ethanporcaro/eric-fulltext-meta huggingface dataset:
The Perspectives of Academic Leaders on Positioning Higher Education for the Knowledge Economy in Oman: Challenges and Opportunities
Author: Al Weshahi, Saif
Date: 2023-00-00
Type: Journal Articles
Subjects: Knowledge Economy,Higher Education,Case Studies,Neoliberalism,Foreign Countries,Fuels,Strategic Planning,Deans,Administrator Attitudes,Department Heads,Educational Policy,Developing Nations,Developed Nations,Leadership Styles,Educational Administration,Barriers,Educational Benefits,School Business Officials,Sustainable Development,Education Work Relationship,Private Sector,Employment,Financial Support,Scientific Research,Outcomes of Education,Labor Market,Social Change

Oman Vision 2040 strives to continue shifting the country from an oil to a non-oil-based economy by emphasizing the value of diversification in HEIs. This study aims to provide in-depth insights into implementing the knowledge economy strategy in Oman's higher education system and uses a case study methodology, draws on thematic analysis, and adopts an interpretive perspective employing semi-structured interviews conducted with the dean, assistant deans, and heads of academic departments. The study manifests a common sense among the academic leaders that espousing the policy of the KE in HE is agreed upon. This approbation of KE is ascribed to the discrepancy between developed and developing countries concerning the reality of the higher education systems and the embedded influence of neoliberalism. The study identifies the four fundamental pillars of KE in HE, whereby the study could interpret the existing educational leadership style undertaken and speculate on its future directions. The research indicates three obstacles facing educational leadership; challenges of practicing leadership, lack sustainable system (within the college), and external factors (beyond the college). It also unveils two significant benefits: preparing students for employment in the private sector will reduce the burden on the government to provide careers. Second, the potential reciprocal gains that are pursued in industry and HEIs through funding research, reviewing curriculum and learning outcomes together, and offering a hands-on approach to tackle challenges confronting the national labor market.
The Virtual Interactive Learning Model Using Imagineering Process via Metaverse
Author: Kongpha, Rattanakul
Date: 2023-00-00
Type: Journal Articles
Subjects: Electronic Learning,Interaction,Computer Simulation,Instructional Development,Learning Strategies,Teaching Methods,Models

The virtual interactive learning model using imagineering process as a tool to promote happy learning for digital age learners. The concept is based on the combination of virtual learning environment and metaverse in order to create learning experience via virtual community. The objectives of this research are (1) to study and synthesise the conceptual framework of the virtual interactive learning model using imagineering process via metaverse, (2) to develop the virtual interactive learning model using imagineering process via metaverse, and (3) to study the results after using the virtual interactive learning model using imagineering process via metaverse. The participants in this research include seven experts from various institutions, all of whom are specialised in the design and development of instruction models and instruction systems. The research tools consist of (1) the virtual interactive learning model using imagineering process via metaverse, and (2) the evaluation form on the suitability of the virtual interactive learning model using imagineering process via metaverse. The results, which are in consistence with the expectation of the researchers, show that (1) this research can be used as a guideline to develop the virtual interactive learning system using imagineering process via metaverse, which can promote happy learning, and it consists of six steps of imagineering process integrated with learning through virtual environments via metaverse; thereby, users can interact in the virtual world and exchange knowledge with one other through virtual reality technology, (2) the overall suitability of the development of the virtual interactive learning model using imagineering process via metaverse (overall elements) is at the very high level, and (3) the overall suitability of the development of the virtual interactive learning model using imagineering process via metaverse is at the very high level.
Natality, the Past, and the Pearl Diver: Exploring Hannah Arendt&apos;s Educational Teaching
Author: Giuseffi, Frank
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Teaching Methods,Educational Theories,Political Attitudes,Educational Experience,Learning Processes,Historiography,Educational History,Futures (of Society),Social Change,Crisis Management

The penetrating philosophical and political writings of Hannah Arendt has offered humankind provocative and insightful analysis on political action, moral behavior, and human freedom. All the more arresting, are Arendt's writings on education, fully expressed in her work, &quot;Crisis in Education.&quot; This article investigates Arendt's understanding of the crisis and how natality, authority, and conserving what Arendt terms the &quot;newcomer's&quot; revolutionary action through a nuanced view of the past, addresses that crisis. This article also considers a more comprehensive understanding of the newcomer's revolutionary activity during educational experiences by analyzing Arendt's views on tradition and the &quot;pearl diver&quot; metaphor described in her essay on Walter Benjamin. In exploring the impact Arendt's thinking may have on education, educationists can have new hope in their quest for further theoretical and philosophical underpinnings for teaching and learning and enhance the vibrancy and meaningfulness of philosophy of education.
A South African Rural Teacher&apos;s Experience with Technological Pedagogical Reasoning
Author: Tsoka, Maxwell
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Teaching Experience,Educational Technology,Computer Simulation,Science Instruction,Physical Sciences,Technological Literacy,Pedagogical Content Knowledge,Program Development,Program Effectiveness

