ethanporcaro/eric-fulltext-meta huggingface dataset:
String Tension in Pendulum and Circular Motions: Forgotten Contributions of Huygens in Today Teaching and Learning
Author: Slisko, Josip
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Motion,Physics,Scientific Concepts,Concept Formation,Mathematics,Textbooks,College Science,Preservice Teachers,Science Teachers,Secondary School Science

Many authors suggest that is necessary to include the most important episodes from physics history in teaching and learning in order to give students some ideas about the nature of science. The pendulum-related aspects are considered as very adequate for that purpose. Unfortunately, when some physics textbook authors present historical information, it is frequently incomplete and even false. In the first part of this article, we present and comment important results of Huygens' analysis of two problems related to pendular and circular motions. These results were published in his work about centrifugal force &quot;De vi centrifuga&quot;. In the second part, we consider the destiny and different treatments of his results in today physics teaching and learning, noting that Huygens' contribution is never mentioned. These treatments go from (1) testing students (and teachers') ideas about tension force in pendular motion to (2) mathematical derivation of Huygens' results or posing his problems to students. Finally, we briefly suggest how original results might be used to give students an idea about development of mathematical tools in physics and to explore students' creative experimental thinking.
A Model of Sustainable Leadership for Leaders in Double First-Class Universities in China
Author: Yue, Xiaoyao
Date: 2021-00-00
Type: Journal Articles
Subjects: Sustainability,Higher Education,Economic Development,Foreign Countries,Leadership Effectiveness,Strategic Planning,Educational Quality,Institutional Characteristics,Instructional Leadership,Educational Resources,Barriers,College Administration,Transformational Leadership

Owing to the context in which higher education institutions function, models of sustainable leadership have not been applied to this area. Yet China is now the world's second largest economic entity, and higher education plays an integral role in the country's development. In August 2015, China's State Council published the &quot;Overall Plan for Coordinately Advancing the Construction of World First-class Universities and First-class Disciplines.&quot; This paper reviews and analyzes research and theories related to effective leadership and sustainable leadership, which is applied in education and higher education institutions, especially in China. The current challenges of double first-class universities in China will be determined. Under this situation, according to two eras of literatures on effective leadership and sustainable leadership in higher education, the author will develop a model of sustainable leadership for leaders in double first-class universities in China.
A Review of Self-Regulated Learning and Self-Efficacy: The Key to Tertiary Transition in Science, Technology, Engineering and Mathematics (STEM)
Author: Blackmore, Conner
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Management,Self Efficacy,STEM Education,Secondary School Students,Undergraduate Students,Student Adjustment,Student Motivation,Learning Strategies,Study Habits,Academic Achievement,Metacognition

The ability to distinguish between effective and ineffective study strategies based on feedback is of utmost importance for secondary school leavers transitioning to tertiary education (Brinkworth et al., 2009; Salisbury &amp; Karasmanis, 2011). Often accompanying this learning environment transition is academic difficulty and an increased possibility of failure, and it is therefore essential for undergraduate students, in particular those studying the disciplines of Science, Technology, Engineering and Maths (STEM), to establish a solid repertoire of learning strategies early in their academic career. Self-regulation is a key component of learning that can be fostered to encourage a successful transition from secondary school to university (Vosniadou, 2020). Self-regulated learning refers to learning that is fostered by one's metacognition, strategy adaptability, and motivation. Of these constructs, metacognition is fundamental, as having self-awareness allows one to identify the requirement for corrective action in the learning process, allowing learners to monitor their behaviour and reflect on the success of their learning strategies, where the motivation to do this should lead to strategy adaptation. In addition, students must make accurate self-efficacious judgements about their learning in order to evaluate the effectiveness of their learning strategies or to decide when they have sufficiently completed a learning task. Therefore, in order to develop a means of improving students' transition from secondary school to university, one must first appreciate the impacts of self-regulated learning and self-efficacy on academic performance. This review aims to focus on self-regulated learning and self-efficacy, of which self-regulated learning is a construct of metacognition, motivation and strategy adaptability. This review will also evaluate self-regulated learning with an emphasis on Zimmerman's model, the calibration of self-efficacy, and how students might break the cycle of poor learning with a focus on STEM.
Perception of Undergraduate Accounting Students towards Professional Accounting Career in Nigeria
Author: Ben-Caleb., E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Accounting,Professional Education,Personality Traits,Resilience (Psychology),Correlation,Foreign Countries,Professional Identity,Student Attitudes,Career Choice,Intention,Social Influences,Tests,Student Motivation,Career Counseling,Professionalism

