ethanporcaro/eric-fulltext-meta huggingface dataset:
Opportunities and Challenges of Open Educational Resources for the Learning Communities
Author: Sadruddin, Munir Moosa
Date: 2022-00-00
Type: Journal Articles
Subjects: Open Education,Open Educational Resources,Educational Benefits,Barriers,Communities of Practice,Digital Literacy,Ownership,MOOCs,Copyrights,Capacity Building,Textbooks

This paper offers overarching insights into the benefits and drawbacks of Open Educational Resources (OER) for learning communities. A semi-systematic literature review (SSLR) is used as a research approach. Data is gathered from research articles, books, and other published work, and analyzed using thematic analysis. OER and Open Educational Practices (OEP) have the potential to support sustainable educational practices, but these have not yet reached their capacities to benefit wider learning communities. It is not yet known if the global academia is prepared towards embracing OEP due to limited pieces of evidence. OE policies have been successfully adopted by a few countries, but others have failed to accept open policies due to a lack of a supportive environment. MOOCs have benefitted the academic community in many ways, but openness, equality, lifelong learning, and liberation remain major challenges. A vast number of open repositories offer free resources, but learners and teachers have been unsuccessful to develop quality learning resources due to a lack of capacity to adapt and re-use OER. Documentary evidence confirms the use of digital licenses by global learning communities, but lack of awareness, incompatibility of Creative Commons (CC) with the traditional copyright laws, and lack of uniform global policy framework have deterred OEP. The strategic implementation model of OER can potentially accelerate communities of practices in academia through capacity building for the recreation of knowledge.
Evaluating University Teacher&apos;s Perception about E-Teaching during Pandemic in the Higher Educational Institutes of Pakistan
Author: Nadeem, Muhammad Asif
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Readiness,Teacher Attitudes,Technology Integration,Electronic Learning,Educational Technology,Barriers,College Faculty,COVID-19,Pandemics,Social Influences,Usability,Value Judgment

The objective of the research was to identify teacher's readiness towards the acceptance of technology assessment model in e-teaching and identification of the problems faced by the teachers while switching to e-teaching. The nature of the study was qualitative. Data was collected from 04 public sector universities. Purposive sampling technique was used to select the group of the study. Sample consisted of the teachers (male and female) teaching in the teacher training institutes of southern Punjab (Pakistan). 20 teachers from various universities were selected for the interview. Research tool used for the data collection of the study was structure interview. The interview for the teachers consisted of eight questions. The results of the study stated that the teachers faced problem while e-teaching during pandemic related to a number of factors such as social influence, perceived ease of use and perceived usefulness. The teachers may work to integrate e-teaching with conventional learning and be proficient in web-based education platforms.
Changing Teacher Perceptions and Actions through Trauma-Responsive Professional Development
Author: Smith, Jason A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Middle School Students,Teacher Response,Child Behavior,Trauma Informed Approach,Trauma,Faculty Development,Teacher Attitudes,Teacher Behavior,Attitude Change,Behavior Change,Behavior Problems,Student Experience,Student Attitudes,Knowledge Level,Leadership,Access to Health Care,Educational Policy,Educational Practices,Family Involvement,Family School Relationship

Most teachers are not trained on how to support students who struggle with trauma. Childhood trauma not only impacts a teacher's ability to teach, but also threatens their students' futures. The purpose of this qualitative study was to investigate teachers' perceptions and actions when they participated in trauma professional development. Interviews were conducted with 5 teachers and 10 students in a Midwestern urban intermediate/middle school. By the end of the study, teachers stated that they had begun responding to disruptions in more child-centered approaches, and students noticed that their teachers began treating all students more equitably in trauma-informed manners. The implications from this study are that educating teachers on the impact of childhood trauma can change the way that teachers perceive and react to dysregulated students. Another implication is that changing teachers' beliefs, perceptions, and attitudes can be difficult if teachers retain a deficit-thinking focus.
Perspectives from African American Male Rural School Leaders Regarding Targeted Recruitment Strategies for Future African American Male Rural School Leaders
Author: Smith, Chameeka N.
Date: 2023-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,African American Leadership,Males,Principals,Recruitment,Leadership Role,Administrator Role,Self Concept,Rural Schools,Role Models,Money Management,Negative Attitudes,Racial Attitudes

