ethanporcaro/eric-fulltext-meta huggingface dataset:
The Influence of Gender Stereotyping and Demographic Factors on Academic Choice: The Case of the University of Debrecen
Author: Taher, Saleh Sanaa
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sex Stereotypes,Gender Bias,Institutional Characteristics,College Students,Foreign Students,College Choice,Gender Differences,Quality of Life,Geographic Location,Parent Background,Educational Attainment,Siblings,Scholarships,Family Influence,Student Satisfaction

Education is the proven guarantor of gender equality and sustainable development. Empirical evidence from previous studies in European countries (Favara, 2012; Geerdink &amp; Dekkers, 2011; OECD, 2009) shows that women are incompletely represented in many areas of technical and scientific education. This study examined the impact of gender stereotypes and factors related to family background, university criteria, and the main factors influencing students' academic choices at the University of Debrecen. The research question was: what is the impact of gender stereotypes and demographic factors on students' academic choices? The research relied on a qualitative approach. 12 qualitative interviews were conducted with international students at undergraduate and postgraduate level. The research used semi-structured interviews with five main blocks of questions. The dimensions explored included the following: 1. introduction and context of the interviewee, 2. gender stereotypes, 3. family background, 4. university characteristics, 5. factors motivating academic selection. After data collection, the transcripts were analysed using an open coding method, which involved line-by-line and word-by-word analysis (Khandkar, 2009). This helped to identify the most important factors influencing students' academic choices. The socio-educational role of the family, the scholarship Stependium Hungaricum, the facilities and services of the university, the geopolitical academic location, the UNIDEB ranking, the quality of life and study, the scholarships, the realistic, materialistic goals of future life, and the impact of gender stereotypes expressed by the students (as a product of society, choice and belief, the liberal generation) influenced the academic choice of the international students at the University of Debrecen.
The Effects of Video Gaming on Academic Effectiveness of Higher Education Students during Emergency Remote Teaching
Author: Papp, David
Date: 2022-00-00
Type: Journal Articles
Subjects: Video Games,Educational Games,Instructional Effectiveness,Higher Education,College Students,COVID-19,Pandemics,Time on Task,Academic Persistence,Peer Relationship

The pandemic caused a new digital scheme of work to be implemented in higher educational institutes to avoid physical contact, which is referred to as emergency remote teaching in the literature (Hodges, Moore, Lockee, Trust, &amp; Bond, 2020). The inevitable consequence of emergency remote teaching (later on ERT) was that the students' inter-and extra organisational relationships decreased significantly (Pusztai &amp; Gy}ori, 2021). Based on the results of previous studies, we know that the lack of student relationships is strongly related to ineffectiveness (Astin, 1993; Pusztai, 2015; Tinto, 1975), which was also identified during the period of ERT (Pusztai &amp; Gy}ori, 2021). In the current study, firstly, we hypothesised that the students' social interactions, which were accomplished by video gaming, could compensate for isolation (Pisan, 2007) and improve their effectiveness. Secondly, we hypothesised that video gaming might prove ineffective due to stressful and uncertain periods as well as avoidance of activity. In our study, we applied database analysis (Learning Alone database, N 5 677) and half-structured interviews (N 5 19). In the quantitative sample, we identified that increased gaming time (compared to the time spent before the pandemic) was related to persistence reduction, whereas similar results were obtained with the reduced playing time. In addition, the interview participants reinforced that they used video gaming as a tool to maintain their relationships during ERT, and they tended to do so in their relationships with other students as well. Thus it can be said that video gaming is an extracurricular activity that could affect academic effectiveness positively and negatively at the same time.
Trends in Changing History Teaching in Hungary (1990-2020)
Author: Fischer-Dardai, Agnes
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Trends,Educational Change,History Instruction,Foreign Countries,Educational History,Curriculum Development

Our study seeks to outline the defining trends and phenomena of Hungarian public education and teacher training -- with a focus on Hungarian history teaching -- between 1990 and 2020. The authors were, on various levels and to various degrees, participants, and at times influential actors, in the processes presented in this study. From this, and as a consequence of their convictions, they advocate the aspect of continuity in the interest of maintaining Hungarian traditions, as well as the perspectives of renewal in the interest of implementing new Hungarian and foreign thinking, approaches and innovations. This mosaic-like overview seeks to outline the main pillars of the context of Hungarian history teaching with the use of fundamental professional literature from the period on pedagogy and history didactics. The focus of the study is history teaching, and for a better understanding of its processes we highlight some important policy decisions and documents. We wish to show the education policy, pedagogical and educational-methodological environment in which the journal articles that provide the backbone of the volume were formulated.
College and Career Readiness Support for Youth with and without Disabilities Based on the National Longitudinal Transition Study 2012
Author: Lombardi, Allison R.
Date: 2022-10-00
Type: Journal Articles
Subjects: Special Education,Transitional Programs,Students with Disabilities,College Readiness,Career Readiness,Racial Differences,Ethnicity,Family Income,Low Income Students,Minority Group Students,Equal Education,Racism,Social Bias,Secondary School Students,Individualized Education Programs,Federal Legislation

