ethanporcaro/eric-fulltext-meta huggingface dataset:
Instructors&apos; Perspectives of Challenges and Barriers to Providing Effective Feedback
Author: Paris, Brit M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Barriers,Feedback (Response),Student Evaluation,COVID-19,Pandemics,Distance Education,Teaching Load,Written Language,Foreign Countries,College Faculty

Instructor perspectives regarding the challenges they experience in enacting effective feedback processes have not been the focus in the literature on effective feedback processes. This study investigated the challenges that instructors experienced in providing effective feedback to students between January and April 2020, particularly considering campus closures and the shift to online learning in response to the COVID-19 pandemic. This study consisted of six focus groups held between January and April 2020 with five instructors from different disciplines at the same institution with class sizes ranging from 14 to 82. Through a thematic analysis using a constant comparison method, it was found that the biggest challenges instructors experienced in providing effective feedback was their own workload, the disruption that student inaction on feedback brought to the feedback process, and how the instructors managed their own affective responses and mindsets towards feedback. These findings are discussed within the context of the COVID-19 pandemic and based on these findings, recommendations for instructors include considering their own limitations when designing feedback processes and checking their beliefs about feedback with their students' perspectives on feedback in order to align understanding.
Promoting Critical Thinking and Learning in a Large-Enrolment Humanities Course
Author: Ragupathi, Kiruthika
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Large Group Instruction,Humanities,Undergraduate Students,Introductory Courses,Student Experience,Multiple Choice Tests,Discussion,Instructional Effectiveness,Cooperative Learning,Foreign Countries

To promote the development of critical thinking abilities in an introductory undergraduate humanities course in the context of mass higher education, we implemented a course design that employed a series of scenario-based multiple-choice questions (MCQs) and informal peer discussions. Using an online survey to gather perception data and self-reported behavioral data, this study examines the extent to which the course design was effective at promoting critical thinking and student experience. Deductive analysis of students' qualitative responses indicate that the course design was successful in promoting students' development of critical thinking. Both deductive and inductive analysis of students' qualitative responses also suggest that students largely had favorable attitudes towards this course design, though there are also some who express concerns. Our design may be useful for instructors and instructional designers aiming to promote critical thinking and learning in university courses.
Scaffolding Understanding of Scholarly Educational Research through Teacher/Student Conferencing and Differentiated Instruction
Author: Ghaith, Ghazi M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Educational Research,Teacher Student Relationship,Individualized Instruction,Instructional Effectiveness,Graduate Students,Self Efficacy,Critical Reading,Intervention,Teaching Methods,Foreign Countries,Psychological Patterns

This article reports the results of a qualitative study of the effectiveness of a critical reading instructional intervention based on teacher/student conferencing (TSC) and differentiated instruction (DI) in improving the participants' understanding and evaluation of published educational research. TSC and DI entailed using a subset of teaching strategies including pre-teaching, self-selection of critiqued articles, cooperative learning, embedded instruction, extended instruction, reflection to scaffold students' challenges, providing constructive feedback, enabling students to describe their feelings, assessing own learning, and setting goals and plans for further development. A cohort of 11 (n = 11) novice graduate students took part in a 15-week course during which they critiqued several published journal articles and reflected on their experience. Results of a thematic analysis of the participants' reflection logs revealed that their initial feelings of apprehension and anxiety transformed into growth in their self-efficacy as consumers and designers of educational research. Likewise, the participants benefitted from the instructional intervention under study in becoming more proficient readers and in developing supportive relationships. The study implications, limitations, and suggestions for further research that would explicate what specific teaching strategies categorized under TSC and DI were most effective in achieving the study outcomes are discussed.
The Effect of Collaborative Learning on Academic Motivation
Author: Loes, Chad N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Student Motivation,Undergraduate Students,National Surveys,Student Surveys,Predictor Variables

This paper explores the effect of collaborative learning on academic motivation among students from 17 institutions throughout the United States. Even in the presence of a wide array of potential confounders, collaborative learning exerted a statistically significant and positive influence on students' academic motivation levels across four years of undergraduate education. Tests for the presence of interaction effects suggest that the relationship between collaborative learning and academic motivation is similar for all students, regardless of racial or ethnic background.
The Role of Self-Efficacy in the Thesis-Writing Experiences of Undergraduate Honors Students
Author: Medaille, Ann
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Efficacy,Theses,Writing (Composition),Undergraduate Students,Honors Curriculum,Student Research,Psychological Patterns,Time Management,Social Support Groups,Self Management,Self Evaluation (Individuals),Mentors

