ethanporcaro/eric-fulltext-meta huggingface dataset:
Work-Based Learning in Nigeria&apos;s Higher Education: What Now?
Author: Iyioke, Ike V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Work Experience Programs,Experiential Learning,Internship Programs,Job Skills,Employment Qualifications,Job Placement,Barriers,Vocational Education,Postsecondary Education,Economic Development,Elementary Secondary Education,Cultural Influences,Governance,Armed Forces,Educational History,Democracy,Politics of Education,Quality Assurance,Government Role,College Role,Student Role,Business,Industry,Student Placement,Educational Finance

Academic work-based learning (WBL) has an over a century-long history in Nigeria. The current WBL programs are the Students' Industrial Work Experience Scheme (SIWES) and the Graduate Internship (GI). They are sponsored by the federal government with the aim to improve employment outcomes. However, there is still a gross mismatch between the skills of graduates and the demands of employers. This study analyzes why the WBL programs in Nigeria have yet to be successful and suggests alternatives. The analysis reveals a dysfunctional job placement process as a primary barrier and suggests consolidating the SIWES and GI into one school-to-work program, based upon the Graduate Employability Skill Development (GESD) model, along with strategies to improve the development, management, and quality assurance of placement. The article concludes by underscoring the integration and effective management of WBL at all levels of education, including continuing education as an important and realistic approach that Nigeria should strive for to attain appreciable development.
Peer Tutors&apos; Views on Their Role in Motivating Learners to Learn Mathematics
Author: Roberts, Abigail K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Peer Teaching,Tutoring,Role Perception,Learning Motivation,Attention,Relevance (Education),Self Efficacy,Student Satisfaction,Mathematics Education,High School Students,Grade 12,Grade 9,Grade 8,Foreign Countries

Many learners are unmotivated to learn mathematics due to a lack of attention, irrelevance of mathematics, low self-confidence and dissatisfaction. However, peer tutoring can afford learners opportunities to engage with other individuals who have overcome similar challenges in the learning of mathematics and who can motivate them to become increasingly mindful of the task at hand at their own pace in a one-on-one relationship. This article reports on Grade 12 peer tutors' views on their role in motivating Grade 8 and Grade 9 learners to learn mathematics in relation to the four categories of learner motivation, namely attention, relevance, confidence and satisfaction (ARCS). The four categories adapted from the ARCS model of motivation were used as a lens to view and analyse the data using theoretical thematic analysis. This qualitative article utilised pre- and post-interviews as data collection instruments. Ten of the best-performing Grade 12 learners at an ex-model C school in Gauteng province in South Africa were purposively selected to participate in the research. The findings revealed that peer tutors view their role to motivate learners to learn mathematics peculiar to seven positions, which can inform future research on intervention strategies to improve mathematics performance. This article introduces research on an adapted use of the ARCS model of motivation in motivating learners to learn mathematics, which is a novel way of bringing new perspectives to research on motivation in mathematics at secondary school level.
The Role of Gender and Culture in Vocational Orientation in Science
Author: Rüschenpöhler, Lilith
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,College Students,Gender Differences,Vocational Interests,Cultural Background,Preferences,Science Careers,Migrants,Information Sources

Females and people belonging to ethnic minorities tend to be underrepresented in science occupations. The goal of this paper was to investigate the needs of students of different gender and ethnicity in terms of vocational orientation in order to tailor future interventions to their needs. This paper finds that students of different gender and cultural background differ in their preferences in terms of vocational orientation in science. Two studies were conducted: (1) secondary school students (N = 450) were asked about their current activities and needs in terms of vocational orientation; (2) university students' (N = 342) retrospective views on their vocational orientation were investigated. Among the secondary school students (1), we found no significant differences in science aspirations, when differentiating between students' culture and their gender. However, females with migration background tended to wish for information from different sources than other students (contacts with university, teacher feedback, i.e., more formal/professional sources). Male participants without migration background tended to rely more strongly on informal sources such as online video platforms. This study (2) confirmed the finding that more professional feedback would be beneficial. These findings suggest that vocational orientation in science should be more specific to the target group in order to reach those who are currently underrepresented in science.
Leader Narcissism and Defensive Silence in Higher Education: A Moderated Mediation Model of Interactional Justice and Value Congruence
Author: Erkutlu, Hakan
Date: 2020-06-00
Type: Journal Articles
Subjects: Department Heads,Teacher Leadership,Personality Traits,Higher Education,College Faculty,Foreign Countries,Power Structure,Employer Employee Relationship,Trust (Psychology),Leadership Styles

