ethanporcaro/eric-fulltext-meta huggingface dataset:
Best Practices in the Development of Transversal Competences among Youths in Vulnerable Situations
Author: Villardón-Gallego, Lourdes
Date: 2020-00-00
Type: Journal Articles
Subjects: Best Practices,Skill Development,At Risk Students,Disadvantaged Youth,Vocational Education,Secondary Education,Transfer of Training,Job Skills,Soft Skills,Competency Based Education,Employment Potential,Inclusion,Student Centered Learning,Active Learning,Cooperative Learning,Student Evaluation,Foreign Countries

(1) Background: The aim of Second Chance Schools (E2Cs) is to provide employment-focused training for young people who left compulsory education without any formal qualifications by encouraging them to pursue initial vocational training. Transversal Competences (TCs) are important for enabling the social inclusion of young people in vulnerable situations by promoting their entry into the labour market. However, TCs are not always systematically developed. The objective of this study is to analyse good practices in inculcating these skills in this group of young people. (2) Methods: In-depth case studies were conducted in six best-practice schools. The following methods were used in the studies: questionnaires to school; a checklist to analyse the teaching materials used: an interview with the people responsible for the programme; an interview with students; and a questionnaire to representatives from the business sector. (3) Results: The six E2Cs attached great importance to TCs, which were taught specifically through a student-centred, active, varied and collaborative methodology that was periodically reviewed and adapted to students' needs. TCs were evaluated before, during, and after the process was completed. (4) Conclusions: The results identified specific key elements for promoting the development of TCs that could be transferred to other schools and, consequently, could have implications for education policies in this field.
A National Snapshot of Early-Career Secondary School Music Teachers: Engagement, Obstacles and Support
Author: Robinson, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Secondary School Teachers,Music Teachers,Teacher Attitudes,Career Choice,Teacher Motivation,Professional Development,Teaching Load,Family Work Relationship,Curriculum Implementation,Foreign Countries

Early-career teachers are referred to in the literature as being in their first few years of teaching experience (Ballantyne &amp; Zhukov, 2017; Dabback, 2018). This research aims to identify current issues that affect the aspirations of early-career secondary school music teachers, including what motivates and engages them in their work and what impedes their progress in the profession. This paper reports findings from a national survey that is part of a larger qualitative study. The survey was sent to over 500 secondary school music teachers across the states and territories of Australia. The survey, containing a mixture of Likert-type and open-ended questions, covered areas such as motivation, stress, value, challenge, professional development, work/life balance and career goals. Of the 263 responses, 59 were from early-career secondary school music teachers across Australia. This research revealed that, while enjoyment of teaching was a strong motivator, teachers' sense of belonging to the school culture was enhanced by having their subject valued and being professionally acknowledged. Early-career secondary school music teachers are having some success finding worthwhile and skill-enhancing professional development, but accessibility and meeting career need are overriding issues. The research also indicates that these teachers are encountering an inconsistent approach to the implementation of the Australian Arts Curriculum across the states and territories. Early-career secondary school music teachers also struggle with work/life balance. Despite these difficulties, these teachers have a positive outlook and future goals for their careers as music educators. This paper provides suggestions for professional development for this career stage and gives insight into the work/ life balance and career forecast for these music teachers. It informs school leaders in their support and valuing of these teachers and their subject.
Exploring Cluster Changes in Students&apos; Knowledge Structures throughout General Chemistry
Author: Gulacar, Ozcan
Date: 2020-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Knowledge Level,Mastery Learning,Concept Formation,Scientific Concepts,Associative Learning,Language Tests,High Achievement,Low Achievement,Learning Theories,Undergraduate Students,Cognitive Structures

Chemistry is traditionally perceived as difficult to comprehend. Its mastery requires that a variety of concepts be linked to form an organized knowledge system. The connections need to be made not only between the concepts associated with the macroscopic level of the chemistry triplet but also between the submicroscopic and symbolic levels. Many factors influence a learner's success in bridging concepts between these levels. In this study, the aim was to identify and examine the changes in general chemistry students' knowledge structures by utilizing Word Association Tests. Although many studies have examined knowledge structures and aspects of the chemistry triplet, almost none has considered both at the same time. This study highlights the interconnectedness between the chemistry triplet and changing knowledge structures in overall student populations and in high- and low-achieving students. It provides insights on why students fail to understand chemistry and suggests ideas for future research as limiting factors were noted.
Creating Pathways: Why What You Teach Today Will Matter Far into the Future
Author: Hendy, Bronwyn
Date: 2020-00-00
Type: Journal Articles
Subjects: Music Education,Teaching Methods,Quality of Life,Futures (of Society),Music,Older Adults,Dementia,Emotional Response,Brain Hemisphere Functions,Short Term Memory,Language Acquisition,Cognitive Ability,Children,Well Being

