ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination of University Students&apos; Attitudes towards E-Learning during the COVID-19 Pandemic Process and the Relationship of Digital Citizenship
Author: Akcil, Umut
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Student Attitudes,College Students,Electronic Learning,Educational Technology,Distance Education,Anxiety,Student Behavior,School Closing,Ethics,Computer Mediated Communication,Foreign Countries,Safety,Telecommunications,Student Responsibility

The COVID-19 pandemic has had an impact on people's social interaction and has brought changes on education, environment and economy. COVID-19, which affects every aspect of life, has produced results that require re-evaluating the perspective on education. Distance learning, digital learning, e-learning has reshaped education in many ways. There can be a chance of the pandemic in the digital age to turn into an advantage for the education sector. In this period, it can be said that those who have high interest in technology move more easily in distance education and e-learning processes. In this context, expressing the best skills in the digital age, it was thought that the concept of digital citizenship would have positive effects on e-learning. This study is a relational survey and tested by establishing a relationship between digital citizenship and e-learning. The study was conducted among higher education students. It has been observed that there is a positive relationship between digital citizenship behaviors and e-learning attitudes. In addition, it has been observed that the negative anxiety of students due to the pandemic is reflected in their e-learning processes. However, overall results show that digital citizenship behavior digital learning process could be a positive response to COVID-19 closure period.
Exploring a Community of Practice to Improve Quality of a Technology Integration Course in a Teacher Education Institution
Author: Sadik, Olgun
Date: 2021-00-00
Type: Journal Articles
Subjects: Communities of Practice,Teacher Collaboration,Teacher Educators,Teacher Education Curriculum,Curriculum Development,Elementary Secondary Education,Preservice Teachers,Self Efficacy,Course Content,Technology Integration,Educational Technology,Instructional Design,Instructional Effectiveness

This research was designed and conducted considering the theoretical and practical suggestions of design-based research (DBR) methodology and aimed to identify and address problems in a one-semester technology integration course at a Midwest university in the US. Community of practice (CoP) was used as the theoretical framework in this research to design and implement interventions, and improve the quality of the course. The researcher observed a community of teacher educators and aimed to make suggestions for building successful strategies for communities of practice in similar contexts. The study results showcased the connection between pedagogy, content and technology as an important theme for preparing future teachers in technology integration courses but also in all the teacher education courses. Furthermore, aligned with the previous literature, pre-service teachers' beliefs and confidence were identified as important conditions for effective technology integration. CoP was found as a challenging but helpful model when all the members share ideas in a supportive and balanced environment. An experienced member of the community acting as a moderator and facilitating the discussions was helpful to address the communication issues in a community of teacher educators.
Examining Teachers Practice: Enhancing Reading Comprehension for Students with Autism Spectrum Disorder
Author: Braun, Gina
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Reading Comprehension,Student Needs,Reading Difficulties,Reading Instruction,Teaching Methods,Learning Activities,Special Education Teachers,Evidence Based Practice,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Vocabulary Development,Oral Language,Reading Strategies,Prior Learning,Individualized Instruction,Small Group Instruction,Scaffolding (Teaching Technique),Questioning Techniques

Providing instruction to students with autism spectrum disorder (ASD) can be challenging for teachers since students can have a range of unique learning needs, particularly in reading comprehension. Given that reading comprehension is a complex process requiring the use of various knowledge and skills simultaneously, many students with ASD often struggle and score significantly lower on comprehension assessments compared to their typically developing peers, as well as other peers with disabilities. Unfortunately, there is little research on the instructional practice teachers utilize in the classroom to build the comprehension of students with ASD. Thus, this multi-case study's primary purpose was to identify the instructional practices and activities that four special education teachers used to enhance the reading comprehension of their students with ASD. To do so, the researchers conducted multiple classroom observations and five interviews per teacher, including an introductory, post-lessons, and final. The findings demonstrate that special education teachers have both the knowledge and skills to support their students with ASD in comprehension development by implementing components of evidence-based instructional practices and supports. However, there is a continued need for these teachers to find ways to both assess and deepen their students' higher-order thinking skills related to texts. Implications and limitations are discussed.
Values and Beliefs Matter: Newly Qualified Teachers&apos; Experiences of Relational Trust
Author: Haagensen, Jenny
Date: 2020-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Elementary School Teachers,Values,Beliefs,Trust (Psychology),Teacher Student Relationship,Parent Teacher Cooperation,Interpersonal Competence,Teaching Experience,Collegiality,Context Effect,Expectation,Discipline Problems,Individualized Instruction,Children,Foreign Countries