This study aims to investigate the relationship between the narcissism of leader and the defensive silence of employee. Specifically, it introduces interactional justice as mediator by taking a relational approach. It also considers the moderating role of leader-follower congruence in the relationship between leader narcissism and defensive silence. The sample included 1,023 randomly selected faculty members and department chairs from 15 universities in Turkey. Hierarchical multiple regression analysis tested the proposed model. The findings supported the positive relationship between leader narcissism and employee's defensive silence as well as interactional justice's mediating role. Moreover, when the level of congruence of leader-follower value is high, the relationship between leader narcissism and defensive silence is also strong, whereas the relationship is weak when the level of congruence of leader-follower value is low. This study contributes to employee silence literature by revealing the relationship between leader narcissism and employee silence. In addition, this study provides practical assistance to higher education employees along with their leaders interested in building trust, enhancing employee-leader relationships, and reducing defensive silence.
Education 4.0 Technologies, Industry 4.0 Skills and the Teaching of English in Malaysian Tertiary Education
Author: Adnan, Airil Haimi Mohd
Date: 2019-12-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,State Universities,Foreign Countries,Computer Software,Computer Assisted Instruction,Telecommunications,Handheld Devices,Business English,Teaching Methods,Teacher Attitudes,Team Teaching,Teacher Collaboration

Unprecedented changes are happening in the way the world works; traditional jobs are being replaced by new ones that need critical skills for workers of the future. Enter the era of 'Industry 4.0'. In this era, knowledge and skills are paramount for one to stay relevant and remain competitive in the job market. Terms like 'reskilling' and 'upskilling' reflect the kind of changes that are happening. Thus, it is only natural that the realm of education follows suit, with the construct of 'Education 4.0'. This research article takes a broadly neutral view of Industry 4.0 and Education 4.0, although both constructs are criticized by certain quarters. In truth, the increasing automation of manual labor and remarkable growth in and expansion of technological developments, all point to an uncertain future for the next generation of future workers. Strategies must be drafted, and initiatives be taken, to ensure young people are not disadvantaged in the near future. This article examines the struggles of a small group of English educators at Malaysian public universities, who are frantically trying to apply Education 4.0 learning technologies to teach this international language to Malaysian students, based on three core research questions. Handicapped with little to no budget, limited technical expertise and no institutional assistance, and facing resistance from traditional educators, the 'thick' qualitative descriptions and stories shared by these educators cum learning technologists provide a glimpse into the realities of English teaching and learning at a time of 'disruptions' linked to Industry 4.0 and Education 4.0.
Paternalistic School Principal Behaviours and Teachers&apos; Participation in Decision Making: The Intermediary Role of Teachers&apos; Trust in Principals
Author: Cansoy, Ramazan
Date: 2020-06-00
Type: Journal Articles
Subjects: Principals,School Administration,Administrator Behavior,Leadership Styles,Authoritarianism,Correlation,Teacher Administrator Relationship,Participative Decision Making,Elementary School Teachers,Secondary School Teachers,Trust (Psychology),Moral Values,Cultural Context,Foreign Countries

In this study, the effect of school principals' administrative mentality on teachers' participation in the decision-making process was analysed via the intermediary role of teachers' trust in principals. In this study, which utilised structural equation modelling (SEM) to analyse conceptual relationships, the sample consisted of 646 teachers who worked in various school types in the Çekmeköy district of Istanbul. In the findings, a positive correlation was found between benevolent and moral leadership (dimensions of paternalistic leadership behaviour), and trust in principals and teachers' participation in decision making. On the other hand, a negative and significant relationship was found between the authoritarian leadership dimension and trust in principals and teachers' participation. The results of the SEM analysis, in which the conceptual model was tested, indicated that the benevolent and moral leadership dimensions of paternalistic leadership could positively predict trust in the administrator and teachers' participation in decision making. As for authoritarian leadership, it negatively predicted teachers' participation in decision making, and trust in principals played a full intermediary role in this relationship. When these findings were synthesised, morality and benevolence were found to affect teachers' trust in principals and participation positively, while authoritarian leadership was found to have a negative effect.
Counseling International Students in Times of Uncertainty: A Critical Feminist and Bioecological Approach
Author: Anandavalli, S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Pandemics,COVID-19,Foreign Students,Advocacy,Well Being,Crime,Counselor Role,Mental Health,College Students,Safety,Student Adjustment,Public Policy,Counselor Client Relationship,Social Attitudes,Political Attitudes,Social Bias,Feminism,Systems Approach,Stranger Reactions

