ethanporcaro/eric-fulltext-meta huggingface dataset:
E-Learning: From an Option to an Obligation
Author: Abdul Razzak, Nina
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,COVID-19,Pandemics,Higher Education,Foreign Countries,Educational Change,Educational Quality

Post COVID-19 outbreak, higher education practices changed considerably around the world. In Bahrain, institutions of higher learning as well as the country's education quality authority have been challenged in different ways because of the pandemic and have been compelled to resort to e-learning and virtual approaches to quality reviews, respectively. This paper presents an analysis of e-learning in higher education in Bahrain and related quality assurance processes pre-and-post COVID-19. This is in addition to arriving at conclusions about what the next relevant steps forward are. The research method followed in this paper is qualitative, taking the form of a small-scale inquiry cast from a quality assurance perspective, that is social context-dependent and focusing on a specific case (e-learning in Bahrain pre-and-post COVID). It, thus, provides an interpretivist perspective in terms of knowledge. The data analysis points to a need for the establishment of a comprehensive set of guidelines for higher education institutions in Bahrain, to develop their own &quot;Quality Assurance in E-Learning&quot; models. These models are simultaneously ones that can facilitate more accurate and in-depth quality evaluations by the Kingdom's quality authority.
Gender Balance and Impact of Role Models in Secondary Science Education
Author: Siani, Alessandro
Date: 2022-00-00
Type: Journal Articles
Subjects: Role Models,Secondary School Science,Science Education,Gender Differences,Secondary School Students,Intention,Disproportionate Representation,Scientists,STEM Education,Foreign Countries,Sex Stereotypes

Exposure to inspirational and relatable role models is crucial towards fostering engagement of learners with scientific disciplines. However, the representation of scientists in popular culture is still far from being adequately gender- and race-inclusive. This study evaluated the gender balance and impact of scientific role models using a two-pronged experimental approach. The gender balance was investigated in search engines, online databases, and school curricula. A survey was used to investigate English secondary students' awareness of role models and intentions to pursue further scientific studies. Our findings revealed a widespread female underrepresentation amongst scientific role models in all the analysed online sources and in high school curricula provided by the three main English exam boards. The survey (??=356) revealed that students were considerably more likely to identify famous male than female scientists. While awareness of female role models was significantly associated with students' gender, this was not the case for male role models. A statistically significant correlation was also observed between the number of identified role models and intentions to pursue scientific studies in Key Stage 4 girls. This study reinforces the urgency of ensuring school curricula and online resources provide a more modern and inclusive representation of scientists.
Improving Graduate Futures and Employability through Embedded Industrial Experience
Author: Dixon, John
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Masters Programs,Employment Potential,Capstone Experiences,Student Projects,Active Learning,Qualifications,Computer Science Education,Job Skills

The financial cost to individuals of higher education is now regularly exceeding £50k before maintenance in the UK; consequently, students are more concerned than ever that their degree should offer value for money when they enter the jobs marketplace. Overshadowed by long-term debt, lack of career options and job offerings with low salary, student numbers in the arts, languages, humanities and philosophy areas have suffered compared to most STEM disciplines (Universities UK, 2018). Computer science, I.T. and computing tend to buck this trend (HESA, 2020), and, with a drive toward reskilling the workforce for a more technology-focussed future, this suits Government strategy. However, graduate employers want to hire individuals who are well rounded and have experience; businesses identify that more general workplace experience is key. The subsequent sections describe a level 7 (Master's) capstone project module, Commercial Development Practice, dedicated to fulfilling these employer requirements by focussing on project processes rather than project products. The practicalities of running this module and considerations that have been key for the successful application of this technique over the 14 years the module has been running are discussed. The curriculum, pedagogic approaches and assessment methods are presented. The evaluation of this approach, which analyses the impact and student experience and perception of the module using data gathered since 2015, has found that participants gain valuable skills, experience and confidence which leads to more employable graduates.
Black Students&apos; Experiences of Academic Support Programs during First Year at University: Case of Extended Studies
Author: Matabane, Belinda Ramathetse
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Experience,Academic Support Services,Foreign Countries,Blacks,Student Attitudes,Student Needs,Access to Education,Racial Discrimination,Equal Education,At Risk Students,Undergraduate Students

