ethanporcaro/eric-fulltext-meta huggingface dataset:
What We Can Learn from Intergenerational Collaboration in Research?
Author: Maslo, Irina
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Research,Intergenerational Programs,Age Groups,Cooperation,Best Practices,Foreign Countries,Career Development

The purpose of this biographical paper is to reflect generational changes in the landscape of educational sciences during the last 20 years. Rapid change within the educational science generations on the one hand, and in the gap between the research-generations has been observed in the last years at the international level. Despite this fact, the intergenerational collaborative research has had impact on carrier advancement of younger research generations. Therefore, this paper aims to find out the evidence on what we can learn in intergenerational research collaboration. The theoretical background of the current paper is based on the human collaboration concept in the form of transfer and transforming the best practice patterns and developing self-experience with new knowledge, skills, and attitudes (špona, 2018: 18). The ethnomethodology of ex-post-facto 'inner-dialogue' was chosen to find answers to the research question, targeted on reflecting on collaboration as social life impact on selected different researcher generation cases with the career advancement from school teacher to scientific institute director as a method of analysis of the human collaborative practice of perceiving people, places and events as &quot;categories&quot; of &quot;collaboration,&quot; and to use these to explain collaborative actions. The evidence of scientific, social and practical impact of intergenerational collaboration, and the sustainability of collaborative research will be explained, based on experience with the excellent team of West-Timisoara University. Biographical intergenerational collaboration stories of three research generations have impacted research career advancement and will contribute to the international discussion on what we can learn from intergenerational collaboration in research.
Erasmus Mobilities and European Identity -- An Exploratory Incursion
Author: Cojocaru, Cristina
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Mobility,Self Concept,Foreign Countries,Exchange Programs,Study Abroad,Educational Experience,International Cooperation,Educational Cooperation,Educational Policy,Case Studies,Higher Education,Socialization,Correlation,Global Approach,Citizenship,Outcomes of Education,College Students

The Erasmus programme - EU's flagship student exchange programme -- has drawn more and more scholarly attention in the last decades, proportionally with its expansion. In this context, the link between an Erasmus experience abroad and European identity has also been explored by a series of studies. This paper aims to &quot;zoom in&quot; on this matter through a review of the literature that deals with this topic, touching also upon some of the relevant theories and policy documents for the study of this subject matter. To begin with, it will provide some clarifications about the concept(s) of (European) identity, putting them in the context of the Erasmus programme. Further on, it will engage in a mapping exercise of the some of the various approaches that have been taken, the case studies and the research methodologies that have been used or the results that have been observed in the dominant literature on this subject.
The Construction of European Identity in Fourth Grade History Handbooks
Author: Onitiu, Atalia
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 4,Nationalism,History Instruction,European History,Guides,Course Descriptions,Textbook Content

The fourth grade represents the first year of study of the discipline History for students in pre-university education. Before being a matter of civics, the European identity is a historically grounded construct; therefore, we naturally wondered whether the issue that we have not only an ethnic or national identity, but also a European one is, even incipiently, raised when teaching history. Our analysis started from the definition of the concept of European identity, to the general perception of Romanians regarding Europe according to Eurobarometer data, to reach the analysis of the school syllabus in the History discipline and then to the textbooks constructed starting from this syllabus. The conclusion we reached following our approach was that, as the school syllabus supports the formation of the national identity first and on a secondary place, the sketching of elements of European identity (through the elements related to the history of the national minorities in Romania, the location on the map of Europe of the events in the history of Romanians, discussing in different topics subjects such as the European Union or presenting some important personalities for the history of Europe), the three existing textbooks, available and at the decision of the teachers have an accordingly approach, that we consider to be correct. The European identity cannot be built before the national identity, historically speaking, and for the age category to which we refer (9-10 years), in the condition of one course hour per week, the simultaneous construction of the two types of identity (in other words teaching the history of Romanians and universal history at the same time) is difficult to achieve. Therefore, we believe that the choice for national history and identity before the European one is properly substantiated. The national and European identities cannot be constructed from the simple enumeration of historical names or data. The well-built explanation, accompanied by carefully chosen examples is essential in teaching history to this age category and, of course, in the solid construction of one's own identity (national and European).
Poverty and Mathematics Performance of Texas Grade 3 Students: A Cause for Concern
Author: Davenport, Gaylon Christopher
Date: 2019-12-00
Type: Journal Articles
Subjects: Grade 3,Elementary School Students,Socioeconomic Status,Poverty,Mathematics Achievement,Academic Standards,Achievement Gap,At Risk Students,Socioeconomic Influences

