ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Beliefs of Prospective Physical Education and Sports Teachers
Author: Karakaya, Yunus Emre
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Preservice Teachers,Physical Education Teachers,Beliefs,Preservice Teacher Education,Teaching Methods,Educational Philosophy,Gender Differences

This study was conducted to reveal the educational beliefs of prospective physical education and sports teachers, who receive education at the higher education level in Turkey, according to dependent and independent variables. Within this scope, the &quot;Educational Belief Scale&quot; was used to collect the data from 359 prospective teachers. The data collected from the sample were first analyzed by SPSS 22.0 package software. In the correlation analysis, it was observed that the &quot;Educational Beliefs Scale&quot; and the progressivism subscale were correlated very strongly and positively, which was the strongest correlation in the analysis (r = 0.918; p &lt; 0.05). In the regression analysis, four different model structures were created, where it was determined that the subscale with the highest prediction power for the &quot;Educational Beliefs Scale&quot; was the progressivism subscale that predicted 84% of the variance of the &quot;Educational Beliefs Scale&quot; (R[superscript 2] = 0.840). In conclusion, it was discovered that the prospective teachers did not internalize the fundamentalism, which is included in the traditional educational philosophy. Significant responsibilities fall on the shoulders of academics and decision-makers to enable prospective teachers to save the valuable sections of basic information and values of the past and transfer them to new generations while approaching teaching with a perspective that promotes the potential of new generations in building a better civilization upon the achievements of past generations.
Enhancing Learning through Community Membership: Honours Students&apos; Perceptions of Community Membership and Its Impact on Learning
Author: Wabike, Paul
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Communities of Practice,Honors Curriculum,Higher Education,College Students,Foreign Countries,Business Administration Education,Interaction,Group Activities,Student Participation,Barriers,Program Effectiveness,Group Membership

This article looks at how membership of a community impacts learning for individuals. Community membership and learning have received much attention from scholars and practitioners alike (for example, in Wolfensberger, 2012; Inkelas, Jessup-Anger, Wawrzynski, &amp; Benjamin, 2007; Wenger, 1998). Specifically, many studies have focused on learning communities and how membership in such a community can help individual learners achieve what they are pursuing (Gabelnick et al., 1990). Using Communities-of-Practice (CoP) theory (Lave &amp; Wenger 1991; Wenger, 1998) as a theoretical background, this study sought to understand the perceived impact of community membership on learning. The ultimate goal is to put the benefits and drawbacks of this membership in the perspective of a close-knit group of students who exist within a large school community. This study has several objectives: (1) to understand the role of the community in learning for individual members; (2) to enhance student learning that is facilitated through the presence of a community of practice; and (3) to establish how a CoP can create a conducive learning environment for community members. This research article seeks to understand how community membership impacts learning through the perceptions of community members themselves. A questionnaire was sent out to 50 honours students (in the cohort 2016-2018), whereby 28 questionnaires were returned. The results show that community members experience a safe and supportive environment for their learning. The community can also be an exclusion factor from other communities, which can be counterproductive in learning. The implications of these results are discussed, and suggestions are given for school administrators who would like to use a community in enhancing learning.
Evaluation of Universities&apos; Distance Education by Students and Academicians in the COVID-19 (Coronavirus) Period: A Qualitative Research
Author: Zengin, Samet
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Students,Teacher Attitudes,College Faculty,COVID-19,Pandemics,School Closing,Distance Education,Educational Technology,Electronic Learning,Teacher Student Relationship,Online Courses,Foreign Countries,Barriers,Program Effectiveness,Computer Assisted Testing,Student Evaluation

The aim of the study is to evaluate the perspectives of students and academicians about distance education implemented by universities in the epidemic period and to determine the advantages and disadvantages of distance education to get an overall perspective. In the study, the data were obtained as a result of in-depth interviews with 12 students and 13 academicians. MAXQDA analysis program was used to analyze the data. The coded data were themed and analyzed. As a result of the analysis, concept maps were created and the analysis process was completed with interpretation. Conclusion of this study, the advantages and disadvantages of distance education applied by universities during the coronavirus period were evaluated. Recording the classes within the scope of distance education has given students the opportunity to review the classes. In this process, it is seen that education/training activities continue without any limitations on time and place. With distance education, it became possible to teach more than one class simultaneously. In this way, it became possible to reach more students in a shorter time. However, it has been found that the level of interaction between the academician and the student decreases in the distance education classes. As such, a decrease in motivation has been detected. Due to the COVID-19 pandemic, a rapid transition to distance education was made, and this rapid transition caused infrastructure and system problems. On the other hand, it is understood that a sound measurement and evaluation cannot be made in the exams applied in the distance education process.
The Notion of Continuing Education in Local Education Reports in Germany--An Analysis of Regional Disparities in Topics, Data, and Governance Recommendations
Author: Gerhards, Pia
Date: 2022-00-00
Type: Journal Articles
Subjects: Continuing Education,Foreign Countries,Regional Characteristics,Differences,Municipalities,Reports,Content Analysis,Governance,Rural Urban Differences

