ethanporcaro/eric-fulltext-meta huggingface dataset:
Characteristic and Enlightenment on Universities Collaborative Innovation Mode of Japan Shikoku Area
Author: Wang, Guohao
Date: 2019-00-00
Type: Journal Articles
Subjects: Innovation,School Business Relationship,Foreign Countries,Universities,Industry,Knowledge Economy,Knowledge Management,Institutional Cooperation,Talent Development,Government Role,Income,Intellectual Property

Collaborative innovation, with universities as the main body, is an important foundation for deepening the cooperation between industry, universities, and research institutes. Taking the collaborative innovation of five universities in Japan Shikoku area as an example, this paper summarizes the content of collaborative innovation in colleges and universities. The Shikoku SICO, which is established by government, is set to integrate the resource of university, enterprises, industry, and government, expand and broaden the knowledge chain, and promote knowledge flow and value realization through knowledge gathering and diffusion, knowledge dissemination and sharing, and knowledge transfer and application. Based on SICO's collaborative innovation mode of the Japan Shikoku area, five universities have established a virtuous circle of knowledge, capital, and talents, forming a collaborative innovation ecosystem characterized by symbiosis. From an ecology perspective, this paper establishes a regional collaborative innovation symbiotic system, which is characterized by knowledge, with the components of producer, consumer, decomposer, and catalyzer. Finally, from the perspective of constructing symbiosis system, this paper puts forward the experience of colleges and universities in Japan in terms of knowledge dissemination, knowledge transfer, and knowledge gathering.
Nature in the Eye of the Beholder: A Case Study for Cultural Humility as A Strategy to Broaden Participation in STEM
Author: Miriti, Maria N.
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Females,Disproportionate Representation,Gender Bias,Racial Bias,Ethnicity,Student Diversity,Cultural Influences,Social Influences,Barriers,Biology,Science Instruction,Culturally Relevant Education,Student Recruitment,School Holding Power,Ecology,Environmental Education,Higher Education

Science, technology, engineering, and math (STEM) disciplines suffer from chronically low participation of women and underrepresented minorities. Diversity enhancement initiatives frequently attempt to mitigate skill deficits such as math skills in an attempt to improve preparedness of these students. However, such interventions do not address cultural or social barriers that contribute to the isolation and marginalization that discourage continued participation in STEM. Science exists and is developed within social constructs.; because of this, cultural conflicts can occur pertaining to contrasting cultural belief systems between educators and students, or to socially-biased perspectives that are embedded in disciplinary values. These conflicts are implicated in the low recruitment and retention of underrepresented students in STEM. To address the relationship between culture and STEM diversity, I present a case study that examines the role of culturally-biased views of nature on the lack of diverse participation in ecology and environmental biology. I conclude by advocating the use of inclusive, culturally-sensitive teaching practices that can improve the climate for underrepresented students and increase diverse recruitment and retention in STEM.
Teachers Co-Designing and Implementing Career-Related Instruction
Author: Salonen, Anssi
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Instructional Design,Material Development,Instructional Materials,Science Education,Science Careers,Science Teachers,Researchers,Educational Researchers,Dentistry,Units of Study,Ownership,Teacher Attitudes

Teachers encounter the challenge of how to provide students adequate awareness of science-related careers. Therefore, innovative teaching material for promoting science-related careers needs to be designed. Educational innovations can be successful if teachers experience ownership and agency towards the designed teaching material. In this case study, a multi-professional group of two science teachers, a researcher, and a dentist co-designed instruction including a career presentation and relevant information about field-specific education and skills needed by a professional in that field. We refer to this as career-related instruction. The designed learning unit includes a scenario, inquiries and career-related activities. Teachers' perceptions about co-designing and implementing the learning unit in science education are examined as well as students' perceptions about the scenario. Data consists of teacher interviews and discussions and student questionnaires. A content analysis reveals the teachers' high ownership and agency in co-designing the instruction, which was relevant, interesting and informative for students. It was easy for teachers to implement the learning unit even though they were not involved in every phase of the design process. We conclude that by strengthening teachers' ownership and agency through multi-professional co-designing, relevant and interesting career-related instruction can be designed and implemented.
Predictive Models for Imbalanced Data: A School Dropout Perspective
Author: Barros, Thiago M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Predictor Variables,Models,Dropout Rate,Classification,At Risk Students,Data Collection,Data Analysis,Prediction,Accuracy,Performance,Artificial Intelligence,Foreign Countries,Academic Achievement,Student Characteristics,Demography,Socioeconomic Status,College Students

