ethanporcaro/eric-fulltext-meta huggingface dataset:
Thoughts on the Future of Higher Education in the UK: A Personal View with a Historical Context
Author: Blackledge, Jonathan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Trends,Futures (of Society),Educational Change,Educational History,Knowledge Economy,Career Readiness,Field Experience Programs,Apprenticeships,Change Strategies,Influence of Technology

Before the effect of the COVID-19 Pandemic, there had been continued debate about the future of Higher Education (HE) in the UK. It is now accepted that the effect of the pandemic will have a long-lasting effect on HE in the UK and elsewhere. This paper addresses the changes that are currently taking place, based on a strategy that aims to develop a future knowledge-based economy, following the UK governments 2019 landmark review of HE. It explores the underlying parallels between the current situation and certain historical events that catalysed the development of a new approach to HE in the past, which is very relevant today. In this context, the paper discusses why major changes in UK HE provision is now required as a response to the fact that although the cost of education is rising, employers are reporting that graduates are increasingly unprepared for the workplace. In this respect, the paper addresses a model for HE that focuses on 'earn-as-you-learn' apprenticeships and work-place-based learning. The key to this is the emphasis that the UK government is now placing on funding new 'Technological Colleges', in which students are trained by experts from the industry on a contractual basis, rather than by university academics with tenured positions.
The Education of Informal Educators
Author: Jeffs, Tony
Date: 2021-00-00
Type: Journal Articles
Subjects: Informal Education,Professional Education,Program Content,Undergraduate Study,Graduate Study,Program Development,Educational History,Foreign Countries,Nonformal Education,Youth Programs,Adult Learning,Lifelong Learning,Program Effectiveness

No undergraduate or postgraduate programmes currently exist for the professional education of informal educators. The authors outline the development of previous programmes and consider the emergence of informal education as a discrete concept. The article then highlights some key failings in the professional education of informal educators and outlines some changes in the orientation and content of programmes.
Inquiry through Industrial Chemistry in Compulsory Secondary Education for the Achievement of the Development of the 21st Century Skills
Author: Diez-Ojeda, María
Date: 2021-00-00
Type: Journal Articles
Subjects: Inquiry,Chemistry,Compulsory Education,Secondary School Students,Academic Achievement,21st Century Skills,Skill Development,Active Learning,Foreign Countries

At a key moment when education systems are moving towards the development of 21st-century skills at school, we propose to develop them with a series of enquiry activities connected to the real world on the subject of Chemistry in Compulsory Secondary Education. The four selected topics have practical aspects, as they are related to industrial chemistry, and are proposed in educational practice using the 5E model. The results obtained in a pilot test with 22 students show that the context created facilitates the development of 21st century competences. It is understood that this novel proposal can be successfully employed in other contexts.
Epistemic Disobedience and Grief in Academia
Author: Ramirez, Carla C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Foreign Workers,Females,Women Faculty,Teacher Characteristics,Teacher Competencies,Epistemology,Diversity (Faculty),Teaching Conditions,Gender Bias,Ethnicity,Racial Bias,Minority Group Teachers,Cultural Differences,Grief

Drawing on conversations with foreign women in academic positions at one major University in Norway, this article is inspired by Barad's and Haraway's theorizing on how matter and discourse are mutually constituted through a diffractive approach. Understanding diffraction as an embodied engagement, a becoming with the data through shared entanglements, this article argues that the researcher's personal background cannot be separated from the data produced. Departing from the decolonial theorist Castro-Gómez concept 'hubris of zero-point epistemology', the existence of an abstract and transcendental western universalism, where 'the observer observes without been observed' (Domínguez 2020; Mignolo 2009), assemblages of foreign female academics are explored through posthuman feminism and decolonial perspectives (Jackson and Mazzei 2012; Taguchi 2012; Puwar 2004). Through immersion in assemblages of contradictions, strength, and resistance, this article contends that policymakers' good intentions of diversity in higher education, and the existence of different bodies, are shaking the world of academia, albeit slowly. Academia is still immersed in zero-point epistemology, favoring western, upper-class, paternalist, and meritocratic thought, detached from academics' embodied knowledge. This brings into existence 'bodies out of place', re/producing grief, resistance, and epistemic disobedience when some academics are not suitable of becoming real academics.
Measuring and Fostering Preservice Chemistry Teachers&apos; Scientific Reasoning Competency
Author: Bicak, Besim Enes
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Late Adolescents,Preservice Teachers,Preservice Teacher Education,Secondary School Science,Organic Chemistry,Competence,Self Efficacy,Self Evaluation (Individuals),Science Process Skills,Thinking Skills,Problem Solving,Skill Development,Inquiry,Laboratory Experiments,Video Technology,Foreign Countries

