ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Intercultural Education: A Comparative Study of Self-Access Learning Experiences
Author: Humphreys, Gareth
Date: 2023-00-00
Type: Journal Articles
Subjects: Independent Study,Comparative Analysis,Student Attitudes,Intercultural Communication,Language Variation,English (Second Language),Second Language Learning,Second Language Instruction,Student Surveys,Learning Processes,Outcomes of Education,Learning Experience,Majors (Students),Nonmajors,College Second Language Programs,Preferences,Foreign Countries,Criticism,Computer Assisted Instruction,Educational Resources,Cultural Awareness,Computer Mediated Communication,International Educational Exchange,Undergraduate Students,Institutional Characteristics

Objectives: Two sets of intercultural learning resources incorporating Global Englishes learning content were developed for self-access use in the higher education context. The resources were investigated in terms of student learning experiences across two contexts in Japan: an English language major program and a nonlanguage major program. The aim was to develop an understanding of student learning experiences to inform practical implications for self-access learning in these areas. Method: The educational resources were investigated in a qualitative content analysis of reflective writing and supporting survey data from 30 students across the two university programs to understand how (and if) they supported student learning as well as how the resources and form of learning were perceived by the students. Results: Resources in both universities led to similar learning outcomes, showing that self-access resources can support intercultural and Global Englishes learning. A longer time requirement was necessitated by one set of resources, which was criticised by students. Students also indicated a preference for collaborative learning aspects. Conclusions: This pedagogically focused article contributes to the discussion around digital resources for intercultural and Global Englishes learning. Short-form resources integrating these areas may be more effective for self-access learning than resources requiring multiweek commitments in both language and nonlanguage major programs. Aspects of collaborative learning in self-access engagement appealed to students. Implication for Theory and/or Practice: Carefully designed short resources based on the conceptual framework and on recommendations outlined in this article may lead to effective self-access student learning, particularly in resources involving collaborative work.
Effect of Inclusive Practices on Attitudes: A Meta-Analysis Study
Author: Günay, Nazli Sila Yerliyurt
Date: 2023-02-00
Type: Journal Articles
Subjects: Meta Analysis,Educational Practices,Inclusion,Comparative Analysis,Effect Size,Research Reports,Classification,Sample Size,Teacher Attitudes,Special Needs Students,Students with Disabilities,Social Cognition,Behavior Theories,Kindergarten,Elementary Secondary Education,Preservice Teachers,Student Attitudes

With the study reported on here we aimed to synthesise recent quantitative research to specify the effect of inclusive practices on attitudes via meta-analysis. Since attitudes have an integral role in the performance of inclusion programmes, within the scope of the study, the cumulative findings of experimental studies conducted on attitudes towards inclusive practices were reinterpreted. To this end, studies with a pretest-posttest control group carried out in 2000 and 2021 were scanned from databases according to the inclusion criteria. After the search process, 23 studies that met the inclusion criteria were selected from 54 studies. The overall sample size of the studies included 2,016 participants. The mean effect size calculations, heterogeneity test, moderator analyses and publication bias analyses were conducted through a comprehensive meta-analysis programme (CMA 3.0). The findings that were discussed in accordance with the random effects model (REM) suggest that inclusive practices have a positive effect on attitudes and this effect is at a large level (g = 1.328) with respect to Cohen's classification. This result indicates that inclusive practices have been strongly influenced by positive attitudes to yield favourable results. According to the moderator analyses, the highest effect sizes were found in the teachers' group (g = 1,880) according to group level and in primary education (g = 1,374) according to school grades. The attitudes towards inclusion have been strongly influenced by teachers' beliefs about the power of their teaching. More empirical studies on inclusive practices are recommended.
Partnership to Promote School Governance and Academic Experience: Integration of Remote Learning in the Context of the COVID-19 Pandemic in the Umkhanyakude District
Author: Ntuli, B. A.
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,COVID-19,Pandemics,School Closing,Governance,Partnerships in Education,Parent School Relationship,Educational Technology,Technology Integration,Technological Literacy,Access to Computers,Parent Attitudes,Parent Influence,Barriers,Parent Role

