ethanporcaro/eric-fulltext-meta huggingface dataset:
The 9th Graders&apos; Relation of Futuristic Thinking Factors Study
Author: Phusee-orn, Songsak
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 9,High School Students,Futures (of Society),Thinking Skills,Prediction,Foreign Countries,Emotional Intelligence,Student Motivation,Student Attitudes

The objectives of this study are to study the relation of futuristic thinking and to create the prediction equation of the 9th graders' relation of futuristic thinking. The subjects of this study are 860, 9th graders, studying in their second term in 2019 in Srisaket province, Thailand. The sujects of this study are from 12 schools from Multi-Stage Random Sampling. The study uses 216 students in especially big-size school, 160 students in big-size school, 302 students in medium-size school and 182 students in small-size school. The research instrument used are Futuristic Thinking form, Emotional Intelligence (EQ), Motivation (MO), Self-Directed Learning (SD) and Attitude towards learning (AT) with Likert Scale measurement (IOC), Item Total Correlation and Cronbach's Alpha Coefficient. Statistics used are Mean, Standard Deviation, Pearson's Product Moment Correlation (rxy), and Stepwise Multiple Regression Analysis. The study found that: (1) All the five factors has relational statistics of .05 with Coefficient of Correlation from 0.673-0.791; and (2) Prediction equation both in the form of unstandardized scores and standardized scores are FT' = 0.180 + .0483EQ + 0.179MO + 0.172SD + 0.148AT Z[subscript FT' = 0.441Z[subscript EQ] + 0.172Z[subscript MO] + 0.179Z[subscript SD] + 0.148Z[subscript AT]. All five prediction factors and variance factors can be used to explain 70.7% of futuristic thinking.
Research on the Strategic Management of Local Universities under the Background of Comprehensive Reform of Universities
Author: Jiaqi, Bu
Date: 2022-00-00
Type: Journal Articles
Subjects: Universities,Strategic Planning,Organizational Change,Educational Quality,College Administration,Guidance,Competition,Organizational Objectives,Educational Improvement,Institutional Mission,Enrollment Management,Institutional Evaluation,Marketing,College Faculty

How to promote the high-quality development of universities from the strategic level is a hot and difficult problem in theoretical research under the background of comprehensive reform of universities in my country. This paper firstly analyzes the outstanding problems and causes of the strategic management of local universities, and then analyzes the conditions for the effective formulation of the school's strategic management, and puts forward the strategies for the effective implementation of the school's strategy. On the other hand, it also provides methodological guidance for the practice of school strategic management.
Online Counseling Teaching Management during the COVID-19 Pandemic for Teacher Professional Students: Classroom Action Research
Author: Somanandana, Varangkana
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Learning Management Systems,Counseling Effectiveness,Teacher Education Programs,Educational Psychology,Foreign Countries,Teacher Competencies,Educational Technology,Interaction,Preservice Teachers

This class action research required to develop online counseling teaching. The objectives were 1) to develop a learning management plan for an online counseling unit that promotes the competency in the counseling service of teaching professional students and 2) to study the change in the competency in the counselling service after studying with the online counseling unit learning management plan. The target group was teacher professional students, faculty of education, Government University in Thailand, who enrolled in the course of educational psychology and teacher guidance, academic year 2021. The instruments used in this research were: 1) the counseling unit learning management plan 2) a model reflecting learning outcomes in the counseling unit, and 3) a knowledge test in the counseling unit. The researchers analyzed quantitative data with percentile analysis and qualitative data with content analysis. The results showed that most of the students had 70% or more of post-learning knowledge of counseling. It reflected that learning counseling is useful for future use in the teaching profession. Including observation from the practice of counseling, it was found that students were able to apply the learned skills to psychological counseling.
English for Academic Purposes Student Reflections: Factors Related to Their Additional Language Socialization at a Canadian University
Author: Douglas, Scott Roy
Date: 2022-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Foreign Countries,Student Attitudes,Friendship,Educational Experience,Longitudinal Studies,Educational Benefits,Writing Skills,Speech Communication,Self Esteem,Outcomes of Education,Sociocultural Patterns,Student Development,Socialization,Cultural Awareness,Academic Achievement,Educational Change,Curriculum Development,Goal Orientation,Undergraduate Students,College Preparation,English (Second Language),Language Tests

