ethanporcaro/eric-fulltext-meta huggingface dataset:
Nurturing Learners&apos; Research Skills through Project-Based Learning: A Capability Approach Traversing Three Countries
Author: Chimbi, Godsend T.
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Research Skills,Summative Evaluation,Equal Education,Educational Quality,Lifelong Learning,Social Justice,Active Learning,Student Projects,High Stakes Tests,Formative Evaluation,Program Implementation,Barriers,21st Century Skills

Summative assessment is often criticised as an unfair representation of learner effort and aptitude. In summative high-stakes examinations, economically privileged learners consistently outperform marginalised counterparts, perpetuating inequitable social class reproduction. But UN Sustainable Development Goal No.4 calls for equitable quality education and lifelong learning for all learners, irrespective of socio-economic status and aptitude. Consequently, many education systems are adopting project-based learning to reduce dependency on summative exit examinations and nurture learners' lifelong research and problem-solving skills. Informed by the capability theory, the current literature-based study casts a bird's eye on how teachers are capacitating learners with research skills in South Africa, Lesotho, and Zimbabwe -- three former British colonies with a shared heritage of dependency on summative high stakes examinations. Teachers in the three countries are worried by unclear implementation modalities, inadequate capacitation and heavy workloads that undermine project-based learning and the formative assessment it entails. While commendable progress in utilising the project-based approach has been recorded in South Africa and Lesotho, teachers in Zimbabwe are struggling to implement the change in an authentic and ethical manner due to poor remuneration and the government's power-coercive dissemination strategies. If the UN goal to achieve equitable quality education is to be attained, dual communication, consultation and teacher capacitation are imperative. [For the complete Volume 21 proceedings, see ED629259.]
Labour Rights of Lecturers in Private Universities in Nigeria
Author: Chuku-Ashiegbu, Princess Adaeze
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Private Colleges,College Faculty,Civil Rights,Labor Legislation,Public Colleges,Contracts,Teacher Dismissal,Unions

This study investigated Nigeria's private university lecturers' welfare and their legal rights. The study adopted a doctrinal approach which enabled a proper examination of the extant laws applicable to a lecturer as an employee and the reviewed laws included: the Constitution of the Federal Republic of Nigeria 1999 (as Amended), Labour Act Cap L1, LFN 2004, Industrial Training Fund Cap 19 LFN 2004 (as Amended), National Health Insurance Scheme Act, Cap N42, LFN 2004, National Housing Fund Act, Cap N45 LFN 2004, Pension Reform Act 2014, Personal Income Tax Act Cap P8 LFN 2004, Trade Dispute Act Cap T8 LFN 2004, Trade Unions Act Cap T14 LFN 2004. The study made a case for lecturers with the private universities in comparison to their counterparts with the public owned universities. The findings showed that there is wanton disregard for the extant provision of the Labour Act in Nigeria amongst the lecturers working with the private universities. Similarly, the study likewise discovered that there is paucity of reported cases regarding enforcement action involving private university lecturers and their employers. The study perceives that the inability of private university lecturers to demand for their rights is because the Nigerian law also allows freedom of contract in upholding and binding employers and employees to their agreements. Recommendations from the study asserted that the lecturers are entitled to same right as every other professional employee in Nigeria. This exposes the lecturers in the private universities to a weak state where despite the existence of the laws protecting their rights, they are unable to leverage on the existing laws to advance their rights. [For the complete Volume 21 proceedings, see ED629259.]
University of Florida Accountability Plan, 2023
Author: State University System of Florida, Board of Governors
Date: 2023-06-22
Type: Reports - Descriptive
Subjects: Colleges,Accountability,Strategic Planning,Cooperation,College Administration,Governing Boards,Objectives,Performance,Measurement,Educational Finance,Research Universities,College Enrollment,College Programs,Definitions,Graduation Rate