Despite high hopes that schools are institutions of integrity and are properly governed, very few have demonstrated this with distinction. With this article we argue that good governance depends on the partnership between schools and parents in times of emergency. The theoretical framework from Epstein's theory of overlapping spheres of influence was used to alarm stakeholders to guard against overlapping one's roles during an emergency. In the study reported on here we used a qualitative research method, which allows data to be collected using semi-structured interviews and focus-group discussions as research instruments. The data were collected from stakeholders of school governing bodies (SGBs) and school management teams (SMTs) through WhatsApp and Zoom meetings. Thematic analysis was used to analyse qualitative data. The research findings reveal, among other problems, that most parents are digital immigrants who refuse to participate in virtual platforms for fear of endorsing remote learning, and that poor teaching and learning is due to a lack of access to digital technology, data, and poor connectivity. We recommend that parents should support remote learning for learners to achieve quality education beyond the Coronavirus disease (COVID-19) pandemic.
Scholars from Underrepresented Groups in Engineering and the Social Sciences (SURGE) Capacity in Disasters: The Benefits and Challenges of Mentoring for Racial and Ethnic Minority Graduate Students
Author: Villarreal, Melissa
Date: 2023-00-00
Type: Journal Articles
Subjects: Graduate Students,Minority Group Students,Mentors,Barriers,Affordances,Disproportionate Representation,Engineering Education,Social Sciences,Pilot Projects,Professional Development,STEM Education,Student Experience,Models,Student Motivation,Expectation,Program Effectiveness,Student Attitudes

Objective: The purpose of this study was to evaluate the mentoring program of the Minority Scholars from Under-Represented Groups in Engineering and the Social Sciences (SURGE) Capacity in Disasters initiative, a pilot program that aimed to address the challenges that graduate students of color face in academic programs. SURGE promotes mentoring and professional development through its mentoring program for Science, Technology, Engineering, and Mathematics (STEM) students. Methods: Data collection involved distributing online surveys designed in Qualtrics to mentors and mentees five months after the SURGE program's initiation. Separate surveys were created for student mentees and faculty mentors in order to collect feedback about the mentoring program. Mentees and mentors were also asked to rate their satisfaction with the specific individuals in their mentoring network so that the evaluation team could identify issues that arose across participants. Results: We found that students had several motivations for and expectations from SURGE. A majority of the students found the SURGE mentoring program to have been at least somewhat valuable in helping them achieve these expectations. Nonetheless, students did identify a few challenges, namely lack of swift responsiveness from some mentors, not enough guidance on navigating the mentor-mentee relationship, and little to no in-person interaction. While half of the students mentioned that some individuals within their mentoring team were hard to reach, a majority remained satisfied with the overall responsiveness of their mentors. This suggests that the many-to-many mentoring model helped to ensure none were entirely dissatisfied on this measure. Conclusions: These findings support previous research and show promise for mentoring as an effective intervention to the challenges that underrepresented students face in their academic programs and for their retention and representation, particularly in hazards and disaster-related fields. Implications: Overall, given the unique barriers and challenges to retention for minority students in graduate programs, it is important to understand the mentoring needs of underrepresented students in order to provide the best possible help to them during what can be an extraordinarily difficult transition into academia. It is especially crucial to do this for underrepresented students in the fields of hazards and disaster research and practice, as their contributions and perspectives are needed to address social disparities and inequities.
21st Century Skills and Learning Environments: ELT Students&apos; Perceptions
Author: Ekizer, Feyza Nur
Date: 2023-06-00
Type: Journal Articles
Subjects: 21st Century Skills,Educational Environment,Student Attitudes,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Student Projects,Active Learning,Teaching Methods,Teacher Education Programs,Preservice Teachers,Technology Integration,Curriculum Design,Foreign Countries

This study aimed to explore the perceptions of English Language Teaching (ELT) students regarding 21st century skills and learning environments. A qualitative content analysis method was used, which involved conducting semi-structured interviews with 62 ELT students. The findings of the study revealed that ELT students perceive critical thinking, problem-solving, collaboration, creativity, and effective communication as essential 21st century skills. They also believe that these skills can be developed through engaging and dynamic learning environments that incorporate technology, project-based learning, and real-world applications. The results of this study have important implications for ELT educators and curriculum developers, as they suggest the need to create learning environments that are engaging, dynamic, and incorporate technology, project-based learning, and real-world applications. The findings also highlight the importance of preparing ELT students for success in the 21st century by developing 21st century skills. This study provides valuable insights into ELT students' perceptions of 21st century skills and learning environments, which can inform the design of ELT curricula and the development of teaching practices.
Effect of College Students&apos; Perceived Authentic Leadership on Innovation Behavior: The Serial Mediation Effects of Trust Climate and Creative Self-Efficacy
Author: Xiao, Zhen-Lei
Date: 2023-06-00
Type: Journal Articles
Subjects: College Students,Leadership,Leadership Styles,Trust (Psychology),Self Efficacy,Innovation,Creativity,Foreign Countries

