ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Persuasive Speech Proficiency of Fourth-Grade Primary School Students
Author: Özdil, Seyma
Date: 2023-00-00
Type: Journal Articles
Subjects: Grade 4,Elementary School Students,Speech Communication,Video Technology,Persuasive Discourse,Scoring Rubrics,Gender Differences,Teaching Methods,Skill Development,Specialists,Teacher Attitudes,Foreign Countries

The aim of this research was to identify the persuasive speech skills of fourth-grade primary school students. The study employed a quantitative method and survey design, and the study group consisted of 126 students in the fourth grade of primary school selected using a convenient sampling technique. Data for the first and second sub-problems of the study were collected over a period of five weeks using student video recordings, plan sheets, and a persuasive speech rubric. These recordings and sheets were assessed by two raters. The collected data were presented in the form of themes and descriptive tables. The results of the study indicated that the persuasive speech skills of the students were largely at medium and low levels. In addition, the results showed that female students demonstrated relatively higher levels of success in terms of persuasive speech skills compared to male students. A literature review was also conducted for the third sub-problem of the research, and examples of achievements in relation to persuasive speech skills for fourth-grade students were presented. Based on the results of this study, it can be concluded that students generally require the development of their speaking skills, with a particular focus on persuasive speech.
Reviewing Teachers&apos; Competency for Distance Learning during COVID-19: Inferences for Policy and Practice
Author: Massouti, Ayman
Date: 2023-05-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Elementary Secondary Education,Technological Literacy,Preservice Teachers,Online Courses,Preservice Teacher Education,Teacher Education Programs,Teacher Competencies,Educational Technology,Course Content,Teacher Educators

Following the COVID-19 pandemic outbreak in March 2020, distance learning has gained more attention from national and international education policies. This timely paper aimed to review the literature about digital competencies that K-12 and pre-service teachers require in order to succeed in supporting online learners during and post COVID-19. A critical question in this review pertained to how contemporary teacher education programs and teacher professional development can respond to the evolving needs of online learners. The findings showed that currently practicing K-12 teachers need more support around the technical, pedagogical, and content development associated with distance learning. In contrast, teacher education programs are urged to ensure that Information and Communication Technology (ICT) knowledge is well integrated into their curricular courses. Further, teacher educators must have the necessary ICT skills and experience to prepare competent K-12 teachers for distance learning. Conclusion and recommendations for teacher education policy and practice for distance learning are offered.
&apos;The Tool of Our Trade&apos;: Defining and Teaching Empathy in College Programs
Author: Stibbards, Adam
Date: 2023-05-00
Type: Journal Articles
Subjects: Empathy,College Faculty,Teaching Methods,Foreign Countries,Teacher Attitudes,Psychological Patterns,Success,Higher Education

Empathy is a fundamental skill in developing trusting, respectful relationships, which is a required capacity for many college program graduates upon entering the Canadian workforce. However, little is known about how faculty define, value, and teach students to develop and effectively utilize empathy. A grounded methodological approach shaped the gathering of curriculum and interview data to assess relevant faculty understandings and teaching approaches. Faculty generally shared an understanding of empathy as 'putting yourself in another person's shoes', while also valuing attention to emotions and a perspective-taking orientation. All faculty saw empathy as central to their students' future success in the field, and to the well-being of Canadian society as a whole. A variety of teaching approaches were noted, with an emphasis on experiential methods. Faculty members expressed universal interest in further collaboration with peers.
Promoting University Teacher Resilience through Teaching Philosophy Development
Author: McCormack, Coralie
Date: 2023-05-00
Type: Journal Articles
Subjects: College Faculty,Teacher Persistence,Resilience (Psychology),Teacher Burnout,Foreign Countries,Teacher Attitudes,Capacity Building,Professional Identity,Reflective Teaching,Professionalism

Teaching in today's complex and competitive university environment has become increasingly demanding as teachers try to respond to the stress and burnout negatively impacting their work performance. In this environment, it is more important than ever that university teachers build resilience to overcome stress and burnout and continue a career-long commitment to teaching effectiveness. The initial phase of this research systematically identified 39 empirical studies of school teacher resilience, and seven studies of university teacher resilience, to identify key resilience-building factors. The second phase, in-depth interviews, probed nine Australian and seven Canadian university teaching Fellows about their writing of their teaching philosophy. A close review of the outcomes of each phase prompted recognition of the similarity of resilience-building factors reported in the resilience literature and the benefits of developing a teaching philosophy reported by the university teaching Fellows. The similarities suggest that the benefits of developing a teaching philosophy could contribute to building university teacher resilience.
Reflections on Learning Nursing as a Black Student in Canada: A Case for Invitational Antiracist Education
Author: Jones, Kimberley
Date: 2023-05-00
Type: Journal Articles
Subjects: Foreign Countries,Nursing Students,Blacks,African American Students,Racism,Nursing Education,Nursing,History,Educational Practices,Student Experience,Undergraduate Study

