ethanporcaro/eric-fulltext-meta huggingface dataset:
The Preliminary Study on Inverted Problem-Based Learning in Biology among Science Foundation Students
Author: Matawali, Azlinah
Date: 2019-12-00
Type: Journal Articles
Subjects: Biology,Problem Based Learning,Teaching Methods,Science Instruction,Higher Education,Instructional Effectiveness,Student Motivation,Comparative Analysis,Pretests Posttests,Course Content,Blended Learning,Intervention,Foreign Countries,College Preparation

The emergent of Science, Technology, Engineering and Mathematics (STEM) Education in Malaysia has embarked challenges in higher education system. Conventional teaching methods often cause lower learning gain, fear and bad perceptions among students. The old initiative may also be the cause of students' demotivation, lower interest in learning a subject or even dropouts. This study was conducted to evaluate the effectiveness of an inverted classroom by using the problem-based method in Biology subject among science foundation students. Students were divided into two groups; experimental (EG) and control (CG) group. A topic in Biology had been selected, and an assessment paper was given to both groups before and after the intervention session. The EG would experience self-learning through given materials and asked to conduct a problem-based learning study case. Meanwhile, the CG would obey the conventional teaching method before given a similar study case. The result reported significant improvement in assessment marks for EG group compared to the CG group. The students' comparison between the pre- and post-test implies that they have shown positive improvement in understanding the content of the subject tested. This finding will serve as a primary platform to improvise and enhance teaching and learning methodology in biology subject for foundation level.
The Educational Supervisor&apos;s Performance in Light of Applying the Knowledge Economy in the Education Directorates of Zarqa Governorate in the Hashemite Kingdom of Jordan
Author: Alkhazaleh, Mohammad Salman Fayyad
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Economy,Educational Administration,Administrators,Job Performance,Educational Planning,Faculty Development,Curriculum Development

This study aimed at identifying the performance of the educational supervisor in the light of applying the knowledge economy in the education directorates of the Zarqa Governorate, Jordan. For this purpose, the researchers constructed a study instrument with 35 items distributed over four areas: (educational planning, educational management, teachers' professional growth, and curriculum building). Its validity and reliability were verified and later distributed to the study population, which consisted of 100 educational supervisors. The researchers utilised the descriptive method for its suitability to the study nature. The study found that the performance of the educational supervisor, in the light of applying the knowledge economy concept in the education directorates of the Zarqa Governorate, was medium. Furthermore, there were no statistically significant differences of the effect of the experience and directorate variables on all the study areas. Finally, the researchers made recommendations and suggestions relevant to the results.
Academic Resilience as Mediator of Multidimensional Perfectionism and Academic Performance among Gen-Z Undergraduate Students
Author: Choo, Owen Z. H.
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Persistence,Resilience (Psychology),Correlation,Personality Traits,Academic Achievement,Student Attitudes,Psychology,Role,Prediction,Undergraduate Students,Age Groups

This study focused on the relationship of two dimensions of perfectionism (perfectionistic strivings, and perfectionistic concerns) and academic performance, with the role of academic resilience as mediator. Participants including 132 undergraduate students form age range 18 to 25, from first year to fifth year in their studies mainly from a Malaysian psychology undergraduate program were asked to fill questionnaires containing measures for perfectionism, academic resilience and academic performance. Although only partial mediations occurred, both hypotheses where academic resilience would mediate relationships between both dimensions of perfectionism and academic performance were supported. Findings suggested that other variables aside academic resilience could have played a role in predicting perfectionist's academic performance. Findings also suggested interplay of academic performance acting as both protective factor and outcome of academic resilience.
The Emerging Future: Innovative Models of Work-Integrated Learning
Author: Kay, Judie
Date: 2019-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Small Businesses,Foreign Countries,College Students,Job Placement,Models,Educational Innovation,Program Design,Program Implementation,Educational Trends,Competition,School Business Relationship,Entrepreneurship,Consultation Programs

