ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Task Understanding during Engineering Problem Solving in an Introductory Thermodynamics Course
Author: Lawanto, Oenardi
Date: 2018-00-00
Type: Journal Articles
Subjects: Engineering Education,Problem Solving,Thermodynamics,Task Analysis,Self Evaluation (Individuals),Undergraduate Students,Prior Learning,Learning Strategies,Metacognition,Introductory Courses,College Faculty,Teacher Attitudes,Student Attitudes,Questionnaires,Qualitative Research

Understanding problems or tasks is a critical step in any problem-solving activity and the heart of self-regulated learning. When encountering a problem, students draw upon information available in the environment, along with knowledge, concepts, and perceptions derived from prior learning experiences, to interpret the demands of the task. Interpretation of tasks is, therefore, a key determinant of the goals set while learning, strategies selected to achieve those goals, and the criteria used to self-assess and evaluate outcomes. The purpose of this study is to better understand engineering students' self-regulation in task interpretation processes while engaged in problem solving in an introductory engineering thermodynamics course. Two research questions guided the study: (1) What are the gaps, if any, between the instructor's and students' interpretation (explicit and implicit task features) of a problem-solving task?; and (2) How do students' task interpretation (explicit and implicit) change after engaging in self-evaluation of their problem-solving processes? One hundred twelve (112) second year engineering undergraduates voluntarily participated in the study. Analysis of the data collected revealed a significant difference between the instructor's and students' task interpretation of the assigned problems. Furthermore, the analysis showed that students' had a higher ability to identify the explicit parts of problem tasks than implicit ones. Students were able to grasp 63 to 77 percent and 39 to 49 percent, respectively, of the explicit and implicit information that was presented to them while engaged in problem-solving activities.
Teacher Professional Development at a Tsunami-Affected School in Banda Aceh
Author: Ubit, Fadliadi
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Natural Disasters,Trauma,Qualitative Research,Public School Teachers,Secondary School Teachers,Junior High Schools,Junior High School Students,Case Studies,Program Effectiveness,Evaluation Criteria,Interviews

The 2004 tsunami in Aceh resulted in significant post-disaster problems which extended far beyond the loss of possessions and infrastructure destruction. In addition to having to deal with their own problems as a consequence of the tsunami, teachers were faced with the additional problems arising from working with children who had been exposed to the traumatic event. Teacher professional development was regarded as an important support mechanism to help teachers in this period. Findings from a qualitative study conducted in one school affected by the tsunami in Banda Aceh provided evidence that teachers indeed needed professional development that went beyond enhancing their knowledge and skills to teach their subjects to working with young people affected by the traumatic event. This paper discusses teacher professional development, focusing on the five criteria for effective professional development proposed by Desimone.
Vol. 1: The Excellence of Technical Vocational Education and Training (TVET) Institutions in Korea: Yeungjin College Case Study
Author: Joo, Lan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Case Studies,Postsecondary Education,Teacher Competencies,Curriculum,Relevance (Education),Leadership,School Business Relationship,Employment Level,Surveys,College Students,College Faculty,Structured Interviews,Employment Qualifications

To tackle the issue of skill shortages, many governments are restructuring their respective school systems into more demand-driven systems, which are expected to improve overall school outcomes and external efficiency. In order to assist TVET institutes and governments with the development of innovative methods to improve the outcomes, this study seeks to provide suggestions drawn from an in-depth case study of a successful TVET school. The selection criteria for the case study's subject required a school to have high external outcomes, i.e. graduate employment rate. The study then assessed whether or not the select school possesses four premise factors (high quality teacher, relevant curricula, strong leadership, and school-industry linkages) and how these factors contribute to the improvement of the graduate employment rate. The study gathered data via survey and interviews of both faculty and students. As for the survey, 693 out of 1,400 juniors and 23 out of 71 professors responded. The interviews were a face-to-face, one-on-one style with structured, open-ended questions. Ten students and ten professors were interviewed separately in a closed room, and 60 minutes was allotted for each session. After coding the raw data, certain themes emerged. The findings suggest that Yeungjin College possesses all the stated premise factors, and the factors directly and/or indirectly influences the graduate employment rate via the enhancement of employability. Additionally, the most determining factor can be altered within different contexts (e.g. TVET policy, labor market) and times.
Predictable Pathways: Pacific Islander Learners and School Transitions in Melbourne&apos;s Western Region
Author: Paulsen, Irene Kmudu
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pacific Islanders,Migrants,High School Graduates,Higher Education,Vocational Education,Academic Achievement,Outcomes of Education,Semi Structured Interviews,Longitudinal Studies,Employment,Nonschool Educational Programs