Predicting school dropout rates is an important issue for the smooth execution of an educational system. This problem is solved by classifying students into two classes using educational activities related statistical datasets. One of the classes must identify the students who have the tendency to persist. The other class must identify the students who have the tendency to dropout. This problem often encounters a phenomenon that masks out the obtained results. This study delves into this phenomenon and provides a reliable educational data mining technique that accurately predicts the dropout rates. In particular, the three data classifying techniques, namely, decision tree, neural networks and Balanced Bagging, are used. The performances of these classifies are tested with and without the use of a downsample, SMOTE and ADASYN data balancing. It is found that among other parameters geometric mean and UAR provides reliable results while predicting the dropout rates using Balanced Bagging classifying techniques.
Getting Past the Gateway: An Exploratory Case on Using Utilitarian Scientific Literacy to Support First-Year Students At-Risk of Leaving STEM
Author: Chambers, Brittany
Date: 2019-00-00
Type: Journal Articles
Subjects: Scientific Literacy,College Freshmen,STEM Education,At Risk Students,Academic Persistence,Intervention,School Holding Power,African American Students,Introductory Courses,Science Careers,Mentors,Males,Student Development,Majors (Students)

First-year students who enter college pursuing a STEM degree still face challenges persisting through the STEM pipeline (Chen, 2013; Leu, 2017). In this case study, researchers examine the impact of a utilitarian scientific literacy based academic intervention on retention of first-year students in STEM using a mixed methods approach. A sample (n = 116) of first-year students identified as at-risk of not persisting in STEM were enrolled in a for credit utilitarian scientific literacy course. Participants of the semester long course were then compared with a control group of first-year students identified as at-risk of persisting in STEM. A two-proportion z test was performed to assess the mean differences between students and participants of the course were given a survey to gauge student experiences. Quantitative results ([lower case phi] 0.34, p &lt; 0.05) indicate that the utilitarian scientific literacy course had a statistically significant impact on retention among first-year students at-risk of persisting in STEM. Moreover, qualitative data obtained from participant responses describe internal and external growth as positive outcomes associated with the intervention.
Learning Dispositif and Emotional Attachment: A Preliminary International Analysis
Author: Huston, Simon
Date: 2019-00-00
Type: Journal Articles
Subjects: Emotional Response,Success,Social Influences,Cultural Influences,Educational Environment,Teaching Styles,Affective Behavior,Student Characteristics,Teacher Student Relationship,Interpersonal Relationship,Cognitive Processes,Student Attitudes,Asian Culture,Western Civilization,Foreign Countries,College Students,Online Courses

This research investigated the significance of learning dispositif (LD) and emotional attachment (EA) on perceived learning success (LS) across a diaspora of Western, Russian, Asian, Middle Eastern and Chinese student cohorts. Foucault's LD captures the disparate socio-cultural contexts, institutional milieus and more or less didactic teaching styles that moderate learning. EA is a multi-dimensional notion involving affective bonds that emerged in child psychology and spread to marketing and other fields. The sequential explanatory research reviewed the learning and EA literatures and generated an LD-EA framework to structure the quantitative phase of its mixed investigations. In 2017 and 2018, the research collected 150 responses and used a range of statistical techniques for quantitative analysis. It found that LS varied significantly across cohorts, intimating that dispositifs influence learning. Nonparametric analysis suggested that EA also influenced learning, but regressions were inconclusive. Exploratory techniques hint at a dynamic mix of emotional or cognitive motivations during the student learning journey, involving structural breaks in student/instructor relationships. Cluster analysis identified distinct student groupings, linked to years of learning. Separately, qualitative analysis of open-ended survey questions and expert interviews intimates that frequent teacher interactions can increase EA. The synthesis of quantitative with qualitative results and pedagogical reflection suggests that LD and EA both influence learning in a complex, dynamic system. The key constituents for EA are Affection, Connection, Social Presence (SP), Teaching Presence (TP) and Flow but student emotional engagement is conditioned by the socio-cultural milieu (LD) and associated factors like relationships and trust. Unlike in the Community of Learning framework, in the EA framework Cognitive Presence (CP) is an outcome of the interaction between these EA constituents, associated factors and the socio-cultural milieu. Finally, whilst awareness of culture and emotions is a useful pedagogical consideration, learning mainstays remain inclusive educational systems that identify student needs and support well-designed programmes. Within these, scaffolded modules should include a variety of engaging learning activities with non-threatening formative and trustworthy summative feedback. We acknowledge some statistical study limitations, but its tentative findings make a useful preliminary contribution.
The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education
Author: Hartikainen, Susanna
Date: 2019-00-00
Type: Journal Articles
Subjects: Active Learning,Engineering Education,Higher Education,Outcomes of Education,Definitions,Educational Research,Research Methodology,Measurement

