ethanporcaro/eric-fulltext-meta huggingface dataset:
English First Additional Language: Teachers&apos; Written Feedback Practices in Multi-Grade Classrooms in Rural South African Primary Schools
Author: Taole, Matshidiso Joyce
Date: 2022-11-00
Type: Journal Articles
Subjects: Rural Schools,Multigraded Classes,Language Teachers,Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Developing Nations,Phenomenology,Feedback (Response),Learning Processes,Teaching Methods,Written Language,Elementary School Teachers,Foreign Countries

Multi-grade teaching is a widely accepted phenomenon in both developing and developed countries. In this article I report on a phenomenological inquiry into written feedback practices of teachers in multi-grade classrooms and how they described and interpreted their feedback practices pertaining to learners' writing activities in English First Additional Language. Written feedback is widely believed to be central to learners' learning and achievement. Feedback is assumed to change learners' thinking or behaviour towards their work and is regarded as a tool to focus their attention on improving their learning. Despite the benefits of written feedback, however, there is a widespread belief that many learners are disengaged from the feedback they receive. The population in this study comprised 4 English First Additional Language teachers from 4 multi-grade primary schools. Content analysis was used to analyse the data collected from the participants through semistructured interviews. The findings indicate that participants differed in their understanding of what was involved in feedback, and that there was a shared view that feedback was a product and not viewed as a process that could be used towards developing learners' learning. It was also shown that feedback practices used by the teachers of multi-grade classes included providing correct answers and providing delayed feedback to learners. This study adds to the ongoing debates on multi-grade teaching and attempts to shed some light on the nature and the type of feedback that could motivate and enhance learners' learning in multi-grade classrooms.
Is Flipped Approach a Panacea?: A Systematic Review of Trends, Conceptions, and Practices of a Decade of Research
Author: ElGamal, Hebatullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Educational Trends,Educational Practices,Educational Research,Definitions,Research Methodology,Video Technology,Educational Technology,Geographic Distribution,Foreign Countries

Recently, the flipped learning approach has been widely endorsed as an effective active learning alternative that responds to some of today's educational challenges, such as learner engagement. Flipped learning is a movement coping with the global rise of hybrid and digital learning, not just a teaching model. Although this review covers studies published before the COVID-19 pandemic, the findings of this review were analyzed during the lockdown witnessing the escalation of digital approaches. This review systematically revealed patterns, trends, conceptions, and practices in research into the flipped approach in higher education published from (2010-2019). It employed a descriptive analysis of 169 empirical studies in three highly indexed databases while focusing on authorship, subjective definitions, methods, theoretical frameworks, the role of media, and video in practice. Accordingly, the review provides an exhaustive summary of studies capturing the evolution of the flipped approach not restricted to a specific subject area or a study group. The findings revealed that the disciplines of education and medicine led the flip research. While the faculty was almost silent, students were the prominent participants in the investigation. Most studies employed the mixed-method research design, while they didn't employ a theory to guide the research. Furthermore, this review recommends using enhanced classification frameworks to contextually define key concepts addressing the gap of a unified framework defining this tangled and rich approach. Finally, this review suggests a better understanding of the flipped approach focusing on its value more than its modality.
STEM Learning and Loose Parts in Early Elementary Classrooms: A Scoping Review
Author: Gull, Carla
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,STEM Education,Best Practices,Science Education,21st Century Skills,Standards,Learner Engagement,Student Motivation,Educational Principles,Science Process Skills

When elementary students learn STEM topics (especially science) early in their educational journey, they have the opportunity to develop a passion to promote their future academic, personal, and professional success. With many resources claiming to be STEM, it can be overwhelming and difficult finding specific classroom activities to establish an interest in the subjects. The use of loose parts can address challenges teaching STEM and meeting curriculum standards in elementary schools. To better understand STEM best practices, a scoping review was implemented. The key words &quot;STEM,&quot; &quot;elementary,&quot; and &quot;science&quot; yielded 1,955 publications, which were then narrowed down to 20 articles for in-depth review. The selected publications were analyzed for STEM activities using loose parts principles. This study establishes successful science activities, discusses challenges, and shares how loose parts could be used to improve learning and student engagement in science and STEM.
Metaphorical Perceptions of Pre-Service Special Education Teachers towards Distance Education during the Coronavirus (COVID-19) Pandemic
Author: Bozkus-Genc, Gulden
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Special Education Teachers,Student Attitudes,Distance Education,COVID-19,Pandemics,Figurative Language,Foreign Countries

