ethanporcaro/eric-fulltext-meta huggingface dataset:
Virtual Classrooms in Distance Education: An Examination of Virtual Classroom Experiences
Author: Hark Söylemez, Nesrin
Date: 2023-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Distance Education,Communities of Practice,Electronic Learning,Student Experience,Graduate Students,State Universities

This study examines the virtual classroom experiences of graduate students. Virtual classroom applications related to the course &quot;applications of scientific research&quot; taught at a state university were treated as a case study. Virtual classroom recordings, defined using the university's learning management system, were used as research data. The study data consisted of virtual classroom recordings created throughout the academic term, shared documents, students' synchronous participation statuses in classes, completion statuses of virtual class activities, watching statuses of live lessons, preparation statuses for shared documents, and instant messaging during synchronous virtual classroom experiences. Content analysis was used to analyze the data. The virtual classrooms encompass 45 students, including 30 females and 15 males, who took the course 'Scientific Research Practices' at a state university during the 2020-2021 academic year at the postgraduate level. The results show that effective and well-managed virtual classrooms enabled students to participate simultaneously. Virtual classrooms facilitated the development of a sense of community among students, and these students adhered to the norms typically observed in a physical classroom. Conducting an effective educational process in virtual classrooms is closely linked to the instructor's skills. Furthermore, the technical issues encountered did not significantly impact the educational process negatively.
&quot;I Like That We Are Allowed a Space to Be Vulnerable about Our Experiences, Given Space to Heal&quot;: Black Algebra I Educators&apos; Perceptions of a Liberatory Algebra I Professional Learning Community
Author: Grace, Wallace L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Blacks,Algebra,Communities of Practice,Mathematics Teachers,Minority Group Teachers,Mathematics Instruction,Teacher Attitudes,Secondary School Teachers

This paper examines Black Algebra I educators' perceptions of their experiences in a professional learning community, &quot;Algebra I Academy,&quot; designed specifically to equip Black Algebra I educators with liberatory pedagogical practices for their instruction with Black students taking Algebra I. Utilizing survey and focus group data from Black Algebra I educators who participated in the Algebra I Academy, findings from this study indicate that the Algebra I Academy had a positive effect on Black Algebra I educators by creating a sense of community with fellow Black Algebra I educators, providing a space for Black Algebra I educators to reimagine who they are as Black math educators, and by offering a collaborative space for Black Algebra I educators to learn and apply new, more liberatory, Algebra I pedagogical practices. More universally, this study highlights the need and value-add of educator learning communities that are racially affinity-based, professional learning spaces that are responsive to the historical and contemporary socio-racial contexts of educators' lives in and outside of schooling, and attentive to the social and emotional, as well as pedagogical, needs of educators.
Capturing the Personal and Pedagogical Experiences of Faculty during Emergency Response Teaching at a Research University in Abu Dhabi
Author: Dalton, David
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Universities,COVID-19,Pandemics,College Faculty,Teacher Attitudes,Educational Change,Barriers,Psychological Patterns,Futures (of Society),Educational Planning,Foreign Countries,Distance Education,Mental Health,Teacher Student Relationship,Technological Literacy,Pedagogical Content Knowledge

The purpose of this qualitative study was to examine the teaching experiences and emotional well-being of faculty at a research university in the United Arab Emirates (UAE). The study took place during Emergency Response Teaching due to the global pandemic and its implications on instruction and learning. A 60-question-line interview questionnaire was disseminated to 400 faculty members during the spring semester of 2020. 26 faculty members (6.5%) completed the interview questionnaire. Results showed evidence of a range of pandemic-related, negative impacts on the faculty's experiences and feelings. Many faculty respondents were challenged and frustrated in terms of being able to respond to a range of issues and themes identified in the study. The discussion focused on the development of preemptive approaches which might be developed for future use should a comparable situation arise.
Crossing Boundaries through Collaborative Online International Learning (COIL) during COVID-19: A Participatory Case Study in China
Author: Zhu, Yidan
Date: 2023-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Electronic Learning,International Education,COVID-19,Pandemics,Foreign Countries,Intercultural Communication,Barriers,College Students,College Faculty

