ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Research Evidence-Based Teaching Practices in Science Classrooms on Student Teachers&apos; Attitudes towards Educational Research
Author: Ilhan, Nail
Date: 2021-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Science Education,Elementary Education,Student Teachers,Student Teacher Attitudes,Educational Research,Undergraduate Students,Public Colleges,Foreign Countries

Research in the field of education plays a pivotal role in developing evidence-based practices in teaching and improving the quality of education. However, research conducted in recent years has highlighted the unwillingness of teachers to benefit from scientific studies. This study set out to assess whether Research Evidence-Based Practices in Science Teaching (EBPST) influences the teaching practices of student teachers and their attitudes towards education research. Mixed methods research design was used in this study. The study was conducted through Quasi-experimental methods and focus group interviews. The data were collected with the &quot;Teachers Attitude Scale towards Educational Research (TASTER)&quot; and focus group interviews. Participants of the study included 106 third-year undergraduate student teachers. The experimental group applied EBPST during their teaching, while the control group applied existing traditional teaching at primary schools. The Quantitative findings showed that student teachers in the experimental group had significantly increased positive attitudes towards educational research when compared with student teachers in the control group. In addition, qualitative findings revealed that several factors negatively and positively influence the understanding and use of educational research for student teachers on the applicability of EBPST. Considering the results of this study, student teachers' EBPST effect on improving their attitudes, understanding, and the use of educational research in teaching.
Organizational Agility to Counter Coronavirus Implications in Emerging Saudi Universities
Author: Alharbi, Gasem Aail
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Faculty,Gender Differences,Academic Rank (Professional),Teaching Experience,COVID-19,Pandemics,Organizational Change,Adjustment (to Environment),Institutional Characteristics,Barriers,Coping,Competition,Organizational Development,Information Technology

Objective: The study's primary goal was to uncover the reality of organizational agility in emerging universities. It also aimed to determine the statistical variances between the mean scores of the sample used in the axes of the organizational agility questionnaire for these universities. The main variables used are gender, academic position, and years of experience. Methodology: The study utilized the descriptive method. The data collection process entailed handing out questionnaires to a sample of seven hundred and forty-seven faculty members in Jazan, Bishah, Hafar AlBatin, Shaqraa, and Najran Universities. Results: Emerging universities regularly practice organizational agility in light of the emerging coronavirus with high flexibility at moderate costs. The study's results also indicated mathematically substantial variances at the degree of viability between the male sample's average and the female sample's average in favor of the female sample in the timing and the flexibility of practices. It also indicated statistically significant variances at the degree of significance between the mean scores of the research sample, attributed to the difference in the academic position in the timing, flexibility, and cost of practices.
Reviewing the Life Skills Activity Program for Children with Special Needs during the COVID-19 Pandemic
Author: Diana, Diana
Date: 2021-00-00
Type: Journal Articles
Subjects: Daily Living Skills,Skill Development,Young Children,Early Childhood Education,Special Education,Student Needs,Students with Disabilities,Home Schooling,Parents as Teachers,Parent Teacher Cooperation,Distance Education,Inclusion,COVID-19,Pandemics,Foreign Countries

The pandemic, which occurs in all parts of the world has changed the order of the learning process for children with special education needs (SEN) which was initially carried out face-to-face to the online distance learning from home. This study aims to see the impact of the Inclusive Teaching (I-Teach) model on the life skills of early childhood students with special needs while studying from home during the COVID-19 pandemic. This study is survey research with data analysis using the percentage of life skills assessment in children with special needs, carried out at 6 early childhood education institutions that have children with special needs totaling 12 students with the following specifications: 5 students with autism spectrum disorder, 1 student with speech delay, 2 students with attention deficit hyperactivity disorder, 1 student with down syndrome, and 3 other students who have not been diagnosed. The research found that, from the six aspects of special needs children's life skills, most of them can self-feeding. It showed when children used the cutlery to clean the dishes by themselves. Meanwhile, for the dressing skill, personal hygiene, self-awareness, safety, and others, children still need reinforcement from parent and teacher.
Perceptions of Giftedness and Classroom Practice with Gifted Children -- An Exploratory Study of Primary School Teachers
Author: Reis-Jorge, José
Date: 2021-10-00
Type: Journal Articles
Subjects: Academically Gifted,Gifted Education,Inclusion,Elementary School Teachers,Teacher Attitudes,Student Needs,Classroom Techniques,Educational Strategies,Barriers,Individualized Instruction,Foreign Countries,Children

