ethanporcaro/eric-fulltext-meta huggingface dataset:
On the Association between Academic Studies and Professional Training--The Case of School Counseling: Do Academic Studies Train School Counselors for Their Work, as Perceived by Them Retrospectively?
Author: Heled, Einat
Date: 2022-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Attitudes,Education Work Relationship,Foreign Countries,Masters Degrees,Masters Programs,Professional Identity,Counselor Training,Professional Development,Self Efficacy,Student Satisfaction,Work Experience,Career Readiness

In the current study we sought to examine how school counselors in Israel, who have worked in the profession for several years, evaluate the association between academic studies and the professional training they received during their Master's degree in school counseling. Fifteen school counselors were interviewed regarding their Academic courses, Practical training, enjoyment of one's studies, what is missing in the training process and their experience of entering the role after the academic studies. Retrospectively, the research findings showed that the academic program was not compatible with practical training for the counselor's actual work, as perceived by the school counselors. The results also showed that many changes must be made in Master's degree programs to better train school counselors for their job. The findings of the current study reinforce the inconsistent and vague definition of the school counselor's job and accentuate the many years of academic training that is not adapted to the school counselor's role.
Aligning the Purpose, Function &amp; Mission of a Historically Disadvantaged Public South African University: The Case of the University of Venda
Author: Simpson, Peter
Date: 2021-00-00
Type: Journal Articles
Subjects: Alignment (Education),Institutional Mission,Disadvantaged Schools,Public Colleges,Foreign Countries,Global Approach,Educational Change

Higher education institutions (HEIs) are under pressure to internationalize their campuses through increasing study abroad offerings and international student recruitment. The internationalization of higher education (HE) however, has mostly been theorized from a Euro-American perspective, often not taking into account actors in periphery contexts. This paper highlights the role of an emergent voice within the field that relies on its third mission to balance transnational pressures to internationalize and local demands for equity. Drawing on insights from a mixed-methodology case study at a historically disadvantaged public South African university, it is argued this institution's reliance on non-academic stakeholders within their internationalization decision-making processes, holds together these imperatives.
Asia/Europe Inter-University Cooperation in Higher Education: The Case of Tuning Central Asian Higher Education Area (TuCAHEA)
Author: Anafinova, Saule
Date: 2021-00-00
Type: Journal Articles
Subjects: International Cooperation,Educational Cooperation,Constructivism (Learning),Case Studies,Alignment (Education),Foreign Countries,Higher Education,Capacity Building,Communities of Practice,Doctoral Programs,Doctoral Students,International Relations,Specialists,Geographic Regions,Curriculum Development

The ongoing dissertation investigates the EU-funded Tuning Central Asia initiative, which aimed to support curriculum convergence in higher education in five Central Asian countries. The Tuning Central Asian Higher Education Area (TuCAHEA) initiative is selected as a successful case of an inter-regional project that helped to prepare the ground for further higher education regionalization in Central Asia in the period between 2012 and 2016. The study adopts the constructivist paradigm from International Relations and Deductive Qualitative Analysis as research designs and data analysis methods. This is a simultaneous qualitative case study, in which data is gathered by means of semi-structured interviews and qualitative content analysis of scholarly publications by European and Central Asian members of the Tuning community. The concept of epistemic community is applied to understand the role of academic experts in higher education regionalization. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2021.]
Professionalization of Virtual Education Abroad: Where Are We in the Innovation-Decision Process?
Author: Feld, Susanne
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Study Abroad,COVID-19,Pandemics,Online Courses,Program Development,Outcomes of Education,Program Design,Educational Innovation

The COVID-19 pandemic upended the Education Abroad (EA) field when inperson programming and travel became impossible. In order to continue offering international experiences to students, many universities and organizations developed virtual EA offerings (VEA). This article presents data from a study that examined educators' experiences creating, facilitating, and administering these programs through a qualitative survey and optional follow-up semistructured interview. Including the reflections of 51 EA practitioners, the data reveal positive outcomes and strong support for the continuation of VEA even post-pandemic; the implications of this research are that VEA is an important part of an EA organization's portfolio and merits additional research. Using Sahin's application of Rogers' Theory of Diffusion of Innovations on incorporating technology into education, this paper considers what stage EA stakeholders are at now in the process of accepting the use of the virtual space in the field.
Sustainability in U.S.-China Higher Education Collaborations: The Case of GUFE-WMU Joint Institute
Author: Zhang, Yuqian
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Intercollegiate Cooperation,International Cooperation,Sustainability,Partnerships in Education,Cultural Differences,Higher Education,Global Approach