In this investigation, the extent to which the mathematics performance of Texas Grade 3 students differed by their economic status (i.e., Not Poor, Moderately Poor, and Very Poor) was addressed. Three mathematics indicators (i.e., Approaches, Meets, and Masters Grade Level) from the 2015- 2016 Texas state-mandated mathematics assessment were analyzed. Inferential statistical analyses revealed the presence of a clear stair step effect for all three measures of mathematics performance. As the poverty level of Texas Grade 3 students increased, their mathematics performance decreased. The higher the level of poverty, the fewer Grade 3 students were able to meet the passing standard on the Texas state-mandated mathematics assessment. Of note is that over than half of the Moderately Poor group and more than two thirds of the Very Poor group did not meet grade level standards in mathematics. Policy and practice implications were provided, along with recommendations for future research investigations.
Developing Pupils&apos; Critical Thinking by Teaching Mathematics
Author: Badescu, Ovidiu
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Critical Thinking,Discovery Learning,Skill Development,Thinking Skills,Grade 5,Grade 6,Middle School Students,Foreign Countries,Teaching Methods,Teacher Education

This article presents a research project on the development of critical thinking of 6th graders in Caras-Severin county using an educational program based on learning by discovery and problematisation. The first stage of the research consisting in diagnosing the of critical thinking level of development of 5th graders in Caras-Severin county using a critical thinking test based on the Watson-Glaser model. We selected a representative lot of 542 pupils, taking into account the results of this test, the geographic distribution, the urban-rural environment, the teaching experience of the teaching staff teaching these pupils, then we sampled these pupils forming the experimental lot and the control lot, close in terms of critical thinking level. We elaborated, deployed and validated a training program &quot;Developing Critical Thinking of Pupils by Teaching Mathematics&quot;, a training course offered by the Caras-Severin House of the Teaching Staff, the teachers participating in this course being those who taught the pupils in the experimental lot. After the completion of the intervention, the pupils in the two lots were tested again using the same type of tests, namely, Watson-Glaser, obtaining significant differences in favour of the experimental lot. We wanted to see if these abilities were stable over time and we applied a new test 3 months after the end of the intervention, and the conclusion was that the change was long-term, but also that the intervention created a series of abilities which pupils continue to use in order to improve their performances, even if the intervention was over. The interpretation of the results was done in SPSS using Mixed Bifactorial Variance Analysis (ANOVA) with Time as the Within Subjects factor and Group as the Between Subjects factor.
A Neo-Piagetian Analysis of Algorithmic Thinking Development through the &quot;Sorted&quot; Digital Game
Author: Chuechote, Suparat
Date: 2020-00-00
Type: Journal Articles
Subjects: Thinking Skills,Computer Games,Game Based Learning,High School Students,Grade 10,Adolescents,Programming,Mathematics,Piagetian Theory,Instructional Effectiveness,Problem Solving,Cognitive Development,Independent Study,Educational Games,Public Schools,Foreign Countries,Computer Science Education

Sorting is a fundamental computing concept. As for today, it is taught at the secondary school level. However, this kind of algorithm is an obstacle for some students due to its high level of abstraction. To prevent discouragement as well as to incorporate a fun and challenging algorithmic task, a novel tablet-based digital game, &quot;Sorted,&quot; was created to serve the purpose. This research article embraces the neo-Piagetian framework of cognitive development and provides the theoretical-based explanation of how high school students establish sorting algorithms as a result of the digital gameplay. Twenty-three tenth-grade students, who have no proper knowledge of sorting algorithms, participated voluntarily in this study. They played the game with a multi-level design involving multiple unknowns. To later reflect on their operational reasoning and hence decision-making, the series of game actions were logged for individual empirical data. The sorting algorithm formation can be deduced from the logged sequential actions. They were coded and analyzed according to the neo-Piagetian framework to elicit the students' operational reasoning. The discovery of the relations between actions and schematic reasoning to solve sorting problems suggests the impact of a digital game on algorithmic thinking development, and, in general, the use of a game for self-learning of computing concepts.
Relationship of Perceived Organizational Support with Secondary School Teachers&apos; Performance
Author: Farooqi, Muhammad Tahir Khan
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Teacher Evaluation,Teacher Effectiveness,Teacher Administrator Relationship,Teaching Conditions,Organizational Climate,Job Satisfaction

