ethanporcaro/eric-fulltext-meta huggingface dataset:
Total Interpretive Structural Modelling of Graduate Employability Skills for the Built Environment Sector
Author: Obi, Lovelin
Date: 2020-00-00
Type: Journal Articles
Subjects: Employment Potential,Job Skills,College Graduates,Architectural Education,Foreign Countries,Education Work Relationship,Models

Contemporary practices and future projections in the Built Environment (BE) sector highlight an increasing demand on Higher Education Institutions (HEIs) to produce graduates possessing relevant skills aligned to meet workplace demands. This study aims to analyse the key skills influencing BE graduate employability in the United Kingdom (UK) for the benefit of HEIs. This investigation leverages on a critical review of extant literature and an elicitation of the perceptions of targeted macro, meso, and micro level key stakeholders in the BE sector to identify key employability skills. The Total Interpretive Structural Modelling (TISM) technique was used to analyse the contextual interrelationships among the identified skills to develop a hierarchical model that provides HEI with insight for BE curriculum development. Six key employability skillsets hierarchically modelled into four levels were identified as crucial for potential graduates to successfully attract and adapt to contemporary practices in the Built Environment sector. Findings reveal communication and team-working skills as critical, independent skills driving the successful development of the remaining four skillsets. This research extends the literature on employability skills by investigating the interactions of various skills that predominantly predicts graduate employability in the Built Environment sector. The resulting TISM skills model provides hierarchical and logical interdependencies beneficial to assist HEIs to strategically design BE curricular to enhance graduate employability.
Supporting Academic Self-Efficacy, Academic Motivation, and Information Literacy for Students in Tertiary Institutions
Author: Chow, Susan Ka Yee
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Efficacy,Student Motivation,Information Literacy,College Students,Nursing Students,Allied Health Occupations Education,Foreign Countries,Predictor Variables

Academic self-efficacy, academic motivation, and information literacy are considered crucial to fostering student learning in tertiary institutions. The aim of this study was to examine the information literacy self-efficacy and academic motivation of college students and to identify the predictors of information literacy self-efficacy. The participants included students in their junior and senior years studying nursing, healthcare, and non-healthcare disciplines at a self-financing institution. Data were collected through a quota sampling method using a questionnaire. In total, 504 valid questionnaires were returned. The results indicated a moderate positive correlation between the two variables. The nursing students were found to have lower information literacy self-efficacy scores than those from the other disciplines. The results from a multiple regression analysis showed that the following factors are predictors of information literacy self-efficacy: being a nursing student, total scores for academic motivation, and owning a personal computer. Nurse educators are encouraged to strengthen the information literacy skills of nursing students, as this is an essential component in the application of evidence-based practices in the nursing profession.
Children&apos;s Literature in Critical Contexts of Displacement: Exploring the Value of Hope
Author: McAdam, Julie E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Childrens Literature,Intervention,Migration,Foreign Countries,Picture Books,Psychological Patterns,Disadvantaged

The article builds upon work carried out through a Children's Literature in Critical Contexts of Displacement (CLCCD) network funded by the Arts and Humanities Research Council--Global Challenges Research Fund. The network brought together academics as well as government and non-governmental organisations with expertise in children's literature, migration, and education who were actively working in Egypt and Mexico. They collaboratively designed workshops that examined the use of children's literature as a cultural tool for post-crisis interventions that could contribute to creating a safe space for children and their families to reimagine and restore their self and group identities. This article begins by unravelling the concept of hope, arguing for a critical understanding of hope for transformative use within contexts of flux. Using a critical content analysis approach, five picturebooks used by Egyptian and Mexican mediators were analysed in order to develop an understanding of how critical hope developed within the texts. The emerging themes have been expanded into a set of guiding questions that will enable mediators and educators to use children's literature in contexts of displacement or precarity.
Exploring Pedagogical Content Knowledge (PCK) of Physics Teachers in a Colombian Secondary School
Author: Melo, Lina
Date: 2020-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Physics,Science Teachers,Secondary School Science,Foreign Countries,Faculty Development,Intervention

