ethanporcaro/eric-fulltext-meta huggingface dataset:
Lessons in Persistence: Investigating the Challenges Faced by Preservice Teachers in Teaching Coding and Computational Thinking in an Unfamiliar Context
Author: Chandra, Vinesh
Date: 2020-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Coding,Computation,Thinking Skills,Practicums,Self Efficacy,Foreign Countries,Teaching Experience,Computer Science Education,Pedagogical Content Knowledge,Technological Literacy,Curriculum Implementation

An ongoing problem for teacher education institutions is bridging the gap between theory and practice and offering authentic experiences to challenge preservice teachers' pedagogical decision-making. Preservice practicums simulate teaching and can, at best, offer controlled experiences in familiar settings. This restricts the opportunities for preservice teachers to develop confidence in their own pedagogical decision-making and to adapt curriculum to meet unknown or unforeseen conditions. This paper describes, through a small-scale qualitative case study, a teaching experience in an unfamiliar setting, the persistent actions taken to respond to a specific context and the impact this had on preservice teacher knowledge and self-efficacy. The study found that preservice teacher self-efficacy can be scaffolded in real-world contexts provided sufficient planning, peer support and mentoring is available.
Entangling Our Thinking and Practice: A Model for Collaboration in Teacher Education
Author: White, Peta
Date: 2020-08-00
Type: Journal Articles
Subjects: Teacher Collaboration,Teacher Educators,Models,Meetings,Group Discussion,Teacher Attitudes,Research Projects,Social Networks,International Cooperation,Art Education,Educational Practices,Teaching Methods,Reflective Teaching,Videoconferencing,Computer Mediated Communication,Scholarship,Independent Study,Foreign Countries,College Faculty,Educational Change,Teacher Education Programs

Collaboration is a key component of our practice as teachers and teacher educators and there is a need to develop generative models for collaboration among teacher educators. We have created and tested a model of collaboration. Data were drawn from: recordings of monthly group meetings; discussion threads and documents on our leaning management site; individual interviews with all members of the group conducted three times across the project; and reflections on these interview transcripts by individual annotation and group discussions. The model includes a collaborative overarching research project and, nested under this mantle, a series of focused research projects conducted by pairs of collaborators, international networking, and enactments of scholarship. A key element of the success of this model was the foundation of this research in arts-based inquiry. The model has enabled rapid and rich development of academic collaboration with flexibility to develop new practices and projects that benefits research and teaching.
Learning to Become an English Language Teacher: Navigating the Self through Peer Practicum
Author: Comoglu, Irem
Date: 2020-08-00
Type: Journal Articles
Subjects: Peer Teaching,Practicums,Teacher Education Programs,Preservice Teachers,Mentors,Professional Identity,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teaching Methods,Foreign Countries,Dialogs (Language),Sociocultural Patterns

Pre-service English language teachers' school practicum is key to their learning to become a teacher. However, a number of challenges are observed in its implementation. This paper addresses this issue by investigating how engaging in practicum as peers can function as mentoring support and how this process can influence their selves. A cohort of 16 senior pre-service English teachers was invited to participate in the study from a state university in the west of Turkey. We collected qualitative data through dialogic verbal records and post-practicum interviews. The data were analyzed through thematic analysis. The results show that pre-service teachers provided for each other different forms of sustained psychosocial support in discovering knowledge about teaching and developing a sense of self as a teacher through dialogic interaction with peers. The paper discusses the implications of peer practicum for reconstructing practicum models already in practice in the research context and beyond.
Making a Difference to the Student Experience through Purposeful Course Design
Author: Zundans-Fraser, Lucia
Date: 2020-08-00
Type: Journal Articles
Subjects: Graduate Students,Student Experience,Curriculum Design,Student Attitudes,Instructional Materials,Capacity Building,Course Content,Student Needs,Inclusion

The study described examines the student experience in a graduate inclusive education course purposefully designed to address areas of need identified. These include the need for theory to underpin course design, the need for collaborative practice, and the need to reduce the theory-to-practice gap. Throughout their enrolment and after course completion, feedback from students is presented and examined in order to determine whether these needs have been met through the design of the course. Findings suggest that the organisation of learning materials, embedded capacity-building skills, and the practical applicability of course content was highly regarded by students and contributed to their learning. Additionally, the design process used addressed the areas of need identified in an authentic way.
Development of Students&apos; Learning to Learn Competence in Primary Science
Author: Letina, Alena
Date: 2020-00-00
Type: Journal Articles
Subjects: Competence,Elementary School Science,Active Learning,Inquiry,Grade 4,Elementary School Students,Foreign Countries,Learning Strategies,Student Attitudes,Lifelong Learning,Student Motivation

