ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Teachers&apos; Sustainable Behavior
Author: Vukelic, Nena
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Teacher Attitudes,Student Behavior,Sustainability,Life Style,Well Being,Intention,Psychological Patterns,Diversity,Foreign Countries

This study contributes to the understanding of student teachers' sustainable behaviors. (Future) teachers are perceived as models of social learning as they model desirable behavior, attitudes, values, and emotions while living and demonstrating a pro-sustainable lifestyle. Therefore, it is essential to understand which personal variables, aptitudes, and psychological benefits predispose them towards a pro-sustainable lifestyle. This study's intent was to consider components that can affect sustainable actions such as psychological tendencies (e.g., attitudes, motives, beliefs, values, norms) and consequences (e.g., well-being or happiness) associated with sustainable actions. This study's main objective was to test the sustainable behavior model on a sample of student teachers. A total of 496 student teachers participated in the study. The results analyzed by SEM indicate that student teachers' sustainable behavior is directly predicted by their intention to act, which is both positively and significantly influenced by indignation and affinity towards diversity. Additionally, sustainable behaviors slightly (but statistically significantly) predict the self-assessment of happiness. These findings contribute to a better general understanding of sustainable behaviors' antecedents and repercussion variables, especially within a student teacher population.
Quality, Effectiveness and Outcome of Blended Learning in Dental Education during the COVID Pandemic: Prospects of a Post-Pandemic Implementation
Author: Al-Fodeh, Rami S.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Dental Schools,Dentistry,Blended Learning,Student Attitudes,Medical Education,Foreign Countries,Educational Technology,Electronic Learning,Teaching Methods,Program Effectiveness,Gender Differences,Lecture Method

Background: Blended learning is growing in popularity particularly following the emergence of COVID-19 pandemic. One of the fields that the pandemic has substantially affected is dental education. Purpose: The aim of this study was to evaluate the quality and effectiveness of the online dental education. Students' perceptions and experiences of blended learning were also investigated. Methods: A 28-question online survey was designed to gauge students' perceptions of the effect of blended learning on their academic performance. Results: 314 participants in preclinical and clinical years completed the questionnaire (223 females and 91 males). The majority of students (89%) believed that clinical and practical courses cannot be given by the internet. In terms of students' opinion in the assessment process, more females (65.8%) preferred traditional exams than males (50.5%) (p &lt; 0.05). Most clinical students (83%) preferred a combination of online and traditional teaching compared to 72% of preclinical students (p &lt; 0.05). Clinical year students were more willing to communicate electronically with their classmates and instructors. The majority of dental students (65%) reported that future dental courses should be blended. Conclusions: In the pandemic era, blended learning, should become the preferred method of education whereby theoretical knowledge is delivered through online tutorials and clinical training is resumed on-site, to ensure competency of dental graduates while maintaining safety of the dental team. Current facilities and course designs should be improved in order to improve students' experiences with blended learning.
Lost and Found--Unfolding and Refolding Aesthetic Learning Processes
Author: Hellman, Annika
Date: 2021-00-00
Type: Journal Articles
Subjects: Visual Arts,Art Education,Aesthetic Education,Aesthetics,Learning Processes,Sustainability,Imagination,Ethics,Creativity,Higher Education,Curriculum

The ongoing marketisation of education is a great loss for visual arts education since explorative learning processes are marginalised in favour of more goal-oriented learning. The empirical material analysed in this research derives from the visual art portfolio of a student from an elective university course in visual arts education. Working within Deleuze and Guattari's philosophical framework, we examine the folding, unfolding, and refolding of aesthetic learning processes, suggesting productive concepts and practices. The analysis made us aware of our own pedagogical ideals and the loss of having to disassemble them, in line with the new curricula. The student's visual learning process showed us how to reassemble new and explorative learning processes, assigning aspects of sustainability and an ethics of care in relation to environmental and social questions. We suggest strategies for learning in the folds, where educators are called upon to prepare students for an uncertain future. This demands a creative imagination, an ethical standpoint for negotiating the curriculum in line with differentiation by forming, inventing, and fabricating new concepts and images.
Understanding Different Approaches to ECE Pedagogy through Tensions
Author: Kangas, Jonna
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Early Childhood Education,Quality of Life,Educational Quality,Research Reports,Scaffolding (Teaching Technique),Expertise,Futures (of Society),Caring,Teacher Student Relationship,Educational Objectives,Educational Philosophy,Security (Psychology),Well Being,Foreign Countries

