ethanporcaro/eric-fulltext-meta huggingface dataset:
New Challenges: Developing Explicit Pedagogies of Noticing
Author: Myers, Marie J.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Teacher Education Programs,Metacognition,Skill Development,Undergraduate Students,Context Effect,Teacher Attitudes,Journal Writing,College Faculty,Communities of Practice,Memory,Professionalism,Learner Engagement

This paper is about an instructor in a university teacher program aiming at improving the students' ability for noticing in order to guide subsequent decision-making and actions in teaching. Whereas added awareness may come naturally to some people, others need to develop a habit and a way to identify important aspects. University students tend to surf the net at high speeds for a quick overlook of contents. While this is a great ability, they often do not stop long enough to identify what needs to be retained. For teaching purposes, it is crucial to learn to anticipate, develop the appropriate noticing strategies and to act, as this is a professional requirement. After discussing contextual aspects, we describe the actual problematic and follow with the relevant theoretical underpinnings. Within these, we look at strategizing, developing awareness, and the capacity to act. The method used is qualitative and involves the analysis of the instructor's teaching journal notes. Findings point to the need for variety in activities, looking at pace and affinity in communities of practice as well as storage into memory leading to subsequent action. [For the complete Volume 19 proceedings, see ED613922.]
Online Learning, Social Presence and Satisfaction among University Students during the COVID-19 Pandemic
Author: Stankovska, Gordana
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Student Satisfaction,Interpersonal Relationship,College Students,Distance Education,Correlation,Teacher Role,Personal Autonomy,Interaction,Cooperation,Authentic Learning,Relevance (Education),Active Learning,Foreign Countries

The outbreak of the coronavirus disease 2019 (COVID-19) in various countries at the end of last year has transferred traditional face-to-face teaching to online education platforms, which directly affects the quality of education. Also, students' satisfaction is extremely important in the effective implementation of online learning. Thus, the main goal of this research was to investigate the possible relationship between online learning, social presence and satisfaction with online courses among university students. The Distance Education Learning Environments Survey (DELES), the Social Presence Scale (SPRES) and the Satisfaction Scale were administered to a sample of 280 university students. The results indicated that there was a significant positive relationship between online learning, social presence and satisfaction with online courses. Also, we found a significant positive relationship between social presence, satisfaction, instructor support, student autonomy, interaction and collaboration and authentic learning, but negative correlation between social presence, satisfaction, personal relevance and active learning. The study concluded that designing types of assignments that involve collaboration among students, and instituting authentic learning experiences that align with students' interest, will improve students' social presence, online learning and students' satisfaction in online courses. [For the complete Volume 19 proceedings, see ED613922.]
Policies and Strategies to Improve Education in Bangladesh
Author: Mustary, Mashraky
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Policy,Government Role,Educational Improvement,Educational Quality,Policy Formation,Accountability

Education in Bangladesh is one of the basic requirements for everyone considering the idea that the country has a high number of uneducated individuals. The research herein focuses on examining and analysing the strategies and policies that Bangladesh uses to ensure it enhances the education in the country's schools. The theory adopted is the accountability theory, to show how the government of Bangladesh is trying to take measures to improve education. A thorough literature review explains what happens, which in turn justifies the policies and strategies presented there. A brief conclusion and recommendations follow. [For the complete Volume 19 proceedings, see ED613922.]
Evidence to Practice: Scaling up Postsecondary Student Success Strategies
Author: Morton, Tiffany
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Graduation Rate,Educational Attainment,Low Income Students,Educational Change,Student Placement,Educational Policy,Educational Strategies,Evidence Based Practice,Developmental Studies Programs,COVID-19,Pandemics,Achievement Gap,Program Implementation,Academic Achievement

College completion rates are low--nearly 40 percent of students do not earn a degree within six years of enrolling in college. Community college students face the highest hurdles--about 60 percent are without a degree six years after matriculating. Research has identified strategies that institutions can use to improve student success and degree attainment, particularly among students from families with low incomes and others who have been underserved by current higher education policies and practices. Programs that show significant results must be implemented widely--and with fidelity to the proven practice--to change student outcomes meaningfully. This brief summarizes Minnesota's experience with three areas of reform: using multiple measures for course placement, improving communications and policies about satisfactory academic progress, and offering comprehensive student support programs.
Driven by Data: Using Licensure Tests to Build a Strong, Diverse Teacher Workforce
Author: Putman, Hannah
Date: 2021-07-00
Type: Reports - Research
Subjects: Diversity (Faculty),Teacher Characteristics,Minority Group Teachers,Teacher Certification,Elementary School Teachers,Teacher Competencies,Teacher Influence,Academic Achievement,Racial Differences,Ethnicity,Eligibility,Knowledge Level,Preservice Teachers,Admission Criteria,Geographic Location,State Standards,Alternative Teacher Certification,Selective Admission,Socioeconomic Status,Licensing Examinations (Professions)