This paper presents an account of current literature on the topic of music and memory, supplemented by qualitative research in the form of interviews with seniors who are living with dementia. Music is a strong memory trigger, often linked with emotion, and stored in parts of the brain that, for most people, still function after other memories have vanished. Strong, sequential aural-vocal musicianship education programs are linked to improvements in children's working memory and ability to retrieve long-term memories, as well as influencing their ability to learn language and better process other subject information. This paper suggests that using music education to give children a greater ability, inclination and aptitude for collecting musical memories across their lifetimes has the potential to increase their quality of life long into the future.
An Exploratory Study of the Obstacles for Achieving Quality in Distance Learning during the COVID-19 Pandemic
Author: Lassoued, Zohra
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,School Closing,Online Courses,College Faculty,College Students,Barriers,Foreign Countries,Educational Quality,Competence,Interpersonal Relationship,Access to Computers,Technological Literacy,Family Environment

This study aims to reveal the obstacles to achieving quality in distance learning during the Coronavirus (COVID-19) pandemic and was based on a large sample of professors and students of universities in the Arab world (Algerian, Egyptian, Palestinian, and Iraqi). The primary aim of this research was to investigate the various ways in which students pursued their studies at home during the university suspension as a result of COVID-19. In this paper, the researchers use an exploratory descriptive approach through a questionnaire with a conveniently selected sample of 400 professors and student's returns out of 600 were distributed. The results indicate that the professors and students faced self-imposed obstacles, as well as pedagogical, technical, and financial or organizational obstacles. Recommendations are presented to overcome and understand these obstacles to benefit in the future during unexpected or similar problems.
Teacher Perceptions of Training and Pedagogical Value of Cross-Reality and Sensor Data from Smart Buildings
Author: Rowe, Shawn
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Artificial Intelligence,Physical Environment,Educational Environment,Civil Engineering,STEM Education,Data Analysis,Visualization,Experiential Learning,After School Programs,Knowledge Level,Knowledge Base for Teaching

This paper discusses elementary, and secondary (K-12) teachers' perceptions of cross-reality (XR) tools for data visualization and use of sensor data from the built environment in classroom curricula. Our objective was to explore the use of sensor-informed XR in the built environment and civil engineering (BECE) field to support K-12 science, technology, engineering, and mathematics (STEM) experiential learning and foster BECE-related career awareness. We conducted surveys and informal questionnaires with 33 primary and secondary teachers attending an annual two-day university-based teacher professional development workshop as part of a statewide STEM afterschool program serving students in rural communities. We assessed teachers' familiarity with, knowledge about, and appraisal of using cross-reality platforms and sensor data in classrooms and after school curricula. Findings show that, while all teachers reported relatively high interest in learning about sensor applications and innovative interactive techniques, middle school teachers in particular were most likely to see value in using these applications for teaching and learning. Implications for teacher professional development are discussed.
Usage of Terms &quot;Science&quot; and &quot;Scientific Knowledge&quot; in Nature of Science (NOS): Do Their Lexicons in Different Accounts Indicate Shared Conceptions?
Author: Koponen, Ismo T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Scientific Principles,Science Education,Knowledge Level,Epistemology,Network Analysis,Language Usage,Vocabulary,Profiles,Computational Linguistics,Authors,Phrase Structure

