ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Efficacy for Online Teaching during the COVID-19 Pandemic
Author: Dolighan, Tim
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Effectiveness,Self Efficacy,Web Based Instruction,Online Courses,Learner Engagement,Teaching Methods,Classroom Techniques,Computer Literacy,Integrated Learning Systems,Educational Technology,Scores,Electronic Learning,Faculty Development,COVID-19,Pandemics,Foreign Countries

This study examines secondary teachers' efficacy for teaching in a fully online teaching environment during the sudden transition to online teaching due to the COVID-19 pandemic. The study sought to identify how specific variables, teaching experience, professional development (PD) experience, and teaching supports correlate with the self-efficacy perceptions of teachers transitioning to online teaching during a pandemic. More specifically, we examined self-efficacy perceptions of teachers in the domains of student engagement, instructional strategies, classroom management, and computer skills. The instrument used to measure teacher efficacy for online teaching was a 32-item, web-based survey that was given to Ontario secondary teachers in a southern Ontario Catholic district school board. We argue that prior experience with online learning such as additional qualification (AQ) courses or online PD would build greater self-efficacy amongst teachers as they transition to online learning. The results indicate that higher online teaching efficacy scores correlated with having taken online AQ courses and online PD sessions. The highest online teaching efficacy scores correlated with having previously used a board-provided learning management system (LMS) and using virtual technology supports. These indicators are correlated with higher scores of online teaching efficacy but require further investigation as to how they can better provide support for teachers in online learning environments.
Analyzing Information Sources through the Lens of the ACRL &quot;Framework&quot;: A Case Study of &quot;Wikipedia&quot;
Author: Jacobson, Trudi E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Sources,Information Literacy,Guidelines,Encyclopedias

Might the ACRL &quot;Framework for Information Literacy for Higher Education&quot; be used to analyze information resources? Would a &quot;Framework&quot;-focused analysis of one commonly used resource, &quot;Wikipedia,&quot; yield valuable insights for the teaching and learning of key information literacy concepts? Each of the six frames is explored in the light of &quot;Wikipedia,&quot; and metaliteracy, a founding principle of the &quot;Framework,&quot; is introduced when it provides additional scaffolding in connection with the goals of a particular frame as a way to enhance student learning opportunities. There are a number of components in &quot;Wikipedia&quot; that align with the &quot;Framework,&quot; many of which are associated with its structure and community of editors. The idea of connecting information sources with the &quot;Framework&quot; is being offered as a conversation starter and as a potential mechanism for thinking of the &quot;Framework&quot; more broadly.
Embedding Metaliteracy in the Design of a Post-Truth MOOC: Building Communities of Trust
Author: Mackey, Thomas P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Trust (Psychology),Information Literacy,Ethics,Empowerment,Course Content

Metaliteracy is examined as a comprehensive framework to develop learners as informed consumers and active producers of information in collaborative communities of trust. In today's post-truth society, personal and political beliefs have often diminished the meaning and impact of truth and objective reasoning. Metaliteracy prepares reflective learners to responsibly consume and ethically produce information in participatory social environments. As civic-minded citizens, metaliterate learners take control of their learning while mindfully participating in cooperative and productive communities. The innovative Massive Open Online Course (MOOC), &quot;Empowering Yourself in a Post-Truth World,&quot; is analyzed as part of this pedagogical strategy to prepare learners for the challenges of a post-truth society.
Critical Thinking in a Service-Learning Course: Impacts of Information Literacy Instruction
Author: Kennedy, Heather R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Thinking,Service Learning,Information Literacy,Pretests Posttests,Problem Solving,Undergraduate Students,Library Instruction,Librarian Teacher Cooperation,Academic Libraries,Instructional Effectiveness

It is well demonstrated that service-learning positively impacts a variety of student outcomes. However, methodological limitations have contributed to a lack of clear understanding of the mechanisms through which these effects occur. Additionally, little research has connected information literacy instruction explicitly with outcomes in service-learning courses. The present study used a pre-/post-test design to investigate cognitive outcomes, including critical thinking, using the Problem-Solving Analysis Protocol (P-SAP). Fifty-nine students from an undergraduate family services course participated. Results highlight the importance of library instruction to students' critical thinking skills and suggest implications for collaborations between discipline faculty and library faculty in service-learning courses.
Exploring Grade Nine Geometry Spatial Mathematical Reasoning in the South African Annual National Assessment
Author: Dhlamini, Zwelithini Bongani
Date: 2019-00-00
Type: Journal Articles
Subjects: Grade 9,Spatial Ability,Geometric Concepts,Mathematical Logic,Problem Solving,Prior Learning,Recall (Psychology),Thinking Skills,National Competency Tests,Mathematics Curriculum,Foreign Countries

