ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Media and Parental Trust for Teachers: A Qualitative Study in China
Author: Huang, Hua
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,Foreign Countries,Trust (Psychology),Parents,Access to Information,COVID-19,Pandemics,Parent Teacher Cooperation,Elementary Schools

Based on WeChat, the most popular social media application in contemporary China, this ethnographical case study reveals that the development of parental trust for teachers presents as an incremental process. It derives from parents' access to information shared by teachers online, unfolds across their engaging in constant collaborations with teachers, and increases with the formation of their close affective ties with teachers. Such a process is greatly dependent upon the formation of parents' &quot;liangxin&quot; (which is typically translated in English as &quot;conscience&quot;) in regard to teachers. This study, conducted before the COVID-19 pandemic began, indicates that social media like WeChat has turned out to be a critical agent in parents' relationship with teachers that intervenes in their meaning-making process as well as their experience of building trust towards teachers.
Academic Freedom in Teacher Education; between Certainty and Uncertainty
Author: Cronqvist, Marita
Date: 2022-06-00
Type: Journal Articles
Subjects: Academic Freedom,Teacher Educators,Ambiguity (Context),Phenomenology,Preservice Teacher Education,Preservice Teachers,Role Models,Critical Thinking,Professional Autonomy

In this study, academic freedom in teacher education is related to preservice teachers' possibilities to develop critical and autonomous thinking in teaching practice. Self-awareness and self-confidence provide certainty to deal with the uncertain situation in teaching where creativity and judgment must be given priority over an instrumental teaching based on authorities, effective methods or ready-made solutions. Teacher educators thus need to promote academic freedom as both certainty and uncertainty. The aim of this paper is to provide enhanced understanding of the meanings and implications for teacher education of academic freedom, in the tension between certainty and uncertainty, based on a phenomenological study about preservice teachers' experiences of professional ethics. The results show that teacher educators' function as role models is crucial for preservice teachers' academic freedom in developing their teaching. A consensus on fundamental values provides openness in discussions that promote the student's critical attitude.
Addressing the Social Loafing Problem in Assessment Practices from the Perspectives of Tanzania&apos;s Pre-Service Teachers
Author: Milinga, Joseph Reginard
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Group Behavior,Individual Activities,Conflict,Time Management,Stress Variables,Motivation,Grading

Recent developments of higher teacher education in Tanzania have witnessed high student enrolments necessitating change of an emphasis from individual assessment to group-based assessment practices. In this context, informed by the constructivist philosophical perspective, this article reports on the pre-service teachers' voices regarding the prevalence, impacts and counteractive strategies of social loafing. The pre-service teachers are drawn from one higher education institution in Tanzania that serves as a case study. It draws on qualitative data collected from a sample of purposively selected undergraduate pre-service teachers. The study found social loafing tendencies to be commonplace and with far-reaching consequences amongst students as they engaged in group-based assessment tasks, hence calling for measures to redress them. Addressing social loafing in higher teacher education is crucial to avoid compromising the quality of assessment practices in the contexts of ever-rising student enrolments in many lower income countries.
An Appraisal of the CLASS Instrument as an Observational Measurement Tool for Evaluation of Student and Teacher Interactions in Western Australian Classrooms
Author: Kirk, Gillian
Date: 2022-06-00
Type: Journal Articles
Subjects: Classroom Environment,Classroom Observation Techniques,Teacher Student Relationship,Foreign Countries,Elementary School Teachers,Elementary School Students,Grade 2,Educational Quality,Psychological Patterns,Classroom Techniques

The National Quality Framework is used across Australia to drive quality improvement in early childhood settings. Unique to Western Australia, the National Quality Standard is also used in schools to improve quality in classrooms up to Year two (seven to eight years). However, the literature suggests the National Quality Standard is too broad with an emphasis on quantifiable program features (structural quality). As the Classroom Assessment Scoring System (CLASS™) instrument was designed to measure classroom interactions (process quality), the purpose of this current study was to examine its efficacy in Pre-primary (five-year-old) classrooms. A mixed-method research approach was employed to appraise the CLASS instrument as an observational measurement tool for evaluation of quality student and teacher interactions in schools. The quantitative methods involved a statistical analysis of the CLASS instrument ratings and observations and interviews provided a qualitative perspective. Study conclusions suggest that while CLASS offered useful descriptions of quality in Emotional Support and Classroom Organisation, the Instructional Support scores were not consistent with other indicators of quality, and this score was not representative of the instructional quality in some classrooms.
A Review of Undergraduate Education Student Responses to the Online Component of Blended Learning: A Cautionary Tale
Author: Bernay, Ross
Date: 2022-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Electronic Learning,Blended Learning,Foreign Countries,Learner Engagement,Learning Activities,Teacher Education,Student Experience,COVID-19,Pandemics,Preservice Teachers