The Decree-Law 54/2018 combined with Ordinance 223-A/2018 - Article 33 regulates the inclusion of gifted students in Portuguese schools. This study aims to investigate primary school teachers' perceptions of giftedness and their experiences of working with gifted children in their regular classes. This is an exploratory study with 13 teachers and the data were collected through semi-structured interviews. Our participants tended to represent giftedness with an emphasis on the intellectual traits of gifted learners and to adjust their pedagogical approach accordingly. Their assessment practices focused essentially on product-oriented approaches instead of process-oriented approaches. Our findings suggest that there is still a long way to go, especially in terms of formal teacher training, to tailor teaching to the needs and characteristics of gifted learners.
Narrative Analysis as a Means of Investigating CLIL Teachers&apos; Meaningful Experiences
Author: Ljalikova, Aleksandra
Date: 2021-10-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Teaching Experience,Foreign Countries,Bilingual Education,Secondary School Teachers,Faculty Development,Context Effect

An ever-increasing need for a bilingual education in globalized societies have set new challenges for all stakeholders from ideological (monoglossic vs heteroglossic) as well as methodological perspectives. Teachers' persistent interest in different forms of bilingual education has attracted us to explore the potential of Content and Language Integrated Learning (CLIL) as a means of attaining a bilingual education in the second decade of the 21st century, especially the professional development of teachers who work in the given context. In this study, narrative analysis is employed to investigate how teachers' explicit meaningful experiences lead a teacher to become a CLIL teacher in the Estonian educational settings, and disclose the factors shaping this process. The results reveal a variation in the teachers' meaningful experiences driven mostly by their context -- the type of bilingual program, the status of the foreign language, school support for collaborative practices - as well as a variation in the belief of what constitutes CLIL - views on languages and personal pedagogical beliefs.
Thematic Learning during the Pandemic: CIPP Evaluation Study
Author: Pujiastuti, Pratiwi
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Electronic Learning,Mastery Learning,Evaluation Methods,Thematic Approach,Competency Based Education,National Curriculum,Elementary School Students,Elementary School Teachers,Principals,Parents,Learning Processes,Educational Cooperation,Program Effectiveness,Foreign Countries

This research is an evaluative study to evaluate thematic learning during the COVID-19 pandemic in elementary schools based on the components of context, input, process and product. The subjects of this study were principals, teachers, parents, and students. The data collection of this research was done by interview, documentation, and questionnaire. The data analysis technique used in this research is qualitative analysis. The results of the study indicate that the context in thematic learning is carried out so that students can master and develop various subject competencies in one particular theme. The thematic learning input component during the pandemic is applied on the basis of a simplified national curriculum by selecting essential competencies. Teachers, students, and parents collaborate in the success of thematic learning. The learning process is carried out synchronously and asynchronously. The learning outcomes obtained have been in the good category.
Organic Creativity for 21st Century Skills
Author: Piirto, Jane
Date: 2021-00-00
Type: Journal Articles
Subjects: Creativity,21st Century Skills,Teaching Methods,Intuition,Imagination,Imagery,Risk,Creative Activities,Creative Thinking,Self Expression

This article contains 15 &quot;takeaways&quot; about how to teach organic creativity, from actual teachers with several hundred total years of experience. Teachers of English, physics, Advanced Placement Calculus, science, theater, the visual arts, dance, school administration, school counseling, educational psychology professing, world languages, mathematics, the education of the gifted and talented, social studies, music, and elementary education describe their strategies for teaching for intuition, imagination, insight, imagery, risk-taking, openness to experience, feeding back, improvisation, and other aspects of creativity that arise from the subject matter.
Exploring Adolescents&apos; Understandings of Disability in a Blended Environment of Interactions
Author: Stylianidou, Nayia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescent Attitudes,Attitudes toward Disabilities,Discourse Analysis,Semiotics,Models,Inclusion,Secondary School Students,Social Bias

