ethanporcaro/eric-fulltext-meta huggingface dataset:
Mitigating Climate Change: A Study of the University of the South Pacific and the State University of Malang
Author: Prasad, Ravinesh Rohit
Date: 2022-00-00
Type: Journal Articles
Subjects: Climate,Environmental Education,Student Behavior,Foreign Countries,Conservation (Environment),Student Participation,Barriers,College Students,Role of Education,Ecology,Student Role,Student Attitudes,Student Organizations

One of the most pressing problems for today's global community is climate change and its impact on human health and well-being. Education for the youth is one of the most effective tools to combat the destructive potential impacts of climate change. This study aims to investigate the student's actions towards climate change mitigation, identify student activities aimed at climate change mitigation and explore the obstacles faced by students at the State University of Malang, and The University of the South Pacific. A qualitative approach was used to gather data on students' actions towards climate change mitigation. This paper uses the case study method to examine students' actions towards climate change mitigation at two different student organizations at The University of the South Pacific, Fiji, and the State University of Malang, Indonesia. The data was collected using in-depth interviews, observation, and documentation. The results showed that the actions of students at the State University of Malang are centered around on-campus activities while students at The University of the South Pacific boast broader participation such as policy-making. Barriers to climate change mitigation at both Universities include lack of funds, information, involvement, insufficient time, and seriousness towards climate change mitigation.
Investigating the 21st-Century Skills of Undergraduate Students: Physics Success, Attitude, and Perception
Author: Oral, Imran
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,21st Century Skills,Physics,Science Achievement,Student Attitudes,Beliefs,Science Instruction,Correlation

This study was performed to figure out the relationship between undergraduate students' 21st-century skills (21CSs), physics academic achievements, attitudes towards physics, and perceptions of physics teaching and learning. The study was carried out with 329 undergraduate students who had taken physics courses from Architecture-Engineering, Education, and Health Sciences Faculties. For collecting data of the study, &quot;Scale of Attitude towards Physics&quot;, &quot;Scale of Perception Related to Physics Teaching and Learning&quot; and &quot;Malaysian 21st-Century Skills Instrument&quot; which had adapted into Turkish, were applied to the undergraduate students. Before conducting statistical analysis, the homogeneity and normality tests were applied to the obtained data. All descriptive data of the study which collected using on-line questionnaire form were analyzed by frequency, mean, and percentage. The relationship between variables was analyzed using multiple linear regression testing, as well. Based on the statistical analysis carried out on the obtained data, significant relationship wasn't found between the 21CSs of undergraduate students and their physics success. Contrary to this result, a significant relationship was determined between undergraduate students' 21CSs and their attitudes toward physics, and their perceptions related to physics teaching and learning. Since positive attitudes and perceptions towards physics have positive effects on physics course success, it can be stated that undergraduate students' 21CSs indirectly affect the physics success of undergraduate students.
STEM Interests and Future Career Perspectives of Junior High School Students: A Gender Study
Author: Punzalan, Christopher H.
Date: 2022-00-00
Type: Journal Articles
Subjects: Career Choice,Student Interests,STEM Education,Junior High School Students,Foreign Countries,Gender Differences,Value Judgment,Intellectual Disciplines

Career choice and subject interests coincide as two significant factors for students to become driven in pursuing their academic and professional pathways. Though, literature studies revealed gender disparities in selecting educational tracks among students especially in the field of STEM. Hence, this study intended to analyze the gender differences in STEM interests and future career perspectives (FCP); and the relationships of FCP constructs, and of personal value and enjoyment. The participants were 334 junior high school students in the Philippines with 212 girls and 122 boys using non-random sampling. This study adapted the validated survey instruments from pertinent literatures to examine the variables. Based on the findings, there were no significant differences between and within the students' STEM interests and FCP in terms of gender. Both boys and girls have moderate interests in all STEM subjects except from trigonometry where boys have low interest. Additionally, there were weak positive correlations between and within the three FCP constructs. In contrast, a strong positive correlation was found between personal value and enjoyment. It is recommended that educational programs of schools should stimulate the STEM interests of junior high school students and improve their career guidance curricula.
Teachers&apos; Epistemological Beliefs and Inclination towards Traditional or Constructivist Teaching
Author: Letina, Alena
Date: 2022-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Teaching Methods,Epistemology,Elementary School Students,Learning Processes,Outcomes of Education,Correlation,Teacher Attitudes,Genetics,Academic Ability,Learning Motivation,Foreign Countries

