ethanporcaro/eric-fulltext-meta huggingface dataset:
Expanding Teacher Reflection on Emotions in Online Teaching: Grappling with Teacher Identity and Student (Non)Participation
Author: Song, Juyoung
Date: 2021-10-00
Type: Journal Articles
Subjects: Reflection,Psychological Patterns,Web Based Instruction,Professional Identity,Student Participation,COVID-19,Pandemics,Teaching Experience,Videoconferencing,Asynchronous Communication,Synchronous Communication

Amid the recent overwhelming demand for online education as emergency remote teaching, this study aims to contribute to a better understanding of online teaching and learning experiences. Through a self-study of online teaching, it explores a teacher educator's emotional experiences and struggles during online teaching concerning teacher identity, pedagogy, and student participation. The study includes both the teacher educator's reflection on her own emotional experiences and her students' end-of-the-semester reflections on their online participation, providing multiple perspectives on a variety of online pedagogical tools. Her self-reflection on online teaching deepened her understanding of the role of emotions in her teaching. Additionally, her discovery of students' perspectives on their (non)participation and subsequent reflection brought new insight and understanding of student experiences, reducing her own teaching anxiety and self-doubt in the negotiation of teacher identity online. Results of the study suggest that both the teacher's and students' emotional experiences are significant resources for pedagogical development via critical reflection, suggesting that the scope of teacher reflection should be expanded to include self-reflective work on emotions for teachers' own personal growth and professional development.
&quot;Experiencing Theory First-Hand Was Delightful and Informative&quot;: Bridging the Theory-Practice Gap in Online Language Assessment Training
Author: Yeo, Marie Alina
Date: 2021-10-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Online Courses,Second Language Instruction,Language Tests,Formative Evaluation,Computer Assisted Testing,Teacher Competencies,Faculty Development,Technology Uses in Education,Teacher Education,Language Teachers,English (Second Language),Experiential Learning,Foreign Countries,Feedback (Response),Scores

It has been argued that successful professional development efforts, especially in assessment-literacy, need to address emotional components and the existence of implicit conceptions in order to raise consciousness and ultimately transform practice (Xu and Brown, 2016: p. 156). Experiential approaches have been shown to be highly effective for adult learning, especially in bringing about and sustaining changes in beliefs and practices. In this paper, I explore the use of an experiential approach in an online language assessment course, describing in depth two formative assessment (FA) activities and the technology tools that were employed. These activities served to (1) develop participants' AL in formative assessment, including online formative assessment; (2) evoke emotions, raise consciousness about conceptions, and prompt a desire for transformation; and (3) bridge the theory-practice gap. This paper offers insights into approaches to FA and teacher development in online settings and seeks to contribute to the growing body of knowledge in the field of assessment education.
Iranian EFL Teachers&apos; Experiences with Online Professional Development: Perceptions and Preferences
Author: Sadeghi, Karim
Date: 2021-10-00
Type: Journal Articles
Subjects: Language Teachers,Language Tests,English (Second Language),Second Language Learning,Second Language Instruction,Video Technology,Faculty Development,Teacher Attitudes,Preferences,Online Courses,Teaching Methods,College Faculty,Positive Attitudes,Educational Resources,Foreign Countries,Public School Teachers,Private Schools

Professional development (PD) has received a growing attention in teacher education research since it has the potential to affect teacher learning. More recently and in particular as an aftermath of COVID19 pandemic, online PD modes have overtaken more traditional face to face approaches. Despite this, studies on language teachers' preferences for online PD approaches have been limited. To bridge this gap, this study investigated Iranian English as Foreign Language (EFL) teachers' perceptions of online PD. Participants included 105 male and female EFL instructors teaching at private institutes, universities, and public schools. An online questionnaire consisting of closed- and open-ended items was employed to discover teachers' perspectives on PD. The findings indicated that despite having little or no online PD experiences, most teachers had a positive perception towards an electronic mode of professional learning and rated expert teacher applications, online video lesson study, and video library as their favourite online resources. The study recommends taking advantage of various online PD formats in teacher education programs, esp. at a time when most teaching and learning continues to be online worldwide.
The Created Learning Activities for Employees to Enhance Quality of Work of Small Businesses in Thailand
Author: Jangsawasmongkol, Wanida
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Activities,Workplace Learning,Situated Learning,Quality of Working Life,Employees,Employers,Employer Attitudes,Employee Attitudes,Small Businesses,Hospitality Occupations,Foreign Countries