In the last three decades, historically white, liberal arts universities began to admit small numbers of black students from rural communities because apartheid policies relaxed. However, those liberal arts universities had doubts about black students' key skills and knowledge to cope with the demands of higher education. This situation gave birth to Extended Studies Program (ESP) whereby the traditional three-year degree program was extended by a year to close this gap. This study seeks to answer the question: What are black students' experiences and views about academic support offered to them during their first year at university? In this study both qualitative and quantitative research methods were followed, and purposive sampling was deployed. Data were generated from different sources for triangulation, namely questionnaires and interviews. Participants (N=104) were made of 43 males and 61 females. The results of the study suggest that the need for academic support is not exclusive to first-year students. Improved systematic academic support gives rise to improved student academic performance. Throughout the study, necessity, and urgency of Academic Support Programs (ASPs) is recognized. Recommendations are made suggesting that ASPs be administered throughout the undergraduate programs and not just at the first-year level of study.
Learners&apos; Reading between the Signs in the English Second Language Classroom
Author: Sibanda, Rockie
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Foreign Countries,Critical Literacy,Intervention,Signs,Teaching Methods,Language Planning,Language Usage,English (Second Language),Critical Reading,Creative Thinking,Critical Thinking,Discourse Analysis,Classification,Poverty Areas,Crime,Safety,Gender Bias,Semiotics,Secondary School Students,Neighborhoods,Antisocial Behavior,Student Attitudes,Indo European Languages,African Languages,Disadvantaged Schools

Background: In South Africa, developing criticality among learners is essential for their careers in school and outside school. However, knowledge and understanding of critical literacy within the schooling context is unclear, with only patchy guidance available for teachers. Objectives: An intervention project was set up to discover how community signs could be used as a pedagogical tool for teaching learners to be critical readers. The focus of the study was teaching English second language learners to use language as an instrument for creative and critical thinking. Method: In this 'study within a study', the learners' role has been elevated to that of researchers. As 'researchers', the learners collected community signs from around their township and conducted interviews with community members. They analysed the signs and interview transcripts using Fairclough's method of critical discourse analysis. The social semantic theory was used to anchor this study. Results: The first attempt at being critical readers was the categorisation of data. Three categories that formed broad themes were observed. The learners' responses gave insight into their own 'processes' of reception and processes of production of the signs. The results suggest learners developing an ability to read signs as instantiations of township discourses. Conclusion: Teaching critical literacy awareness can be achieved when teachers use texts drawn from familiar contexts. The study contributes to knowledge on how unconventional texts can be used in the classroom to develop criticality among learners.
An Entrepreneurial Science Thinking Module Based on the Socioscientific Issues Approach with Thinking Wheel Map for Primary School Students in STEM Education
Author: Ahmad, Jamilah
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Grade 5,Thinking Skills,Entrepreneurship,Elementary School Students,Student Attitudes,Learning Modules,Science Achievement,Student Experience,Foreign Countries,Curriculum Design,Elementary School Science,Content Validity

The design and development of modules in cultivating entrepreneurial science thinking (EST) in STEM education at the primary school level is still limited. Thus, this research was conducted to: (1) establish the validity, reliability and feasibility of the module based on the socioscientific issues approach aided by the thinking wheel map (SIA-TM); and (2) evaluate its effects on the EST among fifth graders in STEM education. Data were collected via respondents' feedback in the 5-point Likert scale questionnaire and an EST test. The first phase of the module evaluation was conducted by five expert evaluators and among 30 fifth graders. The second phase was evaluation through the quasi-experimental research design with the pre-test post-test control group design. A total of 60 fifth graders were gathered into two groups which were the SIA-TM group (n=30) and control group (n=30). The results of the SIA-TM module evaluation shows that the validity value was good, and the alpha Cronbach reliability was between 0.74 and 0.89 with the overall value of 0.92. The students showed a high level of acceptance (m=4.53) towards the activities in the SIA-TM Module. Feedback from the students showed the module's feasibility and acceptance by students. The results of the t-test prove a significantly positive effect on the five constructs in EST. Therefore, these results establish that the SIA-TM teaching and learning module is valid, reliable, feasible and effective in increasing fifth graders' EST in STEM education.
Chronicling School Principals&apos; Experiences on School Management in the Context of COVID-19 Stringency
Author: Mutongoza, Bonginkosi Hardy
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Administrator Role,COVID-19,Pandemics,Coping,Rural Schools,Foreign Countries,Barriers,Educational Technology,Technology Uses in Education,Educational Resources,School Safety,Interpersonal Communication,Online Courses,School Closing,Well Being,Work Environment,Hygiene,Health Promotion,Equal Education

