ethanporcaro/eric-fulltext-meta huggingface dataset:
Behind Voluntary Redundancy in Universities: The Stories Behind the Story
Author: Andrew, Martin
Date: 2020-00-00
Type: Journal Articles
Subjects: Financial Problems,Retrenchment,Job Layoff,Foreign Countries,College Faculty,School Personnel,Neoliberalism,Higher Education,Professional Identity,Faculty Mobility,Personal Narratives

At a time when universities internationally participate in continual processes of restructuring, repositioning and reprioritising, calls for 'voluntary' redundancy among teaching and learning staff become frequent events. Australian and New Zealand academics, whose stories inform this study, have, particularly, been made subject to severance, voluntary or otherwise, at a time when the modernised university has become the managed, neoliberalised university and, over time, the 'ruined' or 'toxic' university. This study is a narrative enquiry aiming to capture, re-present and examine the stories of mid- and late-career higher education teaching professionals during this unsettling period of disturbance and flux. In the light of studies on 'voluntary' redundancy and scholarship critiquing the mechanisms of power and repression of the corporatised university, this researcher asked 12 mid-career academics why they really took redundancy packages with a view to exposing the experienced truth behind the official institutional story that academic professionals 'chose' voluntary redundancy packages.
Change and Continuity in Australian Doctoral Education: PhD Completion Rates and Times (2005-2018)
Author: Torka, Marc
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Policy,Educational Trends,Time to Degree,Academic Persistence,Graduation Rate,Student Characteristics,Intellectual Disciplines,Institutional Characteristics,Doctoral Degrees,Doctoral Students,Scholarships,Full Time Students,Foreign Students,Age Differences,Foreign Countries

Australia is following a global trend in doctoral education policy to improve PhD completion times and rates. It is widely believed that accurate data on PhD completion are needed to assess the success of reforms and drive changes in doctoral education. In this article, new national completion data (2005-2018) provided by the Australian Department of Education and Training (DET) have been employed to examine changes and continuities in the Australian doctoral education system. The findings demonstrate that Australian completion rates and times have changed only slightly over time, exceed normative expectations and systematically differ by student characteristics, disciplines and institutions. The article suggests that better completions data are needed to guide detailed research into the structural conditions that determine completion. This knowledge would help to base future reforms on evidence rather than normative expectations and to realign expected with actual completion times and rates.
Assessment of Literacy Pedagogy Using Gratitude
Author: Auld, Glenn
Date: 2020-06-00
Type: Journal Articles
Subjects: Curriculum Design,Preservice Teachers,Literacy Education,Teaching Methods,Preservice Teacher Education,Positive Reinforcement,Secondary Education,Teacher Student Relationship,Reading Instruction,Feedback (Response),Foreign Countries

This paper considers aspects of a course redesign that focuses on motivating Pre-service Teachers to engage in negotiating relevant literacy teaching pedagogies in their discipline. The purpose of this article is to describe how we approached the teaching of literacy with Pre-service Teachers, in ways that valued the Preservice Teachers' relationships with secondary students using notes of gratitude. These notes provided the Pre-service Teachers with an opportunity to communicate in plain language to the students what they learnt from them about literacy pedagogy. The shift from the focus on the subject matter of literacy to the enactment of literacy teaching and learning through valued pre-service teacher and student relationships shifted the tenor of the course. Our conclusion emphasises how this innovation in assessment enabled us to emphasise the importance of relationality in teaching and to uphold ideals of social inclusion of school students and the professional growth of Pre-service Teachers.
Initial Education of Philosophy Teachers in Colombia: Association between New Public Policy Requirements and National Standardized Tests
Author: Farieta-Barrera, Alejandro
Date: 2020-06-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Philosophy,Foreign Countries,Educational Policy,Standardized Tests,Correlation,Undergraduate Students,Accreditation (Institutions),Educational Quality,Distance Education,Interdisciplinary Approach,College Credits,Outcomes of Education,On Campus Students,Student Characteristics

