ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Understandings of Pacific Values in New Zealand Educational Contexts: Similarities and Differences among Perceptions
Author: Averill, Robin
Date: 2020-00-00
Type: Journal Articles
Subjects: Pacific Islanders,Indigenous Knowledge,Cultural Influences,Values,Educational Policy,Minority Group Students,Equal Education,Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Teacher Attitudes,Teacher Competencies,Culturally Relevant Education,Teacher Education,Student Diversity

Case studies exploring how educational policies can help teachers serve learners disadvantaged through cultural marginalization are urgently needed to inform education systems internationally. The study reported here explored perceptions of Pacific cultural values at the heart of education policy in New Zealand that were intended to improve opportunities of learners with Pacific heritage. Participants included early childhood, primary, secondary, and tertiary teachers of Pacific and non-Pacific heritage. Data included interviews and teaching observations. Results indicate that the Pacific values can be more deeply felt, understood, and enacted by Pacific teachers than their non-Pacific counterparts. Results are discussed in relation to tenets of culturally sustaining pedagogy and aspects of the Pacific-based &quot;Fonofale&quot; model. Implications of this work include that initial and in-service teacher education must assist teachers to develop working understandings of values as they are felt and experienced by policy target groups. This study contributes to the literature by discussing how a culturally-embedded model can be a useful tool towards ensuring teachers can understand cultural nuances inherent within educational policy and align their practice with these.
Japanese College Students&apos; Study Abroad Decisions: Perspectives of Japanese Study Abroad Administrators
Author: Porter, Richard
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Study Abroad,Decision Making,Administrator Attitudes,Cultural Influences,Parent Child Relationship,Peer Influence,Parent Influence,Costs,School Schedules,English (Second Language),Language Proficiency,Employment,Barriers,Family Influence,Institutional Cooperation,Educational Policy,World Problems

This paper examines the factors that impact Japanese students' decisions to study abroad from the perspectives of Japanese study abroad administrators. In-depth interviews of five study abroad administrators at Japanese universities were qualitatively analysed. Bronfenbrenner's Ecological Systems Theory was used to identify various immediate and distant environmental factors related to students' decisions to study abroad. The results suggested mixed findings for factors affecting contemporary Japanese students studying abroad, such as the 'inwardness' of Japanese students and the success of current Japanese government and corporate efforts to internationalize higher education. In addition, the study found that the Japanese cultural pattern of conformity and dependent parent-child relationships are affecting students' choice to go overseas. These findings have implications for: (1) study abroad administrators to use culturally calibrated strategies in facilitating study abroad participation through greater involvement of peers and parents; and (2) policymakers to provide more individual scholarships than targeted institutional support.
Devising in the Pandemic: Trauma and a Dramatic Redesign of a Youth Theatre Tour
Author: Weltsek, Gustave
Date: 2021-00-00
Type: Journal Articles
Subjects: Pandemics,COVID-19,Theater Arts,Self Concept,Teaching Methods,Workshops,Study Guides,Student Attitudes,Online Courses,Creative Activities,Games,Suicide,Emotional Disturbances,Social Isolation,Audiences,Computer Simulation,Videoconferencing,Trauma,Program Descriptions,Teacher Education Programs,Teacher Certification

Z402 Youth Theatre Tour was designed from a critical performative pedagogical positioning (Weltsek, 2019). Here learning emerges from how individuals and communities perform their emergent identities as they cross literal and metaphorical socio-cultural borders. Z402 resulted in a 100% student created new play, parallel workshop, and study guide. This new play was based solely upon the students' perspectives, voices, and ways of being. The design used devised theatre, the use of improvisation and games, to create a new play versus a solely written approach. The new play dealt with healing in the face of suicidal thoughts. The course addressed four Indiana educational licensing requirements; student technical, artistic, educational, and class practicum experiences. In March 2020, due to the novel coronavirus (COVID-19) pandemic, the University instituted obligatory Online instruction. Students redesigned their stage play into a virtual experience using Zoom and integrated their emotional struggles due to pandemic isolation. The live play, slated for three schools, is now accessible to a large virtual audience.
Data Literacy on the Road: Setting up a Large-Scale Data Literacy Initiative in the Databuzz Project
Author: Seymoens, Tom
Date: 2020-00-00
Type: Journal Articles
Subjects: Data Analysis,Literacy,Program Descriptions,Laboratories,Teaching Methods,Workshops,Sustainability,Models,Educational Games,Foreign Countries,Problem Solving,Secondary School Students,Costs,Design,Telecommunications,Handheld Devices,Course Descriptions,Artificial Intelligence,Journalism,Privacy,Information Security,Data Interpretation,Young Adults