International studies have revealed that Black undergraduate nursing students experience higher levels of attrition from nursing programs. Touted as the least likely racial group to graduate, Black students struggle disproportionately in comparison to their non-Black peers. Canadian literature, however, is largely silent on this topic and this population as a whole. Grounding our reflections in one student's experience, we argue that Canadian nurse educators need to implement invitational, antiracist approaches that intentionally support Black students' success. This article supports our argument by reflecting on both the literature and personal experience. First, we explain our reflective processes. Then, the history of nursing in Canada is presented, followed by an exploration of the current educational landscape. Next, we discuss Black students' experiences in nursing education. We conclude with recommendations for Canadian nurse educators.
Student Perceptions on the Benefits and Barriers to Study Abroad
Author: Houser, Chris
Date: 2023-05-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Benefits,Barriers,Study Abroad,Undergraduate Students,Foreign Countries,Gender Differences,Individual Differences

This study examines perceptions of the benefits and barriers to study abroad amongst undergraduate students studying at the Soltis Center for Research and Education in Costa Rica, in 2018 and 2019. A total of 49 students representing five different study abroad programs from three institutions participated in the study. Cost, personal obligations, and timing of the program were identified by all respondents as the most important barriers to student participation in a study abroad program. Results of a Q-sort suggests that perceived benefits varied by academic year of the student and their experience with study abroad, and other high impact learning experiences. Upper-year students, as well as those with previous travel experience, viewed study abroad as an opportunity to develop career-relevant skills, while lower-year students and those with less travel experience perceived broadening horizons and personal growth as the most important benefits. The transition in perceived benefits can be used to effectively structure study abroad within the undergraduate curriculum to maximize benefits for student learning.
The Importance of Others: The Link between Stress and Social Connectedness in University Students
Author: Poole, Heather
Date: 2023-05-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Public Colleges,Anxiety,Stress Variables,Gender Differences,Social Networks,Mental Health,Mental Health Programs,Social Support Groups,Females,Males,COVID-19,Vacations,At Risk Students,Stress Management

The mental health of undergraduate students is a concern across many North American institutions. To support students' mental well-being and help them manage stress, many Canadian post-secondary institutions have introduced a mid-semester break during the fall term. However, there has been limited work evaluating whether this fall break is associated with a decrease in stress (a well-established correlate of mental health). Further, it is not known which demographic variables and lifestyle factors (e.g., sleep patterns, regular exercise) may contribute to a change in stress surrounding the fall break. We assessed the effects of the fall break on perceived stress levels and investigated whether these effects varied according to gender and the quality of students' social network. Our results indicate that on its own, the fall break did not reduce students' level of perceived stress. Further, students who reported feeling socially disconnected reported greater stress (both pre- and post-break) than those who reported being more content with their social network. Men in our sample reported less perceived stress than women. We recommend that mental health initiatives on campuses integrate strategies to build social connections between students and emphasize outreach programs to students who report feeling socially disconnected. We acknowledge the increased necessity and challenge of doing this in the context of education in the time of COVID-19.
The Relationship between Professors&apos; Motivation and Interpersonal Behaviour Styles in the Classroom, and Course Evaluations
Author: Rocchi, Meredith
Date: 2023-05-00
Type: Journal Articles
Subjects: College Faculty,Teacher Motivation,Teacher Behavior,Relationship,Course Evaluation,Interpersonal Communication,Models,Psychological Needs,Satisfaction,Teacher Student Relationship,Student Experience,Student Evaluation of Teacher Performance,Self Determination,Theories,Foreign Countries

