ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Barriers to Prospects of Online Learning in Vietnam in the Context of COVID-19 Pandemic
Author: Van, Dao Thi Hong
Date: 2021-07-00
Type: Journal Articles
Subjects: Barriers,Electronic Learning,COVID-19,Pandemics,High School Students,College Students,Late Adolescents,Student Motivation,Costs,Economic Status,Access to Computers,Internet,Interaction,Geographic Isolation,Family Environment,Correlation,Vietnamese People,Foreign Countries

This study was conducted to investigate student barriers to the prospect of online learning in Vietnam, in the context of Covid-19 pandemic. This mixed-method study attracted the participation of 1165 students from twelve universities and nine high schools across thirteen provinces in the Mekong Delta. The findings revealed the additional three obstacles from the qualitative data analysis including (1) geographical features, (2) the economic status of Vietnamese people, and (3) Vietnamese culture and traditions in addition to the six groups of barriers being re-confirmed from Berge's framework (2005). The results of Binary Logistic Regression testified the negative impacts of obstacles in Learner Motivation, Cost and Access to the Internet, and Social Interaction on the prospects of online learning, though it is predicted to go farther in education in Vietnam in the future.
Turkish Sentiment Analysis for Open and Distance Education Systems
Author: Ergul Aydin, Zeliha
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Open Education,Distance Education,Telecommunications,Social Media,Educational Technology,Technology Uses in Education,Research Methodology,Classification

Students' opinions are the most essential source to enhance the quality of education and educational services in Open and Distance education (ODE) Systems. How to access and analyze students' real opinions is a problem for ODE institutions. The purpose of the present study is to conduct a sentiment analysis (SA) on the collected Turkish tweets about an ODE system to monitor students' opinions and sentiments about the system. Firstly, the related 63699 tweets about the ODE system are gathered and analyzed. Later, preprocessing is applied to the dataset. Sentence-based SA is performed with the data provided. The dataset is vectorized using two vector space models to test four classifiers which are Support Vector Machines, K-Nearest Neighbor, Logistic Regression (LR), and Artificial Neural Networks. F-score values obtained with these classifiers are evaluated, and the results are discussed. LR classifier gives the best F-score values with %75 for each vector space model. Through the SA results, students' dissatisfaction, appreciation, and concerns will be learned quickly by the university administration to develop strategies that will increase the quality of education and educational services.
Online Distance Learning for Translation Subjects: Tertiary Level Instructors&apos; and Students&apos; Perceptions in Saudi Arabia
Author: Aldossary, Khaled
Date: 2021-07-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Virtual Classrooms,Distance Education,COVID-19,Pandemics,Affordances,Instructional Effectiveness,Translation,English (Second Language),Semitic Languages,Teacher Attitudes,Student Attitudes,College Faculty,Undergraduate Students,Foreign Countries

Amid the vast spread of the novel coronavirus COVID-19, educational institutions worldwide have shifted to eLearning platforms. This abrupt shift from traditional face-to-face teaching to virtual online classes has brought about some challenges. The central objective of this study is to explore university instructors' and students' perceptions of utilizing eLearning platforms for teaching and learning translation subjects. The study sample consisted of mixed-gender faculty members (n = 22) and undergraduate students (n = 133) from the Department of English Language and Translation (DELT) in the College of Languages and Translation (COLT) at King Saud University (KSU). A quantitative research design was used. Two separate five-point Likert scale questionnaires were distributed to instructors and students, respectively. The findings revealed that neither instructors' nor students' perceptions of eLearning differed, and a number of benefits were reported. The paper concludes with the limitations and implications of the findings as well as suggestions for future research.
Self Efficacy Beliefs of Pre-Service Teachers on Technology Integration
Author: Caner, Mustafa
Date: 2021-07-00
Type: Journal Articles
Subjects: Self Efficacy,Preservice Teachers,Undergraduate Students,Student Characteristics,Predictor Variables,Technology Integration,Computer Literacy,Readiness,Departments,Majors (Students),Public Colleges,Teacher Education Programs,Foreign Countries

