ethanporcaro/eric-fulltext-meta huggingface dataset:
Participation in the Assessment Processes in Problem-Based Learning: Experiences of the Students of Social Sciences in Lithuania
Author: Lenkauskaite, Jurgita
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Based Learning,Teaching Methods,Social Sciences,Student Participation,Student Attitudes,Student Evaluation,Barriers,Student Empowerment,Self Evaluation (Individuals)

The article explores the idea of change in the higher educational process that is implemented via the problem-based learning strategy. Problem-based learning (PBL) is widely understood as an epistemological transformation in higher education. It is emphasized that the transformation should take place throughout the educational process, and assessment is an inseparable and very important part thereof. The study was aimed at revealing the experiences of participation in the assessment processes in PBL of students attending social science programmes in Lithuania. The empirical study, employing a semi-structured interview method, has shown that the students feel empowered when they have the opportunity to assess the entire educational process and (self-)assess the efforts related to the possibilities to become actively engaged in improvement of the assessment strategy. The study has also shown students' critical approach to the previous experience of assessment in the educational process. Difficulties of student participation in the assessment process in PBL were also identified. They were largely due to the change in the assessment system employed by the teacher and the manifestations of student bias when participating in (self-)assessment.
Exploring the Relationship between Education and Rehabilitation in the Prison Context
Author: Higgins, Lorraine
Date: 2021-00-00
Type: Journal Articles
Subjects: Correctional Education,Rehabilitation,Institutionalized Persons,Correctional Institutions,Adult Education

This article examines the relationship between education and rehabilitation within the prison context. It begins by exploring the concept of rehabilitation, examining if prison rehabilitation is possible or if it is what Pat Carlen describes as a &quot;penal imaginary&quot;. Drawing on this idea, it considers how rehabilitation may act as a way of legitimising imprisonment and whether rehabilitation is in fact damaging and criminogenic. It then moves to explore other models of rehabilitation and imprisonment that may offer a more person-centred approach. Section two of the article begins by discussing understandings of adult education. It examines conflicting interpretations of education, settling on an understanding that is underpinned by principles of freedom. It then moves to explore how adult education is practised and understood within the prison context. Finally, this article analyses the relationship between prison education and prison rehabilitation, considering what kinds of education and rehabilitation may be conducive to supporting the holistic development of the person in prison.
Philosophy in Prisons and the Cultivation of Intellectual Character
Author: Pritchard, Duncan
Date: 2021-00-00
Type: Journal Articles
Subjects: Correctional Education,Philosophy,Foreign Countries,Humanities Instruction,Communities of Practice,Inquiry,Values Education

There have recently been a series of prominent projects in the UK that aim to bring philosophy into the heart of prison education. The aim of this paper is to consider a possible rationale for this pedagogical development. A distinction is drawn between a content and a sensibility approach to teaching philosophy, where the latter is primarily concerned not with teaching a particular subject matter but rather with developing a certain kind of critical expertise. It is argued that the sensibility conception of teaching philosophy dovetails with an influential account of the epistemic aim of education in terms of the cultivation of intellectual character, in the specific sense of developing the intellectual virtues that constitute one's intellectual character (i.e., virtuous intellectual character). The significance of this point for prison education is illustrated by considering how the use of a pedagogical approach in prison education known as CoPI ('Community of Philosophical Inquiry') can be construed as teaching philosophy on the sensibility model just outlined. With this in mind, it is argued that the value of teaching philosophy in prisons primarily relates to how it provides a particularly fundamental kind of education, one that is both finally and instrumentally valuable. These points are illustrated throughout by considering a particular case study involving a recent philosophy in prisons project that employed the CoPI methodology.
Why Are All the White Kids Sitting Together in the Cafeteria?: Toward Challenging Constructions of a Persecuted White Collective
Author: Jayakumar, Uma Mazyck
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Theory,Race,Racial Bias,College Students,White Students,Black Colleges,Diversity,Advocacy,Social Justice,Ideology,Language Usage,Resistance (Psychology),Barriers,Misconceptions,Inclusion,Equal Education

