ethanporcaro/eric-fulltext-meta huggingface dataset:
Opportunity for All? The Differential Impacts of North Carolina&apos;s Revised Comprehensive Articulation Agreement by Race/Ethnicity
Author: Worsham, Rachel E.
Date: 2021-03-08
Type: Journal Articles
Subjects: Articulation (Education),College Transfer Students,Institutional Cooperation,Two Year Colleges,Bachelors Degrees,Graduation Rate,Time to Degree,College Credits,Educational Policy,State Policy,Minority Group Students,Barriers,Racial Differences,Ethnicity,African American Students,White Students,Hispanic American Students,Student Characteristics

Transfer articulation agreements are employed by institutions of higher education and state legislatures alike to improve transfer efficiency between two-year and four-year institutions. These agreements often aim both to increase transfer rates and baccalaureate degree completion and to decrease time to degree. Studies exploring the efficacy of articulation agreements find that, despite being successful at decreasing the number of excess credits students earned at graduation and at increasing baccalaureate degree completion, these policies often increase time to degree. While there is considerable research on articulation agreements, few studies have examined the differential impact of these policies on students of Color who, prior literature has shown, experience barriers to realizing their baccalaureate degree aspirations. The purpose of this study was to examine whether the impact of North Carolina's statewide articulation agreement varied by a student's racial/ethnic identity when examining two-year post-transfer baccalaureate degree completion, time-to-degree completion, and excess credit accumulation.
The Influence of Policy Implementation in the Midwest: How an SSTEM Program Broadens Participation and Enhances Engineering Identity for Community College Students
Author: Rodriguez, Sarah L.
Date: 2021-03-08
Type: Journal Articles
Subjects: Scholarships,STEM Education,Engineering Education,Federal Programs,Professional Identity,Self Concept,Student Development,Student Participation,Community Colleges,Two Year College Students,First Generation College Students,Low Income Students,Young Adults,Public Colleges,Program Implementation,Program Effectiveness,Gender Differences,Sense of Community,Transfer Policy,Financial Needs

This qualitative research study describes how a Midwest community college's implementation of an Scholarships in Science, Technology, Engineering, and Mathematics (SSTEM) program influences engineering identity development for its students with financial need. Using a phenomenological approach, the study finds that the program enables community college students to have greater financial freedom and an ability to focus on engineering identity. In addition, the SSTEM program enhances student connections with STEM faculty, program staff, and peers. The study highlights the need for creating spaces for engineering identity development, developing connections between faculty, staff, and students, and enhancing transfer connections through different experiences. Future research might look to longitudinal designs and investigate additional contexts, engineering disciplines, gender differences, and programmatic structures to add nuance to these findings. The study suggests that practitioners might frame SSTEM and engineering experiences as opportunities for financial freedom and identity development and make further enhancements to transfer connections to four-year institutional partners. In terms of policy, the study suggests that policymakers consider identity development experiences an important aspect of funding SSTEM programs while enhancing programmatic support services available to students and placing greater emphasis on the collaborative actions, planned activities, and power dynamics between two- and four-year institutions funded by the SSTEM program.
The Visibility of Oral Corrective Feedback Research in Teacher Education Textbooks
Author: Nikouee, Majid
Date: 2020-00-00
Type: Journal Articles
Subjects: Oral Language,Error Correction,Teaching Methods,Teacher Student Relationship,Feedback (Response),Second Language Learning,Second Language Instruction,English (Second Language),Teacher Education Programs,Textbooks,Content Analysis,Textbook Selection,Language Teachers,Foreign Countries

The issue of whether, when, and how to respond to learners' oral errors is something every teacher has to consider. Early studies of teachers' feedback practices consisted of observations of how they managed this complex process (e.g., Lyster &amp; Ranta, 1997). Beginning with these descriptions, a large body of research on types of oral corrective feedback (OCF) and their relative impact on L2 learning has emerged over the past few decades. OCF is thus an ideal topic for examining the degree to which second language acquisition (SLA) research-based discourse has influenced pedagogical discourse (Ellis &amp; Shintani, 2014). This study examined how the topic of OCF is represented in 30 textbooks used in language teacher education courses. The amount of text dealing with OCF and the number of cited SLA references were quantified, and the textbooks' advice was analyzed and compared to the findings from research. The results revealed variability across the textbooks in the degree to which OCF is treated, what is said about it, and the extent to which research is cited. Some textbook authors clearly have chosen not to highlight the contribution of research for language teaching, thus potentially limiting novice teachers' exposure to researchers' insights about error correction.
Broadening Perspectives on CALL Teacher Education: From Technocentrism to Integration
Author: Asiri, Ali
Date: 2021-02-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Teaching Methods,Technology Integration,Educational Benefits,Blended Learning,Flipped Classroom,21st Century Skills,Teacher Education,Informal Education,Educational Technology,Course Content,Task Analysis,Language Teachers,Vignettes

