ethanporcaro/eric-fulltext-meta huggingface dataset:
Validating a Scale for Measuring Preschool Teachers&apos; Competence in Promoting Children&apos;s Language Development in Vietnam: An Exploratory Factor Analysis
Author: Vu, Thuy Thi
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Validity,Teacher Competencies,Second Language Learning,Foreign Countries,Factor Analysis,Preschool Teachers,Psychometrics,Test Reliability

The role of preschool teachers in supporting children's language development is unquestionably substantial. To ensure the quality of preschool teachers' performance in this specific task, various assessing instruments have been developed and justified in recent years. This study joins such efforts by investigating a new scale based on the &quot;Framework for assessing preschool teacher competence in promoting children's language development&quot; proposed by a previous research. The scale's psychometric properties are examined with a sample of 685 Vietnamese preschool teachers. The results supported the four-factor model suggested by the original authors and confirmed its reliability and validity. Finally, further usages of the scale are discussed.
Utilization of &apos;Quizizz&apos; a Game-Based Assessment: An Instructional Strategy in Secondary Education Science 10
Author: Capinding, Andie Tangonan
Date: 2022-00-00
Type: Journal Articles
Subjects: Game Based Learning,Evaluation Methods,Instructional Effectiveness,Physics,Science Achievement,Foreign Countries,College Students,Student Motivation

The primary goal of this study was to explore the effectiveness of Quizizz in enhancing students' motivation, interest, and achievement in physics. This study was conducted at the Nueva Ecija University of Science and Technology (NEUST)-Gabaldon campus during the second semester of the academic year 2021-2022. This study used both a descriptive and a quasi-experimental one-group pretest-posttest design. The descriptive design was used to describe the student's motivation and interest in learning waves and optics before and after the intervention of Quizizz. The quasi-experimental one-group pretest-posttest design was used to determine the effectiveness of Quizizz in increasing students' motivation, interest, and achievement in physics. The study included 20 students pursuing a bachelor's degree in secondary education with a major in science. According to the findings, before the intervention of Quizizz, students agreed that they are motivated and interested in learning physics, and their performance was average. Following the intervention, students unanimously agreed that they are more motivated and interested in learning physics, and their scores in a specific unit increased. According to the t-test, the intervention of Quizizz significantly increases student motivation, interest, and achievement in physics. It demonstrates that using Quizizz in physics instruction improved students' motivation, interest, and achievement in physics.
The Motives, Expectations and Preparedness of Learners Embarking on an Undergraduate Accounting Degree in South Africa
Author: Jansen, Jade
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Accounting,Business Education,Student Experience,Disadvantaged Schools,Student Motivation,Expectation,College Readiness

University success is impacted largely by the successful transition of students in their first year. This study's objective is to identify the motives, expectations and preparedness of first-year accounting students enrolled for an accounting degree at the University Of the Western Cape (UWC) for higher education. Students' motives, expectations and preparedness for higher education have been found to impact their success in their tertiary studies. A quantitative approach was used for this study. A questionnaire was administered to first-year accounting students at UWC during the first lecture of their first accounting module. Descriptive statistics was used in order to analyse the data obtained from the questionnaire. The findings include that students' time commitments were aligned to that proposed by the university, that they were motivated by a mixture of internal and external factors and that they expected to grow intellectually as a result of studying B.Com (Accounting) at UWC but did not expect to develop better social skills. Educators should acknowledge the importance of and incorporate initiatives to develop the interpersonal skills in the training of accounting graduates. The study contributes to understanding the first-year experience of students studying at a historically disadvantaged institution in South Africa.
Block Scheduling and Its Gift of Time: A Comprehensive Review
Author: Morris, Robert C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Block Scheduling,Time on Task,Educational Environment,Teacher Morale,Academic Achievement,Educational Change

This article gives an historical perspective of block scheduling as well as looking squarely at the advantages and disadvantages of it. It focuses on how block scheduling affects such things as school climate, staff morale, and most importantly student achievement. Results from surveys given to administrators and students utilizing block scheduling form the basis for discussing a number of the issues and problems generated by utilizing block scheduling. These issues include such things as the scheduling of students in classes to adjusting individual teaching styles to better meet the needs of learners in extended class periods.
School Building Conditions&apos; Influence on Student Behavior in a Medium-Sized Division in Virginia
Author: El-Nemr, Khaled W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Facilities,Educational Environment,Student Behavior,Racial Differences,Students with Disabilities,School Size,Elementary School Students,Middle School Students,High School Students