Due to the impact of COVID-19, collaborative online international learning (COIL) increasingly plays an important role in the internationalization of higher education. Based on a participatory case study of a COIL program given at Shanghai University (SHU), this paper explores how students, foreign professors, and professors in China prepare, understand, and experience online teaching, learning, and assessment in a COIL program. Three findings include 1). Organizing COIL Programs with a Global Perspective; 2). Enhancing Teaching and Learning through Intercultural Communication; and 3). The Barriers of COIL in Chinese Universities. Taking insiders' perspectives, we argue that a cultural gap regarding teaching and learning styles can affect COIL programs in Chinese universities, posing challenges for both students and teachers. We suggest that program organizers should focus on the cultural gaps affecting these programs, and provide additional opportunities for intercultural communication to address the cultural gaps.
The Commonwealth Learning Partnership: How Virginia&apos;s Education Vanguard Came Together to Equip Teachers, Modernize Public Education, and Spur Educational Change
Author: Krauss, Stephanie Malia
Date: 2023-00-00
Type: Journal Articles
Subjects: Networks,Partnerships in Education,Educational Resources,Cooperation,Labor Force Development,Job Skills,School Districts,Elementary Secondary Education,School Business Relationship

The Commonwealth Learning Partnership is a statewide network in Virginia made up of nearly 40 state education organizations and university members, plus national partners and supporters. The mission of the partnership is to actualize the Profile of a Virginia Graduate. Individually and collectively, Partnership members reach most educators across the state, providing them with resources and responsive in-service and pre-service opportunities. The history and evolution of the Partnership demonstrates the critical nature of policy, organizational collaboration, and outside investments to support and upskill the educator workforce.
&quot;Every Second Is a Fresh Start&quot;: Building Collaborative Relationships to Support a Student with Fetal Alcohol Spectrum Disorder (FASD)
Author: Boisvert, Rebecca
Date: 2023-00-00
Type: Journal Articles
Subjects: Fetal Alcohol Syndrome,Grade 5,Family School Relationship,Students with Disabilities,Special Education,Parents,Administrators,Elementary School Teachers,Child Advocacy,Special Education Teachers

This paper tells the story of how one school leveraged the expertise of a family to build an equitable collaboration that transformed the educational experiences of Jake, a fifth-grade student with Fetal Alcohol Spectrum Disorder (FASD). Personal accounts from 3 teachers, 2 administrators, and a parent illustrate the power of leaning into relationships to gain knowledge and compassion for reaching some of our most vulnerable students. The major themes that emerge across their reflections include: the power of families and educators working together, the need for FASD training, and the need to re-evaluate the systemic structures that are in place. Their insights illustrate the importance of nurturing teachers to collaborate with families, to take pedagogical risks, and to advocate for their neurodiverse students.
COVID-19 Experiences of International Students in Vancouver, British Columbia, Canada
Author: Garg, Ajay K.
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Student Experience,Foreign Students,Foreign Countries,College Students,Student Attitudes,Psychological Patterns

This study looked into the lived experiences of international students during the COVID-19 pandemic in Vancouver, British Columbia, Canada. The research focused on how international students viewed the COVID-19 pandemic, their personal, social, economic, health and hygiene, and schooling experiences. A validated and reliable researchers-made questionnaire was used. Weighted means and Fisher's Exact Hypothesis Testing on Association were used to analyze the responses of the international students. The researchers used Fisher's exact test since they wanted to know whether the proportions for one variable were different among values of the other variable. Foreign students had a solid grasp of the potential risks COVID-19 posed and accepted the associated lockdown requirements. The survey results indicated that the students' nationality played a vital role in their perception of their financial health and well-being. Students were insecure with their accommodation, expenses, and scheduling. Lastly, they also felt alone, and economically challenged.
Gender Disparity in Chinese Academia: A Conceptual Analysis through Organizational Theory Lens
Author: Miao, Sanfeng
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Women Faculty,Gender Bias,Disproportionate Representation,Higher Education,Social Influences,Cultural Influences,Political Influences,School Culture,Educational Administration,Environmental Influences

Women academics face unparalleled challenges such as underrepresentation and marginalization in Chinese higher education. A review of the literature revealed a tendency in the scholarly discussions that separates gender from the social and organizational processes, which is a missed opportunity to better understand how gender interacts with the broader social, cultural, and political contexts. Using three major organizational theory perspectives, this conceptual paper addresses the issue of academic gender disparity through analyzing organizational culture, organizational management, and the way higher education institutions interact with the external environments. Higher education institutions are gendered organizations that create, fortify, and reproduce gender inequalities. This essay will provide various methodological, epistemological, and ontological possibilities of interventions for transformative organizational change.
Enhancing Critical Thinking and English-Speaking Skills of Gifted Students through Philosophy for Children Approach
Author: Acar, Feride
Date: 2023-00-00
Type: Journal Articles
Subjects: Critical Thinking,Foreign Countries,English (Second Language),Speech Skills,Academically Gifted,Teaching Methods,Philosophy,Secondary School Students,Grade 7,Cognitive Tests,Thinking Skills