The shortage of professional accountants has been attributed to the perception accounting students hold about their intended professional careers and this affects their self-image, attitude towards the career and their confidence in the profession. Therefore, this paper critically appraises the perception of undergraduate accounting students towards professional accounting career in Nigeria. One hundred and fifty (150) accounting students from three universities in Nigeria participated in this study and data were elicited from the respondents with the aid of well-structured questionnaires. Descriptive Statistics and Spearman Rank Correlation Coefficient were used for data analysis. Findings showed that students are motivated to pursue professional accounting career by combination of prestige, extrinsic and intrinsic factors. Furthermore, results indicated that grit personality, prestige, extrinsic and intrinsic factors exhibited strong and positive correlation with student's intention to pursue accounting career. However, social and reference factors displayed positive but weak correlation. Additionally, students perceive professional examinations to be very tough, expensive, time-consuming and frightening. Thus, they refrain from writing professional examinations and that could be detrimental to the future of professional accounting career in Nigeria. Therefore, this research suggests that educational institutions, accounting professional bodies and career counselors play their roles to inspire, support and motivate accounting students to work towards professionalism.
Effective Ways of Enhancing the Quality of Question Generating and Spontaneous Information Search outside the Classroom
Author: Shinogaya, Keita
Date: 2021-00-00
Type: Journal Articles
Subjects: Information Seeking,Teaching Methods,Universities,College Students,College Faculty,Intervention,Questioning Techniques,Feedback (Response),Educational Change,Correlation,Behavior Change,Metacognition,Homework,Learning Motivation,Integrated Learning Systems,Student Attitudes,Student Behavior,Psychology,Foreign Countries

This study examined how to enhance the quality of students' question generating and to encourage their spontaneous information searches after classroom instruction in university. The teacher assigned One Minute Paper as homework, and students answered three questions; &quot;Q1: What was the most important thing that you learned today?&quot;, &quot;Q2: What important question remains unanswered?&quot;, and &quot;Q3: What information did you search for after the classroom instruction?&quot;. While it was necessary to answer Q1 and Q2 for submission, answering Q3 was not necessary and they could answer it if they wished to do so. The teacher, however, realized that some students were not generating questions actively and the quality of their questions were not adequately improved. After 7 weeks, he changed his intervention and gave feedback on some students' questions to enhance their question quantity and quality. The latent growth curve modelling showed that question quality, spontaneous searching behaviour, and the link between question generation and conducting searches increased after the intervention change. The result also showed that post-intervention change slopes were larger for the feedback group than the class without feedback. The results indicate that besides assigning homework tasks, it is also important to connect learning outside along with inside the classroom to enhance question quality and encourage spontaneous information search.
Students at Hispanic-Serving Institutions (HSI) in Texas and New Mexico: An In-Depth Profile of Their Backgrounds, Commitments, and Perspectives
Author: Preuss, Michael D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Minority Serving Institutions,College Students,Student Characteristics,First Generation College Students,Cultural Influences,Language Usage,Language Fluency,Spanish,Family Relationship,Student Employment,Interpersonal Relationship,Place of Residence,Paying for College,Courses,STEM Education,Identification (Psychology),Family Income,Income,Locus of Control,Student Experience,Minority Group Students,Racial Identification,Ethnicity,Gender Differences,Age Differences,Value Judgment,Success,Role Models

Hispanic-Serving Institutions (HSI) educate nearly two-thirds of the Hispanic/Latinx students who attend college. Yet little is known about the student populations they serve. Findings from two NSF-funded surveys completed with students at 14 HSIs in Texas and New Mexico in 2018 and four HSIs in TX in 2019 are presented. The combined sample was 1,293 students. A description of the backgrounds, commitments, experiences, and preferences of students at HSIs and differences found between responses from Hispanic/Latinx and non-Hispanic students are discussed. Primary topic areas are demographics, first-generation student standing, cultural orientation, primary language and fluency in Spanish, family and work commitments, relationship status, family support, living arrangements, means of financing college, course load, STEM identity, annual income of household of origin and of personal household, locus of control orientation, familism, and experience in college. The result is a thorough and up-to-date profile of the HSI student population in TX and NM. Statistical analysis revealed multiple significant differences between Hispanic/Latinx and non-Hispanic students attending the HSIs and the presence of several significant predictors for forms of activity and patterns of commitment. The findings are immediately applicable to process, program, student support, and instructional planning, implementation, and evaluation for over 120 HSIs in the region and, by extension, to hundreds more across the United States.
Problem-Solving Skills as a Mediator Variable in the Relationship between Habits of Mind and Psychological Hardiness of University Students
Author: Abdellatif, Mohamed Sayed
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Solving,Correlation,Resilience (Psychology),Gender Differences,Measures (Individuals),Role,Undergraduate Students,College Faculty,Faculty Development,Cognitive Processes,Foreign Countries