Calls for enhancing the digital interface for teaching and learning within tertiary institutions have played out in one School of Education, with variable results. Online learning tasks were added in 2018 to regular classes to provide more flexibility for student engagement. A team of lecturers developed a questionnaire for students to be completed after the first semester pilot. Data and findings indicated that one-third of students identified online learning as an enhancement to their learning. A second survey was conducted one year later to assess changes made and analyse the longer-term impacts. During the COVID-19 lockdown, fully online pedagogy was required; anecdotal observation indicated an improvement in satisfaction and engagement, but perhaps only because online was the only way possible to complete assessments. The conclusion contains recommendations and a cautionary tale, when introducing online learning across existing courses.
Tough Teachers Actually Care: An Ethnographic Look into the &apos;Problematic&apos; Role of Teachers as Figures of Authority under Learner-Centered Education
Author: del Valle, Julie Lucille
Date: 2022-06-00
Type: Journal Articles
Subjects: Ethnography,Teacher Role,Foreign Countries,Teacher Student Relationship,Student Centered Learning,Power Structure,Teacher Effectiveness,Teacher Characteristics,Caring,Rural Schools,Student Attitudes,Preferences

Teacher authority is culturally valued among Filipinos. This authority however poses a threat to the fundamental principles of learner-centred education as it arguably perpetuates 'teacher-centered' instruction and obstructs positive student-teacher relationships which are necessary for student learning. This problematic role of teacher authority is examined in this study by investigating what constitutes good pedagogy in one class within a rural school in the Philippines. With this research problem, this study used ethnographic research approach to examine what students and teachers understand about 'classroom authority' and its perceived value in good pedagogy within a specific and cultural place. Ethnographic data in this study suggest that teacher authority is central in understanding good teaching within specific classroom contexts as this cultural valuing of teachers as 'authorities' may support student engagement and foster student-teacher relationships which are built on 'academic care'. This 'academic care' could offer a practice which bridges the presumed binary between teacher-centered and learner-centered pedagogies.
Indonesian Tertiary Education Students&apos; Academic Writing Setbacks and Solutions
Author: Bram, Barli
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Academic Language,Writing Skills,Writing Difficulties,Student Attitudes,English for Academic Purposes,Second Language Learning,Second Language Instruction,Foreign Countries,Spelling,Morphemes,Form Classes (Languages),Vocabulary Skills,Connected Discourse,Writing Strategies,Grammar,Citations (References),Writing Instruction,Essays,Faculty Development,Language Teachers,Feedback (Response),Writing Improvement,Critical Thinking

Writing is a crucial skill and tertiary education students face difficulties in academic writing. This paper aimed to identify the setbacks or difficulties and the solutions to the setbacks experienced by Indonesian tertiary education students in academic writing. A survey was used as the method of this study. The data were collected through a questionnaire using a Google form distributed to 26 fifth-semester students taking the Academic Writing course in the English Language Education Study Program of Sanata Dharma University, Yogyakarta, Indonesia, for the academic year 2019/2020. The survey results showed that, in general, the students faced setbacks in, for example, parts of speech, tenses, spelling, prepositions, vocabulary, punctuation, cohesion, discourse markers, writing paragraphs with a clear focus, constructing clear and coherent academic essays, paraphrasing, in-text referencing, and compiling a correct reference list. Concerning academic writing solutions, the results showed that lecturers should be trained and equipped with various writing strategies, feedback on the strengths and weaknesses was vital, and the students needed to improve their organization of ideas, for example. Other solutions were better language skills, language elements, critical thinking skills, paraphrasing, and referencing. Implications of the findings are that students and lecturers would understand and identify common setbacks in academic writing and have opportunities to adopt the suggested solutions to academic writing difficulties.
Peer-Learning in Young Learners English Speaking Tasks: An Ecological Analysis
Author: Farmasari, Santi
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Audio Equipment,Recall (Psychology),Peer Teaching,Teaching Methods,Case Studies,Professional Autonomy,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Speech Communication,Task Analysis,Foreign Countries,Educational Theories,Language Proficiency

