ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Individual Preferences in the Efficacy of Written Corrective Feedback in an English for Academic Purposes Writing Course
Author: Perks, Bradley J.
Date: 2021-10-00
Type: Journal Articles
Subjects: Preferences,Instructional Effectiveness,Written Language,Feedback (Response),English for Academic Purposes,Writing Instruction,Individual Differences,Second Language Learning,Foreign Countries,College Students,Error Correction,Student Attitudes

This study examined the effectiveness of written corrective and the role of individual differences (ID) in the uptake of the feedback. Data was taken from a nine-week, English as a foreign language (EFL) writing course from 101 intermediate (n=101) students at a private university in Kobe, Japan. Using an explanatory sequential mixed methods design, quantitative data was first collected concerning writing errors, followed by qualitative semi-structured interviews. Three classes were placed into either two treatment groups (direct and indirect) or a control group, and completed four writing tasks (pre-test, post-test and two delayed post-tests). The study found the two treatment groups showed significant improvements on local and global errors, whereas the control group did not. Additionally, the qualitative component elicited the influence of affective factors. The study adds to the body of literature addressing the impact of written corrective feedback, specifically on students' self-editing strategies.
Three Casual Relief Teachers in Australian Primary Schools: Their Experiences and Perspectives over One School Year
Author: Uchida, Minami
Date: 2021-10-00
Type: Journal Articles
Subjects: Substitute Teachers,Elementary School Teachers,Foreign Countries,Teaching Experience,Teacher Attitudes,Faculty Development,Teacher Certification

This study investigates the lived experiences of three casual relief teachers (CRTs) and their work within Australian primary schools for a period of one school year. Practice architecture theory was used as a theoretical framework to examine whether participants saw any advantages to working on a casual basis, how they think casual teaching could be improved in terms of access to accreditation support, and whether any growth to their professional practice took place during the course of the year. Monthly diary entries and two semi-structured interviews from each participant revealed some advantages to casual teaching, such as being able to work across different schools. Participants discussed the need for CRTs to complete accreditation in a timely manner and gain access to relevant professional learning. This study provides evidence of the complex and varied backgrounds and motivations of CRTs. Implications for future research in the area are also discussed.
Black Women&apos;s Perceptions of K-12 Experiences that Influenced their Preparation for College
Author: Byrd, Janice A.
Date: 2021-10-00
Type: Journal Articles
Subjects: Females,Undergraduate Students,African American Students,Educational Experience,College Readiness,Elementary Secondary Education,Academically Gifted,Low Income Students,Family Influence,Community Influence

This critical phenomenological inquiry explored the college preparation experiences of ten high-ability, Black, women who grew up in poverty to identify influences from various family, school, and community environments contributing to their college readiness. I used a conceptual framework informed by both Kimberlé Crenshaw's (1991) intersectionality and Urie Bronfenbrenner's (1979) ecological systems theory to frame this study and critically examine their responses. This specific paper reports 5 of the 9 themes that yielded from the inquiry: (1) prophetic excellence: family and friends support and expectations; (2) it takes a village: community culture and resources; (3) from chaperone to mentor: exploring the depth of K-12 academic relationships and experiences; (4) preparing for a home away from home: college exploration and preparation; (5) demystifying the process: I don't know what I do or don't need to know. Implications for anti-racist perspectives to inform the practices of counselor educators, school counselors, and school communities are discussed.
Expanding the Life-Span, Life-Space Approach Using Critical Race Theory and Intersectionality
Author: Hunt, Andrea N.
Date: 2021-10-00
Type: Journal Articles
Subjects: Critical Theory,Race,Career Development,Career Counseling,African Americans,Academic Advising,Self Concept,Disadvantaged Youth,College Students,African American Students,Social Justice

Super's (1980, 1996) life-span, life-space approach of career development has had a major influence on the field of career counseling by shifting the focus beyond a 'singular point of entry' into to careers to one multiple transition points and trajectories. While Super's body of theoretical and empirical contributions to the field of career development are vast, the theory does not adequately address the experiences of Black youth. This article focuses on both theory and praxis by discussing the life-span, life-space approach in the context of career development of Black youth. We describe how critical race theory and intersectionality can be used as key organizing principles in an expanded framework along with Super's life-span, life-space approach to guide practices in college and career counseling. We end with a discussion of the implications for practice.
Moving from Racist to Antiracist Practices: Using Lewin&apos;s Field Theory to Examine Career Help-Seeking Behaviors and Intentions of Black First-Generation Students Attending Predominantly White Institutions
Author: Childs, Jonique R.
Date: 2021-10-00
Type: Journal Articles
Subjects: First Generation College Students,African American Students,Help Seeking,Racial Bias,Career Counseling,Barriers,Predictor Variables,Behavior Theories,Intention,Career Development,Employment Services

