ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementing Task-Based Language Teaching in Vietnamese Secondary Schools: What Hinders EFL Teachers?
Author: Duong, Tham My
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Secondary School Teachers,Barriers,Language Teachers,Communicative Competence (Languages),Class Size,Student Evaluation,Teacher Role

Task-Based Language Teaching (TBLT) has aroused interest of researchers as well as practitioners in education worldwide since the 1980s. In Vietnam, TBLT has recently been promoted in EFL/ESL education at all levels to develop learners' communicative competence; as a result, EFL teachers need to take major shifts in learning objectives, learning activities, teaching techniques, materials, assessment methods, etc. into consideration. This study aimed to explore the secondary school EFL teachers' challenges they have faced during the task-based teaching process. Ninety-six teachers working as full-time teachers of English at sixteen secondary schools in Vung Tau City, Vietnam answered a closed-ended questionnaire and participated in semi-structured interviews. The results indicated that the participants faced two types of challenges, namely objective and subjective when TBLT was implemented in their language classrooms. The objective challenges, in particular, consisted of class size, incompatibility between the curriculum and the focus of TBLT, preparation time, uncertainty about teacher's role, and deteriorating English grammatical competence, whereas lack of assessment skills for task-based learning performance was considered the most problematic subjective cause to them. Noticeably, the participants showed the willingness to apply TBLT because of their adequate knowledge of TBLT and sufficient English proficiency.
Authentic Learning across Disciplines and Borders with Scholarly Digital Storytelling
Author: Schrum, Kelly
Date: 2021-00-00
Type: Journal Articles
Subjects: Authentic Learning,Story Telling,Computer Uses in Education,Foreign Countries,Student Evaluation,Graduate Students,Undergraduate Students,History Instruction,Geography Instruction,Science Instruction,Biology,Postsecondary Education as a Field of Study

Scholarly digital storytelling combines academic research and digital skills to communicate scholarly work within and beyond the classroom. This article presents three case studies that demonstrate efforts to integrate scholarly digital storytelling, a technology-enhanced assessment, across disciplines, geographic locations, and teaching contexts. The case studies originate in the United States, Northern Ireland [UK], and Norway, and represent learning across multiple disciplines, including history, higher education, geography, and biology. This article explores the potential for scholarly digital storytelling, when carefully planned, scaffolded, and implemented, to engage students in authentic learning, teaching students to think deeply and creatively about disciplinary content while creating sharable digital products.
Beyond Decoding the Disciplines 1.0: New Directions for the Paradigm
Author: Pace, David
Date: 2021-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Models,Educational Change,Intellectual Disciplines,Barriers,Learning Processes

Decoding the Disciplines has emerged as one of the foremost approaches to the scholarship of teaching and learning (SoTL) and is being used to increase learning across the globe. But it is often not recognized that the paradigm has undergone enormous changes since its appearance in 2004. The original model has been clarified and perfected, but scholars of teaching and learning have also expanded the scope of this work to include emotional, bodily, and social learning; created new roles for students in these investigations; and explored learning beyond the individual. Some of these changes have been so far reaching that they may be said to constitute a new version of the paradigm, Decoding 2.0. It is the purpose of this article to provide an overview of this paradigm's development since it first appeared on the SoTL stage.
Let&apos;s Blog about It: Capturing Preservice Teachers&apos; Thoughts about Literacy Education
Author: Childs, Kamshia
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Literacy Education,Electronic Publishing,Web Sites,Educational Technology,Technology Uses in Education,Teacher Education Programs,School Closing,Online Courses,Preservice Teachers,Program Effectiveness,Student Attitudes

During the COVID pandemic, faculty and staff working within educator preparation programs faced the challenge of having to get future educators the tools they needed to be successful in a &quot;normal&quot; setting while working to set up and create their own virtual environments. This article looks at the practice of structuring course assignments in a way that preservice teachers create reflective blogs to demonstrate their knowledge of concepts taught in their courses (in this case, a literacy course). The blog format used in the 2020-21 academic year supported preservice teachers in developing their teaching philosophies and professional identities. What started out as a new way and a challenge for preservice teachers ended up giving them an additional set of educational technology skills and a digital footprint of their journey to becoming an educator.
Mapping of Scientific Production on Blended Learning in Higher Education
Author: Castro-Rodríguez, Mª Montserrat
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Blended Learning,Cultural Context,Learning Processes,Databases,Personal Autonomy,Higher Education,Content Analysis,Research Reports,Bibliometrics