Building a strong, diverse teacher workforce in sufficient numbers requires understanding of the points along the pathway into the teaching profession where aspiring teachers are most likely lost. Currently, policymakers, state education agencies, and teacher prep programs have limited insight into the obstacles along this pathway, largely due to incomplete or inaccurate data. This makes it hard to identify when and why prospective teachers, particularly persons of color, elect not to consider teaching or, having started down the pathway, exit prematurely. In this study, National Council on Teacher Quality (NCTQ) focuses on a pivotal point for elementary teachers: when teacher candidates take their licensure tests on the content knowledge defined by states as necessary for the job of teaching. States generally expect elementary teachers to have foundational knowledge in English/language arts, mathematics, science, and social studies. Low rates of candidates passing licensure tests, especially for candidates of color, have become the subject of considerable debate in states across the country and have some states questioning their testing regimes. These low pass rates present a challenge for policymakers and educator preparation programs working to both diversify the profession and also ensure that every classroom is staffed with a well-prepared teacher. This paper provides the framework for the pass rate data available for each state. While the focus here is on elementary content licensure tests, the analysis can be applied to any assessment on any subject or grade span. [This report was funded by the Gates Family Foundation.]
Technology-Facilitated Oral Homework: Leveraging Technology to Get Students Speaking outside the Classroom
Author: Shanks, David
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Oral Language,Homework,Information Technology,Audio Equipment,Second Language Learning,Second Language Instruction,Teaching Methods,Anxiety,Communication (Thought Transfer),Self Esteem,Decoding (Reading),Student Motivation,Educational Benefits,Case Studies,French,Secondary School Students,Futures (of Society),Foreign Countries

Technology-Facilitated Oral Homework (TFOH) is an umbrella term for the use of digital technologies that enable learners to record themselves speaking the target language and submit recordings to their teachers from outside the formal classroom environment. The goal is that this practice could lead to a decrease in debilitative Foreign Language Anxiety (FLA) as well as increases in students' oral confidences, L2 decoding abilities, and motivation. This chapter defines TFOH, describes a case study in which it was used, and discusses the benefits of and potential issues with using TFOH in the language learning classroom. [For the complete volume, see ED612143.]
Virtual Exchange: Connecting Language Learners in Online Intercultural Collaborative Learning
Author: Gutiérrez, Begoña F.
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Exchange Programs,Computer Simulation,Intercultural Communication,Computer Mediated Communication,Second Language Learning,Second Language Instruction,Educational Benefits,Language of Instruction,Native Speakers,Feedback (Response),College Students,Access to Education,Sustainability,Economic Factors,Barriers,Futures (of Society),Peer Relationship

Virtual exchange is an umbrella term used to refer to the engagement of groups of learners in online language and intercultural interaction and collaboration with partners from other cultural contexts or geographical locations as an integrated part of course work, and under the guidance of educators and/or expert facilitators. The majority of reports in the literature on virtual exchange are based on bilingual-bicultural exchanges which involve two classes are studying each other's languacultures. This chapter describes examples of virtual exchanges and discusses benefits of and potential issues with virtual exchange from the point of view of educational institutions and in the context of foreign language learning. [For the complete volume, see ED612143.]
LMOOCs: Free, Self-Access Language Learning on a Global Scale
Author: Gimeno-Sanz, Ana
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Second Language Instruction,Higher Education,Communicative Competence (Languages),Spanish,Foreign Countries,Access to Education

Massive Open Online Language Courses, also commonly known as Language MOOCs or LMOOCs, are online courses offered for a limited period of time by higher education institutions worldwide for anybody wishing to learn a foreign language. The average duration of these courses is between four and six weeks, and approximately three to five weekly study hours are required. To date, there are several examples of effectively designed MOOCs that facilitate the development of communicative language competences. This chapter describes what MOOCs/LMOOCs are, provides examples of language MOOCs, and discusses their benefits and potential drawbacks in the context of language learning. [For the complete volume, see ED612143.]
Responding to Twenty-First Century Societal Trends through Nurturing Globally Competent Citizens
Author: Daniels, Carlo
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Role of Education,Global Approach,Citizenship Education,Foreign Countries,21st Century Skills,Social Change,Information Technology,Trend Analysis,Teaching Methods,Strategic Planning,Teacher Role