This study aimed at investigating the effectiveness of &quot;Philosophy for Children (P4C)&quot; approach on the critical thinking and English-speaking skills of twenty-three 7 th grade gifted students learning English as a foreign language at a Science and Art Center (SAC) in the city of Denizli, Türkiye. In the study a mixed methods research design was adopted with the participation of randomly assigned experimental and control groups. While quantitative data were collected through the Cornell Critical Thinking Test (CCTT) X level and the Cambridge English Speaking Test (A2 level for Schools), qualitative data were collected through reflective diaries written by the experimental group participants and evaluation forms. While the control group followed the usual SAC English speaking lessons, English speaking lessons for the experimental group were based on the P4C approach. According to the quantitative data findings, there was an increase in the scores of both groups in terms of speaking skills in English, however this difference was not statistically significant. In terms of critical-thinking skills, there was a slight decrease between the pre-test and post-test scores of the control group and an increase in the scores of the experimental group and this difference was statistically significant. In addition, the qualitative data revealed that the experimental group participants generally provided positive feedback on P4C practices and speaking lessons based on the P4C approach created positive effects on their critical thinking and speaking skills in English, while such an application did not create a significant effect on their speaking skills in English.
Application of the Rasch Model in Streamlining an Instrument Measuring Depression among College Students
Author: Balbuena, Sherwin
Date: 2023-00-00
Type: Journal Articles
Subjects: Depression (Psychology),Test Items,Test Validity,Test Reliability,Foreign Countries,Measurement Techniques,Screening Tests,Undergraduate Students,Item Response Theory

Depression is a latent characteristic that is measured through self-reported or clinician-mediated instruments such as scales and inventories. The precision of depression estimates largely depends on the validity of the items used and on the truthfulness of people responding to these items. The existing methodology in instrumentation based on a factor-analytic approach has limited applicability, especially in the detection of sources of measurement error in itemand person-level analyses. While there are probabilistic approaches such as the use of Item Response Theory and the Rasch model in validating instruments, there are no definite guidelines on the sequence of steps to follow. This study explored the suitability of the Rasch model in assessing and streamlining the University Student Depression Inventory (USDI) using a sequential strategy based on the item response model assumptions, which involves fitting the data to the model through the elimination of misfits, analyzing retained items, and constructing measures. The strategy was applied to two sets of survey data collected from the same population of college students enrolled in a Philippine university but in different semesters. Results showed that the Rasch procedure was able to detect misfit items and persons, which guided decisions regarding the removal of problematic items and persons while preserving the reliability of the original scale. The methodology used was found to be replicable, as the analyses for the two datasets yielded comparable results in terms of number of items retained, item estimates and severity ordering, and distribution of student depression measures.
The Development of a Scale of Self-Efficacy to Work on Forgiveness in Counseling
Author: Vural-Batik, Meryem
Date: 2023-00-00
Type: Journal Articles
Subjects: Self Efficacy,Test Construction,Counseling,Interpersonal Relationship,Test Items,Counselors,Psychological Patterns,Foreign Countries,Counseling Techniques

It is said that working on forgiveness in psychological counseling will significantly benefit the individual, taking into account the good consequences of forgiving on the individual. This study aimed to develop a measurement tool for determining self-efficacy to work on forgiveness in counseling (SSWOFIC). The most commonly regarded forgiveness process model, Enright's Forgiveness Process Model, served as the foundation for the creation of this measurement tool. 285 counselors provided information for the Exploratory Factor Analysis (EFA) and 258 counselors provided information for the Confirmatory Factor Analysis (CFA). For the content validity of the scale, eight specialists were contacted. EFA revealed a single factor structure with 41 items that accounted for 61.7% of the overall variation. It was found that all of the SSWOFIC's items were discriminative and had a high level of factor loading value in the pertinent factor. To ascertain if the structure identified by EFA was confirmed or not, CFA was carried out. The one-factor structure was confirmed, as evidenced by the resulting model's fit indices. The computed Cronbach's Alpha and McDonald's Omega reliability coefficients were 0.99, and the Split-Half method's results for the Guttman and Spearman-Brown coefficients were 0.96. The SSWOFIC results demonstrated the validity and reliability of the scale, which consists of a single component and 41 items. The established scale will make it possible to conduct studies to ascertain the level of self-efficacy of psychological counselors with regard to this matter and to examine this feature in terms of other variables.
Teacher Perceptions on Implementing Inquiry-Based Learning Approaches to Underrepresented STEM Populations
Author: Birdon, Leslie Annette
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Active Learning,Inquiry,Disproportionate Representation,STEM Education,Science Instruction,Self Efficacy,Grade 6,Grade 7,Grade 8,Middle School Teachers,Lesson Plans

