ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating In-Service Elementary School Teachers&apos; Satisfaction with Participating in MOOC for Teaching Biological Concepts
Author: Tzovla, Eirini
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Satisfaction,Online Courses,Large Group Instruction,Educational Technology,Program Effectiveness,Communities of Practice,COVID-19,Pandemics,Teacher Characteristics,Foreign Countries,Distance Education

This paper reports on a study exploring the in-service elementary school teachers satisfaction as far as the design and implementation of a Massive Open Online Course (MOOC), which took place during the second wave of pandemic COVID-19 and prepared in-service elementary school teachers how to teach biological concepts in Primary School with the utilization of digital educational content and Open Educational Recourses (OER). A total of 251 teachers enrolled in this MOOC of whom 142 completed the course and were asked to fill-in a questionnaire. The findings indicated that the majority of the participants were satisfied both with the specific learning experience and the participation in a learning community in which interaction, support and active participation were developed. Recommendations are made for future research.
Advocacy: 2021 Style and Beyond
Author: Boyd, K. C.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Libraries,Advocacy,Elementary Secondary Education,Student Rights,Library Administration,Library Services

K.C. Boyd discusses how school librarians can advocate for school libraries and school library services. She details how to turn frustration into strategic advocacy efforts by highlighting the school librarian's role as an essential literacy partner in students' academic achievement.
The Decision-Making Ability of 10th Grade Students in an Arab Community in Israel to Preserve Sea Turtles
Author: Asli, Sare
Date: 2021-00-00
Type: Journal Articles
Subjects: Arabs,High School Students,Decision Making,Animals,Gender Differences,Student Attitudes,Cognitive Ability,Conservation (Environment),Rural Urban Differences,Grade 10,Place of Residence,Teaching Methods,Teacher Student Relationship,Foreign Countries,Marine Education

This study examined Arab high-school students' decision-making ability (their cognitive level) regarding a sea turtle conservation issue in relation to three independent variables: the proximity of their residence to the sea, the type of residence (city or village), and their gender. The study population consisted of tenth-grade students in high schools from the Arab sector: from urban localities, rural localities, localities close to the sea, and localities far from the sea. The main findings of the study are as follows: (1) The average Arab student's decision-making ability is low. Most Arab students were found to have a low cognitive level. (2) A clear difference exists between students from localities close to the sea and those far from the sea. Students from localities close to the sea had greater decision-making ability. (3) A clear difference exists between students from urban localities and those from rural localities. Students from urban areas had more decision-making ability. A significant difference exists between boys and girls: girls had more decision-making ability. The main conclusion from the study is that the cognitive level of Arab students' decision-making ability in the context of sea turtle conservation is low. This finding indicates that traditional teaching in the Arab education system does not promote, develop, and improve this ability. Most of the time the teacher asks questions and is situated in the center of the activity. Students noted that their teachers tend to involve them in lessons, but not enough in class discussions.
Black School Librarianship: Navigating Race and Creating Change
Author: Rose, Maegen
Date: 2021-00-00
Type: Journal Articles
Subjects: African Americans,Librarians,School Libraries,Private Schools,Personal Narratives,Middle Schools,Information Literacy,Library Services

Content expert Maegen Rose details her journey to becoming a school librarian, her struggles in working in an independent school, and how her identity as a Black educator affects her instruction and engagement with her students.
Esmonde Higgins and the Lost History of Australian Adult Education
Author: Boughton, Bob
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Educational History,Social Systems,Popular Education,Working Class,World History,Organizations (Groups)

When the Australian Association of Adult Education (AAAE) was established in 1960, Australia was locked into a global conflict between capitalism and communism, known as the Cold War. With anticommunism at fever pitch, AAAE's founders who were fighting to retain some influence with Australian universities and with government funding authorities needed an origin story which would appeal to these prejudices. Not surprisingly, therefore, histories of 'the profession' produced in the first decades largely dismissed the role of the many radical adult educators and left-wing organisations which had been instrumental in extending adult education to the working class in the first half of the twentieth century. One of the main sources for these early histories was a memoir of David Stewart, founder of the Workers Education Association, written in 1957 by a university adult educator, Esmonde McDonald Higgins. In this paper, I tell a different story, through a close examination of Higgins' own role in this early history, to show how 1960s 'official' adult education lost touch with its own roots in radical working class politics, roots which are only now re-emerging, through the study of popular education and social movement learning.
Getting Serious: The National &apos;Vision Splendid&apos; for Adult Education 60 Years On
Author: Golding, Barry
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Professional Associations,National Organizations,Educational Research,Periodicals,Lifelong Learning,Futures (of Society),Educational History