This study examined person and environment contextual factors associated with career decision-making difficulties among Black first-generation students (FGSs) attending predominantly white institutions (PWIs). Using Lewin's field theory, we investigated the predictive value of person and environment factors on help-seeking behaviors for 63 Black FGS attending PWIs. We used a non-experimental correlational research design, along with hierarchical regression analysis, to investigate the predictability of contextual factors on previous career services use and intention to seek counseling for racist career barriers. Change/loss in advisor and lack of information were associated with previous career services use, whereas intention to seek counseling for racist career barriers was predicted by age, gender, interaction self-efficacy, and academic competitiveness within their program. Findings of this study can be used to develop and implement antiracist college counseling and career advising services. We explore implications for practice, include suggestions for policy modifications, discuss the limitations of our study, and finally, provide recommendations for future research.
STEM Literacy of Students in Vocational Education
Author: Wannapiroon, Panita
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Vocational Education,Job Skills,Foreign Countries,Interdisciplinary Approach,Employment Qualifications,21st Century Skills,Skill Development,Competence,Secondary Education

Knowledge of all disciplines is more or less equally important and crucial but, in education management, it is important to integrate disciplines so that the knowledge is useful and can be applied to create new things, solve problems and prevent future threats. STEM education for vocational student is not only a trend in education, but also an instructional approach that focuses on students and will lead to sustainable knowledge and learning. This research studied documents that explored the importance of STEM literacy for vocational school students in Thailand. Vocational education must be aligned with Thailand 4.0 and Industrial 4.0 models, and thus vocational schools must adjust their learning approach to be aligned with the Education 4.0 model. As vocational school students will be valuable to the development of the country, STEM literacy must be integrated into a project-based learning model which is a teaching approach for creating invention and innovation. The result of the study shows that STEM literacy for Thai vocational education consists of six components: identifying a STEM problem, exploring and acquiring new knowledge, applying STEM concepts, solving the STEM problem, communicating STEM information and making a STEM decision. The aforementioned components can be used to create a STEM literacy evaluation form for vocational school students.
Teacher Professional Development: Mobile and Limited Technology-Enhanced Pedagogy
Author: Barksdale, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Preschool Education,Elementary Secondary Education,Faculty Development,College School Cooperation,Pedagogical Content Knowledge,Rural Schools,Foreign Countries,Teacher Competencies,Teacher Attitudes,Program Effectiveness,Educational Needs,Access to Computers

This qualitative case study seeks to document and understand the influence of technology integrated/supported professional development (PD) on preK-12 grade teachers in Nepal. The study focuses on the value of collaborative, university-school relationships to foster buy-in among teachers to integrate technology for increased student learning. We used the TPACK framework and sociocultural theory of learning to understand how and why technology integration at a rural school in a poor country would support more engaged pedagogy for learning. The PDs were co-designed by the researchers with teachers' input, and further supported in its implementation when teachers tried out the new strategies in their classrooms. Data was collected utilizing methods of observations, self-reflective field notes, informal interviews, and artifacts. Data analysis indicated that effective and locally suitable technology integration relies on building relationships with the teachers and school community; technology integration needs to be focused on the local needs of students and teachers based on their resources and curricular demands; and while limited (mobile) technology integration can support better learning, student-centered inquiry-based pedagogy needs to guide technology use in class. Furthermore, the study argues that recognizing and valuing local cultural and school contexts are central to successful PD in technology integration.
Definitions of Different Forms of Work and Learning in Higher Education
Author: Costley, Carol
Date: 2021-00-00
Type: Journal Articles
Subjects: Definitions,Work Experience Programs,Higher Education,Student Employment,Workplace Learning,Internship Programs,Labor Force Development,Experiential Learning,Apprenticeships,Foreign Countries

There is strong evidence that learning gained in, through and for work, whether it is through employment, voluntary, community, domestic or any other kind of work, helps to equip people with the capabilities that can improve their working lives, their employability and their life skills (Lester and Costley, 2010, Beehives, 2018, WEXHE, 2019). Learning in, through and for practice situations such as work can ease the transition from education to work and also enhance the current knowledge of those already in work, facilitating growth in a professional career. Work-Based Learning (WBL), a common term to define this can be designed for placements or other work experience for students in higher education (h.e.) taking initial awards or it can be for employees undertaking h.e. studies relevant to their work. Although a common term, there are many other terms in the area of work and learning which relate to the same or similar fields. This paper attempts to clarify this whole dynamic area.
Determinants of Online Assessment Adoption in a Technical College
Author: Or, Caleb Chin Poh
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Evaluation,Evaluation Methods,Computer Assisted Testing,Teacher Attitudes,Technology Uses in Education,College Faculty,Technology Integration,Intention,Teacher Behavior,Usability,Foreign Countries,Social Influences,Expectation,Performance