Higher education institutions play an active role in addressing and responding to twenty-first century societal trends. The two main factors, which have transformed the way we live and work are globalization and technological advancements. Consequently, global competence became imperative in twenty-first century. As evident from scholarly literature, global competency is the currency in today's world, which includes the capacity to view life from different perspectives, to value diversity, to engage in multicultural interactions and to have skills to respectfully navigate in the complex inter-connected world. Higher education has an important role to play in nurturing globally competent citizens with a critical worldview and the above-mentioned abilities. Considering the importance of this topic and the scarcity of literature grounded in South African context, the scope of this paper is to explore the development of globally competent citizens in selected South African higher education institutions. Employing document analysis method, this qualitative project investigated to what extent higher education institutions positioned themselves to address twenty-first century societal trends. Special attention was paid to competencies of globally competent citizens, educators' role in developing global competence and HEIs response to twenty-first century trends. Based on the findings, recommendations are provided on how higher education institutions may maximize development of globally competent citizens. [For the complete Volume 19 proceedings, see ED613922.]
Special Education in BRICS: A Comparative Overview
Author: van Jaarsveld, Leentjie
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Special Education,Students with Disabilities,Inclusion,Equal Education,Access to Education,Student Diversity,Cultural Differences,Special Schools

Many discussions have taken place around the issue of the special needs of learners, special schools and inclusivity. UNESCO argues that inclusive education will accommodate all children, regardless of their physical, intellectual, social, emotional, linguistic or other conditions. This would include disabled and gifted children, street and working children, children from remote or nomadic populations, children from linguistic, ethnic or cultural minorities and children from other disadvantaged areas or groups. In inclusive education, the diverse needs of students would be recognised and responded to, accommodating different styles and rates of learning and ensuring quality education to all. However, globally, the views of countries on inclusivity differ, and setting up schools for learners with special needs is often preferred. The overall aim of this study is to give an overview of the perspectives of the BRICS countries regarding learners with special needs, special schools and inclusivity. A document analysis was done of both printed and electronic (computer-based and Internet-transmitted) material. The views of the BRICS countries on learners with special needs, special schools and inclusivity differ. [For the complete Volume 19 proceedings, see ED613922.]
Teachers&apos; Life-History Narratives and Reform Policy Implementation at Classroom Level
Author: Chimbi, Godsend T.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Experience,Personal Narratives,Educational Policy,Educational Change,Foreign Countries,Curriculum Implementation,Career Choice,Faculty Mobility

In many countries across the world, teaching is regarded as a noble profession. However, in some countries, it has degenerated into a low status occupation. This qualitative study explores the life-history of four Zimbabwean teachers and how they were implementing the New Curriculum Framework 2015-2022. The self-identity theory provides the framework for this life-story narrative. Data were collected using three-tier semi-structured interviews, nonparticipatory lessons observations and document analysis. Findings indicate that individuals join teaching for a myriad of reasons. For some it may not be their first, second, or even third career choice. Teachers' life histories seemed to promote or constrain reform implementation. It was interesting that one participant, who became a history teacher by accident appeared to enjoy the profession and embraced the new curriculum. Systematic career guidance and improved remuneration can assist in recruiting committed and gifted individuals to the teaching profession; thereby improving teacher retention and increasing chances of reform implementation. [For the complete Volume 19 proceedings, see ED613922.]
The Impact of COVID-19 on Higher Education Institutions: Focus on Research and Teaching Practice
Author: Niemczyk, Ewelina K.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,Higher Education,School Closing,Educational Research,World Problems,Barriers,Ethics,International Cooperation,Teaching Methods,Online Courses,Global Approach,Foreign Students,Educational Finance

The COVID-19 pandemic manifested in health and socioeconomic crisis that highly influenced higher education sector on many levels. UNESCO reported that in April 2020, higher education institutions were closed in 185 countries. This shows a dramatic and disruptive impact the pandemic had on all involved in higher education, from students to staff. The pandemic, however, also showed the importance of higher education to society and the need for higher education institutions to share research expertise about how to overcome the risks posed by COVID-19. This work relies on review of international research projects and global surveys conducted about the impact of COVID-19 on higher education. For the purpose of this paper, the attention is devoted to the impact of the pandemic on research and teaching at universities. The results showcase how the pandemic disrupted research activities and teaching practice around the world and how universities responded to the challenges posed upon them. The reported efforts taken by higher education institutions provide lessons of commitment and creativity that can be informative internationally. Now more than ever, comparativists are well positioned to provide solutions to current global challenges and to envision the path from the crisis to a better future for research and teaching in HEIs. [For the complete Volume 19 proceedings, see ED613922.]
The Quality Assurance Movement: A Lesson from Hong Kong Schools
Author: Pang, Nicholas Sun-Keung
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Quality Assurance,Educational Quality,Self Evaluation (Groups),Sustainable Development,Educational Improvement,Program Effectiveness,Barriers,Evidence Based Practice,Influences