U.S. and Chinese universities have engaged in four decades of collaboration since the late 1970s, but these partnerships are subject to potentially irregular forces. Only long-term sustainable partnerships have the potential to develop into reciprocal relationships that establish &quot;negotiated space&quot; around cultural differences. This paper utilizes a qualitative single case study design to explore the factors contributing to the long-term sustainability of U.S.-China higher education partnerships. The findings indicate that a set of essential enablers must be in place to foster long-term and sustainable global partnerships: Leadership, faculty and staff engagement, and policy support. International partnerships must be responsive to the changing needs of the students, faculty, and administrators and to external political, economic, and ideological factors. Critical to the sustainability of any long-term partnership is a shared commitment by both institutions.
The Growth of Academic Identity in the Early Career Stage in Chinese Higher Education
Author: Liu, Jiajie
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Concept,Professional Identity,College Faculty,Career Development,Teacher Attitudes,Beginning Teachers,Faculty Workload,Ethnography,Educational Change,Work Environment,Faculty Development,Foreign Countries,Phenomenology,Knowledge Economy,Global Approach,Higher Education,Comparative Education,International Education

This doctoral study explores how early career academics experience their sense of belonging to the academic profession and how they experience the teaching research nexus during the transition of their institution from a teaching- to a research-led environment with an ethnography-informed phenomenology approach. Moreover, it examines the complexity of the transition and the role that ECAs play in the university repositioning. This study seeks to place the investigation in a broader frame of social and cultural analysis to go deep into the everyday experiences of the ECAs around issues of their sense of identity, as well as their ways of connecting and bringing about changes in their work communities during a changing environment. It will shed light on scholarly debates on the growth of academic identity in the early career stage and faculty development in China. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2021.]
The Influence of Institutional Autonomy Policy on Internationalization of Higher Education: A Case Study in Vietnam
Author: Le, Anh Thi Hoai
Date: 2021-00-00
Type: Journal Articles
Subjects: Institutional Autonomy,International Education,Higher Education,Educational Policy,Administrator Attitudes,Vietnamese People,Educational Change,Social Systems,Social Change,Knowledge Economy,Global Approach,Foreign Countries,Case Studies,Political Influences,Decision Making,State Universities,Administrative Organization

In this paper, I explore the enactment of institutional autonomy policy as a reform strategy to support the internationalization of higher education in Vietnam. The autonomy policy signifies the transfer of decision-making authority from the ministries to public universities so that university leaders can decide on matters of teaching, research, finance, personnel, and international cooperation. I draw on neo-institutionalism to gain insights on the enactment of autonomy policy and use thematic analysis to analyze data which include documents and interviews with senior leaders at one Vietnamese university. The findings indicate that while the autonomy policy has facilitated internationalization agendas with significant outcomes for teaching and research, the policy has been enacted through the interactions of Vietnam's political features and foreign values. The paper contributes to the understanding of higher education reform in centralized contexts of Vietnam and other post-Soviet countries in response to the influences of the globalized knowledge economy. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2021.]
Un(Bundling) the Black Experience at PWIs: Using Assets-Based Frameworks to Explore the Lived Experiences of Black Sub-Saharan African-Born Graduate Students in STEM
Author: Woods, Johnny C., Jr.
Date: 2021-00-00
Type: Journal Articles
Subjects: Blacks,African American Students,Graduate Students,STEM Education,Whites,Racial Composition,Student Experience,College Environment,Cultural Capital,Family Environment,Background,Coping,Foreign Countries,Immigrants,Foreign Students,Academic Persistence,Family Influence

This article is a research summary of a dissertation in progress that explores the experiences of Black Sub-Saharan African-born (BSSA) graduate students pursuing degrees in the STEM fields at a predominantly white institution (PWI). This includes meaning-making of their experience with the campus climate at PWIs from BSSA graduate students' community cultural wealth, familial background, and other funds of knowledge in their educational journey and academic success. Hence, the study is guided by complementary theoretical frameworks that shed light on the assets of BSSA graduate students as they navigate challenging educational environments such as STEM departments and PWIs. The preliminary results of the study are presented along with implications of the research.
Youth Aspirations and Experiences: A Case Study of Alternative Higher Education Programs Offered by an NGO in Malawi
Author: Nkhoma, Andrew Achichizga
Date: 2021-00-00
Type: Journal Articles
Subjects: Nongovernmental Organizations,Foreign Countries,Higher Education,Access to Education,Academic Aspiration,Youth,Nontraditional Education,At Risk Persons,Vocational Education,Student Experience