This paper presents the results of research whose aim was to investigate the relationship between teachers' epistemological beliefs and their inclination towards either traditional or constructivist learning and teaching paradigm. The study was conducted on a sample of 126 primary school teachers in Croatia. The results show that primary school teachers understand learning as a process in which the connection between students' effort and learning outcomes is expressed and that learning ability is not innate, but on its development student and teacher can affect. Also, a positive correlation was found between teachers inclination towards the traditional paradigm of learning and their beliefs that the ability to learn is genetically innate, and between teachers` inclination towards the constructivist paradigm of learning and their beliefs about the learning process in which students' effort and learning outcomes are interdependent. Research has shown that teachers' epistemological beliefs significantly affect their inclination towards a particular learning paradigm. It has also shown that teachers are significantly more inclined towards the constructivist learning paradigm than the traditional one. Based on these findings, specific implications of such results in primary education and formal education of future teachers are discussed.
Friendship within and across Borders: Perceptions of Social Networks among First-Year International Students of Color
Author: Briscoe, Kaleb L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Friendship,Student Attitudes,Social Networks,College Freshmen,Foreign Students,Minority Group Students,Interpersonal Relationship,Institutional Characteristics,Whites,Cultural Awareness,Student Behavior

Establishing social networks can be extremely challenging when international students, particularly those of color, move to a new academic and social environment. We examine the perceptions of social networks among first-year international students of color and how these networks affect their experiences at a predominantly White institution (PWI). This study illuminates participants' relationships with U.S. domestic students and the power of language, culture, and shared experiences through a longitudinal narrative inquiry. Implications for practice and recommendations for future research are described in-depth for practitioners.
Stress, Sleep, and Performance in International and Domestic University Students
Author: Yun, Corinne Tan Pei
Date: 2022-00-00
Type: Journal Articles
Subjects: Stress Variables,Sleep,Correlation,Academic Achievement,Student Characteristics,Stress Management,Foreign Students,Acculturation,Foreign Countries,Undergraduate Students

Stress and poor sleep quality are serious and common problems among university students that could have detrimental effects on their academic performance. International students may experience greater difficulty than domestic students because they also need to deal with the challenges associated with moving to a new culture. The present study aims to investigate the relationship between stress (perceived and acculturative), sleep quality, and academic performance by comparing them between international and domestic students. Perceived stress negatively correlates with sleep quality. However, no relationship is found between acculturative stress and sleep quality, between sleep quality and academic performance, and between stress (perceived and acculturative) and academic performance. Differences in perceived stress and sleep quality between international and domestic students are found. Perceived stress is found to be an important factor that requires the university to focus on effective stress management programs that could be useful for achieving better sleep quality.
Best Practices in Teaching Spanish in Higher Education during COVID-19
Author: Burgo, Clara
Date: 2022-00-00
Type: Journal Articles
Subjects: Spanish,Second Language Instruction,Higher Education,Best Practices,COVID-19,Pandemics,School Closing,Faculty Development,Barriers,Teacher Role,Asynchronous Communication,Synchronous Communication,Adjustment (to Environment),Computer Mediated Communication,Mental Health

One of the main challenges for educators during the pandemic has been successfully transitioning to online teaching, in some cases without adequate training. This article will address these issues and suggest effective practices for teaching Spanish online, especially in emergency remote teaching situations. Given these circumstances, instructors should conduct self-assessments through self-reflections and portfolios. In order to carry out these activities, universities should invest in professional development on teaching synchronous and asynchronously, the advantages and challenges of both types of sessions, and the role of the instructor in an online setting. Finally, suggestions for instructors are offered to improve effective online instruction.
The STEM Glass Ceiling: The Influence of Immigration Status on STEM Trajectories of Afro-Caribbean Women (A Narrative Approach)
Author: Rahming, Sophia
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Immigration,Undocumented Immigrants,Blacks,Females,Career Pathways,Career Development,Foreign Workers,African Culture,Gender Discrimination,Racial Discrimination,Occupational Aspiration,Barriers,Minority Groups,Promotion (Occupational),Equal Opportunities (Jobs),Status,Postsecondary Education

