ethanporcaro/eric-fulltext-meta huggingface dataset:
Fear or Favor: Student Views on Embedding Authentic Assessments in Journalism Education
Author: Fulton, Janet
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Student Evaluation,Performance Based Assessment,Journalism Education,Majors (Students),Work Experience Programs,Employment Potential,Evaluation Criteria,Occupational Aspiration,Writing for Publication

Work-integrated learning (WIL) is becoming increasingly important in university education and research demonstrates work experience increases graduate employability. At the University of Newcastle, WIL is a critical component in the journalism major offered in the Communication program and one strategy to increase employability is to embed authentic assessments throughout the journalism courses. Formal student feedback at University of Newcastle typically demonstrates that authentic assessments are appreciated by journalism students but that may not be the entire story. Opportunities for publication of their work in national student outlets such as &quot;The Junction&quot; have demonstrated many of the students lack confidence to seek that opportunity. This article is reporting on a survey of students undertaking the journalism major at University of Newcastle and their attitudes to, and experiences with, authentic assessments. The research examines and analyses the students' attitudes to WIL and how academic staff might enhance the learning experience and employability prospects for students. [Note: The page range (58-71) shown on the PDF is incorrect. The correct page range for this article should be p57-71.]
Formalizing Feedback in Work-Integrated Learning Partnerships: Opportunities for Collaboration
Author: Venville, Annie
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Work Experience Programs,Partnerships in Education,School Business Relationship,Industry,Nursing Students,Allied Health Occupations Education,College Students,Organizational Communication,Data Collection

Work-integrated learning (WIL) involves employers and industry in education and training. In order to maximize benefits for all involved, sustainable and reciprocal processes are necessary. While institutions may have internal mechanisms to gather feedback from external partners, the feedback process often tends to be ad hoc. To inform the development of systematic and useful mechanisms, in-depth semi-structured interviews were held with eight representatives of large industry groups providing WIL opportunities for nursing and allied health students enrolled in two Australian universities. Interviews were recorded and transcribed; data was analyzed thematically. Findings confirm the centrality of relationships to successful WIL partnerships. Although participants expressed general satisfaction with existing feedback processes, the consensus was for: (a) the introduction of more strategic and standardized approaches, and (b) collaborative approaches based on rigorous and careful understanding of the WIL context.
Using Literary Materials in Teaching Social Studies
Author: Sömen, Tugba
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Teaching Methods,Instructional Materials,Literary Genres,Instructional Effectiveness,Student Attitudes,Preservice Teachers,Middle School Students,Grade 6,Public Colleges,Public Schools,Student Participation,Student Interests,Skill Development,Selection Criteria,Foreign Countries

In the teaching process of Social Studies course, which includes many disciplines including literature, students have chance to increase their interest in different subjects and to develop their mental skills as well. In this context, the study aimed to determine the opinions for prospective teachers and middle school students about the use of literary materials as teaching/learning materials in the Social Studies course. The research was structured via a basic qualitative study model. The participants of the study were composed of 7 fourth-year students in the Department of Social Studies Education at a state university, and 20 sixth grade students, at a public middle school in the centre of Kars province, east of Turkey. The study was conducted in the spring semester of 2019-2020 academic/school year. The data were collected using the voice recording technique based on a semi-structured interview form developed by the researcher, and analysed via explanatory and inferential coding method. The results showed that, both the prospective teachers of Social Studies and the 6th grade students who participated in the study were of the opinion that the use of literary materials helped a lot to increase inclass participation, and provided an enjoyable teaching/learning atmosphere.
Informing Work-Integrated Learning through Recovery Camp
Author: Tapsell, Amy
Date: 2021-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Mental Disorders,Nursing Students,Medical Students,Mental Health Programs,Student Role,Self Determination,Clinical Experience

Recovery Camp is an innovative work-integrated learning (WIL) approach. Bringing together healthcare students and consumers with lived experience of mental illness, it is intentionally designed whereby each participant has a role that facilitates the educational experience. Student learning is developed through their involvement in activities, interactions with consumers and reflective practices. Consumers assume the role of educator, sharing their unique and personal experiences of mental illness with students. Recovery Camp challenges traditional healthcare WIL settings, by offering a setting that is both autonomy-supportive and provides the provision of structure. After attending Recovery Camp, students have shown themselves to be more self-determined toward working in the area of mental health, as well as displaying resilience and positive attitudes.
The Development of Work-Integrated Learning Ecosystems: An Australian Example of Cooperative Education
Author: Fergusson, Lee
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Education,Educational Environment,Work Experience Programs,Experiential Learning,Graduate Study,School Business Relationship,Police Education