The purpose of this study was to explore geometry spatial mathematical reasoning in Grade nine Annual National Assessments, South Africa. Conceptual Blending was the guiding theory. Document analysis within the exploratory case study was used to explore available data, the 2014 Annual National Assessment learners' scripts (n=1250). Results revealed that on average 70.5 percent of the total number of learners remembered and blended irrelevant prior knowledge not reflective to the contexts of the geometry problems. For learners who recalled the correct prior knowledge, its manipulation was either fragmented or irrelevant. The use of recalled information in wrong contexts could be due to the incorrect manipulation of the meaning of the problems. Also, responses reveal challenges on the quality of mathematics education on geometry. Therefore, the teaching and learning of geometry should focus on empowering learners with skills of recalling, blending and on manipulating problems in their contexts.
Exploring Labor Market Outcomes at Binational Universities: Two Countries, One University, Binational Careers?
Author: Schüller, Jessica
Date: 2020-12-00
Type: Journal Articles
Subjects: International Programs,International Cooperation,Higher Education,Labor Market,Foreign Countries,Outcomes of Education,Global Approach

Transnational education (TNE) is predicted to play a large role in the future landscape of international higher education. Binational universities are transnational, higher education institutions formed by two governments constituting a collaborative form of TNE. Despite career factors being one of the primary motivators for participating in TNE (Knight &amp; McNamara, 2014), we know very little about student expectations and experiences with career attainment at binational universities. This study explored the role of labor market outcomes at the binational Turkish-German University. A convergent parallel mixed methods case study design was adopted, and data collection included a survey of students and graduates (n=571) as well as interviews with key stakeholders (n=4). This research enlarges the debate on the relation between international experience and employability and provides new insight into the labor market relevance and returns of higher education programs.
Applying Hagedorn&apos;s Conceptual Framework to Examine Job Satisfaction among Faculty at the University of Sarajevo
Author: Marijanovic, Nina
Date: 2020-12-00
Type: Journal Articles
Subjects: Job Satisfaction,College Faculty,Universities,Teacher Attitudes,Foreign Countries,Guidelines,Socialization,Teacher Characteristics,Educational Change,Work Environment,Social Change

Faculty around the world shares some underlying commonalities by virtue of sharing a profession, but we cannot draw informed parallels because culture, style and history of higher education, and faculty socialization play a significant role in how the faculty life is lived and experienced. We know quite a bit about faculty working in developed and developing nations, but the current snapshot lacks perspectives from academics living in transitional nations. This in-progress study will survey faculty employed at the University of Sarajevo, located in Bosnia and Hercegovina, to establish a baseline of their demographic profile and to describe their job satisfaction using Hagedorn's conceptual framework. This study will test the applicability of Hagedorn's framework in non-US settings and expand our understanding of the causes and outcomes related to faculty satisfaction.
An Analysis of the Use of English Language for Career Development in African Higher Education: The Case of Two Mozambican Flagship Universities
Author: Covele, Ricardo Pinto Mário
Date: 2020-12-00
Type: Journal Articles
Subjects: Career Development,Research Universities,English (Second Language),Language Role,Portuguese,College Faculty,Faculty Publishing,Scholarship,Teacher Attitudes,Aspiration,Correlation,Global Approach,Foreign Countries

Although the internationalization of higher education through the standardization of English language is considered progressive, unfortunately, for Lusophone universities it remains a deterrent for scholars' career progression. The evidence of lived experiences in Mozambican universities suggests that the relationship between English language competence and professional status remains inconclusive. The study explores the impact of English language for career development in two Portuguese language-speaking universities, namely Eduardo Mondlane and Catholic universities in Mozambique. Case study design, purposive sampling, semi-structured interviews with scholars, documents reviews and content analysis approach will be employed. Career construction theory and practice (Savickas, 2013), is considered ideal based on its fundamental premise of individual and social constructivism of knowledge through which individuals construct themselves. The study contributes to a comparative higher education career research by guiding the formulation of language policy for career development in Lusophone countries.
Another Side of Global Mobility: Higher Education Access among Students from Refugee Backgrounds
Author: Luu, Diep H.
Date: 2020-12-00
Type: Journal Articles
Subjects: Refugees,Access to Education,International Education,Higher Education,Cultural Capital,Educational Experience,Comparative Education,Personal Narratives,Teacher Student Relationship,Student Attitudes,Self Concept,College Applicants

