ethanporcaro/eric-fulltext-meta huggingface dataset:
Game Based Learning for Safety and Security Education
Author: Jin, Ge
Date: 2020-02-00
Type: Journal Articles
Subjects: Game Based Learning,Simulated Environment,Computer Games,Physical Environment,Safety Education,Occupational Safety and Health,Equipment,Instructional Effectiveness,High School Students,Student Satisfaction,Summer Programs,Camps,Minority Group Students

Safety and security education are important part of technology related education, because of recent number of increase in safety and security related incidents. Game based learning is an emerging and rapidly advancing forms of computer-assisted instruction. Game based learning for safety and security education enables students to learn concepts and skills without the risk of physical injury and security breach. In this paper, a pedestal grinder safety game and physical security game have been developed using industrial standard modeling and game development software. The average score of the knowledge test of grinder safety game was 82%, which is higher than traditional lecture only instruction method. In addition, the survey of physical security game shows 84% average satisfaction ratio from high school students who played the game during the summer camp. The results of these studies indicated that game based learning method can enhance students' learning without potential harm to the students.
Evidence-Based Professionalism in Small Specialist HE Course Management -- Reflexive Thoughts on Ongoing Research
Author: Van Veggel, Nieky
Date: 2017-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Professionalism,Administrators,Small Colleges,College Administration,College Faculty,Foreign Countries

This paper outlines evidence-based practice in the context of professionalism, and highlights the contribution evidence-based practice can make to the professional practice of higher education course managers. Implications of the changing HE landscape for the status of academics as professionals are reviewed, and evidence-based practice is proposed as a solution for both enhanced course management and to remedy perceived deprofessionalisation. Finally, questions regarding researching professional practice within one's own institution are addressed.
Feasibility Test Application of Information Systems in the Media as a Learning in Vocational School
Author: Widodo, Jumiyanto
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Vocational Schools,Information Systems,Personnel Management,Governance,Automation,Office Management,Web Sites

This study aims to determine the level of eligibility of the application of staffing information systems as a learning media for automation of staffing governance in the Vocational. This research method uses quantitative research methods. Data collection techniques are done using a questionnaire and analysis of needs using quantitative data analysis. Based on the results of the feasibility test on the application of the staffing information system as a learning media for automation of the governance of staffing above it was concluded that the application of the staffing information system can be categorized as very suitable for use in the learning process in the Vocational School in the Field of Automation and Office Management. Based on the results of the assessment of material experts, validation of media experts, expert practitioners and materials that show the results of the assessment of 89.2% of material experts; 95% assessment of media experts; 90% of expert practitioners, so the application is very feasible to use in the learning process.
Preparation of Future Preschool Education Specialists for the Use of Modern Educational Technologies
Author: Ivanchuk, Sabina
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Preschool Education,Educational Innovation,Educational Technology,Specialists,Foreign Countries,Technology Integration,Teacher Competencies

The article considers the professional training of future specialists in preschool education. The focus is on the use of modern educational technologies by future preschool education specialists. Basic concepts such as: technologies, educational technologies, innovative technologies are revealed. The modern directions of professional education of future employees of preschool education are analyzed. The necessity of modern educational technologies for future employees of preschool education is singled out and substantiated. It is proved that the preparation for the use of modern educational technologies by future specialists of preschool education is aimed at the constant development of various activities aimed at preserving and developing the younger generation.
Lines-of-Inquiry and Sources of Evidence in Work-Based Research
Author: Fergusson, Lee
Date: 2019-00-00
Type: Journal Articles
Subjects: Research,Inquiry,Evidence,Foreign Countries,Police,Primary Sources,Research Methodology,Semi Structured Interviews,Structured Interviews,Focus Groups,Surveys,Archives,Observation,Participant Observation,Graduate Study,Professional Education,Employment

