ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Pedagogy and the Curriculum in University Students&apos; Sense of Belonging
Author: Cohen, Eliel
Date: 2022-00-00
Type: Journal Articles
Subjects: College Instruction,College Curriculum,College Students,Sense of Community,Student Experience,Foreign Countries,Teacher Student Relationship,Student Attitudes,Peer Relationship,Feedback (Response)

The special issue aims to explore the possibility of pedagogy and curriculum design for promoting 'belonging'. Relevant to this aim is the question which we address in this proposed paper: To what extent, and in what ways, do students understand their learning experiences (i.e. of pedagogic and curricular practices) to be relevant factors in contributing to their sense of belonging? This paper draws from a study into students' sense of belonging that has so far run for two years, in Winter-Spring of 2019-20 and 2020-21. Building on existing research that has systematically sought to understand the dimensions and factors shaping students' sense of belonging in higher education, our mixed-methods study combines three methods of collecting data from students: a Sense of Belonging Scale, an open-ended questionnaire item, and in-depth semi-structured interviews. The data captures the views and experiences of [approximately]500 students at one research-intensive university in the UK. Our findings have implications for teachers and institutional policy by revealing how particular pedagogic and curricular practices can both enable and undermine students' sense of belonging, as well as the limits of pedagogy/curricula in influencing belonging. We also explore how these factors interact with students' biographical characteristics, with some students facing particular challenges with regards to 'belonging'. We conclude that pedagogy and the curriculum have their main influence not directly, but rather by contributing to a broader 'academic sphere', within which students do or do not develop a sense of belonging.
The Impact of Faculty-In-Residence Programs: A Difference-In-Differences and Cross-Sectional Approach
Author: Lira, Leonard
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Residential Programs,Outcomes of Education,Teacher Student Relationship,College Students,Academic Achievement,Grade Point Average,School Holding Power,College Credits,National Surveys,Student Surveys,Learner Engagement,Interaction,College Housing

Purpose: Faculty-in-Residence (FIR) programs are implemented based on research that shows positive effects on student success when students interact with faculty outside of the classroom. However, most research is limited by cross-sectional studies of only students and does not look at the Faculty-in-Residence programs from a holistic perspective that investigates the impact on faculty. This study focuses on the impact, not only on students over time but additionally on the perceived impact on faculty who participate in Faculty-in-Residence programs. Methods: We examined the effect of FIR programs at a large, public California university on both student success (i.e., cumulative grade point average, retention, and credits earned per unit attempted) as well as student experience (i.e., based on data from the National Survey of Student Engagement). Results: The quantitative results confirm the literature that faculty-student interactions outside of the classroom are statistically significant but point to differences between the demographics of students and that the mere presence of faculty is not as important as the quantity and quality of interactions. Conclusion: FIR programs can contribute to student success, but the magnitude and direction of this link depend on the level of the interaction between students and faculty as well as the specific outcome of interest.
Music Performance Anxiety and Higher Education Teaching: A Systematic Literature Review
Author: Blair, Erik
Date: 2022-00-00
Type: Journal Articles
Subjects: Music Education,Higher Education,Performance,Anxiety,Intervention,Music Teachers,College Students,College Faculty

This systematic review includes a search of the literature covering the period 2005-2021 to understand what preventative teaching approaches and interventions have been developed in higher education to reduce music performance anxiety (MPA). The focus here is on identifying interventions that are applicable to higher education teaching practice, in an attempt to support music educators to reduce the negative effects of MPA, and, by so doing, support better learning outcomes. A systematic review of the literature on MPA (2005-2021) was undertaken to explore the teaching strategies that are used to help students in higher education. The researchers performed independent assessments of the literature based on the inclusion criteria. Discrepancies between the two reviewers were resolved through discussion. Each of the articles that met the research conditions was classified using four treatment modalities: cognitive interventions, behavioural interventions, pharmacological treatment and complementary. The initial scoping resulted in a total of 116 research articles. This was reduced to 18 articles that fully met the inclusion criteria. There is a wealth of literature exploring MPA; however, very few teaching approaches or interventions have been found that can easily be embedded in music education. The findings indicate that interventions deriving from promising reactive treatment have been developed, but that these are rarely generalisable to typical teaching practice.
Preschool Teachers&apos; Attitudes towards Inclusive Education: A Survey in Indonesia and Taiwan
Author: Cheng, Wu Chi
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Inclusion,Foreign Countries,Access to Education,Class Size,Students with Disabilities,Educational Policy,Barriers,Teaching Experience

