ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Individual Innovativeness and Techno-Pedagogical Levels of School Administrators and Teachers
Author: Sentürk, Sener
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Innovation,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Public Schools,Private Schools,Age Differences,Gender Differences,Teaching Experience,Technology Integration,Technological Literacy,Pedagogical Content Knowledge,Principals,Teacher Competencies,Administrator Characteristics,Teacher Characteristics,Adoption (Ideas),Foreign Countries

In research on the use of technology in education, it is emphasized that it is an indispensable requirement of our age, therefore, educators should be developed in terms of techno-pedagogy. In this study, total 1735 school administrators and teachers' individual innovation qualifications and techno-pedagogical education competences were investigated, who are working at primary, middle school and preschool levels in Turkey's province Samsun. Within the scope of the research, personal information inventory, Techno-pedagogical Education Competence (TPACK-deep) Scale and Individual Innovativeness Scale were used. In the analysis of the data, the SPSS package program was used. According to the results of the research, it was seen that the techno-pedagogical education proficiency score of the participants was 4.01 which is in the advanced level. The average score that teachers got from the Individual Innovativeness scale was found to be 70.60 (category in the pioneer). According to the results of the correlation analysis, it was determined that both individual innovativeness and techno-pedagogical education competences levels have a significant correlation relationship with each other at the level of 0.01.
A Cross-Sectional Study of Educational Aspects and Self-Reported Learning Difficulties among Female Prisoners in Norway
Author: Jones, Lise Øen
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Institutionalized Persons,Correctional Institutions,Correctional Education,Learning Problems,Educational Attainment,Predictor Variables,Academic Aspiration,Participation,Age Differences,Correlation

The aim of this cross-sectional study was to analyse the educational background, educational desires and participation in education among three samples of female prisoners with Norwegian citizenship in Norwegian prisons over the period from 2009 to 2015. The female participants were n = 106 in 2009, n = 74 in 2012 and n = 79 in 2015, respectively, with a mean age of 38 years. Moreover, the study examined whether self-reported learning difficulties could predict participation in education activity while incarcerated. The results show that the female prisoners included in this study increased their educational level over the studied years. Similar education patterns were observed in the 2009 and 2012 samples regarding all educational levels for the female prisoners. A different pattern was observed in the 2015 data, with 44.3 % having mandatory education as their highest level compared to 57.6 in 2009 and 53.4 in 2012, respectively. However, these differences in percent between the samples at any education level were not significant. Significant differences were, however, found regarding the desire for upper secondary education between the samples in 2009 and 2012, and 2009 and 2015, respectively. In 2009, 20.2% reported upper secondary education as an educational desire, whereas 35.2% reported this as a desire in 2012, and 36.7% in 2015. Participation in educational activity during incarceration also changed during the time period of these studies. Many of the female prisoners participate in educational activity, but a significant difference was found between the samples in 2012 and 2015 as there was a decrease in activity. In 2012, 41.9% did not participate, whereas in 2015, almost 60% (58.2) of the female prisoners did not participate in any educational activity. Both the highest completed education level and self-reported learning difficulties predicted participation in education activity among the female prisoners in the 2015 sample.
The Opinions of School Principals on Decentralization in Education
Author: Sahin, Ahmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Attitudes,Opinions,Administrative Organization,Institutional Autonomy,Models,Educational Practices,Politics of Education

The study aims to determine the opinions of school principals on decentralization in education. Phenomenological research design was used in the study. The purposive sampling methods of convenience and criterion samplings were used together. The study group was composed of six volunteer principals. The data were collected through individual face-to-face interviews using a semi-structured form. Descriptive analysis and inductive content analysis were used. In conclusion, from a holistic perspective, most of the participants found the concept of decentralization to be close to full autonomy which is usually perceived as dangerous in terms of the unitary state structure. Therefore, they have more centralized attitudes towards educational processes other than financing and infrastructure support regarding decentralization in education. This is indeed an indication that concerns regarding decentralization in education are high. The participants think that decentralization will not harm our national identity and the national education structure is beneficial.
Young People&apos;s Views on Food Hygiene and Food Safety: A Multicentre Qualitative Study
Author: Syeda, Rowshonara
Date: 2021-00-00
Type: Journal Articles
Subjects: Food,Hygiene,Safety,Diseases,Knowledge Level,Foreign Countries,Preadolescents,Adolescents,School Role,Family Role,Student Attitudes,Health Behavior,Foods Instruction,Microbiology,Cooking Instruction,Self Concept,Student Role,Cultural Influences,Family Influence,Mass Media Effects,Barriers,Reinforcement

