ethanporcaro/eric-fulltext-meta huggingface dataset:
Professional Pedagogical Formation of the Competence of the Teacher-Manager
Author: Nazira, Magzumova
Date: 2021-00-00
Type: Journal Articles
Subjects: Administrators,Competence,Administrator Education,Undergraduate Students,Personality Traits,Professional Development

Recent studies have considered the practical aspect of professional and pedagogical competence formation of students of pedagogical specialties as future managers of the educational environment. Aim of the research is to develop theoretical foundation, methodology and psychological experimentation of psychological and pedagogical conditions for formation professional competence of managers in educational system. The research methods include description and classification, semantic data interpretation, methods of graphical representation of data, ranking as well as content analysis. The received results can be used in the development of competence of psychological and pedagogical field of knowledge, ability to have an active influence on the development process and self-development of social and valuable characteristics of the personality of future expert of the educational environment.
Thai Information and Communication Technology Student Teacher Complex Problem-Solving Skills
Author: Sermsri, Natchanun
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Problem Solving,Information Technology,Information Literacy,Thinking Skills,Self Control,Multiple Regression Analysis

From the study's qualitative analysis, 5 latent variables and 21 observed variables concerning complex problem-solving (CPS) skills were identified and subsequently used in a questionnaire on a sample of 214 Thai education professionals teaching information and communication technology (ICT)-related student teachers in one of 31 Thai Rajabhat (teaching) Universities. Goodness-of-fit and descriptive statistical analysis (mean and standard deviation) were analysed by using IBM® Statistical Package for the Social Sciences® for Windows version 21, while the second-order confirmatory factor analysis used LISREL 9.10. The results revealed that the educators perceived &quot;information literacy&quot; (1.00), &quot;analytical thinking&quot; (0.96), &quot;self-control&quot; (0.93), &quot;knowledge application&quot; (0.90) and &quot;planning ability&quot; (0.85) as the most important for the student teachers' CPS skills. Moreover, the results revealed that each teacher's opinion on CPS skill indicators was at a 'high agreement' level. Therefore, it suggested that the results can be used by Thailand's Ministry of Education and other ICT-related education agencies in developing CPS skill programmes for Thai student teachers.
An Engagement of Hope: A Framework and Equity-Centered Theory of Action for Community Engagement
Author: Green, Patrick M.
Date: 2021-10-00
Type: Journal Articles
Subjects: Community Involvement,Cooperation,Inquiry,School Community Relationship,Urban Universities,Religion,Beliefs,Models

Building upon the proposed concept of an engagement of hope (Green, Stewart, Bergen, &amp; Nayve, 2020) emerging from the exploration of faith-based approaches to community engagement, the authors delve into collaborative inquiry and critical reflection to construct a framework and equity-centered theory of action for community engagement. Drawing from the work of faith-based community organizations and institutions of higher education, and through the lens of a practitioner-scholar framework, the authors present a scholarly approach to collaborative inquiry and exploration into an engagement of hope, responding to the current context of higher education. The development of the engagement of hope conceptual framework emerged with core approaches to community engagement, responding to the current context and seeking to move the field of community engagement to address this context. The five themes that scaffold the conceptual framework are explicated, including challenging unjust structures, the common good, collaborative courage, community-centered, and individual goodness. The implications of this framework and theory of change are discussed as well as a call to re-center relationships in the community engagement field.
An Exploratory Study of the Community Impacts of Service-Learning
Author: Lau, Ka Hing
Date: 2021-10-00
Type: Journal Articles
Subjects: Service Learning,School Community Relationship,College Students,Stakeholders,Community Organizations,Community Attitudes,Quality of Life,Program Effectiveness,Institutional Mission,Transfer of Training,Urban Universities,Foreign Countries

Research on community impacts from service-learning has been scarce, yet this area is worth exploring in order to understand how and why service-learning can make a difference. The current research sought to validate a conceptual framework (Lau &amp; Snell, 2020), which categorizes the impacts of service-learning on community partner organizations (CPOs) and on end-beneficiaries. Under the framework, impacts on end-beneficiaries can arise directly from service-learning interventions, but can also arise indirectly as a result of impacts on CPOs. For the research, semi-structured, one-to-one or focus group interviews were conducted with 13 CPO representatives, seeking their perceptions of positive and negative impacts of service-learning. Most described impacts were positive, including, for CPOs: achieving project goals to further the CPO's mission; augmenting resources of the CPO; and gaining knowledge, insights, ideas and techniques. These positive impacts for CPOs appear to reflect three factors: alignment between service-learning project goals and the CPO's mission; mutual recognition of students' potential for transferring knowledge from universities to CPOs; and mutual understanding of students' status as semi-outsiders, free to challenge existing practices or systems. Further studies can explore impacts from the end-beneficiary's perspective, and adopt longitudinal and action research approaches.
Cultivating Innovation Capacity of Undergraduates in a Technology Commercialization Academy in Midwest America
Author: Chlebowski, Arthur L.
Date: 2021-10-00
Type: Journal Articles
Subjects: Undergraduate Students,Entrepreneurship,Innovation,Job Skills,Employment Patterns,College Graduates,Geographic Regions,Program Descriptions,Program Evaluation,Admission Criteria,Talent Development,Program Implementation

