ethanporcaro/eric-fulltext-meta huggingface dataset:
The Reggio Emilia and the Mosaic Approach: Opponents or Allies in Multimodal Teaching and Learning? A Discussion of Their Contribution to Multimodal Learning in Early Years Education
Author: Brandao, Neuza Maria Dias
Date: 2020-06-00
Type: Journal Articles
Subjects: Reggio Emilia Approach,Teaching Methods,Multimedia Materials,Preschool Education,Child Development,Holistic Approach,Freehand Drawing,Consciousness Raising,Educational Practices,Cultural Context

Multimodality is an important element of teaching and learning in early years settings. It provides opportunities for young children to communicate using different resources they feel comfortable with. This paper focuses on multimodality and multimodal learning in early years education and the different approaches, which can be used to create a multimodal learning environment. The purpose of this paper is to discuss how two powerful approaches, such as the Reggio Emilia and the Mosaic allow multimodal learning, which is crucial for children's holistic development. The Reggio Emilia approach and the Mosaic approach are discussed, focusing on the strategies used to support children in their development using their multimodal ways of communication. The Reggio Emilia approach is analysed as an example that appreciates the artistic work of children (i.e., drawings to express their way of thinking) while on the other hand, the Mosaic approach is analysed as an example that supports children to have a leading role in their learning journey. This paper can be used as a starting point in raising awareness of practical multimodal teaching practices in early years education.
Social Representation of Disability and Teachers
Author: Rizzo, Sara
Date: 2021-00-00
Type: Journal Articles
Subjects: Classification,Disabilities,Attitudes toward Disabilities,Teacher Attitudes,Social Bias,Stereotypes,Students with Disabilities,Teacher Student Relationship,Inclusion,Special Education,Teacher Education,Special Education Teachers,Regular and Special Education Relationship

With the International Classification of Functioning, Disability and Health (ICF), the term disability is consolidated in its dynamic meaning as a condition that is defined by the interaction between personal factors and the environment in which one lives (WHO, 2001). The characteristics of the reference context that can be an obstacle or facilitation are evaluated with greater emphasis, including the perception of disability by teachers as a factor that will mediate the implementation of different behaviors and methodologies stemming from it. The purpose of the present survey, which includes 422 teachers attending a specialization course for support activities and was conducted through the administration of a questionnaire, was precisely to evaluate this perception. In particular, it evaluated the following: the differences in starting and finishing the specialization course for the achievement of the teaching qualification in support, the impact of previous experience with the disability, and the motivation to teach. Outcomes display a progressive normalization in the characteristics of a person with disabilities. The teaching strategies undergo a change between the beginning and the end of the course, with a focus from the general to the particular, becoming more targeted and detailed. In terms of opinions, emotions, and concerns, familiarity with disability seems to produce a less prejudicial and stereotyped representation, as does the teaching experience with a disabled pupil. The importance of active previous experience is confirmed in order to develop a better representation with a consequent reduction in prejudice. Further data emerge in terms of increased ability, at the end of the course, to verbally discriminate the concepts of inclusion and integration, with probable differences in approaches. The motivation for teaching is confirmed to be connected to job placement and therefore should be further investigated with scales that control the social desirability of the response. The present study shows the importance of both the perception of familiarity with disability and specialized education in supporting disabled students. We hope that future research might further investigate this area in order to improve the quality of life of disabled people through better relations with teachers and better academic outcomes.
Using Videos in Blended E-Learning for a Structural Steel Design Course
Author: EL-Ariss, Bilal
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Video Technology,Educational Technology,Electronic Learning,Undergraduate Students,Design,Civil Engineering,Engineering Education,Foreign Countries,Lecture Method,Program Effectiveness,Student Attitudes,COVID-19,Pandemics

Conventional methods of teaching structural engineering topics focus on face-to-face delivery of course materials. This study shows that using video-based e-learning in delivering an undergraduate Structural Steel Design course satisfactorily achieved most of the course learning outcomes. Video-based e-learning with animations and simulations gives students a profound understanding of the course intricate design materials. To gauge the effectiveness of video-based e-learning of the course, an online evaluation was conducted by sixty-eight undergraduate students at the United Arab Emirates University using Blackboard. The evaluation consisted of an online survey that was accessible by students who took the structural steel design course in the academic year 2019 using instructional videos provided to them as Quick Response (QR)-codes. The structural steel design course has six learning outcomes (CLOs), and the performance of students in the six CLOs was compared with that of students who took the same course in the academic year 2018 using the traditional face-to-face lecturing method. The survey data was statistically analyzed, and the results revealed that students' performance improved, and most of the CLOs were attained. Video-based e-learning with animations resulted in better learning outcomes compared to face-to-face lecturing. Accessing the course instruction videos anytime and anywhere is one of the remarkable benefits to the students studying through the e-learning approach.
STEM Faculty Instructional Data-Use Practices: Informing Teaching Practice and Students&apos; Reflection on Students&apos; Learning
Author: Lenhart, Cindy
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Data Use,Reflection,College Faculty,Undergraduate Students,Teacher Student Relationship,Learning Analytics,Summative Evaluation,Formative Evaluation,Educational Technology,Affordances,Barriers,Research Universities