Foodborne diseases are a global burden, are preventable, and young people are a key population for behaviour change as they gain autonomy. This study aimed to explore young people's needs across several European countries in relation to learning about and implementing food hygiene and food safety. Qualitative focus groups and interviews were conducted in rural and city regions across England, France, Hungary and Portugal. Data were collected to attain data saturation, transcribed, thematically analysed, and mapped to the Theoretical Domains Framework. Twenty-five out of 84 schools approached (29.8%) participated, with data collected from 156 11-18-year-old students. Students had good knowledge of personal hygiene but did not always follow hygiene rules due to forgetfulness, lack of facilities or lack of concern for consequences. Students had limited understanding of foodborne microbes, underestimated the risks and consequences of foodborne illness and perceived the &quot;home&quot; environment as the safest. Young people preferred interactive educational methods. Addressing gaps in young people's food safety knowledge is essential to improve their lack of concern towards foodborne illness and motivate them to follow food hygiene and safety behaviours consistently. Findings have been used to develop educational resources to address gaps in knowledge, skills, attitudes and beliefs.
Academicians&apos; Views on Career Barriers and Academic Alienation
Author: Karatepe, Ramazan
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Public Colleges,Teacher Attitudes,Barriers,Career Development,Alienation,Professional Isolation,Collegiality,Gender Differences,Individual Power,Family Work Relationship,Foreign Countries

The aim of this study is to reveal the relationship between academicians' career barriers and academic alienation. General screening model which is used in the research work of the working group in Turkey are 203 state universities academics. In the study, 19-item Career Barrier Scale was used to determine the career barriers of academics, and the Academic Alienation Scale with 21 items was used to determine the level of academic alienation. According to the results of the research, there is a positive relationship between career barriers and isolation. In addition, isolation is explained by career barriers to a great extent.
Exploring the Perceptions of Estonian Teachers&apos; Data Use in School Development
Author: Rääk, Katrin
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Foreign Countries,Data Use,Educational Development,Decision Making,Teacher Collaboration,Institutional Characteristics,Elementary Secondary Education,Knowledge Level

Educational data use practices have a positive impact on evidence-driven school development. Although schools have an abundance of data available to make evidence-driven decisions, it might not be used to its full potential. This paper aimed to explore Estonian teachers' perceptions of data use that support evidence-driven school development. In this qualitative research, semi-structured interviews were conducted with 21 teachers from six different schools. Data were analyzed deductively using a qualitative content analysis. The findings led to two themes, school level and teacher-level factors, that affected the perceptions and practices of data use for evidence. Collaboration was emphasized by both these factors. The results revealed that teachers did not see much interplay between the data they collected and used in their own classrooms for improving teaching and the data used at school-level developments. They evaluated their own data literacy skills as low. Researched schools did not have a systematic approach to data use, and teachers were left without support regarding how to use data and create meaning concerning data school development processes.
Using an Implementation Trial of an ePortfolio System to Promote Student Learning through Self-Reflection: Leveraging the Success
Author: Campbell, Chris
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Reflection,Pilot Projects,Foreign Countries,College Freshmen,Educational Technology,Student Evaluation,Preservice Teachers

This paper reports on a pilot study that was conducted during a technical trial of a new ePortfolio system at a large Australian university. Students from a large (n = 325) first-year educational technology course were given the opportunity to use the new ePortfolio system weekly as part of their reflective practice at the end of the hands-on tutorial classes and also through a blogging assignment that required six posts throughout the semester. Although the students reflecting on their work and ePortfolios themselves are not new concepts, this paper reports how assessment practices can be improved using ePortfolios and how students can improve their reflective practice through simple and regular use throughout the 12-week semester that the study was conducted. From the class, 208 students responded to the survey with the results being positive. The students were able to use the system easily and did not report many problems with crashing or freezing. The lessons learnt form an important part of this study for future iterations with these reported in the paper.
Teaching Note-Taking Skills to Students with Learning Disabilities: CUES+CC Strategy
Author: Karabulut, Alpaslan
Date: 2021-00-00
Type: Journal Articles
Subjects: Study Skills,Notetaking,Students with Disabilities,Learning Disabilities,Teaching Methods,Instructional Effectiveness,Foreign Countries,Academic Achievement,Middle School Students,Intervention

