ethanporcaro/eric-fulltext-meta huggingface dataset:
Modeling Resilient and Adaptable Work-Integrated Learning Practice: The Importance of Learning Dispositions in Initial Teacher Education
Author: Usher, Adam S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Vocational Adjustment,Preservice Teacher Education,Cooperative Education,21st Century Skills,High School Teachers,Foreign Countries,Teacher Attitudes,Modeling (Psychology),Cooperating Teachers,Student Teaching

Global industry requires resilience and adaptability to match the new fluid necessities of 21st Century reality. Learning as a finite suite of knowledge and skills at university to prepare for a static career is now anathema, with industry demanding constant new insight and innovation to meet the needs of an ever-changing global society. In the case of initial teacher education, however, programs that purposefully develop these capabilities are not prevalent, with knowledge and skills sets too often being presented as script and thus reinforcing static thinking and teaching practices. This paper explores qualitative data collected across a network of globally focused secondary schools in Denmark and presents a positive approach for cooperative work-integrated education (CWIE) educators and institutions in initial teacher education that is based on the explicit modeling of learning dispositions. Importantly, the approach can also be seen as being the basis for any practice across professional fields where resilience and adaptability are essential.
The Effect of Documentary Films on Preservice Science Teachers&apos; Views of Nature of Science
Author: Ayvaci, Hakan Sevki
Date: 2019-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Scientific Principles,Science Instruction,Teaching Methods,Films,Documentaries,Preservice Teachers,Science Teachers,Student Attitudes,Preservice Teacher Education,Pretests Posttests,History,Foreign Countries

Understanding the nature of science, one of the most important dimensions of scientific literacy, is regarded as an absolute necessity in science education. To teach students the nature of science, science teachers should emphasize the nature of science in the classrooms. This is possible through the training of science teachers with knowledge of the nature of science. In this study, documentary films were used to teach preservice science teachers about the nature of science. This study aims to investigate the effect of nature of science course conducted with documentary films on preservice science teachers' views of nature of science. The study, in which the experimental design was used, was conducted with 30 preservice teachers in nature of science and history of science courses. Throughout the courses, documentary films were watched, and nature of science aspects of the documentary films was discussed. The Views of Nature of Science Questionnaire (VNOS-C) was used as pre-test and post-test, and the data were analyzed with SPSS. As a conclusion, preservice science teachers' views regarding the nature of science were enhanced after the implementation.
Development of Smart Content Model-Based Augmented Reality to Support Smart Learning
Author: Fatimah, Siti
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Computer Simulation,Junior High School Students,Science Instruction,Multimedia Instruction,Scientific Concepts,Teaching Methods

Augmented Reality (AR) is an optical technology that combines virtual objects or worlds into real worlds like in real time and increases user perceptions and interactions with the real world. Information conveyed by virtual objects helps users carry out activities (tasks) in the real world. The convenience offered makes AR technology can be used for various fields, including education, such as the development of materials or learning media. Augmented reality in its development is more comfortable, cheaper, and can be widely implemented in various multimedia needs. This research is a study of the development of multimedia based on augmented reality to produce dynamic learning materials or media in supporting the concept of smart learning. This research provides multimedia models of mathematics for circles, ellipses, parabola, and hyperbole based on augmented reality to create more dynamic learning as smart learning. Multimedia is produced according to operational standards and meets content standards based on media experts, content, and users. Multimedia-based augmented reality math is easy to operate, helps, and increases understanding and increases student motivation.
The Effect of Project in Problem-Based Learning on Students&apos; Scientific and Information Literacy in Learning Human Excretory System
Author: Juleha, Siti
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Teaching Methods,Problem Based Learning,Scientific Literacy,Information Literacy,Human Body,Private Schools,Grade 8,Secondary School Students,Student Projects,Program Effectiveness