Developing scientific reasoning (SR) is a central goal of science-teacher education worldwide. On a fine-grained level, SR competency can be subdivided into at least six skills: &quot;formulating research questions,&quot; &quot;generating hypotheses,&quot; &quot;planning experiments,&quot; &quot;observing and measuring,&quot; &quot;preparing data for analysis,&quot; and &quot;drawing conclusions.&quot; In a study focusing on preservice chemistry teachers, an organic chemistry lab course was redesigned using problem-solving experiments and SR video lessons to foster SR skills. To evaluate the intervention, a self-assessment questionnaire was developed, and a performance-based instrument involving an experimental problem-solving task was adapted to the target group of undergraduates. The treatment was evaluated in a pre-post design with control group (cook-book experiments, no SR video lessons) and alternative treatment group (problem-solving experiments, unrelated video lessons). Interrater reliability was excellent ([rho] from 0.915 to 1.000; ICC (A1)). Data analysis shows that the adapted instrument is suitable for university students. First insights from the pilot study indicate that the cook-book lab (control group) only fosters students' skill in &quot;observing and measuring,&quot; while both treatment groups show an increase in &quot;generating hypotheses&quot; and &quot;planning experiments.&quot; No pretest-posttest differences were found in self-assessed SR skills in the treatment groups. Instruments and data are presented and discussed.
Teachers&apos; Views of Parental Involvement in the Schooling of Low Literacy Refugee and Migrant Children: An Australian Study
Author: Bromley, Jennifer
Date: 2021-08-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Parent Participation,Parent School Relationship,Literacy,Refugees,Migrant Children,English (Second Language),Student Diversity,Cultural Background,School Culture,Partnerships in Education,Program Effectiveness,Public Schools,Foreign Countries

This article reports on a research project that aimed to explore teachers' perspectives on parental involvement at a Melbourne based primary school with a high number of refugee and migrant children. Despite the acknowledged value of parental involvement in a child's schooling, we have found that parents are not always viewed as a valuable resource in the education of Culturally and Linguistically Diverse (CALD) students, especially in the case of refugee background students. In order to contextualise teacher perspectives, semi-structured interviews were used as the main source of qualitative data collection. In addition to the interviews, the school website and observations of the school context were qualitatively analysed, which allowed for a more wholistic understanding of the matter. The results indicate that evidence of parental involvement and links to the children's home lives was low due to teachers' work demands and also culturally specific mindsets common in the school. This continued lack of opportunity for participation resulted in the marginalisation of parents, which appears to be largely unapparent to the teachers. The findings of this research project, therefore, encourage teachers to involve themselves in reflection and training to value and ultimately establish balanced relationships between the school community and parents.
Investigating the Impact of a Mathematics Enhancement Programme on Jamaican Students&apos; Attainment
Author: Binns-Thompson, Shandelene Khadine Kedisha
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Mathematics Education,Foreign Countries,Educational Attainment,Mathematics Achievement,Grade 1,Elementary School Students,Program Implementation,Student Attitudes

Underperformance in mathematics has been an issue that plagues the education system in Jamaica. Studies in first world countries have shown that enrichment programs, including Mathematics Enhancement Programmes (MEPs,) have been positively impacting attainment in mathematics. This quasi-experimental research design study investigated the impact of an MEP on Jamaican students' attainment in mathematics. A sample of seven grade one classes from two primary schools in representative areas in Jamaica were selected for the intervention group. The treatment involved teaching the Jamaican grade one mathematics standards using the MEP resources for nine months. A statistically significant improvement and large effect size of the intervention was found, indicating that the MEP had a substantial impact on students' achievement and attitudes towards mathematics. This study has implications for designing enrichment programs geared at addressing mathematics underperformance in Jamaica and in similar countries.
Library Renovations and Student Behaviors: A Longitudinal Case Study
Author: Elrod, Rachael
Date: 2021-00-00
Type: Journal Articles
Subjects: Library Facilities,Library Development,Facility Improvement,Student Behavior,Longitudinal Studies,Academic Libraries,Physical Environment,Student Satisfaction,Use Studies