Active learning has gained growing political, instructional, and research interest. However, the definitions of active learning are wide. The learning outcomes related to it have been mostly positive but the measurement methods are not without problems. This review provides an overview of active learning, especially in the context of engineering higher education, by answering two research questions: (1) How is the concept of active learning defined and justified in engineering higher education research? (2) What are the learning outcomes connected to active learning and how is learning measured in engineering higher education research? Sixty-six empirical articles were analyzed inductively with qualitative content analysis. The analysis showed that active learning was defined in various ways, and in some articles, it was not defined at all. In addition, justification (theoretical or empirical) for the use of active learning was seldomly reported. Finally, the indicators used to measure the impact of active learning on students' learning outcomes were mostly based on students' self-report data and focused on course specific development in subject-related knowledge. More thorough descriptions and theoretical justifications, as well as the consideration of learning outcomes with appropriate research methods, could reinforce the transparency of empirical interventions and the application of active learning.
FrogVLE Application in Science Teaching in Secondary Schools in North Malaysia: Teachers&apos; Perspective
Author: Ramli, Nofaizah
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Secondary School Teachers,Science Teachers,Science Instruction,Secondary School Science,Teacher Attitudes,Technology Integration,Time Management,Barriers,Incidence,Teacher Characteristics,Institutional Characteristics

The frogVLE application was launched in Malaysia to provide a virtual learning environment in order to produce competitive and relevant students in the 21st century. As science is one of the most important subjects for the development of a nation, the perspective of teachers as policy implementers should be taken into account in ensuring that the desire is achieved. Hence, this study aimed to investigate the level of application of frogVLE in secondary school science teaching in the northern peninsular of Malaysia. This qualitative study involved 50 secondary school science teachers in Perak, Kedah, Penang and Perlis. Each respondent was required to answer a questionnaire which consists of 20 questions. Five teachers were randomly interviewed by the researcher. The data were analyzed descriptively. The analysis results provide a real picture of how the frogVLE application is used in teaching, as well as the issues, challenges and suggestions for improvements in frogVLE while teaching secondary school science subjects. The findings from this study are expected to help the Ministry of Education to develop programs and improve the use of the frogVLE application in teaching science in secondary schools. In conclusion, a virtual learning environment such as the frogVLE application can only be used optimally to help improve science teaching excellence if the relevant issues are solved and supportis received from all parties.
A Confirmatory Evaluation of an Educational Orientation Tool for Pre-University Students
Author: Olmos-Gómez, María del Carmen
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychometrics,Test Construction,Test Validity,Decision Making,Foreign Countries,Undergraduate Students,Secondary School Students,Career Choice,Parent Influence,Expectation,Socioeconomic Status,Peer Influence,Motivation,Majors (Students),Career Counseling

This study incorporates the design and validation of a questionnaire for the evaluation of Careers Advisory Services and the systematic processes that influence it (family, peer groups, socioeconomic status, etc.). In addition, it examines its psychometric properties within a multicultural population of students attending educational centres in the south of Spain. It seeks to create a valid instrument that is reliable as a measurement tool and useful for evaluating decision making situations relevant to the future working context. A perspective of working life is given through consideration of the degree choices made by those involved in the decision-making process. The metrics used showed high content and construct validity. Structural equation modelling (SEM) and confirmatory factor analysis (CFA) were employed. Indicators described by Wald and Lagrange were used to examine and modify the model in order to obtain a model that best fits relevant theory and goodness of fit criteria.
Advantages and Disadvantages of Modeling Beliefs by Single Item and Scale Models in the Context of the Theory of Planned Behavior
Author: Heuckmann, Benedikt
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Teacher Attitudes,Models,Cancer,Teaching Methods,Intervention,Science Education,Beliefs,Teacher Behavior,Social Influences,Science Teachers,Biology,Social Attitudes,Self Control,Student Interests,Student Motivation,Knowledge Level,Risk,Inquiry,Expectation,Stakeholders,Instructional Materials