This study investigated the relationship between the perceived authentic leadership of college students and their innovation behavior according to social cognitive theory and further explored the mediating effect of trust climate and creative self-efficacy on this relationship. A questionnaire survey was conducted, and more than 847 samples were collected from college students in China. The results revealed that the perceived authentic leadership of college students had a significant and positive impact on their innovation behavior. Trust climate had a partial mediating effect on the relationship between college students' perceived authentic leadership and innovation behavior. In addition, creative self-efficacy had a partial mediating effect on the relationship between college students' perceived authentic leadership and innovation behavior. Furthermore, trust climate and creative self-efficacy had a serial mediating effect on the relationship between college students' perceived authentic leadership and innovation behavior. These results provide theoretical and practical evidence of college students' innovation behavior.
Principal Characteristics&apos; Effect on Teacher Retention: A Systematic Review
Author: Shell, Darron L.
Date: 2023-06-00
Type: Journal Articles
Subjects: Principals,Administrator Characteristics,Teacher Persistence,Faculty Mobility,Teacher Administrator Relationship,Elementary Secondary Education,Meta Analysis,Academic Achievement,Correlation,Databases,Discipline,Compliance (Psychology),Teacher Evaluation,Ethics

Teacher attrition and retention are among the major problems in schools worldwide. Particularly in the United States, there is a great demand for teachers in elementary and secondary schools because of teachers transferring to new schools or resigning from the teaching profession altogether. This systematic review focuses on research on the prevalent decline of teacher retention in American elementary and secondary schools. This review aims to communicate reasons for the decrease in teacher retention and consider the impacts of teacher decline on students' academic success. Three databases -- Web of Science, Science Direct, and Pro Quest -- were utilized to obtain evidence to substantiate the causes and effects of the wave of teacher resignations. The evidence was analyzed to determine reliability using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) and Cochrane review guidelines. The synthesis analysis included fourteen studies. It was clear from the synthesis that support and clear communication from school principals are essential factors of teacher retention in U.S. elementary and secondary schools. Other notable elements that prevent teacher turnover include recognizing the efforts of teachers, enforcing discipline and compliance among the student population, and conducting fair teacher evaluations. To improve teacher retention rates in the United States, school principals must adopt characteristics contributing to teacher retention.
Stress and Avoidant Coping: Predictors of Quality of Life among Filipino Graduating Students
Author: Orines, Richardson D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Seniors,Graduation,Stress Variables,Coping,Adjustment (to Environment),Social Psychology,Behavior,Motivation,Quality of Life,Predictor Variables,Relationship

The responsibilities of emerging adulthood and academic pressure are some stressful situations encountered among graduating students. Those graduating students used different coping that deals with stressful situations that may affect their quality of life. This study, a predictive correlational design, was conducted on 202 Filipino graduating university/college students to determine if stress and avoidant coping can predict their quality of life. Results showed a significant relationship existed between stress, avoidant coping, and quality of life. Stepwise forward regression analysis tested two regression models, where model 1 revealed that stress negatively predicted the quality of life. Whereas model 2 suggested that stress and avoidant coping (i.e., behavioral disengagement) was significantly higher in predicting the quality of life among graduating students.
The Impact of Adults&apos; Used Skills on Their Self-Evaluated Skills and Social Lives over Time
Author: Wolgast, Anett
Date: 2023-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Interpersonal Competence,Foreign Countries,Predictor Variables,Numeracy,Literacy,Adults,Individual Differences