Blended learning is a set of pedagogical strategies and practices that are closely related to the emergence of new technologies in society and in higher education. They are characterized by a combination of face-to-face and online learning that integrates a variety of materials in the teaching and learning process. The aim of our research was to analyze scientific production on this topic using two prestigious international databases: Scopus and Web of Science (WOS). A bibliometric study was conducted on 508 papers, and content analysis was performed on 119 openly accessible publications. Results show that blended learning is being applied in all scientific and professional spheres. This learning model is praised for its positive impact on motivation and learning effectiveness, as well as for promoting student autonomy. With respect to content, it is worth noting that many authors observe that methodological success is related to cultural context and access to devices and materials. Furthermore, it is suggested that greater methodological diversity is preferable to a single hegemonic approach. In short, the present paper contributes to the educational community by shedding light on how blended learning is being implemented and its impact on higher education.
Coaching Preservice Teachers in a Virtual Setting
Author: Pletcher, Bethanie C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Preservice Teachers,Tutors,Undergraduate Students,Videoconferencing,Discourse Analysis,Reflection,Questioning Techniques

The purpose of this self-study was to examine my coaching conversation skills in the context of individual coaching sessions held with undergraduate student tutors enrolled in my Reading Assessment and Intervention course in Fall 2020. Each tutor met with their tutee once per week for 30 minutes while their partner observed the lesson. Prior to coaching each tutor by videoconference, I viewed the guided reading portion of their lesson and used a note-taking guide to record observations and wonderings. I scripted their book introductions, prompts, and teaching points and wrote down suggestions for subsequent lessons. Each virtual coaching session was recorded and later transcribed for an initial coding based on the literature related to coaching conversations. The codes were then collapsed into the themes related to building rapport, reflection, consulting, and questioning. Analyzing my coaching language has given me the opportunity to grow my skills as a coach and will help me to encourage preservice teachers to be reflective and self-directed learners.
Breaking the Binary: Teaching Inclusive Conceptions of Sex and Gender in Undergraduate Science
Author: Mercer-Mapstone, Lucy
Date: 2021-00-00
Type: Journal Articles
Subjects: College Science,Biology,Sex,Sexual Identity,Gender Issues,Sexual Orientation,Genetics,Misconceptions,Student Attitudes,Learning Modules,Concept Formation,Minority Group Students,Foreign Countries,Undergraduate Students,Curriculum,Social Attitudes,Science Curriculum,Cooperative Planning,College Faculty

The need to make higher education curricula gender-inclusive is increasingly pressing as student cohorts diversify. We adopted a student-staff partnership approach to design, integrate, and evaluate a module that taught first-year science students the difference between biological sex, gender identity, gender expression, and sexual orientation in the context of genetics concepts at an Australian university. This module aimed to break the binary in misconceptions of both sex and gender, emphasising that both exist on separate spectra. Data triangulation was used to evaluate students' attitudes towards the module and their learning of module concepts. Students' attitudes were positive overall, and evaluation of students' learning indicated that the majority of students understood and retained key concepts, while also identifying common misconceptions. Perhaps the most important finding was that students who identified as belonging to a minority group had significantly more positive attitudes towards the module than non-minority students. This finding supports previous research that has found inclusive curricula have greater benefit for students from minority backgrounds, indicating the importance of making such curriculum enhancements. Our results speak to both the co-creation process and students' learning outcomes, providing valuable insights for practitioners both within science and beyond.
The Testing Industrial Complex: Texas and Beyond
Author: Del Carmen Unda, María
Date: 2021-00-00
Type: Journal Articles
Subjects: Testing,Correctional Institutions,High Stakes Tests,Standardized Tests,Public Education,Neoliberalism,Accountability,Social Systems,Alternative Assessment,Educational Legislation,Elementary Secondary Education,Federal Legislation,Evidence Based Practice

The Testing Industrial Complex (TIC) is a system (and at the same time a cycle) in which high-stakes standardized testing fuels neoliberal education reforms and vice versa. These &quot;reforms&quot; and cycles have monetized for profit the public education system in which curriculum, students, and teachers have been packaged and sold for corporate profit. The Prison Industrial Complex (PIC) is a system in which inmates, which are disproportionately Black, Indigenous, people of color (BIPOC), are packaged then sold to private corporations for profit. This policy brief examines two systems, the Testing Industrial Complex and the Prison Industrial Complex and how they directly impact students in the state of Texas and the U.S. In detail below, two alternatives are particularly worthy of consideration: a) multiple measures accountability; and b) evidence-based interventions. We close with policy recommendations for state-level policy makers and school leaders.
Magic Happens: Graphic Novel Book Club in the Time of COVID-19
Author: Hooper-Bressler, Kellie
Date: 2021-00-00
Type: Journal Articles
Subjects: Cartoons,Novels,Books,Clubs,After School Programs,Elementary School Students,Grade 3,Grade 4,Electronic Learning,COVID-19,Pandemics,Distance Education,Computer Mediated Communication,Synchronous Communication

