ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination of Inclusive Educational Experiences of Refugee Students in Secondary and High Schools in Turkey
Author: Kazu, Hilal
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Refugees,Secondary School Students,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Educational Environment,Student Needs,Student Adjustment,Attendance,Interpersonal Communication,Cooperation,Inclusion,Gender Differences,Age Differences

This study aims to determine the views of students with refugee status who have emigrated to Turkey for various reasons and are continuing their education in secondary and high schools about the Turkish education system. A total of 149 students (76 male, 73 female) in two different groups, who were attending grades 5-8 and 9-12 in the 2018-2019 academic year, participated in the study which used descriptive research and the survey model in conjunction with each other. The results showed that although the education staff welcomed refugee students, they could not make academic adaptations to suit the unique characteristics of these students. While it was found that the majority of students (51%) had adapted to school in Turkey, some (30%) were not actively attending school, and some (27%) had difficulty meeting their basic needs. The results regarding communication and cooperation showed that while these students could easily express themselves to their classmates and teachers, around 20% experienced undecidedness. Data obtained directly from refugee students in this study are crucial for developing policies and projects to give them access to education, enable them to adapt, and guide future studies. More studies are needed to monitor whether the inclusive practices used in Turkey and throughout the world indeed meet what is intended.
Challenges Encountered by Teaching Principals in Rural Multigrade Primary Schools: A South African Perspective
Author: Taole, Matshidiso
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Barriers,Rural Schools,Elementary Schools,Administrator Responsibility,Professional Development,Leadership Training,Family Work Relationship,Mixed Age Grouping

This study reports on the challenges facing multigrade principals. Principals are regarded as curriculum leaders and have critical roles to play in the success of the school. However, school principals experience a myriad of complex challenges in the execution of their roles and responsibilities. The purpose of this qualitative study was to outline the findings from a small-scale, exploratory study. Five multigrade school principals participated in the analysis. Using an interpretative qualitative research approach, a multiple case study of five multigrade teaching principals was employed. Four or more years of teaching and leadership experience in multigrade schools were used as the criteria for inclusion in the study. Semi-structured interviews were used to collect data and thematic analysis was used to analyze the data. The findings showed that multigrade principals have workload issues and lack of professional development in leadership in multigrade contexts as some of the challenges facing them. In addition, participants cited managing the interface between work and home as another worrisome issue in their roles as principals. This study recommends that multigrade principals need to be capacitated so that they have the necessary competencies and skills to function effectively in their multigrade context. To enhance effective practices and policies in rural multigrade schools, policymakers need to comprehend the unique challenges that multigrade teaching principals face and radically rethink the principals' preparation programs to include multigrade teaching principals.
School Improvement and Teachers&apos; Collaborative Professional Development for Inclusive Education: A Swedish Case
Author: Lelinge, Balli
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Educational Improvement,Elementary Education,Inclusion,Program Effectiveness,Self Efficacy,Self Esteem,Faculty Development,Teacher Collaboration,Students with Disabilities,Educational Practices,Elementary School Teachers,Teaching Conditions,Job Satisfaction

Few longitudinal, mixed methods studies focusing on teachers' views of inclusive teaching have been conducted in primary schools. This article draws attention to a Swedish in-service (K-5) school improvement research project, aiming to contribute to a school's development toward improved inclusive education, where teachers' experiences were analysed, using mixed methods, at the beginning and at the end of the project. Data consisted of items extracted from the TALIS 2013 survey questionnaire and semi-structured interviews. The observed change between the first- and second-year surveys and interviews emphasised a connection between teachers' confidence, self-efficiency, collaborative professional development, and successful school development. What signified the development of inclusive education was moving away from categorising the needs of individuals with learning disabilities towards focusing on active teaching, mutual engagement, and content knowledge for all students.
Impact of Online Learning on Gifted Students
Author: Alshehri, Abdullah Hamoud Abdullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Academically Gifted,Instructional Effectiveness,COVID-19,Pandemics,School Closing,Well Being,Psychological Patterns,Parent Attitudes,Foreign Countries,Student Attitudes,Student Participation

