ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating the Student-Teacher Relationship in Elementary Schools: &quot;My Teacher &amp; I-Child&quot;
Author: Oz, Aysegul Sukran
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Teachers,Teacher Student Relationship,Gender Differences,Academic Achievement,Student Attitudes,Validity,Reliability,Measures (Individuals),Foreign Countries

Empirical evidence from national and international studies suggests that the teacher-student relationship has a great impact on students' academic success, and social and psychological wellbeing. Realizing the importance of this impact, the present study has two main purposes: firstly, to investigate the perceptions of 6--11 year old students in elementary schools in terms of the informational support, emotional support and closeness they receive based on grade level and the demographic characteristics of teachers and students; and secondly, to conduct an adaptation, validity and reliability study of an instrument which can be used in Turkey to investigate STR from the children's perspective of perceived social support. The data was obtained from 338 students. CFA, One-Way ANOVA, Independent Samples t-Tests and Chi-Square tests were employed for the data analysis. According to the results, overall there is no significant difference in students' perceptions based on the grade levels and students' or teachers' gender; however, there are differences among grades on the bases of some scale items in emotional support, informational support and closeness sub-dimensions. Additionally, the CFA revealed that the adapted My Teacher and I-Child Scale's ?2/df, RMSEA, RMR, SRMR, GFI, and AGFI values are perfectly consistent.
Comparison of Participation Constraints in Recreational Physical Activity of the Teachers Working Igdir and Erzurum Provinces
Author: Öztürk, Mehmet Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Physical Activities,Foreign Countries,Recreation,Leisure Time,Recreational Activities,Teacher Participation,Secondary School Teachers

The aim of the study is to compare the participation constraint for leisure activities of teachers who working In the Ministry of National Education (MNE). In order to determine the leisure time constraints leisure constraints scales (LCS) were applied to the participants. A total of 413 teachers (258 male and 155 female) working in the Ministry of National Education participated in the study in Igdir and Erzurum provinces. No statistically significant difference was found at the level of p &lt;0,05 in any of the sub-dimensions as a result of the inter-city comparison of the female participants. While there was a significant difference in the lack of information, facilities and time sub-dimensions of the male participants in the study, p &lt;0.05 was not significant difference in the other sub-dimensions. It is seen that the difference is in favor of the participants from the province of Erzurum. There was no statistically significant difference between the two cities in terms of lack of information, facilities and time (p &lt;0,05) in the subscales, as in male participants. The female teachers who working Igdir and Erzurum province there was no difference between the scores in the LCS and the mean scores of both groups were close to each other. For the male participants working in Igdir province, it was determined that the lack of information, facilities and time constraints were more effective in participation of recreational physical activities than male participants working in Erzurum province.
Successful Work-Integrated Learning Relationships: A Framework for Sustainability
Author: Fleming, Jenny
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Work Experience Programs,Partnerships in Education,Universities,School Business Relationship,Sustainability,Success,Cooperative Education,Organizational Communication,Models,Trust (Psychology)

Work-integrated learning (WIL) experiences rely heavily on the development of relationships between the university, industry and often community organizations. As participation in WIL is increasing, the issue of sustainability becomes paramount, requiring processes and practices for effective collaborations and partnerships. This paper reports on an action research project to develop a framework to represent the critical success factors for sustainable WIL relationships. Drawing on reflections from WIL practitioners on what they considered were the critical success factors and a review of literature, a framework was developed, prioritizing three key themes: communication, commitment and compatibility. Within these themes, nine key factors were identified and then evaluated by academic and industry stakeholders in New Zealand, Canada and Australia. Trust, expectations, reciprocity, coordination, vision, learning, resources, reputation, and recognition were confirmed as important factors for sustainable WIL relationships. The framework provides good practice guidelines for all WIL stakeholders.
The Impact of Work Placement on Graduate Employment in Computing: Outcomes from a UK-Based Study
Author: Smith, Sally
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Job Placement,Computer Science,Employment Patterns,Employment Potential,Education Work Relationship,Employment Services,Salaries