This paper poses three research questions, based primarily on evidence from six decades of the Australian Journal of Adult Education (AJAL, 2000-present) and its antecedent journals dating back to 1961. Firstly, it asks what was the context for establishing a national adult learning association, Australian Association of Adult Education (AAAE) in 1960, renamed the Australian Association for Adult and Community Education (AACE) in 1989, and Adult Learning Australia (ALA) in 1998? Secondly, it asks how the association, the research in its journals and the field of adult education adapted to the rapidly changing context, opportunities and needs for lifelong learning in Australia? In doing so, the paper critically examines evidence of ongoing tensions and difficulties delivering on ALA's 2020 vision of 'lifelong and lifewide learning for all Australians'. It also asks what the current situation is for Australian adult education, and what possible new courses for the future ALA and AJAL might take. The first two research questions are addressed in the body of this paper. The third question is addressed primarily within the Discussion.
Assessing Product Creativity in Computing Education: A Systematic Mapping Study
Author: da Cruz Alves, Nathalia
Date: 2021-00-00
Type: Journal Articles
Subjects: Creativity,21st Century Skills,Computer Science Education,Programming,Evaluation Criteria,Scoring Rubrics,Mathematical Models,Electronic Learning,Reliability,Validity

Creativity has emerged as an important 21st-century competency. Although it is traditionally associated with arts and literature, it can also be developed as part of computing education. Therefore, this article presents a systematic mapping of approaches for assessing creativity based on the analysis of computer programs created by the students. As result, only ten approaches reported in eleven articles have been encountered. These reveal the absence of a commonly accepted definition of product creativity customized to computer education, confirming only originality as one of the well-established characteristics. Several approaches seem to lack clearly defined criteria for effective, efficient and useful creativity assessment. Diverse techniques are used including rubrics, mathematical models and machine learning, supporting manual and automated approaches. Few performed a comprehensive evaluation of the proposed approach regarding their reliability and validity. These results can help instructors to choose and adopt assessment approaches and guide researchers by pointing out shortcomings.
Design of Learning Objects for Collaboration Promotion and Their Effects on Students&apos; Behaviour
Author: Lima, Edviges F. C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Virtual Classrooms,Student Behavior,Resource Units,Distance Education,College Freshmen,Instructional Effectiveness,College Instruction

While virtual learning environments (VLEs) present several advantages, such as spacetime flexibility, they are still not including proper opportunities and resources for students to engage in collaborative activities with their peers. Recent approaches, for example, are based on resources that are not standard for VLEs or usual for students. Thus, their integration with VLEs is not simple. This paper conducted a theoretical investigation to identify strategies that could induce collaborative behaviours in students. These strategies were implemented as learning objects running in a VLE and a quasi-experimental research design was conducted with 133 students. The results show that the approach promotes collaborative interactions between students and also tend to improve their learning outcomes. Moreover, learning objects use a conceptualization that is already established over the e-learning community, simplifying their integration with VLEs.
Global Studies Certificates as an Instrument for Building Capacity for Community College Internationalization
Author: Thompson, Stacye Fraser
Date: 2020-12-00
Type: Journal Articles
Subjects: Community Colleges,International Education,Campuses,Pilot Projects,Capacity Building,Institutional Mission,Program Descriptions,Credentials,College Administration,College Faculty,Human Capital,Outcomes of Education,Two Year College Students,Global Approach,Soft Skills,Comparative Analysis,Leadership,Cultural Awareness,Teacher Attitudes

Community college campus internationalization is only represented in a small portion of the institutions in the U.S. Global Studies Certificates (GSC) are in an even smaller proportion of community colleges, but offers a credentialed program for curricular and co-curricular activities to be used to work with campus internationalization. This pilot study looks at 23 community colleges with established GSC programs. Building capacity for campus internationalization cannot be just a tiny effort, it must be a comprehensive effort involving administration, faculty, staff and students. Utilizing Raby's (2012) International Education model and Schultz's (1960) Human Capital Theory in education, GSC's will be examined to determine the effectiveness to establish pathways for integration of campus internationalization into the mission, outcomes, and culture of the campuses examined.
Institutional Responses to Environmental Pressures: Confucius Institute Closures in the United States
Author: Hall-Martin, Molly E.
Date: 2020-12-00
Type: Journal Articles
Subjects: Higher Education,Confucianism,Institutes (Training Programs),Universities,School Closing,Discourse Analysis,Decision Making,Language Usage,News Media,Information Dissemination,Asian Culture,Propaganda,Power Structure,International Relations,Academic Freedom,Freedom of Speech,Federal Government

