ethanporcaro/eric-fulltext-meta huggingface dataset:
Follow the Money or Follow the Mentors? The Impact of Mentoring on Absenteeism and Achievement in High Poverty Schools
Author: May, Judy Jackson
Date: 2021-03-00
Type: Journal Articles
Subjects: Educational Finance,Mentors,Attendance Patterns,Academic Achievement,Poverty,Disadvantaged Schools,Elementary Secondary Education,Federal Legislation,Educational Legislation,High School Students,Middle School Students,School Activities,Grade Point Average,Student Participation

Since the passage of the Elementary and Secondary Education Act of 1965, over 300 billion dollars have been funneled to schools through Title I funds. Qualifying school districts receive Title I funds to address disparities between disadvantaged students' academic achievement and their less impoverished peers. Substantial research has focused on the impact of funding and other significant factors on student achievement. One such significant factor impacting student achievement is chronic absenteeism, which is associated with lower student performance. Students from disadvantaged environments are more likely to miss school than students from higher-income families. This causal-comparative examination investigates the effects of a mentoring program on disadvantaged students in an urban secondary school. The findings reveal that students participating in mentoring for extended periods demonstrate significantly fewer absences, resulting in higher grade point averages. These findings indicate that low-budget school mentoring programs have a positive impact on absenteeism and student achievement.
&quot;I Think We&apos;re All Teachers Even though We&apos;re Students&quot;: Examining Youth Perspectives of Peer Support for College Readiness in an Urban Public High School
Author: Marciano, Joanne E.
Date: 2021-03-00
Type: Journal Articles
Subjects: Student Attitudes,College Readiness,High School Students,Urban Schools,Minority Group Students,Academic Achievement,Access to Education,Grade 12,Peer Relationship,Culturally Relevant Education,Peer Influence

Youth of color enrolled in urban public high schools, particularly those students who seek to be the first in their families to graduate from college, frequently encounter barriers to their college readiness and access. This study engaged an analytic approach built with culturally relevant and sustaining theories of education to examine how 10 youth of color enrolled in 12th grade at a Title 1 public high school in New York City provided and/or received support from peers as they navigated such barriers. The study utilized a youth coresearcher methodology to amplify student voices about an issue directly connected to their lives. Two findings emerged across data analysis: (1) students asserted collective notions of academic achievement and (2) challenged what they perceived as inequitable access to resources and opportunities as they supported their peers' college readiness and access. Taken together these findings provide new insights into possibilities for building from students' interactions with peers across contexts of curriculum, teaching, and research in urban schools.
Involvement of Critical Thinking Education in University Studies: A Qualitative Research
Author: Saulius, Tomas
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Introductory Courses,Philosophy,Ethics,Task Analysis,Models,Teaching Methods,Undergraduate Students,Comparative Analysis,Outcomes of Education,Physical Education,Team Sports,Universities,Student Attitudes,Definitions,Reflection,Foreign Countries

The current research addresses interesting and still mostly neglected question of how introductory philosophical disciplines (such as &quot;Introduction to philosophy&quot;, &quot;Introduction to ethics&quot; etc.) affects students' comprehension of the concept of critical thinking which is one of the most important descriptive and normative notions in contemporary education. Addressing this issue we formulated following tasks. First, to outline a theoretical framework of the research by introducing models of critical thinking that are relevant in contemporary education. Second, to discover and compare undergraduate students' understanding of critical thinking before and after the completion of their philosophy classes. To complete the first task, the common methods of literature review (scoping, analysis, synthesis) were applied. The second task was completed by means of empirical (qualitative) research. Actual sample of current research consists of 15 undergraduates (first year) students from study program &quot;Physical education and sports&quot; in Lithuanian Sports University (LSU). The method of semi-structured interview was used in the current research. Participants were asked to give elaborated answers to 10 questions prepared in advance, as well as a range of additional questions which appeared to be relevant in the course of the interview. The participants were interviewed twice: the first time before the beginning of their philosophy classes (module &quot;Philosophy of education&quot;), and the second time after their completion. Our research leads to two conclusions. The first (conceptual) conclusion is that despite a great diversity of definitions and theoretical models of critical thinking the underling idea remains the same, namely, that of reflectivity, a general ability to discern different prospects of actions and to associate particular action with initial motives (needs, goals). The second (empirical) conclusion is that philosophical classes, as a kind of educational intervention, makes the idea of reflectivity more articulated in students' conceptions of critical thinking.
Mathematics: An Academic Discipline That Generate Anxiety in College Students
Author: Escalera-Chávez, Milka Elena
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,College Students,Student Characteristics,Majors (Students),Social Sciences,Intellectual Disciplines,Foreign Countries,Correlation