Amidst the global health crisis of COVID-19, international students' safety and well-being is threatened by community- and policy-level animus. In addition to adjusting to a foreign culture, a series of draconian policies and communal hate crimes during the pandemic have placed international students in an especially vulnerable position. In this context, professional counselors must be well prepared to support this community. The authors describe the current sociopolitical events that have adversely impacted international students in the United States. Next, challenges to international students' mental health are identified to aid counselors' understanding of this community's needs. Finally, recommendations grounded in critical feminist and bioecological approaches are offered to facilitate counselors' clinical and advocacy work with international students.
Makey Makey as an Interactive Robotic Tool for High School Students&apos; Learning in Multicultural Contexts
Author: Marín-Marín, José-Antonio
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Robotics,Physical Education,Technology Uses in Education,High School Students,Educational Technology,Teaching Methods,Outcomes of Education,Student Motivation,Teacher Student Relationship,Educational Innovation

Information and communication technologies (ICT) are immersed in the teaching and learning processes. Specifically, educational robotics is a technology with great projection in learning spaces. This educational technology has revealed great potential in educational processes in the scientific literature. In this study, the Makey Makey device has been used to carry out a methodological contrast at the instructional level. The objective of this study is to verify if the use of the Makey Makey robotic device influences various psycho-social and educational dimensions in the subject of physical education. A quasi-experimental research design has been used in a sample of 177 students from secondary education. A questionnaire was used as the data collection instrument. The results show the ratings made by the control group students are lower than those of the experimental group in all dimensions, although there is no relationship of significance in all dimensions. This fact only occurs in motivation, teacher-student, student-content, collaboration, resolution, and teacher-rating dimensions. Conclusions show that the teaching method in which robotics is used leads to more success in the field of physical education if we compared it to the more conventional method. The outstanding data show the teaching-learning process has the highest influence on motivation, teacher-student, student-content, collaboration, resolution, and teacher rating.
The Impact of Saudi Arabian Teachers&apos; Beliefs on Their Use of L1 or L2 in the Classroom in the Context of Communicative Language Teaching: A Literature Review
Author: Alharbi, Ahmed O.
Date: 2019-12-00
Type: Journal Articles
Subjects: Language Usage,Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Teaching Methods,Native Language,Teacher Attitudes,Foreign Countries,Language Teachers,Grammar,Translation,English (Second Language)

Different pedagogies employed in English language teaching (ELT) show varying degrees of use of first language (L1) and second language (L2). The choice is between teaching L2 through L2, teaching L2 through L1, or teaching using a mix of the two. Communicative language teaching (CLT) is a second language teaching approach that aims to create opportunities for the productive use of L2 in the classroom. CLT has been officially implemented in the Saudi Arabian context since 2004, where the use of L2 in the classroom is now encouraged. However, it is important to consider how well teachers' beliefs align with the specified use of L2 or L1 in the classroom. Importantly, this alignment is not generally taken into account, and so there is potential for resistance to this official pedagogy among teachers. This paper aims to explore the impact of Saudi teachers' reported beliefs on the use of L2 in CLT in observed practice. The methodology this paper employs is a systematic review of the related studies from 2014 to 2019 that examine teachers' beliefs and their alignment with their actual practice in the Saudi Arabian education setting. The results of this review of the studies show that SA teachers believe Arabic is still useful in the typical Saudi Arabian classroom where CLT has been officially adopted.
A Confirmatory Factor Analysis of the School Counselor Knowledge and Skills Survey for Multi-Tiered Systems of Support
Author: Olsen, Jacob
Date: 2020-00-00
Type: Journal Articles
Subjects: Factor Analysis,School Counselors,Knowledge Level,Job Skills,Counselor Training,Elementary Secondary Education,Intervention,Professional Development,Positive Behavior Supports

