ethanporcaro/eric-fulltext-meta huggingface dataset:
Educators&apos; Digital Competence in Swedish Rural Schools
Author: Pettersson, Gerd
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Technological Literacy,Rural Schools,Special Education Teachers,Students with Disabilities,Self Efficacy,Educational Technology,Technology Uses in Education,Age Differences,Special Education,Computer Mediated Communication,Teacher Student Relationship,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Telecommunications

This article presents a survey census study performed in a small, remotely located municipality with four rural schools in the north of Sweden. The study is part of a larger project, Remote Consulting in special needs education between special educators and class teachers, the aim of which is to increase the equivalence between the municipality's schools by giving more class teachers improved access to special needs education (SNE) consultations provided by special educators via remote consulting. Prior to the start of the project, a questionnaire was sent out to all the class teachers in the participating schools. All the teachers approached answered the questionnaire. One of the aims of the survey was to gain increased knowledge about the teachers' self-efficacy in their use of ICT. The most intriguing result was that three of the five 50-59 year-old teachers estimated their knowledge about ICT to be above average compared to that of their colleagues. A similar pattern was identified in the teachers' use of ICT in their teaching. Of those who used ICT every day, three were 30-39 years old, three were 50-59 years old and one was 40-49 years old, while all of those who used ICT less than once a week were younger than 39. The results of the study indicate that the teachers in this study are adequately equipped to proceed from physical counselling to remote consulting in special needs education.
Distributed Leadership: A Bibliometric Analysis Using Scopus Database (1981-2020)
Author: García-Carreño, I. V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership,Power Structure,Participative Decision Making,Bibliometrics,Educational Research,State of the Art Reviews,Interdisciplinary Approach,Publications,Journal Articles,Databases,Citation Analysis,Productivity,Foreign Countries,Authors

Distributed Leadership is a conceptual and analytical approach to understanding leadership that is focused on interactions between leaders and those they lead with the goal of driving instructional improvement and improving student outcomes by developing high-quality teaching and an educational culture that enables all students to thrive. This article provides an overview of the state-of-the-art research available on distributed leadership. As new social and educational demands emerge, leadership responses need to be reformed at all school levels to ensure a school's ability to provide a high-quality education. These transformations must be promoted from within each school center. The author describes and covers a deep review of the literature between 1981 and 2020. The source data for this research, (321 articles), is derived from SCOPUS, Biblometrix Studio, and VOSviewer. The terms and their clusters were illustrated on graphs, and density maps were utilized. General recommendations are provided and challenges are identified for the incorporation of DL changes into the management of schools. The findings show that the literature refers explicitly to DL, wherein there are a number of interesting insights provided by theoretical articles. A conclusion is given with recommendations for further multidisciplinary research at the intersection of the fields in order to show the holistic landscape of this field. [Note: The volume number 2 and the issue number (6) shown on the PDF are incorrect. The correct citation for this article is v4 n2.]
Investigation of the Turkish Cultural Adaptation of International Students Living in Turkey
Author: Eynullayeva, Khanim
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,Graduate Students,Undergraduate Students,Young Adults,Student Characteristics,Age Differences,Correlation,Academic Achievement,Student Adjustment,Study Abroad,Cultural Differences,Acculturation,Foreign Countries

In this study, the cultural adaptations of international students studying in Samsun in acculturation processes were examined. The cultural problems that international students inevitably face affect their adaptation to the countries they host. To investigate the effects of the international students' some variables on the cultural adaptation in the context of Turkey constitutes the main objective of this study. In the study, it was examined whether the cultural adaptation levels of international students vary according to gender, place of residence, academic achievement level, education level, faculty they attend, and their age. Within the scope of the research, 670 foreign students participated in this study. According to the research results, the general adaptation level of the students is medium. While the participants' age is a factor affecting cultural adaptation, the students' cultural adaptation does not change according to their gender, place of residence, level of education, academic performance, and the faculties they attend.
Levels of Ethnocentricism among Teachers of Turkish as a Foreign Language
Author: Celik, Mehmet Emre
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethnocentrism,Language Teachers,Second Language Instruction,Turkish,Teacher Characteristics,Gender Differences,Age Differences,Educational Attainment,Graduate Study,Teacher Certification,Teaching Experience,Intercultural Communication,Cultural Awareness,Foreign Countries

