ethanporcaro/eric-fulltext-meta huggingface dataset:
Travelling in Time via Narration: Three Types of Biographical Learning
Author: Rozvadská, Katarina
Date: 2023-04-00
Type: Journal Articles
Subjects: Biographies,Personal Narratives,Learning Processes,College Students,Foreign Countries,Narration,Experience,Adult Education,Adult Students,Story Telling,Adult Learning,Logical Thinking,Reflection,Influences,Prior Learning,Nontraditional Students

This is a study of the process of biographical learning and how it can be observed in narration. There have not yet been empirical studies focused explicitly on the learning aspects of biographical learning, as scholars have focused more on the biographical part of the concept -- more on the question of what is learned than of how it is learned. This text therefore concentrates on the learning process itself within biographical learning, using data from 29 biographical narrative interviews with mature students studying for education degrees in Czech higher education. The results show that narrators do not present their experiences separately in their narration, one after another. The narrative analysis revealed that their experiences are intertwined. In adding another experience, the narrators discover new meanings. It is therefore possible to talk about the learning process going on in the narration. The narrative analysis identified three types of this biographical learning as reflected in narration: learning by analogy, learning by audit, and learning by authority. In learning by analogy, experiences are compared to one another, creating an analogy between them. Learning by authority involves the influence of a past experience on the present day. Learning by audit is a retrospective movement, looking at a past experience through the lens of the present. The results presented here have implications for both adult education research and practice.
Whack-a-Mole?: Ecologies of Young Adults with Intellectual Disabilities as They Transition from School to Open Employment
Author: Rooney, Donna
Date: 2023-04-00
Type: Journal Articles
Subjects: Young Adults,Intellectual Disability,Foreign Countries,Employment,Models,Education Work Relationship,Systems Approach,Ecology,High School Graduates,Students with Disabilities

This paper addresses the question of why young Australians with intellectual disability (ID) remain underrepresented in open employment despite significant investment by various stakeholders. It uses the analogy of Whack-a-Mole (an arcade game) to draw attention to the complexity young people face during transition, and to illustrate how addressing one barrier in isolation is unlikely to result in successful transitions. In response to repeated calls for more holistic understandings of the transition process for young adults with ID, the paper draws upon the work of Urie Bronfenbrenner to present an adaptation of his model to map the ecologies of young people with ID's as they seek to transition from school to open employment. The model illustrates the complexity of transition, a proliferation of stakeholders, and traces how transition is contingent on much more than young adults with ID's capabilities. It invites further consideration of, and utility for, an ecological model as a basis for imagining possibilities to increase the number of people with ID in open employment and concludes by raising some questions that stakeholders might ask.
Greek Preservice Primary Teachers&apos; Perceptions of and Attitudes toward Bioenergy
Author: Stylos, Georgios
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Teacher Attitudes,Energy,Sustainability,Gender Differences,Test Validity,Test Reliability,Geographic Location,Parent Background,Educational Attainment,Knowledge Level,Student Attitudes,Natural Resources,Conservation (Environment)

Long-term energy supply constitutes a pressing global issue. As a renewable energy resource, bioenergy can play a significant role in energy sustainability. The present study aimed to investigate the attitudes and perceptions of bioenergy amongst 412 Greek preservice primary teachers utilising a specific tool, the IBPAMS. Results confirmed the factorial validity and reliability of the Greek version of the IBPAMS. It also demonstrated that the energy and bioenergy-related knowledge of preservice teachers is moderate and poor respectively, while critical perceptions are held over the sustainability of forest-based bioenergy production. Overall preservice teacher attitudes toward bioenergy are positive. Statistical analyses showed that gender influenced the responses of the motivational and critical aspects of the IBPAMS-GR. The paper's findings have important implications for teacher preparation programs.
Pedagogical Benefits and Practical Concerns of Writing Portfolio Assessment: Suggestions for Teaching L2 Writing
Author: Do, Hieu Manh
Date: 2023-05-00
Type: Journal Articles
Subjects: Writing Instruction,Portfolio Assessment,English (Second Language),Second Language Learning,Second Language Instruction,Vietnamese People,Student Attitudes,Writing Evaluation,Formative Evaluation,Academic Language,Grammar,Error Patterns,Writing Skills,Foreign Countries,Undergraduate Students