This paper tracks the education trajectories of a small group of Melbourne-based Pacific Islander (PI) learners who transitioned from secondary to post-school destinations, 2012 to 2015. Their school experiences were monitored over four years with the aim of identifying common pathways and underlying factors. The study found that the PI learners typically followed similar post-school pathways to non-PI learners. In all cases, they transitioned directly to higher or vocational education, non-school alternative settings or direct employment pathways. However, there was a consistent pattern of lower level academic achievement and, consequently, lower status post-school pathways. These low-level outcomes, whether directed by learners or schools, were often accepted even if inconsistent with initial learner or parental goals. While a direct transition from secondary school to university was the most desired pathway for many learners and their families, the study found that alternative school settings provided important spaces for learners to re-negotiate their school goals and return to university study. Acquiring employment immediately after leaving school was also perceived as an acceptable alternate pathway. Acceptance of these eventual but unplanned pathways helped reinforce a perception that school transitions of PI learners are typically low-level and mostly predictable.
Outcomes of a Collaborative Contextualised Learning Approach to Teacher Professional Development in Papua, Indonesia
Author: Robertson, Ann
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Faculty Development,Outcomes of Education,Interaction,Developing Nations,Coaching (Performance),Teacher Attitudes,Qualitative Research,Educational Resources,Educational Strategies,Student Centered Learning,Active Learning,Cultural Awareness,Native Language,Content Analysis

The paper reports on a teacher professional development program conducted over two years in five different regions within the province of Papua, Indonesia. The goal of the program was to assist Papuan teachers to become more aware of and skilled in the use of interactive classroom pedagogies using local resources. The paper reviews the research around successful professional development programs in developing countries, and outlines the specific cultural, pedagogical, linguistic and resourcing issues encountered in this program. An effective response within the unique context of teacher professional development in Papua necessitated a process of ongoing collaborative inquiry between Australian academics, Papuan academic advisors, local Papuan master coaches and local classroom teacher participants. The paper evaluates the perceptions of participating classroom teachers on what was of importance in the program, gathered through the use of open-ended questions, researcher field notes and participant reflective responses.
Teacher Aides&apos; Views and Experiences on the Inclusion of Students with Autism: Perspectives across Two Countries
Author: Page, Angela
Date: 2018-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Inclusion,Teacher Aides,Attitude Measures,Mainstreaming,Role,Foreign Countries,Educational History,Educational Legislation,Student Rights,Disabilities,Elementary Schools,Semi Structured Interviews,Qualitative Research

The human rights issue of inclusion in education has been the focus of numerous legislative and policy documents around the world. The right of a student with additional needs to access their local school and participate in mainstream classrooms has been mandated for numerous years across many nations. Increasing numbers of students with additional needs who are included in the regular classroom are diagnosed with Autism Spectrum Disorder (ASD) but reports indicate the understanding of ASD students remains low. This study investigates the views and experiences of teacher aides (TAs) who support students with ASD in mainstream settings in two countries: the Cook Islands (CI) and New South Wales (NSW), Australia. The research addressed the growing international use of TAs and their roles in inclusive classrooms, and the need to understand contemporary practices from comparative global perspectives. Results indicate many similarities between TA views and experiences on the inclusion of students with ASD in NSW and the CI. The findings are discussed in terms of recommendations to enhance the efficacy and practices of TAs in supporting students with ASD in the inclusive classroom.
Bridging the Learning Gap Augmented Reality&apos;s Impact on Associative Information Processing, Cognitive Load, and Working Memory: A Mixed-Methods Research Study
Author: Squires, David R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Simulation,Short Term Memory,Cognitive Processes,Difficulty Level,Associative Learning,Mixed Methods Research,Online Courses,Computer Uses in Education,Learner Engagement,Recall (Psychology),Graduate Students,Masters Programs,Educational Technology,Instructional Effectiveness

