ethanporcaro/eric-fulltext-meta huggingface dataset:
Education under Siege: Exploring How International Economic Sanctions Create Crises of Pedagogy
Author: Hwami, Munyaradzi
Date: 2022-09-00
Type: Journal Articles
Subjects: International Relations,Sanctions,Authoritarianism,Neoliberalism,Economic Factors,Educational Policy,Educational Change,Epistemology,Educational Practices,Civil Rights

Purpose: This article examines the adverse impact of international economic sanctions on pedagogy. The article considers the contemporary times as a period of misinformation, false news, and untruths. Utilizing anti-hegemonic literature, international economic sanctions are viewed as neoliberalism's instrument of coercion, a Western weapon used to enforce Western values on those with different perceptions toward the free market system. Design/Approach/Methods: This article utilizes critical scholarship to unmask authoritarian neoliberalism and a scoping review of sanctioned societies. Critical analytics are deployed to interpret and make sense of the dominant educational policy framework that appears to be against diversity. Findings: Neoliberalism has caused a crisis in pedagogy. Education is under siege as academics and scientific evidence are being disregarded. The call is for pedagogues from all over the world to continue to avail evidence to power by practicing critical education. Literature is utilized to propose critical pedagogy when scientific evidence is disputed, and non-Western epistemologies are considered anachronous. Originality/Value: Linking sanctions and neoliberalism is relatively novel, as is the contribution of the same lenses to authoritarian neoliberalism. The assault on divergent epistemologies is critical, and the defense of critical scholarship is every academic's duty. The article joins conversations on the neoliberal assault on education and society.
What They Learned Won&apos;t Go Away: The Impacts of an International Exchange Program on Chinese Teacher Candidates&apos; Understanding of and Practice in Science Education
Author: Zhou, George
Date: 2022-09-00
Type: Journal Articles
Subjects: Student Exchange Programs,Preservice Teachers,Knowledge Level,Teaching Methods,Science Education,Foreign Countries,Cultural Education,Cultural Awareness,Student Attitudes

Purpose: The Canadian university where this study took place has established an international exchange program in teacher education with a large Chinese university. This study was designed to examine how the international exchange program influenced Chinese science teacher candidates' understanding of science education and how such learning impacted their teaching in China. Design/Approach/Methods: The study adopted a qualitative research design with interview and reflective journal as the main approaches for data collection. Findings: Participants greatly appreciated the opportunity of exchange. They reported an improved understanding of Canadian school education and its science curriculum and pedagogy, which changed many aspects of their original values about the relationship between the teacher and students, classroom environment, and so on. Although they faced many constraints to implement what they learned from the exchange in Chinese science classrooms, what they learned had never been forgotten. Participants tried to apply them here and there at the level they could control. Originality/Value: There are many reported studies in the literature about Chinese international students on Western campuses. However, research on Chinese students who participate in international exchange programs is very rare. The findings of this study can inform policymakers and education practitioners about student international exchange programs and benefit future exchange participants.
Experiential Learning in a Canadian Physical Education Class: A Comparative Perspective from Pre-Service PE Teachers in Canada and China
Author: Hector, Sydney
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,Physical Education Teachers,Teacher Education Programs,Comparative Education,Games,Experiential Learning,Preservice Teachers,Grants,Partnerships in Education,Student Attitudes,Risk,Resilience (Psychology),Team Sports,Physical Activities,Skill Development,Teaching Methods

This article focuses on a comparative analysis of traditional Physical Education games and experiential learning on the part of teacher candidates enrolled in an Ontario Faculty of Education and one in Southwest China. Funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) partnership grant for research on Reciprocal Learning between Canada and China, the researchers conducted a qualitative study interviewing ten teacher candidates from the reciprocal Faculties of Education. Emergent themes included risk-taking and resilience, willingness to implement foreign practices, division of sport-related skills, and daily physical activity (DPA). Findings suggest that DPA is overlooked in Canadian classrooms; Chinese teachers are more likely to implement foreign practices, and skills development in traditional PE games is disparate between Canada and China.
Exploring Pre-Service Science Teachers&apos; Perspectives on the Nature of Science: A Comparative Study between China and Canada
Author: Zhang, Guihua
Date: 2022-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Scientific Principles,Student Attitudes,Scientific Literacy,Science Teachers,Cross Cultural Studies,Science Education,Mastery Learning,Teacher Education Curriculum,Educational Change,Foreign Countries