In this study, in which the levels of ethnocentrism of those who teach Turkish as a foreign language were examined in line with various variables, the general survey model within the scope of descriptive research was implemented. The research was carried out with 185 instructors who teach Turkish as a foreign language in various state or private institutions in the 2020-2021 academic year. In order to assess the ethnocentrism level of teachers, a 5-item Likert-type Ethnocentrism Scale, comprised of 20 questions, developed by Neuliep and McCroskey (1997) and which was later adapted to Turkish by Üstün (2011) was used. In the study, it was found that the levels of ethnocentrism of those who teach Turkish as a foreign language differ significantly according to such variables as gender, age, their holding a Turkish teaching certificate for foreigners and to the MA program they graduated from, yet it was also concluded that there was no significant difference according to the other variables as the institution they work for, the department they studied in, whether they know a foreign language, where they teach Turkish, and their intercultural communication competence.
Infusing Critically Reflexive Service Learning into Honors
Author: Collins, Lauren
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Honors Curriculum,Critical Theory,Reflection,Power Structure,School Community Relationship,Partnerships in Education,Altruism

This essay describes a service-learning course designed with heart-centered pedagogy. Authors examine the relationship between individual and society in service learning and discuss the rationale and processes involved in curricular design to suggest an alternative approach to community engagement. Understanding service learning as going beyond merely the attainment of hours requisite for course completion, students are asked to develop critical reflexivity by first considering the focus, identity, and needs of community partners. Authors suggest that this curriculum provides practical opportunities for engaging students intellectually and emotionally in order to strengthen self-concept and cultural awareness of a vulnerable population.
Transcripts and Accessibility: Student Views from Using Webinars in Built Environment Education
Author: Liyanagunawardena, Tharindu R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Transcripts (Written Records),Video Technology,Assistive Technology,Students with Disabilities,Foreign Students,English (Second Language),Speech Communication,Automation,Computer Software,Undergraduate Students,Graduate Students,Tutors,Value Judgment,Web Based Instruction,Seminars,Accessibility (for Disabled),Accuracy,Usability,Foreign Countries

Transcripts and captions make videos more accessible to everyone. However, the time and resources required for manual transcription are a known barrier in creating accessible videos. This paper presents a small study where students (283) and tutors (27) reported their views on automatic transcriptions for recorded webinar videos. Despite not having perfect transcription accuracy, many students who have used the automatic transcripts found them to be useful. Students were also asked how they used transcripts and this included: to find specific information in a video, as a learning aid, as an accessibility aid, to compensate for the speaker's accent and pace, to study on the go, to compensate for poor audio and/or connectivity and as an aid for non-native English speakers.
Students&apos; Difficulties in Applying the Law of Conservation of Mechanical Energy: Results of a Survey Research
Author: Halilovic, Asila
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Science Instruction,Instructional Effectiveness,Energy Conservation,Conservation (Concept),Scientific Concepts,Scientific Principles,Systems Approach,Knowledge Level,Problem Solving,Prior Learning,Mechanics (Physics),Science Curriculum

The purpose of this study was to explore the effectiveness of the conventional high school instruction about conservation of mechanical energy in Canton Sarajevo. To that end we tested 441 high school students from six different schools in Sarajevo (Bosnia and Herzegovina) for their competence to apply the law of conservation of mechanical energy. Concretely, students were expected to solve 5 open-ended tasks that covered conceptually different situations. In each task we asked a set of sub-questions to check whether the students possess all the prerequisite sub-competencies for systematic reasoning about conservation of mechanical energy. In addition, we investigated how students' ideas about conservation of mechanical energy were affected by the choice of the physical system, as well as by the choice of the observed time interval. Data analysis was performed on the level of individual tasks. The students' written answers were analyzed and the frequencies of most prominent student responses were reported. Generally, it has been shown that most high school students from Sarajevo fail to identify and distinguish internal, external, conservative and non-conservative forces. Also, many students think that applicability of the conservation law does not depend on the chosen physical system and its evolution over time. We could conclude that high school students' use of the conservation law is mostly based on remembering similar problem solving experiences, rather than on relevant strategic knowledge.
Technology Integration of Turkish Elementary School: Teaching Literacy Skills in the Post-COVID-19 Era
Author: Ata, Ridvan
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Integration,Technological Literacy,Pedagogical Content Knowledge,Elementary School Teachers,Teacher Attitudes,Writing Instruction,Reading Instruction,Literacy,Instructional Effectiveness,Teaching Methods,COVID-19,Pandemics,Skill Development,Foreign Countries

