ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;They Are Not Mixing with Others&quot;: Finnish Lecturers&apos; Perspectives on International Students&apos; (Mis-)Encounters in Higher Education
Author: Mendoza, Carlos
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,Foreign Students,Student Experience,Graduate Students,Undergraduate Students,Teacher Student Relationship,Social Networks

Purpose: Meeting &quot;others,&quot; especially so-called &quot;local&quot; students, is usually seen as a sign of success for intercultural learning and integration in research on study abroad and internationalization of higher education. Previous studies have focused on how international students themselves describe their (mis-)encounters. In this article, the authors consider lecturers' voices about this phenomenon. Lecturers have an influence on the students' experiences since they spend a lot of time together in and outside class. Design/Approach/Methods: Using a thematic analysis and social network analysis of interview data with lecturers, and a critical perspective toward the dichotomy of &quot;local&quot; versus &quot;international&quot; students, a university in Finland, a popular destination thanks to its positive image in global education, serves as a case study. Findings: The article identifies privileges, limits, and (missed) opportunities of encounters, as shared by the lecturers in focus group discussions. Furthermore, the lecturers created hierarchies in the way they described the encounters between different kinds of students. Some signs of pluralizing both local and international students were also found in some lecturers' discourses. Originality/Value: The article ends with recommendations for institutions regarding the lecturers' problematic role of gatekeepers in student encounters and the limiting categories used in institutions of higher education to refer to students.
Assessing the Quality of Undergraduate Education for International Students in China: A Perspective of Student Learning Experiences
Author: Tian, Mei
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Undergraduate Study,Student Experience,Student Attitudes,Learner Engagement,Student Development,Student Satisfaction,Program Effectiveness,Educational Practices,Educational Environment,Interpersonal Relationship,Academic Achievement

Purpose: The number of international students in China has been increasing over the recent decades. The rapid expansion of the international student population aroused concerns over the capacity of Chinese universities to fulfill international students' expectations toward academic development. Perceiving student learning experiences as an important indicator of higher education quality, this article focuses on undergraduate international students in China and discusses their learning experiences from three perspectives, i.e., perceived learning environment, academic engagement, and student development. Design/Approach/Methods: Data were generated by a survey involving 1,428 international students studying for an undergraduate degree at 34 universities in China. Descriptive statistics were calculated, and the structural equation model was applied. Findings: The research showed the respondents' academic development in a range of skills and abilities, while their learning experiences at the Chinese higher education institutions (HEIs) were largely unsatisfactory. Specifically, the research revealed the respondents' moderate-to-low-level evaluation of perceived classroom learning environment, their low level of academic engagement, and the significant negative influences of the perceived classroom learning environment and academic engagement on their academic development. Originality/Value: The analysis holds implications for the enhancement of positive learning experiences of international undergraduate students in China and the improvement of the quality of Chinese international student education. Student learning experiences are an important indicator of the quality of college teaching. Drawing on the data generated by a survey involving 1,428 international students studying for an undergraduate degree at 34 universities in China, this presentation explores the characteristics of international undergraduate students' learning experiences in Chinese universities and analyzes the relationship among the three dimensions of their learning experiences.
A Review of Empirical Research on Transformational School Leadership in China (2010-2019)
Author: Li, Yanzheng
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Transformational Leadership,Leadership Effectiveness,Elementary Secondary Education,Instructional Leadership,Leadership Qualities,Causal Models

Purpose: The purpose of this literature review is to investigate the effectiveness of transformational school leadership (TSL) in Chinese K-12 settings between 2010 and 2019. The main objective is to provide a comprehensive understanding of TSL research in China and identify the possible future research directions. Design/Approach/Methods: Vote counting method and narrative synthesis were applied in this review. Findings: This review found the majority of the studies were quantitative, which indicates that qualitative and mixed-method studies should be encouraged. This review also identified 12 major outcome variables, including 9 teacher-level variables, 2 school-level variables, and 1 student-level variable. Additionally, the effects of transformational leadership on these outcome variables were uniformly significant, including both direct and indirect effects. Future studies should expand the scope of school-level and student-level outcome variables, but particularly student-level outcome variables. Originality/Value: This is the first systematic review on the effectiveness of TSL research in China, which included both English and Chinese studies.
From Fast Food to a Well-Balanced Diet: Toward a Programme Focused Approach to Feedback in Higher Education
Author: Wilder-Davis, Kimberly
Date: 2021-00-00
Type: Journal Articles
Subjects: Feedback (Response),Curriculum Design,Evaluation,Barriers,Teacher Student Relationship,Communication (Thought Transfer)