The Nature of Science (NOS) is an important component of scientific literacy. Science teachers' Views of the Nature of Science (VNOS) directly affect their teaching behaviors. Therefore, it is of great significance to explore science teachers' VNOS and find ways of improvement. This study was designed to comparatively investigate preservice science teachers' VNOS between China and Canada. The study employed a survey design to explore how Chinese and Canadian preservice science teachers understood the seven different aspects of NOS. Data showed that preservice science teachers in China and Canada both hold a modern view about science education. The level of Chinese and Canadian participants' understanding of NOS was above the relatively naive level. Chinese teachers had better macro-understanding toward science education, but their micro-mastery was insufficient. The Canadian participants had a better understanding of the NOS than their Chinese counterparts. The study suggested that there is a need to reconstruct the preservice science teacher education curriculum in China and promote the transformation in the science teacher educational system.
Leading for Whom? Teaching-Research Officers&apos; Role Perception and Work Engagement in Chinese Mainland
Author: Shen, Wei
Date: 2022-09-00
Type: Journal Articles
Subjects: Work Attitudes,Role Perception,Faculty Development,Educational Policy,Educational Change,Foreign Countries,Teacher Leadership,Teachers

Purpose: The purpose of this article is to analyze both teaching-research officers' (TROs) role perceptions and work engagement, figuring out how their competing roles are balanced to ensure continued work engagement and which roles have greater benefits to the community and educational reform. Design/Approach/Methods: The study employs a questionnaire, which is composed of an inventory of work role requirements and the Utrecht Work Engagement Scale, to investigate TROs' role perception, work engagement, and their relationship. Findings: TROs' work experience had a complicated relationship with their work engagement. The two strands of the TROs' role orientation co-existed within their daily work and strengthened each other through exerting effects on the dedication and absorption aspects of work engagement. However, TROs concerned with teacher development displayed higher work engagement than those who put a greater emphasis on policy implementation. Originality/Value: The study contributes to current research in three respects. First, it bridges the macro-level trend of education reform with micro-level role internalization of individuals. Second, it broadens our understanding of work engagement by linking it with the subjective perceptions of one's work role. Finally, this Chinese case is expected to enrich international perspectives on teacher leaders in the context of top-down districtwide instructional reform.
Impact of Formative Assessment Practices on Student Motivation for Learning the English Language
Author: Muho, Anita
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Motivation,Student Evaluation,Learning Motivation,English (Second Language),Second Language Learning,Second Language Instruction,Formative Evaluation,Correlation,High School Students,Public Schools,Private Schools,Questioning Techniques,Portfolios (Background Materials),Self Evaluation (Individuals),Evaluation Methods,Foreign Countries

This study aimed at exploring the impact of formative assessment practices on student motivation for learning the English language. As Leahy, Lyon, Thompson, and Wiliam (2005) stated, education needs to change its function from collecting the results of right or wrong, and to encourage teachers in gathering information that will affect the educational decisions. This study is a non-experimental, correlational study, to describe the relationship between formative assessment practices and motivation for leaning. The instrument used was a questionnaire on high school students from public and private schools, who were selected randomly by stratified sampling. They belonged to three major high schools of Durres, Albania. The findings of this study showed that factors like strategic questions used by the teacher during formative assessment, student's portfolio, self-assessment, and peer assessment affected positively the motivation for learning the English language. The results of the regression equation revealed that from four independent variables, the factor that had the greatest impact on motivation for learning were strategic questions used by the teacher during formative assessment, followed by self-assessment, peer assessment and student's portfolio. This study identified ways of intervention to promote motivation for learning the English language. The study will contribute in the Albanian context showing how assessment practices made an impact on student motivation. It will help educational institutions and policy makers, foreign language teachers in improving the assessment practices to promote student motivation in learning the English language.
Analyzing the Contribution of Critical Thinking Skills and Social Skills on Students&apos; Character by Applying Discovery Learning Models
Author: Hariyanto
Date: 2022-00-00
Type: Journal Articles
Subjects: Values Education,Personality,Critical Thinking,Thinking Skills,Interpersonal Competence,Discovery Learning,High School Students,Foreign Countries,Skill Development

