ethanporcaro/eric-fulltext-meta huggingface dataset:
Metaverse Magic: Unveiling the Pedagogical Potential and Transformative Effects on Intercultural Communication in English Language Teaching
Author: Hatmanto, Endro Dwi
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Learning Motivation,Teaching Methods,Intercultural Communication,Learning Theories,Independent Study,Learning Experience,Cultural Awareness,Computer Simulation,Teacher Attitudes,Language Teachers,Computer Assisted Instruction,Constructivism (Learning)

The emergence of Metaverse, a three-dimensional virtual space that enables users to interact in computer-generated environments, has opened up new possibilities for language learning and instruction. This study explored the pedagogical potential and transformative effects of incorporating Metaverse environments in English language teaching, with a specific focus on intercultural communication. Drawing on theories such as social constructivism, intercultural communication, and autonomous language learning, this research investigated the impact of Metaverse on language acquisition, intercultural competence, and learner autonomy. The study employed a qualitative approach, including interviews with experts in Metaverse development and English language instructors. The findings revealed several pedagogical implications, including the promotion of immersive language learning experiences, enhanced interaction and collaboration, personalized learning opportunities, and increased motivation. Additionally, the study uncovered the positive impacts of Metaverse environments on intercultural communication and cultural understanding in English language learning. The research contributed to the understanding of how Metaverse could support language education and provides valuable insights for language teachers and students to optimize their language learning experience in virtual environments. [Note: The page range (15-32) shown on the PDF is incorrect. The correct page range is 14-31.]
The Pedagogical Role of the Primary-School Headteacher: Insights from Greece
Author: Alexopoulos, Nikolaos
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Schools,Principals,Administrator Role,Leadership Responsibility,Socioeconomic Influences,Instructional Leadership

The pedagogical and didactic guidance of teachers has been linked, in the relevant literature, to the school management's adoption of the model of pedagogical leadership as well as to the assurance of a series of factors that influence it. This study aims at investigating the pedagogical role of the principal in Greek primary schools. Data were collected through an anonymous questionnaire completed by 133 Greek primary school head teachers. Results show that head teachers consider that their pedagogical role has mainly to do with the pedagogical climate, psychosocial and pedagogical guidance of the school unit. Additionally, the research results show that head teachers carry out their pedagogical role cooperating and communicating mainly with the members of the educational community of the school. Another noteworthy finding of the present study is that the factors that support head teachers in their pedagogical leadership role, are hard to exist in hierarchical educational realities such as Greece. The originality of the paper draws attention to the school's socio-economic environment, which significantly influences school leadership. Conclusions on the implications of the study are made and directions for future research are suggested.
The Perennial Exit of Teachers from Alaska and the Inadequacy of Herzberg Theory: A Follow-Up Qualitative Study
Author: Viray, Rose Ann B.
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Persistence,Job Satisfaction,Teacher Motivation,Theories,Faculty Mobility,Teacher Attitudes,Public School Teachers,Elementary Secondary Education,Geographic Isolation,Weather

The researcher assessed the subject teachers' levels of satisfaction and/or dissatisfaction using the Herzberg Two-Factor Theory. The study assesses employee motivation and hygiene, as discussed in the first part of the study about exploring the sociodemographic profile and job satisfaction level among teachers in Alaska. Frederick Herzberg (1923-2000) was a well-known author, and his work was praised by the Harvard Business Review. His theory has been widely accepted by many different groups and studies, with many people adapting and applying the theory to business management. For many years, teachers have been leaving school districts, particularly in Alaska, and this project seeks to investigate the causes of this phenomenon. Running a school is like running a business, except your clients or customers are students and parents. You must be able to choose what type of education they require. Schools have a system structure that is like a business. A school district that oversees several schools is analogous to a conglomerate that oversees a group of businesses. The study was conducted in the Bering Strait School District, in northwest Alaska, which serves fifteen isolated villages and two islands. Various methods including survey questionnaires, interviews and data gathering, were used and implemented. Out of 30 targeted respondents, 13 had high hygiene and high motivator factor (HHHM) scores and were further analyzed through interviews, with the data gathered subjected to thematic analysis. It was noted that some of the factors that affected the respondents in leaving their school are professional-related reasons, professional growth, job stability, physiological growth, no consistent reliable childcare options or childcare, very cold weather, and emotional reasons. Lack of these factors can influence the participants to seek such services elsewhere--from another workplace that can provide them with these services, and thus give them comfort, and peace of mind as well.
Collaborative Learning in Tertiary Education Classrooms: What Does It Entail?
Author: Awang-Hashim, Rosna
Date: 2023-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Higher Education,Program Effectiveness,Undergraduate Students,Foreign Countries,Teacher Student Relationship,Educational Quality,Teacher Competencies,Reflection,Thinking Skills