In the context of ongoing antagonism on college campuses, attacks on Critical Race Theory, and widespread backlash against racial justice initiatives, this paper underscores the growing need to recognize co-optation and other counterinsurgent strategies used against racial justice to make room for transformative scholarship. By presenting qualitative interviews from 15 white HBCU students, we illustrate how diversity research, advocacy, and organizing previously used to advocate for racial justice has instead constructed distorted understandings of race and racism and has been used to expand ideologies of whiteness. The findings show what CRT scholars have cautioned about for decades--when left uninterrupted, ahistorical approaches to racial diversity programming and research may lend to the co-optation of justice-focused diversity language and the appropriation of BIPOC strategies of resistance. This not only inhibits and detracts from racial justice work, but can function to expand white supremacy. We relate these narratives to an emerging racial backlash whereby white people attempt to distort understandings of structural racism to claim a &quot;persecuted&quot; status--a delusion that we argue warrants a new ideological frame. We posit this work lays the foundation for advancing equity in one of the most counterinsurgent eras in higher education (Matias &amp; Newlove, 2017).
Rethinking Social Reintegration and Prison: A Critical Analysis of an Educational Proposal for an Alternative Model in Brazil
Author: Grossi, Sergio
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Institutionalized Persons,Social Integration,Correctional Education,Models

The call for social reintegration of prisoners, in many cases, does not work or has been abandoned, leaving the question of inclusivity regarding the imprisoned an open challenge in contemporary societies. My study provides a critical analysis of a model defined as an educational system of social reintegration, which aspires to be an alternative to imprisonment in Brazil and worldwide by proposing a reduction in the recidivism rate at a lower cost. I discuss the possibilities of social reintegration and the educational conceptions and practices that can emerge from it, though a document analysis and ethnography of two model units. Starting from an already-existing model, I argue that, even in an extremely difficult context, it is possible to build a proposal for social reintegration that goes beyond mere bureaucratic marketing. This can improve the prospects of imprisoned people's re-entry into society, despite the persistence of stigmatisation and other difficulties attending their return to a society affected by high unemployment rates.
ICT and Media Competencies of Teachers. Convergence towards an Integrated MIL-ICT Model
Author: Gutiérrez-Martín, Alfonso
Date: 2022-00-00
Type: Journal Articles
Subjects: Technological Literacy,Information Literacy,Media Literacy,Information Technology,Teacher Competencies,Elementary School Teachers,Secondary School Teachers,College Faculty,Teacher Education,Preservice Teachers,Value Judgment,Self Efficacy,Ethics,Models,International Organizations,Global Approach

This paper describes teachers' perceptions of their ICT and media competencies, and the importance they assign to these competencies in teacher training. A questionnaire was used as a data collection instrument based on UNESCO's proposals on ICT (Information and Communication Technologies) and MIL (Media and Information Literacy). A total of 402 teachers and pre-service teachers took part in the questionnaire. This is an exploratory cross-sectional study where quantitative descriptive and correlational methodology is used. Findings reveal that the self-perceived competence of teachers is low and that the self-perceived level is always lower than the importance given to the corresponding competence. Greater importance is assigned to MIL competencies than to ICT competencies of teachers; this questions the tendency to prioritize technological and didactic training over media education training. It concludes with the need for a paradigm shift towards convergence in teacher training policies for the digital age, and a global model of teacher competencies in media and ICT (COMPROMETIC) is proposed that integrates MIL competencies with those of ICT teachers. The model is based on a double convergence: that of different literacies, and that of the resulting multi-literacy with the specific training of education professionals in ICT and media.
Education Rights for Stateless Bidoon Children in Kuwait: The Voice of Government Officials
Author: Mansoor, Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Rights,Public Education,Undocumented Immigrants,Administrative Organization,Citizenship,Government Role,Private Schools,Financial Support,Politics of Education,Educational Policy,Government Employees,Access to Education,Civil Rights,Social Bias

According to the United Nations, a stateless person is someone who has no legal identity in any nation whatsoever. In Kuwait, there are almost 110,000 stateless people who are known as &quot;Bidoon,&quot; which literally means &quot;without&quot;. Since 1991 &quot;Bidoon&quot; children have been shut out of the public school system as they are considered illegal immigrants. The only point of contact for legal interaction between the government of Kuwait and the &quot;Bidoon&quot; is the Central Agency for Remedying Illegal Immigrants' Status. This complex bureaucracy has two conflicting responsibilities: (1) to investigate claims of citizenship by the &quot;Bidoon&quot;; and (2) to provide limited government services, including financial support to attend private schools. This research seeks to better understand the government's position regarding &quot;Bidoon&quot; education, and present the individual voices and beliefs behind the government policies. Seven government officials were interviewed, including the head of the Central Agency. Their responses, arranged here around specific themes of visibility/invisibility, inclusion/exclusion, and denial/access, suggest some possible explanations for the government's seeming lack of ability to resolve a situation that has continued for decades. By exploring the multitude of opinions that are impacting government policy, the present study aims to enhance understanding of the political and procedural roadblocks that are preventing the Kuwaiti government from resolving problems around educational access, legal status, and the rights of &quot;Bidoon&quot; children.
Obstacles to Efficient Education Online: Interview with Associate Professor Dr. M. Murat Erguvan
Author: Bula, Andrew
Date: 2021-00-00
Type: Journal Articles
Subjects: Interviews,College Faculty,Teacher Attitudes,Total Quality Management,Higher Education,Management Development,Educational Technology,Teaching Methods,Strategic Planning,Information Systems,Evaluators,Online Courses,Distance Education