This study followed recent computing graduates into the workplace and explored their undergraduate experiences of work placements and subsequent impact on graduate employment. Whilst studying at one of 14 Scottish universities, participants (n=99) had registered interest in a student placement. Factors influencing the ability to secure a placement included recognition of the benefits derived from completing a placement, and parental experience of higher education. We found that graduates had benefited from work experience financially, earning more than those who had not completed placements. They had also found graduate positions more quickly and were more likely to be in work than those who had graduated without completing a placement. The study provides evidence of the long-term benefits of work placements to inform students, university staff, employers, and, where appropriate, to influence government policy in increasing access to student work placements.
The Student as Inadvertent Employee in Work-Integrated Learning: A Risk Assessment by University Lawyers
Author: Cameron, Craig
Date: 2018-00-00
Type: Journal Articles
Subjects: Risk Assessment,Lawyers,Work Experience Programs,Universities,Case Studies,Risk,Foreign Countries,Reputation,Student Placement,Legal Problems,Workplace Learning,Federal Legislation,Employees,Educational Legislation

An employment contract between the student and the host organization may be the unintended consequence of a work-integrated learning (WIL) placement. The student, as an 'inadvertent employee' of the host organization, can expose the university to risk. A case study involving thirteen Australian university lawyers identifies the legal and reputational risks associated with paid and unpaid WIL placements, and how university lawyers manage these risks through WIL agreements, legal advice and the support of external agencies. In Australia, the key themes which emerge from university lawyer experiences, and the existing literature, are the vocational placement exemption under the &quot;Fair Work Act 2009&quot; (Cth), and scholarship payments. The article concludes with a series of lessons for WIL practitioners in terms of managing the labor-related risks of WIL programs.
What Value Do Stakeholders Place on the Academic Standards and Grading Practices in Work-Integrated Learning
Author: Robinson, Karen
Date: 2018-00-00
Type: Journal Articles
Subjects: Stakeholders,Academic Standards,Grading,Work Experience Programs,Reflection,Human Services,Teacher Attitudes,Learning Processes,Student Attitudes,Student Evaluation,Higher Education,Foreign Countries,Cooperative Education

Assessment is said to drive student learning, though the value of a 'grade' within work-integrated learning (WIL) is still not clear and most field placement students do not want their learning to be assessed beyond a pass/fail grade. Is then, the 'learning' in WIL as important as 'learning' in non-WIL courses? The focus of this paper is on the 'value' stakeholders place on the academic standards and grading practices in WIL. Data from a small qualitative constructivists grounded theory study undertaken in the Human Services sector will be used and how to grade 'reflection' will link learning, assessment and grading practices, identifying the difficulties and challenges to mainstreaming WIL. The importance of employability from a WIL experience will be the focus of a future paper.
From Employability to Employment: A Professional Skills Development Course in a Three-Year Bachelor Program
Author: Bates, Lyndel
Date: 2018-00-00
Type: Journal Articles
Subjects: Employment Potential,Employment,Professional Development,Foreign Countries,Undergraduate Students,Bachelors Degrees,Career Development,Graduates,Education Work Relationship,Job Search Methods,Work Experience Programs,Law Enforcement,National Surveys,Outcomes of Education

This paper explores the employment and further education outcomes of students studying criminology who participate in professional skills development and work-integrated learning courses at a major Australian university. Three years of data were obtained from the Australian Graduate Survey, which is completed by university graduates four months after they complete their tertiary studies. The results indicate that students enrolled in a Bachelor of Criminology and Criminal Justice who complete a career and professional development course in conjunction with a work-integrated learning course are approximately twice as likely to be engaged in industry relevant employment or further study four months after graduation. They also are more likely to use a wider range of search techniques to find employment. This suggests that it is possible to improve employment outcomes for students by providing a university-based course that focuses on employability and professional behaviors in conjunction with work-integrated learning programs.
Evaluation of International Service Learning Model of Health Promotion in a Developing Country
Author: Hall, Belina
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Health Promotion,Service Learning,Capacity Building,Ethics,Sustainability,Foreign Countries,Self Esteem,Cultural Awareness,Career Readiness,Individual Development,Health Services,Partnerships in Education,Allied Health Occupations Education,Health Personnel,Health Occupations,College Students,Student Attitudes,Program Descriptions

A partnership between a regional Australian university and the Friendship Village in Vietnam was established in 2016 as part of a health promotion unit of study. The aim of this project was to evaluate the sustainability of the international service learning model of health promotion, and its impacts upon the students and the Friendship Village. International service learning imparts personal growth, self-confidence, cultural competence, and work readiness for participating students. While these outcomes are beneficial to students, the needs of the host community and sustainability of ongoing healthcare are often be ignored, which can raise ethical concerns if not addressed. Qualitative methodology and thematic analysis were applied to survey data. Five themes emerged reciprocal learning, sustainability, building capacity of the students and the Friendship Village, and meeting the needs of the host community. One recommendation includes adequate pre-departure preparation for both partners to understand the principles of the international service learning model, means of sustainability and evaluation.
Developing an Institutional Evaluation of the Impact of Work-Integrated Learning on Employability and Employment
Author: Palmer, Stuart
Date: 2018-00-00
Type: Journal Articles
Subjects: Job Skills,Employment Qualifications,Higher Education,College Graduates,Correlation,Outcomes of Education,Experiential Learning,Career Readiness,Foreign Countries

