ethanporcaro/eric-fulltext-meta huggingface dataset:
Connecting Experiences to Employability through a Meaning-Making Approach to Learning
Author: Reid, Andrea
Date: 2021-00-00
Type: Journal Articles
Subjects: Employment Potential,College Students,Education Work Relationship,Reflection,Research Universities,Experiential Learning,Transfer of Training,Nonformal Education,Recruitment,Holistic Approach,Learning Processes,Student Development,Foreign Countries

A key part of the student experience in the higher education context is employability. There is an expectation that universities will contribute to their students' employability and indeed they are measured on this contribution and are allocated funding based on it. Despite the importance of employability in higher education, it remains a complex and contested concept, often conflated with employment -- graduates in jobs and the roles they occupy -- and seen as a quantifiable outcome of the student experience. Where employability is understood as an individual's knowledge, capabilities, and personal attributes that make them more likely to gain employment and be successful in their professional lives, it is often framed by the discourse of skills. There are some employability models, however, that champion a more holistic view of employability and highlight the role that experiences play in individual employability development. This paper reports on the development of an institutional employability framework and reflective process in an Australian research-intensive university. The paper discusses the experiential learning theories that underpin the reflective process that supports students to understand and articulate employability learning, for framing narratives around the potential to contribute to an organisation for employment, and for the transfer of this potential to professional contexts. The framework and reflective process represent employability as a learning process through which students make meaning from their experiences and learning opportunities. This involves understanding the value of their experiences, how to articulate that value, and how to transfer it to workplace performance.
Graduates&apos; Employability Skills in East Africa
Author: Guàrdia, Lourdes
Date: 2021-00-00
Type: Journal Articles
Subjects: College Graduates,Employment Potential,Education Work Relationship,Career Readiness,Skill Development,Job Skills,Thinking Skills,Soft Skills,Competence,Labor Market,Knowledge Economy,Leadership,Foreign Countries,Stakeholders

This paper reports a study about the perceptions of the academic community, employers and civil servants regarding graduates' employability skills in East Africa. Specifically, it focuses on the mismatch between skills acquired in Higher Education (HE) and those in demand by employers, and explores factors influencing the situation. A mixed method approach was implemented including a survey and a set of focus groups. The questionnaire on employability skills was distributed among regional stakeholders attending the Open Day events organised by three East African HE Institutions. A Principal Components Analysis was applied for the categorisation of the most in-demand skills and the identification of four major workplace skill sets. To gain further insights into the stakeholders' perceptions of the graduate employability skills gap, 11 focus groups were organised at the same universities. The general results showed that employability skills were mostly perceived as insufficiently developed during the students' progress in their programs. The final results enabled a better understanding of the nuanced relationship between labour market valuation and graduates' acquisition of each skill set. It also allowed us to identify problems and barriers, and suggest possible solutions to overcome the shortcomings experienced by the sub-Saharan HE system.
The Perceptions of Culturally Diverse Graduate Students on Multicultural Education: Implication for Inclusion and Diversity Awareness in Higher Education
Author: Doucette, Brenda
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Diversity,Doctoral Students,Student Attitudes,Attitude Change,Transformational Leadership,Multicultural Education,Educational Change,Inclusion,Social Justice,Critical Theory,Cultural Awareness,Theory Practice Relationship,Barriers,Educational Administration,Leadership Training

Multicultural education improves educators' understanding of the complexities of different cultures and the inherent intersectionality of race, gender, class, and exceptionality to liberate students from oppressive structures within society. The purpose of this study is to illuminate the perceptions of educational leadership graduate students regarding multicultural education and transformative leadership through the lens of critical pedagogy. During this qualitative case study, the researchers used course materials, including discussion and responses, book reviews, and presentations, to answer these research questions: What factors drove the graduate students to want to seek out further experiences for them or their students with multicultural education? What did the participants perceive as potential barriers to influencing educational reform? In what ways did the perceptions of the graduate students regarding multicultural education change over the course of a semester? Three themes emerged from the analysis, the illusion of inclusivity, cultural awareness, and the disconnection between theory and practice. This research could impact current and potential future educational leaders and provides information that would benefit school districts, teachers, and students.
French PhDs Employed in the Private Sector: The Signal Effect of Chaotic Pathways
Author: Calmand, Julien
Date: 2018-03-00
Type: Journal Articles
Subjects: Doctoral Degrees,Employment,Private Sector,Career Development,Longitudinal Studies,Graduates,Foreign Countries,Labor Market,Education Work Relationship,Employment Patterns,Intellectual Disciplines

