ethanporcaro/eric-fulltext-meta huggingface dataset:
Doing Open Science in a Research-Based Seminar: Students&apos; Positioning towards Openness in Higher Education
Author: Truan, Naomi
Date: 2022-09-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Open Education,Linguistics,Student Research,Open Educational Resources,Writing for Publication,Student Motivation,Barriers,Seminars,Foreign Countries

This study investigates undergraduate students' attitudes towards and experiences with open education practices (OEP) in a research-based linguistics seminar. Data was collected through written assignments in which two groups of students in subsequent terms were surveyed on their willingness to publish (a) academic posters in open access (OA); (b) teaching concepts as open educational resources (OER); and (c) personal reflections on the research process in OA. Through qualitative data analysis, we examine students' apprehensions and motivations to publish their artifacts. We find that key motivators are a sense of belonging, personal reward, and an active contribution to a culture of collaboration, whereas apprehensions are grounded in concerns about the quality of their work, uncertainties about licensing, and fear of vulnerability through visibility. We show that open science practices and OEP can be combined synergistically in process-oriented, research-based, and collaborative seminar concepts, and we formulate recommendations for lecturers on how to successfully address OEP in the classroom.
Emergency Online Learning: The Effects of Interactional, Motivational, Self-Regulatory, and Situational Factors on Learning Outcomes and Continuation Intentions
Author: Lei, Jun
Date: 2022-09-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,College Students,Business Administration Education,Educational Technology,Family Income,Predictor Variables,Learner Engagement,Educational Resources,Electronic Learning,Planning,Program Development,Goal Orientation,Metacognition,Interaction,Interpersonal Relationship,Intention,Academic Persistence,Foreign Countries,Student Motivation,Self Management

This study investigated the effects of interactional, motivational, self-regulatory, and situational factors on university students' online learning outcomes and continuation intentions during the COVID-19 pandemic. Data were collected from 255 students taking a business course at a university in southern China. Hierarchical multiple regression analyses revealed that while family financial hardship caused by COVID-19 was a marginally significant negative predictor of students' learning outcomes, learner-content interaction; instructors' provision of e-resources, course planning, and organisation; and students' intrinsic goal orientation and meta-cognitive self-regulation were significant positive predictors with the latter two sets of predictors mediating the effects of learner-instructor and learner-learner interactions, respectively. Multinominal logistic regression analyses showed that learner-instructor interaction, learner-content interaction, and private learning space were significant positive predictors of students' intentions to continue with online learning, but learner-learner interaction was a significant negative predictor. These findings point to the differential effects of various types of interactional and situational factors on learning outcomes and continuation intentions, and the instructor- and learner-level factors that mediate the effects of learner-instructor and learner-learner interactions on learning outcomes. They contribute to our understandings of emergency online learning and provide implications for facilitating it.
Extending the Community of Inquiry Framework: Development and Validation of Technology Sub-Dimensions
Author: Sen-Akbulut, Mutlu
Date: 2022-09-00
Type: Journal Articles
Subjects: Communities of Practice,Inquiry,Technology Uses in Education,Electronic Learning,Web Based Instruction,COVID-19,Pandemics,Validity,Factor Analysis,College Students,Foreign Countries,Learning Management Systems,Videoconferencing,Technological Literacy,Pedagogical Content Knowledge,Reliability,Surveys

Since the mandatory switch to online education due to the COVID-19 outbreak in 2020, technology has gained more importance for online teaching and learning environments. The Community of Inquiry (CoI) is one of the validated frameworks widely used to examine online learning. In this paper, we offer an extension to the CoI framework and survey, arguing that meaningful and appropriate use of technologies has become a requirement in today's pandemic and post-pandemic educational contexts. With this goal, we propose adding three technology-related sub-dimensions that would fall under each main presence of the CoI framework: (a) technology for teaching, (b) technology for interaction, and (c) technology for learning. Based on exploratory and confirmatory factor analyses, we added 5 items for technology for teaching subdimension, 4 items for technology for interaction sub-dimension, and 5 items for technology for learning sub-dimension in the original CoI survey. Further research and practice implications are also discussed in this paper.
Revising and Validating the Community of Inquiry Instrument for MOOCs and Other Global Online Courses
Author: Borup, Jered
Date: 2022-09-00
Type: Journal Articles
Subjects: Communities of Practice,Inquiry,MOOCs,Language Teachers,Measures (Individuals),Factor Analysis,Goodness of Fit,English (Second Language),Second Language Instruction,Electronic Learning,Factor Structure,Evaluation Methods,Language Proficiency