The purpose of this paper is to address the most significant contributions of pedagogical content knowledge (PCK) involved in teaching physics. Most studies have observed the characterizations of PCK via specific content in the lower secondary and upper secondary curricula. Here, we present a number of studies that show evidence for the development of some PCK components, including those that present PCK as an articulating axis for physics teacher training models. The present work is a descriptive study that analyzes, by means of a case study, the changes in PCK through a physics teacher training intervention program. This program is based on reflections about teaching, concerning the electric field in physics education. The results show that categories, such as knowledge about the curriculum and teaching strategies, evolved after the intervention program, in contrast with knowledge about evaluation and pupils. This suggests that an approach involving a teacher's reflection on what he/she designs allows for progression towards a teaching and learning process that is more focused on innovative tendencies.
Integrating Ethics in Engineering Education through Multidisciplinary Synthesis, Collaboration, and Reflective Portfolios
Author: Hitt, Sarah Jayne
Date: 2020-00-00
Type: Journal Articles
Subjects: Design,Ethics,Engineering Education,Interdisciplinary Approach,Course Descriptions,Teaching Methods,Innovation,Empathy,Moral Values,Professionalism,Literacy,Case Studies,Course Evaluation,Decision Making,Outcomes of Education,Teacher Collaboration,Undergraduate Students,College Faculty,Teamwork,Student Projects,Portfolios (Background Materials),Learning Processes,Student Attitudes,Problem Solving,Communication Skills,Educational Change

This article discusses two multidisciplinary courses created at the Colorado School of Mines that were developed to integrate ethics into the first-year engineering curriculum: &quot;Nature and Human Values&quot; (NHV) and &quot;Innovation and Discovery in Engineering, Arts, and Sciences&quot; (IDEAS). In both NHV and IDEAS, our objectives are to meaningfully integrate personal and professional ethics within a larger context of integrating humanities and social sciences with engineering curricula. We teach students how to apply ethical reasoning in support of engineering solutions through user empathy, problem definition, stakeholder engagement, communication of outcomes, and analysis of contexts and impacts. In the process, we emphasize personal morals, professional ethics, and environmental ethics via literary readings and case studies that have a strong central narrative of engineering and/or environmental impacts. Students practice close reading and analysis, communication in many rhetorical modes, and evaluation of and reflection about the wider contexts and effects of design solutions. These practices, as well as course assessments, enable a focus on synthesis across learning outcomes. Collaboration between faculty from many disciplinary areas as well as student teamwork and group projects also supports this synthesis, and reflective portfolios encourage students to explore their ideas at different learning stages and to review their own perceptions and decisions over time. Our overall theory of change is to simultaneously infuse engineering problem solving with values-sensitive analysis and design, requiring communication skills and ethical reasoning at every step.
Infusing Ethics across the Curriculum in Biological Engineering: Background, Process, and Initial Results
Author: Tang, Xiaofeng
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,Biology,Engineering Education,Learning Experience,College Faculty,Undergraduate Students,Teaching Methods,Biochemistry,Microbiology,Curriculum Development,Educational Change,Instructional Leadership,Change Strategies,Instructional Design

To meet complex ethical challenges in the engineering profession, students need ethics learning experiences that are integrated systematically across the engineering curriculum. Sustaining systematic changes in the engineering curriculum also calls for processes that respect and engage the engineering faculty. This paper reports the work to date of creating a faculty-driven process for infusing ethics across an undergraduate biological engineering curriculum. To illustrate this emerging change process, we report the generation of program level ethics learning objectives, the identification of an ethics course sequence, and the design, implementation, and assessment of an ethics module in a junior engineering biochemistry and microbiology course. Our project to date highlights a number of lessons for enabling a change process for program-wide ethics education in engineering. These lessons include strategies for disrupting existing curriculum patterns and encouraging novel ideas, engaging the faculty adopters of new curriculum, as well as seeking and maintaining leadership and support for ethics education in the discipline.
Using the Web to Develop Global Ethical Engineering Students
Author: Taraban, Roman
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,Engineering Education,Undergraduate Students,Teaching Methods,Intercultural Communication,Partnerships in Education,Majors (Students),Web Sites,Foreign Countries,Program Descriptions,Group Discussion,Critical Thinking,Social Responsibility,Content Analysis,Student Attitudes,Case Studies,Computer Mediated Communication,Essays,Scoring,Computer Software,Computational Linguistics

Ethical engineering practice is a global issue. However, cultural norms and social realities may result in differences in ethical behavior. A basic instructional challenge is developing the ability of students to understand ethical practice and to facilitate discussion of ethical issues across regional and cultural boundaries. The present project seeks to facilitate discussion and analysis of ethical practices of undergraduate engineering students at our university, Texas Tech, and peers at universities in Ukraine and India, our partnering countries. An undergraduate ethics course for engineering majors and the website https://EthicalEngineer.ttu.edu are currently the primary channels through which this project is being developed and implemented. The paper describes (1) steps in developing the website, which is currently operational, (2) progress developing partnerships and recruiting participants, and (3) results from preliminary tests of machine-assisted methods for analyzing students' submissions to the website. The Ethical Engineer is an emerging web-based innovation for facilitating cross-cultural discourse in engineering ethics.
A Relational Study of Pre-Service Teachers&apos; Epistemological Beliefs, Educational Philosophy Tendencies and Teaching-Learning Conceptions
Author: Aytaç, Alper
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Beliefs,Educational Philosophy,Student Attitudes,Foreign Countries,Educational Attitudes,Predictor Variables

