ethanporcaro/eric-fulltext-meta huggingface dataset:
Primary School Science Teachers&apos; Attitude towards Using Virtual Learning Environment (VLE) in Teaching Science
Author: Mai, Mohammed Yousef
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Science Teachers,Teacher Attitudes,Electronic Learning,Educational Environment,Science Instruction,Foreign Countries,Gender Differences,Individual Differences

The aim of this study is to identify the attitude of science teachers towards the usage of Frog VLE in teaching and learning primary science. The sample consisted of 148 science teachers in Cameron Highlands and Taiping (45 male and 103 female). Data is collected by questionnaire which contains 40 questions with 5 Likert scale. The independent t test and One-way ANOVA is used to answer the research questions. Findings indicated that the science teachers in Cameron Highlands and Taiping have neutral attitude towards the usage of Frog VLE in teaching primary science. There are no any significant differences in the attitude towards Frog VLE among science teachers between male and female. Teachers with less experience (younger teacher) have greater attitude compared to old teachers. Science teachers with higher professional grade have greater attitude compared to the teachers with lower professional grade. Hence, science teachers are encouraged to attend courses and develop skills in using Frog VLE to increase their attitude in usage of Frog VLE in teaching science.
Distributed Leadership for Assessment: Considerations for Individuals, Institutions, and the Profession
Author: Hundley, Stephen P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Assessment,Higher Education,Leadership Styles,Stakeholders,Evaluation Methods

Assessment takes place throughout the collegiate context involving a range of diverse individuals and they need to be valued, appreciated, and respected for their unique individual, disciplinary, and professional contributions to assessment. Those working in assessment are encouraged to consider adopting collaborative, shared approaches to leading and accomplishing interdependent processes and outcomes, often described as distributed leadership. This article begins by articulating the significance of leadership for assessment, continues by describing how a &quot;distributed leadership&quot; perspective may be useful, and concludes by defining and promoting conditions to support distributed leadership for assessment. As a concept, distributed leadership has the potential to influence the individual identity development of the assessment professional, involve other stakeholders engaged in the learning enterprise, inform institutional cultures for assessment, and provide opportunities to strengthen the assessment profession.
Surrealist Artworks as a Stimulus for Student Artistic Expression
Author: Kušcevic, Dubravka
Date: 2022-00-00
Type: Journal Articles
Subjects: Painting (Visual Arts),Art Expression,Creativity,Influences,College Freshmen,Foreign Countries,Psychological Patterns,Student Motivation,Poetry,Art

Works of fine art present an inexhaustible source of imagination, aesthetics, and creativity and can stimulate the development of personal creativity. Communication with artworks is possible if trained to understand and aesthetically experience them. It is therefore important to be in contact with the rich symbolic meanings of the language of art. If we want to educate students to be able to communicate and understand the cultural dynamics of art forms and to successfully communicate with art forms in the future and develop their visual art literacy, we should implement artistic educational content in higher education. Contact with artworks allows students to better understand their thoughts and feelings and, if using appropriate methods, an artwork can stimulate students to be creative. This paper investigates the influence of Surrealist paintings (made by Rene Magritte and Salvador Dali) on stimulating the artistic creativity of 46 first-year students of Early and Preschool Education at the Faculty of Humanities and Social Sciences in Split, Croatia. The results are presented using a qualitative methodology, i.e. a specific method of aesthetic transfer (perception, reception, and reaction) that brings the observer of the artwork into aesthetic interaction with the work and stimulates their experience of the work along with their creativity. Experiencing the artworks of Surrealism aroused students' emotions and aesthetic experience, allowing them to create background stories about the observed. Using various freely chosen art techniques, they also made their own artworks, which influenced the development of student creativity.
Preservice Teachers&apos; Envisioning of ELT in the Post-Pandemic Era: An Exploratory Study of Korean EFL Teachers
Author: Park, Eunjeong
Date: 2022-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,English (Second Language),Second Language Instruction,COVID-19,Pandemics,Language Teachers,Foreign Countries,Teacher Role

