ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Critical Thinking in Classrooms: Teacher Responses to a Reading-for-Meaning Workshop
Author: Phillips, Heather N.
Date: 2023-00-00
Type: Journal Articles
Subjects: Critical Thinking,Foreign Countries,Faculty Development,Workshops,Teacher Empowerment,Reading Comprehension,Electronic Learning,Synchronous Communication,Teaching Methods,Middle School Teachers,High School Teachers,Metacognition,Philosophy

Background: The Progress in International Reading Literacy Study of 2016 lays claim to the need for critical thinking to be developed since, in the South African context, 78% of learners could not even retrieve explicitly stated information (lower-order thinking) from texts, as opposed to 4% in the rest of the world. Critical, higher-order thinking and reading-for-meaning skills development are imperative to allow learners to become active participants in this changing world. Objectives: The study focused on teachers' responses to a Reading-for-Meaning workshop aimed at empowering teachers with tools or strategies to improve learners' comprehension through developing critical, higher-order thinking skills. Method: The research is an interpretative, qualitative study which aimed at understanding how critical thinking is integrated into reading for meaning in classrooms. The Microsoft program Teams was used as the online platform to present the workshop which facilitated synchronous e-learning. Purposive sampling was applied and 36 intermediate and senior phase teachers teaching from grades four to nine solicited. Data were collected from a Telegram chatroom and a web-page questionnaire which was inductively analysed. Results: Teachers experienced all the strategies positively and, on implementation in their classrooms, found that these strategies encouraged learner engagement, improved interpretation, boosted confidence and led to meaningful engagement with texts and deeper thinking which allowed them to think more critically. Conclusion: The Reading-for-Meaning workshop provided the tools which teachers used to encourage learners to express their opinion and answer more critical questions based on predictions, make inferences, make connections, clarify, summarise and paraphrase, and so develop critical thinking skills and subsequently improve comprehension skills. Contribution: On a conceptual level, the article has established a connection between the theories of critical thinking and pedagogical strategies. This opens up new directions for research for scholars in the field of literacy and education.
How Is Mendelian Genetics Taught in Malawi?
Author: Mbano, Nellie M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Science Instruction,Genetics,Biology,Active Learning,Teaching Methods,Secondary School Curriculum,Secondary School Mathematics,Program Implementation

Understanding genetics, an important topic in the study of biology, is critical for scientific literacy in agriculture, health, and forensic investigations. However, it has been observed that teachers find genetics difficult to teach and pupils do not perform well in it. Teachers can use expository teaching or active learning methods, but the secondary school curriculum in Malawi advocates the latter. The aim of this study was to find out how genetics is taught and how teachers justify their choice of method. This study used a multi-case design involving six teachers and observed their Mendelian genetics lessons and asked them to justify their choice of teaching method. The findings show that teachers mostly use expository methods utilizing lecture and question and answer teaching techniques. Contextual factors such as large classes, limited teaching time, and lack of resources were cited as reasons for their choice of expository techniques. In addition, they said that the topic was abstract and learners could not construct their own understanding. Furthermore, they indicated that they did not know what activities to arrange for the learners. The paper discusses the difficulties experienced in implementing active learning methods in teaching genetics and recommends possible avenues for teacher education and further research in Malawi.
Music Education Majors and Mental Health: A Follow-Up Study
Author: Payne, Philip D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Music Education,Majors (Students),College Students,Mental Health,Anxiety,Time Management,Depression (Psychology),Student Attitudes,Help Seeking,Predictor Variables,Sleep,Personality Traits,Information Technology,Handheld Devices

Music education majors across the United States (N = 1029) self-reported indicators of depression, anxiety, personality, and stress. According to the results, music education majors are highly busy, and report elevated levels of stress as compared to their peers. Semester enrollment averages include: 18.5 hours (including 0 credit courses) a semester, rehearsing an average of 9.08 hours a week, and a majority of whom work an average of 13-15 hours a week all while reporting high perceived stress levels. Furthermore, 74% of respondents required additional screening on the DSM-V for depression with over 70% exhibiting symptoms of moderate or severe depression; whereas, 84% of the respondents required additional screening for anxiety with over 74% showing signs of moderate and severe anxiety. Both series of results represent significant increases from the original study. The discussion provides possible explanations and suggestions for future considerations regarding music education majors and mental health. [Research in this manuscript was presented as a presentation at the 2021 Biennial National Conference for the National Association for Music Education in a Virtual Platform.]
COVID-19 Impacts on Course Delivery and Student Financial Wellness in Higher Education
Author: Rist, Sarah B.
Date: 2023-03-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,Undergraduate Students,Student Attitudes,Preferences,Blended Learning,Student Costs,Educational Technology,Cost Effectiveness,Well Being,Money Management

