ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of the National Plan (2010-2020) on the Development of Special Education in China: Evidence from Before-After Design at a 7-Year Interval
Author: Alduais, Ahmed
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Educational Planning,Special Schools,Enrollment Trends,School Personnel,Teachers,Educational Quality,Graduation Rate,Educational Policy

The possible effect of the National Plan on the development of special education has not been examined, and there is no published evidence concerning both national and international readership about the realisation of this policy document in China. Given this, we conducted a before-after design study at a 7-year interval including six variables of special education: number of schools, total enrollment, new enrollment, graduates, educational personnel, and full-time teachers. The data were retrieved from the National Bureau of Statistics of China (NBSC). The results indicated two patterns of special education development in China. First, the National Plan has quantitatively affected some special education services (schools, new enrollments, educational personnel, and full-time teachers). Second, the National Plan has possibly resulted into better control of the quality of special education-evidenced by an insignificant increase in total enrollment and graduates at the two compared intervals.
Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating Learning
Author: Kim, Hye Jeong
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Access to Computers,Teaching Methods,Rural Schools,Technology Integration,Learner Engagement,Barriers,Foreign Countries,Interaction,Class Size

We investigated teachers' perceptions and behaviors regarding the integration of tablets into their activities in the one-to-one classroom. The use of tablets in classroom instruction can enrich the pedagogical quality of students' collaborative activities, enhance classroom engagement, and facilitate various classroom activities. Seven focus group interviews were conducted with 37 teachers from seven rural public schools in Korea. Data were mostly generated using semi-structured interviews and were then analyzed using content analysis. Our results show that teachers made efforts to incorporate various interactive activities into the classroom using tablets. With technology tailored to one-to-one environments, interactive instruction was based on teachers' perceptions of the unique advantages of the tablets and relevant technologies. The teachers reported that instruction using one-to-one technology could enhance each student's engagement. However, the teachers faced multiple challenges in using tablets in terms of meeting their instructional objectives or teaching goals in the context of classroom teaching. In tablet-integrated classes, the teachers reported curriculum completion issues and the need for a longer period of teacher training before tablet integration. This study is valuable because few studies discuss the role of teachers with regard to their pedagogical experiences with tablet-integrated classrooms in the context of one-to-one computing activities.
The Contribution of Experiential Learning to the Development of Cognitive and Social Skills in Secondary Education: A Case Study
Author: Voukelatou, Gianna
Date: 2019-00-00
Type: Journal Articles
Subjects: Experiential Learning,Thinking Skills,Interpersonal Competence,Secondary School Students,Foreign Countries,Active Learning,Student Projects,Student Attitudes,Cultural Education,Instructional Effectiveness,Dance

This paper is an attempt to approach the concept of experiential learning and describes the implementation of the project teaching method in a secondary school in Athens. In the framework of this study, we carried out qualitative research using the method of in-depth interview. We aimed at recording the views, perceptions, feelings and attitudes of 20 students that participated in the project &quot;Traditional dances from different parts of Greece.&quot; The results showed the significant impact of experiential learning on acquiring knowledge and developing social skills and students' attitudes, while contributing to the promotion of cultural heritage and the values of tradition. This is an original research study that depicts experiential learning in teaching as well as analyzing the teaching method of the project in combination with other different experiential/energetic educational techniques. In general, trainers and scientists of pedagogy and school psychology can use the results to design and implement educational programs in schools of all educational levels based on the experiential teaching method of learning.
Lessons Learned from the Development of Open Educational Resources at Post-Secondary Level in the Field of Environmental Modelling: An Exploratory Study
Author: Hassan, Quazi K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Curriculum Development,Environmental Education,Student Behavior,Textbooks,Information Retrieval,Foreign Countries,Adoption (Ideas),College Students,Instructional Effectiveness,Information Sources,Copyrights,Government Publications,Engineering Education,College Curriculum