Education is one of the most affected areas in the crisis environment created by the COVID-19 pandemic. Emergency remote education has been adopted to ensure the sustainability of education, which was interrupted by the closure of educational institutions. The transition has also impacted higher education students as well as primary and secondary education students. In this regard, the study aims to examine the perceptions of distance education of higher education students continuing their education in the field of special education during the COVID-19 pandemic through metaphor analysis within the scope of the qualitative phenomenology method. The study participants consisted of 185 associate, undergraduate, master's, and doctoral students. In the data collection process, the researchers prepared an online form and asked the participants to complete the statement, &quot;Distance education is like ... because ...&quot;. According to the results obtained by content analysis, the participants produced 137 positive and 142 negative metaphors. Among the positive metaphors, the themes of &quot;usability,&quot; &quot;flexibility,&quot; &quot;student participation,&quot; and &quot;suitability&quot; were obtained, while the themes of &quot;teaching process,&quot; &quot;interaction,&quot; &quot;usability,&quot; &quot;student status,&quot; and &quot;assessment and evaluation&quot; were obtained among the negative metaphors. While students thought that the resources offered in distance education for the acquisition of new knowledge were very diverse and comprehensive, they criticized the teaching process for being artificial and non-interactive.
Gender Roles among Public Elementary Teachers: Basis for Gender-Responsive Intervention Activities
Author: Sebastian, Mildred
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Sex Role,Public School Teachers,Teacher Role,Sex Stereotypes,Foreign Countries,Teacher Characteristics,Activities,Time Management,Barriers

Teachers are usually considered the backbone of schools, and understanding teachers' roles is vital to understanding the educational system. With this as a focus, differences in the perceived gender roles of public male and female elementary teachers were collected from 262 teachers from public central elementary schools in Cavite, Philippines. Results showed that elementary teaching is still a female-dominated profession and students have only limited encounters with male and/or father figures in elementary education. It was also observed that male and female teachers share equal roles in reproductive, community, and leisure activities. However, discrepancies are observed in their productive activities as female teachers spend more time in productive activities than male teachers. Strategies for gender-responsive policies and projects for teachers and other education personnel are recommended.
Flexible Classrooms and Their Teachers in Primary Education
Author: Güven, Sibel
Date: 2022-00-00
Type: Journal Articles
Subjects: Classroom Environment,Elementary School Teachers,Preservice Teachers,Student Attitudes,Technology Integration,Classroom Design,Furniture,Classroom Techniques,Teacher Role,Freehand Drawing,Foreign Countries

The aim of this research was to get the opinions of primary school teacher candidates about flexible classrooms in which technology is integrated, the flexibility in the physical arrangement of the classrooms and the modern approach to classroom structuring, as opposed to the traditional classroom structure, and the role of teachers in these classrooms. The research study group consisted of 3rd-year pre-service teachers studying at a state university education faculty from 2021-2022. In the research, the data were obtained with a semi-structured interview form. For the analysis of the obtained data, the MAXQDA 2022 program and a content analysis technique were used. One of the main conclusions of the research was that the participants associated their definitions of the flexible classroom with the physical arrangement the most. According to their drawings, they preferred a u-shaped seating arrangement, and they defined the teachers of the flexible classrooms sociologically.
Experiences of Qualified Teachers of the Future in the Scope of an International eTwinning Project
Author: Izgi Onbasili, Ümit
Date: 2022-00-00
Type: Journal Articles
Subjects: International Cooperation,International Programs,Cultural Awareness,Preservice Teachers,Cultural Differences,Elementary School Teachers,Foreign Countries,Educational Technology,Technology Uses in Education,Student Attitudes,Teacher Education Programs,21st Century Skills,Skill Development,Technological Literacy,Computer Mediated Communication

The aim of robust social learning networks such as eTwinning, which is a part of Erasmus internationality programs, is to foster and promote the creation and development of awareness for respect, tolerance, and understanding by ensuring the integration of young people from different countries and cultures through dialogue. Phenomenological research design, one of the qualitative research methods, was used in this research in which the experiences of teacher candidates regarding the eTwinning project were analyzed. The focus of the transnational collaboration was that student teachers from different cultures use eTwinning's secure and safe digital platform, Twinspace, to contribute to their cultural, personal, and professional development and competences through eTwinning activities. The study group of the research represents 30 (4 males, 26 females) student teachers studying in Turkey (2 universities), Italy (1 university), Germany (1 university), and France (1 university). Participants were between the ages of 18-24. A semi-structured interview form (Google Form) developed by the researchers was used as the qualitative data collection tool. The content analysis method was used for data analysis. The student teachers researched, analyzed, and compared their teacher training systems of the four project countries, to identify the skills and cultural differences required as a pre-service primary school teacher in the 21st century.
Participation or Eschewal? Final-Year Secondary School Students&apos; Attitudes towards Participation in Higher Education in Cameroon
Author: Zhao, Tongtong
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,High School Seniors,Student Attitudes,College Attendance,Student Participation,Preferences,Gender Differences,Socioeconomic Status,Influences,Institutional Characteristics,Fathers,Mothers,Cultural Influences,Gender Bias,Parent Influence,Family Characteristics,Religion,Academic Achievement