There is synergy between the investigative practices of police detectives and social scientists, including work-based researchers. They both develop lines-of-inquiry and draw on multiple sources of evidence in order to make inferences about people, trends and phenomena. However, the principles associated with lines-of-inquiry and sources of evidence have not so far been examined in relation to work-based research methods, which are often unexplored or ill-defined in the published literature. We explore this gap by examining the various direct and indirect lines-of-inquiry and the main sources of primary and secondary evidence used in work-based research, which is especially relevant because some work-based researchers are also police detectives. Clearer understanding of these intersections will be useful in emerging professional contexts where the work-based researcher, the detective, and the social scientist cohere in the one person and their research project. The case we examined was a Professional Studies programme at a university in Australia, which has many police detectives doing work-based research, and from their experience we conclude there is synergy between work-based research and lines of enquiry. Specifically, in the context of research methods, we identify seven sources of evidence: (1) creative, unstructured, and semi-structured interviews; (2) structured interviews; (3) consensus group methods; (4) surveys; (5) documentation and archives; (6) direct observations and participant observations; and (7) physical or cultural artefacts, and show their methodological features related to data and method type, reliability, validity, and types of analysis, along with their respective advantages and disadvantages. This study thereby unpacks and isolates those characteristics of work-based research which are relevant to a growing body of literature related to the messy, co-produced and wicked problems of private companies, government agencies, and non-government organisations and the research methods used to investigate them.
Tarbiyah Analysis in Life: Historical Approach and Curriculum Development
Author: Rokhimawan, Mohamad Agung
Date: 2019-11-00
Type: Journal Articles
Subjects: Curriculum Development,Educational History,Mastery Learning,Science Education,Technology Education,Competency Based Education,Teaching Methods,Futures (of Society),Islam,Religious Education,Universities,Foreign Countries

The findings of the research are the &quot;tarbiyah&quot; curriculum journey grouped into eight stages of curriculum development. Starting from the embryo curriculum in 1961, this is the first stage as a curriculum based on the main points of the Pancasila Education System. The second stage of the curriculum, which contains prioritising the mastery of science and technology, has not been focused on formulating its abilities. In the third stage, the paradigm shift to the concept of competency-based curriculum. The college itself developed the fourth stage of the curriculum. The fifth stage is the university curriculum is developed and implemented based on competency for each study program. Sixth, the curriculum of learning achievement is adjusted to the level of KKNI. The seventh stage, the competence of graduates, is determined by referring to KKNI. In the eighth stage, the higher education curriculum contains an equal quality of learning outcomes. Find curriculum design concepts for &quot;tarbiyah&quot; in the future. Where the eight components of the curriculum concept are Competence Achievement, Continuous Improvement, Functional for users, Adaptable to the social community, Sharing on core values of UIN, Build real scientist. This is all to answer the challenges of developing the &quot;tarbiyah&quot; curriculum in the future.
The Implementation of Multicultural Education in German Language Learning
Author: Akihary, Wilma
Date: 2019-11-00
Type: Journal Articles
Subjects: Multicultural Education,Curriculum Implementation,Second Language Learning,German,Cultural Awareness,Cultural Differences,Native Language,Geographic Regions,Food,Clothing,Muslims,Undergraduate Students,Student Attitudes,Foreign Countries

Multicultural education in a diverse cultural society is one of the important aspects to be addressed in order that it is not viewed as a threat in the current era of education 4.0. This research aims at examining the implementation of multicultural education in German language learning, especially in the Aufbaustufe A2 course. The samples of this research were second semester students of class A in the Study Program of German Language Education with the total of 20 students. The instruments used in this research were questionnaires, interviews and document review. The data of the results of the questionnaire, interviews, and document review were analyzed by using descriptive statistics. The results of this research show that students are aware of their existence and also the existence of other students who have different cultural backgrounds. In addition, they respect their own culture even though they are also open to learning and understanding German culture.
Schools Teachers&apos; Experiences of Social Network Sites in Relation to Improving the Skills of Arabic Language Acquisition: Impact, Strengths, and Weaknesses
Author: Jwaifell, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Attitudes,Semitic Languages,Elementary School Students,Secondary School Students,Social Media,Social Networks,Language Acquisition,Language Skills,Technology Integration,Instructional Effectiveness,Foreign Countries

This paper investigates elementary and secondary teachers' experiences of the impact, strength, and weaknesses of Social Network Sites (SNS) with regard to improving students' acquisition of Arabic Language. The study sample consisted of (85) Arabic language teachers; (77) of them responded to a questionnaire that measured their experiences of SNS's impact, strengths, and weaknesses. The researchers used descriptive statistics, ANOVA and T-test. The data analyses revealed an existent of impact, strengths, and weaknesses of SNS on elementary and secondary students' acquisition of Arabic Language. The study recommended the focus on overcoming weaknesses and taking advantage of using SNS in learning environments.
The Dimensions of Professional Development Needs for Secondary Agricultural Education Teachers across Career Stages: A Multiple Case Study Comparison
Author: Roberts, Richie
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Development,Educational Needs,Secondary School Teachers,Agriculture Teachers,Teacher Attitudes,Beginning Teachers,Experienced Teachers