The COVID-19 viral global pandemic has impacted society in profound ways over the past two years, including transformations to the traditional collegiate journey. Online education became a predominant way of delivering courses during much of the COVID-19 pandemic; however, current student perceptions and preferences are not clear to higher education stakeholders and policy makers. This study explores college course delivery trends, investigates the magnitude of pedagogical shifts during the unprecedented times of COVID-19, uncovers changes in online education perspectives and preferences among undergraduate college students, and addresses various benefits to students when elements of online education are offered. A quali-quant mixed methods research approach was implemented to expand the study from 12 participants in the original qualitative sample to a total of 351 research participants with the addition of a quantitative sample. Most of the research participants from this sample of the population experienced renewed perspectives toward online learning over the past two years, and most of these undergraduate college students expressed a top preference for hybrid (46.3%) or HyFlex (23.6%) course delivery modalities now and into the future. [The volume number on the article (42) is incorrect. The correct volume is 43.]
Turning the Tables: Using Non-English Conversation Tables to Create Connections for International Students, Campus, and Community. A Practice Report
Author: Eckerson, Janet
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,English (Second Language),College Students,Community,Intercultural Communication,Cultural Awareness,Learner Engagement,Student Attitudes,Peer Relationship,Student College Relationship,Second Language Learning,Discussion Groups,Teaching Methods,Arabic,Chinese,French,German,Italian,Japanese,Korean,Russian,Spanish

International students, especially those studying in English language institutes at universities in the United States, often struggle to create connections with local students and the host community. Learners of non-English languages also struggle to find opportunities to practice languages that are uncommon in the surrounding community. This Practice Report describes an innovation where, instead of using English Conversation Tables to help international students practice English, professors &quot;turned the tables&quot; and allowed international students to become the experts, teaching local students their languages and cultures at weekly Non-English Conversation Tables held at a mid-sized rural public university. Through the Conversation Tables, both international and domestic students developed meaningful connections, deepening their on-campus engagement. These connections fostered self-growth and intercultural competence in both groups of students, some of whom had very limited prior experiences with cultural diversity. The authors identify the characteristics of the language tables that led to their success, including the location, facilitation, and promotion, to provide a model for reproducing the intervention in other contexts.
Attendance Matters! Supporting First Year Students&apos; Success with a Structured Attendance Policy. A Practice Report
Author: Comeford, Lorrie
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,College Freshmen,Attendance,Educational Policy,Student Responsibility,Educational Change,Attendance Patterns,Student Behavior,Grades (Scholastic),Scores,Success

This work reports the effect of a revised attendance policy on attendance and course outcomes for two populations of students: introductory general chemistry students and upper-level chemistry majors. Initially, the attendance policy highlighted students' responsibility for the material covered in class. This was changed to a policy with a specified reduction in the course average for excessive absences. Attendance and final exam scores were tabulated for each group. Implementation of the new policy increased attendance and final exam scores for introductory students, but it had no effect on attendance and final exam scores for upper-level majors. This result suggests that introductory students would benefit from course policies with specific expectations for attendance.
The Effectiveness and Transferability of a Block-Mode Discipline-Specific Academic Language Development Program. A Practice Report
Author: Yeo, Joseph
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Proficiency,Academic Language,Universities,English for Academic Purposes,Second Language Learning,Second Language Instruction,Foreign Countries,Program Effectiveness,Transfer of Training,Literacy Education,Course Content,Academic Achievement,Outcomes of Education,Program Improvement,Undergraduate Students,Business Administration Education,Graduate Students,College Second Language Programs,Student Attitudes,Self Esteem,Language Tests

