ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;What Motivates Me?&quot;: A Qualitative Perspective on Student Collaboration in Small Groups
Author: Ahrumugam, Priyadharshini
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Motivation,Peer Groups,Small Group Instruction,Cooperative Learning,Synchronous Communication,Asynchronous Communication,Computer Mediated Communication,College Freshmen,Communications,Accountability,Group Dynamics

Collaborative learning, social interdependence and computer mediated communication (CMC) have been broadly studied in higher education research. Collaborative learning has often been associated with a social interdependence understanding. However, this study explores the relationship from an exclusively student motivation perspective in order to gain insight over the factors that encourage students' positive interdependence in small peer groups. Moreover, due to the COVID-19 pandemic which, has shifted student learning to online platforms learners have found themselves engaging in computer mediated communication more than ever. Therefore, the study aims to explore CMC's influence over student motivations towards achieving mutual-interest in their small groups. Besides that, past studies concerning these areas have been mostly quantitative in nature, thus, this study used a qualitative approach by conducting semi-structured interviews with 9 participants from the Communications programme of a private higher educational institution in Klang Valley, Malaysia. The interview findings identified few factors that transformed their self-interest motivation to mutual-interest motivation. These being: accountability, quality of work outcome, type of coursework &amp; group size. Additionally, CMC was not directly influential in encouraging students to grow mutual interest in their small group. Besides that, there were no significant difference between the roles of synchronous or asynchronous communication in specifically motivating students towards achieving positive social interdependence. The findings prove beneficial for educators and educational administrators when designing collaborative tasks and relevant policies or guidelines.
Examination of the Perceptions of Families with Special Needs Children towards Teachers, School Communication, and Cooperation
Author: Çuhaci, Elif Ecehan
Date: 2022-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Family School Relationship,Parent Teacher Cooperation,Teacher Characteristics,Special Education Teachers,Special Schools,Interpersonal Communication,Expectation,Age Differences,Gender Differences,Marital Status,Occupations,Educational Attainment,Parent Background,Parent Attitudes,Socioeconomic Influences,Foreign Countries

This descriptive survey study investigates the perceptions of families with special needs children regarding the teachers, school communication and cooperation in terms of teachers' sex, age, education, professional formation, and experience. 276 parents whose children benefit from special education services in a special education and rehabilitation center in Sariyer district of Istanbul province participated to the study. Demographic information form and family-teacher communication and cooperation scale were employed to gather data. Findings revealed that the teacher-school communication and expectations of families with special needs children were quite high. Their perception of cooperating with the teacher was also high, while their participation in &quot;communication and cooperation&quot; was found to be at a medium level. In the study, significant differences were obtained in terms of communication, expectations, and collaborations with teachers' age, gender, occupation, and parents' marital status. Moreover, as the parents' education level increased, their perceptions and opinions regarding school-teacher communication and cooperation demonstrated more positive distribution. It was revealed that parents whose monthly household income was 5000 TL and below had higher and positive views towards family-teacher communication. Lastly, significant and positive relationships were found among parents' family-teacher communication, cooperation, expectations, and participation. [This article includes an extended summary in Turkish.]
Multicultural Teacher Competencies Scale for Primary Teachers: Development and Implementation Study
Author: Güven, Meral
Date: 2022-00-00
Type: Journal Articles
Subjects: Multicultural Education,Teacher Competencies,Elementary School Teachers,Test Construction,Test Validity,Test Reliability,Factor Analysis,Gender Differences,Individual Differences,Teaching Experience,Foreign Countries

In this survey study, it is aimed to develop a valid and reliable scale that can measure multicultural teacher competencies of primary teachers and to examine their multicultural teacher competencies. Three different participant groups were determined by convenience sampling technique. With 336 primary teachers exploratory factor analysis (EFA), with 349 primary teachers confirmatory factor analysis (CFA) was conducted. Then, multicultural teacher competencies of 419 primary teachers in the third group were determined with the scale developed. Data collected through Google forms was analyzed with SPSS 24.0. EFA, CFA, correlation, t-test, Mann Whitney U and Kruskal Wallis tests were carried out in the analysis. As a result of the analysis, consisting of 22 items and three factors; both the overall reliability coefficient, confirmed by CFA, was 0.94, explaining 62.10% of the total variance and the reliability coefficient values for each factor were calculated as 0.93 for the first factor, 0.85 for the second factor and 0.86 for the third factor. In addition, it was determined that teachers had the most self-efficacy regarding the resilience sub-dimension, followed by their sensitivity to differences and multicultural pedagogical competencies. Multicultural teacher competencies differed significantly in favor of women. There is a significant difference in sensitivity to differences in favor of younger teachers. In the sub-dimension of resilience, it was determined that teachers who work in larger cities had more resilience while there was no significant difference in the context of professional experience. [This article includes an extended summary in Turkish.]
The Effects of Online Collaborative Learning (OCL) on Student Achievement and Engagement
Author: Gaad, Ana Liza Villano
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 11,High School Students,Cooperative Learning,Online Courses,Foreign Countries,Academic Achievement,Learner Engagement,Physical Sciences,Instructional Effectiveness,Student Attitudes,Student Experience,Technological Literacy