The major purpose of this correlational study was to analyse the relationship of perceived organizational support with secondary school teachers' performance. The population of the study consisted of secondary school teachers working in Punjab. The researchers used convenience sampling technique. The study was survey in techniques thus two questionnaires namely POSI and TPES were used to collect the data. The collected data were tabulated and analysed through SPSS version 20. The results showed that the perceived organizational support has significant relationship with teachers' performance. The researchers recommended that organization should provide support to the teachers so that teachers' performance may be enhanced positively.
Training Future Language Teachers to Educate the Digital Generation
Author: Craciun, Dana
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Technology Uses in Education,Technology Integration,Computer Literacy,Language Teachers,Handheld Devices,Foreign Countries,Second Language Learning

For the students in today's secondary education, digital technology is part of their everyday life, which is why their generation has been named by researchers digital natives, Net-generation, Millennials, etc. These students access online information, generally based on visuals, play, communicate and collaborate in various virtual communities, they are involved in and expect immediate feedback/rewards. All these features could be valued in school as well. Thus, in the school environment, the infusion of technology should be sustained with adequate training of teachers/future teachers, especially for its effective integration into the teaching activity. In this respect, in the last years, various pedagogical models have been developed in the world, the two most well-known being the Technological Pedagogical and Content Knowledge Model (TPACK) and the Substitution-Augmentation-Modification-Redefinition Model (SAMR) to highlight and explain how technology supports and/or transforms teaching-learning evaluation activities in the increasingly complex ecosystem of the class. In this paper, we present some of the trends in the integration of ICT in language learning, exemplifying learning activities based on ICT collaborative applications, proposed, realized and evaluated by the Faculty of Letters students, the field of Philology from UVT, within the offered teacher training program by the above-mentioned institution. Activities are analysed within TPACK and SAMR, identifying types of applications that are useful in language classes and concrete ways of integrating online and/or collaborative applications, especially using mobile technology.
Strengthening European Identity by Promoting Multilingualism in Education
Author: Domilescu, Gabriela
Date: 2019-00-00
Type: Journal Articles
Subjects: Multilingualism,Second Language Learning,Second Language Instruction,Student Attitudes,Foreign Countries,Preservice Teachers,Language Attitudes,Learning Motivation,Educational Benefits,Intercultural Communication

Actual understanding of multilingualism refers to the ability of individuals to consistently use two or more languages in communication. Knowing several languages facilitates international mobility and cooperation, fosters educational and professional integration, strengthens people's belonging to the European community as European citizens. Many European citizens are motivated to study another foreign language because of multiple reasons, especially the personal and professional advantages of language skills. However, it is also important to understand why many others are not currently studying foreign languages or are limited to the knowledge of English as second language. Some may consider foreign languages not to be essential for their lives, others may consider teaching methods too academic, rigid, less attractive, too boring, other may be traumatized by their school experiences. Whatever the reasons, solutions must be found to overcome these hesitations and learning fears. The purpose of these study is to investigate students' representations (future teachers) on European multilingualism and their attitudes towards the acquisition, knowledge and practicing of foreign languages in Europe. In order to establish the theoretical framework of our research, we have reviewed official studies elaborated by the European Commission, specialized articles and papers addressing the issue of multilingualism in European context. Using a questionnaire based research we aimed to identify students' (future teachers) reasons for choosing the study of a foreign language; the extent to which students know and exploit the benefits of European multilingualism and how they think it could be promoted by them, as future teachers. In line with the results of our research, we intend to we intend to highlight ways of promoting multilingualism in education.
Linking Phrases for Concept Mapping in Introductory College Biology
Author: Javonillo, Robert
Date: 2019-12-00
Type: Journal Articles
Subjects: Introductory Courses,Biology,College Science,Concept Mapping,College Freshmen,Academic Language,Vocabulary,Scientific Concepts

Concept maps can be used in undergraduate biology as ways to visually communicate the relationships among things and events. One strength of concept mapping is that there is not just a single, correct way to compose one, given a list of particular concepts. Nevertheless there seem to be associations among ideas that are expressed frequently while teaching biology. For example, hierarchical relationships among structures and steps within processes are two common kinds of relationships that students encounter regularly. Based on our own classroom experiences and surveys of concepts appearing in two popular textbooks, we provide here a resource for composing propositions within biological concept maps. This list of more than 50 linking words and phrases is appropriate for freshman biology but can be adapted for use in more advanced courses.
Research Methodology in Adult Learning and Education
Author: Federighi, Paolo
Date: 2019-00-00
Type: Journal Articles
Subjects: Research Methodology,Adult Learning,Adult Education,Educational Research,Action Research