In this article we examine students' attitudes towards participation in higher education in Cameroon and consider the role of personal and socioeconomic factors in their post-school educational trajectories. The data were drawn from a questionnaire survey of 1,860 final-year secondary school students from Yaoundé, Cameroon, as well as supplementary interviews with 16 students. The findings show that the majority of respondents indicated a preference to continue their education after the end of secondary school and participate in some form of higher education. However, contrary to previous studies that identify gender or SES segregation in higher education participation, the findings in this study suggest that the influence of SES and gender on students' attitudes was minimised in the later stage of secondary schooling. Among the relatively minor external influences, institutional factors surpass family influence, and fathers' influence is stronger than that of mothers, echoing the patriarchal cultural background in Cameroon. Considering the positive attitudes revealed in this study, it is suggested that more external efforts could be made to respond to students' optimistic attitudes and smooth their transition processes. Higher education institutions should improve their capability to enrol and accommodate more students and patriarchal culture should also be challenged to boost women's educational opportunities.
Relationship Approach to Cognitive and Metacognitive Strategies on EFL Students&apos; Reading Comprehension
Author: Hasani, Aceng
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Cognitive Processes,Metacognition,Reading Comprehension,High School Students,Vocabulary Development,Second Language Instruction,Teaching Methods,Student Attitudes,Program Effectiveness,Teacher Role,Foreign Countries,Reading Strategies

A reader in an EFL situation chooses between two major reading strategies: cognitive and metacognitive. This research study discussed both these strategies from a learner centered approach in order to determine the effectiveness of cognitive and metacognitive strategies in comprehending a reading text and building a good vocabulary. A descriptive research design was adopted to study the attitude and perception of readers/ learners towards cognitive and metacognitive strategies. Since the study was non-experimental by nature, no manipulation of variables was carried out, and the data collected was for a single period of time. The sample consisted of 450 students of two urban senior high schools in Serang, Indonesia selected through convenience sampling method. The data was collected through a questionnaire that dealt with two major elements: reading comprehension and vocabulary. The results showed that experimental group improved significantly over the control group in both vocabulary and reading comprehension. This shows that the type of reading strategies do affect students' reading ability and that the strategies applied by students in understanding the text are strongly influenced by the students' ability to understand the words of the text and the context of the reading. The study implies that the reading challenges are different in the Indonesian and English languages, there is also a need to differentiate between reading strategies The study addressed this issue and examined how to maximize teachers' assistance in improving reading comprehension skills of students. The study recommends to introduce exercises for students to internalize the meaning of a given text.
Teachers&apos; Narratives on the Use of English to Teach Bahasa Melayu as Language Other than English
Author: Jan, Anbareen
Date: 2022-00-00
Type: Journal Articles
Subjects: Language of Instruction,Second Language Instruction,Native Language,English (Second Language),Indonesian Languages,College Faculty,Teacher Attitudes,College Environment,Influences,College Students,Cultural Influences,Language Usage,Foreign Countries,Language Proficiency

Internationalization of education has made it even more important to have a good command of English, a global language. Concurrently, a similar trend recently surfaced in research, rivalling English, i.e., Languages other than English (LOTE). Review of the existing literature reveals prolific literature on the roles and functions of first, second, or students' native language in teaching of English. The question arises whether these findings and theories undergirding these researches are equally applicable, to the teaching of LOTEs. This study explored teachers' perspective of teaching &quot;Bahasa Melayu&quot; (Malay language) as a LOTE and the role of English in teaching it. A narrative research design was utilized, with a sample of six &quot;Bahasa Melayu&quot; teachers from universities in Malaysia, who reported how the use of English enhanced or impeded the delivery of &quot;Bahasa Melayu&quot; curriculum. The data primarily came from teachers' semi-structured interviews, and was complemented by field notes, memos, and casual phone calls. Findings showed that teachers' decisions are mainly influenced by institutional atmosphere, and students' linguistic and cultural background. Teachers' stories revealed the importance of English owing to internationalization of education. This study will help LOTE teachers reflect on their own their decision to use English for teaching LOTE.
Applying De Bono&apos;s Six Thinking Hats for an Anti-Bullying Program
Author: Manesis, Nikolaos
Date: 2022-11-00
Type: Journal Articles
Subjects: Bullying,Antisocial Behavior,Student Behavior,Grade 6,Skill Development,Student Attitudes,Attitude Change,Behavior Change,Foreign Countries,Creative Thinking,Thinking Skills,Peer Relationship,Cooperative Learning,Problem Solving,Consciousness Raising,Constructivism (Learning)