Afro-Caribbean women initially construct their science identity outside of the United States in unique sociocultural contexts where Black is the dominant racial group and British-styled instruction remains intact. Afro-Caribbean women often experience the &quot;triple threat&quot; minoritizing effects of being Black, female, and international/nonimmigrant when they pursue STEM education and careers in the United States. Using grounded theory methods, I gathered the narratives of eight Afro-Caribbean women in STEM education or careers in the United States to examine how citizenship and immigration status influenced their STEM trajectories. Participants described how their educational and career aspirations were either supported or constrained by citizenship. Immigration status, therefore, operated as a figurative glass ceiling for some of the Afro-Caribbean women in this study, limiting degree and career choice.
Crossing the Digital Divide and the Equity Expanse: Reaching and Teaching All Students during the Pandemic
Author: Reimer, Tracy
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Equal Education,Educational Technology,Technology Uses in Education,Access to Computers,Internet,School Districts,Distance Education,Blended Learning,Barriers,Attendance,Learner Engagement

The COVID-19 pandemic illuminated the digital divide revealing an expanse of inequity among students who had access to the internet, personal devices, and parental support during remote learning and those who did not. Framed with the theoretical lens of equity literacy, this paper details the results of a survey completed by 56 Minnesota district level technology directors. The survey asked how school districts were addressing the technology inequities experienced by students and families while in hybrid and distance learning models. Results reflected that districts' efforts to provide students technology devices were efficient and successful. Of greatest concern for respondents was the lack of students' attendance and engagement in learning. Recommendations for further research are provided including advocacy for the expansion of broadband service, the pandemic's impact on the mental health of students, and efforts to sustain access to technology for all learners after the COVID-19 pandemic concludes.
Implementing Policy: Navigating the English Learner Roadmap for Equity
Author: Briceño, Allison
Date: 2022-00-00
Type: Journal Articles
Subjects: English Language Learners,Equal Education,Classification,Educational Opportunities,Educational Quality,Access to Education,Second Language Learning,Cultural Background,Transformative Learning,Intellectual Development,Alignment (Education),Articulation (Education),Guidelines,Educational Policy,Educational Improvement,English (Second Language),Teaching Methods,Native Language,Instructional Effectiveness,Elementary Secondary Education

This essay explores a variety of ways California's English Learner (EL) Roadmap can be used as a tool to make significant and transformative changes to provide meaningful learning opportunities for students classified as English Learners. The EL Roadmap contains 4 principles: (1) Asset-oriented and needs-responsive schools; (2) Intellectual Quality of Instruction and Meaningful Access; (3) System Conditions that Support Effectiveness; and (4) Alignment and Articulation Within and Across Systems. We explore each of the Roadmap's four principles and provide suggestions for ways to capitalize on the policy to improve educational opportunities for English Learners, including a focus on English and other languages, using research-based principles to guide local planning and continuous improvement for EL instruction and assessment, aligning resources and systems to accelerate ELs' learning, and valuing and building upon the linguistic and cultural assets students bring to school.
An Investigation of Contextual Factors for ICT Adoption and Utilization by Administrators and Managers of Basic Schools
Author: Teye, Ephraim Quaynor
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Computer Attitudes,Value Judgment,Access to Computers,Training,Technical Support,Motivation,Incentives,Technology Integration,Administrator Attitudes,Foreign Countries

This quantitative study was carried out to find out the contextual factors that relate to ICT adoption and utilization by school administrators in a school district in Ghana. The study adopted the cross-sectional survey design, and used the census sampling technique to collect data from 69 participants, and analyzed using multiple linear regression. The study found that five out of the six factors -- Attitude towards ICT; Perceived Usefulness of ICT tools; Access and Availability of ICT tools; Training and Technical Support; and Motivation and Incentives for using ICT tools -- were the major contextual factors that relate to ICT adoption and utilization. Also, Motivation and Incentives for using ICT tools made the strongest unique contribution (Beta = 0.496) to predicting ICT adoption and utilization, when the variance explained by all other factors is controlled for. The study also found that Perceived Ease of Use was not a significant factor for predicting ICT adoption and utilization by school and administrators. It was recommended that school administrators should be given the necessary training and support, and particularly be adequately motivated, in order to concretize their ICT adoption and utilization decisions.
Keeping the Freedom to Include: Teachers Navigating &quot;Pushback&quot; and Marshalling &quot;Backup&quot; to Keep Inclusion on the Agenda
Author: Pollock, Mica
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Elementary Secondary Education,Equal Education,Social Justice,Diversity,Social Bias,Social Discrimination,School Safety,Discourse Analysis,Educational Practices,Professional Autonomy,Learning Experience