This study set out to explore English for academic purposes (EAP) student perceptions of their experiences at a university in western Canada. A qualitative approach was used, with 17 students completing a questionnaire toward the end of their EAP program, and one of those students taking part in an interview approximately one year later. Data from the questionnaires and interview were transcribed and descriptively coded, with the codes gathered into salient themes. Thematic analysis identified benefits related to developing academic writing and speaking skills, boosting confidence levels, fostering EAP friendships, providing a transition period, and learning about local culture. However, the analysis also revealed the need for improvements in overall teaching and learning experiences, reading and listening skills development, and sociocultural content. These findings point to the importance of conceptualizing EAP with a wide range of outcomes related to linguistic, academic, social, cultural, and personal growth to support students' additional language socialization in a postsecondary context. The findings also highlight areas for curriculum renewal and revision and underscore the role these programs can play in building on students' strengths as they develop their overall competence in an additional language to achieve the goals that matter to them.
Enhancing Teachers&apos; Knowledge Base of L2 Oral Communication Pedagogy: Reflective Practices of an Online Teacher Educator
Author: Baker, Amanda
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Teacher Educators,Speech Communication,Foreign Countries,Teaching Methods,Knowledge Base for Teaching,Teacher Education,Electronic Learning,Curriculum Development

Over the decades, research into TESOL teacher education has grown considerably; yet studies focusing on the learning development of TESOL teacher educators remains curiously limited. With a specific focus on a postgraduate subject on second language (L2) oral communication and pedagogy, this article explores the reflective practices of a teacher educator during the subject's redevelopment. Shulman's (1986, 1987) categories of teacher knowledge are used to frame the analysis of the data collected which included three separate student surveys and two peer observations. Findings revealed that students and peers were largely satisfied with the development of the subject, highlighting a number of positive points about the teacher educator's subject matter, content knowledge, curriculum knowledge, knowledge of learners, and pedagogical content knowledge. However, further critical comments also provided greater insights into how to further enhance both subject delivery and student engagement.
The Workplace Writing Experiences of EAL Professionals
Author: John, Cheryl
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Skills,Work Environment,Foreign Countries,Self Concept,Protocol Analysis,Second Language Learning,Professional Personnel,Business English,Immigrants,Writing Strategies,Intensive Language Courses,Second Language Instruction,English (Second Language),Adult Education,Interference (Language),Vocabulary Skills,Writing Difficulties,Corporations,Employee Attitudes

A review of the literature on English second language (L2) writing skills reveals a need for more research on the workplace writing experiences of L2 professionals employed in English as an additional language (EAL) contexts. Through a semi-structured interview and a think-aloud activity, this study gathered qualitative data with the aim of gaining insight into the workplace writing practices, challenges, and strategies of five EAL professionals with developing workplace writing skills, employed in Toronto. The data were initially analyzed using a thematic analysis technique, and upon further exploration, three factors were identified as influential in the development of the participants' workplace writing skills: motivation, awareness of the role of self, and awareness of the role of others.
Input from the Grassroots Level -- Reflecting Challenges and Problems for VET Professionals in Germany
Author: Anselmann, Sebastian
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational Education,Vocational Education Teachers,Teacher Competencies,Faculty Development,Coping,Barriers,Teacher Qualifications,Foreign Countries,Job Training,Job Skills,Vocational Schools,Work Experience,Experiential Learning,School Business Relationship,21st Century Skills

Context: Often, vocational education and training (VET) professionals are not systematically prepared for their demanding, mostly diverse and complex tasks. Professional development can be understood as an enlargement of competencies that arise as opportunities in daily work. This study, embedded in a funded research project, focuses on VET professionals and their professional development. The research question is as follows: What challenges and problems regarding their professional development, as well as possible solutions, are described by training professionals in VET in Germany? Approach: The goal of this study is to discover what challenges VET professionals face and how they cope with them. Accordingly, this research was formalised with the following components: (A) An explorative study with group discussions (N = 53 participants in six groups) and (B) result validation with German VET experts (N = 10). The data were recorded, transcribed and analysed using qualitative content analysis. Results: Using a theory-based category system, the group discussion results were summarised in 12 systematic, organisational- and individual-level statements. The statements indicated that despite the necessity of formal professional development in the area of further training, most VET professionals must still be able to profit from offers at or below the German Qualification Framework (DQR) level 5. Many VET professionals ultimately sought visible recognition of their activities or personal commitment with regard to pedagogical and company-economic functions. The 10 VET experts also evaluated the 12 statements as important. Conclusion: The results of this study show that there is a huge need for qualification and learning opportunities for VET professionals. The demand is mostly for modern, tried-and-tested concepts and central themes, such as action and competency orientation, practice and transfer orientation, individual and structural reflection, media competency and learning support in all formats and at all levels.
Teacher Trainees&apos; Experiences of the Components of ICT Competencies and Key Factors in ICT Competence Development in Work-Based Vocational Teacher Training in Finland
Author: Vilppola, Jiri
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education Teachers,Preservice Teachers,Technological Literacy,Information Technology,Skill Development,Competence,Vocational Education,Workplace Learning,Technology Uses in Education,Instructional Materials,Planning,Computer Assisted Testing,Barriers,Job Training,Electronic Learning