Teachers' accountability has arisen to swiftly respond to changes in teaching and learning in the time of COVID-19. Many researchers and educators have responded to the inquiry for envisioning teacher education during the pandemic; however, there is a dearth of research on preservice teachers' envisioning of English language teaching (ELT). Drawing upon the sociocultural perspectives of teachers and teaching, therefore, this qualitative study provided a glimpse of EFL preservice teachers' envisioning of ELT through their perceptions, experiences, and reflections regarding the post-COVID-19 pandemic era. Thirty-five EFL preservice teachers in South Korea participated in this study. Data included interviews, observations, fieldnotes, and argumentative essays written by the participants. Qualitative thematic analysis was used to analyze the data. The study revealed three major findings. First, the participants perceived and envisioned ELT with emphasis on human interactions, task-based teaching, individualization, and technology use. Second, the participants indicated that teachers should play a major role to ensure effective language teaching. Third, the participants stated that preservice teachers need to be well-prepared in teacher education for the post COVID-19 era. These findings suggest that teacher education should consider the needs and prospects of preservice teachers in the uncertain circumstances of the post-pandemic era.
Socio-Demographic and Psychological Predictors of Second Language Achievement: A Systematic Review
Author: Vyas, Poonam
Date: 2022-05-00
Type: Journal Articles
Subjects: Student Characteristics,Predictor Variables,Second Language Learning,Academic Achievement,Literature Reviews,Psychological Patterns,Individual Differences

There is a considerable amount of research investigating the impact of variables such as age, gender, and cognitive ability on second language acquisition. In second language acquisition, besides such individual variables, equal importance should be given to the social demographic variables. Therefore, it is crucial to direct this focus towards socio-demographic and psychological factors because, after the critical period, the difficulties faced by the students due to such variables are profound (Krashen, 1981). Even though research frameworks encompassing previous literature exist, a recent theoretical framework to study the sociodemographic variables and SLA relationship in higher education is still missing. This systematic literature review was undertaken to propose a theoretical model comprising sociodemographic and psychological factors and their impact on SLA. Four electronic databases--ERIC, ProQuest, SAGE Journals, and Science Direct, were used to locate relevant articles to the topic. Thereafter, a thematic analysis of the literature from 2014 to 2021 was performed. Out of 1021 studies, 45 research papers were systematically analyzed. The study offers recommendations for English language teaching and learning, which include focusing on individuals, their social and cultural background as well as their state of mind.
Fields, Professions, and Disciplines: Exploring Professional Identity in Assessment
Author: Prendergast, Caroline O.
Date: 2022-00-00
Type: Journal Articles
Subjects: Intellectual Disciplines,Professional Identity,Higher Education,Role,Evaluators,Educational Assessment,Interpersonal Competence

Assessment practitioners in higher education follow a variety of paths to their roles. Diverse preparation supports creative problem-solving in a changing educational landscape. However, it can also lead to inconsistency in language, preparation, and background knowledge. Further, the chasms between assessment practitioners' paths can lead to confused professional identity: who are &quot;assessment professionals&quot;? What do they do? What do they value? How do they understand their roles? This manuscript seeks to elucidate how expert assessment practitioners understand assessment, its role in the modern university, and the future of its practitioner community. Six established voices in higher education assessment provided responses to questions exploring assessment in higher education, the practitioner's role and identity, and the relationships between practitioners and the institutions in which they work. Their contributions indicate the primacy of interpersonal skills and position the diverse pathways to assessment work as an asset to the practitioner community.
Student Perceptions of Online Interpreting Teaching and Learning via the Zoom Platform
Author: Han, Lili
Date: 2022-05-00
Type: Journal Articles
Subjects: Translation,Electronic Learning,Videoconferencing,Technology Uses in Education,COVID-19,Pandemics,Instructional Effectiveness,Teaching Methods,Student Satisfaction,Foreign Countries,Second Languages,Chinese,English (Second Language),Portuguese,Undergraduate Students

The COVID-19 pandemic has forced us to engage in the ubiquitous use of virtual interpreting teaching and learning. The sudden shift of teaching mode has resulted in unplanned challenges. The main concerns among teachers and students include teaching quality and learning effectiveness. To examine the effectiveness of interpreting teaching and learning online, we conducted a survey about students' perceptions of satisfaction concerning online interpreting teaching and learning via an online platform. This survey is composed of questions to measure student satisfaction from six aspects, namely, instructor, technology, setup, interaction, outcomes, and overall. Results showed that the shift to abrupt online interpreting teaching and learning did not have any significant impact on teaching quality and learning effectiveness. Findings also highlighted the need for further investigation of self-regulation and self-directiveness in online interpreting teaching and learning. Essential pedagogical tasks can be conducted online (e.g., triangulation exercises, relays, handover, and channel switching). Implications are provided based on the findings.
Meta-Assessment of the Assessment Culture: Using a Formal Review to Guide Improvement in Assessment Practices and Document Progress
Date: 2022-00-00
Type: Journal Articles
Subjects: Program Evaluation,Educational Assessment,Meta Analysis,Undergraduate Study,Graduate Study,Teacher Workshops,Reports,Scoring Rubrics,Compliance (Legal),Interrater Reliability