Nature of science (NOS) has been a central theme in science education and research on it for nearly three decades, but there is still debate on its proper focus and underpinnings. The focal points of these debates revolve around different ways of understanding the terms &quot;science&quot; and &quot;scientific knowledge&quot;. It is suggested here that the lack of agreement is at least partially related to and reflected as a lack of common vocabulary and terminology that would provide a shared basis for finding consensus. Consequently, the present study seeks motivation from the notions of centrality of lexicons in recognizing the identity of disciplinary communities and different schools of thought within NOS. Here, by using a network approach, we investigate how lexicons used by different authors to discuss NOS are confluent or divergent. The lexicons used in these texts are investigated on the basis of a network analysis. The results of the analysis reveal clear differences in the lexicons that are partially related to differences in views, as evident from the debates surrounding the consensus NOS. The most divergent views are related to epistemology, while regarding the practices and social embeddedness of science the lexicons overlap significantly. This suggests that, in consensus NOS, one can find much basis for converging views, with common understanding, where constructive communication may be possible. The basic vocabulary, in the form of a lexicon, can reveal much about the different stances and the differences and similarities between various disciplinary schools. The advantage of such an approach is its neutrality and how it keeps a distance from preferred epistemological positions and views of nature of knowledge.
Me and My New World: Effects of a School Based Social-Emotional Learning Program for Adolescents in Panama
Author: Araúz Ledezma, Ana Belinda
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Program Effectiveness,Early Adolescents,Adolescent Attitudes,Middle School Students,Public Schools,Cultural Context,Sex Role,Sex Fairness,Behavior Standards,Social Behavior,Interpersonal Relationship,Problem Solving,Self Efficacy,Foreign Countries

Gender inequalities still affect the health and well-being of young people worldwide. Given the apprehensions among government and educators in a conservative context like Panama to implement comprehensive sexual education, there is a need for other educational efforts to stimulate healthy and respectful intimate relationships between adolescents. This article examines to what extent a newly developed Social-Emotional Learning (SEL) program, &quot;Me and My New World,&quot; provides a context in which students can learn to recognize and manage emotions, to care about others and themselves, make responsible decisions, develop social awareness. The program could additionally facilitate behavioral changes of young people towards more gender equality. Specifically, we focused on equal gender roles, equal rights in relationships and nonviolent problem solving, and present the qualitative effect evaluation among adolescents in Panama. The findings suggest that SEL-based lessons might broaden views on how young people experience the process of exploring identity formation, how assumptions of inequalities can be recreated through the lessons, and that SEL can emphasize the significance of choice and decision-making in interpersonal relationships. The perspectives, needs, and limitations highlighted by the adolescents living in a conservative context are highly valuable for improving future learning strategies for the development of healthier relationships.
Implementing Government Elementary Math Exercises Online: Positive Effects Found in RCT under Social Turmoil in Chile
Author: Araya, Roberto
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Elementary School Mathematics,Online Courses,Educational Technology,Grade 4,Program Effectiveness,Blended Learning,Attendance,Technology Integration,Grade Point Average,Gender Differences,Teaching Methods

The impact of online math programs depends on its implementation, especially in vulnerable populations from developing countries. An existing online platform was adapted, at the request of the Chilean Ministry of Education, to exclusively include exercises previously designed and tested by a paper-based government program for elementary school. We carried out a cluster-randomized controlled trial (RCT) with 50 fourth grade classrooms. Treatment classrooms used the platform in a weekly 90-min math session. Due to a social instability outbreak in the country, a large unexpected disruption with huge absenteeism occurred in the second half of the semester, which turned this study into a unique opportunity to explore the robustness of the platform's effects on students' learning. Using multiple imputation and multilevel models, we found a statistically significant effect size of 0.13, which corresponds to two extra months of learning. This effect is meaningful for four reasons. First, it has double the effect of the paper-based version. Second, it was achieved during one semester only. Third, is half that obtained with the platform for a complete year with its own set of exercises and with two sessions per week instead of one. Fourth, it was attained in a semester with a lot of absenteeism.
Exploring the Inclusive Praxis of Outward Bound Instructors
Author: Warner, Robert P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Outdoor Education,Adventure Education,Inclusion,Praxis,Equal Education,Educational Practices,Social Justice,Curriculum Design,Teacher Characteristics,Safety,Freedom of Speech,Empathy,Barriers

Equity and inclusion are critical issues that need to be addressed in outdoor adventure education. Although some literature identifies inclusive practices for enhancing equity in outdoor adventure education, most research does not situate these practices within the contexts in which they were created and used. Therefore, the purpose of this study was to explore outdoor adventure education instructors' inclusive praxis, and the conditions that influenced their praxis on their courses and in their instructing experiences. To this end, we conducted semi-structured interviews with ten instructors from four Outward Bound schools in the USA. The instructors varied in their gender, school, types of programs facilitated, and duration of employment with Outward Bound. Our inductive analysis of the interview data focused on the identification of themes illustrating the characteristics of instructors' inclusive praxis, as well as the conditions that influenced their praxis. Themes emerged from our analysis that highlighted the macro and micro conditions that set the stage for instructors' inclusive praxis, which focused on creating spaces that fostered inclusive group cultures on their courses. The findings from this study may be a useful starting point for enhancing the instructors' role in fostering equity and inclusion on outdoor adventure education courses. We conclude with suggestions for future research.
Soft and Transferable Skills Acquisition through Organizing a Doctoral Conference
Author: Camarinha-Matos, Luis M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Soft Skills,Skill Development,Transfer of Training,Doctoral Students,Conferences (Gatherings),Cooperative Learning,Active Learning,Student Projects,Planning,Foreign Countries,Student Attitudes,Social Networks