What happened when a global pandemic shut down schools in March of 2020, causing an after-school graphic novel book club to be all but forgotten? Magic happened, when led by a determined instructional literacy coach and a local university professor. Undaunted, they decided to adapt the graphic novel book club into a synchronous virtual experience for third and fourth grade students. The lessons learned along the way about listening, connecting, technology, chance-taking, and superheroes proved to be helpful to their practices as they blazed new trails in delivering education virtually. The authors offer their story and reflections in the hopes to support other educators as they re-frame perspectives and revise curriculum.
Can Relational Feed-Forward Enhance Students&apos; Cognitive and Affective Responses to Assessment?
Author: Hill, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Evaluation,Undergraduate Students,Student Reaction,Emotional Response,Teacher Student Relationship,Well Being,Student Motivation,Self Efficacy,Self Management,Foreign Countries,College Faculty,Student Attitudes,Student Behavior

Assessment feedback should be an integral part of learning in higher education, but students can find this process emotionally and cognitively challenging. Instructors need to consider how to manage students' responses to feedback so that students feel capable of improving their work and maintaining their wellbeing. In this paper, we examine the role of instructor-student relational feed-forward, enacted as a dialogue relating to ongoing assessment, in dissipating student anxiety, enabling productive learning attitudes and behaviours, and supporting wellbeing. We undertook qualitative data collection within two undergraduate teaching units that were adopting a relational feed-forward intervention over the 2019-2020 academic year. Student responses were elicited via small group, semi-structured interviews and personal reflective diaries, and were analysed inductively using thematic analysis. The results demonstrate that relational feed-forward promotes many elements of student feedback literacy, such as appreciating the purpose and value of feedback, judging work against a rubric, exercising volition and agency to act, and managing affect. Students were keen for instructors to help them manage their emotions related to assessment, believing this would promote their wellbeing. We conclude by exploring academic strategies and pedagogies that position relational instructor feedforward as an act of care, and we summarize the key characteristics of emotionally resonant relational feed-forward meetings.
Coffeehouse as Classroom: Examining a Flexible and Active Learning Space from the Pedagogy-Space-Technology-User Perspective
Author: Basdogan, Merve
Date: 2021-00-00
Type: Journal Articles
Subjects: Classroom Environment,Classroom Design,Space Utilization,Classroom Techniques,Active Learning,Cooperative Learning,Technology Integration,Educational Equipment,Laptop Computers,Video Technology,Furniture,Physical Environment,Affordances,Teacher Attitudes,Student Satisfaction,College Faculty,Undergraduate Students,Interaction

This study draws on the analysis of 56 hours of classroom video recordings and daily room usage checklists as well as interview data from students and faculty teaching in a large, flexible, technology-rich, and collaborative classroom, &quot;Collaboration Café.&quot; The goal is to explore faculty practices and student perspectives to increase our understanding of pedagogic interactions and the use of space and technology in active learning spaces. Informed by the updated version of Radcliffe's Pedagogy-Space-Technology (PST) framework, we argue the pivotal role of actors (i.e., faculty and students) in an active learning environment to use technology, space, and pedagogy in ways which foster learning. The discussion highlights that the faculty's choice of instructional technique shapes active and collaborative learning behaviors in the classroom. Also, student perspectives provided evidence for satisfaction with room features such as fluidity versatility, and scalability.
Collaborative Lecture Theatres: Does Redesign of Teaching Space Impact on Pedagogy?
Author: Swinnerton, Bronwen
Date: 2021-00-00
Type: Journal Articles
Subjects: Lecture Method,Interior Space,Classroom Design,Technology Integration,Cooperative Learning,College Faculty,Teacher Attitudes,Instructional Effectiveness,Instructional Innovation,Active Learning,Interaction,Foreign Countries

This paper focuses on a UK higher education institution (HEI) which redesigned three lecture theatres as 'Collaborative Lecture Theatres' (CLTs). Using Radcliffe's framework for designing and evaluating learning spaces and using his three related components; pedagogy, space and technology it will explore how the redesigned rooms (space) and the introduction of &quot;technology&quot; has influenced &quot;pedagogy.&quot; The study utilises surveys and interviews with staff in different contexts within this institution, using the redesigned rooms. The data show that changing the design of the room and the technology within it does not necessarily lead to a change in pedagogy for all.
Course-Based versus Field Undergraduate Research Experiences
Author: Graves, Jonathan
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Field Experience Programs,Curriculum Design,Economics Education,Authentic Learning,Program Effectiveness,Independent Study,Student Projects,Research Universities,Foreign Countries