Character education gets a lot of attention from stakeholders and educators to be developed; hence, many models have been created to develop the affective domain. This study aimed to analyze the relationship and contribution of critical thinking skills and social skills with students' character through the application of discovery models. The population of this study were high school students in Situbondo. The research sample was chosen from SMA Negeri 1 Besuki with the purposive sampling method. The research instrument to measure critical thinking skills was an essay test developed from Facione's critical thinking skills rubric. Social skills were measured using instruments adopted from Social Skills inventory. To examine students' character, observation sheets were developed from six pillars of character element of the Josephson Institute. The validity and reliability of the instruments were performed before using them. The results of the validity calculation with product-moment correlation analysis and the reliability calculation with Cronbach's alpha analysis showed that the instrument was valid and reliable so that it could be used in this study. Data were analyzed using multiple regression. The results showed critical thinking skills and social thinking skills together had a contribution to the development of students' character in the application of discovery learning models. This research can be a reference for readers about the contribution of students' critical thinking skills and social skills to developing students' character. Further research is needed to find out other impacts that affect students' character.
Self-Efficacy and Professional Development: An Investigation of Music Teachers in Primary and Secondary Schools in China
Author: Li, Wen
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Efficacy,Music Teachers,Teacher Attitudes,Music Education,Faculty Development,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Correlation,Comparative Analysis,Teaching Experience,Educational Background,Teacher Characteristics

In an era where teachers are increasingly expected to perform at their level best, issues of self-efficacy and professional development continue to be an area of continuous debate. A random sample of primary and secondary school teachers in five cities in mainland China was selected to respond to the self-evaluation questionnaire, and 300 valid questionnaires were collected. The research was carried out to (1) investigate the levels of self-efficacy of music teachers in primary and secondary schools, (2) determine the factors that influenced music teachers' self-efficacy, and (3) explore the relationship between teachers' self-efficacy and professional development. The data were analysed using descriptive statistics, T-test, analysis of variance, and regression. First, the results showed that the mean value of music teachers' self-efficacy was 7.16. Second, the middle school teachers reported lower self-efficacy compared to teachers in the primary schools. Third, although teachers aged between 20 to 50 years old reached their highest level of self-efficacy, it decreased to a lower value after an extended period. Additionally, the study also revealed a significant difference in self-efficacy among teachers with different teaching experiences. Although educational backgrounds, gender, and training hours did not influence self-efficacy, a positive correlation was reported between self-efficacy and professional development. Prospective research might better consider developing music teachers' self-efficacy and education across primary and secondary schools.
Grounded Theory Research: Teaching for Mastery in Writing Ability as a Skill
Author: Blasco, David
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Ability,Writing Skills,Essays,English (Second Language),Second Language Learning,Foreign Countries,Mastery Learning,College Students,Teaching Methods,Questioning Techniques,Student Attitudes,Grounded Theory

The purpose of this study was to investigate the needs of students to improve their ability in writing essays in English. One hundred and three students were surveyed after three months after starting classes on fall semester of 2020. A qualitative research approach based on Grounded Theory was used throughout the research process. The data analysis gave rise to a process leading to a core category which shows how students can reach a higher level of writing ability as a skill. Three different categories were identified as being important for gaining a writing ability as a skill, namely, the teacher pedagogy skills, questioning strategies and individual characteristics. Instructors should organize lessons in small steps to achieve a learning goal. At the same time, they have to make sure students comprehend not only directions of learning activities but also the concepts they are working on. In addition, educators must support and encourage to each student by showing warm feelings and focusing on helping student to maintain a satisfying flow of communicative competency. If these requirements were met, students' ability in writing essays would be increased. Writing as a skill can be reached when students feel that they are treated fairly, with patience and attention. Instructors should be aware of these needs and should treat students as individuals and thus to help them to achieve higher levels of competency.
Challenges of Education and Employment of Young People: The Case of Kosovo
Author: Loku, Afrim
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Employment Level,Unemployment,Outcomes of Education,Educational Quality,Labor Needs,Labor Market,Equal Opportunities (Jobs),Young Adults,College Graduates,Late Adolescents,Gender Differences,Occupations,Employment Qualifications