Previous research focused on individuals' background, contexts and cognitive performance in education, work, and life. Given the increasing number of people living alone temporarily, the question arises whether the frequent use of skills, including social skills, relates to individuals' later positively self-evaluated skills and social lives. Based on an integrated framework, the current analysis aimed to disentangle these relationships with longitudinal data from Germany over three years. The target sample consisted of n = 3263 working adults. A Bayesian structural equation model included adults' frequent use of skills, self-evaluated skills, household size, close friends, and seven covariates (e.g., numeracy and literacy test scores, weekly working hours. The results suggested positive relationships between adults' frequent use of numeracy, literacy, and social skills and later self-evaluations (except literacy used on self-evaluated numeracy). Those who less frequently used social skills three years earlier were also less likely to have a larger household size than those who reporting frequently using their social skills. Adults who frequently used literacy skills three years earlier reported higher numbers of close friends than those who less frequently used literacy. The findings highlight the importance of adults' social skills and frequently used skills for self-evaluated numeracy and literacy.
Development of 21st Century Skills during Preschool Period: A Phenomenological Study in Türkiye
Author: Çetingöz, Duygu
Date: 2023-00-00
Type: Journal Articles
Subjects: Skill Development,21st Century Skills,Preschool Education,Foreign Countries,Graduate Students,Preschool Teachers,Teaching Experience,Creative Thinking,Thinking Skills,Interpersonal Competence,Digital Literacy,Student Attitudes

The aim of this qualitative study is to investigate experiences of master's students regarding children's development of 21st century skills during preschool period in Türkiye. This is a phenomenological study. Purposeful sampling technique was applied in the forms of convenience sampling and criterion sampling. The data for this study was collected from four preschool teachers who were also master's students attending the Department of Preschool Education at a university in Izmir, Türkiye during spring 2021-2022. The data were collected through a Demographic Information Form and an Interview Form. Face-to-face interviews were conducted with the participants using a semi-structured interview form, and the data were analysed through content analysis technique. Based on the participants' experiences regarding the development of 21st century skills of preschool children, all participants' stated creative thinking techniques as a 21st century skill, and all stated technology based activities as a way of developing children's 21st century skills. All of them also expressed digital literacy skills of teachers as a teacher quality which develops students' 21st century skills and expressed family control over children's usage of technology as a responsibility of families. They all acknowledged that schools' technological infrastructure and conditions are often inadequate for teaching children 21st century skills, and suggested the preparation of an activity guide which teaches 21st century skills to children as a solution. The findings indicate that the participants have some knowledge regarding the development of 21st century skills in children and have designed activities based on this knowledge to help children acquire these skills during their preschool period. However, they faced certain difficulties while designing and implementing these activities. They also all emphasized their experiences regarding children's acquisition of technological skills. This study aims to reveal the professional experiences of preschool teachers regarding the development of children's 21st century skills, explain the present situation and activities that teachers design, display difficulties encountered during teaching, and explain the needs of preschool teachers.
Necessity for a Paradigm Shift in Tertiary Education in Sri Lanka: An Approach for Introducing the Conceptual Framework of a Paradigm Shift
Author: Ranwala, Lakshmi
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Change,Higher Education,Foreign Countries,College Attendance,College Choice,College Admission,Student Characteristics,Decision Making,State Universities,Private Colleges,Vocational Education,Institutional Characteristics,Admission Criteria,Marketing,Models,Supply and Demand

Paradigm shift is a significant modification of the core assumptions and methods of experimentation in a scientific discipline. The field of education, at all levels, has undergone tremendous change recently, precipitated by extraordinary demand for high quality and meaningful sustainable education at all levels across the globe. The national education system is segregated into five main categories: primary, junior secondary, senior secondary, collegiate (higher education) and tertiary. In Sri Lanka, basic and higher education levels are compulsory for students; however tertiary education is an optional level. Recent data show that just 20% of students who pass the GCE Advanced Level Test can be admitted into the government university system, leaving the remaining students with few options for higher education. The framework or for determining students' university choice based on their qualifications, talents, demand and supply characteristics, or their willingness to select an appropriate degree program is somewhat non-existent in Sri Lanka's existing educational system. To determine the steps that can be taken for a paradigm shift in higher education, this study aims to highlight the need for one in Sri Lankan post-secondary education while also proposing a relevant conceptual framework. The Marketing Mix Model for Higher Education, Hossler, Kotler and Fox, and the Integrated Complex Decision Model was the framework used to identify the demand pull and supply push factors affecting the university choice in Sri Lanka. Both qualitative and quantitative techniques were used. The study sample was drawn using stratified sampling technique and clustered into several sub-clusters such as state university, private university, technological campus and vocational Institute. Both descriptive and essential inferential statistics tools were used for the data analysis. This study identified the measures that can be used for a paradigm shift in the tertiary education.