ethanporcaro/eric-fulltext-meta huggingface dataset:
Perception of the ODL Learners towards the Use of Mobile Apps in Learning in India
Author: Singh, Nisha
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Open Education,Distance Education,Handheld Devices,Telecommunications,Technology Uses in Education,Foreign Countries,Electronic Learning,Program Effectiveness

Information and Communication Technology (ICT) is being increasingly explored and used in enhancing the reach to learners in ODL who are physically separated from teachers. ICT has helped in their inclusion into the education system. One of the most handy tools for communicating and interacting among the open and distance education learners and teachers is mobile. Though efficacy of ICT has been established without doubt in managing educational administration, it is being rigorously explored in teaching and learning especially in area of mobile learning. In fact, mobiles can play a big role in anywhere and everywhere teaching and learning of open and distance education. Mobile applications called apps are flooding the education sector like app tsunami. This paper explores the use of mobile app for orienting the ODL learners about the basic concepts of open and distance learning. The mobile app was designed and developed using MIT App inventor. The mobile called Open and Distance Education (ODE) was sent to ninety (90) learners of Master of Arts in Distance Education (MADE) programme of 2015 and 2016 batches. Their feedback was sought on the design and the usefulness and perception of learners on the mobile application-ODE in understanding the basic concept of open and distance education through a questionnaire developed using Google Forms. The results reflected the positive perception of learners towards on the usefulness of mobile application for teaching and learning in Open and Distance Education Institutions. Most of learners supported the use of mobile app in ODL.
Quality Assurance in Distance Learning Teacher Preparation Institute in Nigeria
Author: Afolabi, Folashade
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Quality,Quality Assurance,Foreign Countries,Open Education,Distance Education,Teaching Methods,Teacher Effectiveness,Teacher Education Programs,Decision Making,College Faculty,Preservice Teachers,Student Attitudes,Feedback (Response),Student Personnel Services,Counseling Services

In Nigeria, Open and Distance Education has grown over the decades as yarning of desired individuals for education increases. This has resulted into a paradigm shift from face-to face mode of instruction to where individuals can learn at their convenience outside the conventional system of education. However, the quality of the programme has become source of concern. There are diverse opinion that teachers trained through distance education are of low quality compared to their counterparts trained through the conventional mode. To erase the wrong perception, there is need for approach of assuring quality in teacher preparation through Open and Distance Learning Institute. To this effect, this paper examines the various quality assurance policies, systems and procedure put in place for ensuring quality in Distance Learning Institute, University of Lagos. The investigation further measures perceptions of one hundred and seventy-three participants of how quality have been sustained overtime under six main headings and challenges facing them. Results, however, gave rise to recommendations for decision regarding improved quality distance education with special focus on the teacher education programmes of the Distance Learning Institute University of Lagos, Nigeria.
The Urgent Need for Anticolonial Media Literacy
Author: Cordes, Ashley
Date: 2020-00-00
Type: Journal Articles
Subjects: Media Literacy,Critical Theory,Race,Indigenous Populations,Racial Bias,Power Structure,Mass Media

In this article, we advocate for anticolonial media literacy as an important complement to critical race media literacy. Given pervasive misrepresentation of Indigenous peoples in media, teachers must explicitly learn to challenge colonizing and dehumanizing representations of Indigenous life in the media and help their students to do the same. Drawing from several Native studies theories, we forward anticolonial media literacy as a tool to help teachers detect and interrupt colonial logics. After modeling anticolonial medial literacy in practice, we draw from Nambé Pueblo scholar Debbie Reese's framework of &quot;critical Indigenous literacies&quot; to support teachers in including and creating respectful alternatives.
Whitewashing through Film: How Educators Can Use Critical Race Media Literacy to Analyze Hollywood&apos;s Adaptation of Angie Thomas&apos; &quot;The Hate U Give&quot;
Author: Dowie-Chin, Tianna
Date: 2020-00-00
Type: Journal Articles
Subjects: Films,Race,Critical Literacy,Media Literacy,Novels,Racial Discrimination,Adolescent Literature,African American Literature,Crime,Death,Police,African Americans,Comparative Analysis