Understanding how disability is socially constructed is important for establishing inclusive schools, since the ways in which educators and non-disabled nondisabled students understand disability affect their actions towards disabled students. As social interaction today is very often an interplay between online and offline communication activities, this study aimed to explore how young adolescents in Cyprus construct the concept of disability in a blended environment of interactions. A qualitative research approach was adopted involving focus groups with 18 adolescents, online and face to face semi-structured semistructured individual interviews, participant observation on a Facebook group set up for the purposes of the study, and the first author's reflective diary. A combination of thematic analysis, critical discourse analysis and analytic elements from the field of visual semiotics were used for data analysis. Data analysis indicated that adolescents understand disability mostly through medical and charity models. Based on the data, these understandings arise from the construction of disabled people's multimodal 'invisibility/absence', in both online and offline contexts of adolescents' everyday reality. Suggestions for further research in disability constructions in blended environments, and implications for the field of inclusive education concerning teachers and pre-service teachers' educational practice are discussed.
Exploring the Migration to a Digitalised Curriculum at UKZN
Author: Khoza, Simon Bheki
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Curriculum,Technology Uses in Education,Technology Integration,Educational Change,COVID-19,Pandemics

The COVID-19 revolution has demanded that higher education institutions (HEIs) in South Africa, as in most other countries globally, migrate to a digitalised curriculum (DC). The DC is a plan for or of digital technology-driven education. The COVID-19 revolution compelled the University of KwaZulu-Natal (UKZN) to migrate to a DC in order to complete the 2020 academic year or calendar. Pragmatism, critical discourse analysis (CDA), and community of inquiry (CoI) with natural identity (NI) framed the document analysis used to generate data for this study. Purposive convenience sampling was used to select the published documents that carry information on the migration to a DC at UKZN. It was for this reason that this study explored and understood the migration to a DC at UKZN through the use of digital resources. Findings suggested that, while the UKZN had the professional identity of migration through engaging Moodle, it began the migration through the use of WhatsApp, Facebook, Skype, and Zoom video conferencing technology (ZVCT), promoting societal identity. The migration seemed to miss the personal or pragmatic identity as an important ingredient of a DC, which addresses individual personal needs. Consequently, this study recommends a DC that balances performance-based, competence-based, and pragmatic/personal identities in order to address professional, societal, and personal needs, respectively, for natural identity realisation.
&quot;We Really Have to Come Together&quot;: Understanding the Role of Solidarity in Asian American College Students&apos; Social Justice Activism and Advocacy
Author: Museus, Samuel D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Asian American Students,Undergraduate Students,Student Experience,Social Justice,Activism,Advocacy,Intergroup Relations,Cooperation,Group Unity

Structural oppression continues to be one of the most pressing problems in U.S. society, and college students have always played a major role in addressing systemic inequities. Yet, much remains to be learned about the experiences of students advocating social justice in higher education, and there is a paucity of research on Asian American students involved in such efforts. This study sought to understand how Asian American undergraduates understand the role of solidarity in social justice work. The authors analyzed interviews with Asian American students engaged in social justice activism and advocacy in the Midwest. Findings show that participants recognized interconnected realities among oppressed communities, centered solidarity in social justice work because of this recognition, and utilized intersectional approaches to integrate solidarity into social justice activism and advocacy. Implications for future research and practice are discussed.
University Professor Training in Times of COVID-19: Analysis of Training Programs and Perception of Impact on Teaching Practices
Author: Ramos-Pla, Anabel
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Education,Faculty Development,Training,COVID-19,Pandemics,Lifelong Learning,Professional Continuing Education,Online Courses,Curriculum Design,Social Sciences,Legal Education (Professions),Humanities Instruction,Teacher Collaboration,Instructional Improvement,Web Based Instruction,Program Evaluation