The goal of every young person not only in Kosovo but also beyond remains to find a job that would be safe and liked by them. The young years for all young people are rightly considered as one of the most important challenges, as each of these age groups is at the &quot;crossroads&quot; of a weighty decision for his/her future. This time consists of starting/completing the educational process and finding a job. If the young person completes the education cycle and is employed according to the qualification he has completed then this would have a positive impact not only on him but also on society in general. Many young people have difficulty finding a job after finishing school and some of them cannot do it at all or are forced to be a part of the &quot;gray economy&quot;. This type of employment has a negative impact not only on workers but also on increasing informality in the country.
Development of an Educational Sustainability Assessment Model: Application of the Delphi Technique and Pilot Study
Author: Chianchana, Chaiwichit
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Assessment,Sustainability,Delphi Technique,Evaluation Methods,Educational Indicators,Evaluation Criteria,Standards

The objective of this research was to develop an educational sustainability assessment model using the Delphi technique. The research participants were an expert panel and stakeholders of educational projects. The research instruments consisted of an open-ended questionnaire and assessment forms. The frequencies, medians, quartile deviations, means and standard deviations of the data were analysed. The research results found that the assessment framework for educational sustainability in the first round consisted of the following indicators: pre-conduct, process conduct, post-conduct and the criteria consisted of the possible opportunities in sustainability (for pre-conduct and process conduct) and true sustainability (for post-conduct). The second round of assessment indicators and criteria were high, and in the third round they were very high. A pilot study of the feasibility of sustainability (pre-conduct) found that this project had the opportunity to achieve sustainability at the highest level and all model assessment standards were at the highest level.
Student Satisfaction in Online Learning of Islamic Higher Education in Indonesia during the Second Wave of COVID-19 Pandemic
Author: Munadi, Muhammad
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Electronic Learning,College Students,Islam,Foreign Countries,COVID-19,Pandemics,Technology Uses in Education,Teaching Methods,Parent Influence,Personal Autonomy

This study aims to determine student satisfaction with online learning at UIN Raden Mas Said Surakarta Indonesia. In this study, the researchers developed new variables related to student satisfaction in online learning, such as student commitment, student independence, parental support, main source of support for online learning, student readiness, creative and innovative learning and effectiveness and behavioral intentions. The methodology used is a quantitative research method, with measurement and analysis using the smart-PLS application. The population in this study was all students of the UIN RMS Surakarta education faculty. The results of this study show that there were 412 respondents who filled out the questionnaire. After being processed using Smart-PLS there were three variables that were accepted: first, effectiveness has a significant effect on student satisfaction in online learning, second, student commitment has a significant effect on student satisfaction in online learning and third, student satisfaction has a significant effect on the behavioral intentions of students in online learning.
Analysis of Learning Losses of Students during the COVID-19 Pandemic
Author: Zhdanov, Sergei P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Achievement Gains,COVID-19,Pandemics,School Closing,Academic Achievement,Attendance Patterns,Teaching Methods,Access to Education,Time Management,Psychological Patterns

The COVID-19 outbreak has wreaked havoc on educational systems on a scale never seen before in history. The closure of schools and other institutions of learning has impacted 94% of the world's student population. Even school closures, such as those that occur during the summer, have a significant effect on children's academic ability. The word &quot;learning loss&quot; refers to any loss of information and abilities, whether specific or generic. By Fall 2020, extended absences from school will have a detrimental effect on student achievement. Learning loss is commonly addressed when schools close for extended periods of time during the summer, natural catastrophes, or epidemics. Even brief school closures might result in significant loss of learning. Due to the global nature of the COVID-19 epidemic, special attention was devoted to learning losses. During the pandemic, learning loss occurs as a result of kids studying at home due to school closures. School closures do not have to result in an equal loss of learning for all students. The variables that contribute to learning loss include &quot;change in teaching methods&quot;, &quot;opportunities to reach education&quot;, &quot;less time for learning&quot;, and &quot;emotional factors&quot;. Reduced instructional time--provided by teachers in accordance with the national curriculum--is likely to result in loss of learning. Due to the disparate scales used in the studies, it is hard to compare the magnitudes of learning losses. However, based on the data from the studies, it is reasonable to assume that these nations are investigating learning losses and that they exist. As a result, there is convincing evidence that students lose more information during lockdown than they do over the course of a normal school year. The elements causing learning losses differ according to context. With the reopening of schools, it is important to establish the actual magnitude of learning losses and to implement remedial measures in order to avoid the emergence of medium- and long-term educational difficulties.