The study aimed to propose some learning activities that might enhance quality of work for employees of small businesses in Thailand. Developmental research was applied via literature review and interviews. Literature review focused on contextual learning, learning activities, quality of work, and small hotel business in Thailand. The data were also collected via an interview form administered to purposively selected two employers and two employees from small hotel businesses in Thailand. The data were analyzed using qualitative data analysis methods. The result posited six created contextual learning activities applying technology, such as computer and internet that businesses authentically possess on business purpose, as contextual tools to enhance quality of work for employees of small hotel businesses in Thailand.
Exploration of Moral Integrity Education and Superior Cadre Leadership at Madrasah Boarding School Indonesia
Author: Umar
Date: 2021-10-00
Type: Journal Articles
Subjects: Moral Values,Islam,Religious Education,Integrity,Foreign Countries,Religious Schools,Teaching Methods,Leadership Training,Human Resources,Boarding Schools,Phenomenology,Talent,Prevention

This article uncovers learning methods and teaches moral integrity and leadership in training a six-year cadre. The empirical voicing moral integrity problem affects many people from various countries, including Indonesia. Moreover, moral decadence and value inconsistency are increasing among young potential national leaders, which is urgently noted through moral integrity education and superior human resources at madrasah boarding schools that develop integrative and long-life learning. This has led to many proposals for improving integrity. A qualitative design with a phenomenological approach was used in this research, while the participants' criteria consisted of educators, alumni, national figures, and organizational leaders totaling 25 people. Furthermore, the learning method is developed after the data collection and integrated, leading to the moral integrity internalization of prospective leaders with a superior cadre formation scheme. As a result, the method fosters integrity and leadership in various ways, contributing to the development of leadership talents and moral integrity character in Islamic education programs. Therefore, this helps in adaptation and strengthening characters in other fields, including preventive action, promoting academic integrity success, and valuable to knowledge by educators at large.
Exploring the Impact of Blogging in English Classrooms: Focus on the Ideal Writing Self of EFL Learners
Author: Yousefifard, Sam
Date: 2021-10-00
Type: Journal Articles
Subjects: Electronic Publishing,Web 2.0 Technologies,Teaching Methods,English (Second Language),Second Language Learning,Identification (Psychology),Foreign Countries,Student Motivation,Writing Instruction,Writing Achievement,Language Tests,College Students

In order to contribute to the line of inquiry on the use of Web 2.0 technology in Second Language (L2) learning, the current research employed a quantitative research method to probe the contribution of blog-mediated writing instruction to developing the writing skill and the ideal writing self of Iranian English-as-a-Foreign Language (EFL) learners. In so doing, a sample of 47 Iranian EFL learners in a private language institute were recruited as the subjects of this research. These students were then divided into two classes and were randomly assigned to an experimental class (N = 24) and a control class (N = 23). Concerning the research intervention, the students of the blog group used blogs in their writing instruction while those in the control group received the conventional, inside-the-class writing instruction. The Ideal L2 Writing Self Scale was given before and after the intervention as the pre-test and the post-test, respectively. The results from ANCOVA analysis indicated that although both groups progressed in both writing performance and ideal writing self scores, the learners of the blog group outperformed those of control group, suggesting that the blog-mediated instruction significantly contributed to improving the writing performance (F= 9.78, p = 0.003, partial eta squared = 0.18) and ideal L2 writing self of the EFL students (F= 11.678, p = 0.001, partial eta squared = 0.210). These results may offer important implications for EFL writing research and pedagogy. Overall, the integration of blogs in L2 pedagogy might be effective type of blended learning approach which can result in better linguistic and affective outcomes.
The Effects of Leveled Reading on Second Language Learners
Author: Alowais, Aisha
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Processes,Second Language Learning,Language Fluency,Foreign Countries,Word Recognition,Accuracy,Decoding (Reading),English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Parent Child Relationship,Child Development,Elementary School Students,Private Schools,Scores,Reading Materials

This study examines the significance of using leveled texts in the improvement of second language learners? word recognition skills, accuracy and fluency. For this purpose, the research explores students? readings levels, word identification and decoding skills, reading accuracy and reading fluency before and after the leveled reading program. In addition, the study investigates the English teachers? perspectives about leveled reading and their outlook on parental. Lastly, the article explores parents? views towards the impact of parental involvement towards child?s development. The research followed a mixed method research design, combining quantitative and qualitative data. The study was conducted in four elementary private schools in Sharjah, United Arab Emirates. The findings showed steady growth in word recognition abilities and improved automaticity. Results from running records exhibited a substantial increase in accuracy. Fluency assessments displayed a rise in fluency rate and fluency scores. Implications from this study indicate the positive effects of readings at the frustration level. Therefore, it is encouraged to explore further the impact of providing challenging reading materials.
Promoting Mathematical Knowledge and Skills in a Mathematical Classroom Using a Gallery Walk
Author: Vale, Isabel
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Mathematics Skills,Preservice Teacher Education,Teacher Education Programs,Elementary School Teachers,Problem Solving,Learning Strategies,Cooperative Learning,Skill Development,Visual Arts,Exhibits,Learning Activities

