ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service EFL Teachers&apos; Anxiety Regarding the Online Teaching Practicum during the COVID-19 Pandemic: Thailand Case Study
Author: Boonmoh, Atipat
Date: 2023-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Anxiety,Online Courses,Practicums,COVID-19,Pandemics,Foreign Countries,Educational Technology,Videoconferencing,Technological Literacy,Blended Learning,Access to Computers,Teaching Methods,In Person Learning,Internet,Teaching Skills,Technology Integration,Student Attitudes

Before the COVID-19 pandemic, pre-service English as a Foreign Language (EFL) teachers (PSTs) experienced various forms of teaching anxiety. However, during the pandemic, they likely encountered additional, different types of teaching anxiety, especially at the teaching practicum stage. This study investigated factors causing anxiety in these PSTs prior to the practicum. It surveyed 257 PSTs from 10 polytechnic universities across Thailand scheduled to conduct a teaching practicum in the subsequent semester. The findings indicated that 246 PSTs (95.7%) had no prior experience with online learning. The PSTs reported being most familiar with Zoom and Google Meet, that these were the most convenient learning platforms, and also being most proficient in them. Two of their greatest concerns regarded online teaching, namely how they would do their practicum, e.g., hybrid, and what equipment and facilities schools would provide for them. Regarding anxiety, the participants demonstrated extremely high levels on four factors all associated with online teaching: the mode of instruction, whether online, onsite, or hybrid; the stability of the internet connection during online teaching; their teaching skills in the online mode; and their ability to integrate technological applications into their teaching. Given the participants' anxiety towards online teaching, pedagogical implications are discussed.
Help Students Learn Interpreted Petri Nets with Minecraft
Author: Grobelina, Iwona
Date: 2023-00-00
Type: Journal Articles
Subjects: Game Based Learning,Video Games,College Students,Student Attitudes,Models,Instructional Effectiveness,Foreign Countries

Background: Petri nets are a formal specification technique for modelling of control processes and modern flexible manufacturing systems. Interpreted Petri nets take into account input and output signals, allowing to apply them in any control system or even in control part of a cyber-physical system. Due to the fact that Petri nets are not used in the industrial practice, the students sometimes lack motivation to learn them. Contributions: In the paper we propose how to help students learn interpreted Petri nets with Minecraft (as a game-based learning). We show how interpreted Petri nets can be modelled in Minecraft and how they communicate with the surrounding environment via input and output signals to visualize control processes. The proposed approach has been validated experimentally among university students. Hypotheses: (1) Creating interpreted Petri net models with Minecraft helps to understand the basic principles; (2) Minecraft makes the course more attractive. Methodology: Students were divided into an experimental group (with game-based learning) and a control group (with traditional learning). The experimental group filled in a knowledge test twice (on the entry and on the exit) and a questionnaire. The control group filled in the same knowledge test at the end of the course. Findings: The observations confirm that the Minecraft-based teaching of interpreted Petri nets allows to gain better results in final tests, making at the same time the course more attractive and enjoyable.
On the Use of Feedback in Learning Computer Programming by Novices: A Systematic Literature Mapping
Author: Barbosa Rocha, Hemilis Joyse
Date: 2023-00-00
Type: Journal Articles
Subjects: Classification,Computer Science Education,Feedback (Response),Problem Solving,Programming,Introductory Courses,Novices,Teaching Methods,Formative Evaluation,Learning Activities,Research Reports

In programming problem solving activities, sometimes, students need feedback to progress in the course, being positively affected by the received feedback. This paper presents an overview of the state of the art and practice of the feedback approaches on introductory programming. To this end, we have carried out a systematic literature mapping to understand and discuss the main approaches for providing and evaluating feedback used in the learning of novice programmers in the problem-solving activity. Thus, according to a formal protocol, an automatic search was performed for papers from 2016 to 2021. As a result, 39 studies were selected for the final analysis. As a result, we propose three different categorizations: the main approaches to providing feedback, the main methods used in the evaluation and the main aspects and effects of the evaluated feedback.
Shifting from Native-Speakerism to Trans-Speakerism: A Trioethnography of Language Teachers in Japan
Author: Hiratsuka, Takaaki
Date: 2023-05-00
Type: Journal Articles
Subjects: Native Speakers,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Ethnography,Language Attitudes,Teacher Characteristics,Diversity,Inclusion,Teacher Attitudes,Work Environment,Cultural Differences