Professors create a positive learning environment for students through their interpersonal behaviour style in the classroom. High quality interpersonal interactions are associated with a number of positive student outcomes such as increased motivation, effort, learning, satisfaction, and higher ratings on formal student evaluations of teaching (SETs). This study tested a Self-Determination Theory model in a university setting by measuring the association between professors' reported psychological need satisfaction, teaching motivation, and self-reported supportive interpersonal behaviour styles, exploring how these variables related to SETs. Overall, we found support for the model; all relationships were significant and in the expected direction except that reported autonomy and competence supportive behaviours did not relate to SETs. From this, we can conclude that relatedness support is important to the student experience and that professors who engage in relatedness supportive interpersonal behaviours are also positively evaluated by their students.
Academic Development: Leading by Example with an Authentic and Practical Approach to Curriculum Design
Author: McEwan, Michael P.
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Development,Curriculum Design,Authentic Learning,Interdisciplinary Approach,Higher Education,Certification,Teacher Collaboration,Educational Assessment,Feedback (Response),Active Learning,Universities,Foreign Countries

Academic developers work with colleagues from every discipline to facilitate learning about teaching, learning and assessment. Boud and Brew (2013) called for academic development to be significantly 'closer to everyday practice' while also recognising development involves extending notions of what 'practice' is. Moreover, Loads and Campbell (2015) called for greater authenticity of academic development: questioning and challenging custom and practice within disciplines in higher education. So how do academic developers, tasked with redeveloping their mandatory Postgraduate Certificate in Academic Practice (PGCAP), create an authentic and practical programme? Especially one that extends the scope of teaching practice, transforms curricula and assessment and meets strategic objectives around developing student literacies, graduate attributes and strengthening engagement in continuing professional development (University of Glasgow, 2015, 2021). This good practice example showcases the curricula design process of redesigning a cross-institutional PGCAP programme at a UK university, to one that has a strong focus on everyday academic practice, while also adopting authentic learning activities and practical assessments to unlock the creative pedagogical potential of early career academics, and build their confidence. The aim of the redesigned curricula being to encourage collaboration across disciplines, reflection, and learning beyond 'normal' and customary practices within disciplines. This paper also discusses the results of a mixed methods survey of academic colleagues (as students) studying the PGCAP, exploring their perceptions of the programme's authenticity, its practicality, as well as the value of learning activities and assessments and, importantly, the impact on their practice. In terms of implications for practice, this paper encourages readers to consider how they could develop their own curriculum, introduce greater authenticity, and move away from deficit models of academic development.
An Evidence-Based Approach to Developing Faculty-Wide Training for Graduate Teaching Assistants
Author: Slaughter, Jenny
Date: 2023-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Graduate Students,Teaching Assistants,Training,Standards,Foreign Countries,Teaching Skills,Models,Best Practices,Educational Needs,Learning Modules

In 2000, Sharpe proposed a framework for graduate teaching assistant (GTA) training based on three key principles: departmental training, faculty training, and accreditation. Sharpe's paper culminated in a call for Higher Education (HE) institutes to adopt this framework. Whilst the principles of Sharpe's work remain relevant, the shape and structure of HE and accrediting bodies has changed due to the increasingly competitive market environment. Herein we provide an updated framework for GTA training based around implementation at a large English Russell Group University. We identify seven key elements for effective GTA training based on literature. We then demonstrate how this framework and the key elements can be implemented in practice, using GTA role descriptors and input from staff in Departments and Faculty. We demonstrate how the framework is applicable on a broad subject basis and how training is now supporting the 950 GTAs annually who work across the nine Schools within the Faculty of Science and Engineering, at the University of Manchester. The developed modular training sessions are mapped out and are benchmarked against both the Vitae Researcher Development Framework and the UK Professional Standards Framework allowing postgraduate students to apply for HEA accreditation through Advance HE (after suitable practice). Finally, the report discusses the benefits of implementation as well as lessons for future action, providing a set of key principles for others who want to develop their existing GTA training provision or set up a new training programme.
Attempts to Replicate the Skills, Attributes and Capabilities Associated with International Mobility in an Online World: A Case Study
Author: Keshishi, Nayiri
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Mobility,Global Approach,Study Abroad,Barriers,COVID-19,Pandemics,Electronic Learning,Computer Mediated Communication,Intercollegiate Cooperation,International Cooperation,College Students,Educational Benefits,Networks,Best Practices,International Educational Exchange,International Education,Coordination,Program Implementation,Nontraditional Education