This project explores how students from refugee backgrounds describe the role of community cultural wealth in their movement into and through their university experience. It analyzes the educational journey of five students from refugee backgrounds. The participants' countries of origin include Egypt, Eritrea, Japan, Togo, and Vietnam. The study followed a narrative inquiry approach and relied on semi-structured interviews and their personal statements for university application. This study contributes to the field of comparative and international higher education by bridging the U.S. and international literature and contributes to a synthesis of existing knowledge that may inform the work of educators working with this student population.
Exploring Ethnomathematics with Ethnomodeling Methodological Approach: How Does Cigugur Indigenous People Using Calculations to Determine Good Day to Build Houses
Author: Umbara, Uba
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Indigenous Knowledge,Mathematics Instruction,Culturally Relevant Education,Cultural Influences,Teaching Methods,Ethnology,Mathematical Models,Tribes

This article discusses Cigugur indigenous communities' custom in carrying out calculation practices to determine the best time to start house construction activities. The realist ethnography approach was used in this study through exploratory research. The ethnomathematics design adopted four elements: generic questions, initial answers, critical constructs, and specific activities. Ethnomodelling was used to translate cultural mathematics ideas into academic mathematics through ethical, emic, and dialogical approaches. Based on ethnomathematics, the community practices the dimensions of necessary universal mathematical activities, such as counting, placing, and explaining. Based on ethnomodeling, mathematical ideas and practices carried out are relevant to the concepts of enumeration, integer operations, sets, relations, congruence, and modulo. The study results recommend the importance of ethnomodelling as a methodological approach to ethnomathematics to create and develop didactical situations, especially in developing a new lesson.
Grade 11 Students&apos; Reflections on Their Euclidean Geometry Learning Experiences
Author: Machisi, Eric
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 11,High School Students,Student Attitudes,Geometry,Mathematical Logic,Mastery Learning,Secondary School Mathematics,Mathematics Instruction,Instructional Effectiveness,Teaching Methods,Learning Theories,Foreign Countries

The teaching of Euclidean geometry is a matter of serious concern in South Africa. This research, therefore, examined the Euclidean geometry learning experiences of 16 Grade 11 students from four South African secondary schools. Data were obtained using focus group discussions and student diary records. Students who were taught using a Van Hiele theory-based approach reported positive learning experiences in Euclidean geometry, while those who were taught using conventional methods reported negative learning experiences. It was concluded that the Van Hiele theory-based approach seems to meet students' needs better than conventional approaches in learning Euclidean geometry. The use of unconventional teaching approaches such as Van Hiele theory-based instruction in the teaching and learning of Euclidean geometry is therefore recommended. Furthermore, teachers should give students an opportunity to evaluate the teaching approaches used in mathematics classrooms. Student input will help teachers change their teaching methods to suit the needs of the students.
A Comparative Analysis of Academic Freedom within Higher Education Institutions (HEIs) in India and the USA
Author: Saini, Ruchi
Date: 2020-12-00
Type: Journal Articles
Subjects: Comparative Education,Academic Freedom,Censorship,Freedom of Speech,Institutional Autonomy,Dissent,Position Papers,Educational Policy,Constitutional Law,Criminal Law,Legislation,Foreign Countries,Universities

Despite having one of the largest and fastest-growing post-secondary sectors in the world, there has been increasing protest against the lack of academic freedom within HEIs in India in the past decade. This research study carries out a comparative analysis of academic freedom within HEIs in India and the U.S., with a specific focus on how the notion is formulated within key policy documents and the provisions to safeguard it. Preliminary data from the systematic review revealed that while policy documents within both the countries frame the notion along similar lines, various sections within the Indian Penal Code are used to criminalize useful dissent and freedom of expression within HEIs. The study recommends that in order to safeguard academic freedom in India, certain specific sections within the Indian Penal Code (Section 124A, Section-153A, Section-292, Section-295A) should be either repealed or reformulated so that they are not amenable to misuse by the government.
Female Professors Developing Intellectual Leadership in Hong Kong: Considering Disciplinary, Institutional and Gender Factors
Author: Ruan, Nian
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Women Faculty,Leadership,Career Development,Gender Bias,Neoliberalism,Intellectual Disciplines

Women scholars' participation in higher education has been on the rise, but many obstacles (such as the gendered nature of knowledge and sociocultural gender bias) still prevent career advancement. Intellectual leadership in universities constitutes the key competence for academics. It implies faculty members' capacity to influence the innovation of science and technology, the growth of institutions, and changes in society and culture. Compared with women's formal leadership in academia, little is known about the development of their intellectual leadership. This doctoral project applied a multiple-case study of twenty-two female full professors in Hong Kong. An integrated theoretical lens was used, referring to cumulative advantage theory (Merton, 1968, 1988), the four-role framework of intellectual leadership (Macfarlane, 2013), and cultural factors affecting gender equality. This study reveals that disciplinary characteristics, neoliberal and managerial practices in universities, and patriarchal culture interplay and shape women scholars' paths of accumulating intellectual capacity.
A Comparative Study on Capacity Building for Academic Staff in Internationalisation of Higher Education in Vietnam and Australia
Author: Nguyen, Diep Thi Bich
Date: 2020-12-00
Type: Journal Articles
Subjects: International Education,Capacity Building,Cross Cultural Studies,Faculty Development,College Faculty,Higher Education,Educational Policy,Educational Practices,Professional Autonomy,Social Influences,Institutional Characteristics,Comparative Education,Foreign Countries,Case Studies,Discourse Analysis,Teacher Attitudes,Teacher Motivation