This study investigated the role of problem-solving skills as a mediator variable in the relationships between habits of mind and the psychological hardiness among university students, and to identify the difference between male and female students in each of the habits of mind, psychological hardiness, and problem-solving skills. The sample comprised of 285 male and female, third-year Faculty of Education, University students. The data collection utilized the habits of mind scale, the problem-solving scale, and the psychological hardiness scale (Mekhemer, 1996). SPSS v.25 and AMOS v.24 were used to process data. The findings revealed that problem-solving skills partially mediates the relationship between habits of mind and psychological hardiness, and the results also demonstrated that there are no statistically significant differences between male and female students in habits of mind, problem-solving skills, and psychological hardiness. Future research suggestions include planning stakeholders at the university stage should take into consideration the necessity to integrate habits of mind and problem-solving skills in curricula, and providing training for faculty members to enhance university students' psychological hardiness.
An IDEA for Design Pedagogy: Devising Instructional Design in Higher Education 4.0
Author: Ersoy, Mehmet
Date: 2021-02-00
Type: Journal Articles
Subjects: Instructional Design,Higher Education,College Curriculum,Curriculum Development,Curriculum Evaluation,Stakeholders,Educational Technology,Audience Response Systems,Technology Integration

The purpose of the present study is to constitute a basis for integrating instructional design into higher education 4.0 curricula, aiming at a design pedagogy approach. A conceptual model including the prominent concepts and characteristics of this distinction is suggested with rationales from recent literature. The proposed Instructional Design for Educational Actuality (IDEA) Model uses the dynamics of instructional design and curriculum development processes for higher education and suggests a continuous evaluation and revision procedure. Centering the attention on design issues, the study seeks to advocate for the use of technology in all applicable phases of instructional design process, as is in education 4.0 contexts. Design, development and implementation are the crucial phases of this process, since a design pedagogy approach is followed. The rest of the process, namely analyze and evaluation phases are also subject to design pedagogy, however they are quite individualistic and require a personalized approach. Following technological applications of a symbiotic relationship between instructional design and design pedagogy in higher education contexts, the study ends with a series of implications on stakeholders' roles, concepts-technologies and pedagogical motives.
The Impact of Scratch-Assisted Instruction on Computational Thinking (CT) Skills of Pre-Service Teachers
Author: Ilic, Ulas
Date: 2021-00-00
Type: Journal Articles
Subjects: Programming Languages,Computer Science,Thinking Skills,Creative Thinking,Critical Thinking,Skill Development,Young Adults,Student Attitudes,Preservice Teachers,Preservice Teacher Education,Educational Technology,Instructional Effectiveness,Academic Achievement,Correlation,Public Colleges,Foreign Countries

The present study aimed to determine the effect of Scratch-assisted expressions and applications on the Computational Thinking skills of pre-service teachers. For this purpose, the research was designed with an exploratory sequential design, a mixed research method. Thirty-three pre-service teachers participated in the study. Data were collected with Computational Thinking Scale before and after the applications conducted in the Instructional Technologies course, and with a survey form developed by the author and face-to-face interviews conducted with the participants at the end of the course. Based on the data obtained, it was determined that the applications conducted in the course improved the Computational Thinking skills of the participants. Although the improvement did not differ based on gender, it was determined that the differences were significant based on creativity, algorithmic thinking, and critical thinking sub-dimensions. Furthermore, it was observed that there was a positive and significant correlation between Computational Thinking and academic achievement. Also, pre-service teachers stated that Scratch applications contributed to the acquisition of Computational Thinking skills. It was suggested that the present study findings would contribute to future studies on Computational Thinking acquisition in similar courses.
Developing the Digital Culture among the Students of Educational Faculties in Prince Sattam Bin Abdulaziz University
Author: Faraj, Alyaa Omar kamel
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,College Students,Student Attitudes,Gender Differences,Instructional Program Divisions,Teacher Education Programs,Specialization,Technological Literacy,Computer Mediated Communication,Access to Information,Barriers,Access to Computers

