ethanporcaro/eric-fulltext-meta huggingface dataset:
Superheroes of the Electromagnetic Spectrum: A Non-Traditional Way of Teaching Ionising Radiation
Author: Plotz, Thomas
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Radiation,Science Instruction,Program Effectiveness,Scientific Concepts,Concept Formation,Grade 9,Grade 10,Grade 11,High School Students,Secondary School Science,Popular Culture,Knowledge Level,Energy,Teaching Methods,Peer Teaching

Radiation is ever-present around us, yet there is still a lack of knowledge about radiation among the general population, especially when it comes to students. For this study, we measured the effectiveness of a lesson plan on radiation concepts that focused on ionising radiation and was supported by references and examples from the superhero genre. The lesson was delivered to student groups in Vienna-based high schools in Austria where all students (n=141) were in Grade 9 to 11. Prior to the lesson, students completed a pre-test to collect data on their knowledge base in relation to radiation and superheroes. During the lesson students were required to complete ID cards on both the electromagnetic spectrum and superhero characters. They were also invited to create and draw their own radiation-based superhero. After the lesson, students completed a post-test. We note that student knowledge on radiation concepts improved after the lesson. For example, students more accurately ordered radiation types according to energy and provided more correct answers to open-ended questions with correct explanation on the interaction of radiation with different medium. Most students welcomed the inclusion of superheroes in the classroom and were not distracted by their use in the classroom.
Problem-Based Learning, Assessment Literacy, Mathematics Knowledge, and Competencies in Teacher Education
Author: Koh, Kim
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Assessment Literacy,Teacher Competencies,Teacher Education,Preservice Teachers,Undergraduate Students,Elementary School Teachers,Knowledge Base for Teaching,Foreign Countries

Problem-based learning could have a great impact in teacher education not only to support prospective teachers' learning, but also to help them to design and implement learner-centered experiences to satisfy requirements of reform-based curriculum. In this paper, we discuss the nature and role of problem-based learning to support authentic learning opportunities in an undergraduate teacher education program. We address its use in an educational assessment course aimed at developing prospective teachers' assessment literacy and competencies. We focus on two sections of the course for elementary school prospective teachers in which students were also engaged in activities involving assessment in teaching mathematics and share examples of the content of the course. A study of the impact of the course on the students' mathematics knowledge is in progress.
Simulation Innovation in Cyberspace: A Collaborative Approach to Teaching and Learning in Child and Youth Care Education
Author: Marshall, Nancy
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Technology Uses in Education,Graduate Students,Masters Programs,Child Care Occupations,Social Services,Role Playing,Experiential Learning,Online Courses,Foreign Countries

Leveraging digital technology for practice innovation is a compelling challenge. Limited education and training prevent human service practitioners from incorporating technology into practice. Progress in this area will be achieved when significant changes to pedagogy support technology integration with teaching/learning partnerships in higher education. With the recent attention to relational Child and Youth Care (CYC) practice in cyberspace (Martin &amp; Stuart, 2011), this paper aims to highlight student/teacher explorations in this emerging area of clinical practice using student-driven simulated online counselling sessions supervised by the course instructor. Beyond critical learning within the roleplay activities, students engaged in solving disruptions to simulations, which can enhance their future agility in real practice situations (Rooney, Hopwood, Boud, &amp; Kelly, 2015). Foundations in the Scholarship of Teaching and Learning (SoTL), experiential learning theory, and learner-led approaches guided student engagement with technology and reflexive practice in this graduate level classroom.
Ubuntu and the Perceptions of Unethical Leader Conduct: A Case Study of Public Secondary School Leaders in Kenya
Author: Oduol, Truphena
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethics,Case Studies,Secondary Schools,Constructivism (Learning),Altruism,Principals,Administrator Attitudes,Cultural Influences,African Culture,Foreign Countries,School Business Officials,Administrator Behavior,Humanism,Caring,School Community Relationship,Leadership Styles,School Administration,Instructional Leadership

This paper extends and complements previous research on unethical leader behavior by examining the social and cultural perspectives that inform the understanding of objectional conduct among secondary school leaders in Kenya. The study used a social constructivist theoretical framework, and qualitative case study, and semi-structured interviews with school boards of governors, principals, and heads of department and school bursars. The findings revealed that cultural beliefs underpinned by the ubuntu ethic informed the school leaders' perceptions of unethical leadership behavior in the Kenyan secondary school contexts. Four sub-themes highlight acts that contradict the ubuntu values of altruism, humanness, care, and solidarity. They include disregard for community interests, neglect of care for one's kin, disregard for harmony, and elders' respect. The study concluded that western universal perspectives and definitions could not solely be relied upon to describe unethical leadership behavior in schools in non-Euro western contexts. The study contributes to the literature on unethical and ethical leadership by proposing a potential benefit in recognizing and incorporating non-western perspectives in exploring and defining the unethical leadership construct.
Something to Say: Writing for Publication
Author: Hirst, Sandra
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing for Publication,Faculty Publishing,Graduate Students,College Faculty,Novices,Writing Workshops,Communities of Practice,Journal Articles,Peer Evaluation,Authors,Editing,Stakeholders,Role Perception,Foreign Countries