In Germany, continuing education (CE) is, to a large extent, controlled by municipalities (&quot;Kommunen&quot;). Municipalities have published an increasing number of education reports in recent years. These are intended as steering instruments for local education policy. Given that municipalities and the districts they represent differ in their structures, different challenges and opportunities associated with CE emerge. So far, it remains unclear which aspects of CE are considered by different types of municipalities in their reports and which steering potentials are seen. Based on a content analysis, we present findings on reported topics of CE, the extent of data usage, and derived recommendations for local governance. We separated four district types, showing different degrees of the dimension urban-rural. Although cities published education reports more frequently, rural districts were more likely to address CE issues. However, they had less data available, resulting in a lower range of topics and narrow overall opportunities for addressing CE. Therefore, improvement of data and accessibility of data are important to enhance the monitoring and governance of CE in municipalities. Regarding the reviewed recommendations, clear differences between district types emerged. For instance, expanding offers of CE for immigrants was mainly an issue of large cities, whereas rural districts emphasized the spatial and digital accessibility of offerings.
Education and Training Regimes within the Swiss Vocational Education and Training System. A Comparison of the Cantons of Geneva, Ticino, and Zurich in the Context of Educational Expansion
Author: Gonon, Philipp
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational Education,Comparative Analysis,Educational Legislation,Geographic Regions,Foreign Countries,Small Businesses,Industry,Labor Force Development,Educational History,Educational Change,Second Languages,French,German,Italian,Educational Development,Technical Education,Apprenticeships,School Role,Postsecondary Education

Swiss Vocational Education and Training (VET) is based on national legislation which was introduced in the 1930s and renewed in the 1960s (as well as in the 1970s and in 2002). At first, the goal of the national VET legislation was to further Vocational Education and Training in order to support small and medium enterprises; however, later, it also included industry and services and has more recently grown to support the learners themselves. The 1963 national legislation and the following implementation acts in the cantons were decisive in shaping the Swiss VET system from a historical and comparative perspective. We argue that still today we do not have a unified, national system of education, but rather e cantonal modes of education and also of VET. However, the cantonal actors--with a specific focus on Ticino, Geneva, and Zurich--argue with similar justifications, when it comes to the reform of VET. Nevertheless, within this national legal framework, the cantons adopt rather different solutions. The result is that different (language specific) regional pathways of VET were established, based on various education and training regimes. In this research paper, we aim to concentrate on the years from 1950 to 1970, a period that turns out to be particularly significant for the development of Swiss VET. We focus our research on the introduction of the Vocational Training Act in 1963 and look in detail at the extent to which the cantons developed their corresponding implementation acts from the perspectives of different motives and logics.
Investigating the Development of Individuals with Mental and Physical Problems Receiving Water Therapy in a Special Education and Rehabilitation Center
Author: Sirinkan, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Intervention,Rehabilitation,Students with Disabilities,Special Schools,Intellectual Disability,Physical Disabilities,Water,Therapy,Young Children,Program Effectiveness,Exercise,Psychomotor Skills