This paper presents &quot;the DataBuzz Project.&quot; &quot;DataBuzz&quot; is a high-tech, mobile educational lab, which is housed in a 13-meter electric bus. Its specific goal is to increase the data literacy of different segments of society in the Brussels region through inclusive and participatory games and workshops. In this paper, we will explore how to carry out practical data literacy initiatives geared to the general public. We discuss the different interactive workshops, which have been specifically developed for &quot;DataBuzz.&quot; We highlight the background, design choices, and execution of this large-scale data literacy initiative. We describe the factors that need to be taken into account to reach successful execution for such an ambitious project and the actions undertaken to become a long-term, sustainable solution. Throughout the article, we use the Data Literacy Competence Model as an analytical lens to analyse individual projects on data literacy and &quot;DataBuzz&quot; as an integrated project.
Defining Critical Data Literacy for Recommender Systems: A Media-Grounded Approach
Author: Claes, Arnaud
Date: 2020-00-00
Type: Journal Articles
Subjects: Data Analysis,Critical Literacy,Information Technology,Media Literacy,Technological Literacy,Users (Information),Information Literacy,Teaching Methods,Educational Philosophy,News Reporting

The digital processing of massive data is becoming a central component of our technological infrastructures. While being able to use these tools efficiently is an issue that cannot be ignored, it appears crucial to provide citizens with the means to control their technical environment. Recommender systems and personalization technologies are currently being blamed for the destabilization of users' informational ecosystems and a growing polarization of opinions. However, a critical review of the current literature on the subject indicates that these recommender systems may also be beneficial to the user in specific circumstances. Building on current critical data literacies approaches, key concepts from the philosophy of technology and a media literacy perspective, this paper suggests a framework defining the competences needed to help users assess these technologies and critically include them in their digital ecosystem.
Fear of Statistics among TEFL Postgraduate Students
Author: Amirian, Seyed Mohammad Reza
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Teacher Education Programs,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Anxiety,Statistics Education,Underachievement,Fear,Student Surveys,Student Attitudes,Questionnaires

Although statistics is an important compulsory course in a wide variety of disciplines, the vast majority of students including TEFL postgraduate students find it frightening and difficult to understand, and thus suffer from underachievement. As a result, a specific kind of anxiety called statistical anxiety emerges that requires immediate attention. To date, a large and growing body of research has focused on exploring different aspects and dimensions of statistics that produce fear and tension. However, the problem of fear of statistics amongst TEFL postgraduate students has received scant attention in the literature. In this study, attempts are made to assess and describe the areas of anxiety that TEFL postgraduate students experience during a statistics course. To this end, the present study employed a descriptive research design, i.e., survey research. First, a statistical anxiety questionnaire, which reflects three correlated dimensions of statistical anxiety including Examination Anxiety, Asking for Help Anxiety, and Interpretation Anxiety, was distributed among 72 TEFL postgraduate students. Then, interview sessions were held with 10 participants for the purpose of further exploration of the participants' responses to the questionnaire items. Analysis revealed that examination anxiety has the highest frequency among other subscales, while the lowest frequency belongs to asking for help anxiety. These descriptive results together with the conceptualization of participants' perspectives regarding their major concerns in statistics have clear implications for statistics teachers, course developers, policy makers, and TEFL postgraduate students.
Active Learning Classroom Design and Student Engagement: An Exploratory Study
Author: Odum, Mary
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Learner Engagement,Classroom Environment,Classroom Design,Teacher Attitudes,Teacher Student Relationship,Peer Relationship,Student Attitudes,Observation

Three student engagement measures were collected for a class taught by an experienced instructor in two active learning classrooms with dissimilar seating arrangements. Student perception of engagement was similar between the learning spaces. However, instructor perception and researcher observation indicated greater engagement in the classroom with mobile tables compared to the classroom with mobile desks. STROBE classroom observations indicated qualitatively different student-to-student (8% greater), student-to- instructor (3% greater), and student self- (6.5% less) engagement in the mobile table classroom over the mobile desks classroom. Instructor and student perceptions may interact to affect student engagement with various designs of active learning classrooms.
Successful at Scale: 500 Faculty, 39 Classrooms, 6 Years: A Case Study
Author: Gatlin, Anna Ruth
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Higher Education,Active Learning,School Space,Classrooms,Models,College Faculty,Faculty Development,Change Strategies,Educational Facilities Design