Associate Professor Dr. M. Murat Erguvan has 28 years of teaching and administrative experience in various countries and positions such as programme coordinator, dean, vice rector for education, research and/or external affairs. He has been with the International Black Sea University (IBSU), in Tbilisi, Georgia, a country located at the convergence of Eastern Europe and Western Asia since 2012, and has occupied the positions of the Head of Total Quality Management &amp; Strategic Planning Office (TQM), International Relations Office (IRO), and Vice Rector for Education and Research. Murat earned his doctoral degree in Education Management: &quot;A Framework for Implementation of Total Quality Management in Georgian Higher Education Institutions in the Context of International Black Sea University&quot;. Currently, he offers Quality Management classes at bachelor's and master's levels, as well as Using Instructional Technology in Education classes to bachelor's and master's students. Besides coordinating bachelor's and master's theses, this professional educationist supervises the work for strategic planning and takes part in producing information system modules by developing database structures. In addition, he has taken part in ISO 9001:2008 implementation in higher education institutions, and received EFQM Assessor Training in Brussels. In this interview, therefore, Murat converses with Andrew Bula, a lecturer at Baze University, Abuja, Nigeria, on the current state of online education around which he remains committed.
Students&apos; Personality and Susceptibility to Persuasion during Mathematics Groupwork: An Exploratory Study
Author: Lee, Jieun
Date: 2021-00-00
Type: Journal Articles
Subjects: Personality Traits,Student Characteristics,Graduate Students,Teacher Education,Mathematics Education,Pedagogical Content Knowledge,Knowledge Level,Problem Solving,Group Activities,Group Dynamics,Persuasive Discourse,Self Efficacy,Correlation,Private Colleges

The purpose of this exploratory study was to understand how and to what extent personality traits, positionality, and content knowledge influence students' susceptibility to persuasion during groupwork. Personality surveys, recorded videos, and semi-structured interviews provided evidence to support the findings. The findings confirmed that individuals who have low levels of conscientiousness or high levels of neuroticism are more likely to be convinced during a group activity. Additionally, individual background of content knowledge influenced the group persuasion process. A rich body of content knowledge about a subject area helped students feel that they were more confident; those who had confidence were more actively involved in discussions and firmly stood by their own opinions during the social persuasion process. However, the findings indicated there was not a link between susceptibility to persuasion and learners' sociocultural factors. These findings provide educators with insights for improving the design of constructive groups in the mathematics classroom.
An Artificial Intelligence Tool for Accessible Science Education
Author: Watters, Jacob
Date: 2021-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Science Education,Science Laboratories,Access to Education,Academic Accommodations (Disabilities),Hands on Science,Blindness,Visual Impairments,Students with Disabilities,Technology Uses in Education,Handheld Devices,Inclusion

One of the most important issues in accessible science education is creating a laboratory workspace accessible to blind students or students with visual impairments (VI). Although these students are often provided access to the science lectures, they are usually denied full participation in hands-on laboratory work. Current solutions to this problem focus on providing special accommodations such as asking sighted lab partners to complete the hands-on work. Although the accessibility of laboratory devices in modern science education has been improved in recent years, students with VI often remain passive learners. In this work, we developed a new artificial intelligence tool, the MSU Denver Virtual Lab Assistant (VLA), using Amazon Web Services (AWS), Amazon Alexa Skills Kit (ASK), Alexa smart speaker, and a microcontroller (Raspberry Pi). The VLA can be used as a virtual assistant in the lab in combination with other access technologies and devices. The VLA allows students with VI to perform the hands-on laboratory work by themselves simply using voice control. The VLA can be accessed through any smartphone or Amazon Echo device to assist general science lab procedures. The VLA is designed to be applicable to different science laboratory work. It is also compatible with other common accessible electronic devices such as the Talking LabQuest (TLQ). We believe that the VLA can promote the inclusion of learners with VI and be beneficial to general accessible science education work.
Build Your Own Body Mod: Empowerment through Prototyping and Design
Author: Arreola, Anaiss
Date: 2021-00-00
Type: Journal Articles
Subjects: Empowerment,Youth Programs,Students with Disabilities,Design,Engineering,Experiential Learning,Workshops,Inclusion,Skill Development,Self Esteem,Careers,STEM Education,Active Learning,Student Projects,Self Advocacy

