ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of the Effectiveness of Different Infographic Designs
Author: Çaka, Cansu
Date: 2022-00-00
Type: Journal Articles
Subjects: Visual Aids,Design,Instructional Materials,Preservice Teachers,Academic Achievement,Cognitive Processes,Difficulty Level,Student Motivation

With the developments in digital technologies, the increase in the amount of accessible information and the multimedia concept, it has become necessary to present complex information in a simplified manner. Along with this requirement, one of the current concepts that draw attention within the scope of multimedia concept is the infographic. The main purpose in the multimedia learning process is to achieve meaningful learning, and the effectiveness of the teaching material used in this process has gained importance. In this context, it was aimed to examine the reflections of different material designs on academic achievement, cognitive load, and motivation, including visual intense infographic, text intense infographic, and text only material. Based on the execution of all experimental mixed design was conducted with 58 teacher candidates. According to the quantitative and qualitative findings of the research, while academic achievement, cognitive load, and motivation vary significantly depending on the type of material, the aforementioned differences are significant in favor of the visual intense infographic expressed by the participants as a simple and concrete and therefore understandable.
Examining the Factors Affecting the Decision Processes on the Accuracy of Information of Preservice Teachers in Social Media
Author: Kiliçer, Kerem
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Social Media,Accuracy,Information Literacy,Misconceptions,Decision Making,Student Teacher Attitudes,Perception

The purpose of this study was to examine information sharing on social media platforms (facebook, twitter, instagram, youtube, etc.) in terms of the accuracy of information. Within the scope of this study, the effect of systematic (argument quality, validity, aspect) and heuristic (expertise, popularity, trustworthiness) clues, which are thought to have an impact on the decision process of preservice teachers regarding the accuracy of information on social media platforms and the effect of the decision regarding the accuracy of the information on the attitude towards the information were investigated. The results of the study revealed that popularity and argument quality had significant influence on the decision-making and behavior development process of the students attending a teacher-training program, who were regarded as preservice teachers, by processing the information shared on social media. In addition, it was seen that there was a strong and positive relationship between the attitude towards the information shared on the social media and the perception of the accuracy of the information shared on the social media.
Recruiting Preservice Teachers to Top University Special Education Programs
Author: Miller, Erica Ellsworth
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Recruitment,Preservice Teachers,Special Education,Teacher Education,Faculty Mobility

Annually, 13% of special educators leave teaching, twice that of general educators (Wong et al., 2017). In June 2017, the U.S. Department of Education and Office of Postsecondary Education announced that 46 states were drastically short of special education teachers (Robinson et al., 2019). This study explores how university special education (SPED) teacher preparation program descriptions entice students to enroll in university SPED program. Results indicate disconnects between university SPED descriptions and the realities of SPED teachers will face in special education classrooms.
Examining Ways in Which Students Are Positioned or Position Themselves in an Undergraduate Education Course Taught across Settings
Author: Hays, Maria
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Learner Engagement,Placement,Teaching Methods,Student Attitudes

The research reported here explores how incorporating multiple learning settings into an undergraduate education course, in which each setting has its own unique social and material arrangements, impacts learning. Outcomes from this study indicate that courses taught across uniquely structured course settings opens up opportunities for how students are positioned or are able to position themselves. These positioning opportunities allow students to engage with course content in ways that might not happen otherwise. How students learn to negotiate their positions in one setting--and how that carries over into other current and future contexts--is also examined.
Eating Disorders and the Experiences of Culturally Diverse Groups
Author: Veach, Carrigan
Date: 2022-00-00
Type: Journal Articles
Subjects: Eating Disorders,Cultural Differences,Mental Health,Barriers,Stereotypes,Minority Groups,LGBTQ People,Undergraduate Students,Student Attitudes,Diversity

The purpose of this study was to examine the experiences of culturally diverse individuals who have suffered from an eating disorder. Semi-structured interviews revealed four themes: influences; mental health community issues; barriers to treatment; and stereotypes. These themes represent weak areas within the education that is provided to youth related to mental health and eating disorders. Results of this study may prove beneficial to psychologists and counselors who can work to bridge the gap between the mental health community and different cultural groups.
Adaptation Challenges of Domestic and International Students in a Russian English-Medium Instruction University
Author: Volkova, Natalia V.
Date: 2022-00-00
Type: Journal Articles
Subjects: Russian,English (Second Language),Language of Instruction,Second Language Learning,Foreign Students,Barriers,Inclusion,Student Mobility,Secondary School Students,Student Attitudes,International Education,Foreign Countries,Student Adjustment,Undergraduate Students,Student Characteristics,Educational Experience,Friendship,Social Networks,Social Life,Social Adjustment,Universities