The study examined the relationship between building conditions and overall student behavior as well as the relationship between building conditions and the behaviors of student subgroups that include Caucasian, African American, Hispanic, and Students with Disabilities (SWD). The study controlled for over-crowdedness, socioeconomic status, and attendance. The study included 10 school facilities in a medium-sized school division in Virginia. Building conditions were determined through facility engineering and educational condition. Facility Condition Indexes (FCIs) described facility engineering conditions. The Revised Commonwealth Assessment of Physical Environment (CAPE) instrument initially developed by Cash (1993) and revised by Cash and Earthman (2019) assessed facility educational conditions. The CAPE instrument provided overall, structural, and cosmetic facility condition scores and was administered by principals. Student behavior was determined by student overall behavior indexes as well as subgroup-based behavior indexes representing the ratio of discipline incidents divided by student population. School-specific over-crowdedness indexes were utilized. Free and reduced-price lunch percentages were used as a measure of socioeconomic status. For attendance, the study used attendance indexes described by the percentage of students who were absent at least 10% of the academic year. To establish the potential relationships between building conditions and student behavior in each student subgroup, the study used quantitative analysis utilizing hierarchical multiple-variable regression and analysis of variance (ANOVA) through the Statistical Package for Social Sciences (SPSS). The researchers conducted individual single-predictor and multiple-variable hierarchical regression models. ANOVA was utilized to explain the total variance in the regression model, and the variance due to each predictor. The study identified that higher numbers of disciplinary incidences were related to higher absenteeism rates within all student groups. Lower numbers of Hispanic student disciplinary incidences were associated with poorer student populations. In terms of facility conditions, lower numbers of Hispanic student and SWD disciplinary incidences were associated with improved cosmetic facility conditions and lower numbers of SWD disciplinary incidences were associated with improved overall facility conditions. There were no statistically significant relationships between facility conditions and overall student behavior as well as Caucasian and African American student behavior.
State-Level Education Leaders&apos; Role in Diversifying the Teacher Pipeline
Author: Moss, Phelton C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Administrator Role,State Departments of Education,Diversity (Faculty),State Policy,Educational Policy,Agency Role,Teacher Education Programs,Minority Group Teachers,Teacher Certification,Barriers,Black Colleges,Educational Finance,Financial Support

Far too often, conversations about diversifying the teacher pipeline are left to district and school leaders. Conversely, too little conversation is grounded in the kinds of policy changes at the state level that are foundational to giving local and district leaders the tools to attract, recruit, and retain a diverse teacher workforce. This article aims to fill gaps in the literature concerning state-level leaders' role in creating policy to build a diverse educator pipeline. If school and district leaders are going to diversify the teacher pipeline, state-level leaders will need to examine their current policies and practices to make sweeping, innovative policy changes that are critical to build a diverse pipeline of teachers. Recognizing the critical role state education agencies play in shaping policy to inform school and district leaders' behavior, this paper provides recommendations for state education agencies to diversify the teacher pipeline. First, this paper highlights the literature around barriers to diversify the teacher pipeline. Second, this paper examines the role state education agency leaders play in diversifying the teacher pipeline. Finally, this paper provides five recommendations for state-level leaders to advance policies to grow the pipeline of diverse teachers.
The Initial Engagement and Experiences of Caribbean Educators with the Reality of COVID-19: Exploring the Educational Planning Implications
Author: Thompson, Canute
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Barriers,Elementary Secondary Education,Higher Education,Seminars,Stakeholders,Readiness,School Closing,Online Courses,Blended Learning,Stress Variables,Intervention,Training,Interpersonal Communication,Resources,Health Promotion,Cooperative Planning,Equal Education,Access to Education,Educational Change

COVID-19 caught the world off-guard, bringing disruption and chaos to all sectors, including education. Within Caribbean Small Island Developing States (SIDS), the experiences were varied, as were the responses of educational stakeholders at all levels to the crisis of the pandemic. Stakeholders' experiences and responses should inform educational planning and policy, and it is against that backdrop that this research was conducted. This research captures the insights from three webinars sponsored by the Caribbean Centre for Educational Planning, which focused on challenges faced by educational institutions at the primary, secondary and tertiary levels of the education system. The transcripts from those webinars were used to construct this paper using a generic qualitative research design. The webinars pulled on the expertise of panelists from across the Caribbean and North America. The findings reveal that most stakeholders were unprepared for the challenges occasioned by COVID-19, which translated into further difficulties adapting to online/blended teaching/learning, psycho-social stresses, heightened economic challenges, and disruptions to examinations. In response to these challenges, among the stakeholders, training was implemented, open communication increased, technical and infrastructural resources were upgraded, health and safety protocols were enforced/reinforced, and domestic and international groups collaborated to bolster access for all students. Lessons learned included the need for collaboration, equity, access, and opportunities, and exercising the courage to radically rethink the region's 'educational futures' by incorporating the shared perspectives of key stakeholders in educational planning and policy making.
Enabling Student Participation in Syllabus Design through Film Nominations and Voting: An Action Research Project
Author: Sava, Laura
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Participation,Action Research,Film Study,Higher Education,Voting,Foreign Countries,College Students,Cooperative Planning,Student Attitudes,Course Content,Media Selection