African American male educators are becoming extinct in our current United States School system. Representing less than 2% of the teaching force, our recruitment efforts will need adjustments to increase this population of educators in schools (Bristol &amp; Mentor, 2018; Goings &amp; Bianco, 2016; Wallace &amp; Gagen, 2019). To address this concern, our study explores the perspective of African American male rural school leaders on the need to recruit more African American males into educational professions. Through three semi-structured interviews, 60-90 minutes, we identified the lack of opportunities and targeted recruitment strategies for this population into the field of education. Our findings underscore the importance of expanding opportunities and implementing creative recruitment strategies that can help bring more African American male educators into the profession. Additionally, we recommend that principal preparation programs be examined to ensure they are effectively preparing African American males for leadership roles in education.
The Theory of Educational Attachment
Author: Lawrence, Marie
Date: 2023-00-00
Type: Journal Articles
Subjects: Student School Relationship,Academic Persistence,Attachment Behavior,Educational Theories,Resilience (Psychology),Educational Environment,Student Motivation,Administrator Role,Teacher Role,Extracurricular Activities,At Risk Students,Mental Health,Self Esteem

Educational attachment bonding helps students to progress academically and to develop strong positive emotional ties with members of the educational community. This educational bond serves as a stabilizing factor and may serve to compensate for deficiencies in early attachment bonds and thus help students develop sound psychological health. Educational attachment bonds can be formed with teachers, school administrators and staff, academic club sponsors, athletic coaches, and staff or any member of the school community. The significance of Educational Attachment Theory demonstrates the need to train educational professionals on the necessity of developing secure attachment bonds with students and to reflectively develop sound pedagogy to assist in this process. It also highlights the importance of positive nurturing learning communities in the development of psychological health for students and helps them to achieve their academic goals.
The Effect of Scenario-Based Learning on Eighth-Grade Students&apos; Perceptions of Scientists
Author: Ören, Fatma Sasmaz
Date: 2023-00-00
Type: Journal Articles
Subjects: Secondary School Students,Grade 8,Vignettes,Student Attitudes,Scientists,Stereotypes,Work Environment,Foreign Countries

The aim of our study was to investigate the effect of scenario-based learning on eighth-grade students' perceptions of scientists. We used a semiexperimental design to conduct our research with 36 students from the eighth grade, who were divided into experimental and control groups. We collected the data through a &quot;Draw-a-Scientist Test,&quot; an opinion form, and semistructured interviews. According to the findings we obtained from the drawing test, students have stereotypical perceptions of the scientists' working environment (indoor/laboratory). But the results showed that scenario-based teaching affects eighth-grade students' perceptions of scientists and moves them forward on two points: (1) the physical appearance of the scientist (drawing characteristics in the head area, accessories, clothing features, etc.) and (2) symbols of knowledge (encyclopedia/books/notebook, writing board) and research (test tube, magnifying glass, experiment glasses, etc.). In the light of these findings, we propose some suggestions regarding the use of scenarios in education to affect students' perceptions of scientists.
Turkish EFL Learners&apos; Receptive Affix Knowledge as a Diagnostic Tool to Predict Their Productive Derivative Vocabulary Knowledge
Author: Yildiz, Mustafa
Date: 2023-00-00
Type: Journal Articles
Subjects: Receptive Language,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Morphemes,Grammar,Vocabulary Skills,Language Tests,Recall (Psychology),Difficulty Level,Nouns,Verbs,Word Frequency,Undergraduate Students,State Universities,Prediction,Diagnostic Tests

The present study sets out to measure Turkish EFL learners' receptive affix knowledge and productive derivative vocabulary knowledge. More specifically, the extent to which Turkish EFL learners recognize written form of affixes, know the meaning of affixes and determine the part of speech of the derivatives produced by means of affixes and how good such learners are at producing derivatives have been investigated. Sasao and Webb's (2017) Word Part Levels Test (WPLT) to diagnose learners' receptive affix knowledge and the Contextualized Derivative Recall Test developed by Iwaizumi and Webb (2021) to measure EFL learners' productive derivative vocabulary knowledge have been used. The findings regarding EFL learners' receptive affix knowledge reveal that EFL learners have problems with affixes with the difficulty levels of medium and hard. The further results devoted to EFL learners' productive derivative knowledge indicate that they manage to produce almost seventy-one percent of the total number of the derivatives tested. Further analysis of correct derivatives produced in terms of their grammatical class shows that nouns and verbs are the least challenging derivatives to produce for EFL learners. Last, the highest number of correctly derived forms are among the derivatives at 3K-5K word frequency bands.
Remote Global Learning: The Role and Use of Virtual Exchange for U.S. and Irish Graduate Students
Author: Aquino, Katherine C.
Date: 2023-06-00
Type: Journal Articles
Subjects: Distance Education,Global Approach,Student Exchange Programs,Foreign Countries,Graduate Students,Cooperative Learning,Electronic Learning,Intercultural Communication,Student Attitudes,Technology Uses in Education