Meta-assessment is a useful strategy to document assessment practices and guide efforts to improve the culture of assessment at an institution. In this study, a meta-assessment of undergraduate and graduate academic program assessment reports evaluated the maturity of assessment work. Assessment reports submitted in the first year (75 undergraduate and 35 graduate programs) provided baseline data. As part of implementation of revised reporting processes, the authors facilitated faculty workshops to promote effective assessment practices and increase the clarity of communication in assessment reports. Review of assessment reports submitted the following year (69 undergraduate and 41 graduate programs) evaluated the impact of institutional efforts to develop a more mature culture of assessment. Reviewers used a rubric to score assessment reports on reporting compliance, assessment maturity, and evidence of impact on student learning. Findings indicate reliable improvements in compliance and assessment maturity, but no evidence of efforts to evaluate impact on learning.
Responding to Twin Pandemics: Reconceptualizing Assessment Practices for Equity and Justice
Author: Cook-Sather, Alison
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Equal Education,Student Evaluation,College Faculty,Undergraduate Students,Evaluation Methods,Social Justice,Blacks,Racism,Whites,Teacher Student Relationship,Educational Cooperation,Science Education,Religious Education,Psychology

The intersection in 2020 of the new COVID-19 pandemic with the ongoing pandemic of anti-black racism exacerbated existing injustices as well as caused and revealed new inequities in US higher education. Because inequities in assessment in particular were intensified by these twin pandemics, faculty at several US colleges revised assessment approaches as part of their pedagogical partnership work over the last year. This paper describes the one-on-one, semester-long, pedagogical partnerships these faculty undertook with undergraduates not enrolled in the faculty members' courses. It reviews the commitments of such partnership work to equity and justice, offers examples of how four faculty-student pairs across the disciplines at three US colleges revised their approaches to assessment, and analyzes how these examples work toward equity and justice. The paper concludes with a discussion of the implications of such work not only at the intersection of twin pandemics but under all circumstances.
The Credibility of Inferences from Program Effectiveness Studies Published in Student Affairs Journals: Potential Impact on Programming and Assessment
Author: Horst, S. Jeanne
Date: 2022-00-00
Type: Journal Articles
Subjects: Credibility,Inferences,Program Effectiveness,Educational Research,Publications,Student Personnel Services,Academic Support Services,Educational Assessment,Outcomes of Education,Research Design,Validity,Evidence,Training,Research Methodology

Professional standards related to outcomes assessment call for student affairs professionals to use research to inform programming. If professionals are to rely on research to build programs that positively impact student learning outcomes, the research should be credible. We examined the quality of program effectiveness research available for programming decisions. We reviewed five years of quantitative and mixed methods program effectiveness studies published in four student affairs journals. Despite frequent assertions of program effectiveness, the research designs and analyses did not often support such claims due to plausible threats to the validity of those claims. Articles claiming that programming is effective without credible evidence to support such a claim can result in professionals offering ineffective programming and engaging in inefficient assessment efforts. To address the credibility of effectiveness claims, we call for increased training in research methods, careful review of authors' claims by editors, and assistance from assessment practitioners.
&quot;What&apos;s a Good Measure of That Outcome?&quot; Resources to Find Existing and Psychometrically Sound Measures
Author: Finney, Sara J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Psychometrics,Outcome Measures,Higher Education,Student Evaluation,Identification,Educational Assessment,Evidence Based Practice,Measures (Individuals)