Current research on computer-assisted language learning (CALL) teacher education shows a need to shift the focus away from a technocentric emphasis on specific technologies to strategies for technology integration (Chapelle &amp; Sauro, 2017). The main reason for this is to prepare teachers to be flexible enough to use current and future technologies in different ways across various contexts. Therefore, this conceptual paper addresses this teacher education issue by exploring four strategies that can be used to show teachers broader ways to think about integrating technology. Drawing upon the most recent literature in the field of CALL, this paper describes each strategy and illustrates it with a possible teaching scenario. It also provides the benefits of each strategy use for both teachers and language learners. Finally, this paper offers recommendations for pre- and in-service teachers, as well as teacher educators, to explore the strategies to integrate technology into their pedagogical practices.
Acceptance and Use of Mobile Technologies in Learning and Teaching of EFL: An Economic Perspective
Author: AlMarwani, Manal
Date: 2020-09-00
Type: Journal Articles
Subjects: Educational Technology,Telecommunications,Technology Uses in Education,Handheld Devices,English (Second Language),Second Language Instruction,Intention,Student Attitudes,Teacher Attitudes,Technology Integration,College Students,College Faculty,Foreign Countries,Predictor Variables

The use and integration of mobile information and communication technologies (ICTs) in learning and teaching, as well as the creation of new knowledge can determine whether a country is able to successfully compete in the emerging global knowledge economy. Technology acceptance theories and models have been widely developed, used and extended to determine the factors related to the acceptance of such technologies in specific national and subject contexts. This study set out to explore the key factors that determine students' and instructors' use behaviour and behavioural intentions to use mobile technologies in learning and teaching EFL, in an effort to determine the readiness and acceptance of mobile learning and teaching among students and instructors at a higher education institution in Saudi Arabia. The extended Unified Theory of Acceptance and Use of Technology (UTAUT2), was used as the framework for this study. This model takes into account several perspectives; and was designed to assess technology acceptance beyond the organisational context by embedding consumer context dimensions. The results indicated that the research model was partially confirmed and highlighted key variables as the driving forces of use behaviour and behavioural intention to use mobile technologies in learning and teaching EFL.
English Language MOOCs in China: Learners&apos; Perspective
Author: Ding, Yan
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Student Attitudes,Large Group Instruction,Online Courses,Educational Technology,Video Technology,Teacher Competencies,Program Effectiveness,Evaluation Methods,Assignments,Educational Environment,Group Discussion,Curriculum Design,Teaching Methods

In the wake of rapid development of Language MOOCs (LMOOCs), numerous studies have proposed principles and guidelines to inform curriculum design. Very few of them have, however, reported on learners' views. This study aims to contribute to this line of research by bringing in a learners' perspective. It is based on a content analysis of 3,510 learner reviews on 41 English LMOOCs offered by a national MOOC provider in China. It focuses on Chinese EFL learners' views of LMOOCs. The results indicate that their views pertain mainly to seven categories: (1) content design of course videos, (2) presentation design of course videos, (3) MOOC program instructors, (4) assessments and assignments, (5) course settings, (6) forum discussions, and (7) technological environment, of which the first three are of the most importance to the learners. It is argued that Chinese EFL learners' perception of English LMOOCs might be rooted in their engagement pattern with the courses, their perceptions of the role of teachers, the design of existing English LMOOCs, and a preference for the traditional way of foreign language teaching and learning they are acquainted with before engaging with the LMOOCs. The context-specific evidence could be used as an empirical base to guide future design of LMOOCs for foreign language learning in China.
Teachers&apos; Attitudes toward Educational Inclusion in Spain: A Systematic Review
Author: Lacruz-Pérez, Irene
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Inclusion,Foreign Countries,Students with Disabilities,Preservice Teachers,Student Attitudes,Teachers,Gender Differences,Teaching Experience,Familiarity,Elementary Secondary Education,Preschool Education,Teacher Education

Inclusive education is currently one of the main aspirations of the Spanish educational system and one of the key aspects for its achievement is teachers' attitudes toward educational inclusion. In recent years, many studies worldwide have analyzed this aspect, but so far, any systematic review has specifically focused on the Spanish educational framework. For this reason, the purpose of this paper is to review the studies published from 2010 to 2019 whose aim was to analyze teachers' attitudes towards educational inclusion in Spain. After a literature search in four different databases (PsycInfo, ERIC, Dialnet Plus, and Google Scholar), 34 studies were selected and reviewed. The results suggest that Spanish teachers' attitudes toward educational inclusion are generally positive, although in some cases they are ambiguous. Teachers' attitudes are mainly influenced by the amount of training and their contact or not with students with special educational needs. The discussion highlights that more studies with a greater methodological diversity are required in order to provide a complete analysis of teachers' attitudes toward inclusion and that teacher training is one of the best tools to generate positive attitudes.
For Latinx, by Latinx: Race-Conscious Leadership in Policy Implementation
Author: Felix, Eric R.
Date: 2021-03-08
Type: Journal Articles
Subjects: Hispanic American Students,Hispanic Americans,Community Colleges,Two Year College Students,Equal Education,College Transfer Students,Racial Identification,Gender Issues,Sexual Identity,Cultural Influences,Social Influences,Context Effect,Educational Policy,Policy Formation,State Policy,Leadership Responsibility

