ethanporcaro/eric-fulltext-meta huggingface dataset:
Learners&apos; Voices in Inclusive Education Policy Debates
Author: Mangiaracina, Antonella
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Policy,Inclusion,Childrens Rights,Access to Education,Educational Change,Special Needs Students,Workshops,Cross Cultural Studies,Barriers,Social Integration,Foreign Countries,Consciousness Raising,Attitude Change,Policy Formation,Student Participation,Children,Treaties,International Law,International Organizations

Although the idea of including learners in policy-making is gaining ground, their voices still seem to be marginalised. This article focuses on the issue of learners' voices in inclusive education policy debates. It begins by discussing main policy developments, arguments and key issues around learner voice and participation. It then draws on different aspects of work by the European Agency for Special Needs and Inclusive Education (the Agency) that has directly involved young people in exchanges with policy-makers and decision-makers responsible for developing and implementing policy for inclusive education. This includes four European &quot;Hearings&quot; (in 2003, 2007, 2011 and 2015), involving over 300 young people. It also includes workshops with learners in Cyprus and Poland as part of the European Commission's Directorate-General for Structural Reform Support Programme activities. In the Agency's work, learners with a range of learning needs from across Europe shared their views on their right to education (access), their rights in education (learning and participation) and their rights in wider society (achievement). Key messages from learners included the importance of barrier-free schools, raising awareness, changing attitudes and combating stereotypes to support their longer-term social inclusion and ensure they are able to become full citizens in their local communities. Building on these messages, the article concludes with some important considerations for future work and recommends positioning learners as key agents in policy debates for inclusive education.
The Broken Yellow Brick Road: A Narrative Exploration of the College-Going Decisions and Trajectory of a Low-Income Single Mother of Color
Author: Iloh, Constance
Date: 2021-00-00
Type: Journal Articles
Subjects: Personal Narratives,Decision Making,College Choice,Low Income Students,Mothers,Minority Group Students,Educational Attainment,Student Attitudes,Student Experience

Communities frequently treated as 'have-nots' in higher education are a window into the condition of postsecondary education access, exclusion, inequities, and outcomes. This reality is no more evident than with the college-going trajectories of low-income single mothers of color. Evoking the possibilities of narrative inquiry in general, and life history method in particular, the author explores the college-going ecology, decisions, and trajectory of a 35-year-old low-income Filipina single mother. Through this empirical undertaking, particular attention is paid to the challenges present within the informant's context of information, time, and opportunity--the three dimensions of the Iloh Model of College-Going Decisions and Trajectories. Findings of this narrative include prolonged and disjointed experiences; poor navigational structures and asymmetries of information; and institutional constraints, barriers, and disregard. In addition to insights that reflect decision-making challenges and buyer's remorse of minoritized students; this study situates new directions for addressing concerning contexts of time, information, and opportunity for single mothers pursuing college.
Satisfaction Levels of Sport Sciences University Students in Online Workshops for Substituting Practice-Oriented Activities during the COVID-19 Lockdown
Author: Iuliano, Enzo
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Athletics,Exercise,COVID-19,Pandemics,School Closing,Experiential Learning,Blended Learning,Graduate Students,Online Courses,Foreign Countries,Interaction,Workshops,Distance Education,Physical Activities,Masters Programs,Student Attitudes,Program Effectiveness

Laboratory teaching in sport and exercise sciences universities is of fundamental importance as it provides students with the necessary hands-on skills that are indispensable to future kinesiologists. However, due to the COVID-19 pandemic, students in lockdown missed the opportunity to acquire laboratory skills. Here we report the solutions adopted by a blended exercise science Master's degree program of an online Italian university to ensure didactic continuity in the practice-oriented activities during the period of the COVID-19 lockdown. In order to mitigate this issue, laboratory sessions were replaced with online workshops and students' satisfaction levels in this regard were investigated in the present study using an online survey conducted on 101 students during lockdown. The survey consisted of 7-point Likert scale items focusing on computer usage (CU), learning satisfaction (LS), social interaction (SI), and perceived value (PV). The analysis of the results revealed a good level of learning satisfaction of the students. Conversely, students perceived a moderate level of social interaction and had a moderate perception that online workshops can enhance their learning abilities. In conclusion, the results of the present study seem to indicate that online workshops can be considered a good and acceptable compromise during an emergency, although face-to-face activities remain the preferable learning delivery modality when dealing with the acquisition of hands-on skills.
Assessment and Learning in Knowledge Spaces (ALEKS) Adaptive System Impact on Students&apos; Perception and Self-Regulated Learning Skills
Author: Harati, Hoda
Date: 2021-00-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Questionnaires,Self Management,Learning Strategies,Pretests Posttests,Influence of Technology,Educational Technology,Undergraduate Students,Introductory Courses,Chemistry,College Science

