ethanporcaro/eric-fulltext-meta huggingface dataset:
Monitoring Academic Performance Based on Learning Analytics and Ontology: A Systematic Review
Author: Costa, Laecio Araujo
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Achievement,Learning Analytics,Distance Education,Electronic Learning,Student Evaluation,Educational Research,Taxonomy,Integrated Learning Systems,Learning Experience,Educational Objectives,Evaluation Methods

This paper presents a systematic literature review of the coordinated use of Learning Analytics and Computational Ontologies to support educators in the process of academic performance evaluation of students. The aim is to provide a general overview for researchers about the current state of this relationship between Learning Analytics and Ontologies, and how they have been applied in a coordinated way. We selected 31 of a total of 1230 studies related to the research questions. The retrieved studies were analyzed from two perspectives: first, we analyzed the approaches where researchers used Learning Analytics and Ontologies in a coordinated way to describe some Taxonomy of Educational Objectives; In the second perspective, we seek to identify which models or methods have been used as an analytical tool for educational data. The results of this review suggest that: 1) few studies consider that student interactions in the Learning Management System can represent students' learning experiences; 2) most studies use ontologies in the context of learning object assessment to enable learning sequencing; 3) we did not identify methods of evaluation of academic performance guided by Taxonomies of Educational Objectives; and 4) no studies were identified that report the coordinated use of Learning Analytics and Computational Ontologies, in the context of academic performance monitoring. Thus, we identify future directions of research such as the proposal of a new model of evaluation of academic performance.
&quot;Maestras&quot;: Exploring Dialectical Relationships in an Aboriginal Literacy Campaign
Author: Williamson, Frances
Date: 2020-07-00
Type: Journal Articles
Subjects: Teaching Methods,Sustainability,Literacy,Indigenous Populations,Literacy Education,Adult Literacy,Program Implementation,Teacher Attitudes,Teaching Experience,Transformative Learning,Teacher Student Relationship,Adult Education,Student Attitudes,Popular Education,Foreign Countries

Previous studies have documented the personal transformation that many low literate adults undergo when they engage in literacy campaigns. In particular, research has captured how improved literacy leads to a greater willingness and capacity to speak out, or what is often referred to as voice. This paper focusses on the impact of an adult Aboriginal literacy campaign on those responsible for implementing it. Through the words of these 'maestras', we reveal how the teachers and trainers of the campaign, both Aboriginal and non-Aboriginal, experience a similar trajectory of transformation to the literacy students. This transformation, we argue, is the result of the pedagogic relationship between students, local campaign staff and national trainers. This dialectical relationship in which teacher is learner and learner teacher is at the heart of the literacy campaign model and is part of what Giroux (1988) characterises as a radical theory of literacy and voice. We further argue that the impacts of the literacy campaign at the individual and collective levels and crucially, the sustainability of these impacts depend largely on this pedagogic relationship and the new, shared understanding of the world which results.
Promoting Quality Learning and Teaching Pedagogy: Evaluating a Targeted Localised Academic Induction Program (AIP) for the Impact on Continuing Professional Development
Author: Weuffen, Sara
Date: 2020-07-00
Type: Journal Articles
Subjects: Andragogy,Faculty Development,Professional Continuing Education,Teaching Skills,Teacher Competencies,Correlation,Program Effectiveness,Beginning Teacher Induction,College Faculty,Foreign Countries

Despite their position as providers of tertiary education, universities sit beyond normalised discourses of education where qualifications, registration, and continuing professional development are concerned. In this case study, we explore how participation in an academic induction program (AIP) builds foundational andragogy knowledge and skills and fosters individual commitment to continuing professional development (PD) for the critical engagement, maintenance, and enhancement of quality teaching practices. Through a poststructuralist lens, we gathered triangulated evidence via surveys (n=32) and attendance data (n=190). Our findings indicate a positive correlation between AIP attendance and initial PD engagement but identifies a 35% decline in PD uptake six-month post-AIP. Survey responses indicate that while an AIP is a valuable tool for prompting initial engagement in learning and teaching PD, the role and function of teaching within universities needs to be elevated in order to support a career-long commitment to academic enhancement.
An Analysis of the Educational Testing Service Major Field Test for Business Performance: Further Evidence
Author: Iqbal, Zahid
Date: 2020-00-00
Type: Journal Articles
Subjects: Business Administration Education,Achievement Tests,College Outcomes Assessment,Black Colleges,College Students,Student Characteristics,Predictor Variables,Scores

