ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Geography Curricula on Employability: A Student Perspective
Author: Ni?a, Mihai Razvan
Date: 2018-08-00
Type: Journal Articles
Subjects: Student Attitudes,Employment Potential,College Graduates,Labor Market,Higher Education,Geography Instruction,Student Motivation,Geographic Location,Research Training,Part Time Employment,Social Environment,Economic Climate,Income,Education Work Relationship,Employer Attitudes,Urban Areas,Foreign Countries,College Students,Geography,Educational Attainment

The number of graduates from universities or higher education institutions increased in the last 30 years in Europe, but not in the same pace as their absorption rates on the labor market in their fields of study. Understanding the paradigms in which higher institutions' work is important in relation to their structure, teaching staff, curriculum and opportunities for students. Our analysis focuses on the reasons why students choose a faculty of Geography and assesses their perception regarding the educational process and employability. The results emphasize as main motivation the passion for Geography, while the location in Bucharest plays an important role also. The results underlined that students felt that they should have been more involved in research activities or they should have been given the opportunity to work in part-time jobs during their studies. The findings of our paper correspond with the social and economic context as the youth who arrive in a big city, such as Bucharest, are more interested to find a job and produce an income, putting their studies on the second place. These aspects emphasize the need for creating a stronger connection between the higher education institution and the labour market actors and the need to adjust the curricula according to employers' requirements.
A Descriptive Analysis of Noise in Classrooms across the U.S. and Canada for Children Who Are Deaf and Hard of Hearing
Author: Gremp, Michelle A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Acoustics,Deafness,Hearing Impairments,Primary Education,Kindergarten,Grade 1,Grade 2,Classroom Environment,Assistive Technology,Speech Communication,Foreign Countries,Mainstreaming,Special Classes

Sound levels and acoustic characteristic information was obtained in classrooms serving children who are deaf and hard of hearing (DHH) in grades K-2 in a variety of settings across the United States and Canada. Sound levels were easily measured using iPads, and acoustic characteristics were documented. Noise levels exceeded the American National Standards Institute standard for all 38 unoccupied classrooms. Classrooms in general education settings were significantly quieter than classrooms where children who are DHH received separate instruction, although significant differences did not emerge for occupied classrooms. Remote microphone technologies (such as personal-worn FM/DM systems or classroom sound field systems) were used significantly more in general education than separate instruction classrooms. Results indicated an unfavorable environment for children who are DHH to successfully access spoken language communication. This information about classroom noise levels, combined with knowledge of standards, acoustic characteristics, and sound abatement strategies is essential for parents, teachers, and administrators to secure acoustically favorable classrooms for children who are DHH.
Using a Quasi-Experimental Design in Combination with Multivariate Analysis to Assess Student Learning
Author: Delucchi, Michael
Date: 2019-03-00
Type: Journal Articles
Subjects: Quasiexperimental Design,Multivariate Analysis,Pretests Posttests,Student Evaluation,Undergraduate Students,Prior Learning,Data Use,Gender Differences,Majors (Students),Scores,Age Differences

College professors have adopted numerous strategies for teaching undergraduates, yet few researchers provide empirical evidence students' learning actually increased because of the instructional innovation. Assessment of pedagogy is frequently subjective and based on comments from students or faculty. Consequently, evaluating the effectiveness of teaching activities on college student learning, in general, and in statistical analysis courses, in particular, is warranted. This study employed a pretestposttest design to measure student learning and then examined the relationship between student demographics, prior knowledge, and course characteristics on knowledge gained in undergraduate statistics. Data derived from 185 students enrolled in six different sections of a statistical analysis course taught over a seven-year period by the same instructor. Multiple regression analyses revealed age, age X gender (interaction effect), major, prior knowledge, examinations, and group projects all had statistically significant effects on how much students learned in the course. The results suggest faculty assess students' prior knowledge at the beginning of the semester and use such data to inform both the content and delivery of statistical analysis. Moreover, before embracing a new pedagogy, faculty should establish empirically that learning is linked to the teaching innovation.
Toward Hybridity: The Interplay of Technology, Pedagogy, and Content across Disciplines at a Small Liberal Arts College
Author: Rust, Julie
Date: 2019-03-00
Type: Journal Articles
Subjects: College Faculty,Pedagogical Content Knowledge,Technological Literacy,Liberal Arts,Small Colleges,Interdisciplinary Approach,Teacher Attitudes,Beliefs,Educational Practices,Technology Integration,Decision Making,Educational Objectives,Active Learning,Barriers,Blended Learning,Critical Theory,Teacher Role,Learner Engagement

