ethanporcaro/eric-fulltext-meta huggingface dataset:
Interaction with End-Users in Design and Technology Education: A Systematic Review
Author: Jones, Philip A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Design,Technology Education,Users (Information),21st Century Skills,Skill Development,Foreign Countries,Educational Research,Problem Solving,Empathy,Disabilities,Intervention

This paper is a systematic literature review of works focused on user-centred design practices and their potential application in pedagogical contexts in design and technology (D&amp;T) education. It is a response to the increasingly complex demand of allowing students to develop so-called 21st-century skills within a D&amp;T curriculum, which is often constrained by time, resources, and policy restrictions. This review highlights a range of studies that have been completed in various countries and phases of education, which enabled students to develop empathy with end-users whilst designing specifically for (and in some cases with) them. A Preferred Reporting Items of Systematic Reviews and Meta-Analyses (PRISMA) model was used to extract works published concerning established inclusion criteria. The articles were analysed according to their relation to user-centred design in a formal education setting and categorised based on the focus of each study. NVIVO was used to code the included literature to establish themes and to support analysis. The literature highlights many advantages to students in engaging in user-centred practices, both contributing towards improved design outcomes as well as improved social and emotional skills. It presents a need to further explore user-centred design methodologies in schools, feasibly through the lens of 21st-century skill development.
Reflecting on Professional Development Opportunities: Links between Conceptions of Mathematics Graduate Teaching Assistants and Their Self-Efficacy
Author: Ghalichi, Narmin
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Assistants,Self Efficacy,Graduate Students,Mathematics Instruction,Student Attitudes,Summer Programs,College Mathematics,Teaching Methods,Undergraduate Students,Self Concept,Faculty Development,Outcomes of Education,Novices,Lesson Plans,Microteaching,Algebra,Calculus

This study examines the perceptions of first-year, mathematics graduate teaching assistants (GTAs) participating in a six-week summer course designed to deepen their knowledge of collegiate mathematics teaching practices before being assigned to instruct undergraduate students in the subsequent fall semester. Through hybrid deductive-inductive thematic analysis, GTAs' written reflections were analyzed and matched against changes in their self-efficacy assessed along two conceptual dimensions: self-improvement and stimulation of student learning. Results suggest that GTAs' conceptualization of teaching practice informs changes in self-efficacy along both conceptual dimensions, with efficacy in self-improvement changing more than that of their ability to stimulate student learning. Therefore, the strength of the efficacy changes may be moderated by features of the professional development course. We explore defining features of the professional development course employed in this study, describing implications for the education and development of novice collegiate mathematics instructors, and the potential to optimize change along both conceptual dimensions of self-efficacy.
Why Faculty Underestimate Low-Income Students&apos; Family Responsibilities
Author: Pierce, Elizabeth
Date: 2023-00-00
Type: Journal Articles
Subjects: College Faculty,Low Income Students,Student Responsibility,Norms,Ethics,Family Relationship,Personal Autonomy

Low-income college students face costly moral choices between pursuing their personal academic success and fulfilling their family responsibilities. They almost certainly face these choices more frequently and at greater personal cost than their faculty recognize. This article explores the sources and nature of that professorial lacuna; the article argues that this moral oversight results from the fact that middle-class people and low-income people often practice family in subtly but significantly different ways. They tend to emphasize different moral norms (independence vs. mutual aid) which shape the qualitative nature of college students' obligations within their families. They also tend to utilize different family structures (nuclear vs. complex and extended) which create quantitative differences in the number of people to whom family responsibilities can attach. The paper ends with a practical implications section that discusses ways to address this lacuna so instructors can gain insight about their students' familial obligations.
Effectiveness of Guided Inquiry-Based Mosiry E-Module on the Immune System in Improving Students&apos; Integrated Science Process Skills (SPS)
Author: Sulistyana, Yanti
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Process Skills,Inquiry,Electronic Learning,Skill Development,Student Improvement,Human Body,High School Students,Foreign Countries,Instructional Effectiveness,Science Instruction