The aim of this study was to determine if there is a connection between the inquiry-based teaching of science in primary school and the development of the students' learning to learn competence. The research involved 333 fourth-grade students at primary schools in Croatia. The experimental research with parallel groups included a number of students who were exposed to inquiry-based teaching of science for three months, and a control group that was, at the same time, exposed to traditional instruction in the same curriculum content. The results of this research show that through inquiry-based teaching students developed a higher level of the learning to learn competence than by using traditional teaching methods. Therefore, it is recommended to use inquiry-based learning as often as possible, because by developing the students' learning to learn competence, students will be empowered for the process of lifelong learning.
The Persistence and Attrition of Online Learners
Author: Brown, Casey Graham
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Persistence,Student Attrition,Online Courses,Electronic Learning,School Holding Power,Doctoral Students,Teacher Student Relationship,Family Relationship,Social Support Groups,Barriers,Student Attitudes

University professors need strategies to provide assistance for students and to decrease the number of students who fail to progress in online programs. Classes taught using online delivery methods can lead to challenges for both teachers and learners (Howell, Williams, &amp; Lindsay, 2003). As many colleges have described high attrition rates for students in distance education programs (Nash, 2005), universities are seeking ways to reduce attrition. According to Angelino, Williams, and Natvig (2007), it is paramount to engage students early and to sustain their engagement. The purpose of this phenomenological qualitative study was to explore doctoral students' perceptions of work, university, and patterns of familial support that contributed to students' choice to remain continuously enrolled in the online degree program. Also examined were other supports not received that the students believed would have helped them achieve additional success. The research questions included: (1) Why did the students seek to pursue an online doctoral degree program? (2) What university and personal (non-university) supports did the students experience during the pursuit of their doctoral degree? (3) What was the students' perceived impact of the supports? and (4) What challenges did the students experience during the pursuit of their degree?
Developing a Task-Based Dialogue System for English Language Learning
Author: Li, Kuo-Chen
Date: 2020-00-00
Type: Journal Articles
Subjects: Task Analysis,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Dialogs (Language),Feedback (Response),Instructional Innovation,Intelligent Tutoring Systems,Speech Communication,Goal Orientation,Simulation,Student Attitudes,Cognitive Style,Usability,Computer Assisted Instruction

This research involved the design of a task-based dialogue system and evaluation of its learning effectiveness. Dialogue training still heavily depends on human communication with instant feedback or correction. However, it is not possible to provide a personal tutor for every English learner. With the rapid development of information technology, digitized learning and voice communication is a possible solution. The goal of this research was to develop an innovative model to refine the task-based dialogue system, including natural language understanding, disassembly intention, and dialogue state tracking. To enable the dialogue system to find the corresponding sentence accurately, the dialogue system was designed with machine learning algorithms to allow users to communicate in a task-based fashion. Past research has pointed out that computer-assisted instruction has achieved remarkable results in language reading, writing, and listening. Therefore, the direction of the discussion is to use the task-oriented dialogue system as a speaking teaching assistant. To train the speaking ability, the proposed system provides a simulation environment with goal-oriented characteristics, allowing learners to continuously improve their language fluency in terms of speaking ability by simulating conversational situational exercises. To evaluate the possibility of replacing the traditional English speaking practice with the proposed system, a small English speaking class experiment was carried out to validate the effectiveness of the proposed system. Data of 28 students with three assigned tasks were collected and analyzed. The promising results of the collected students' feedback confirm the positive perceptions toward the system regarding user interface, learning style, and the system's effectiveness.
A New Pedagogy to Enhance the Safety and Resilience of Journalists in Dangerous Environments Globally
Author: Murphy, Colm
Date: 2020-00-00
Type: Journal Articles
Subjects: Journalism Education,Safety Education,Global Approach,Resilience (Psychology),Risk Assessment,War,Trauma,Natural Disasters,News Reporting,Holistic Approach,Information Security,Simulated Environment,Vignettes,Outdoor Education,Foreign Countries,Freedom of Speech