Despite trending investment in active learning infrastructure to support student learning, inclusion, and career preparedness, few universities have achieved the orchestration of campus stakeholders and pedagogical reform &quot;at scale.&quot; This article presents a process-oriented model for developing faculty and students for success in these evolving academic environments. Key features of the model developed include: holistic and strategic involvement of campus teams, rapid iteration of a portfolio of learning space types, and flexible, future-proofed spaces aligned with faculty preparedness. This approach can be translated to inform hyflex teaching and learning planning as institutions pivot to serve students in a post-pandemic world.
Data (Il)Literacy Education as a Hidden Curriculum of the Datafication of Education
Author: Mertala, Pekka
Date: 2020-00-00
Type: Journal Articles
Subjects: Data,Multiple Literacies,Hidden Curriculum,Information Sources,Data Collection,Data Analysis,Credibility

This position paper uses the concept of &quot;hidden curriculum&quot; as a heuristic device to analyze everyday data-related practices in formal education. Grounded in a careful reading of the theoretical literature, this paper argues that the everyday data-related practices of contemporary education can be approached as functional forms of data literacy education: deeds with unintentional educational consequences for students' relationships with data and datafication. More precisely, this paper suggests that everyday data-related practices represent data as cognitive authority and naturalize the routines of all-pervading data collection. These routines lead to what is here referred to as &quot;data (il)literacy&quot; -- an uncritical, one-dimensional understanding of data and datafication. Since functional data (il)literacy education takes place subconsciously, it can be conceptualized as a form of hidden curriculum, an idea that refers to lessons taught and learned but not consciously intended to be so.
Mission to Mars amidst a Pandemic
Author: Harmon, Ronda Cole
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Science,Astronomy,Grade 5,Scientific Concepts,Mathematical Concepts,Computer Simulation,Instructional Design,Science Activities,STEM Education,COVID-19,Pandemics,Educational Innovation,Technology Uses in Education

For years, the Air Force Research Laboratory (AFRL) in New Mexico has led an outreach effort called &quot;Mission to Mars&quot; to engage fifth grade students in applying science and mathematics concepts related to building a colony on Mars. Many organizations across the US canceled similar events due to the novel coronavirus (COVID-19) pandemic. This design case details the original program and the pivot made to continue the program. We share successes--including reaching more rural learners--insights, and challenges, and how these have shaped a more inclusive vision for future programs.
The Use of outside Educational Materials in Mathematics and Science: Teachers&apos; Conceptions
Author: Skoumios, Michael
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Materials,Science Instruction,Mathematics Instruction,Instructional Material Evaluation,Media Adaptation,Media Selection,Teacher Attitudes,Teacher Motivation,Elementary School Teachers,Information Sources,Foreign Countries

The research for teachers' conceptions of the outside educational materials, that they discover and use, is very limited. In addition, there is also particularly limited research comparing teachers' conceptions of the use of educational materials on the basis of the subject they teach. The present paper aims at investigating and comparing primary school teachers' conceptions of the use of outside educational materials in mathematics and science teaching. For the purposes of this research, an electronic questionnaire was developed and completed by 212 primary school teachers in Greece. Data analysis traced primary school teachers' conceptions of whether they use outside educational materials and, if they do, how frequently and in what way they use them, what motivates the teachers to discover outside educational materials and where they discover them, as well as the reasons why they might not use outside educational materials. Furthermore, the differences among teachers' conceptions of the above issues were detected on the basis of the subject they teach (mathematics, science).
Fear Not Early Childhood Teachers! You Are Already Using Algebraic Strategies in Your Classroom
Author: Beisly, Amber
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teacher Attitudes,Self Efficacy,Teacher Competencies,Algebra,Mathematical Concepts,Concept Formation,Early Childhood Teachers,Early Childhood Education,Mathematics Skills,Cognitive Processes,Manipulative Materials,Computation,Pictorial Stimuli,Change,Mathematical Logic