Mathematics is very important in the workplace. Companies, through mathematical models, can filter and interpret the data obtained from sales reports, customer feedback or web traffic, in order to improve the company's strategy and optimize processes and results. However, a problem arises: for the students who will soon enter the work force, mathematics generates anxiety and so, they try to avoid it. This study aims to examine whether there is a difference in university students regarding math anxiety in terms of gender, career, age and semester, as well as the causes of this anxiety. It is a study that is approached from the hypothetical-deductive and cross-sectional method. The sampling was simple random and it was made up by 343 college students from the majors of the administrative economic area. The instrument used is the scale designed by Auzmendi (1992), of which only the anxiety factor was used. The Kruskal-Wallis test was used to analyze the data. The findings indicate that anxiety towards mathematics is the same in men and women, there are no differences in relation to the age and major of the students, but there is a difference regarding the course that the student attends.
A Look at Empathy, University Belonging, and Intersectionality: How to Support a Diverse Student Body amid the COVID-19 Crisis
Author: Johns, Shantalea
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Empathy,Student School Relationship,College Students,Mental Health,Identification (Psychology),Emotional Response,Well Being,School Closing,Online Courses,Trauma,Social Bias,Racial Bias,Gender Bias

The present short essay discusses the impact COVID-19 has had on college students. As universities work to build supportive learning environments during these unprecedented times, it is important for practitioners to consider how mental health and student identity impact student success. The framework proposes that empathy, university belonging, and an intersectional approach to academic support can contribute to a student's mental health, identity, and emotional well-being as they transition back to academic life.
Usage of Internet by University Students of Hispanic Countries: Analysis Aimed at Digital Literacy Processes in Higher Education
Author: Gómez-Galán, José
Date: 2021-00-00
Type: Journal Articles
Subjects: Internet,College Students,Student Interests,Technological Literacy,Media Literacy,Information Literacy,Information Seeking,Leisure Time,Social Media,Computer Use,Competence,Foreign Countries

One of several scientific disciplines' significant objectives is to determine the integration of information and communication technologies (ICTs) in the academic setting. This research studies the use of ICTs, especially the Internet, by university students in Hispanic countries. The methodology used is descriptive and quantitative, based on data mining, through a validated and highly reliable instrument. The sample was composed of students from six countries (N = 1893). The results show that the primary interests in using ICTs and the Internet are primarily for consuming social networks, obtaining information, and leisure, above and beyond their use for academic and university purposes. This indicates that there is still a lack of sufficient training for the optimal use of these technologies by higher education students. It is urgent to carry out digital literacy processes that allow them to develop a critical sense in using ICTs, nowadays configured as powerful means of communication. Furthermore, this study has been determined that the Hispanic common space has solid cultural roots and everyday practices that lead to quite similar general interests.
Are Schools Replaceable? Creative Destruction in the Post-Pandemic Society
Author: Narodowski, Mariano
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Socioeconomic Influences,Blended Learning,Educational Innovation,Distance Education,Online Courses,At Risk Students,Access to Computers,Internet

Lockdown measures and school closures in response to coronavirus have exposed and amplified the relationship between wealth and richer home-learning environments as well as the digital divides among students and among schools. Simultaneously, innovation processes seem to be occurring in response to the restrictive measures. The purpose of this short essay is to discuss the consequences of COVID-19 for students, pedagogy, and schools, particularly the relationship between socioeconomic conditions and possibilities of innovation in education. Based on Joseph Schumpeter's concept of creative destruction, we suggest that while some institutions may have the possibility of reinventing themselves by developing blended models of education, for a vast worldwide majority of students, traditional -- which is to say, face-to-face and disconnected -- schools are irreplaceable.
Challenges Faced by Indian International Students in US Higher Education
Author: Chennamsetti, Prashanti
Date: 2020-00-00
Type: Journal Articles
Subjects: Barriers,Foreign Students,Foreign Countries,Graduate Students,Interdisciplinary Approach,Student Adjustment,English (Second Language),Second Language Learning,Cultural Differences,Psychological Patterns,Student Attitudes

