ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of Sustainable Development Awareness Levels of Social Studies Teacher Candidates
Author: Akman, Özkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Sustainable Development,Social Studies,Preservice Teachers,Foreign Countries,Knowledge Level,Scores,Gender Differences

The fact that the social studies course has an intense content for sustainable development makes it important to reveal the awareness of social studies teacher candidates on this issue. From this point of view, in this study, it was tried to determine the sustainable development awareness levels of social studies teacher candidates in terms of various variables. The study group of the research conducted in the survey model consists of 304 social studies teacher candidates studying at different universities in the fall semester of the 2020-2021 academic year. The Sustainable Development Awareness Scale developed by Atmaca, Kiray and Pehlivan (2019) was used as a data collection tool in the research. The Cronbach Alpha value of this scale, which consists of social sustainability, environmental sustainability and economic sustainability sub-dimensions, was calculated as 0.91. In the analysis of the data, tests such as Mann-Whitney U and Kruskal Wallis H were used as well as descriptive statistics. As a result of the research, it was determined that the scores of female participants in both social and environmental sustainability dimensions and the overall scale were higher than men. For all other analyzed variables, no significant difference was determined for both the dimensions of the scale and the overall scale. Based on the findings obtained from the research, various suggestions were presented based on the examination of the gender-related difference in other studies.
Resilience Is the Key: A Concurrent Mixed Methods Study on Surviving the Challenges of COVID-19 among Philippine Schools Overseas
Author: Acosta, Imee C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pandemics,COVID-19,Resilience (Psychology),International Schools,Barriers,Attitudes,Health Behavior,School Safety,Teachers,Principals,Administrators

The COVID-19 pandemic has brought unprecedented challenges among schools across the globe, including the Philippine Schools Overseas (PSOs). Using a convergent mixed methods design, this study investigated the perceptions, views and experiences of the respondents to the unexpected occurrence of COVID-19. In this approach, quantitative and qualitative data collection techniques were used in parallel with each other. Datasets were analyzed separately and merged at the point of integration where they are arrayed side-by-side and by using a joint display. A total of eighty-eight participants from PSOs participated the survey, and nine respondents participated in the phenomenological interviews. The chi-square analysis revealed non-significant association between the respondents' designation and their perceptions to surviving the challenges of COVID-19 in relation to challenges encountered, learning continuity, health and safety protocols, and lessons learned. Qualitative findings revealed that mitigating the challenges, pursuing learning continuity, observing stricter health and safety protocols, and learning from experiences are the best approaches to survive the challenges. The direct comparison of the quantitative and qualitative results allowed us to draw meta-inferences which were classified as confirming and expanding. The mixed methods analyses illuminated the overall aspects of how schools survived the COVID-19 challenges, thus creating a more complete picture of the phenomenon under study.
A Historical Account of VET Interventions in Indonesia: Which Way Forward?
Author: Siminjutak, Payaman
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Labor Force Development,Labor Needs,Educational History,Government Role,Labor Market

The Indonesian labor force remains poorly educated and ill equipped to tackle the growing challenges of meeting contemporary industry requirements. While many countries aspire to equip future generations with the skills, knowledge and attitudes for a future working life, the relationship between the 'world of work' and the current Indonesian education system remains somewhat elusive. In the words of the Minister of Education and Culture, Nadiem Makarim, 'the biggest problem that we have had in education is we have somehow not found the formulae to entice businesses to participate in educational system (Neumann, 2021)' Over the many decades of Vocational Education and Training (VET) interventions in Indonesia, a series of unsatisfactory attempts to reconcile educational approaches with labour market requirements have left Indonesian civil society ill prepared for the future and uncertain of their next response. Furthermore, the uncritical importation of external foreign VET practices into the cultural milieu of contemporary Indonesian society, in an attempt to resolve these dilemmas, may have problematized and exacerbated these issues (Simanjuntak, 2005). This paper examines the Indonesian Government's educational approaches to human capability development from an historical perspective whilst seeking to contribute to an understanding of this complex situation.
A Phenomenological Analysis of the Experience of Analogical Thinking in Graphic Design Elaborations
Author: Adzmi, Mohd Hafnidzam
Date: 2022-04-00
Type: Journal Articles
Subjects: Thinking Skills,Computer Graphics,Correlation,Creativity,Undergraduate Students,Phenomenology,Recall (Psychology),Knowledge Level,Design,Cognitive Processes,Teaching Methods,Computer Software