This study sought to understand the professional development needs articulated by secondary agricultural education teachers across three career stages. To accomplish this, we collected data from secondary agricultural educators (N = 66) in Louisiana. Then, we performed a cross-case analysis to compare and contrast themes and axial codes. Through our analysis, three themes emerged in each case: (1) presage variables; (2) context variables; and (3) process variables. The themes represented the various dimensions of professional development that teachers expressed they desired to facilitate student success better. In particular, the Early Career Teachers' non-traditional backgrounds often limited their exposure to opportunities; therefore, they desired more knowledge and skills in technical agricultural concepts. Meanwhile, Mid-Career Teachers were more stable and confident in their roles as secondary agricultural education teachers; nevertheless, they were frustrated because of various contextual forces that complicated their job duties. Finally, Career Teachers were experiencing career wind-down and had unique professional development requests to help them cope better with contextual changes influencing their responsibilities. Findings from this study, therefore, suggested that although areas of commonality exist across career stages, it is critical to differentiate professional development across programmatic dimensions of agricultural education.
The Effect of Infographics on Recall of Information about Genetically Modified Foods
Author: Waller, Kassie
Date: 2020-00-00
Type: Journal Articles
Subjects: Visual Aids,Information Sources,Cognitive Processes,Difficulty Level,Recall (Psychology),Recognition (Psychology),Retention (Psychology),Genetics,Food,Agricultural Education,Multiple Literacies,Communication Strategies,Cues,Attitude Change,Undergraduate Students,Instructional Effectiveness

Although multiple agricultural literacy campaigns exist, studies have found many people struggle to grasp agriculture topics. In order to process and learn information, individuals use a limited pool of cognitive resources. When topics or media messages are complex, those resources can be overwhelmed, thus hindering the learning process. Visual aids can prevent this from occurring. The purpose of this research was to test the use of infographics to communicate the topic of genetically modified foods. One-hundred-thirty undergraduate students were exposed to one of two randomly assigned stimuli. Both stimuli contained the same information about genetically modified foods, but one was presented in the form of an infographic, while the other was a text-only narrative. After viewing, participants were tested in a variety of ways on their ability to recall information. Sixty-nine of these participants took part in a delayed survey a week after stimuli exposure to again test recall and retention of the information they viewed. No significant difference was found in retention and recall rates when using an infographic versus a narrative to communicate a complex topic. However, this study provides several implications for future research in the area of visual communications in agricultural literacy.
Evolution of University Governance in Morocco: What Is the Impact?
Author: Ayad, Khalid
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,College Administration,Governance,Educational Development,Educational Change,Educational Quality,Educational Legislation,Educational History,Accountability,Institutional Autonomy

The concept of governance has become ubiquitous because it is recognized as an important tool for improving quality in all aspects of higher education. In Morocco, few scientific articles have dealt with the subject of university governance. Therefore, we will present a general review of the evolution of governance through the laws and reforms established by Moroccan governments from 1975 to 2019. The purpose of the study is to detect the extent of the presence of university governance principles in these reforms. This study enriches the theoretical literature on the crisis of the Moroccan university system and opens the way to new empirical studies to better understand the perception of the university governance concept in the Moroccan context and to improve the quality of higher education and, subsequently, the economic development of the country. The findings of this study show an evolution of the presence of university governance principles in reforms and higher education laws.
Global Perceptions of Faculties on Virtual Programme Delivery and Assessment in Higher Education Institutions during the 2020 COVID-19 Pandemic
Author: Sasere, Oluwasola Babatunde
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,College Faculty,Electronic Learning,COVID-19,Pandemics,School Closing,Instructional Effectiveness,Comparative Education,Computer Mediated Communication,Internet,Technological Literacy,Developing Nations,Access to Computers

Amidst the outbreak of COVID-19 worldwide, virtually all national governments declared a &quot;lockdown&quot; of all institutions in a bid to curtail its spread. This posed serious challenges to programme delivery and assessment in Higher Education Institutions (HEIs), with foreseeable long and short-term consequences. This study investigated the effectiveness of virtual programme delivery and assessment in Higher Education Institutions (HEIs) during the COVID-19 (Corona Virus) pandemic, from a global perspective. The study assesses the success rate of virtual teaching and learning via various online platforms that were set up to make up for time lost due to the unanticipated global HEIs closure. Organisational Change Theory was used to inform the study, within the confines of simple qualitative research approach. Data were collected using interview while participants were selected through convenience sampling technique via online platforms such as the reputable online academic community, email, WhatsApp, and the UNESCO website. Data were analysed using thematic analysis. The findings revealed disparities in responses to virtual learning across HEIs and national contexts. Training and re-training of lecturers and students, and the provision of virtual learning enabling infrastructure, were recommended to mitigate similar situation in future.
Harnessing Text Structure Strategy for Reading Expository and Medical Texts among EFL College Students
Author: Wu, Shu-hua
Date: 2020-00-00
Type: Journal Articles
Subjects: Text Structure,Reading Strategies,Reading Instruction,Instructional Effectiveness,Reading Comprehension,Medical Education,Nursing Education,Textbooks,Expository Writing,English for Special Purposes,Second Language Learning,College Students,Foreign Countries