Through semi-structured interviews with sixteen faculty members representing a variety of experience levels and departments, this piece illuminates faculty theories and ideas about digital pedagogy through the conceptual lens of TPACK (Mishra &amp; Koehler, 2006), which delineates the overlapping considerations teachers in designing learning through technological knowledge, pedagogical knowledge, content knowledge. Findings reveal widespread similarities in attitudes toward teaching and learning across all different departments and indicate that, while faculty members had a range of content knowledge, pedagogical knowledge, and technological knowledge inferences, the greatest tensions and successes were articulated when faculty discussed issues located at the nexus of technological knowledge, content knowledge, and pedagogical knowledge.
The First Year Colloquium: Creating a Safe Space for Students to Flourish
Author: Vuckovic, Myriam
Date: 2019-03-00
Type: Journal Articles
Subjects: First Year Seminars,College Environment,Well Being,Student Development,Mental Health,Academic Achievement,Teacher Student Relationship,Transitional Programs,Nursing Education,Health Education,Interdisciplinary Approach,College Freshmen,Reflection,Security (Psychology),Student Adjustment,Stress Management,Student School Relationship,Success,Program Effectiveness,Self Concept,College Graduates,Interpersonal Competence

College is one of the most formative times in an individual's life. Its intense living-learning environment can promote students' extreme self-confidence and positive development, or alternatively, can result in low levels of well-being. The first year in college is an opportunity for faculty and staff to engage with students to help them build learning skills, a sense of responsibility, and ownership of their college experiences. The aim of this study was to examine the impacts of a first year colloquium on student well-being. In the fall of 2015, 91 entering first year students at Georgetown University in Washington, DC, participated in a mixed method study using written reflection responses and in a pre/post survey using Keyes (2009) Mental Health Continuum-Short Form (MHC-SF). Gains were seen in psychological well-being with an increase in flourishing as compared to early semester moderate flourishing. Students reported that having one course that provided a safe space for them in their first semester, and that addressed well-being in college, was critical for them to succeed and thrive in their first year.
The Effect of Small Group Tutors on Student Engagement in the Computer Laboratory Lecture
Author: Shiely, Frances
Date: 2019-03-00
Type: Journal Articles
Subjects: Small Group Instruction,Tutors,Learner Engagement,Computer Centers,Lecture Method,Undergraduate Students,Public Health

Student engagement is widely recognised as being influential on learning and achievement in higher education. What is less clear is how the knowledge transfers, i.e., the process of engagement by the student with any new forms of teaching demonstrated by the teacher. Aim: To investigate the effect of small group tutors on student engagement in the computer laboratory lecture. Methods: Participants were undergraduate, second year BSc Public Health students taking the Health Information Systems II module. Teaching consisted of 12 x 2-hour face-to-to face classes. Tutors were assigned to groups of 5/6 students from weeks 5-12. Quantitative data from the Irish Survey of Student Engagement was collected in week 12 and analysed using the Statistical Package for the Social Sciences. Qualitative data from a 1-minute pre-and post-module CAT, tutor post lesson appraisals and two focus groups (one student and one tutor group, respectively) were analysed thematically. Findings: This study provided evidence that student engagement and learning was indeed enhanced by the addition of small group tutors in the computer laboratory lecture. In addition, students' attitude to engaging with their programme of study improved and their positivity towards learning increased as the term progressed. Furthermore, there was evidence of an improved student experience and improved personal development that was highly valued by the students.
Towards Best Practice in Course Design: A Case Study of Flexibility and Collaboration between Users and Developers in Supporting Process with Technology
Author: Thomson, Elizabeth
Date: 2019-00-00
Type: Journal Articles
Subjects: Best Practices,Evidence Based Practice,Foreign Countries,Online Courses,Distance Education,Cooperative Planning,Alignment (Education),Stakeholders,Users (Information),Courseware,Feedback (Response),School Culture,Organizational Change,Competition,Curriculum Design,Curriculum Development,Professional Development,Electronic Learning,Public Colleges

This paper reports on the development of an evidenced-based method guiding the review, design and development of higher education courses (programs), supported by a bespoke, purpose-specific software platform. It describes the outcome of a five-year process of development for both the method and for the supporting technology, where feedback was obtained from stakeholders across the institution, evaluated and enacted. The paper describes the best practice approaches embedded within the method, as well as the underlying theory bases and the procedures that contributed to the evolution of the current product. The lessons learned by the project team can inform others in similar higher education contexts thereby avoiding the pitfalls described.
Impact of the Stringency of Attendance Policies on Class Attendance/Participation and Course Grades
Author: Zhu, Liugen
Date: 2019-03-00
Type: Journal Articles
Subjects: Undergraduate Students,Attendance,Educational Policy,School Policy,Student Participation,Grades (Scholastic),Conventional Instruction,Online Courses,Predictor Variables,Outcomes of Education,Correlation