In this study, we examined college and career readiness (CCR) support for students with and without disabilities using data from the National Longitudinal Transition Study 2012. We selected variables relevant to CCR and focused on the interaction of disability, race and ethnicity, and household income across a range of disability categories, including those on individualized education programs and 504 plans, as well as for those without disabilities. Overall, we analyzed 19 groups of students representing these intersectional characteristics. Our findings show significant differences among the groups with regard to receiving the CCR supports: help with college applications, course-taking advice, interpretation of college admissions exam scores, and arranging college visits. Results show students of color without disabilities from low-income households were 2 times more likely to receive certain CCR supports. In contrast, across all study outcomes, students with disabilities showed different patterns than their counterparts without disabilities and were at a clear disadvantage with regard to access to CCR supports. Findings suggest disparities in schoolwide CCR supports for those with disabilities, which are more pronounced for students of color with disabilities. Implications for secondary transition educators and school counselors are discussed.
From Confusion to Clarity: Two Early Years Teachers&apos; Remote Learning Experience
Author: Downton, Ann
Date: 2022-03-00
Type: Journal Articles
Subjects: Preschool Teachers,Learning Experience,COVID-19,Pandemics,Teaching Methods,Student Centered Learning,Distance Education,Faculty Development,Educational Change,Barriers,Parent Participation,Mathematics Instruction,Inquiry,Active Learning,Teacher Attitudes,Foreign Countries

Just as students experience productive struggle or spend time in the 'zone of confusion' when engaging with challenging tasks, teachers also experience similar difficulties and periods of confusion when engaging with new pedagogical approaches. Prior to a 19-week lockdown due to Coronavirus (COVID-19) during 2020, two Foundation teachers implemented a student-centred pedagogical approach when teaching with challenging tasks. While they had some initial success implementing the pedagogical approach and a three-phase lesson structure, they struggled to do so online during the lockdown. It is the experiences of these teachers, in particular their experience of confusion relating to aspects of the pedagogical approach, and how this confusion was overcome, that is reported in this paper. Central to our findings is the importance of teachers reflecting on their own experiences of struggle and the impact this had on their professional learning, as well as the notion that adversity can be a catalyst for change.
Investigating the Impact of Activities Based on Scientific Process Skills on 4th Grade Students&apos; Problem-Solving Skills
Author: Gültekin, Sevim Burçin
Date: 2022-03-00
Type: Journal Articles
Subjects: Grade 4,Elementary School Students,Science Process Skills,Problem Solving,Science Activities,Program Effectiveness,Science Instruction,Elementary School Science,Science Achievement,Science Tests,Scores,Foreign Countries

The purpose of this research is to examine the impact of activities based on scientific process skills on problem-solving skills of 4th grade students in science lessons. In the study a non-equivalent control group pre-test and post-test design type of quasi-experimental method was used. The research study group was composed of 30 students with 15 each in the experimental study group and control group. In the experimental and control groups, for scientific process skills, the &quot;Scientific Process Skills Test (SPS)&quot;,and for problem-solving skills, the &quot;Problem Solving Inventory for Children at Elementary Education Level (PSIC)&quot; were used as pre-test and post-tests. Activities including scientific process skills in the experimental group were applied for 8 weeks and 16 lesson hours, while no intervention was made to the control group. In the data analysis process, the Mann-Whitney U test and Wilcoxon Signed-Rank test were used. According to the data obtained from the research, it was observed that there was a significant difference in the post-test scores in the Scientific Process Skills Test (SPST) and the Problem-Solving Inventory for Children (PSIC) of the students in the experimental group compared to the students in the control group. According to these findings, it can be stated that activities including scientific process skills develop problem-solving skills of students in primary science education.
Efficacy of Peer-Delivered Mathematical Problem-Solving Instruction to Students with Extensive Support Needs
Author: Ley Davis, Luann
Date: 2022-10-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Peer Teaching,Program Effectiveness,Middle School Students,Teaching Methods,Word Problems (Mathematics),Mathematics Skills,Students with Disabilities

