ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of EMI on Omani Engineering Students&apos; Academic Performance
Author: Ali, Holi Ibrahim Holi
Date: 2021-03-00
Type: Journal Articles
Subjects: Language of Instruction,Engineering Education,College Students,College Faculty,Teacher Attitudes,Student Attitudes,Performance Factors,Academic Achievement,Instructional Effectiveness,Language Proficiency,English for Academic Purposes,Foreign Countries

Using English to teach and learn academic subjects in higher education (HE) across the globe is increasing in popularity. The overarching aim of this study is to examine the impact of English-medium instruction (EMI) on Omani engineering students' academic performance and their studies in an English-medium engineering programme in Oman. This paper reports on findings from a larger project that was intended to investigate Omani engineering students' experience of learning through the medium of English in one of the Colleges of Technology in Oman. The study adopted a qualitative interpretative approach with a case study strategy and a purposive sampling technique to look into the impact of EMI on Omani engineering students' academic performance and their studies. The sample included 12 Omani engineering and 8 engineering instructors who were interviewed along with five classroom observations. The data were collected and generated through semi-structured interviews and classroom observations. They were analysed manually, inductively and thematically using Braun and Clarke's model (2006). The findings showed that EMI had both positive and negative impacts on the students' academic performance and their studies.
Adapting an In-Person Transdiagnostic Social Skills Program to Online Delivery: Technology to the Rescue
Author: Gale, Bruce M.
Date: 2021-01-00
Type: Journal Articles
Subjects: Interpersonal Competence,Intervention,Telecommunications,Health Services,COVID-19,Pandemics,Therapy,Clinical Diagnosis,Outcomes of Treatment,Computer Mediated Communication,Asynchronous Communication,Animation,Video Technology,Elementary School Students,Secondary School Students,Technology Uses in Education

Social skills intervention programs have demonstrated treatment efficacy in session but putting that knowledge into practice is a critically important component. It requires simultaneous development of related essential skills, like emotion regulation and resilience. Additionally, transdiagnostic treatment methodologies, which are more cost-effective and increase accessibility, have become increasingly popular. However, accessibility remains a problem for in-person programs. LUNCH Groups® (www.lunchgroups.com), an in-person transdiagnostic program, incorporated various technology-based assessment and intervention elements as part of the original program design. These included a customized online assessment tool, home generalization app, computer animation projects, and online parent webinars. Their inclusion paved the way for a quick pivot to telehealth-based services while maintaining HIPAA compliance. The original in-person program is described along with the steps taken in the switch to telehealth, outlining the benefits and challenges that resulted. Attendance and attrition data indicated no problems after an initial adjustment period that coincided with the onset of the pandemic. Survey data indicated general satisfaction with the revised program structure and curriculum, with significant gains approximating those seen in the in-person version.
The Importance of Inclusive Spaces in Social Skills Development: Drawing on the LGBTQ Educational and Disability Studies in Education Frameworks
Author: McKee, Aja
Date: 2021-01-00
Type: Journal Articles
Subjects: Interpersonal Competence,Skill Development,LGBTQ People,Inclusion,Clubs,Social Development,Social Support Groups,Teacher Role,Peer Relationship,Autism,Pervasive Developmental Disorders,Evidence Based Practice,Special Education,Barriers,Elementary Education

This manuscript highlights a major finding from a larger study conducted in the United States that used phenomenological interviews with adults with autism who typed to communicate. Participants shared their United States educational experiences before and after learning to type. This finding focused on how disability studies in education and the development of inclusive spaces, such as those designed for lesbian, gay, bisexual, transexual, and queer or questioning (LGBTQ) students, may change the way in which educators support students with autism in developing and sustaining natural and meaningful friendships. Thus, this paper examined the social experiences of one participant who had an inclusive education from preschool through college graduation, and whose experience with participation in a social club, described as an acceptance coalition for the LGBTQ community, can influence the way in which educators provide support for building relationships with peers beginning in the elementary school setting.
Agricultural Mechanics Preparation: How Much Do School Based Agricultural Education Teachers Receive?
Author: Clark, Taylorann K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Agricultural Education,Agricultural Engineering,Secondary School Teachers,Teacher Attitudes,Conferences (Gatherings),Teacher Surveys,Teaching Methods,Faculty Development,Summer Programs,Preservice Teacher Education