Investigation of the physical and psychological development challenged individuals receiving water therapy in a private education rehabilitation center. The aim of this study is to investigate the physical and psychological development challenged individuals receiving water therapy in a private education rehabilitation center. 5 children with mentally and physically problems who took water therapy in the Special Education Rehabilitation Center participated in the study. Children aged between 3-8. Children who have mentally problematic, who have participated in the research, have severe, moderate and mild mental problems and who have problems physically also have placenta, quatri plaque, spina bifida etc. children with orthopedic insufficiency. Special mobility training program was prepared for the children to be able to make joint problems for children with mental problems and physical problems. While the program was being prepared, support was received from special educator, water therapist and repertoire people. The study was administered 4 months, 2 days a week and 60-90 minutes. At the beginning of the research, the children who had mental problems were afraid of entering the water, they did not comply with the commands, they did not want to be separated from the mother and father. At the end of the research process, children with mental problems enter the water comfortably and even hurry to enter, they are not afraid of water, they are more adaptable to the commands, they continue to work separately from their parents, they are more willing to enter the water in children who have problems with orthopedic problems. It was observed that most of the children who wanted to move in the water, they were mostly able to perform the movements, and the majority of the children (90%) who had walking pants had walking exercises.
Climate Adaptation as Organizational Learning: A Grounded Theory Study on Manufacturing Companies in a Bavarian Region
Author: Fischer, Sophie
Date: 2022-00-00
Type: Journal Articles
Subjects: Grounded Theory,Manufacturing,Workplace Learning,Foreign Countries,Climate,Economic Factors,Geographic Regions,Corporations,Barriers,Specialists,Business Administration,Strategic Planning,Learning Processes,Change Strategies

Climate adaptation supports organizations in dealing with the current and projected effects of climate change by recognizing challenges as opportunities and increasing their economic efficiency. Based on the regional climate model REMO and 13 expert interviews with representatives from mainly manufacturing companies analyzed by the Grounded Theory methodology, this contribution aims to outline actual and future challenges of climate adaptation in the investigated region. We analyze how manufacturing companies respond to climate change and assess the main promoters and barriers of organizational learning in the context of climate adaptation. The expert interviews confirm the importance for companies of having a concrete business case for any strategies and of increasingly making their processes and manufacturing more transparent, through supply chain assessments. In accordance, a focus on strategic management levels is crucial for organizational learning processes as they are responsible for development, mobilization of resources and realization of adaptation concepts.
Falling through the Cracks: Deaf New Americans and Their Unsupported Educational Needs
Author: Schwartz, Michael A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Deafness,Immigrants,Refugees,Student Needs,Equal Education,Students with Disabilities,Federal Legislation,Educational Legislation,Access to Education,English (Second Language),Special Education,Sign Language,Deaf Interpreting,Higher Education,Inclusion,Job Training,Elementary Secondary Education,Barriers,Equal Opportunities (Jobs),Student Experience,Civil Rights,Educational Attainment

Members of the Deaf New American community reported they arrived in the United States with no formal education, unable to read or write in their native language, and had zero fluency in English. Efforts to educate them have floundered, and the study aims to find out why and how to fix the problem. Interviews of eight Deaf New Americans yielded rich data that demonstrates how education policy in the form of the Individuals with Disabilities Education Act (IDEA) and other laws fail to address their needs, because these laws do not include them in their coverage. The study's main findings are the deleterious effect of the home country's failure to educate their Deaf citizens, America's failure to provide accessible and effective instruction, and the combined effect of these institutional failures on the ability of Deaf New Americans to master English and find gainful employment. This article is an argument for a change in education policy that recognizes the unique nature of this community and provides for a role of Deaf educators in teaching Deaf New Americans.
Interpersonal Competences and Attitude to Online Collaborative Learning (OCL) among Future Pedagogues and Educators--A Polish and Portuguese Perspective
Author: Frania, Monika
Date: 2022-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Student Attitudes,Electronic Learning,Foreign Countries,Cooperative Learning,Preservice Teachers,Psychological Patterns,Conflict Resolution,Cross Cultural Studies

Interpersonal competences in relationship building, collaboration and teamwork are essential both in F2F education and in distance or hybrid styles of education. In the face of the COVID-19 crisis, as well as previous trends, some or all of the higher education didactics were transferred to the online environment. In this context, the Online Collaborative Learning (OCL) model, now known as collaborativism, is gaining importance. This research aims to diagnose and compare the level of interpersonal competences and attitude in the OCL model among students preparing for the profession of an educator, pedagogue or teacher in the autonomous region of Madeira and in Poland. Quantitative studies were conducted using the Interpersonal Competence Questionnaire by D. Buhrmester, W. Furman, M.T. Wittenberg and H.T. Reis--as adapted by Poland and Portugal. In addition, the respondents expressed their views on OCL in the self-written questionnaire. According to the research findings, the highest level of competence in the Portuguese group was achieved by the respondents in terms of: Emotional Support (EW), Conflict Management and Resolution (RK) and Negative Assertion-Asserting Influence (AO). In the Polish group, EW was the lowest. The highest level of interpersonal competences was observed for Conflict Management and Resolution (RK), Disclosure (US) and Initiation (IR). The largest group of the surveyed students in both countries expressed a positive attitude towards implementing OCL in their courses of study and declared their willingness to be a member of a group that learns online together.
Elementary Science Teachers Adapt Their Practice during a Pandemic
Author: Lee, Tammy Dutton
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Educational Change,Teaching Methods,COVID-19,Pandemics,Distance Education,Electronic Learning,Educational Technology,Science Instruction,Science Teachers,Sense of Community,Instructional Development,Teaching Experience,Teacher Attitudes