This article presents a 10-year experience of soft and transferable skills acquisition through the involvement of PhD students in the organization of an international conference. Soft and transferable skills acquisition is currently perceived as a core component of doctoral studies. Examples include writing and communication, teamwork, time management, leadership, resource management, negotiation, problem solving, listening, planning, entrepreneurial spirit, mastering ethics awareness, etc. The need for such skills is due to the leading role that doctoral students are expected to play in society. As such, various organizations have issued recommendations for doctoral programs to include a formal component of soft skills training. In this article, an effective way of introducing soft and transferable skills acquisition in doctoral engineering education is introduced. Namely, a form of collaborative project-based learning is designed as a compulsory course. This includes a set of base lectures, a long period of parallel working groups focusing on the various aspects of organizing an international conference, running the actual conference, and performing a post-conference assessment. Results and lessons learned demonstrate the validity and effectiveness of the proposed approach.
Community-Based Internships: How a Hybridized High-Impact Practice Affects Students, Community Partners, and the University
Author: Trager, Ben
Date: 2020-00-00
Type: Journal Articles
Subjects: Internship Programs,School Community Relationship,Service Learning,Undergraduate Students,Public Colleges,Program Effectiveness,Urban Universities,Urban Areas

This qualitative participatory action research project demonstrates how participation in a community-based internship (CBI), a hybridization of service-learning and internship practices, affects undergraduate students, community partners, and the university at a large public university. This article outlines a rationale for the study, demonstrating that robust knowledge regarding the effects of service-learning and internships exists, but there is a need to understand how hybridization of these high-impact practices (HIPs) affects program stakeholders. Next, the participatory methodological procedures will be highlighted as they are integral to the presentation and interpretation of the data. The findings will demonstrate that although stakeholders in a CBI have similar experiences to traditional service-learning and internship programs, the hybridization of these HIPs creates a unique environment that shapes these experiences. Furthermore, the participatory inquiry raises questions regarding how research ought to be conducted in service-learning and community engagement.
In Search of Strategies Used by Primary School Pupils for Developing Fraction Sense
Author: Hoon, Teoh Sian
Date: 2020-07-00
Type: Journal Articles
Subjects: Learning Strategies,Fractions,Number Concepts,Concept Formation,Mathematics Instruction,Instructional Effectiveness,Elementary School Students,Grade 4,Grade 5,Mathematics Achievement,Test Items,Mathematics Tests,Problem Solving,Foreign Countries

Purpose: Most literature has focused solely on either knowledge about number sense or understanding of fractions. To fill the research gap, this study examined pupils' abilities in both number sense and fractions. In particular, it investigated Year 4 and Year 5 pupils' use of strategies in developing their fraction sense. Methodology: This study adopted a descriptive research design, utilising a mixed approach in data collection. An instrument called the Fraction Sense Test (FST) and a clinical interview were used to collect data. The FST comprised 3 strands: fraction concept, fraction representation and effect of operation. A two-stage cluster sampling method was employed to select 396 Year 4 and Year 5 pupils from a district in Selangor, Malaysia. The sampling involved random selection of the primary schools in the first stage, followed by pupils within the selected schools in the second stage. In addition to descriptive statistics, content analysis of interview transcripts was conducted to identify the presence of concepts and strategies applied among the pupils. Findings: The study found that the pupils scored lowest in effect of operation. It was also revealed that there were four strategies which helped the pupils to develop fraction sense, namely (1) comparing fractions using benchmark fractions of common fractions such as ½, ¼, zero and 1, (2) understanding denominators to determine the size of equal parts, (3) comparing fractions using unit fraction, and (4) applying the strategies in (1) and (2) to manipulate fractions in effect of operation. Significance: The findings provide useful input to facilitate the development of fraction sense ability.