Researchers analyzed data from a national sample of American School Counselor Association (ASCA) members practicing in elementary, middle, secondary, or K-12 school settings (N = 4,066) to test the underlying structure of the School Counselor Knowledge and Skills Survey for Multi-Tiered Systems of Support (SCKSS). Using both exploratory and confirmatory factor analyses, results suggested that a second-order four-factor model had the best fit for the data. The SCKSS provides counselor educators, state and district leaders, and practicing school counselors with a psychometrically sound measure of school counselors' knowledge and skills related to MTSS, which is aligned with the ASCA National Model and best practices related to MTSS. The SCKSS can be used to assess pre-service and in-service school counselors' knowledge and skills for MTSS, identify strengths and areas in need of improvement, and support targeted school counselor training and professional development focused on school counseling program and MTSS alignment.
Scrutinizing Two Finnish Teachers&apos; Instructional Rationales and Perceived Tensions in Enacting Student Participation in Mathematical Discourse
Author: Luoto, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Discourse Analysis,Teaching Methods,Classroom Communication,Foreign Countries,Swedish,Secondary School Teachers,Secondary School Students,Student Needs,Well Being,Learning Processes,Discussion (Teaching Technique),Teacher Attitudes,Faculty Development,Teacher Student Relationship,Video Technology

This study employs interviews and observations to investigate instructional rationales of two purposefully sampled teachers with divergent classroom discourse practices in Swedish-speaking Finnish lower secondary mathematics classrooms. Studies on classroom discourse often point to beliefs and contextual factors shaping teachers' discourse practices. Less is known about how tensions perceived by teachers can influence the instructional rationale in a context such as Finland, known for traditional and teacher-centered mathematics instruction. The findings of this study suggest that these Finnish teachers' instructional rationales for differently enacted classroom-discourse practices are grounded in similar concerns of student needs, related to student learning, well-being, and equity. One of the teachers perceived tension between these concerns and mathematics education literature's ideals of classroom discourse and avoided engaging students in discussions other than in tightly teacher-led format. The other embraced the idea of discourse as facilitating learning and created methods for giving all students equal access to the perceived benefits of mathematical discussions. The identified tensions of student learning, well-being, and equity can be used as guiding principles in developing teachers' discourse practices in professional development in Finland and beyond.
The Finnish Matriculation Examination in Biology from 1921 to 1969 -- Trends in Knowledge Content and Educational Form
Author: Neiro, Jakke
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Biology,Test Content,Test Format,Science Tests,Science Education History,Secondary School Students,Exit Examinations,Student Evaluation,Cognitive Processes,Difficulty Level,Trend Analysis,Genetics,Nutrition,Ecology,Knowledge Level,Classification

The history and evolution of science assessment remains poorly known, especially in the context of the exam question contents. Here we analyze the Finnish matriculation examination in biology from the 1920s to 1960s to understand how the exam has evolved in both its knowledge content and educational form. Each question was classified according to its topic in biology, and its cognitive level by Bloom's taxonomy. Overall, the exam progressed from a rather dichotomous test of botany and zoology to a modern exam covering biology from biochemistry to environmental science, reflecting the development of biology as a scientific discipline. The contribution of genetics increased steadily, while ecology witnessed a decline and a renaissance during the same time period. The biological profile of the questions was established by the 1950s. The educational standard and cognitive demand of the questions was always high and established by the 1940s.
Inclusion and Special Education
Author: Francisco, Marian Patricia Bea
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Special Education,Students with Disabilities,Educational Trends,Educational Legislation,Mainstreaming,Barriers,Disabilities,Civil Rights Legislation,Federal Legislation,International Law,Equal Education,Educational Quality,Elementary Secondary Education,Individualized Education Programs,Access to Education,Regular and Special Education Relationship

The purpose of this paper is to trace the historical trajectory of special education and how societal perspectives influenced the special education movement. It aims to answer if special education and inclusion have achieved their goals for all individuals, especially those with disabilities. A review of historical trends, special education laws, and key constructs showed that there were both positives and negatives aspects. It also revealed that the absence of a clear definition, standards, and objectives for inclusion and least restrictive environment is just one of the roots of the problem. Moreover, the lack of empirical studies on the effectiveness of inclusion and the lack of knowledge and awareness of the provisions of special education laws by stakeholders contribute to the issues surrounding inclusion implementation. Recommendations include that all stakeholders should have historical awareness and discriminative ability, in-depth comprehension of special education laws, and adapting the same definition, standards and clear objectives in implementing inclusion programs.