The COVID-19 pandemic experience has brought to the forefront the importance of leadership as institutions across the world are now trying to emerge from hibernation and rebuild broken academic practices. As such, this study sought to examine school principals' experiences on school management in the context of COVID-19 stringency in four rural schools in the Eastern Cape Province of South Africa. Underpinned by a qualitative research approach, the study employed a case study design in which semi-structured interviews were used to collect data from four rural school principals who had been purposively sampled. Findings of the study revealed that in order to combat challenges associated with teaching and learning, school principals engaged among other things, in mobilization of resources, engendering a technological culture among teachers, ensuring effective delivery of content. We further ascertained that although hamstrung by resource inadequacies, school principals in rural schools promoted school safety by ensuring transparent and effective communication, striving for the provision of safe and adequate facilities, among other things. Finally, our study also revealed that rural school principals ensured clear and consistent communication with staff, provided psychosocial assistance to staff members, and adapted performance and workload expectations.
Gender Variations Favouring Male Students in Perceived Nature of Learning Mole Concept
Author: Adu-Gyamfi, Kenneth
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Scientific Concepts,Concept Formation,High School Students,Secondary School Science,Chemistry,Gender Differences,Teaching Methods

A good number of instructional strategies are identified to help students overcome their learning difficulties in the mole concept. However, Ghanaian senior high school students continue to have difficulties in the mole concept. Hence, there was the need to examine the perceived nature of learning the mole concept in the perspectives of male and female students. An explanatory sequential mixed methods design was adopted to collect quantitative and qualitative data. The students, selected through a multistage sampling procedure from four schools, responded to questionnaire and interview guide. Through independent samples t-test statistics it was established that though students were full of uncertainty about the perceived nature of the mole concept that of males differed from their female counterparts. Hence, chemistry teachers should create learning environment conducive enough for male and female students to overcome their uncertainty in the mole concept.
Integration of Environmental Education (EE) in Teacher Education Programs: Toward Sustainable Curriculum Greening
Author: Corpuz, Alma M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Environmental Education,Sustainable Development,Community Programs,Outcomes of Education,Physical Education,Teacher Education Programs,Science and Society,General Education,Teacher Education Curriculum,Seminars,Social Media,Financial Support,Student Attitudes,Conservation (Environment),Time Management,Educational Finance,Knowledge Level,Interdisciplinary Approach,Foreign Countries

Environmental education (EE) is vital in addressing global environmental problems. Educational institutions are integrating EE into their curricula, but studies indicated the need for its intensification. This mixed method study assessed the integration of EE in Teacher Education Programs (TEPs) in Region III, Philippines. Respondents were 10 program deans, 10 chairs, 171 teachers, and 344 students. Data were gathered using validated questionnaires. Findings revealed that the New Teacher Education Curriculum (NTEC) integrated EE in program outcomes and performance indicators; in mandated courses -Physical Education (PE) and National Service Training Program (NSTP); and in Science Technology and Society (STS), a General Education (GE) course. Likewise, teachers integrated EE in their lessons and in community extension programs. Seminars/webinars included environmental care and promoted environmental awareness in social media. As to support for EE integration, administrative, physical facilities and financial support were provided. On student outcomes, positive findings were shown on attitude towards environment care, but application of knowledge and skills needs improvement. Students' knowledge was significantly correlated to attitude (Pearson's r value is 0.593 and p value &lt;0.05) as well as skills acquisition and attitude (Pearson's r value is 0.647 and p value &lt;0.05). Teachers' challenges in the EE integration included inadequate environmental knowledge and lack of time to lead students in environmental action. The study concludes that EE is integrated into the TEPs but the outcomes on the learners' knowledge and skills acquisition still need strengthening. Also, EE should be integrated in professional education courses, not only in GE and mandated courses.
Impact of Experiencing Event Design with Web 2.0 Tools on Prospective Mathematics Teachers
Author: Arabaci, Aybige
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Web 2.0 Technologies,Technological Literacy,Pedagogical Content Knowledge,Student Attitudes,Educational Technology,Self Efficacy,Mathematics Instruction,Technology Uses in Education,Lesson Plans,Technology Integration,Positive Attitudes,Distance Education,COVID-19,Pandemics