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Preeminent Research University Funding Metrics; (5) Key Performance Indicators; (6) Enrollment Planning; (7) Academic Program Coordination; and (8) Definitions. [For &quot;University of Florida Accountability Plan, 2022,&quot; see ED622123.]
University of North Florida Accountability Plan, 2023
Author: State University System of Florida, Board of Governors
Date: 2023-06-22
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,STEM Education,Distance Education,College Enrollment,Performance Based Assessment

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;University of North Florida Accountability Plan, 2022,&quot; see ED622126.]
University of West Florida Accountability Plan, 2023
Author: State University System of Florida, Board of Governors
Date: 2023-06-22
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,STEM Education,Distance Education

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;University of West Florida Accountability Plan, 2022,&quot; see ED622128.]
Empowering Parents to Support Their Children to Survive and Thrive in School: A Present-Day Challenge
Author: Steyn, Hennie
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Parent Education,Student Needs,Parent Role,Training,Distance Education,Educational Technology,Empowerment,Parent Participation,Parent Child Relationship,Parent School Relationship,Bullying,Coping,Knowledge Level,One Parent Family

This paper accentuated the importance of the availability of suitable programs to train parents to support their children to survive and thrive in school. Parents have a role to play in supporting their children to fully benefit from their education. Parents should set a positive home environment to support the learning of children. It was also indicated that the training needs of the parents can be described and used as topics for the modules of a training program as part of non-formal education. It was also explained that the program should be delivered in the format of distance education by using e-training platform to deliver the programs in an attainable, sustainable and affordable manner. [For the complete Volume 21 proceedings, see ED629259.]
University of South Florida Accountability Plan, 2023
Author: State University System of Florida, Board of Governors
Date: 2023-06-22
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,STEM Education,Distance Education

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Preeminent Research University Funding Metrics; (6) Enrollment Planning; (7) Academic Program Coordination; and (8) Definitions. [For &quot;University of South Florida Accountability Plan, 2022,&quot; see ED622127.]
Challenges Associated with Implementation of Sustainability-Oriented Principles and Practices: Lessons Learnt from South African Universities
Author: Daniels, Carlo
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Sustainability,Sustainable Development,Higher Education,Holistic Approach,Program Implementation,Barriers,Administrator Role,Leadership Responsibility,Professional Development,Interdisciplinary Approach,Research,Quality Assurance

As evident in scholarly literature, universities worldwide embrace Sustainable Development Goals initiated by United Nations. Yet, regardless institutions' commitment, many countries, especially developing ones, struggle to effectively implement sustainability-oriented principles and practices in higher education. To that end, this paper, based on the qualitative document analysis, brings attention to main challenges associated with the implementation of sustainability-orientated principles and practices in seven South African universities. The findings show that several challenges exist due to the holistic nature of sustainable development (SD) as it is a concept that not only connects different areas of knowledge but also articulates knowledge from distinctive disciplines. Furthermore, the findings indicate that the strategy with the most potential of enhancing the implementation of sustainability-orientated principles and practices and ensuring longevity and improvement require support from top management of higher education institutions (HEIs). In addition, in order to strengthen SD, HEIs need to adapt a holistic approach and implement sustainability principles, knowledge, and practices within all academic activities. In alignment with the theme of the conference, this study provides reflections and recommendations towards the improvement of education considering the experiences and lessons learnt in a specific context. [For the complete Volume 21 proceedings, see ED629259.]
Evaluation of Homeschoolers&apos; Soft Skills: Initial Survey Results
Author: Sakarski, Gergana
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Home Schooling,Soft Skills,Skill Development,Well Being,Socialization,Learning Processes,Guidelines,Student Attitudes,Cross Cultural Studies,Rating Scales,Teamwork,Interpersonal Competence,Critical Thinking,Foreign Countries,Adolescents,Young Adults,Educational Attainment,Employment,Self Evaluation (Individuals)