Open educational resources (OER) have become increasingly popular in recent times. Here, the aim was to synthesise the lessons learned through the development of OER materials for a university-level course called &quot;environmental modelling&quot;. Consequently, the topics of discussion included: (i) how to choose an appropriate creative commons license; (ii) ways of incorporating materials from other sources, such as publicly available sources, other open access materials, and an author's own published materials if not published under a creative commons license; (iii) the impact of the developed OER in the field of environmental modelling; and (iv) the challenges in developing OER material. Upon developing the materials, we observed the following: (i) students enrolled in the course did not purchase textbooks; (ii) our OER materials ranked as one of the most accessed (i.e., number 7) materials according to the usage data that summed the number of file downloads and item views from PRISM (i.e., the hosting platform maintained by the University of Calgary); (iii) the students learned relatively better as per the data acquired by the University of Calgary's universal student ratings of instruction (USRI) instrument; and (iv) other universities expressed interest in adopting the materials.
School-University Links for Evidence-Informed Practice
Author: Cain, Tim
Date: 2019-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Evidence Based Practice,Barriers,Foreign Countries,Research Projects,Educational Assessment,Doctoral Degrees,Research Utilization,Information Dissemination,Preservice Teacher Education,Faculty Development,Bids,Educational Finance

A range of studies has identified barriers to evidence-informed practice in schools, many of which recommend school-university links as a means for removing these barriers. In England, public policy also promotes school-university partnerships, which expects these to have benefits for both schools and universities. Secondary analysis of data from five qualitative research projects reveals that school-university links are formed around activities, including postgraduate degrees, research projects and evaluations, Teacher Research projects, research dissemination conferences and seminars, Initial Teacher Education, research-informed Continuous Professional Development (CPD), and bidding for funding. Although, superficially, these activities might seem to enable more and better, evidence-informed practice in schools, school-university links are founded on activities that are declining, those that are short-term, and those that heavily rely on the enthusiasm of a few people. This paper concludes by offering suggestions for improving school-university links, so as to enable research to better inform practice.
Secondary School Students and Internet Forums--A Survey of Student Views Contrasted with an Analysis of Internet Forum Posts
Author: Dittmar, Johanna
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Students,Internet,Discussion Groups,Student Attitudes,Chemistry,Student Behavior,Learning,Science Education,Computer Uses in Education,Foreign Countries

Students today are increasingly engaged in the use of digital information and communication technologies. The Internet continues to grow and more and more young people are using it worldwide. Educational practices, however, have been slow to adapt to the corresponding developments. For example, Internet forums are generally ignored in most educational practices, including chemistry education, although they are often used to find new information by everyday people. The question therefore arises: Why are such media not used to provoke and promote science or chemistry teaching and learning, while simultaneously developing critical scientific media literacy? To understand how the younger generation learns via Internet forums, this article looks at a survey of Internet forum usage behavior by lower and upper secondary school students (age range 12-17) in relation to chemistry-specific content. The findings are then contrasted with an analysis of user behavior. The final analysis revealed that students are open and critical when using Internet forums, even though such learning is mostly unconnected to formal education. These results can inform science and chemistry teaching by focusing teaching and learning more on Internet forums in order to employ them as an educational medium in science class.
The Appropriation of Symbolic Language in Worldview Education through Bibliodrama
Author: van den Berg, Bas
Date: 2019-00-00
Type: Journal Articles
Subjects: Symbolic Language,Figurative Language,World Views,Role Playing,Drama,Religious Education,Elementary Education,Language Usage,Imagination,Biblical Literature,Elementary School Students,Foreign Countries

One of the main questions regarding Dutch primary education in our secularised and religiously diverse society--both with regards to public and religiously-affiliated schools--is how to get students acquainted with the symbolic language of religious and worldview-affiliated life narratives. Teaching literacy in symbolic language has become less important in the education programmes of modern-day primary schools. The dominance of scientific descriptive language is evident in the majority of contemporary curricula. This language may be highly important for teaching mathematics and science, but for religious and cultural education, and for teaching art and history, symbolic language is the vehicle for acquiring knowledge, insight, and wisdom. Our aim in this article is to reflect on the idea that stimulating symbolic speech in primary school education through role playing, will bring out the sensitivity of current-day students to confer meaning to life questions and life themes.
The Role of Evidence-Based Practice in German Special Education--State of Research and Discussion
Author: Blumenthal, Yvonne
Date: 2019-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Special Education,Foreign Countries,Decision Making,Instructional Materials,Special Education Teachers

