ethanporcaro/eric-fulltext-meta huggingface dataset:
How COVID-19 Taught Teachers How to Teach Online -- A Case Study at the Open University of Mauritius
Author: Gungea, Meera
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,Open Universities,College Faculty,Readiness,Teacher Competencies,Technological Literacy,Educational Technology,Barriers,Affordances,Coping,Teacher Attitudes

COVID-19 marked the next year with unprecedented death tolls, millions of infected people, and the closure of almost all activities, including education. The UN 2020 report highlights that this pandemic has caused the largest disruption of education in history with a near-universal impact on learners and teachers around the world. A total lockdown was enforced in Mauritius from 19th March 2020. On the eve, the Open University of Mauritius academic staff got prepared to adopt online teaching without any time to train its 400 part-time tutors and time to think about tutor and learner coping challenges. Guidelines to conduct classes and access classes online were shared to teachers and learners respectively. The next day, the tutors were performing tasks in which most of them were not competent in. Along with teaching, they were pushed to learn different skills and methods to teach online and acquaint themselves with new tools. Yet, they did it and the syllabus coverage was not disrupted. This research was carried out with some of those part-time teachers, selected using purposive sampling from one particular programme. It adopts the narrative inquiry to gauge the driving forces that enabled teachers to teach under such circumstances, to be resilient, and to emerge as front-liners in education. The main findings indicate that it was a steep learning curve and daunting task leading to a sense of inadequacy as they successfully emerged to reach out to students and make a difference for them.
The Investigation of Feeling Stuckness and Smartphone Addiction in Sport Sciences Students (Gender Difference Approach)
Author: Erçok Güler, Sinem Can
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Addictive Behavior,College Students,Athletics,Gender Differences,Student Attitudes,Depression (Psychology),Psychological Patterns

The aim of this study is to examine the feeling of being stuck and phone addiction levels of student participants in Manisa Celal Bayar University Faculty of Sport Sciences. The study group of the research consists of 97 female and 193 male students from Manisa Celal Bayar University Faculty of Sport Sciences. Personal information form prepared by the researcher, Smartphone Addiction scale and Feeling Stuck scale were used as data collection tools in the research. SPSS 25.0 package program was used in the analysis of the data. Independent T test was used for pairwise comparisons, one of the parametric tests for normally distributed values, and One Way Anova test was used for more than two encounters. In addition, Pearson correlation analysis was used. A significant difference was found in the comparison of smartphone addiction scores between genders (p&lt;0.05). In addition, it was found that there was a positive and significant correlation between the participants' feelings of stuckness scores and their smartphone addiction scores (p=0.01). According to the results, female students have a higher prevalence of smartphone addiction compared to males. Additionally, the study found that smartphone addiction exacerbates the feeling of being &quot;stuck&quot; often associated with depression.
Critical Information Literacy at the Crossroads: An Examination of Pushback from Implementation to Praxis
Author: Williams, Simone
Date: 2023-06-00
Type: Journal Articles
Subjects: Academic Libraries,Critical Literacy,Information Literacy,Library Education,Curriculum,Online Courses,Library Instruction,Units of Study,College Credits,Library Science

In this article, the authors explore whether academic libraries are truly capable of implementing a critical information literacy (CIL) praxis and if there are inherent threats to critical librarianship when incorporating CIL into the curriculum. The survey instrument in this study gathered data from 92 academic library instructors based within the United States. The study identified that 41% of question respondents had received negative comments or criticisms about including CIL in their library curriculum through various formats: online modules, one-shot instruction, course-embedded units, and credit-bearing courses. In addition, 29% of question respondents felt that pushback from academic teaching staff, other librarians/administration, and students threatened the integrity of CIL. This research helps to illustrate the fragility of CIL and how librarians have faced pushback when critical content is incorporated into the information literacy (IL) curriculum.
Critical Workplace Information Literacy: Laying the Groundwork for a New Construct
Author: Šobota, Dijana
Date: 2023-06-00
Type: Journal Articles
Subjects: Critical Literacy,Workplace Literacy,Information Literacy,Foreign Countries,Hermeneutics,Employment,Concept Formation,Civil Rights,Empowerment