Mathematical problem solving has been identified as one foundational area of mathematics for all students but is an area of weakness for students with disabilities. This investigation sought to determine the effects of peer-delivered schema-based instruction on the mathematical problem solving of the change problem type with four middle school students with extensive support needs using a single-case multiple-probe-across-participants design. We also wanted to determine if same-age peer tutors who received behavior skills training could deliver the academic instruction with fidelity. Students and peer tutors were representative of diverse backgrounds. Results showed a functional relation between peer-delivered modified schema-based instruction and students' acquisition and maintenance of mathematical word problem--solving skills, and strong effect sizes were found. Peer tutors were able to provide instruction with high levels of fidelity across the study. Social validity data showed that all participants benefited from the peer-delivered instruction.
Online Program to Develop Teachers to Enhance Students&apos; Adaptability Skills
Author: Athan, Manmit
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Skills,Student Adjustment,Adjustment (to Environment),Online Courses,Learning Processes,Pedagogical Content Knowledge

This research aimed to develop an online program for the development of the teachers' skills to enhance the students' adaptability. The research materials consisted of the teacher's learning manuals and teacher guidelines for student development. Based on the Research and Development (R&amp;D) methodology, the implication of the R1&amp;D1 and the R4&amp;D4 steps, six sets of teacher's learning manuals, and one workshop manual were obtained. Then the R5&amp;D5, the one group pretest-posttest experimental research methodology, was used with 15 teachers and 324 students in the Faculty of Education of Mahamakut Buddhist University, Isan Campus. These groups of samples were randomized to adequately represent the population of the main campus of Mahamakut Buddhist University and its other campuses. It was observed that the online lessons developed for this research could significantly increase the teacher's post-test scores that meet the reference criteria of 90/90. As for the students, their post-test scores on adaptability skills were significantly higher than the scores observed in the pre-test. This showed that the online programs developed in this research are effective educational innovations. This result ascertains that the findings from this research can be disseminated for the benefit of the target population from all campuses of Mahamakut Buddhist University.
Practicing Collaborative Teachers to Strengthen Student&apos;s Visionary Leadership Skills
Author: Poonvichaen, Jirasak
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Student Leadership,Participatory Research,Action Research,Educational Change,Educational Practices,Scores,Leadership Styles,Foreign Countries,Leadership Training,Strategic Planning

This research aimed at strengthening the visionary leadership skills of students through Participatory Action Research (PAR) methodology, which is a spiral cycle of Planning, Acting, Observing, and Reflecting (PAOR). In this study, the researchers conducted this investigation over the course of two cycles (each lasting one semester) in the Academic Year of 2021. The three expected outcomes of the development were as follows: (1) there would be changes from both anticipated and unanticipated practices; (2) the learning would be obtained from the practices at the research level, the group level (co-researchers), and at the organizational level (school); and (3) there would be knowledge gained from the practices in the specific context of Phayakkhaphumwittayakarn School (the research area). There were 12 teachers, who were the co-researchers, and 425 students, who comprised the target group for the development. The research results contributed to the anticipated changes. In other words, the students had higher average scores from the visionary leadership skills assessment results when the 3 phases were compared (before and after the 1st cycle and after the 2nd cycle). In addition, the co-researchers and the students were exposed to unanticipated effects. In addition, the research team, the co-researchers, and the school also learned the lessons from the practice considered as the knowledge, which is a model called Six Driving Forces that Affect the Success of the Project entitled 'Practicing Collaborative Teachers to Strengthen Student's Visionary Leadership Skills.'
Recognizing a New Environmental Education Phenomenon with Science Mapping Techniques: Eco-Anxiety
Author: Karabal, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Environmental Education,Ecology,Anxiety,Scientific Research,Climate,Mental Health,Social Problems,Teacher Role,Coping,Visual Aids,Books,Research Reports,Internet,Publications,Children

As awareness of global warming and ecological deterioration increases, the phenomenon of &quot;eco-anxiety,&quot; which is a result of the negative effects of ecological crises on human mental health, has begun to take more place in our lives. Ecological problems disproportionately affect children, who are more susceptible to the economic, social, and health problems caused by the environmental crisis. For this reason, environmental educators, who have an active role in coping with eco-anxiety, need to know this phenomenon better. At the same time, research in the field of education on eco-anxiety is very important as it will reveal the points to be considered and the steps to be taken in the environmental education processes. This study aims to present a simple and understandable roadmap to those who want to research the concept of eco-anxiety, which is still very new but still popular. In this direction, books, scientific publications, and internet resources dealing with the concept of eco-anxiety were analyzed, and the findings were presented using visual and scientific mapping methods.
Here We Grow Again! An Expansion for Mark&apos;s Doggy Day Care: A Database Design and Development Case
Author: Schwieger, Dana
Date: 2022-00-00
Type: Journal Articles
Subjects: Databases,Information Systems,Database Design,Case Method (Teaching Technique),Animals