This paper evaluates the association between new public policy requirements for B.Ed. programs in Colombia: (1) demand high-quality accreditation; (2) restrict distance modality; (3) restrict multidisciplinary programs; and (4) increase academic credits in education courses and pedagogical practices-- and the outcomes of 1387 B.Ed. in Philosophy students in the National Saber Pro test 2016-2018, in 'Education' component. The methodology was multilevel linear regression; the residential region is the level variable, and were included other control variables (gender, age, ethnic minority, socioeconomic index, etc.). The results show that outcomes are associated with pedagogical practices and with non-multidisciplinary programs, supporting new regulations. Students attending on campus programs had better outcomes, but students in distance programs came from regions where there are no programs, so this must be taken carefully. Contrary to the hypothesis, high-quality accreditation was not significant. This should lead to a review of accreditation criteria and its mandatory nature.
Pathways, Philosophies, and Pedagogies: Conversations with Teacher Educators about Place-Based Education
Author: McVittie, Janet
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Educators,Place Based Education,Social Justice,Teaching Experience,Teacher Attitudes,Foreign Countries,Indigenous Knowledge,Educational Philosophy,Environmental Education,Teaching Methods,Vocabulary,Power Structure

Place-based education (PBE) promises greater social and ecological justice at a time of great planetary need. This paper explores the experiences and beliefs of eight teacher educators from Canadian teacher education faculties who were invited to give their perspectives on PBE as they theorize and deliver it in their teacher education programs. Analysis of their interviews identified the participants' pathways to PBE, their terminologies for PBE, their understanding of PBE's purposes, their pedagogical practices, their sense of the structures (systemic attitudes and administrative supports or exigencies) that affect PBE, and their integration of Indigenous knowledges of place. The participants demonstrate a deep philosophical approach to place that could enhance environmental and perhaps Indigenous education more broadly.
Psychological Empowerment and Organisational Commitment among Academic Staff of Public Universities in Malaysia
Author: Muda, Agatha Lamentan
Date: 2020-07-00
Type: Journal Articles
Subjects: College Faculty,Public Colleges,Empowerment,Faculty College Relationship,Foreign Countries,Psychological Patterns,Self Determination,Persistence

The study examined the level of the Three-Component Model of organisational commitment (TCM) and its relationship with psychological empowerment. The sample was selected through a threestage cluster random sampling among academic staff from three public universities in Malaysia. Crosssectional survey research questionnaires were used as instruments of data collection. All variables under study have met the testing standard of reliability, validity and normality. SPSS version 22 was used to analyse the data obtained from 225 respondents of the study. Descriptive statistics were used to analyse the levels of organisational commitment, and inferential statistical techniques such as Pearson Product Moment Correlation and Multiple Regression were used to examine the relationship between organisational commitment and psychological empowerment. The levels of organisational commitment of respondents were reported to be generally moderate but variations exist across its three different components namely the affective commitment, continuance commitment and normative commitment. The results of Pearson's correlation indicated a significant and positive relationships between all these three components of organisational commitment and overall organisational commitment with overall psychological empowerment and its four-dimensional components. The strongest relationship was identified between overall organizational commitment and psychological empowerment's dimension of impact. The multiple regression analyses indicated that more than 20% of the variance in the overall scores of organizational commitments could be predicted by the overall psychological empowerment and its four-dimensional components. In addition, the multiple regression analyses indicated that the two strongest predictors of organisational commitment were the dimension of meaning and impact. Overall, the study has provided evidence of a significant relationship between excellent empowerment practices with organisational commitment among the academic staff in public universities in Malaysia. The study has its implications towards enhancement of policies and administration in higher education in Malaysia.
Online Learning Readiness among University Students in Malaysia amidst COVID-19
Author: Chung, Ellen
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Distance Education,COVID-19,Pandemics,School Closing,Readiness,Intention,Student Attitudes,Preferences,Barriers,Gender Differences,Student Satisfaction,Undergraduate Students,Self Efficacy,Independent Study

Universities around the world have been directly and indirectly affected due to the Covid-19 pandemic. Within the span of less than one month, the traditional face-to-face learning has been replaced by online learning to ensure education continuity. This paper sets out to examine online learning readiness among university students who have been thrown in at the deep end. It aims to investigate if demographic factors make any difference in their readiness to learn, online learning experiences and intention to continue using online learning. It also examines their preferred methods of online learning and challenges they face. Data collected from 399 students in two different online learning courses in Malaysia showed that respondents are generally ready for online learning. However, females are found to be more ready than male, degree students are more ready than diploma students while female students and degree students are more satisfied with online learning and have better learning experiences compared to male and diploma students. More than half of the respondents indicated that if given a choice, they do not want to continue with online learning in the future. Most respondents preferred online learning via pre-recorded lectures uploaded to Google Classroom and YouTube. While the biggest challenge for degree students is internet connectivity, for diploma students, it is the difficulty in understanding the content of the subject. Moving forward, government, telecommunication companies and universities should invest in developing internet infrastructure across the country as online learning will be the new norm in the foreseeable future. University also needs to provide further training to enhance academics' online teaching skills to ensure lessons are delivered more effectively.
Students&apos; Perception on Pedagogical Approaches and Its Relation to Exam Performance in Professional Accounting Education
Author: Mohammed, Nor Farizal
Date: 2020-07-00
Type: Journal Articles
Subjects: Student Attitudes,Performance Factors,Accounting,Professional Education,Student Centered Learning,Correlation,College Students,Public Colleges,Pass Fail Grading,Teacher Role,Foreign Countries,Tests