Many academic libraries renovate physical spaces to address the needs of the 21st century learner. This study presents the assessment tools used to evaluate the use of space prior to a branch library renovation as well as results of two post-renovation assessments to examine the success of the project. The pre-renovation survey showed that library users desired extended hours of operation, better furniture, more power outlets, more private and group study spaces, better lighting, and more comfort. Both post-renovation survey results indicated an increase in satisfaction of all areas except access to food options and hours of operation.
A Framework of Implementing Strategies for Active Student Engagement in Remote/Online Teaching and Learning during the COVID-19 Pandemic
Author: Ahshan, Razzaqul
Date: 2021-00-00
Type: Journal Articles
Subjects: Models,Teaching Methods,Active Learning,Learner Engagement,Distance Education,Web Based Instruction,Electronic Learning,COVID-19,Pandemics,Educational Technology,Integrated Learning Systems,Engineering Education,Student Attitudes,Peer Relationship,Teacher Student Relationship,College Students

The COVID-19 pandemic has caused a drastic shift of face-to-face teaching and learning to remote/online teaching and learning at all levels of education worldwide. Active student engagement is always a challenging task for educators regardless of the teaching modalities. The degree of challenge for active student engagement increases significantly in remote/online teaching and learning. This paper presents a framework that implements activities/strategies to ensure active student engagement in remote/online teaching and learning during this COVID-19 pandemic. The structure of the developed framework combines the balanced use of adjusted teaching pedagogy, educational technologies, and an e-learning management system. Teaching pedagogy involves various active learning techniques, synchronous teaching, asynchronous teaching, and segmentation. The educational technologies, such as Google Meet, Jamboard, Google Chat, Breakout room, Mentimeter, Moodle, electronic writing devices, etc., enable the developed framework for active student engagement. An e-learning management system, Moodle, is used for course management purposes. Over the last three semesters (Fall 2020, Spring 2021, and Summer 2021), the framework is tested for three different engineering courses. A questionnaire draws out student perception on the developed framework in terms of active student engagement that ensures student-student interactions, student-instructor interactions, social presence, reinforces learning and deepens understanding of the materials in remote teaching. The feedback also indicates that combining the utilized technologies, synchronous teaching, and active learning activities in the developed framework is effective for interactive learning; hence a practical approach for active student engagement in remote/online teaching and learning. The article focuses on contributing to present research and infusing future research direction about technology-enhanced active student engagement in Engineering Education.
The Relationship between EFL Oral Reading Fluency and Silent Reading Fluency: What Can a Speed Reading Course Tell Us?
Author: Y?n, Tr?n Th? Ng?c
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Oral Reading,Reading Fluency,Silent Reading,Speed Reading,Reading Improvement,College Students,Reading Rate,Reading Comprehension

A great deal of past research in reading fluency has focused on oral reading fluency in L1, but literature in EFL oral reading and silent reading is still in its infancy. This study attempts to examine the development of silent reading fluency in a speed reading course and aims to determine whether an improvement in silent reading speed facilitates oral reading fluency development. The participants were from four intact classes at a university in Vietnam. While the four groups were following the usual English program at the university, the two treatment groups were also following a speed reading course, which lasted two months. In each session of the course, they were asked to read a 550-word text and answered 10 comprehension questions that accompanied the text. The results indicated that the treatment groups significantly improved their reading fluency in and outside the speed reading course, but made minimal increases in oral reading speed.
Educational Innovation in the Evaluation Processes within the Flipped and Blended Learning Models
Author: Yangari, Monserrath
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Innovation,Evaluation Methods,Flipped Classroom,Blended Learning,Bibliometrics,Elementary Secondary Education,Student Evaluation,Technology Uses in Education,Social Media,Video Technology

Nowadays, several institutions and universities have employed Flipped and Blended Learning models in the educational context. Consequently, these models advance correctly in the classrooms; students become more able to build their knowledge and develop their skills with technological innovation that could be compared with studies based on technological achievements and accessible data Tics. Therefore, this article proposes educational innovation in the evaluation processes within the FL and BL learning models to ensure active and interactive education. In this work, a bibliometric analysis of 2000 scientific articles from the Web of Science and Scopus databases has been carried out, thus making it possible to identify countries and universities with constant and relevant use of these learning models, as well as a comparison with these databases of articles, citations and their global impact. On the other hand, a survey was conducted with 41 teachers of different subjects and 385 students from elementary school to high school using the Likert scale. The questions were represented in perception values with their respective analysis of results and evaluations about these learning models, technological resources, flexible curriculum, learning before class, autonomous learning, and future professional competencies, which will help us know the existing motivation between them.
The Contested Terrain of Critical Pedagogy and Teaching Informal Education in Higher Education
Author: Smith, Alan
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Theory,Teaching Methods,Neoliberalism,Informal Education,Higher Education,College Faculty,Professional Autonomy,Educational History,Educational Objectives,Community Education,Foreign Countries,Educational Change

