ethanporcaro/eric-fulltext-meta huggingface dataset:
Care and Academic Motherhood: Challenges for Research and Tenure in the Canadian University
Author: James, Yvonne
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Higher Education,College Faculty,Tenure,Feminism,Mothers,Child Care,Caring,Sex Role,Family Work Relationship,Gender Bias,Doctoral Students,Teacher Attitudes,Student Attitudes

In Canada, women are earning an increasing number of doctoral degrees; yet, they are less likely to secure a tenure-track position. A feminist thematic analysis of semi-structured interviews with 20 academic mothers from two Canadian universities reveals the range of challenges that mothers encounter in relation to care on the tenure-track. First, the theme of &quot;fear of post-partum academic erasure&quot; captured faculty mothers' experiences of feeling compelled to assert their physical and intellectual presence in post-partum during peak periods of infant care. The second theme, &quot;the mommy tenure track and care choices,&quot; encapsulated academic mothers' experiences of feeling unsupported by the university in their pursuit of promotion and tenure given care responsibilities associated with motherhood. The final theme, &quot;research while caring,&quot; captured the tensions academic mothers experience between the research process and caring. The findings of this research are particularly relevant in a pandemic and post-pandemic environment, where academic mothers have seen their care work swell to unprecedented proportions.
What Should Students Pay for University Course Readings? An Empirical, Economic, and Legal Analysis
Author: Willinsky, John
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Costs,Paying for College,Textbooks,Reading Materials,Copyrights,Academic Libraries,Journal Articles

The digital transformation of knowledge dissemination and academic publishing have sparked copyright disputes in the educational sector related to the scope of fair dealing. This study contributes (a) an empirical basis for such discussions by analyzing 3,391 course syllabuses (2015-2020) from 34 Canadian universities, and (b) a potential resolution to the disputes to which this analysis is applied. Among the reading types, 26.6% of the syllabuses had readings from academic sources, while 8.3% of the syllabuses had media articles and trade book chapters (with some overlap). The syllabus data are used to calculate a per-page royalty charge, which is used to demonstrate a proposed three-step syllabus rule to avoid double-charging students for academic materials (amounting to 90.1% of readings by pages), while fairly compensating professional authors and their publishers (9.9% of readings by pages). The three-step syllabus rule provides a sound rationale for charging each student $1.40 per year to cover royalty charges for readings assigned in Canadian university courses.
Analysing Teacher Knowledge for Technology Use among Secondary Teachers Teaching Chinese as a Foreign Language (CFL) in Australia
Author: Zeng, Yueying
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Secondary School Teachers,Chinese,Second Language Instruction,Foreign Countries,Pedagogical Content Knowledge,Technological Literacy

Technology has normalised education and promoted teaching and learning activities. However, not all teachers effectively integrate technology into their instruction. Prior studies indicate that teacher knowledge impacts such integration. This study examines technology use among teachers teaching Chinese as a foreign language in Australian secondary schools. Specially, it investigates (a) what teacher knowledge affects technology, (b) how CFL perceive their knowledge, and (c) how to effectively develop teacher knowledge. The findings suggest that technological knowledge (TK) strongly influences CFL instructors' technology use, and these instructors were more confident in their non-technological knowledge than their technology-related knowledge. The finding regarding relationships between knowledge constructs should shed light on knowledge development for teacher education. Hence, this study contributes to teacher training in Australian secondary schools.
Achieving Academic Promotion: The Role of Work Environment, Role Conflict, and Life Balance
Author: Bowering, Elizabeth
Date: 2021-00-00
Type: Journal Articles
Subjects: Work Environment,Faculty Promotion,Family Work Relationship,College Faculty,Foreign Countries,Gender Differences,Teaching Experience,Bullying,Norms,Teacher Attitudes,Self Esteem,Motivation,Barriers,Role Conflict,Teacher Role

Fifty-two faculty at two Canadian universities were interviewed about the impact of work environment, role conflict, and work-life balance on career-related experiences and decisions to apply for promotion to full professor. Faculty described conflicts between their academic responsibilities of teaching, research, and service (including limited time for research despite long work weeks) as well as work-life imbalance. These issues were often gendered; women took slightly longer to achieve the rank of associate professor, accepted tasks of lower reward value, held decreased expectations for promotion, and experienced workplace conflict and bullying more than their male counterparts. Even so, faculty identified colleagues as a valuable career support. Our data lead us to theorize that the decision to apply for academic promotion is informed by a cost-benefit analysis, early career experiences, conformity with academic norms that over-emphasize research productivity, as well as access to career-advancing resources (especially time for research). We recommend that the gendered nature of the academic reward system be re-imagined to promote equality, and provide suggestions as to how to do so.
Sense of Belonging and Social Climate in an Official Language Minority Post-Secondary Setting
Author: Penner, Kailey
Date: 2021-00-00
Type: Journal Articles
Subjects: Sense of Community,Social Environment,Postsecondary Education,College Students,Foreign Countries,Language Minorities,French,English,Native Language,Bilingualism,Foreign Students,Second Languages,Student Attitudes