Purpose: Collaborative learning has been increasingly recognized as an effective approach to promote students' success in higher education. To better understand the factors that contribute to successful collaborative learning, this study applied the Biggs' presage-process-product (3P) general model of learning to investigate the role of teaching quality, student-faculty interaction, and relatedness as presage factors, collaborative learning as process factor, and reflective and integrative learning and higher-order thinking as product factors. Methodology: A cross-sectional approach was applied in this study, which included 1,892 Malaysian undergraduates. The study used the Quality of University Learning Experience (QULEX) survey to measure various constructs. First, confirmatory factor analysis (CFA) was conducted to establish the psychometric properties of the instruments. Thereafter, structural equation modeling (SEM) was employed to evaluate the latent variables relationships. Findings: Based on the findings, collaborative learning fully mediated the prediction of student-faculty interaction, teaching quality, and relatedness on reflective and integrative learning and higher-order thinking. Significance: These findings suggest that collaborative learning with social components and effective teaching maximize students' learning activities, and they should be fostered in academic institutions to improve students' academic success. Implications for improving teaching and learning are also discussed in this paper.
Psychometric Properties of a Sublime Social Attitude Scale for Prospective of Buddhist Education Teachers
Author: Karbono, Kemanya
Date: 2023-00-00
Type: Journal Articles
Subjects: Buddhism,Religious Education,Prosocial Behavior,Test Validity,Test Construction,Preservice Teacher Education,Preservice Teachers,Social Desirability,Psychological Patterns,Social Attitudes,Test Reliability,Foreign Countries

Purpose: A sublime social attitude (&quot;brahmavihara&quot;) has been identified as a crucial aspect of Buddhist Education (BE) for fostering prosocial behavior. Therefore, this study aims to construct and establish the validity of a sublime social attitude scale for prospective teachers of BE, as well as to detect social desirability bias (SDB). Methodology: This is a development research through a survey method using a quantitative approach that produces a scale to measure the &quot;brahmavihara&quot; of prospective Buddhist education teachers. The content validity was quantitatively analysed by calculating and comparing three statistical methods for item relevance, namely content validity index, binomial test, and asymmetric score confidence interval, based on the evaluation of nine experts. Furthermore, empirical testing was conducted using second-order confirmatory factor analysis (CFA) with 233 respondents from a population 1012. The identification of item susceptibility to SDB was carried out through qualitative rating by three raters on a draft of a sublime social attitude scale and empirically confirmed by CFA. Findings: The results showed that &quot;brahmavihara,&quot; a psychological attribute consisting of four dimensions, namely loving-kindness, compassion, sympathetic joy, and equanimity, were empirically proven by CFA. Empirical testing resulted in 24 valid items having a fit model with the goodness of fit criteria fulfilled. Further, five items were identified by the experts as potentially vulnerable to SDB, and only one was empirically confirmed to be vulnerable based on the CFA. Significance: The instrument developed in this study could serve as an effective assessment tool for BE instructors and a psychological scale for other stakeholders to measure &quot;brahmavihara&quot; in the recruitment of BE teachers.
Development of an Instrument to Assess Teacher Perceptions of Social Emotional Learning (SEL) in PK-12 Schools
Author: Huck, Carla
Date: 2023-00-00
Type: Journal Articles
Subjects: Test Construction,Teacher Attitudes,Attitude Measures,Social Emotional Learning,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Test Validity

Research from numerous studies worldwide consistently shows that integrating social emotional learning (SEL) development into the structures and practices of schools is a path to creating safe, supportive, and inclusive environments. Researchers developed and validated an instrument to examine teachers' perceptions of SEL needs in their schools; their knowledge, skills, training, and experiences with SEL in their classrooms; and barriers to implementing practices or receiving professional development. A pilot study was conducted to assess the feasibility of the survey questionnaire, participant recruitment, and data collection and analysis processes. This paper describes the pilot testing process to ensure methodological rigor and content and face validity of the instrument before commencing the main research project surveying PK-12 teachers in Florida. This tool can be used in multiple sites and contexts to assess readiness and barriers to SEL program implementation, providing formative feedback for school leaders, curriculum developers, and teacher educators.
Global Experiential Practicum: Perceptions from Teacher and Leadership Participants
Author: Wan, Guofang
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Practicums,International Educational Exchange,Cultural Awareness,Competence,Professional Identity,Study Abroad,Student Attitudes,College Students,Business Education,English (Second Language),Language Teachers,College Faculty,Mentors