This study aims to investigate Vietnamese students' perceptions of portfolio assessment and how it affects their writing performance. Furthermore, the study explores problems encountered during the assessment process, which could offer professional support for teachers, particularly novice teachers, when applying this formative assessment to teaching writing. Data was collected through students' written papers, observations, and semi-structured interviews with a total of thirteen low- and intermediate-level undergraduate students. The findings demonstrate the aspects of the assessment usefulness, namely validity, authenticity, interactive-ness, and impact. Accordingly, the assessment provides students with a comprehensive understanding of academic writing that enhances their writing abilities. In particular, students recognize their common grammatical errors, pay more attention to organizing ideas logically, and develop writing habits throughout the writing process, which have not been carefully addressed in prior education. Nevertheless, there are a number of issues that need to be carefully considered, including idea development, plagiarism knowledge, self- and peer-assessment, and the order of writing steps. In order to improve the reliability and practicality of the assessment, solutions to those concerns are provided.
Educating Culturally and Linguistically Diverse Learners (CLD) in United States Schools during COVID-19
Author: Burgin, Ximena D.
Date: 2023-05-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Educational Change,Teaching Methods,English (Second Language),Second Language Learning,Teacher Attitudes,Elementary Secondary Education,Online Courses,Faculty Workload,Educational Quality,Barriers,Grounded Theory,Cultural Differences,Kindergarten,Culturally Relevant Education,Elementary School Teachers,Learner Engagement,High School Teachers,Spanish Speaking,Hispanic American Students,Parent Teacher Cooperation,Time Management,Technological Literacy,Pedagogical Content Knowledge,Faculty Development

The COVID-19 pandemic has propelled educational communities across the world into emergency remote models of instruction. This study documented the perceptions of 11 teachers from the State of Illinois regarding the quality of online instruction in their schools and their unexpected challenges from March of 2019-2020 academic year. Three points of data collection documented the teachers' perceptions of the transition to online learning and subsequent difficulties. Recurrent themes evident in responses to interview questions (Stake, 2000) were examined using a constant comparison method (Glasser &amp; Strauss, 1967). Three emerging themes were identified: increased job demands, need for educational supports, and educators' concerns about the quality of the delivery of online instruction for Culturally and Linguistically Diverse Learners during the pandemic.
Self-Authored Motivations of US Adult Basic Education English Learners
Author: Ouellette-Schramm, Jennifer
Date: 2023-07-00
Type: Journal Articles
Subjects: Adult Basic Education,English Language Learners,Adult Students,Student Motivation,Learning Motivation,Individual Development,Goal Orientation,College Preparation,Student Experience

Many adult English learners enroll in U.S. Adult Basic Education programs every year. The federally defined goal of these programs is to increase adult learners' skills to enable them to enter the workforce, but it is not clear whether this purpose matches learners' own motivations for entering these programs. Using the lens of self-authorship theory of adult development, this small qualitative case study investigated learning motivations among three adult ELs in an Adult Basic Education college and career preparation class. Data included two qualitative interviews per participant, demographic questionnaires, and reading scores. Interviews were analyzed using the grounded theory approach to qualitative interview analysis. This study presents findings unique to three learners in this study, which was part of a larger cases study investigating learning experiences of nine adult learners from an adult developmental perspective. The three learners in this study constructed meaning from a developmental perspective growing toward self-authorship, characterized by orienting to an internal authority and self-defined goals. This article discusses these distinct self-authored learning motivations and offers implications for adult education programs to respond to the self-authored learning motivations of adult English learners.
Why Some Homogeneous Adult Learning Groups May Be Necessary for Encouraging Diversity: A Theory of Conditional Social Equality
Author: Ahl, Helene
Date: 2023-07-00
Type: Journal Articles
Subjects: Adult Education,Homogeneous Grouping,Single Sex Classes,Males,Social Status,Sex Stereotypes,Community Education,Foreign Countries,Equal Education

This paper proposes a new theory of Conditional Social Equality (CSE) which in some ways challenges the theory of cumulative advantage/disadvantage (CAD), which postulates that inequalities and social divisions necessarily increase over time. Using evidence from informal learning groups in Men's Sheds in three countries, we conclude that some social divisions between homosocial groups, in this case groups of older men, may actually decrease -- but only under certain conditions. Male-gendered learning groups that were relatively homogeneous by age helped erase class divisions and softened gender stereotypes. Our theory of conditional social equality (CSE) predicts the following: (1) in-group homogeneity can enable the acceptance of some aspects of heterogeneity; (2) some other aspects of in-group heterogeneity may not be tolerated, thus maintaining in-group cohesion; and (3) in-group homogeneity and boundary setting towards out-groups may be prerequisites for the acceptance of (some) aspects of in-group heterogeneity. All of this has important implications for adult learning in both heterogeneous and homogenous groups.
Post-School Dilemmas in Diminished Society: Working-Class Mothers&apos; Perspectives of Choices and Realities in Their Communities
Author: Rodd, Piper
Date: 2023-07-00
Type: Journal Articles
Subjects: Working Class,Parents,Mothers,Equal Education,Access to Education,Foreign Countries,Parent Attitudes,Social Justice,High School Graduates,Social Class,Educational Opportunities,Disadvantaged,Barriers,Postsecondary Education,Neoliberalism,Youth