The purpose of this quantitative study was to determine the amount of preparation Iowa inservice secondary agricultural education teachers received in agricultural mechanics at the university level. Secondary School Based Agricultural Education instructors attending the Iowa Association of Agricultural Educators' summer conference were given a paper-based survey instrument to report their perceptions of the agricultural mechanics skills and training they had received at the postsecondary level. Agricultural education teachers indicated that safety, welding, and construction were among the skills with highest concentration of instruction received at the postsecondary level. The areas in which teachers received the least amount of preparation were surveying, technology, and tractor skills. The overall lack of instruction in agricultural mechanics at the postsecondary level may lead to inexperienced and underprepared teachers. We recommended weekend or summer training be offered for inservice teachers who did not receive or received very little training at the postsecondary level. It is also recommended postsecondary institutions organize consistent ways in which agricultural mechanics courses are offered so that preservice agriculture teachers receive appropriate training prior to entering the profession.
An Application of Social Network Analysis to Focus Group Discussions: Unobserved Interaction between Participants and Discussion Topics
Author: Wu, Yu-Lun
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Networks,Group Discussion,Focus Groups,Interaction,Social Behavior,Consumer Economics,Adults,Biotechnology,Agricultural Production,Trust (Psychology)

While focus group discussions have become popular across the communication research field, some researchers have pointed out the importance of studying group interactions within focus groups. However, most researchers used a qualitative approach and mostly explored the interaction between participants or between participants and the moderator. This study claimed there might be a third and unobservable interaction that occurs between participants and structured discussion topics. An affiliation network in social network analysis was applied to investigate this phenomenon among eight groups of existing focus group conversations. By affiliation network data and network visualization, this study demonstrated diverse structures between groups. The interaction between participants and discussion topics was significantly different between at least two groups. The results showed that social network analysis could be a tool to help examine focus group interactions from qualitative data, and the interaction between participants and discussion topics could be a potential third interaction in focus group studies. This study is limited by comparing the mean difference between groups. Future research may examine short- and long-term causal effects of group interaction on participation or attitude changes after focus group discussions.
Assessment of Educational Law In-Service Needs and Perceived Competencies of Texas School-Based Agricultural Education Teachers
Author: Hainline, Mark S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Agriculture Teachers,School Law,Educational Needs,Inservice Teacher Education,Teacher Characteristics,Teacher Background,Needs Assessment

Litigation in education has drastically risen over past decades, representing the need for teachers to have a foundational knowledge of the educational laws which govern them. The myriad of educational law sources and the perpetually changing nature of school law serve as barriers for teachers' competence in educational law. The purpose of this study was to identify the specific in-service educational law training needs of Texas school-based agricultural education (SBAE) teachers. Furthermore, this study sought to determine the effect of background characteristics on teacher's perceived competence on educational law issues. An educational law needs assessment was distributed to a probabilistic sample of Texas SBAE teachers (n = 325). Two-hundred and thirteen teachers completed the needs assessment, yielding a response rate of 65.5%. The Texas SBAE teachers identified (1) qualified immunity, (2) search and seizure of students, (3) transportation of students in school and (4) personal vehicles, and (5) teacher-initiated removal of students as their highest-ranked educational law in-service needs. The results of a factorial ANOVA indicated the educational law competence of teachers was significantly different based on the amount of previous educational law training the teacher had received.
Commonly Accepted Theories, Models and Philosophies: The Subjective Norms of Our Discipline(s)
Author: Harder, Amy
Date: 2021-00-00
Type: Journal Articles
Subjects: Agricultural Education,Specialization,Standards,Theories,Philosophy,Models,Intellectual Disciplines,Communication (Thought Transfer),Leadership

Inconsistent terminology used to describe agricultural education has plagued the profession for years. Colloquial terms such as &quot;big A&quot; or &quot;little a&quot; used to differentiate meaning demonstrate the struggle to clearly identify agricultural education within the academe. We sought to identify the subjective norms of the four specializations commonly considered to comprise agricultural education to determine if a single discipline or multiple disciplines exist. A national Delphi panel was convened consisting of nominated experts representing agricultural communication, agricultural leadership, extension education, and school-based agricultural education. The panels separately identified the commonly accepted theories, models, and philosophies within their respective specializations in the first two rounds. Then, panelists evaluated all consensus items from the second round in the final round to determine commonalities across specializations. Across the specializations, consensus items related to change theories, teaching and learning theories, and shared philosophies. However, enough variation existed within the findings to suggest agricultural education is not a single discipline. We discuss possible consequences for the future of our profession based on this finding, including how our subjective norms may influence publication decisions, engagement with professional associations, and departmental composition.
Comparing Texas Principal and Agricultural Education Teacher Perceptions of the Importance of Teaching Activities in Agricultural Education Programs
Author: Doss, William
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Agricultural Education,Agriculture Teachers,High Schools,Teacher Attitudes,Administrator Attitudes,Teacher Administrator Relationship,Value Judgment,Alignment (Education),Program Content,Lesson Plans,Parent Teacher Conferences,Agribusiness,Recordkeeping,Academic Achievement,Work Experience,School Location