Globally, online course enrollments have grown, and English is often used as a lingua franca for instruction. The Community of Inquiry (CoI) framework can inform the creation of more supportive, interaction-rich online learning environments. However, the framework and its accompanying validated instrument were created in North America, limiting researchers' ability to use the instrument in courses where participants have varying levels of English language proficiency. We revised the CoI instrument so it could be more easily read and understood by individuals whose native language is not English. Using exploratory and confirmatory factor analyses (EFA and CFA) on data obtained from global online courses and MOOCs, we found the revised instrument had good fit statistics once seven items were removed. This study expands the usability of the CoI instrument beyond the original and translated versions, and provides an example of adapting and validating an existing instrument for global courses.
Unleashing Adult Learners&apos; Numeracy Agency through Self-Determined Online Professional Development
Author: Walsh, Chris
Date: 2022-09-00
Type: Journal Articles
Subjects: Numeracy,Professional Development,Pedagogical Content Knowledge,Guides,Learning Activities,Metacognition,Faculty Development,Self Determination,Independent Study,Evidence Based Practice,Experiential Learning,Authentic Learning,Adult Learning,Family Environment,National Curriculum,Foreign Countries

Opportunities for self-determined online professional development (OPD) are emerging, but their potential for increasing adult learners' agency is not yet fully realised. Faced with the problem of successfully designing a self-determined comprehensive evidence-based online numeracy resource for educators who are often time poor and do not engage with online learning unless they are intrinsically motivated, we engaged in design research to conceptualise the &quot;Birth to Level 10 Numeracy Guide&quot; for educators and families. The &quot;Birth to Level 10 Numeracy Guide&quot; fosters educators' and adult learners' numeracy capability across numeracy focus areas from birth to level 10 (16-year-olds). This extensive OPD resource incorporates consistent design elements, double-looped learning, nonlinear learning, self-reflection, and metacognition activities to foster educators' pedagogical content knowledge (PCK) through experiential learning. With a section dedicated to families, the resource provides suggestions and advice to parents and carers on everyday, authentic activities to develop children and young people's numeracy understandings at home and in the local community. As education systems continue to grapple with the disruption brought about by the COVID-19 pandemic, the &quot;Birth to Level 10 Numeracy Guide&quot; is a timely, freely accessed, viable, and scalable option for providing low-cost OPD.
The School to Family Pipeline: What Do Religious, Private, and Public Schooling Have to Do with Family Formation?
Author: Wolf, Patrick J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Private Schools,Religious Education,Protestants,Catholic Schools,Marital Satisfaction,Comparative Analysis,Correlation,Advantaged,Disadvantaged,Marriage,Divorce,One Parent Family,Family Characteristics,Poverty,Adults,Human Capital,Moral Values,Moral Development,National Surveys

Private religious schools are widely seen as value-laden communities that mold the character of their students. Thus, we expect adults who attended religious schools as children to demonstrate more favorable family outcomes related to stable marriages and childbearing. We further expect Protestant schooling to have a more powerful effect on marital outcomes than Catholic schooling, given the heavier focus of Protestantism on marriage. Finally, we expect stronger positive associations between religious schooling and marital outcomes for adults who grew up in difficult circumstances compared to adults who grew up in advantaged circumstances. We test these hypotheses using survey data from the Understanding America Study. Our three outcome variables are ever marrying and never divorcing, ever divorcing, and conceiving a child out-of-wedlock. Most of the results confirm our hypotheses. Protestant schooling is associated with more positive marital outcomes across all three measures. Catholic schooling is significantly correlated with a lower likelihood of having a child outside of marriage. The associations between religious schooling and desirable marriage outcomes are strongest for adults who grew up poor and for those raised in intact families.
Effectiveness of Employing the E-Mind Mapping Strategy in Scientific Courses: Adopting the Blended Learning Approach at Emirati Private Preparatory Schools
Author: Alderbashi, Khaled Younis
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Science Instruction,Private Schools,Teaching Methods,Student Surveys,Student Attitudes,Foreign Countries,Cognitive Mapping,Instructional Effectiveness,Independent Study,Learning Processes,Writing Skills,Gender Differences,Secondary School Students,Electronic Learning

This article explored the effectiveness of employing the e-mind mapping strategy in scientific courses in Emirati private preparatory schools in the light of adopting the blended learning approach. It explored that from the perspective of students. The researchers adopted the descriptive analytical and quantitative approaches. They used a survey that was developed by them based on several studies. Those studies were published in peer-reviewed journals. The forms of the survey were uploaded to the web through using the use of Google Form. The purposive sampling method was employed. For instance, the researchers sent the link of the survey to 400 students in five Emirati private preparatory schools. Two schools of those ones are located in Ajman, one school in Abu Dhabi, one school in Dubai and one school in Sharjah. However, 182 forms were filled. The response rate is 45.5%. The researchers used descriptive statistical methods. They found that the effectiveness of employing the e-mind mapping strategy in scientific courses in Emirati private preparatory schools in the light of adopting the blended learning approach is high. This strategy promotes innovation within students and improves their learning skills. It enables students to carry out self-learning practices. It improves students' ability to do writing-related tasks. The researchers recommend holding courses for teachers for teaching them the way of creating e-mind maps through using various software.
Reframing Teacher Education: Towards the Integration of Phenomenon-Based Curriculum Reform and Organizational Culture
Author: Naukkarinen, Aimo
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Education,Curriculum Development,Organizational Culture,Democratic Values,Foreign Countries,Political Influences,Educational Strategies