Malawi struggles with youth access to higher education. Up to 60% of eligible university candidates may not be accepted, while less than 1% of Malawi's qualified cohort get enrolled in some form of tertiary education. This paper reveals youth's experiences in alternative higher education programs and show if the programs align with their aspirations, prepare them for lives that they have a reason to value and enhance their wellbeing. The broader Ph.D. study from which this paper stems used a qualitative case study based on the views of youth from a selected NGO. Limited explorations and knowledge on whether alternative higher education programs offered by NGOs for youth who fail to access university in Malawi meet the youth's aspirations; the paucity of such studies in Malawian higher education necessitated empirical research on this topic. The paper uses the capabilities approach as a conceptual framework to refine it within higher education.
A Critical Study of Chinese International Students&apos; Experiences Pursuing American Higher Education in the Age of Trump and COVID-19
Author: Yu, Jing
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Student Experience,College Students,Political Issues,Presidents,COVID-19,Pandemics,Racial Bias,Resilience (Psychology),Student Attitudes,Social Justice,Activism,Race,Ideology,Propaganda

This article consists of two study areas, examining Chinese international students' experiences pursuing American higher education in the Age of Trump and COVID- 19. Despite different issues explored in each area, these issues have a common theme of better understanding the current generation of Chinese international students against the backdrop of Sino-US tensions, the global pandemic, and anti- Asian racism in the US. Drawing on theories in international education, the first area stresses the role of human agency and demonstrates that Chinese students tend to live and study resiliently amid current heightened uncertainties. The other one focuses on how Chinese international students perceive race and racism in the US. Through semi-structured interviews and follow-up text exchanges at the climax of two anti-racist US social movements, the Black Lives Matter and Stop Asian Hate, the findings reveal that Chinese students held contrastive views on race and racism before and after their arrival, due to the disjuncture between ideological indoctrination in the home country and experiential exploration in the host country. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2021.]
Predicting Cognitive Presence in At-Scale Online Learning: MOOC and For-Credit Online Course Environments
Author: Lee, Jeonghyun
Date: 2022-03-00
Type: Journal Articles
Subjects: Online Courses,Models,Thinking Skills,Computer Mediated Communication,Group Discussion,Student Participation,Learner Engagement,Outcomes of Education,Artificial Intelligence,Communities of Practice,Inquiry,Asynchronous Communication,Natural Language Processing,College Students,Higher Education,Academic Achievement,Predictor Variables

In this study, we work towards a strategy to measure and enhance the quality of interactions in discussion forums at scale. We present a machine learning (ML) model which identifies the phase of cognitive presence exhibited by a student's post and suggest future applications of such a model to help online students develop higher-order thinking. We collect discussion forum transcript data from two online courses: CS1301 (an introductory computer programming MOOC) offered by edX and CS6601 (a graduate course on artificial intelligence) which uses the Piazza online discussion tool. We manually code a random sample of students' posts based on the Community of Inquiry coding scheme and explore trends in cognitive presence within and across the courses. We further use this coded data to analyze the relationship between students' observed cognitive presence and course grades. In terms of testing and building an ML model, we use a Bidirectional Encoder Representations from Transformers model that uses a deep learning technique to train large text corpus and fine-tune the language model. Our results suggest that deeper cognitive engagement with course concepts, as expressed by higher cognitive presence, are associated with better learning outcomes for students in both course settings. Our ML approach achieves 92.5% accuracy on the classification task, motivating the use of ML for instructional interventions in online courses. We expect that our research study will not only contribute to extending the literature on cognitive presence but also have a beneficial impact on online instructors or curriculum developers in higher education.
Relationships between Connectedness, Performance Proficiency, Satisfaction, and Online Learning Continuance
Author: Tseng, Hungwei
Date: 2022-03-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Academic Achievement,Student Satisfaction,Electronic Learning,School Holding Power,Intention,College Students,Self Efficacy