To address the demands from their courses, students with insufficient language proficiency who cannot attend the standard subject-specific academic language development program are directed to an alternative discipline-specific program -- the Language Development Tutorial in Block mode, at the University of Technology Sydney. This practice report evaluates the effectiveness of the alternative program, and the transferability of disciplinary learnings to a subject and assessment level. The findings reveal that most students were satisfied with the program and agreed that it had helped to improve their confidence, discipline-specific language and literacy skills, subject content understanding, and ability to complete their assessments. Students who completed the program were also more likely to achieve higher subject results than those who did not attend/complete it. The findings reinforce the need to provide alternative discipline-specific support where subject-specific support is not viable. More in-depth investigation in future iterations will improve the program's impact.
Cultivating a Digital Promise: Promoting Reflective and Reflexive Activities to Enhance Self-Directed Learning for the 21st Century. A Practice Report
Author: Morris-Eyton, Heather
Date: 2023-00-00
Type: Journal Articles
Subjects: Independent Study,College Freshmen,Learning Experience,Student Behavior,Time Perspective,Skill Development,Motivation,Student Reaction,Learning Processes,Reflection,Educational Practices,Student Attitudes,Persistence,Responsibility

Self-directed learning skills are known to influence successful learning outcomes in a higher education environment. Moreover, first year students entering higher education lack self-directed learning skills, as these are not always developed at school level. A digital promise tool was used for a first-year student cohort to reflect on their personal learning experiences and behaviour over a period of two semesters. The researchers used the augmented community of inquiry as the theoretical framework in this study, focusing on the student learning presence. Two cycles of data were collected using student reflective and reflexive responses. The first cycle included developing a digital promise, where students reflected on their typical learning behaviour and commitments during their journey. After this cycle, opportunities were given for students to adjust their digital promise for the second semester. The results from the student reflections indicated an increase in self-motivated and self-directed student learning during the second semester.
A Proposed Faculty Loading Guide Framework for the Research Subjects in the Senior High School in the Philippines
Author: Caraig, Renelle Villarama
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Teachers,Teacher Researchers,Barriers,Guides,High School Students,Research Skills,Student Research

The year 2016 was a crucial time for the education system in the Philippines since it was the first facilitation year of the Senior High School in the country. The K to 12, also known as &quot;Kindergarten to grade 12&quot;, is an education system under the Department of Education that aims to produce more competent Filipino citizens in the global market. In line with the facilitation of K to 12 in the Philippines, the problem in the teachers-subjects mismatch is very evident, especially in the research subjects of the Senior High School, namely Practical Research 1 (Qualitative Research), Practical Research 2 (Quantitative Research), and Inquiries, Investigation, and Immersion. These are new subjects to the eyes of high school faculty members in the Philippines. Research subjects from pre-K to 12 are not considered a field or a subject matter, especially in high school. However, the Senior High School program brought a new perspective to the research subjects as it aims to develop Filipino learners' critical and research skills. This paper tackles different issues and challenges faced by Filipino research teacher. Moreover, this paper proposed a faculty loading guide model for research subjects that can be used by school administrators to guide them in distributing research subjects to the faculty members. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]
Changes in Prospective Primary School Mathematics Teachers&apos; Conceptions of Teaching and Learning
Author: Kiliçaslan, Elif Aksan
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Mathematics Teachers,Mathematics Instruction,Preservice Teachers,Student Attitudes,Constructivism (Learning),Elementary School Students,College Freshmen,College Seniors,Foreign Countries,Teaching Methods,Learning

Teaching-learning conception is related to preferences in teaching-learning. There are two major teaching-learning approaches in education, which are constructivist and traditional approaches. In parallel, education curricula are being developed in compliance with this understanding. It is also manifest in the current mathematics curricula. This study intends to reveal any changes, if any, in the teaching-learning conceptions of prospective teachers, who are the future teachers, from the beginning till the end of their university education, and to find out the reasons driving such change or lack of change. According to this study, the prospective primary school mathematics teachers adopt the constructivist teaching-learning approach regardless of their grade level. However, it is worth noting that the behavioral tendency of the 1st graders declines while their constructivist tendency increases by the time they reach the 4th grade. There is a transition from behavioral learning approach to constructivist learning approach in the learning-teaching understanding of 4th grade teacher candidates. This change is usually linked to Instruction-dominated courses. Depending on the results of the study, it is suggested that during teacher education, prospective teachers should be trained on teaching-learning conceptions and they should be given the chance to prepare and apply lesson plans in accordance with the conceptions. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]
Academic Stress and Coping Strategies of College Freshmen in Online Education amidst the COVID-19 Pandemic
Author: Cruz, Michaela Jennarine DL.
Date: 2023-00-00
Type: Journal Articles
Subjects: Stress Variables,Coping,College Freshmen,Online Courses,School Closing,Pandemics,COVID-19,Stress Management,Foreign Countries,Student Attitudes