This paper provides insight into working-class parents' views of the structural and systemic injustices shaping post-school options and opportunities in contemporary Australia, drawing on interview data with a group of mothers living in growth corridor suburbs in the outer west of Melbourne. Illustrating aspects of Berlant's (2011) notion of &quot;cruel optimism&quot;, the paper examines the concepts of diminished society and collective community afforded by success through education, an aspiration and achievement unequal among young Australians. As Reay (2017) argues, an ideological narrative that positions individuals as being responsible for their own achievement through education sets many up to fail. This paper gives voice to the lived experiences of this individual responsibilitisation. We draw on elements of Marxist analysis, a subset of critical theory, whereby economic circumstances are the basis upon which political and ideological realities are built, critiquing the ways in which neoliberal social and economic policy and ideology are normalised (Tyson, 2015).
The Impact of Intentional Social and Emotional Learning Instruction While Engaged in a Semester-Long Project Based Activity for Pre-Service Teachers
Author: Eckardt, Patricia N.
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Preservice Teachers,Active Learning,Student Projects,Cooperative Learning,Student Attitudes,In Person Learning,Self Management,Interpersonal Relationship

This hypothesis-generating research study detailed the impact that intentionally integrating social and emotional learning (SEL) into a semester-long group project had on the overall success of the project and practice of SEL competencies. Researchers noticed a shift in students' mental well-being after returning to campus for face-to-face instruction following the COVID-19 shutdown. Many students appeared to be anxious, overwhelmed, and concerned about interactions with others. For these reasons, using the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, they intentionally implemented SEL into a project-based learning (PBL) activity. Data were collected in two required undergraduate teacher preparatory classes with two instructors and 32-student participants. Data included researcher field notes, five SEL awareness check-in surveys, and a final reflective paper. The PBL activity was revised for that semester to include an intentional use of SEL awareness and activities. Findings pertaining to reflective practice, self-management, and relationship skills emerged and yielded important implications for classroom instruction for pre-service teachers.
College Mathematics Instructors&apos; Use of Recommended Pedagogical Practices in a Two-Year and a Four-Year College
Author: Johnson, Patrick B.
Date: 2023-00-00
Type: Journal Articles
Subjects: College Faculty,Mathematics Teachers,Teaching Methods,Teacher Characteristics,Metacognition,Prior Learning,Community Colleges,Colleges,Introductory Courses,College Mathematics,Mathematics Instruction

Poor mathematics preparation severely restricts students' future educational and occupational choices. This paper explores the extent to which differences were observed in the pedagogical practices of those teaching college introductory college math at a community college and at a four-year college. Although college math instructors generally may be poorly prepared to teach their assigned course content, this lack of preparation may be less characteristic of community college instructors for various reasons including their educational training and occupational priorities. Findings indicated that recommended practices such as metacognitive strategies and references to prior knowledge were more likely to be used by math instructors at a two-year than a four-year college. The implications of these findings for professional development and hiring requirements are discussed and emphasized for college math department chairs and administrators generally.
Cultural Participation Patterns of Prospective Teachers in the Context of Informal Learning
Author: Tutar, Peri
Date: 2023-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Lifelong Learning,Teacher Education,Cultural Awareness,Socioeconomic Influences,Socioeconomic Status,Student Participation,Informal Education,Cultural Capital,Cultural Activities,Student Behavior,Parent Background