The study measures the attitudes of preschool teachers towards inclusive education in Taiwan and Indonesia with the Scale of Preschool Teachers' Attitudes towards Inclusion (SPTAI). A total of 637 participants (Indonesian = 233 and Taiwan = 404) participated in the survey. SPATI, developed in the study, was composed of 18 items, designated in a five-point Likert Scale with a response spanning from &quot;strongly disagree (1)&quot; to &quot;strongly agree (5)&quot;. Four factors were extracted from SPTAI via exploratory factor analysis which explained 62.56% of the variance. Cronbach's alpha for the overall scale was .93 and coefficients for the four factors were 0.83, 0.84, 0.82, and 0.70, respectively. Overall, the average scores of SPATI in Indonesia and Taiwan were 3.65 and 3.20, which exceeded the mid-point of 3.0; and the difference between the two countries was statistically significant (t = 10.98, p &lt; 0.001). Results indicated that the preschool teachers in Indonesia stood between &quot;neutral&quot; and &quot;somewhat agree&quot; with leaning towards the latter. The &quot;Taiwan preschool teachers upheld positive attitudes of inclusive education but yet their stance was more &quot;neutral&quot;. Significantly, Indonesian teachers were even more favourable to inclusive education than their Taiwanese counterparts. Several reasons that might explain the difference between these two countries are discussed in the study.
Using Live Interactive Polling to Enable Hands-On Learning for Both Face-to-Face and Online Students within Hybrid-Delivered Courses
Author: Phelps, Charlotte
Date: 2022-00-00
Type: Journal Articles
Subjects: Medical Students,Health Sciences,In Person Learning,Online Courses,Electronic Learning,Blended Learning,Audience Response Systems,Experiential Learning,Foreign Countries

Tertiary institutions are increasingly providing hybrid delivery options to students, requiring course coordinators to migrate formerly face-to-face curricula into frameworks that suit online teaching. However, there is a risk that the implementation of hands-on, engaging activities will decrease during hybrid sessions due to staff uncertainty of their effectiveness across the varied cohorts. This presents a need to identify engaging modes of instruction that can remain equally engaging for learning regardless of the students' enrolled mode of delivery. Interactive polling has the potential to be used within a class in real-time and allow both face-to-face and online students to take part in an in-class activity at the same time. This study aimed to compare the effects of interactive polling within either a face-to-face or online delivery format. One-hundred and seventy-four participants studying first-year health science and medicine completed a live interactive poll using the Kahoot! platform in either a face-to-face (n=72) or online (n=102) hybrid-delivered subject. Experiences and perceptions were provided as written responses and a Likert scale survey. Participant responses were positive, with three themes emerging, including interactive polling being enjoyable, engaging, and valuable for learning. Across cohorts, participants rated interactive polling highly, and perceived that it offered an effective learning and revision tool. This study found that interactive polling using Kahoot! maintains its suitability as a method of instruction across both face-to-face and online learner cohorts. The finding that it remains equally effective across both delivery modes provides evidence-based support for its use in hybrid or blended subject offerings.
A Sense of Belonging in Australian Higher Education: The Significance of Self-Efficacy and the Student-Educator Relationship
Author: Larsen, Ana
Date: 2022-00-00
Type: Journal Articles
Subjects: Sense of Community,Foreign Countries,College Students,Self Efficacy,Teacher Student Relationship,Minority Group Students,Student Participation,Equal Education,COVID-19,Pandemics,Distance Education,Learner Engagement

With recent massification policies and reforms, Australia's widening participation agenda has been instrumental in increasing participation of marginalised students in higher education. This paper considers how a sense of belonging can be instilled in marginalised students, improving retention and success and ultimately widening participation in higher education. It is recognised that one of the most important contributors to student engagement is the educator. Unfortunately, in academia today, educators are increasingly time-poor for several reasons including the neo-liberal nature of higher education, the COVID-19 pandemic and an emergency move to remote teaching. This article applies Bandura's concept of self-efficacy to highlight how, when nurtured effectively, the student-educator relationship can contribute to improving students' self-efficacy and their sense of belonging. Self-efficacy has been shown to affect aspirations, behavioural choices, maintenance of effort and affective reactions (Bandura, 1997), all of which can contribute to, or inhibit, students' academic success. Self-efficacy can be increased via four sources: mastery experiences, verbal persuasion, vicarious experiences, and emotional and physiological states (Bandura, 1997). Central to this discussion is the value of vicarious experiences as a conduit between the educator and student in developing a student's self-efficacy. This article provides practical advice for educators so they may focus their efforts and build strong student relationships in the most effective manner.
The Role of Technological Knowledge in the Pedagogical Integration of Film in Disciplinary Teaching at Universities
Author: Nguyen, Ngoc
Date: 2022-00-00
Type: Journal Articles
Subjects: Films,Teaching Methods,Technological Literacy,Pedagogical Content Knowledge,College Faculty,Teacher Attitudes,Educational Benefits,Familiarity,Technology Integration,Intellectual Disciplines,Teacher Surveys,Foreign Countries

