ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of an Undergraduate Research Experience on Pre-Service Teachers&apos; Perceptions
Author: Pearce, Erin
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Self Efficacy,STEM Education,Student Research,Undergraduate Students,Curriculum Development,Middle School Students,Data Collection,Public Speaking,Elementary Secondary Education,Program Effectiveness,Grade 7

Pre-service teachers (PSTs) often lack the self-efficacy necessary to effectively implement STEM education into their classrooms. Undergraduate research experiences (URE) can help fill this void by providing opportunities for PSTs to engage with STEM content and K-12 students in a field-based research context. This case study details the impact a URE had on PSTs' STEM self-efficacy and views on research. The URE consisted of STEM curriculum development, teaching the curriculum at a local middle school, gathering research data, and presenting results at academic conferences. Participation in the URE positively influenced the PSTs' self-efficacy in STEM and changed their perceptions regarding research. This research provides practical value to educator preparation programs (EPPs) as an option to enhance STEM education for PSTs.
The Effect of Prediction-Observation-Explanation (POE) Method on Learning of Image Formation by a Plane Mirror and Pre-Service Teachers&apos; Opinions
Author: Harman, Gonca
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Prediction,Observation,Science Instruction,Optics,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Learning Activities,Foreign Countries,Concept Formation

In this research, we examined the effect of the prediction-observation-explanation (POE) method on learning of image formation by a plane mirror and pre-service teachers' opinions. Twenty pre-service science teachers studying at first grade in the Department of Science Education in Turkey participated in the research. We used a one group pretest-posttest design. In the teaching process, carried out in accordance with the POE method, the pre-service teachers made their own plane mirror by using glass and mirror-effect spray paint, and then analyzed the image of a cube by using these mirrors. We analyzed the data by using the SPSS software and content analysis. As a result of the research, we found that the POE method is effective in the learning of image formation by a plane mirror. Thirteen (65%) pre-service teachers expressed only positive opinions about making a plane mirror by using glass and mirror-effect spray paint; seven (35%) pre-service teachers expressed both positive and negative opinions. The entertaining production process (learning by practicing that mirrors can be made from glass) and gaining experience (like preparing material, learning, and implementing safety rules) were the most common positive opinions, although the irritating smell of the spray paint was the most common negative opinion. Seventeen (85%) pre-service teachers expressed positive opinions and three (15%) pre-service teachers expressed both positive and negative opinions on the organized activity in accordance with the POE method. In consideration of the obtained positive and negative opinions, we found teachers could do such activities to provide a better learning environment.
Getting to the Nitty-Gritty of Grit: A Descriptive Characterization of Gritty L2 Learners from Thailand, Malaysia, Taiwan and Japan
Author: Freiermuth, Mark R.
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Grounded Theory,Females,Undergraduate Students,Student Attitudes,Communication (Thought Transfer),Foreign Countries,Resilience (Psychology),Academic Persistence,Learning Motivation,Learning Experience,Scores,Measures (Individuals),Cross Cultural Studies,Language Teachers,Self Esteem,Language Attitudes,Personality Traits

Understanding the make-up of gritty L2 students has garnered quite a lot of attention recently. In this descriptive narrative-based study, we looked at the interview data of eight English language learners who recorded high scores on a nine-item grit questionnaire. Specifically, two female university students each from Taiwan, Malaysia, Thailand and Japan were interviewed and their interview scripts were transcribed and then coded looking for common threads to emerge from the data by applying the tenets of Charmaz's (2006) Grounded Theory. The data show that beyond perseverance, gritty L2 students enjoy learning the L2, are consistently curious about the L2, are generally not bored by the L2, are confident using the L2 (not letting anxiety dissuade them), are extraverted--encompassing a strong willingness to communicate, have focused L2 vision and have had experiences and/or encounters that bolstered their L2 grittiness. As for encouraging L2 grit development, we suggest that good L2 classroom practice include frequent communicative activities so that students can see the practical side of learning a L2 with the hopes of strengthening their L2 vision.
How Classroom Environment and General Grit Predict Foreign Language Classroom Anxiety of Chinese EFL Students
Author: Li, Chengchen
Date: 2021-00-00
Type: Journal Articles
Subjects: Anxiety,Classroom Environment,Resilience (Psychology),Second Language Learning,Second Language Instruction,Secondary School Students,Student Attitudes,Foreign Countries,Personality Traits,Predictor Variables,Emotional Response,Personality Theories,Teaching Methods,Online Courses,COVID-19,Pandemics,Likert Scales,Communication (Thought Transfer),Measures (Individuals)