Policy implementation research tends to document the failures of reform, describing the myriad ways implementers miss the mark in translating intent into impact; or in the words of Derrick Bell, policy scholars are left with examining the &quot;unfilled hopes of racial reform&quot; (2004, p. 185). In contrast, this article presents an intrinsic case study where campus leaders took a race-conscious approach to implementing a state-wide reform known as the Student Equity Policy. I constructed the Trenza Policy Implementation Framework to center the experience, knowledge, and assets of Latinx leaders in community college that oversee and implement policy reform. The framework highlights the raced-gendered perspectives of Latinx leaders in community college to understand their motivations to implement policy in race-conscious ways (Delgado Bernal, 2002). I conducted in-depth and sustained fieldwork to learn how implementers understood and responded to state-level reform in race-conscious ways and used the policy to target and address one of the most pressing issues in higher education, the inequitable rates of transfer for Latinx students. I share how the salience of racialized-gendered identity, cultural intuition, social context, and enacting agency allowed leaders to envision more race-conscious possibilities for policy reform and its implementation on campus.
Foundation Phase Pre-Service Teachers&apos; Experiences of Teaching Life Skills during Teaching Practice
Author: Arasomwan, Deborah A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Primary Education,Preservice Teachers,Student Teaching,Daily Living Skills,Skill Development,Teacher Competencies,Mentors,Curriculum,Classroom Environment,Student Experience,Teacher Education Programs,Student Attitudes,Course Content,Barriers,Language Usage,Language of Instruction,Knowledge Level

Background: In South Africa socio-economic problems such as poor health conditions, juvenile delinquency, high rates of school dropout and teenage pregnancy are increasing. Therefore, it is vital to prepare foundation phase (FP) pre-service teachers to fortify children with basic life skills (LS) that will help them to cope with real-world challenges and demands. Aim: The study is aimed to explore the experiences of pre-service FPLS teachers during their teaching practice. Setting: This qualitative case study was conducted in the FP department of a teacher-training institution at a South African university. Methods: Twenty final-year pre-service teachers were purposively selected to participate in semi-structured interviews and reflective writing exercises. Thematic analysis was used to analyse the data, and the classification of the emerging themes was informed by Vygotsky's sociocultural theory. Results: The findings revealed pre-service teachers' experience of support from mentors, a struggle with implementation of FP curriculum, realities of classroom interaction, inefficient language of interaction for the FP classroom, and a lack of awareness of the importance of LS as a subject. Conclusion: The study argues that to improve the pedagogy of future LS teachers, a review and reform of the LS teacher-training curriculum are necessary. This curriculum needs to provide more extensive micro-teaching that promotes teachers' general proficiency in the home languages of their learners and equips them with effective teaching strategies. The implementation of the LS curriculum needs to be regularly evaluated to ensure that these skills are imparted to young learners for their individual benefit and for the benefit of society.
Investigating the Role of Teacher Training of Reception Teachers in Implementing the Pre-Primary Curriculum in Francistown, Botswana
Author: Bawani, Elisa L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Professional Development,Preschool Teachers,Teacher Attitudes,Teacher Effectiveness,Teacher Qualifications,Curriculum Implementation,Preschool Children,Child Development,Holistic Approach,Government Role,Local Government,Regional Cooperation,Parent Role,Public Schools,Barriers,Educational Resources,Foreign Countries

Background: Teachers emerge as main role players guiding the process of curriculum implementation across all levels of education. At early childhood development (ECD) level, curriculum implementation is unique, but emphasis on teacher training is essential as it influences teachers' efficacy in promoting holistically developed children. Upon realising the significance of ECD, Botswana effected the Pre-primary Curriculum Framework (PCF) to guide teachers in teaching children. Aim: This article aims to investigate the role of teacher training in implementing the Botswana's PCF in Francistown. Bandura's social cognitive learning theory (SCLT) and Wenger and Wenger-Trayner's communities of practice (CoP) were used as they both advocate for teacher mentoring programmes and partnerships to assist teachers towards effectiveness in curriculum implementation. Method: Interviews, document analysis and observations were employed as data collection tools. Results: Despite the support given to teachers towards implementing the Botswana's PCF, they are still faced with challenges such as lack of training, supervision and shortage of materials. Conclusion: For teachers to effectively implement Botswana's PCF, there is a need for transforming policies on conducting in-service teacher training such as the use of a needs assessment protocol.
An Exploration of Thematic Sketch through Visual Arts Activities towards the Preschool Children
Author: Ramli, Muhamad Firdaus
Date: 2020-00-00
Type: Journal Articles
Subjects: Freehand Drawing,Childrens Art,Thematic Approach,Aesthetics,Art Activities,Art Education,Preschool Children,Preschool Education,Skill Development,Creative Development