The relationship between school administrators and agricultural education teachers has historically been considered to be important. Past studies have indicated mixed results when comparing principal and teacher perceptions of the importance of agricultural education teaching activities. Agreement between both parties and support from the principal is important to overall student achievement according to educational leadership theory. With the gap in time since previous research on the topic, a comparison of principal and teacher perceptions of teaching activities in agricultural education was conducted. Findings included significant differences in principal and teacher opinions of the importance of lesson planning, filing local reports and keeping records, conducting parent/teacher conferences, and teaching agribusiness courses. Recommendations included continued communication on topics of disagreement and inclusion of administrators in agricultural program activities that highlight student achievement.
Redacting &apos;Stock Stories&apos; of Education Inequities: Toward Legitimate Digital Participation
Author: Chang, Ethan
Date: 2020-00-00
Type: Journal Articles
Subjects: Equal Education,Critical Theory,Race,Media Literacy,Learning Activities,Minority Group Students,Hispanic American Students,Asian American Students,White Students,Assignments,Racial Attitudes,Prosocial Behavior,Self Concept,Humanization,Ethnography,Student Participation,Racial Relations,Social Justice,College Students

This practitioner research study examines one critical race media literacy (CRML) activity that invited students to digitally redact deficit framings of youth from minoritized and historically marginalized backgrounds. I illustrate how Latinx and Asian students used the project to re-articulate deficit narratives of themselves, their friends, and family members. I also convey how white students used the assignment to author incipient identities as racial allies. Based on these findings, I develop the notion of &quot;legitimate digital participation&quot; to distill how young people used CRML to craft more humanizing cultural narratives and self-determined political identities.
&quot;Scientists Can&apos;t Really Talk to People&quot;: Unpacking Students&apos; Metacommentary on the Racialized and Gendered Science Nerd Trope
Author: Braden, Sarah K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Racial Bias,Gender Bias,Stereotypes,Secondary School Students,Mass Media Effects,Science Education,Disproportionate Representation

Mass-media representations of the stereotypical science nerd position scientists as white, male, and largely English-speaking. Teachers and students who state a desire to work in equitable science learning communities may nonetheless reproduce inequities through their classroom practices which either embody or validate the science nerd stereotype. This study compares secondary students' metacommentary on the science nerd trope in a mass-media representation to their metacommentary on their own and their peers' classroom practices and sheds light on design elements for Critical Race Media Literacy (Yosso, 2002) tasks that may promote equity in science education spaces.
An Analysis of Digital Education in Canada in 2017-2019
Author: Veletsianos, George
Date: 2021-05-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Online Courses,Higher Education,COVID-19,Pandemics,Public Colleges,Private Colleges,Technology Integration,Distance Education,Access to Education,Blended Learning,Open Educational Resources,Teamwork,Cooperative Planning,Educational Innovation,Teaching Methods,Computer Simulation,Educational Quality

Digital education refers to in-person, blended, and fully online learning efforts, as well as attempts to capture a wide range of teaching and learning contexts which make use of digital technology. While digital education is pervasive in Canada, pan-Canadian data on digital education are relatively scarce. The Canadian Digital Learning Research Association/Association Canadienne de Recherche sur la Formation en Ligne conducted pan-Canadian surveys of higher education institutions (2017-2019), collecting data on the digital education landscape and publishing annual reports of its results. Previous analyses of the data have used quantitative approaches. However, the surveys also collected responses to open-ended questions. In this study, we report a systematic analysis of qualitative data exploring the digital education landscape in Canada and its changes over time. Findings shed light on the growth of digital education, the situated and multidimensional nature of digital education, the adoption of openness, quality, and rigour, and the development of alternative credentials.
A Systematic Review of Studies on Classroom Management from 1980 to 2019
Author: Bozkus, Kivanç
Date: 2021-03-00
Type: Journal Articles
Subjects: Literature Reviews,Classroom Techniques,Educational History,Bibliometrics,Content Analysis,Teacher Education,Educational Change