A mixed methodology study measuring the use of Augmented Reality (AR) information overlay mapping in online instructional design courses, and the impact on participant's working memory is presented. Novel AR technological expansions, and the rapid proliferation of powerful computing tools embodied by emerging mobile and wearable computing devices, illustrate a significant shift in 21st century learning strategies. This study may help to increase the body of knowledge on effective AR integration plans, adapted working memory utilization in technology-enhanced classrooms, and the viability of AR assistive devices in online learning domain studies. This study investigated whether AR systems provided a uniquely beneficial learning context due to AR's native function to overlay information onto manifold electronic and physical domain settings. While the quantitative data collected in this study was limited due to a minor sample size (n=27), the qualitative results indicated that AR users were exceedingly engaged, and recalled content readily; indicating greater student engagement. The results of the study indicated several data points that posit affirmative correlation in regard to recall and memory with the AR only group. However, the general combination of qualitative and quantitative data to triangulate a discernible relationship between AR and working memory gains remained inconclusive overall, with marginal statistical distinctions. Future studies with mobile AR implementations are recommended with larger statistically significant participant sample sizes to measure potential impact on working memory and associative information processing.
The Situated Role of Technology in Enhancing the Academic Performance of Indigenous Students in Mathematics Learning: Application within a Maori Cultural Context in New Zealand
Author: Lakhan, Reshmi
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Indigenous Populations,Culturally Relevant Education,Educational Environment,Indigenous Knowledge,Inclusion,Mathematics Achievement,Mathematics Instruction,Literature Reviews,Underachievement,Teaching Methods,Elementary Secondary Education,Postsecondary Education

This paper looks at benefits of technology inclusion in global indigenous students' learning. Critical meta-analysis was undertaken of fifteen articles. It was found that Indigenous students learn better through a Culture inclusive curriculum. Technology can be an effective tool in creating a collaborative environment, where students can share their learning and build their knowledge from what they already know. This allows informal learning as well as classroom learning possible. Students are also able to bring their background knowledge into the classroom to learn better. However, this is only possible if students do not get distracted during its use. The type of assessment used will also determine mathematical achievement as for indigenous students' context of the question needs to be familiar for them to understand it better.
Computer Science Students&apos; Views on Educational Studies-Pedagogy
Author: Paraskevopoulou-Kollia, Efrosyni-Alkisti
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Science Education,Student Attitudes,Foreign Countries,Information Technology,Biomedicine,Information Science,Educational Research,Educational Technology,Instruction,Content Analysis,Undergraduate Students

The present article is based on a small-scale research that took place with the students in the Department of Computer Science and Biomedical Informatics in 2014 and three years later with the students of the same Department and the Department of Computer Science, as well. Students who have enrolled in the Educational science-Pedagogy module, that the Department offers, were asked if the module was beneficial in a Department purely technical (Faculty of Science) and if this theoretical module assisted them in their academic life and generally. Various views are listed reflecting students' perspective of the module Educational science-Pedagogy and come to the conclusion that we present; no module is useless.
A Pilot Study for Extracting Psychometric Properties of an Adapted Jordanian Version of the Parents&apos; Evaluation ODF Developmental Milestones (PEDS:DM)
Author: Mattar, Jehan W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Pilot Projects,Psychometrics,Questionnaires,Test Validity,Intervention,Construct Validity,Correlation,Behavior Rating Scales,Preschool Children,Kindergarten,Test Reliability,Pretests Posttests,Foreign Countries,Screening Tests,Scores,Developmental Delays,Cognitive Development,Young Children,Semitic Languages

This study aimed to extract the psychometric properties of a Jordanian version of the Parents Evaluation of Developmental Status: Developmental Milestones (PEDS:DM) to present a psycho-metrically reliable Arabic scale that benefits the Jordanian context as an effective childhood intervention scale. The validity of the scale was achieved in three ways: Face, construct, and concurrent validity. Face validity was accomplished through the translation steps. As for construct validity; the internal consistency of the translated version was checked. The correlation between the items and sub-scales was high, which indicated high construct validity. Lastly, the concurrent validity was obtained by calculating the Pearson correlation between the Arabic version of the PEDS:DM and the Preschool and Kindergarten Children's Performance scale (PKCPS). The significance of correlated validity for the domains of the scale was as follows: Cognitive (0.79), physical (0.83), social (0.82), and total score (0.84). The indicators of reliability were extracted in two ways: The scale's test-retest reliability, and the internal consistency reliability. The values of the coefficients of reliability for the test-retest ranged between (0.88-0.92) for the different domains, and (0.91) for the total mark. The coefficients of reliability for internal consistency using Cronbach's Alpha had values between (0.82-0.91) for the different domains, and (0.89) for the total mark. Consequently, the Jordanian version of the PEDS:DM is psycho-metrically valid and reliable. As a result, this scale is one of the first instruments that can be implemented safely in the Jordanian context to achieve early detection of any developmental delays in children.
Efficacy of Choice of Preferred Engagement Stimuli on Escape-Maintained Disruptive Behavior
Author: Aldosari, Mubarak S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Learner Engagement,Kindergarten,Developmental Disabilities,Inclusion,Stimuli,Preferences,Behavior Problems,Student Behavior,Functional Behavioral Assessment,Observation,Program Effectiveness,Maintenance,Behavior Modification