Consent in the definition of adult education is only apparent and circumscribed. Substantial differences survive, fueled by various national ideologies, cultures and policies. The plurality of angles determines a multiplicity of research approaches. Transformative research is the typical model of adult education research and is analysed in its core components. Its peculiarity is the property of ensuring immediate production not only of knowledge, but of change processes. This property has favoured proliferation especially outside the academic community of education sciences. The process was guided by the users of the research, i.e. by those who have roles and resources that enable them to orientate the research in response to personal and organisational needs. This phenomenon necessarily produces a process of social construction of the meaning and the methodological content of the research. This expansion urges the development of a transformative research that also attributes to the education proletariat the role of inspiration and guidance in adult education.
The Color of Survival: An Inquiry-Based Inter-Disciplinary Study of Bacterial Pigments
Author: de Ondarza, José
Date: 2019-12-00
Type: Journal Articles
Subjects: Inquiry,Interdisciplinary Approach,Microbiology,Botany,Genetics,Cytology,Science Education,Physics,Chemistry,Science Activities,College Students

Pigments are light-absorbing substances that are abundant in nature, serving roles in coloration, camouflage, mate/pollinator attraction and photosynthesis among higher life forms. Among microbial organisms, pigments can also be found in a wide range of phyla. While some of these pigments function in photosynthesis, namely among algae and some bacteria, the great majority of microbial pigments play entirely different roles. The exploratory study presented here will stimulate students to think about the cost and benefit of a heritable trait (pigment production) of microscopic organisms and its effects on survival in a competitive and hostile environment. Exploring and understanding the roles these pigments play allows for a number of cross-disciplinary learning opportunities that combine physics, chemistry, biology and even art, and can be set up as an inquiry-based learning module suitable for small-group and active learning experiences.
Does the School Financing Role Matter in E-Learning Adoption? An Explanatory Sequential Study in Midwifery Schools in Uganda
Author: Bigirwa, June Patrick
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Obstetrics,Electronic Learning,Adoption (Ideas),Educational Finance,School Funds,Developing Nations,Health Education,Fees,Role

Despite the high level of investment on e-learning programs in Uganda, there is a low adoption of this new pedagogy in midwifery schools. This trend is likely to frustrate government's efforts to improve the skill mix, competencies and numbers of midwives. This research sought to establish whether school financing role was essential to e-learning adoption, and the salient traits of school financing role to be focused on by midwifery schools. An explanatory sequential mixed methods design was employed, ten midwifery schools were sampled with 167 respondents. A moderate positive relationship between school financing role and e-learning adoption (r = 0.402, p = 0.000, n = 167), was ascertained and school financing role accounted for 15.7% of the variance in e-learning adoption. The salient traits were; diversified sources of funds, deliberate efforts to expand sources of funds, coordination mechanisms for the sources of funds, affordable school fees structure, and a convenient fees payment system. Midwifery schools ought to implement these traits if they are to improve e-learning adoption.
Investigating the Use of Text Positions on Videos: An Eye Movement Study
Author: Polat, Hamza
Date: 2020-00-00
Type: Journal Articles
Subjects: Video Technology,Eye Movements,Educational Technology,Technology Uses in Education,Correlation,Retention (Psychology),Cognitive Processes,College Students,Foreign Countries,Teaching Methods

Videos have become an indispensable part of both online and blended learning environments. However, the design of such videos requires careful consideration of multimedia learning principles to reduce the cognitive load during the instruction. In this regard, the purpose of this study is to investigate the effect of text-positions presented at two videos on eye-fixation duration and remembering. An experimental research with one-shot case study design was employed to meet this purpose. Two videos about financial issues were selected from a public TV channel archive: one of them included on-screen texts located at the bottom, and the other included informative texts located on the right side of the screen. A total of 61 students first watched these videos by interacting with an eye-tracking device in a human-computer interaction lab and then completed a retention test. The results indicated a significant positive correlation between total eye fixation duration and retention test scores. Additionally, the fixation duration of the participants was higher when the texts were presented on the right side of the videos than that when texts were presented at the bottom. The total fixation durations for longer text were higher than those for shorter text.