This study was conducted to evaluate the lifelong learning culture of teacher candidates within the framework of the concept of cultural capital, which Bourdieu defines as the sum of intellectual qualities. The study employed the survey model as a quantitative research method. The study universe consisted of 538 prospective teachers attending Ankara University. Data concerning the cultural participation patterns among prospective teachers were collected through the &quot;Cultural Participation Survey&quot;. The data were analysed using frequency analysis, percentage analysis, chi-square testing, t-testing, and one-way variance analysis (ANOVA). As a result, it was found that the education level, working status and income of the families of teacher candidates indicated low socio-economic and socio-cultural origins. It was observed that the cultural participation levels of the teacher candidates were low and these levels varied significantly according to the education level and income status of their parents. On the other hand, there was no significant difference according to the class they studied and the working status of the parents.
Doing and Supervising China Studies PhD Projects in Australia: Experiences of Chinese PhD Students and Australian Supervisors
Author: Xu, Jian
Date: 2023-07-00
Type: Journal Articles
Subjects: Doctoral Students,Foreign Students,Asian Studies,Asians,Supervisor Supervisee Relationship,Barriers,Doctoral Programs,Student Research,Student Attitudes,Teacher Student Relationship,College Faculty,Foreign Countries,Time Management,Interpersonal Competence,Academic Language,Writing Skills,English for Academic Purposes,Second Language Learning,Writing Improvement,Cultural Differences,Ideology,Critical Thinking,Thinking Skills,Teacher Attitudes

The article examines the experiences of Chinese PhD students doing research in China Studies as well as the experiences of their supervisors who supervise their research in Australian universities. By conducting semi-structured interviews with both PhD students and their supervisors, we aim to understand the expectations, concerns and challenges of both students and supervisors involved in the PhD journey. We found that the main concerns and challenges of students lie in the tight timeframe of scholarship, their 'ideological dissonance' and their relations with supervisors. The supervisors hope their Chinese students could improve academic writing skills, critical thinking skills and social skills in order to well accommodate the research culture in Australia and successfully complete their PhD research. Our findings could help Australian universities to better understand the cultural and educational challenges of Chinese PhD students and to further build up the quality for research training to attract more international research students from China and elsewhere.
An Innovative and Interdisciplinary Perspective on Environmental Issues through Ecological Art Projects: A Mixed Methods Study
Author: Seren, Nurbanu
Date: 2022-02-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Teacher Attitudes,Art Education,Environmental Education,Undergraduate Students,Measures (Individuals),Universities,Ecology,Visual Arts,Educational Innovation,Student Attitudes,Teacher Education Programs,Foreign Countries

This study investigated the effect of ecological art (eco-art) projects on preservice classroom teachers' attitudes towards and views on environmental issues. Ecological art is an art-oriented teaching model. The study adopted a mixed embedded research design and integrated ecological art into the &quot;Environmental Education&quot; course. The sample consisted of 78 first-year students from the department of classroom education of Ondokuz Mayis University in the spring semester of the 2020-2021 academic year. Data were collected using student logs and a semi-structured interview questionnaire developed by the researchers, and the Environmental Problems Attitude Scale developed by Güven (2013). We developed a 14-week project and integrated visual arts education into the &quot;Environmental Education&quot; course. The project aimed to raise awareness through artistic expression. Each participant chose an ecological problem. The quantitative data were analysed using the Wilcoxon test. There was a significant difference between pre-test and post-test scores (p = 0.001). The qualitative data were analysed using content analysis. The results showed that the eco-art projects had cognitive, affective, and behavioural effects on participants. In other words, the eco-art projects raised their awareness of environmental issues. Participants stated that eco-art projects should be integrated into environmental education classes because they believed that art conveyed universal messages. We can conclude that eco-art projects bring an innovative and interdisciplinary perspective to environmental education and help preservice classroom teachers develop positive attitudes and views on environmental issues.
How Capable Are They of Becoming a Digital Teacher? Correlation Analysis of Individual Characteristics, Digital Self-Efficacy, and Digital Citizenship among Pre-Service Teachers in Northeast Thailand
Author: Meekaew, Nattapon
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Characteristics,Technological Literacy,Self Efficacy,Citizenship,Student Attitudes,Foreign Countries,Information Technology

Understanding pros and cons of digital technology is an essential competency for pre-service teachers so that they are able to conduct online instruction appropriately. They need to prepare themselves comprehensively to be able to use the new educational technology that is now widely accessible particularly since the COVID-19 pandemic incidence. This paper investigates the relationship between individual characteristics, digital self-efficacy, and digital citizenship among pre-service teachers in higher education. Cluster sampling was used to select 384 pre-service teachers from three higher education institutes located in the northeast of Thailand. A research tool used in the research was an online questionnaire. The data analysis utilized descriptive statistics, the Chi-square test, and the Pearson correlation. The research discovered that pre-service teachers had a relatively high level of digital self-efficacy, while having relatively low level of digital citizenship. Correlation analysis observed a positive relationship among individual characteristics, digital self-efficacy and digital citizenship. The implications of this research highlighted the significance of implementing civic education in higher education level in order to foster adequate knowledge, skill, and awareness of citizenship in pre-service teachers.