With the increasing focus on the internationalization of higher education, universities are developing student mobility. This paper examines the challenges experienced by domestic and international students who adapt to a Russian English-medium instruction university. A mixed-method approach with interviews and surveys was utilized to specify, evaluate, and discuss the students' internationalization experiences in these educational settings. The results indicated that both groups of students mentioned different aspects of language barriers, friendship networks, and university social life as critical areas for adjustment. Domestic students avoid taking part in university social life, instead focusing on their academic performance, this fact probably rooted in the Russian approach to secondary education. The specific finding of the Russian educational landscape is a lack of differences between domestic and international students concerning academic integration. All of this suggests institutions to adopt more student-oriented adaptation mechanisms, informed by the concept of inclusion in education; these implications are discussed.
Adventures into the Unknown: Exploring the Lived Experience of East Asian International Students as Foreign-Accented Speakers in Australian Higher Education
Author: Park, Eunjae
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Second Language Learning,Stress Variables,Anxiety,Phenomenology,Educational Experience,Pronunciation,Communication Problems,Intelligibility,Student Attitudes,Student Empowerment,Self Esteem,College Students,Asians,Foreign Countries,English (Second Language)

Second language (L2) international students are frequently blamed for miscommunication and even stigmatized and marginalized due to the way they sound. However, little is known about how their accent contributes to the L2 lived experience at foreign universities. Taking a mixed methods phenomenological approach, survey (N = 306) and semi-structured interviews with participants from East Asian countries (N = 5), this study reveals that their personal journey as foreign-accented speakers can be traced through a four-stage process: (a) surprise, (b) anticlimax, (c) learning to survive, and (d) feeling empowered. The first two themes are a period wherein participants experience high levels of stress and anxiety because of having to fit into new learning environments. The last two themes refer to a stage where they developed the ability to survive with increasing self-confidence. Practical implications for improving the campus climate for all L2 students are discussed.
Democratizing the Science of Teaching through Practitioner Research
Author: Judd, Joel B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Pandemics,COVID-19,Action Research,Evidence Based Practice,Transformative Learning,Professionalism,Decision Making,Teacher Attitudes,Capstone Experiences,Masters Programs,Inservice Teacher Education,Democracy,Likert Scales

The current pandemic highlights once more the pressures and threats to teacher professionalism. While many give lip service to the essential role of educators, most high-stakes decisions continue to be made by those outside of the classroom (Hong &amp; Rowell, 2019). Teaching continues to be more of a &quot;compliant&quot; than &quot;activist&quot; profession (Sachs, 2016). Our graduate program seeks to counter this state of affairs by supporting teacher practitioner research. By employing a cycle of inquiry drawn from action research, teachers improve their own practice and professionalism. Surveys employed before and after their capstone study support our findings that teacher-produced evidence is the best &quot;evidence-based&quot; practice, and that practitioner research is a powerful and transformative tool for professional development (Zeichner, 2006).
Content Analysis of Digital Tools Use during 2020-21 Remote Teaching
Author: Arroyo, Michelle
Date: 2022-00-00
Type: Journal Articles
Subjects: Content Analysis,Technology Uses in Education,Educational Technology,Distance Education,Elementary School Teachers,Preservice Teachers,Teacher Education,Expertise,Use Studies,Computer Assisted Testing,Videoconferencing,Computer Mediated Communication

Elementary teachers and preservice elementary teachers, provided data regarding their use of digital tools to reach, teach and engage their elementary students during remote teaching. This study examined the tools that were most likely to continue to be useful during face-2-face teaching. In addition, the study attempted to analyze the ways knowledge of digital tools can promote teacher learning and an increase in teaching expertise. The variety of tools used, their common use among the teachers, and the extent to which the teachers believe the tools encouraged student learning are provided.
Intercultural Effectiveness of International and Domestic University Students: A Case of Turkey
Author: Avcilar, Ahsen
Date: 2022-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Cultural Awareness,Foreign Students,Foreign Countries,Student Characteristics,Undergraduate Students

