ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Institutions under the Ecclesiastical Department in the Russian Empire (1860-1917): A Historical-Statistical Study
Author: Cherkasov, Aleksandr A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Parochial Schools,Foreign Countries,Educational History,Educational Development,Educational Change,Statistical Analysis,Elementary Secondary Education,Gender Differences

This paper examines the process of the making and development of parochial schools in Russia in the pre-revolutionary period. An insight is provided into the scale of work carried out in that area, the evolution of parochial schools in Russia, and the regulatory framework for them. The main sources for this paper are reports from the Chief Procurator of the Holy Synod--more specifically, annual data from 'Extracts from the Report on the Department of the Orthodox Faith' and 'The Most Faithful Report of the Chief Procurator of the Holy Synod'. The authors employed the following methodological principles: those of historicism, systemicity, and objectivity. It is using a combination of these principles that it was possible to build a coherent picture of the development of said educational system in the Russian Empire in the period 1860-1917. The work employed the chronological principle and utilized a large body of statistical information. The use of the statistical method helped explore dynamics regarding the number of educational institutions under the Ecclesiastical Department and the size of their student body (including their student gender balance) and establish the average number of students per educational institution under the Ecclesiastical Department. The authors' conclusion is that in the period 1860-1917 the system of educational institutions under the Ecclesiastical Department went through two major periods of active development (one subsequent to the abolition of serfdom and the other subsequent to the adoption of The Rules for Parochial Schools) and one major period of stagnation (in the 1870s). Throughout said period, the educational system under the Ecclesiastical Department kept developing, with its schools getting bigger and grammar schools undergoing reorganization and the number of students per school within it growing continually. By 1914, the number of students enrolled in schools under the Ecclesiastical Department surpassed two million, which constituted nearly 25% of all students in the Russian Empire. At the peak of its development, the school system under the Ecclesiastical Department was terminated in 1917, with the schools placed under the purview of the Ministry of Public Education.
A Study on Reading Habits of the University Students in Nigeria: A Case of Selected Students of Economics Department at Nile University of Nigeria
Author: Toker, Alpaslan
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Habits,Reading Interests,Undergraduate Students,Economics Education,Academic Achievement,Correlation,Parent Influence,Influence of Technology,Internet,Television Viewing,Handheld Devices,Telecommunications,Leisure Time,Reading Attitudes,Foreign Countries

The study entitled &quot;A Study on Reading Habits of the University Students in Nigeria: A Case of Selected Students of Economics Department at the Nile University of Nigeria&quot; analyzed the major factors that hinder regular or systematic reading habits among university students. To determine reading habits, the study examined the concept of reading, its types, reading culture, the importance of reading, and many others through the literature review. Using a carefully-designed questionnaire and nonparticipatory observations as its research instruments, data was obtained from sixty randomly selected students of the Department of Economics who constituted the population of the study. From the analysis of the data using the quantitative paradigm as the theoretical framework, the findings indicated that there were some linguistic factors responsible for the decline in reading habits among the students included in our target group. The adverse impact of the Internet, the lack of interest, television addiction, and the lack of books made reading difficult. The study concluded by reiterating the importance of reading not just for the individual but the nation at large. Thereafter, the study offered some recommendations to the students, the management of the University, and the government at large.
Turkish University Students&apos; Experiences of Learning English: Is English Class a Dark Forest or a Clear Sky?
Author: Çelik, Servet
Date: 2020-00-00
Type: Journal Articles
Subjects: College Seniors,Student Experience,Student Satisfaction,Second Language Learning,Second Language Instruction,English (Second Language),Language Proficiency,Communicative Competence (Languages),Teacher Qualifications,Learning Motivation,Anxiety,Retention (Psychology),Vocabulary Development,Foreign Countries