Perceived sense of belonging and positive social climate on campus are crucial elements for post-secondary students, as they contribute to academic achievement, positive mental health, and help-seeking. Few studies have explored post-secondary students' sense of belonging and perceptions of social climate in an official language minority campus, which attract Canadian-born francophones, anglophones who pursue higher education in their second language, and francophone international students. With declining student mental health and greater ethnolinguistic diversity of post-secondary students on Canadian campuses, this important study aims to explore francophone students' perceived sense of belonging and social climate on campus. In total, 35 students from different ethnolinguistic backgrounds took part in focus groups or individual interviews. Domestic students with French as their first language more often reported positive social climate on campus and a sense of belonging, in contrast to international students and students with French as a second language. A common obstacle to connecting with others was language insecurity in one of the official languages, as both are currently used on campus. Universities hosting students of multiple linguistic diversities should provide courses and campus events to stimulate intercultural knowledge and dialogue. [Note: The issue number (3) shown in the footer of the first page of the PDF is incorrect. The correct issue number is 4.]
Collecting a Revolution: Antiracist ePortfolio Pedagogy and Student Agency That Assesses the University
Author: McLellan, Peter N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Portfolio Assessment,College Students,Minority Group Students,Racial Bias,Justice,Higher Education,Foreign Countries,Equal Education,Educational Change,Capstone Experiences

ePortfolios are spaces in which students create knowledge that can transform the university if faculty and administrators are willing to listen. This article explores the revolutionary potential of ePortfolios as spaces for antiracist institutional assessment in conversation with the twentieth-century cultural critic Walter Benjamin. Programmatic assessment has trended toward survey and review measures determined within a racist structure: higher education. As tools that encourage student agency and sense of ownership, ePortfolios instead provide space for students of color to write counternarratives out of their own knowledge. The present essay argues that the knowledge created within these self-owned spaces can run counter to the white supremacist knowledge assessed by and strengthening the academy, offering alternative methods to assessing degrees of curricular and institutional success.
The Journey of Designing and Implementing an Institution-Wide e-Leadership Portfolio
Author: Hornor, Tara
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Leadership,Portfolios (Background Materials),Electronic Publishing,Educational Technology,Portfolio Assessment,Student Evaluation,Evaluation Methods,Leadership Qualities,Strategic Planning,Cooperation,Student Personnel Workers,College Faculty

This case study analyzes a 10-year process of designing, implementing, and continuously improving an e-Leadership portfolio required of all undergraduate students. The case study documents the evolution of the e-Leadership portfolio, from originally focusing on leadership learning outcomes through its expansion to include general education essential learning outcomes and outcomes generated through a wide array of higher education high impact practices. The case study describes learning lessons gained through the design and implementation process, including the importance of integrating ePortfolios in institutional strategic planning and assessment processes, expanding collaborations between academic and student affairs and strengthening the use of ePortfolio assessment results.
Connecting Inquiry, Research, and Technology: &quot;The Multigenre Digital Inquiry Project&quot;
Author: Robertson, Marla K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Inquiry,Technology Uses in Education,Student Research,Research Projects,Preservice Teachers,Preservice Teacher Education,Web Sites,Student Projects,Literary Genres,Reflection,Literacy,Writing (Composition),Journal Writing