This paper shares K12 educators' efforts to marshal local support for the act of basic inclusion: welcoming all communities as equally valuable. We share data from a national pilot of #USvsHate (usvshate.org), an educator- and student-led &quot;anti-hate&quot; messaging project. In interviews, participating educators revealed careers of &quot;pushback&quot; against even their basic efforts to include (mention or empathize with) marginalized populations. They also shared five key forms of &quot;backup&quot; they had learned to marshal to keep such topics on the agenda. Building on scholarship positioning basic and deeper inclusion work as the unarguable task of schools, we explore how keeping the freedom to undertake even basic inclusion efforts requires teachers to preserve agency through assembling local backup -- supports from other people.
Contribution of Blended Learning Technologies and Teaching Practices to Student Success
Author: Dankers, Paul
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Teaching Methods,Foreign Countries,Academic Achievement,Student Attitudes,Student Satisfaction,Learner Engagement,College Students

Student success and the perceptions of success are growing areas of research. At the University of the Western Cape the impact that using a learning management system in blended learning approaches had on student success and perceptions of success was unknown. The research investigated perceptions of lecturers and students of the Arts Faculty regarding student success, and whether perceptions of student success, the use of technologies and blended teaching and learning approaches were interrelated. A mixed method approach was used, in which qualitative and quantitative methods were applied. All groups of participants agreed that the use of a learning management system to enhance a blended learning approach contributed to student success. These findings agreed with other research conducted by international scholars. More research that focuses on how technologies impact on the success of individual students, and the interrelatedness of technologies, learning approaches and student success is necessary.
Attitudes of Employers and University Students to the Requirements for Accountants in the Czech Republic
Author: Berková, Katerina
Date: 2022-00-00
Type: Journal Articles
Subjects: Employer Attitudes,Student Attitudes,Accounting,Accuracy,Reliability,Professional Education,Undergraduate Students,Foreign Countries,Job Skills,Soft Skills,Education Work Relationship,Finance Occupations,Advertising,Corporations,Information Literacy,English (Second Language),Second Language Learning,Language Usage,Teaching Methods,Instructional Innovation

The aim of the study is to verify employers and university students' perception of the importance of professional and soft competencies that is placed on the position of financial accountant in the Czech Republic. The study is based on the international knowledge oriented to the difference between university students and employers in perception of the importance of professional and soft competencies. The research is focused on Czech companies from two regions and students of Accounting and Finance attending universities from two different regions. The research was conducted with the help of advertisement analysis and a questionnaire survey in the first quarter of 2020. In the advertisements, mainly the information literacy and usage of English language in accounting appeared. The perception of employers is not in accordance with the importance of competencies perceived by students who would like to work in the accounting profession. Responsibility, reliability, accuracy, and independence are important for students. Differences in the perception of competencies importance were not found. This study contributes to the identification of the competency's importance regarding employers and students. It will be necessary to innovate teaching methods with the emphasis on the effective readiness of graduates for the accounting profession.
Cutting the Vicious Circle: Addressing the Inconsistency in Teachers&apos; Approaches to Academic Integrity Breaches
Author: Dannhoferová, Jana
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cheating,Student Characteristics,Discipline Policy,Committees,Teacher Behavior,College Faculty,College Students,Student Motivation

A dysfunctional educational system has been identified as one of the causes of academic dishonesty in the Eastern Europe. This paper describes a case study based on data collected at one Czech university (N = 660) and presents measures that have been taken at the institution after it. The case study combines quantitative self-reported data and qualitative data from students and teachers with hard data from the disciplinary committee. We analyse cases and types of breaches, identify characteristics of students that incline them toward cheating and investigate some of the reasons why. Our research confirms that the inconsistent approach of teachers is a contributing factor to students' propensity to violate academic integrity rules and identifies reasons for such behaviour. Teachers play a key role in prevention, it is their duty to report cases of suspected misconduct, but they need tools to improve the culture of academic integrity. This paper describes in detail the measures which have been at the given faculty as a solution to the identified problem, the authors believe that the presented measures might serve as an inspiration for policymakers on how to tackle the inconsistency of teachers' approaches to student misconduct.