ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparing Public-Private Partnership of Vocational Education and Training Schools and Centres of Competence in Kosovo
Author: Beka, Arlinda
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Public Schools,School Business Relationship,Educational Cooperation,Teacher Attitudes,Vocational Education Teachers,Internship Programs,Sustainability,Outcomes of Education,Employment Opportunities,Labor Market

Kosovo's education system has two different vocational education and training schools: professional schools and centres of competence. The local authorities-municipal directorates of education manage the professional schools, while the centres of competence are managed at the national level by agency for vocational education and training and adult education (AVETAE), operating under the Ministry of Education. This paper compares the collaboration between public schools, centres of competence, and private businesses. For this research, we used the mixed research methodology by interviewing coordinators of career centres from two professional schools and two centres of competence, and four managers of different firms. The research included a questionnaire filled by teachers from both institutions, prepared using the Likert scale. We analysed the data from this research to identify the differences in how those institutions develop partnerships with private businesses to secure better internship opportunities for their students. The study will provide data about the sustainability of cooperation between these two institutions in the creation of employment opportunities for their graduates. The outcomes will help professional schools and centres of competence to improve their cooperation with the labour market. It will help the career centre coordinators and business owners to create new job opportunities for development.
Enhancing Oral Skills and Motivation through Role-Playing Activities in Medical Students
Author: Gutiérrez-Huancayo, Vladimir Román
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Medical Students,Role Playing,Interpersonal Communication,Communication Skills,Language Skills,Physicians,Physician Patient Relationship,Motivation,Speech Communication,English for Special Purposes,Language Fluency,Grammar,Pronunciation,Student Attitudes

Nowadays, Peruvian physicians commonly give oral medical reports to a patient´s family in English. For this reason, this research seeks to demonstrate the effectiveness of an Intervention Program for improving oral skills through role-playing activities, one hand, and, on the other, it aims to discover the kind of motivation, both goals in 40 students belonging to the Medicine Faculty of Universidad Nacional de Piura. This study has two parts, in the first quantitative phase, it measured the level of oral skills in these students, through an oral pre-test. After that, the students participated in an intervention program consisting of role-playing activities where the doctors usually use radiography to explain a medical condition. Then, the students were evaluated on their oral skills using an imaginary hospital situation similar to the pre-test. In the second part, the qualitative phase measured the Motivation of these students using the Attitude Motivation Test Battery (AMTB) in addition, a semi-structured interview could support the findings obtained in the aforementioned survey. The main findings were the improvement of oral skills and both Integrative and instrumental motivation in these students thanks to role-playing activities application.
Historical Development of Education and Social Work in Kosovo
Author: Gashi, Avdyl
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Work,Educational History,Counselor Training,Social Systems,Social Change,Universities,Minority Groups,Politics of Education,Foreign Countries,Educational Change

The aim of this article is to highlight the history of social work in Kosovo, regarding the major political climate from 1945 to the present. Unfavorable political developments that have existed in Kosovo for a long historical period have made it impossible to develop the social work profession compared to the countries of the region. Although the Former Yugoslav Federation claimed to be a socialist country, the social differences between states and provinces within this were large. The findings of the paper show that social work did not develop in Kosovo as a profession until specific structures, such as the emergence of the University of Pristina as a legal structure of education for Kosovo Albanians, which has been offering a degree program in social work for almost a decade now. The political orientation and organizational infrastructure are highly relevant for the execution and education of social work. Literature review is the methodological framework of this paper. Education and social work have been shown to be an extraordinary opportunity for the transformation of society.
Sleeping Habits Explaining Academic Vulnerability and Household Influence: Co-Sleeping and the Impact on Children&apos;s Fluid Intelligence
Author: Figueiredo, Sandra
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Intelligence Tests,Grade 1,Sleep,Child Rearing,Intimacy,Attachment Behavior,Elementary School Students,Intelligence,Siblings,Birth Order,Family Size,Thinking Skills