The main purpose of this research is to examine the effectiveness of the CUES+CC strategy in improving the note-taking performance of students with learning disabilities. Within the scope of this purpose, the effect of the CUES+CC strategy on students' note-taking and exam performances and maintenance of the performance was investigated. Moreover, the students' level of generalizing of their note-taking performance to Turkish lesson was also examined. Three students who were diagnosed with learning disabilities in the study. 'Multiple Probe Design Across Subjects,' one of the single subject designs, was used in this study. The students' note-taking percentages and exam performance were used to score the data. The findings revealed that the CUES+CC strategy is effective on note-taking and exam performance of students with disabilities and upon learning the strategy, the students displayed the same improved performance on note-taking after one, three, and five weeks, and they extended this performance to a different course as well. The findings of the research were discussed within the framework of the relevant literature and theoretical opinions, and suggestions were made to researchers working in the field for future research.
&quot;Come Join Us and Lose Your Accent!&quot;: Accent Modification Courses as Hierarchization of International Students
Author: Ennser-Kananen, Johanna
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,Pronunciation,Language Skills,Language Proficiency,Social Bias,Ideology,Comprehension,English (Second Language),North American English

In this article, we examine the hierarchization of international students by bringing together perspectives of linguistic legitimacy and language ideologies. Our data stems from 26 accent reduction or accent modification course descriptions and websites from U.S. universities. Based on their analysis, we discuss the sociopolitical implications of the phenomenon of these courses for international students and the ways in which language-based, particularly accent-based, arguments are used to create or reinforce different categories of students. We argue that while international students are presented as having different kinds of &quot;comprehensibility problems&quot; that accent modification and reduction courses are claimed to remedy, the seemingly linguistic arguments that are used for marketing do not hold. Rather, what is presented as an accent issue actually seems to be an ideological one, drawing on the students' ethnic or geographical origins, and thereby racializing the question of language proficiency.
Egyptian Students&apos; Disinterest in Overseas Academic Mobility: A Behavioral Approach Based on the Capability-Opportunity-Motivation Model
Author: Zwick, Hélène Syed
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Interests,Study Abroad,Guidelines,Predictor Variables,Student Motivation,Structural Equation Models,Student Mobility,College Students,Marketing,Educational Policy,Behavior Change,Economic Factors

This study uses the capability-opportunity-motivation behavior framework as a theoretical basis and partial least squares structural equation modeling as an empirical research method to identify factors that influence the interest in studying abroad. We rely on primary microdata collected through a self-administered questionnaire among Egyptian students and apply a structural equation model to estimate the different relationships. Our analysis yielded interesting results: (a) 58% of our respondents were somehow interested in studying abroad; (b) physical capability, physical opportunity, and automatic motivation were the main predictors of interest in overseas academic mobility; and (c) a three-pillar policy program based on guidelines, communication and marketing, and regulation could be implemented to promote the interest of young Egyptians in studying abroad.
Reconceptualizing Student Engagement: Investigating the Validity of CCSSE Benchmarks as Indicators of International Student Engagement
Author: Ghazzawi, Dina
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Colleges,Learner Engagement,Student Surveys,Two Year College Students,Foreign Students,Student Characteristics,Young Adults,Construct Validity,Benchmarking,Active Learning,Cooperative Learning,Academic Achievement,Teacher Student Relationship,Academic Support Services,Time on Task,Culturally Relevant Education,Sense of Community

International students in the United States have been increasingly attracted to community colleges as a starting point to higher education. Recently, their enrollment has been dropping. Research highlights the importance of student engagement to international students. However, few studies investigate their engagement experiences in community colleges. This study investigated the validity of the Community College Survey of Student Engagement (CCSSE) benchmarks as proxies for international student engagement in community colleges. The original CCSSE benchmarks were a poor fit for international students. Resulting constructs and underlying items differed significantly from the original benchmarks and demonstrated poor reliability. Findings highlight the inapplicability of CCSSE benchmarks in representing international student engagement. Recommendations include adding culturally relevant variables to the CCSSE structure more applicable to international student populations, and accompanying the survey with qualitative input for in-depth knowledge of international student experiences.
The First Year of Acculturation: A Longitudinal Study on Acculturative Stress and Adjustment among First-Year International College Students
Author: Koo, Katie
Date: 2021-00-00
Type: Journal Articles
Subjects: College Freshmen,Foreign Students,Student Adjustment,Student Satisfaction,Acculturation,Stress Variables,Gender Differences,Socioeconomic Status,Majors (Students),Language Proficiency,English (Second Language),Psychological Patterns,Social Integration,Self Esteem,Predictor Variables,Time Perspective,Private Colleges,Research Universities,Foreign Countries