Many university lecturers have integrated feature films and television series (FF/TV) into their lessons to improve student engagement. Although film in teaching might seem like a well-established practice, it is reliant on a range of fast-changing technologies to effectively integrate FF/TV into instruction, learning activities and assessments. This study utilises the Technological Pedagogical and Content Knowledge (TPACK) model to analyse survey and interview data regarding (1) lecturers' familiarity with a range of concepts and skills related to film production, delivery and integration technologies; (2) their methods of learning about technologies that help optimise their FF/TV use; and (3) their institution's provision and support in implementing various technologies integral to teaching with FF/TV. A modified framework is proposed to add to the pedagogical benefits of effective teaching with FF/TV at universities.
Two Decades of Studies on Learning Management System in Higher Education: A Bibliometric Analysis with Scopus Database 2000-2020
Author: Phan, Thanh-Thao Thi
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Management Systems,Higher Education,Bibliometrics,Educational Trends,Trend Analysis,Electronic Learning,Educational Technology

Over the past twenty years, using learning management systems in higher education has attracted increasing interest from researchers around the globe. In this context, the current study aimed to explore the volume, growth trajectory, and geographic distribution of learning management systems in higher education literature, along with identifying impactful authors, sources, and publications, and highlight emerging research issues. The authors conducted bibliometric analysis on 1334 documents, related to the use of learning management systems in the context of higher education, extracted from Scopus database. The findings show a rapidly growing knowledge base on learning management systems in higher education, especially intensely in the years 2015-2020 and primarily from research in developed societies. This flourishing is consistent with the development trend of international education and the strong development of technology. In addition, the core literature was identified based on the volume of publications and citations. The results also reveal the emerging intellectual structure of the field and provide points of reference for scholars studying the discipline. This paper offers a knowledge map for future research assessments of learning management systems in higher education.
Examining Students&apos; Collaborative Epistemic Actions in a MOOC Learning Environment
Author: Singh, Ammar Bahadur
Date: 2022-00-00
Type: Journal Articles
Subjects: MOOCs,Cooperation,Student Behavior,Educational Technology,Technology Uses in Education,Meetings,Videoconferencing,Cooperative Planning,Feedback (Response),Reflection,Cooperative Learning,Teacher Competencies,Foreign Countries

Human intellectual development is grounded in dialogue and collaboration. This study examined how students' collaborative epistemic actions and activities evolve and expand in interactive online learning meetings and how digital technology affords coordinated epistemic actions, enhancing students' agency in learning in an institutional massive open online course (MOOC). As data, recordings of students' online video meetings were analyzed using interaction analysis and interpreted using the cultural-historical theory of learning. The findings revealed that students engaged in four epistemic actions and several epistemic activities: (a) co-orientation (epistemic positioning and planning rules of engagement), (b) presentation (sharing ideas explicitly), (c) assessment (questioning, clarifying, and feedback giving), and (d) reflection (concluding and outlining further actions). These collaborative epistemic actions evolved when the students presented, explained, claimed, and vetted their epistemic claims related to creating the examination assignment in the online collaborative learning meetings. Digital technology can effectively mediate students' coordinated epistemic activities. Online interactive sessions will establish the relational zone of belonging, and foster students' emotional, cognitive, or intellectual becoming, enhancing their agency in online learning.
Allies as Guides in the Borderlands: The Development of an Online Ally Program to Foster Belonging for LGBTIQ+ Students and Staff at a Regional University
Author: Mann, Gemma
Date: 2022-00-00
Type: Journal Articles
Subjects: LGBTQ People,Social Support Groups,Online Courses,Training,College Students,College Faculty,Program Development,College Environment,Student School Relationship,Student Diversity,Foreign Countries,Educational Games,Empathy

As minorities, people of diverse sexual orientations and genders often feel that they do not belong within higher education. To combat this, connection is important, but that can be difficult in the uncertain, predominantly online world of universities. The Ally Program is a university-wide, extra-curricular online training program aimed at creating connection for LGBTIQ+ students and staff. This paper presents a critically reflective autoethnographic study of my 12 years of experience in developing the Ally Program through the writing and analysis of four creative narratives. These narratives centre on the epiphanies I had as a trainer that led to significant refinements of the training. Using borderlands discourse as my theoretical framework, I demonstrate how my own sense of belonging developed and how that enabled me to create a safe space for participants in the program to feel a sense of belonging and share this with the wider university community. I further explain the teaching model I have created, drawing on Vygotsky's Zone of Proximal Development as a pedagogical framework to promote meaningful, engaged learning in the borderlands. I show how these frameworks intertwine to enable participants to embrace uncertainty, allowing for learning to evolve over time and space, and ultimately fostering a sense of belonging for all LGBTIQ+ students and staff. This model of teaching for belonging is useful across many different learning environments to embrace diversity and encourage belonging.
Parents&apos; Resistance to Standardized Testing in a Highly Centralized System: The Emergence of an Opt-Out Movement in Israel
Author: Sabag, Noy
Date: 2022-09-06
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Resistance (Psychology),Standardized Tests,Parent Associations,Parent Rights,Educational Policy,Policy Formation,Accountability,Politics of Education,Unions,Activism,Advocacy