In this study, the impact of activity designing experiences with Web 2.0 tools on prospective math teachers was examined. The aim of the study was to examine the impact of activity design experiences organized with Web 2.0 tools in the mathematics teaching course on the technological pedagogical content efficacy of prospective teachers, their attitude towards teaching technologies, and rapid content development self-efficacy with Web 2.0 tools. In the study, a nested mixed method was employed. In the study conducted with 33 prospective teachers from the primary mathematics teaching department, the quantitative data was collected using the scales &quot;Technological Pedagogical Content Knowledge&quot;, &quot;Self-Sufficiency for Web 2.0 Rapid Content Development&quot; and &quot;Attitude to Teaching Technologies&quot;. Qualitative data was collected using an interview form. Within the scope of the distance education and &quot;Teaching numbers&quot; course, different Web 2.0 tools were introduced for a period of 10 weeks, and it was presented how to create activity examples that could be used in mathematics teaching. According to the quantitative results, the prospective mathematics teachers' self-efficacy increased for rapid content development with Web 2.0 tools. In addition, it was observed that the &quot;Attitude towards Teaching Technologies&quot; scale had a significant effect on the sub-dimensions such as believing in the use of teaching technologies in lessons, enjoying the use of teaching technologies in lessons, and not enjoying the use of teaching technologies. In line with the opinions of prospective mathematics teachers, it was concluded that the study raised awareness about technology integration, enabled content production with Web 2.0 tools, and developed positive attitudes, new knowledge, and skills about technology.
Reflective Thinking and Inquiry Skills as Predictors of Self-Efficacy in Teaching Mathematics
Author: Saracoglu, Mehtap
Date: 2022-00-00
Type: Journal Articles
Subjects: Reflection,Inquiry,Predictor Variables,Self Efficacy,Mathematics Instruction,Preservice Teachers,Elementary School Teachers,Student Attitudes,Foreign Countries

This study aims to show to what extent the variables of reflective thinking, inquiry skill and mathematics teaching self-efficacy belief affect each other, to show their rates of explaining each other, and to show whether inquiry skill is a mediating variable in the relationship between reflective thinking and mathematics teaching self-efficacy belief. The data which were collected to test the hypotheses regarding the relationships to be shown were evaluated with structural equation modeling. A relational screening model was used in the research. The participants of the study were 304 prospective primary school teachers studying in their third and fourth years in the Basic Education Department of Education Faculties in two different state universities in Turkey. As data collection tools, the &quot;Reflective Thinking Level Determination Scale&quot;, &quot;Inquiry Skills Scale&quot; and &quot;Mathematics Teaching Efficacy Belief Instrument&quot; were used. According to the results of the study, reflective thinking affects mathematics teaching self-efficacy belief positively and significantly and explains it significantly. Reflective thinking affects inquiry skills positively and significantly and explains it significantly. Inquiry skill affects mathematics teaching self-efficacy belief positively and significantly. Reflective thinking and inquiry skill together explain mathematics teaching self-efficacy belief highly and significantly. Inquiry skill has a partial mediating effect between reflective thinking and mathematics teaching self-efficacy belief.
Situation of Special Education in Brazil and Canada during the COVID-19 Pandemic
Author: Givigi, Rosana Carla do Nascimento
Date: 2022-00-00
Type: Journal Articles
Subjects: Special Education,COVID-19,Pandemics,Foreign Countries,Students with Disabilities,Social Isolation,Educational Policy,Inclusion,Comparative Education,Internet,Distance Education

The COVID-19 pandemic has placed the world in a public health emergency since the beginning of the year 2020, posing a challenge to education, especially to Special Education. This study aimed to analyze the situation of special education in Brazil and Canada during the COVID-19 pandemic. The research was part of a postdoctoral project in education. Methodologically, it is an international comparative study in education. It was carried out from April 2020 to November 2021, based on a literature review and official documents. The search was carried out in the Scientific Electronic Library Online (SciELO) and in the Institute of Educational Sciences (ERIC), and 233 articles were found. After analysis and following the inclusion criteria, 217 articles were excluded. In the end, 16 studies were selected. The results show that the more structured the educational system and Special Education, the greater the chances of success. In addition to returning to face-to-face classes earlier, Canada also provided more support for families and students, but it was still insufficient. In both countries, children with disabilities are in a fragile situation owing to social isolation. Aspects such as choice of tools, internet connection quality, user skills, virtual spaces for collective support, school and family communication, strengthening of special education policies and programs, adequate support, among others, led to the success of remote education. This research is intended to contribute to an increase in the number of studies in Brazil and abroad, serving as a basis for the scientific production of other international comparative studies.