In this paper, the author explores the prospect of, and the rationale for, the &quot;critical workplace information literacy&quot; (CWIL) construct, by situating it at the junction of critical information literacy (CIL) and workplace information literacy (WIL), the two hitherto discrete frameworks and subdomains of information literacy (IL). This preliminary attempt at the conceptualisation of a new construct was guided by the question of what role CIL can play in empowering workers to attain decent work. The author frames the conceptualisation around the 'decent work' (DW) concept, as a normative goal of the critical workplace information literacy construct, and discusses the rationale for it in the framework of the discussion on the decent work deficits in the contemporary work and information environment. Freire's critical hermeneutics and dialectics of voice and empowerment are drawn upon. The paper argues positively for the role of CIL in attaining decent work and for the need for a new construct that would help fill the knowledge and discursive gap in IL and its subdomains and overcome the current silos in the IL community. The author concludes that developing a concept requires a broad deliberative process informed by both theoretical and empirical research, and gives suggestions for future research.
Learning to Learn: Empowering Students to Articulate the Value of Their HASS Degree
Author: Rahman, Nira
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Empowerment,Student Attitudes,Educational Attitudes,Academic Degrees,College Students,Employment Potential,Job Skills,Humanities,Art Education,Social Sciences,Foreign Countries,Career Readiness,Workshops,Transfer of Training,Program Design,Job Training

In an uncertain labour market, the questions around the employability of graduate students take on a new urgency. Fears about the graduate market in the coming years are acute and are compounded by a sense that there is a large disconnect between a university education and what is expected in the workplace. Australian labour market trends clearly demonstrate that the skills most in demand by Australian graduate employers are precisely the transferrable skills which are honed by doing a HASS degree at the university. However, HASS academics do not usually talk about the skills and attributes students are gaining during their university studies and how this is useful in the workplace. Creating this awareness in both staff and students is immensely important for future graduates to survive and excel beyond university. Based on focus groups, interviews, and student-led projects over the last three years, this paper explores how to balance the need to engage with deep disciplinary knowledge with the understanding that this knowledge is only useful in the real world if accompanied by explicit skills. By using a case study, this paper showcases how to articulate skills and knowledge to HASS students to prepare for workforce. Furthermore, it focusses on how graduate attributes and learning outcomes can be connected from assessment tasks to classroom teaching.
Multimodal Literacies and Critical Reflexivity: Digital Storytelling as a 21st Century Tool for Learning Developers
Author: Wuthnow, Julie
Date: 2023-00-00
Type: Journal Articles
Subjects: Multiple Literacies,Digital Literacy,Story Telling,Multimedia Materials,Student Developed Materials,Video Technology,Film Production,Prompting,Reflection,College Students,Critical Thinking,Educational Innovation,Cooperative Learning

Digital storytelling (DS) is a multimedia storytelling technique that has become an efficacious educational tool in tertiary environments. Individual students, supported by other students in a facilitated &quot;Story Circle&quot;, create short videos using digital devices, still images, and a cloud-based video editor in response to a targeted story prompt. The DS process aligns closely with an emerging trend in universities to instil in their students both critical reflection skills and strong digital, media, and visual literacies to enable them to thrive in their professional and personal lives. This paper proposes the adoption of DS as an additional and innovative pedagogical strategy by Learning Developers (LDs) within discipline-specific embedded teaching. Embedded teaching is a well-established method of developing student literacies, and LDs already employ this approach to support academics across disciplines. The integration of DS into this practice would further strengthen the capacity of LDs to enhance students' capabilities as they move into post-COVID, 21st-century 'graduateness'.
Redefining Visual Literacy in an Era of Visual Overload: The Use of Reflective Visual Journals to Expand Students&apos; Visual Thinking
Author: Guglietti, Maria Victoria
Date: 2023-00-00
Type: Journal Articles
Subjects: Visual Literacy,Reflection,Visual Stimuli,Undergraduate Students,Journal Writing,Foreign Countries,Thinking Skills,Visual Aids

In an era in which &quot;all media are mixed media&quot; (Mitchell, 2002), visual information is central in interpersonal and mass communication. Despite this daily consumption of visual information, &quot;digital natives&quot; (Prensky, 2001) are not prepared to critically engage with images (Brumberger, 2016). Scholars in the field of visual literacy identified a curricular bias towards written texts (Elkins, 2007), and the need for more training of visual literacy in higher education (Metros &amp; Woolsey, 2006). However, the discussion of visual literacy in higher education is dominated by studies that measure teaching strategies (Bowen, 2017; Johnston et al. 2017) but rarely discuss the meaning of visual literacy from a student perspective. Visual reflection is a learning experience that involves reading, writing, thinking, and feeling with and through images. This study investigates undergraduate students' experience with visual reflection in a visual studies class through a phenomenographic approach to 29 visual journals and a thematic analysis of 9 semi-structured interviews with students. The objective is discussing the potential contribution of visual reflection to students' multimodal literacies. This study contends that the promotion of visual reflection needs to be systematically implemented in all fields engaged in knowledge production as visual reflection enhances academic learning, fosters multimodal literacies, and promotes the visualization of knowledge.
How Instructors&apos; TPACK Developed during Emergency Remote Teaching: Evidence from Instructors in Faculties of Education
Author: Çakiroglu, Ünal
Date: 2023-05-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Emergency Programs,Web Based Instruction,Distance Education,COVID-19,Pandemics,Teacher Educators,Teaching Methods,Teaching Experience,Foreign Countries