The present study aims to investigate the effect of Project in Problem-Based Learning on students' scientific and information literacy in grade 8 studying in one of the private schools in Bandung in the human excretory system topic. A sample of 39 students in two classes was selected purposively from the five classes available in the school. An experimental group comprising 19 students received the instruction by Problem-Based Learning with the project at the end of the lesson while the control group comprising 20 students received the human excretory instruction by using Problem-Based Learning without a project. The data was collected via the pre-test and post-test administration. The results were statistically analyzed using SPSS software by employing an independent t-test. Results indicated that after the one-month treatment period, students in the experimental group have a higher score in the scientific literacy test compared to the students in the control group even it was not significantly different. Therefore, the results of students' information literacy showed that there was a significant difference between the experiment and control group. It is concluded that Project in problem-based learning is useful to conduct as the learning strategies in the classroom to improve students' scientific and information literacy.
Student Insights: The Added Value of Work-Integrated Learning
Author: Martin, Andrew J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Work Experience Programs,Athletics,Administrator Education,Skill Development,Self Management,Communication Skills,Professional Development,Communities of Practice,Leadership,Job Skills,Career Development,Self Efficacy,Value Added Models,Career Choice

Work-integrated learning (WIL) has attracted considerable attention as an instrument for enhancing professional practice and developing work-readiness in graduates. It is widely considered as a point of difference in developing graduate employability by enhancing skill outcomes through an authentic learning experience. This paper focuses on student insights of the added value of WIL and their development of personal and professional graduate attributes. Thematic content analysis was undertaken of students' reflections (n=271) of their perceived learning outcomes and overall experiences from their sport management and coaching WIL experiences at Massey University, New Zealand. The findings show that enjoyment, achievement and reinforcing career decisions added value to the student's experiences. Gratitude for the support and mentoring of workplace and academic supervisors was also evident. Development of personal attributes involving self-management, enterprise, and effective communication were important learning outcomes. Professional development of a community of practice and leadership responsibilities were also highlighted.
Using Brain-Based Learning to Promote Students&apos; Concept Mastery in Learning Electric Circuit
Author: Sani, Aulianuriy
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Brain Hemisphere Functions,Grade 8,Science Instruction,Scientific Concepts,Mastery Learning,Pretests Posttests,Secondary School Students,Comparative Analysis,Foreign Countries,Lecture Method,Scores,Concept Formation,Electronics

Teaching approaches in some school are still concentrating on memorizing. Teachers have to make the learning is meaningful for the students. One of the alternative tools is by using Brain-Based Learning. The purpose of this study is to investigate the effect of Brain-Based Learning on students' concept mastery in learning electric circuit for 8th-grade students. The method used in this research was experimental research. The research design that used is pretest and posttest design. The sample was taken by random sampling in class. Participants were 49 students at one of International Secondary School in Bandung, West Java, Indonesia. Experiment group learns with Brain-Based Learning (N=26) while the control group learning with lectured based learning (N=23). The results of students' concept mastery that learned using Brain-Based Learning is better than students' concept mastery that learned using lectured-based learning. The improvement of students' concept mastery can be noticed by independent t-test with significant 0.003. Based on the analysis of students' concept mastery results, the N-Gain score in experiment group is 0.43 which categorized as a medium improvement while in the control group is 0.25 which categorized as a low improvement. Based on these results showed that Brain-Based Learning can be an alternative tool to improve students' concept mastery significantly.
University Offering Work-Integrated Learning Dual Study Programs
Author: Gerloff, Axel
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Cooperative Education,Work Experience,Study Abroad,Internship Programs,Undergraduate Students,Employment Potential,Job Skills,Exchange Programs,School Business Relationship,Industry,Vocational Education

There is mutual agreement about the need for internationalization in higher education. However, there is no consensus regarding the best practice. Universities offering cooperative and work-integrated education have a comparative advantage in providing their graduates with capabilities needed on the labor market. They face the challenge to develop an internationalization strategy that reflects the practice-orientation of their study programs. The key question is how to use the specific feature of dual education to expand globally. This paper analyzes the approach of Duale Hochschule Baden-Wuerttemberg (DHBW) as Germany's first university to integrate academic studies and work experience. It examines student exchanges, study-abroad internship tandems, short-term programs as well as the implementation of the DHBW model in other countries. The strengths and weaknesses of these approaches as well as their conformance with the objectives of the internationalization strategy are evaluated.
A Collaborative Framework for Enhancing Graduate Employability
Author: Ferns, Sonia
Date: 2019-00-00
Type: Journal Articles
Subjects: College Graduates,Employment Potential,College Faculty,Stakeholders,Partnerships in Education,School Business Relationship,Universities,Education Work Relationship,College Role,Professional Associations,Chemical Engineering,Occupational Therapy,Teacher Education,Foreign Countries,Certification,Employers