Interest in the role of learners' personality, emotions and the learning environment in foreign language (FL) learning has grown exponentially in the past decade. The introduction of personality psychology in the field of applied linguistics has led to the inclusion of a set of personality dimensions in research designs like resilience and grit, which have been shown to be significant predictors of FL achievement. The abrupt emergence of COVID-19 in 2020 forced universities around the world to move their courses online, which has been named Emergency Remote Teaching. The sudden change in FL learning environment offers a unique opportunity to researchers to investigate whether the relationships between learners' personality and classroom emotions in traditional 'in-person' classes, and the predictors of those emotions, also exist in the new online environments. The present study examined the foreign language classroom anxiety (FLCA) of Chinese secondary students at different instruction levels and its links with learner-internal and external factors, namely general grit and the classroom environment (CE) of the online English classes. A total of 1,526 Chinese secondary students completed an online questionnaire. Pearson correlation analyses and regression analyses revealed that general grit and CE predicted FLCA either independently or jointly. The findings are discussed and interpreted in the light of existing research on person-environment interaction. We identify avenues for further research and propose a number of pedagogical implications for optimizing online FL teaching.
On Domain-Specific Conceptualization and Measurement of Grit in L2 Learning
Author: Teimouri, Yasser
Date: 2021-00-00
Type: Journal Articles
Subjects: Personality Traits,Second Language Learning,Second Language Instruction,Resilience (Psychology),Academic Persistence,Construct Validity,Learning Motivation,Prediction,Academic Achievement,Outcomes of Education,Measures (Individuals),Personality Theories,Contrastive Linguistics,Correlation

As a personality trait, second language (L2) grit--a combination of perseverance and passion for L2 learning--has recently been proposed as a meaningful predictor of learners' motivational behavior and L2 achievement. The results of a growing body of empirical studies carried out in various L2 contexts have substantiated the power of L2 grit in predicting L2 success. In this paper, we contend that grit and its potential effects on L2 outcomes should be conceptualized and measured in a domain-specific fashion. We argue that a domain-specific measure of grit enhances its predictive and construct validity and better captures its differential effects in various domains and across languages. We then briefly review the findings of existing grit research in L2 contexts with respect to their domain-general versus domain-specific conceptualization of grit. Finally, we conclude the paper by discussing several issues raised against domain-general grit and discuss their potential relevance to domain-specific grit research in the context of L2 learning.
Academic Integrity of University Students during Emergency Remote Online Assessment: An Exploration of Student Voices
Author: Verhoef, Anne H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Integrity,College Students,Emergency Programs,Distance Education,Computer Assisted Testing,Student Attitudes,COVID-19,Pandemics,Cheating,Plagiarism,Foreign Countries

Background: This article examines the phenomenon of academic integrity during the coronavirus disease 2019 (COVID-19) pandemic, with particular reference to emergency online assessments in 2020. Aim: It explores academic dishonesty, cheating and plagiarism of university students during emergency remote online assessment, from the perspective of South African students. Setting and Methodology: The authors explore the approaches of different universities worldwide, as well as the extant literature on the topic. An examination of the current literature related explicitly to the COVID-19 online assessments reveals a dearth of engagement by researchers in the South African context. In order to address this lacuna, the authors rely on data generated from an institutional forum on academic dishonesty at a University in South Africa. It focuses specifically on the voices of students presented during the forum, which explained both why students are dishonest and ways to curb dishonesty. Results and Conclusion: The data generated show whilst some students were dishonest due to pandemic-related issues (like lack of monitoring), there are also other reasons, such as lack of time management, feeling overwhelmed and stressed and struggling with technology that contributes to student dishonesty. Students suggest that assessments be approached differently online to curb academic dishonesty. The paper concludes by providing some fundamental changes needed to address academic dishonesty.
Exploring the Nexus between Transdisciplinarity, Internationalisation and Community Service-Learning at a University of Technology in Cape Town
Author: Mokhele, Masilonyane
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Global Approach,Service Learning,Foreign Countries,School Community Relationship