Risks to journalists are rising with disasters, epidemics, physical, mental and digital harassment all increasing globally. Some 1382 journalists have been killed since 1992 and 246 are imprisoned. However, the threat type has been changing, with the majority of journalists killed annually being ones working in their own country, often who are targeted for assassination. In response, UNESCO and others have called for research into best practice for safety education to halt this and the consequential decline in global media freedom. This five-year award winning project, A Holistic Humanitarian Approach to Enhance the Safety and Resilience of Journalists Globally, tested the hypothesis that a new pedagogy based on a 'holistic humanitarian' philosophy would be more effective in protecting journalists working in dangerous domains globally than existing provisions. The little-changed 30-year-old dominant international provision, the 'military battlefield' pedagogy, is used by the world's major news organizations like BBC, CNN and the New York Times. This new pedagogy adapted and customized best practice from other professions and used Taylor's 2020 Competencies for Disaster Healthcare professionals. A new program was devised and the two international cohorts who took it in 2018 and 2019 judged that it 'very significantly' enhanced their resilience and safety skills. Its concentration on group and individual physical and mental resilience building, risk mitigation, psychology, communication, self-defence, and digital security skill acquisition was a paradigm shift in training internationally for news professionals in dangerous environments. The research, thus, proved the study's hypotheses.
Dialogic Teaching during Cooperative Inquiry-Based Science: A Case Study of a Year 6 Classroom
Author: Gillies, Robyn M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,Science Instruction,Inquiry,Teaching Methods,Peer Relationship,Task Analysis,Teacher Role,Classroom Communication,Teacher Student Relationship,Cooperative Learning,Grade 6,Teacher Effectiveness,Language Usage,Scaffolding (Teaching Technique),Learner Engagement,Persuasive Discourse,Thinking Skills,Units of Study,Foreign Countries

Teachers play a critical role in promoting dialogic interaction in their students. The purpose of this case study was to investigate how one very effective teacher taught two, cooperative, inquiry-based science units to her Year 6 class. In particular, the case study focused on how she used different discourses to capture students' curiosity in the inquiry-based tasks, provided hands-on activities to enable them to test out their hypotheses and develop explanations for what they found in order to help them become more scientifically literate and have a broader understanding of the role of science in the world in which they live. The results showed that the students engaged constructively with their peers on the inquiry group tasks; they used the correct scientific language to discuss phenomena, make claims, and compared findings. Furthermore, they became more adept at expressing their opinions and providing explanations and justifications for the 'scientific' positions they had adopted across the six inquiry-based science lessons; core cognitive practices that support learning. This case study highlights the importance of utilizing both authoritative and dialogic discourse to challenge and scaffold students' thinking to support enhanced understandings and reasoned argumentation during inquiry-based science. This case study fills a gap in the literature on how teachers can utilize different communicative approaches during inquiry-based science units to promote student engagement and learning.
&quot;Am I Doing Enough?&quot; Special Educators&apos; Experiences with Emergency Remote Teaching in Spring 2020
Author: Schuck, Rachel K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Teaching Experience,Distance Education,COVID-19,Pandemics,School Closing,Elementary School Teachers,Students with Disabilities,Teacher Student Relationship,School Schedules,Access to Computers,Teaching Conditions

While the COVID-19 pandemic radically changed all aspects of everyone's life, the closure of schools was one of the most impactful, significantly altering daily life for school personnel, students, and families. The shift to Emergency Remote Teaching (ERT) presented particular challenges to special educators of students with significant support needs who often benefit from strong interpersonal connections, modeling, and the use of physical manipulatives. This paper details the experiences of two elementary special education teachers as they navigated the transition to ERT. The teachers reported three distinct stages of ERT: making contact, establishing routines, and transitioning to academics. They also discussed the challenges they faced during this period, such as the inequity in resources amongst their students, needing to rely on at-home support in order to meaningfully teach students, and changes in what it meant to be a teacher while having to teach online. While clearly not in favor of online learning, the teachers do present glimmers of hope, for example, with regards to increased communication between teachers and parents. The challenges and strategies used to overcome these challenges will be of use to educators in the coming months, with implications for distance learning in this population.
Does Project-Based Learning (PBL) Promote Student Learning? A Performance Evaluation
Author: Ngereja, Bertha
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Instructional Effectiveness,College Students,Authentic Learning,Concept Formation,Student Motivation,Student Evaluation,Academic Achievement,Performance Factors,Measurement,Business Administration Education,Foreign Countries,Competency Based Education,Introductory Courses

The purpose of the study on which this paper is based was to conduct a performance evaluation of student learning for an introductory course in project management in a higher educational institution in Norway. This was done by utilizing performance measurement philosophy to evaluate perceived student learning after a project-based assignment was applied as an instructional tool. The evaluation was conducted at the end of the semester to determine whether it facilitated learning effectiveness by providing an authentic learning experience. Relevant learning criteria were identified from existing literature and were measured by means of a questionnaire survey. Ten measurement scales were established using a 5-point Likert scale. The survey was then rolled out for the same subject for two consecutive semesters for just over 100 project management students. The results indicated that the incorporation of project-based assignments has a positive impact on student learning, motivation, and performance both in the short and long term. The study finally revealed that the incorporation of project-based assignments enables the creation of real-life experiences, which further stimulates the creation and development of real-life competencies.
Cooperative Learning in Swedish Classrooms: Engagement and Relationships as a Focus for Culturally Diverse Students
Author: Ferguson-Patrick, Kate
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Learner Engagement,Interpersonal Relationship,Culturally Relevant Education,Classroom Environment,Caring,Student Diversity,Refugees,Immigrants,Elementary School Students,Children,Inclusion,21st Century Skills,Foreign Countries