Assurance of learning is the key to students' academic success. To this end, one of the largest historically Black colleges and universities (HBCUs) in the United States administers the Educational Testing Service Major Field Test for Business (ETS MFT-B) to assess student learning of business concepts. This study used a set of predictor variables to explain the ETS MFT-B performance at the subject HBCU. The results of the study are expected to close the gap between student performance and expected outcomes in the subject institution, as well as contribute to the broader issue of improving curriculum and teaching effectiveness in business schools in the United States. Using data from fall 2012 to fall 2018, the findings of the regressions indicated that new variables, namely, English language proficiency, hours attempted to hours earned, first-generation student status, and desire to pursue higher studies were important predictors of the ETS MFT-B total score and subscores. Among the traditional variables, the cumulative GPA and student's major area were important predictors. These findings point toward several corrective actions in the assurance-of-learning process for the subject school. The subject school can add a business English class to the curriculum, improve teaching effectiveness, provide advising assistance when students retake classes, and adopt measures that will motivate students to prepare for the ETS MFT-B.
The Vatican Library and the IFLA between 1928 and 1929
Author: Vincenti, Raffaella
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Churches,Libraries,International Organizations,Library Associations,Conferences (Gatherings),History,Library Schools

On August 30, 2019, the Vatican Library hosted a satellite IFLA conference on topics related to education for professionals, exactly 90 years after the first international conference was held in Rome, when the IFLA was officially named and its first statute was established. This paper was presented at the satellite conference to briefly summarize the major events of those memorable years and the Library's history as the background of this extraordinary season for world librarianship. In that period, the Vaticana was experiencing a moment of both institutional and professional prosperity, deeply connected with the events that led to the foundation of the IFLA; these were the same years in which Italy and the city of Rome, in the middle of the Fascist Regime, were hosting, in 1928 and 1929, respectively, the preparatory works and the First World Congress of Libraries and Bibliography, the major event that marks the foundation of the IFLA.
School Counselors as Social Justice Change Agents: Addressing Retention of African American Males
Author: Cook Sandifer, Mariama I.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Counselors,Social Justice,Change Agents,African American Students,Males,Racial Differences,Grade Repetition,Learner Engagement,Discipline Policy,Racial Bias,Culturally Relevant Education,Counselor Role,Intervention,Advocacy

African American students are retained at a higher rate compared to Hispanic and White students (National Center of Education Statistics, 2015). While there are many causative variables identified as explanations for racial disparities in grade retention practices, school counselors are encouraged to facilitate efforts to bridge existing gaps. This article outlines educational challenges for African American males and explores the connection between race and culture in grade retention practices in schools. The school counselors' role is discussed and implications for practitioners are provided.
Scientific Article Preparation: A Comprehensive Introduction
Author: Lamanauskas, Vincentas
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing for Publication,Scientific Research,Technical Writing,Guidelines,Writing Processes

Writing and publishing scientific articles (research, review, position etc. articles) are referred to as responsible academic activities. Any scientist/researcher is somehow involved in scientific writing. Thus, this is a technique assisting the researcher with demonstrating individual performance. Most of the main scientific/research journals are published in English, and therefore scientific information is made internationally available by a wide audience and actually becomes accessible to every scientist and/or researcher. On the other hand, a valid point is that scientific/research journals are published in different national languages. Nevertheless, it should be noted that science policy has recently become one-dimensional and resulting in a blind orientation towards support for scientific/research journals published in English. As noted by Poviliunas and Ramanauskas (2008), national languages face a legitimate risk of becoming domesticated and to one degree or another being excluded from scientific, cultural, education and public areas of life. However, this is material for another discussion.
Developing a Case-Based Experiential Learning Model at a Program Level in a Regional University: Reflections on the Developmental Process
Author: Patil, Tejaswini
Date: 2020-07-00
Type: Journal Articles
Subjects: Case Studies,Undergraduate Study,Experiential Learning,Teaching Methods,Human Services,Social Work,Models,Skill Development,Blended Learning,Educational Technology,Integrated Learning Systems,Workshops,Foreign Countries

This article reflects on the developmental process of a case-based experiential learning model: the Federation University model, in an undergraduate community and human services program at a regional university. There is abundant literature that addresses the use and need for introducing experiential learning at the subject/unit level in community and human services/social work content. However, despite the expansion of research on experiential learning, there is limited literature that bridges the gap between course/program level teaching philosophy and using experiential learning activities in individual subjects. The article will demonstrate how Kolb's four stage cycle (Kolb, 1984) and case-based experiential learning were integrated to develop curriculum at a program level. It will also demonstrate how a move to experiential learning facilitated better alignment with face-to-face and online learning. As a way of argument, we suggest that case-based experiential learning is very relevant and useful to human services/social work education because of its emphasis on bridging the theory and praxis nexus and providing graduates with an opportunity to work effectively in a complex, fluid and ever-changing sector.
School-Age Coping: Themes across Three Generations of Sexual Minorities
Author: Simons, Jack D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Coping,Minority Group Students,LGBTQ People,Sexual Orientation,At Risk Students,Acquired Immunodeficiency Syndrome (AIDS),Student Experience,Elementary School Students,Secondary School Students,Interpersonal Relationship,Psychological Patterns,Emotional Response,Self Disclosure (Individuals),School Counseling

