ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Innovative Pedagogical Technologies for Automation of the Specialists&apos; Professional Training
Author: Diachenko, Alla V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Automation,Teacher Attitudes,Student Attitudes,Legal Education (Professions),Educational Technology,College Faculty,Foreign Countries,Student Development,Computer Assisted Instruction,Instructional Effectiveness,Educational Innovation,Undergraduate Students

The &quot;purpose&quot; of this study was to find out how students and teachers perceive the automation of the specialists' professional training process and the impact factors of perceiving the learning activity of such kind by students and faculty. The experimental model of automated learning was based on an express course in the academic subjects &quot;Roman Private Law&quot; and &quot;Latin (Latin Law Phraseology)&quot;. The following methods were used to analyze the quantitative data: Chi-Square statistical method and triangulation. STATA Software was used to process the data. An online Text Analyzer utility was used to process the answers of the focus group respondents to determine the research categories. Automation of the professional training process has a positive impact on education and greatly enhances the opportunities for both teachers and students making it possible to effectively solve the key task of higher education -- to teach the student an autonomous learning, as it forms the skills of managing their own time, self-organization, self-motivation, and reflection. Automation of the professional training process through the use of innovative pedagogical technologies brings about a number of new opportunities and advantages, such as: &quot;prominence&quot; (detailed elaboration of professional processes with different levels), &quot;interactivity&quot; (ability to control and influence the process), &quot;focusing&quot; (allows to remove distracting factors, to concentrate on the material). In the proposed automated model, Chatbot can be programmed so that the course participant will not feel the difference between the language of the real person and the machine. Queries that cannot be processed by Chatbot are answered by the course administrator/moderator via email. This model can be adapted and upgraded to teach other professionally oriented theoretical and applied courses. In addition, Chatbot can be used by higher education institutions in managing a university admissions process to provide applicants with information about admission requirements, programmes, specialties, etc.
Challenges Associated with the Implementation of Knowledge Management in Nigerian Tertiary Institutions
Author: Ike, Ruby N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Barriers,Knowledge Management,Case Studies,College Faculty,Faculty Mobility,Foreign Countries,Higher Education,Teacher Attitudes,Reliability,Organizational Culture

This study examined the challenges associated with knowledge management implementation and academic staff retention in selected tertiary institutions in South East, Nigeria. The research design adopted was a cross-sectional survey design. The main instrument used for data collection was questionnaire. The population consisted of 7,423 academic staff of the 10 randomly selected institutions in the South East Nigeria. A total sample size of 555 was drawn from the population. The instrument was checked for reliability using Cronbach method and the reliability co-efficient result of 0.915 showed that the instrument had high degree of item reliability. The hypothesis formulated was tested using Friedman chi-square statistics. The findings indicate that there is positive significant challenge in knowledge management implementation and academic staff retention in selected tertiary institution. The study concluded that lack of Knowledge Management implementation has posed a great challenge in academic staff retention in tertiary institutions. It was advised that tertiary institutions in Nigeria should adequately manage the process of knowledge acquisition, sharing and development so as to enjoy a Stella performance.
Cross-Country Comparison of Engagement in Apprenticeships. A Conceptual Analysis of Incentives for Individuals and Firms
Author: Chankseliani, Maia
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Apprenticeships,Incentives,Educational Benefits,Socialization,Vocational Education,Employment Potential,Employment Opportunities,Job Skills,Student Attitudes,Employer Attitudes,Personnel Selection,Wages,On the Job Training

Purpose: A fundamental assumption of the apprenticeship model is that there are benefits to both employers and individual learners. This study offers a broad conceptual interrogation of this inherent assumption underpinning the apprenticeship model. Approach: This study combines analysis of literature and available data and draws upon apprenticeship systems and practices in ten nations: Australia, Brazil, Denmark, Egypt, England, Finland, Germany, India, Malaysia and South Africa. Results: For individuals, incentives to undertake apprenticeship may be linked to the process and outcomes of learning, such as the appeal of learning through doing; the opportunities for occupational socialization; the possibility of progression to employment or to additional education; and learning while earning. The analysis of incentives for employers shows a range of reasons related to their short-term interests and the needs of the production processes, technologies, and associated skills; longer-term benefits for the company's staffing strategy; and the opportunity to make a contribution to the wider education and economic systems. Despite all the potential incentives, many firms consider apprenticeships too costly, risky, and complex to justify the investment. However, firms that are making decisions as part of an umbrella associations are more likely to coordinate their skills investment strategies around collectively beneficial outcomes. Conclusions: The links to the labour market and specifically to employers are a key challenge for sustaining apprenticeship systems, as well as for the task of researching them. As such, policy maker (and researcher) consideration of apprenticeship should take account of the capacity and commitment of employers. Another key challenge for apprenticeship is related to the relative attractiveness of this pathway for individuals. What is clear from this study is that the development of a strong apprenticeship system requires the buy-in of both employers and individual learners, and as such the necessity to identify and implement incentives effectively cannot be underestimated. Governments can play a key role in realizing the potential incentives for both employers and learners, thereby yielding benefits for all parties engaged in apprenticeships.
The Problem of the Skills Gap Agenda in Canadian Post-Secondary Education
Author: Viczko, Melody
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Postsecondary Education,College Graduates,Job Skills,Education Work Relationship,Neoliberalism,Educational Change,Educational Policy