Feedback may be considered 'good' according to many of the criteria in the literature whilst still having little or no impact on students' learning in the longer term. Feedback in the context of this paper is defined as the process of learners obtaining information about their work in order to produced improved learning. This comes from tutors, peers, or even self-evaluation. Here we argue for greater prominence for feedback in curriculum design. Clear principles for giving guidance on assessments and feedback at the programme level, which complement those already established and widely used for single assessments, would help curriculum designers consider communication to students about assessments in a broader context. These processes should create a dialogue that aids the students' progression in their learning from one module to the next and encourages the development of autonomous learners. Based on a review of the literature on programme-focused approaches to teaching, assessment and feedback, the current paper delineates the benefits of a programme level approach to communication around assessments and proffers a list of broad principles that will help academics achieve a coherent and developmental approach to feedback.
Teaching Philosophy Statements as a Vehicle for Critical Reflection
Author: Baker, Lewis A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Teaching Methods,Position Papers,Professional Development,Reflection,Higher Education,Teacher Attitudes,Educational Attitudes

This work considers what can be gleaned from critically reflecting on several teaching philosophy statements to facilitate professional development. Specifically, three statements, written in 2015, 2019 and 2021 by the author, were investigated using qualitative reflexive thematic analysis to help identify static and dynamic themes within the different educational contexts they represent. This process helps one notice aspects of thinking and practice; the loss of subjective specificity and more articulate ideas around dialogic teaching within a social constructivist paradigm were observed. This reflective process represents a novel utility in statements already written by many educators as well as a useful process for helping professionals develop their teaching philosophies, locating their teaching within the profession, and developing as reflective practitioners.
Student Conceptions of Assessment: Regulatory Responses to Our Practices
Author: Brown, Gavin T. L.
Date: 2022-03-00
Type: Journal Articles
Subjects: Student Attitudes,Student Evaluation,College Students,Attitude Measures,Educational Research,Student Characteristics

Purpose: Universities assess and evaluate students concerning competence in essential disciplinary knowledge and skills. Those assessments impact learners' attitudes, beliefs, and emotions. Negative impacts may be overcome if students regulate their responses to assessment and feedback. Design/Approach/Methods: This article systematically locates research studies that cite three key early papers around student conceptions of assessment (SCoA). A narrative synthesis is based on 22 papers. Findings: In addition to the SCoA, 11 different research inventories reveal a variety of regulatory responses that are enhanced when assessments are deliberately formative, fair, and trustworthy. There is broad interest in this phenomenon but little consistency in methods, and even the SCoA has little consistency in factor structure across jurisdictions. Only one study provided an objective behavioral measure to validate self-reports, which are the dominant form of research. Originality/Value: This review gives readers insights into how assessment influences student thinking and how student cognition can regulate success.
Methodology, Fake Learning, and Emotional Performativity
Author: Macfarlane, Bruce
Date: 2022-03-00
Type: Journal Articles
Subjects: Research Methodology,Graduate Students,Academic Language,Scholarship,Writing (Composition),Social Sciences,Doctoral Dissertations,Theses,Accountability,Deception,Ethics,Student Research,Higher Education,Qualitative Research

Purpose: Academics are at the forefront of criticisms about so-called &quot;fake news&quot; considered to undermine evidence-based approaches to the understanding of complex social, political, and economic issues. However, universities contribute to the production of fake news through the legitimization of measures that promote student performativity rewarding their academic non-achievements. This conceptual article will seek to illustrate how this can occur via the writing of methodology chapters by postgraduate students. Design/Approach/Methods: This article provides a critical analysis of the writing of methodology chapters in dissertations and theses in postgraduate education in the social sciences. In so doing, it applies the concept of performativity to student learning. Findings: It is argued that the pressures on students to comply with the requirements of emotional performativity in respect to ideology and method in close-up, qualitative research can lead to fake learning. This phenomenon may be exemplified by reference to a number of practices, namely, phony positionality, methodolatry, ethical cleansing, participatory posturing, and symbolic citation. Originality/Value: This article provides an illustration of the concept of student performativity. It demonstrates that emotional performativity plays a significant role in the way in which students are required to comply with expectations that give rise to inauthenticity in learning.
Chilean University Students&apos; Digital Learning Technology Usage Patterns and Approaches to Learning
Author: González, Carlos
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Technology Uses in Education,Use Studies,Learning Strategies,Integrated Learning Systems,Learning Analytics,Undergraduate Students,Academic Libraries

