ethanporcaro/eric-fulltext-meta huggingface dataset:
Research and the Field of Adult Literacy Education (Part 2 of 3)
Author: Stewart, Carmine
Date: 2022-00-00
Type: Journal Articles
Subjects: Adult Literacy,Literacy Education,Incidence,Advocacy,Teaching Methods,Educational Research,Program Descriptions,Tutoring,Barriers,Outcomes of Education,Adult Education

The adult literacy education field draws on research from several disciplines to support the work of educating the 40-44 million U.S. adults who lack the skills to obtain and maintain family sustaining work opportunities (Kirsch et al., 1993). Adult literacy research that documents the prevalence of low literacy in the adult population is useful for increasing awareness, for advocacy, and for educating funders and community partners about the need for, and impact of, adult literacy education. Research from adult and K-12 education are useful for improving professional practice and implementing effective program initiatives and for developing new knowledge about effective instructional strategies, evolving learner needs, and improving learner outcomes. In adult literacy education, efforts are made to use research for each of these purposes at the national, program, and individual levels. This paper documents how Seeds of Literacy, an adult literacy program in Cleveland, Ohio, uses education research to support its work. [For Part 1 of the series, see EJ1353257.]
Design and Evaluation of a Board Game in Food and Nutrition Education
Author: Chiang, Feng-Kuang
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Games,Nutrition Instruction,Foods Instruction,Foreign Countries,Grade 7,Middle School Students,Design,Evaluation,Knowledge Level,Behavior Change,Attitude Change,Instructional Effectiveness,Body Composition,Gender Differences

The outbreak of the COVID-19 pandemic has caused increasing concern over health care, part of which involves the role of nutrition. In this study, a nutrition educational board game, featuring quantitative computation, was designed to help students acquire nutrition knowledge and improve dietary behaviors. A group of 22 students in grade 7 of a middle school in Beijing were selected as the participants. A single-group pre- and post-test quasi-experimental design was adopted. Knowledge-Attitude-Practice (KAP) questionnaires and interviews were used to investigate students' changes in dietary knowledge, attitude, and behavior. The influence of gender and body mass index (BMI) on the teaching effectiveness was also explored. The results showed that some dimensions of knowledge, attitude, and behavior significantly increased in the students. Their changes in behavior were mainly related to some aspects that were easier to adjust. In addition, the study also found that females and students with abnormal BMI were more likely to be influenced by the educational game to make positive changes in attitude and behavior.
Two Cognitive Dimensions of Students&apos; Mental Models in Science: Fidelity of Gestalt and Functional Fidelity
Author: Ubben, Malte S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Processes,Schemata (Cognition),Science Education,Quantum Mechanics,Physics,Cognitive Structures,Scientific Concepts,Factor Analysis,Fidelity,Educational Psychology,Secondary School Students,Foreign Countries

A poorly elaborated learner's understanding of models has been reported to be one of the major sources for learning difficulties in the quantum domain. To be able to provide physics education in schools with evidence as to how this problem can be tackled, a deeper theoretical understanding of the structure of learners' mental models in quantum physics seems essential. In this respect, previous research has proposed two dimensions in learners' mental models in the atomic hull context, labelled Fidelity of Gestalt and Functional Fidelity. In this article, we investigate whether this proposed two-factorial structure can be transferred to quantum concepts beyond the atomic hull context. To approach this, we surveyed the structure of students' mental models in the context of photons' properties and behavior. We conducted a questionnaire study: 170 secondary school students completed a survey instrument adapted from the literature. Using exploratory factor analysis, the two factors Fidelity of Gestalt and Functional Fidelity to describe the students' mental models could be replicated for the photon context. We provide a selection of results from physics education literature to reveal that our two-factor framework to describe the students' mental models seems to be a promising endeavor in the landscape of science education research in general.
Educational Research and Practice: A State-Level Professional Development Perspective (Part 3 of 3)
Author: Severson-Irby, Elizabeth
Date: 2022-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Adult Education,Educational Research,Faculty Development,COVID-19,Pandemics,Teaching Methods,Educational Change,Evidence Based Practice,Educational Quality,Barriers,Models,Futures (of Society)