Higher education institutions have switched from the traditional paper-based assessment to online assessment in the last decade, and it is worthwhile to examine how the users have perceived such a change. While many technology acceptance studies focused on students as participants, this study examines the lecturers' perception of online assessment. The Unified Theory of Acceptance and Use of Technology model (UTAUT) has been widely adapted for technology acceptance studies, and it is suitable for the study on online assessment systems. Unlike the findings from the original UTAUT model, performance expectancy did not have a significant effect on behavioral intention. A new relationship was found between Social Influence and Use Behavior. The UTAUT was extended with Usability, Learnability and Attitude as additional constructs. An essential aspect of this study ascertained that attitude, a construct that was absent in the original model, has a significant effect on behavioral intention.
Equality, Diversity and Inclusion for Work and Learning in Higher Education
Author: Costley, Carol
Date: 2021-00-00
Type: Journal Articles
Subjects: Equal Education,Diversity,Inclusion,Experiential Learning,Higher Education,Prior Learning,Teaching Methods,Foreign Countries,College Students

How people learn in and through participation in work that is mediated by higher education (h.e.) has been a topic for research and discussion for some time. While this area has supported great strides in social mobility and inclusion, how this h.e. area of practice relates more specifically to Equity, Diversity and Inclusion (EDI) has taken on renewed focus for many practitioners and policy makers. When considering work and learning areas of practice that support the introduction of EDI and champion change, the authors appreciate that it is time for practitioners to once again come together to deliberate and share practice about how change can be implemented within h.e. curriculum and pedagogies. This research set out to explore and contribute to themes surrounding equality, diversity and inclusion (EDI). The authors also draw from workplace learning, organisational studies and other fields but the key issues for this research are work and learning in h.e. and access to h.e from levels 3 to 8.
Equality, Diversity and Inclusion Is at the Heart of Everything We Do
Author: Wright, Marty
Date: 2021-00-00
Type: Journal Articles
Subjects: Equal Education,Diversity,Inclusion,COVID-19,Pandemics,College Faculty,Foreign Countries,Access to Computers

For a UK based university faculty that delivers a bespoke Work Based suite of under and postgraduate programmes to a major South African client, the Equality, Diversity and Inclusion (EDI) agenda is important (Wall, 2013, 2017; Ferrández-Berrueco, Kekale, and Devins, 2016). Pre pandemic, EDI was about access to professionally relevant education that resulted in having an internationally recognised qualification where it previously had not existed, and a possible route to promotion. Early into the COVID pandemic, EDI became about continuity and contingency of the whole suite of programmes (Adnan and Anwar, 2020; Rapanata et al, 2020) when suddenly access to computer equipment and Wifi were impacted on by the global message 'STAY AT HOME'. The students were not in the workplace to access their work IT kit nor the online or resources part of their education and the lecturers could neither travel to South Africa or within it. This article discusses how the Programme Teams reached out to the continuing students to ascertain the significance and implications of their personal IT challenges.
Addressing Dehumanizing Mathematical Practices: Using Supervisory Leaders&apos; Experiential Knowledge to Transform the Mathematics Classroom
Author: Mudd, Allison
Date: 2021-00-00
Type: Journal Articles
Subjects: Disadvantaged,Critical Theory,Race,Minority Group Students,Racial Bias,Social Justice,Criticism,Personal Narratives,Principals,Elementary Schools,Middle Schools,Special Education Teachers,Sociocultural Patterns,High Schools,Administrator Attitudes,Teaching Experience,Educational Policy,Educational History,School Safety,Stereotypes,African Americans

Deficit language concerning historically marginalized students pervades much of education today. Black, Brown, and Indigenous children experience marginalization and dehumanizing practices in classrooms instead of participating in a safe space to learn and grow. For this paper we employ a crucial component from Critical Race Theory to address systemic racism in schools: we listen to the lived experiences of professionals of color. These personal narratives open avenues for social justice through critiquing current and historical political, economic, and sociocultural practices and policies. This study examined how four Black collaborators -- one high school principal, one middle school principal, one elementary principal, and one special education teacher -- each with decades of instructional experience, address four key dehumanizing practices students of color experience in classrooms across the country in their own supervision practices.
Critical Reflection, Dialogue, and Supervision: Culturally Relevant Teaching and Adult Learners in a Transition to Teaching Program
Author: Shaver, Erik
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Reflection,Culturally Relevant Education,Critical Theory,Race,Whites,Schools of Education,Adult Students,Adult Learning,Alternative Teacher Certification,Racial Bias,Supervision,Social Justice,Praxis,Urban Areas,Elementary Education,Urban Education