In Nordic and Finnish teacher education, emphasis has often been placed on the teaching process and content over the teachers' ability to handle and take responsibility for relationships within the profession. This study aims to explore teachers' experiences of their relationships with pupils and parents, as well as their relational competence concerning these after one year of teaching experience. The study uses the theoretical framing of relational trust. A total of 14 Finnish primary school teachers participated in the study. Data were collected from individual interviews and analyzed using qualitative content analysis. Results revealed two main areas of knowledge--enhancements and challenges--relating to how newly qualified teachers experience their relationships with pupils and parents. Based on the results, the importance of enhancing the teachers' consciousness of their values and beliefs are stressed for the creation of fruitful relationships based on trust.
Unintentional Consequences: Facing the Risks of Being a Youth Activist
Author: Lund, Darren E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Justice,Activism,Risk,Youth,Ethnography,Barriers,Burnout,Social Action,High School Students,College Students

Students involved in social justice activist groups and activities encounter several potentially negative consequences in advocating for issues that are important to them. Through duo ethnographic interviews with scholar-activists, former youth activists describe the barriers they experienced as socially engaged young people, including dealing with pushback from their cultural, school, and even activist communities. Without adult allies to help mentor them through these processes, the negative emotions associated with these encounters can lead youth to burn out and leave activism altogether. The findings of this study remind educators that they have an important role to play in providing meaningful activist training, apprenticeship opportunities, and supports for youth who are passionately engaged in progressive social and political action.
Classroom Behavior of Students with or at Risk of EBD: Student Gender Affects Teacher Ratings but Not Direct Observations
Author: Sheaffer, Amanda W.
Date: 2021-02-00
Type: Journal Articles
Subjects: Student Behavior,At Risk Students,Emotional Disturbances,Behavior Disorders,Gender Differences,Student Characteristics,Intervention,Teacher Attitudes,Observation,Elementary School Students,Elementary School Teachers,Interpersonal Competence,Academic Ability

As the field moves toward adaptive and individualized behavior intervention, it is important to identify and consider relevant student characteristics as potential levers (i.e., critical factors) for improving intervention effectiveness. Motivated by previous findings suggesting that behavioral profiles and teachers' perceptions of students with problem behavior vary by student gender, we evaluated gender differences in teacher ratings and direct observations of classroom problem behavior for elementary students with or at risk of emotional and behavioral disorder (EBD; N = 352). We found significant gender differences for teacher ratings of problem behavior, social skills, and academic competence. However, we did not find significant differences between male and female students on direct observation measures of behavior or reading skills. These findings provide evidence suggesting that student gender may be a critical factor in addressing classroom problem behavior. Future work in this area will help guide researchers and practitioners in considering how student gender and related teachers' perceptions may inform intervention selection and implementation for students with or at risk of EBD.
Employability of Iranian Engineering Graduates: Influential Factors, Consequences and Strategies
Author: Farhadi Rad, Hamid
Date: 2020-00-00
Type: Journal Articles
Subjects: Employment Potential,Engineering Education,College Graduates,Education Work Relationship,Labor Market,Educational Finance,Government School Relationship,Curriculum Development,Job Skills,Skill Development,Context Effect,College Role,Capacity Building,Foreign Countries,Technical Occupations

University education is a significant factor in the socio-economic development of a nation and as such is expected to improve the employability capacity of the graduates. Achieving this goal, however, depends on various factors. The present study investigated the factors affecting the employability of engineering graduates of Iranian universities. To analyse this issue, a systematic grounded theory (GT) approach, drawing on in-depth interviews with academic and industry experts, was used. The participants were selected using a purposive strategy. The data analyses showed that employability is a context-oriented issue, and in addition to the university and its internal mechanisms, external factors are also involved. Based on the data, a model is presented and analysed to explain the employability of engineering graduates.
Effect on Academic Achievement and Misconceptions of Pre-Service Teachers through Combining Different Teaching Methods in a Preschool Science Course
Author: Akcanca, Nur
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Academic Achievement,Misconceptions,Teaching Methods,Preschool Education,Science Education,Education Courses,Preservice Teacher Education,Instructional Effectiveness,Concept Formation,Scientific Concepts,Foreign Countries,Active Learning