Soft skills are key for the successful realisation of individuals in their personal, professional and social life, but scientific research conducted on the soft skills of homeschoolers is still scarce so far. One of the most frequent questions, when homeschooling is discussed concerns the presumed lack of social skills of homeschoolers. A common assumption is that homeschoolers' socialisation is compromised and homeschooled individuals' soft skills development is, therefore, impaired. However, researchers, education specialists, and homeschooling families have differing opinions about this question. Research shows that the concern of social skills deficit comes often from outside the families, although parents usually care the most about their children's wellbeing. Homeschoolers, who were surveyed in the framework of this research did not confirm this assumption either. Therefore, there seems to be a clear need for deeper understanding and further exploration of the soft skills of homeschoolers. This paper aims to present the initial findings, discovered through theoretical study and qualitative and quantitative analysis of the preliminary results of an online survey conducted with homeschoolers from 3 countries aged over 16 years in order to explore the soft skills they develop. [For the complete Volume 21 proceedings, see ED629259.]
Examine Important Strategic Roles of Leadership and Management of Teachers&apos; Retention and Impact on Organisational Performance with Reference to an HE Institution in Inner London
Author: Achinewhu-Nworgu, Elizabeth
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Strategic Planning,Teacher Persistence,Faculty Mobility,Teacher Attitudes,Foreign Countries,College Administration,Labor Turnover,Leadership Effectiveness,Leadership Role,Public Policy,COVID-19,Pandemics,Teacher Salaries,Faculty Workload,Job Satisfaction,Teacher Student Relationship,Academic Achievement,Organizational Effectiveness,Leadership Styles,Administrator Role

The paper has focused on important leadership and management strategic roles in employee retention with reference to a London higher education institute. It analyses some of the reasons for high turnover and theories around effective leadership and management roles in retaining hard working employees, with reference to teachers in a higher education institution in inner London cities. When discussing teachers, it includes lecturers that teach in higher education. Retaining hard working teachers has been an issue in HE institutions, particularly, since the Brexit and COVID-19 crisis, therefore, important to explore the issue in the context of the leadership and management strategic roles to reduce high turnover. The mini research uses mixed methods, quantitative and qualitative data collection with thematic analysis of the key findings from literature and comments from teachers on why they will like to stay or leave their jobs for another employer. Having sampled the opinions of small sampled participants and the literature sourced, it is obvious that teacher retention is a big issue in education with some teachers wanting to leave or stay. Those wanting to stay will do so if they are motivated with better pay and compensation and effective leadership and management of education institute and those leaving would live due to poor pay and heavy workload. The most interesting to note is that most of the participants love the job they do as long as their students are achieving their qualifications. [For the complete Volume 21 proceedings, see ED629259.]
Examining Paradoxical Associations between Students&apos; Questionnaire Responses and Their Achievement across PISA Cycles: The Case of Teacher Support
Author: Boško, Martin
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Correlation,Educational Policy,Achievement Tests,International Assessment,Foreign Countries,Secondary School Students,Academic Achievement,Cross Cultural Studies,Student Attitudes,Teacher Student Relationship,Vignettes,Scores,Likert Scales,Mathematics Achievement,Mathematics Instruction