The study examined English teachers' agentive actions in a speaking assessment when utilizing students' talks as model of responses to promote peer-learning. This instrumental case study views teacher agency on assessment from an ecological perspective, emphasizing the quality of teachers' engagement in their environment. The study involved four primary English teachers teaching Year 5 and Year 6 who were selected purposively. The data were collected through classroom observations, audio-stimulated verbal recall interviews, and field notes. Thematic analysis was employed for the data analysis assisted by nVivo12Pro software, where the themes were identified through the repetition of keywords. Co-coding, back-translation, and participant validation were employed to achieve the trustworthiness and reliability of the data. The study revealed that peer-learning was facilitated following the teachers' understanding of their ecological contexts, i.e., the emerging problems during the assessment and the students' assessment needs. The four teachers exercised their agentive actions by assigning the More-Proficient Students (MPS) to perform a speaking talk, from which the Less-Proficient Students (LPS) could learn, and utilized the MPS' talks accordingly. The study findings strengthened the importance of teachers' engagement with their ecological contexts when determining agentive actions. In addition, the study shows an interplay between theories of classroom-based assessment, teacher agency, and English for young language learners to promote peer-learning. This study has implications for relevant stakeholders about providing better supports for teachers exercising their agentive roles in facilitating students' learning.
Understanding and Practices of Intercultural Communicative Competence Elements Perceived by English Pre-Service Teachers&apos;
Author: Nindya, Meyga Agustia
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Preservice Teachers,Student Attitudes,Teacher Education Programs,Cultural Awareness,Intercultural Communication,Communicative Competence (Languages),Language Teachers,Foreign Countries,Teaching Methods,Alumni,Undergraduate Students,Language Proficiency

English teaching in the 21st century needs to address learners' successful engagement with a global milieu in intercultural settings, which remains challenging for many EFL teachers worldwide. It was evidenced by a number of studies showing that EFL teachers are not well-prepared to integrate intercultural teaching in EFL classrooms. It becomes crucial to find out the possible causes of their unpreparedness to integrate intercultural teaching in EFL lessons. This study was carried out to record Indonesian EFL pre-service teachers' perceived understandings of intercultural communicative competence (ICC) and their practice in implementing the ICC elements during their teaching practicum program. It employed a survey using an electronic questionnaire consisting of 31 items. The study involved 106 participants consisting of both the alumni and the undergraduate students of ELT program from six different universities in Indonesia. The results from the questionnaire were then complemented with the results of the telephone interview obtained from selected participants. The findings showed that the participants demonstrated excellent understanding of ICC elements; yet, they did not frequently implement ICC-related teaching activities in EFL teaching. The minimal integration of intercultural teaching was possibly due to some external factors such as restricted time, curriculum, and students' different proficiency.
Communities of Practice and Communities in Practice: A Case Study of the Co-Creation of an Adult Education Family Support Network Programme
Author: Dempsey, Maeve
Date: 2022-00-00
Type: Journal Articles
Subjects: Communities of Practice,Adult Education,Family Involvement,Lifelong Learning,Partnerships in Education,Transformative Learning,Group Unity,Family Programs,Early Intervention,Foreign Countries

The Faculty of Lifelong Learning at the Institute of Technology Carlow co-created a Level 8 Certificate in Prevention, Partnership and Family Support with Tusla, the national Child and Family Agency. The part time programme was aimed at Child and Family Support Network (CFSN) members in Co. Carlow. The overall approach taken throughout this programme involved the use of specialist guest speakers and was purposively framed around the adult education principles of transformative learning and communities of practice, recognising the social and group cohesion that exists through shared endeavours and commitments of practitioners within CFSNs.
Community Education for Human Rights and Social Inclusion: An Cosán&apos;s Right to Work Education Project
Author: Murray, Thomas
Date: 2022-00-00
Type: Journal Articles
Subjects: Community Education,Adult Education,Civil Rights,Inclusion,Foreign Countries,Employment Opportunities,Blended Learning,Refugees,Access to Education

This article explores the nature of successful human rights education through the lens of a single case study. In the context of new legislation governing the right to work, An Cosán's Right to Work Education Project partnered with more than forty International Protection Applicants (IPAs) living in Direct Provision centres across Ireland. Funded by the Irish Human Rights and Equality Commission, the programme sought to address participants' human rights and social inclusion alongside their employment and self-employment opportunities. The programme was delivered over 9 days of workshops. Using adult community education methods, practitioners facilitated participatory learning spaces where IPAs and other stakeholders involved in human rights and social inclusion could explore legislation, practice, and experience together. Blended learning options were offered to those participants unable to attend in person. The article draws on participant voices and practitioner reporting to outline the project's short-term impact. Concentrating on human rights education, it analyses what worked and why. Finally, recommendations are made in relation to promoting human rights education 'from below' in adult community education spaces.
Measuring Emotional Knowledge: Assessment of Children&apos;s Emotional Skills (ACES) with Spanish School-Age Children
Author: Vergara, Ana I.
Date: 2022-11-00
Type: Journal Articles
Subjects: Emotional Development,Children,Spanish,Foreign Countries,Elementary School Students,Grade 3,Grade 4,Grade 5,Child Behavior,Vocabulary,Test Validity,Emotional Response,Cues,Human Body,Adjustment (to Environment),Translation,Emotional Intelligence