This paper presents the findings from a study conducted to explore the impact of the COVID-19 pandemic and subsequent school closures on the wellbeing of gifted students and their attitudes towards online (distance) learning. The impact of the COVID-19 pandemic circumstances on the parents of gifted children was also explored in this study. Data collection was via semi-structured interviews with gifted students (n = 25) and parents of gifted students (n = 10). This study found that school closures and home isolation resulted in gifted students and their parents experienced a heightened sense of burdened and an increase in the tension within the family. Additionally, changes in the psychological wellbeing of the gifted students were observed. COVID-19 has had a significant disruptive effect on the routines of gifted students, restricting their capacity to move freely and causing them to experience adverse outcomes including sleeping difficulties, loneliness, lack of motivation, and a sense of helplessness. Gifted students also reported generally negative attitude towards online learning, describing it as inadequate, inefficient, and limited in its opportunities to promote student interaction and discussion. This paper also includes suggestions on how support for gifted students can be improved to help them to achieve to their potential both during and after the pandemic.
Analysis of Elite Sports Development Patterns through Sports Education
Author: Ramadhan, Muhammad Gilang
Date: 2022-00-00
Type: Journal Articles
Subjects: Athletics,Foreign Countries,Public Policy,Physical Education,Policy Analysis,Athletes,Athletic Coaches

Elite sports are one of the keys to developing sports as enshrined in the Sports Law. In this law, sport is positioned as an instrument for national development. However, it is more dominated by the sports development paradigm, even though Indonesia's sports achievements have significantly developed in several international sports competitions. It is contributed through the coaching factor through sports training education from an early age under the auspices of sports education at the school level. However, the impact has not been able to influence other aspects of national development more broadly. It has become a gap between what is stated in the Sports Law and practice in the field. Therefore, this research aims to examine the implementation of elite sports policies as part of the Sports Law to realize development through sports. To achieve the objectives of this study, we designed eleven semi-structured interview indicators based on the essence of the elite sports section of the sports law. This study found that the implementation of applied elite sports policies was close to conformity with the sports law. However, on the other hand, there are still shortcomings and inequities in several aspects. Inequality in several aspects occurs due to a lack of understanding of the importance of the role of sport as an instrument of national development. Therefore, the government as a stakeholder must immediately act decisively to deal with the problems. The implications of this research can be considered for evaluating the implementation of policies that will be implemented in the future.
The Effectiveness of Blended Learning Model on Rhythmic Activity Courses Based on Complementary Work Patterns
Author: Faridah, Eva
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Blended Learning,Curriculum Development,Physical Education,Psychomotor Skills

This study aims to identify and analyze problems lecturers and students face in developing the Blended Learning model based on Complementary Work Patterns in the rhythmic activity course for PJKR students in the 2021/2022 academic year. This study uses research from Borg and Gall through 10 stages, including: (1) Preliminary Study, (2) Research planning, (3) Initial product development, (4) Initial (limited) field trial, (5) Revision of field test results limited, (6) More comprehensive field test, (7) Revised field test results, (8) Feasibility test, (9) Revision of feasibility test results, (10) Dissemination and socialization of the final product. The population of this research is the students of the Physical Education, Health and Recreation Study Program who are taking rhythmic activity gymnastics courses in the 2021/2022 academic year totaling 115 people. The research instruments used were questionnaires, expert observations, interviews, documentation, and observation sheets. The approach used in this research is a qualitative approach used to complete the first objective, while a quantitative approach is used to reveal the second objective with a before-after experimental research design.
Strategies Used to Host Allied Health Students in Private Practice Placements: The Perspective of Private Practices and Clinical Education Coordinators
Author: Forbes, Roma
Date: 2022-00-00
Type: Journal Articles
Subjects: Allied Health Occupations Education,Students,Allied Health Personnel,College Faculty,Clinical Teaching (Health Professions),Health Services,Health Facilities,Partnerships in Education,Career Readiness,Transitional Programs,Education Work Relationship,Foreign Countries