Work-integrated learning (WIL) is a national priority and a strategic direction for Australian universities. To increase industry engagement, there is a need to identify emerging WIL models that enable flexibility while optimizing outcomes for stakeholders. This Australian Technology Network (ATN) project explored approaches that overcome constraints to engagement, particularly for small to medium enterprises (SMEs). The preliminary qualitative phase comprised a literature review, workshops and interviews. Examples of emerging WIL models, both curricula and co-curricular, were clustered into five models: micro-placements, online projects or placements, hackathons, competitions and events, incubators/start-ups and consulting. This paper outlines these models and summarizes defining features, enablers, challenges and opportunities. Contemporary trends informing innovative WIL design and implementation emerged. Features fell into three broad areas, stakeholder engagement, design elements and co-design with partners. Enablers, challenges and opportunities in the implementation of these WIL models that respond to the changing nature of work were documented.
Exploring the Relationship among E-Service Quality, E-Trust, E-Satisfaction and Loyalty at Higher Education Institutions
Author: Leonnard
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Electronic Learning,Student Attitudes,Private Colleges,Undergraduate Students,Foreign Countries,Structural Equation Models,State Universities,Efficiency,College Administration,Educational Attitudes,Educational Quality,Online Courses

We examine the effect of e-service quality through E-S-QUAL dimensions of efficiency, fulfilment, system availability, and privacy on e-trust, e-satisfaction and loyalty of students from public and private universities in Jakarta, Indonesia. A total of 304 undergraduates was employed as respondents, and the hypotheses were tested using Structural Equation Modelling (SEM). The findings revealed that efficiency and fulfilment significantly affect e-satisfaction, while fulfilment and privacy significantly affect e-trust. Fulfilment has the most substantial effect on e-satisfaction and e-trust that supports prior studies. Moreover, the relationships between e-trust, e-satisfaction, and loyalty are confirmed. Theoretical and managerial implications are presented.
Identifying Teachers&apos; Competencies in Finnish Vocational Education
Author: Tapani, Annukka
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Vocational Education Teachers,Teaching Methods,Learning Processes,Scholarship,Guidance,Counseling,Authentic Learning,Instructional Leadership,Instructional Innovation,Student Evaluation,Professional Identity,Expertise,Teaching Skills,Empathy,Teacher Student Relationship

Context: In Finland, vocational education has been competence-based and learner-orientated since the beginning of 2018. Teachers' work has changed because there is a need to pay more attention to students and their specific personal needs. Learning processes are planned individually and more learning options are offered in the workplace. Approach: In this article we ask the following: What kind of teachers' competencies can be identified in Finland? The metadata comprises twelve recent pieces of research on teachers' competencies in the field of Vocational Education and Training (VET) in Finland. We apply data-driven content analysis. Findings: According to our results, the work of vocational teachers included 53 separate skills comprising seven categories of competencies and three main categories of scholarships as follows: Scholarship in teaching and learning relating to pedagogy, guidance and counselling, and interaction, Scholarship in authentic learning and development referring to pedagogical leadership, partnership and innovator competency, and Scholarship in evaluation and monitoring associated with assessment. Conclusion: The work of vocational teachers in Finland has become fragmented. The fragmented work of a vocational teacher may influence the teacher's identity. The fragmented nature of the work of vocational teachers also raises the need to share expertise in educational institutions. The main challenge for teachers in vocational education in Finland is to adopt ways of authentic learning and development.
Job Satisfaction, Work Engagement, and Turnover Intention of CTE Health Science Teachers
Author: Park, Kathleen A.
Date: 2019-12-00
Type: Journal Articles
Subjects: Job Satisfaction,Intention,Faculty Mobility,Health Sciences,Vocational Education Teachers,Teacher Shortage,Job Performance,Health Personnel,Correlation,Public Schools,Secondary Schools,Questionnaires,Teacher Attitudes