Purpose: This study aims to explore Chilean students' digital technology usage patterns and approaches to learning. Design/Approach/Methods: We conducted this study in two stages. We worked with one semester learning management systems (LMS), library, and students' records data in the first one. We performed a k-means cluster analysis to identify groups with similar usage patterns. In the second stage, we invited students from emerging clusters to participate in group interviews. Thematic analysis was employed to analyze them. Findings: Three groups were identified--(1) digital library users/high performers, who adopted deeper approaches to learning, obtained higher marks, and used learning resources to integrate materials and expand understanding; (2) LMS and physical library users/mid-performers, who adopted mainly strategic approaches, obtained marks close to average, and used learning resources for studying in an organized manner to get good marks; and (3) lower users of LMS and library/mid-low performers, who adopted mainly a surface approach, obtained mid-to-lower-than-average marks, and used learning resources for minimum content understanding. Originality/Value We demonstrated the importance of combining learning analytics data with qualitative methods to make sense of digital technology usage patterns: approaches to learning are associated with learning resources use. Practical recommendations are presented.
Anonymous versus Self-Identified Response Formats for School Mental Health Screening
Author: Wagle, Rhea
Date: 2022-03-00
Type: Journal Articles
Subjects: Mental Health,Screening Tests,Student Surveys,High School Students,Test Format,High Schools,Test Validity,Differences

Schools are an essential setting for mental health supports and services for students. To support student well-being, schools engage in universal mental health screening to identify students in need of support and to provide surveillance data for district-wide or state-wide policy changes. Mental health data have been collected via anonymous and self-identified response formats depending on the purpose of the screening (i.e., surveillance and screening, respectively). However, most surveys do not provide psychometric evidence for use in both types of response formats. The current study examined whether responses to the Social Emotional Health Survey--Secondary (SEHS-S), a school mental health survey, are comparable when administered using anonymous versus self-identified response formats. The study participants were from one high school and completed the SEHS-S using self-identified (n = 1,700) and anonymous (n = 1,667) formats. Full measurement invariance was found across the two response formats. Both substantial and minimal latent mean differences were detected. Implications for the use and interpretation of the SEHS-S for schoolwide mental health are discussed.
Monster, P.I.: Validation Evidence for an Assessment of Adolescent Language That Assesses Vocabulary Knowledge, Morphological Knowledge, and Syntactical Awareness
Author: Goodwin, Amanda P.
Date: 2022-03-00
Type: Journal Articles
Subjects: Adaptive Testing,Computer Assisted Testing,Language Tests,Vocabulary,Morphology (Languages),Syntax,Language Skills,Standardized Tests,Grade 5,Grade 6,Grade 7,Grade 8,Test Validity,Test Reliability

Assessment of language skills for upper elementary and middle schoolers is important due to the strong link between language and reading comprehension. Yet, currently few practical, reliable, valid, and instructionally informative assessments of language exist. This study provides validation evidence for Monster, P.I., which is a gamified, standardized, computer-adaptive assessment (CAT) of language for fifth to eighth grade students. Creating Monster, P.I. involved an assessment of the dimensionality of morphology and vocabulary and an assessment of syntax. Results using multiple-group item response theory (IRT) with 3,214 fifth through eighth graders indicated morphology and vocabulary were best assessed via bifactor models and syntax unidimensionally. Therefore, Monster, P.I. provides scores on three component areas of language (multidimensional morphology and vocabulary and unidimensional syntax) with the goal of informing instruction. Validity results also suggest that Monster, P.I. scores show moderate correlations with each other and with standardized reading vocabulary and reading comprehension assessments. Furthermore, hierarchical regression results suggest an important link between Monster, P.I. and standardized reading comprehension, explaining between 56% and 75% of the variance. Such results indicate that Monster, P.I. can provide meaningful understandings of language performance which can guide instruction that can impact reading comprehension performance.
Integrating Peace Education into English Language Teaching in Primary Schools
Author: Yastibas, Ahmet Erdost
Date: 2021-00-00
Type: Journal Articles
Subjects: Peace,English (Second Language),Second Language Learning,English Language Learners,Second Language Instruction,Foreign Countries,Grade 2,Grade 3,Grade 4

