice,Foreign Countries,Undergraduate Students,College Seniors

Pre-professional identity (PPI) is an understanding of the skills, qualities, conduct, culture and ideology of a students' intended profession. Understanding PPI is valuable for students and higher-education providers to provide insight into motivation for- and to promote engagement in- learning. Describing PPI is challenging, particularly for evolving health professions. This paper describes a process undertaken to understand PPI, using exercise science (ES), a new and evolving health profession, as a case study. Mixed methods were used to describe three aspects of PPI: 1) student cohort characteristics; 2) personal factors influencing PPI; and 3) perceived career direction. Final year ES students participated in an online survey and a focus group (n=305; 59% male; 75% age range of 20-24 years). Factors contributing to the development of PPI included the desire to help others; interest and experience in sports/exercise. Students had the strongest understanding of the PI domains of affiliation, money and structure and limited understanding of the role of scientist and researcher. Two outcomes were derived from the study findings to advance the theoretical understanding of PPI: 1) a 3-item framework that describes factors specific to students' PPI; and 2) a worked case study demonstrating how this framework was applied to gain a nuanced understanding of PPI in ES. Our framework can be applied to increase student and higher education providers understanding of PPI and the motivations underpinning student decision-making in higher education. [The page range (174-192) cited on the .pdf is incorrect. The correct page range is p174-200.]
Impact of SARS-CoV-2 Infection on Veterinary Medical Education
Author: Islam, Md. Aminul
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Veterinary Medical Education,Educational Change,Literature Reviews,Distance Education,Electronic Learning,College Students,Context Effect

SARS-CoV-2 infection is considered an international disaster. The second and third waves of the SARS-CoV-2 pandemic are ongoing. The universities of most countries of the world are closed to prevent the spread of SARS-CoV-2 infection. Many universities of the globe stopped direct classroom teaching, and some started online teaching to minimise the effects of SARS-CoV-2 on education. In this manuscript, an attempt has undertaken to analyse the influence of the SARS-CoV-2 pandemic on global veterinary medical education. We have conducted a literature search in different databases following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines using different keywords to find out peer-reviewed scientific articles about the impact of COVID-19 on veterinary medical education. The literature search generated 17 eligible scientific papers for qualitative analysis of the effect of COVID-19 on veterinary medical education. The COVID-19 pandemic has a severe adverse influence on veterinary medical education. Shifting from direct classroom teaching to online teaching is one of the sweeping impacts. It might be possible to conduct online classes for veterinary medical education. But the supply of electronic devices, motivation to students in self-learning, institutional support, etc., are crucial for interactive situated learning of veterinary courses. Research and development of sustainable, worthwhile methods for remote teaching veterinary medical students are essential. Reshaping the veterinary medical education programs using core theory, practical and clinical curricula is crucial for conducting uninterrupted veterinary education programs during current COVID-19 and future pandemics.
Online Assessment in Higher Education during Spanish Confinement by COVID-19: The View of Students
Author: Díez-Gutiérrez, Enrique
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Evaluation,Student Attitudes,Evaluation Methods,Computer Assisted Testing,Online Courses,COVID-19,Pandemics,School Closing,Electronic Learning,Institutional Characteristics,Undergraduate Study,Graduate Study,Student Characteristics,Formative Evaluation

The purpose of this study is to describe how university students rate the evaluation systems and strategies that have been proposed for use in Higher Education during the period of COVID-19 confinement and online teaching as a result of the coronavirus crisis in Spain. For this purpose, we prepared a descriptive study by means of an online questionnaire, specifically designed on the basis of evaluation and qualification proposals made by REACU (Spain), ANECA (Spain), UNESCO, and the Spanish Ministry of Universities. The results obtained, after applying them to a sample of 1008 students from different universities in Spain, and covering most of the Autonomous Communities (17), indicate that students agree with and value the changes recommended by agencies and agree that the assessment should be flexible, diverse, formative and continuous. On the other hand, their experiences indicate that the Universities have not yet applied some of the suggested recommendations.
Pivots, Pirouettes and Practicalities: Actions and Reactions of Work-Integrated Learning Practitioners
Author: Connor, Melissa
Date: 2021-00-00
Type: Journal Articles
Subjects: Work Experience Programs,COVID-19,Pandemics,Distance Education,Educational Change,Foreign Countries,College Faculty,Resilience (Psychology),Educational Strategies,Electronic Learning

