ethanporcaro/eric-fulltext-meta huggingface dataset:
Diversity Includes Disability: Experiences of Resilience in a University Residence
Author: Duma, Princess Thulile
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Diversity,Students with Disabilities,Resilience (Psychology),Design Requirements,Stress Variables,Student Experience,Performance Factors,Social Networks,College Students,Academic Accommodations (Disabilities),Self Efficacy,Physical Disabilities,Coping,Help Seeking,Foreign Countries,College Housing

The provision of residence accommodation is a persistent challenge that is faced by universities across the globe. However, suitable accommodation for students with disabilities is an even greater challenge that is exacerbated by the absence of appropriately designed, maintained and managed residences. In particular, the adverse impact on wheelchair users and students whose disabilities require specific design adaptations is acute. This article will focus on the experiences of students with disabilities in university residences. The study on which this article is based employed a phenomenological theoretical approach with 'resilience' as the conceptual framework. The findings reveal that many stressors impacted students with disabilities in university residences and that these stressors potentially hampered their performance. However, these students developed personal attributes and ways of responding to the stressors they encountered, and many devised social networks utilisation to address their challenges and navigate institutional barriers. A particular focus was that embracing diversity is crucial for all operations at universities to counteract the discrimination and stigmatisation that are often experienced by students with disabilities.
Action Research in Planning Education -- Experiences from Problem-Oriented Project Work at Roskilde University
Author: Frandsen, Martin Severin
Date: 2019-00-00
Type: Journal Articles
Subjects: Action Research,Student Projects,Sustainability,Ethics,Problem Based Learning,Urban Planning,Aesthetics,Transportation,Student Attitudes,Decision Making,Foreign Countries,Teaching Methods,Active Learning,College Students,Universities

This article presents experiences and reflections from two cases of problem-oriented project work working with action research in bottom-up urban planning and sustainable transition in Copenhagen. The first case concerns the involvement of local residents in the redesign of a public square through a series of aesthetic experiments. The second case concerns an experiment with alternative transport solutions and sustainable street transition through reduction of private car use and the creation of new public spaces on former parking lots. The article concludes that action research seems to be a promising way of involving students in processes of planning and sustainable urban transition. Seen from the perspective of external stakeholders, the students can make valuable contributions to the exploration of the potentials of places and the possible futures of communities, and they can assist in providing a knowledge base for planned experiments and initiatives. Seen from the perspective of the students, doing action research strengthens their understanding of &quot;the logic of practice&quot; and their ability to master practical and ethical judgments in complex real-world empowerment and learning processes.
Scaffolding in PBL: A Case-Study in Facilitated Soft Skill-Set Learning amongst Adult Learners in Taiwan&apos;s Vocational Higher Education
Author: Lee, Sabrina Chia Jung
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scaffolding (Teaching Technique),Problem Based Learning,Job Skills,Skill Development,Adult Students,Vocational Education,Cooperative Learning,Instructional Effectiveness

Taiwan's university-level vocational education is faced with a growing need to strengthen students' soft skills as a means to increase job market eligibility. Students in Taiwan are usually not equipped with group learning skills in junior and senior high school education. These learning skills, however, are an essential component of a successful PBL course, according to past research. This case study describes how a PBL course that adopted various scaffolding strategies helped vocational students improve soft skills associated with real-life issues in the workplace. The adult learners participating in the tailored PBL course were PBL novices, yet their feedback on PBL effectiveness was positive. The success of the PBL course was attributed to 1) the use of effective scaffolding strategies, and 2) learner readiness in the skills needed for group learning.
Web 2.0 Technologies Supporting Problem-Based Learning: A Systematic Literature Review
Author: Ünal, Erhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Web 2.0 Technologies,Educational Trends,Higher Education,College Students,Collaborative Writing,Data Collection,Educational Research,Data Analysis,Journal Articles,Instructional Effectiveness

The purpose of this study was to investigate the study general trends with regards to Web 2.0 technologies supporting problem-based learning (PBL) environments. A systematic literature review was applied to analyse studies published in this area, with a total of 18 articles included in the review. The content analysis method was applied in the study. The results indicated that the emergence of studies in this area was in 2007. The studies were conducted in different research domains. The qualitative research paradigm was the most frequently used, and higher education students the most preferred study group in the articles. Wiki was the most integrated Web 2.0 tool in PBL environments. Interview was the most selected data collection tool, with qualitative analysis methods the most used in the articles. The variables investigated the most in the studies were perception about the effectiveness of PBL and achievement. The effectiveness of Web 2.0 technologies supporting PBL was the most frequently reported finding. Therefore, the current study was able to identify the recent trends in this research area. Based on the results, the study put forward suggested implications for future research.
Learning Communities for Teaching Practice School Placements: A Higher Education Initiative to Promote Equity for Students with Disabilities
Author: Subrayen, Roshanthni
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Education,Students with Disabilities,Social Justice,Undergraduate Students,Visual Impairments,Physical Disabilities,Higher Education,Communities of Practice,Teaching Methods,Student Needs,Accessibility (for Disabled),Student Attitudes

