ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Relationships among Self-Efficacy, Social Presence and Learning Beliefs
Author: Yavuzalp, Nuh
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,College Students,Distance Education,Educational Technology,Technology Uses in Education,Student Attitudes,Interpersonal Relationship,Epistemology,Academic Achievement,Beliefs,Foreign Countries,Teaching Methods,Constructivism (Learning),Conventional Instruction

The aim of this study is to analyze the relationships among online self-efficacy beliefs, social presence in online environments, epistemological beliefs and teaching-learning conceptions of university students taking campus-based courses via distance learning. In line with this aim, by considering the related literature, a structural equation model was proposed which, then, was analyzed and discussed in light of the literature. A cross-sectional survey design guided the study. A total of 1,630 university students from a state university participated in the study during the spring term of the 2017-2018 academic year. An online self-efficacy scale, a social presence scale for e-learning environments, an epistemological beliefs scale and a teaching-learning conceptions scale were used as data collection tools in the study. The fit indices obtained in the analyses were observed at acceptable levels. The research findings revealed that the university students' online self-efficacy beliefs had an effect on their social presence perceptions, epistemological beliefs and conceptions of teaching and learning. Similar to the previous studies, the observed relationships were significant. Supporting students' levels of social presence to increase students' academic achievement was recommended considering the results.
From Face-to-Face to Teaching at a Distance: Lessons Learned from Emergency Remote Teaching
Author: Corcuera, Lovely C.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,School Closing,Educational Technology,Technology Uses in Education,Online Courses,Teacher Competencies,High School Teachers,Teaching Methods,Foreign Countries,Barriers,Teacher Role

The COVID-19 disrupts not only the health, economic, and tourism sectors but it paralyzed the education sector as well. Since face-to-face teaching and learning environment is still not possible in the Philippine context, this phenomenon leaves the teachers to use various alternative ways of instructional delivery. The sudden shift of teaching and learning delivery continuously challenges not only the students but also the teachers who are serving as educational front liners at the time of the pandemic crisis. The lack of proper training and experiences of teachers in online teaching and distance education served as educational loopholes in the context of emergency remote education. Hence, this case study attempts to explore the experiences of K-12 senior high school teachers who have been immersed in emergency remote teaching. In analyzing the data gathered, the descriptive coding process was used. Interestingly, there were three themes reported in this study: getting the right mix of instructional methods, engaging in different open educational resources and information, and highlighting the need for the pedagogy of care and understanding. Although this study does not aim to make any generalities, however, the researchers saw the need to understand and investigate the journey of the K-12 senior high school teachers, which are essential in providing lending ears about their transitioning experiences from the traditional classroom environment to emergency remote education. This study concludes with the implications of the findings that emerged and the direction for further research.
Incorporating Indigenous Content into K-12 Curriculum: Supports for Teachers in Provincial and Territorial Policy and Post-Secondary Education Spaces
Author: Webb, Denise
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Knowledge,Elementary School Curriculum,Secondary School Curriculum,Curriculum Development,Teaching Methods,Culturally Relevant Education,Racial Bias,Stereotypes,World Views,Intervention,Teacher Education Programs,Educational Policy

In an era of learning truth and working towards reconciliation with Indigenous peoples, education institutions across Canada are in the midst of decolonizing their education spaces. Fundamental to this process are the Truth and Reconciliation Commission Calls to Action to educate settler teacher candidates to develop culturally appropriate curricula and incorporate Indigenous content into their teaching practices. Little research has reviewed institutional responses to these recommendations. To fill this gap, this study compiles recent efforts to inform Ministries of Education and post-secondary education institutions of effective and culturally safe methods to incorporate Indigenous content in curricula, based on current interventions and the lived experiences of teachers navigating the decolonization process. Two rapid reviews of grey and academic literature are completed. The findings shed light onto course-, professional workshop-, and policy-based interventions to support teachers in teaching Indigenous content. Interventions often prioritize cultural safety to underline teaching practices and focus on addressing settler biases, racism, and harmful stereotypes. Many Bachelor of Education programs offer mandatory courses on how to infuse Indigenous worldviews into curriculum, and emphasize building relationships, challenging positionalities, and establishing safe spaces to ask questions. Many teachers benefit from cultural safety training and resources, however, some continue to face challenges in confronting their roles and responsibilities as settlers within education spaces. As decolonizing education is an ongoing process, this research aims to provide key information to advance its progress. To that end, future research needs to investigate the long-term impacts of existing interventions on teaching practices and curriculum development.
Differentiated Visions: How Ontario Universities See and Represent Their Futures
Author: Buzzelli, Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Planning,Strategic Planning,Higher Education,Educational Policy,Universities,College Planning,Organizational Theories