This paper explores the affordances and constraints of STEM faculty members' instructional data-use practices and how they engage students (or not) in reflection around their own learning data. We found faculty used a wide variety of instructional data-use practices. We also found several constraints that influenced their instructional data-use practices, including perceived lack of time, standardized curriculum and assessments predetermined in scope and sequence, and a perceived lack of confidence and competence in their instructional data-use practices. Novel findings include faculty descriptions of instructional technology that afforded them access to immediate and nuanced instructional data. However, faculty described limited use of instructional data that engaged students in reflecting on their own learning data. We consider implications for faculty's instructional data-use practices on departmental and institutional policies and procedures, professional development experts, and for faculty themselves.
Face-to-Face vs. E-Learning Models in the COVID-19 Era: Survey Research in a Spanish University
Author: Costado Dios, María Teresa
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Conventional Instruction,Electronic Learning,School Closing,College Students,Student Attitudes,Distance Education,Preservice Teachers,Elementary Education,Teacher Student Relationship,Interpersonal Communication,Costs,School Schedules,Video Technology,Program Effectiveness,Online Courses,Blended Learning

This study shows the results of an autobiographical questionnaire of Spanish university students regarding two different educational models caused by the COVID-19 pandemic: face-to-face and e-learning. The aim is to discover their perceptions and opinions about their experiences during the learning process and what they have experienced during this global emergency and period of home confinement. The sample is made up of 100 students from the Primary Education Degree programme and the research was carried out through a qualitative study of the questionnaire. The results, divided into categories of each educational model, show the interpretation that the students make of the current reality and their own learning process. The most important aspect of the face-to-face learning model, according to 75% of the students, is direct communication with the teacher, and for 88% of them this model was effective. For the e-learning model, the flexible schedule, the economic savings and explanatory videos are the relevant ideas that the students express, with 68% stating that it was an effective model. The main conclusion is that the students prefer to continue with the face-to-face learning process (49%) rather than online teaching (7%) or, failing that, mixed or blended learning (44%), where the theoretical classes could be online and the practical classes could be face-to-face.
Marketing Tourism and Hotel Management Schools in the Context of Higher Education Globalization and Student Mobility through Improved Curriculum and Industrial Training Offerings
Author: Bas Collins, Ayse
Date: 2021-12-00
Type: Journal Articles
Subjects: Marketing,Tourism,Hospitality Occupations,Student Mobility,Course Descriptions,Higher Education,Industrial Training

Recent research from international statistics indicate an important flow of student mobility all over the world, creating a need to provide comprehensive information regarding educational institutions involved in the process. This study examines and compares tourism and hotel management (THM) programs at different levels, including the nature of programs offered, their curriculum, and internship components. A particular focus was given to the industrial training requirement as a core component of THM programs. Results showed both similarities and differences worldwide within the framework of the institutions compared. The findings may help all stakeholders in the education systems, including professionals, educators, students, and decision-makers alike.
Escape Rooms in STEM Teaching and Learning--Prospective Field or Declining Trend? A Literature Review
Author: Lathwesen, Chantal
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Educational Games,Problem Solving,Cooperative Learning,Educational Environment,Teaching Methods,Literature Reviews,STEM Education

In the last decade, game-based learning has received growing attention in educational contexts in general and science education in particular. A recent game trend, which has also found its way into STEM classrooms, is escape rooms. In this type of game, players have to work through several puzzles to achieve a specific goal (mostly to escape from an actual room). We conducted a systematic literature review to find out whether the &quot;market&quot; for such games is already saturated or if there is still potential for further development. After searching the common databases (ERIC, Web of Science, and Google Scholar, as well as the German database FIS Bildung), we analyzed 93 journal articles, book chapters, and conference papers in English and German from the following domains: chemistry, physics, biology, mathematics, computer science, general science (interdisciplinary), environmental science, and medicine. We selected the ones that targeted a specific educational level (primary, secondary or tertiary education) and were designed for formal educational settings. It transpired that there is a need for more easily adaptable escape rooms as well as for more empirical evidence on their actual effects.
Understanding Students&apos; Global Interdependence in Science Instruction
Author: Smith, Walter S.
Date: 2021-12-00
Type: Journal Articles
Subjects: Science Instruction,Science Curriculum,Global Approach,Science and Society,Climate,Diseases,Science Activities,Class Activities,Cooperative Learning,Global Education,Citizen Participation