When you don't have a hand, what could you have instead? This article introduces the impact of inviting youth with disabilities to learn tools and technology to design their own solutions and advocate for their own future. This approach to programming is rooted in a mindset of designing WITH, not FOR. Not only are design outcomes improved when users are incorporated into the process, but this approach has been shown to improve confidence in creating one's own solutions. These programs include hands-on &quot;design-your-own-body-mod&quot; workshops, as well as a budding inclusive design consultancy led by youth with disabilities. Through this programming, youth not only develop technical and cutting edge skills, confidence, and meaningful solutions, but they also develop a clearer understanding of design and engineering career paths and establish their own network of Science, Technology, Engineering, Arts, and Mathematics (STEAM) professionals.
Describing the Experiences of Students with ADHD Learning Science Content with Emerging Technologies
Author: Hite, Rebecca
Date: 2021-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Attention Deficit Hyperactivity Disorder,Educational Technology,Technology Uses in Education,Computer Simulation,Science Instruction,Scientific Concepts,Concept Formation,Middle School Students,Grade 7,Early Adolescents,Instructional Effectiveness,Student Attitudes

Emerging technologies, such as virtual reality, haptics, and 3-dimensionality, provide novel opportunities to allow students to investigate scientific phenomena by fostering perceptions of virtual presence, the feeling of being sensorially immersed and authentically interacting within a computer-generated virtual learning environment (VLE). Neurotypical learners are largely represented in VLE research on science learning, with fewer with neurodivergent learners, such as students with ADHD. This descriptive case study sought to address the dearth in the literature on neurodivergent students' experiences, with emerging technologies, for learning science. Specifically, the case describes the extent to which neurodivergent learners experience the affordances of VLEs for science learning, as compared to their neurotypical peers, in: zooming, spatially orienting and rotating objects, viewing multiple representations and abstract processes in real-time, as well engaging in risk through multiple trials. Five middle grades students (diagnosed with ADHD) were assessed and observed using a tool (zSpace) that combines emerging technologies to learn cardiac anatomy and physiology. Students' utterances of virtual presence and technological affordances were coded, and frequency counts and percentages were calculated, both individually and collectively. The results found that students most described sensory (41%), control (30%), and realism (26%) constructs with fewer reports of holding their attention (3%). Analyses of cardiac assessments found gains in scores for spatial rotation and viewing abstract processes, no change in score in viewing multiple representations, and a decrease in scores for spatial orientation. This case study provides unique insight into the needs of neurodivergent learners when using emerging technologies for science learning.
Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers&apos; Achievement
Author: Cañabate, Dolors
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Elementary Education,Preschool Education,Cooperative Learning,Psychological Needs,Teacher Role,Correlation,Academic Achievement,Classroom Environment,Personal Autonomy,Foreign Countries

This paper describes a quantitative study that explores both the degree of preservice teachers' (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in primary schools. The analysis was based on the PSTs' perceptions of the dimensions of need-supportive teaching (namely autonomy support, structure, and involvement), and the dimensions of motivation. Need-supportive teaching was evaluated through a version of the Teacher as a Social Context Questionnaire (TASC-Q), and motivation through a SMOTIV motivation questionnaire. Results showed that the dimensions of the teaching process were all positively correlated, thus, implying the importance of a teacher's role in supporting autonomy, providing structure, and being involved. While motivation during the in-class definition of the CPCCs was correlated with the teachers' involvement, the out-of-class implementation of the CPCCs was found to correlate with the three dimensions of teaching, thus, implying that the PST students' perceptions of developing instructional approaches in schools is mediated by the role their university teachers play in defining and structuring all aspects of the teaching process. Students' achievement, on the other hand, was a process that relied on the synergies between the teachers' involvement and the PST student motivation during the stage when the CPCCs in the classroom environment were defined. This interlink responds to the constructivist position adopted to implement a cooperative approach in the university that, in turn, responds to assessing a student-centered cooperative-based learning approach.