In this article, we report a case study of our experiences of a curriculum reform process based on the principles of phenomenon-based learning in higher education in the context of Finnish teacher education. We explore how democracy and participation were present in the decision-making process, highlighting the challenges of promoting the phenomenon-based approach and collaboration. First, we describe the reform's rationale, then the theoretical framework, methodology and the reform process. Next, we reflect on our experiences through documentary and interview data. The change process included representative and participative democracy approaches as well as an aristocratic approach. An individualistic culture became more collaborative, while the content-based curriculum evolved into a more phenomenon-based approach. Using an autoethnographic approach, we discuss our understanding of how the local teacher education community's response to the curriculum changes and the organizational culture overall became more positive. We conclude that organizational power structures, the autonomy of teacher educators, and collegial trust and support were crucial to the reform process.
Making Virtual Global Learning Transformative and Inclusive: A Critical Reflective Study on High-Impact Practices in Higher Education
Author: Guo-Brennan, Linyuan
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Transformative Learning,Global Approach,Empathy,Cultural Awareness,Innovation,Higher Education,Diversity,Equal Education,COVID-19,Pandemics,Well Being,Sustainability,Information Technology,Distance Education,Evidence Based Practice,Reflection,Learning Management Systems,Intercultural Communication,Curriculum Development,Perspective Taking,Computer Mediated Communication

The COVID-19 pandemic has highlighted the importance of global competence, agility, empathy, and innovation in managing opportunities, crises, and problems. Global learning and engagement in higher education is the pathway towards developing learners' intercultural competence, fostering an appreciation of diversity, inclusion, and equity, and empowering individual agency towards collective wellbeing and sustainability. Digital transformation and available tools have expanded the scope and depth of global learning in virtual environments. This article reports a critical reflective study on virtual global learning and shares high-impact, evidenced-based strategies to make virtual global learning more equitable, inclusive, meaningful, and relevant to all learners in higher education.
Rethinking Methodologies: Implications for Research on International Students
Author: Neupane, Dhruba
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Immigrants,Foreign Countries,Academic Achievement,Student Adjustment,Research Methodology,Second Languages,Disadvantaged,Ethnography,Second Language Learning,Second Language Instruction,Asians,Cultural Differences,Language Attitudes,Native Language,English (Second Language),Graduate Students,Undergraduate Students,Language Variation

Research in international student success, satisfaction, and challenges seems still to be constructed around the colonial, imperial paradigm. Informed by deficit models of language, culture, and literacy teaching, such research portrays international students' challenges in terms of deficiency; discounts other languages, cultures, and literacy education; and reinstitutes the progressive and paternalistic role of the West, reifying its linguistic and cultural superiority. This essay interrupts the still dominant narrative that recreates the old binaries in two ways: (a) It frontloads the need to adopt strength-based approaches to counter dominant methodological paradigms from which much of knowledge about culturally and linguistically different/disadvantaged (CLDI) students is derived, and (b) based on my own ethnographic study on a South Asian immigrant population in Canada, it demonstrates that what the old paradigm views as deficits can and should be the very measures from which to appraise student success and satisfaction. Accordingly, the article's main objectives are twofold: (a) expose the weaknesses of the deficit models of language, culture, and competence and (b) stress the need to reshape international student studies in higher education as a field of inquiry by foregrounding appreciative models and methodologies.
Narratives of Race in School Rezoning: How the Politics of Whiteness Shape Belonging, Leadership Decisions, and School Attendance Boundaries
Author: Castro, Andrene J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Race,Racism,Zoning,Politics of Education,School District Reorganization,Attendance,Educational Policy,Board of Education Policy,Policy Formation,Policy Analysis,Urban Schools,School Districts,Decision Making,Racial Attitudes,Discourse Analysis