Adaptive learning is an educational method that uses computer algorithms and artificial intelligence (AI) to customize learning materials and activities based on each user's model. Adaptive learning has been used for more than 20 years. However, it is still unique, and no other system could bring more or even similar capabilities than the ones adaptive technology offers, including the application of AI, psychology, psychometrics, machine learning, and providing a personalized learning environment. However, there are not many studies on its practicality, usefulness, improving students' learning skills, students' perception, etc., due to the limited number of institutes investing in this new technology. This paper presents the results of administering the newly developed Adaptive Self-regulated Learning Questionnaire (ASRQ) in an adaptive learning course equipped with the ALEKS (Assessment and Learning in Knowledge Spaces) system to study the amount of Self-regulated Learning Skills (SRL) score change, if any, of the students. The ASRQ was administered at the beginning and end of the semester as a pretest and posttest. Then, the quantitative Sample Paired t Test was run to measure the students' SRL score change between the beginning and end of the semester. The results showed a significant decline in students' SRL skills score while working with ALEKS. This paper also discusses the reasons for the considerable drop in SRL skills based on students' perception and feedback collected through administering an open-ended survey at the end of the semester. The survey's qualitative analysis showed various possible factors contributing to the decline of the SRL skills score, including lack of motivation, system complexity, hard penalty, lack of social presence, and lack of system practicality.
Needs Analysis of Psychosocial Module Development Based on Psychoeducation Approach for Public University Students in Malaysia
Author: Amat, Salleh
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Needs Assessment,Psychoeducational Methods,Public Colleges,Units of Study,Well Being,Assertiveness,Interpersonal Competence,Student Attitudes,College Freshmen,Student Needs

This study is a needs analysis that aims to develop a psychosocial module based on a psychoeducation approach in order to strengthen the assertiveness, social skills, and psychological well-being of public university students in Malaysia. The specific objectives of this study were to identify the perceptions of university students on the need to design and build a psychosocial module, identify the constructs that should be included in the phase of designing and building of the psychosocial module as well as the support that has been received and the support that the students desire while on campus. This survey study utilized a questionnaire distributed to a total of 286 first year students studying at three public universities in Malaysia. The data obtained were analyzed by using descriptive statistics. The findings of the study showed a highly positive response from the students toward the development of a psychosocial module and the constructs listed in the questionnaire. Implications from this study can further solidify the constructs that should be included in the design and construction of the psychosocial module as well as identify the availability of the approaches, strategies, and support activities that have been received and desired by the students.
From Data to Wisdom: A Case Study of OPOP Model
Author: Sun, Yikang
Date: 2021-00-00
Type: Journal Articles
Subjects: Design,Doctoral Programs,Masters Programs,Teaching Models,Foreign Countries,Creativity

The purpose of this research is to: (1) clarify the scope and connotation of the OPOP (One Product/Project/Performance, One Paper) model comprehensively; (2) show its application in design and creative teaching; (3) introduce this model to more people. First, the author reviews the design doctoral education system and its shortcomings and analyzes the similarities and differences between &quot;Ph.D. of Design&quot; and &quot;Master of Design&quot;; second, the researcher discusses the DIKW (Data, Information, Knowledge, Wisdom) pyramid, cognition and communication theory separately. The author also interviewed the two teachers who created the OPOP model to clarify its core meaning and goals. Finally, the author invited students who participated in an OPOP forum to fill out a questionnaire in order to analyze and understand their responses and suggestions. The OPOP model allows participants to realize that &quot;creativity&quot; and &quot;interpretation&quot; are equally important and to gradually learn to use academic papers to transform personal &quot;tips&quot; and &quot;experience&quot; into &quot;knowledge&quot; that can be imparted. The author hopes that the OPOP model and the general frameworks mentioned in this study can inspire all readers, enabling them to continuously explore the connotation and further possibilities of OPOP in light of the actual situation.
Reporting Verbs and Related Syntactic Choices in Students&apos; Theses: A Study of Two Disciplines
Author: Jarkovská, Martina
Date: 2021-00-00
Type: Journal Articles
Subjects: Verbs,Syntax,Computational Linguistics,Morphemes,Economics,Management Development,Natural Resources,Language Usage,Academic Language,Contrastive Linguistics,Second Language Learning,Second Language Instruction,English for Academic Purposes,Linguistics,Theses,Graduate Students,Undergraduate Students,Teaching Methods,Instructional Effectiveness,Foreign Countries,Form Classes (Languages),Writing (Composition),Discourse Analysis,Citations (References)