This study determined the effects of Online Collaborative Learning (OCL) on student achievement and engagement in physical science. A one-group pretest/posttest pre-experimental research design was employed. The participants were Grade 11 students (n=30) in a public stand-alone senior high school in Congressional District 1, Quezon City, Philippines, who were selected using purposive sampling. This study utilized five research instruments: (1) OCL-based lesson plans, (2) Learning Activity Sheets (LAS), (3) Physical Science Achievement Test (PSAT), (4) CIP Engagement Questionnaire, and (5) Student Learning Experience Survey. The collected data were analyzed and interpreted quantitatively and qualitatively. Quantitative data were obtained from the validated 40-item achievement test and the adopted engagement questionnaire, while responses to the Student Learning Experience Survey provided qualitative data. Paired t-test was employed to determine the significant difference in achievement and engagement before and after the OCL's implementation. The results showed a significant difference between the pretest and posttest mean scores of the students in the achievement and engagement in physical science. Likewise, there was a statistically significant difference between the pretest and posttest mean scores for all engagement factors: cooperation, interest, and participation. The result of the survey revealed that students' exposure to the OCL strategy was effective in facilitating significant improvements in their achievement and engagement in physical science. Overall, the findings signified that Online Collaborative Learning (OCL) as a teaching-learning strategy enhanced students' achievement and engagement in physical science.
Educational e-Portfolio Overview: Aspiring for the Future by Building on the Past
Author: Zhang, Peng
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Portfolio Assessment,Educational Benefits,Program Implementation,Technology Uses in Education,Educational Technology,Classification,Affordances

Education institutions are rethinking their approaches as the world adjusts to a new normal after the pandemic. The e-Portfolio, an emerging tool in education that suits the current context, was reviewed in the study to aspire for better future implementation. Numerous studies have broadly investigated e-portfolios' use in teaching, learning, or assessment. It has risen to prominence, becoming commonplace. To narrow down the considerable volume of research, develop new knowledge, and detect gaps in the existing literature, this study conducted a systematic review of existing literature on e-portfolio use in education. This approach synthesises secondary publications during the past decade. A keyword search of eportfolio and reviews yielded 812 review papers. These articles were examined further to determine whether they met the predetermined criteria, and 12 review articles were identified. It was discovered that if successfully implemented, e-portfolios have promising benefits. Nevertheless, the implementation of e-portfolios also faces specific challenges. This article also synthesised the participants' perceptions of their e-portfolio experience. The focus of the paper is to offer implementation suggestions for practitioners. The diversity of technological e-portfolio platforms and related pedagogical frameworks were also discussed to inspire future implementation. Conclusions in this research advocate further longitudinal research into the pedagogical design of e-portfolio implementation.
Teacher Futures: Global Reaction to Teacher Shortages in Rural Locations
Author: Mitchell, Robert
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Shortage,Rural Areas,Teacher Selection,Incentives,Rural Education,Foreign Countries,Teacher Recruitment,Barriers,Educational Policy,Cultural Differences,Intervention,Teacher Salaries,Compensation (Remuneration)