One impact of the global pandemic of 2020 was a rapid shift in the delivery of work-integrated learning (WIL) to remote activity among WIL practitioners, students and educators alike. Along with professional practice research in higher degrees, WIL practice, including placements and non-placements, responded actively and sometimes reactively to the challenges of sudden transition to online environments. What strategies - pivots and pirouettes - did WIL practitioners use to weather the storm of Covid-19? What does this tell us about the nature of WIL? This paper captures the seemingly overnight response to shifting work-based learning to online and other spaces. With change came the opportunity to reflect on the varying areas of WIL: from the practical processes of ensuring students are cared for to pivoting to the learning opportunities it presented in building digital literacies and adapting to the global future of work. This study is a Trans-Tasman collaboration of four WIL practitioners exploring their responsiveness to disruption in WIL contexts. We present collective autoethnographic responses to such themes as disruption, becoming resilient, pivoting to change, changing perceptions of WIL and the legacies of the pandemic. These themes apply to learners and educators alike, and our words embody the experiences of both groups. Our responses to phenomena highlighted this need for resilience and agility. Methodologically, the researchers' micro-narrative responses to key themes structure themselves into a macro-narrative that demonstrates the lived experiences of the researchers as educators in the WIL space and explores implications for ongoing and future practice.
Preparing Teachers for Emergency Remote Teaching: A Professional Development Framework for Teachers in Higher Education
Author: Al-Naabi, Ishaq
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Distance Education,COVID-19,Pandemics,School Closing,College Faculty,Higher Education,Guidelines,Program Implementation

COVID-19 has significantly impacted teaching and learning in higher education, leading institutions to embrace Emergency Remote Teaching (ERT) in response to school and university closure. A systematic review research methodology was used to identify, analyse and synthesise literature on professional development in higher education published between 2010 and 2020. Following an inductive thematic analysis, the authors identified four themes that represent the literature: learning approaches, delivery modes, design features and institutional support. Based on the emerging themes and the analysis of the selection of studies, a framework for professional development is proposed to prepare teachers in higher education for ERT. The use of the framework is recommended to guide higher education institutions in best assisting their academic staff during an ERT context.
A Policy Analysis of Philippine School System Reform Using Advocacy Coalition Framework
Author: Magallanes, Krizia
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Analysis,Kindergarten,Elementary Secondary Education,Advocacy,Guidelines,Foreign Countries,Outcomes of Education,Court Litigation,Government School Relationship,Barriers,Educational Resources,Budgets,Educational Finance,Educational Attitudes,Conflict

Purpose: This study aimed to examine the development and outcome of the new Philippine school system which caused a national uproar among various educational stakeholders. This new system created two coalitions, pro-coalition and opposing coalition, that voiced out their beliefs about the K-12 educational system. Method: The Advocacy Coalition Framework (ACF) was used to analyze both the supporting and opposing groups that had expressed their own policy beliefs and utilized their resources and venues to counter-argue and prove their stance. Findings: The ACF showed the impact of policy actors' roles on the verdict of the Supreme court and public perception. Despite the series of petitions submitted by the opposing coalition against the continuation of the implementation, their argument was rejected by the Supreme Court. The supporting coalition, the Philippine government, continuously supported the K-12 program regardless of the challenges such as lack of resources and funds for the implementation that remained insufficient before and even during the implementation. Implications for Research and Practice: Improving the educational system is one step towards making the new generation more academically and globally competitive. However, the government should be meticulous and sensible in their planning and implementation process and must listen to the needs of all sectors. Moreover, open communication between both coalitions and key persons of the educational sector should also be encouraged for a smoother implementation and continuation of the program. Lastly, continuous provision of funds should be prioritized in every government budget planning.
Investigating Attitudes and Feelings towards Volunteering: A Comparison of Arab and Non-Arab Students
Author: Fathi, Shamma
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Psychological Patterns,Volunteers,Racial Differences,Arabs,Foreign Countries

Purpose Volunteer activities play an important role in shaping students with various skills including self-identity and soft skills. This study aimed to explore the attitudes of outstanding students at the Arabic Academic College for Education in Israel and Students at Other Colleges in Israel towards voluntarism Methodology: There were two questionnaires used in this study to collect data from 100 students selected through the purposive sampling technique: the first included 34 items, which collected data on the motives of volunteering; the second involved 9 items on their perception about volunteerism. The descriptive and inferential statistical methods were used to analyze the data, Findings: The results indicate that: Arabic College students perceive volunteer activities as more helpful in their future career in comparison with the perception of the students from other colleges. However, no significant differences were found between the Arabic College students and students at other colleges in terms of their feelings and attitude toward the volunteer activities they perform. Implications to Research and Practice. This research would be a useful reference to volunteering individuals and organisations planning to volunteer in Israel or the surrounding regions.