Grounded in critical race media literacy (CRML), we contend that a comparison of &quot;The Hate U Give&quot; novel and adapted film can allow for more nuanced conversations in the classroom regarding the functions of racism in America, including intersectionality and colorism. When comparing these texts, educators should ground their analysis in CRML. CRML is one way that educators can facilitate the engagement of critical analysis around the representation of racialized people in media. We argue that when &quot;The Hate U Give&quot; was rendered into a film, a number of the changes weakened the novel's counterstory messages around racism and white supremacy.
A Case for Critical Interdisciplinarity: Interdisciplinarity as Democratic Education
Author: Stoller, Aaron
Date: 2020-00-00
Type: Journal Articles
Subjects: Democracy,Interdisciplinary Approach,Educational Philosophy,Guidelines,Higher Education,Role,Teaching Methods,Hermeneutics,Intercultural Communication,First Year Seminars,Program Descriptions,Private Colleges,Liberal Arts,Selective Admission,Faculty Development,Dialogs (Language),College Freshmen

While the scholarship of interdisciplinarity has grown prolifically in the last thirty years, the discourse primarily frames interdisciplinarity as an instrumental research construct. In this article, I will argue that this framework should be expanded to consider how interdisciplinary engagement can support education for democracy. The article will begin by giving an account of the role that interdisciplinarity can play in the context of democratic education. I will then argue that a lesser-theorized form of interdisciplinarity called &quot;critical interdisciplinarity&quot; is uniquely situated to advance democratic aims in higher education. Finally, through the lens of a curricular project conducted on my campus, I will show how critical interdisciplinarity may be deployed to advance democratic aims in higher education. Ultimately, I will make a case for the significance of critical interdisciplinarity as a central form of democratic engagement in university life and call for the expansion of its discussion in the interdisciplinary literature.
From General to Interdisciplinary Studies: A Multi-Stage Curriculum Intervention
Author: Schaab, Katharine
Date: 2020-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Curriculum Development,Introductory Courses,Thinking Skills,Honors Curriculum,Majors (Students),Undergraduate Students,Student Attitudes,Learning Motivation,Educational Change,Capstone Experiences

The term &quot;interdisciplinary&quot; is an increasingly popular buzzword within higher education, yet varying interpretations of what constitutes interdisciplinary learning can dilute its meaning and potency. The Integrative Studies program at Kennesaw State University has participated in this dilution by offering an Integrative Studies degree that closely resembles a general studies, degree-completion curriculum. This article focuses on the first step of curricular overhaul, as I document the process of transitioning an introductory course from a general studies to an interdisciplinary studies approach to learning, including a discussion of qualitative data from students on how the course (post-intervention) now helps develop their interdisciplinary thinking skills.
Exploring Curriculum Congruence and Connectivity within School-Based Agricultural Education
Author: Moser, Eric M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Agricultural Education,Agriculture Teachers,Relationship,Community,Curriculum,Schools,Teaching Experience,Teacher Certification,Teacher Characteristics,Middle School Teachers,High School Teachers

Teacher connectivity represents a relatively new and exciting construct within school based agricultural education. Existing research identifying a relationship between teacher connectivity and career commitment illuminates the need for additional research on teacher connectivity within school-based agricultural education. Framed using the Relational Theory of Working, the current research analyzes four facets of teacher connectivity (i.e., connection to the community, curriculum, school, and other school-based agricultural education teachers) alongside curriculum congruence, years of teaching experience, and teacher certification type. Results illustrate, among the majority of respondents, personal interest toward an agricultural subject exceeds the presence of that topic within their program. Across all areas studied, only 17.65% of responding teachers experienced alignment between their personal interests and level of curriculum represented within their program. Furthermore, results from this investigation highlight connectivity is highest among teachers who experience congruence between the presence of their curriculum and their personal interests, teachers later in their career, and teachers traditionally certified. In concert, results highlight teacher characteristics which may predispose a teacher to struggle establishing connections within the profession. Recommendations for research and practice are framed by aligning the theoretical framework, findings, and conclusions.
Factors That Motivate High School Agriculture Teachers to Teach
Author: Ismail, Normala
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Motivation,High School Teachers,Agriculture Teachers,Factor Analysis,Teacher Attitudes,Influences