Writing a thesis is often the culminating experience for undergraduate students enrolled in university honors programs in the United States. Because writing a thesis is one of the most difficult academic tasks that an undergraduate student may undertake, it requires a high level of self-efficacy, or belief in one's capabilities to achieve certain results (Bandura 1997). However, the factors that contribute to students' efficacy expectations when writing a thesis are not fully understood. This qualitative study followed 11 honors students over the course of several months in order to understand their experiences as they completed their theses. Data was gathered through a series of four questionnaires and two interviews. Analysis revealed six themes: previous research experiences, emotions, project timelines, structure, advisors, and support networks. These themes suggest that students' abilities to manage their emotions and employ self-regulatory strategies play a critical role in their self-assessments of efficacy during work on challenging academic tasks, findings which have implications for a variety of academic programs and campus support services. In addition, this study reveals that faculty mentoring of undergraduate students may require greater attention to cultivating emotional awareness and regulation than does the mentoring of graduate students.
Analysis of Classroom Teachers&apos; Storytelling in Teaching Mathematical Skills
Author: Kükey, Ebru
Date: 2022-00-00
Type: Journal Articles
Subjects: Story Telling,Mathematics Instruction,Mathematics Skills,Elementary School Teachers,Problem Solving,Knowledge Level,Thinking Skills,Numeracy,Foreign Countries

Storytelling is an important method for removing obstacles to learning mathematics and making lessons understandable. This research aims to analyze primary school teachers' stories written to teach students concepts of problem solving, fluency, reasoning, and understanding skills. The study is a qualitative case study and the participants were 25 classroom teachers. The data was analyzed descriptively using a qualitative program. The results of the research show that teachers can teach mathematical skills and the outcomes in the international mathematics curriculum through storytelling. However, their stories include little reference to the acquisitions of transferable skills that students can apply to other courses, such as interdisciplinary concepts and object modeling. In light of the results, an increase in trainee teachers' awareness of in-service training and undergraduate courses on subjects such as the acquisition of mathematical skills, modeling, and teaching interdisciplinary concepts is recommended. For this, alternative methods and techniques such as storytelling can be used.
Childhood after COVID: Children&apos;s Interests in a Flourishing Childhood and a More Communal Childrearing
Author: Gheaus, Anca
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Childhood Interests,Child Rearing,Child Development,Barriers,Disadvantaged Youth,School Closing,Social Isolation,Child Health,School Role

This article brings into relief two &quot;desiderata&quot; in childrearing, the importance of which the pandemic has made clearer than ever. The first is to ensure that, in schools as well as outside them, children have ample opportunities to enjoy goods that are particular to childhood: unstructured time, to be spent playing with other children, discovering the world in company or alone, or indeed pursuing any of the creative activities that make children happy and help them learn. I refer to these as &quot;special goods of childhood.&quot; The second &quot;desiderata&quot; is to turn childrearing into a more communal practice, with lesser parental monopoly of care. For this, we need to give children access to multiple caring adults, and thus more opportunities to form secure and protected relationships.
Demoralization and Remoralization: The Power of Creating Space for Teachers&apos; Moral Centres
Author: Santoro, Doris A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Moral Values,Public School Teachers,COVID-19,Pandemics,Minority Group Teachers,Racial Bias,School Districts,Educational Philosophy,Teacher Attitudes,Professional Autonomy,Teacher Burnout,Educational Change,Faculty Workload

In this collaborative analysis, we (a philosopher of education and an experienced public school educator) examine the experience of demoralization and remoralization in the context of the COVID-19 pandemic. We overlay the context of the pandemic with the context of institutional racism and their interwoven impact for educators of colour. We use one educator's narratives about teaching during the pandemic as a launching point about where philosophical research on teacher demoralization needs to go next. We argue that the pandemic presents an opportunity for teachers to gain clarity about their moral centres and for school and district leaders to create space for teachers to enact their professional values and thus access the moral rewards of their work. Teachers of colour encounter distinct challenges in having their moral centres recognized, but their prior experiences with moral friction may present them with unique resources in these challenging times. Teachers' energy and agency are squandered, leading to demoralization, if they are not given sufficient space to enact their professional values.
Arabic English Code Switching among Saudi Speakers
Author: Alsalami, Ahmed Ibrahim
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Code Switching (Language),Semitic Languages,English (Second Language),Native Speakers,Gender Differences,Age Differences,Language Proficiency,Expressive Language,Vocabulary Development,Sociolinguistics,Second Language Learning,Elementary School Students,Secondary School Students,College Students,Graduate Students

