ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Competencies for Inclusive Education: Will Emotional Intelligence Do Justice?
Author: Rajendran, Poornima
Date: 2020-12-00
Type: Journal Articles
Subjects: Teacher Competencies,Inclusion,Emotional Intelligence,Models,Faculty Development,Student Diversity,Interpersonal Competence,Teacher Student Relationship,Assertiveness,Professional Autonomy,Self Actualization,Empathy,Social Responsibility,Stress Management,Coping,Self Control,Problem Solving,Psychological Patterns

Purpose: The concept of inclusive education is moved from the homogeneous perspective to heterogeneous perspective in developed countries and even in developing countries, the discourses on inclusive education are argued from the diversity perspective. Many scholars (Florian, 2010; Slee, 2010; Meijer, 2003 and; Allan, 2011) who are researching on inclusive education debated and discussed that successful practice of inclusive education depends greatly on teacher competencies, albeit practicing inclusive education depends on many critical factors like attitudes, curriculum, resources, parental involvement, multidisciplinary orientation etc., Projects like 'Teacher Education for Inclusion (2009-2012)' discussed and framed various models of teacher competencies required for the successful practice of inclusive education. In this conceptual paper, the authors reviewed the dimensions /sub scales of emotional intelligence and deliberated its significance associated with teacher competencies that support them to practice inclusive education. Approach: Even though there are various emotional intelligence models, the authors have chosen the Bar-On Model of Emotional Intelligence (2006) considering its wider usage across the country. Further, the author included the conceptual papers/research works accessible via open source for the review. Significance: The present review makes the reader to understand and rationalize the significance of emotional intelligence for teachers (both pre and in-service) to develop their competencies for practicing inclusive education. On one hand, this review justifies the readers that emotional intelligence is related significantly and positively to increased adapted behaviour, higher quality social relationships, longer retention in one's professional life, better coping strategies and leadership skills that enhances individuals' intra and inter personal skills. On the other hand, the paper will deduce that the emotional intelligence in teachers will benefit them to meet the needs of diverse students in their classroom without any doubt. Originality Value: The present review is a part of an ICSSR Major Research Project sponsored during the academic year 2017-18.
STEM Tell Research: How Communication Centers Can Impact the Scientific Communication Competency of Grade School STEM Students
Author: Beard, Lauren
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,Academic Support Services,Elementary School Students,STEM Education,Skill Development,At Risk Students,Student Needs,College School Cooperation,Workshops,Environmental Education,Biodiversity,Pollution,Junior High School Students,Consultants,Student Diversity

University Communication Centers are beacons of feminist intervention and radical pedagogy. This identity demands that the communication needs of students regardless of race, gender, sexuality, ability, or age. This article demonstrates how one Communication Center fulfilled this initiative by stepping outside the physical space of the center, and venturing into the community to consult with culturally diverse grade school students from the surrounding districts. The Communication Center at the University of North Carolina at Greensboro had the privilege of working with Dr. Heidi Carlone, a professor of Science Education in the Department of Teacher Education and Higher Education. Dr. Carlone was awarded a 1 million-dollar grant, and is using the money to further her research into innovative learning initiatives for junior high students in the Science, Technology, Engineering, and Mathematics (STEM) program in Guilford County. Besides just detailing how the Communication Center prepared for and conducted consultations with these STEM students, this article also offers insight into the innovative theories, praxes, and pedagogies at work throughout the center's sessions. The findings ultimately provide an awareness of how Communication Centers can be involved in pedagogical initiatives that fall outside of a traditional college classroom, as well as how this involvement can further develop consultants' skillsets when working with undergraduate college students in introductory communication courses.
Development of Students-Foreigners&apos; Communicative Competence by Means of Information Technologies under the Conditions of the Medical University
Author: Vykhrushch, Anatolii
Date: 2020-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Technology Integration,Information Technology,Medical Schools,Medical Students,Foreign Students,Ukrainian,Languages for Special Purposes,Second Language Learning,Professionalism,Computer Mediated Communication,Distance Education,Electronic Learning,Foreign Countries