With the Malaysian government's aim to increase the number of Bumiputera professional accountants, it is important for institutions to search for efficient ways in delivering professional accounting education in order to improve the performance of students. Despite the suggestion from prior literature to adopt student-centered pedagogy, the issue is still not much explored in professional accounting education. Therefore, the aim of this study is to examine whether students' perception on student-centered pedagogy and teacher-centered pedagogy are associated with the exam performance in professional accounting examinations. The approach of student-centered pedagogy is to promote students to actively take responsibility of their own journey of learning. This study gathered data from 88 professional accounting students in Universiti Teknologi MARA (UiTM). The results reveal that students prefer teacher-centered pedagogy. The results contrast the findings from western literature, and hence it reflects, the learning environment in Malaysia which is still passive. Additionally, the better perception of students on both pedagogies are positively significant with better exam performance, emphasizing the work of both students and teachers are essential for better exam performance. The emphasis on exam orientation in professional accounting education is seen as a limitation to implement student-centered pedagogy in professional accounting education. It implies that the classrooms in Malaysia are not adept into making a shift to empower students' responsibility. This study adds value by highlighting the best practice that provides benefit to the professional accounting education in Malaysia.
Students&apos; Perception of Lecturers&apos; Competency and the Effect on Institution Loyalty: The Mediating Role of Students&apos; Satisfaction
Author: Latip, Muhammad Safuan Abdul
Date: 2020-07-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Teacher Competencies,Teacher Effectiveness,Student Satisfaction,College Students,Foreign Countries,Teacher Motivation,Teaching Experience,Student School Relationship,Pedagogical Content Knowledge,School Holding Power,Credentials

The lecturer's competency is the most important factor that influences students' achievement and satisfaction as per traditional learning theory. Indeed, it is found to be a critical element for institutions' sustainability through loyalty. Thus, the study investigated the impact of lecturers' competencies on student satisfaction and student loyalty involving a total of four exogenous variables, namely, knowledge and credential, pedagogy knowledge and skill, industrial experience, and motivation of the lecturers. The mediating effect of student satisfaction was tested. The target population of the study comprised a total of 1,055,245 active students enrolled in bachelor's degree, master's degree, and doctoral degree programmes in Malaysia. A total of 386 valid responses were obtained through a traditional questionnaire method in eight higher education institutions. The findings revealed that knowledge and credential, industrial experience, and motivation of lecturers all have significant positive relationships with students' satisfaction. On the other hand, only the motivation of lecturers was found to have positive effects on student loyalty towards the institution. Students' satisfaction was found to mediate the relationships of knowledge and credential, industrial experience and motivation of lecturers toward student loyalty. The outcome of the study also accentuated the importance of maintaining and delivering a good service quality by the institution, achieved primarily through competent lecturers as this will lead to student loyalty and institutional sustainability. In return, students will have a better understanding of the subjects taught, and the institution will be likely to sustain and to have positive brand awareness in the market.
Teachers&apos; Pedagogical Practices and Students&apos; Learning Experiences in an Ethiopian University Setting
Author: Tadesse, Tefera
Date: 2020-07-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Experience,Educational Quality,Higher Education,College Faculty,Student Attitudes,Comparative Analysis,Undergraduate Students,Teacher Attitudes,Barriers,Educational Improvement,Institutional Evaluation,Foreign Countries