Publication, if successful, is exhilarating! Aspiring academic scholars recognize the contribution that peer-reviewed publications make to their careers. It identifies their engagement with their discipline. For students, the benefits of publishing a paper include bolstering their levels of confidence and knowledge and demonstrating to them how they can contribute to their chosen profession. However, inexperience can cause trepidations of the unknown or negative emotions when the writing and publication process goes amiss. Described in this paper is the background, structure, content, and limitations of a writing workshop the authors initiated during a recent conference. The purpose of the workshop was to aid both academic colleagues and students in publishing articles in peer-reviewed journals. It was designed as an introductory interactive session to stimulate conversation about the publishing experience.
Student-Faculty Partnership as a Foundation for Authentic Learning
Author: Clancy, Tracey
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Nursing Education,College Faculty,College Students,Team Teaching,Partnerships in Education,Trust (Psychology),Collegiality,Transformative Learning,Authentic Learning,Sense of Community

To understand the nature of student-faculty partnerships we began to explore the literature on students and educators as pedagogical partners. What emerged was a strong alignment between our transformational partnership as co-teachers in higher education and how our co-teaching practice has evolved to influence our relationships with students. Reflecting on our co-teaching practice has created a space for us to cross the threshold and embrace 'radical collegiality'; not only through engaging as full faculty partners but transforming our thinking about the nature of partnership with students. Students became active partners in pedagogical planning surrounding a teaching philosophy assignment which revealed students' understanding of the significance of authentic partnership. Understanding the education process as a partnership between students and educators compels us to continue fostering a brave space for both students and ourselves to risk and engage in courageous change, growth, and learning.
Level-Up Learning: Video Games in an Online Class
Author: Berry, David
Date: 2021-05-00
Type: Journal Articles
Subjects: Video Games,Computer Games,Educational Games,Game Based Learning,Handheld Devices,Online Courses,College Students,Late Adolescents,English (Second Language),Second Language Instruction,Second Language Learning,Learning Motivation,Psychological Patterns,Instructional Effectiveness,Listening Comprehension,Foreign Countries

This study considers the impact of playing a video game on EFL students. Specifically, this study looks at how video gameplay impacts students' listening comprehension skills and how it encourages students to develop flow experiences in the classroom. Data about this impact was collected through a quasi-experimental mixed methods research design. The experimental group played a video game while the control group did not. Data was collected about this intervention via three instruments: a pretest and posttest, a flow experience questionnaire, and interviews with participants. This pretest-posttest results analysis showed that both the experimental group and the control group showed significant improvement in their listening comprehension skills. Even though there was no significant difference between the improvements of the two groups, there was a greater increase in listening comprehension skills with the experimental group than with the control group. Also, the questionnaire results revealed that this video gameplay contributed to participants developing flow experiences. This flow experience showed numerous interesting insights about the participants and the learning environment. Finally, this study discusses how video game use can benefit the language-learning situation. It also considers how language-learning situations can be integrated with video gameplay.
Better Together: The Role of Critical Friendship in Empowering Emerging Academics
Author: Brewer, Courtney A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Friendship,Caring,Empowerment,Interpersonal Relationship,Higher Education,College Faculty,Beginning Teachers,Feminism,Foreign Countries,Doctoral Students,Job Application,Work Environment,Coping,Student Role

Starting a career in academia is often fraught with uncertainty, turbulence, and isolation, as aspiring professors manage multiple, often contract-based roles in order to advance their curriculum vitae and secure a livelihood. In this research study, we use narrative inquiry to illuminate the role our critical friendship has played in our academic experience. Turning to the ethic of care (Noddings, 2006) as a theoretical and conceptual framework, we reveal to ourselves, and to the academic landscape, the common themes that contextualize academia for emerging scholars, including seeking employment, managing our roles as graduate students, dealing with tensions in the workplace, and managing the logistics of personal life events as they pertain to the workplace. The ethic of care was steeped into the continued development of each cyclical phase of our critical friendship (Wideman-Johnston &amp; Brewer, 2014). Furthermore, our critical friendship provided empowerment, an overarching theme in our data, as we engaged with the joys and pains of being emerging academics through continued unguarded conversations (Baskerville &amp; Goldblatt, 2009; Wideman-Johnston &amp; Brewer, 2014). As our critical friendship grew more trusting and empowering, the fulfillment of &quot;natural care&quot; (Noddings, 2006) was realized. We share our findings to offer a new way forward, whereby authentic critical friendships provide the care necessary to empowering emerging academics.
Conduct Unbecoming? Teacher Professionalism, Ethical Codes, and Shifting Social Expectations
Author: Cochran, Natasha
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Behavior,Ethics,Social Attitudes,Values,Foreign Countries,Educational History,Educational Change,Standards,Interpersonal Relationship,Teacher Responsibility,Educational Policy