Context: This research was conducted in the context of Finnish vocational education and training (VET) teacher training. The teacher training was work-based, meaning that each teacher trainee was already working as an unqualified VET teacher. Workplaces were comprehensively utilised as the learning environment, with teacher training support also being provided in the form of contact days, webinars, and online learning activities. Approach: We aimed to explore the main components of information and communications technology (ICT) competencies among vocational teacher trainees within work-based training and also to reveal the supportive and challenging factors related to developing ICT competencies within the training. Overall, 44 vocational teacher trainees participated in our study. The data were analysed via qualitative content analysis. Findings: Six main ICT competence components were identified during the work-based training: (1) The use and creation of digital learning materials, (2) the planning and use of digital learning environments, (3) synchronous digitally enhanced teaching, (4) general ICT competencies, (5) digital interaction, and (6) digital assessment. The development of teachers' ICT competencies was supported by their own active use of ICT and by experimenting with the ICT software and ideas presented by the teacher training staff. Challenging factors in ICT development included the continuous feeling of haste and the lack of time in the workplace, as well as the failure to recognise prior ICT competencies within the teacher training. This could limit the development of ICT competencies. Conclusions: Work-based VET teacher training has the potential to develop teacher trainees' ICT competencies because it allows immediate implementation and experimentation with regard to new ICT ideas and tools. By aligning this research with prior research, it is possible to construct a comprehensive ICT competence framework to support VET teacher training and workplace development.
The Work of Programme Managers in State-Funded Employer-Driven Swedish Higher VET
Author: Köpsén, Johanna
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Higher Education,Administrator Role,Program Administration,Course Descriptions,Job Training,Course Content,Program Content,Curriculum Development,School Business Relationship,Vocational Education Teachers,Knowledge Level

Context: Swedish Higher Vocational Education (HVE) is organised as state-funded programmes provisioned by both public and private education providers in close relation to employers. In HVE programme managers have responsibilities like those that often are vested in vocational teachers. They are responsible both for the day-to-day work of provision and the continuous development of the programme and its syllabi. This article presents a study investigating the work of programme managers, focusing on their work with creating and updating syllabi and on their work organising the students' training. Methods: Five programme managers responsible for five diverse HVE programmes have been interviewed and the syllabi of these programmes have been examined. The analysis is based on a Bernsteinian theoretical perspective focusing on recontextualisation of knowledge for pedagogic discourse by different stakeholders as agents who have different basis for their actions. The study first establishes what knowledge make up the programmes to inform the understanding of what training the programme managers are tasked with organising, then examines how the programme managers take part in selecting knowledge for course syllabi, and how they organise the teaching of these syllabi in in their programmes. Findings: The knowledge that has been recontextualised for pedagogic discourse in the studied programmes is most often vocationally specific or context bound in relation to a particular occupational field. The syllabi are related to clearly defined jobs. The findings highlight how practice thus in several ways may be difficult for programme managers without work experience in the relevant occupational field or knowledge in relation to it. Not only in the work of forming and updating curricula, but also as they must be able to navigate the relevant sector of business and industry to engage appropriate employers for collaborations and to hire teaching staff. Conclusion: The findings presented in this article show that local autonomy allows for major differences regarding knowledge in syllabi and the organisation of learning between programmes within the same nationally organised VET system. This is salient even with a small number of programmes having been studied. This strongly support the importance of examining what happens in autonomous local contexts of VET provision and asking who has influence over publicly funded education in this sort of contexts, and on what these stakeholders base their actions.
EFL Teachers&apos; Assessment Literacy: A Contextualized Measure of Assessment Theories and Skills
Author: Mohammadkhah, Ebrahim
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Teachers,Assessment Literacy,Self Evaluation (Individuals),Pedagogical Content Knowledge,College Faculty,Teacher Attitudes