The concept of pedagogy is the key to understanding pedagogy in early childhood education (ECE) in the Nordic countries, which are known for their high quality of life and education. However, in ECE, there are several different approaches toward pedagogy and it can be said that pedagogy is a multidimensional and dynamic concept. In this paper, the different approaches to pedagogy are defined and reconceptualized through an integrative literature analysis focusing on scientific papers and research reports of the concept. Five approaches to pedagogy were constructed: pedagogy through interaction, pedagogy through scaffolding, pedagogy through didactics, pedagogy through expertise, and pedagogy through future orientation. The identified tensions and elements within the five approaches are presented. Finally, the shared elements among these pedagogical approaches are presented in a dynamic model.
Facilitating Preschool Children&apos;s Mathematics Development in China, Japan, and the United States: Is the Classroom Library Considered?
Author: Stites, Michele L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Education,Preschool Teachers,Teacher Attitudes,Mathematics Instruction,Mathematics Skills,Skill Development,Preschool Children,Mathematics Materials,Story Reading,Picture Books,Instructional Materials,Learning Centers (Classroom),Comparative Education,Teaching Methods,Foreign Countries

The two studies examined in this paper compare the different mathematical opportunities provided in preschool classrooms in China, Japan, and the United States, with an emphasis on mathematical-themed books in classroom libraries. Study one presents the results of an online survey to examining the content of preschool classroom libraries in China (N = 134), Japan (N = 168), and the United States (N = 291). Study two presents data obtained from semi-structured interviews of teachers in China (N = 8), Japan (N = 8), and the United States (N = 8). The interviews examined teacher perceptions of how they teach mathematics, the importance of teaching mathematics, and the use of the classroom library as a venue for mathematics. Study one results indicated that teachers from all three countries encourage classroom library use; however, teachers from China reported more mathematics storybooks than their Japanese or United States counterparts. Study two results indicated that teachers from all three countries viewed mathematics as important and provided various mathematics learning opportunities to children throughout the school day. Chinese teachers reported providing the most mathematics learning opportunities using whole group instruction, mathematics centers, and free play. Japanese teachers reported few whole group forms of instruction other than circle time but reported providing opportunities for using mathematics during free play and other embedded activities. United States teachers indicated that mathematics learning occurred using whole group instruction and mathematics centers.
&quot;I Thought It Was My Fault Just for Being Born&quot;. A Review of an SEL Programme for Teenage Victims of Domestic Violence
Author: Sweetman, Norah
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Program Effectiveness,Early Adolescents,Victims,Family Violence,Family Relationship,Communication Skills,Skill Development,Early Experience,Trauma,Self Expression,Self Efficacy,Group Activities,Privacy,Foreign Countries

Research has established the life-altering effects of living with domestic violence on young people. Traumatic experiences negatively impact their education, leisure activities, and social-emotional learning (SEL). The secrecy concerning domestic violence means young people suffer self-blame, shame, fear of disclosure and family separation. The researcher designed a 12-week multimedia programme, 'up2talk', to enhance the communications skills and emotional literacy of the participants. Parents and teenagers were fully informed of the aims and previously attended the family service hosting the programme. Domestic violence was identified as a core issue, without the expectation of personal disclosure. This approach enabled young people to voice and explore the effects of domestic violence on their lives. Participants developed the elements of the programme and a family worker co-facilitated the groups. The third-party approaches: 'how would a teenager feel?', artistic expression, assertiveness, debates and videoing drama increased SEL and generated discussion, while protecting privacy. Parents provided two interviews concerning their children, and teenagers provided three individual interviews and ongoing group reviews. A thematic analysis showed a reduction in shame and self-blame, enhanced self-esteem and self-efficacy, increased engagement in education and recreation and improved family relationships. Themes were triangulated by facilitators' observations, interview data, artefacts, group reviews and parental feedback. All families were offered follow-up support. The effectiveness of the interactive group indicates opportunities for its development in educational and youth settings.
Women of Color Leveraging Community Cultural Wealth to Persist in Computing and Tech Graduate Education: A Qualitative Meta-Synthesis
Author: Jaumot-Pascual, Nuria
Date: 2021-00-00
Type: Journal Articles
Subjects: Minority Group Students,Graduate Students,Females,Cultural Capital,Social Capital,Computer Science Education,Meta Analysis,Student Experience,Student Participation,Academic Persistence,Social Behavior,STEM Education