In the last two decade, the Education Bureau has implemented a two-pronged approach to assuring the quality of education in Hong Kong: an external mechanism via inspection and an internal framework via self-evaluation. However, both of which are mainly top-down and not as effective as expected. This paper reports on an investigation into the effectiveness of implementing self-evaluation in Hong Kong schools and the factors that may have hindered and/or facilitated such a movement. In the conclusion, suggestions are made for policy makers and school practitioners' considerations when they strive to maintain sustainable development in schools. [For the complete Volume 19 proceedings, see ED613922.]
The Role of Teaching and Learning Aids/Methods in a Changing World
Author: Ordu, Uchechi Bel-Ann
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Instructional Materials,Learning Processes,Student Attitudes,Educational Quality,Instructional Effectiveness,Visual Aids,Imagination,Learning Motivation,21st Century Skills,Social Change,Transfer of Training,Educational History,Global Approach,Futures (of Society)

The activity and method of teaching and learning identifies the input factors (students, teachers, instructional materials), the process (research, leadership, student services), and the output factors (employable graduates, knowledge creation and economic growth). Teaching and learning activity is also seen in the skills, attitudes and research orientation of the students. Negative physical and social conditions may affect the quality of effective teaching and learning. It is important that an enabling environment be put in place for effective teaching and learning skills. Furthermore, it is the responsibility of teachers to be sufficiently trained on the use of teaching aids, and have full understanding of their subject in order to pass on the right knowledge to students. The use of pictures, video clips, objects, internet facilities help the students to have a real-life imagination of the context of what is being taught. This leads to the reinforcement of learning: what we hear we forget; what we see we remember; what we do we understand. Motivations for transforming 21st century learning are the lack of preparation for life and work, emerging student characteristics, disengagement and high dropout rates, lack of motivation, the changing conditions and needs of the 21st century labour market, and global scenarios like economic and social crises, global diversity, and climate change. By effectively delivering knowledge content, students acquire transferable skills to be globally competent, think out of the box, and have an intelligent understanding of the complexity of technology. [For the complete Volume 19 proceedings, see ED613922.]
Education and Management Practices. Discussion Paper No. 1767
Author: Valero, Anna
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Administration,Human Capital,Education,Correlation,Universities,Labor Supply,Industry,Small Businesses,Human Services

The empirical management literature has found that the education of both managers and the workforce more generally appears to be an important driver of better management practices. This article sets out how such relationships might be conceptualised, and suggests that in a complementarities framework, modern management practices can be thought of as a type of skill-biased technology. It then summarises the literature that has explored the relationships between human capital and surveyed management practices in manufacturing firms and other sectors, highlighting the handful of papers that have found a positive correlation between management practices and measures of local skills supply. It concludes with a discussion of the policy implications that stem from what we know so far, together with avenues for future research that could shed more light on the causal mechanisms at play. [This report was funded by the Economic and Social Research Council through the Centre for Economic Performance, the Programme on Innovation and Diffusion (POID).]
Reorienting Art Teacher Education Pedagogy towards Learner Empowerment during COVID-19 Restrictions
Author: Dziwa, Dairai Darlington
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Policy,Art Teachers,Teacher Education,Student Empowerment,COVID-19,Pandemics,Preservice Teachers,Critical Theory,Distance Education,Art Education,Open Educational Resources

Due to the COVID-19 pandemic lockdown restrictions, open and distance learning (ODL) has become the preferred delivery model of instruction at most institutions of higher learning. The ODL mode of instruction has become the most common alternative even for art teacher education amidst numerous practical challenges. This conceptual paper argues that the reorientation of art pedagogy in ODL changes learning and teaching habits of art practical content providing independent critical thinking as well as a new appreciation of learners' intellectual, emotional and social involvement in learning. The paper recommends critical art pedagogy as a pedagogy that develops critical skills and generates emancipatory and transformative patterns of teaching and learning art. This could inform both theory and practice as well as relinquish the lecturers' authority in traditional face to face teaching. Critical art pedagogy could address the dilemma faced by many institutions during this COVID-19 era in their desire to engage and empower art student teachers. [For the complete Volume 19 proceedings, see ED613922.]