Higher education instructors tried to find best teaching ways during the pandemic. Instructors who were faced with emergency situations used various technologies to deliver their courses. In this study, an online survey was used to ask instructors about their experiences regarding their development of technological pedagogical content knowledge (TPACK) during emergency remote teaching (ERT); 231 responses were received from instructors from faculties of education. The survey was a five-point Likert-type scale include the dimensions of pedagogical knowledge, pedagogical knowledge, technological knowledge, technological content knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. Instructors rated their own non-technological knowledge (pedagogical knowledge, content knowledge, and pedagogical content knowledge) relatively higher than their knowledge including technology (technological knowledge, technological pedagogical knowledge, and technological content knowledge). The findings indicate that instructors had a consistently high level of perceived knowledge in all TPACK dimensions. Regarding developments in instructors' TPACK, several suggestions were made, including novel technologies and pedagogies specialized for ERT.
Partnering Higher Education and K-12 Institutions in OER: Foundations in Supporting Teacher OER-Enabled Pedagogy
Author: Arispe, Kelly
Date: 2023-05-00
Type: Journal Articles
Subjects: College School Cooperation,Elementary Secondary Education,Open Educational Resources,Language Teachers,Teacher Education,Student Developed Materials,Undergraduate Students,Preservice Teachers,Faculty Development

Open educational resources (OER) are disproportionately created and/or accessed by institutions of higher education as compared to K-12 even though teachers confront the challenge of outdated teaching materials or, worse, an increasing trend by school districts to discontinue textbook adoption altogether. In this paper, we describe a sustainable and innovative example of OER-enabled pedagogy (OEP) that partners teachers and students across institutional boundaries to address these problems. The Pathways Project (PP) is a higher education and K-12 community of 350 world-language teachers, students, and staff that engage in the 5Rs (retain, reuse, revise, remix, and redistribute) of OEP with a repository of more than 800 OER ancillary activities that support standards-based pedagogy for 10 world languages and cultures. The PP is innovative because it fosters renewable assignments for the entire disciplinary ecosystem unlike most OEP studies that discuss renewable assignments limited to a single course. Teacher education is one of the best places to engage OEP because teachers are trained to personalize and contextualize OER materials for their local classroom needs. In so doing, the PP community receives timely discipline-specific professional development that is in high demand, especially in rural communities where teachers are isolated. Higher education-K-12 OEP partnerships are rare, and yet teacher education programs exist in most universities and can be a logical place to start. This paper provides concrete examples and practical steps that are transferable to other disciplines looking to engage in similar types of OER-OEP collaboration and community engagement.
The Pattern of Relationship between Virtuous Leadership and Organizational Reputation: A Comparative Analysis
Author: Baydar, Fatih
Date: 2023-06-00
Type: Journal Articles
Subjects: Ethics,Reputation,Teacher Attitudes,Leadership Styles,Measures (Individuals),Administrator Characteristics,Prediction,School Districts,Correlation,Preferences,Institutional Characteristics,Administrator Behavior,Foreign Countries,Teacher Administrator Relationship,School Administration

The purpose of the study is to examine the relationship pattern between school administrators' virtuous leadership behaviors and organizational prestige of schools. In order to examine the relationship pattern between variables, relational survey model (predictive design) was preferred among quantitative research methods. The study group of the research consists of 489 teachers actively working in Maltepe, Kartal, Pendik and Tuzla districts in 2023. Personal information form, Virtuous Leadership Scale and Organizational Respectability Scale were used to collect the data. Pearson correlation and regression analyses were used to analyze the data. According to the findings of the study, according to teachers' perceptions, the level of virtuous leadership of school administrators is high and the level of respectability of schools is medium. There is a positive and moderately significant relationship between the virtuous leadership behaviors of school administrators and the organizational prestige of schools. It was determined that virtuous leadership has the ability to predict the organizational prestige of schools positively. This study has made theoretical contributions to the field by identifying the virtuous leadership of school administrators and the organizational prestige of schools and revealing the relationship pattern between these two variables. Considering the findings and results, inferences were made about the virtuous leadership behaviors of school administrators and the dignity of schools and suggestions were made for practitioners, decision makers and researchers.
The Relationship between Teachers&apos; Perceptions of Compliance with the Psychological Contract and School Administrators&apos; Empowering Leadership Behaviors
Author: Gökyer, Necmi
Date: 2023-06-00
Type: Journal Articles
Subjects: Administrator Behavior,Leadership Styles,High School Teachers,Teacher Attitudes,Teacher Administrator Relationship,Foreign Countries,Compliance (Psychology),Teacher Empowerment,Public School Teachers