Because sexual minorities are an at-risk population, researchers conducted retrospective life story interviews with 191 sexual minority people comprising participants from a marriage equality cohort, an HIV/AIDS epidemic cohort, and a Stonewall rebellion cohort. The participants were located within 80 miles of four major metropolitan areas in the United States. Of the 191 participants interviewed, 90 participants talked about their school-age experiences and how they coped during elementary, middle, and high school. Five themes were identified in the interview data that were coded by the research team: (1) the influence of relationships; (2) experiencing emotions; (3) coming out; (4) coping behaviorally; and (5) coping cognitively. Implications for school counseling practice and future research are provided for educators, researchers, and helping professionals.
Predicting International Student Enrollment in U.S. Institutions by Institutional Characteristics: Using Fixed and Random Effects
Author: Bicak, Ibrahim
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Enrollment,Predictor Variables,Colleges,Institutional Characteristics,Undergraduate Students

For the first time, international student enrollment in U.S. institutions of higher education declined for a second straight year in 2017-2018. As a result, we sought to understand which institutional characteristics predict international student enrollment, informing the international education community regarding possible institutional factors responsible for the decline in international student enrollment by using five-year panel data from 2013 Fall to 2017 Fall. Results from institutional fixed effects models revealed positive relationships between first-time international undergraduate enrollment and different variables such as institutional grant aid in bachelor's institutions and student services expenses at private non-profit institutions in suburban settings. Contrary to earlier research, this study's findings revealed that there is no relationship between state appropriations and first-time international undergraduate enrollment. We address implications for research, practice, and international student choice.
Support Matters: Predictors of Intrinsic Motivation in Older Learners in Taiwan
Author: Lin, Yi-Yin
Date: 2020-07-00
Type: Journal Articles
Subjects: Learning Motivation,Older Adults,Adult Students,Predictor Variables,Individual Characteristics,Aging (Individuals),Health,Teacher Student Relationship,Peer Relationship,Social Support Groups,Stimulation,Foreign Countries

Previous research has made it clear that older learners are mainly learning for learning's sake. However, few studies have explored the intrinsic aspects of older learners' motivation in detail; also, the factors that influence their learning motivation remain under-researched and under-theorised. To address this gap, this survey-based quantitative study investigated the learning motivations of 816 older learners from an intrinsic-motivation viewpoint, and explored the predictors of these motivations, including institutional as well as personal factors. The results indicated that these older learners rated their intrinsic motivations highly (3.97/5 overall), and that such motivations could be differentiated into cognitive-oriented and social-oriented motivations. The most important predictors of intrinsic motivations for the respondents were institutional variables, especially teacher support and peer support. Importantly, institutional predictor variables were found to diminish the negative impacts of both self-reported poor health and age on these older adults' overall intrinsic motivation to learn. These findings imply that, in Taiwan, providing more teacher- and peer support is likely to increase the intrinsic motivation to learn for vulnerable older adults who are disadvantaged by health problems and old age.
Virtual Classroom: A Future of Education Post-COVID-19
Author: Alhat, Swapnil
Date: 2020-09-00
Type: Journal Articles
Subjects: Virtual Classrooms,Educational Change,COVID-19,Pandemics,Online Courses,Telecommunications,Videoconferencing,Computer Mediated Communication,Electronic Learning

Unexpectedly, COVID-19 has impacted and affected our world, and our world surely be the changing world when the dust of corona settles down. As we have learned to live within four walls without a cringe moreover online business would be a preferred way of shopping for a large section of the population to avoid human contact and stay protected from the lethal virus. The like virtual classrooms would be a new normal for our educational institutes. Some of the foreign universities like St. Andrews recently awarded a Ph.D. degree to the research scholar who defended his dissertation through video conferencing. Therefore that day is not far away from where classes would be run at the convenience of the students. Online courses are gradually catching the speed; there would come a time when the whole degree would be awarded to students without attending the university or college. Like this, in this paper, the researcher has endeavored the possibility of Virtual Classroom post-COVID-19 world.
So, This Is Basically the Thingy, Right? Student Sense Making in Science
Author: Koomen, Michele Hollingsworth
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Science Teachers,Science Instruction,Inquiry,Science Process Skills,Middle School Students,Data Interpretation,Scientific Methodology,Teaching Methods