The importance of internationalization and effective online collaborative learning is well established, and the recognized value of cross-cultural exchanges by higher education institutions has resulted in a diverse range of initiatives including the use of virtual exchanges. Virtual exchanges are global online learning experiences for students enrolled in postsecondary coursework. The purpose of this study was to examine a virtual exchange learning opportunity for U.S. and Irish graduate education students. Using an online collaborative learning theoretical lens, this case study found that while there were varying levels of commitment and unequal expectations and contributions of the graduate students, students described the importance and significance of the unique learning experience. Implications for research and practice are discussed for future use of virtual exchange within the postsecondary environment.
Feedback on EFL Indonesian Students' Theses: Students' Concerns and Needs
Author: Poedjiastutie, Dwi
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Feedback (Response),Foreign Countries,Language Teachers,Teacher Education Programs,Undergraduate Students,Student Attitudes,Theses,Research Projects,Revision (Written Composition),Writing Processes,Academic Advising,Teacher Student Relationship,College Faculty

Feedback is necessary for English language Teaching (ELT) students due to their difficulties while writing theses. Presently, limited research has been conducted on students' preferences and perspectives regarding feedback received on the thesis. Many undergraduates extend or discontinue their four-year studies due to thesis advisers' unprecedented expectations, which discourage timely responses to feedback. Therefore, this research examined students' opinions regarding the types of feedback preferred during thesis preparation. This research used a case design and recruited participants from groups of students completing their theses under the supervision of seven doctoral-level advisers. Key findings were that thesis advisers' feedback on students' research projects was insufficiently detailed as opposed to the significant amount anticipated. In this case, the advisers may have been unaware of the amount of significant feedback required on initial and subsequent drafts. Besides, advisors provided more feedback on linguistic than content issues, as opposed to students of undergraduate level due to limited research capacity. The results showed that students are expected to have written and oral feedback in the one-to-one consultation.
Re-Examining Productive-Skills Anxiety Constructs in Online Instructional Contexts Involving Thai Undergraduates Following the COVID-19 Pandemic
Author: Sowaprux, Teaka
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Anxiety,Online Courses,Undergraduate Students,COVID-19,Pandemics,Second Language Learning,Predictor Variables,Writing (Composition),Student Behavior,Language Skills,Speech Skills,English (Second Language),Second Language Instruction,Educational Technology,English for Academic Purposes

This study reexamines various foreign language anxiety (FLA) predictors that may be applicable to the Southeast Asian and Thai contexts beyond the dimensions initially validated by Horwitz et al. (1986) and Cheng (2004). This study explores two frameworks, namely, the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al., 1986) that measures classroom speaking anxiety, and the Second Language Writing Anxiety Inventory (SLWAI) (Cheng, 2004) that samples writing anxiety across three factors (i.e., somatic anxiety, avoidance behavior, and cognitive anxiety). The present study sought to understand how the online classroom apparatus during the context of the COVID-19 pandemic affected the degree of FLA towards productive skills (i.e., classroom speaking and writing) among Thai learners of English in two universities. The field work took place over a period of four months and used questionnaire data from 44 students. Individual focus groups were conducted with two professors teaching academic English. Content analysis of the qualitative data identified emerging themes. The results suggest that further research on FLA predictors in the Thai classroom could include dimensions such as that of perceived disharmony, perceived unpredictability, and exteriority of emotional life.
Teaching Presence in Asynchronous Online Classes: It&apos;s Not Just a Façade
Author: Watson, Sharon
Date: 2023-00-00
Type: Journal Articles
Subjects: Online Courses,Student Attitudes,Teacher Student Relationship,Asynchronous Communication,Communities of Practice,Graduate Students,Business Administration Education,Masters Programs,Educational Technology,Program Effectiveness,Feedback (Response),Interaction