Many studies have been conducted on code-switching worldwide, but few were carried out on Saudi context. Therefore, this study inquires the use of code-switching among Saudis who speak both Arabic and English to identify the reasons of code-switching and to know the significant differences regarding gender, age, qualification, and level of English. The study raises two questions. They are: 1) What are the reasons of code-switching of Saudis as native speakers of Arabic? And 2) Are there significant differences for code-switching of Saudis as native speakers of Arabic due to gender, age, qualification, and level of English? A descriptive-analytical approach has been adopted, and SPSS program is used. A questionnaire (30 items) was distributed to a sample of 426 Saudis. Findings showed that those with high-level proficiency combined Arabic and English languages more due to their awareness of English language expressions and found English vocabulary more expressive and delivered their ideas better. Moreover, working people used code-switching extensively. Furthermore, postgraduates were found to be better than others. Additionally, genders were both exposed to the same circumstances. Finally, individuals among all age groups combined both Arabic and English languages due perhaps to several reasons. Therefore, the researcher recommends that it might be better to study the significance of forming training courses to keep the interest of natives to take pride and use it in all aspects of life. Finally, the researcher suggests conducting another study on investigating code-switching among instructors in EFL classrooms and exploring code-mixing since there are few studies.
When the Façade of the Normal Falls Away
Author: Alston, Kal
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Racial Bias,Social Justice,Racial Discrimination,Social Class,Social Bias,Disadvantaged,Advantaged,Crisis Management,Minority Groups,Power Structure,Change

The pandemic made us hold our breath for a return to &quot;normal.&quot; But education in &quot;normal&quot; times involves race-based violence and class-based inequality that the pandemic simply made plainer to see. Reviewing the impacts of the pandemic and action for racial justice over the last two years, I show how the dislocation of the &quot;normal&quot; laid bare what Riz Ahmed has called &quot;a 'normality' of entitlement and extraction.
Promoting Critical Thinking in Anti-Critical Thinking Times: Lessons from COVID Discourse
Author: Burbules, Nicholas C.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Critical Thinking,Discourse Analysis,Social Behavior,Educational Strategies,Political Attitudes,Social Media,News Media,Cognitive Processes,Misconceptions,Antisocial Behavior

We are witnessing what can only be called an anti--critical thinking trend in contemporary society. In this brief essay I want to describe how and why critical thinking is in crisis, and what this means for the promotion of critical thinking as an educational aim. Several of my examples show how this crisis has distorted the public debate over COVID.
A Sociomaterial Perspective of the Challenges of Implementing the Communicative Approach in Saudi State Schools
Author: Fallatah, Rajaa Mahmoud
Date: 2021-12-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,English (Second Language),Instructional Materials,Teacher Attitudes,Language Teachers,Curriculum Development,Educational Resources,Educational Facilities,Internet,Females,Barriers,Elementary School Teachers

Despite its dominance in the field of teaching English as a second/foreign language, the implementation of the Communicative Language Teaching (CLT) approach continues to be challenging and problematic. A similar set of constraints -- including but not limited to challenges related to educational cultures, contextual and conceptual factors, and lack of authentic materials and facilities -- have been reported as factors hindering CLT implementations in many contexts. Language teaching and learning materials and facilities are crucial elements that have been found to affect communicative language teaching implementation. However, the issue of how those material elements can affect CLT implementation has rarely been the focus of research in CLT implementation studies. In this paper, the researcher examines the effect of language teaching and learning materials on teachers' ability to teach communicatively. Thus, informed by sociomateriality this paper attends to a gap in the literature about how material elements of the curriculum hinder the implementation of the communicative language teaching approach in the Saudi context. The data examined in this study were collected through classroom observations and semi-structured interviews. The analysis of the findings indicated that material elements in the curriculum exerted agency and power, hindering teachers' ability to teach communicatively and learners' ability to improve their learning experiences. The report concludes with practical implications related to the complexity of curriculum development and implementation and the emergent nature of such processes as webs of entangled human/nonhuman relations that give rise to education.
Perceiving the Limits, or: What a Pandemic Has Shown Us about the Climate Crisis
Author: Ruitenberg, Claudia
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Climate,Perception,Education,Adjustment (to Environment),Psychological Patterns,Emotional Response,Change,Crisis Management

Education and, in particular, education concerned with our response to the climate crisis, can draw important lessons from the changed desires and re-evaluation of individual and collective values and goals that occurred as a result of the COVID-19 pandemic. The pandemic has shown us the importance of making the limits of the world perceptible. While the limits imposed by the pandemic and climate change alike can lead to serious losses, they also bring the possibility of discovering and enjoying new ways of living within those limits. We call attention in particular to forms of relinquishment that bring new pleasures.
Applying Complex Dynamic Systems Theory to Identify Dynamic Properties of Plurilingual Repertoires
Author: Stotz, Quinton
Date: 2022-00-00
Type: Journal Articles
Subjects: Systems Approach,Multilingualism,Phenomenology,Native Language,Second Language Learning,Language Usage,Second Language Instruction,Adult Learning,Participant Characteristics,Foreign Countries,Language Proficiency,Self Evaluation (Individuals),English (Second Language),French,Speech Communication