The aim of this study is to determine the relationship between school administrators' empowering leadership behaviors and secondary education (high school) teachers' perceptions of compliance with the psychological contract. The population of the study consists of 2,878 teachers who were working at 47 high schools located in central Elazig during the 2019-2020 school year. The sample for the study consisted of 470 teachers selected from 12 schools using the stratified sampling method. Data were collected using the &quot;Scale for School Administrator Compliance with Psychological Contract&quot; developed by Koçak (2016) and the &quot;Scale for Teacher Compliance with Psychological Contract&quot;. Teacher perceptions of the level to which school administrators displayed empowering leadership behaviors were measured using the Empowering Leadership Behaviors Scale developed by Konczak, Stelly, and Trusty (2000) and adapted to Turkish by Aras (2013). It was found that teachers had high perceptions of school administrator compliance with the psychological contract (SACPC) and that they also had a high level of compliance with the psychological contract (STCPC). Additionally, it was found that teacher perceptions of school administrators displaying empowering leadership behaviors (OYGLD) were also high. Perceptions of teachers who had been working for 7-11 years in the same school regarding school administrator compliance with the psychological contract were higher than those of teachers who had been working in the same institution for 2-6 years. A moderately positive and significant relationship was found between school administrators' and teachers' compliance with the psychological contract and administrators' empowering leadership behaviors. Reinforcing the leadership behaviors of school administrators; does not have a significant effect on coaching sub-dimensions for decision-making, knowledge sharing, and innovative performance on its own.
Understanding a Group of Teachers Who Carry out a Duty in a Socioeconomically Disadvantageous Area in the Southeast of Turkey
Author: Culha, Ali
Date: 2023-06-00
Type: Journal Articles
Subjects: Foreign Countries,Economically Disadvantaged,Disadvantaged Schools,Teaching Conditions,Teacher Attitudes,Teacher Responsibility,Barriers,Educational Resources,Safety,Educational Facilities,Transportation,Family Involvement,Academic Achievement,Equal Education

We know that the socioeconomic structure of the areas around schools affects schools and their educational activities. Considering this fact, in the present study we sought to stress how the socioeconomic structure of the areas of schools where teachers carried out their duties affected the teachers. In the phenomenological study, we aimed to reveal the inequalities faced by the teachers who carried out a duty in a socioeconomically disadvantageous area in the southeast of Turkey. In order to collect data, we conducted face-to-face interviews with the teachers who experienced educational inequalities in their schools. We found that the teachers experienced both physical and educational inequalities, and these inequalities had individual and organizational effects. Due to these effects, the teachers had social and individual expectations. As a consequence, it is possible to state that the teachers had similar job definitions; however, they did not have similar opportunities in terms of the areas where they carried out a duty. We stress the necessity of actualizing fair applications that pay regard to the qualities of areas where teachers carry out a duty.
STEPS, LEAPS and Bounds: Is There a Recipe for Success?
Author: Seary, Karen
Date: 2023-00-00
Type: Journal Articles
Subjects: Self Concept,College Freshmen,Student Adjustment,Disproportionate Representation,Foreign Countries,Program Effectiveness,Transitional Programs,College Readiness,College Preparation,Sense of Community,Learner Engagement,Self Efficacy

The development of a student identity as it relates to the transition of commencing students to higher education has long been identified in the literature as essential to success. As importantly, the existence of a sense of belonging has been considered key to transition and success and the formation of a student identity. Less prominent in the literature, the newly articulated notion of mattering has evolved from and is currently challenging the concept of student belonging. Mattering offers a broader understanding of what it means to have students in transition believe they are important, that they matter to the institution of study. The notion of mattering resonates strongly with the authors as transition educators. This paper draws on the work of Lizzio (2006) and MacFarlane (2018) to consider the essential ingredients any preparatory course should include to successfully transition underrepresented groups of students to study at the award level. A comparison of the STEPS course in the Australian context to LEAPS in the Scottish context provided avenue to propose a five-tenet framework as a possible recipe for success to best support the transition of an increasingly diverse group of students aspiring to university study. The paper explores the ways in which the courses effectively assist preparatory students develop a foundational student identity which is crucial to successful study in higher education, particularly in the initial stages of engagement. In doing so, it positions the philosophical underpinnings and the pedagogical practices currently adopted by both the STEPS and LEAPS courses as successfully embracing the tenets proposed within the framework.