This study aimed to investigate the effects of different active teaching techniques on pre-school student teachers' concept learning and academic achievement. The study group consisted of 46 third year pre-school student teachers in a public university. Different active teaching methods were used during the single term Science Course, a compulsory course in the Preschool Programme. The treatment process took ten weeks in total (4 hours per week). The study had both qualitative and quantitative data. The quantitative data were collected using a three-tiered science concepts test, and qualitative data were collected through observation by the researcher. The alpha Cronbach values calculated for the test's reliability were 0.642 for Success-1 (S1) and 0.52 for Misconception-3 (MC3) scores. A dependent t-test was used to compare the pre and post-test scores of the pre-school student teachers. The researcher took observation notes during the in-class teaching exercises. The findings revealed that there were significant differences between the student teachers' pre and post-test scores. They understood science concepts significantly better by the end of the course. It is concluded that combining different teaching methods enhances science concept understanding among student teachers. In addition, misconceptions decreased after instruction.
Virtual Reality: Pro et Contra
Author: Volkova, Polina
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,Biology,Information Systems,Individual Development,Brain,Cognitive Processes,Spiritual Development,Interaction,Reflection

The article is devoted to the study of the dual nature of virtuality as a sociocultural phenomenon, which enables the outlining of recommendations for ensuring the integrity of a holistic personality and its stability in a world subject to transformation. The study is based on the methodology of systemic and structural research; comparative induction method; principle of complementarity; method of participant observation. The effectiveness of the study is determined by the following conclusions: The dual nature of virtuality correlates with the dual nature of a human, who is both an actual biological organism functioning at the level of the information system and a potential social organism functioning at the level of the conceptual system; if the information system forms an orientation to the priority of the individual over the collective (egoism), then the conceptual system forms an orientation to the priority of the collective over the individual (altruism); in contrast to the information system, which restricts the entire diversity of the individual's life to a reaction to the natural reflex, the conceptual system frees the individual from the dictate of the biological program through reflection; interaction with virtual reality can either fix the status of a passive consumer to an individual, whose consciousness as a correlate of an information system represents an ideal object for all kinds of manipulations, or initiate the birth of a creative person with a spiritual identity, which is acquired in the unity of information and conceptual systems; virtual reality as an integral component of the Global Internet, the actualization of which is determined solely by external actions from the side of the user (pressing a processor button, paying for the Internet, maintaining the equipment in working condition, etc.) acts as the simulacrum of an individual conceptual system, the updating of which is possible only through the inside of the conducted organization of the information system; the universal &quot;simulator&quot; providing the desired unity of information and conceptual systems is the art, which is due to the isomorphism of a human and the text of culture; if the true unity of the information and conceptual systems is the guarantor of the positive deviation of the individual, then the simulation of the desired unity through the external interaction of the individual and virtual reality generated by the Global Network inevitably becomes a source of negative deviation due to the fact that such virtual reality does not change anything in the biological substrate, saturating information system with additional information.
Unleashing the Learners: Teacher Self-Efficacy in Facilitating School-Based Makerspaces
Author: Koole, Marguerite
Date: 2020-00-00
Type: Journal Articles
Subjects: Shared Resources and Services,Self Efficacy,Preservice Teachers,Beginning Teachers,Facilitators (Individuals),Teaching Methods,Foreign Countries,Motivation,Classroom Techniques,Psychological Patterns,Emotional Response,Arousal Patterns

This qualitative research project explored the key characteristics, attitudes, and experiences of makerspace facilitators in Saskatchewan. The aim was to gather knowledge and wisdom from early adopters of makerspace from a variety of contexts ranging from &quot;tinkerspaces&quot; to increasingly popular school-based spaces in order to inform early and career-educators of the skills and attitudes conducive to creating and leading dynamic activity spaces. The questions for the semi-structured interviews were based on Bandura's (1977; 1997) self-efficacy expectations: performance accomplishments, vicarious experience, verbal persuasion, and emotional arousal. The findings align with those of other studies in that they point towards key areas of experience: the value of productive failure, relinquishing control, and modes of support. We conclude that there is a need to help preservice and early career educators to become prepared and confident makerspace facilitators. To this end, we offer four suggestions for new makerspace facilitators: aim towards unleashing, allow others to be the experts and leaders, celebrate success and failure, and openly seek and offer support.
Graduate Generic Competences from the Perspective of VNU Employers
Author: Lan, Mai Thi Quynh
Date: 2020-00-00
Type: Journal Articles
Subjects: Minimum Competencies,Competency Based Education,College Graduates,Alumni,Employer Attitudes,Job Skills,21st Century Skills,Soft Skills,Thinking Skills,Problem Solving,Professionalism,Ethics,Cultural Awareness,Teamwork,Communication Skills,Theory Practice Relationship,Foreign Countries