This paper is concerned with long term strategic planning in higher education and focuses on Ontario's strategic mandate agreement (SMA) sector planning framework. In 2012, the province initiated its new SMA planning process by requiring all higher education institutions to propose their own strategies for their academic visions, missions, and objectives. The proposals submitted by Ontario's universities furnish the empirical content of this paper: a historically unique, comprehensive and comparable set of documents capturing institutions' self-understanding and plans for their respective futures. Using concepts from organizational theory, content analysis of universities' SMA proposals reveals divergent strategies, both in terms of institutional administrative responsiveness to the SMA process as well as the academic (i.e., education and scholarship) content of the submissions. In addition, two further sub-themes are analysed: proposals for experiential learning and so-called town-gown connections. Both themes also reveal very different visions amongst institutions. In general, the proposals appear to be independent of institution type and community size/location. Setting the stage for future research, the paper concludes with policy discussion of: (1) the possibilities for institutional diversity in the context of policy discourses on institutional differentiation; and (2) implications for system planning given the structure and process of Ontario's ongoing SMA framework.
Public Expectations of School Board Trustees
Author: Piscitelli, Anthony
Date: 2022-00-00
Type: Journal Articles
Subjects: Expectation,Boards of Education,Online Surveys,Foreign Countries,Board of Education Role,Organizational Effectiveness

School board trustees play an important role in the education of children throughout Ontario. Using an online survey of Ontario residents, expectations of school board trustees are explored in detail. The survey included an open-ended question that asked respondents what role they see being performed by trustees, as well as a question that asked respondents whether they preferred a &quot;delegate&quot; governing model, which believes trustees should represent constituents, or a &quot;trustee&quot; model, which believes trustees should render decisions based on their best judgement. On the surface, respondents see three primary and distinct roles: represent the public; support the administrative functions of the school board, and to ensure educational outcomes are met. In addition, the sample tilts favourably towards the &quot;delegate&quot; governing model. Regression models identify some factors that help explain respondents' choices.
Arts Education in Jeopardy: Research Reveals the Challenges and Resilience of Arts Education and Arts Educators during and Following the Pandemic
Author: Joseph, AnnRené
Date: 2022-02-00
Type: Journal Articles
Subjects: Art Education,Educational Research,Resilience (Psychology),Art Teachers,COVID-19,Pandemics,Social Emotional Learning,Theater Arts,Elementary Secondary Education,Teacher Attitudes,Technology Uses in Education,Teaching Experience,Distance Education,Electronic Learning

The COVID-19 pandemic shut down the world and arts education. Performing arts classes across the world were labeled as deadly activities and banned for in-person instruction and experiences in schools and communities for months. Strict mandates were enforced for masking students and social distancing. Restrictions for talking, singing, playing instruments, dancing, touching, ventilation, sharing equipment and resources in visual, performing, and media arts, and group activities associated with arts education were daunting. The arts have been described as a universal language that celebrates and honors culture, diversity, ethnicity, inclusion, and individual authenticity, as well as basic education in the United States. Consequently, the impact of pandemic mandates resulted in social, emotional, and psychological trauma for those affected, as people are born to dance, sing, act, create, make music, and play--individually and collectively. How have arts educators, students, and programs survived with resilience during this unprecedented time in history?
Children&apos;s Key Competencies: An Introduction to Its Theoretical Constructs, Impact, and Formation through the Comprehensive Practical Activity Curriculum
Author: Xiang, Jing
Date: 2022-02-00
Type: Journal Articles
Subjects: Learning Activities,Discovery Learning,Competence,Active Learning,Inquiry,Child Behavior,Experience,Problem Solving,Curriculum,Relevance (Education)