Bullying among school children is a complex problem that requires a multifaceted approach. De Bono's six thinking hats technique can help effectively approach the issue of bullying. The innovation of this scenario lies in the fact that it uses De Bono's technique to deal with bullying at school. In this way, students can gain a holistic knowledge and promote creative and critical thinking in addressing an issue by considering multiple points of view. The purpose of the paper is to present and highlight one more tool, a teaching scenario that uses De Bono's technique to address the issue of bullying at school. The scenario was implemented in 6th grade students the school year 2021-2022 to develop skills and examine if their attitudes about bullying can be changed. Finally, the students, as they wrote in their evaluation, changed their behavior, reflected, and discussed the problem of bullying and proposed solutions.
The Master of Arts in Applied Linguistics Graduates&apos; Perceptions on the Program and Their Competencies
Author: Maxilom-Mangompit, Rowanne Marie
Date: 2022-11-00
Type: Journal Articles
Subjects: Masters Programs,Applied Linguistics,College Graduates,Educational Experience,Attitudes,Education Work Relationship,Skill Development,Writing for Publication,Periodicals,Masters Theses,Student Publications,Competence,Research Skills

This study determined and analyzed the graduates' evaluation of the master of arts in applied linguistics program on their perspectives on the contribution of the program to the present work demands, competencies in their work to further advance career and program enhancement. This study used the quantitative-qualitative research methods by using the modified self-administered questionnaires based on Schomburg primarily and interviews. The data revealed that the graduates perceived the relevance, appropriateness, and satisfaction of their program to their work. The graduates were also trained in terms of writing and presenting reports, critical thinking, managing their time and publishing. However, the program needed to enhance the skills in publication which could be attributed to the lack of internal motivation to publish one's research output and availability of journals for publication. Thus, this study implies that there is a need to strengthen the research agenda of the department. It is indeed recommended that the students should be required by faculty members to submit their final papers for review and publication to a selected journal and publishing the master's theses before and after earning the master of arts in applied linguistics (MAAL) program should be encouraged, reinforced, and practiced. A scholarly journal could also be created.
Faculty and Student Online Mentoring Preferences
Author: Stadtlander, Lee
Date: 2022-00-00
Type: Journal Articles
Subjects: Doctoral Students,College Faculty,Computer Mediated Communication,Electronic Learning,Mentors,Preferences,Doctoral Dissertations,Teacher Attitudes,Student Attitudes

Isolation of online doctoral students intensifies when they transition from coursework to the dissertation/capstone phase, limiting them to interacting with their mentors. A three-round modified Delphi study was conducted to examine mentoring preferences of online doctoral students and faculty. The first round provided qualitative data regarding the preferred mentoring practices for faculty and alumni. Round 1 qualitative data were organized into Likert questions and used in the second round, which resulted in data about frequency of mentoring practices for the same participants from Round 1. The third round provided data about importance of each preference rated by faculty and current students. Findings indicated a dichotomy was present in that mentees' academic self-esteem appeared to be tied to faculty being responsive. Faculty emphasized mentee autonomy while mentees wanted frequent contact with faculty.
Leadership Skill Development in Master&apos;s-Level Counselor Education
Author: Godfrey, Charity
Date: 2022-00-00
Type: Journal Articles
Subjects: Leadership Training,Skill Development,Graduate Students,Counselor Training,Mental Health Workers,Social Responsibility,Gender Differences,Predictor Variables

Student leadership identity is fast becoming one of the most critical challenges educational institutions face today. However, mental health counselors may be limited in the amount of education and training received as they become leaders in the field. There is currently no known mandate at the master's level for leadership embedded within the counseling curriculum in the educational environment, although research suggests otherwise. The purpose of this correlational predictive empirical study was to investigate leadership identity characteristics as measured by the Socially Responsible Leadership Scale, Revision 2 (SLRS-R2), moderated by demographic factors. Multiple regression analysis was used to determine outcome measures of the SLRSR2 relating to leadership. Conclusions and suggestions for future practice regarding leadership skill development are provided.