This study sought to narrate the experiences of a digital novice South African rural teacher, using technological pedagogical reasoning (TPR). The ubiquity and pervasiveness of digital technology is creating a need for teachers to develop TPR to remain relevant in this ever-changing global teaching community. TPR is developed in the real context of a teacher's practice; hence, teachers need to have the experiences of learning to teach with technology in their actual classes. In this study, one South African rural teacher found computer simulations (CS) to be curricular materials with the potential to transform how physical sciences can be taught in South African rural schools. Their affordances are many, depending on how they can be manipulated by the user to add value to their pursuits. In addition, they have pragmatic value to the practice of South African teachers. The benefits of using CS were informed by using the technological pedagogical reasoning (TPR) framework. These affordances were relational, uncovered through an active interaction with the technology and the learners. The use of technology in teaching does not come with a pedagogical manual; hence, their use by the individual teachers is idiosyncratic. Hence, this creates a need for more research in the use of specific technology while teaching in rural schools to develop a more nuanced understanding of TPR.
Students&apos; University Identification: An Exploratory Study in United States and Italy
Author: Di Battista, Silvia
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Self Concept,Student Experience,Group Membership,Student Attitudes,Differences

Students' identification with schools or universities is associated with many positive outcomes, such as increased cooperation and completion of studies. This study is a qualitative investigation of university students' experiences concerning identification. Two hundred and eleven Italian students and 226 U.S. students wrote responses to open-ended questions about a time that they either felt connected (identified) or disconnected to (not identified) with their university. In Italy, students prompted to identify with the university focused their descriptions on didactical aspects such as academic training experiences. Italian students prompted not to identify with the university often described their experiences with the university's organizational and administrative aspects. U.S. students prompted to identify or not with the university focused on the social aspects of their university experience such as their involvement with fraternities and sororities. Italian and U.S. students rarely mentioned instrumental aspects of their university experience such as how much the university matters for professional training. This close analysis of students' experiences illustrates how diverse the sources of university identification can be across different countries. These qualitative results help to fully understand the contents of the experience of university students. Policies for enhancing students' motivation and engagement in higher education should reflect all the different domains of identification, to support the full range of students' experiences.
Are Adult Driver Education Programs Effective? A Systematic Review of Evaluations of Accident Prevention Training Courses
Author: Faus, Mireia
Date: 2023-02-00
Type: Journal Articles
Subjects: Youth,Adults,Young Adults,Research Reports,Driver Education,Traffic Safety,Instructional Effectiveness,Training,Risk,Attitudes,Decision Making,Accident Prevention,Evaluation

Road safety training programs are commonly used to raise awareness of risky attitudes and behaviours. The evaluation of road safety education courses aimed at children is carried out with some assiduity. However, this does not usually occur in courses aimed at young people and adults. The present systematic review aims to identify studies that evaluate the effectiveness of road safety training programs in this population group. This systematic review followed the PRISMA methodology, by which the relevant articles based on the research term were identified. A total number of 1,336 indexed articles were filtered, and a final selection of 22 articles directly addressing the issue was obtained. Search strategies were developed and conducted in WOS, Scopus, NCBI, Google Scholar and APA databases. The selected articles indicate that the effects of road safety training programs in adults are mild to moderate. Their effectiveness is substantially increased when they are aimed at improving risk perception and decision making rather than training in driving skills. In any case, more evaluations of these courses are needed to identify which tools are effective and which should be replaced by new behaviour modification methods in the design of future driver education programs.
The Importance of Pairings in Mentorship Programs
Author: Wold, Cheryl
Date: 2023-00-00
Type: Journal Articles
Subjects: Mentors,Interpersonal Relationship,Teacher Attitudes,Program Evaluation,Beginning Teachers,COVID-19,Pandemics,Preferences,Faculty Mobility,Teacher Placement

