ethanporcaro/eric-fulltext-meta huggingface dataset:
At the Top of the Pyramid, Everyone Is above Average: Self-Efficacy and Perceived Performance of Academics in the Nordic Countries
Author: Berg, Laila Nordstrand
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Self Evaluation (Individuals),Self Concept,Self Efficacy,Teacher Effectiveness,Teaching Skills,Cultural Context

Managerialism in higher education has gained prominence in recent decades. One of the crucial elements of this approach is the steering of the higher education sector, including the introduction of multiple forms of evaluation of academic work. Little is known about how academics evaluate themselves in comparison to their colleagues. Therefore, the focus of this paper is on how academics evaluate their own performance in teaching and research. The article uses survey data (2014-2015) from Norway, Finland and Sweden. Professors' and associate professors' answers were considered. Our research relies on social-cognitive theory to develop a set of hypothesis. The empirical findings show that academics are likely to perceive their own and their unit's research performance as higher when compared to that of their peers and similar units. Associate professors consider themselves to be more performative in teaching, whilst professors highlight their research performance. Finally, the gender differences were found to be minimal.
Internationalization of Curriculum in Japanese Higher Education: Blockers and Enablers in English-Medium Instruction Classrooms in the Era of COVID-19
Author: Hammond, Christopher D.
Date: 2022-03-00
Type: Journal Articles
Subjects: International Education,Higher Education,English (Second Language),Second Language Learning,Online Courses,Foreign Countries,COVID-19,Pandemics,College Faculty,Teacher Attitudes,In Person Learning,Intellectual Disciplines,Teaching Methods,Student Mobility,Cooperative Learning,Educational Policy,Barriers,Educational Finance,Academic Achievement,Study Abroad,Educational Change,Computer Simulation

The objective of this research was to understand the current situation and challenges associated with the internationalization of the curriculum (IoC) in English-medium instruction (EMI) programs at Japanese universities in the context of the COVID-19 pandemic. Utilizing a conceptual framework and ideas of 'enablers' and 'blockers' of IoC, we analyzed the qualitative data from interviews with 11 faculty members involved in both in-class and online teaching in EMI programs at different Japanese universities. Findings from our analysis revealed a general lack of awareness of IoC, with those that were aware either relating it to the international nature of their academic disciplines or expressing uncertainty in how to incorporate IoC into pedagogical practices. Perceived blockers included quantitative approaches to internationalization policy and funding at the government-level that largely neglected IoC, a lack of commitment and organizational support at the institutional level, and constraints on physical international mobility due to the pandemic. Enablers included the expansion of collaborative online international learning (COIL) programs for virtual student mobility and the general commitment to academic freedom in Japan that allows educators to teach without excessive external interference, enabling them to personally internationalize their curriculum if they wished to do so. The findings suggest that IoC is still a novel concept in Japan that may evolve in the dramatically altered higher education landscape going forward.
The Effect of Class Experiences via Online Education on Japanese University Students&apos; Learning Outcomes amid the COVID-19 Pandemic
Author: Miyoshi, Noboru
Date: 2022-03-00
Type: Journal Articles
Subjects: College Students,Quality Assurance,COVID-19,Pandemics,Online Courses,Educational Technology,Program Effectiveness,Foreign Countries,Blended Learning,Knowledge Level,Skill Development,School Closing

Implementing quality assurance of university students' learning outcomes is an important challenge. In response to the COVID-19 pandemic, wherein many universities are implementing online education as &quot;a new form of education,&quot; there is a pressing need to rethink class methods. This study clarifies the effect of class experience via online education on Japanese university students' learning outcomes amid the COVID-19 pandemic. The results indicate that students acquire knowledge and skills through online education in the same way as conventional face-to-face education, but regardless of the specialized field, the knowledge and skills acquired differ according to the form of online education employed. Our finding that appropriate learning outcomes are assured even for online education in the same way as face-to-face education is likely to be of major significance.
An Exploration of the Relationship between PBIS and Discipline Outcomes for Students with Disabilities
Author: Simonsen, Brandi
Date: 2022-10-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Students with Disabilities,Intervention,Discipline,Correlation,Fidelity,Program Implementation,Suspension,Elementary Secondary Education,Preschool Education,Expulsion,Punishment