This paper compares undergraduate course-based research experiences to field-based research experiences to understand the relationship between these different forms of experiential learning. I study undergraduate research experiences across an economics department at a large Canadian research university. Statistical analysis indicates there are not large differences between field- and course-based experiences. The main differences favour course-based instruction, with course-based experiences associated with more independent thinking and relevant task engagement. Overall, I conclude curriculum designers should focus attention on proper course-based curriculum design rather than simply trying to adapt &quot;research-like&quot; experiences into the classroom.
Diversity and Making: A Living History Quilt
Author: Huber, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Libraries,Photography,Personal Narratives,Asian Americans,Asian Culture,College Students,Cultural Awareness,Shared Resources and Services,Educational Technology,Minority Group Students,STEM Education,Technology Uses in Education

Due to a lack of diversity found in the maker movement, makerspaces are going through an evaluation. Academic libraries have an opportunity to rebuild makerspaces and programming from a place of equity. At a University located in the Midwestern United States, the Library maker program collaborated with the Asian American and Asian Resource and Cultural Center (AAARCC) to make a quilt from printed archival photos, student photos and recorded stories. The result was a &quot;living history&quot; quilt that reflected Asian community and culture on campus. This paper explores diversity in making through collaboration, details of the project process and lessons learned.
Developing Metacognitive Instructors through a Guided Journal
Author: Scharff, Lauren
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Faculty Development,Teaching Methods,Reflective Teaching,Diaries,Learning Processes,Intervention,Comparative Analysis,Educational Objectives,Learner Engagement,Lesson Plans,Student Evaluation of Teacher Performance,Teacher Student Relationship,Student Attitudes,College Faculty,Teacher Attitudes,Barriers,Time Management,Correlation,Instructional Effectiveness

Metacognitive instructors incorporate awareness and timely self-regulation in their teaching practice to support their current students' learning. This exploratory study, using mixed methods, gathered empirical data to extend the work on student metacognition by documenting teacher experiences with metacognitive instruction, the impact of instructor use of a guided journal on the development of metacognitive instruction practices, and students' perceptions of instructor responsiveness to their learning and engagement. Journal Intervention (N = 40) and Control (N = 33) instructors from five institutions and their students (N = 796) responded to multiple questionnaires throughout a semester. Data revealed significantly more baseline familiarity with and engagement in reflective teaching than metacognitive instruction for both groups. Within the Intervention group, qualitative data consistently suggested a positive impact from engagement with the journal, especially with respect to an increased focus on learning objectives and student engagement (rather than on content coverage) in pre-lesson planning, and on being aware of how students were achieving the learning objectives. Significant positive correlations were found between instructor use of the journal and student ratings of instructor responsiveness to their learning and engagement, and instructor use of effective instructional practices. Although instructors were enthusiastic overall about using the journal and incorporating metacognitive instruction, they did report barriers including time, existing habits, and uncertainty about alternate instructional practices. Based on our findings, we share strategies for using our journal prompts as a tool to facilitate faculty development of metacognitive instruction.
Educational Programs to Build Resilience in Children, Adolescent or Youth with Disease or Disability: A Systematic Review
Author: García-Parra, Martín
Date: 2021-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Youth Programs,Diseases,Disabilities,Literature Reviews,Inclusion,Coping,Mental Health,Developmental Programs,Social Emotional Learning,Program Evaluation,Program Effectiveness

Resilience is understood as interactive processes that strengthen the individual and the family in the face of the demands of adversity or vulnerable situation. Resilience is fostered from a psychopedagogical approach when practices are developed that assist in facing challenges positively, having life projects and developing academic potentialities. Thus, the objective of this systematic review of the literature is cartography programs that promote resilience in children, adolescents, or youths who are facing a challenging condition, such as a disease or disability. The PRISMA declaration was used to guide this systematic search. The databases consulted were Web of Science, Scopus, EBSCOhost, ERIC and Dialnet Plus. Open access articles were selected between 2016 and 2021. The selection resulted in 15 educational programs. The results indicate that there are several models for building resilience, such as ecosystem, family, community, and academic models. In conclusion, interdisciplinarity is a cross-cutting axis for enhancing resilience in vulnerable settings.