In the context of Programme for International Student Assessment (PISA), paradoxical findings concerning the relationship between questionnaire scales and student achievement are often documented. These questionnaire scales are found to correlate positively with student achievement within countries at the individual level, but negatively at the between-country level (i.e., when correlating questionnaire scale and achievement values aggregated at the level of countries, the countries being the unit of analysis). These anomalous findings can be caused by the differences in reporting behavior of students in different countries and might lead educators and educational policy-makers to erroneous conclusions. In this paper, we examine the relationship between the teacher support scale and student achievement across three PISA cycles -- 2012, 2015, and 2018. Our results show that there is a consistent negative between-country correlation between teacher support and student achievement in all three examined PISA cycles, which is in line with the previously documented paradoxes. We have also found that some countries, which participated in all three PISA cycles under study, consistently contribute to this paradox by having quite high levels of student-reported teacher support but rather low achievement scores. Future research should take into account the differences in reporting behavior between students when making cross-country analyses and consider the application of methodological approaches to identify and adjust for these differences such as the anchoring vignette method and the overclaiming technique. [This conference contribution was made possible with the support from the Czech Science Foundation. For the complete Volume 21 proceedings, see ED629259.]
Conducting Experiments in Science, Technology, Engineering, and Math (STEM) in Remote Learning Environments during the Global COVID-19 Pandemic: Approaches and Policy Implications
Author: Tamilka, Bonjeer
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Distance Education,Electronic Learning,Technology Uses in Education,Educational Environment,COVID-19,Pandemics,Educational Policy,Learning Strategies,Science Experiments

When the COVID-19 pandemic forced school closures, science, technology, engineering, and mathematics (STEM) teachers were left with the challenging task of devising ways for students to conduct experiments at home. This was necessary because experiments and other hands-on activities are integral to STEM education and are linked to the development of students' critical thinking skills, academic achievement, and science-related real-world skills. Based on a literature review, this study examines the methods used at the time to conduct STEM experiments remotely and provides recommendations for educational policy and practice. Findings indicate that experiential and immersive learning were the two main strategies used to accomplish home-based STEM experiments. However, experiential learning appeared to be the most prevalent and easiest to implement, especially in disciplines such as biology and environmental science. Based on the successes and limitations of the two approaches, the study concludes that consciously incorporating experiential and immersive learning into educational policies and practises would be a significant step toward better preparing teachers and students to employ them in emergency situations when teaching and learning have to be conducted remotely. [For the complete Volume 21 proceedings, see ED629259.]
Life beyond Foster Care: Transitional Tools to Support Youth with Disabilities into Adulthood
Author: Maseko, Nonhlanhla
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Foster Care,Students with Disabilities,Transitional Programs,Foreign Countries,Caregiver Attitudes,Cooperation

This paper investigates the transition planning for youth with disabilities living in foster care. Statutory regulations in South Africa contend that foster care lapses when young people reach the age of 18. It is however not certain how many of them are ready to navigate into an adult and independent lifestyle. This paper is concerned with the question on: &quot;How is the transition for youth with disabilities facilitated towards adulthood?&quot; Two foster homes catering for orphans, abused and children with disabilities were purposefully selected. Semi structured interviews were conducted with six caregivers. Findings revealed that there was no planning in place for these youth who are about to exit the foster care. Furthermore, these youths are not even aware that they will have to live independently after the age of 18 years. In conclusion, this paper suggests collaboration among the multi stakeholders, policymakers, and practitioners at all levels to best prepare youth with disabilities aging out of foster care for life beyond care and what lies ahead of them. A supportive environment can provide the tools and resources that youth with disabilities need as they prepare for their transition 'journey' and to make a smooth landing at their destination of choice. [For the complete Volume 21 proceedings, see ED629259.]
From Antiquated to Equitable: How Tennessee Overhauled Its State School Funding Formula
Author: Hahnel, Carrie
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: State Aid,Funding Formulas,Evidence Based Practice,Educational Finance,Political Influences,State Legislation,Economic Factors,Financial Support,Stakeholders,Outreach Programs,Kindergarten,Elementary Secondary Education,Academic Achievement

This report explains how the Tennessee Investment in Student Achievement (TISA) Act came to be and offers promising practices and lessons other states may adapt to their political and economic contexts. Through in-depth interviews with advocates and state leaders, the authors uncovered five factors that contributed to TISA's passage that have broad application in other states: (1) strong alignment among political leaders; (2) advocate coalescence around a shared set of priorities; (3) a promise of significant new funding for schools; (4) robust stakeholder engagement and outreach; and (5) a focus on evidence-based finance principles and major design features.