Student participation in work-integrated learning (WIL) is commonly held to enhance graduate employability and employment outcomes. Nevertheless, there exists significant research that questions the nature of this relationship. For many reasons, universities are unlikely to reduce their efforts and interest in WIL for students. However, for both quality assurance and quality improvement processes, it is important for institutions to evaluate the contribution of WIL to graduate employability and employment. Based on a critical review of the research literature, the rationale for an institutional proposal for the evaluation of the contribution of WIL to graduate employability and employment is developed and presented. The research literature suggests that the relationship between WIL and graduate outcomes is likely to be complex and context dependent. A methodology that others can adopt, adapt, or use as a stimulus for thinking, in their own unique institutional context is offered here.
A Systematic Review of Work-Integrated Learning for the Digital Economy
Author: Siddoo, Veeraporn
Date: 2018-00-00
Type: Journal Articles
Subjects: Workplace Learning,Integrated Activities,Models,Information Technology

This paper presents research related to the work-integrated learning (WIL) model. The objectives were to explore the characteristics and the techniques associated with it. The focus of this research was on model linked to the IT industry or IT department in non-IT industries. A systematic literature review was applied as research methodology and the collected data were from 2006 to 2016 from eight databases. There were 24 articles which matched the search criteria. The WIL models reported can be separated into four groups. The two key features are activities created by universities and activities offered by industry. The model techniques are knowledge, methods and tools for acquiring research problems and developing solutions. The existing models are very broad and need to be narrowed down so that prospective careers and the needs of the digital workforce are prioritized. Researchers suggest future trends in WIL models in the digital economy.
Precalculus as a Death Sentence for Engineering Majors: A Case Study of How One Student Survived
Author: Van Dyken, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: Calculus,Engineering Education,Majors (Students),Student Experience,Learning Strategies,Student Motivation,Academic Persistence,Low Achievement,Mathematics Instruction,Mathematics Skills,Mathematics Teachers,Mentors,Undergraduate Students,Graduation Rate

Few college students wanting to major in an engineering discipline who begin in precalculus actually complete an undergraduate engineering degree program. One reason for this is students struggle through calculus I and II, known barrier courses for engineering majors. This research utilizes frameworks of future time perspective (FTP) and self-regulated learning (SRL) to explore one successful student's experience as he struggled through his mathematics courses, but was able to overcome those struggles and graduate with an engineering degree. A case study was constructed around this student, using quantitative data from his mathematics and engineering courses, as well as qualitative data in the form of an open-ended survey and interviews. A mathematics instructor, who modeled self-regulation strategies as he served as the student's mentor, was key to his success in passing the required courses in the calculus sequence. A model of interactions between FTP and SRL was developed based on an existing model and insights from this case study. By understanding the experience of one of the few successful students, educators are better equipped to assist other students and increase the number of students persisting in engineering, which will help address the global need for more engineers.
The Underlying Factors of Computer Self-Efficacy and the Relationship with Students&apos; Academic Achievement
Author: Abdullah, Zhwan Dalshad
Date: 2019-00-00
Type: Journal Articles
Subjects: Computers,Self Efficacy,Correlation,Academic Achievement,Foreign Countries,College Students,Computer Attitudes,Computer Literacy

Knowing students' belief of their capability in using the computer tasks is a key competency, necessary for learning in technology-enhanced environment. To generate a valid and reliable instrument for measuring computer self-efficacy (CSE), this study aimed to explore the underlying factors of CSE, and to find out the relationship with students' academic achievement. The respondents' CSE was assessed in terms of two dimensions, namely, general and advanced computer self-efficacy. The results revealed a statistically significant difference between Arts and Science students in terms of their CSE in favor of Science students, and also proved that there was no statistically significant correlation between students' academic achievement and their computer self-efficacy. The results provide the foundation for the instrument that allows researchers to determine students' general and advanced computer self-efficacy, and information that can be useful in enhancing students' academic achievement.
Exploring Strategy Use for Multiplication Problem Solving in College Students
Author: Powell, Sarah
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,College Mathematics,Learning Strategies,Mathematics Education,Problem Solving,Multiplication,Predictor Variables,Grade Point Average,Mathematics Achievement,Accuracy,Mathematics Skills,Difficulty Level