This paper reviews the discourse on the concept of evidence-based special education in Germany. A short overview of the current situation in regard to available evidence-based educational materials for schools in Germany and the USA is given. Critical objections on the topic within Germany will be outlined thereafter. With these in mind, a discussion on the described points of criticism will follow in closing. Overall, the concept's essential elements, such as the social and internal evidence, are not given sufficient consideration.
Course Evaluation for Low Pass Rate Improvement in Engineering Education
Author: Ouahada, Khmaies
Date: 2019-00-00
Type: Journal Articles
Subjects: Course Evaluation,Engineering Education,Foreign Countries,Instructional Materials,Teacher Effectiveness,Educational Improvement,Feedback (Response),College Faculty,Student Attitudes,Teaching Methods,Universities,College Students,Low Achievement,Grades (Scholastic),Academic Achievement

A course evaluation is a process that includes evaluations of lecturers' teaching performances and their course material moderations. These two procedures are usually implemented, whether officially by the faculty of engineering or by lecturers' own initiatives, to help identify lecturers' strengths and weaknesses and the ways forward to improve their performances and their qualities of teaching. This paper presents different ways of implementing these two criteria from students' and professionals' perspectives. Official questionnaires from the faculty of engineering, personal questionnaires using Google surveys, Moodle and special designed forms have been used for moderation and evaluations. The process of evaluation is the core of a feedback procedure followed by universities in order for them to monitor the teaching quality of their staff. Satisfactory results show that such a process can improve the lecturers' teaching performances, courses material quality, students' satisfaction and performances, and finally the pass rate of the class.
Instructional Coaching for Implementing Visible Learning: A Model for Translating Research into Practice
Author: Knight, Jim
Date: 2019-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Research and Development,Theory Practice Relationship,Faculty Development,Workshops,Instructional Effectiveness,Learning Strategies,Evidence Based Practice,Teaching Methods

Visible Learning has been one of the most influential research initiatives conducted in education in the past few decades, and at the same time, instructional coaching is becoming one of the most popular forms of professional development. This paper considers how the implementation of Visible Learning may be supported through instructional coaches by: (a) offering a brief summary of the central tenants of Visible Learning; (b) summarizing the foundational research on instructional coaching conducted at the Kansas Coaching Project at The University of Kansas Center for Research on Learning; (c) describing what those findings reveal about effective instructional coaching practices; and (d) pointing out how the research findings suggest that instructional coaching should be used to support the implementation of Visible Learning or any other educational innovations.
Bibliodrama: Introducing Stories from Narrative Traditions in the Development of Young People&apos;s Life Orientation
Author: Agten, Jean
Date: 2019-00-00
Type: Journal Articles
Subjects: Drama,Fairy Tales,Mythology,Late Adolescents,Young Adults,College Students,Identification (Psychology),Religion,Foreign Countries

Young people, in the age of puberty and early adolescence, are in need of images and narratives as role models to mirror their actual thoughts and feelings, and to stimulate the development of their (tradition(s)-related) life orientation. The development of a life orientation we see as a religiously or secularly founded process of identity construction--a work-in-progress; a process of 'learning by doing'. This is described in Part I of this contribution. As Jacob Moreno, the founder of psychodrama stated: 'Thinking is in the action'. 'Doing'--being actively involved in a situation--is the defining characteristic of key persons and key objects in narratives. This is in line with John Dewey's view that the activity new perspectives are created; learning by doing. In bibliodrama, making use of psychodrama techniques, connections are established between narratives from traditional (religious or secular) worldviews--but also from myths and fairy tales--and young people's individual life experiences. Seemingly without effort and as child's play, bibliodrama creates an encounter between the here-and-now and the once-and-then of narratives of long ago. The theoretical framework of this practice and the methods of bibliodrama are described in Part II. In Part III we present an example of bibliodrama performed with 18--20-year-old students of the Odisee Hogeschool (Odisee University of Applied Sciences) of Brussels (Belgium). We conclude our contribution with a few preliminary conclusions, a discussion and recommendations for the practice of bibliodrama in education to familiarise students with (religious and secular) life orientations traditions, in order to facilitate the construction of their own authentic life orientation.
Educational Stakeholders&apos; Independent Evaluation of an Artificial Intelligence-Enabled Adaptive Learning System Using Bayesian Network Predictive Simulations
Author: How, Meng-Leong
Date: 2019-00-00
Type: Journal Articles
Subjects: Stakeholders,Artificial Intelligence,Bayesian Statistics,Probability,Hypothesis Testing,Problem Solving,Intelligent Tutoring Systems,Pretests Posttests,Simulation,Prediction,Evaluation Methods