The article deals with an urgent issue of a systematic research of foreign students studying in Ukraine. Successful learning and social adaptation of young people greatly depend on learning the Ukrainian language. In addition to the obvious advantages, it is advisable to pay particular attention to the system of theoretical and methodological support of the educational process, starting from the author's textbooks and finishing with modern information technologies. Forming the communicative competence of a medical professional is impossible without taking into account the value-motivational side of this process. In this regard, the communicative training of the healthcare worker is viewed within an axiological approach. As a consequence, professional values are the central category. Peculiarities of future doctors' professional values formation as a component of communicative competence are considered. The study, aimed at analysing the development of professional qualities of foreign medical students, was conducted at I. Horbachevsky Ternopil National Medical University in the 2018-2019 academic year. The study was carried out under the guidance of professors A.Vykhrushch and N. Fedchyshyn by lecturers of I. Horbachevsky Ternopil National Medical University T. Khvalyboha (EdD), I. Drach (PhD), M. Rudenko (PhD) that teach students-foreigners at the Department of the Ukrainian Language and Department of Foreign Languages.
Environmental Literacy of K-10 Student Completers
Author: Nunez, Michael B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Environmental Education,Conservation (Environment),Knowledge Level,Multiple Literacies,High School Students,Student Attitudes,Student Behavior,Citizenship Responsibility,Correlation,Gender Differences,Public Schools,Private Schools,Foreign Countries

This study aimed to investigate the environmental literacy of K-10 student completers. The quantitative research design, specifically, the non-experimental descriptive-correlational design was used to determine the students' level of environmental knowledge and sensitivity, identify the students' environmental attitudes and behaviors, and determine the correlation between students' environmental knowledge, attitudes, sensitivity, and behaviors. Exploratory factor analysis design was used to clarify the underlying dimensionality of environmental literacy of the students and to disentangle the complex interrelationships among various aspects of environmental literacy and eventually identify the variables that go together as unified concept. A total of 614 out of 759 students (81%) currently enrolled in a senior high school in one university were asked to participate in the study. Results showed that the student completers of K-10 grade levels have moderate level of environmental literacy and environmental knowledge and behavior and high level of environmental attitude and sensitivity. Students who are more knowledgeable about the environment have strong sensitivity and attitudes but do not necessarily have strong pro-environmental behaviors. Thus, although students may have pro-environment knowledge, this knowledge is not necessarily translated into positive behaviors towards the environment. Lastly, environmental literacy of the students has three broad dimensions of blended environmental attitude and sensitivity, pro-environmental behaviors and environmental knowledge. The results imply that the science curriculum and instruction in these grade levels did not fail in their instruction but much is still to be done to achieve the highest degree of environmental knowledge, pro-environmental behaviors, positive environmental attitudes and environmental sensitivity.
Challenges for Expatriate Faculties to Teach International Business Course in Ethiopian Universities (Case of Dilla University)
Author: Jagadeesha, M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Barriers,Foreign Nationals,College Faculty,Business Administration Education,Language Fluency,Undergraduate Students,Graduate Students,English (Second Language),Second Language Learning,Language of Instruction,Teaching Methods,Curriculum Design,Research Universities,Web Sites,Universities,Foreign Countries

Purpose: This paper endeavour is to address, the challenges faced by expatriate faculties while teaching International Business subject and case studies in classroom. Students lackingness with relevance to International Business subject; and paramountcy of a manager's role in achieving organizational goals in globalization era. Design/Methodology/Approach: This research adopts the empirical study method to analyse the essentialness of international Business subject at Undergraduate and Graduate level in Ethiopian universities. Personal interview method adopted to analyse the primary evidence through questioner. Handbook of theory and research for Higher education is considered for review of literature; discussion and analysis which fixates on affinity for learning practical business skills rather theoretical. Vigour, Impotency, Opportunity, and Threats analysis explores all challenges and hurdles in teaching International Business subject. Findings: The study finds the consequentiality of the international business subject at both UG &amp; PG level and fluency in English language at university level. Less fluency in English influence the cognition system across the geography, it links the course curriculum design predicated the industry trend and authoritatively mandate; Adscititiously, the study concludes the integration of curriculum and research at university level concerning the context of International Business. Lack of vigilance about course theoretical paramountcy with respect to integration of countries trade. Research Limitations/Implications: Underutilization of resources, fail to update each program's importance, opportunities, and outcomes in university websites. Most of the MBA students are either commerce or social science rather diverse background like science, pharma, and engineering. University-Industry Linkage department is not prioritizing to organize focus group discussions among a diverse group of employers and students to determine the primary skills and consequential attributes look for in students. Originality/Value: Ministry of Higher Education and universities are not giving much importance to the International Business subject, albeit the country's exports and imports. Only two or three (Addis-Ababa, Mekelle, and Adama) Ethiopian Universities are active in research in higher education because of the collaborative influence of foreign university faculties.
Academics&apos; &quot;Why&quot; of Knowledge-Building for the Fourth Industrial Revolution and COVID-19 Era
Author: Khoza, Simon Bheki.
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Knowledge Level,Higher Education,College Faculty,Knowledge Base for Teaching,Self Actualization,Pedagogical Content Knowledge,Technological Literacy,Foreign Countries,Cultural Differences,School Closing,Distance Education,Educational Technology,Technology Uses in Education,Blended Learning