With the implementation of Next Generation Science Standards, educators shifted from lecturer to facilitator using inquiry-based learning approaches. Teachers may express anxiety about this role reversal in providing scientific instruction. This study addressed conflicting perspectives in the implementation of inquiry-based learning approaches as defined in the Next Generation Science Standards. Social cognitive theory and social development theory provided a theoretical framework through the concepts of self-efficacy and more knowledgeable other. The purpose of this qualitative phenomenology study was to gather research on 6-8th grade teachers' perceptions of implementing inquiry-based learning approaches. Therefore, the overall research goal focused on lesson planning. Using criterion sampling, 15 teachers were selected based on five specific characteristics. Data were transcribed using a three-part interview in which participants reviewed for accuracy through member-checking. Bracketing was utilized to reduce researcher hidden bias. Transcribed data were analyzed using interpretative phenomenological analysis. The study key findings resulted in six themes including student developed scientific voice, active questioning, and modified lesson planning. Recommendation for this study include providing more instructional flexibility for addressing student prior knowledge in creating more effective social-constructivist classrooms. [This Paper was presented at the Annual Meeting of the Louisiana Education Research Association Conference (LERA, Lafayette, LA, Mar 9-10, 2023).]
Understanding Plots in Storytelling: An Examination of 9- to 15-Year-Old Thai Children with Intellectual Disabilities
Author: Rungrojsuwan, Sorabud
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Story Telling,Children,Early Adolescents,Age Differences,Comprehension,Communication Skills,Students with Disabilities,Mild Intellectual Disability,Picture Books

Children with intellectual disabilities (CID) are born with incomplete development of intellectual capabilities. This deficit in intellectual competency is said to affect, to some extent, their language development. The present study aimed to investigate CID's communicative development, namely plot understanding, from their produced narratives. Participants were 29 9- to 15-year-old Thai CID from Chiang Rai Punyanukul School. The story-retelling technique (Reese et al., 2012) together with the picture book Frog, Where Are You? (Mayer, 1967) were used for data collection. Building from Freytag (1894), Berman &amp; Slobin (1994), and Rungrojsuwan (2019a), a modified version of narrative macrostructure including onset, problem, problem-solving, and resolution was used as the analytical framework. Results showed that CID of younger ages, 9 to 11 years old, tended to have a wide range of plot understanding. Some could effectively communicate through narratives as early as 9, while others started their journey as late as 11 or 13. However, 15 years of age seems to be a significant period when CID who were once at different developmental paces, converged. In other words, their developmental gaps reduced and most of them could narrate effectively. Compared with normally developing children, CID are later at the beginning stages, but could finally reach the expected goal of narrative communication.
An Analysis of EFL Students&apos; Writing Needs: Considerations for Writing Task-Based Course Design
Author: Do, Hieu Manh
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Writing (Composition),Student Needs,Task Analysis,Curriculum Design,Foreign Countries,Undergraduate Students,Language Teachers

The present study adopts the four-step framework of course development processes proposed by Graves (1996) to develop a writing course for EFL Vietnamese undergraduates. A total of 60 students were asked to take a writing test and a survey about writing problems to identify their &quot;objective needs&quot;. Then &quot;subjective needs&quot; were collected from interviews. In addition, the three language teachers were invited to the semi-structured interviews to collect their perspectives on teaching writing, which were analyzed in parallel with students' needs. The findings show that students' writing levels are low-intermediate and intermediate, and they have major problems with the organization of ideas, followed by grammar and idea development. Regarding teaching, students' main concerns are a lack of writing activities and teacher feedback, which may be due to large classes and heavy workloads. To improve students' writing problems, more writing tasks are needed, including pre-planning (idea development), performance (writing practice), and post-writing (peer feedback, teacher feedback, final draft). These writing tasks are arranged into different phases to help teachers follow up on students' writing practice and reduce their workloads. Considering these conditions, a proposed writing task-based course was suitable to develop, including the five components of course design: context; goals and objectives; content; method and material; and assessment, as professional support for EFL or ESL language teachers in designing a writing course that can be used for teaching, training, or coaching in a similar context.