The main goal of this study is to examine the differences between school-aged children with different chronotypes who are only children or have a sibling in the household, regarding their sleeping habits and performance in intelligence tasks. The main measures used were Chronotype Questionnaire for Children and Raven's Coloured Progressive Matrices. This study analysed 46 Portuguese children (Mean=8.67; SD=1.034, range 7-11 years of age) without sleep or educational/psychological disturbances, attending the first grade. The differences regarding chronotype and whether they were only children or not were examined. Then the performance of the sample in the Raven's Progressive Matrices tests was evaluated. The Mann-Whitney U test showed that 'only' children had higher fluid intelligence scores only in the afternoon. The chronotype did not differentiate this population and it is concluded that the type of household is the main moderator: Not being an only child was, in general, the best predictor in the test. Results suggest that different sleeping times (e.g., bedtime and wake-up time) and different chronotypes did not have different effects. However, having siblings proved to be an advantage regarding the child's performance. Re-education of sleeping practices, especially examining the influence of co-sleeping in families, is essential for the intellectual development of children.
American College Towns as a Road Map for Rural Community Colleges to Imprint Higher Education into Community
Author: Almond, Devon
Date: 2022-07-00
Type: Journal Articles
Subjects: Community Colleges,Rural Areas,School Community Relationship,Campuses,Cultural Influences,Rural Schools

Rural community colleges are uniquely situated to physically and subtly embed educational imprints into the everyday lives of local people. This reflective article explores how the everyday characteristics of American college towns offer a potential road map for rural community colleges to structure educational imprints into the lifeblood of local towns. This road map is in service of building cultural ecosystems to positively shape the educational trajectories of local people in rural places. Drawing primarily on a multi-year research project that involved physically visiting 100 American college towns, I also draw on campus visits to hundreds of rural community colleges and thousands of small towns across North America to offer ideas related to embedded cultures and rural ways of knowing. The article concludes with specific examples of a few college town characteristics and practical steps for rural community college administrators to embed educational imprints into rural places.
Redesigning Field Experiences to Support Rural Schools: A Praxis Reflection
Author: Sherbert, Vicki S.
Date: 2022-07-00
Type: Journal Articles
Subjects: Field Experience Programs,Rural Schools,Preservice Teachers,Curriculum Development

The on-going social and political climate, with polarizing stances on everything from issues of social justice to mandates for mask-wearing and vaccination, brings non-normative stressors into the lived experiences of students, families, and educators everywhere. These stressors are often magnified in rural communities and schools. Yet, in spite of these challenges, many schools in rural areas have embraced opportunities for creative collaborations which foster connections and celebrate the unique richness of their communities. This Praxis Reflection describes one such collaboration between a teacher educator at a midwestern university and a rural junior high/senior high school 300 miles west of the university campus in order to offer redesigned field experiences to preservice teachers. At the start of the Fall 2020 semester, the author reached out to a former student who teaches junior high and high school English Language Arts classes in this rural school. The teacher welcomed preservice teachers (one student teacher and eight practicum students) to participate virtually in her literacy classroom. The school served students in in-person, virtual, and hybrid settings and made pivots in delivery several times throughout the semester. The preservice teachers connected virtually to observe, plan and collaborate with the classroom teacher, work with individual students and small groups, and offer whole-class innovative literacy instruction. This article offers reflections shared by the author, classroom teacher, student teacher, and practicum students on this redesigned field experience. Insights into the unique needs and identities of students in rural schools and communities and the importance of literacy learning during turbulent times are described.
Revisiting Rural Education Access
Author: Wargo, Elizabeth
Date: 2022-07-00
Type: Journal Articles
Subjects: Rural Education,Access to Education,Middle Schools,Mathematics Education,Electronic Learning,Technology Uses in Education

Drawing on a contemporary construction of rurality, which acknowledges rural education amplified by technology, we capture two examples where online mathematics resources were used in a rural middle school setting. As such we examine issues and consider rural education access as it is changed with technology towards a more nuanced understanding of rural contexts necessary to inform future rural education policy, practice, and research.
Construction of a Web Game for the Teaching-Learning Process of Electronics during the COVID-19 Pandemic
Author: Salas-Rueda, Ricardo-Adán
Date: 2022-00-00
Type: Journal Articles
Subjects: Video Games,Teaching Methods,Learning Processes,Electronics,COVID-19,Pandemics,College Students,Foreign Countries,Student Attitudes