Upcoming changes in the teacher labor supply will have an impact on nations that provide government-based education for their youth. Faced with a significant global shortfall of educators, most countries have taken steps to incentivize teaching as a profession and ensure that qualified teachers are available to students in all locations -- particularly in rural environments. To understand these initiatives more thoroughly, a short-term policy analysis focused on incentives for teacher labor through a lens of governmental policy implementation has been completed. This resulted in a review of the efforts three nations (Australia, the United States and Zambia) have undertaken to ensure a viable and consistent teacher workforce in rural areas. While each nation has specific factors that contribute to current and projected shortages, each also provides unique solutions to assist in resolving this ongoing issue. Through the examination of multiple hiring factors and incentives used in each location, a better understanding of the specific challenges and strategies employed to secure a viable teaching workforce has been developed. Outcomes related to this policy analysis showed commonalities in the lack of developed strategies to prepare rural educators to address teacher shortages in more remote regions. In addition, while education leaders in each country continue to publicly call for additional support for rural teachers -- very little legislation or policy implementation has been enacted to bolster this subsection of public education in any of the specified nations. Additional discussion about the long-term concerns regarding rural teacher supply and student equity is also developed.
An Exploratory Investigation into Classroom Discourse in a Bruneian University
Author: Salleh, Shana Mat
Date: 2022-00-00
Type: Journal Articles
Subjects: Classroom Communication,Discourse Analysis,Critical Thinking,Questioning Techniques,Foreign Countries,Classroom Observation Techniques,Teacher Student Relationship,College Faculty,Undergraduate Students,Conventional Instruction,Entrepreneurship,STEM Education,Cues,Educational Quality,Teaching Methods

The paper inquired into the discourse practices in classroom teaching in a State university in Brunei Darussalam. Respondents comprised four (4), local Bruneian lecturers, from two (2) academic streams: STEM-driven and entrepreneurship programmes. Subjected to data saturation, teaching observations of each respondent were shadowed over several weeks. Data were recorded, transcribed, and analysed using the Classroom Discourse Observation Protocol (CDOP) to determine the types and frequencies of teacher-student utterances. Findings showed that the students were provided insufficient opportunities to interact meaningfully and that the lecturers who were leaning toward conventional teaching did minimal attempts to engage the students, failing to utilise appropriate prompts and basic questioning techniques believed to facilitate critical thinking and deep learning. Classroom discourse was propelled by a corresponding approach in teaching; hence continuous readiness in classroom teaching needs to be sustained, should students' quality of learning be improved.
A Comparative Linguistic Analysis of English and Spanish Phonological System
Author: Silva Valencia, Juan Carlos
Date: 2022-00-00
Type: Journal Articles
Subjects: Spanish,English,Contrastive Linguistics,Language Patterns,Phonology,Pronunciation,English (Second Language),Phonemes,Difficulty Level,Second Language Learning,Second Language Instruction,Vowels,Language Rhythm,Teaching Methods,Pronunciation Instruction

This paper analyzes a few significant differences between Spanish and English in relation to phonological patterns. First, a short introduction is given about these two languages, and it is briefly explained in what linguistic aspects they are similar or different. Then, each of these linguistic features is analyzed in detail, clearly establishing the differences existing between Spanish and English. The specific phonological features that are addressed on this academic paper are vowel and consonant phonemes, diphthongs and triphthongs, as well as word and sentence stress. Furthermore, several pronunciation difficulties for Spanish speakers are discussed. Finally, some didactic implications are considered so that teachers can help their students of either language learn the second one considering important linguistic features.
An Investigation of Prospective Teachers&apos; Reasons for Preferring Teaching as a Profession: Turkish Context
Author: Kaya, Halil Ibrahim
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Career Choice,Teaching (Occupation),Gender Differences,Place of Residence,Preferences,Parent Background,Educational Attainment,Foreign Countries,Family Income

The survey model was used in this study, which aimed to reveal the level of differences of pedagogical formation students' reasons for choosing teaching according to various variables. The universe consisted of approximately 250 pedagogical formation education certificate program students studying at a University in Eastern Anatolia in Turkey in 2022. The sample consists of 158 randomly selected pedagogical formation education certificate program students. The &quot;Reasons for Choosing Teaching as a Career Scale&quot;, which was developed by Lai, Chan, Ko, and So in 2005 and adapted into Turkish by Balyer and Özcan in 2014, was used as a data collection tool. As a result of the study, it was seen that the level of choosing to teach for internal reasons of pedagogical formation education certificate program students was higher than the level of choice for external reasons and the level of being affected by (others). In addition, it was concluded that the reasons for choosing the teaching profession of pedagogical formation education certificate program students differed according to gender, place of residence, income, order of preference, and education level of parents.
A Creative Nonfiction Narrative Inquiry into an EFL Online Learning Community during the COVID-19 Pandemic
Author: Ypsilanti, Angeliki
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Nonfiction,Oral History,Archives,Academic Libraries,Personal Narratives,COVID-19,Pandemics,Language Teachers,Teacher Researchers,School Closing,Teacher Attitudes,Mentors,Distance Education,Learning Management Systems,Educational Experience,Student Attitudes,Metacognition,Self Management,Resilience (Psychology),Foreign Countries,High School Students