Background: The ability of the South African citizenry to overcome a myriad of challenges (which include the triple challenges of inequality, poverty and unemployment) can be called into question. This alleged inability could, in part at least, be linked to the role of higher education, which is at a vantage point of equipping the citizenry with the requisite values, skills and knowledge. Aim: The aim of the article is to discuss attempts that were employed towards imparting transdisciplinary and collaborative skills to students at Cape Peninsula University of Technology (CPUT). Setting: The article reports on the collaboration between a number of stakeholders, viz. CPUT, University of Michigan, St. Mark's Church and District Six Museum. The aim of the collaboration was to develop an interactive Web map, which would display the socio-spatial information based on the baptismal records of the former residents of District Six. Methods: The article explores interconnections between transdisciplinary education, internationalisation of higher education and community service-learning. The discussion is based on the authors' reflective analysis of the deployment of the triad of concepts in the initiative reported on. Results: Intricate interdependencies were discovered between transdisciplinarity, internationalisation of higher education and community service-learning. Conclusion: It is proposed that future teaching and learning initiatives employ a critical lens and the notion of complexity to meticulously explore the aforesaid concepts towards extending the frameworks for higher education.
Examination of the Structural Effectiveness of the Jigsaw Method on Students
Author: Seyhan, Ayse
Date: 2021-12-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teaching Methods,Cooperative Learning,Middle School Students,Academic Achievement,Social Studies,Foreign Countries

This study aims to examine the effectiveness of different methods by comparing the academic achievement levels of jigsaw groups in the subjects they are experts in and in those they are not experts in. The sample of the study, which was carried out with a pretest posttest experimental design without a control group, consisted of 24 middle school students, 15 boys and 9 girls. A 20-question &quot;science, technology and society achievement test&quot; was used as the data collection tool. The test included 5 questions about each of the 4 topics of expertise assigned to the groups. The achievement that had a reliability coefficient of 0.85 was applied in the jigsaw groups as the pretest and the posttest. Since the data did not show a normal distribution, Wilcoxon Signed-Rank Test and Kruskal-Wallis test were used for the analyses. In the analysis, the Mann-Whitney U test with Bonferroni correction was used to determine which groups had significant differences. The results showed that using the jigsaw II method increased the academic achievement of the students in all dimensions of the test. However, a significant difference was found between the success levels of the jigsaw groups in the dimensions of the test. This result showed that students are more successful in their assigned subjects than other subjects.
Alliances for Interdisciplinarity and Transdisciplinarity: A Call for Response
Author: Klein, Julie Thompson
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Universities,Interdisciplinary Approach,College Curriculum,Curriculum Development,Integrated Curriculum,Foreign Countries,Definitions,Educational Practices,Educational Theories,Problem Solving,Best Practices

Prompted by William Newell's 2013 call for the Association of Interdisciplinary Studies (AIS) to consider whether to rethink its mission in light of other organizations' interests, this article begins by reflecting on similarities and differences among five of the founding organizations of a recently formed Global Alliance for Inter- and Transdisciplinarity. In chronological order of their own founding dates they are AIS, the Network of Transdisciplinary Research, the Integration and Implementation Sciences network, the International Network for the Science of Team Science, and the Center for Interdisciplinarity at Michigan State University. Descriptions of the five in Part I account for their emergence, communication venues, keywords of representation, website features, and prominent outputs. Given the centrality of integration in both inter- and trans-disciplinarity, it also describes their stances on this prominent topic. Part II reflects on implications of the current heterogeneity of the core concepts, focusing initially on generalizations including distinctions between Zurich and Nicolescuian approaches to transdisciplinarity followed by the premise of distinct Franco and U.S. traditions of the field of nanomedicine. It then draws further insights from case studies of institutionalizing interdisciplinarity across Europe, Russia and the South Caucuses, Africa, Latin and North America, Australia, and Asia. After commenting on signs of change in AIS, discussion turns to historical precedents for prioritizing problem solving, followed by future horizons for both inter- and trans-disciplinarity with emphasis on implications of their heterogeneity and overlaps with other prominent concepts such as Convergence and Mode 2 Knowledge Production. The closing section presents final reflections for answering Newell's challenge for AIS members to consider expanding its definition of interdisciplinary studies and conception of integrative process in light of other organizations' interests.
Effects of the Internalization of Peer-Modeled Self-Efficacy on Coping with L2 Communication Stress
Author: Claro, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Interpersonal Communication,Communication Skills,Self Efficacy,Second Language Learning,English (Second Language),Coping,Peer Influence,Modeling (Psychology),Self Management,Language Skills,Student Attitudes,Student Interests