In 2004 China began establishing Confucius Institutes at universities around the world with the aim of promoting Chinese language and culture. At their peak, more than 100 operated at universities in the United States. Questions surrounding Confucius Institutes have existed since they first began to proliferate, and in 2018 the federal government responded to those concerns with policy changes tied to federal funding to encourage the closure of Confucius Institutes in the United States. This paper uses critical discourse analysis to examine how the language of university press releases relays the ideological and power dimensions involved in the decision to close a campus Confucius Institute in the United States and how the language used in university issued press releases reflects the broader discourse surrounding Confucius Institutes and U.S.-Sino relations.
Internationalization Higher Education for What? An Analysis of National Strategies of Higher Education Internationalization in East Asia
Author: Zhang, You
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Higher Education,Educational Policy,Public Policy,International Education,International Cooperation,Competition,Economic Development

This article examines national strategies on higher education internationalization in three East Asian countries: China, Japan, and South Korea. Specifically, through document analysis of five national educational documents since 2014, it examines what activities of higher education internationalization are underway and, more importantly, how nation states justify them. It finds that the three countries tend to associate internationalization with the countries' global competitiveness and status. In addition, internationalization in the three countries focuses on regional cooperation, justified by its benefits for economic growth and national security. Drawing on the realist perspective in international relations, this article argues that internationalization of higher education at the national level in East Asia is instrumentalized to benefit national economic competitiveness and development and political security, while the important aspect of teaching and learning is overlooked.
Leading the Many, Considering the Few -- University Presidents&apos; Perspectives on International Students during COVID-19
Author: Schiffecker, Sarah Maria
Date: 2020-12-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,College Presidents,Administrator Attitudes,School Closing,College Students,Foreign Students,Student Needs,Barriers,At Risk Students,Access to Information,Best Practices,Foreign Countries

In challenging times, successful leadership becomes even more important, yet also harder to achieve. COVID-19 has confronted the world with a crisis of never-before-seen proportions, impacting all aspects of modern life. University leaders around the world had to react quickly in order to lead their institutions during these times of uncertainty. One part of the student population was and is particularly vulnerable with campuses shutting down and global travel coming to a rather abrupt halt: international students. This comparative case study will illuminate how university presidents from five different countries are informed in their perceptions of the international students on their campuses during the COVID-19 crisis. Ultimately, important policy implications informing how higher education leaders can navigate global crises while simultaneously best serving their international student populations will be informed. [The page range on the .pdf (p104-111) is incorrect. The correct page range is p105-112.]
Practice in the Social Space of Neighbourhood Houses: Community, Relationships and Adult Learning
Author: Harrison, Ursula
Date: 2020-11-00
Type: Journal Articles
Subjects: Adult Learning,Community Organizations,Interpersonal Relationship,Adult Students,Lifelong Learning,Foreign Countries,Sense of Community,Friendship,Organizational Culture

Neighbourhood Houses are significant sites of community-based adult learning spaces that are empowering, supportive and caring. They embody inclusive community development processes and adult learning practices that facilitate formal, informal, and incidental learning. Practices in these sites of social inclusion support relationships and shared learning. This paper uncovers the relational practices in Neighbourhood Houses as people develop knowledge, skills and new ways of knowing through their participation. Many participants in this research lacked confidence as learners and were reengaging with learning following former negative and/or incomplete education experiences. They came to learn new skills following personal interests, to re-engage with learning for employment, seeking involvement in the community and reconnecting with others following periods of isolation and loneliness. Drawing on Bourdieu's Theory of Practice we interpret the dispositions, practices and habitus in the Houses that support learner relationships and learning. We argue it is the Houses' intimate and nurturing relational practices that transform learners' lives, families and their local communities. This qualitative case study research involved adult and life-long learners in Neighbourhood Houses across Victoria. In-depth interviews were conducted with 87 diverse participants and from a mixture of rural, regional and urban Neighbourhood House locations.
A Review of Technological Tools in Teaching and Learning Computer Science
Author: Qurat-ul-Ain
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Teaching Methods,Cooperative Learning,Active Learning,Problem Based Learning,Logical Thinking,Computer Assisted Instruction,Game Based Learning,Telecommunications,Handheld Devices,Flipped Classroom,Large Group Instruction,Online Courses,Multimedia Instruction,Pedagogical Content Knowledge,Technological Literacy,Animation,Computer Science Education