Native-speakerism is an ideology that endows those classified as native English-speaking teachers (NESTs) the owners of the English language, the ideal models of its use, and the pedagogical experts in language teaching. These endowments, in turn, intrinsically devalue those classified as non-native English-speaking teachers (NNESTs) (Holliday, 2006, 2017). In this study, a trioethnographic approach was adopted to investigate native-speakerism as it related to the lived experiences of two NESTs (Matt and Joachim) and one NNEST (Takaaki) in an EFL context of Japan. Counterintuitively, this exploration found that, in our Japanese context, native-speakerism had adverse effects on the academic lives and professional trajectories not for the NNEST, but rather for the two NESTs, linguistically, culturally, and institutionally speaking. Based on the findings, we explain and compare what we term &quot;classical,&quot; &quot;inversed,&quot; and &quot;nuanced&quot; native-speakerism, and introduce a new empowering concept--&quot;trans-speakerism&quot;--an ideological stance committed to advancing diversity, equity, and inclusion for all language teachers, irrespective of their first languages or cultures. The article ends with a call for research that encompasses a variety of contexts and approaches on trans-speakerism in language education.
The Practicum and Its Effects on the Development of Korean Pre-Service English Teachers&apos; Perceptions of Teaching Speaking
Author: Jang, Helen
Date: 2023-05-00
Type: Journal Articles
Subjects: Practicums,Language Teachers,Teacher Education Programs,English (Second Language),Second Language Learning,Second Language Instruction,Educational Quality,Preservice Teachers,Speech Communication,Teaching Methods,Attitude Change,Schemata (Cognition),Theory Practice Relationship,Foreign Countries

There has been a gradual change in Korean English curricula and education systems over recent decades to enhance the ability to communicate in English confidently in an increasingly globalized society. The Korean government has been initiating new policies in English curricula to improve the quality of English education in state schools; accordingly, English teacher education has also been intensified, with more attention to teaching speaking. Therefore, there is a need to investigate the impact of teacher preparation on classroom practice through empirical research considering Korean educational contexts. This study explores preservice English teachers' learning through initial teaching practice in the area of teaching speaking in Korea, which has seen major policy changes in recent years but has had limited empirical investigation. Two pre-service English teachers' perceptions and practices of teaching speaking are examined, from the perspectives of influences on, and changes in their cognition. Data include classroom observations, semi-structured interviews in sequence, documents, and qualitative questionnaires. The overall findings show limited impact of the practicum on their cognition development, and incongruence between their cognitions and practices of teaching speaking due to the gap between theory and practice. Implications for improvements are discussed, as well as suggestions for further study.
Arts Integration as an Approach for Anti-Racist Pedagogy: A Case Study
Author: Liu, Michael C.
Date: 2023-00-00
Type: Journal Articles
Subjects: Art Education,Racism,Social Justice,Community Colleges,Urban Areas,Culturally Relevant Education,Class Activities,Instructional Materials,Community College Students,Student Attitudes,Educational Environment

In this article, the author examined how arts integration affected the design, implementation of the learning and teaching experience in a course that incorporated anti-racist pedagogy (ARP) in a two-year community college in an urban area. Using an intrinsic case study method (Creswell &amp; Poth, 2017; Miles et al., 2014), this study triangulated the collected data that included the transcript of a focus group discussion, two polling results, and the students' reflection essays. The significance of this research will bridge the gaps in existing literature across ARP, culturally responsive pedagogy, and arts integration following two research questions: (1) how arts integration affects ARP; (2) how the classroom activities and course materials affect students' perception of the learning environment. Built on the existing literature on ARP (Kishimoto, 2018; Rubenstein, 2021; Sue, 2013), CRP (Gay, 2002; Ladson-Billings, 1998, 2014), and arts integration (Burnaford et al., 2007; Duma, 2014; Robinson, 2013; Shockley &amp; Krakaur, 2020), the study employed coding and memoing processes (Corbin &amp; Strauss, 2014) and reached the findings from the data that suggested: (1) group discussions are essential to establishing and maintaining an anti-racist learning environment; and (2) arts integration can be helpful in boosting a more welcoming atmosphere for a diverse group of students.
Diversity, Inequity, and Exclusion: How SATs and Other Standardized Tests Reduce Diversity in Higher Education
Author: Markson, Craig
Date: 2023-00-00
Type: Journal Articles
Subjects: Diversity,Equal Education,Inclusion,College Entrance Examinations,Standardized Tests,Higher Education,Racial Differences,Graduation Rate,College Attendance,Correlation