Cooperative education and principles associated with learning ecosystems appear throughout the literature. However, the application of cooperative education and learning ecosystems to work-integrated learning has not been fully examined. Furthermore, the applicability of learning ecosystems within work-integrated learning to specific professional practice domains has similarly not previously been examined. The development of domain-specific work-integrated learning ecosystems and an explanation of how they might apply to cooperative education in higher education, the purpose of this paper, are explored from three sequentially related conceptual levels: Level 1), a proto-theoretical model of cooperative education &gt; Level 2), a functional model of a work-integrated learning ecosystem &gt; Level 3), an example of an applied model of a work-integrated learning ecosystem. Specifically, the paper explores how policing, presented here as a working example of a socially important practice domain, has been developed into a work-integrated learning ecosystem within the Australian higher education context.
Faculty Mindsets in the Era of COVID-19
Author: Smith, Tamarah
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teacher Attitudes,Adjustment (to Environment),Barriers,Beliefs,Teacher Competencies

With the disruption caused by COVID-19, the higher education community has begun to share resources and ideas for successfully transitioning to the &quot;new normal&quot; of teaching. While many conversations focus on concrete strategies for adapting teaching, I focus here on ways to address the psychological burden these changes have brought. Specifically, I provide suggestions for shifting our teaching mindsets to be growth oriented so that we can successfully provide instruction to students despite the challenges imposed by COVID-19.
Enablers and Barriers to Interprofessional Work-Integrated Learning Placements: A Qualitative Study of Rural and Regional Allied Health Supervisors&apos; Perceptions
Author: Skinner, Kay
Date: 2021-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Experiential Learning,Rural Areas,Supervision,Foreign Countries,Supervisors,Attitudes,Barriers,Allied Health Occupations Education,Interdisciplinary Approach,Student Placement,College Students

Work-integrated learning (WIL) is central to the delivery of high quality student learning that provides students with the knowledge, skills, attitudes and professional networks for successful careers. In rural and regional Australia WIL placements can be particularly challenging to source due to limited clinical supervision capacity. This article reports regional Allied Health clinical supervisors' perceptions of enablers and barriers to engaging with interprofessional student WIL. A phenomenology of practice framework was used to interpret the data, highlighting three key themes: introducing an interprofessional lens early; tapping into unique possibilities; and setting up for success, balancing challenges with opportunities. The study identified key elements that may contribute to successful Allied Health interprofessional WIL placements in rural and regional settings, including incorporating early student placement opportunities, using shared interprofessional supervision to foster the development of junior clinicians' supervisory skills, and ensuring clarity around the purpose and processes of each interprofessional placement.
Groping through a Grim Spring: Teaching and Learning during a Pandemic
Author: Roulston, Kathryn
Date: 2020-00-00
Type: Journal Articles
Subjects: Personal Narratives,Pandemics,COVID-19,Teaching Experience,Teacher Attitudes,College Faculty,Social Change,Distance Education,Computer Mediated Communication,Online Courses

This autoethnographic essay discusses the author's experiences and reflections on teaching and learning in a college town in the southern US in Spring 2020. What happens to faculty and students and the work of teaching and learning during an unprecedented event such as a pandemic? How do we work alongside the disruptions of everyday routines and suddenly navigate massive social change? The author describes some of the issues that a teacher and her students navigated personally and professionally during a semester of crisis precipitated by a global pandemic.
Inquiry on the Role of International Education in Future Diplomacy after COVID-19 Pandemic
Author: Gultekin, Osman
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,International Relations,International Cooperation,Study Abroad,Power Structure,Politics of Education,Political Science,Foreign Students,Teaching Methods,Online Courses,Distance Education,Educational Change,Educational Policy

The international higher education sector has been witnessing an economic and soft power competition by the nation-states and has become a part of global power competition. It is worth inquiring about the role of international education in future diplomacy after the COVID-19 pandemic outbreak as there are likely to be substantial changes in the forms of deliveries, operations and policies in the international higher education activities and global politics. This brief essay highlights the possible effects of COVID-19 pandemic on the relationship of international higher education with diplomacy and international relations. It provides food for thoughts for the researches in the area.
Students as Knowledge Mediators in Transnational Higher Education
Author: Truong, Van Thuy
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Programs,Transfer of Training,Student Development,Education Work Relationship,Prior Learning,Graduate Students,Masters Programs,College Graduates