This mixed-methods study explores the self-regulation of two Japanese university students in response to the stressful situation of feeling unable to communicate effectively in English with foreigners. Qualitative data from interviews are used to interpret the quantitative results of the two students, who were part of an online intercultural Japan-Canada university exchange in which half of the communication was in English. Due to the reality check of using English for communication with foreigners, both students realized that their English communication skills were weak. Self-efficacy and coping strategies modeled by peers were internalized by one student who could subsequently cope with the demands of interacting in English, and who developed a challenge orientation and set a new goal as a result. The other student became demotivated and withdrew over time. Theories related to stress and coping, self-efficacy, peer modeling, internalization, self-regulation, and possible selves are incorporated to provide a multidimensional view of the processes involved in the self-regulation of these students. By looking at the experiences of the two students at the individual level, insight may be gained into the reasons behind student engagement in and withdrawal from L2 learning processes. In particular, the importance of peer modeling to positive changes in student actual and ideal selves is examined.
The Role of Working Memory in Attentional Allocation and Grammatical Development under Textually-Enhanced, Unenhanced and No Captioning Conditions
Author: Lee, Minjin
Date: 2021-00-00
Type: Journal Articles
Subjects: Role,Short Term Memory,Grammar,Second Language Learning,Second Language Instruction,English (Second Language),Phonology,Visual Aids,Attention Control,Pretests Posttests,Korean,Native Language,Eye Movements,Executive Function,Task Analysis,Oral Language,Written Language,Language Tests

This study investigated the extent to which individual differences in working memory (WM) mediate the effects of captions with or without textual enhancement on attentional allocation and L2 grammatical development, and whether L2 development is influenced by WM memory in the absence of captions. We employed a pretest-posttest-delayed posttest design, with 72 Korean learners of English randomly assigned to three groups. The groups differed as to whether they were exposed to news clips without captions, with textually-enhanced captions, or with unenhanced captions during the treatment. We measured attentional allocation with eye-tracking methodology, and assessed development with an oral production, a written production and a fill-in-the-blank test. To assess various aspects of WM, we employed measures of phonological and visual short-term memory (PSTM, VSTM) and the executive functions of updating, task-switching, and inhibitory control. We found that, in both captions groups, higher PSTM was associated with higher oral production gains. For the enhanced captions group, PSTM was also positively related to gains on the written production test. Participants in the no-captions group, however, showed a positive link between VSTM and oral production gains. Attentional location only correlated positively with updating ability and PSTM under the enhanced captions condition. These results, overall, indicate that WM can moderate the effects of captions on attention and L2 development, and various WM components may play a differential role under various captioning conditions.
Easing the Uncertainty: How an Interdisciplinary Learning-Living Program Helped Undeclared Students Make Academic and Vocational Choices
Author: McCray, Marissa L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Living Learning Centers,Career Choice,Undergraduate Students,Art Education,Humanities,Social Sciences,Decision Making,Majors (Students),Student Attitudes,Student Development,Outcomes of Education,Intellectual Development,Case Studies

This article presents case study findings about undeclared student experiences in a two-and-a-half-year interdisciplinary learning-living program that integrates the arts, humanities, and social science disciplines. The study examined how the program helped students make informed decisions about academic majors and vocational choices. Participants were a cohort of juniors who had begun the program as first-year undeclared (non-major) students, and who were interviewed one month after program completion. Findings revealed the program developed students' recognition of curricular connections and thereby positioned undeclared students for increased academic and vocational clarity. Findings also revealed the program contributed to participants' overall student development resulting from engagement in a tight-knit, intellectual learning-living community.
What Role Do Language Learning Mindsets Play in English Medium Instruction? A Comparison of Engineering and Business Administration in Turkey
Author: Yuksel, Dogan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,English (Second Language),Second Language Learning,Language of Instruction,Language Proficiency,Engineering Education,Business Administration Education,Student Attitudes,Predictor Variables,Success,Academic Achievement

This article explores the relationship between Turkish undergraduate students' language learning mindsets, English language achievement, and English medium instruction (EMI) academic success. Student test score data on an EMI course and an English language course were collected from fourth year students studying mechatronics engineering (n = 68) and business administration (n = 75) at a public university. Students also responded to the Language Learning Mindsets Inventory (Lou &amp; Noels, 2019). Regression analyses revealed that both incremental (positively) and entity (negatively) mindsets predicted academic success in engineering. Neither mindset was a statistically significant predictor of mechatronics engineering students' English language achievement. Business administration students' academic success and English language achievement were both statistically significantly predicted by both incremental (positively) and entity (negatively) mindsets. These results are discussed according to discipline-based differences in EMI courses and pedagogical implications are explored.