Disruptive technologies, emerging global markets, and uncertain workforce requirements are driving the need for skilled graduates. This research developed a framework for collaboration between stakeholders to ensure work-ready graduates and sustained economic growth. A mixed-methods, multiple case study research design was deployed to gather data from graduates, employers, staff, students, and professional body representatives across three disciplines. The Australian course experience questionnaire generated 476 graduate responses and 1,175 comments. The graduate employability surveys collected responses from 88 graduates, 51 employers and 34 teaching staff. SPSS and Excel functions were used for quantitative data analysis and NVivo for thematic analysis. A cross-case analysis of the three case studies revealed consistency in stakeholder perceptions of domains perceived as important for graduate employability with collaborative partnerships emerging as integral to actualizing the domains. Findings from this research challenge conventional university approaches to brokering and maintaining partnerships and suggests a holistic engagement framework for stakeholders.
Enablers of Work-Integrated Learning in Technical Vocational Education and Training Teacher Education
Author: Batholmeus, Petrina
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Experiential Learning,Workplace Learning,Job Skills,Skill Development,Faculty Development,Vocational Education,Teacher Competencies,College Faculty,Curriculum,Stakeholders,Industry

The demand for relevant skills for the labor market constitutes one of the fundamental challenges facing the post-school system in South Africa. The South African government has therefore proposed a policy on professional development teacher education programs for Technical and Vocational Education and Training and the South African Department of Higher Education and Training lecturers to ensure that they understand the labor market demands and are able to produce graduates who meet these demands. This study examines factors that enable the successful integration of industry-based work-integrated learning (WIL) in professional development teacher education programs for TVET lecturers. The enabling factors were obtained from 28 academic staff in 14 South African universities responsible for developing WIL curricula in TVET teacher education programs. Some of the enabling factors that were considered when integrating WIL in TVET teacher education include higher education providers, students, industry, mentorship, the varied programs and learning outcomes as well as the community.
The Effectiveness of Work-Integrated Learning in Developing Student Work Skills: A Case Study of Thailand
Author: Khampirat, Buratin
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Experiential Learning,Job Skills,Program Effectiveness,College Students,Student Attitudes,Student Motivation,Reflection,Self Esteem,Employment Qualifications,Workplace Learning,Human Capital,Knowledge Level,Comprehension,Communication Skills,Gender Differences,Competence

Research indicates that work-integrated learning (WIL) experiences enable students to develop both generic and work skills as well as helping students identify their future academic and career directions. This study used pre- and post-survey instruments to evaluate the effectiveness of a WIL placement to develop work skills of students in different academic programs of a university in Thailand. This research was based on an Australian work skills development framework model. The analyses of the pre- and post-survey results on 584 co-op students indicated notable changes in student work skills performance after entering the workplace. The program difference in work skills is significant between the groups when ANCOVA test was applied using pretest-placement as covariates. The positive learning gains suggest that WIL enables students to acquire confidence, building work skills particularly in &quot;initiative/motivation to engage&quot;, and attain the ability to self-reflect on whether they have contributed to improved productivity in the workplace.
The Effect of the Science Web Module Integrated on Batik&apos;s Local Potential towards Students&apos; Critical Thinking and Problem Solving (Thinking Skill)
Author: Putri, Agnesi Sekarsari
Date: 2019-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Critical Thinking,Problem Solving,Thinking Skills,Instructional Effectiveness,Grade 7,Junior High School Students,Science Instruction,21st Century Skills,Foreign Countries,Handicrafts,Pollution,Local Issues,Relevance (Education),Conservation (Environment),Hazardous Materials,Wastes

The 21st -century learning paradigm requires teachers to provide teaching materials that can develop students' thinking skills. This research aims to determine the effect of the web module science integrated local batik potential toward the thinking ability of seventh-grade students of junior high school. The research method used was quasi-experimental design with a posttest-only design. The instrument used is about thinking skill. The data analysis technique is a Kruskal Wallis test and Effect Size. The results of the research showed that there were differences in students' thinking skill between the experimental class and the control class, as indicated by the Kruskal Wallis test, gives significant results. Web science module integrated with local batik potential has a significant influence on students' thinking skill as indicated by Cohen's effect size score of 0.8. The results of this research can be used to provide insights to science teachers create innovative learning materials to make students more interested in learning science and practicing thinking skills of students.
Dual Priority Agenda: China&apos;s Model for Modernizing Education
Author: Yuan, Zhenguo
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Development,Educational Change,Models,Public Education,Government Role