The study was aimed to show the reality of practicing digital culture among students of the Education Faculties at Prince Sattam bin Abdulaziz University from their point of view, and to explain the obstacles and problems facing its implementation, and to monitor the university's efforts in developing digital culture among its students. To achieve these aims, a descriptive method was used, and the researchers designed a questionnaire consisting of (32) items. It was distributed on three domains, and the sample was chosen randomly from the students of Prince Sattam bin Abdulaziz University (180), and the results revealed that the approval of the students of Prince Sattam bin Abdulaziz University on the reality of the university's development of digital culture came with a medium degree. As for the university's efforts to develop a digital culture among students came with a high degree, and the results showed that there are statistically significant differences in the viewpoint of the sample members towards the reality of digital culture among the students of the education faculties at the university according to the gender variable in favor of females, and specialization (in favor of kindergartens), and according to the academic year variable (in favor of the fourth year), the study recommends setting a strategic plan to promote digital culture and digital transformation in the education faculties and to invest modern communication technologies in supporting and developing educational technologies at the university.
Doctoral Program Learning Module on Developing Leading Secondary School Teachers in Creative Thinking for Enhancement of Students&apos; Learning Activities in Thailand
Author: Chantarasombat, Chalard
Date: 2021-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Doctoral Students,Educational Administration,Leadership Training,Learning Modules,Material Development,Secondary School Teachers,Professional Development,Critical Thinking,Creative Thinking,Skill Development,Program Effectiveness,Student Satisfaction,Retention (Psychology),Foreign Countries

The purposes of this study were to: 1) create and develop effective doctoral learning module on leading teachers development program to enhance critical thinking for students in secondary schools under the Office of Basic Education Commission, and 2) evaluate the developed module on its efficiency and effectiveness- its congruence of utility, possibility, and appropriateness, learning achievement of learners, learning retention, and the learners' satisfaction. Samples were 20 Doctoral degree students in Educational Administration and Development and Leadership program, Northeastern University, Khon Kaen Province, Thailand. Statistics used were percentage, mean, standard deviation, effectiveness index, and t-test. The results were: 1) The developed module on learning activity management of leading teachers in simulation situation had 9 Modules: (1.1) Survey of former experience (1.2) Collaboration in planning (1.3) The development of creative teacher conception (1.4) The application of thinking approach (1.5) Practice in classroom (1.6) Supervision, follow up, and evaluation (1.7) Feedback and reinforcement (1.8) Seminar for enhancing strength, and (1.9) Reflection learning. 2) The efficiency and effectiveness of the developed module were: (2.1) The efficiency of 86.53 (E1) /83.29 (E2) which were higher than the committed 80/80 standard, (2.2) The congruence of utility, possibility, and appropriateness were in the highest level ([x-bar]= 4.69, SD = 0.42), (2.3) The effectiveness index was 0.7397 which meant students gained more knowledge of 73.97%, (2.4) The students had significantly higher learning achievement after learning via the module at the level of 0.05, (2.5) There was no significant differences of learning achievement between after learning and after learning for two weeks which mean the students' learning retention, and (2.6) The students had satisfaction on the developed module in the highest level ([x-bar]= 4.52, SD = 0.41).
Ask Me if I Am Engaged: A Design-Led Approach to Collect Student Feedback on Their University Experience
Author: Bongiovanni, Ivano
Date: 2021-02-00
Type: Journal Articles
Subjects: Graduate Students,College Faculty,Teacher Student Relationship,Learner Engagement,Foreign Countries,Student Attitudes,Feedback (Response),Business Schools,Workshops,Active Learning

Despite being an established practice in Higher Education (HE), the collection of feedback from students, to improve their university experience, has yet to find a unified format. Literature shows that, besides enabling collection of data on aspects of the university journey, feedback collection should also be an engaging experience for students and translate into a learning opportunity. To facilitate students' engagement and enhance their role as shapers of their HE experience, we propose an innovative method for the collection of student feedback that leverages the potential of Design Thinking. Our method was tested in two design-led workshops for 59 Master students in a Business School in the UK. The workshops, a blend of content delivery, and individual and team activities, were framed around designing the university of the future. Introduced and concluded by two purpose-built surveys, the workshops were organised in problem-framing; ideas generation; and prototyping. Enthusiastically welcomed by participants as a unique way to co-design their HE journey, the workshops achieved the triple objective of collecting rich data on student feedback; increasing engagement in participants; and delivering notions about design thinking. In this paper, we report on the workshops and share details for our method to be replicated.