Multiple American educational organizations such as the National Education Association, Association for Supervision and Curriculum Development, and the Council of Chief State School Officers have advocated for globalizing the K-12 curriculum. The National Science Teaching Association (NSTA) in a position statement on international education and the Next Generation Science Standards have produced goals and standards for internationalizing the science curriculum by addressing topics such as climate change, environment, and disease that cross borders. In contrast to those pronouncements on the curriculum, this article views global science education through an instructional lens that focuses on a students' global interdependence in science continuum allowing researchers and casual observers to classify science classroom activities into one of five stages based on the interdependence during instruction of students in two or more countries. At the continuum's lowest stage labeled isolated, instruction is contained within a classroom with students having no interaction with students in another country. At the highest end called collaborate, students in two or more countries are working jointly to co-create a solution to the task before them. This science education continuum can also be used to categorize technology and engineering activities and could be adapted for use in other curricular areas including mathematics, language arts, and social studies, used as a tool to complement scholarship about a range of education topics from social justice to curriculum to student motivation, or inform pre- and in-service teacher education.
Why Study Abroad: Differences in Motivation between US and International Students
Author: Haisley, Phillip K.
Date: 2021-12-00
Type: Journal Articles
Subjects: Study Abroad,Foreign Students,College Students,Student Motivation,Decision Making,Predictor Variables,Individual Differences,Foreign Countries,Student Characteristics,Second Language Learning

Globally, collegiate students possess distinct drives, opportunities, and constraints that influence their choices regarding if, when, and where to study abroad. This research explored the study abroad motivations of US students who were studying in other countries as well as international students who were studying in the US. Data was collected using a cross-sectional survey constructed from pre-existing study abroad motivation instruments. Human capital theory and the push-pull model of international education flow were used as the theoretical frameworks grounding this study's survey. A principal components analysis helped determine the most parsimonious number of latent motivation constructs in the survey. Using independent samples t-tests, significant differences were found in motivations related to language learning, academic enrichment, avoiding social limitations, and aspiration to work in host country; these factors were significantly higher among international students as compared to US students. An ordinary least squares (OLS) regression analysis found that when holding all other independent variables constant, international student status significantly predicted language learning as a study abroad motivation. This study's results offer insight on how colleges and universities can craft global experiences suited to students' desires to study outside their home country. It also brings awareness to the role of country of origin in motivational factors when studying abroad and encourages stakeholders to consider the importance of cultural and national background when engaging students in these opportunities.
GIS in Architectural Teaching and Research: Planning and Heritage
Author: Santos, Bertha
Date: 2021-00-00
Type: Journal Articles
Subjects: Geographic Information Systems,Teaching Methods,Urban Planning,Architectural Education,Problem Solving,Universities,Foreign Countries,Cross Cultural Studies,Comparative Education,Reputation,Institutional Characteristics,Educational Trends,Trend Analysis

Geographical Information Systems (GISs) in architecture were initially limited to regional and urban development applications. Over recent years its potential has been recognized and its use has evolved to address urban planning and architectural heritage management subjects. Nevertheless, evidence shows that its use in architecture teaching is scarce and uneven. Directive 2007/2/EC, establishing the infrastructure for spatial information in the European Community (EU), is, in this way, an opportunity to develop a greater knowledge and application of GIS in the framework of higher education. In architecture, this can be achieved by problem solving based on real case scenarios, which can benefit from GIS-based techniques and analysis capabilities. In this paper, the authors aim to present a review of the use of GIS in teaching and research in architecture to assess its level in different European programmes. Experiences from three European universities (University of Seville, Spain, University of Beira Interior, Portugal, and Technical University of Crete, Greece), which are among the few in their respective countries that promote the inclusion of GIS in architectural education, particularly in the fields of urban and regional planning and architectural heritage, are compared and framed within the European scenario. The paper concludes with a reflection on the three universities' practice compared to the leading European architecture programmes listed in the main international university rankings. Main trends of future evolution on the use of GIS in architecture teaching are also presented.
EFL Teacher Candidates&apos; Engagement in Mobile-Assisted Flipped Classroom
Author: Pasaribu, Truly Almendo
Date: 2021-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Telecommunications,Handheld Devices,Flipped Classroom,Educational Technology,Technology Uses in Education,Language Teachers,Preservice Teachers,Preservice Teacher Education,Teaching Methods,Student Attitudes,Learner Engagement,Foreign Countries,Teacher Role,Integrated Learning Systems