The great use of technology in every part of life eventually forced educators to integrate up-to-date technologies into the teaching environments concerning the increased demands of millennial learners. Thus the teachers' efficacy of technology integration into the teaching environments becomes a considerably vital issue besides the potential and positive roles of using the technology in the educational settings. The studies in the literature emphasize that increasing self-efficacy beliefs of pre-service teachers on technology integration during their education process will ultimately lead to successful technology integration in the future. Thus, it is believed that the studies examining the self-efficacy beliefs of pre-service teachers are worth conducting. Regarding this tenet, the present study intended to explore the self-efficacy beliefs of pre-service teachers enrolled in four different teacher education programs of a state university in Turkey. A total of 439 pre-service teachers (male= 145, female= 291, missing value=3) who enrolled in 1st, 2nd, 3rd and 4th grades of English language teacher education (n=115), Primary school teacher education (n=115), Turkish language teacher education (n=92) and Science teacher education (n=117) programs have participated in the study on voluntary bases. The present study, which adopted a non-experimental quantitative research design, gathered its data through a self-administered Likert-type survey accompanied by some demographic questions. The statistical analysis of the quantitative data revealed that pre-service teachers have high self-efficacy in technology integration in general. Additionally, it is found that while technology integration self-efficacy of pre-service teachers show a significant difference in line with some majors and grade level variables, there found no difference in terms of the gender variable.
Reimagining Curriculum Leadership during a Pandemic: A Deleuzo-Guattarian Thought Experiment
Author: Emmanuele, Nicholas A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Pandemics,COVID-19,Instructional Leadership,Curriculum Development,Futures (of Society),Educational Theories,Culturally Relevant Education,Community Education,Teaching Methods,Critical Theory,Educational Administration,Evolution,Educational Change

This essay details ways in which curriculum leaders can critically engage with contemporary needs to produce a &quot;becoming-curriculum&quot;--with lines of flight breaking free from prescriptive, reductive triangulations--by opening curriculum to present and future (rather than past) realities. Evolutionary theory, the work of Deleuze and Guattari, and culturally responsive leadership can help to reconceptualize curriculum studies and community-based education. As we prepare students for an unknowable future, how can we better care for the actual students and communities in front of us rather than the potential lives of abstract, future adults?
Developing Measures for the Effectiveness of Distance Education as Regards Sustainability: The Mixed Method Approach
Author: Harizan, Siti Haslina Md
Date: 2021-07-00
Type: Journal Articles
Subjects: Distance Education,Higher Education,College Students,Public Colleges,Electronic Learning,Environmental Education,Sustainable Development,Program Effectiveness,Test Construction,Measures (Individuals),Foreign Countries

Distance education has been acknowledged as a mechanism through which sustainable development can be achieved. The objective of the study is to develop the instrument that measures the effectiveness of distance education in inculcating sustainability among distance learners as the researchers have observed the absence of comprehensive and contextually appropriate measures for the effectiveness of distance education in nurturing sustainability. A mixed method research design was employed by following the six-phase sequential exploratory instrument development process. The quantitative validation of the instrument was done via a survey on 663 learners from the selected public universities in Malaysia. The SmartPLS 3 used by the researchers, produced a new 61-item measure of the effectiveness of distance education as regards sustainability. The findings have enabled the establishment of a comprehensive and contextually appropriate measurement tool applicable to a larger population of distance learners. It also provides an evaluation tool for practitioners in determining the effectiveness of distance education programs and courses that have led to the attainment of sustainability outcome among learners. Future studies may pursue further processes to improve the rigor and construct validation of the instrument besides uncovering other areas which are necessary to be incorporated in the scope of the measures.
Online Information Searching Strategies of Open and Distance Learners: Anadolu University Sample
Author: Ozkanal, Berrin
Date: 2021-07-00
Type: Journal Articles
Subjects: Online Searching,Search Strategies,Open Education,Distance Education,College Students,Student Characteristics,Age Differences,Gender Differences,Enrollment,Information Literacy,Correlation,Foreign Countries

Although there are questions about the validity, reliability and accuracy of the information on the internet, Internet is an important tool to enrich students' learning habits and experiences. It is emphasized that individuals should have advanced strategies for searching online information. These strategies have critical importance especially in the field of open and distance learning. This study aims to determine the online information searching strategies of open and distance learners. &quot;Online Information Searching Inventory&quot; developed by Tsai (2009) was used for data collection. The population consists of 925.058 students enrolled in Anadolu University Open Education System in the 2017-2018 academic year. The research sample consists of 3.357 students who voluntarily responded questionnaire. Determining whether these strategies differ according to gender, age and enrollment type constitute the sub-objectives of the study. When examining these strategies according to gender variable, t-test was used; then One-way ANOVA analysis was used for age and enrollment type variables. Finally, it is seen that there are significant differences between online information searching strategies and age, gender, enrollment type. The age and enrollment type are taken in the consideration within the scope of experience and it is seen that the experience is more decisive than the gender for open and distance learners.
Blinded by the Unknown: A School&apos;s Leader&apos;s Actions to Support Teachers and Students during COVID-19 School Closures
Author: Metcalfe, Laura Schaffer
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Leadership Responsibility,Principals,Administrator Role,Family Needs,Educational Technology,Electronic Learning,Access to Computers,Internet,Low Income Groups,Faculty Development,Online Courses