University libraries globally launch coronavirus memory archival projects inviting the documentation of personal experience. Elicitations such as journal entries and oral history interviews fall under the category of life-writing. This Narrative Inquiry focuses on creative nonfiction stories produced by an online high school community and edited by the EFL teacher during the first full lockdown in Greece. The shift to distance education caused students to use ELF as a means of contrasting their local archival endeavors with global ones. The EFL teacher as researcher used mentor texts, collected the coronavirus stories on e-me online platform, engaged the online members in a peer-reviewing process and reauthored a collective narrative. Narrative writing analysis was employed to reflect the teacher's initiative to commemorate a student community's physical disconnectedness from onsite learning. The use of e-me for this collaborative venture offers practical implications for EFL practitioners such as going beyond the bounds of the traditional curriculum whilst identifying self-regulation as indication of resilience among students experiencing unprecedented circumstances.
Celebrating Diversity in Every Classroom: Culturally Responsive Perspectives on Video Analysis for Teacher Development
Author: Henrikson, Robin
Date: 2022-08-00
Type: Journal Articles
Subjects: Teacher Education Programs,Culturally Relevant Education,Diversity,Video Technology,Teaching Methods,Equal Education

Teacher education programs and professional learning programs have increasingly offered opportunities for educators to engage in video analysis using pre-recorded video clips of teachers using instructional strategies. Teachers were only able to access online learning and teaching due to the inability to watch live classrooms in real time during the COVID-19 lockdown. The authors advocate for the continued and intentional use of video observations of expert or master teachers that promote culturally responsive teaching (CRT). Integrating video observation and debriefs into teacher education programs for both preservice and in-service educators demonstrates the application of instructional strategies being taught but also deliberately showcases diverse master teachers and content areas in an effort to dismantle existing barriers to equitable education. Diversifying the teaching workforce may be accomplished through authentic and intentional efforts that ensure underrepresented preservice and in-service teachers are reflected authentically and consistently throughout teacher preparation programs and curricula.
Does It Matter Having Constructivist or Traditional Teaching Beliefs for Academic Achievement: A Study of Preservice Teachers
Author: Kartal, Büsra
Date: 2022-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Educational Attitudes,Beliefs,Constructivism (Learning),Teaching Methods,Academic Achievement,Gender Differences,Undergraduate Students,Age Differences,Foreign Countries

Conceptions of teaching and learning influence ways of teaching and learning and naturally are associated with students' motivation, self-efficacy, and achievement. Constructivist teaching and learning conceptions provide a productive learning environment to train students equipped with 21st century skills. Therefore, it is still crucial to examine preservice teachers' conceptions. This study investigates preservice teachers' conceptions of teaching and learning regarding gender and undergraduate years and reveals the relationships between preservice teachers' teaching and learning conceptions and their academic performance. Data was collected from 513 preservice teachers using the Teaching and Learning Conceptions Questionnaire. Results indicated that female preservice teachers had more constructive beliefs than males. First-year preservice teachers had the most traditional beliefs, and second and third-year preservice teachers had more constructive beliefs than seniors. Regression analysis showed that preservice teachers' constructive conceptions increased their academic performance while traditional conceptions decreased it.
Higher Education in the Midst of a Pandemic: A Dean&apos;s Perspective. Revisited
Author: Rowley, William J.
Date: 2022-08-00
Type: Journal Articles
Subjects: Higher Education,Educational Change,COVID-19,Pandemics,Sustainability,Educational Finance,Declining Enrollment,Delivery Systems,Technology Uses in Education,Student Personnel Services,Library Services,Colleges,Universities,Educational Experience,Virtual Classrooms,In Person Learning,Blended Learning,Distance Education,Health Services,Deans,Administrator Attitudes,School Closing,Guidelines,Crisis Management,Futures (of Society),Educational Trends

This paper is a follow-up to determine the accuracy of the predictions stated in a previously published article titled &quot;Higher Education in the Midst of a Pandemic: A Dean's Perspective&quot; (Rowley, 2020). Those predictions were more like educated guesses since the paper was written in 2020, the year the pandemic was beginning to spread across the country. It was certain significant changes would occur, but the nature and scope of these changes were unknown at the time. As mentioned in the above referenced paper, the difficulty of predicting the future was the fact that there were no predetermined guidelines for how to offer academic programs to students in the midst of a serious, widespread health crisis. College administrators were called upon to flexibly respond to a changed environment they had not previously experienced. This paper will review the predictions made in the areas of college sustainability, financial viability, enrollment, program delivery, technology, library and student services, and the college experience.