To support all students, including students with disabilities, many schools have adopted a positive behavioral interventions and supports (PBIS) framework. Although rigorous research documents the beneficial effects of Tier 1 PBIS for all students and emerging research extends these findings to students with disabilities, there has not been a national U.S. study focused on PBIS and discipline outcomes for students with disabilities. In this exploratory study, we combine existing national data sets to explore the relationship between (a) known PBIS exposure (i.e., being in the PBIS data set) and fidelity (i.e., meeting the criterion on an established fidelity measure of Tier 1 PBIS) and (b) exclusionary discipline for students with disabilities. Using two-part path analysis, we document that PBIS may be associated with decreased use of suspension; however, findings are less consistent for other discipline outcomes. This study highlights the critical need for more accurate data on discipline outcomes and further research on effective intervention.
Exploring Child-Family-Nature Interactions during Family-Led &apos;Nature&apos; Tours in Alaska
Author: Green, Carie
Date: 2022-00-00
Type: Journal Articles
Subjects: Tourism,Natural Resources,Ecology,Child Behavior,Values,Wildlife,Plants (Botany),Family Programs,Outdoor Education,Preschool Children

This article presents Family Nature Tours as a participatory method for exploring children's human and more-than-human-nature interactions within the context of the family. Through equipping children with wearable cameras during family-led outdoor activities, this qualitative study provides insight on what non-rural Alaskan families consider &quot;nature&quot; experiences and the values of nature demonstrated by children within the context of the family. Findings revealed that children whose behaviors reflected a dominionistic value, aggressive tendencies towards other living beings, also demonstrated a negativistic value by engaging in activities that diverted their attention from the natural setting. All children, to various extents, expressed a naturalistic value through engaging in exploration, play, and imagination. Findings revealed that some families fostered a scientific value through learning about different plants and animals in the environment, while others modeled an apathetic response. Affordances in wild or groomed &quot;natural&quot; landscapes generated varied opportunities for children to develop their relations with other living beings. This article reveals variations in formative child-family-nature dynamics, offering insight on opportunities to link children's formative family nature experiences with environmental education.
Fostering Empathy for People and Animals: An Evaluation of Lake Superior Zoo&apos;s Nature Preschool
Author: Ernst, Julie
Date: 2022-00-00
Type: Journal Articles
Subjects: Empathy,Recreational Facilities,Outdoor Education,Preschools,Program Evaluation,Psychological Patterns,Preschool Children

In light of the significance of empathy in prosocial and conservation behavioral contexts, and with its relevance to social-emotional learning, which is an emphasis in early childhood education, empathy is a timely and meaningful construct to study within the context of nature preschools. Thus, a program evaluation was conducted to explore the potential of a nature preschool, and specifically a zoo-based nature-preschool, to foster children's empathy. This was a small-scale evaluation, conducted with 10 preschool participants. Yet it suggests the potential for supporting children's empathy through a zoo-based nature preschool, as data indicates children's emotional sharing and empathic concern significantly increased across the three contexts of with humans, non-wildlife animals, and wildlife. Cognitive perspective-taking significantly increased in the context of humans, but not in animal contexts. Implications for further research are discussed.
Speed-Accuracy Trade-Off? Not so Fast: Marginal Changes in Speed Have Inconsistent Relationships with Accuracy in Real-World Settings
Author: Domingue, Benjamin W.
Date: 2022-10-00
Type: Journal Articles
Subjects: Accuracy,Reaction Time,Task Analysis,College Entrance Examinations,Correlation,Test Items,Item Analysis,Predictor Variables,Observation,Cognitive Ability

The speed-accuracy trade-off (SAT) suggests that time constraints reduce response accuracy. Its relevance in observational settings--where response time (RT) may not be constrained but respondent speed may still vary--is unclear. Using 29 data sets containing data from cognitive tasks, we use a flexible method for identification of the SAT (which we test in extensive simulation studies) to probe whether the SAT holds. We find inconsistent relationships between time and accuracy; marginal increases in time use for an individual do not necessarily predict increases in accuracy. Additionally, the speed-accuracy relationship may depend on the underlying difficulty of the interaction. We also consider the analysis of items and individuals; of particular interest is the observation that respondents who exhibit more within-person variation in response speed are typically of lower ability. We further find that RT is typically a weak predictor of response accuracy. Our findings document a range of empirical phenomena that should inform future modeling of RTs collected in observational settings. [This work was co-written by the Project iLEAD Consortium.]
&quot;It&apos;s All over the Map&quot;: A Report on Nature-Based Early Childhood Teacher Preparation Programs in the United States
Author: Born, Patty
Date: 2022-00-00
Type: Journal Articles
Subjects: Outdoor Education,Early Childhood Education,Teacher Education Programs,Faculty Development,Teacher Attitudes,Teacher Certification