There is a growing interest among higher education (HE) researchers regarding the relevance of measuring quality via the perceptions and experiences of teachers and students. However, relatively few studies have examined more broadly the pedagogical practices and student learning experiences in HE. In addition, there is minimal study that compared students' perceptions of learning behaviors with that of their teachers. The current study explores students' and teachers' perceptions about the existing pedagogical practices and learning experiences by analyzing each group's responses and examining similarities and differences between their perspectives. For this, undergraduate students (n = 536) and teachers (n = 89) at a large public university in Ethiopia voluntarily participated in filling out two separate questionnaires. The findings show that university teaching and student learning in Ethiopia face considerable challenges originated from different sources of influences, including input, process, and outcome dimensions. As the study participants reported, they faced high challenges in teaching and learning mainly due to the shortage of required inputs and processes. The role of pedagogical practices and learning experiences within universities' quality measurement and developing strategies to use such data for continuous quality improvement are discussed.
Moderating Effects of Student Motivation on the Relationship between Learning Styles and Student Engagement
Author: Halif, Mazuin Mat
Date: 2020-07-00
Type: Journal Articles
Subjects: Correlation,Student Motivation,Cognitive Style,Learner Engagement,Universities,Models,Majors (Students),Social Sciences,Science Education,Technology,College Students,Teacher Student Relationship,College Faculty,Foreign Countries

This research examined both the relationship and the effects of learning styles and student engagement at three selected &quot;Universiti Teknologi MARA,&quot; (UiTM) Malaysia state campuses using the VARK learning style model. The effects of students' learning styles and their relationships to classroom engagement were analyzed. Three categories of students' majors which were Social Science (SS), Technical Science (TS) and Pure Science (PS) were segregated to identify the moderating effects of student motivation on the relationship between learning styles and student engagement. The results revealed that only visual learning style was found to influence all three dimensions (behavioral, cognitive and emotional) elements of student engagement. These results also showed that visual learners had higher classroom engagement as opposed to both auditory and kinesthetic learners. It was also reported that all elements of student motivation (achievement, recognition, relationship with peers and relationship with lecturers) did significantly moderate the relationship between learning styles and student engagement. It is recommended that instructors should employ varieties of teaching methods to encourage student engagement according to their fields of study. It is further suggested that motivation should be enriched among students to yield higher student classroom engagement.
The Effects of Perceived Leadership Styles and Emotional Intelligence on Attitude toward Organizational Change among Secondary School Teachers
Author: Mukhtar, Nusrah Ahmad
Date: 2020-07-00
Type: Journal Articles
Subjects: Leadership Styles,Emotional Intelligence,Organizational Change,Secondary School Teachers,Teacher Attitudes,Foreign Countries,Correlation,Principals

This study employed a descriptive-correlational research design to investigate the relationships of perceived leadership styles and emotional intelligence on attitude toward organizational change in Malaysian secondary school context. The study involved a total of 360 teachers chosen randomly from five secondary schools in Selangor. The study was conducted based on the three-stage planned change from Lewin's (1947). This study only focuses on the unfreezing stage as a guide to study the potential relationships of the three research variables. In this study, the leadership styles were derived from Bass and Avolio's (2000) model of transformational and transactional leadership, while emotional intelligence has been referred to Wong and Law's (2002) theory. However, the dependent variable of attitude toward organizational change was referred to Dunham, Grube, Gardner, Cummings &amp; Pierce (1989). The conceptual framework of this study proposed an impact of leadership styles and emotional intelligence on the attitude toward organizational change. The correlation analysis shows that leadership styles and emotional intelligence are positively linked to attitude toward organizational change. Basically, the findings have practical implications toward the improvement of principals' leadership and enhancement of emotional intelligence of teachers. Besides, it also has implications on the attitude toward organizational change in Malaysian education system.
Identification of Cognitive Learning Complexity of Assessment Questions Using Multi-Class Text Classification
Author: Das, Syaamantak
Date: 2020-00-00
Type: Journal Articles
Subjects: Classification,Difficulty Level,Test Items,Identification,Cognitive Processes,Automation,Accuracy,Artificial Intelligence

Cognitive learning complexity identification of assessment questions is an essential task in the domain of education, as it helps both the teacher and the learner to discover the thinking process required to answer a given question. Bloom's Taxonomy cognitive levels are considered as a benchmark standard for the classification of cognitive thinking (learning complexity) in an educational environment. However, it was observed that some of the action verbs of Bloom's Taxonomy are overlapping in multiple levels of the hierarchy, causing ambiguity about the real sense of cognition required. The paper describes two methodologies to automatically identify the cognitive learning complexity of given questions. The first methodology uses labelled Latent Dirichlet Allocation (LDA) as a machine learning approach. The second methodology uses the BERT framework for multi-class text classification for deep learning. The experiments were performed on an ensemble of 3000+ educational questions, which were based on previously published datasets along with the TREC question corpus and AI2 Biology How/Why question corpus datasets. The labelled LDA reached an accuracy of 83% while BERT based approach reached 89% accuracy. An analysis of both the results is shown, evaluating the significant factors responsible for determining cognitive knowledge.