This study examined pairing preferences of participants in a statewide new teacher mentor program. Participants self-identified the importance of factors such as teaching the same or different content area, same or different grade span, same or different building, and having similar or different personalities. Since the study was impacted by the transition to remote learning during the COVID-19 pandemic, preferences for types of meetings for mentoring and successful remote mentoring strategies were studied as well. There was a significant positive correlation for mentors who were at a different location from their new teacher and the mentor's preference for a combination of virtual and face-to-face meeting. There was a significant negative correlation for mentors who were at a different location from their new teacher and the mentor's preference for face-to-face meetings. Findings also indicated a 99% retention rate for new teachers who participated in this two-year mentoring program.
Psychometric Properties and Factor Structure of the PANASN Affect Scale in a Sample of Spanish School Children
Author: López Martínez, Olivia
Date: 2023-02-00
Type: Journal Articles
Subjects: Psychometrics,Foreign Countries,Affective Measures,Well Being,Affective Behavior,Children,Adolescents,Reliability,Elementary School Students,Factor Structure,Factor Analysis

From the perspective of positive psychology, the study and measurement of subjective well-being has popularized a growing interest towards variables such as affective perception. In an attempt to explain and evaluate the affective structure in positive terms (PA) and negative terms (NA), PANASN affect scale (Sandín, 2003) constitutes the version adapted for children and teenagers of the Positive and Negative Affect Schedule (Watson et al., 1988). Opposite to the confirmatory study made in teenagers by Sandín (2003), this paper proceeds to analyse the internal structure and reliability of the above mentioned questionnaire after being administered to 636 students aged between 6 and 14 years. An instrumental type of research methodology was carried out. The instrument used was the Positive and Negative Affect Scale for Children and Adolescents (PANASN). While confirmatory and exploratory analysis show an appropriate adjustment, these properties tend to fade when three or four factors are considered. In response to this, we reflect on the need to consider certain aspects of improvement in content and form, which are essential if we want to use said instrument with primary education students.
&quot;The Best Thing Was to Realize That I Am Not a Nobody. I Am Meaningful.&quot; Students&apos; Perceptions of a Strengths-Based Approach to Guidance
Author: Katajisto, Marjo
Date: 2023-02-00
Type: Journal Articles
Subjects: Middle School Students,Grade 9,Student Attitudes,Intervention,Psychological Characteristics,Self Concept,Student Experience,Change,Ability,Student Characteristics,Attitude Change,School Counseling,Foreign Countries,Metacognition

This article reports findings from a study among 9th-graders who participated in a strengths-based intervention in two West-Finnish comprehensive schools. The intervention pursued to develop the students' psychological capital (PsyCap), awareness of their strengths, and experiences of student guidance. The following research question was set for this study: How do students perceive the change in themselves during a strengths-based intervention? This research used the phenomenographic approach. The students were chosen from the original group of students participating in the intervention so that those who showed highest increase in PowerZone during the initial and end measures of the intervention were invited to interviews. Altogether six girls and four boys were interviewed personally. The results showed how strengths boosted students' optimism evincing changes in perceptions of one's own strengths; changes in attitudes toward schoolwork; and changes in attitudes toward the future. This research contributed to the discussion a very important viewpoint, namely that of the young people themselves. Their experiences should be at the core and considered carefully when developing new methods and tools for student guidance and counseling.
Teacher-Based Evaluation of Students&apos; Problem Solving Skills
Author: Özpinar, Ilknur
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Evaluation,Problem Solving,Secondary School Students,Mathematics Teachers,Grade 6,Grade 7,Grade 8,Foreign Countries,Mathematics Education

The need for improving and evaluating students' cognitive skills, including problem-solving, has been highlighted in both the mathematics education literature and the curricula worldwide. The objective of this study was to assess the problem-solving skills of lower secondary school students using a teacher-based evaluation method, taking into account their grade level, gender, grade-point averages, and mathematics grades. To that end, the Problem-solving Skill Scale was administered to 39 mathematics teachers from 21 schools, for a total of 1010 sixth, seventh, and eighth grade students. Based on the findings, it can be inferred that the students possess an adequate level of problem-solving skills; however, their level of proficiency differed significantly according to their grade levels, gender, grade-point averages, and mathematics grades. This identification of the students' problem-solving skills is expected to guide them towards activities and resources that align with their individual abilities.
Using Technology to Support Creative Writing: How It Affects Teachers&apos; Digital Writing Skills and Their Gains from Digital Technology
Author: Göçen, Gökçen
Date: 2023-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Creative Writing,Writing Skills,Computer Uses in Education,Digital Literacy,Technology Integration,Foreign Countries,Instructional Materials,Teaching Methods,Self Efficacy