The purpose of this preliminary study was to investigate the impact of three diverse attendance and participation policies in face-to-face and online courses and the effect on students' final grades in each course. We examined nine different undergraduate courses taught between Fall 2010 and Spring 2015. The results suggest that a more stringent attendance policy significantly impacts student attendance, absences were negatively correlated with course grades, and that course delivery methods were not predictive of either attendance/participation or course grades. Additional research is needed to determine what other factors might influence attendance and participation and correlation to course grades.
The Role of Astronomy in Romanian Education
Author: Ficu?-Vica?, Dana
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,Astronomy,Science Education,Interdisciplinary Approach,Teacher Attitudes,Parent Attitudes,Secondary Education,Postsecondary Education,Higher Education,High Schools,Secondary School Science,College Science,Interests

Despite the interest, curiosity and the enthusiasm of the large public for Astronomy as a scientific discipline, it is absent from the current Romanian curriculum. We present here the results of two surveys that involve parents and teachers and show the necessity, the relevance and the usefulness of including astronomy as a discipline in the curriculum, or at least astronomical related content. We emphasize the interdisciplinary character of Astronomy and suggest using Astronomy as a tool in motivating students towards science and in integrating the science curriculum. Astronomy is amazingly the oldest interdisciplinary approach to science and a most natural way of curriculum integration.
Global Teachers as Global Learners: Intercultural Teacher Training in International Settings
Author: Little, Sabine
Date: 2019-00-00
Type: Journal Articles
Subjects: Multicultural Education,Faculty Mobility,Educational Needs,Faculty Development,Teacher Education Programs,Teacher Background,Collaborative Writing,Teacher Competencies,Educational Environment,Cultural Awareness,Teacher Role,Foreign Countries,International Schools,Electronic Learning,Teaching Experience,Student Teachers,Overseas Employment,Personal Narratives,Discussion Groups,Foreign Nationals

The globally mobile teacher is a relatively new concept. This article draws on the experiences of seven teachers teaching in international contexts, who are currently undertaking an iPGCE (International Postgraduate Certificate in Education) -- four of whom are co-authors of this article. Drawing on original data from written narratives and online discussions, as well as using collaborative writing as a form of inquiry, we locate these experiences within the field of intercultural education, problematize the notion of global mobility and identify the unique training needs of an emerging breed of teachers.
Migrant Teachers and Classroom Encounters: Processes of Intercultural Learning
Author: Benson, Alan
Date: 2019-00-00
Type: Journal Articles
Subjects: Immigrants,Immigration,Mathematics Instruction,Cultural Pluralism,Sociolinguistics,Professional Identity,Coping,Aggression,Pronunciation,Nonstandard Dialects,English (Second Language),Cultural Awareness,School Policy,Teacher Education,Intercultural Communication,Case Studies,Longitudinal Studies,Vignettes,Student Teaching,Student Attitudes,Student Characteristics,Placement,Classroom Communication,Foreign Countries,Teacher Student Relationship

Recent migration combined with strategies to diversify the teacher workforce has led to complexities in teacher diversity identified by the term 'superdiversity' (Vertovec, 2006). This article builds on recent work on the processes of convergence and superdiversity (Wessendorf, 2011) by focusing on meaningful encounters in the mathematics classroom. A sociolinguistics approach is used to discuss the performance of teacher identity, focusing on accent. An analysis of power shows tensions between Standard English and local vernaculars, involving microaggressions and opportunities for intercultural learning. The article concludes by discussing coping with microaggressions and the systemic implications for school policies and initial teacher training. It shows how microaggressions offer opportunities for intercultural learning and how classroom spaces can be developed that promote both this and the dispositions of an intercultural habitus.
An Investigation into the Request Realization Patterns of Turkish ELT Students
Author: Karagöz, Tuba
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Speech Acts,Language Skills,College Students,Student Attitudes,Preferences,Communication Skills,Pragmatics,Language Usage

This study aimed to identify the request strategies of senior ELT students and gain insight on their pragmatic competence in speech acts of requests. The study was conducted at a state university in Turkey, and 120 students (93 female and 27 male) participated. Mixed model research was adopted, so the present study benefits from both qualitative and quantitative methods. Firstly, the qualitative data were collected through a discourse completion test, prepared by the researchers. In addition, a rating scale was designed to rate the appropriateness of the students' requests. Later, the quantitative data were analyzed using descriptive statistics, and the qualitative data were analyzed based on the coding manual used within the Crosscultural Speech Act Realization Project (Blum-Kulka, House, &amp; Kasper, 1989). The results of the study indicated that ELT students tended to prefer conventional indirect request strategies except in one situation where they requested of a higher-status interlocutor rather than of an equal status one. That is, they appeared to have more difficulty requesting of a higher-status interlocutor appropriately or politely.
A Qualitative Inquiry into the Factors Influencing EFL Learners&apos; In-Class Willingness to Communicate in English
Author: Basöz, Tutku
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Student Attitudes,Student Participation,Interpersonal Communication,Undergraduate Students,Peer Influence,Teaching Methods,Teacher Influence,Classroom Environment,Class Size,Student Motivation,Familiarity,Anxiety,Student Interests,Psychological Patterns,Vocabulary,Pronunciation,Experience,Foreign Countries,Student Characteristics,Communication Skills,Language Skills