With the continued failure of large numbers of university students to achieve proficiency in English as a foreign language (EFL), a great deal of research has been devoted to issues such as outdated curriculum design, inadequacies of course materials, poor teacher quality, and learner motivation, among other concerns. However, few studies have focused on the opinions of learners themselves regarding the factors that may impact their efforts to develop competence in English. Taking the view that students may have useful insights with respect to their successes or failures, the researchers designed this qualitative study as a means to clarify, via open-ended survey questions, the opinions of Turkish university students concerning both the external and internal factors they attributed to their proficiency levels after a decade or more of studying the language. The results revealed that the participants were highly dissatisfied with their achievement, an issue for which they largely faulted external factors such as the Turkish education system, and in particular, the quality of their teachers. Internal issues such as anxiety and poor motivation were also mentioned, but overall, the students did not take much personal responsibility for their perceived lack of success.
Development of E-Learning Oriented Inquiry Learning Based on Character Education in Multimedia Course
Author: Suartama, I. Kadek
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Active Learning,Inquiry,Values Education,Multimedia Instruction,Instructional Design,Educational Technology,College Students,Instructional Effectiveness,Foreign Countries

The study aimed to: 1) determine the e-learning design oriented inquiry learning based on character education in multimedia courses, 2) find out the feasibility of e-learning oriented inquiry learning based on character education in multimedia courses, 3) identify the effectiveness of e-learning oriented inquiry learning based on character education in multimedia courses. This study employed the research and development design. The research and development model used is the Borg &amp; Gall model. The subjects involved in the feasibility test were 8th semester and 2015-2016 academic year students, while the subjects included in the effectiveness test were the 7th semester and 2016-2017 academic year students of Educational Technology Department Universitas Pendidikan Ganesha. The instruments used to collect data in this study were questionnaires, learning outcome tests, and character behavior observation sheets. Descriptive statistical analysis and inferential statistics (t-test) were used to analyze the data. The results indicated significant differences in learning outcomes of the 7th semester and 2016-2017 academic year students learning multimedia courses, before and after using Edutech Smart e-learning. The study concluded that that the learning media developed are effective to enhance the quality of learning in multimedia learning. Efforts should be made to develop e-learning by optimizing more varied presentation methods.
Sharing Stories: Reflections of Professors&apos; Literacy Identities and Beliefs
Author: Howard, Christy M.
Date: 2020-09-00
Type: Journal Articles
Subjects: College Faculty,Literacy,Beliefs,Identification,African American Teachers,Asians,White Teachers,Educational Practices,Teacher Attitudes

Teacher identities and beliefs influence instructional practices. In order to explore this process, this self-study was conducted by three literacy professors from different ethnic backgrounds including one African-American professor, one Chinese national professor and one White professor. The purpose of this study was to examine how professors' literacy identities are shaped and how sharing these identities, experiences and beliefs in meaningful professional dialogues influences instructional practice. We examined the role of our identities and beliefs on our instructional practices using multiple forms of qualitative data such as journal entries, digital stories, and critical group discussions. Despite the range of differences among participants, we also shared commonalities in our identities and experiences. Findings from the study reveal that our literacy stories shaped our identities, our identities and beliefs shaped our instruction, and our reflective process shaped change in our practices. Through this process we were able to adjust our instruction in order to meet the diverse needs of our students. This reflective process influenced and improved our instructional decisions.
Paulo Freire, the Decolonial Curriculum and the Experience of the Professional Masters in Youth and Adult Education in Bahia, Brazil
Author: Costa, Graca dos Santos
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Programs,College Curriculum,Adult Education,Critical Theory,Democracy

In this paper we situate a discussion of the decolonial curriculum within the context of a Brazilian postgraduate programme (MPEJA) focused on adult and youth education (EJA). We draw on the work of Paulo Freire in our discussion of decolonial thinking and its pedagogical representation within EJA in Brazil. We suggest that engagement with the programme provides legitimacy and visibility for participants, supporting them in revealing the diversity and specificity of EJA (Cardoso, 2017). MPEJA also counters decolonial thought through the possibilities it provides to EJA educators for reflection on their professional context and the socio-economic influences on the experiences of their EJA students.
The Educational Ontology of Paulo Freire and the Voices of Irish Adult Educators
Author: McKillican, Alex
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Adult Education,Adult Educators,Educational Theories,Educational Philosophy,Teaching Methods,Foreign Countries,Critical Theory,Epistemology,Metacognition