Emotion knowledge has attracted scientific interest in recent years due to its relevance to children's adjustment. Although there is some controversy as to its definition and components, the term is often used to describe the set of abilities to process emotional information. We need rigorous tools to assess it in multiple languages and contexts. The Assessment of Children's Emotional Skills-ACES was administered to 255 Spanish 8- to-11-year-old children along with, measures of adjustment and language. The Spanish ACES confirmed its three-factor structure; emotion recognition in faces, behaviours and situational emotional knowledge, and a second-order factor (i.e., overall emotional knowledge). The validity of this Spanish version of ACES was demonstrated in emotion knowledge relating to receptive vocabulary, age, sex and adjustment, with age, language and sex moderating relations between emotion knowledge and adjustment. The Spanish ACES can contribute to a greater understanding of the development of emotion knowledge in Spanish-speaking children; and help evaluate social and emotional intervention programmes.
Relationship between Alexithymia as a Multi-Dimensional Construct and Depression in University Students: Mediating Role of Anxiety
Author: Akram, Ayesha
Date: 2022-11-00
Type: Journal Articles
Subjects: Depression (Psychology),Anxiety,College Students,Gender Differences,Correlation,Emotional Response,Emotional Problems

This study investigated the relationship between alexithymia and depression amongst university students and how it is mediated by anxiety. Data was collected from a sample of university students (n= 74, Men = 41, Women = 33) aged 18 to 25 (Mean = 22.05, SD = 0.38). The findings revealed a statistically significant gender difference with men being more alexithymic than women. There was a significant positive correlation between the alexithymic subscales difficulty identifying feelings (DDF) and difficulty describing feelings (DIF), depression and anxiety. DDF and DIF along with anxiety predicted depression. Anxiety partially mediated the relationship between DIF and depression but completely mediated the relationship between DDF and depression. Alexithymic features DDF and DIF predict depression in the sample but Externally Oriented Thinking (EOT) did not. Anxiety was found to be an underlying mechanism operating in the between alexithymic features and depression.
Measuring Success in Adult Education: Recognising Diverse Outcomes from a Diverse Sector
Author: Coss, Sarah
Date: 2022-00-00
Type: Journal Articles
Subjects: Adult Education,Adult Learning,Females,Older Adults,Adult Students,Reentry Students,Success,Foreign Countries,Soft Skills,Outcomes of Education,Prior Learning

This article explores the experiences of a group of women who having achieved success in education and returned to the adult learning environment again. A creative methodological approach allows the women to describe in their own words experiences of educational success and motivations to return to learning. Discussion points predominantly focus on outcomes that fall outside those typically measured. These include alternative interpretations of success; benefits of diverse learning groups; personal growth and bias, and connections and friendship. Questions of success and outcomes in later life are also explored. Conclusions identify the importance of recognising the diversity of experience in adult education, the varying methods of measuring success and the need to ensure learner stories are heard.
A Report from the Field: How ePortfolios Can Improve Student Transition from Secondary to Post-Secondary Education in Alaska
Author: Thacker, Shamai
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Student Adjustment,College Bound Students,School Holding Power,Curriculum Development,Program Development,Learner Engagement,Academic Advising,College Readiness,Alaska Natives,Technology Uses in Education

This report explores the development of a bridge between secondary and postsecondary education through professional development and college preparation by examining the current processes that high schools are using to address student success outside of the counselor setting. This research seeks to understand how Alaska schools can use an ePortfolio-supported curriculum to better prepare their college-bound students to improve first year student retention in the university system. This pilot study focused on improving various programs' performance within the University of Alaska Anchorage (UAA) and identifies how an ePortfolio platform as a high impact practice can facilitate student success and assessment in various programs to improve learning experiences for new UAA-bound students.
Part-Time Learners&apos; Perceptions of Success during ERT
Author: Flynn, Susan
Date: 2022-00-00
Type: Journal Articles
Subjects: Part Time Students,Student Attitudes,Academic Achievement,COVID-19,Pandemics,Emergency Programs,Distance Education,Foreign Countries,Electronic Learning,Adult Students

The Faculty of Lifelong Learning at South East Technological University's Carlow campus, is one of the largest providers of part-time learning in the Irish Higher Education sector. A large majority of our lifelong learners, 88%, are adult learners over the age of 23, therefore the perspectives of our part-time learners offer us valuable insights into adult learner experiences in the Irish Higher Education sector. The outbreak of COVID-19 saw us pivot our provision to an emergency remote teaching (ERT) model in the first wave of the pandemic. The faculty undertook an extensive study of its learners in 2021 to examine the impacts of ERT on learners, and this article takes a qualitative approach to the findings of this study, looking specifically at learners' comments about success, and the barriers to success which ERT posed. Our study provided an opportunity to learn about our learners' conceptions of student identity, and how they interpret success as part-time learners.