The relationship between research and practice in education, especially in adult education (AE), has generally been tenuous with most educational research focused on K-12 contexts and structured classroom environments that do not directly translate to adult learning contexts. However, the ever-increasing pace of change in the instructional landscape over the last two years has driven the authors, in their professional development (PD) center, to rely heavily on research about how people learn in diverse environments and to respond quickly with approaches and strategies that can be immediately applied to instructional practice. COVID has reshaped the educational landscape, requiring those in the educational enterprise to be flexible and adaptable in how they view learning and the learning environment. The ever-changing demands of the pandemic has instructors and programs constantly shifting how they deliver instruction and how they design programs. As PD providers, Elizabeth Severson-Irby and Kate Rolander have worked to keep pace with these changes while focusing on quality, evidence-based offerings. This article describes how their use of educational research in developing PD has shifted, challenges they face when using and translating research, and suggests future research areas for AE. [For Par 2 of the series, see EJ1353259.]
Transversal Competencies for Employability: From Higher Education to the Labour Market
Author: Belchior-Rocha, Helena
Date: 2022-00-00
Type: Journal Articles
Subjects: College Graduates,Student Attitudes,Job Skills,Transfer of Training,Employment Potential,Education Work Relationship,Labor Market,Soft Skills,Foreign Countries

Aligning learning goals with the needs of the labour market is a difficult task for universities, especially in the present day. Although organisations seek professionals with flexible and varied skills, universities often underestimate the importance of cross-curricular skills. Thus, this article aims to identify the perception of recent graduates as to the importance of the transversal skills that they acquired and developed at university and the ways in which they are now applied in the work environment. In this exploratory study, we sent a questionnaire to recent graduates that allowed us to analyse the development and applicability of these competencies in organisations. The results are further discussed within the broader framework of how universities adapt to the strong socio-economic challenges that characterise current times and the integration of recent graduates into the labour market.
Determining the Learning Profile of Engineering Projects Students from Their Characteristic Motivational Profile
Author: Botejara-Antúnez, Manuel
Date: 2022-00-00
Type: Journal Articles
Subjects: Engineering Education,Student Motivation,Cognitive Style,College Students,Personality Traits,Learning Processes

Engineering courses usually have a low success rate, and students that take them often consider them difficult and show little motivation towards them. In this context, it is essential to obtain information about the profile of the students so that the teaching can be adapted to their perceived needs and motivations as well to provide support to them. This descriptive-exploratory research study was carried out to determine the learning profile of engineering project students through their motivational profile based on five grouping variables (gender, type of high school of origin, access studies, specialty, repeater). The instrument used was a consolidated motivational assessment questionnaire consisting of items in a series of seven basic scales aligned and grouped together into three motivational dimensions (MAPE-3). As a result, a student profile was observed that was dominated by the dimension of motivation towards the task and characterized by a mixed reflective-practical learning profile based on analytical and predominantly practical individuals.
Job Autonomy, Workload and Home-Work Conflict as Predictors of Job Satisfaction among Employed Women in Academia
Author: Uwannah, Ngozi Caroline
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Employed Women,Professional Autonomy,Family Work Relationship,Job Satisfaction,Predictor Variables,Faculty Workload,Women Faculty,College Faculty,School Personnel,Responsibility

Women's work has been acknowledged as an important tool towards effective leadership and economic development in Nigeria and Africa in general. It is important therefore, to accept their presence and encourage the active role they play in the labour force which at the long run impacts the economy positively knowing full well that they make up noticeable portion of the world's population. This study evaluated the contribution of job autonomy, workload and home-work conflict to the job satisfaction of employed women in universities in Ogun State, Nigeria. A descriptive survey design was used to draw 200 women through multistage sampling technique. Standardized questionnaires were used to obtain responses from respondents. Four hypotheses postulated were analyzed using correlation matrices and multiple regression analysis and the level of significance was at 0.05 level. Findings show that job autonomy, workload, and home-work conflict jointly contributed to job satisfaction with 10.1% variance (Adj. R2 = 0.101) while workload predicted female employees job satisfaction the most. It was concluded that university management should introduce flexibility in work schedules and restructure job descriptions to allow female employees have more autonomy so as to reduce the effect of home-work conflict and pressure associated with workload.
Adult Attention Deficit and Hyperactivity Disorder Symptoms and Internet Addiction in College Students: Prevalence and Differential Associations
Author: Zhang, Wei
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Attention Deficit Hyperactivity Disorder,Internet,Addictive Behavior,Rating Scales,Symptoms (Individual Disorders),Computer Use,Time