This paper discusses the emergence of an opt-out movement in Israel led by parent associations at local and national levels. The protest targeted the use of a national standardized test, the Meitzav. Analyzing media coverage of this movement and informed by the theoretical arguments of the Advocacy Coalition Framework, the study suggests that by forming a coalition with the Teachers' Union, parents proclaimed their right to a role in education policymaking in a highly centralized system. The coalition was successful in that it influenced the Ministry of Education to postpone the tests and form a special committee to reevaluate the national assessment policy. The Israeli case enhances our understanding of opt-out movements in different educational and institutional contexts.
Anti-Ableist Pedagogies in Higher Education: A Systems Approach
Author: Nieminen, Juuso Henrik
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Equal Education,Students with Disabilities,Attitudes toward Disabilities,Inclusion,Systems Approach,Educational Environment,College Faculty,Teacher Role,Social Bias,Interpersonal Relationship,Barriers,Professional Development,School Personnel,College Students,Community Involvement,Educational Policy

Disabilities and neurodiversity are dominantly understood as something that challenges higher education rather than something that enriches it: ableist underpinnings characterize higher education despite policies of widened access. While earlier research has explored ideas such as 'inclusive pedagogies' and 'pedagogies of belonging', these important contributions have downplayed the marginalizing nature of pedagogy itself. In this conceptual study, we argue that non-ableist approaches to teaching are not sufficient in itself. We suggest a conceptual model for anti-ableist pedagogies to promote belonging and to challenge the exclusion and marginalization of disabled students. We have drawn on the ecological systems model by Bronfenbrenner to examine anti-ableist pedagogies as understood through the theory of systemic change. We provide a theory synthesis by drawing on earlier work on disability studies and anti-racist pedagogies: without systematic approaches to unpack and challenge the idea of a 'normal, able student' in pedagogical design and policies, 'pedagogies of belonging' fail to foster 'belonging' in a system that builds on exclusion. Our study will benefit both practitioners striving for more inclusive higher education as well as researchers aiming to better conceptualize the questions of belonging in the exclusive systems of higher education.
Reconsidering Partnerships in Education in Emergencies
Author: Menashy, Francine
Date: 2022-09-27
Type: Journal Articles
Subjects: Partnerships in Education,Natural Disasters,War,Migration,Emergency Programs,Refugees,Private Sector,Agency Cooperation,International Cooperation,Power Structure,Commercialization,Foreign Countries

International actors increasingly advocate for partnerships in education in emergencies (EiE) to address the dire educational opportunities of school-aged children in sites of disaster, armed conflict, forced migration, and other humanitarian crises. This study explores the nature of partnerships in EiE. We examine the impetus behind an expansion of partnerships among diverse global actors and key characteristics, relationships, and dynamics within these partnerships. Using data collected from key informant interviews and documents from organizations involved in the Syria refugee education response (2018-2021), we detail two emerging characteristics of partnerships in EiE: (1) market-based principles in rhetoric and practice; and (2) a rise in private sector participation. While partnerships aim to improve coordination between agencies, our study uncovers the counterintuitive finding that competition characterizes the EiE partnership space more often than coordination. Furthermore, despite the education and humanitarian community's promotion of a &quot;localization agenda&quot;--prioritizing full participation of affected local communities as partners in education policy and implementation--our research points to a maintained hierarchy where international actors hold most influence in EiE. We discuss the practical implications of this power asymmetry within the broader context of marketized humanitarianism, and raise concerns regarding equity within unchecked partnerships.
The Origins of &quot;Education Policy Analysis Archives&quot; in an Era of Early Open Access
Author: Glass, Gene V.
Date: 2022-09-20
Type: Journal Articles
Subjects: Educational Policy,Policy Analysis,Archives,Access to Information,Periodicals,Scholarship,Educational Research

In conjunction with the 30th anniversary of the open access scholarly journal, &quot;Education Policy Analysis Archives,&quot; Founder and Editor Emeritus Gene V Glass presents a brief history of the journal, including its online predecessors and offshoots, within the context of computer and information technology developments and the early open access movement in scholarly publishing.