In South Africa, scholarship on the teaching practice learning experiences for students with disabilities is a relatively new area of sociological inquiry. Social justice arrangements in the South African Higher Education policy frameworks identify the equity imperative as being of critical importance for social redress and transformation for all students. This qualitative study drew on the teaching practice school placement experiences of five Bachelor of Education students with either visual or physical disabilities and who were part of a teaching practice learning community. The findings of this study suggest that, for students with visual and physical disabilities, learning communities were perceived to be a structure that enhanced equity arrangements for human development and well-being in teaching practice school placements. In addition, and in alignment with equity arrangements, the need for a social justice reform agenda for teaching practice school placements emerged from the data. The study concludes that learning communities as a context-specific institutional structure support freedom, agency, dialogue and participation, and respect for disability required for capability expansion for human development and well-being in the teaching practice school placements of students with visual and physical disabilities. These were found to enhance equity arrangements for students with visual disabilities and physical disabilities.
The Use of a Digital Problem-Based Learning Module in Science Methods Courses
Author: Rillero, Peter
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Learning Modules,Teaching Methods,Teacher Education,Elementary Secondary Education,Preservice Teachers,Student Attitudes,Graduate Students,Undergraduate Students,Instructional Effectiveness,Learner Engagement,Science Education,English Language Learners,Art Education,STEM Education,Experienced Teachers,Interactive Video

Teacher education in Problem-Based Learning (PBL) is requisite for improving and increasing K-12 PBL implementations. A free, online PBL module entitled &quot;Design a Problem-Based Learning Experience&quot; was developed for preservice and inservice teachers. This article describes how the module is used in preserve teacher science methods courses, experiences before and after the module use, and the perceptions of sixty-two teacher candidates (TCs) after module completion. The results revealed that TCs generally had positive attitudes about the module. TCs in elementary level courses had significantly higher rating than secondary level courses. Graduate TCs also rated significantly higher than undergraduate students. Analysis of interview data revealed three features of the PBL module: (1) it is concise and organized, (2) it provides effective and practical examples, and (3) it provides interactive and rigorous videos to engage learners. Potential ways to improve the online PBL are discussed.
The Neutralization on an Empty Number Line Model for Integer Additions and Subtractions: Is It Helpful?
Author: Sari, Puspita
Date: 2020-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Numbers,Subtraction,Addition,Teaching Methods,Elementary School Students,Grade 5,Student Attitudes,Models,Mathematics Achievement,Mathematical Concepts,Concept Formation,Misconceptions,Foreign Countries

The number line and the neutralization model have been used very extensively in teaching integer additions and subtractions for decades. Despite their advantages, issues concerning subtractions on these models are still debatable. Therefore, the neutralization on an empty number line (NNL) model is proposed in this research to help students better understand the meaning of integer subtractions as well as additions. This report is a part of a design research study conducted in a classroom of 28 elementary school students at the fifth grade. Data were gathered by collecting students' written work, conducting interviews and observations during the teaching experiment. This paper focuses on students' perceptions of the NNL model and what factors that might contribute to students' achievements in understanding integer additions and subtractions. The analysis revealed that most students overemphasized on the use of the NNL model as a procedural method instead of as a model for thinking. Moreover, students' mathematical beliefs and conceptions on the use of the column strategy and the absence of a discussion on the need of using the model are found to be some factors that could cause students' misunderstandings. However, with a thorough planning, the NNL model has a potential to help students developing a meaning of integer additions and subtractions.
Campus Politics and Intra-Party Vote Buying in Ghana: How Political Mentorship Could Destruct
Author: Paalo, Sebastian Angzoorokuu
Date: 2019-00-00
Type: Journal Articles
Subjects: Elections,Foreign Countries,Voting,Crime,Bullying,Purchasing,Political Attitudes,Higher Education,Campuses,Political Influences,College Students