We analyzed 192 first-year international college students in the Mid-Atlantic region to examine the change in international students' acculturative stress, adjustment, and collegiate experiences during their first year of enrollment in U.S. higher education. We found that male students, students from low socioeconomic status backgrounds, and students majoring in the humanities showed higher rates of acculturative stress and lower rates of satisfaction with college experiences compared with their counterparts. International students reported decreased acculturative stress and homesickness and increased English proficiency, social connectedness, and satisfaction with college experiences during the last week of the first year compared to the first week of their first semester. Satisfaction with college experiences, English proficiency, social connectedness, and self-esteem were significant predictors of acculturative stress. Lastly, acculturative stress at the beginning of the first year and satisfaction with college experiences at the end of the first year affected each other reciprocally over 1 year.
Understanding Black-African International Students&apos; Experiences in United States Colleges and Universities through Social Identity Theory
Author: Awuor, Diana Carole
Date: 2021-00-00
Type: Journal Articles
Subjects: Blacks,Self Concept,Foreign Students,College Students,Educational Experience,Race,Student Attitudes,Foreign Countries,African Americans,Cultural Differences,Stereotypes,Racial Bias

In this Research in Brief, Tajfel's (1970) social identity theory is explained and examined as potentially useful for analyzing the experiences of Black-African international students in U. S. colleges and universities. Race has been and still is a major issue in the United States. Through a review of literature, I sought to find out how Black-African international students' race affected their experiences in the United States.
Understanding Country Differences: Predicting the Effect of Financial and Labor Market Conditions on International Doctoral Recipients&apos; First Labor Market Destination
Author: Agbonlahor, Osasohan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,Doctoral Students,Labor Market,Employment Potential,Economic Factors,Economic Opportunities,Fiscal Capacity,Unemployment,Employment Services,Predictor Variables,Student Financial Aid,Human Capital

This study used the Survey of Earned Doctorates, World Bank economic data of the doctoral students' home country, and hierarchical linear modeling analysis to examine the effects of financial factors and home-country macroeconomic indicators on international doctoral students' labor market destinations. We found that wealth disparities and economic opportunities in the home country affect international doctoral student outcomes. Higher gross national income per capita was associated with a decreased likelihood of remaining in the United States, while higher unemployment rates in the home country significantly increased the likelihood of remaining in the United States. The study reveals a need to develop career services support for international doctoral students that are tailored to their needs as well as the need to internationalize the curriculum to support those who will eventually return to their home country.
&quot;We Begin 300 Meters behind the Starting Line&quot;: Adaptation of Iranian Students in Hungary in the Post-Sanctions Era
Author: Hosseini-Nezhad, Sara
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Adjustment,Foreign Students,Barriers,Student Attitudes,Content Analysis,Banking,Public Policy,Well Being,Economic Climate,Foreign Countries,Mental Health,Foreign Policy,Immigration,Financial Problems,College Students

This longitudinal qualitative research investigated the psychosocial adaptation trajectory of Iranian international students in Hungary and the challenges they encountered. Semi-structured interviews were conducted between 7-month to 1- year intervals with 20 Iranian students. Inductive content analysis was utilized to analyze the interview transcripts. Three themes identified were visa and banking challenges, the impact of the currency crisis in Iran on mental health, and positive and negative changes in psychological well-being. The results revealed that almost all students' well-being improved over time, despite facing challenges related to visas, banking, and Iran's recent economic crisis.
Understanding of International Doctoral Students&apos; Challenges: A Literature Review Study
Author: Gao, Yan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,Doctoral Students,Academic Achievement,Barriers,Research Reports,Meta Analysis,Correlation,Educational Experience,International Education

Studies pertaining to the challenges international doctoral students confront have been disseminated at various conferences and in journals. However, there is a need to synthesize recent research to assess and advance contemporary theories about international doctoral students. Using meta-synthesis, this article discusses the literature's main themes and the relationship between theory and the literature findings. A new tentative framework is proposed based on the results. Implications for international doctoral students' academic success are also discussed.
Can We Actually Assess Learner Autonomy? The Problematic Nature of Assessing Student Autonomy
Author: Holmes, Andrew G. D.
Date: 2021-06-00
Type: Journal Articles
Subjects: Student Evaluation,Student Development,College Students,Higher Education,Personal Autonomy,Independent Study,Self Management,Assessment Literacy,Performance Based Assessment,Definitions,Teacher Attitudes

This paper explores, from a theoretical basis, the difficulty in defining and assessing learner autonomy in higher education. Although the development of learner autonomy as a key aim of higher education, it is a vague and ill-defined term. As such, the assessment of learner autonomy within university programs of study is highly problematic. The author argues that the authentic assessment of genuine learner autonomy may not be possible within formal credit-bearing programs of higher education. The aim of the paper is to stimulate reflection and discussion so that university teaching staff may reflect and consider whether they can assess autonomy in the programs they are responsible for.