Adopting Hyland's (2002) framework of reporting words (RVs), the paper investigates the use of RVs in Master's theses written in English by students of two disciplines, Economics and Management and Natural Resources. The data were drawn from two sub-corpora, each consisting of 82 Literature Reviews, where other authors' research is summarised and commented on. Besides determining the most frequent communicative functions, in this paper, the RVs are further analysed in terms of the verb tense, voice, and subject-agent. The findings revealed significant differences between the two disciplines. In the former, most RVs were in the present active with named-author as the subject, conveying a neutral attitude towards the reported message and neutrally summarising previous research outcomes. Most RVs were in the past tense in the latter, reporting on past research procedures or outcomes. The findings reveal infrequent use of evaluative or critical verbs. Each discipline's predominant choice may suggest writers' lower ability to highlight the cited sources' direct relevance to their research. The study hopes to contribute to the efficacy of teaching English for Academic Purposes to non-native speakers. It has pedagogical implications for academic writing in both undergraduate and postgraduate courses at non-philological tertiary education institutions.
Teacher Accountability for Teacher Occupational Professionalism: The Effect of Accountability on Occupational Awareness with the Mediating Roles of Contribution to Organization, Emotional Labor and Personal Development
Author: Öztuzcu Küçükbere, Rabia
Date: 2021-00-00
Type: Journal Articles
Subjects: Accountability,Professionalism,Middle School Teachers,Foreign Countries,Teaching (Occupation),Career Awareness,Faculty Development,Teacher Role,Individual Development,Psychological Patterns

Accountability enables teachers to exhibit professional behaviors in school processes. However, the contribution of accountability to teacher occupational professionalism depends on the effective structuring of accountability mechanisms. It is necessary to examine how the connection between teacher occupational professionalism and accountability can be effectively established in line with different conceptual models. Therefore, this study investigated the relationship between teacher accountability and occupational professionalism by analyzing a proposed conceptual model of accountability and occupational professionalism dimensions. The first step for effective accountability mechanisms is to raise occupational awareness. Therefore, the effect of teacher accountability on teacher occupational awareness, which is one of the components of occupational professionalism, was examined with the mediating roles of contribution to organization, emotional labor and personal development dimensions of occupational professionalism. Employing correlational research design, the study sample included 576 middle school teachers from Gaziantep province in the southeast of Turkey. The study revealed that contribution to organization and emotional labor play a partially mediating role in the relationship between accountability and occupational awareness. However, teacher personal development has no mediating role. The results present a framework to develop teacher personal accountability supporting teacher occupational professionalism.
Combination of Discovery Learning and Metacognitive Knowledge Strategy to Enhance Students&apos; Critical Thinking Skills
Author: Nusantari, Elya
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Teaching Methods,Critical Thinking,Thinking Skills,Learning Strategies,Discovery Learning,Research and Development,Lesson Plans,Worksheets,Instructional Design,Validity,Science Education,Grade 12,High School Students,Instructional Effectiveness

The research aims to develop an instructional tool based on Discovery Learning (DL) combined with a Metacognitive Knowledge Strategy (MKS) to enhance students' Critical Thinking Skills (CTSs). In doing so, the study employed a Research and Development (R&amp;D) method to develop such a tool. The developed instructional tool was tested for its validity by experts and practitioners' evaluation. Further, the empirical data were collected from the results of implementation in learning and the student's responses, while the data of tools effectiveness were acquired from the critical thinking tests given to students (analyzed by related t-test). The developed instructional tools were implemented in a limited-scale trial of 32 students and a large-scale trial of 59 students. The results show that: firstly, the DL and MKS-integrated instructional tools are stated as valid in terms of the lesson plan, student worksheet, and critical thinking test. Secondly, the practicality criteria have been successfully met; the learning implementation, students' activity, and students' responses were regarded as in accordance with the feasibility standard. Thirdly, the instructional tool was deemed effective in enhancing students' CTSs (p = 0.05).
Studying and Challenging Racism in Higher Education: Naming Bad Faith to Understand the &quot;Logic&quot; of Racism
Author: Tichavakunda, Antar A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Bias,Higher Education,Critical Theory,Race,College Environment,Political Issues,Crime,Intention,Laws,Social Justice,Social Bias