The ongoing refugee crisis makes intercultural competence and culturally responsive education crucial issues in schools. At the same time, increased migration poses new challenges for social cohesion in countries around the world. How schools and classrooms can be fair and inclusive in terms of experiences and outcomes for migrant and refugee students is therefore a key question. This paper will explore the increase in migration of newly arrived students in Sweden, and how teachers in this country are catering for diverse students through cooperative learning. I explore cooperative learning as an inclusive and culturally responsive pedagogy that can be effectively used in schools to support all students and especially 'refugee' or newly arrived students. Using theory from cooperative learning and Stembridge (2020) as a theoretical framework, I particularly focus on analysis using two of Stembridge's themes of Culturally Responsive Education: &quot;Engagement&quot; and &quot;Relationships&quot; to analyze Swedish primary school classroom observations and teacher interviews and find commonalities between these two themes and the key ideas in cooperative learning. This research is built on the premise that there is more need in education research for up to date observations into the classroom factors that support or hinder learning and the way that within-class groupings can support diversity and inclusivity. Cooperative learning allows participants to develop a commitment to fairness, social responsibility and a concern for others and this particularly caters for our diverse student populations.
Assessing Biology Pre-Service Teachers&apos; Professional Vision of Teaching Scientific Inquiry
Author: Vogt, Friederike
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Education,Secondary Education,Biology,Professional Development,Teacher Competencies,Active Learning,Inquiry,Laboratory Experiments,Pedagogical Content Knowledge,Vignettes,Authentic Learning,Formative Evaluation,Foreign Countries,Video Technology

Professional vision is a key ability in the professional development of pre- and in-service teachers as it determines how professionals perceive and interpret situations. The aim of this study was to conceptualize an instrument for professional vision focusing on formative assessment in the context of scientific inquiry. This focus is highly valuable, since formative assessment contributes to the quality of science teaching and learning. The four-dimensionality of the construct of professional vision with its abilities (perception, description, explanation, and prediction) was confirmed by means of our text-vignette-based instrument. The professional vision of pre-service teachers (N = 80) was fostered in training, involving a seminar phase and a teaching phase in an out-of-school laboratory. In a pre-post design significant interaction effects of groups (training vs. comparison group (N = 39)) and time for the ability description (F(1,117) = 29.14 p &lt; 0.001) and prediction (F(1,117) = 14.81 p &lt; 0.001) were found, indicating the sensitivity of the instrument. Our instrument allows the assessment of the abilities description and prediction. The scales for the abilities perception and explanation need further refinements. Nonetheless, our instrument could be a starting point to further investigate professional vision in science contexts as it incorporates the essential key features such as a situated approach.
Developing Multimodal Narrative Genres in Childhood: An Analysis of Pupils&apos; Written Texts Based on Systemic Functional Linguistics Theory
Author: Pacheco-Costa, Alejandra
Date: 2020-00-00
Type: Journal Articles
Subjects: Literacy,Linguistic Theory,Writing (Composition),Teaching Methods,Writing Instruction,Urban Areas,Elementary School Students,Females,Writing Evaluation,Task Analysis,Multiple Literacies,Sociolinguistics,Language Styles,Interpersonal Communication,Low Income Groups,Scaffolding (Teaching Technique),Foreign Countries,Story Telling,Verbal Communication,Freehand Drawing

Social sustainability embraces literacy development as a means by which children integrate their knowledge in society and become powerful and meaningful. In this context, the development of writing among young children requires the design of new teaching strategies that allow for the multimodal repertoire brought by children into the classroom. Systemic Functional Linguistics offers tools for the analysis of children's multimodal writing, which plays an important role in their literacy development. Our research was carried out in an urban context, the participants being 12 children aged 7 to 8. Data were collected through participant observation, conversations, and the analysis of documents and products generated by the children. From them, we analysed two stories written by two girls, which showed the way in which the children created meaning by combining verbal and visual modes, and how these modes interact (intersemiosis). The performance of a literacy task in which children are able to integrate their knowledge and heritage into the classroom, may constitute an interdisciplinary tool for their participation and engagement in the school, thus leading to a more equal society. In consequence, we propose that the integration of a genre-based pedagogy in the classroom should include greater awareness in teachers of the value of pupils' multimodal assessments.