The COVID-19 global pandemic created new challenges for teachers and school systems as teachers were forced to rapidly transition to remote learning using new digital tools and resources. Teaching elementary science in &quot;normal times&quot; is challenging due to issues involving teacher preparation, limited access to materials and lack of administrative support due to emphasis on tested subjects, among others. Using reform-based, inquiry practices is challenging when teaching science face-to-face and even more so in an online environment. Compounded with issues of access and equity, teachers faced many problems with moving elementary science instruction online due to COVID-19. This study reports on the experiences of 10 early career teachers who were graduates of a specialized elementary science concentration. Teachers reflect on the challenges faced, how they adapted, and how they designed new learning contexts to teach science. Teachers report on resources they found beneficial, assess needs for the future, and explain how they worked to maintain a sense of community for their students during this unprecedented critical time.
Gamification as a Teaching Method to Improve Performance and Motivation in Tertiary Education during COVID-19: A Research Study from Mexico
Author: Rincon-Flores, Elvira G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Game Based Learning,Teaching Methods,Academic Achievement,Student Motivation,College Students,COVID-19,Pandemics,Foreign Countries,Learner Engagement,Recognition (Achievement),Student Attitudes

Gamification is usually understood as a pedagogical strategy that favors student engagement and motivation. Traditionally it is composed of dynamics, mechanics, and components. The purpose of this study was to compare Engineering and Economics and Social Sciences undergraduate students in their performance (grades), motivation, quality of assignments, participation, and emotion when their teachers used gamification as an innovative teaching method during the COVID-19 pandemic. Pearson correlations, Principal Component Analysis (PCA), and Mann-Whitney test were conducted. Additionally, four students were interviewed to describe the emotional downside of the lockdown. The main results indicate that there are higher positive relationships among variables in the Engineering undergraduate students rather than in Economics and Social Sciences and show that emotion poorly correlates with performance, especially for the Economics and Social Sciences students, as many have a negative attitude toward learning mathematics. Additionally, gender and scholarship status are not differential factors. Gamification proved to be a useful pedagogical strategy to promote participation and enhance motivation among undergraduate students, particularly in a context of academic confinement. This study gives teachers an idea of the benefits and extent to which gamification can be used in the classroom.
Exploring the Key Factors Influencing the Academic Performance of First Year Students at Undergraduate Level in Bangladesh
Author: Jony, Md. Solaiman
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Academic Achievement,Academic Failure,Dropout Rate,Student Interests,Barriers,Student Characteristics,Student Behavior,Study Habits,Attendance,Pedagogical Content Knowledge,Teaching Skills,Communication Skills,Written Language,Teacher Competencies,Self Esteem,Self Motivation,Self Control,Time Management

Since the number of students entering into the higher education system is increasing along with the dropout rates, therefore it is important for the institutions to identify the reasons that impact students' academic performance in order to introduce the provision for necessary support for the students. This study is stimulated by the demand to determine such factors at undergraduate level that cause academic failure and dropout rates. Therefore, this study attempts to investigate what students perceive as the key influential factor that effects the academic performance of first year undergraduate students at university level. A quantitative research approach was followed to conduct the study. A survey was designed with questionnaire and was administered. Total 450 first year students, both from public and private universities in Bangladesh, were selected by convenience and stratified simple random sampling. The findings of this study disclosed that appropriate choice of course of study; students' interest in the subject; regular attendance at lectures; timely and regular examination preparation; teachers' pedagogical knowledge and skills; effective written communications skills; effective study methods are the topmost success factors that influence students' academic performance. Oppositely, lack of interest in the course content; inadequate or poor exam preparation; irregular attendance at lectures/tutorials; late submission of assignments; lack of self-discipline, self-motivation and confidence; inability to distinguish between important and unimportant information; heavy course workload; and inefficient time management reverse the academic performance of the students.