When engaging in outcomes assessment, higher education professionals (i.e., faculty, student affairs educators) are expected to gather reliable data and make valid inferences. Decisions about how to measure student learning and development outcomes impact inferences about the achievement of outcomes and determination of improvement efforts. Professionals may search for existing outcome measures due to lack of experience in the challenging instrument development process and/or the time required to construct a high-quality measure. To support professionals in their search, we created a tool that describes relevant repositories of measures. Given most professionals lack training in psychometrics, we purposefully categorized these repositories by the level of guidance they provide when selecting a measure. That is, in addition to identifying an existing measure and summarizing the measure's psychometric properties, some repositories provide an evaluation of the measure's quality. This resource facilitates the collection of high-quality data that informs valid inferences about student outcomes.
A Single Case Pandemic Analysis: Leadership in a Pandemic--The Response by Molloy College&apos;s School of Education
Author: Giouroukakis, Vicky
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Web Based Instruction,Distance Education,Educational Planning,Educational Objectives,Safety,Teaching Methods,School Closing,Educational Change,Institutional Mission,Blended Learning,Persistence

This article describes the experiences of Molloy College teachers in the field and alumni who joined teachers in their respective Long Island districts to transform education and provide service and leadership during COVID-19 school closures. The COVID-19 experience taught the alumni and all educators a few things about online teaching that informed the planning for when schools reopened in the fall: (1) Shared Vision; (2) Safety; (3) Pandemic Pedagogy vs. Online Teaching; (4) Community Building; and (5) Perseverance.
How Special Education Can Promote Adaptive Leadership
Author: Morris, Nancy
Date: 2022-00-00
Type: Journal Articles
Subjects: Special Education,Leadership,Adjustment (to Environment),Leaders,Inclusion

In the author's study of leadership, they have found distinct connections between the adaptive leader and the experience of working as a K-12 special education teacher. They find these connections are even clearer when reflecting on navigating the complexities of educating students in a Pandemic impacted world. The author describes their study of a special education school's adaptive and inclusive leadership and presents a framework for leadership support of special education in an inclusive school.
Career Motivations as Sources of Teacher Identity in Foreign Language Education
Author: Ölmez-Çaglar, Funda
Date: 2022-09-00
Type: Journal Articles
Subjects: Career Choice,Professional Identity,Second Language Instruction,English (Second Language),Language Teachers,Motivation,Undergraduate Students,Preservice Teachers,Foreign Countries

A wide range of factors impact the choice of teaching as a career and result in entry to the teaching profession. The notion that these career motivations may also be possible antecedents of teacher identity was the rationale behind this study. The present study aimed to determine preservice English as a foreign language (EFL) teachers' motivation for choosing teaching as a career and teacher identities, and to gauge to what extent career motivations predict their teacher identities. The study, therefore, adopted a correlational design, and more specifically, the multiple regression technique. Participants included 271 undergraduate students majoring in an EFL teacher education program of a state university in Turkey. The data collected through a set of scales were analysed statistically. Results obtained using the Factors Influencing Teaching Choice (FIT-Choice) model showed that the three major self-reported career motives were altruistic-type social utility values called shaping future of children/adolescents and making social contribution as well as job transferability, a component of personal utility values. Teacher identity levels appeared to display a steady increase in each of the four grade levels from freshman to senior year. Multiple regression results indicated that career motivations accounted for a substantial proportion of the variance in teacher identity. Among career motivations, ability, intrinsic career value and working with children/adolescents appeared to be the three strongest positive predictors of teacher identity, respectively. Following these, time for family and fallback career negatively predicted teacher identity. Based on the findings, educational implications were drawn and directions for future research were discussed.
A Program Development Model for Information Technologies Curriculum in Secondary Schools
Author: Albayrak, Ebru
Date: 2022-09-00
Type: Journal Articles
Subjects: Information Technology,Curriculum Development,Secondary School Curriculum,Models,Sustainability,Technology Education,Teacher Attitudes,Foreign Countries

Information technology (IT) is used in numerous fields today, from health to education. This situation has brought about the need to train individuals toward using technological knowledge efficiently. IT education plays an important role in training individuals to become qualified in this field. Therefore, the IT curriculum should be designed to meet the said needs of students. This study then aims to provide a program development model for the information technologies curriculum at the secondary school level that can be adapted to the conditions of the day. To develop the model, the authors examined the relevant literature and information technologies program development processes and teaching programs of different countries. In addition, the opinions of academicians and teachers were obtained/taken into account. The results of the research led to the design of the &quot;Development Model for a Sustainable Information Technologies Curriculum (DEMSITEC)&quot;. This model includes the planning and sustainability of an information technology curriculum with a dynamic structure that allows for continuous development. The model will provide teachers with a detailed road map for shaping the curriculum for their teaching environment. The study findings demonstrate that the model is useful for information technology education. It is suggested that this model be used for other grades alongside secondary schools for longer periods and the repetitive process be tested.