This research aimed to explore the elementary school classroom teachers' perceptions of technology integration into teaching literacy skills. A total of 122 elementary school classroom teachers working at different elementary schools from the middle socioeconomic status setting, enrolled in the study voluntarily. In this study, a self-report questionnaire developed by the researchers was used. The data was analyzed using Microsoft Excel spreadsheet to get descriptive statistics (frequencies) corresponding the research questions. The research findings indicated that most of the elementary school teachers employ different perspectives, including whole language, literature-based and balanced instruction, and curriculum and related textbooks to teach literacy skills. In addition, the findings showed that teachers use technology to increase the effectiveness of teaching literacy skills and their goals of technology integration to teach literacy skills differentiate. The teachers also benefit from the social media applications and professional organizations in increasing their awareness of technology integration into teaching literacy skills. These results expand our understanding of Turkish elementary school classroom teachers' technology integration into teaching literacy skills by revealing their perceptions.
The Academic Dropout Wheel: Analyzing the Antecedents of Higher Education Dropout in Education Studies
Author: Naaman, Hind
Date: 2021-00-00
Type: Journal Articles
Subjects: Dropouts,Dropout Research,Foreign Countries,College Students,Influences,Dropout Characteristics,Academic Persistence,Predictor Variables

Higher education dropout has been considered a major concern for several researchers in the field of education around the World. Although different studies were carried out to deal with the topic, they all faced common limitations. This paper explores the twofold research conducted to investigate higher education dropout in Education studies at two of the main Catalan public universities. First, a review of the different theoretical perspectives that tackled dropout was carried out to combine the direct and indirect dropout predictors. Second, some research was conducted in the faculties of Education in the selected two Catalan public universities to investigate the antecedents of higher education dropout. The utilized instrument discussed in this paper is the survey. In the first part, the predictors of higher education dropout were combined in a 5-layer model called the &quot;Dimensions of Academic Dropout&quot; wheel (Naaman, 2018). In the second part, the results of the survey analyzed quantitatively revealed that dissatisfaction from the program and academic failure are the most important antecedents of higher education dropout in education studies in Catalonia.
Capturing Experiential Learning in a Program by Curriculum Mapping
Author: Dyjur, Patti
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Experiential Learning,Definitions,Curriculum Development,Educational Objectives,Required Courses,Concept Mapping

Like many higher education institutions, amplifying experiential learning (EL) is a priority for the University of Calgary. In order to capture the extent and complexity of EL that exists in an institution, it is crucial to have a common understanding of the concept. In 2018, the University of Calgary created the EL Working Group, tasked with creating a definition of EL and framework unique to our institutional context. One way to capture EL across a program of study is through curriculum mapping. By identifying where EL already exists, a group can determine current strengths as well as how to improve EL offerings in future. In the example provided in our paper, we show the results of one such mapping process and provide recommendations for others considering using this process for capturing EL across a program of study. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Experiential Learning and Archaeology: Reconciliation through Excavation
Author: Pennanen, Kelsey A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Experiential Learning,Archaeology,Culturally Relevant Education,Foreign Countries,Graduate Students,Curriculum Development,Curriculum Implementation,Feedback (Response),Indigenous Populations,Place Based Education,Inquiry

The discipline of archaeology is uniquely positioned to allow for inclusion of culturally appropriate curricula to be incorporated into student learning objectives as mentioned in the 94 Calls to Action by the Truth and Reconciliation Commission of Canada (2015). In this paper the authors discuss the creation, implementation, and qualitative feedback of a community-directed and curriculum-based education program developed by graduate students that uses archaeology to mediate student learning and meet curriculum goals in both classroom and land-based environments. This experiential learning initiative involves graduate and undergraduate students, and students from a local Indigenous community and the surrounding area. Feedback from educators and student participants, both Indigenous and non-Indigenous found that the experience fostered a deeper understanding of longstanding histories of the land and increased cultural appreciation. The paper outlines program development, curriculum connections, community engagement, as well as educator and student feedback. This programming can be used as a framework, and the creation of local and place-based education initiatives is encouraged within other disciplines to facilitate pedagogy for reconciliation. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Exploring the Role of Viewing Technologies in the Chemistry Classroom
Author: Omar, Kassem Ayman
Date: 2020-00-00
Type: Journal Articles
Subjects: Technology Integration,Computer Simulation,Handheld Devices,Telecommunications,Models,Manipulative Materials,Molecular Structure,Chemistry,Science Instruction,Instructional Effectiveness,Cost Effectiveness,Classroom Environment,Spatial Ability,Undergraduate Students,Introductory Courses,Projection Equipment,Foreign Countries