This research shares the exploration of fundamental sketch aesthetics in preschool children's educational activities on visual arts skills. The exploration of this study is bound to the involvement of visual arts essential activities to the advancement of children's preschool skills. The knowledge concerns following the advances of curative benefits that derive from an understanding of crafted sketching patterns and the potential of unique visual arts response of preschoolers. The issues bring children to necessitate the chance and opportunity while learning the sketches that generate internal creativity. The research has to focus through the experiences of children and teachers in artistic activities that bring experiences from visual arts in preschool. The benefactions skills in the visual arts include appreciation factors for preschoolers? sensitivity to environmental learning and artistic teaching. The understanding of the interaction of the aesthetic components is enclosed in thematic sketch techniques. The aspects of the composition manipulation of preschool children are also involved in questioning the important viewpoint and the extension of visual art teaching advancement. This also illustrates the readiness of the engagement the importance modelling range towards visual arts. The objectives and mechanisms were created to achieve exposure determination understanding of essential styles through visual arts learning. The research methodology is going under a qualitative approach through participatory of preschooler artistic activity procedure. Towards the approach, teachers are obliged to monitor three phases of assignment by sketching such as my dream vehicle, my dream house and my family members. The activity takes 20 minutes to 30 minutes to be complete as a sketch. A document analysis approaches are used to analyze and evaluate sketches that produce by preschool children. The outcomes reach a dimension of learning and play awareness and addressed a stimulus for artistic activity in the teaching pedagogy. The research also praises to the artistic direction and participating stakeholders who engaged in the knowledge.
Belonging, Being and Becoming: Learning-to-Teach during Internship
Author: Calamlam, Josephine M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Early Childhood Teachers,Preservice Teachers,Internship Programs,Skill Development,Knowledge Level,Pedagogical Content Knowledge,Transformative Learning,Reflective Teaching,Individual Characteristics,Conferences (Gatherings),Problem Solving,Young Children,Disadvantaged Environment

Literature has identified varied internship models yet preparing early childhood pre-service teachers (ECPSTs) to confront the realities and challenges of learning-to-teach during internship remain scarcely examined. The qualitative single-case study sought to uncover ways to optimize ECPSTs' latent knowledge and skills given a limited time for internship. Findings revealed that the three ECPSTs learned to draw upon insights by reflecting on their daily teaching and learning experiences, relying on their own personal characteristics, forming a conference group among themselves and action-taking to address problems of practice during their internship. The processes of belonging, being and becoming implicate the re-imagination of internship programs to consider learning-to-teach as iterative, unpredictable and unstructured process.
Exploring the Perceptions of Grade 5 Learners about the Use of Videos and Powerpoint Presentations When Learning Fractions in Mathematics
Author: Naidoo, Jayaluxmi
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Student Attitudes,Grade 5,Video Technology,Visual Aids,Fractions,Mathematics Instruction,Foreign Countries,Technology Uses in Education,Classroom Environment

Background: Within the ambit of the Fourth Industrial Revolution (4IR), the use of technology-based tools within teaching and learning is advancing rapidly at education institutions globally, including the teaching and learning of mathematics. Learners and teachers have challenges with teaching and learning fractions in mathematics. A learner's understanding of fractions is fundamental for the understanding of key concepts in other mathematics sections. Aim: This qualitative, interpretive study examined the perceptions of Grade 5 learners about the use of technology-based tools, more specifically videos and PowerPoint presentations when learning fractions in mathematics. Setting: This study was located at one primary school in KwaZulu-Natal, South Africa. Methods: The study was framed within the ambit of social constructivism, and data were generated via task-based worksheets, interactive technology-based lessons and focus group interviews. Results: Based on the results of this study, it was evident that the participants valued the use of the technology-based tools during the teaching and learning of fractions. Based on an interpretive analysis of the data generated, two major themes emerged. Participants indicated that using videos and PowerPoint presentations inspired an appealing and fun way of learning fractions and inspired an encouraging atmosphere for learning fractions. These results may be of value to teachers, teacher educators, researchers, curriculum developers and learners of mathematics. Conclusion: The concluding comments of this article mention research implications and recommendations for further research within this area. These recommendations are significant as there is a need for educational institutions globally to embrace the 4IR within teaching and learning.