This paper harnesses the teachings of Paulo Freire in order to give a voice to Irish adult educators. The ontological aspects of Freire's theory are central to this task. Freire's ontological understanding of the human experience finds its fulfilment in his theory of conscientization. The two pillars of conscientization are personal and collective awareness. And it is the personal awareness aspect, as it relates to the pedagogy of the adult educator, which we are most concerned with here. The paper highlights how the voices of adult educators should be considered as an ontological 'layer of data' which can contribute hugely to the discourse on adult education in Ireland.
The Role of Industry in Implementing Work-Based Learning Pedagogy
Author: Namjoshi, Revati
Date: 2020-00-00
Type: Journal Articles
Subjects: Industry,Work Experience Programs,Program Implementation,Open Universities,School Business Relationship,Foreign Countries,Internship Programs,Ecology,Undergraduate Students,Employment Interviews,Job Training,Job Skills

Work-based Learning (WBL) models being implemented across the globe highlight the importance of the role of industry in making the work-environment conducive to learning. This paper discusses various parameters that contribute to build a favorable ecosystem for successful implementation of WBL pedagogy. The findings are based on practices followed by critical observation of an integrated Work-based Learning model based on M.K.Gandhi's Nai Talim principle of 'Learning through Working' (M.K.Gandhi 1968) implemented in the state of Maharashtra, India. (MKCL 2001) In this system, the open universities in collaboration with industries offer work-based degree courses to suit the nature and needs of the businesses (Sawant 2017) and admit the youth especially from the economically weaker sections of the society at affordable fees. The businesses/industries offer paid internships to the students for performing at the workplace. The interns build the theory based on the work performed. The seniors in the industry assist the interns in synthesizing knowledge through daily reflection sessions by accessing eLearning study materials. The interns record their reflections through blogs and undertake evidence-based comprehensive assessment sessions on the eLearning platform on the work content and related course modules. The interns thus obtain two types of credits viz. work credits given by the industry appraisers and knowledge credits earned on the eLearning platform leading to the award of a degree at the end of three years. It is in this context and in view of the crucial role of the industries offering real life work-environments, the key aspects of the WBL ecosystem desirable at the workplace are discussed and analyzed.
Cultivation of the Skills of Design Thinking via the Project-Based Method as a Component of the Dual Model of Learning
Author: Lebid, ?ndrii E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Design,Skill Development,Thinking Skills,Active Learning,Student Projects,Problem Based Learning,Teamwork,Competency Based Education,College Graduates,Public Colleges,Educational Innovation,Foreign Countries,Creative Thinking

This paper outlines some of the key changes to cultivating relevant capabilities, skills, and competencies that are expected of university graduates today. Transformation processes in this area are calling for the creation of a relevant system of workforce education and training, with a focus on optimizing the conditions for combining work and training. This issue could be resolved via a set of activities on developing special models of mutually beneficial relationships between educational institutions, employers, and stakeholders. Such activities will be aimed at ensuring the practical preparation of education seekers for independent professional activity and their social adaptation in work teams, proper regulatory-legal and organizational support, the conduct of testing, the conduct of research, the fine-tuning of such models, and the development of recommendations on the use of such models on a wider scale. The dual model of learning, currently regarded by many as quite successful, combines effective innovative techniques and methodologies, including those founded on the project-based method. Through the example of the experience of several Ukrainian universities, specifically Sumy State University, with respect to the conduct of project-based activity, the authors describe the role of this type of activity in fostering the skills of design thinking with a focus on streamlining the experience of engaging in project-based and research activity. The authors' calculations using the Pearson correlation coefficient and the F-test helped establish that how many projects will be undertaken does not directly depend on the number of project groups.
Pioneering New Roles in Healthcare: Nursing Associate Students&apos; Experiences of Work-Based Learning in the United Kingdom
Author: Attenborough, Julie
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Nursing Students,Student Experience,Work Experience Programs,Apprenticeships,Health Services,Supervision