The mismatch between graduates' skills and the needs of the labour market is a continuing discourse in Canada and on a global scale. Yet, arguments on how to restructure PSE are not united. Given these competing discourses, we ask the following research questions: What should we make of the various representations of the skills gap, and how are contemporary PSE students positioned in this discursive space? We use Bacchi's problem representation approach to policy analysis to examine four policy actors' statements influencing Canadian PSE to examine the discourses surrounding the perceived skills gap in Canadian PSE. We argue that, while these policies call for disparate PSE reforms, they are all underpinned by the same neoliberal rationality. The different calls for reform reflect a harmonized and complementary set of discourses that reify PSE students as a single subject--a one-dimensional, homogenous, economic subject, devoid of difference. We suggest discourses that position PSE students as political actors in determining their education and roles in a democratic society are needed.
Do Teachers&apos; Personality Traits Predict Their Performance? A Comprehensive Review of the Empirical Literature from 1990 to 2018. Research Report. ETS RR-19-04
Author: Kell, Harrison J.
Date: 2019-12-00
Type: Journal Articles
Subjects: Teacher Characteristics,Personality Traits,Predictor Variables,Teacher Effectiveness,Elementary School Teachers,Secondary School Teachers,Effect Size,Scores

Interest in the relationship between teachers' personality traits and their performance is rising. It is often remarked, however, that the topic has received little research attention. This study surveys what empirical research has been conducted among U.S. K-12 teachers from 1990 to 2018.The search, conducted according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and structured by the Big Five personality taxonomy, uncovered 13 articles. Effect sizes were statistically small, with the most consistent finding being that agreeableness was negatively related to most outcomes across most studies. Implications and future directions for research and practice are discussed.
The Function and Institutional Embeddedness of Polytechnics in the Indian Education System
Author: Schneider, Sebastian
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Technical Institutes,Vocational Education,Job Skills,Skill Development,Institutional Role,Principals,Administrator Attitudes,Employment Opportunities,Qualifications,Specialization,Educational Benefits,Access to Education,Higher Education

Purpose: India's Polytechnics are a fundamental part of its (vocational) education and training system but are largely ignored in VET research. Understanding the status quo and potential of India's (vocational) education landscape requires an understanding of the role played by the Polytechnics, particularly in view of the Indian government's major efforts to implement a functioning VET system. Because little is known about the function and embeddedness of the Polytechnics the article therefore aims to examine how polytechnics are embedded in the Indian education and training system and what functions they perform for the actors within the system. Methods: The article begins by describing the systemic embeddedness of Polytechnics in the Indian education system and demonstrates their role and function in relation to a range of stakeholder groups (individuals, employers, society and the economy). Problem-centred face-to-face interviews Interviews were conducted with the principals of 14 Polytechnics in Bangalore, Delhi and Mumbai, among other cities. Semi-standardized interview guidelines were used to conduct the interviews. The interviews were analyzed by qualitative content analysis. Results: The results show that polytechnics perform various functions in the Indian education system. The Polytechnics teach both theoretical and practical skills, which is a special feature of the Indian system at this level. Qualification takes place at an intermediate level, which means that graduates have the opportunity to enter a company after graduation, where they can hold a kind of supervisor position. It is precisely these employees that are increasingly being sought by Indian companies. In addition, polytechnics provide a pathway to higher education, so students can use the opportunity to switch to a college once they have their diploma at the Polytechnic. Furthermore, the Polytechnics offers its graduates a good opportunity to become self-employed through the wide range of specializations and the practice-oriented skill development. In addition, the Polytechnics offer numerous opportunities to promote socially disadvantaged groups. Conclusion: The survey findings illustrate the importance of Polytechnics to the various stakeholder groups, demonstrating their &quot;multidimensional bridging function&quot; within the Indian education and training system.
&apos;Jensen&apos;s Scientific Approach&apos; to Religion Education
Author: Jensen, Tim
Date: 2019-00-00
Type: Journal Articles
Subjects: Religious Education,Religion Studies,Scientific Methodology,Public Education,Higher Education,Elementary Secondary Education