Language repertoires have been traditionally construed as a set of chronologically determined compartments (first language, second language, etc.), a scheme which upholds several validity and ethical issues when operationalized in research and education (Ortega, 2019). Complex dynamic systems theory (also complexity theory, here CDST) has been hailed as one solution moving forward, but its applicability to plurilingual settings requires further testing. This exploratory study contributes by examining whether inherent properties of complex dynamic systems manifest in the perceptions that plurilinguals have as their language systems change over time. Using retrodictive qualitative modelling (Dörnyei, 2014), this study discerned the developmental trajectory of changing language systems by working backwards through data collected during an observation window. Over a 3-month period, three plurilingual individuals assessed their language systems through weekly surveys and participated in open-ended interviews. A three-stage phenomenological analysis evaluated the data against CDST's theoretical prism to identify five CDST properties (attractor states, phase shifts, co-adaptation, self-organization, and emergence) in the participants' perceptions of their changing repertoires. Results indicate that plurilingual repertoires exhibit the aforementioned dynamics, although evidence for emergence was less certain. Importantly, this study shows that CDST dynamics are discernible in an individual's perception of their language development over time.
Articulating Translanguaging as Pedagogy of Empowerment for Racialized, Language-Minoritized Bilinguals: From &quot;Concepto&quot; to &quot;Proyecto&quot; through Digital Storytelling
Author: Prada, Josh
Date: 2022-00-00
Type: Journal Articles
Subjects: Bilingualism,Language Minorities,Code Switching (Language),Power Structure,Second Language Learning,Second Language Instruction,Teaching Methods,Multilingualism,Story Telling,Information Technology,Hispanic American Students,Spanish,Native Speakers,Heritage Education,Student Empowerment,Educational Objectives,Undergraduate Students,Course Descriptions,Educational Technology

This article provides an overview of a digital storytelling proyecto final (final project) completed by 18 young bilingual Latinxs as part of a Spanish for &quot;heritage/native&quot; speakers course at a university in the U.S. Midwest. Specifically, the article charts out the move from concepto (concept) to proyecto, zooming in on key aspects of digital storytelling through a translanguaging lens, with an emphasis on how this pedagogy may serve the purpose of empowerment among language-minoritized, racialized multilinguals. This pedagogy opens the language curriculum to ways of meaning- and sense-making that support principal objectives and goals in heritage language education while promoting the handing over of decision-making to students in transformative and liberating ways. This perspective, while developed in the context of Spanish as a minoritized language in the United States, is applicable to other contexts where language teaching and learning meet sociopolitical pressures of minoritization, oppression, and the erasure of personal and collective histories.
Becoming Critical Sociolinguists in TESOL through Translanguaging and Embodied Practice
Author: Van Viege, Saskia
Date: 2022-00-00
Type: Journal Articles
Subjects: Sociolinguistics,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Code Switching (Language),Native Language,Language Usage,Linguistic Theory,Activism,Language Attitudes,Language Variation,Applied Linguistics,Teacher Education Programs,Language Teachers,Power Structure,Ethics,Kindergarten,Elementary Secondary Education,Postsecondary Education,Critical Theory,Foreign Countries

This Perspectives article proposes a renewed vision of teaching English to speakers of other languages (TESOL) through a translanguaging (TL) stance, grounded in critical sociolinguistic inquiry and embodied practice. A TL theory of language asserts an activist agenda to dismantle mono/lingualism, inviting a more dynamic and expansive view of multilingualism that actively challenges linguistic hierarchies and associated ideologies to recognize networks of meaning distributed across linguistic and nonlinguistic forms. This openness to all resources beyond language commensurates with the emerging posthumanist and new materialist perspectives in applied linguistics to consider how bodies, objects, and space intersect as wider assemblages, inciting critical citizenship in ethical interdependence between the human and natural world. Grounded in this understanding, we propose a systematic, coherent TL methodology for TESOL and teacher education, engaging teachers and students in critical sociolinguistic inquiry and embodied practice to support interrogation of language and power, mapping inter- and intra-actions in the human, social and eco-environment. With this approach teachers might explore with students' ways of doing/being/knowing in reflexivity towards all forms of inequities, particularly one's privilege and complicity and what ethical responsibility entails in the sociocultural, sociopolitical, and eco-world. Providing examples from classroom studies and teacher education research, we discuss implications for both K-12 classrooms and postsecondary educational contexts.