This paper deals with the question of French PhDs' career trajectories and especially those that lead to private sector employment. Using quantitative longitudinal survey &quot;Génération&quot; from Céreq, which allows observing professional pathways over the first five years of working life, it shows that for PhDs graduated in 2010, public-sector research remains the main opening. There are few career paths leading to private sector, and PhDs employed in firm found their job at a very early stage in their working life. Data analysis and econometrics methods find that thesis conditions, professional expectations, and early pathways are a key determinant to employment in firms.
How Middle School Curriculum in Chongqing Portrays Chinese Socialism
Author: Miller, Peter
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Students,Social Systems,Political Attitudes,Political Science,Comparative Education,Cultural Differences,Foreign Countries,Curriculum,Partnerships in Education,Teacher Education Programs,Teacher Attitudes,Cultural Awareness

This project is contextualized in Shijing Xu and Michael Connelly's (2013- 2020) SSHRC Partnership Grant Project, Canada-China Reciprocal Learning in Teacher Education and School Education. The goal of the SSHRC Partnership Grant Project is to compare Canadian and Chinese education in such a way that the cultural narratives of each provide frameworks for understanding and appreciating educational similarities and differences (Xu &amp; Connelly, 2017). The overall goal centers on reciprocal learning in teacher education between Canada and China. Xu and Connelly (2017) emphasize research that focuses on centering the voices of teachers in both Canada and China. This work seeks to help the project by providing data on China's politics curriculum to create a better understanding of China's education system, and to gain some insight into the hopes and dreams of Chinese politics teachers.
Impact of Higher Education Policy on Private Universities in Japan: Analysis of Governance and Educational Reform through Survey Responses
Author: Yamada, Reiko
Date: 2018-03-00
Type: Journal Articles
Subjects: Higher Education,Educational Policy,Neoliberalism,Private Colleges,Governance,Administrative Organization,Trend Analysis,Educational Finance,Resource Allocation,Corporations,Financial Support,Accountability,Self Evaluation (Groups),Foreign Countries,Educational History,School Location,School Size,State Universities,Policy Analysis

Japanese higher education policy since the 1990s has been more economic-centered and neo-liberal in nature than previous policy and is characterized by both governmentalism and managerialism. It is widely known that operating grants for national universities have been reduced since they became national university corporations. At the same time, government control of private universities has increased, as evidenced by the new framework for providing financial assistance to private universities. Notable trends in Japanese higher education policy can be summed up by keywords such as &quot;financial allocation cutbacks within higher education,&quot; &quot;accountability,&quot; and &quot;assessments&quot;. A 2013 survey conducted by The Promotion and Mutual Aid Corporation for Private Schools of Japan reveals that private universities' assessments of their own financial situations differ depending on the size, history, location, and fields of study represented at the university and that various inequalities exist between public and private institutions and among private institutions.
Doing as the Trees Do: Two Femmes of Color Resisting Institutional Violence
Author: Rodríguez, Briana K. N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Advising,Faculty Advisers,Teacher Student Relationship,Racial Bias,Doctoral Students,College Faculty,Indigenous Knowledge,Autobiographies,College Environment,Resistance (Psychology),Coping,Spiritual Development,Minority Groups,Figurative Language

Relationships, such as the advisee/advisor relationship, in academia are typically taught to be used as a resource (a commodity) for the advancement of one's career. Problematizing the advising relationship draws attention to the inherent hierarchies and violence an advisor may perpetuate. In this article, we explore our resistance and healing from EuroAmerican epistemologies in hopes of building a present and future that honors our wholeness and wellness. We examine our relationship, through an autoethnographic duet, drawing on Maya cosmology and inviting our Tree relatives to guide us in understanding how we might be well together.
Can We Write about Black Life? Refusing the Unquenchable Thirst for Black Death in Education
Author: Mustaffa, Jalil B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Blacks,Racial Bias,Higher Education,Cultural Influences,African American Students,Student Experience,School Personnel,Inclusion,Equal Education,Equal Opportunities (Jobs),College Environment,African American Culture,Activism

I first describe the Black scholarly dilemma to set up the reader for how spirit murder happens subtly and the ways, I argue, centering Black life can restore our spirits. Through meditating on the existing literature, I argue that exclusion and marginalization are not the primary indicators of spirit murder in the education field or the academy. Then, I offer my theory of Black lifemaking as an analytical pathway to shift from seeking redress in sites of education to centering Black life as always generative. In conclusion, I outline a call to action for Black scholars to practice an abolitionist praxis that divests from meritocracy and clings to the margins.
Attempted Spirit Murder: Who Are Your Spirit Protectors and Your Spirit Restorers?
Author: Revilla, Anita Tijerina
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Bias,Racial Discrimination,Emotional Response,Psychological Patterns,African Americans,Blacks,Minority Groups,College Environment,Females,LGBTQ People,Indigenous Populations,Activism,Coping,Violence,Social Bias,College Faculty,Spiritual Development