Transiting from a home country to a host country in pursuit of higher studies involves various psychological and sociocultural challenges. Accordingly, this phenomenological qualitative study explores the challenges faced by six Indian international graduate students in a US university. The study further integrates an interdisciplinary approach by including participants from different disciplines to generate an understanding of their collective experiences. The data analysis generated five themes related to the challenges encountered: (1) living away from family and friends; (2) difficulty in expressing; (3) multitasking; (4) difficulty in fitting in; and (5) lack of positive attitude. Findings have implications for US universities. Higher educational institutions can play an essential role in addressing the challenges to facilitate a positive academic experience for international students. [Note: The page range (259-273) shown on the PDF is incorrect. The correct page range for this article is p249-263.]
Transformations in Public Education in the Ukrainian State in 1918. Part 2
Author: Degtyarev, Sergey I.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Public Education,Educational History,Educational Policy,Preschool Education,Elementary Secondary Education,Institutional Autonomy,Government Role,Teacher Education Programs,Ukrainian,Second Language Instruction,Politics of Education

This paper continues the authors' analysis of the policy pursued by the government of the Ukrainian State in the area of public education in 1918. The primary focus in the work's second part is on the government's policy on preschool, primary, and secondary education. The key sources employed in the work are materials from the period's periodical press, memoirs by contemporaries of the events, and published statutory enactments of the government of the Ukrainian State regulating policy on primary and secondary education. It is in the year 1918 that the primary, secondary, and higher education systems in the Ukrainian State were formalized legally. The government was deeply aware of the decisive role of the public education system in the development and strengthening of Ukrainian statehood. The authors drew the conclusion that primary and secondary schools in the region enjoyed a high level of autonomy in terms of organization of the educational process at the time. The exception was that government policy actively facilitated the Ukrainization of the educational process -- by way of introduction of instruction in the Ukrainian language and disciplines related to Ukrainian studies. This was a positive influence amid the formation of a young Ukrainian state. Despite a challenging military/political and economic situation, the government did manage to provide most of the region's educational facilities with all appropriate course materials. The government worked closely with local authorities and the public, which had a positive effect on the development of the systems of primary, secondary, and preschool education locally. [For Part 1, see EJ1284289.]
The System of Public Education in Terek Oblast in the Period 1860-1917. Part 2
Author: Cherkasov, Aleksandr A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Education,Educational History,Geographic Regions,Educational Practices,Educational Development,Elementary Secondary Education

This work examines the system of public education in Terek Oblast in the period 1860-1917. The present part covers the period 1901-1917. The key source used in putting this work together is the annual Reports on Educational Institutions in the Caucasus Educational District, which provide data on the region's schools run by the Ministry of Public Education. Methodologically, wide use was made of the statistical method to identify a set of distinctive characteristics of the development of the system of public education in Terek Oblast in the period. To achieve the study's objectives, use was also made of general research methods such as analysis and synthesis, concretization, and summarization. Of special mention is the use in this study of the historical-situational method. The authors' conclusion is that between 1900 and 1917 the system of public education in Terek Oblast was in a period of dynamic development. The number of ministerial educational institutions in the region rose 3.3 times, from 182 to 609. Secondary educational institutions abounded in towns and large populated localities across the region. At the same time, there was a sharp increase in the quality and number of lower educational institutions, some of which were reorganized from four-year urban schools into six-year higher primary schools. The region became home to a teacher's seminary and a teacher's institute, as facilities for the training of teachers. By the start of World War I, school was attended in Terek Oblast by nearly 55 % of all its school-age children, which, given the large number of mountaineers in the region, was quite a substantial figure. [For Part 1, see EJ1284284.]
Microcredential Learners Need Quality Careers and Employability Support
Author: Healy, Michael
Date: 2021-00-00
Type: Journal Articles
Subjects: Credentials,Employment Potential,Career Development,Lifelong Learning,Education Work Relationship,Career Counseling