During the confinement and post-confinement period, the continuous training centers at different Catalan universities adapted the lifelong learning of professors. The present study analyzes the education of lecturers from Catalan universities before and after the pandemic, as well as their perception of its impact. A documentary analysis was performed of the continuous training programs for professors. Posteriorly, an enquiry was made about the perception of impact of this training, through a descriptive and inferential analysis with the use of a questionnaire designed ad hoc. Results indicated an increase in training associated with institutional digital tools, online evaluation, and design of online courses. The efforts by the professors to implement the knowledge acquired is underlined, with a higher perception of impact observed in the areas of Social and Legal Sciences and Arts and Humanities. In addition, the main difficulties perceived were the lack of time for adapting their practice of teaching with the knowledge acquired, as well as the complexity of performing an online evaluation. It is concluded that there is a need for continuous training programs that help establish support networks and collaboration between professors for the improvement of teaching, and in which one of the priorities is online evaluation.
Teacher-Child Interaction in a Goal-Oriented Preschool Context: A Micro-Analytical Study
Author: Nilfyr, Katarina
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Preschool Education,Preschool Teachers,Goal Orientation,Teaching Methods,Nonverbal Communication,Verbal Communication,Social Adjustment,Video Technology,Caring,Foreign Countries

The international trend of positioning the preschool as a pre-academic learning environment is challenging for preschool teachers, as it necessitates a balance between emotionally supportive interaction and goal-oriented learning instruction. However, previous research suggests that the complexities of such interactions need to be further studied. This article contributes by presenting a very detailed exploration of how social adaptation is pursued in a goal-oriented documentation activity. The study used a micro-sociological approach, characterized by the careful analysis of verbal and nonverbal interactions. Two research questions were raised: (1) How is social adaptation pursued in verbal and nonverbal interactions in preschool teacher-child relationships during a goal-oriented activity? and (2) How can social adaptation in the preschool context be understood in terms of a &quot;deference-emotion system&quot;? Interactions between a teacher and child in two video-recorded episodes were transcribed and sequentially analyzed thoroughly. The findings suggest that the interactions were regulated through an informal system of social sanctions, in which nonverbal signs of deference played a key role. The interaction was shown to be embedded in an institutional context that advocates goal-oriented instruction, thus highlighting the challenge of preschool teaching in attempting to promote goal-oriented processes while simultaneously maintaining respectful, caring teacher-child relationships.
Recognizing Predictors of Students&apos; Emergency Remote Online Learning Satisfaction during COVID-19
Author: Kovacevic, Ivana
Date: 2021-00-00
Type: Journal Articles
Subjects: Predictor Variables,Emergency Programs,COVID-19,Pandemics,Distance Education,Electronic Learning,Student Satisfaction,Undergraduate Students,Prior Learning,Learning Motivation,Value Judgment,Expectation,Technological Literacy,Competence,Engineering Education,Foreign Countries

In order not to lose continuity in education during COVID-19, universities mainly found the solution in Emergency remote teaching. Student satisfaction with online learning experience is one of the measures of the excellence of learning practice. Our goal was to test the hypothesis that the predictors of students' satisfaction with emergency remote online learning are their prior experience, attitude toward online learning, their motivation, aspects of the learning situation they value (expectations), and their digital competencies. For estimating students' satisfaction, a survey was created and disseminated, resulting with 547 responses from students of engineering education. Results showed that all students had some experience with online learning platforms and MS Teams. Attitude toward online learning in this situation was neutral, as well as the level of motivation. Their expectations were relatively high in comparison to their satisfaction with all relevant aspects of the online learning situation, while their digital competency was rather perceived as advanced. Our results showed that the prediction of the emergency remote online learning satisfaction for engineering students can be achieved based on previous positive experience with learning platform, motivation for learning in a specific situation, the importance they put to the learning achievement, and their level of digital competency.
How to Run Your Own Online Business: A Gamification Experience in ESL
Author: Hernández-Prados, Mª Ángeles
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,English (Second Language),Second Language Learning,High School Students,Foreign Countries,Role Playing,Social Media,Student Motivation,Instructional Effectiveness,Entrepreneurship,Student Attitudes

Notwithstanding the importance and relevance of gamification as a topical methodology in education, and after a literature review, there are just a few studies using role-playing games. In order to motivate and facilitate English as second language (ESL) learning of first year of Bachillerato (year 12) students at a public high school in the Region of Murcia (Spain) and following an action research methodology, we design, implement and evaluate a role-playing game, which consists of the creation and management of a company, The Tik Tok School. The results confirm that students felt more comfortable speaking in English because they were more motivated. They also state that during the experience they were more focused on learning rather than winning the game and that they prefer a gamification approach over traditional settings. Furthermore, they have been participating constantly using more English than Spanish. After the data analysis, we conclude that this methodology positively impacts motivation and the acquisition of a second language.