Among the vast and diverse discussions and research on international students, the intercultural status of university students holds a special place in terms of integration and academic success. One of the discussions is the intercultural competencies of the students in higher education. In this respect, this study aims to compare the intercultural effectiveness of international and domestic students, as well as examine their intercultural effectiveness status in terms of different background characteristics. The data were collected from a public university in Turkey using the Intercultural Effectiveness Scale developed by Portalla and Chen. The findings revealed that international students compared with domestic counterparts show a higher level of intercultural effectiveness. Additionally, some background characteristics are significant predictors of the intercultural effectiveness of university students: grade level, parent's nationality, being and living in a foreign country, and having a close friend(s) from a different culture. Some research and policy recommendations are provided.
The Effect of Gamification on Learner Motivation: A Meta-Analysis Study
Author: Yildirim, Ibrahim
Date: 2022-00-00
Type: Journal Articles
Subjects: Gamification,Student Motivation,Design,Meta Analysis

Plenty of research has been carried out in order to determine the effect of gamification on learner motivation. The purpose of this study was to combine the experimental research results examining the effect of gamification on learner motivation and conducted between the years of 2010-2017 through a meta-analysis. The random effects model was used in the study and the mean value for the effect size was estimated using Hedges' g (0.54). The obtained Hedges' g value corresponds to the moderate level of effect. Within the scope of the present study, the subgroup analyses for the type of publication, the country where the research was conducted and the number of elements used in the design were also performed and it was determined that the effect size did not differ significantly according to the relevant sub-groups. [The page range (1-14) cited on .pdf is incorrect. The correct page range is p1-15.]
Challenging Educators&apos; Mental Models about Motivating Students
Author: Coppess, Brian
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Student Motivation,Motivation Techniques,Principals,Student Behavior,High Schools

Largely because of its behaviorist roots and despite several progressive education movements, external control has been the primary motivation technique used by educators since the dawn of formal schooling in the United States. Decades of recent research, however, has led to a paradigm shift of sorts, suggesting that by challenging their mental models about the causes of student behavior, educators might learn to motivate students differently and more effectively, thus, enhancing students' opportunities for social and emotional growth. Based on the theory and research regarding the relations between motivation and behavior management and my own experience as a high school principal, I argue that educators can better facilitate learning by abandoning external control as a behavior management technique and employ more productive motivational strategies like compassion and behavioral freedom.
The Role of ICTs in South African Public Schools&apos; Athletics during the COVID-19 Pandemic
Author: Nel, Norma M.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Public Schools,Athletics,Athletes,Educational Technology,Training,Athletic Coaches,Foreign Countries,Elementary Schools,Grade 4,Grade 5,Grade 6,Grade 7,Barriers,School Closing,Parent Role,Safety,Coaching (Performance),Computer Mediated Communication

The COVID-19 pandemic has thrown education in turmoil, globally, resulting in many challenges for quality education and associated activities, such as sports, to continue. This study's foci are on what detrimental effects of discontinued athletics have on the learner athletes; how information communication technology (ICT) utilisation can mitigate these effects and enable continued athletics participation and coaching. A qualitative research approach was employed. Purposive, convenient sampling method was used to select the participants. Data was collected by means of a face-to-face interview; examining artefacts; two focus group interviews and semi-structured questionnaires. The data was arranged manually according to categories and themes. The findings and recommendations were aligned to the third stage of the Crisis Recovery Stages of Wa-Mbaleka and Costa' model and the research questions were answered. The coach's use of ICTs for training proved to be an effective way for athletes to continue school athletics during the COVID-19 pandemic, with implications for education and society.
Inclusion of Green Economy and Sustainability Programs in Higher Education Institutions: Examining the Case of Kenyatta University, Kenya
Author: Ngare, Innocent Osoro
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Role,Conservation (Environment),Sustainable Development,Interdisciplinary Approach,Natural Resources,Intellectual Disciplines,Graduate Students,Graduate Study,Environmental Education,Courses

Higher education institutions play a pivotal role in instilling green economy and sustainable development principles in students. There are complex environmental challenges, and breaking through this complexity necessitates the incorporation of green economy learning to assist students in understanding these complex connections. This study explores the inculcation of interdisciplinary learning at the Master's level of assessed green economy aspects among ten schools. It explores green economy topics in courses and the degree of action-oriented learning. Results from the total respondents (N=227), indicate, among the existing green aspects in sampled schools, the sustainable use of natural resources (n=108, 47.6%) thematic area was the most dominant across the Master's courses. Examination of green learning in schools shows a disparity amongst schools where the school with the most examined green aspects was engineering and technology (93.8%) with the school of economics as least examined (75%). Cumulatively, green aspects, even with skewed disparity, were taught across the ten schools (p = 0.000). It is recommended that university programs should enhance regular reviews of curriculum and coursework in different disciplines, to set precedence on emerging green economy studies and their relevance.
Reflection of Policy Documents in Early Years&apos; Educational Settings during the COVID-19 Pandemic
Author: Ozbay, Ipek
Date: 2022-07-00
Type: Journal Articles
Subjects: Educational Policy,COVID-19,Pandemics,Foreign Countries,Preschool Education,Preschool Teachers,Teacher Attitudes,Policy Analysis