Providers, industry, and governments have embraced microcredentialing as a solution to the volatility and velocity of changes in labour markets, workplace competencies, and the needs of the 21st century lifelong learner (Oliver, 2019). However, microcredentials do not, in and of themselves, guarantee career or employment success. Seeking a microcredential is one &quot;adaptive career behaviour&quot; that people might enact in pursuit of their career goals (Lent &amp; Brown, 2013). Similarly, holding a microcredential is one form of &quot;employability capital&quot; that people might highlight when seeking employment (Tomlinson &amp; Anderson, 2020). As Kift (2021) has noted, microcredentials should be designed and delivered in a lifelong learning ecosystem of educational, employment, and social support systems. One crucial element of this support is ensuring that learners have the requisite career management skills and labour market literacy to make the best use of microcredentials to achieve their goals (Kift, 2021; Oliver, 2019). In this essay, the author picks up this point to argue that career development practitioners (CDPs) have a crucial role to play in helping learners approach microcredentials as part of a cohesive career strategy, integrate them into their career narratives, and express their value to employers.
The Move to Micro-Credentials Exposes the Deficiencies of Existing Credentials
Author: Boud, David
Date: 2021-00-00
Type: Journal Articles
Subjects: Credentials,Minicourses,Higher Education,Outcomes of Education,Employment Potential,Foreign Countries,Academic Standards,Quality Assurance,Educational Quality

The rush to short courses and use of micro-credentials prompted by responses to the pandemic has greatly accelerated a trend already underway. However, few studies have examined the impact of short courses or micro-credentials on skills or employment outcomes, and this hasty move draws attention to major problems in the ways in which higher education credentials - macro and micro - are designed and assessed. Micro-credentials cannot be simply added into the mix. If assessment of current course units does not enable a determination that learning outcomes have been met, how will anyone know if the mixture of micro-credentials and normal course units adds up to meeting the requirement for a qualification when the learning outcomes of all parts cannot be assured? If existing course units do not assure learning outcomes then they cannot become micro-credentials because they do not meet the minimum requirements of adequacy. The increasingly common repackaging of existing units into micro-credentials must be regarded with suspicion. This article provides four suggestions on what can be done about problems posed by the use of micro-credentials.
Enhancing Graduate Employability through Targeting ePortfolios to Employer Expectations: A Systematic Scoping Review
Author: Mitchell, Lana
Date: 2021-00-00
Type: Journal Articles
Subjects: College Graduates,Employment Potential,Employer Attitudes,Expectation,Recruitment,College Faculty,Value Judgment,Affordances,Portfolios (Background Materials),Resumes (Personal),Web Sites,Educational Research

Electronic portfolios (ePortfolios) are increasingly being used in university degrees to showcase graduate employability. However, evidence on employers' views and use of ePortfolios has not been synthesised. This study aimed to systematically review the evidence on employer, industry representative and university educator views on the use of ePortfolios in recruiting graduates, including recommended ePortfolio content. Six databases were searched to identify original research on views and utilisation of ePortfolios published since 2000. Studies were screened in duplicate, and the full texts of 163 articles reviewed. Included studies were synthesised to reveal common themes. The 17 included studies represented a range of industries and most were conducted in the USA (n=10). Awareness of ePortfolios was low, as was use within recruitment. Perceived advantages of ePortfolios in recruitment included showcasing key skills/work; ability to comprehensively assess and differentiate between candidates quickly; and accessibility. The main disadvantages were the time taken to review, excessive information and establishing authenticity. Recommended ePortfolios content included samples of professional work, reflections, videos and photos. Inclusion of typical resume content, work experience, skills, transcripts, certificates, references, supervisor evaluations were important, as was a clear and concise structure.
Incorporating Jigsaw Strategy to Support Students&apos; Learning through Action Research
Author: Jainal, Norafiah Haji
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Teaching Methods,Student Attitudes,Learning Processes,Travel,Tourism,Marketing,Undergraduate Students,Pretests Posttests,Achievement Tests,Reflection,Interpersonal Competence,Skill Development,Action Research,Majors (Students),Foreign Countries

The study explored the use of cooperative learning strategy in students' learning of Marketing for Tourism subject. The sample of this study consisted of 19 final year Diploma students from the Travel and Tourism services course. The study utilizes an action research approach, which involves the process of improving the method of teaching and students' learning through several repetitive cycles. The aim of the research is to investigate the use of cooperative learning by adopting the Jigsaw strategy in order to enhance students' understanding of the subject. The objectives of the study were achieved through the use of pre- and post-achievement tests, observations, semi-structured interviews and reflection. The findings of this study showed improvements in the students' test results. The outcome concurred with previous study findings that indicated the Jigsaw strategy supports better performance in students' learning. The students' perceptions of working together in a structured group improved as they enjoyed using the strategy, and the skills that contributed to the features of cooperative learning were developed throughout the process. The students also felt the need to rely on each other for information, being responsible, and by supporting each other improved their social and collaborative skills.