This study aims to gain a deeper understanding of knowledge transfer as an outcome of transnational education. Based on the case of a Finnish-Vietnamese transnational education program, this paper analyzes the role of students as knowledge mediators between the study program, students' personal development and work life. Although students should play a critical part in learning and transferring knowledge between study and work life in theory, it seems that in practice, their role might be rather limited and passive. While multiple external factors affect learning and knowledge transfer, students' prior knowledge, skills and experience were found to be more significant factors, which teachers and program designers should carefully consider while promoting stronger participation. This paper contributes to the discussion on transnational higher education by elaborating students' changing role as knowledge transferors and transferees and by bringing the students' voice to the debate on the outcomes and impacts of transnational higher education.
Analysis of the Questions in 11th Grade Philosophy Coursebook in Terms of Higher-Order Thinking Skills
Author: Acar-Erdol, Tuba
Date: 2020-00-00
Type: Journal Articles
Subjects: Questioning Techniques,Textbook Evaluation,Grade 11,High School Students,Philosophy,Thinking Skills,Foreign Countries,Cognitive Processes,Taxonomy,Student Evaluation

The present study aimed to investigate the questions included in the 11th grade Philosophy Coursebook prepared in 2018 by the Ministry of Education in Turkey in terms of higher-order thinking skills. Document analysis was utilized in the study, and frequencies and percentages were used in answering the first sub-research question. Cognitive processes domain of Revised Bloom's Taxonomy was utilized in conducting analyses to answer the second sub-research question. And Moodley's (2013) categorization supported the analyses to answer the third sub-research question. The results suggested that the distribution of warm-up, practice, discussion, text analysis, writing, and measurement and evaluation questions were organized in a similar systematic across the coursebook. As a result of the research, not only summative but also formative assessment methods were included in the coursebook. Most of the questions were in the understand level of cognitive processes. The book included only a limited number of questions on the 'apply', 'analyze', and 'create' levels included in Revised Bloom's Taxonomy. Most of the questions were designed for the mid-level of the cognitive domain and the low-level questions were the second most frequently used questions. Only 6.1 % of the questions were designed for high-levels of the cognitive domain. Last but not least sample questions for the analyze, evaluate, and create dimensions were prepared in an effort to encourage more frequent uses of such types of questions.
The Impact of Understanding Learners and Techno-Pedagogical Competency on Effective Learning Environments by Designing the Instructional Process
Author: Terzi, Ragip
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Instructional Design,Educational Environment,Pedagogical Content Knowledge,Technological Literacy,Teacher Competencies,Preservice Teachers,Public Colleges,Student Needs,Foreign Countries

This study aims to understand prospective teachers' (PTs) preparedness to teach before they actually start working in the profession. In particular, the causal effects of &quot;understanding the learner&quot; and &quot;techno-pedagogical competency&quot; on &quot;forming effective learning environments&quot; by &quot;designing the instructional process&quot; were investigated. Structural equation modeling was carried out to estimate the effects of these variables on effective learning environments. A cross-sectional survey design was used with 314 PTs who were studying in a state university in Turkey in the 2019-2020 spring semester. For the purpose of this study, Preparedness to Teach scale was used to obtain the data after investigating the scale for validity and reliability properties. The results suggested that understanding the learner had both direct and indirect effects on forming effective learning environments. That is, the better PTs could understand the learner, the more appropriately they could design the instructional process and, ultimately, form an effective learning environment. However, techno-pedagogical competency had only indirect impacts on forming an effective learning environment. This finding suggests that the higher-competency PTs had in techno-pedagogy, the more effectively they could establish a learning environment by properly designing the instructional process.
Factors Enhancing Mobile Technology Acceptance: A Case Study of 15 Teachers in a Pretoria Secondary School
Author: Moodley, K.
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Technology Integration,Educational Technology,Technology Uses in Education,Teacher Attitudes,Resistance (Psychology),Telecommunications,Handheld Devices,Teaching Methods,Faculty Development,Technological Literacy,Anxiety,Ability,Educational Resources,Self Efficacy,Value Judgment

