ethanporcaro/eric-fulltext-meta huggingface dataset:
Preservice Teachers&apos; Mentorship Experiences during Teaching Practice in a South African Teacher Preparation Program
Author: Jita, Thuthukile
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mentors,Teacher Education Programs,Foreign Countries,Student Attitudes,Reflection,Ethics,Faculty Development,Cooperating Teachers,Essays

Mentor teachers are instrumental in teacher preparation programs during the teaching practice of preservice teachers that involves mentor-mentee relationships. This qualitative paper reports on the mentoring experiences of preservice teachers during eight weeks of teaching practice in 2020 using Gibbs? experimental learning as a conceptual framework. Forty-five preservice teachers participated in a reflective exercise, sharing their stories through reflective essays guided by open-ended questions. A thematic approach was used in data analysis. Findings indicated that mentors? experiences and personal characteristics, and abilities to create opportunities for growth influenced the preservice teachers? experiences during teaching practice. The mentees? perceptions toward mentor-mentee relationships also influenced their experience. Based on the findings, it is important to upskill mentors to equip them with professional and mentorship ethics to enable preservice teachers to acquire the requisite skills that will better prepare them as future professional teachers. The findings of this study can be useful in the process of developing professional development of mentors prior to teaching practice.
Perceived Challenges of Implementing an Integrated Talent Management Strategy at a Tertiary Institution in South Africa
Author: Mukwawaya, Owen Zivanai
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Talent Development,Employees,Higher Education,Universities,Administration,Unions,Resistance to Change,Educational Finance,Change Strategies,Employee Attitudes

The aim of this study was to investigate and delineate the perceived challenges of implementing an integrated talent management strategy at a South African tertiary institution. The study was conducted at a relatively new university that opened its doors on the 1st of January 2015. Since the inception of the university under study, the institution has grown considerably but without proper policies and strategies in place to ensure its competitiveness and sustainability within the current Higher Education and Training sector in the country. A qualitative research methodology in the form of semi-structured interviews conducted with a convenience sample of 10 participants was employed to execute the study. The sample was drawn from the population of directors and official representatives of administrative, academic and support staff. The inclusion of these participants was premised on the idea that by virtue of their job description, they would be most exposed to talent management issues. Results of the study indicate that the major challenges experienced in implementing an integrated talent management strategy at the university include lack of management commitment and budget, as well as unionism and resistance to change amongst staff. As such, the primary recommendations of this study are for demonstrated commitment by university management towards accessing adequate finances to facilitate the implementation of a sound talent management strategy that will assist in promoting both the quality and longevity of the tertiary education institution in question.
Overcoming Barriers in Higher Education Mobility between Latin America, Canada and Asia: A Scoping Review
Author: Ahmed, Arooba
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,College Students,Student Mobility,Foreign Countries,Literature Reviews,Affordances,Foreign Students,Study Abroad,Cultural Influences,Language Usage,Economic Factors,Political Attitudes

Latin America and Asia have been tied for hundreds of years through a transcontinental trade network, which has culminated in their current economic interdependence. This interdependence necessitates cooperation, which can be bolstered through cultural understanding between the two continents. International student mobility is one way to foster intercultural relations, which are currently quite low between these regions. Canada has faced a similar struggle as Latin America to attract students in the Americas when faced with competition from US universities, but has had some successes which Latin American countries could learn from. This study therefore completes a scoping review of the literature to categorize barriers and enablers to academic mobility between higher education institutions (HEIs) in Asia, Canada, and Latin America and synthesizes relevant suggestions. An integrative literature search of qualitative and quantitative studies was conducted using six different databases. After considering inclusion and exclusion criteria, 33 studies were selected and analyzed. The results were categorized into six themes: Cultural, Academic and Professional, Linguistic, Economic, Program Structure, and Political Climate. Each theme included factors which enabled or hindered student mobility between Asia and the Americas. The findings highlight the need for Latinamerican HEIs to emphasize relevant initiatives and qualities that go beyond rankings, boost the use of English among academics and staff, actively reach out to Asian partners, and collaborate to develop credit transfer policies compatible with Asian institutions. These considerations could be all the more timely considering students are currently more open to virtual international opportunities in the midst of the COVID-19 pandemic, generating possibilities of greater collaboration between these regions of the world.
Academic Writing Groups in Higher Education: History and State of Play
Author: Déri, Catherine E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Language,Writing (Composition),Group Activities,Communities of Practice,Doctoral Students,Barriers,Dropout Rate,Socialization,Achievement Gap,Writing Skills,Writing Strategies,Scholarship