The purpose of this study was to examine the relationships between race, high school graduation, Scholastic Aptitude Test (SAT) scores, and four-year college-going rates. The setting included 89 school districts that were located in two adjacent suburban counties in New York State: Nassau and Suffolk. A Pearson Product-Moment correlation analysis, with a two-tailed test of significance with an alpha set at 0.05, was used to analyze the relationships among the variables. The results indicated that Black or African American and Hispanic or Latino student populations had statistically significant and negative correlations with four-year college-going rates, SAT scores, and high school Advanced Regents graduation rates. Conversely, Asian and White student populations had statistically significant and positive correlations with these variables. Based on these findings, the researchers made specific recommendations for school districts, state education departments, and institutions of higher education to reduce the racial inequities in college-going rates.
The Distribution of Collegiate Cultural Wealth to Black and Hispanic Students
Author: Foster-Irizarry, Toni
Date: 2023-00-00
Type: Journal Articles
Subjects: Two Year College Students,Community Colleges,Urban Schools,Cultural Capital,African American Students,Hispanic American Students,Critical Race Theory,College Faculty,Teacher Student Relationship,Student Experience,Student Motivation,Positive Reinforcement,Emotional Response

The current phenomenological study explored the emotion-based perceptions of eight Black and Hispanic students' experiences in developmental education classes at two urban community colleges. The researcher utilized a theoretical framework comprised of Critical Race Theory (CRT) with a focus on emotions and Yosso's (2005) model of cultural wealth. The prevalent themes in the study demonstrated the positive impacts of faculty members: (1) individualizing interactions with students; (2) motivating students through encouragement and praise; and (3) using emotional awareness. The study also highlighted the negative effects of deficit of thinking.
Integrating the Integration: The Role and Challenges of Problem-Based Learning in Bringing Together Social Science and Humanities (SSH) and Science, Technology, Engineering and Mathematics (STEM)
Author: Scholkmann, Antonia
Date: 2023-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Interdisciplinary Approach,Social Studies,Humanities Instruction,STEM Education,Higher Education,Foreign Countries,Outcomes of Education,Alignment (Education)

This paper provides a conceptual elaboration of the role of Problem-based Learning (PBL) in the integration of social sciences and humanities (SSH) with science, technology, engineering, and mathematics (STEM), and an analysis of the challenges this brings about. SSH-STEM integration is an endeavor that is timely, relevant, and urgent given the insufficient answers that higher education provides to the challenges social science and (especially) humanity faces. PBL can be argued as a pedagogical model to naturally cater to this demand. Based on two cases of integrated study programs from Aalborg University, Denmark, we analyze and discuss challenges and potential pitfalls in integrating SSH and STEM. As a result, we pinpoint learnings that can serve as timely guides in future iterations of problem-based, inter- and transdisciplinary endeavors in higher education.
Antiracist Work in Mathematics Classrooms: The Case of Policing
Author: Battey, Dan
Date: 2021-11-00
Type: Journal Articles
Subjects: Racism,Social Justice,Mathematics Education,Youth,Participatory Research,Action Research,Police,Law Enforcement,Urban Schools,Change Agents,Access to Information,Records (Forms),Violence,Public Policy,Student Empowerment,Data Analysis,Secondary School Students

Uprisings against police violence have placed the institution of policing front and center in conversations about societal change. In our work with activists, we have engaged in collecting and analyzing public records data to inform community organizing for change. In this editorial we discuss how to obtain, interpret, and analyze public records on policing as a way to support educators and youth to investigate policing in their own communities. Specifically, we discuss how to embed this work in Youth Participatory Action Research as a way to respond to youth concerns about their community in a way that leads to action. Briefly, we illustrate how this occurred in one classroom in an urban school where students made meaningful connections between their analyses of local police data and their personal experiences with racially disparate policing, which led some students to become change agents in their communities. This work demonstrates the simultaneous cultivation of youth engagement with mathematics and activism.
Developing Undergraduate Learning Assistants&apos; Skills in Guiding Science Learning
Author: Mataka, Lloyd M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Assistants,Science Instruction,Undergraduate Students,Seminars,Liberal Arts,Student Role,Learning Processes,Student Attitudes,Role Perception,Institutional Characteristics,Training,STEM Education

This concurrent triangulation mixed method design study describes the influence of a science education seminar (SES) on the learning assistants' (LAs) perceptions of their roles in the classroom. The SES was developed to train undergraduate students as LAs at a Southern liberal arts college in the USA. The focus of the seminar was teaching the LAs how to guide students through the learning process. Using the LAs perception survey, a pre and post-survey was administered to a conveniently sampled nine LAs to observe changes in their perceptions of their role. An interview was given to eleven LAs at the end of the seminar to investigate their perception of the seminar and any changes that had occurred in their perceptions of their role as LAs. A test of the significance of the quantitative data was done using the Kruskal-Wallis Chi-square and the qualitative data were analyzed using Atlas software. The pre- and post-survey results indicated that the LAs' perceptions about their roles changed during the semester. During an interview conducted at the end of the seminar, LAs indicated that their views on how to approach students' problems had changed mainly due to the seminar. The interview also showed that the LAs felt that the seminar was valuable because it changed the way they viewed themselves in their role. Results from this study inform colleges of the importance of training LAs.
Online Tools for Enhancing the Family&apos;s Role in Student Educational Achievement
Author: Alsoliman, Badr Salman H.
Date: 2023-00-00
Type: Journal Articles
Subjects: Family Role,Academic Achievement,Parent Attitudes,Educational Technology,Internet,Electronic Learning,Disadvantaged,Family Environment,Parent School Relationship,Elementary Secondary Education,Foreign Countries