Maintaining momentum is vital in terms of how soon students can complete a program, especially for those who are in the early stage of taking online courses. This study attempted to extend the existing literature by examining the influence of online students' perceived sense of connectedness, performance proficiency, and satisfaction on their intentions to continue an online learning course. A quantitative survey approach was adopted to test our hypothesized structural model. Three hundred and sixty-nine students who had taken fewer than three fully online courses participated in this study. The results revealed that three out of four testing hypotheses were all supported at the 0.01 significance level, and one of the path coefficients indicated that online students' confidence in their ability or competency to perform academic tasks did not directly influence their intention to take future online courses. Instead, the influence of performance proficiency on online learning continuance intention was mediated through the factor of satisfaction. In addition, satisfaction was found to have a significantly direct impact on online learning continuance intention, suggesting that when students taking online courses are satisfied with their online learning experience, the likelihood for them to continue taking other online courses is higher.
Shared Metacognition in a Community of Inquiry
Author: Garrison, D. R.
Date: 2022-03-00
Type: Journal Articles
Subjects: Metacognition,Communities of Practice,Barriers,Teaching Methods,Cognitive Processes,Direct Instruction,Evaluation Methods,Inquiry,Planning,Measures (Individuals)

The article begins with a review of the shared metacognition construct and its function within the Community of Inquiry theoretical framework. The primary focus of the shared metacognition construct is the role of learners to take responsibility and control for monitoring and managing learning in a community of inquiry. Pragmatic challenges are explored through an analysis of recent research and a discussion of implementation issues. It is emphasized that shared metacognition is shaped by the teaching presence construct (planning, facilitation, and direction instruction) and its overlap with cognitive presence operationalized by the phases of the Practical Inquiry model (problem defining, exploration, integration, and resolution). The manuscript concludes with a discussion of the potential for future research associated with shared metacognition and the use of a quantitative shared metacognition questionnaire.
&quot;Simplicity Is Key&quot;: Literacy Graduate Students&apos; Perceptions of Online Learning
Author: Van Wig, Ann
Date: 2022-03-00
Type: Journal Articles
Subjects: Literacy,Graduate Students,Online Courses,Electronic Learning,Student Attitudes,Masters Programs,Self Efficacy,Technological Literacy,Technology Uses in Education,Curriculum Design,Learner Engagement

Even before COVID-19, literacy graduate coursework was increasingly offered online, replacing the traditional campus-based courses This study investigated how graduate literacy students perceive coursework in an online learning environment. This understanding is important because (a) student perceptions regarding online learning are critical to motivation and learning; and (b) faculty designing courses need to consider student voice in course development. This survey research queried literacy master's degree candidates their perceptions prior to and after taking online classes, their confidence levels using technology, and about the technological tools that have impacted their learning. Results indicated initial perceptions of online learning changed positively after engagement in coursework, but course design influenced collaboration and engagement. Statistical significance was found in changes in initial perceptions of online learning to a more positive overall feelings toward online learning. The results of this study raise important considerations for implementing online coursework for literacy graduate students.
Flexibility Is Key: Co-Creating a Rubric for Programmatic Instructional Assessment
Author: Hobscheid, Maya
Date: 2022-06-00
Type: Journal Articles
Subjects: Scoring Rubrics,College Students,Student Evaluation,Library Instruction,Academic Libraries

This paper describes a project undertaken at Grand Valley State University in which a co-creative model was used to develop a rubric for assessing student learning in library instruction. It outlines the design process as well as the training and support provided throughout implementation. It concludes with the authors' reflections on the successes and challenges of the process and provides recommendations for future projects.
The Challenges of Remote K-12 Education during the COVID-19 Pandemic: Differences by Grade Level
Author: Leech, Nancy L.
Date: 2022-03-00
Type: Journal Articles
Subjects: Elementary Secondary Education,School Closing,COVID-19,Pandemics,Instructional Program Divisions,Barriers,Distance Education,Online Courses,Adjustment (to Environment),Elementary School Teachers,Secondary School Teachers,Learner Engagement,Student Motivation,Educational Technology,Technology Uses in Education,Parent Role,Stress Variables

The transition to remote teaching in K-12 schools during the spring of 2020 as a result of the coronavirus pandemic (COVID-19) presented new challenges to teachers across the United States. This survey-based mixed methods study investigates these challenges, as well as differences by grade level, to better understand teachers' experiences remote teaching. A total of 604 teachers who had completed the survey were included in this study. Findings indicate that some challenges were experienced by teachers across grade levels, with common challenges including student engagement, adjusting curriculum to the remote format, and the loss of the personal connection of teaching. Differences were also found by grade level, with elementary teachers struggling more with varying attitudes of parents regarding remote learning and adjusting their curriculum to an online format, and secondary teachers more often reporting student engagement and a general feeling of being lost or unsupported in their teaching as challenges. These challenges provide important context around the experience of remote teaching, as well as what supports teachers need to continue remote teaching.