The COVID-19 pandemic has accelerated a shift to new ways of working, prompting companies to reimagine how, where and by whom work gets done (World Economic Forum &amp; Watson, 2020). This shift was already under way with the technological changes of the Fourth Industrial Revolution. Employers are looking for workers who are able to learn new knowledge and skills, adapt to the workplace, be sufficiently flexible to move jobs, and expand on the knowledge learnt at university. Applying the theory of generic competences and the model of thirteen generic competences for university graduates of the Tuning Asia - South East project (TASE), this research investigates the perspectives of VNU stakeholders about the generic competences of VNU graduates. In particular, this paper discusses the employers' perspective of VNU graduates' generic competences. Although employers rate all generic competences as important, they evaluated graduates' achievement of seven generic competences as being at a less than satisfactory level. The findings of the research point to the need for the university to focus more on developing generic competences throughout the delivery of programs.
High-Leverage Practices: Teaching Students with Disabilities--and All Students Who Need a Learning Boost
Author: Brownell, Mary T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Teaching Methods,Students with Disabilities,Direct Instruction,Feedback (Response),Instructional Effectiveness,Equal Education,Inclusion,Learning Activities,Learner Engagement,Federal Legislation,Educational Legislation,Classroom Environment,Goal Orientation

High-leverage practices (HLPs) are instructional approaches educators in K-12 can use to teach different types of learners and content. They are deemed &quot;high leverage&quot; because they are foundational to effective instruction, they help with managing and intervening in students' behavior, and they support successful implementation of the Individuals with Disabilities Education Act (the legislation guaranteeing that students with disabilities receive a free and appropriate education with their nondisabled peers to the extent that is possible). This article describes two HLPs that are foundational for delivering effective instruction: (1) use explicit instruction; and (2) provide high-quality feedback. Research shows that teachers can use these two practices in general and special education classrooms to improve student outcomes. In addition, they are a great starting place for implementing other HLPs. In describing these two HLPs, the authors provide examples of how teachers might use them. A a list of resources teachers can use to support their implementation is also provided.
Graduate Work-Readiness in Mauritius: A Multi-Stakeholder Approach
Author: Hardin-Ramanan, Sarita
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Career Readiness,Employment Potential,Stakeholders,Human Capital,Work Experience Programs,Soft Skills,Work Attitudes,Career Guidance,College Curriculum,Job Training

Characterised by strong human capital dependency, Small Island Development States (SIDS) such as Mauritius depend largely on work-ready graduates to boost their economy. Yet, Graduate Work Readiness (GWR) and graduate unemployment feature prominently on the Mauritian government agenda. This paper investigates the previously unexplored issue of GWR in Mauritius through four key stakeholder lenses -- those of the government, employers, universities, and undergraduates -- before suggesting collaborative strategies to enhance graduate employability. The paper findings build on government and parastatal body interviews and qualitative survey responses from the Top 100 companies, higher education institution directors and final year undergraduates in Mauritius. Study results and recommendations are derived from a thematic content analysis of interview transcripts and qualitative survey data. Results indicate that there is a strong need to (1) strengthen stakeholder links, (2) enforce industry-centric university curricula, (4) improve graduate work experience, (4) hone graduate soft skills, and (5) their attitude to work. A Graduate Work Readiness Integrated Stakeholder Framework (GWRISF) supported by a National Work Integrated Learning Committee (NWILC) is then recommended. It is envisaged that proposed strategies will not only assist Mauritian stakeholders in better joining forces for GWR improvement but can also be useful to other comparable SIDS.
Aggressiveness, Instability and Social-Emotional Education in an Inclusive Environment
Author: Tur-Porcar, Ana-M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Aggression,Inclusion,Behavior Problems,Emotional Response,Elementary School Students,Elementary School Teachers,Intervention,Program Effectiveness,Foreign Countries,Social Development,Emotional Development,Self Control,Responsibility,Personal Autonomy,Self Concept,Motivation,Empathy,Moral Values,Coping

In the context of inclusive schools, social-emotional learning encourages student involvement in classroom life and is related to a decrease in maladaptive behaviour. The objective of this study is to analyse the impact of a social-emotional education program on aggressiveness and emotional instability in childhood. Participants were 555 children aged 7 to 12 years (M=9.2 and SD=1.5), 55.5% boys and 45.5% girls. The children were students of primary education at six public schools in Valencia (Spain). The sample was distributed into an experimental group (317 children; 57.2% of the total participating population) and a control group (238 children). The teachers of the experimental group received training to implement the program in class. The teachers of the control group received no training and did not apply the program. The results in the pre-test and posttest phases in both groups are analysed. In the pretest phase, significant differences appeared between the groups: the experimental group showed higher levels of aggressiveness and emotional instability than the control group. In the post-test phase, aggressiveness and emotional instability decreased significantly in the experimental group (medium-high effect size), whilst aggressiveness and emotional instability increased in the control group. The effects of the program on the students are discussed further.