Elections in fledgling democracies are punctuated by perceived and observed cases of vote buying otherwise also called electoral clientelism -- regarded as a major threat to democratic consolidation. Notions of vote buying are variously captured in the burgeoning literature on democracy, but the ongoing scholarly discussions have failed to engage some growing contemporary trends that also contribute significantly to sustaining the culture of vote buying in intra-party, local and national elections. In our analysis of recent intra-party elections in Ghana, we argue that vote buying has become more complex and more pronounced -- and the proliferation of the phenomenon is aided by student campus politics (particularly at the various tertiary institutions), which directly feed into national politics. Following this stance, the article concludes with a recommendation that further empirical research be conducted by scholars and policymakers to fully examine the reinforcing role of campus politics in electoral clientelism during intra-party elections and, by extension, national elections.
Kinds of Support Offered by the Disability Unit to Students with Disabilities at Institutions of Higher Learning in South Africa: A Case Study of the University of Venda
Author: Mbuvha, Tshifhiwa
Date: 2019-00-00
Type: Journal Articles
Subjects: Students with Disabilities,College Students,Student Needs,Accessibility (for Disabled),Academic Accommodations (Disabilities),Program Effectiveness,Teacher Role,Barriers,Teacher Competencies,Foreign Countries,Academic Support Services

More and more tertiary institutions are now focusing on the mainstreaming and inclusion of students with disabilities. Some higher education institutions (HEIs) in South Africa have established so-called Disability Units (DUs) to offer specialised services to students with disabilities, to facilitate access and integration of these students at their institutions. For many students with disabilities, the DU services are the first point of contact. These units work to facilitate access and ensure participation in the university for students with disabilities. This involves making &quot;reasonable adjustments&quot; and providing support for students with disabilities to ensure full participation and equal opportunities. Students with disabilities who will need support and alternative arrangements range from students with hearing impairments, visual impairments, physical impairments, health impairments (such as chronic illness), learning impairments, or psychiatric disabilities. Although universities, both locally and internationally, may systematise support in slightly different ways, many universities follow similar trends to accommodate and support students with specific disabilities as per their needs. Appropriate support systems in teaching and learning are vital in ensuring equal access for students with disabilities. The commitment of the institution to facilitating support and participation depends on its willingness to change admission, curricular and assessment procedures, as well as physical accessibility of the institution. We have seen from the literature that support for students with disabilities varies from country to country (Lane, 2017; Mantsha, 2016). We followed a qualitative research approach and adopted a case study research design to understand the phenomenon of student support better. We used classroom observations, document analysis and focus group interviews to collect data. Ten students with disabilities participated in the study. The study found that the DU of the university played an important role in supporting their studies. However, the students did not receive adequate additional support from their lecturers such as tutorials and differentiation of the curriculum. Shortage of learning materials specifically adapted for students with disabilities was mentioned as a weakness. The study recommends that lecturers should be trained on how to teach and support students with disabilities as this will enhance the quality of teaching and learning for these students. Other recommendations include that the DU should establish an online interactive portal for its registered students to increase communication between students and the university.
Supports for Youth in Accelerated High School Curricula: An Initial Study of Applicability and Acceptability of a Motivational Interviewing Intervention
Author: O'Brennan, Lindsey M.
Date: 2020-01-00
Type: Journal Articles
Subjects: Stress Variables,Stress Management,Acceleration (Education),Intervention,High School Freshmen,Grade 8,Grade 9,Advanced Placement Programs,Teaching Methods,Student Motivation,Student Evaluation,Planning,Program Effectiveness,Student Needs,Social Development,Emotional Development,School Personnel,Training,Coaching (Performance),Peer Evaluation,Coping,Learner Engagement,Parenting Styles,Family Environment

High school students in accelerated classes face heightened school-related stressors but have access to few specialized supports. This article describes the development and initial application of the Motivation, Assessment, and Planning (MAP) intervention, developed to meet the needs of freshmen in Advanced Placement (AP) and International Baccalaureate (IB) curricula. MAP is grounded in motivational interviewing and designed to evoke behavior change following one to two individual meetings with a coach. This study used a multimethod, multisource approach to evaluate the applicability and acceptability of MAP as a Tier 2 support for 9th-grade students completing AP/IB coursework. Quantitative and qualitative acceptability data from 49 AP/IB students, 7 coaches, and 3 potential end-users of MAP were examined. Results indicate MAP was perceived as an acceptable intervention for addressing the social-emotional needs of high-achieving students taking AP/IB classes. Findings and directions for further research of MAP are discussed.
Challenging Anzac Myths in Tertiary Teaching: Engaging Preservice Teachers
Author: Ford, Margot
Date: 2019-00-00
Type: Journal Articles
Subjects: World History,Preservice Teachers,Preservice Teacher Education,Mythology,Misconceptions,Teaching Methods,Lecture Method,Documentaries,Films,Resources,Student Attitudes,History Instruction,Preferences,Foreign Countries,War,Cultural Influences,Controversial Issues (Course Content)