This review study aims to reveal trends in classroom management research by employing a two-stage analysis of articles indexed by the Web of Science. The bibliometric analysis results indicated the descriptive statistics of the articles, the most productive countries and authors, the most popular articles, journals, and keywords, annual scientific production, growth of the top three journals by year, and the pioneer and influencer researchers in classroom management. The content analysis results showed the changes in the selection of methods, purposes, and participants for nearly three decades of classroom management research. This review concluded that interest in classroom management has been constantly growing, but research on classroom management is not prevalent worldwide.
Evaluation of Open Educational Resources for an Introductory Exercise Science Course
Author: Hillman, Angela R.
Date: 2021-05-00
Type: Journal Articles
Subjects: Open Educational Resources,Instructional Effectiveness,Introductory Courses,Exercise Physiology,Textbooks,Reader Text Relationship,Electronic Learning,Barriers,Student Attitudes,Undergraduate Students,Technological Literacy,Integrated Learning Systems,Usability,Cost Effectiveness,Research Universities

While open educational resources (OER) have gained popularity, nearly three quarters of faculty are not aware they are available for use. However, when used, they are well received and do not negatively impact quality of learning. OER can be used within a variety of platforms, including software that aims to be more interactive and engage students in active learning and assessment. One such platform is Top Hat, which was used by the authors of this study to develop a textbook for an introductory exercise science course. We assessed student's perceptions of Top Hat and barriers to use for reading their textbook and for class assessments over the course of two years. A total of 486 students were registered for this course. Although two thirds of students had previous experience with Top Hat and half of those used the textbook feature, students (n = 39, 38%) were apprehensive about reading their textbook online via Top Hat. However, these feelings resolved as students became comfortable with the platform's features. Nearly 80% of students have sometimes or never acquired their textbooks before the start of the semester, despite 96% who expressed the importance of having their materials accessible online and available on or before the first day of the course. This indicated that students understood the importance of having their materials for the start of the semester, however they perceived the barriers of purchasing books to be greater. Therefore, using OER and Top Hat removed student learning barriers and had potential to increase course participation and success.
Contextualised, Not Neoliberalised Professionalism in Early Childhood Education and Care: Effects of Prescribed Notions of Quality on Educator Confidence in Australia
Author: Rogers, Marg
Date: 2021-03-00
Type: Journal Articles
Subjects: Neoliberalism,Professionalism,Early Childhood Education,Early Childhood Teachers,Educational Quality,Foreign Countries,Educational Policy,Military Personnel,Professional Identity,Human Capital,Preservice Teacher Education,Family (Sociological Unit)

There is a standardised neoliberal inspired notion of what professionalism entails for early childhood educators. These standards tend to infiltrate much of the literature, reporting and pre-service educator training, creating a notion that educators are never quite good enough at what they do. Although constant reflection and aiming for excellence are strongly held Western ideals, the effect on educator confidence and their ability to recognise their own strengths and achievements can be real. This discussion paper seeks to challenge the idea that good quality early childhood practice can always be identified and standardised, arguing the need for professional discretionary decision-making in order to adjust practice to context. Drawing on an example from an Australian service, where knowledge, care, partnership and support for potentially vulnerable families to support their children was highly valued by parents, it illustrates that such qualities can go unrecognised by the staff themselves. What we risk losing when we prescribe what quality entails will be of interest to educational leaders, researchers and those who teach pre-service educators.
Investigation of the Factors Affecting Open and Distance Education Learners&apos; Intentions to Use a Virtual Laboratory
Author: Çivril, Hanife
Date: 2021-05-00
Type: Journal Articles
Subjects: Open Education,Distance Education,Student Attitudes,Associate Degrees,Intention,Value Judgment,Usability,Virtual Classrooms,Laboratories,Electronic Equipment,Electronic Learning,Self Efficacy,Technology Integration,Foreign Countries

Laboratories, which are an integral part of education in disciplines that require hands-on training and application, can now be presented using new technologies, and application activities can be realized at a distance. In this study, virtual laboratories (VLs) are discussed, and factors affecting the students' intention to use VLs are investigated. The study was conducted within laboratory applications of circuit analysis within an associate degree program of a distance teaching university in Turkey. In this study, which used exploratory sequential design approach, the learners' intentions to use a VL were examined within the framework of the technology acceptance model (TAM). Content analysis was used for the analysis of qualitative data, and the partial least squares structural equation model was used for the analysis of quantitative data. As a result of the study, the developed TAM-based research model is a useful conceptual framework towards understanding and explaining the intentions of learners' virtual laboratory usage. The results of this study will guide institutions to integrate VLs effectively into the education process and to increase and disseminate the use of VLs by learners.