School rezoning, or redistricting, is the process by which school boards draw and redraw school attendance boundaries. These boundaries are key drivers of racial and economic school segregation but can also work to ameliorate it. Using a critical orientation to narrative policy analysis, this study examined the cultural politics of race and whiteness in an urban school district undergoing school rezoning. Drawing on semistructured interviews with 15 school leaders and community stakeholders, findings provide a lens for school leaders and policymakers to better understand how and to what extent race is imposed in school attendance boundary decisions. Our findings expand current literature on school rezoning by shedding new light on racial narratives embedded within the political process. We conclude with policy and practice implications.
Heterogeneity in Parental Priorities for What Children Should Learn in Schools and Potential Implications for the Future of Catholic Schools
Author: Wodon, Quentin
Date: 2022-00-00
Type: Journal Articles
Subjects: Catholic Schools,Futures (of Society),Student Recruitment,Parent Attitudes,Declining Enrollment,Family Characteristics,Religious Education,Social Values,Moral Values,Academic Achievement,Kindergarten,Elementary Secondary Education,Skill Development,Critical Thinking,College Preparation

Do parental priorities for what children should learn in school differ depending on the type of school chosen by parents? Does this, in turn, have potential implications for the future of Catholic schools in the United States? This article considers these questions in the context of the long-term decline in enrollment in U.S. Catholic schools. Specifically, the article considers three questions: 1) What are the priorities of parents for what their children should learn in school in the overall population? 2) Do these priorities differ between different groups of parents, including parents with children in Catholic schools and parents willing to consider Catholic schools for their children but not having enrolled their children in one? And 3) Are there individual parental characteristics associated with particular views about what children should learn in schools? Implications of the findings are discussed, specifically concerning targeted efforts to attract new students. The analysis is based on a market research survey implemented in 2017.
Relational Student Engagement in Co-Curricular Spaces: Evidence from a South African University
Author: Garton, Paul
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,Extracurricular Activities,Foreign Countries,College Students,Student College Relationship,Student Personnel Services,Sense of Community,Interpersonal Competence,Cultural Awareness

Student engagement is a widely researched and utilized concept to enhance student experiences and outcomes. Most research on student engagement, however, focuses on curricular engagement with relatively little emphasis placed on the co-curriculum. This study utilizes Case's theory of relational engagement to analyse findings from three focus groups conducted at a university in South Africa to better understand how relational engagement is instantiated in the co-curriculum and how the co-curriculum differs from the standard academic curriculum in terms of engagement. In particular, we show relational engagement is just as important in the co-curriculum, highlighting student relations to broader university life, to fellow students, and to communities beyond the campus.
Is Teacher Effectiveness Stable across School Contexts? An Examination of Teachers Who Transfer into Turnaround Schools
Author: Pham, Lam D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,School Turnaround,Models,Intervention,Faculty Mobility,Academic Achievement,Achievement Gains,Teacher Transfer,Educational Change,Educational Improvement,Institutional Characteristics,Comparative Analysis,Educational Legislation,Elementary Secondary Education,Federal Legislation,Teacher Characteristics

Turnaround interventions often require or encourage low-performing schools to replace teachers, assuming that schools will recruit high-performing teachers who remain effective after transferring. However, teacher effectiveness may change after transferring, which could explain why some teacher replacement efforts do not improve student achievement. This paper contributes new information on the stability of teacher effectiveness by examining teachers who transfer into turnaround schools relative to teachers who transfer into low-performing but non-turnaround schools. I examine this issue by using two turnaround models in Tennessee, one with documented positive effects and one producing no effects on student achievement. I find that teacher effectiveness increases after transferring into the model that produced positive effects and either decreases or stays the same after transferring into the model that did not improve student achievement. These findings suggest that heterogeneity in turnaround effects may be partly explained by changes in teacher effectiveness after they transfer into turnaround schools. [Note: The correct volume is 8, and the correct issue number is 1.]
A Narrative Inquiry of Three Chinese International Students&apos; Academic Adjustment Experiences at Canadian Universities
Author: Huang, Ju
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Adjustment,Educational Experience,Graduate Students,Barriers,Study Abroad,Asians,Doctoral Students,Student Attitudes,Native Language,English (Second Language),Second Language Learning,Professional Development,Researchers,Novices,Universities,Personal Narratives,Student Role,Foreign Countries,Chinese,Culture Conflict,Language of Instruction

There is an increasing number of Chinese graduate students who study in Canada and have quite different educational backgrounds. Despite a large number of studies attending to the challenges and difficulties they encountered in life and study, not much research narratively explores Chinese international students' academic adjustment experiences in graduate programs in Canada. To fill the gap, this research makes a narrative inquiry into three Chinese international students' academic adjustment in the graduate and doctoral programs of two universities in Ontario, Canada. The three-dimensional framework (Clandinin, 2006) is employed to tell and retell their stories. Their narratives have revealed the importance of their native languages and how their past experiences before they came to Canada influenced their academic adjustment. The Eastern and Western cultures have had a lasting effect on their personal and professional development. In addition, they have played multiple roles as Chinese international students, novice researchers, and future educational practitioners.