While a considerable body of research has focused on learners' acceptance of or resistance to mobile technologies, fewer studies have focused on teachers. This research study aimed to understand the factors influencing South African teachers' acceptance of or resistance to using mobile technologies in their classroom practice. The Technology Acceptance Model (TAM) was used as a lens to explore factors that enhance mobile technology acceptance. The study consisted of a sequential mixed method, action research approach. Fifteen participants received training at a Mobile Technology workshop, aiming to provide professional development and enhance technological literacy knowledge and skills for teachers. The participants were then tasked to teach with technology and to share and reflect on their experiences and perceptions during the community of practice meetings. Content analysis was used to analyse the transcripts of these meetings and this led to the identification of 2 key factors, which enhanced the teachers' acceptance of mobile technology, namely, perceived usefulness and perceived ease of use. Six sub-factors affecting acceptance were also identified: anxiety, ability, attitude, facilitating conditions, subjective norm and voluntariness. The factors that were identified suggest that additional professional development, infrastructure and resources need to be provided for teachers. We argue that by providing these necessities and eliminating or significantly reducing these factors, the use of mobile technology will be a success.
The Study of the Relationship between 21st-Century Learner Skills, Individual Innovativeness and Epistemological Beliefs of Teacher Candidates by Structural Equation Modelling
Author: Karatepe, Ramazan
Date: 2020-12-00
Type: Journal Articles
Subjects: 21st Century Skills,Innovation,Epistemology,Beliefs,Preservice Teachers,Foreign Countries,Structural Equation Models,Individual Characteristics

The aim of the study reported on here was to build a structural model of the relationship between 21st-century learner skills, individual innovativeness and epistemological beliefs. Data of the study were collected with three different scales, namely, the 21st-Century Learner Skills Scale, the Epistemological Beliefs Scale, and the Individual Innovativeness Scale. The population of the study constituted 627 teacher candidates studying at Mersin University during the summer term of 2016 to 2017. After the data collection process, Structural Equation Modelling was applied through the LISREL program to determine what kind of model was established among the scales. According to the results, an increase of 1 unit in the Individual Innovativeness Scales leads to an increase of 0.51 units in the 21st-Century Learner Skills Scale, while an increase of 1 unit in the Epistemological Beliefs Scale results in an increase of 0.34 units in the 21st-Century Learner Skills Scale.
The Role of the School in Inculcating Citizenship Values in South Africa: Theoretical and International Comparative Perspectives
Author: Wolhuter, Charl
Date: 2020-12-00
Type: Journal Articles
Subjects: Moral Values,Citizenship Education,School Role,Democratic Values,Constructivism (Learning),Comparative Education,Conflict,Teaching Methods,Equal Education,Teacher Education Programs,Parent School Relationship,Foreign Countries,Global Approach,Social Change,Social Justice,Controversial Issues (Course Content),Ethics,Caring

In view of the serious moral decay in South African society, this article reports on our research regarding the role of the school in the inculcation of citizenship values (as part of the brief of South African education). We regard a set of citizenship values consonant with a democratic dispensation to be a core component of a moral order essential for South Africa. Using a combination of interpretive-constructivist and comparative approaches, we examine and evaluate the experiences of other post-conflict societies in using education to inculcate citizenship values. We conclude that schools can be successful with respect to the inculcation of citizenship values, provided that the curriculum itself does not discriminate against any group or category of people. Desegregation can only be beneficial in the absence of negative depiction (including criminalisation) or the unequal treatment of any particular societal grouping. Our research suggests that active citizenship education is needed in schools. For this reason, we contend that teacher education has to form an integral part of a moral revival project. Lastly, we highlight the importance of finding democratically agreed-upon ways to continually engage with parents, legal caregivers and other stakeholders and role-players before and during the execution of any such project.
Boys in &quot;Trouble&quot;: Contestations, Contradictions and Conflicting Notions of Coloured High School Masculinities
Author: Anderson, Bronwynne
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Males,Blacks,Student Behavior,Behavior Problems,Masculinity,Student Experience,Student Attitudes,Student School Relationship,Compliance (Psychology),Conflict,Dropouts,Teacher Student Relationship,Ethnography,Discipline,Labeling (of Persons)

This article focuses of 13 high school boys' experiences of getting into &quot;trouble&quot; in a former Coloured township high school in KwaZulu-Natal Province. This ethnographic study explored the reasons for boys being considered &quot;troublesome&quot; at school. Data collection included focus groups, semi-structured open-ended individual interviews and non-participant observation. Using the social constructionist perspective of masculinity as an analytical lens, the findings show that these boys' schooling experiences are fraught with anti-schooling, anti-academic and anti-authoritarian attitudes and behaviours. They construct themselves as dominant, unafraid and unwilling to conform to school rules, which brings them into conflict with authorities. While some of the group expressed determination to ameliorate their lives, others dropped out of school prematurely. Teacher attitudes are central to either perpetuating &quot;trouble&quot; or being sensitive to these boys' schooling woes.