The ever-increasing interconnectedness of the world and the diversity in demographics call for the training of global awareness and cultural competence among leaders and educators. This study, using qualitative methods, examined how 19 participants and their mentors from a United States university perceived a six-week long immersive global experiential practicum in China, and what impact the global experiential practicum had on the development of their global awareness and cultural competence. Data generated from the open-ended questionnaires, participant reflections and observations were analyzed and interpreted. The results indicated that the participants perceived the practicum as an eye-opening and life-changing experience with implications for their future careers, and also realized some existing challenges in the practicum. The practicum with cultural engagement, teaching practicum and leadership externship in the host country, supported the growth in professional identities and development of global awareness and cultural competence for the participants on multiple levels.
Assessment of Teachers&apos; Instructional Practices: Towards Proposing an Innovative Instructional Model for Teaching-Learning Material in Chemistry
Author: Clores, Lomalinda J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Chemistry,Teaching Models,COVID-19,Pandemics,Junior High School Teachers,Science Instruction,Public School Teachers,Foreign Countries,Teacher Attitudes,Distance Education,Online Courses

Twenty-first-century teaching focuses on the standards of teaching practice to improve instruction and learning outcomes. Teachers as the key figures in school are called upon to reflect on their instructional practices and exemplify the highest standard for teaching grounded in global best practices. This study aimed to assess the teachers' instructional practices and identify challenges before and during the COVID-19 pandemic to effectively implement instructional strategies in the teaching of chemistry. The respondents were composed of 107 public Junior High School chemistry teachers in the 8th district of Cavite. The mixed-method sequential explanatory research design was used. Quantitative data were collected using the Science Instructional Practices Survey and the questionnaire on the teachers' perceptions of emergency remote teaching, while qualitative data were gathered utilizing focus group discussions, classroom observations, and virtual interviews. The findings of the study showed that chemistry teachers' instructional practices include prior knowledge and traditional instruction. Before the COVID-19 pandemic, four major themes emerged as challenges to teachers in effectively implementing various instructional strategies: learner characteristics, teacher competency, the language of instruction, and classroom management practices. Five themes were identified as challenges to teachers during the pandemic, namely, appropriate assessment strategy, feedback mechanism, technology usage and availability, parental involvement, and appropriate teaching-learning materials. The findings in this study provided valuable inputs in the development of an innovative instructional model for designing a chemistry lesson.
Transforming Students&apos; Pseudo-Thinking into Real Thinking in Mathematical Problem Solving
Author: Nizaruddin
Date: 2023-00-00
Type: Journal Articles
Subjects: Skill Development,Thinking Skills,Mathematics Skills,Problem Solving,Cognitive Processes,Grade 8,Secondary School Students

This exploratory and descriptive study aims to theoretically promote the schema of pseudo-thinking processes in mathematical problem-solving by students. The participants in this study were 36 eighth graders and one math teacher. The researchers collected the data using tests and interviews. The results showed that the structure of pseudo-thinking based on the processes of assimilation and accommodation is theoretically composed of five hierarchical components, namely (a) the structure of the problem, (b) the structure of the subject's thinking, (c) the analytic process, (d) the integration of structures or substructures, and (e) the complete integration of structures. When the subject integrates incomplete substructures into existing thinking schemes, assimilation or accommodation becomes imperfect, resulting in cognitive disequilibrium. The results of such a thought process are called pseudo-thinking. Pseudo-thinking processes can be refined and improved into actual thinking processes through reflection and scaffolding. Assimilation and accommodation occur through defragmentation or organization to rearrange the internal schema so that full structural integration occurs. In the end, the subject experiences cognitive equilibrium so that it becomes an actual student thought process.
Breaking down the Silos: Interprofessional Education Certificate of Honors Program
Author: Hynson, Todd
Date: 2023-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Interprofessional Relationship,Allied Health Occupations Education,Program Design,Barriers,Learner Engagement,Extracurricular Activities,Universities,Educational Certificates