With the advances in technology, the skill of writing has taken on a new form with digital tools. Concepts like digital literacy, digital writing, electronic writing, web-based writing, online writing, and multimodal texts have become increasingly common. Hence, integrating technology into writing education in schools today has gained significance. This way, students can write digitally and produce digital texts in harmony with their lives outside of school. Teaching these skills to students is only possible to the extent of the teachers' digital writing skills, digital writing habits, self-efficacy in using technology, self-efficacy in preparing digital teaching materials, and improvement of these skills. In this context, the current research aims to investigate the effects of web-based creative writing practices on teachers' digital writing skills, digital writing habits, self-efficacy regarding digital education technology standards, and self-efficacy in developing digital teaching materials. For this purpose, we used the experimental method &quot;one-group pretest-posttest design.&quot; The data were collected from a total of 40 teachers: 20 classroom teachers and 20 Turkish language teachers. We carried out 16 creative writing activities where the participants performed digital writing. In seven of these activities, the participants received information and observed examples of digital tools that can be used in writing education or created texts using various digital tools, like tools for creating digital stories and cartoons. For data collection, we used certain data collection tools before and after the writing activities. We analyzed the data using the Kolmogorov-Smirnov Test, the paired samples t-test, and the Wilcoxon signed-rank test via the SPSS 20.0 software. We interpreted the data and presented it in tables. We concluded that web-assisted creative writing practices had positive effects on teachers' digital writing skills, digital writing habits, self-efficacy regarding digital education technology standards, and self-efficacy in developing digital teaching materials.
Applying Barrie&apos;s Model to Effectively Develop Graduate Profile for the Defence University in Sri Lanka
Author: Marikar, F. M. M. T.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Student Characteristics,Profiles,Employment Potential,Qualifications,Job Skills,Problem Solving,Communication Skills,Teamwork,Leadership,Entrepreneurship,Information Technology,Technological Literacy,Persistence,Professionalism,Lifelong Learning,Critical Thinking,Benchmarking

A graduate profile shows the qualities of a graduate passing from a particular institution. However, it does not inform the specific attributes that a graduate develops through studies. As a result, universities tend to develop Graduate Attributes (GAs) which are Intended Learning Outcomes (ILOs), focusing on what the graduates of a university are capable of doing, which provide essential information for potential employers. Although General Sir John Kotelawala Defence University was established in 1981 and had offered degrees since then, it did not have properly documented GAs until recent. Hence, the specific attributes or capabilities of graduates were not properly documented/exhibited. Therefore, the possibility of applying Barrie's model for developing GAs for the General Sir John Kotelawala Defence University was assessed. Barrie's model was used as the framework and its three main components: Scholarship, Global Citizenship, and Lifelong Learning were mainly considered to maintain the holistic nature of the academic requirements. Input from syllabus documents and student/peer contributions were used in the process. In addition, Sri Lanka Qualification Framework (SLQF) published by the University Grants Commission (UGC) in Sri Lanka was also consulted. Eleven GAs were identified to include Discipline based knowledge, Problem solving skills, Communication skills, Team working ability, Management and entrepreneurship, Information technology skills, Leadership ability, Endurance, Professionalism, Lifelong learning skills, and Critical thinking. Under each GA, benchmarks were also developed with an evaluation framework (including measures to obtain employer/student feedback), in order to execute and also evaluate the level of achievement of the GAs by graduates. This study indicates that Barrie's model supported by SLQF can be successfully used to design/develop specific GAs while further facilitating its execution and evaluation.
Why Do Pre-Service Teachers Prefer Face to Face, Online or Hybrid Education?
Author: Kaya, Suat
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,In Person Learning,Electronic Learning,Blended Learning,Foreign Countries,Outcomes of Education,Student Attitudes

In this cross-sectional survey, it was aimed to analyze pre-service teachers' comparative perceptions about face-to-face (F2F) and online courses. It was also intended to discover the predictors influencing their choice of educational modes. The sample consisted of 338 pre-service teachers, selected with the cluster random sampling method, studying at two universities in Turkey. Data were collected using a questionnaire developed by the researcher. Data regarding the sample's comparative perceptions of online and F2F courses were analyzed with descriptive statistics, while Multinomial Logistic Regression was used to analyze the predictors influencing the sample's education preference, which had three categories: online, F2F and hybrid education. Preliminary findings revealed that the sample preferred hybrid education more than online or F2F education. Further findings revealed that as participants' satisfaction with online courses increased, as did their autonomy and the instructional effectiveness of the online courses, students' proclivity to prefer online education over F2F education increased. Additionally, gender and university type influenced this sample's preferences between F2F and hybrid education significantly.