Integrated Science Process Skills online learning cannot be taught optimally so learning media are needed that can teach integrated, interactive, and practical SPS. One such media is an e-module. This study aimed to determine the feasibility and effectiveness of Guided Inquiry-Based e-module, or Mosiry, in improving Integrated SPS of Class XI students in the Immune System subject. This research is a developmental research, using the 4D development design stages: 1) Defining; 2) Designing; 3) Developing; and 4) Disseminating. The sample was selected using a purposive sampling method. Data was collected by using observation, interviews, questionnaires, and pretest/post-test; and data was analysed based on media feasibility, and effectiveness analysis. The results of this study were that the Mosiry e-module is suitable for use as a learning medium for the Immune System and could improve students' SPS in the moderate category.
Student Perceptions of Online Examinations as an Emergency Measure during COVID-19
Author: Biccard, Piera
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Computer Assisted Testing,COVID-19,Pandemics,Distance Education,Access to Computers,Barriers,Test Length,Testing,College Students

This article explores student perceptions of writing online examinations for the first time during the COVID-19 pandemic. Prior to the pandemic, examinations at an open and distance learning institution in South Africa were conducted as venue-based examinations. From March 2020, all examinations were moved online. Online examinations were introduced as an emergency measure to adhere to safety and health protocols. Although students in developed countries have indicated benefits to online examinations, less is known about students living in the Global South when it comes to writing examinations online. Not enough is known about the benefits and challenges of online examinations since they were implemented as an emergency measure. We aimed at exploring student perceptions of writing online examinations for the first time, to improve examination processes by including student views. Through an analysis of 336 written responses to an open-ended question posed at the end of an online survey, we established that digital access, duration of the examination, and the examination system interface affected students' success in online examinations. Based on the findings, we recommend that students need to be given tools and data to participate in online examinations. Furthermore, students should be granted ample opportunity to practise writing online examinations while receiving the necessary support.
Thematic Construction of Digital Visual Arts: Implications for Digital Pedagogy
Author: Bañez, Richard Mendoza
Date: 2023-00-00
Type: Journal Articles
Subjects: Visual Arts,Art Products,Computer Uses in Education,Artists,Semiotics,Art Expression,Graphic Arts,Students,Foreign Countries

This paper attempts to describe the signifier choice of student artists in thematic representations of digital visual arts and determine its implications for digital pedagogy. Utilising a qualitative approach to research and covering a corpus of six digital artworks of student artists, the semiotic analysis utilising Peirce's (1991) sign modes showed the student artists' preference for mostly indexical and symbolic signifiers in thematic representations of Filipinos' resiliency to the pandemic. This signifier choice of student artists was influenced by their experience, family, self, other artists, and their initiatives for finding information and drawing inspiration from online sources, as revealed in the conducted Focus Group Discussion (FGD) with the participants. Moreover, the individual interviews with the participants demonstrated that the student artists' choice of signifiers served as a vehicle for expression, representation, and impression of ideas, themes, and abstractions dominating their artworks. This study calls for the integration of digital artmaking tools into pedagogy to provide opportunities for artistic expression and support diverse representation. Teachers can introduce various digital tools and platforms, create assignments that encourage creative experimentation, and foster a safe and inclusive classroom environment. Future research could explore the practical applications of digital pedagogy in visual arts education.
Disrupting White Hegemony: A Critical Shift toward Empowering Black Male Youth through Group Work
Author: Lopez-Perry, Caroline
Date: 2023-00-00
Type: Journal Articles
Subjects: Males,Middle School Students,Blacks,African Americans,Student Empowerment,Group Counseling,Racism,Racial Factors,Whites,Critical Race Theory,Cultural Influences,School Counseling,Models,Counseling Techniques

Despite the unique and pressing needs of Black male students in schools, there has been a significant gap in the availability of culturally responsive group counseling models to support and empower this population. In this commentary article, I discuss the theory and research underlying the ASE group model for Black male middle school youth. Drawing on Steen et al. (2023) use of Critical Race Theory for reconceptualizing the ASE group model, I expound on the concept of white hegemony in school counseling. School counselors may unconsciously impose white cultural norms and values on students, hindering the effectiveness of the ASE model. To counteract white hegemony, I propose several strategies for creating a more inclusive, healing, and growth centered group environment.
An Analysis of the Reconceptualizing the Achieving Success Everyday Group Counseling Model
Author: Day-Vines, Norma L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Intervention,African American Students,Males,Critical Race Theory,Middle School Students,School Counseling