The comprehensive practical activity curriculum can be said to be created to cater to children's curiosity and nature of exploration. Through the creation of problem situations, children are guided not only to explore what the world is, but also to pay close attention to what the world will be and cultivate children's key competencies in the real process of exploring and experiencing the world by following the behaviors of participation, reflection, service, protection and improvement of the world, such as humanistic connotation and scientific spirit, responsibility consciousness and feelings of family and country.
Designing the Educational Environment in the Formation of Adaptation and Integration Strategies in Children from Migrant Families
Author: Komarova, N. M.
Date: 2022-02-00
Type: Journal Articles
Subjects: Immigrants,Instructional Design,Social Status,Teaching Methods,Educational Environment,Social Integration,Acculturation,Generalization,Educational Resources,Computer Software,Student Adjustment,Foreign Countries,Educational Strategies

This article is devoted to the study of the possibilities of educational environment design in the arrangement of the schoolwork with children from migrant families so that they could positively adapt to the conditions of school and integrate into the culture of the host country. Based on a generalization of the problems faced by migrant children, the characteristics of educational environment design models and technologies, and international experience in developing and designing electronic educational resources, designing the process of teaching and educating children from migrant families, regardless of their social status, the role and place of educational environment design, as well as the conditions and mechanisms of increasing the effectiveness of designing the educational environment of educational and training processes for children from migrant families are outlined. The reasons for the introduction of interactive methods of teaching and educating migrant children, especially during the adaptation period, are outlined. Educational environment design is considered from the position of a systematic approach to the design of the educational process, in which the content, methodology and conditions of the organization are subordinated to a single goal, and the roles of not only teachers, but also the families of migrant children, peers, other people and organizations are defined in this system.
Parenthood in a Crisis 2.0: Motherhood in the Tension between Homeschooling and Home Office--A Comparison after 1 Year of the Pandemic
Author: Lange, Bianca
Date: 2022-02-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Child Care,Foreign Countries,Gender Differences,Gender Issues,Mother Attitudes,Stress Variables,Anxiety,Home Schooling,Sex Fairness

The contact restrictions and closures of schools and childcare facilities in Germany in the course of the COVID-19 pandemic have presented families and parents with new challenges that have been accompanied by different (health) burdens and reinforce already existing gender differences in the division of tasks in families, especially with regard to care work. Women and mothers show themselves to be more burdened in the various dimensions of health in the course of the pandemic than men and fathers. In particular, the psychosocial dimensions of subjective health, especially the general experience of strain, stress, exhaustion and anxiety, increased again among women and mothers in the second lockdown. Reasons can be seen in a reinforcement of the unequal distribution of care work that already existed before the pandemic, as well as in a stronger mental load among women and mothers.
Expectations and Level of Satisfaction of University Students from the Higher Education System
Author: Isik, Metin
Date: 2022-00-00
Type: Journal Articles
Subjects: Expectation,Undergraduate Students,Phenomenology,Student Attitudes,Higher Education,Content Analysis,Employment Potential,Outcomes of Education,Student Needs,Teacher Effectiveness,College Faculty,Academic Freedom,Democracy,Educational Environment,Equal Education,Second Language Learning,Second Language Instruction,Educational Opportunities,Educational Quality,Living Standards,Interpersonal Relationship,College Admission,High Stakes Tests,Secondary Education,Foreign Countries

This study aims to determine the expectations of university students on the part of the Higher Education System and to what extent these expectations are met. Phenomenological approach, which is counted among qualitative research models, was utilized as the research model. The data obtained from student interviews were analyzed by content analysis. Findings were presented as themes and categories. The research participants consist of 21 students studying at different universities and programs in the 2020-2021 academic year. This study ascertained that the opinions of participating students in terms of themes, categories and codes and their satisfaction levels vary depending on the university they attend. Students expect from the Higher Education System that it enables them to get to their dream job, curricula and materials based on their needs, qualified lecturers, a foreign language education, academic freedom, a democratic environment, equal opportunities in education, an substructure, sociocultural and physical-material opportunities, international interaction, practice-oriented opportunities for training/internship and participation in administration. The faculty or program choice is highly determined by the condition of a country, the gained scores in the central examination system, surroundings, offered orientation assistances in secondary education, the quality-perceptions of students related to universities, acquisition of employment and the sufficiency of universities to acquire a profession. Findings of this research made clear, that the level of The Higher Education System responding to the expectations of the students differs according to the possibilities of universities.
Exploring Faculty Members&apos; Views on the Use of Open Education Resources: A Case of the Namibian Open Distance Learning Institutions
Author: Karipi, Edwig
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Educational Resources,Distance Education,College Faculty,Teacher Attitudes,Technology Uses in Education,Teaching Methods,Technological Literacy,Technology Integration