Academics are seen as primary agents in the enactment of higher education internationalisation. However, the achievements of internationalisation are claimed to be constrained by the lack of academics' involvement and expertise. This research, therefore, compares the policies and practices of capacity building for academics in internationalisation between Australian and Vietnamese universities. More specifically, this research seeks to unpack ideologies and understandings of internationalisation, institutional arrangements of capacity building for academics in internationalisation, and academics' individual agency in engaging and building their capacity for internationalisation. Using the Capability Approach as a theoretical framework (Sen, 1992, 1999), the research argues that academics' participation in internationalisation is determined by social and institutional conditions, combined with their individual aspirations and active roles in creating internationalisation and professional development opportunities. This suggests the significance of an enabling structure and active individual agency in expanding academics' capabilities for successful participation in internationalisation.
Bridging Science with Society: Defining Pathways for Engagement
Author: MacArthur, Brenda L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Science and Society,Technical Writing,Information Dissemination,Scientists,Communication Skills,Social Influences,Science Education,STEM Education,Lifelong Learning,Training,Elementary Secondary Education,Academic Support Services,Communication (Thought Transfer),Trainers

Science communication that fosters shared understanding, co-creation of meaning, and prompts large-scale change, is far from a one-way transmission of information. Rather, it is a multifaceted system that integrates different forms of knowledge and ways of knowing, attends to the complexity of social and environmental challenges, and conveys strong verbal and nonverbal skills (Brown et al., 2010). In this paper, the authors argue that effective science communication requires &quot;engagement&quot; rather than traditional knowledge transfer, and highlight the relevance of social considerations to accomplish effective engagement. The authors offer primary pathways for engagement that are key to spanning the boundary between science and society, and specify concrete suggestions for communication centers to implement these pathways. The authors conclude by discussing examples wherein social factors played a role in successful engagement.
Bridging the Digital Divide: Telephone Tutoring at the Center
Author: Nejezchleb, Amy
Date: 2020-00-00
Type: Journal Articles
Subjects: Access to Computers,Disadvantaged,Tutoring,Tutors,Writing Instruction,Nontraditional Students,Graduate Students,Undergraduate Students,Adults,Student Motivation,Preferences,Telecommunications,Videoconferencing,Electronic Learning,Internet,Distance Education,COVID-19,Pandemics,Career Development,Educational Background,Socioeconomic Background,Handheld Devices,Foreign Countries

The Coronavirus has laid bare what unequal technology access looks like in the United States. Conversely, the phone's consistency and richness offers college students a way to bridge the digital divide. The irony of returning to old technology like telephony is not lost on communication centers in 2020, yet if everyone is to access education equitably, the modification of a phone number to call helps tutors meet underrepresented student populations where they are. This essay will explore the demographics of telephone tutees in a writing center via a year-long study carried out by the author from 2018-2019 to understand why having a number to call helped a writing center reach specific populations (Nejezchleb, 2020). The essay will trace the academic needs of these populations for communication centers to help grapple with why the phone may mesh well for students at a distance, for those with busy work schedules, and for historically marginalized populations. At a distance, the phone or two-way audio session can instill traits similar to face-to-face tutoring and works similarly to the videoconference session but with benefits of its own. Finally, the author will offer training strategies to supplement existing tutoring formats with telephone services in writing and communication centers. The author argues why the phone should prompt educators to rethink their assumptions regarding what it means to be online, how learning should take place, and who has access.
Instructional Experience and Teaching Identities: How Academic Librarians&apos; Years of Experience in Instruction Impact Their Perceptions of Themselves as Educators
Author: Nichols Hess, Amanda
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Experience,Professional Identity,Academic Libraries,Librarians,Librarian Attitudes,Library Instruction,Information Literacy,Interpersonal Relationship

As academic librarians' instructional responsibilities evolve, it is useful to consider what factors influence how they consider their teacher identities. In this research, the author used a survey instrument grounded in transformative learning theory to explore whether librarians with varying years of experience in instruction held different beliefs about how their teaching identities had developed. She found that individuals' years of teaching experience impacted whether fellow librarians or those outside of librarianship influenced how they thought of themselves as educators. Moreover, academic librarians who had more experience indicated that changes in their job responsibilities impacted their instructional identities at greater rates than their less experienced counterparts. Understanding these influences can help library leaders to design, provide, and facilitate meaningful learning opportunities for instruction librarians.