This article outlines a first-hand proactive account of how a school leader directly supported staff, students, and the community to continue learning and growing despite COVID-19 school closures.
Pre-Service Teachers&apos; Self-Assessed Proficiency for Working with Struggling Readers
Author: Sigmon, Miranda L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Graduate Students,Preservice Teacher Education,Methods Courses,Elementary Education,Reading Instruction,Emergent Literacy,Reading Difficulties,Self Efficacy,Self Evaluation (Individuals),Knowledge Level,Educational Principles,Parent Participation,Theory Practice Relationship,Instructional Effectiveness

Pre-service educators should enter a classroom confident in their ability to deliver literacy instruction for all learners. To determine pre-service educators' level of understanding and confidence in implementing effective early literacy instruction, this study used the 15 principles for working with struggling readers created by McCormick and Zutell (2015) to analyze preservice teachers' perceptions of their ability to teach reading. The mixed method study includes data collected through an online survey using Likert scale and open-ended items. This article details the results of pre-service educators' self-assessments after they completed an early literacy methods course. Results indicate that the two lowest rated principles include enlisting parental involvement and letting research guide instruction.
Ensuring Co-Teaching Continues Virtually: A School Leader&apos;s Imperative
Author: Murawski, Wendy W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Team Teaching,Distance Education,Students with Disabilities,Teaching Methods,Inclusion,Pandemics,COVID-19,Instructional Leadership,Educational Resources,Virtual Classrooms,Teacher Collaboration,Administrator Role

Moving to remote instruction can be daunting, but it is no reason to stop including students with disabilities. Co-teaching should be used as a service delivery model to support students in their least restrictive environment, which is often the general education classroom. School leaders need to continue to promote inclusive education, even during a pandemic.
Dual Credit Compliance Issues with COVID-19
Author: Horton, Alexandrea
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Dual Enrollment,School Policy,Distance Education,Online Courses,College School Cooperation,Access to Computers,Educational Technology,Technology Uses in Education,State Policy,Educational Policy,Teaching Methods,Technological Literacy,High School Teachers,High School Students,Administrator Role,Principals,Resource Allocation,Professional Development

High school leaders are facing new challenges regarding dual credit programs and the COVID-19 emergency. Conflicting with traditional instructional procedures, school reopening policies have many high schools implementing various remote learning modalities of instruction. High school leaders must adjust their dual credit university partnership procedures to reflect these new conditions, ensuring students and instructors have access to necessary technology resources.
The Retrospective Record Review: A Methodological Option for Educational Research
Author: Buxton, Patricia S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Records,Educational Research,Research Methodology,Child Behavior,Student Behavior,Elementary School Students,Secondary School Students,Data Collection,Guidelines,Ethics,Pilot Projects,Confidentiality,Educational Legislation,Parent Rights,Privacy,Research Design

The abundance of student records housed in K-12 schools across the country represents a largely untapped resource in the study of behavioral phenomena among children. Careful review of these existing records affords educational researchers an alternative to the heavily used survey method of data collection. While record review studies are common in medical research, scant evidence of their application in educational research can be found in the literature. This paper details the unobtrusive nature of the retrospective record review (RRR) as a method that yields insight into the behavioral patterns of children. This article highlights the design, limitations, and possible misuse of RRR research in a school setting.
Developing the Key Constructs of Career Literacy: A Delphi Study
Author: Valentine, Kesha S.
Date: 2021-05-00
Type: Journal Articles
Subjects: Multiple Literacies,Careers,Skills,Adolescents,Knowledge Level,Delphi Technique

Career literacy is a concept that is often misunderstood, yet it is something that can be developed to enhance youth's potential for career readiness and career growth. This study sought to determine the knowledge and skills required for career literacy and to identify the optimal time to acquire these skills. A four-round Delphi study was designed and implemented to determine such skills and the ideal corresponding time of acquisition for each. The research indicated a final list of 50 skills and knowledge, all of which fall under the categories of functional, interactive, and critical skills a student needs to be able to read, understand, and make decisions on career-related information. These skills and knowledge can be used not only to inform stakeholders what to infuse into existing curricula, but also to identify the optimal time of introduction into a student's educational career.
Identifying Essential Fisheries Competencies to Link to School Curriculum: Supporting Nez Perce Students&apos; STEM Identity
Author: Dixon, Raymond A.
Date: 2021-05-00
Type: Journal Articles
Subjects: American Indian Students,Animal Husbandry,Job Skills,Agricultural Occupations,Job Analysis,STEM Education,American Indian Education,Occupational Information,Middle Schools,High Schools,Secondary School Curriculum