Allied health new graduates are entering private practice in increasing numbers despite limited opportunity to experience this setting during training. Exploring strategies used to host students may provide insight into how students can be integrated into practice whilst minimizing disruption to staff, clients, and service delivery. This study aimed to explore actual and potential strategies to integrate students into private practice organizations from the perspective of practices who currently, have previously, and who have never hosted allied health students (n=26) and university clinical education coordinators (n=13). Four themes were generated that encompassed key strategies in hosting allied health students. Allied health private practices and clinical placement coordinators use a range of strategies to integrate students, centering on supporting involvement in client care and steps to minimize disruption to service delivery. Consideration of such strategies may provide avenues for future practice-university partnerships, thereby increasing placement capacity in this sector.
Comparing the Effects of Modelling and Analogy on High School Students&apos; Content Understanding and Transferability: The Case of Atomic Structure
Author: Xue, Song
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Logical Thinking,Models,Scientific Concepts,Nuclear Physics,Molecular Structure,High School Students,Instructional Effectiveness,Transfer of Training,Foreign Countries

Analogies and modelling have been developed and applied in learning and teaching science to facilitate students' understanding of abstract concepts, such as atomic structure. Considering few studies focus on comparing the effects of two teaching strategies--analogy-based teaching (ABT) and modelling-based teaching (MBT)--this study aims to compare the effects of ABT and MBT on high school students' content understanding and transferability of atomic concepts in science. Implementing a quasi-experimental design with pre-post-delayed tests, the study compared learning outcomes achieved by the MBT group (N = 68) and the ABT group (N = 69). The results showed both MBT and ABT could improve students' content understanding and promote transferability. However, the MBT group significantly outperformed the ABT group in terms of generating initial models and overall transferability. Although there was no difference in content understanding, or near or far transferability, at post-test between the two groups, the MBT group maintained more extended memory of atomic structure on the delayed post-test. Moreover, qualitative analysis of students' drawings of atomic models revealed that both groups were able to develop and transfer their models, but inadequate scientific knowledge affected the quality of the transfer product. These findings have implications for designing and implementing instructional approaches that leverage analogy and modelling in the science class.
Implementation of Innovative Artificial Intelligence Cognitions with Problem-Based Learning Guided Tasks to Enhance Students&apos; Performance in Science
Author: Su, King-Dow
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Artificial Intelligence,Robotics,Natural Sciences,Problem Solving,Science Achievement,Validity,Reliability,Testing,Student Attitudes,Feedback (Response),Textbooks,College Students,Learning Activities,Thinking Skills

This research conceived multivariate learning concepts and aimed at the implementation of integrating artificial intelligence (AI) life learning of face recognition, self-driving, and robots' situational issues into problem-based learning (PBL) in natural science. This research put forward problem-solving and group cooperation in which students worked together to complete learning tasks from encountering problems to planning problem-solving. All 127 participants engaged in this research from the Hungkuo Delin University of Technology in Taiwan. 7 experts helped construct the content validity, construct validity, and reliability through instrument developments of 5 open-ended test questions and 31 learning attitude items. The statistical analyses revealed that those students improved their scientific cognitive skills of problem-solving by quantitative analyzes and presented their logical reasoning and activation ability by qualitative ones. In addition, the descriptive statistical analysis of learning attitude revealed that students had positive thinking attributes for the application of cross-disciplinary PBL and AI new knowledge. These findings had implications for the AI cognitions with PBL educational environment to increase innovation in the classroom. Pedagogical suggestions presented that students' learning growth in the environment requires long-term cultivation to exhibit significant learning outcomes in the future.
&quot;It Is a Superpower!&quot; Being Maori Enhances Employability
Author: Lucas, Patricia R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Employment Potential,Foreign Countries,Cultural Traits,Indigenous Personnel,Indigenous Knowledge,Work Experience Programs,Student Attitudes

Understanding employability for Maori, the Indigenous peoples of Aotearoa New Zealand (NZ), is an under researched area. The dominant Western culture, structures and practices in university and industries within NZ have obscured Maori presence and limited Maori student's expression of their own cultural identity. The current employment environment in NZ is starting to appreciate and recognize the contribution of Maori values and principles in the workplace. The demand for Maori employees competent in tikanga (Maori protocols) and Te Reo (Maori language, one of three official languages of NZ) is on the rise. We highlight the need to explore ways to change Higher Education and work-integrated learning (WIL) to better enable and encourage students to explore their cultural identity and add value into the workplace by bringing their 'whole selves' and their 'superpower'. This study adopted a case study methodology to examine employability from a Maori perspective.
Improving the Quality of Student Questions in Primary Science Classrooms
Author: Kaya, Sibel
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Students,Science Education,Inquiry,Active Learning,Grade 4,Thinking Skills,Foreign Countries,Teaching Methods,Science Achievement