Online teaching results in knowledge-building. Knowledge-building is the teaching and learning process that helps academics and students to generate specific personal values used to understand their personal identities. Academics have been forced by COVID-19 lockdowns to go online in teaching their students. The purpose of this study is to explore and understand academics' knowledge of teaching for knowledge building in two higher-education institutions (HEIs) (RSA and USA) during the COVID-19 era and the 4IR. Reflective activities, focus-group discussions, and semi-structured interviews were used for data generation. Purposive with convenience sampling was used to select the twenty most accessible academics to participate in this study. The findings reveal that this situation compelled the academics to self-actualise on their knowledge-building to address the &quot;why&quot; questions of teaching that help students to understand and address their needs. The self-actualization was framed by &quot;technological pedagogical content knowledge&quot; which produced societal, personal, and professional knowledge building. It was interesting to note that the USA HEI participants were supported by educational technologists, while the RSA HEI participants helped themselves. This was because the RSA HEIs do not have educational technology centres. Consequently, this study recommends a follow-up study that can qualitatively and quantitatively compare the two HEIs. In this way it can be established whether the success of online teaching and learning is influenced by the presence of educational technology centres. Educational technology centres have educational developers/technologists whose main responsibility is to collaborate with academics, various departments, and HEI units on a range of research/teaching/learning/assessment activities.
The Impact of E-Learning Strategy on Students&apos; Academic Achievement Case Study: Al-Quds Open University
Author: Jawad, Yousef Abdel Latif Abdel
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Instructional Effectiveness,Academic Achievement,Grade Point Average,Majors (Students),Gender Differences,College Students,Open Universities,COVID-19,Pandemics,Foreign Countries

This study examines the effect of E-learning during COVID-19 pandemic on the students' Academic Achievement at Al-Quds Open University. The study has randomly selected 382 students' GPA from the University's official records. It is mainly based on Statistical Package for Social Sciences program (SPSS.20) to make Paired Samples T-test and to study the hypotheses. The study has revealed that there are statistically significant differences in the students' Academic Achievements during the implementation of the E-learning strategy in COVID-19 pandemic. This study shows that in general the GPA of students has increased about 2.188 points; but in particular the GPA of male students is affected more than female's by just a slight difference of 1,198 point. On the other hand, looking at the Program of Study at the University; the Community Service is affected most with an increase by 3,276 points, Then Business Administration, Accounting and Finance are respectively affected more with having 2.6 points more on students' GPA. However, the greatest effect on GPA is largely noticed on the students whose GPA is low in which the increase is about 6.568 points. The study results shows the importance of the implementation of E-learning strategy in higher education institutions so as to improve the students' Academic Achievements. In addition, it sheds the light on the necessity of taking into consideration the specific features of some learning programs such as the Arabic Language and the Social Studies.
Developing Connections between Integrated Laboratory Practices and First-Year Undergraduate Nature of Science (NOS) Understanding
Author: Gardner, Margery A.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Freshmen,Undergraduate Study,Majors (Students),Biology,Chemistry,Interdisciplinary Approach,Research Projects,STEM Education,Science Laboratories,Science Instruction,Instructional Effectiveness,Scientific Principles,Concept Formation,Scientific Literacy