The University of New Mexico (UNM) Health Sciences, Office of Interprofessional Education designed and implemented an innovative interprofessional education (IPE) Honors program, the first in the United States, in the Summer of 2019. This program was built through a dynamic and responsive partnership with health professions students from multiple programs. The program was piloted in the 2019/2020 academic year and upon graduation in May 2020, the first twenty students were awarded a certificate of IPE Honors. The designed program addressed the barriers and challenges to IPE participation at the organizational level while facilitating creative engagement from the students. We designed the IPE Honors program to value and highlight the innovative interprofessional extracurricular and intercurricular student work. Individual program accreditation and documentation of outcome requirements are supported using a reflective learning IPE evaluation tool that captures the quality and quantity of student IPE experiences. We inventoried both intercurricular and extracurricular IPE activities and experiences. We then mapped these activities to seven categories that were correlated with the behaviors of Interprofessional Professionalism (Frost et al., 2019) and the Interprofessional Education Collaborative (IPEC) Competencies (Barr, 1998). Through group meetings and a pilot assessment, we felt confident that students could gain sufficient experience and practice with the interprofessional behaviors to achieve the IPEC competencies. We designed the IPE Honors program to highlight, build, and assess the quality of IPE experiences across the HSC while accounting for the extracurricular student IPE experiences. This program is innovative, flexible, sustainable, and can be replicated.
Building Democracy for All OER eBook: A Design Case
Author: Trust, Torrey
Date: 2023-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Electronic Books,Grade 8,Social Studies,Material Development,Instructional Materials,Design,State Standards,Civics,Democracy,Federal Government

In this paper, we discuss the design and development of an eBook titled &quot;Building Democracy for All: Interactive Explorations of Government and Civic Life,&quot; which serves as an open educational resource for the eighth-grade Massachusetts social studies curriculum standards. This design case offers an example of an interactive, student-centered, multimodal, multicultural open-access eBook.
Development of Students&apos; Attitudes towards Technology Education between Years 1993-2022 in Finnish Comprehensive School
Author: Autio, Ossi
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Preadolescents,Early Adolescents,Technological Literacy,Technology Education,Attitude Change,Gender Differences,Technological Advancement,Student Interests,Vocational Interests

Technology is affecting our lives more and more. It has consequences to every human being, and we find ourselves faced with both positive and negative aspects of technology. Certainly, this has an effect on our attitudes towards technology. In this study, we tried to find out if there have been any changes in attitudes towards technology among Finnish school children during the last 30 years. The attitudes measured in 1993 were compared with the results from 2012 and 2022. The number of test participants was 267 in the first measurement, 317 in the second and 284 in the last measurement. The age of the student respondents was 11-13 years. The measurements were done with exactly the same Likert scale attitude questionnaire in all three measurements. Some positive changes were found in attitudes towards technology in girls test group. Unfortunately, boys' development between years 2012-2022 is alarming and should be of great concern The development in attitudes can be explained by the changes in technology education curriculum. From a broader point of view, the development in attitudes can be due to the changes in society as a whole.
What Form of Online Teaching Do High School Students Prefer?
Author: Brodanac, Predrag
Date: 2023-00-00
Type: Journal Articles
Subjects: High School Students,Preferences,Student Attitudes,Online Courses,Asynchronous Communication,Synchronous Communication,Tutoring,Grade 9,Teacher Student Relationship,Feedback (Response),Barriers,Educational Benefits,Foreign Countries

Due to the COVID-19 pandemic, teaching has moved overnight from a traditional classroom setting to a virtual setting. This has been a great challenge for students, and especially for teachers. Most teachers have not had a lot of experience teaching in a virtual setting. In the course of only a few days, teachers were forced to fully devise and organize teaching subjects without receiving any particular training. Previously, numerous advantages and disadvantages of online teaching compared to traditional forms of teaching have been elaborated. There are three basic forms of online teaching: synchronous teaching, asynchronous teaching based on materials prepared in advance and individually tutoring students. The paper describes research involving 56 9th grade student concerning their attitudes towards online teaching and preferred forms of online teaching. The results suggest students slightly prefer traditional forms of teaching over online teaching. In addition, students appear to favor the asynchronous form of online teaching based on recorded resources as well as teacher availability for prompt feedback. Overall, the conclusion is that, despite some disadvantages of online teaching, it also has some positive features that can possibly be retained in the future.