The aim of this paper is to share part of an ongoing study in which we are interested in introducing a Gallery Walk (GW) as an instructional strategy to contemplate in the classroom, in the context of preservice teacher training for elementary education (6-12 years old), to promote students' mathematical knowledge and skills, through problem solving abilities. In this study we intend, in particular, to identify the strategies used by students when solving challenging tasks with multiple approaches, using a GW, as well as characterize their reaction during their engagement in the GW as a teaching and learning strategy. A qualitative and interpretive study, with an exploratory approach, was adopted and the collected data included classroom observations and written productions. The results allowed to identify the strategies used by the participants and to verify the potential of the GW in the quality of the written productions and discussions, which proved to be more effective than in more traditional discussions, allowing to increase the repertoire of solving strategies of each student and communication and collaborative skills; it had a positive effect on the participants' achievements and it was an enjoyable and rewarding experience for all of them.
School-Based Professional Learning Communities as a Means for Curriculum Development: A Case Study from Taiwan
Author: Chuang, Nien-Ching
Date: 2021-00-00
Type: Journal Articles
Subjects: Communities of Practice,Curriculum Development,Competency Based Education,Professional Development,Skill Development,High School Teachers,Language Teachers,English (Second Language),Vocational High Schools,Disadvantaged Schools,Suburban Schools,Teacher Collaboration,Group Dynamics,Collegiality,Teamwork,Foreign Countries

The purpose of this study is to explore how participating in professional learning communities influenced teachers' curriculum design skills during the recent curriculum reform in Taiwan. A cohort of high school teachers in suburban areas participated in a semester-long professional learning community, strictly based on a well-planned agenda as professional experimentation. The researchers adopted a qualitative method by devising an initial and a final interview protocol as a data collection instrument. The results identified four components during the PLC process leading to teacher change in the curriculum design process--active participation, consistent focus, supportive collaboration and collective learning and shared practice. The notions of hard and soft PLCs along with the implications are proposed.
The Impact of Self-Assessment on Academic Performance: A Meta-Analysis Study
Author: Karaman, Pinar
Date: 2021-00-00
Type: Journal Articles
Subjects: Meta Analysis,Self Evaluation (Groups),Academic Achievement,Comparative Analysis,Intervention,Feedback (Response),Elementary Secondary Education,Higher Education,Evaluation Criteria,Research Reports

This meta-analysis study synthesizing the results of experimental and quasi experimental studies examined the effects of self-assessment interventions on student academic performance from primary education to higher education. A total of 16 studies with 46 effect sizes involving more than 7,650 participants were included in the analysis. Research synthesis showed that an overall small influence of self-assessment interventions on academic performance (g=0.37, p&lt;0.05). Additionally, moderator analysis was used to examine moderating effects of some variables. The analysis indicated that traditional self-assessment interventions without external feedback have significantly a larger effect (g =0.47, p&lt;0.05) than self-assessment with external feedback (g=0.28, p&lt;0.05) on academic performance. However, effectiveness of other moderating variables (e.g. education level, assessment criteria type, self-assessment training) on academic performance were not statistically significant. The results suggest that further empirical studies are needed to reveal the moderating effects of self-assessment.
The Skills of Mathematics Teachers with Different Professional Experiences to Notice the Evidence of Student Thinking
Author: Ozdemir Baki, Gulsah
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Teaching Experience,Thinking Skills,Secondary School Teachers,Vignettes,Video Technology,Evidence,Decision Making,Experienced Teachers,Attention,Verbal Communication,Inferences,Mathematical Logic,Educational Attainment,Faculty Development,Graduate Study,Foreign Countries,Nonverbal Communication,Secondary School Students