Over the past twenty years, graduate studies have seen significant growth, with student numbers more than doubling worldwide. Unfortunately, the Organization for Economic Co-operation and Development continues to report dropout rates averaging 50% for PhD and 40% for master's programs, in all disciplines combined. Among the reasons quoted for abandoning study programs are deficient academic writing competencies that could not only hinder how graduate students progress through their academic journey, but also how they integrate with the scientific community as novice scholars. Accordingly, this article will present an overview of studies related to academic writing groups, which have been identified as one of the strategies to benefit graduate studies. Based on a systematic literature review, we present a chronological account of key issues and concepts that have influenced the phenomenon throughout history. Thereafter, we explain the various characteristics of academic writing groups in order to delineate this phenomenon through the description of its inherent elements and propose an all-encompassing definition. The analysis of 72 documentary sources also allows the observation of trends through the examination of geographical, disciplinary, and methodological factors drawn from scholarly publications. Finally, we highlight considerations for future exploration of academic writing groups used as a pedagogical strategy in the context of higher education, from disciplinary, sociocultural, and gender perspectives.
Analysis of the Effect of Militancy Activities on Students Enrollment in Niger Delta: Implications for Adult and Vocational Education
Author: Olori, Gloria
Date: 2022-00-00
Type: Journal Articles
Subjects: Enrollment Rate,Foreign Countries,Adult Education,Vocational Education,Two Year Colleges,Teacher Student Relationship,College Students,Educational Development,Teacher Militancy

With the continuous decline on students' enrollment in adult and vocational education in Niger Delta region, this study sets to analyse the effect of militancy activities and its impact on educational development. It adopted the ex post facto type of the descriptive research. The sample of 347 students was used to respond to the data collecting instrument. Based on the analysis, the existence of poor synergy between teacher and students and scanty population were notable as the effects of the insurgency. Further analysis showed that students' poor academic performance, high illiteracy level and increase in youth restiveness were found to have highly impacted on the educational development.
Can Laughter Lead to Learning?: Humor as a Pedagogical Tool
Author: Chowdhury, Faieza
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Humor,Student Attitudes,College Students,Foreign Countries,Instructional Effectiveness

The word humor can be defined as something which is perceived to be funny, comical, or amusing. However, in the case of humor perception plays a key role. This is mainly because what is regarded as humorous by one person may not be funny to another person. Hence, humor like beauty lies in the eyes (ears) of the beholder. The potential of humor as a pedagogical tool is not a new concept in education. Teachers around the world have a mixed attitude towards the use of humor in the classroom as a pedagogical tool. Thus, in this study we sought to investigate the perceptions of students towards the use of humor as a teaching tool at higher education institutions in Bangladesh. For this purpose, we have performed both quantitative and qualitative analysis. In the quantitative part of the study, we collected data from 300 students and performed a binary logistic regression. On the other hand, for the qualitative analysis we have undertaken interviews of 30 selected students at a higher academic institution in Bangladesh. Overall, the results of this study indicate that most of the students considered humor as a positive and beneficial teaching tool in the classroom.
Developing a Signature Pedagogy and Integrated Support Model for First-Year Teacher Education Students Studying at a Regional University
Author: Harrington, Ingrid
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,College Freshmen,Foreign Countries,School Holding Power,Nonprofessional Personnel,Employee Attitudes,Beliefs,Comprehension,Barriers,Educational Strategies,Educational Improvement,Student Experience,Schools of Education,Educational Change,Praxis