The technology works as a catalyst through which many changes occur in the learning approaches, teaching methodologies, research arena, in the work environment and in the use of information and knowledge. Helping students to learn using technological tools rather than using conventional techniques has become more popular in the 21st century in colleges and schools in the domain of computer science. Integration of technological tools will help teachers to the international requirement to use technology-based teaching and learning tools instead of traditional teaching methods. Most researchers agree on the significance of the use of technological tools in different education systems. However, current state-of-the-art depicts that there is no comprehensive study that provides an analysis of different technological tools e.g. computer-based, games based, mobile based, and multimedia technologies used in education. This paper provides a comprehensive review of several of the most popular teaching methodologies (collaborative, active learning, problem-based, inductive teaching method) and technological tools i.e. computer-based (ICT, CAI, CBI), games based (serious games, web games, micro-games, videos games), mobile based (laptop, PDAs, tablets, mobile phones), online learning tools (flipped classroom, web MOOCs) and multimedia technologies (Videos, MCMs, MAMCM). The purpose of this research paper is to scrutinize the roles and effectiveness of technological tools in teaching and learning process and it provides the definition of each method, along with the similarities and differences among these teaching methodologies and technological tools. Even though the strength of each individual method is something that is met with varying degrees of evidence, teaching with the help of technological tools has been found to be generally more effective or at least equally effective to traditional methods of teaching. The purpose of the use of technology in teaching and learning process is to improve productivity, the effectiveness of current practices and bring pedagogical changes which are beneficial for the betterment of education. We explore the theoretical literature available about the influence of technology and its effectiveness in the field of education. In teaching and learning process, the use of technological tools increases interaction between teachers and students. To incorporate technology, educators and teachers must implement the right technological tools to make the environment more innovative for the students.
Enhancing the Achievement in Physics&apos; Motion Concept through Online Multiple Intelligence Learning Approach
Author: Ahamad, Adri Nirwan
Date: 2021-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Motion,Scientific Concepts,Concept Formation,Science Achievement,Teaching Methods,Multiple Intelligences,Grade 10,Secondary School Science,Instructional Effectiveness,Mathematical Logic,Foreign Countries,Secondary School Students

The complexity of physics concepts in online learning environment probably will only benefit certain group of students. Thus, there are suggestions that the approach of delivering physics concepts in online learning environment shoud be conducted in various ways. The purposed of research was to investigate the effect of online multiple intelligence-based learning on achievement in physics' motion concept among 10th grade students. The one group pre-test and post-test design were used in this research with purposive sampling, with 30 students in a science junior high school in Malaysia. In the research, the data were obtained from Multiple Intelligence Test and Physics Force and Motion Concept Test, which were analyzed using one-way ANOVA and non-parametric test Wilcoxon and Friedman. The findings reveal that online multiple intelligence-based learning had an effect on the achievement in physics' force and motion concepts with mathematical logic and Intrapersonal intelligence group performed significantly better than others.
Sixty Years of Adult Learning in Aotearoa New Zealand: Looking Back to the 1960s and beyond the 2020s
Author: Amundsen, Diana
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Learning,Adult Education,Educational History,Educational Trends,Trend Analysis,Pacific Islanders,Cultural Pluralism,Multicultural Education,Culturally Relevant Education,Lifelong Learning,Neoliberalism,Equal Education,Social Justice

This article offers a historical analysis of the past sixty years of adult learning in Aotearoa New Zealand and critically appraises events which have shaped today's context. Drawing on a substantial body of research by key adult educators, researchers and scholars, the review assesses historical, socio-cultural, and political factors that influenced adult learning policies and practices. First, a brief discussion is given of traditional Maori education, colonisation, bi-culturalism and multiculturalism for relevance to the Aotearoa New Zealand context. Next, a historical analysis is offered in a decade-by-decade review. Looking back over the past sixty years, this historical analysis exposes key influences which have shaped adult learning in Aotearoa, and discusses trends emerging as significant future directions going into and beyond the 2020s.