Peace education is a significant aspect of education as it aims to teach individuals to deal with violence and conflicts in a peaceful way. A literature review indicated that peace education can be integrated into English language teaching (ELT) and learned by students while they study English in middle and high schools and at universities, but how peace education can be integrated into ELT in primary schools has not been studied. Therefore, the present study aimed to find out whether peace education is integrated into the new English language teaching program (ELTP) for primary schools in Turkey and, if it is, how it is integrated into the ELTP. This work was designed as a qualitative study. The new ELTP for primary schools in Turkey was used as the data collection tool and data were subjected to content analysis. The findings of the study indicated that peace education is integrated into the new ELTP through the themes and/or language functions of the units in the 2nd, 3rd, and 4th grades. Findings also showed that the units related to peace education can help students study three aspects of peace education, which are inner peace, social peace, and peace with nature. The findings were discussed and suggestions for further studies were made.
Preschool Teacher Opinions on Adaptation to School during the COVID-19 Pandemic
Author: Bagçeli Kahraman, Pinar
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Attitudes,Educational Change,COVID-19,Pandemics,Foreign Countries,Student Adjustment

This study aims to determine the opinions of preschool teachers on preschool adaptation during the Covid-19 pandemic process and to determine what can be done to facilitate the adaptation of children to school in such negative situations. The research was carried out as a multiple case study with 22 preschool teachers working at private and governmental institutions in seven different regions of Turkey. The data were collected by means of phone conversations using an interview form prepared by the researchers. The results of the research determined that children's adaptation was affected by masks and social distance requirements, necessitating teachers to prepare their activities accordingly. Teachers' opinions about the effect of gradual transition on the adaptation process to the school were found to differ. The findings and results of the research are detailed in the study.
Supporting Holistic Student Development through Online Community Building
Author: Borowiec, Katrina
Date: 2021-12-00
Type: Journal Articles
Subjects: Holistic Approach,Student Development,Online Courses,COVID-19,Pandemics,College Faculty,Teacher Attitudes,Sense of Community,Teacher Student Relationship

Faculty members abruptly transitioned to online course delivery during the COVID-19 public health crisis. Unfortunately, the isolation of learning online had the potential to damage students' well-being during an already stressful pandemic. Furthermore, many faculty members had little experience with online modes of instruction and few effective strategies for building community online. This exploratory sequential mixed methods study uses data from 37 individual interviews with faculty across diverse disciplines, course evaluations from 13 of the 37 interview participants, and survey data from 347 faculty to answer the following research question: &quot;How did faculty foster a sense of community online to support students' holistic well-being during the COVID pandemic? What strategies can faculty use to create community and foster well-being in online courses?&quot; Results show that successful strategies centered around intentional and purposeful course design, establishing clear expectations for faculty and students, and fostering supportive and trustworthy online learning environments.
The Scale of Online Course Anxiety: Assessing College Students&apos; Anxiety in Online Courses
Author: Li, Xinyang
Date: 2021-12-00
Type: Journal Articles
Subjects: Online Courses,Anxiety,Measures (Individuals),College Students,Test Construction,Factor Analysis,Factor Structure,Test Validity,Test Reliability

The purpose of this study was to develop an instrument to measure student online course anxiety, a factor that detrimentally affects student learning in the online environment. Based on Keegan's theoretical framework that identified fundamental differences between online education and traditional education, the instrument of Scale of Online Course Anxiety (SOCA) was developed and tested with a sample of 170 students from a 4-year higher educational institution. The total score and the four subscale scores show high reliability. Confirmatory Factor Analysis exhibited solid goodness of fit between SOCA items and the factor structure hypothesized in previous literature. Evidence of divergent validity shows SOCA differentiates the state anxiety and trait anxiety as expected. Limitations and possible topics for future research are also discussed.
Student Perspectives of Online Teaching and Learning during the COVID-19 Pandemic
Author: Ozfidan, Burhan
Date: 2021-12-00
Type: Journal Articles
Subjects: Student Attitudes,Online Courses,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,Student Motivation,Foreign Countries,Student Satisfaction,College Students,Program Effectiveness

This exploratory study explores an array of student perceptions regarding their online learning experience. In the present circumstances where the COVID-19 pandemic has affected all fields of life, most educational institutions have resorted to online instruction and virtual meetings. The present study explored the variables contributing to student satisfaction with online teaching and learning effectiveness. Data were collected through an online survey. Python with Scikit-Learn was used for data analysis to implement regression functions and classify the data. The results of the study defined effective online teaching during the COVID-19 pandemic. In combination, eight criteria contributed to the definition: motivating students to accomplish, communicating effectively, meeting students' needs, providing access to a wide range of content, providing a well-organized course structure, providing numerous sources, providing explanatory feedback, and facilitating meaningful discussions. The results of the study are beneficial to understand what kind of factors contribute to student satisfaction concerning online transition during the COVID-19 pandemic. They will also help them develop a future support plan to help youth cope with virtual classes and online instruction.