Teachers' beliefs about science teaching vary greatly. To analyze the relationships between teachers' beliefs and other variables related to teaching and learning, researchers can use the following two options: single item belief models or belief scales. In this study, we compared both models in the context of teachers' beliefs regarding teaching about cancer. Although both models exhibited a good model fit, each approach had both advantages and disadvantages when we judged the modelling approaches in terms of fulfilling the requirements of common psychometric standards and adequately acknowledging the diversity of different beliefs. We discuss the predictive value of both models and their contribution to planning belief-based interventions for cancer education. We argue that researchers should combine the advantages of single item and scale models when analyzing the diversity of teachers' beliefs.
Mapping the Evaluation of Problem-Oriented Pedagogies in Higher Education: A Systematic Literature Review
Author: Acton, Renae
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Problem Based Learning,International Education,Higher Education,Inquiry,Quality Assurance,Educational Quality,Employment Potential,Outcomes of Education,Instructional Effectiveness,Foreign Countries

Problem-oriented pedagogies have emerged as strategic way for universities to respond to an international higher education agenda that increasingly prioritises innovative, student-centred learning, and the cultivation of both civic and employability competences. Alongside this pedagogic shift is a policy-driven emphasis on monitoring teaching and learning for quality assurance purposes. This article aims to untangle the ways problem- and inquiry-based pedagogies are currently evaluated in universities, and thus consider how 'quality' implementation, and the effects of this suite of pedagogic approaches, might be better understood, practised, and measured. Taking a systematic approach to the review of the literature, the article maps evaluation methods that assess the effectiveness of problem-oriented and inquiry-based pedagogies implemented in university settings. The key findings include that evaluation methods in the field (i) prioritise qualification-related outcomes, (ii) are limited in scale and scope, and (iii) often function as demonstrations of performativity rather than as part of an ongoing improvement cycle. The article argues that evaluations that take a multi-method approach from the perspective of a range of stakeholders, with an exploration of civic and social competences in addition to employability outcomes, would significantly strengthen the field.
Connecting Status and Professional Learning: An Analysis of Midwives Career Using the Place© Model
Author: Gillen, Patricia
Date: 2019-00-00
Type: Journal Articles
Subjects: Obstetrics,Allied Health Personnel,Allied Health Occupations,Career Development,Role,Interdisciplinary Approach,Models,Professionalism,Status,Temporary Employment,Foreign Countries

This paper seeks to deconstruct the place of midwives as professionals using the novel interdisciplinary lens of the Place Model--an innovative analytical device which originated in education and has been previously applied to both teachers and teacher educators. The Place Model allows us to map the metaphorical professional landscape of the midwife and to consider how and where midwives are located in the combined context of two senses of place: in the sociological sense of public esteem and also the humanistic geography tradition of place as a cumulative process of professional learning. A range of exemplars will bring this map to life uncovering both the dystopias and potentially utopian places in which midwives find their various professional places in the world. The Model can be used to help student midwives to consider and take charge of their learning and status trajectories within the profession.
Conclusion: Perspectives on Language, Literacy, and Deafness
Author: Paul, Peter V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Literacy,Language Acquisition,Deafness,Native Language,English (Second Language),Second Language Learning,Role,Phonology,Multiple Disabilities,Research Methodology,Language Processing,Language Proficiency,Decoding (Reading),Language Tests,Hearing Impairments

As indicated in this Special Issue, there has been much debate on the development of English language and literacy in d/Deaf and hard of hearing (d/Dhh) students. Questions remain on the nature of the first language and the relation of this language to the development of English literacy. There is also considerable controversy on the role of English phonology. Adding to the complexity is the increase of d/Dhh children for whom English is not the home language and the ongoing challenge of addressing the needs of those with disabilities or additional disabilities. After describing English literacy and the need for documenting desirable research characteristics, the authors of this conclusion article utilize a construct named the Qualitative Similarity Hypothesis (QSH) as the guiding framework for addressing issues such as the role of phonology and the nature of the through-the-air form of the language of print. The QSH asserts that d/Dhh students need to master the same set of fundamentals as typical English literacy learners. These fundamentals include code-related, language-related, and comprehension-related skills. One major assertion is that proficiency in the through-the-air form of English is essential for achieving proficiency in conventional English literacy skills. It is argued that the importance of English language proficiency has been emphasized in literacy models that delineate the strong connections among language, reading, and writing, even for second language learners of English or English learners. Another major assertion is that proficiency in English phonology is necessary (albeit not sufficient) for the development of emerging decoding skills. The use of English phonology facilitates the early and advanced literacy comprehension skills. The article concludes with recommendations for additional research, including the understanding of the visual representation of the structure of English, the development of comprehensive English language assessments, and the exploration of literacy-related skills such as decoding and comprehension. Finally, the validity of the QSH also needs to be further investigated.