Following an initial programmatic summary of 'fundamentals', the author puts forward (with reference to other programmatic 'minimum presuppositions' for the scientific study of religion(s)) his basic presuppositions and principles for a scientific study-of-religion(s)-based religion education as a time-tabled, compulsory, and totally normal school subject, taught by teachers educated at study-of-religion(s) departments of public universities. The article, thus, reflects what Cathy Byrne named 'Jensen's scientific approach' to religion education.
Mapping the &quot;TOEFL iBT&quot;® Test Scores to China&apos;s Standards of English Language Ability: Implications for Score Interpretation and Use. TOEFL® Research Report. RR-89. ETS RR-19-44
Author: Papageorgiou, Spiros
Date: 2019-12-00
Type: Journal Articles
Subjects: English (Second Language),Language Tests,Second Language Learning,Computer Assisted Testing,Scores,Language Proficiency,Correlation,Guidelines,Rating Scales,Standards,Classification,Context Effect,Foreign Countries,Decision Making,Standard Setting,Cutting Scores,Alignment (Education),Test Validity,Comparative Analysis

The past decade has seen an emerging interest in mapping (aligning or linking) test scores to language proficiency levels of external performance scales or frameworks, such as the Common European Framework of Reference (CEFR), as well as locally developed frameworks, such as China's Standards of English Language Ability (CSE). Such alignment is ultimately a claim about the interpretation of test scores in relation to external levels of language proficiency. To support such a claim, established procedures should be carefully implemented and multiple sources of evidence should be collected. In this research report, we demonstrate the application of a series of steps in building an argument for aligning the scores of the &quot;TOEFL iBT&quot;® test, an international, large-scale language proficiency test of English as a foreign language (EFL), to the levels of the CSE. The alignment process comprised the following steps: (a) establishing construct congruence between the TOEFL iBT test and the CSE; (b) establishing recommended minimum test scores (cut scores), set by local experts, to classify language learners into the local proficiency levels; (c) collection of scores by test takers (N = 1,326) and evaluations of the test takers' proficiency levels by their teachers, based on the local framework; and (d) consideration of the results of other alignment studies in the local context as well as the link between the CEFR and the CSE levels. We conclude with a discussion of the contextual issues that should be considered when interpreting test scores in relation to external proficiency levels. These contextual issues are important considerations because they have the potential to impact score-based decisions on individuals and institutions. We also discuss the implications for similar alignment research.
Internships and the PhD: Is This the Future Direction of Work-Integrated Learning in Australia?
Author: Valencia-Forrester, Faith
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Internship Programs,Doctoral Programs,Student Attitudes,Work Experience Programs,Program Implementation,Employment Potential,Student Motivation,Social Networks,Employment Opportunities,Educational Benefits

In the ten years since Australia's first large-scale scoping study of Work-Integrated Learning (WIL) there has been a rapid increase in WIL research and undergraduate WIL opportunities. Though well-established in undergraduate degrees, WIL in postgraduate research degrees is relatively unexplored. Less than half of PhD graduates in Australia are employed by the higher education sector, therefore transferable skills and industry experience are increasingly important. The last few years have seen several Australian peak bodies call for further investment in the employability of PhD graduates. The Australian Government recently provided funding aimed at encouraging doctoral students to undertake internships and placements. Drawing on seven qualitative interviews with past and present PhD students at Griffith University, this exploratory paper explores how PhD students view the potential role of WIL in higher degree research programs in Australia and the challenges they see as facing the broader implementation of WIL across PhD programs. This has broader implications for how WIL may be utilized to equip doctoral graduates with the industry experience and training to improve their employability outside the higher education sector.
Maximum Marginal Likelihood Estimation with an Expectation-Maximization Algorithm for Multigroup/Mixture Multidimensional Item Response Theory Models. Research Report. ETS RR-19-35
Author: Fu, Jianbin
Date: 2019-12-00
Type: Journal Articles
Subjects: Maximum Likelihood Statistics,Mathematics,Item Response Theory,Expectation,Simulation,Computation,Accuracy,Equations (Mathematics)