This study aims to examine English as a Foreign Language (EFL) learners' perceptions of the factors influencing their in-class willingness to communicate (WTC) in English. Having been selected through criterion sampling method, the participants consisted of 32 undergraduate EFL learners who took the English course at Balikesir University in Balikesir, Turkey. In this study, which employed qualitative research design, the data were collected through semi-structured interviews. The data generated from the interviews were analyzed through qualitative content analysis. The results of the study showed that learners' in-class WTC in English is affected by a variety of factors including classmates, instructional methods, teacher, classroom atmosphere, materials, class size, L2 motivation, fear of being ridiculed, L2 anxiety, fear of making mistakes, topic interest, topic familiarity, shyness, introversion, vocabulary knowledge, pronunciation, practice, self-perceived communication competence and past communication experience. In light of the results, some pedagogical implications were provided and suggestions for further research were given.
Transnational Migration and Educational Opportunities: A Case Study of Migration from Brazil to Germany
Author: Carnicer, Javier A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Migration,Educational Opportunities,Foreign Countries,Academic Aspiration,Equal Education,Social Networks

Based on a case study, this article discusses connections between educational inequality in Brazil, transnational migration and educational upward mobility. It analyses a young woman's migration from a &quot;favela&quot; in Brazil to Germany with a focus on the educational aspirations that motivated it, that is, as a case of &quot;educational migration.&quot; It describes the social trajectories of this young woman and her family and interprets them in the context of recent socio-economic developments in Brazil, thus showing how educational inequality can drive migration. The significance of networks, as well as of migration and educational regimes that shape this trajectory, are taken into account. The analysis aims to show how migrants from disadvantaged social backgrounds actively take part in the transnationalization of education.
Exercise and Intervention: On the Sociology of Powerful Knowledge
Author: Hordern, Jim
Date: 2019-00-00
Type: Journal Articles
Subjects: Sociology,Intervention,Foreign Countries,Knowledge Level,Power Structure,Curriculum

This article discusses John White's recent critique of the notion of 'powerful knowledge'. It is argued that White raises some salient points but overlooks the genesis of powerful knowledge as an idea and its debt to Durkheim and Bernstein. It is suggested that the work of Michael Young and others on powerful knowledge can be understood as both an exercise in the sociology of educational knowledge and an intervention in debates about the curriculum. Explicating the relationship between exercise and intervention sheds further light on White's critique and its subject matter.
Academies, Autonomy, Equality and Democratic Accountability: Reforming the Fragmented Publicly Funded School System in England
Author: West, Anne
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Governance,Elementary Secondary Education,Public Schools,School Districts,Educational Change,Democracy,Accountability,Equal Education,Contracts,School District Autonomy,Educational Policy,Financial Support,Local Government,Charter Schools,Educational Finance

This article focuses on the transformative academies policy in England. Based on an analysis of documentary evidence, we argue that the policy has resulted in the fragmentation of the state-funded school system and stark variation between academies, with those within multi-academy trusts (MATs) having no legal identity. We examine the variation between funding agreements, the control by central government, the role of MATs and the governance of academies. We propose policy options to improve the current incoherent and fragmented set of provisions, including restoring the legal identity of schools in MATs and allowing academies if they so wish, to convert to maintained schools.
An Examination of Imagery Used to Represent Fundamental British Values and British Identity on Primary School Display Boards
Author: Moncrieffe, Marlon
Date: 2019-00-00
Type: Journal Articles
Subjects: Nationalism,Self Concept,Democracy,Freedom,Prosocial Behavior,Religion,Cultural Pluralism,Elementary School Teachers,Teacher Attitudes,Visual Aids,Bulletin Boards,Social Values,Foreign Countries,Public Policy,Search Strategies,Ethnicity,Whites,Acculturation,Minority Groups

It is observable that display boards are being applied widely by primary schools as visual representations for teaching and learning about the stated fundamental British values of democracy, the rule of law, individual liberty and the mutual respect and tolerance of those with different faiths and beliefs. The research presented by this article is based upon analysis of 27 display boards from primary schools across England, including findings from in-depth interviews with three primary school teachers. We wanted to identify and to understand how discourses of British national identity such as monoculturalism and multiculturalism are reified by schools and teachers through the imagery used on primary school display boards in the representation of fundamental British values. Our research makes an original contribution to the debate on teaching and learning about national identity, by offering empirical evidence both of representations of fundamental British values and of teacher interpretations of the policy.