Even though student questioning is the key aspect of inquiry learning, students ask very few questions in Science classrooms. This research aimed to increase the number of high-level questions posed by primary students during science lessons. An experiment was designed in which the experimental group was taught about the taxonomy of questions that can be asked by students during a science lesson. The quality of selected student questions was discussed as a whole class throughout the implementation. In addition, the experimental group completed the textbook activities at the end of each section in groups, whereas, the control group finished these activities individually. The experiment lasted for 4 weeks (12 lessons), during the 'Microscopic Organisms and Environment' unit in two 4th-grade classrooms. After completing each section of the unit, student questions were collected. The questions were classified as either low-level or high-level questions. The findings showed that in the experimental group, there were significantly more high-level questions compared to the control group. The questions were longer and more comprehensive in the experimental group. In both groups, as students' achievement increased, so did the number of questions they asked.
Mobile App Development: Work-Integrated Learning Collaborations with Maori and Fijian Partners
Author: Yeo Wee, Alvin
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Oriented Programs,Work Experience Programs,Pacific Islanders,Foreign Countries,Information Technology,Universities,Student Placement,Job Placement,Case Studies,Computer Software

Only a few information and communication technology (ICT) work-integrated learning (WIL) projects involving universities and Indigenous partners are being reported and very little is known about the approaches that are followed. This article reports on successful student work placements in Indigenous communities when codeveloping software for the community. We provide two case studies of projects which involved work-integrated learning students and researchers from a university, as well as researchers and practitioners from Indigenous communities in New Zealand and Fiji. Two independent app development projects were the central focus of the collaborations with these two communities including placement students. The article describes the learning and insights from these WIL projects and provides recommendations for creating successful WIL opportunities with Indigenous communities.
Reality of Media Leaders&apos; Practice of Electronic Leadership from the Point of View of Faculty Members in Media Faculties
Author: Alkhaza'leh, Rasmi Mezher Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Leadership,College Faculty,Mass Media,Teacher Attitudes,Internet,Newspapers,Electronic Publishing,Journalism

The study aimed to identify the reality of media leaders' practice of electronic leadership from the point of view of faculty members in media faculties. It also correlated the relationship between the study sample's opinions about the media leaders' practice of electronic leadership according to the variable of gender and experience. To achieve the study objectives, the study followed the descriptive approach. A questionnaire was applied to the study sample. The results showed that the degree of reality of media leaders' practice of electronic leadership from the point of view of faculty members in media faculties scored high. The results also revealed statistical differences between the study sample's responses according to the gender variable. In addition, there were no statistical differences according to the variable of experience between the study sample's responses. In light of the current results, the study recommended activating the role of electronic leadership in media institutions through holding training courses for leaders.
Critical Conscience for Construction of Knowledge in Mathematics Education
Author: Acharya, Bed Raj
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Education,Critical Theory,Consciousness Raising,Mathematics Teachers,Teacher Attitudes,Foreign Countries,College Faculty

The process of constructing knowledge in mathematics education is critical in developing it as a discipline with an impact on the field of teaching, learning, and assessment based on theory and practice. How do mathematics educators perceive the processes of knowledge construction in mathematics education? It may have an implication in the methods of teaching, learning, and researching to enrich this discipline. In this context, the purpose of this study was to explore the Nepali mathematics educators' perspectives on critical conscience for the construction of knowledge in mathematics education. The research participants were five university-level mathematics educators who participated in in-depth interviews on critical conscience in mathematics education. The qualitative thematic analysis of the interview data unveiled four major thematic groups in terms of four idiographic passes--culture, communication, collaboration, and context (4Cs); discourse, dedication, deliberation, and development (4Ds); equity, engagement, elaboration, and extension (4Es); and formation, fusion, frame of reference, and faculty of cognition (4Fs). The thematic interpretations of critical conscience may portray the paradigmatic assumptions of ontological, epistemological, and axiological primacy of mathematics education from the participants' views. Policy and pedagogical implications of the themes have been discussed.