The pet care service industry is booming. The U.S. Census Bureau (2019) recorded pet service industry payroll numbers at almost $11.2 billion (excluding veterinarian services). In this teaching case, Mark, the owner of a successful dog boarding business, is looking to capitalize on that growth as he expands his customer demographic to welcome cats and rabbits, provide rehabilitative pet care, and better address the increasing needs of his longtime customers. This is a follow-up case to the &quot;System Development and Data Modeling for Mark's Doggy Daycare and Boutique&quot; case that focused upon developing a database for Mark's new entrepreneurial venture. The database created in the first case was not constructed for keeping track of repeated health care services administered to his clients throughout their stay nor to allow for other types of pets. In this case, Mark meets with the systems analyst consultant to discuss the requirements for upgrading his database. He describes in detail the organization's business processes, thus allowing the case to standalone without the need to reference the original case. Processes described in the case include customer management, reservations, invoicing, inventory management, and accounts receivables.
Interacting with Bloomberg Terminal from an Information Technology Perspective (Student Assignment)
Author: Frydenberg, Mark
Date: 2022-06-00
Type: Journal Articles
Subjects: Business Administration Education,Information Technology,Digital Literacy,Business Skills,Class Activities,Introductory Courses,Assignments,Data Analysis,College Students,Student Research

Bloomberg Terminal is one of the most prominent and valuable tools for business and technology professionals. Having familiarity with Bloomberg is a desirable qualification for business students upon graduation. This classroom activity introduces Bloomberg Terminal in an introductory information technology (IT) digital literacy course at a business university. This activity guides students to find and analyze data related to capital markets that they will need to understand regardless of their chosen major. Students learn to apply IT concepts and develop their technology skills to complete the activity.
Teachers&apos; Reflective Practices in Implementing Assessment for Learning Skills in Classroom Teaching
Author: Pang, Nicholas Sun-Keung
Date: 2022-09-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Elementary School Teachers,Educational Strategies,Teacher Effectiveness,Evaluation Methods,Reflection,Formative Evaluation,Feedback (Response),Foreign Countries

Purpose: This article examines how 34 teachers self-assessed their work with the nine Assessment for Learning (AfL) strategies in teaching and their own suggestions for improvement as evidenced by the reflective statements given on reflection forms. Design/Approach/Methods: The sample was a group of 34 teachers from 10 primary schools and 10 kindergartens who have participated in the project. School Development Officers (SDOs) were assigned to conduct class observations in the schools, in which they recorded whether the teachers had used the AfL strategies in teaching. The SDOs would also share and discuss the comments with the teachers who had returned the self-reflection forms in which they wrote their feedback on the research questions. Findings: The findings show that teachers in kindergartens and teachers in primary schools might have different emphases on the nine AfL strategies in teaching. Their own suggested room for improvement in practicing AfL skills has provided insights for enhancing teaching effectiveness. Originality/Value: We propose that reflective practices can generate a &quot;reflective spiral&quot; of planning, acting, observing, and then reflecting. The study shows that reflective practitioners become professional experts who are able to assure the quality of teaching by self-enhancement and self-improvement.
Internationalization of Canadian Teacher Education: Teacher Candidates&apos; Experiences and Perspectives
Author: Guo, Yan
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,International Education,Concept Formation,Knowledge Level,Student Experience,Student Mobility,Inclusion,Educational Policy,Student Attitudes

Purpose: Informed by social imaginary, Canadian exceptionalism, and social inclusion, this study explores how teacher candidates experience and interpret internationalization at home at one university in Canada. Design/Approach/Methods: Data were collected from three sources--(a) policy analyses of public documents related to internationalization in Canada and at the university; (b) a student survey on the internationalization of higher education; and (c) individual interviews with 12 teacher candidates. Eight interviewees were local, four White and four racialized minorities, and four were international. Findings: Findings indicate that most participants relate internationalization to student mobility. They present the Canadian society and themselves as open, tolerant, and accepting. Such an imaginary of Canadian exceptionalism does not necessarily coincide with everyday realities of international and racialized teacher candidates. They reported that they experienced Eurocentric curricula, different forms of exclusion, and racism. Some participants enacted agency to disrupt the dominance of White perspectives. Originality/Value: This research addresses knowledge gaps related to internationalization policy as teacher candidates' voices are not often heard in internationalization initiatives. The study suggests that the internationalization of teacher education requires decolonization of curriculum, bridging with anti-racism education, and the internationalization of teacher educators.