This article describes research on a Multigenre Digital Inquiry Project (MDIP), a technology-infused project designed to provide an opportunity for students to inquire about a topic of interest and share their research using 21st century technologies. Instead of composing a research paper or literature review, students designed a website with pieces written in multiple genres to share their learning, including at least two pieces created using digital tools. In this article, the authors share the design of the MDIP and how it was implemented in three teacher education courses. Data analysis aimed to understand how pre-service teachers engaged in this project and reflected on their learning. Using themes from the analysis of students' end-of-semester reflections and memos written about the pieces included in the projects, the authors share how students valued support in various areas including technology, how they expanded their views of writing and genre, and how their experiences illustrated academic, personal, and pedagogical growth. Ultimately, students learned from this challenging, yet rewarding experience. Finally, the authors share suggestions for others interested in incorporating a MDIP in their work.
Analysis of Students&apos; Desired and Fulfilled Expectations on the Future of Academic Studies: Educational Effectiveness for Prosperous Life
Author: Nodooshan, Saeed Ghiasi
Date: 2022-02-00
Type: Journal Articles
Subjects: Futures (of Society),Academic Aspiration,Case Studies,Undergraduate Students,Foreign Countries,Educational Policy,Student Attitudes,Expectation,Administrative Organization,Policy Formation,Instructional Leadership,Questionnaires

Universities and higher education institutions (HEIs) aim to provide the maximum support for the community. Hence, to obtain the optimum results, the educational policies must be in alignment with the societies' needs and prerequisites. The present research investigated the undergraduates' expectations of studying at university and the fulfillment of those expectations prior and after being accepted into the university. 600 first-year undergraduates were selected based on cluster sampling from 2783 first-year undergraduates at Allameh Tabataba'i University, Iran. The data were gathered through deep interviews and cross-sectional survey. We emphasize that the centralized educational system in Iran works as a speed bump to obtain the goals and ambitions as portrayed in the HEIs' mottos. The findings remind the educational policy-makers that success does not happen in a vacuum; rather, it is a collaborative joint practice among all members of the HE sector. The novelty of the research is its applicability to those centralized systems of policy-making worldwide specifically with engagement of students which adds to the literature and can urge the authorities of the HE sector to modify their earlier policies in the short run; and work toward decentralized system of educational leadership as the main panacea in the long run.
Examining the Relationship between Sensation Seeking, Positive and Negative Experiences, Emotional Autonomy and Coping Strategies in Adolescents
Author: Çelik, Eyüp
Date: 2022-02-00
Type: Journal Articles
Subjects: Correlation,Coping,Personal Autonomy,Prediction,Middle School Students,High School Students,Health Behavior,Measures (Individuals),Risk,Student Attitudes,Foreign Countries

The research aims to examine the relationships between sensation seeking and positive and negative experience, emotional autonomy, and coping strategies in adolescents. The study group consisted of 371 adolescents who attended middle and high schools; the ages ranged from 11 to 17. 55.7 % of participants were female (N=137), and 44.3% were male (N=109). Data were collected via Adolescent Coping Scale (KIDCOPE), Emotional Autonomy Scale, Adolescent Positive and Negative Experiences Scale, and Short Sensation Seeking Scale. The relationships between the study variables were analyzed via correlational analysis and regression analysis. The correlation analysis revealed a statistically significant negative correlation among sensation seeking, emotional autonomy, active coping, and positive experience. On the other hand, a statistically significant positive correlation among sensation seeking, avoidant coping, negative coping, and negative experience. The regression analysis results showed that emotional autonomy, avoidant coping, negative coping, and negative experience predict sensation seeking, yet active coping and positive experience variables did not predict.
Misconceptions of Upper-Secondary School Students on Doing Behavioral Sciences Research
Author: Piro, Yousra
Date: 2022-02-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Misconceptions,Behavioral Science Research,Research Proposals,Student Research,Error Patterns

With its long tradition, research on misconceptions helps to understand how concepts are learned and how learning in the disciplines can be supported. Up to now, research on misconceptions has focused on natural sciences, while research on misconceptions in behavioral sciences is scarce, not to say absent. In this study an attempt was made to reveal upper secondary school students' misconceptions on doing research in behavioral sciences. The starting point for the study were research proposals of upper secondary school students. As part of a larger study, students were asked to write a research proposal in maximum two pages. A two-steps approach was adopted in the analysis of these research proposals. First, using a codebook containing both deductive and inductive codes, two-pagers were analyzed in order to identify 'errors'. In a second step, an interpretative analysis aimed at inferring potential misconceptions underlying these errors. The study can be considered as a starting point for research on misconceptions in behavioral sciences which is currently missing in the field.
Orientations to Happiness and University Students&apos; Engagement during the COVID-19 Era: Evidence from Six American Countries
Author: Durón-Ramos, Maria
Date: 2022-02-00
Type: Journal Articles
Subjects: Learner Engagement,Psychological Patterns,Cross Cultural Studies,Correlation,Student Attitudes,Foreign Countries,Undergraduate Students,COVID-19,Pandemics,Distance Education,Predictor Variables,Measures (Individuals)