The expanding scale and scope of online education options, both in terms of design and delivery, create significant questions that increasingly warrant research attention. Previous research has demonstrated that higher levels of teaching presence in online courses is positively related to student engagement, satisfaction and learning. Although there are many methods for infusing one's teaching presence into an online class, practicalities constrain choices. The purpose of this study is to identify and assess those methods students perceive to be the most valuable. We empirically investigate students' perceptions and evaluative judgments of a range of methods of setting and sustaining teaching presence in an online asynchronous course. Post hoc factor analysis of our data suggests refining our understanding of teaching presence in terms of stylistic versus substantive methods. Analyses of student survey data indicate that, while students see value in both types of teaching presence, they perceive significantly greater benefit from substantive relative to stylistic methods.
Using Emotion Regulation to Support Informed Literacy
Author: VanDonkelaar, Rachael A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Media,Misinformation,Critical Literacy,Emotional Intelligence,Affective Measures,Affective Behavior,Social Emotional Learning,Psychological Patterns,Metacognition,Elementary School Students,Middle School Students,High School Students,Self Control

When it comes to fake news, no medium circulates and reaches more youth than social media. Social media can provide an opportunity for students to create and post with an authentic audience; however, social media can also perpetuate the danger of fake news. Youth across the globe emotionally engage with content several hours a day and can become vulnerable to the clickbait style of news. Therefore, although research has studied how critical literacy instruction supports informed reading, literacy instruction must also address students' emotional regulation needs. This research-to-practice article describes the dangers of fake news on youth interactions and provides practical emotional regulation tips for teachers. Emotional regulation strategies in this paper specifically concentrate on implementing affect labeling and mindful breathing in classrooms in order to support informed literacy.
Can Experience Determine the Adoption of Industrial Revolution 4.0 Skills in 21st-Century Mathematics Education?
Author: Ayanwale, Musa Adekunle
Date: 2023-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Mathematics Education,Secondary School Teachers,Technology Integration,Readiness,Foreign Countries,Teacher Attitudes,Technology Uses in Education

Teachers in secondary schools were studied to determine their readiness to adopt fourth industrial revolution (4IR) technologies to enhance their teaching practices and student learning. Through Industry 4.0, technologies are also becoming available as products for education, transforming the rules and norms of education. Secondary school mathematics teachers in Nigeria must prepare themselves to embrace digital skills so that they will be ready for new teaching and learning processes that are being introduced by these new digital tools. In this study, a cross-sectional quantitative approach was used. The data were collected using a self-developed instrument with a content validity index of 0.96 and a MacDonald Omega reliability index of 0.84. A purposive sampling technique was used to select 211 mathematics teachers in three Lagos State education districts. Analyses of the obtained data were performed using descriptive statistics and ANOVA at a significance level of 0.05. Results indicate that mathematics teachers are ready to integrate 4IR skills and emerging technologies into their classrooms. In addition, the willingness of participants to adopt relevant 4IR skills across their years of experience was statistically significant. A new path is charted for school administrators, mathematics teachers, and stakeholders in the education sector to assist in policy design toward 4IR, thereby contributing to the existing literature on adopting emerging technologies to teach mathematics education in sub-Saharan Africa.
English Proficiency as a Predictor of Academic Performance in the Context of Non-English as a Medium of Instruction
Author: Azkiyah, Siti Nurul
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Proficiency,Academic Achievement,English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,Grade Point Average,Medical Education,Language Usage,Islam,Religious Colleges,Undergraduate Students,Foreign Countries

Many studies acknowledge that English proficiency contributes to academic performance, eventually affecting one's career. This study, therefore, aimed to investigate whether English proficiency (EPT) could predict students' academic performance at a state Islamic university in Indonesia. A quantitative approach was used, in which the data of students' EPT and their Grade Point Averages (GPAs) were collected from 4,959 bachelor's degree seeking students from various faculties. These data were taken from the university's information center and then analyze using regression analysis to estimate if EPT significantly predicted GPA, whose finding was statistically significant (R2 = [0.016], F (1, 4958) = [82.885], p = [0.000]). Further regression analysis was carried out at the faculty level, and the finding indicated that EPT at the faculty of medicine contributed to academic performance the most (R2 = [0.362], F (1, 96) = [54.554], p = [0.000]). These findings mean that English proficiency can explain 1.6% of the variation in academic performance at the university level across faculties but much more with 36.2% at the faculty of medicine, implying the need to observe the learning process in each faculty to understand how English is used. In addition, it is also important to further study other factors affecting academic performance.