This article uses the 'students as partners' framework to examine the implications of an action research project conducted as part of a film studies module, delivered at a transnational tertiary education provider, a Sino-British university in China. The action research project consisted of the implementation of a system of film nomination and voting that allowed students to actively participate in one element of the syllabus design, namely, the choice of films to be screened and discussed in a segment of the module's curriculum, spanning 3 out of the total 14 weeks of the semester. Using as a dataset a series of semi-structured interviews with students who participated in the project, the article analyses their attitudes towards the process of nomination and voting, and points to future directions of research. By focusing on the intended democratic stakes of the project, the article argues that although the students evidenced some of the expected benefits of the collaboration, they also discursively privileged the role, the experience and the perspective of the teacher over their own.
Exploring the Work of Dorothy Arzner as a Film-Making Teacher in Southern California
Author: Norden, Martin F.
Date: 2022-00-00
Type: Journal Articles
Subjects: Film Production,Females,Films,Film Study,College Faculty,Women Faculty,Theater Arts,Teaching Methods,Administrators

Dorothy Arzner is best remembered as one of the exceptionally few women to direct feature films during Hollywood's 'golden age'. One of the lesser known dimensions of her career is her work as a film-making teacher in southern California during a time of great change in the ways that US-based film-makers learnt their craft. During the 1950s and 1960s, students were no longer limited to on-the-job studio training, as Arzner had been in her prime; instead, they were learning how to make films via college and university coursework, and Arzner was unquestionably a key player in this educational transition. After examining her preliminary instructional work with Realart Pictures and the Women's Army Auxiliary Corps, this article explores Arzner's teaching experiences at the Pasadena Playhouse College of Theatre Arts and the University of California Los Angeles. It combines her assessments of her pedagogical practices with commentary from former students and colleagues to provide a composite portrait of this pivotal film-maker turned educator.
Interpersonal Affect in Groupwork: A Comparative Case Study of Two Small Groups with Contrasting Group Dynamics Outcomes
Author: Jones, Cheryl
Date: 2022-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Cooperative Learning,Group Dynamics,Outcomes of Education,College Freshmen,Affective Behavior

Teamwork capabilities are essential for 21st century life, with groupwork emerging as a fruitful context to develop these skills. Case studies that explore interpersonal affect dynamics in authentic higher education groupwork settings can highlight collaborative skills development needs. This comparative case-study traced the sociodynamic evolution of two groups of first-year university students to investigate the high collaborative variance outcomes of the two groups, which reported starkly contrasting group dynamics (negative and dysfunctional or positive and collaborative). Mixedmethods (video-recorded observations of five groupwork labs over one semester, and group interviews) provided interpersonal affect data as real-time visible behaviours, and the felt experiences and perceptions of participants. The study traced interpersonal affect dynamics in the natural fluctuation of not just task-focused (on-task), but also explicitly relational (off-task) interactions, which revealed their function in both task participation and group dynamics. Findings illustrate visible interpersonal affect behaviours that manifested and evolved over time as interactive patterns, and group dynamics outcomes. Fine-grained analysis of interactions unveiled interpersonal affect as a collective, evolving process, and the mechanism through which one group started and stayed highly positive and collaborative over the semester. The other group showed a tendency towards splitting to undertake tasks early, leading to low group-level interpersonal attentiveness, and over time, subgroups emerged through interactions both off-task and on-task. The study made visible the pervasive nature of interpersonal affect as enacted through seemingly inconsequential everyday behaviours that supported the relational and task-based needs of groupwork, and those behaviours which impeded collaboration.
Action Research on Interdisciplinary Teaching of Financial Literacy in Elementary Schools
Author: Sel, Burcu
Date: 2022-00-00
Type: Journal Articles
Subjects: Action Research,Money Management,Teaching Methods,Interdisciplinary Approach,Elementary School Students,Social Studies,Low Income Students,Information Technology,Teacher Attitudes,Learning Activities,Transfer of Training,Daily Living Skills,Parent Attitudes,Positive Attitudes,Feedback (Response),Foreign Countries,Faculty Development,Course Content,Elementary School Teachers