Context: The healthcare profession is one of the largest growing occupations in the United States (US). Yet, there is a shortage of healthcare professionals and the situation is further compounded by insufficient instructors to prepare individuals to provide safe and quality care. A number of teachers leave the profession within 3 years of work in the classroom. The deficiency of health science teachers will negatively influence the workforce needs of the health sector. Addressing the issue of turnover of career and technical education (CTE) health science teachers is particularly important not only to respond to the chronic teacher shortage but also the deficit of healthcare professionals. It is important to ensure that teachers are satisfied and engaged at work because of the positive impact these job attitudes contribute to performance. Considering the importance of CTE health science teachers to the health sector, there is need to examine teacher job satisfaction and work engagement and the impact this may have on turnover intention. The purpose of this study is to examine the relationships between job satisfaction, work engagement, and turnover intention of health science teachers in the US. Approach: In this study, hierarchical multiple regression was used to analyze a total of 249 responses from CTE health science teachers in the State of Texas in the US. Findings: The results showed positive correlations between job satisfaction and work engagement. Additionally, job satisfaction and work engagement were negatively correlated with turnover intention. The findings also indicated that work engagement did not moderate the relationship between job satisfaction and turnover intention. Conclusions: This study builds on the work of previous researchers by further supporting the links between job satisfaction, work engagement, and turnover intention specifically in the context of teachers in CTE health science. Leaders in academic settings play a role in ensuring that strategies are in place to satisfy and engage teachers as practical ways to reduce turnover intention. In particular, administrative leaders should recognize teachers' contributions, provide development opportunities, and promote challenging responsibilities and autonomy within the classroom. It is critical to have adequate and qualified teachers to prepare individuals to deliver safe and quality healthcare.
Skills and Employment under Automation. Active Adaptation at the Local Level
Author: Ure, Odd Bjørn
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Job Skills,Employment,Automation,Robotics,Employment Patterns,Engineering,Job Layoff,Social Responsibility,Labor Force Development,Corporations

Context: The article contributes to a discussion of how patterns of employment and qualifications are modified by the ongoing industrial transformation, called Industry 4.0. Although this transformation is said to be a global phenomenon, scholars increasingly discuss the national differences in the wake of Industry 4.0. Our article aims to intervene in this debate by analysing the industrial transformation of a small island situated at the West coast of Norway. We notably investigate the technological renewal by means of Computerised Numeric Control (CNC) and robotics in a network of mechanical firms. Approach: Nine small mechanical engineering firms are analysed by drawing on theories on business networks and clustering of firms. This allows for a discussion of how automation, employment, staff training and profitability are interconnected. The main research question is how the firms are locally embedded in a way that sheds light on the social dimension of vocational training, which is considered a form of Corporate Social Responsibility. Findings: It is informative to use the heuristic concept 'pre-cluster agglomeration' to characterise how the nine firms under scrutiny are interacting, while being assisted by a forwardlooking industrial association and supported by an active local community. The municipality and the county to which this agglomeration belongs, provide training services and other infrastructures that support the firms when they recruit new employees and upskill their staff, - notably by setting up a CNC training centre attached to an upper secondary school. Conclusion: Our case does not support off-the-shelf narratives of robotisation implies job cuts. In the same way as previous technological transformations were not solely driven by their inherent technical opportunities, the ongoing robotisation is nuanced by the social shaping of technology. There is room for strategic choices when new technology is integrated in work organisations. The extent to which the workforce should be (re-)trained is subject to decisions and negotiations.
Building a Validity Argument While Developing and Using an Assessment: A Concurrent Approach for the &quot;Winsight&quot;® Summative Assessment. Research Report. ETS RR-19-26
Author: Stone, Elizabeth
Date: 2019-12-00
Type: Journal Articles
Subjects: Summative Evaluation,Educational Assessment,Test Validity,Test Use,Test Interpretation,Elementary Secondary Education,Models,Stakeholders,Theories,Language Tests,Mathematics Tests,Evidence

We describe the summative assessment component within a K-12 assessment program and our development of a validity argument to support its claims with respect to intended uses and interpretations. First, we describe the &quot;Winsight&quot;® assessment program theory of action, a logic model elucidating mechanisms for how use of the assessment components can lead to improved student learning in mathematics and English language arts (ELA) and defining the roles of key groups of stakeholders. We explain our process of developing the validity argument that enumerates sources of validity evidence supporting the Winsight summative assessment claims drawn from the theory of action. We examine candidate structures for the argument, describe the steps in which we unpacked stakeholder-level claims and defined subclaims to operationalize components, and discuss types and sources of validity evidence to meet the goals of professional and federal guidelines. Finally, we discuss the research agenda and operational analyses that will provide this validity evidence.
The Montessori Preschool Landscape in the United States: History, Programmatic Inputs, Availability, and Effects. Policy Information Report and ETS Research Report Series No. RR-19-16
Author: Ackerman, Debra J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Montessori Schools,Montessori Method,Preschool Education,Low Income Students,Access to Education,Educational Quality,Enrollment,Outcomes of Education,State Aid