The Technology Commercialization Academy (TCA) was launched to promote the identification, assessment, and exploitation of economically viable innovations by undergraduates and retain those graduates in the southwest Indiana region. Further, as part of the I-69 Innovation Corridor initiative, the TCA was part of increasing the regional Innovation Index score 20% by 2025. Through the seven years of implementation, the program has determined that there is a crucial tool set that is necessary for new graduates entering industry, including instilling that innovation is a balance; innovation is agile; innovation must fail, pivot, and focus quickly; and lastly the program must realize its capabilities, be diverse in thought, and recognize that the personnel are key. By instilling these practices in the participants, using available programmatic information and surveys, 100% of job seekers post-graduation were employed within six months, 9% began their own startup from the program, and 64% of these high impact graduates stayed in southwest Indiana. Overall, the TCA program structure has shifted to demand side iterative processes that create long-tail value for the region and made the participants attractive hires who are keenly aware of practices to move from opportunity to execution.
Students&apos; Pre and Post COVID-19 Perception of Higher Education Switch to Online: An Exploratory Study in Portugal
Author: Alves dos Reis, Carlos António
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Higher Education,College Students,Online Courses,School Closing,Educational Technology,Technology Uses in Education,College Faculty,Teacher Competencies,Teaching Skills

The coronavirus crisis has exposed the many inadequacies and inequities in our education systems. This article aims to contribute to the understanding of the relation between the pandemic caused by COVID-19 (SARS-COV 2) and the changes experienced in Higher Education (HE), namely the shift to online teaching mode. The research used a survey questionnaire to collect data. The study focuses on a Portuguese Higher Education institution (HEI). Institutional teacher's performance indicators regarding quality assessment system were used, referring to the 2nd semester of 2018-19 until the 1st semester of 2019-20. The total number of pre-COVID-19 students who participated 227. As to the post-COVID-19, 288 answered the questionnaire. Overall, the &quot;U of Mann-Whitney test&quot; has found no differences between the two moments, pre- and post-COVID-19. Hence, results seem to indicate that the student's perception of the lecturer's performance was not affected by the regimen shift from face-to-face to online.
Teachers&apos; Language Politeness, Students&apos; Academic Motivation and Self-Efficacy during School from Home
Author: Rivai, Mantasiah
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Usage,Student Motivation,Self Efficacy,Home Study,Teacher Student Relationship,Electronic Learning,Elementary School Students,COVID-19,Pandemics,Distance Education,Foreign Countries,Grade 5,Grade 6

This study aims to investigate the influence of teachers' language politeness on students' academic motivation and self-efficacy during online learning (school from home) and to examine the relationship between students' academic motivation and self-efficacy during online learning. This study used a quantitative approach with the correlational method. The participants of the study were 150 elementary students (male: 47%; female: 53%). Three types of scales were used in this study, namely the teachers' language politeness scale, the academic motivation scale and the self-efficacy scale. The hypothesis of the study was tested using analysis of variance assisted with SPSS version 26. The study found that teachers' language politeness significantly influences students' academic motivation and self-efficacy during online learning. Teachers' language politeness was more likely to have greater influence on students' self-efficacy than on students' academic motivation. As shown in the model, the value of the relationship between students' academic motivation and self-efficacy was 0.497. [Note: The volume number (15) shown on the PDF is incorrect. The correct citation for this article is v16 n5.]
Teachers&apos; Perspectives on Digitalized Education and Deterrents to the Use of Digital Products in Educational Processes
Author: Puchkova, Elena B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Educational Technology,Technology Uses in Education,Technology Integration,Secondary School Teachers,Barriers,Teacher Characteristics,Internet,Interpersonal Communication,Online Courses