The purpose of this research was to describe the factors that motivate high school agriculture teachers to teach. The motivation to teach included intrinsic motivations, extrinsic motivations, and altruistic motivations. This was a census study using an online questionnaire that was sent to all (N = 252) high school agriculture teachers in Iowa. The Tailored Design Method with five contacts was used for data collection. The overall response rate was 47% (n = 119). Motivational factors were measured using a four-point Likert-type scale with the following response options: 1 = strongly disagree, 2 = disagree, 3 = agree, and 4 = strongly agree. Confirmatory factor analysis and maximum likelihood factor analysis were used to identify factors underlying individuals' motivation to teach. Means and standard deviations were 3.24 (0.13) for intrinsic factors and 2.55 (0.19) for extrinsic factors, respectively, indicating these factors influenced individuals' motivations to teach. In this study, altruistic factors retained through factor analysis aligned with the intrinsic factors. The findings were consistent with previous studies on intrinsic and extrinsic motivations based on self-determination theory. Even though teachers were drawn to the profession more strongly by intrinsic factors, both intrinsic and extrinsic factors are important in motivating agriculture teachers to teach. The study has implications for the design of induction and mentoring programs and for the administrative support of teachers.
Community Participation in the Management of Ghanaian Schools
Author: Aryeh-Adjei, Abigail A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Community Involvement,Governance,School Community Relationship,Parent Role,Stakeholders,Research,Data Collection,School Construction,Curriculum Development,Culturally Relevant Education,Educational Finance,Educational Resources,Resource Allocation,Economic Factors,Access to Education,Community Role,Barriers

Municipal members widely recognize that community school management participation promotes a sense of ownership in student learning in Ghanaian schools. This paper is a literature review on community participation in the management of Ghanaian schools. This paper's scope identifies the importance of community participation in school management, the context of school management in Ghana, and the challenges of community participation. It is recommended that Ghanaian parents and other stakeholders be encouraged to participate fully in schools' management to promote development in the education sector (at all levels) and in the entire community.
Hemp, Hemp, Hooray: The Impact of a Hemp Educational Campaign on College Students&apos; Attitudes and Knowledge of Industrial Hemp
Author: Colclasure, Blake C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Agriculture,College Students,Knowledge Level,Student Attitudes,Program Evaluation,Attitude Change

Through the passage of the 2018 Farm Bill, hemp became a federally legal crop in the United States for the first time in nearly a half century. Farmers from across the country became interested in the potential of the crop and land-grant universities and other institutions of higher education were challenged with the task of closing an expansive knowledge gap through research and outreach. Despite its federally legal status, hemp's association with marijuana and public stigma remain. This study investigated university students' knowledge and attitudes toward hemp before and after an educational campaign that involved hemp plants on campus. Results indicated students initially had low knowledge about hemp. A majority of students did not recognize the crop as being federally legal and were unable to distinguish major differences between hemp and marijuana. Despite low knowledge, students held fairly high attitudes toward hemp. After the educational campaign, students were significantly more knowledgeable and held more favorable attitudes toward hemp.
In-Service Agricultural Mechanics Needs of Montana Mid-Career Agricultural Educators
Author: Toft, Joshua T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Agricultural Engineering,Educational Needs,Agriculture Teachers,Job Skills,Agricultural Machinery,Faculty Development,Secondary School Teachers

Agricultural mechanics--a pillar of many secondary agricultural education programs--is a dynamic, constantly changing field, requiring educators to continually evolve their programs to maintain relevance. This study explored the in-service agricultural mechanics needs of Montana mid-career agricultural educators. We used mean weighted discrepancy scores and descriptive measures to analyze demographics and perceived levels of importance and competency to teach agricultural mechanics content areas. The areas of highest perceived importance of teaching were welding safety, mechanical safety, and construction and shop safety. The areas that educators felt least competent to teach were differential leveling, profile leveling, and cleaning motors. Mean weight discrepancy scores revealed the greatest discrepancies between importance and competence to teach in the areas of electrical safety, computer aided design, and differential leveling. Agricultural educator associations and industry experts should collaborate with advisory groups, local businesses, and organizations such as the Chamber of Commerce to determine the relevance of low-ranking content areas and create professional development opportunities for educators in these areas.
Turkish Parents, Teachers, and Faculty Members&apos; Opinions and Experiences on Safety Skills Instruction for Children with Autism Spectrum Disorder
Author: Tekin-Iftar, Elif
Date: 2021-01-00
Type: Journal Articles
Subjects: Parent Attitudes,Teacher Attitudes,Special Education Teachers,College Faculty,Safety Education,Instructional Effectiveness,Evidence Based Practice,Daily Living Skills,Children,Autism,Pervasive Developmental Disorders,At Risk Persons,Teacher Education Curriculum,Foreign Countries