This classroom-based study was conducted in Kuwait to investigate the impact of text structure strategy (TSS) instruction on the ways in which 54 English as a foreign language (EFL) college students approached expository and medical texts. Data collection involved two surveys, fieldnotes, class observations, and group interviews. A system of codes and categories was developed from the recurrent patterns and commonalities in the interview data and classroom observations. Two surveys were distributed in 2 intervals, 8 weeks apart, which focused on identifying text structure strategies such as introducing the concept of text structures, asking guided questions, identifying signaling words, and using graphic organizers, as well as the extent to which the participants applied text structure strategies to approach expository medical texts. Data analysis involved using the Microsoft Excel program to generate two tables and descriptive statistics including the means, standard deviations and percentages of the results of the two surveys. Findings indicated that the participants benefited from TSS instruction in strategies that involved group discussions rather than strategies that relied on individual class work. Moreover, a large percentage of the participants applied most of what they learned in analyzing expository texts into reading medical texts. Implications were drawn for EFL teachers to conduct action research studies on text structure strategy for EFL learners and to apply TSS instruction in class in group and pair work which are suitable for EFL leaners. Finally, EFL researchers were invited to conduct classroom-based studies of TSS instruction.
Activating Culturally Empathic Motivation in Diverse Students
Author: Grant, Donald E., Jr.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Motivation,Student Diversity,Cultural Awareness,Empathy,Interdisciplinary Approach,Teacher Role,Educational Environment,Teacher Student Relationship,Cooperation,Trauma,Self Determination,Teacher Motivation,Academic Achievement,Developmentally Appropriate Practices

School motivation as a construct is increasingly surfacing in classrooms across the United States. The research on achievement and intrinsic motivation has become more complex, given contemporary inquiries on trauma-informed practices, special education-related services. With the absence of culturally empathic practices, each of these factors can potentially add another barrier and impact those involved in the learning process. The need for schools to develop dynamic multi-disciplinary teams that capitalize on relational energy to provide support and increase student motivation remains necessary. Schools explore creative ways to prioritize relationships before rigor to see improvements in student motivation and the attainment of student learning outcomes. Low self-worth, falling short of expectations, or completely missing the mark magnifies the differences between self-perception and one's identity as perceived by others. To combat deficit-based models of engagement, the researchers analyzed culturally empathic motivation in diverse students. Teacher expectations, modeling, and enthusiasm need to be apparent to students, and teachers' efficacy needs to embrace the idea that all students can learn. Teacher quality, learning climate, and powerful instruction are vital to designing a productive learning environment that motivates students to learn. In a positive learning climate, the teacher and the students work together as a community of learners to help everyone achieve. Motivation plays a significant role in the creation of experiences that enhance the development of empathic awareness. Taking a deeper look at motivation interventions through a holistic ecological lens that is both culturally intelligent and trauma-informed will create a strength-based collaborative learning perspective.
An Experimental Study of a Software Based Teaching Methodology in an Undergraduate Negotiation Course
Author: Khan, Mohammad Ayub
Date: 2020-00-00
Type: Journal Articles
Subjects: Experimental Teaching,Computer Software,Computer Uses in Education,Undergraduate Students,Conflict Resolution,Learner Engagement,Student Motivation,Instructional Effectiveness,Educational Technology,Cooperative Learning,Foreign Countries,Intercultural Communication,Self Esteem

Cross-cultural negotiation courses have been taught for many years both at graduate and undergraduate levels, using conventional pedagogical approaches such as classroom-based lectures, material readings, and paper-pencil based negotiation exercises. In the contemporary world of higher education, it is often expressed by the faculty that students show lack of enthusiasm, interest, and motivation to actively participate in such learning activities. Moreover, semesters after semesters faculty find students becoming less and less engaged in conventional learning activities. In this learning atmosphere, as teachers, we find it really challenging to create and maintain a minimum level of the required interest in students and motivate them to pay attention, ask questions, and participate actively in classroom sessions. Therefore, in this study we propose to the faculty who are teaching negotiation related courses to use software-based teaching strategy in order to engage students in a more enjoyable manner and provide them with an interactive learning environment.