Open educational resources (OER) are an innovation coined to bridge the educational divide by providing free quality learning resources. Consequently, this study explored the perception of the Namibian open and distance learning institutions' perception of the use of OER as a pedagogical approach. The study focused on faculty members from the three public ODL institutions in Namibia. Integrated theories with a qualitative case study and interpretivist paradigm underpin this study. Qualitative methodologies were used to collect and analyse data. This study showed an inconsistency between the faculty members' perceptions and OER use within the ODL institutions in Namibia. Although the faculty members displayed positive attitudes towards the use of OER, very little has been achieved in the use of OER within the institutions for the benefit of the Namibian ODL students. The study identified various challenges that impede OER adoption at the institutional level. Recommendations were formulated to address the identified challenges.
A Conceptual Framework on the Relationship of Digital Technology and Art
Author: Özdemir, Derya
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Use,Art Expression,Computer Graphics,Visual Arts,Technology,Art,Commercialization,Art History,Information Technology

The &quot;new digital art? genre has emerged to describe various works of art that have evolved with the development of digital technologies. In its broadest sense, digital art encompasses everything from high-end machine learning applications to the use of interactive elements in traditional media. There is also an increase in the interaction between information technologies and art. Science, art and technology has been increasing and becoming widespread since the 60s, when scientists, artists and inventors began collaborating and using electronic devices to create art. The experience that results from consuming art and culture is multifaceted in nature. It can be individual or collective, physical or virtual, active or passive, public or private, on-site or in private places, open-air or indoor. With the spread of digital art, there is a remarkable increase in the commodification of art. This article, in this context, analyzed and discussed digital art, its positive and negative aspects, and the commodification of this art type on the basis of literature.
The Effect of Classroom Debate Activities on Pre-Service Teachers&apos; Argumentativeness
Author: Sengül, Kübra
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Persuasive Discourse,Language Teachers,Turkish,Preservice Teachers,College Freshmen,Debate,Discussion (Teaching Technique)

The aim of this study is to examine the effect of classroom debate activities on the argumentativeness of Turkish language teacher candidates. The study group of the research consists of 29 freshman students in the Turkish Language Teaching program. Designed in mixed method, in this study Argumentativeness Scale and Semi-Structured Interview Form were used as data collection tools. The application process of the study took a total five weeks. For the analysis of the quantitative data which was obtained through the Argumentativeness Scale, the pre and post-test scores were compared using the t-test. However, at the end of the application, the opinions of the students were taken through the semi-structured interview form and these data were analyzed using the content analysis technique. As a result of the research, it was determined that there is a significant difference between the argumentativeness pre-test scores and post-test scores of the study group. The findings obtained from the interviews also confirmed that there is a difference in the argumentativeness of the teacher candidates. As a result, it was seen that classroom debate activities carried out in accordance with the rules can motivate prospective teachers to do discussions and reduce their anxiety and fear of discussions. In addition to this, according to the findings, debate activities encourage students to do research, create a competitive environment in the classroom and ensure active participation in the lessons. In line with the research results, suggestions for classroom discussion practices and suggestions for future research have been presented.
According to Primary School Teachers&apos; Views on S-STEM (Social Studies + STEM): A Phenomenological Research
Author: Ay, Tugba Selanik
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Social Studies,Teacher Attitudes,Elementary School Teachers,Interdisciplinary Approach,Curriculum,Art Education,Program Effectiveness,Program Implementation,Barriers,Foreign Countries

STEM is the abbreviation of Science, Technology, Engineering and Mathematics, and S-STEM is with the addition of the Social Studies discipline. It is thought that getting the views of teachers who have made practical studies on STEM about S-STEM will shed light on both policy-makers and researchers. The aim of the research is to get the views of the primary teachers about SSTEM. This research is a phenomenological study within the scope of basic qualitative research method. Participants of this study are eight primary school teachers. Telephone interviews were used in the interview technique used in this phenomenological study. The data obtained in the research were evaluated by qualitative data analysis. Results were obtained such as the definition of STEM, STEM implementations, dimensions which integrate to STEM, suggestions on integrating social studies to STEM, values and skills which handled with STEM, suggestions for effective S-STEM implementations.