In the United States, early childhood programs inclusive of nature experiences for young children vary widely in terms of time spent outdoors; purpose of the program, approaches to use of the environment, curricular aims and support of young children's development. A commonality across many of these early childhood programs available in the United States is their focus on nature as a context for learning and play, some with an intentional approach to teaching about the environment, and, less commonly, to overtly engage with early childhood education for sustainability (ECEfS). The early childhood years are seen as a critically important time for learning, as well as for development of pro-environment behaviors and dispositions (Chawla &amp; Derr, 2012), underscoring the importance of nature-based early learning.
Making Maps as Creating and Constructing Experiences in a Prekindergarten Forest Classroom
Author: Grady, Ronald
Date: 2022-00-00
Type: Journal Articles
Subjects: Maps,Preschool Education,Forestry,Learning Experience,Teacher Student Relationship,Discussion (Teaching Technique),Ethnography,Constructivism (Learning),Outdoor Education,Student Attitudes,Preschool Children,Case Studies,Institutional Characteristics,Play,Plants (Botany),Animals,Environment,Freehand Drawing

Children are constantly working to make sense of themselves, their experiences, and their worlds. One way that children tend to do this is through creating artifacts. By engaging in discussions around, and interacting with these artifacts, teachers and educators are able to gain further insight into the experiences of children. Through observing children create and participating with them in discussions about their artifacts, the educator/researcher assembled a framework for understanding children's connection to created artifacts. The potential of mapmaking and artifact-based discussion to offer insight into experience are discussed.
Urgency, Equity, and Agency: An Assemblage of Global Concerns and Interests in Early Childhood Education for Sustainability
Author: Dean, Steph N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Sustainability,Sustainable Development,Equal Education,Educational Change,Global Approach,Student Centered Learning,Environmental Education,Educational Policy,Childrens Attitudes,Multiple Literacies,World Views,Foreign Countries,Participative Decision Making

Global environmental changes and substantial social justice issues are impacting all, raising significant concerns for the Earth's future. There is a need for equitable education as an avenue towards addressing these sustainability challenges. This qualitative content analysis study examined a representation of the concerns and interests of professionals involved in early childhood education for sustainability (ECEfS). We analyzed a conference document collated for the Transnational Dialogues in Early Childhood Education for Sustainability Research (TND) that included contributions from 60 educators and researchers from nineteen different countries. Three significant global and interrelated ECEfS themes emerged from the data: urgency, equity, and agency. The data indicate an urgent need for change as well as a much-needed push for equity alongside stakeholder concerns and interests in the role of children's agency. There was evidence of an inherent tension between child-centered and more teacher-centered pedagogies to achieve specific education for sustainability (EfS) goals. The findings have implications for applied EfS practices, co-operative research, and future investigations on a global scale.
Perspectives from Caregivers on the Advantages of Nature-Based Education before and during COVID-19 Pandemic
Author: Scogin, Stephen C.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Caregivers,Preschool Education,Natural Resources,School Closing,Outdoor Education,Preschool Children,Physical Activities,Sleep,Well Being,Mental Health

Nature-based preschool programs continue to grow in popularity across the world. These programs provide children with critically important experiences and help them gain skills that contribute to early school success and accomplishments later in life. However, the COVID-19 pandemic and mandatory lockdowns resulted in reduced opportunities for children to attend in-person preschool programs of all types. Under these circumstances, researchers hypothesized that COVID-19 would have negative or even deleterious effects on students' well-being, but that these effects might be buffered by spending time outdoors and engaging with nature. The purpose of this study was to gain perspectives from caregivers in the United States (US) about the effects of a nature-based program on their children and determine how the COVID-19 pandemic and subsequent loss of access to the preschool affected their children. Using a mixture of choice and open-ended questions, 91 caregivers shared perspectives on their children's outdoor activities, sleep habits, and general mood/well-being. Open-ended responses were qualitatively coded into major thematic categories. Results indicated that although the lockdowns had some negative effects in terms of sleep quality and general well-being, most children were resilient as they remained active outdoors and maintained healthy sleep patterns. Furthermore, many caregivers specifically attributed the development of this resilience to the nature-based preschool and the habits it instilled in their children. This research highlights the potential positive influences that nature-based preschool has on children and how these programs can contribute to resilient children who are better equipped to deal with disruptions to daily life.
The Influence of Significant Life Experiences on the Teaching Practices of Early Childhood Educators in Traditional and Nature-Based Preschools
Author: Schaefer, Lyn
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Education,Preschool Children,Outdoor Education,Comparative Analysis,Environmental Education,Learning Experience,Role Models,Preschool Teachers,Teacher Attitudes,Teaching Methods,Environment,Child Development,Books,Altruism,Career Development,Teacher Education