Spatial ability is an important tool in chemistry and this ability can be improved. Various technologies have been used to improve spatial ability. However, it is not clear if viewing technologies should take the place of the model kit; the traditional method of learning about molecular structures. Our research aims to address this gap. In our study, we aimed to take advantage of student affinity to technology to drive spatial ability improvements (in the context of chemistry) by having students experience molecules in virtual space using modern viewing technologies (WBVE, AR, and VR). Students were first engaged with the technologies then were assessed to see if their ability to solve problems relating to 3D-molecular structure improved. The mean spatial ability of students improved over the course of the semester (permutation test, p &lt; 0.05) and students using model kits scored higher than those using the technologies (t-test, p &lt; 0.05). The collection and assessment of anonymous, aggregated, student responses for this study was conducted with the approval of the University of Calgary ethics board (REB13-0724). [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Getting Radical: Using Design Thinking to Foster Collaboration
Author: Bene, Rose
Date: 2020-00-00
Type: Journal Articles
Subjects: Design,Cooperative Learning,Teamwork,College Students,Foreign Countries,Schools of Education,Problem Solving,Empathy,Group Dynamics

Design Thinking (DT) has recently been adopted in some higher education disciplines as an effective pedagogical approach to enable students to acquire the skills needed for solving real world problems. As a human-centered, iterative process, design thinking is characterized by working with others to understand, define and solve problems using empathy, creativity, and radical collaboration. Many university courses also stress collaboration as a learning approach. However, not all students function well in collaborative environments. Based on their work in the Design-based Thinking course at the Werklund School of Education, University of Calgary, the authors asked, &quot;could the design thinking process be used to foster collaboration among students and encourage radical collaboration&quot;? In this paper the authors present a brief overview of the literature in this area and propose some parallels between the design thinking and collaborative team building processes. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Teachers&apos; Misbehaviours in Class and Students&apos; Reactions: A Case Study
Author: Alkurdi, Reem
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Second Language Learning,Second Language Instruction,English (Second Language),Interpersonal Communication,Individual Characteristics,Likert Scales,Student Attitudes,Teacher Behavior,Behavior Problems,Language Teachers,Public School Teachers,Teacher Attitudes,Foreign Countries

This study aims to investigate English as a Foreign Language (EFL) teachers' misbehaviours in class and their students' reactions to these misbehaviours. Towards this end, 60 classroom observations of six English language teachers (N=10 each) were conducted at a public school in Jordan. Moreover, a survey was used to elicit 201 students' reactions to their teachers' misbehaviours by gauging their satisfaction with the teachers' communication styles. Finally, the teacher participants were interviewed in order to more deeply understand why such misbehaviours occurred. Analysis of the data is grounded in the Expectancy Violation Theory. The results revealed that when the mean value of teachers' communication style was more than 3 on a 5-point Likert Scale, the students often perceived their teachers as being positive, and the students compensated most of their teachers' misbehaviours. However, when the mean value was below 3, the teachers were perceived as being negative, and the students reciprocated for most of the misbehaviours. The results also showed that the students are more tolerant towards their teachers' misbehaviours as long as the teacher is perceived to be positive. The study provides insights into understanding the student-teacher relationship in EFL classes.
The Impact of Accent among Non-Native English-Speaking Biology Lecturers on Student Comprehension and Attitudes
Author: Kolesnikova, Alexandra
Date: 2021-00-00
Type: Journal Articles
Subjects: Pronunciation,Graduate Students,Science Instruction,English (Second Language),Second Language Learning,College Faculty,Listening Comprehension,Student Attitudes,Language Variation,Language of Instruction,Foreign Countries,Teacher Student Relationship,Sociolinguistics,Russian,Native Language,Biology,Foreign Nationals,Teacher Characteristics,Language Attitudes

This study examined the attitudes of postgraduate biology students of three top-ranked Russian universities towards the foreign accents of non-native English-speaking lecturers. Fifty participants responded to a questionnaire, the main purpose of which was to explore the listeners' perceptions of professors' accents and their influence on students' ability to concentrate on and comprehend the lecture material. The research included a quantitative analysis of gathered descriptive data. The results of the study show Russian students' tolerant attitudes to foreign accents of non-native lecturers and demonstrate their readiness to comprehend non-standard English-medium speech of non-native representatives of the international natural sciences academic community.