Background/purpose: During the COVID-19 pandemic, teachers were required to update school activities using various technological tools. The aim of this mixed research was the construction and usage analysis of the Digital Game for the teaching-learning process on Electronics (DGE) version 3.0 in the Combinational Circuits unit through data science. Materials/methods: DGE version 3.0 facilitates the construction of new educational spaces in the distance modality. This web game consists of a simulator that presents the contents of the output function for two variables and their representation through logic gates. The participants of the study were 15 electronic and electrical engineering students who took a digital design course at the National Autonomous University of Mexico during the 2021 academic year. Results: The machine learning (linear regression) results indicate that the interface, design, and color of the DGE version 3.0 web game positively influenced the students' assimilation of knowledge and skills development in the field of electronics. On the other hand, the decision tree technique identified six predictive models with regards to the use of the DGE version 3.0. Conclusion: Technological advances such as web gaming can facilitate the teaching-learning process from virtually any location.
Did Home-Based Exams during COVID-19 Affect Student Ranking? A Case from a Business School
Author: Opstad, Leiv
Date: 2022-00-00
Type: Journal Articles
Subjects: Home Study,Tests,COVID-19,Pandemics,Class Rank,Business Administration Education,Test Format,Foreign Countries,College Students,Academic Achievement

Background/purpose: Home-based exams were introduced during COVID-19 with an open-book format and limited control over dishonest student behavior. Such exams were used in lieu of traditional, closed-book school-based exams as a necessity due to the pandemic. This article investigates whether or not students' grades from home-based assessment exams differed from the grades they achieved in traditional school-based exams. Materials/methods: Using administrative data from 2017 to 2020 from a business school in Norway, a quantitative approach that compared differences, correlation analysis, and regression models was applied in the study. Results: By switching from school-based to home-based exams, students' academic success during their second year of business school showed a smaller association with students' outcomes from their first year. One interpretation is that skilled students achieved weaker performance in home-based exams. Conclusion: Home-based exams without any control mechanisms appear to result in different student rankings. This knowledge may be useful for employers looking to hire applicants who graduated during the COVID-19 pandemic.
Intellectual Level Scale (ILS-19) for School Administrators: Validity and Reliability Study
Author: Kardas, Abdurrahman
Date: 2022-00-00
Type: Journal Articles
Subjects: Intelligence Tests,Administrators,Test Validity,Test Reliability,Foreign Countries,Factor Analysis,Test Construction

Background/purpose: In addition to many competencies of school administrators, the level of intellectuality can increase the commitment of educational actors to the organization in schools with sociocultural diversity, which is considered as a wealth of Turkey. Considering the sociocultural developments of the present day, it is important to know the intellectual level of school administrators. The aim of this research is to develop a valid and reliable scale to determine the intellectual level of school administrators. Materials/methods: In the development of the Intellectual Level Scale (ILS-19), which consists of 19 items, 500 data were collected from teachers and analyzed using IBM's SPSS statistical program. In this context, exploratory factor analysis (EFA) was conducted for construct validity and confirmatory factor analysis (CFA) for construct verification. Results: According to the results of the exploratory factor analysis, the Eigen value of the scale consists of two subdimensions greater than one, and which was found to explain 66.743% of the total variance. The factor loading values of the scale items ranged from 0.610 to 0.864. According to the results of the confirmatory factor analysis, the chi-square value, AGFI (Adjusted Goodness-of-Fit Index), GFI (Goodness-of-Fit Index), NFI (Normed Fit Index), and RMSEA (Root Mean Square Error of Approximation) values of the model were found to be at an acceptable level, whilst the IFI (Incremental Fit Index) excellent and RMR (Root Mean Square Residual) values were found to be at an excellent level. Conclusion: The developed Intellectual Level Scale is a measurement tool that can be used to determine the intellectual level of school administrators. Subject to adaptation, the scale may be applied as a measurement tool in studies to determine the intellectual level of any adult group.
The Development of Competences in Teaching Practicum: Perspective of School Mentors as Assessors
Author: Rodríguez, Inmaculada
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Practicums,Mentors,Student Evaluation,Evaluation Methods,Cooperating Teachers,Preservice Teachers,Foreign Countries,Early Childhood Education,Elementary Education,Teacher Attitudes

Background/purpose: This paper aims to examine school mentors' assessments on the degree of competences developed by preservice (candidate) teachers they supervise during teaching practicum (TP). Materials/methods: A descriptive and cross-sectional study was conducted with a questionnaire applied to 373 school mentors for the evaluation of competences of 989 preservice teachers studying Early Childhood Education or Primary Education degrees at the end of three TP periods conducted in schools located in one region of Spain. Results: From the perspective of school mentors, this study highlights that preservice teachers' competences are progressively developed during periods of TP in teacher education. The results show a more positive assessment of the school mentors about the development of the preservice teachers' personal competences than their professional competences. Conclusion: The main contribution of this study is the innovative approach applied to competence development in the TP, based on school mentors as the assessors.
The Precarization of Educational Labor: The Examination of Teachers&apos; Job Insecurity Perceptions
Author: Colak, Ibrahim
Date: 2022-00-00
Type: Journal Articles
Subjects: Teachers,Job Security,Security (Psychology),Social Cognition,Neoliberalism,Foreign Countries,Teacher Attitudes