In this paper we share findings from a historical investigation into changing expectations regarding teacher conduct as connected to the evolving Saskatchewan Teachers' Federation Code of Ethics and the eventual proclamation of a Government-mandated teacher regulatory board. This study was based on the idea that views of appropriate conduct embedded in ethical codes evolve in relation to shifting societal norms and values. We demonstrate that the tone and content of ethical codes of conduct for Saskatchewan teachers transformed from explicit and concrete to abstract and ambiguous.
Online Instruction during COVID-19 at Public Universities in Bangladesh: Teacher and Student Voices
Author: Khan, Rubina
Date: 2021-05-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Distance Education,Emergency Programs,COVID-19,Pandemics,Barriers,Access to Education,Access to Computers,Internet,Disadvantaged,Equal Education,Public Colleges,Teacher Attitudes,Student Attitudes,College Faculty,College Students,Readiness,Technological Literacy,Student Evaluation,Foreign Countries

In the context of the COVID-19 pandemic, which disrupted face-to-face teaching globally, educational institutions in Bangladesh adopted online instruction as the best available alternative. Since teachers and students were not quite familiar with remote teaching, it was deemed necessary to gauge their level of preparedness for online instruction. This study investigated the perceptions of teachers and students of public universities, and examined their views of online pedagogy, assessment and the major challenges faced. Data were collected from 158 teachers and 1468 students through survey questionnaires and Focus Group Discussions. Results indicate that participants had favourable attitudes towards online classes, but they expressed concern for students who they thought were marginalized due to lack of digital devices and poor internet connectivity. Inadequate teacher preparation, lack of familiarity with online pedagogy, limited know-how of online assessment and issues of affordability and equity were reported to be the major threats. Initial insights highlight the need for supporting the disadvantaged students as well as training teachers to employ appropriate tools and techniques for teaching and assessing online.
The Cascade Model of Mathematics Teachers&apos; Professional Development in South Africa: How Well Did It Suit Them?
Author: Chigonga, Benard
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Mathematics Teachers,Program Effectiveness,Secondary School Teachers,Mathematics Instruction,Teacher Attitudes,Inservice Teacher Education,Teaching Skills,Teaching Methods,National Curriculum,Communities of Practice,Teacher Competencies,Workshops

This paper discusses the extent to which the professional development (cascade model) met its goal of improving mathematics teaching and learning during the implementation of National Curriculum Statement in South Africa. Fifty mathematics teachers from ten public secondary schools in Vhembe District in Limpopo Province of South Africa were chosen purposively. Using a qualitative approach, data were collected through a focus group discussion with five mathematics teachers at each of the ten schools. Teachers disapproved the manner in which the workshops were conducted claiming that they were disconnected from classroom practices. The conclusion was that: (a) the success of in-service programs should be determined by the way that the ideas, knowledge and skills learnt are implemented in a classroom setting; (b) for any in-service program that introduces teachers to a different instructional approach from the traditional one, it has to impact on teachers' concerns (be they self-oriented, task-oriented or impact-oriented).
The Relationship between Teacher-Student Relationship and Academic Achievement: The Mediating Role of Self-Efficacy
Author: Xu, ZhuZhu
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Teacher Student Relationship,Secondary School Students,Grade 8,Mathematics Achievement,Academic Achievement,Self Efficacy,Gender Differences,Rural Urban Differences,Regional Characteristics,Mathematics Teachers,Foreign Countries

This study investigated 42,643 eighth grade students from 762 secondary schools in 104 districts and counties in the Z province of mainland China and also test the mediating role of self-efficacy in teacher-student relationship prediction of academic achievement. The results show that there are certain gender differences and regional differences in teacher-student relationship, but they have no practical significance; teacher-student relationship and self-efficacy can significantly predict mathematics academic achievement and both have a positive effect; self-efficacy plays an intermediary role between teacher-student relationship and mathematics achievement, and the ratio of the mediating effect to the total effect is 68%.
Curriculum Integration and the Forgotten Indigenous Students: Reflecting on Métis Teachers&apos; Experiences
Author: Gillies, Carmen
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Integrated Curriculum,Indigenous Populations,Indigenous Knowledge,Canada Natives,Racial Bias,Critical Theory,Social Justice,School Desegregation,Culturally Relevant Education,Barriers,Minority Group Teachers,Elementary Secondary Education