The use of technology in education has been widely investigated, with a particular focus on remote communication during the COVID-19 pandemic. These settings have prompted a deeper study of the role that families can play in remote learning to support student educational achievement. This study has explored the student-family factors that could influence student educational achievement, building a theoretical framework of those factors and proposing associated online tools. Accordingly, this study used a cross-sectional survey design to explore the opinions and beliefs of parents about those factors and the suggested online tools based on the theoretical framework. The study sample consisted of 1,259 parents who responded to a survey of 10 items related to student-family factors and the suggested associated online tools. The findings indicated that many factors could improve student educational achievement, especially for students from underprivileged families. This study recommends providing online discussion tools to serve as a communication channel between schools and the families of students, supporting synchronous or asynchronous learning platforms, ensuring accessibility for all families who are involved with the school, and facilitating the school's timely engagement with families through the designated online discussion tools.
The Effect of Problem-Based Learning in Science Education on Academic Achievement: A Meta-Analytical Study
Author: Uluçinar, Ufuk
Date: 2023-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Science Education,Academic Achievement,Meta Analysis,Conventional Instruction,Comparative Analysis,Instructional Effectiveness,Effect Size,Elementary Secondary Education,Higher Education

This meta-analysis study aimed to scrutinize the effect of the problem-based learning (PBL) approach on students' academic achievement in science lessons compared to the traditional instructional approach. As research data, the researcher accessed 55 experimental studies as a result of steps of a systematic review with the keywords &quot;problem-based learning,&quot; &quot;science,&quot; and &quot;academic achievement or success&quot; from the Education Resources Information Center, Scopus, Web of Science, Proquest, Taylor and Francis, Center of Higher Education National Thesis Center, and Wiley Online databases. The results showed that the PBL method used in science education had a high effect size on academic achievement compared to the traditional instructional method. The results also explained significant differences between the effect sizes of publication types (conference papers, articles, master's thesis, and doctoral thesis). On the other hand, they demonstrated that academic achievement was similar in the nationality of the studies, educational levels, instructional variations with PBL, and relevant science areas. It is expected that integrating innovative instructional approaches into PBL could guide researchers who establish a research problem about how it can affect science academic achievement.
Chronic Health Conditions, School Attendance, and Socioeconomic Factors: A Literature Review
Author: Wikel, Kristin
Date: 2023-06-00
Type: Journal Articles
Subjects: Chronic Illness,Special Needs Students,Student Needs,Attendance,Socioeconomic Status,Diseases,Family Income,At Risk Students,Academic Achievement,Poverty,Reentry Students,School Personnel,Peer Influence

Students with chronic health conditions experience many challenges, such as increased school absences, that may impact academic success. Additional academic problems exist for students with chronic health conditions who also have socioeconomic status (SES) factors. A systematic literature review as conducted to study the interactions between chronic health conditions, absenteeism, and factors associated with SES. Findings suggest that asthma, the most common chronic health condition in children, is the leading cause of health-related school absences. Findings also suggest that factors associated with SES, such as family income, also impact school attendance for students with chronic health conditions. Although the results are mixed for academic achievement abilities for student who have chronic health conditions, many academic challenges that students with chronic health conditions encounter can be explained by frequent school absences. Further research on school absences and SES factors affecting students with chronic illnesses is needed to help establish guidelines for appropriate school programming and positive school attendance support.
Creativity in the Virtual Classroom: Engaging Online Special Education Teacher Candidates in Their Own Learning
Author: Shauger, Rob
Date: 2023-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Special Education Teachers,Online Courses,Educational Technology,Teacher Education Programs,Student Needs,Student Participation,Interaction,Interpersonal Relationship,Feedback (Response),Responses,College Faculty,Teacher Role,Assignments,Microcredentials

According to the National Center for Education Statistics (2022), the number of college students enrolled in at least one online course was approximately 11 million during the 2021-2022 school year. Knowing that institutes of higher education (IHEs) are responsible for teaching students who are primarily online learners, special education teacher preparation programs at IHEs need to change their focus on how to meet these online learners' needs. There is plentiful research on what faculty should include in their online classes, but finding specific strategies and activities that engage students in their own learning can be challenging. This article provides teacher educators with activities and strategies used in classes to engage online students in their learning, aiming for quick and easy implementation into future online special education teacher preparation courses.