The Australian regional university where this pilot study was completed is confronted with a number of demographic factors that challenge the delivery of effective student support and engagement. In 2020, the teacher education student cohort comprised of approximately 5,100 students, with 82.6% 25 years of age or older, 20.3% identified as having a low SES background, 43.7% being first-in-family, and 96.1% studying off-campus. Student demographic characteristics such as these are commonly cited as factors that contribute to increased challenge in completing tertiary study (Grebennikov &amp; Shah, 2012; Li &amp; Carroll, 2020). The attrition rate for commencing students for the period from 2010 to 2018 ranged between 24.6% and 36.2%. While these demographic characteristics are largely objective in character and may not be able to be addressed by university-based intervention, the nature and quality of the learning environment students? experience is able to provide the best opportunity for them to successfully complete their tertiary study endeavours, despite their personal context and backgrounds. One factor that has been identified as critical to the success of commencing students, particularly those from non-traditional backgrounds, is the nature of their relationships with, and the academic environment established by the academics teaching first-year units (Farr-Wharton, Charles, Keast, Woolcott, &amp; Chamberlain, 2017).
Development of an Online Learning Management Framework for Vocational Students in Thailand in the New Normal under the COVID-19 Situation
Author: Charunphankasem, Rawiphon
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Integrated Learning Systems,Vocational Education,COVID-19,Online Courses,Pandemics,School Closing,Teacher Attitudes,Student Attitudes,Postsecondary Education,Technological Literacy,Pedagogical Content Knowledge,Mathematics Achievement

The objective of this article is developing an online learning management model for vocational students in Thailand based on the New Normal lifestyle under the COVID-19 situation. The sample consisted of 400 teachers and students. The results obtained from the research found that the according to the 17 online instructional design experts who assessed the appropriateness of the online learning management framework based on the New Normal lifestyles under the COVID-19 situation for vocational students in Thailand (OLA Framework), the overall assessment results were excellent due to the conceptual framework being consistent with the objectives, processes, and sequential thinking methods. And Comparison of the mean scores of mathematics learning achievement between the experimental group and the control group had mean scores of 75.13 and 75.47, respectively. The students in both groups demonstrated no significant difference in learning achievement at the 0.05 level, indicating that regarding the experiment, students in the online learning group and the traditional classroom learning group demonstrated no difference in learning achievement because the teacher's learning management was consistent with the concept of online learning management in the New Normal lifestyle. The results of the assessment of satisfaction with online learning management were at the highest level because teachers organized learning system according to the conceptual framework, As a result, online learning management meets the learning objectives. The assessment of satisfaction with online learning based on the New Normal lifestyle under the COVID-19 situation among vocational students in Thailand was at the highest level overall.
Effort as a Mediator of the Relationship between English Learning Self-Efficacy and Reading Comprehension Performance in the EFL Field: A Longitudinal Study
Author: Giladi, Ariela
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Efficacy,Second Language Learning,English (Second Language),Reading Comprehension,Activities,Student Motivation,Intention,STEM Education,Undergraduate Students,Semitic Languages

English language skills are considered of great value in the labor market and in research. As such, learning English as a Foreign Language (EFL) is of great importance, especially for international students and employees working internationally. The goal of the present study was to explore student self-efficacy in language learning (LSE) and compare it to general self-efficacy (GSE) and effort (EF) as predictors of student English reading comprehension performance. The participants in this study were EFL students enrolled in academic English courses for one three-month academic semester. Using a longitudinal design, the sample of 265 participants completed three questionnaires: GSE, LSE, and EF scales at Time 1, the beginning of the semester. At Time 2, upon course completion, a reading comprehension test was given to all participants. Results indicate that LSE, and not GSE, is positively correlated with reading comprehension performance. Furthermore, the data showed that LSE is positively correlated with effort and that effort is positively correlated with reading comprehension performance. Further analysis revealed that effort mediates the relationship between LSE and reading comprehension performance. Our study will contribute to developing more effective teaching methods and provides EFL teachers with the necessary tools to predict and enhance student achievements. Implications and limitations for future research are discussed.
Exploring the Adoption and Usage of Learning Management System as Alternative for Curriculum Delivery in South African Higher Education Institutions during COVID-19 Lockdown
Author: Gamede, Bongani T.
Date: 2022-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Foreign Countries,COVID-19,Pandemics,Distance Education,Electronic Learning,College Students,Delivery Systems