Although sometimes neglected, safety skills instruction should be considered as important a teaching area as others (e.g., self-care, academic, communication skills) because these skills can lead to more independence in a less restrictive environment. The researchers designed this study to reveal the opinions of Turkish parents, teachers, and higher education faculty members regarding safety skills instruction for children with an autism spectrum disorder. They interviewed parents (n = 11), special education teachers (n = 16), and higher education faculty members (n = 11) and analyzed the resulting data descriptively. Findings showed both parents and teachers lacked information about safety skills and how to teach them. Higher education faculty members advised using evidence-based practices in teaching safety skills and stated that safety skills instruction was not covered in the special education teacher training curriculum in the programs in which they taught. Implications and future research needs are discussed.
Using a Functional Play Intervention to Increase Joint Attention of School-Aged, Non-Verbal Children with Autism Spectrum Disorder (ASD)
Author: Basso, Taylor
Date: 2021-01-00
Type: Journal Articles
Subjects: Children,Autism,Pervasive Developmental Disorders,Play,Intervention,Program Effectiveness,Males,Elementary School Students,Toys,Attention Span

The vast majority of joint attention interventions for children with autism spectrum disorder (ASD) are geared toward toddlers and preschoolers as it is an early developmental skill. However, many of the youngsters do not acquire joint attention despite these early interventions and subsequently do not exhibit joint attention later in life. In the current study, we used a multiple baseline design across three school-aged, non-verbal children with ASD, to assess the efficacy of a functional play intervention to increase joint attention. During baseline, all three children demonstrated minimal joint attention and appropriate play. Following baseline, the functional play intervention was presented, which consisted of teaching functional play through modeling. Post-intervention probes demonstrated gains in both joint attention and functional play. Furthermore, these behaviors generalized across person, setting, and stimuli. The results of this study provide evidence that functional play interventions may be a promising approach to teach and promote joint attention for older, school-aged children with ASD.
A Comparative Analysis of Fraction Addition and Subtraction Contents in the Mathematics Textbooks in the U.S. and South Korea
Author: Hwang, Sunghwan
Date: 2021-03-00
Type: Journal Articles
Subjects: Fractions,Addition,Subtraction,Textbook Content,Textbooks,Comparative Education,Elementary School Mathematics,Grade 4,Grade 5,Mathematics Activities,Word Problems (Mathematics),Problem Solving,Difficulty Level,Thinking Skills,Symbols (Mathematics),Foreign Countries

Developing textbooks of optimal quality is crucial for enriching the students' learning and understanding. This study examined fraction addition and subtraction problems in the U.S. and South Korean mathematics textbooks according to the types of denominators. In particular, we investigated Everyday Mathematics (EM) and South Korean mathematics (KM) textbooks revised in 2015 and developed an analytic framework encompassing horizontal and vertical dimensions to examine the learning opportunities presented to students by the textbooks. We assessed their topic sequence and frequency of fraction addition and subtraction contents with regard to the former and examined their contextual features, cognitive demands, and mathematical activities with regard to the latter. We observed that EM provided inadequate learning opportunities for fraction subtraction problems, representation problems, and high-order cognitive abilities. However, KM provided more even learning opportunities for fraction addition and subtraction problems, various contextual features, and high and low thinking skills. Moreover, we found that EM emphasized understanding and resolving activities, whereas KM underscored exploring and explaining activities. The findings of this study suggested updating fraction addition and subtraction contents in the U.S., South Korea, and other countries by considering horizontal and vertical dimensions.
Agile Approach in Training Future Primary School Teachers for Resolving Complex Pedagogical Situation
Author: Komar, Olha A.
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Elementary School Teachers,Teaching Methods,Portfolios (Background Materials),Instructional Materials,Problem Solving,Learning Motivation,Educational Quality,Cooperative Learning

The article presents the results of an experimental study of the impact of scrum methodology as a kind of Agile approach on building competence in resolving complex pedagogical situations in future primary school teachers. It is noted that the experiment was conducted in the first semester of the 2018-2019 academic year and covered fourth-year students majoring in 013 &quot;Primary Education&quot; at Pavlo Tychyna Uman State Pedagogical University and Berdiansk State Pedagogical University. The author reveals the peculiarities of adaptation of the scrum methodology to the traditional educational process, distribution of academic time into periods in accordance with iterative processes of educational assignments. The specifics of the scrum methodology, the role and relationship of teacher and students, the process and procedures of creating the final product -- a portfolio of analysed and resolved complex pedagogical situations, as well as a compendium of relevant case studies and teaching materials. Procedures for the formation of experimental and control groups and ensuring the statistical reliability of the results are covered. Diagnostic methods for determining the resulting variables are described, namely: the ability of students to resolve complex pedagogical situations, the quality of learning and motivation of students to learn. It is experimentally proven that the scrum methodology promotes the development of students' ability to resolve complex pedagogical situations, increase the quality of education and motivation to learn in training future primary school teachers.