Purpose: Forty years ago, China made a critical decision to reform and open up, achieving sustained economic growth. Simultaneously, China continued to center efforts on achieving its education modernization goals. It succeeded in the unconventional development of education, consolidating a population of nearly 1.4 billion into a powerful human-resource-centered nation and creating favorable interactive relationships with social and economic development. This paper aims to explore how these achievements were gained and how these relationships were made. Design/Approach/Methods: This paper is conceptual in nature. Findings: Based on the policy documents and development practice, this paper proposes a model of Dual Priority Agenda (DPA), whereby the government prioritized education development, and this development focused predominantly on promoting national development. Originality/Value: By elaborating the background, characteristics, rationales, and mechanisms of the DPA, this paper contributes to a new conceptualization of reciprocal relationship between the state and educational modernization.
Shifting the Education Paradigm: Why International Borrowing Is No Longer Sufficient for Improving Education in China
Author: Zhao, Yong
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Improvement,Foreign Countries,Educational Policy,Educational Practices,Comparative Education,Models,Western Civilization,Futures (of Society),Educational Trends,Cultural Differences,Creativity,Influence of Technology,Achievement Tests,International Assessment,Secondary School Students,Educational Innovation,Entrepreneurship,Asian Culture

Purpose: The purpose of this article is to examine the consequences of mutual borrowing of educational policies and practices between the East and the West and implications for Chinese education. Design/Approach/Methods: This paper draws upon a wide variety of historical, cultural, and international assessment data. Findings: The analyses found that the mutual borrowing is unlikely to improve education to the extent that the future world demands. Originality/Value: Thus, the article concludes that instead of wasting resources and time on learning from each other's past, education systems around the world should work on inventing a new paradigm of education. China is in a unique position to work on the new paradigm.
Changes in School Curriculum Administration in China
Author: Cui, Yunhuo
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Change,School Administration,Foreign Countries,Cultural Context,Administrative Organization,Educational Policy,Policy Analysis,Educational Administration,Curriculum Development,Educational History,Elementary Secondary Education

Purpose: This study focuses on the establishment and evolution of the school curriculum administrative system in China. Design/Approach/Methods: Based on policy papers and documents, this paper explores changes of the concept, tradition and practices of curriculum administration in China. Findings: The curriculum administration since 1949 has developed from an &quot;excessively centralized curriculum administration&quot; model to a &quot;sharing-based curriculum administration&quot;. China's three-level curriculum administrative system, comprising a national-, local-, and school-level curriculum administration framework, is explained and analyzed. Originality/Value: This is a comprehensive scholarly review of historical changes in school curriculum administration in China. This paper also provides provocative suggestions for future development of school curriculum administration in the Chinese context.
Educating Learners for Their Future, Not Our Past
Author: Schleicher, Andreas
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Methods,Curriculum Design,Educational Change,School Culture,Alternative Assessment,Skill Development,Competence,Global Approach,Knowledge Level,Interdisciplinary Approach,Educational Technology,Technology Uses in Education,Internet,Cognitive Development,Thinking Skills,Attitudes,Values,Teacher Competencies,Trust (Psychology),Teacher Role,Partnerships in Education,Evaluation Methods,Foreign Countries

Purpose: This paper aims to examine the educational demands in the digital age from tomorrow's teachers and policy-makers, and to encourage and incentivize all actors to develop the innovative learning environments that we need for tomorrow's schools. Design/Approach/Methods: As a conceptual paper, this article has consulted and analyzed a wide range of updated data and literature to consolidate the argumentation on tomorrow's educational demands. Findings: The paper mainly provides possible answers on how to educate students for their future, rather than our past. The heart of future education is to help students develop a reliable compass and tools, transformative competency, and to navigate through an increasingly complex, volatile, and uncertain world. To fulfill this core mission, a new set of curriculum design principles, changing school system, renewed teacher culture, and an alternative assessment program are highly advocated. Originality/Value: Based on the latest observations and reflections, the paper broadens our visions on tomorrow's education and future schools.