This study explores how two middle school teachers utilized elements of scientific inquiry, including the higher sense making skills such as data analysis, interpretation, and drawing conclusions to engage their students in the processes of doing science. Using qualitative research methods, our case study situates the analysis within the macro and micro level examinations of teacher instructional activities and student discourse interactions in small groups, respectively.
A Study on Misconception of Using Brackets in Arithmetic Expression
Author: Das, Kaushik
Date: 2020-09-00
Type: Journal Articles
Subjects: Arithmetic,Mathematics Instruction,Algebra,Misconceptions,Equations (Mathematics),Learning Processes,Teaching Methods,Periodicals,Specialists,Libraries,Newspapers,Electronic Publishing,Instructional Effectiveness,Teacher Role,Elementary Secondary Education,Foreign Countries

The present study focused on the lack of knowledge of the double use of brackets in arithmetic expressions and the difficulty in the operatively of expression for mathematics application at the school level. Learning the other rules and formulas of mathematics involves learning the use of a bracket. Binding is useful in both arithmetic and algebra. If the bracket is not used properly, the value of the mathematical result is completely changed. The concept of this bracket is inserted into the students while learning school-based mathematics. So at the beginning of the bracket learning process, school-based textbooks, curriculum, and teachers are of great importance. The methodology of the proposed study is based on the document-based analysis. This study employed including studying international and national journals, library consultation, expert opinion, online journals, periodical, newspapers, and documents. Finally, the researcher suggested the importance, precaution, and effectiveness of using brackets in arithmetic
Adult Community Education: Australian Environmental Scan
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Community Programs,Lifelong Learning,Access to Education,Skill Development,Individual Development,Well Being,Adult Basic Education,Limited English Speaking,Educational Attainment,Accreditation (Institutions),Vocational Education,Low Income Students,Nonprofit Organizations,Educational History,Student Centered Learning,Nontraditional Students,Job Skills,Equal Education,Job Training,Nonformal Education,Geographic Regions,Recreational Activities

Adult community Education (ACE) is a recognisable education sector that offers accessible lifelong learning opportunities that are learner-centred and needs based. The Australian ACE scan profiles the sector in terms of its programs, features and provider types. The scan outlines ACE program participants, outcomes and the policy areas they support. It also explores the challenges facing the sector in terms of sustainability. This scan builds on the work completed in Adult Learning Australia's previous ACE scans (2014; 2015; 2016a; 2017). It aims to build the recognition of adult community education as a distinct education sector in Australia by profiling the diversity of ACE providers, programs, participants and outcomes. [This article was written by Adult Learning Australia.]
Emerging Adulthood and Its Effect on Adult Education
Author: Meier, David
Date: 2020-07-00
Type: Journal Articles
Subjects: Young Adults,Adult Education,Andragogy,Developmental Stages,Maturity (Individuals),Adolescents,Foreign Countries

It is during their late teens and early twenties that most students attend a university or other institution of higher education. Biologically, these students are adults. However, studies show that there is a delay in maturing. Arnett (2000) introduced the term &quot;emerging adulthood&quot; in reference to the stage of life between adolescence and adulthood. Adolescent behaviour can be observed well into the twenties, as confirmed by this study. In total, 118 participants, aged 21 to 65, from a statistics course were asked about their need for adult learning methods. The results show that there is a strong positive correlation between age and the need for methods of adult education, and that students younger than 28 are not necessarily ready for adult education.
Visual Analysis of Contact Patterns in School Environments
Author: Ponciano, Jean R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Visual Aids,Time,Networks,Elementary School Students,High School Students,Elementary School Teachers,High School Teachers,Interaction,Metadata,Behavior Patterns,Foreign Countries,Pattern Recognition

Information Visualisation strategies can be applied in a variety of domains. In the context of temporal networks, i.e., networks in which interactions between individuals occur throughout time, efforts have been conducted to develop visual approaches that allow finding interaction patterns, anomalies, and other behaviours not previously perceived in the data. This paper presents two case studies involving real-world education networks from a primary school and a high school. For this purpose, we used the &quot;Massive Sequence View (MSV)&quot; layout with the &quot;Community-based Node Ordering (CNO)&quot; method, two well established approaches for visual analysis of temporal networks. Our results show that the identified patterns involving students/students and students/ teachers represent important information to benefit and support decision making about school management and teaching strategies, especially those related to strategic group formation.