In a globalizing world, the development of the educational field is considered the most important part of international competitiveness and improvement projects. This article aimed to research the educators' views on the use of digital technology and products in their educational process. Questionnaire was used as a research technique, with 147 participant teachers at general secondary schools in Russia. The analysis of the data was through coding. The true nature of the ecosystem of digitalized education was fully covered by the authors in this study. According to educators, the main advantages of digital technology and digital technology products for the educational field are education continuity, accessibility, individualization, freedom of choice, social equality for students and quality of education. Authors of this article revealed that deterrents against using digital products and digital technology in education processes in teachers' opinion are lack of motivation, funds, knowledge and methodology.
The Effect of Letter (c) Modelling on Developing the Skills of Handwriting Performance among Learners of Arabic Speaking Other Languages
Author: Khasawneh, Najwa Ahmed Salim
Date: 2021-00-00
Type: Journal Articles
Subjects: Handwriting,Alphabets,Semitic Languages,Second Language Learning,Writing Skills,Skill Development,Performance Factors,Visual Aids,Females,Foreign Countries

This study aimed at identifying the effectiveness of letter (c) modelling in developing the writing skills performance of Arabic learners speaking other languages and the number of views required for the line visual to develop their writing skills performance. The study sample consisted of 15 learners who were studying the Arabic language for the first time and were chosen by the convenience sampling method. The female students did not take a pre-test as they did not know Arabic before. The students were trained on the attached Arabic calligraphy visual, which included all the Arabic language alphabets. The training period lasted for 8 weeks, with two lessons per week, and each session lasted for 40 minutes. The students then underwent a post-test that was checked for validity and reliability. The analysis results showed a clear ability to draw the Arabic letter due to the visualisation of the calligraphy presented by the researcher, which relied on modelling the letter (c) in all Arabic letters. In light of the findings, the study recommended applying the teaching method based on the calligraphy visualisation devised in teaching non-Arabic speakers.
The Use of Photo Comics Media: Changing Reading Interest and Learning Outcomes in Elementary Social Studies Subjects
Author: Senen, Anwar
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cartoons,Photography,Pictorial Stimuli,Reading Interests,Elementary School Students,Social Studies,Grade 5,Teaching Methods,Reading Materials,Student Interests

Reading is useful for gaining understanding, knowledge, and information. This study aimed to determine the effect of using photo comics media on reading interest and learning outcomes in elementary social studies subjects. This research is a quasi-experimental study with a Non-equivalent Pretest-Posttest Control Group Design. The subject of this study is elementary students at the fifth grade level. Data obtained through the implementation of direct learning to school by assessment using questionnaires and tests. Analysis of the data using the t-test. The results showed that the use of photo comics media has a significant positive effect on reading interest and student learning outcomes. This was evidenced after a positive change in asking students to read after being treated with photo comics media. In addition, student learning outcomes are satisfactory after integrating photo comic media in learning activities.
University Students&apos; Perceptions on E-Learning: Cross-Study in Portugal and Italy
Author: Bastos, Susana Moreira
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College Students,Student Attitudes,Online Courses,Blended Learning,School Closing,Educational Technology,Technology Uses in Education,Educational Needs,Motivation,Interpersonal Relationship,Foreign Countries,Barriers,Gender Differences,Age Differences,Geographic Location

The COVID-19 pandemic imposed dramatic changes on educational practices worldwide. This study aims to evaluate the distance learning experience of students during the COVID-19 pandemic by comparing results obtained in two countries: Italy and Portugal. A cross-sectional survey was used to analyse a survey questionnaire focused on two domains: digital skills and motivation to engage in distance learning. The results from Italian and Portuguese students indicated that majority showed a positive attitude towards online learning and the digital hybrid pedagogy. The recent e-learning experience created complex challenges and a variety of opportunities at the same time. Students and university staffs' need for training was highly associated with motivation, engagement and connection with colleagues rather than with the infrastructures offered or the development of computer literacy.
Effective Student Assessment and Placement: Challenges and Recommendations
Author: Saxon, D. Patrick
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Evaluation,Student Placement,College Students,Evaluation Methods,Developmental Programs,Barriers,Computer Assisted Testing,Predictive Validity

Recent research on entering college student assessment instruments and placement practices has been critical. Critics suggest that commonly used assessment instruments are inaccurate, misused, and lack predictive validity. This article describes valid criticisms and appropriate uses of assessment instruments. It also lists challenges and provides recommendations to improve several common inadequacies in college assessment and placement processes. Finally, we discuss the role of assessment and placement as it is impacted by efforts to eliminate or redesign developmental education. [This article was originally published in Volume 37, Issue 3 (2014).]
Increasing College-Readiness: Accelerated Learning Programs for High-School Students
Author: Harrington, Christine
Date: 2020-00-00
Type: Journal Articles
Subjects: College Readiness,College Preparation,Developmental Studies Programs,Transitional Programs,Program Effectiveness,College School Cooperation,Partnerships in Education,High School Students,English Instruction,Mathematics Instruction,Skill Development,College Credits,Low Income Students,Community Colleges,Supplementary Education,Acceleration (Education)