This study compared the efficacy of no choice and choice of preferred engagement stimuli to reduce escape-maintained disruptive behavior of pupils in kindergarten with developmental disabilities in inclusive classes. This study demonstrated how functional behavior assessment can be conducted in a school setting to determine the functional relationship between escape-maintained disruptive behavior and preferred engagement stimuli. The treatments were alternated. While both treatments were effective at reducing escape-maintained disruptive behavior, the results demonstrated a greater reduction with a choice of preferred engagement stimuli. The study extended the use of the choice of preferred engagement stimuli to young children and included an evaluation of the treatments via a social validity measure completed by the teachers.
Immigrants&apos; Job Expectations: A Study of What Predicts Immigrants&apos; Job Expectations after Completing Language Training Programmes
Author: Reichenberg, Monica
Date: 2017-00-00
Type: Journal Articles
Subjects: Immigrants,Work Attitudes,Expectation,Predictor Variables,Second Language Instruction,Second Language Learning,Foreign Countries,Adult Education,Inclusion,Age,Adults,Demography,Refugees,Gender Differences,Family (Sociological Unit),Socioeconomic Status,Educational Attainment,Employment,Swedish,Least Squares Statistics,Regression (Statistics),Human Capital,Statistical Analysis

The overall aim was to identify predictors of adult immigrant students' job expectations after they have finished the language training program. We studied both socio-demographic predictors (sex,family status, socio-economic status, and level of education) and experience predictors (age at arrival, teacher, and language exposure). To get a more in-depth understanding of immigrants' job expectations, we also studied the following predictors: having had a job in the home country and in the host country. Using survey data collected from 187 adult immigrants participating in the Swedish-language-training program (SFI), we conducted ordinary least squares (OLS) and logistic regressions. We found that the majority of immigrant students have high job expectations and that age at arrival and level of education predicted job expectations. In addition, we found that student sex predicts having had a job in the home country but did not affect job expectations in the host country. The study has implications on how we organise inclusive education for adults in Swedish education and hence build an inclusive society throughout one's life course.
The Pre-University Experiences of Students with Disabilities in Barbados and Trinidad
Author: Blackman, Stacey
Date: 2017-00-00
Type: Journal Articles
Subjects: Disabilities,Foreign Countries,Qualitative Research,Content Analysis,Systems Approach,Inclusion,Undergraduate Students,Grounded Theory,Teacher Student Relationship,Special Education,Barriers,Peer Relationship,Deafness,Structured Interviews

This retrospective qualitative research utilised ecological systems theory and content analysis to explore the pre-university experiences and barriers to participation faced by students with disabilities in Barbados and Trinidad. Findings suggested that attitudinal and environmental barriers heavily influenced the level of participation of students with disabilities at secondary school. In particular, the nature of social interactions in the micro and meso systems exerted a powerful influence on teacher-student and peers with and without disabilities' relationships. Teacher and peer interactions oscillated between being accommodating and conflictual. Implications suggest the need for more teacher training in inclusive practices and support to remediate dysfunctional relationships between students with disabilities, their teachers and peers at secondary school.
Psycho-Educational Approaches for Pre-Service Teachers Regarding Emotional and Behavioral Disorders and the Relationship-Driven Classroom
Author: Marlow, Michael J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Psychoeducational Methods,Preservice Teachers,Preservice Teacher Education,Emotional Disturbances,Behavior Disorders,Special Education,Interpersonal Competence,Skill Development,Caring,Trust (Psychology),Intervention,Undergraduate Students,Teacher Student Relationship,Student Educational Objectives,Special Needs Students

Relationship building is an area of special education teacher preparation in emotional and behavioral disorders (EBD) that has been overlooked in the recent past, but it has rich potential for improving the classroom environment, student learning, and behavior. The psycho-educational model, with its focus on relationships, was quite prominent in teacher education in the mid-1970s, but now plays a secondary role. Psycho-educators believe that for positive behavior change to take place the teacher must first develop a caring and trusting relationship with the child. A wide range of scholars has concluded that caring relationships in effect are the intervention for children with EBD. In the current theoretical article, we (a) describe the need for psycho-educational approaches within teacher education, (b) outline an undergraduate course introducing EBD to pre-service teachers, and (c) summarize results from multiple studies focused on the undergraduate EBD course and its relationship-based curriculum.