This essay examines Patricia William's concept of spirit murder (1991) as she details the ways that racism and other forms of discrimination have devastating spiritual and emotional long-term impacts on the individual and collective psyche of Black people and other marginalized people in the U.S. I connect William's concept of spirit murder to two other concepts I refer to as spirit protectors and spirit restorers. I argue that people who have been targeted by attempted spirit murder in the academy have either internalized the practice of spirit murder and become spirit murderers themselves, or they have resisted and survived attempted spirit murder in the academy by banding together, protecting each other, and creating spirit restorative teams. Peers, mentors, family, and/or community members have often transformed themselves into spirit protectors and spirit restorers. I pay respects particularly to women, queer people, muxeristas, jotería, and Black Indigenous People of Color, activists, and/or scholars who have been my spirit protectors and restorers.
Initial Training of Primary School Teachers: Development of Competencies for Inclusion and Attention to Diversity
Author: Arvelo-Rosales, Carmen Nuria
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Elementary Education,Undergraduate Students,Student Attitudes,Student Characteristics,Teacher Competencies,Inclusion,Attention,Student Diversity,Skill Development,Professional Development,Teamwork,Gender Differences,Foreign Countries

Teachers need to be prepared to attend to all learners regardless of their abilities or needs. This implies that future teachers must develop, throughout their initial training, the necessary competencies to provide inclusive education to all students. The aim of this research was to analyze the level of development of competencies related to inclusion and attention to diversity among university students of a degree in primary education. Based on the project developed by the European Agency for Development in Special Needs Education (EADSNE) on the profile of the inclusive teacher, an ad hoc survey was prepared based on the four fundamental competencies proposed: valuing student diversity, supporting all students, working as part of a team, and developing one's professional and personal qualities. This survey was administered to 440 students of the degree in primary education from the University of La Laguna (San Cristóbal de La Laguna, Spain). The results showed a positive development of the four competencies, with a higher development of the competencies of continuing professional development. It was also found that the students had the knowledge, skills, and attitudes necessary for promoting inclusion and encouraging attention to diversity in their classrooms.
Blending Academic and Professional Learning in a University Course for Future E-Learning Specialists: The Perspective of Company Tutors
Author: Amenduni, Francesca
Date: 2021-00-00
Type: Journal Articles
Subjects: School Business Relationship,Teacher Education,Instructional Design,Electronic Learning,Computer Mediated Communication,Tutors,Blended Learning,Foreign Countries

Blended learning usually refers to the combination of online/offline instructional methods. In this paper, we describe a university course in &quot;E-learning Psychology&quot; designed to blend not only modes of teaching, tools, and media, but also learning contexts; specifically, academic and professional contexts. To achieve an effective blend of learning contexts, students were monitored by academic and company tutors through an instant messaging app (WhatsApp). The unique contribution of the company tutor to the blending of academic and professional contexts is explored. By qualitatively analyzing (i) process data (four WhatsApp log chats) and (ii) self-report data (interviews with six company tutors), we found that the company tutor contributed to both the traditional blended dimension (mixing online and offline) and to the blend of the academic and professional contexts. When company tutors participated in the chat, students moved from an organizational dynamic, featuring chats monitored by only the academic tutor, toward a more collaborative and reflective dynamic. The company tutors considered the opportunity to blend academic and professional contexts as the best aspect of the course for both themselves as educators/company representatives, and for the students. This paper offers insights into the ongoing discussion about what blended is--or should be--and the role of company tutors in blending educational contexts.
Critical Sisterhood Praxis: Curating a Woman of Color Feminist Intervention for Spiritual Reclamation in the Academy
Author: Reynolds, Aja D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Religious Factors,Spiritual Development,College Faculty,Women Faculty,Minority Group Teachers,Self Concept,Feminism,Sustainability,Teaching Experience,Praxis

&quot;Sis, but how is your spirit, though?&quot; This is a question we ask each other often, an inquiry that grounds us in the spiritual restoration that is necessary for our survival. We are women of color (WOC) academics trying our best to be well. As sisters first, and scholars second, our Critical Sisterhood Praxis demands that we show up on this page how we show up for each other--with unapologetic authenticity, compassionate care, and sacred intention. As we write within and beyond academia's constraints, we reimagine what is possible for radical feminist scholarship written with our healing at the center. As we map our educational journeys of spirit murdering, we embody a collective effort of spiritual sustainability by affirming for ourselves that it is possible to be whole within and despite the academy.
We Deserve More than This: Spirit Murdering and Resurrection in the Academy
Author: Wright-Mair, Raquel
Date: 2021-00-00
Type: Journal Articles
Subjects: Minority Group Students,College Students,Cultural Awareness,Culturally Relevant Education,College Faculty,Minority Group Teachers,Racial Bias,Ethnicity,Coping,College Environment,Feminism