There are different types of evidence that reflect students' thinking in classroom interactions. Student discourse, gestures, actions can be shown among these. The aim of the current study is to reveal the skills of secondary mathematics teachers with different professional experiences to notice different types of evidence of student thinking. For this aim, the study was designed within the context of a case study, one of the qualitative research methods. The data of the study were obtained through video-based interviews with five secondary mathematics teachers. Six video episodes containing different types of evidence for video-based interviews were shown to teachers. In the interviews, targeted questions were asked to reveal what types of evidence the participating teachers took into account in the videos they watched, how they interpret these types of evidence, and what kind of instructional decisions they suggested. The types of evidence that teachers noticed in the videos and how they made sense of the evidence were analyzed qualitatively. Various findings have been revealed depending on the different professional experiences of the teachers. First, experienced (5 years and above) teachers paid more attention to the types of verbal evidence of student thinking. Student statements and questions were more visible to experienced teachers, especially among oral evidence. Second, the evidence-based comments described by the experienced teachers were aimed at drawing more conclusions. However, it is noteworthy that teachers who make inferences based on student's cognitive thinking also attend postgraduate education or professional experience courses. Third, the instructional decisions of experienced teachers who attended postgraduate education and professional experience courses, based on student thinking, were mostly related to specific mathematical subjects.
Undergraduate Business Student&apos;s Self-Assessment of Meta-Competencies in the Context of the Final Year Projects
Author: Girotto, Michele
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Projects,Capstone Experiences,Self Evaluation (Individuals),Metacognition,Competency Based Education,Competence,Skill Development,Value Judgment,Business Administration Education,Foreign Countries

While research on competence-based assessment has grown, scholars have conducted fewer studies on an integrative view of competence acquisition, in the context of the final year project, that have particularly addressed the meta-competence approach. This paper examines undergraduate business students' perceived acquisition of competencies during the development of their final year project and tries to determine relevant differences among the set of competencies students' value most. The study gathered quantitative data by using a questionnaire applied to students after their presentation of the final degree project at a Spanish Business School. The findings show the emergence of three profiles of students based on their competencies acquisition. The profiles display an interconnected relation and put forward some shortfalls in competence acquisition as well as propose an emerging profile of the meta-competent student.
Acute Effects of Static and Dynamic Stretching on Jump Performance of Volleyball Players
Author: Ari, Yasemin
Date: 2021-00-00
Type: Journal Articles
Subjects: Team Sports,Psychomotor Skills,Athletes,Young Adults,Training,Program Effectiveness,Females,Foreign Countries

The aim of this study is to examine the acute effects of different stretching methods on jump performance of volleyball players. 11 female volleyball players (age: 24.36 ± 5.10 years; height: 177.81 ± 7.30 cm; weight: 68.17 ± 11.69 kg; body mass index (BMI): 21.46 ± 2.56 kg.m-2 ; sports age: 12.72 ± 5.31 years) have participated voluntarily in this study. The players have applied three different stretching protocols such as control (no stretching), static and dynamic stretching on non-consecutive days. The protocols have included 5 minutes general warm-up, 1 minute rest, 30-second stretch program for each muscle group (control group not included), 1 minute rest and countermovement jump (CMJ), squat jump (SJ) and standing long jump (SLJ) tests. Friedman analysis has been used for data analysis. Wilcoxon Signed Rank Test has been implemented in order to determine the difference among groups. At the end of the study, a significant difference has been found between control and dynamic stretching groups with regard to static stretching groups in view of CMJ and SJ performance findings (p &lt;0.05). It has been found that there is a statistically significant difference in the test averages of dynamic stretching group compared to static stretching group in view of SLJ performance findings (p &lt;0.05). This study shows that static stretching practices reduce the jumping performance of the players. As a result, it can be suggested that trainers should use dynamic stretching methods before the trainings on jumping properties containing explosive movements.
A Look at the Processes of Developing Math Activities: Preservice Primary Teachers
Author: Yorulmaz, Alper
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Development,Mathematics Activities,Preservice Teachers,Elementary School Teachers,Teacher Developed Materials,Foreign Countries,Content Analysis

Activities, which are defined as activities that support students' mathematical learning and increase their levels of mathematic learning, enable the individual to be active by mentally and physically engaging in an action, to establish a cause-effect relationship, and to satisfy his/her curiosity. In this respect, activities have an important effect on the attitude towards mathematics. For this reason, it was aimed to examine the math activity preparation processes of pre-school primary teachers in the current study. To this end, the study was designed in accordance with the case study design, one of the qualitative research methods. In the analysis of the collected data, content analysis was employed. As a result of the study, it was found that the pre-service teachers prepared the activities themselves, they used books and the internet during the development process, and they prepared the activities for the introduction and ending sections of the lesson. In addition, it was observed that while preparing the activity, they considered its suitability for the level of the students and for the purpose of the lesson, they did not take into account individual differences while preparing the activities, and they made use of daily life examples in the activities. The pre-service teachers stated that they had difficulties in preparing activities suitable for the level of the students and stated that they did not consider themselves adequate in preparing activities. Therefore, more emphasis should be placed on improving the skills of developing activities suitable for primary school mathematics lessons in teacher training faculties.