Curriculum integration, or in other words, changing what students are taught within racially desegregated Canadian schools, has served as a primary but incomplete pathway to racial justice. In this paper, I present evidence from a qualitative critical race theory (CRT) methodological study with 13 Métis teachers to demonstrate how curricular integration has been framed as a key solution to inequitable outcomes concerning Indigenous students. This strategy has been instilled within the Saskatchewan K-12 education system by a wide spectrum of authorities over several decades. Although absolutely essential for multiple reasons, I argue that teaching students about Indigenous knowledge systems and experiences, as well as anti-racist content, cannot resolve the systemic racial injustices encountered by Indigenous students who attend provincial schools. In particular, three CRT analytical tools--structural determinism, anti-essentialism, and interest convergence--are utilized to examine the limitations of curricular integration as a strategy of racial justice.
Flattening the Facebook Curve: Exploring Intersections of Critical Mathematics Education with the Real, the Surreal, and the Virtual during a Global Pandemic
Author: Andersson, Annica
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Social Media,Mathematics Education,Educational Technology,Technology Uses in Education,Mathematical Models,Graphs,Visual Aids,Social Problems,World Problems,Videoconferencing

In March 2020, near the onset of the COVID-19 related lockdowns, quarantine, and isolation measures being taken worldwide, we noticed an increasing number of graphs, diagrams, images and mathematical models relating to the pandemic posted on our Facebook walls. For the purposes of this paper, we selected a number of these Facebook posts to discuss and analyse, through the lens of questions based in critical mathematics education research. Our analyses draw attention to public discourse(s) around mathematics, as well as how numbers, graphs, diagrams, and images are used on Facebook. In our analyses, we first identify the mathematics topic/concept being depicted through the image and, second, how that Facebook post might serve as an artefact of critical mathematics education. In doing so, we challenge the usual separation of mathematics classrooms from the real world and highlight how, in this time of pandemic, life is less real than it is surreal; it is less real than it is virtual.
The Effect of Learning Environment on the Selection of Conventional Expressions on an Aural Multiple-Choice DCT
Author: Bardovi-Harlig, Kathleen
Date: 2021-05-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Second Language Learning,Second Language Instruction,English (Second Language),Comparative Analysis,Language Tests,Test Validity,Test Items,Native Speakers,Language Usage,Context Effect,Educational Environment,Pragmatics,Classroom Communication,Undergraduate Students,Phrase Structure,Foreign Countries,Cross Cultural Studies

This exploratory study examines the role of foreign and second language contexts in the acquisition of conventional expressions. A group of 21 ESL learners was compared to 25 EFL learners randomly selected from a larger pool. Both groups completed an aural multiple-choice discourse completion task (MC-DCT), which was developed from a previously validated oral DCT. The aural MC-DCT consisted of 21 items with learner-generated options delivered aurally. A total of 91 native speakers also completed the task as a control group. The results showed an effect of learning environment on learners' selection of conventional expressions. The ESL group selected the conventional expressions in more items than the EFL group on the aural MC-DCT; the differences in the selections by the two groups were item-specific. The observed effect of learning context is discussed as related to individual items and type and modality of the task. The paper also discusses the special make-up of the ESL group due to the pandemic and expansion of the group for future research.
The Interplay of L2 Pragmatics and Learner Identity as a Social, Complex Process: A Poststructuralist Perspective
Author: Mirzaei, Azizullah
Date: 2021-05-00
Type: Journal Articles
Subjects: Pragmatics,Second Language Learning,Second Language Instruction,English (Second Language),Self Concept,Preferences,Professional Identity,Case Studies,Decision Making,Foreign Countries,Teaching Methods,Role Playing,Student Attitudes,Speech Acts,Measures (Individuals),Undergraduate Students

In the poststructuralist view, just as language learners' sense of self-identity impacts their language learning choices, the learners' variable investment in social-cultural-political processes and discourse practices can dynamically influence their identity (re)constructions across time and space. This interpretive case study examined how 2 Iranian EFL learners' identity (re)positioning in a university context might influence their foreign/second language (L2) pragmalinguistic and sociopragmatic requestive choices. The employed mixed-method data-collection procedure comprised an identity questionnaire, classroom observations, role plays, stimulated recalls, and diaries. Results indicated that the male learner with an L2-oriented identity was still under the influence of his L1 identity projections in his pragmatic choices. Although his pragmalinguistic choices in the third scenario grew increasingly L2-like, L1 appropriacy preferences still persisted in his pragmatic production. Surprisingly, however, the initially L1-identity female learner progressively demonstrated more openness towards renegotiating a newer L2-inclined social identity and employing more L2-like sociopragmatic norms. Further theoretical or pedagogical implications are discussed.