Teachers from different sectors of education have always been involved in the process of assessing learners' academic performance. In the language teaching discipline, this has highlighted the significance of language assessment literacy (LAL), reflecting its significance to language teachers across various settings. In the wake of recent theoretical bourgeoning, development of a contextualized framework that proves helpful in conceptualization and measurement of English as a foreign language (EFL) teachers' LAL is required. To this aim, the present study gained insights from Fulcher's (2012) LAL framework into validation and examination of a LAL scale that could be considered for its applicability and usefulness as a LAL measure and help EFL teachers self-evaluate their LAL levels (in particular, their LAL theoretical and practical components). For this purpose, a mixed-methods approach was used to synthesize interview data from six national and international experts with questionnaire data obtained from Iranian EFL teachers (N=173) to gauge their assessment theories and skills and bear evidence in support of the reliability, validity and utilization of the measure put forth. The study rounds out with the significance of teachers' LAL in teachers' pedagogy, with finally presenting theoretical and practical implications of the obtained evidence for educational research and practices.
The Effects of Automated Writing Evaluation (AWE) Feedback on Students&apos; English Writing Quality: A Systematic Literature Review
Author: Fan, Ning
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Evaluation,Student Evaluation,English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Classification,Research Reports,Teaching Methods,Instructional Effectiveness,Computer Software,Computational Linguistics,Writing Skills

The purpose of this review is to examine the effects of automated writing evaluation (AWE) feedback on students' English writing performance. We systematically reviewed studies that have empirically focused on this purpose. This review uses several combinations of key words to search in the databases of JSTOR, SSCI, and ERIC for peer-reviewed articles published from 2005 to April 2020. The systematic review produced 22 eligible studies categorized as within-group and between group studies based on Stevenson and Phakiti's (2014) categorization. The results indicated that AWE feedback might be helpful for student writing under certain conditions. Specifically, the feedback was helpful when it was provided for one single group of students. The feedback was also helpful when the writing performance of a group of students receiving the feedback was compared to the writing performance of the other group of students receiving no such feedback. Moreover, AWE feedback should be continuously offered to help students benefit most from it. This review is an update about the effects of AWE feedback on student writing and may serve as a guide for researchers and instructional practitioners through informing them of the latest research on AWE feedback.
Effects of Focused Written Feedback and Revision in the Development of Explicit and Implicit Knowledge in EFL Writing
Author: Endley, Martin J.
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Feedback (Response),Writing (Composition),Revision (Written Composition),College Students,Grammar,Knowledge Level,Writing Improvement,Foreign Countries

This study investigated the effect of: (1) direct written corrective feedback (WCF); and (2) opportunities for revision on the development of second language learners' explicit and implicit L2 knowledge in an EFL setting. Twenty-six intermediate-level university students were randomly divided into three groups: two treatment groups (direct feedback, direct feedback + revision), and a control group (no feedback). In a pretest-posttest design, over the span of six weeks, participants completed picture-prompted writing tasks, timed grammaticality judgment tests and error correction tests. Participants also produced two new writings with members of the direct feedback + revision group being given an opportunity to revise their writing. The results for the direct feedback group indicated accuracy gains in posttests. There was also some evidence that these gains were dependent on the structure targeted. However, there was no comparable improvement in the direct feedback + revision group. Therefore, it was not possible to interpret these effects as strong evidence for development of learners' L2 knowledge. Conversely, there was evidence that the direct feedback + revision group had benefitted from the opportunity to revise their writing.
Engaging Parents or Guardians in Meeting the Needs of English Learners with Disabilities
Author: Thurlow, Martha L.
Date: 2022-00-00
Type: Journal Articles
Subjects: English Language Learners,Students with Disabilities,General Education,Special Education,Barriers,Student Needs,Parents,Disability Identification,Parent Teacher Cooperation,Partnerships in Education

Although considerable research has focused on engaging parents or guardians in education, little research has addressed engaging parents or guardians to meet the needs of English learners (ELs) with disabilities in the United States. In this article, we summarize literature from general education, special education, and EL education to provide strategies for engaging parents or guardians to meet the needs of ELs with disabilities. We discuss the characteristics of ELs with disabilities and their parents, identify barriers to engaging parents of ELs with disabilities, and suggest strategies to help educators and strategies to help parents work toward increased parent engagement.