Many high school students enter college without the necessary reading, writing, and math skills and therefore must enroll in developmental courses (Barnett, 2018). To increase college readiness among entering students, one state encouraged community colleges to partner with local high schools to bring the Accelerated Learning Program (ALP), which has been successful at the community college level, to the high school population. In this approach, high school students who are not yet college-ready take a college-level English and/or math class while also receiving support, often in the form of supplemental instruction. Results are promising with a 66% overall success rate.
Ideas in Practice: A Modified FOCUS Model
Author: Myers, Jeanine L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Remedial Instruction,Mathematics Achievement,Student Improvement,Rural Areas,Undergraduate Students,Models,Tutoring,Academic Support Services,Barriers,Comparative Analysis,Outcomes of Education,Student Attitudes,Institutional Characteristics,Algebra

This article details the adaptation of the FOCUS (Fundamentals of Conceptual Understanding and Success) model (Mireles, Acee, &amp; Gerber, 2014) implemented to improve student success in general education and developmental mathematics at a four-year rural university. The model has been demonstrated successful when implemented at a four-year large urban university in the south. The modification of the model described herein has also addressed another standard approach for improving student success used by many postsecondary institutions: drop-in Mathematics Tutoring Centers (MTCs), which provide extra learning support for students enrolled in developmental and general education mathematics courses (Gallimore &amp; Steward, 2014). This article details the development and implementation of a modified FOCUS model to improve student success, specifically in mathematics. Students' success before and after the changes are implemented is compared. Findings indicate that the redesign via a modified FOCUS model addressed many barriers to MTC use and coincided with an increase in positive student outcomes in developmental and general education mathematics courses.
Effect of Higher Order Thinking Instructional Model on Scientific Reasoning of Grade VIII Students
Author: Khan, Khateeb Ahmed
Date: 2021-04-00
Type: Journal Articles
Subjects: Thinking Skills,Secondary School Students,Adolescents,Grade 8,Science Process Skills,Reflection,Teaching Methods,Instructional Effectiveness,Science Instruction,Public Schools,Skill Development,Foreign Countries

This study focused on finding out the influence of higher order thinking instructional model on grade VIII students' scientific reasoning. The quasi-experimental nonequivalent control group design was used to conduct this study. Experiment was conducted on 62 grade VIII students from a public higher secondary school of district Lahore, Pakistan. These students were taken as intact groups and were divided into experimental group and control group randomly. Experimental group comprised 30 students while control group comprised 32 students. Both groups were pretested for their scores of scientific reasoning using Lawson's Classroom Test for Scientific Reasoning (LCTSR). Lesson plans based on higher order thinking instructional model were developed and an intervention of 24 weeks was given to the students. Students were taught using the developed lesson plans based on higher order thinking instructional model. A posttest of scientific reasoning was taken at the end of intervention. Data were analyzed using the independent samples t-test to find the effect of higher order thinking instructional model on scientific reasoning. Results suggest that the students in both experimental and control groups were at the same level of scientific reasoning before the start of intervention. However, students in experimental group, taught by using higher order thinking instructional model, performed better in posttest than those in control group. Overall results revealed that higher order thinking instructional model influenced the scientific reasoning of grade VIII students. It was recommended that there is a need to adopt this higher order thinking instructional model for not only to make students think in higher order domain but to reason scientifically as well.
Elementary Education System of Pakistan and Israel: A Comparative Study
Author: Summiya
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Educational Practices,Literacy,Resource Allocation,Budgets,Language of Instruction,Teacher Student Ratio,Technology Uses in Education,Equal Education,Comparative Education

Educators develop their profession through the application and implementation of educational procedures elsewhere. This paper focuses on a comparison of Israel and Pakistani Elementary Educational system. This comparison is significant because both are ideological states sharing their common era of independence but Israel is more ahead of Pakistan in the field of education with its high literacy rate as compare to Pakistan. For the comparison, this study adopts document analysis as the methodology for this study. George Bereday's comparative method is used for the comparison. Themes were identified and generated from comparison. Elementary education was the focus of the study. The findings revealed that the literacy rate and budget allocation is higher in Israel than Pakistan which is 8.7% of GDP. In Israeli's schools the medium of instruction at elementary level is their national language. Their student teacher ratio is also low as compared to Pakistan that's why the Israel's teachers provide more individual attention to their students. Israel exposes technology to their students in their classes even at early childhood level and also provides basic universal primary education to all children. It is recommended for Pakistan that Medium of instruction should be in the national language, budget allocation in education sector should be increased and use of technology need to adopt in the Elementary Educational system in Pakistan.