Challenging the embedded mythologies that surround Anzac, especially as the centenary of First World War played out over the 2014 to 2018 commemoration period, can be confronting for tertiary students as well as a difficult space for tutors to navigate. This is especially the case for teacher education students who form the majority cohort taking a first-year course in Australian History as part of their teaching education degree programs at a large New South Wales university outside Sydney. Experiences of student disruptions, confrontations and occasional anger prompted tutors to question whether the topic of Anzac should be covered at all. An alternative was sought, where careful interrogation of teaching practices was undertaken. Three pedagogical approaches were examined; the traditional lecture format, using documentary film to glimpse at deeper historiographical problems within lectures and tutorials that allowed for more intense critical thinking and analysis of historical resources via focused questions. The efficacy of these pedagogical approaches was systematically assessed through surveying students in the Australian History course prior and post teaching about Anzac. This paper examines the background of teaching Anzac in the tertiary space, the use of specific pedagogical approaches and the results of the survey. Students' main preference for teaching methods about Anzac was through documentaries in both surveys. However, the second most preferred method was the lecture format more generally and this preference increased in the post survey. There was also evidence of less resistance to the contested nature of Anzac mythologies.
Learner-Centered Teaching to Educate College Students about Rural Health Disparities
Author: Njoku, Anuli
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Teaching Methods,Undergraduate Students,Rural Areas,Access to Health Care,Allied Health Personnel,Student Attitudes,Public Health,Allied Health Occupations Education,Health Needs,Socioeconomic Influences,Health Behavior,At Risk Persons,Agency Cooperation

Geographically, rural U.S. communities have higher rates of disease and health problems, compared to urban areas. This encourages development of effective, learner-centred curricula to enable students to address disparate health outcomes as future health professionals. This three-year study evaluated the effect of an undergraduate rural public health course on health disparities-related perceptions among students at a rural Midwestern U.S. university. Students reported statistically significant increases in mean scores for several survey items pre- to post-survey. Post-survey response rate was 90%. This paper details the processes, outcomes, and lessons learned from incorporating learner-centred strategies to teach health disparities material in a rural public health course.
Transforming the First-Year Experience through Self and Peer Assessment
Author: Kearney, Sean
Date: 2019-00-00
Type: Journal Articles
Subjects: College Freshmen,Student Experience,Self Evaluation (Individuals),Student Evaluation,Study Skills,Cooperation,Cooperative Learning,Personal Autonomy,Models,Foreign Countries,Expectation

The transition into higher education from secondary school is a challenging change for many students. This transition and the problems students face as a result, can affect their ability to succeed. Universities recognise the transition to university as a significant feature of student engagement and learning. The current article explores an already established assessment model as a tool to help acculturate first-year students to tertiary assessment practices. The author has moulded a model of self and peer assessment that has been utilised at all levels of schooling, as a specific means to help students engage, not only with content, but also with the administrative processes of assessment. Over the course of a number of weeks, undergraduate education students, in their first semester of university study, were subjected to Authentic Self and Peer Assessment for Learning (ASPAL) model, which sought to illustrate study skills, encourage collaboration, promote autonomy and illustrate to students how assessment can drive learning. The current article presents a case for the use of the ASPAL model of assessment as a transition pedagogy that can help students better understand assessment at the tertiary level and enhance student success.
Understanding and Promoting Students&apos; Well-Being and Performance in University Studies
Author: Asikainen, Henna
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Pharmaceutical Education,Pharmacy,Intervention,Well Being,Stress Variables,Psychological Patterns,Time Management,Study Habits,Stress Management,Program Effectiveness,Foreign Countries,Coping,Online Courses

The aim of this study was to examine pharmacy students' experiences of a small ACT-based intervention that was implemented as a 7-week course with weekly online modules. Students' well-being, experiences of stress, organised studying and psychological flexibility were measured with questionnaires at the beginning and end of the course. Students' experiences of how the course affected their studying were analysed from open-ended responses and a reflective journal. The results show that students' well-being and time and effort management increased during the course. Students experienced that the course affected their studying in various ways. This study showed that it is possible to foster students' well-being and study skills with an online intervention course. More research is needed to identify the long-lasting effects of these kind of interventions.