Determining the academic stress and coping mechanisms of the students allows for a broad understanding of how the online learning environment affects the students' present education. As a result, the researchers adjudged that it was important to find out how the students cope with stress in online learning when the COVID-19 pandemic is present. The researchers considered tertiary freshmen as respondents of the study since they were the ones who made a big shift from basic education to higher education. The results indicate that deadlines were a major source of stress for most of the respondents while attending online classes was a moderately stressful experience for most of the respondents. &quot;Acceptance&quot; earned the highest mean score among the facets of coping strategies, which corresponds to &quot;I've been doing this a medium amount&quot;. Students can accept the fact that a specific circumstance has occurred, and they've had to acquire ways of coping with it. But despite their acceptance of the COVID-19 scenario, students still have inhibitions because they want to return to the face-to-face education environment in the future. Lastly, as the students experience stress often, the more that they are using many coping strategies at once. In order to cope with the pandemic, one may want to use several of the coping strategies or to alternate in using them. [The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]
Cognitive, Affective, Behavioral and Personality Domains of EFL Learning
Author: Aydogan, Hakan
Date: 2023-00-00
Type: Journal Articles
Subjects: Study Habits,Student Motivation,Incentives,Student Attitudes,English (Second Language),Second Language Learning,Verbal Ability,Personality Traits,Language Skills,Reading Skills,Writing Skills,Speech Skills,Listening Skills,Correlation,Grades (Scholastic),Gender Differences,Foreign Countries,College Students

The main scope of the study is to investigate the relationships between English study habits, extrinsic and intrinsic motivation, utilitarian value of English, attitudes toward English, self-reported verbal abilities, personality traits, English skills (reading, writing, speaking, and listening), and English grades. A total of 210 Turkish students take part in this study (123 females and 87 males, the mean age of participants was M = 20.91). The main results can be summarized as follows. Intrinsic motivation, attitudes toward English, and verbal abilities were in positive correlations with study habits and English grades. English study habits were in a positive relationship with English grades and all the self-reported English skills. Extrinsic motivation and neuroticism were in negative correlations with participants' English skills and grades. Extraversion, agreeableness and consciousness were in positive relationships with English skills and grades while neuroticism was in negative correlations with these variables. Openness to experience had statistically significant relationships with writing and listening skills only. There were no statistically significant gender differences in the studies variables (except in the case of the utilitarian value of English, where females' estimates were greater than those of males. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]
Comparison of Inspection Instruments in Centrally Governed Cypriot Turkish Education with Some European Union Countries Which Adopted Participatory Government Approach
Author: Uysal, Merve
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Differences,Educational Administration,Administrative Organization,Government Role,Educational Policy,Inspection,Boards of Education,Board of Education Role,Educational Quality,Accountability,Educational Improvement

The purpose of this study is to compare education and inspection systems and to reveal their similarities and differences in terms of structuring and functioning. Thus, it is aimed to make suggestions about education supervision in the Turkish Republic of Northern Cyprus by determining its current state. In the study, the educational supervision systems of England, Germany, Finland, Spain, and France all member states of the European Union, which adopt the participatory management approach, were analysed and compared taking into account the availability of sufficient data. As a result of the research based on the document analysis technique, it is seen that France and Northern Cyprus have a more centralized control structure compared to other countries, whereas the schools in Germany, Finland and Spain are more autonomous. In England, schools are authorised to act more freely by choosing to obtain professional help from outside under the supervision of schools. In order to increase the quality of education in Northern Cyprus, it would be useful to carry out regular inspections, to include teachers in this process, and to establish a guidance approach. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]