Artificial intelligence-enabled adaptive learning systems (AI-ALS) are increasingly being deployed in education to enhance the learning needs of students. However, educational stakeholders are required by policy-makers to conduct an independent evaluation of the AI-ALS using a small sample size in a pilot study, before that AI-ALS can be approved for large-scale deployment. Beyond simply believing in the information provided by the AI-ALS supplier, there arises a need for educational stakeholders to independently understand the motif of the pedagogical characteristics that underlie the AI-ALS. Laudable efforts were made by researchers to engender frameworks for the evaluation of AI-ALS. Nevertheless, those highly technical techniques often require advanced mathematical knowledge or computer programming skills. There remains a dearth in the extant literature for a more intuitive way for educational stakeholders--rather than computer scientists--to carry out the independent evaluation of an AI-ALS to understand how it could provide opportunities to educe the problem-solving abilities of the students so that they can successfully learn the subject matter. This paper proffers an approach for educational stakeholders to employ Bayesian networks to simulate predictive hypothetical scenarios with controllable parameters to better inform them about the suitability of the AI-ALS for the students.
Role and Scope Coverage of Speech-Related Professionals Linked to Neuro-Advancements within the Academic Literature and Canadian Newspapers
Author: Villamil, Valentina
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Newspapers,Journal Articles,Allied Health Personnel,Speech Language Pathology,Audiology,Assistive Technology,Neurology,Brain,Lifelong Learning,Role,Ethics,Information Technology

Speech-related professionals such as speech language pathologists (SLPs) and audiologists make use of neuro-advancements including neurotechnologies such as cochlear implants (CIs), brain-computer interfaces, and deep brain stimulation. Speech-related professionals could occupy many roles in relation to their interaction with neuro-advancements reflecting the roles expected of them by their professional organizations. These roles include: service provider, promoter of neuro-products such as CIs, educator of others, neuro-related knowledge producer and researcher, advocates for their fields and their clients in relation to neuro-advancements, and influencers of neuro-policy, neuroethics and neuro-governance discussions. Lifelong learning, also known as professional development, is used as a mechanism to keep professionals up to date on knowledge needed to perform their work and could be used to support the fulfillment of all the roles in relation to neuro-advancements. Using 300 English language Canadian newspapers and academic articles from SCOPUS and the 70 databases of EBSCO-Host as sources, we found that the neuro-advancement content linked to speech-related professionals centered around CIs and brain computer interfaces, with other neuro-technologies being mentioned much less. Speech-related professionals were mostly mentioned in roles linked to clinical service provision, but rarely to not at all in other roles such as advocate, researcher or influencer of neuroethics and neuro-governance discussions. Furthermore, lifelong learning was not engaged with as a topic. The findings suggest that the mentioning of and engagement with roles of speech-related professionals linked to neuro-advancements falls short given the expectations of roles of speech-related professionals for example. We submit that these findings have implications for the education of speech-related professionals, how others perceive the role and identity of speech-related professionals, and how speech-related professionals perceive their own role.
Relevance and Values of Gandhi&apos;s and Bacha Khan&apos;s Moral Education in Negotiating/Addressing Situated Disparities of South Asia
Author: Dutta, Uttaran
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Conflict,Ethical Instruction,Sex,Age,Social Class,Ethnicity,Religion,Regional Characteristics,Identification (Psychology)

Focusing on the contemporary conflicts and social political complexities of South Asia (specifically, India and Pakistan), this paper explores the roles and relevance of Gandhi's and Bacha Khan's moral education in negotiating/addressing the situated disparities. Drawing from the words and wisdom of Gandhi and Bacha Khan, this paper examines identity issues particularly in the context of (i) gender (disparities and struggles of women (and girls) in the society); (ii) age (situation and contributions of youths and elderly people in bringing about changes); (iii) class (including occupational and caste-based complexities and their negotiations); (iv) ethnicity (struggles of indigenous populations in overcoming situated adversities); (v) religion (tensions and acts of negotiating religious orthodoxies towards creating more secular society); and (vi) regional identities (roles of regional identities in fostering local development). Grounded in their philosophies and pedagogies, the paper discusses the contributions of the two visionaries and their epistemologies/ideologies in studying and/or addressing the issues of contemporary world. This scholarship seems particularly important today when dominant sociopolitical and religious institutions and their agendas often do not value (if not oppose) such moral education, which potentially affects the lives of South Asian populations at large.