Positive personal characteristics such as happiness or wellbeing can motivate students to elevate their school performance in higher education. Orientation to happiness is a construct that combines three sources of happiness: pleasure, meaning, and engagement, all of which have been identified as a predictor of university students' engagement. However, most research in this area has been conducted during ideal situations or face-to-face education, and no crosscountry research has been published examining the relationship between these two concepts during the COVID-19 era, where online education was predominant. This study aimed to investigate the relation between orientation to happiness and student engagement after twelve months of distance education in a sample of 1723 students from six American countries, including the USA, Mexico, El Salvador, Colombia, Peru, and the Dominican Republic. Results indicate that university students' engagement is influenced by the orientation to happiness. Further implications of these results are discussed.
A Strategy of Learning Computational Thinking through Game Based in Virtual Reality: Systematic Review and Conceptual Framework
Author: Sukirman, Sukirman
Date: 2022-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Game Based Learning,Computer Simulation,Literature Reviews,Learning Strategies,Technology Uses in Education

Research trends on computational thinking (CT) and its learning strategies are showing an increase. The strategies are varying, for example is using games to provide enjoyment, engagement, and experience. To improve the high level of immersion and presence of game objects, learning strategies through games can be improved by virtual reality (VR) technology and its application. However, a systematic review that specifically discusses game based in VR (GBiVR) settings is lacking. This paper reports previous studies systematically about the strategies used to learn CT through games and VR applications. 15 papers were selected through &quot;Preferred Reporting Items for Systematic Reviews and Meta-Analyses&quot; (PRISMA) guidelines. As the result, this study proposes a conceptual framework for designing a strategy to learn CT through GBiVR settings. The framework consists of critical aspects of variables that can be considered in the learning environment like game elements, VR features, and CT skills. All the aspects are discussed below.
Does Handwriting Impact Learning on Math Tutoring Systems?
Author: de Morais, Felipe
Date: 2022-00-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Mathematics Instruction,Educational Technology,Technology Uses in Education,Handwriting,Keyboarding (Data Entry),Problem Solving,Equations (Mathematics),Difficulty Level,Cognitive Processes,Short Term Memory,Mathematical Logic,Grade 7,Private Schools,Computer Peripherals,Foreign Countries

Intelligent Tutoring Systems (ITSs) for Math still use traditional data input methods: computers' keyboard and mouse. However, students usually solve math tasks using paper and pen. Therefore, the gap between the manner the students work and the requirements imposed by these typing-based systems expose students to an extraneous cognitive load, impairing their learning. Our study investigates the impact of the data input method on students' learning and fluency in solving equations using step-based math ITSs. More specifically, we have considered the standard typing and handwriting input methods. We hypothesized that the students would be more fluent using their handwriting with online recognition to solve math equations than using the typing input method. This fluency indicates a reduction in cognitive load, freeing working memory for logical reasoning instead of interface preconditions, leading to improved learning. We have conducted an experiment with 55 seventh-grade students from a private school to validate the hypothesis, randomly assigned to control and experimental groups. Each group used one of the input methods on two different devices (desktop computers and tablets). Although students using handwriting solved more equations and were faster than students who typed their equations, we could not find statistically significant differences in the learning between students that used typing or handwriting. Additionally, we have found that the input method used in a not ideal device (e.g., handwriting with a computer's mouse instead of using a touch screen device) can negatively affect the students' performance.
Educational Robotics Applications for the Development of Computational Thinking in a Brazilian Technical and Vocational High School
Author: Souza, Isabelle M. L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Robotics,Vocational Education,High School Students,Thinking Skills,Computer Science Education,Teamwork,Foreign Countries,Problem Solving,Interdisciplinary Approach,Logical Thinking,Creativity,Teaching Methods,Vocational Schools

Nowadays, solving problems is substantial for the social relationship human. Computational Thinking (CT) emerges as an interdisciplinary thought process encompassing mental abilities to help students solve and understand problems. Researchers invest in the methodological proposal of activities aimed at CT stimulation, educational approaches, and the conception of technologies that support these activities' execution. Educational Robotics (ER) is one of these technologies that stand out at different educational levels to favor teamwork, logical thinking, and creativity, skills intimately articulated with the computing paradigm. The main objective of this work is to investigate the impact of ER activities on CT development and subjects learning in the Technical and Vocational Education in High School. For this, we accomplished a study of intervention research type with students and teachers analyzing quantitative and qualitative aspects. The results indicate that the introduction of ER can favor students in the development of CT skills and learning High School subjects.