This project examines the supervisory roles and clinical experiences in a School of Education program that offers multiple pathways to licensure, including the Transition to Teaching (T2T) alternative route to certification program. Through our reflective supervisory and instructional experiences within this program, we explore the unique challenges in supervising non-traditional adult learners entering into teaching after experience in various professional disciplines. We use a Critical Whiteness Studies lens to create a composite narrative of these experiences as an approach to: (1) better understand adult learner dispositions; (2) contribute to research pertaining to the field of educational supervision and clinical experiences in an the under-researched area of alternative certification programs; and (3) provide field-based social justice-oriented practices grounded in critical reflection, discussion, and praxis for supervisors who work with adult learners in urban elementary contexts.
Cultural Diversity in Undergraduate Engineering Education
Author: Chaudhury, Zariff
Date: 2019-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Student Surveys,Student Attitudes,Cultural Pluralism,Diversity,Equal Education,Access to Education,Minority Group Students,Student Recruitment,Disproportionate Representation,Work Ethic,Job Satisfaction,Engineering,Comparative Analysis,Salaries

The primary objectives of this study were to assess engineering students' and professional engineers' perceptions of cultural diversity in undergraduate engineering course curriculum, gender and ethnicity-specific access to the engineering field, and the professional engineering work environment in the United States. The sample consisted of 132 undergraduate engineering students and 90 professional engineers residing in the southern part of the U.S. The participants completed two survey questionnaires. Findings suggest that both the students and engineers responded similarly about the importance of having cultural diversity courses in the engineering program. However, students perceived to a greater degree than engineers did that all qualified students have equal access to an engineering education in the country. Students noted more than engineers that the existing curriculum accentuates cultural diversity and engineering programs need to recruit more minority students. Compared to their professional counterparts, students showed a stronger belief that engineers must maintain a high level of work ethics, tended to experience high levels of job satisfaction, and were well paid.
Rethinking the Meaning of Study Abroad Programs: The Learning Experiences of Two Female Gambian Students in Taiwan
Author: Marc, Virginie
Date: 2019-06-00
Type: Journal Articles
Subjects: Study Abroad,Foreign Students,Graduate Students,Females,Citizenship Responsibility,Critical Thinking,Skill Development,Experiential Learning,Travel,Consciousness Raising,Cultural Awareness,Peer Relationship,Foreign Countries

This paper is an ethnographic effort which examines the effects of oppression and social inequality on the learning experiences of foreign students in Taiwan, focusing on two female Gambian students. The theoretical frameworks utilized to interpret the learning experiences of these foreign students in Taiwan include Freire's critical pedagogy, critical travel pedagogy, global citizenship, and experiential learning. Unstructured interviews and observations were selected for data collection, and the findings suggest these international students used their learning experiences as a tool to transform their lives and their perspectives on the future of Gambian society. The findings also show these study abroad experiences raised the students' consciousness of the social, political, and economic disparities between the two nations and led them to act against oppression while helping them develop their critical thinking skills and place a high value on intercultural understanding.
Self-Regulated Learning Strategies of Adult Learners Regarding Non-Native Status, Gender, and Study Majors
Author: Lin, Xi
Date: 2019-06-00
Type: Journal Articles
Subjects: Self Management,Learning Strategies,Adults,Graduate Students,Gender Differences,Majors (Students),Native Speakers,Correlation,English (Second Language),Second Language Learning,Metacognition,Questionnaires

The number of adult learners is growing rapidly in the US institutions, and these learners have become an important student population in colleges. Therefore, it is important to understand their learning strategies in order to better assist them to achieve academic goals. Meanwhile, US institutions have dramatically increased the number of international English as a Second Language (ESL) students. Thus, to better understand these students' learning strategies and help them succeed is a need. Therefore, the purpose of this study is to investigate the differences in learning strategies (i.e., cognitive and metacognitive strategies and resource management strategies) of adult learners regarding non-native status (international ESL learner vs. native speaker American learner), gender, and study majors. Two hundred and thirty-six adult learners participated in the study, and results indicated all these three variables have significant influences on these learners' learning strategies.