This article provides an evaluation of Steen et al.'s (2023) systematic review of group counseling interventions with Black male students. The article highlights strengths of the review including the effort to center the specific and unique needs of Black male students, the avoidance of comparative frameworks, and the use of critical race theory as an organizing principle so researchers do not problematize Black boys, the social and cultural heterogeneity of Black boys. Recommendations for future research include the consideration of students' intersectional identities and studies that exhibit more methodological rigor.
Reconceptualizing the Achieving Success Everyday Group Counseling Model to Focus on the Strengths of Black Male Middle School Youth
Author: Steen, Sam
Date: 2023-00-00
Type: Journal Articles
Subjects: Middle School Students,Blacks,African American Students,Success,Counseling Techniques,Ability,Student Characteristics,Critical Race Theory,Intervention,School Counselors,Social Emotional Learning,College Readiness,Career Exploration,Self Concept,Journal Articles,Males,Public Schools,Models

Scholarship focused on Black male students in school counseling has been intermittent despite being well documented in the larger field of education and other disciplines. In this article, we conducted a systematic review of the school counseling literature that focused on Black male students. We used critical race theory (CRT) to examine the programs and interventions that have been published with Black male participants in school settings within the school counseling literature and examined the role that school counselors took when supporting Black male students' academic, social emotional, college and career identity development. We reconceptualize the Achieving Success Everyday (ASE) group model (Steen et al., 2014) and call for others to use the ASE group model to combat racism and foster Black excellence.
Information Communication Technologies, Artificial Intelligence, and Social Robotics: A Complex-Thinking Vector in Higher Education?
Author: Baena-Rojas, Jose Jaime
Date: 2023-00-00
Type: Journal Articles
Subjects: Information Technology,Artificial Intelligence,Robotics,Higher Education,Learning Activities

Various technological devices, especially information communications technologies (ICTs), have become increasingly remarkable in higher education to help develop students' skills and qualifications. Considering this trend, supported by several academic theories, this paper proposes a breakthrough guidebook for universities and other scholastic environments based on reasoning-for-complexity using mainly artificial intelligence (AI) and social robotics (SR). The current research provides the instructions to follow in a real class supported by AI and SR with a precise compendium of steps. On the one hand, this is done by reviewing previous studies on educational processes with AI and SR and synthesizing their findings to draw out common themes from the literature. These topics are categorized into clusters in the form of guiding questions that professors can use to prepare their classes. On the other hand, it describes the students' steps for completing the activities. These were developed with previous forms to establish different profiles and apply custom-made assessment activities. The final part of this paper involves a set of reflections regarding these two technological resources (AI and SR) to demonstrate their utility in education.
Tripartite Interconnection to Serve High Quality and Competitiveness of Vocational School Students in Industry
Author: Suryaman
Date: 2023-00-00
Type: Journal Articles
Subjects: Vocational High Schools,High School Students,Institutional Cooperation,Shared Resources and Services,Competition,Career Readiness,Foreign Countries,School Business Relationship,Industry,Vocational Training Centers

Most vocational high school (SMK) graduates do not have high financial competitiveness and are still unemployed, even contributing to the highest unemployment rate compared to graduates from other schools. This study aims to identify resource sharing between schools, vocational training agencies, and industry in preparing vocational high school graduates to be ready to work and highly competitive. The research design adopted by the study is qualitative research combined with percentage descriptive research. The study was conducted in Malang. The study subjects consisted of students, teachers, school principals, heads and staff of vocational training centers, and industrial managers who were used as places for industrial work practices. The study results show that vocational high schools cannot produce highly competitive graduates without job training institutions and large industries' support. Resource sharing in the form of laboratories, workshops, internships, and human resources should be made between vocational high schools, vocational training centers, and industry.
Exploring Student Teacher Perceptions on the Benefits of the Teaching Practicum
Author: Poveda García-Noblejas, Belén
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Practicums,Teacher Education Programs,Program Effectiveness,Early Childhood Education,Elementary Education,Foreign Countries,Intellectual Disciplines,Gender Differences,Student Satisfaction

This article examines student teacher perceptions regarding the benefits of the teacher education practicum. For this purpose, a cross-sectional study was performed using a questionnaire. Participants consisted of 455 students from the Early Childhood and Primary Education Degrees studying at a university in the Madrid community. The questionnaire was administered between the academic years of 2017/2018 and 2021/2022 (2019/2020 was excluded due to the pandemic), at the end of each practicum period of the 2nd, 3rd, and 4th year courses of the distinct teaching student cohorts. Results were analyzed based on a quantitative perspective, revealing relevant benefit and utility profiles, confirming that the variable that most modulates student perception is the Practicum period (finding lower scores for the intermediate practicum), followed by the gender variable, and finally, the Degree variable, which has the most stable results. These findings are discussed, highlighting certain proposals to improve teaching practicum programs, and to encourage a better knowledge of the teaching practicum in terms of its benefits and usefulness, considering the teacher candidate perspective.
Moving Learning: A Systematic Review of Mobile Learning Applications for Online Higher Education
Author: Rangel-de Lazaro, Gizeh
Date: 2023-00-00
Type: Journal Articles
Subjects: Handheld Devices,Computer Oriented Programs,Higher Education,Educational Technology,COVID-19,Pandemics,Technology Uses in Education,Educational Research,Research Methodology,Geographic Location,Periodicals,Distance Education,Electronic Learning