Many studies have explored the benefits of flipped classrooms in language learning, but a further investigation on the link between mobile-assisted flipped classrooms and EFL teacher candidates' engagement in learning in an Indonesian context is needed. This research aimed at elaborating on how the implementation of mobile-assisted flipped classroom engaged EFL teacher candidates. With this goal in mind, we employed a case study design aiming at giving a holistic description of the case. It included multiple sources of data from online archives, observations, questionnaires, and Focus Group Discussion (FGD). We investigated the roles of the teacher and the students in the implementation of a mobile-assisted flipped classroom. The data from online archives, observations, questionnaires, and FGD show that a flipped course leads to EFL engagement. The discussion reveals how EFL teacher candidates experience different levels of emotional, behavioral, cognitive, social, and reflective engagements in various modes of learning and interactions. The study elaborates on the positive impact of mobile-assisted flipped language learning on engaging teacher candidates. This study also offers some implications and recommendations for teaching practitioners and future research.
Extension-Led Demonstration: Grameen Microfinance Methods and Capital Access for Low-Income Female Entrepreneurs
Author: Edelman, Mark A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Extension Education,Demonstration Programs,Financial Support,Barriers,Low Income Groups,Females,Entrepreneurship,Small Businesses,Loan Repayment,Money Management,Income,Credit (Finance),Program Effectiveness

A nonprofit community development financial institution and Extension collaborated to conduct a demonstration project to evaluate efficacy of Grameen peer-group microfinance methodology in addressing barriers faced by low-income women entrepreneurs in a small metro area. Program performance metrics achieved by 284 culturally diverse, low-income entrepreneurs (almost all women) over 5 years included a program loan repayment rate of 99%, increased average client income, bank savings accumulation, and increased opportunities for improved credit scores. Client survey responses indicated program methods developed confidence and skills in finances, leadership, and teamwork. Extension professionals may play various roles in such endeavors.
Enhancing Vocabulary Knowledge among Secondary School EFL Students by Using Facebook
Author: Mukhlif, Majida Ibrahim
Date: 2021-07-00
Type: Journal Articles
Subjects: Vocabulary Development,Secondary School Students,English (Second Language),Second Language Learning,Social Media,Foreign Countries,Teaching Methods,Instructional Effectiveness,Electronic Learning,Student Attitudes

This study attempted to compare the effectiveness of employing Facebook and traditional instruction in improving Iraqi EFL secondary school students' vocabulary knowledge. The factors that positively and negatively affect the EFL students' vocabulary learning were also investigated. The study employed a quasiexperimental design with two groups; the control and the experimental groups. In the control group, thirty-six students were taught English vocabularies via the in-class conventional method, and the experimental group which consisted of another thirty-six students were taught using Facebook as an Online Learning Platform (FOLP) to enhance their knowledge of English vocabularies. A mix of quantitative and qualitative research methodology was used where triangulation of pretest, posttest, semi-structured interview and observation were used. Results showed that FOLP was more effective than traditional instruction in improving EFL students' vocabulary knowledge. In addition, results indicated that a variety of teaching techniques, effective group work, immediate feedback, and autonomous learning opportunities are factors that positively affect students' learning of English vocabularies. Moreover, students perceived that domination of the good students of the discussion, technical problems, and social loafing are the factors that negatively affect their learning of English vocabularies. The results confirmed the liability of using Facebook in broader contexts.
Fish Disease Outreach Messages: Testing of Gain and Loss Frames
Author: Pavloski, Erin L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Animal Husbandry,Disease Control,Agricultural Occupations,Intention,Prevention,Risk Management,Extension Education,Outreach Programs

Gain and loss framing has been used in risk communication across many fields as a technique for shaping individuals' behaviors. Via community-engaged research conducted with the Michigan Department of Natural Resources, we tested five message frames to determine efficacy for outreach programs. We made the following determinations: (1) for increasing risk perceptions regarding fish disease, a loss frame in a fish disease management context should be used; (2) for decreasing risk perceptions regarding fish disease management, a gain frame in a fish disease context should be used; and (3) for motivating behavioral intention regarding prevention and risk reduction, a gain frame in a fish disease context should be used. Our findings are of interest to Extension professionals and others working in natural resources. [Note: The issue number (1) shown on the PDF is incorrect. The correct citation for this article is v59 n2.]