This paper synthesizes 20 years (1999-2019) of empirical research on women of color (WOC) in computing and tech graduate education. Using complementary theoretical frameworks of social pain and community cultural wealth (CCW), we identify factors in the research literature that affect WOC's experiences, participation, success, and persistence. This qualitative meta-synthesis employed systematic literature search and selection methods, a hybrid approach to coding and thematic analysis. Findings include the ways in which social pain from isolation, exclusion, and hostility from peers and faculty negatively affected WOC's experiences in their graduate programs. Often, WOC's motivation to persist and succeed in computing came from key social actors, such as mentors and families, and from individual and social strategies, such as seeking counterspaces, that leveraged their CCW. This meta-synthesis contributes to the knowledge base about the mechanisms that support and hinder the persistence of WOC in computing graduate programs and provides recommendations for institutions and for further research.
Kit &quot;Energy, Environment and Sustainability&quot;: An Educational Strategy for a Sustainable Future. A Case Study for Guinea-Bissau
Author: Oliveira, Joana
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Strategies,Sustainable Development,Environmental Education,Science Education,Elementary Education,Preservice Teacher Education,Inservice Teacher Education,Instructional Materials,Energy Conservation,Futures (of Society),Water,Poverty,Sex Fairness,Indigenous Knowledge,Well Being,Interdisciplinary Approach,Cost Effectiveness,Foreign Countries

Increasing the scientific knowledge of the population through education is a development strategy towards a sustainable future. However, there is no equity in the access to science education and scientific knowledge. The aim of this paper is to present and analyse a science kit named &quot;Energy, Environment and Sustainability&quot; (KEAS). Based on research conducted in Guinea-Bissau, it explores strategies to promote science education for a sustainable future. The strengths and limitations of the KEAS were studied using different data collection methods, including interviews, observation, survey, focus groups and document analysis. The participants were teacher trainers from the Guinea-Bissau School of Education. It is concluded that the KEAS is a feasible and suitable teaching strategy appropriate to the context, having the potential to contribute to learning about the environment and sustainability. Further, it addresses real problems for which students should acquire knowledge and skills in order to be able to make informed choices.
Communication and Media Education in an Era of Big Data
Author: Venkatasawmy, Rama
Date: 2018-00-00
Type: Journal Articles
Subjects: Journalism Education,Data,Television,Advertising,Public Relations,College Curriculum,Job Skills,Career Readiness

This theoretical paper argues for the need to review communication and media education curricula in the light of how roles and jobs are undergoing transformation in the communication and media industries wherein work carried out daily is influenced by Big Data analytics and derivations. Educators have to ensure that communication and media students comprehensively understand how and why large-scale data-sets are collected, scrutinized and interpreted for meaning and value to be ultimately applied when generating content. Big Data analytics and derivations need to be more present in contemporary communication and media programs considering how they are impacting on ways of doing and of knowing as well as on the negotiation of value within the communication and media industries.
Structural Equation Model of Students&apos; Competence in Mathematics among Filipino High School Students
Author: Gurat, Melanie G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Structural Equation Models,Mathematics Skills,Student Characteristics,High School Students,Secondary School Mathematics,Family Characteristics,International Assessment,Predictor Variables,Age Differences,Instructional Program Divisions,Parent Background,Educational Attainment,Employment Level,Parents,Preschool Education,Socioeconomic Status,Expectation,Self Esteem,Attendance,Grade 1,Student Attitudes

This study aimed to construct structural equation model of students' competence in mathematics through selected students profile variables. The structural model revealed interesting influence of the profile variables to the competency in mathematics. It can be conveyed that better mother's work status, higher educational level expected to complete, more confident and did not repeat kinder, have better competency in mathematics. The four variables that directly influenced the competence variables were also influenced with other profile variables such as family background. The family background and confidence level consistently had the highest total effect and indirect effect to the competence in mathematics. Hence, this model can serve as a guide in making programs in the classroom or curriculum in mathematics.
The Intertextualist: Future Teachers, Past Pedagogy, and Dedifferentiation in Multicultural Education
Author: Dennis, Jeremy
Date: 2018-00-00
Type: Journal Articles
Subjects: Multicultural Education,Equal Education,Teaching Methods,School Culture,Social Structure,Learning Experience,Political Attitudes,Futures (of Society),Educational Philosophy,Teacher Education,Leadership Training

Multicultural education is thought to consist of five dimensions: content integration, the knowledge-construction process, prejudice reduction, equity pedagogy, and an empowering school culture and social structure. Of the five, equity pedagogy is identified as an essential element by leading scholars in the field. Can equity pedagogy alone create the powerful learning experiences needed for multicultural education? This is an important question to consider as conservatism and dedifferentiation challenge multicultural education. If dedifferentiation is a recurring feature that impacts teachers and students, then we need a pedagogy that accounts for its significance. This article explores the ways a pedagogy of intertextuality responds to dedifferentiation and extends equity pedagogy for the development of future teachers and leaders.
Developing Practical Skills through Blended Learning Model Using Creativity-Based Learning Activites That Enhances Creative Thinking for Education Students Majoring in Social Studies at Mahasarakham University
Author: Atthachakara, Sakorn
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Creativity,Creative Thinking,Thinking Skills,Skill Development,Learning Activities,Undergraduate Students,Student Satisfaction,Preservice Teachers,Social Studies,Foreign Countries