Technological revolutionary changes have boosted mobile learning's evolution from supplementary material for teaching to a flexible, strategic, and convenient resource, driving new paths in higher education. With global increases in wireless internet access and the advent of highly functional smartphones and tablets, which have impacted the rise in mobile device ownership, mobile learning has expanded its applications as a direct way to implement tailored learning settings. Notably, during the COVID-19 pandemic, together with other educational technologies, it became a solicited tool in remote education. In this systematic review, we will explore how educators and researchers have been documenting the development and impact of mobile learning tools in the teaching and learning process since the COVID-19 outbreak. Results show that, embedded with online higher education programs, mobile learning has empowered interaction in content creation, communication, and collaboration between learners and instructors, significantly impacting learning effectiveness. Moreover, although this technology is well established in higher education, it remains attractive for educators who actively use it because of its pedagogic potential.
University Teacher Credibility as a Strategy to Motivate Students
Author: García, Alfonso Javier
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Credibility,Teaching Methods,Student Motivation,College Faculty,Foreign Countries,Predictive Validity,Structural Equation Models

University students' motivation can be affected by several factors, one being their perceptions of teacher behaviour in the classroom. This study aimed to predict university students' state motivation from their perceptions of teacher credibility. The participants were 344 students from the University of Seville. A structural equation model was used with the partial least squares method (PLS-SEM), a technique based on variance, employed to test, and validate the proposed hypotheses. The results reveal, on the one hand, a positive effect of teacher credibility on state motivation and, on the other hand, that teacher credibility has predictive power and predictive relevance for state motivation. Likewise, there is evidence of predictive validity in that teacher credibility can predict values for new cases of state motivation. Strategies are provided for a university faculty to manage their behaviour in the classroom to increase their students' state motivation, highlighting the use of PLS-SEM as a data analysis tool suitable for application in higher education.
An Exploration of the Lived Experience of Informal Student Carers during COVID-19
Author: Blaksley, Daisy
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Caregivers,Student Role,Experience,Barriers,COVID-19,Pandemics,Time,Mental Health,Well Being,Student Responsibility,Income,Financial Support

Informal Student Carers (ISC) are students across the UK who provide unpaid care to a friend or family member needing support. We explored the lived experiences of ISCs and the challenges they faced throughout the COVID-19 pandemic. A scoping review, questionnaire-based survey and volunteer interviews were undertaken to identify the themes which predicate ISC's experience during the COVID-19 pandemic. Our research showed that a combination of financial concerns, time constraints, and the lack of visibility of student caregivers all contributed to this student group's poor mental health during the COVID-19 pandemic. Educational institutions have an obligation to be informed and support the unique and varied needs of ISCs.
Using Food Related Images to Explore Food Values and Belonging in University Staff and Students
Author: Wojadzis, Olga
Date: 2023-00-00
Type: Journal Articles
Subjects: Food,Values,College Faculty,College Students,Cultural Influences,Social Influences,Health,Environment,Individual Characteristics,Foreign Countries

Food has multiple roles within individuals' lives, with the potential to bridge gaps between different groups and enhance belonging. This project sought to explore through food-related images submitted by staff and students, the themes and values identified, and explore whether taking part enhanced belonging at university. Data were collected using a questionnaire and optional interviews. The questionnaire included information about demographics, food-related questions, and a link to upload a food-related image. University staff and students were invited to participate by email. A total of 23 staff and 67 students filled in questionnaires, and 13 interviews (4 staff and 9 students) were completed. Multiple themes were identified from the findings. These included food as an evocation of place, time and people; food in relation to tradition; the use of food to bring people together and to share, and food-related skills such as cooking and growing. Health and wider themes such as the environment and global warming were also highlighted. Demographic, study or work characteristics had little impact on either food-related beliefs and behaviours or sense of belonging at the institution. Participation increased sense of belonging in 39% of staff and 49% of student participants. Decrease in the sense of belonging was not observed.