The Day 1 Academies Fund aims to support a network of high-quality, full-scholarship, Montessori-inspired preschools in underserved communities. To provide insight into the fund's pedagogical inspiration, in this report I provide a high-level overview of the Montessori preschool landscape in the United States. This overview includes 5 key programmatic elements of a traditional Montessori approach to teaching and learning in classrooms serving preschool-aged children, the reported availability of Montessori programs that enroll 3- and 4-year-old children, and what is known about enrollees' demographics. To situate this information in the larger, publicly financed, early education policy context, I also provide similar data for state-funded pre-K and federally funded Head Start programs for preschoolers. In addition, I review research on children's outcomes after participating in U.S.-based Montessori preschool and elementary programs. This overview provides some context for understanding how the Day 1 Academies Fund eventually defines the constructs of high quality, Montessori inspired, and underserved. This review also suggests it could be useful for the Fund's stakeholders to undertake short-term research examining the current early education options of families with low incomes living in potential low-access-to-Montessori states as well as long-term research aimed at expanding the research base on the effects of Montessori programs aimed at preschoolers.
Sustainability Education in First Nations Schools: A Multi-Site Study and Implications for Education Policy
Author: Bentham, Davida
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,American Indian Education,Sustainability,Educational Policy,Elementary Secondary Education,Tribally Controlled Education,Teaching Methods,Barriers,Culturally Relevant Education

This paper explores the form and extent of sustainability uptake in education policy in First Nations-managed K-12 schools, and discusses strategies First Nations' educational communities use to overcome barriers encountered in sustainability education practice. Interviews were conducted with educators across four different Canadian schools and content analysis was used to draw out key themes of analysis. These include educators' articulations of relationships to land, including a relational legacy of living in an implicitly sustainable and respectful way. Participants also described how culturally and geographically relevant pedagogical approaches to sustainability are challenged by systemic and localized barriers. Participants perceived that under-resourcing and administrative challenges limit the integration of sustainability across curricular areas, hindering educators' abilities to develop appropriate innovative programming and resources for First Nations' students. They have been able to overcome these obstacles, to some extent, by harnessing community resources to indirectly include sustainability in the curriculum. Implications for educators, policy makers, and agencies are discussed.
The Education and Integration of Immigrant Children in Ontario: A Content Analysis of Policy Documents Guiding Schools&apos; Response to the Needs of Immigrant Students
Author: Lara, Carla Camila
Date: 2019-00-00
Type: Journal Articles
Subjects: Immigrants,Children,Social Integration,Student Needs,Foreign Countries,Educational Policy,Educational Strategies,Multicultural Education,Parent Participation,Socioeconomic Status,Bullying,Mental Health,Inclusion,Elementary Secondary Education,Public Education,Evidence Based Practice,English Language Learners,At Risk Students,Disadvantaged Schools,Student School Relationship

Given the rise and diversification of the immigrant student population within Canadian school systems, the establishment of policies that support immigrant pupils' transition and integration has become of pressing concern for policymakers. Following our multi-dimensional support model, this study examined the extent to which Ontario's provincial education policies, guidelines, and strategies respond to the needs of immigrant students within the K-12 public education system. For the most part, the current analysis indicated that the ministry has established the necessary educational support measures to integrate immigrant students. However, our findings also suggest that this group of students warrants a stand-alone policy document to comprehensively address all of their unique needs. Moreover, this study underscores the importance of greater policy coherence and direction within Ontario, as well as the ongoing role that evidenced-based research should serve in the development and refinement of existing policies.
Advance Levels of Pedagogy of Humanity Studies in Education
Author: Didenko, Vera N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Rural Schools,Foreign Countries,Humanism,Human Dignity,Educational Methods,Teacher Role,Teacher Influence,Educational History,Teaching Methods,Teaching (Occupation)

The goal of this study is to investigate the purposes of pioneers and describe their main achievements, who have worked on training methods of humanity. The article presents the scientific achievements of A.E. Kondratenkov in theoretical and practical pedagogy, among which a special role is given to the rural school as a kind of center for the spiritual revival of the village. The main attention in the article results is focused on the analysis of the contribution of A.E. Kondratenkov to practical humanistically oriented pedagogy, where the enduring values of the spiritual life of a person are humanized. The intrinsic value of human individuality is affirmed as well. As a novel strategy the methodological foundations of the pedagogical system of Kondratenkov and its essence are revealed. Finally, it is shown that the pedagogical activity of A.E. Kondratenkov deserves the research attention of scientists, educators, practitioners, and those who are concerned about the problems of the educational space of the modern school of Russia.