In this conceptual essay, the author argues that bad faith is a valuable concept in understanding and challenging racism in higher education. The philosopher Lewis Gordon argues that racism is a manifestation of bad faith. For the actor who sees Black people as less than human, for example, no evidence will allow the actor to see otherwise. Bad faith is the disavowal of any disconfirming evidence which allows actors to maintain their worldviews. The author draws from high profile examples of racism in higher education as conceptual cases to make his argument. Specifically, the author demonstrates how attacks upon Critical Race Theory in education, the currency of critiques of microaggressions research, and the perennial difficulty to name racist violence on campus as hate crimes operate upon a logic of racism through bad faith.
Soft Skills for Entry-Level Engineers: What Employers Want
Author: Hirudayaraj, Malar
Date: 2021-00-00
Type: Journal Articles
Subjects: Soft Skills,Engineering Education,Employment Potential,Employer Attitudes,Entry Workers,Literature Reviews,Competence,Higher Education

Among the requirements for engineering programs, the Accreditation Board of Engineering and Technology (ABET) criteria for student outcomes require students to have the ability to communicate effectively with a range of audiences, recognize ethical and professional responsibilities, function effectively on a team, and apply new knowledge. A review of literature for skills comprised within these ABET criteria determined 26 topics necessary for the entry-level and continued success of engineers. Nearly 500 companies and organizations rated the importance and proficiency of their recent entry-level engineers for these 26 identified soft (professional) skills. The findings suggest that although entry-level engineers have proficiency in all of these ABET required skills, the entry-level engineers were not meeting the level of importance expressed by the organization for 24 of these 26 skills. A specific ABET required skill, the ability to communicate effectively with diverse groups of people, has the greatest difference between the level of proficiency and the level of importance. Analysis of variance was conducted using each of the demographic variables to determine the effect sizes in the ratings of importance, proficiency, and the differences between importance and proficiency. These results were shared with industry members to confirm the relevance of the survey findings during the pandemic. This survey research has implications for any university engineering department where students are seeking entry-level engineering positions after graduation.
&quot;Leading from the Middle&quot;: Exploring Stories of Women Working for Change in PK-12 Schools
Author: Broadhurst, Christopher
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle Management,Women Administrators,Leadership Role,Elementary Secondary Education,Social Change,Social Action,Social Justice,Change Agents,Gender Bias,Sex Fairness,Mentors,Policy Formation,Educational Administration,Geographic Regions

Despite recent improvements for women within education, marginalizing policies and climates are still very present in our schools. Activism by teachers and administrators can provide potent instruments for change in PK-12 schools. This study examines how women leaders within PK-12 are working for change in their schools. We employed a qualitive research design, influenced by narrative inquiry, to examine change efforts by women leaders in PK-12 schools. Women leaders shared stories of their experiences with institutional sexism, mentoring other women, and how they are working to change institutional policies and improve educational climates. Our research provided insights on ways to lead from mid-level positions and how to navigate institutional sexism to promote gender equity within education.
Third Space, Partnerships, &amp; Clinical Practice: A Literature Review
Author: Laughlin, Lauren M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Research Reports,Educational Theories,Teacher Education,Democracy,Cooperation,Partnerships in Education,College School Cooperation,Postcolonialism,Power Structure,Teaching Experience,Practicums

Third space theory has been applied with progressive frequency to teacher education, partnerships, and clinical practice. This review of literature addresses how the application of third space theory has manifested in partnerships, clinical practice, and the associated stakeholders. Since moving towards third space is a process, it requires a continual embracing of tensions. It is within these tensions related to the application of the principles of third space theory within partnerships and clinical practice that three themes came to the surface. They include: (1) diffusing hierarchy, embracing collaboration; (2) rejecting binaries, embracing democracy; and (3) overcoming borders, spanning boundaries. I address implications for moving forward and furthering third space partnerships and provide recommendations regarding intentionality and future research.
Development of Academic Optimism Model in Learning for Junior High School Students
Author: Ratnawati, Vivi
Date: 2021-00-00
Type: Journal Articles
Subjects: Models,Positive Attitudes,Academic Achievement,Junior High School Students,Grade 8,Adolescents,Parenting Styles,Parent Influence,Democratic Values,Locus of Control,Educational Environment,Self Concept,Foreign Countries,Achievement Need

Academic optimism has an essential role in the adjustment of students in school. This study aimed to examine a model of academic optimism formed from democratic parenting, school climate, internal locus of control, and students' self-concept. This a cross-sectional non-experimental design research design involved 335 Junior High School students in Kediri. The data collection tool was a scale while the data analysis technique was Structural Equation Modeling (SEM) analysis. The results showed that the theoretical model for developing academic optimism in Junior High School students was in line with the research data and obtained empirical support (X2 = 246.056 &lt; 255.6018; p = 0.110 &gt; 0.05), so this model is feasible and can be used in samples that have been studied. In general, this study adds knowledge about positive psychology studies and supports democratic parenting, school climate, self-concept, and internal locus of control as ultimate factors for creating students' academic optimism.