Although there has been a recent surge of interest in financial literacy some inadequacies based on interdisciplinary approach in teachers' instructional practices within the scope of financial education draw attention. This research focused on improving the teaching process of elementary school teachers by integrating financial literacy into an interdisciplinary approach to social studies teaching. Research was conducted in three elementary schools with low socioeconomic status in three different cities in Türkiye. The data obtained from reflection forms, student products, and semi-structured interview forms were analyzed using MAXQDA 2020 program. As a result of examining views on the instructional practices implemented, participants indicated that they contributed to developing various instructional competencies, such as the acquisition of interdisciplinary skills, the effective use of information technologies, observing the effects of interdisciplinary, and preparing original materials and activities. In addition, participants indicated that the activities implemented provided students with opportunities to learn new financial concepts, new skills, sustained and meaningful learning, active participation, transfer to real life, positive feedback from parents, learning, and reinforcement with fun.
Flexible Social Perspective Taking in Higher Education and the Role of Contextual Cues
Author: Wolgast, Anett
Date: 2022-00-00
Type: Journal Articles
Subjects: Context Effect,Perspective Taking,Higher Education,Interpersonal Competence,Task Analysis,Undergraduate Students,Teacher Education Programs,Spatial Ability,Teacher Student Relationship,Time Perspective,Role,Psychology,Laptop Computers,Computer Assisted Testing,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries

Being able to coordinate the perspectives of oneself and others is likely to be helpful in educational contexts. For example, teachers need flexible social perspective taking to understand their own perspectives and those of their students. Evidence suggests that reading facilitates social perspective taking because it involves readers coordinating social perspectives. However, there is little evidence on actual flexible perspective taking in educational contexts. In the current research, we assumed that the presence of different spatial, temporal, and social cues with regard to (higher) educational contexts would affect flexible social perspective taking performances of prospective psychologists and teachers. Across two different studies, we employed relational frame theory and a within-subject design (n = 44 undergraduate students in Study 1 and n = 176 teacher education students in Study 2). We analyzed the data by Rasch-trees and general linear modeling. The results showed faster responding on flexible spatial and temporal social perspective taking tasks, involving a fictional college course in &quot;English&quot; rather than &quot;statistics&quot; (Study 1). In Study 2, the results suggested greater accuracy on flexible spatial and temporal social perspective taking tasks involving spatial rather than temporal relations (Study 2). The results shed some light on the integration of different approaches for research on understanding the relevance of flexible social perspective taking in educational contexts. Flexible spatial and temporal social perspective taking may be of benefit to both students in higher education and teachers in school education.
The Potential of Open Educational Resources for English Language Teaching and Learning: From Selection to Adaptation
Author: Burrows, Katie Mitchell
Date: 2022-00-00
Type: Journal Articles
Subjects: Open Educational Resources,English (Second Language),Second Language Learning,Second Language Instruction,Curriculum Implementation

Finding affordable textbooks is a challenge within many educational contexts, including English as a foreign language (EFL) settings and English as a second language (ESL) settings, such as universities and Intensive English Programs (often referred to as IEPs) in the United States. As educators, we know it is a struggle for many of our students to pay for both English language learning classes and expensive textbooks. Open Educational Resources (OERs) can alleviate this challenge by offering high-quality, free materials. This article outlines how to find and adapt OERs and discusses a specific example of remixing OERs for the language classroom. Our hope is that other educators will be inspired to create and adapt OERs and incorporate the materials into their own teaching contexts to better serve their student populations.
Teaching in Emergencies: Building Resilient Practices as Language-Learning Teachers
Author: Sasaki, Mia
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,Emergency Programs,Resilience (Psychology),Students,Well Being,Teacher Student Relationship,Stress Management,Psychological Needs,Daily Living Skills,Social Emotional Learning,Music Activities,Visualization,Learning Activities

Few teachers would have imagined at the onset of 2020 that the COVID pandemic would disrupt education for two or more years. For many around the world, the pandemic has been an enduring crisis in classrooms, affecting many facets beyond just learning spaces. But the pandemic also united many educators in their efforts to find solutions to the hidden but ever-present reality of educational emergencies. As teachers, we are often at the forefront of these emergencies: student trauma from abuse, mental illness, political unrest, etc. We, more than ever, are focused on student well-being for the sake of learning. The question is, what tools of resilience can we equip ourselves with in the midst of these ongoing emergencies? [Written with Sara Levi.]