In recent years, obstacles to physical mobility, such as the COVID-19 pandemic, have hastened the turn towards online platforms for educational and social activities. Many study abroad programs have had to adapt to such circumstances and embrace virtual environments in the face of limited physical mobility. In this case study, we look at how one multi-university program, the UGPN Academy, was able to expand international student learning efforts despite travel limitations due, in part, to adapting to online communication technologies and environments. Through comparison of surveys administered to participants pre- and post-participation, students reported that having an online community as a source of social support, as well as learning about different experiences during a global pandemic, were two strengths of the program. In addition, students reported becoming more familiar with different online technologies as well as feeling more open to people from diverse backgrounds and international careers. These findings contribute to a further understanding of Internationalisation at Home (IaH) as a useful model that can be extremely valuable in its own right. Although IaH is not a replacement for physical mobility, it may provide its own benefits, such as providing a collaborative, diverse online community as a source of social and professional support, networking and opportunities for international learning experiences for students who are unable to participate in traditional study abroad programs. Diversifying and further integrating such virtual platforms can then be seen as a part of best practices rather than a replacement for traditional modes of international cultural exchange.
Global Challenges: South African and Australian Students&apos; Experiences of Emergency Remote Teaching
Author: Joubert, Michelle
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Experience,COVID-19,Pandemics,Distance Education,Emergency Programs,Learner Engagement,Comparative Analysis,Digital Literacy,Undergraduate Students,Barriers,Student Attitudes

The COVID-19 pandemic forced universities worldwide to move their teaching online within an unprecedentedly short timeframe. Whilst the move online learning has increased the reach of tertiary educational delivery it has also raised significant issues of equity, accessibility and student engagement. This includes concerns around access to technology and reliable internet connectivity, academic and digital literacy, and other factors such as mental health and work-life balance. This paper examines two studies of student engagement with online learning during 2020 when then pandemic began. One study was conducted in South Africa the other in a small regional university in South-Eastern Australia. A mixed method approach was used in both studies and then student responses were analysed using the student engagement framework presented by Kahu and Nelson (2018). A key focus in this analysis is the critical importance the educational interface and shared mutually formative experience of learning between students and universities. Findings show that despite the two different contexts, student concerns around digital literacy and engagement in an online learning environment share many similarities.
Interfacing between Blended Case Teaching and International Case Competitions as Undergraduate Student Inquiry and Literacy in Marketing Programmes
Author: Donnelly, Roisin
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Blended Learning,Business Administration Education,Competition,Marketing,Inquiry,Active Learning,Undergraduate Students,Research Skills,Learner Engagement,Case Method (Teaching Technique),Skill Development,Business Schools,Foreign Countries

This practice example explores the inquiry-based relationship for students between case teaching and international competitions in Marketing. This work is based on the premise that undergraduate Marketing students in a College of Business should experience learning through and about inquiry and enhance their research literacy as a result. Although for many students research-oriented ways of engaging them with inquiry are fairly passive experiences, we believe student engagement in case study competitions offer a primarily active and exciting learning opportunity. In a broader sense, the framework offered by Healey &amp; Jenkins (2009) which is explored in this example, is based on the argument that research-informed inquiry is a powerful way to reinvent or reinvigorate the undergraduate curriculum because the focus is on the student as a learner - in particular that the student can be viewed as a potential producer of knowledge - and by challenging what research and inquiry are in practice, provide interesting perspectives for the Marketing discipline to consider for future programme provision.
Academic Engagement Experiences of Pre-Service Teachers during the COVID-19 Online Education Process
Author: Arslan, Büsra Zeynep
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,COVID-19,Pandemics,Online Courses,Program Effectiveness,Affordances,Barriers,Student Participation,Learner Engagement,School Closing,Teacher Education Programs,Foreign Countries

This study aims to explore the academic engagement experiences of pre-service teachers (PSTs) during the COVID-19 online education process. For this purpose, a phenomenological study was carried out with a sample of 10 PSTs studying at the Department of Foreign Language Education (FLE) at a state university in Türkiye, selected through purposeful sampling. Data were collected through semistructured interviews. Content analysis was utilized to analyze and interpret the data. The outstanding results include that there were both facilitating experiences and drawbacks of the process during online education. The facilitating experiences are related to effective learning, time efficiency, and flexibility opportunities of the process while drawbacks of the process are centered around concentration problems, stressfulness, the inexperience of instructors, lack of interaction, motivation, and socialization. Besides, the factors that increased academic engagement include keeping cameras on/off during lessons, facilitative instructors, autonomous learning, and technological facilities. On the other hand, the factors that decreased academic engagement involve keeping cameras on/off, having technological obstacles, instructors' attitudes and teaching styles, distracting home environment, and the lack of interaction and interest. Lastly, the suggestions include using varying methods during lessons, arranging course hours appropriately, having a common course policy among instructors, and increasing student involvement in the whole process.