The first purpose of this qualitative study was to explore self-reported significant life experiences of early childhood educators to determine whether experiences of traditional pre-K educators differed from those who taught in nature-based programs. The second purpose was to explore whether these experiences influenced their teaching practices. Ten traditional pre-K teachers and ten nature-based teachers were interviewed to obtain reports on whether their early experiences influenced their teaching practices. The nature-based participants were reportedly more influenced by early outdoor experiences and the traditional pre-K participants were reportedly more influenced by role models. The findings from the nature-based participants aligned with prior research on significant life experiences. That is, those who have memories of early outdoor experiences continued to exhibit concern for the environment in their adult lives emphasizing the importance of outdoor experiences for all young children.
Swedish Early Childhood Educators&apos; Views on Teaching to Promote Connectedness to Nature
Author: Beery, Thomas
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Natural Resources,Teacher Attitudes,Outdoor Education,Preschool Teachers,Preschool Education,Workshops,Faculty Development,Natural Sciences,Science Instruction,Student Interests,Student Participation,Teacher Role

Connectedness to nature (C2N) shows a positive relationship with many factors supporting children's health, wellbeing, and development. In addition, C2N has been shown to have a positive relationship with learning about and caring for nature. Despite a long history of outdoor education in early childhood settings in Sweden, C2N is not a concept that early childhood professionals widely use. In this study, we aimed at investigating whether early childhood educators perceived C2N as a valuable idea for their professional efforts. Further, the possible relationship between early science learning and C2N was explored. Specifically, Swedish preschool teachers' view on how natural science teaching as part of the Swedish National Curriculum for Preschool could promote children's connectedness to nature. Teachers from two preschools participated in a connectedness to nature workshop and subsequently reflected on their teaching in a questionnaire and during two follow-up discussions. The data reveals a broad set of content regarding natural science teaching and connectedness to nature in the preschool setting. Results indicate that teachers focus on children's interests, participation, and collaboration in their work with children. Further, results indicate educators perceive their role as someone exploring nature together with children.
A New Tool for the Teaching of Graph Theory: Identification of Commognitive Conflicts
Author: Gavilán-Izquierdo, José María
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Computer Science Education,Graphs,Teaching Methods,Mathematics Instruction,Geometry,Cognitive Processes,Conflict,Foreign Countries

In this exploratory work, the discourse of first-year computer engineering undergraduate students of graph theory was analyzed with the aim of improving the teaching of this branch of mathematics. The theoretical framework used is the theory of commognition, specifically, we focus on commognitive conflicts because they are learning opportunities since they foster the learning process when resolved by students, and so teachers should consider them in their practice. A qualitative analysis of the written responses to a questionnaire dealing with definitions and the concepts of path and cycle graphs was performed. Thus, several commognitive conflicts were found, coming from the confluence of discourses governed by different discursive rules. Furthermore, the conflicts encountered were classified according to their origin, into object-level and metalevel conflicts. Concretely, the object-level conflicts had to do with the school discourse of geometry or sequences, and with the discourse of directed graphs; the metalevel commognitive conflicts were associated with the school discourse of the mathematical practice of defining. Finally, our findings are contrasted with related works in the literature, and also a series of implications for the teaching of graph theory are presented.
Epistemological Obstacle in Learning Trigonometry
Author: Maknun, Churun Lu'lu'il
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,Epistemology,Learning Processes,Grade 11,High School Students,Misconceptions,Difficulty Level,Trigonometry,Student Attitudes,Mathematics Tests,Audio Equipment,Photography,Graphs,Mathematical Formulas

Epistemological obstacle is emphasized in mathematics education. Students often have limited students' context of knowledge in understanding trigonometry. Knowing the epistemology obstacle can help a teacher understand the student's misconception. Therefore, this study aimed to identify students' epistemological obstacles of trigonometry and trigonometric function. This research used two subjects of 11th grade high learners of high school. The research data were collected in audio, photograph, and trigonometry test. Data were analyzed by using in and between conditions students interview. This study suggests that students tend to associate the trigonometric value into a particular angle, such as having difficulty using angle in radian and could not recognize the value of p. They also tend to follow the procedural steps in converting angle from radian to degree and vice versa without knowing how the formula is constructed. They have difficulty figuring out the trigonometric function's value, especially for angle in the quadrant and the coordinate of a point trigonometry graph, primarily related to the radian unit.