This study investigates the implementation of policy documents in early years' educational settings during the COVID-19 pandemic. Governments over the entire world declared and created new disapplication to provide a clear understanding on how they can manage the pandemic process. Likewise, Turkish ministries created policy documents which help teachers keep children and themselves healthy and safe, which is the new normal. This study was conducted on 118 preschool teachers. They completed the survey consisting of 47 closed-ended and 8 open-ended, 61 items in total. The research indicates that Turkish policy documents overlap Japan, Australian, English, Hungarian documents in some points. The policy documents are reflected based on the pre-school teachers' perspective who found the documents helpful in the school settings. Practical problems are also explained. However, interestingly, another point emerged in this research spontaneously that the language of the policy documents is negative.
An Administrative and Faculty Autoethnographic Analysis of Shifting Modalities of Pre-Service Technology Education Programming during the Onset of COVID-19
Author: Gill, David D.
Date: 2021-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Technology Education,College Programs,Distance Education,Blended Learning,In Person Learning,Pandemics,COVID-19,Program Development,College Faculty,Ethnography,Personal Narratives,Foreign Countries

The COVID-19 pandemic has disrupted our collective normal patterns of behavior in almost all aspects of our personal and professional lives. While many K-12 and post-secondary subject area curricula lend themselves more easily to a migration to online and remote learning, technology education faces unique challenges. This research paper sought to understand the challenges, benefits, and lessons learned through an analysis of the process of re-organizing a pre-service technology education diploma for remote, blended, and face-to-face learning during the early stages of the COVID-19 pandemic. The investigation followed a collaborative autoethnographic methodology as the authors constructed two narratives based on their roles of administering and instructing in a pre-service technology education diploma program. An interpretive descriptive analysis suggests a number of challenges associated with the organizational changes, but also a number of positive outcomes related to the instructional shifts. Challenges included maintaining equitable access to physical materials and technologies for all students, scheduling issues related to changing pandemic rules and regulations, and a loss of social presence with students. Benefits included more student autonomy, less dependence on group work for technical skill development, and the development of alternative delivery models for pre-service technology education that could be used to expand program offerings to non-traditional students.
A Descriptive Study of EFL Teachers&apos; Perception toward E-Learning Platforms during the COVID-19 Pandemic
Author: Alharbi, Khalaf
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English (Second Language),Second Language Instruction,COVID-19,Pandemics,School Closing,Electronic Learning,Educational Technology,Teacher Attitudes,Integrated Learning Systems,Videoconferencing,Program Effectiveness,Teacher Characteristics

The study critically examines the features of three e-learning platforms: Blackboard (BB), Google Classroom, and Zoom. It provides an in-depth analysis of the digital learning platform's effectiveness in a pandemic like the COVID-19. It synthesizes the strengths and limitations of the selected e-learning platforms for English language teaching. The study focuses on authentic e-learning platforms' potential to encourage English as a Foreign Language (EFL) teachers and learners to take the challenge of adapting to a transforming world that could engage them in e-learning innovation. The research was conducted in the first period of quarantine during the COVID-19 pandemic in Saudi Arabia. An electronic survey of 36 items was conducted to identify three different countries' 101 EFL teachers' perceptions about the performance of these platforms. The survey comprised three questionnaires for each e-learning platform with six parts, namely, accessibility and usability, efficiency and convenience, communication and interaction, teacher's attitude, teacher's satisfaction, and e-learning experience during the COVID-19 pandemic. The data was analysed using Minitab 16 Statistical software. The internal consistency of the survey was measured through the values of Cronbach's Alpha. Other statistical measures such as mean, standard deviation, and agreeable rate (AR) were used to portray the efficacy of each application. The results of the survey indicate that Google Classroom (Ave. AR = 72.92%, Ave. Mean = 3.887) is the most effective e-learning platform, followed by BB (Ave. AR = 68.09%, Ave. Mean = 3.694), and lastly Zoom (Ave. AR = 61.85%, Ave. Mean = 3.544), according to the participants. Furthermore, the findings indicate that free E-learning platforms like Google Classroom could be more beneficial for developing countries, whereas BB Learning Management System (LMS) works best for the developed countries. The research findings should be of interest to the language learners and help teachers and policymakers design e-learning environments to make the learning process feasible in and out of an international global crisis.