This study examined the process to identify required competencies for an entry-level position in the Nez Perce Tribe Department of Fisheries Resource Management located in the Pacific Northwest. The overall goal was to provide content for a pedagogical framework to support Nez Perce students in the development of their STEM identity and to consider careers in natural resources and fisheries. The DACUM process was used to analyze the job, Fisheries Technician. The process involved a focus group of six expert workers in the Department of Fisheries Resource Management and was led by a facilitator. The experts identified 48 competencies categorized as technical and professional for fisheries technician. Seven cultural competencies were also identified as important for the successful accomplishment of work and the quality of work life. Competencies will provide content for the middle and high school culture, science, and technology curriculums, and there is the potential to connect technical and professional competencies to a career and technical education microcredentialing system.
Using Flipped Classroom in Middle Schools: Teachers&apos; Perceptions
Author: Unal, Aslihan
Date: 2021-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Middle School Teachers,Teacher Attitudes,Social Studies,Language Arts,Teaching Experience,Academic Achievement,Mathematics Education,Science Education

Although flipped classroom is a relatively new method in children's education, it is quickly gaining importance because it creates time for more active learning and develops learning practices by integrating technology. This study examined the perceptions of fifty-seven middle school teachers regarding flipped classroom. The teachers' survey designed by Gough et al. (2017) was used to collect the data. The results of the study suggested that Mathematics and Science teachers are more welcoming to implementing flipped classrooms and much more willing to use new experiences compared to Social Studies and English Language Arts teachers in middle schools. The results of the study also suggested that before engaging in a flipped classroom method, teachers need to improve their knowledge and skills about using flipped classroom effectively.
The Value of Education between Two African American Male Populations in a Rural Southern Community
Author: Tyler, Quentin R.
Date: 2021-05-00
Type: Journal Articles
Subjects: African American Students,Males,Rural Areas,Educational Attitudes,High School Students,Secondary Education,Postsecondary Education,College Bound Students,Low Achievement

This study identified perceptions of education by low performing and college track African American males in a rural town in Southern Kentucky. Through the lens of Critical Race Theory and Symbolic Interactionism, the researchers explored how 16 young men value a secondary and postsecondary education. Selected by their administrator at two high schools, the males were identified as college track or low performing. The findings revealed that both groups identify racial relations as a barrier to educational achievement; however, college track males believed education would assist in overcoming racial divides. Additional findings highlight a difference in perception based upon the presence of a male role model, the home environment, and the felt need for survival. Based on the findings, recommendations include model programs and collaborations among societal groups within the young age; a need for male social programs that foster and encourage positivity throughout a young male's life; and the need for local resources to assist and encourage young African American males to pursue a postsecondary education.
The Differential Efficacy of a Professional Development Model on Reading Outcomes for Students with and without Disabilities
Author: Swanson, Elizabeth
Date: 2021-07-00
Type: Journal Articles
Subjects: Grade 4,Students with Disabilities,Reading Comprehension,Reading Skills,Faculty Development,Program Effectiveness,Reading Instruction,Vocabulary Development,Social Studies,Knowledge Level,Content Area Reading,Elementary School Students,Elementary School Teachers,Teacher Competencies,Program Implementation,Fidelity

This study examined the differential effects of Strategies for Reading Informational Text and Vocabulary Effectively (STRIVE) on the vocabulary, reading comprehension, and content learning among 4,757 fourth-grade students with and without disabilities. Schools were assigned to one of three conditions: researcher-supported professional development (RPD), school-supported professional development (SPD), or business as usual (BAU). Treatment teachers received 12 hr of professional development distributed over time and delivered a set of instructional practices for teaching vocabulary and comprehension embedded within 36 social studies lessons (45 min per lesson). Findings revealed that students with and without disabilities in classes assigned to STRIVE treatment (SPD and RPD) outperformed their peers in classes assigned to the BAU condition at a statistically significant level on measures of content knowledge and content vocabulary and a distal measure of vocabulary. STRIVE did not affect students with disabilities (SWDs) and without disabilities differentially on the measures of content knowledge and distal vocabulary, though effects sizes for non-SWDs in SPD and RPD were larger than those for SWDs. [For the corresponding grantee submission, see ED612377.]