This study investigated whether strategy accuracy and flexibility on various types of complex multiplication problems could predict college GPA concurrently and longitudinally in 164 college engineering students. Additionally, it sought to answer whether low- and high-achieving students would show unique patterns of strategy flexibility, accuracy, and recognition of strategies on a complex multiplication task. Strategy recognition significantly predicted variance in GPA at Time 1 and Time 2; the higher performing students were better at recognizing and executing problems in a forced-strategy format, highlighting the importance of the ability to recognize strategies as an important math skill. Group differences accounted for variance on total recognition, total correct strategy associative property, and total correct strategy distributive property. Specifically, low- and average-achieving students were relatively similar in their ability to employ strategies, but high-achieving students were significantly better than the other two groups at executing the correct strategies. A significantly higher portion of students was more accurate on problems that incorporated a multiple of 10, which is consistent with the problem-difficulty effect. Moreover, students of all abilities were more likely to spontaneously use strategies in a non-forced strategy format, suggesting that students had at least some ability to understand the mechanisms behind strategies. Educational implications are discussed.
Reframing the Global Poverty and Inequality Narrative in Development Education through the Lens of Intersectionality
Author: Gyoh, Son
Date: 2018-00-00
Type: Journal Articles
Subjects: Poverty,Global Approach,Disadvantaged,Social Justice,Development,Education,Global Education

The effort to promote interdisciplinary research in development and global education risks the erosion of its core values by more theoretically established fields of development. This becomes urgent when little research attention is given to strengthening the theoretical foundation of core concepts and themes, such as global poverty and inequality, that are grounded in knowledge from field experience. This article responds to the influence of neoclassical literature about poverty and spatial inequality that propagates a discourse shift from poor countries to poor people. Intersectionality is explored as a paradigm that can reconcile this new thinking with the social justice pedagogy of development education and that enables an understanding of the asymmetries in current patterns of poverty and spatial inequality.
How Critical Is the Global? Discursive Shifts in Development Education in Ireland
Author: Dillon, Eilish
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Development,Education,Language Usage,Global Education,Discourse Analysis

This article questions the shift towards the global in discourses of development education in Ireland. Drawing on analysis of policy and research on discourses of development education with facilitators in Ireland, it shows that this shift is neither complete nor necessarily critical. Side by side with talk of the global are discussions of 'development issues' and 'promoting development', with the global often constructed in terms of the Global South and local-global relations assumed to mean North--South. The article examines some dynamics around shifting discourses and argues that the shift to the global does not necessarily signal a more critical development education. As such, it calls for critical analysis beyond changed language used in development education to explore the assumptions that underpin it and its implications for criticality.
Global Learning: A Catalyst for Curriculum Change
Author: Scoffham, Stephen
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Education,Educational Change,Curriculum Development,Controversial Issues (Course Content),Values Education,Thinking Skills,Taxonomy,Self Concept,Nationalism,International Relations,Stereotypes,Role of Education

This article considers some of the key challenges and opportunities for global learning. It is argued that global learning is a confused terrain that is emotionally 'hot' because it impacts on deep-rooted notions of nationality and personal identity. The difficulty of engaging with controversial issues such as power relations, social injustice, migration and global poverty are explored, along with the legacy of colonialism. Recognizing that global learning aims to develop new ways of thinking suggests that progression and assessment may need to be reframed around overarching concepts and the formation of values, rather than measurable outcomes. Intriguingly, this also offers an opportunity to realign the curriculum to better address twenty-first-century needs, particularly with respect to sustainability and the environment.
Decolonizing Development Education Policy: The Case of Germany
Author: Bendix, Daniel
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Criticism,Educational History,Foreign Policy,Global Approach,Educational Change,Policy Analysis,Social Justice,Governance,Social Differences,Sustainable Development,Economic Development,Theories,Racial Bias

Germany has only recently started to discuss the possible contribution, on a conceptual basis, of post-colonial theory to development education. Drawing on key policy papers, this article explores how post-colonial and antiracist critiques of German development education have changed the field in the past decade. It first provides the history of development education in Germany and sketches the recent, decade-long debate on post-colonial perspectives in the field. The article then puts forward how development education policy deals with the topics of development, colonialism and demographics. While colonial legacies had been a topic for debate in earlier times, a decidedly post-colonial critique only entered the field about a decade ago and continues to serve as a point of tension.