A maximum marginal likelihood estimation with an expectation-maximization algorithm has been developed for estimating multigroup or mixture multidimensional item response theory models using the generalized partial credit function, graded response function, and 3-parameter logistic function. The procedure includes the estimation of item parameters, attribute population distribution parameters, and test takers' attributes. All estimation functions and derivatives are provided. This procedure has been implemented in an R program. A simulation study has been conducted using this R program on various models related to the generalized partial credit function, and the result shows reasonable parameter recovery.
Alignment of the Performance Assessment for School Leaders to the Professional Standards for Educational Leaders: A Distance-Based Approach. Research Report. ETS RR-19-23
Author: Swiggett, Wanda D.
Date: 2019-12-00
Type: Journal Articles
Subjects: Standards,Alignment (Education),Portfolio Assessment,Administrator Education,Expertise,Principals,Administrator Qualifications,Computer Mediated Communication,Assessment Literacy,Instructional Leadership,Content Validity,School Administration,Professionalism

We conducted a distance-based alignment study for the Performance Assessment for School Leaders (PASL). PASL is a multiple-task portfolio assessment that requires candidates to submit contextual information, written responses, and artifacts (e.g., student work) to provide evidence of the completion of the task requirements. This alignment study supports the content validity of the PASL by providing evidence from external judges indicating that the assessment measures the knowledge and skills outlined in the Professional Standards for Educational Leaders (PSEL). This research report also documents the distance-based methods that were used to complete the alignment study. An expert panel of eight educators provided judgments indicating the alignment between the PASL and the PSEL. Panelists were provided with preparatory information about the assessment and the standards before attending a webinar that provided more detailed information about the PASL. Training was provided via recorded presentations, and panelists used an online survey to complete their alignment judgments independently. Panelists then completed final evaluations using an online survey.The panel judged that the PASL measures all 10 PSEL standards and 61% of the supporting elements.
A Learning Progression for Geometric Transformations. Research Report. ETS RR-19-01
Author: Fife, James H.
Date: 2019-12-00
Type: Journal Articles
Subjects: Mathematics Instruction,Common Core State Standards,Geometric Concepts,Learning Processes,Cognitive Processes,Thinking Skills,Concept Formation,Learning Strategies,Change,Developmental Stages,Misconceptions,Elementary Secondary Education,Teaching Methods

In this paper, a learning progression for geometric transformations is developed based on research that demonstrates the importance of viewing transformations as functions of the plane. The 5 levels of the progression reflect a student's evolving understanding of transformations as functions and their evolving understanding of the domain of these transformation as functions. The learning progression developed here is designed to be in alignment with the Common Core State Standards in Mathematics (CCSSM), in that a student who is placed at a particular level in the learning progression would have mastered the Common Core standards at the corresponding grade level. The description of the learning progression also includes sample tasks at each level that are intended to target that level of the progression.
Actions to Be Taken in Mexico towards Education 4.0 and Society 5.0
Author: Alvarez-Cedillo, Jesus
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Social Change,Technological Advancement,Education Work Relationship

Education in Mexico has not evolved in the way it is taught and evaluated. In the historical moment that postmodernism enters, it has not been possible to adapt to Information and Communication Technologies (ICT), or rapid technological innovation, or changes and trends in the industry, to the sharing economy or the rise of distance races. In its analysis, an essential deficiency is detected in the current education models, and it is detected that educational freedom is nil or scarce, which has led to poor student performance, high youth unemployment, which cause severe social problems and the economy of the economy. The current government is working closely with the private sector to connect education and promote employment. It is necessary to grant public schools more autonomy, freedom and responsibility. This paper explains how to act so that Mexico can adapt education 4.0 with solid steps to reach society 5.0.
Neurodiversity Awareness: Is Malaysia There Yet?
Author: Rahman, Aida A.
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Dyslexia,Equal Education,Learning Disabilities,Neurosciences,Elementary School Teachers,Teacher Attitudes,Attitudes toward Disabilities,Remedial Instruction,Inclusion,Disability Identification

Scientific research on dyslexia has taken place for the past 50 years during which time arguments on brain deficiency have created tensions between education and cognitive neuroscience researchers. However, clinical research on dyslexia through functional magnetic resonance imaging (fMRI) has finally revealed that a dyslexic's brain works differently. The findings have finally brought in a new synergy between research in education and cognitive neuroscience and empirically supported the neurodiversity movement. Recently, neurodiversity has been used as a framework for specific learning difficulties (SpLD) justice and to support dyslexia in inclusive education. This qualitative study was conducted to understand the Malaysian mainstream primary school teachers' beliefs about SpLD and the current framework for Malaysian literacy support programme. The data collection is through social media focus group discussion and individual instant messaging interviews with forty-one teachers. The findings reveal that the current programme is built on theories of remediation and that the teachers have exhibited good levels of understanding of remediation, but not yet understand neurodiversity. It makes recommendations with regard to teacher professional development.