This paper presents an investigation that aims to: (1) explore the relations between core symptoms of adult Attention Deficit and Hyperactivity Disorder (ADHD) and several typical Internet activities, and (2) compare the predictive power of two core symptoms of ADHD- inattention and hyperactivity/impulsivity- in predicting Internet addiction. Methods: A total of 2016 Chinese college students participated in this study. The ADHD symptoms were assessed using Conners self-rating scales and DSM-5 semistructured interviews. Structured Clinical Interview for the Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (SCID-5) was used to exclude other psychiatric disorders. Chen's Internet addiction scale (CIAS) was used to evaluate Internet addiction. Information about Internet activities (e.g., online gaming) was collected through a self-constructed questionnaire. Results: The ratio of Internet addiction problems among individuals with ADHD symptoms is significantly higher than in ordinary individuals (48.9% vs. 14.3%). Further, each core ADHD symptom has unique relations with different types of Internet activities. Specifically, both core ADHD symptoms are negatively associated with information downloading and online learning, and positively associated with online gaming, while online shopping is only associated with hyperactivity/impulsivity. Furthermore, both core ADHD symptoms are significant predictors of Internet addiction, especially inattention. Conclusion: College students with ADHD symptoms are at a higher risk of having Internet addiction than peers without ADHD symptoms. For individuals with ADHD symptoms and excessive online gaming and/or online shopping behaviors, the probability of having Internet addiction is even higher. These findings have important implications for identifying risk factors of Internet addiction and preventing Internet addiction in Higher Education settings.
Leadership Expectations of Secondary School Students in the Context of School Principals
Author: Demirbilek, Mesut
Date: 2022-00-00
Type: Journal Articles
Subjects: Leadership Responsibility,Principals,Secondary School Students,Student Attitudes,Expectation,Administrator Behavior,Values,Leadership Qualities,Ability,Administrator Characteristics,Leadership Styles,Foreign Countries,Grade 5,Grade 6,Grade 7,Grade 8

In the research, it was aimed to learn the leadership expectations of secondary school students in the context of school principals. In this context, focus group interviews were conducted with sixteen students studying at different grade levels in the research conducted with a phenomenological design, and the data obtained were subjected to content analysis. When the findings were examined, it was seen that the leadership expectations of the students from the school principals were shaped in four subthemes (behavior, values, skills and abilities, and characteristics). According to the results obtained, students from school principals about leadership; In the behavior sub-theme, they expect the most discipline and valuing ideas, they expect the most fairness, tolerance and understanding in the values sub-theme, they expect the most professional expertise in the skills and abilities subtheme, and they expect the most compassion and sincerity in the characteristics sub-theme. The results show that the expectations of the students, which are the basic elements of the education process, should be taken into account by the school leaders.
Young Children&apos;s Ideas about Heat Transfer Phenomena
Author: Pahl, Angelika
Date: 2022-00-00
Type: Journal Articles
Subjects: Kindergarten,Young Children,Concept Formation,Knowledge Level,Heat,Observation,Water,Science Interests,Language Processing,Foreign Countries,Behavior

In this article, we present kindergarten children's ideas about thermal phenomena before any educational intervention took place. In order to capture and account for the heterogeneity of the kindergarten group in this study, first teachers observed children's exploration behavior, task orientation, science interest, and language comprehension in everyday kindergarten life using a structured observation form. Then, 24 children aged between 3.8 and 6.0 years were interviewed individually about three situations focusing upon water temperature and its changes. The results show that interest in science and language comprehension are significantly related to children's understanding of thermal phenomena, while task orientation and exploratory behavior are not. In general, the kindergarten children did not yet use the word &quot;heat&quot; in their descriptions and explanations but were more or less able to describe the water temperature and its changes in a differentiated way.
An Examination of Practice-Based Virtual Simulations and Pre-Service Mathematics Teaching Efficacy and Outcome Expectancy
Author: Davis, Trina J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Simulation,Preservice Teachers,Mathematics Teachers,Teacher Effectiveness,Educational Technology,Program Effectiveness,Instructional Effectiveness,Expectation,Interpersonal Relationship,Middle Schools,Secondary School Mathematics,Algebra

Authentic practice in pedagogical approaches is essential for preparing teachers to design effective learning experiences that foster student engagement during this digital era. There is an opportunity to explore novel and effective designs of virtual experiences that may augment or better prepare preservice teachers for field placements in physical classrooms. We proffer that virtual classroom simulations can and should be further explored and leveraged, now more than ever. In this paper, we examined a model of the impact of perceptual variables on instructional effectiveness that can enhance teaching efficacy and outcome expectancy when preservice teachers engage in practice teaching experiences in a virtual classroom simulation. The relationships between perceptual variables (presence, instructional time, and engagement) and teaching efficacy and outcome expectancy, as they relate to instructional effectiveness, were analyzed using the structural equation modeling approach. The results supported all of the hypothesized relationships. For example, presence and instructional time strongly and positively influenced engagement. Engagement was strongly related to instructional effectiveness. Instructional effectiveness was strongly and positively related to teaching self-efficacy, as well as outcome expectancy. The results support that virtual world classroom simulations can be an effective space for practice teaching for prospective mathematics teachers. Furthermore, this study provides insights for teacher educators, developers, and instructional designers interested in designing and utilizing practice-based simulations.
COVID-19 Pandemic: The Impact of the Social Media Technology on Higher Education
Author: Papademetriou, Christos
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,Technology Uses in Education,Higher Education,Pandemics,COVID-19,Student Motivation,Educational Benefits,Social Networks,Foreign Countries,Outcomes of Education,Community Development