This study adopted a discursive approach to review the use of the Learning Management System (LMS) popularly known as &quot;Moodle&quot; in most South African universities. Moodle as fondly called is one of the online tools that can be effectively used to deliver learning activities as well as online learning assessments to implement curriculum delivery without borders or disruptions during the COVID-19 lockdown across the globe. The author highlights various extant studies on the usage and adoption of LMS into teaching and learning for effective implementation in higher institutions of learning. LMS is a global online tool that has been in use for decades in various higher institutions of learning across the developed countries. It has proved to be an efficient learning platform that has impacted significantly the education sector in these developed countries, as learning experiences are provided to diverse students at their comfort zones. With the break of the COVID-19 pandemic that affects the global world, teaching and learning in most parts of the developed countries continue to be facilitated through various online approaches that include LMS in the developed countries. Unfortunately, the pandemic lockdown in many developing countries like South Africa grossly impacted the delivery of curriculum and educational activities in various learning institutions for several months. The continuous presence of COVID-19 led the South African Department of Higher Education and Training to review approaches to curriculum delivery to salvage academic activities. Thus, declared online learning as an alternative to face-to-face curriculum delivery in higher institutions. The adoption of LMS results as the best approach to engage students in full teaching and learning activities.
Utilizing Speech Language Pathology Praxis to Equip Communications Centers in Supporting Students with Communications Disorders: A Research Study in Progress
Author: Poteat, Kellar
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Support Services,Communication (Thought Transfer),Interpersonal Communication,Communication Skills,Speech Language Pathology,Stuttering,Communication Disorders,Partnerships in Education,Employment Services

During Kellar Poteat's work as a graduate assistant at the University of North Carolina at Greensboro (UNCG) Speaking Center as well as her coursework in the UNCG Speech-Language Pathology master's program, she has begun to research the impacts communications centers can have on persons who stutter (PWS) or those with other communication disorders or differences. She identified several strategies communications centers can adopt to benefit PWS. Within this article, Poteat reviews relevant literature and discusses the importance of this partnership, and how its practice can benefit everyone's college experience. She also gives some ideas that can help this partnership grow, and explains the path for further research.
The Importance of Antiracism in Speaking Center Pedagogic Materials: &quot;Neutral&quot; Is No Longer Neutral
Author: Nguyen, Yen H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Support Services,Communication (Thought Transfer),Racial Bias,Social Justice,Black Dialects,Pamphlets,Language Usage,Rhetoric

At the University of North Carolina Greensboro's Speaking Center, recent formation of an Antiracist Values Committee, as well as former research completed by its members, have governed antiracist efforts. As one resource to students, the University of North Carolina Greensboro's Speaking Center offers tip sheets. These tip sheets are pamphlets that cover numerous communication-related topics from introductions to group cohesion. The measure of Black Language to White Mainstream English can be compared to the measure between antiracism to racism. In an effort to assess the antiracism or lack of antiracism in the materials offered by the UNCG Speaking Center, a textual analysis of 20 online tip sheet resources was conducted. Upon analysis and discussion, there are clear areas where antiracist efforts and language can be applied to a further extent. This article shares two of the study's findings which provide an example of unintentionally harmful rhetoric.
Pre-Service Teachers&apos; Levels of Adaptations to Remote Teaching and Learning at a University in a Developing Country in the Context of COVID-19
Author: Mavuru, Lydia
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preservice Teachers,Adjustment (to Environment),Distance Education,Developing Nations,Preservice Teacher Education,School Closing,Educational Technology,Technology Uses in Education,Access to Computers,Internet,Socioeconomic Status,Social Bias,Foreign Countries,Student Attitudes

The outbreak of COVID-19 pandemic has not only caused fear and uncertainty in the education systems across the globe, but it brought about a fundamental paradigm shift in the mode of teaching and learning. Higher education drastically transitioned to remote/online delivery even for the students who had enrolled for face-to-face mode of teaching and learning. The paper is premised in the context of a developing country that such a drastic change could have widened the digital divide between students from privileged homes and those from disadvantaged families as students did not receive adequate technological training and to even acquire the necessary electronic devices. Consequently, the study sought to establish the levels of adaptation to remote teaching and learning by university students herein referred to as pre-service teachers. Following a quantitative research design, an online questionnaire survey was administered to 157 pre-service teachers enrolled in a Life Sciences Methodology module at a South African university. Data was analysed using SPSS version 26 and descriptive statistics, exploratory analysis of the questionnaire constructs and One-Way ANOVA tests were conducted to compare pre-service teachers' perceptions, experiences and preparedness. The results showed that the disparities and inequalities that exist in different South African contexts in which pre-service teachers hail from, dictated their levels of adaptations to remote teaching and learning. Those from disadvantaged backgrounds were less adapted as they struggled more when it comes to acquisition of electronic gadgets and connectivity to facilitate remote learning compared to those from advantaged backgrounds. This study affirms the call for education institutions and governments to rethink ways of closing the gap between the poor and the rich in education in terms of resource and other support mechanisms.