The aim of this study is to analyze, using a path analysis model, the predictive relationships among pre-service teachers' epistemological beliefs, their educational philosophy tendencies and their teaching-learning conceptions. A relational screening model and predictive correlational design were used in this study. The sample of this study consisted of 1621 pre-service teachers from the faculty of education in a state university in Turkey. The Epistemological Beliefs Scale adapted by Deryakulu &amp; Büyüköztürk (2005), the Teaching-Learning Conceptions Scale adapted by Aypay (2011), and the Educational Philosophy Tendency Scale developed by researchers were all used as data collection tools. Path analysis was used to calculate predictive relationships among pre-service teachers' epistemological beliefs, their educational philosophy tendencies, and their teaching-learning conceptions. Study findings indicate that pre-service teachers' epistemological beliefs and their educational philosophy tendencies are statistically significant predictors of their teaching-learning conceptions. The findings also indicated that pre-service teachers' epistemological beliefs are statistically significant predictors of their educational philosophy tendencies. In this context, predictive relationships among variables were scrutinized and a number of suggestions were made in light of these findings.
Overcoming Challenges to Enhance a First Year Engineering Ethics Curriculum
Author: Katz, Andrew
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,Learning Processes,Class Size,Case Studies,Curriculum Development,Educational Improvement,Barriers,Undergraduate Students,Teaching Methods,Moral Development,Educational Change,Introductory Courses

A review of the First Year Engineering course sequence at Virginia Tech characterized the current state of ethics education in the program, and informed a strategy to enhance the ethical development of first-year engineering students. This paper reports the results of our initial review of the curriculum, our improvement plan, assessment of our initial implementation, and reflections on overcoming challenges to improving student learning of engineering ethics. Structural changes to class size and number of sections are improving the consistency of ethics instruction, while a curriculum refresh led to a deeper incorporation of ethics frameworks in case analysis and critical reflection as the instructional norm. While opportunities were structurally limited by curricular constraints, the project was designed to fit within these and strengthen this small corner of the curriculum.
Efficiency of Reading Time Application in Schools through the Eyes of Students
Author: Arici, Bayram
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Habits,Secondary School Students,Reading Programs,Student Attitudes,Grade 5,Grade 6,Grade 7,Grade 8,Program Effectiveness

Reading is the process of vocalizing a text by perceiving it through the eyes and the brain and of forming meanings from sounds. A student who learns to read in the first grade can develop this skill in later grades and read more fluently, in accordance with the type of text and reading rules. In order for students to read more willingly texts or books other than the ones they read in lessons, their reading skills should be developed, and they should acquire reading habit. Students' acquisition of reading habit is closely related to interest and support by the class teacher at primary school, and by Turkish teachers and their families at secondary school. Teachers and families benefit from various applications so that students can acquire reading habit. Some schools engage in certain activities for this purpose. One of such activities in schools is reading time application. In this study, we aim to put forward certain implications related to reading time application in schools and to seek ways to increase its efficiency, resting on the findings from the opinions of students studying at Erzurum Yakutiye 1071 Malazgirt Secondary School, where this activity was applied, on reading time application. At the end of the application, which was carried out in the 2017-2018 academic year; a semi-structured interview form, prepared by the researcher and consisting of six questions- apart from personal information- was applied to the students. Eventually, data obtained from one hundred and twenty students is evaluated with content analysis, which is one of qualitative data analysis methods. It is concluded that 93% of the students whose opinions are consulted in the study find reading time application efficient, and 6.5% of them find reading time application inefficient.
&quot;What about Your Kids and Your Husband?&quot;: Gender-Blind Sexism in Women Higher Education Administrators&apos; Narratives
Author: Channing, Jill
Date: 2020-12-00
Type: Journal Articles
Subjects: Women Administrators,Gender Bias,Higher Education,Educational Administration,Administrator Attitudes,Feminism,Leadership Styles,Gender Issues,Family Work Relationship,Females,Cultural Influences,Sex Stereotypes