The COVID-19 pandemic led universities to transform the traditional teaching methodologies into distance education. Therefore, social media has become progressively prominent as teaching and learning resources in universities. Several studies have been conducted for the development of social media as a learning tool. However, there is limited empirical evidence supporting this claim. The present study bridges the gap in the literature concerning the value of the use of social media in higher education. This research seeks to examine the impact of the use of social media in (a) enhancing teaching and learning in universities, (b) motivating and supporting students and (c) developing community connection. A qualitative methodology was adopted. Specifically, in-depth interviews were conducted to assess the effectiveness of social media on students learning in higher education. The results showed that the use of social media by higher educational institutions positively impacts the educational process by (a) promoting teaching and learning, (b) motivating students to be active participants, and (c) establishing connections in the university community. Some obstacles in the teaching and learning process were also identified. Future areas of research are proposed.
Participatory Research and the Ethics of Anonymisation
Author: Godfrey-Faussett, Thomas
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Participatory Research,Ethics,Decision Making,Committees,Confidentiality,Data Collection

Research in the UK is increasingly regulated by ethics review committees (RECs) which require researchers to seek ethics approval before commencing research. These RECs routinely expect researchers to anonymise data as part of standard ethical research practice. However, the anonymisation of data may sit in tension with participatory approaches to research which prioritise shared ownership of the research. In particular, the need to make decisions relating to ethics prior to the start of research makes it difficult for researchers to meaningfully share decision-making power with their participants--a fundamental principle of participatory approaches. This paper uses a participatory research study as a case study to explore this tension. In the study, the decision to anonymise data was made as part of the ethics approval process. However, over the course of the study, the researcher questioned whether this was the correct decision for this study. In order to afford researchers the flexibility required to involve participants in decision making, this paper argues for a dialogic and situational approach to ethics regulation. Allowing researchers to delay key decisions would mean that researchers could involve participants in the decision-making process rather than purely informing them of the results of decisions made on their behalf.
New Public Management and the Centralization of Educational Assessment Policy in Brazil: The Impact of the COVID-19 Pandemic in the Educational Field
Author: de Paula, Alisson Slider do Nascimento
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Administration,Educational Policy,Educational Assessment,COVID-19,Pandemics,Foreign Countries,Equal Education,College Curriculum,Standards,College Administration

This text aims to analyze the conditionalities of the New Public Management for the educational assessment policy in Brazil and the deepening of educational inequality with the outbreak of the Coronavirus disease (COVID-19) pandemic. Certainly, within the trajectory of educational policies, Brazil has a clear relationship with the conservative way in which the State and society were shaped. In the current scenario of the New Public Management, the new educational policy dictates an economic logic in the pedagogical factor, which uses business management methods for results, transforming it as a solution to measure the quality of teaching, for which it uses evaluation mechanisms. Aspects linked to the New Public Management such as efficiency, efficacy and effectiveness permeate the rationality of educational policy and, consequently, of the evaluative logic. Indeed, the centrality of the assessment conditioned the logic of curriculum standardization. These curriculum guidance indicators denote training based on skills and abilities that contribute to training that meets market demands.
Connecting Higher Education to the Labour Market: The Experience of Service Learning in a Portuguese University
Author: Pais, Sofia Castanheira
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Education Work Relationship,Labor Market,Service Learning,Foreign Countries,Employment Potential,Interpersonal Competence,Skill Development,Communication Skills,College Faculty,Teacher Attitudes,College Students,Student Attitudes

The mission of higher education institutions (HEI) includes fostering conditions that enable student participation, and a commitment to their professional success. Pedagogical strategies which combine learning that goes beyond the university and involves a service-learning (SL) course carried out in the context of a pedagogical innovation programme of the University of Porto were examined. This examination included interviews with teachers, a focus group discussion with students and the analysis of logbooks and final reports to realize the potential of SL for improving employability. The results put into perspective the weaknesses and potentialities of SL courses at HEI and show that when academic learning is integrated with community experience, students gain both personal/social and academic skills. They also develop leadership and communication skills and critical awareness on the one hand and time and resources management and the ability to adapt and respond to challenges of the real world on the other, all seen as beneficial for the transition into the labour market.