The research aimed at: 1) studying practical skills of student teachers majoring in Social Studies at Mahasarakham University through blended learning management using creativity-based learning model that enhances their creative thinking ([x-bar]=4.2); 2) comparing the students' creative thinking abilities before and after 4.2 learning; 3) investigating the students' satisfaction towards blended learning management through creativity-based learning model. The participants of the study were 30 fourth-year students majoring in Social Studies who were enrolled in Social Study Instructional Media Production course offered in Semester 2 of Academic Year 2020. The purposive sampling technique was employed to obtain the participants. The instruments used in the study include 1) five lesson plans of blended learning management based on creativity-based learning model as to enhance students' creative thinking; 2) creative thinking test; and 3) the 12-item students' satisfaction evaluation form towards blended learning and creativity-based learning model as to enhance creative thinking. The statistics used to analyze the collected data were mean, percentage, standard deviation, and t-test (Dependent Samples). The findings of the study are as follows: 1) After the use of creativity-based learning, it was found that the student teachers majoring in Social Studies at Mahasarakham University obtained 510.20 for the mean score of the post-study activities, 3.28 standard deviation, and 85.10 percent. 2) The comparison of creative thinking before and after learning showed that the students' creative thinking after learning was statistically significantly higher than that before learning at 0.5 level. 3) The students' satisfaction towards blended learning management in the form of creativity-based learning model that promotes creative thinking ability was at high level ([x-bar]=4.19).
Reality versus Beliefs about the Effects of the Preview Learning Method
Author: Li, Yanlin
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Strategies,Metacognition,Memory,Recall (Psychology),Learning Processes,Study Skills,Instructional Materials,College Students

This study is mainly designed to evaluate a popular learning method: previewing material before classes and to answer two research questions on the learning method. The research questions are &quot;Does previewing have benefits in promoting future learning?&quot; and &quot;Do people have correct metacognitive judgements on the effects of previewing?&quot; The hypothesis states that previewing is beneficial in ways other than directly pre-stating answers (e.g., providing context information or keywords) and that, in general, individuals' judgements on the effects of previewing are correct. This experiment found that participants who read preview materials before watching a brief lecture do not perform significantly better on post-tests than participants who have not read the preview. At the same time, most people who read preview materials see the preview as beneficial to their understanding of the topic, which is an incorrect metacognitive judgement. This study indicates that the importance of preview for learning performance may be a myth and reveals how people misjudge the benefits of previewing. These findings can lead to an improved understanding of better ways to conduct self-cognitive study.
Concepts and Challenges of Afterschool Program Quality in Japan
Author: Kanefuji, Fuyuko
Date: 2020-00-00
Type: Journal Articles
Subjects: After School Programs,Program Effectiveness,Foreign Countries,Research Methodology,Program Evaluation,Evaluation Methods,Clubs,Educational Quality

This study examines concepts surrounding the quality of afterschool programs in Japan and related challenges using qualitative and quantitative methods. A content analysis of government guidelines for afterschool programs provided by the Ministry of Health, Labour and Welfare (MHLW) and the Ministry of Education, Culture, Sports, Science and Technology (MEXT) is conducted, and the differences in the concepts of afterschool program quality (APQ) between them are explored. Second, using government statistics, the author looks at the current situation and systems of instructional features meant to improve quality. Third, the characteristics of the human resource development system of MEXT and MHLW for APQ are clarified using the social capital theory.
The Development of Research-Based Learning Management in the Curriculum Design and Development Course for Teacher Students
Author: Worapun, Wittaya
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Research,Curriculum Development,Teacher Education,Instructional Effectiveness,Learning Processes,Teaching Methods,Foreign Countries,Student Teachers

The purposes of the current study are to develop research-based learning management in the Curriculum Design and Development course for student teachers and to study the effectiveness of the research-based learning management in the Curriculum Design and Development course for student teachers. The instruments were a structured interview form, a learning management quality assessment, learning management, a learning achievement test, and a questionnaire. The data were analyzed by mean score, standard deviation, t-test, and content analysis. The results of the study indicate that there were 6 components including ground theories, objectives, instruction processes, social system, principles in responses and supportive system, and learning management in the research-based learning management. In detail, there were 5 stages in learning management including ideas and information analysis, planning and creative design, action-taking, presentation and reflection, and evaluation and improvement. The result of the study shows that there was a significant difference between the students' learning achievement before and after learning with the developed learning management. The students' attitudes toward learning management were found at a high level in every aspect.