This review explores how critical pedagogy, often cited by educators of informal educators as a key influence, actually informs teaching of informal educators in higher education and assesses its potential to do so. It explores the background to critical pedagogy, its principles, aims and approaches and examines its worldwide influence on the teaching of informal educators. The authors argue that critical pedagogy is crucial for the teaching of informal educators, enabling lecturer and practitioners to interrupt the hegemony of neo-liberal and neo-managerial thinking in their practice and in higher education, and re-orientate themselves and examine their positionality within their institutions. It will focus on practical examples of enabling critical pedagogy in the teaching of informal education in higher education institutions.
The Justice of Theory: How and What Do Educational Skills Distribute?
Author: Thomas, Andrew John
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Theories,Thinking Skills,Religious Education,Criticism,Role of Religion,Epistemology

Do educational theories affect enfranchisement asymmetrically? This article analyses two sets of thinking skills in religious education as apparatuses, taking observations and political documents as a starting point. The thinking skills are described in terms of the roles they allocate, the attention and affect they direct, values and truth-criteria they foster, and the extent to which they make aspects of religion visible and invisible. Taking a cue from Butler's question, &quot;When is Life Grievable?&quot;, attention is paid more to the distribution of an apparatus than its validity or effectiveness. How do sets of thinking skills distribute opportunities to make particular strategic choices? When is learning truly and equally shared?
Understanding EFL Teachers&apos; Identity Construction in a Private Language School: A Positioning Analysis
Author: Mansouri, Behzad
Date: 2021-08-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Females,Second Language Instruction,Professional Identity,Private Schools,Self Concept,Personal Narratives,Teacher Characteristics,Context Effect,Educational Policy,Foreign Countries

Conceptualizing language teacher identity as a reciprocal, contextual and discursive process developed by teachers' positionality in multiple social, cultural, linguistic, professional and educational discourses, this study explored identity positionings reflected in the lived experiences of two female Iranian English language teachers who learned and taught English in their home country. Drawing from Bamberg's (1997) three-level positioning approach to Positioning Theory as the theoretical and analytical framework, this study reports on the analysis of narrative interviews and written narrative journals collected throughout two restorying cycles. The findings revealed that each teacher took different approaches in positioning the various characters in their storylines. They also denote that labeling games (e.g., native vs. non-native) as well as contradictory institutional policies impacted the teachers' identity negotiation process while influencing their positioning in the given discourse. The study concludes with implications of the findings in ELT community and teacher education.
University Students&apos; Experiences of the Use of Mlearning as a Training Resource for the Acquisition of Biomechanical Knowledge
Author: López-Moranchel, Ignacio
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Electronic Learning,Science Education,Biomechanics,Technology Uses in Education,Computer Oriented Programs,Scores,Scientific Concepts,Learning Motivation,Science Interests,Foreign Countries

Mobile learning (mLearning) is now being increasingly used in university education, with positive impacts on the motivation and predisposition of students when learning. The aim of this study was to evaluate the impact of the use of mobile applications as a learning resource in applied biomechanics, with regard to attitudinal variables (interest, motivation, applicability and learning experience) and its efficacy in the learning of general physics contents. A quasi-experimental design was proposed, with the random assignment of participants to experimental and control groups, with the post-trial measurement of a sample of 76 university students studying Applied Biomechanics, who were given an ad-hoc questionnaire in order to evaluate attitudinal aspects, as well as a test of knowledge. With regard to attitudinal aspects, higher scores were observed among the group which used the applications as learning instruments (the experimental group) when evaluating their interest in biomechanics (t = 2.79; p &lt; 0.05; d = -0.641), the applicability of the applications in real life (t = 7.34; p &lt; 0.001; d = -1.687) and the general evaluation of the practical sessions (t = 6.45; p &lt; 0.001; d = -1.481). At the conceptual level, significant differences were observed in the contents worked on with the KinematicLab Jump© application. Our results show the positive effect of the use of applications on important attitudinal aspects in the learning of university students, without any relevant effect on the acquisition of conceptual learning.