Background/purpose: In this study, the precarization of educational labor was identified in terms of teachers' job insecurity perceptions. The purpose of the study was to examine the job insecurity perceptions of teachers with permanent, fixed-term, or temporary contracts. Materials/methods: Multiple case design was used in the study. The data of the study were collected from 30 teachers through semi-structured interviews and from 432 teachers using the Teachers' Job Insecurity Scale, which was developed within the scope of the study. Thematic analysis, descriptive statistics, t-test, one-way ANOVA, Sidak test, and clustering analysis were used in the analysis of the obtained data. Results: The study's results revealed that teachers perceived intense explicit and implicit job insecurity. Clustering analyses showed that 69% of the participants perceived moderate and high levels of both explicit and implicit job insecurity, whereas 73% perceived moderate and high levels of general job insecurity. Job insecurity had social, psychological, and educational effects. Justification of insecurity, instrumental use of power against job insecurity, acquiescence of job insecurity, and acceptance of job insecurity caused structuration of job insecurity. Conclusion: The study's findings indicate that all teachers should be employed on a permanent contractual basis in order to reduce their perceptions of job insecurity and its effects. The autonomy of teachers within the teaching process should be increased, their employment benefits improved, and they should be economically empowered.
Action Competencies for Sustainability and Its Implications to Environmental Education for Prospective Science Teachers: A Systematic Literature Review
Author: Husamah, H.
Date: 2022-00-00
Type: Journal Articles
Subjects: Sustainable Development,Environmental Education,Science Teachers,Teacher Competencies,Educational Research,World Problems,Authors,Publications,Scientists,Foreign Countries,Preservice Teacher Education

Students' action competence must be taught and developed, particularly for prospective science teachers, to have a pedagogical perspective as environmental educators. As indicated by publications in respected journals, researchers' focus and alignment on the issue of action competence are highly expected. This systematic literature review aims to compare the findings of research articles published by Web of Science-indexed journals. The keyword used to find the articles on the Web of Science's database was &quot;action competence,&quot; which discovered 193 publications. Furthermore, 25 articles met the criteria to be analyzed. Preferred reporting items for systematic reviews and meta-analysis was the inclusion and exclusion model used. In the last three years, research focused on action competence has increased. The research employed several methods, i.e., qualitative, quantitative, mixed-methods, and development research. Jelle Boevede Pauw and Wanda Sass were the authors who frequently published research that focused on action competence. The keyword action competence was directly associated with environmental education, sustainable development, education-based learning for sustainable development, and evaluation. The authors who published their research with this focus were from 16 countries, mainly from Europe, i.e., Sweden, Belgium, and Denmark. The continent diversity of authors who contributed articles indicated that the action competence issue had become a global concern. Furthermore, it was found that the number of non-collaborating publications (universities or countries) was higher than those collaborating, even though single authors rarely wrote the articles. The recent trend shows that publications are authored by scientists with various backgrounds such as fields, universities, and even countries. The authors of this paper developed and proposed eight ideas to be reflected by prospective science teachers or science teacher education providers in educating future science teachers concerned about action competence about sustainable development.
Measuring Pre-Service Elementary Teachers&apos; Geometry Knowledge for Teaching 2-Dimensional Shapes
Author: Yi, Minju
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Knowledge Level,Geometry,Geometric Concepts,Mathematics Instruction,Test Construction,Psychometrics

This paper reports our efforts to develop a measure of pre-service elementary teachers' geometry knowledge for teaching 2-dimensional (2D) shapes and to evaluate the psychometric properties of this measure. Specifically, the GKT-2D scale was designed to assess pre-service elementary teachers' geometry content knowledge, knowledge of geometry and students, knowledge of geometry and teaching in relation to 2D shapes, based on the van Hiele theory and mathematical knowledge for teaching framework. Using 307 pre-service elementary teachers' responses on the instrument, we examined item- and scale-level reliability and hypothesized factor structure of the instrument. The results suggested that the GKT-2D scale is a reliable and valid measure of the three facets of pre-service elementary teachers' geometry knowledge for teaching 2D shapes, with some limitations further addressed. This paper offers directions for future research in evaluating content-specific knowledge for teaching mathematics to unpack the complex relationship between teacher knowledge, teaching quality, and student learning.