Women leaders report facing many systemic inequalities such as unequal family responsibilities, differing and unfair expectations of them as leaders, backbiting from colleagues and subordinates, and a lack of support and encouragement. This qualitative research study's conceptual framework hinges on feminist narrative analysis research, focusing on women administrators' perceptions of gender's influences on their work experiences. Patterns in participants' narratives reveal genderblind sexism, which is sexism that renders itself invisible or uneasily detectable, and a pattern of resistance to this and other oppressive experiences by developing overall transformative and feminist leadership styles. The purpose of this qualitative study was to better understand genderblind scripts revealed in participants' stories about the intersections of gender and their work lives. Through sharing and analyzing participants' narratives, this researcher derived recommendations for equitable policies and practices in higher education settings.
Scheduled Leadership Behaviors Scale for School Administrators: Validity and Reliability Study
Author: Kösem, Seda Sayan
Date: 2020-00-00
Type: Journal Articles
Subjects: Leadership,Administrator Behavior,Behavior Rating Scales,Test Validity,Test Reliability,Foreign Countries,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Principals

Scheduled leadership can be defined as empowering individuals with the exception of the team's top manager with 'freedom of acting and decision making.' A wide range of measurement tools have been developed with the aim of measuring planned private leadership. In Turkey, the studies have begun to adapt it to our language and have continued to develop an appropriate scale for the Turkish management structure and operation. The planned leadership scales that have been developed in the field of education are not adequate and the relevant scale development studies are required. The main objective of this study is to re-approach the behavior of school administrators of planned leadership and to develop a scale within this framework. In Canakkale, a sample group, 360 individuals who were identified using a cluster sampling method were studied. SPPS 23.0 and AMOS 24.0 statistical packaged software were used for data analysis. Explanatory factor analysis and confirmatory factor analysis were calculated for the suitability of the data set for factor analysis, sample efficiency and validation studies; Cronbach Alpha internal consistency was calculated for the reliability studies. With the actions being carried out, the scale of 30 items is such that the 'School Manager's planned leadership behaviors' are presented. In conclusion, the scale developed has a four-factor structure, &quot;Development and Cooperation&quot;, &quot;Culture&quot;, &quot;Vision and Responsibility&quot; and &quot;Chances and Opportunities&quot; and is characterized by a high degree of validity and reliability.
Whoa.Nu: (Re)Constructing and Learning Swedish Hip-Hop Online
Author: Thorgersen, Ketil
Date: 2020-00-00
Type: Journal Articles
Subjects: Music,Learning Processes,Singing,Web Sites,Musicians,Audiences,Criticism,Music Education,Administrator Attitudes,Subcultures,Teaching Methods,Foreign Countries,Informal Education

Whoa.nu started in 2000 as a community where members discussed all aspects of hip-hop in Sweden. The community became the most important place not only for discussions among members but also for releasing free albums and songs to the public and for arranging events. Moreover, the site was an educational hub for members to learn about hip-hop. The core of Whoa.nu was the community, wherein the communicating environment of members developed as artists, audience, and critics. Whoa.nu was not only a place for individuals' learning processes and development but a place where Swedish hip-hop evolved and changed its regional frames, forming its own identity. The aim of this article was to present an analysis of the development of Whoa.nu as a learning platform for hip-hop in Sweden based on interviews with the two administrators of the site. Further, we wanted to use this as a steppingstone to discuss how listeners learned about popular music online during different eras. Two questions were at the forefront of this research: (1) How do the interviewees describe the internal views of the relation between how Whoa.nu and Swedish hip-hop changed over 13 years? and (2) how can Whoa.nu be understood as a learning environment? I henceforth present insights into how musical learning can happen outside of institutions and how Swedish hip-hop has grown from subculture to mainstream, which is how Whoa.nu outgrew itself. Hip-hop education is currently institutionalized in the same way that jazz and rock once were institutionalized. It went from being rebellious and subversive to being embraced by the larger society and integrated into academia. The results herein present a story of one example where musical learning in a subculture occurred. The insights presented, then, can help educators prepare for similar transformations of learning arenas in future musical subcultures. These insights could aid teachers and educators to assist students involved in music subcultures not discussed in schools. Hopefully, this article inspires additional ways of learning music.
Central Office Foci and Principal Data Use: A Comparative Study of Equity-Focused Practice in Six Districts
Author: Roegman, Rachel
Date: 2020-12-07
Type: Journal Articles
Subjects: Data Use,Principals,School Districts,Equal Education,Central Office Administrators,Administrator Role,Leadership,Elementary Secondary Education,Student Characteristics,School Demography,Data Analysis

In this comparative study, I examine principal data use in two sets of districts. One set of three districts has a district-wide focus on using data to improve instruction, and the other set, also with three districts, has a district-wide focus on analyzing disaggregated data by student demographic groups. Data sources include interviews with principals in each set (18 from data-focused districts, and 9 from disaggregation-focused districts), and analysis focuses on ways that they talk about analyzing data in relation to district expectations and equity. Findings showed that each set of principals shared a different approach to data, either performance-focused or demographic-focused, suggesting the central role of the district in guiding how data are used at the building level. I conclude with implications for practice, policy, and research.