Teachers' negative experiences can be detrimental to how they teach math because their beliefs about mathematics affect how they see themselves, their instructional practices, and the level of appropriate mathematics activities offered in their classrooms. Research has shown that there are many classrooms where appropriate activities are happening but teachers do not recognize the math involved, and they may not understand how the activities promote algebraic understanding. With some coaching and math training, teachers begin to see that math is everywhere and can start to expand on the activities already occurring in their classrooms to promote algebraic thinking. Elliott (2005) provides five different ways teachers can help children engage in algebra: &quot;pose questions about their world, precisely; look for patterns, continuously; represent structures, symbolically; model relationships, quantitatively; and analyze change, periodically&quot; (p. 104). These five strategies serve as the framework for this article. The authors describe each strategy and how it demonstrates algebraic thinking, tell what early childhood teachers are already doing in their classrooms, and share ideas they might try in order to expand algebraic thinking for their students.
Project Management Application in Academic and Research Institutions in Zambia
Author: Mandona, Innocent
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Administration,Research Universities,Research Administration,Foreign Countries,Research Projects,Guidelines,Researchers,College Faculty

Research and development needs effective and efficient management as it is the vehicle by which organizations and economies create opportunity, innovation and secure a stream of future products and services. However, research projects face various challenges which may lead to unsatisfactory performance. Various studies have shown that traditional project management methods can be adapted for research projects to make work more efficient and productive. For Zambia, it was not clear to what extent the research institutions in the country implemented project management techniques in managing research projects. Therefore, this study sought to determine whether academic and research institutions in Zambia were using project management techniques in managing research projects. The study adopted a descriptive research design and used a mix of both qualitative and quantitative techniques. The results showed that the majority of academic and research institutions in Zambia applied project management techniques in managing research. Additionally, the study revealed that the majority of the respondents had identified weaknesses in the research management frameworks in their respective institutions. Therefore, in order to improve performance of research projects, this study recommended the need to develop a national research agenda for Zambia, to further enhance the respective institutional research management guidelines or policies, to enhance project management skills of researchers in academic and research institutions, to improve the monitoring and evaluation frameworks in these institutions as well as to offer consistent and adequate funding to support research.
The Effect of Gamified STEM Practices on Students&apos; Intrinsic Motivation, Critical Thinking Disposition Levels, and Perception of Problem-Solving Skills
Author: Asigigan, Sera Iyona
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,STEM Education,Student Motivation,Critical Thinking,Thinking Skills,Problem Solving,Grade 3,Grade 4,Elementary School Students,Active Learning,Student Projects,Pretests Posttests,Foreign Countries

The aim of this research is to examine the effect of gamified STEM activities on 3rd and 4th grade students' intrinsic motivation, perception of problem-solving skills, and critical thinking disposition. In this mixed method study, problem solving skills perception scale, critical thinking disposition instrument and intrinsic motivation inventory formed the quantitative data, while, activity worksheets, field notes and student interviews, formed the qualitative data. After 8 weeks of implementation, quantitative data were analyzed and significant differences were found between pre-test and post-test results on students' critical thinking disposition level. Although it is not significant, the results showed that an increase was found in students' perception of problem-solving skills. Besides, students' intrinsic motivation levels were found high, as well as students stated that &quot;gamified STEM&quot; activities help them learn and practice the content and they found the activities enjoyable, competitive, and exciting. Moreover, the rewards and badges that they won at the end of the activities were motivating.
Research Integrity Officers&apos; Responsibilities and Perspectives on Data Management Plan Compliance and Evaluation
Author: Bishop, Bradley Wade
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethics,Administrators,Research Administration,Compliance (Psychology),Administrator Responsibility,Occupational Information,Data,Information Management,Private Colleges,Public Colleges,Information Storage,Costs,Training,Administrator Characteristics

This paper presents findings from interviews with US Research Integrity Officers (RIOs) on their overall responsibilities as well as perspectives on Data Management Plans (DMPs). DMPs are formal documents describing the roles and activities for managing data during and after research. DMPs are now a required research criterion by many funding agencies globally. A purposive sample of Research Integrity Officers (RIOs) from the top ten US private and public universities were recruited for interviews using an open-ended questionnaire related to their job duties and perspectives on data management plan implementation and evaluation. Responses from 12 participants were transcribed, anonymized, and coded in NVivo. RIO backgrounds, duties, and perspectives varied. The mode number of staff/ faculty people dedicated to the RIO role at these institutions was a halftime appointment. All RIOs had some responsibilities related to Authorship, Publication, and Inventorship and Integrity and Information with 11 participants also responsible for offering some Responsible Conduct of Research (RCR) training. Most RIOs assumed that Principle Investigators are responsible for DMP compliance during sponsored projects as well as the long-term data management after a project ends. None of the twelve participants has received any Research Data Management training. Given the sea change in research practices, RIOs should have more training as data-intensive research emerges and DMPs become commonplace.