In order to address urgent workforce considerations and changing demographics, in 2017 the National Health Service in the United Kingdom introduced a new role in healthcare, the Nursing Associate. Education for the new role was delivered by work-based learning in partnership with local universities. This paper reports on a qualitative longitudinal study of a study which explored the experiences of work-based learners enrolled at a university in London. Data was collected in two stages over a six-month period: 17 work-based learners participated in interviews in stage 1 and seven in stage 2. Data was analysed using framework analysis; the framework was derived from a systematic literature review about introducing new roles in healthcare. Results have resonance for work-based learning programmes in healthcare and beyond and included the importance of adequate time for work-based learning; supervision by a skilled clinical educator; stakeholder engagement; a well-defined scope of practice and an appropriate and supportive educational programme. Participants valued the input of experienced qualified staff but appreciated the capacity issues that militated against their progress, as staff were not always able to support them. Participants also identified the necessity to take responsibility for their own learning in clinical practice. University-based learning was valued more highly than learning in practice, suggesting, as has been established elsewhere, that work-based learning opportunities in healthcare can be difficult to identify.
A Case Study of Developing Research Competency in University Students
Author: Prosekov, Alexander Yu.
Date: 2020-00-00
Type: Journal Articles
Subjects: Research Skills,Skill Development,Competency Based Education,Scientific Research,Preservice Teachers,College Freshmen,Student Motivation,Foreign Countries

The research featured the measures required to plan scientific and research activities that develop research competency in university students. The authors explained the necessity to plan research activities in the way that would allow students to master educational and cognitive techniques and perform practical actions aimed at solving personal and socially significant tasks. The article outlines theoretical background of research work planning at institutions of higher education. The concept of research competency was defined as a combination of motivational, gnoseological, operational, and personal components, developed at such a level that allows one to successfully apply the acquired research skills and knowledge in practical tasks. The authors believe that the development of research competency is the final result of education. Competencey as a new mental formation develops while mastering certain activities during the learning process. The phenomenon includes knowledge, skills, personality traits, and personal qualities. The paper introduces a set of criteria indicators that can be used to assess the level of research competence in students. The article also focuses on interactive methods, social media, and changing the role range of participants. A set of experiments registered some positive changes in the parameters of the components that together make up research competency. The results revealed a higher level of motivation, which indicates that the students are growing more aware of the value of science and research. They also demonstrated a better-developed gnoseological component. This improvement can be explained by the fact that research work activated such cognitive processes as systematization, planning, comparison, and generalization. A higher development level of the operational and personal components was reflected in better quality research reports and scientific publications.
Effect of COVID-19 on the Performance of Grade 12 Students: Implications for STEM Education
Author: Sintema, Edgar John
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Academic Achievement,Grade 12,STEM Education,Foreign Countries,Secondary School Students,Standardized Tests,School Closing,Time on Task,Teacher Attitudes,Department Heads,Secondary School Teachers

With all learning institutions pre-maturely closed on 20 March 2020 and all citizens advised to self-isolate in a bid to control the spread of COVID-19, it was hypothesized that COVID-19 would negatively impact on the performance of students in the 2020 Grade 12 national examinations vis-à-vis mathematics, science and design and technology subjects. An observed steady increase in the number of COVID-19 confirmed cases and the low levels of technology use in secondary schools in Zambia due to limited technology resources signifies a very difficult period in a young country which has just rolled out a nation-wide implementation of STEM education, This study collected data from three teachers at a public secondary school in Chipata District of Eastern Province in the Republic of Zambia. The Head of Department for Mathematics, the Head of Natural Sciences Department and one science teacher were interviewed. Semi-structured interviews via mobile phone were used to collect views of what these specialists thought would be the COVID19 effects on the general performance of students in their subject areas. Results of this study revealed that there is likely to be a drop in the pass percentage of secondary school students in this year's national examinations if the COVID-19 epidemic is not contained in the shortest possible time considering that the school academic calendar was abruptly disturbed by the early untimely closure of all schools in the country.