This study featured findings from a three-year National Science Foundation (NSF) funded research project at a STEM focused college. 'Project Synapse' was developed to build relevance between disciplines through authentic collaborations between biology and chemistry content. Integrated science practices were explicitly addressed during investigations of interdisciplinary topics such as microscopy and redox reactions. This study focused on the impact of one integrated laboratory-based intervention on student nature of science (NOS) understanding. Using a previously validated survey, Views on Nature of Science (VNOS), student NOS knowledge was assessed at the beginning and end of the academic school year. Structured interviews were conducted to gather a more indepth understanding of student thinking. Additional qualitative data sets included participant observations of labs, interviews with in instructors, and focus groups with students. Project Synapse students performed better on both the pre and post assessments of NOS understanding. At the close of the academic year, Project Synapse students scored higher in the domains of inference and theoretical entities in science and nature of scientific theories as compared to students not exposed to the model. Students in both the control and experimental group struggled to discriminate between theories and laws or provide specific examples. his integrated model offered a more authentic look at the actual practices of science through investigations that extended beyond a single subject area. Findings suggest that this collaborative instructional model may provide greater opportunities to address NOS content throughout the school year.
Fashion and Sustainability: Increasing Knowledge about Slow Fashion through an Educational Module
Author: Preuit, Rachel
Date: 2017-00-00
Type: Journal Articles
Subjects: Clothing,Sustainability,Standards,Productivity,Conservation (Environment),Consciousness Raising,Attitude Change,College Students,Young Adults,Purchasing,Consumer Economics,Intention,Knowledge Level,Learning Modules,Predictor Variables

The purpose of this study is to understand whether exposure to education about slow fashion regarding its environmental benefits would influence consumers' knowledge, attitudes, and purchase intentions toward slow fashion apparel and also to investigate whether knowledge about and attitude toward slow fashion would influence young adult consumers' purchase intentions toward slow fashion. College-aged students were recruited and a mixed-method approach with three phases of data collection was implemented, including a focus group, a pre-educational survey along with an educational module, and a post-educational survey to all participants from the pre-educational survey. The final sample for analyses included 163 participants. Paired-sample t-tests showed that the module significantly improved the participants' objective knowledge and subjective knowledge of, and attitudes toward slow fashion; however, their purchase intentions toward slow fashion remained unchanged. Results also indicated that subjective knowledge and attitude positively predicted purchase intention toward slow fashion. Findings suggest that a 30 minute educational module in the power point format made a significant, positive impact on young adult consumers' knowledge of and attitudes toward slow fashion. This study expanded the slow fashion research through the incorporation of an educational module which was found to improve consumer knowledge and attitude toward slow fashion.
Realistic Mathematics &amp; Vygotsky&apos;s Theories in Mathematics Education
Author: Das, Kaushik
Date: 2020-12-00
Type: Journal Articles
Subjects: Educational Theories,Mathematics Education,Realism,Social Theories,Educational Practices

Mathematics education is not mathematics, it makes a basic use of highly specialized kinds of mathematical knowledge. The modern world feels a crisis of proper mathematics education in any nation. Realistic Mathematics Education is a domain-specific instruction theory for mathematics. This paper introduces realistic mathematics education (RME) and Vygotskian impacts on mathematics education for learning mathematics. This article describes the development of teaching-learning mathematics &amp; learning theories from a socio-cultural perspective. The methodology of the study is based on qualitative type.
Multiple Levels of Metacognition: Circumstances Interfering with Students&apos; Spontaneous Metacognitive Activities
Author: Kim, Young Rae
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Problem Solving,Cooperative Learning,Mathematical Models,Mathematics Instruction,Instructional Effectiveness,Algebra,Statistics,Educational Environment,Social Environment,Barriers,Group Dynamics,Middle School Students,Grade 7,Public Schools,Suburban Schools

A theoretical model of metacognition in complex modeling activities has been developed based on existing frameworks, by synthesizing the reconceptualization of metacognition at multiple levels by looking at the three sources that trigger metacognition. Using the theoretical model as a framework, this multiple-case study explores students' spontaneous metacognitive activities while they collaboratively solve complex mathematical modeling tasks. This study used a series of model-eliciting activities--a type of problem-solving activity in which participants are required to verbalize their thoughts while working within a group--as an authentic method for analyzing verbal metacognitive actions. This study identified the circumstances facilitating or interfering with students' spontaneous metacognitive activities. The findings of the study enrich our understanding of how to design metacognitive learning environments. The current study has the potential to guide teachers, teacher educators, and curriculum developers to create circumstances that support students' spontaneous development of metacognitive abilities. It also has the potential to guide the development of effective instructional methods to integrate these circumstances into existing curricula.