Spirit murdering in the academy is pervasive and the impacts on racially minoritized populations are far-reaching and lasting. As Love (2016) notes, spirit murdering is built upon an academic culture that openly embraces racism, at the expense of the minds, bodies, and souls of racially minoritized faculty and students. Over time the spirits, bodies, and minds of Black and Brown people are slowly etched away at and damaged many times beyond repair. Spirit murder takes various forms as we highlight- in the classroom, through the politics of research and service, expectations, and presumed incompetence. This manuscript discusses the ways that spirit murder manifests and underscores the significant and sometimes irreparable damage that occurs when racially minoritized faculty and students have to navigate constant attacks on their minds, bodies, and spirits as they navigate an academy not intended for them in the first place. The manuscript highlights how context matters and how refuge for survival is often found in others enduring the same pain. Moreover, the manuscript provides a call to action for higher education stakeholders to reflect on the systemic and pervasive nature of racism, and work towards disrupting the racist academy, as well as eliminate the culture of toxicity that breeds and promotes spirit murdering.
The Effect of STEM-Based Robotic Applications on the Creativity and Attitude of Students
Author: Tiryaki, Aydin
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Robotics,Instructional Effectiveness,Science Instruction,Creativity,Career Choice,Problem Solving,Student Attitudes,Grade 7,Electronic Equipment,Secondary School Students,Creative Thinking,Science Interests,Foreign Countries

In the present study, the effects of STEM-based robotics applications on students' creativity and scientific attitudes in the Electricity Unit of 7th grade have been investigated using the mixed method's nested pattern. Sixty students, 30 of whom are the experimental group and the other 30 constitute the control group, attending a post-school course in Istanbul in the 2018-2019 academic year, participated in two weeks of pre-applications and four weeks of applications. TOSRA measured attitude towards science, and the &quot;Torrance Creative Thinking Test&quot; to measure creativity was applied as pre and post-test. The data gained from the tests were analyzed with SPSS 21. In addition, semi-structured interviews' data were analyzed by using content analysis. As a result, it was observed that STEM-based robotics applications significantly increased students' creativity and attitudes towards science. Interview findings show that students enjoy using STEM applications that contain applications instead of theoretical knowledge. Using robotic and complex software materials to solve daily life problems, they felt like scientists during the practices, and the applications affected their future career choices.
The Effect of Implementation of Inquiry-Based Learning with Socio-Scientific Issues on Students&apos; Higher-Order Thinking Skills
Author: Qamariyah, Sitti Nurul
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Instructional Effectiveness,Science Instruction,Chemistry,Science and Society,Scientific Literacy,Introductory Courses,College Freshmen,Thinking Skills,Skill Development,Problem Solving,Critical Thinking,Foreign Countries

This study investigates the effect of inquiry-based learning with socio-scientific issues on students' higher-order thinking skills in the first year based on chemistry topics. This study used a quasi-experiment design as a method. A sample of 96 students in three classes was selected and was divided into two groups. An experimental group used two classes (68 students) that received the instruction by inquiry-based learning with socio-scientific issues, while the control group (28 students) received instruction using verification learning. The data were collected using pretest and post-test. The results were analyzed using SPSS 16.0 for windows software by employing ANOVA and effect size. This study showed that the experimental groups have a higher score in Higher Order Thinking Skills than the control group students, and there was a significant difference between the experimental groups and the control group with a large effect size. Thus, this study concluded that inquiry-based learning with socio-scientific issues helps conduct the classroom's learning strategies to improve students' higher-order thinking skills.
The Mastery of Technological, Pedagogical, and Content Knowledge among Indonesian Biology Teachers
Author: Paidi
Date: 2021-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Mastery Learning,Teacher Competencies,Teacher Certification,Correlation,Educational Attainment,Educational Background,Science Teachers,High School Teachers,Public Schools,Biology,Foreign Countries

The mastery of Technological Pedagogical Content Knowledge (TPACK) is very important for teachers in order to achieve qualified learning. Analyzing the mastery of TPACK by teachers in Indonesia seems to be imperative to provide baseline data to Indonesian government. This study aimed to examine the mastery of TPACK, in particular among biology teachers in terms of their teacher certification status, educational level, and academic background. This research involved 68 biology teachers obtained through proportional random sampling in five districts of Yogyakarta Special Region, Indonesia. The data collection was conducted through a multiple-choice test consisting of 33 items. The results showed that although the teacher's mastery of TPACK was categorized as fair (60.13), it does not meet the work performance standards as a good teacher in Indonesia which has a minimum score of 76.00. Using Mann Whitney U and Kruskal Wallis Tests (p&lt; 0.05), the evidence revealed that the mastery of TPACK among biology teachers is likely influenced by the academic background, educational level, and teacher certification status.