Analogical thinking is one of the thinking processes that is associated with creativity. This paper explores how it is experienced in Graphic Design elaborations using Computer Graphic Technology (CGT). Data are collected through concurrent and retrospective probing from three undergraduates and analysed through phenomenological reduction to identify the constituents and elements of the creative analogy's general psychological structure. The findings show that the general structure of the creative analogical experience is a relationship between three constituents namely: (1) the experience of recalling knowledge or information; (2) the use of knowledge for ideation; and (3) the use of knowledge to conclude ideas. The findings also show that the underlying elements of these constituents are conceptual (declarative) and technical (procedural) knowledge and its combinations that are consistent with the theories of analogical thinking. This article concludes with recommendations for future research and insights on its implementation in Design Education.
A Study on In-Service English Teachers&apos; Perceptions towards the Use of Augmented Reality (AR) in ESL Classroom: Implications for TESL Programme in Higher Education Institutions
Author: Salmee, Mohd Sufi Amin bin
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Teachers,Teacher Attitudes,Physical Environment,Simulated Environment,Synthesis,Information Technology,Computer Simulation,Technology Integration,Technology Uses in Education

In meeting the needs of the new generation of learners, the idea of implementing the use of new technology such as Augmented Reality (AR) in English as a Second Language (ESL) classrooms can be a step toward in refining the teaching and learning atmosphere. Nevertheless, the use of this technology relies heavily on the teacher's level of acceptance and skills for it to be successful in classrooms. TESL Programme is one of the popular programmes in higher education institutions. In line with the advancement of technology in education and current transformation happening at schools, it is essential for the TESL curriculum at higher education institutions be revised according to the current training needs of the in-service teachers. Thus, this study intended to determine the English language teachers' perceptions towards the use of AR by applying the Technology Acceptance Model (TAM) as the base of the research model. A survey was conducted on 180 English teachers from 20 schools in the district of Petaling Perdana. The items in the questionnaire elicited information on the levels of AR acceptance of the respondents based on the four variables of TAM, that are perceived usefulness (PU), perceived ease of use (PEoU), attitude towards use (ATT) and behavioural intention (BI) to use AR in ESL classroom. Findings indicate that the levels of AR acceptance of the English teachers are relatively high, as the respondents recorded a high level of PU, ATT and BI towards the use of AR while PEoU was at moderate level. The results from multiple regression analysis indicate that PU and ATT of the English teachers directly influence their BI to use AR in ESL classroom. The findings suggest that English teachers are acceptive and ready for the implementation of AR technology. These finding provide the much needed information for the TESL curriculum review in ensuring the higher education institutions provide programmes fulfil the demand of the technology transformation taking place at schools. Several implications derived from the salient findings were presented for curriculum developers and TESL instructors to consider in revising the curriculum and programme delivery strategies.
We Are on the Same Page! Strengthening Parent-Teacher Partnerships through Autism-Focused Training Workshops
Author: Syeda, Najeeba
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parents,Teachers,Parent Teacher Cooperation,Training,Autism Spectrum Disorders,Teacher Workshops,Parent Workshops,Interpersonal Communication,Outcomes of Education,Student Needs

Parent-teacher partnerships involve open and frequent communications. Successful partnerships are important contributors to the learning outcomes of students with diverse needs. However, parents and teachers often have limited opportunities to develop a shared understanding of the student on the autism spectrum and to have conversations about strategies to support the child's learning at home and school. This article evaluates a combined parent-teacher training program, held in Australia before the COVID-19 pandemic, that built and strengthened the parent-teacher partnership. Nine parents and nine teachers were interviewed one month after attending the training workshop. Parents and teachers reported improved communications and a strengthened partnership as an outcome of the training program through an improved understanding of the needs of the student on the autism spectrum.
Creating Multicultural Community Spaces for All Children: Transformative Read-Alouds in the Early Childhood Classroom
Author: Rizzuto, Kerry Carley
Date: 2022-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Student Diversity,Transformative Learning,Reading Aloud to Others,Sense of Community,Refugees,Immigrants,Peer Relationship,Equal Education,Oral Language,Freehand Drawing,Writing (Composition),Cultural Awareness,Literacy Education,Story Telling

The purpose of this article is to demonstrate how instruction for students from linguistically and culturally diverse families can be enhanced by the literacy practice of transformative read-alouds, which teachers can utilize to create a sense of community within the classroom for all children. Transformative readalouds are especially beneficial for refugee and immigrant students because they emphasize the use of peer connections and equitable instruction. The article discusses methods for creating transformative read-alouds and presents a vignette of a transactional read-aloud in an early childhood classroom. The use of oral language, drawing, and writing is also modeled.
Culturally Responsive Teaching in an Afterschool Literacy Program: Tutor Implementation and Experiences
Author: Skelley, Dana L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,After School Programs,Literacy Education,Tutorial Programs,Tutors,Program Implementation,Teaching Methods,Elementary School Students,Multicultural Education,Elementary School Curriculum,Learning Activities,Writing Workshops,Technological Literacy

How do educators meet the needs of our growing diverse K-12 population? Many use culturally responsive strategies in meaningful ways to ensure all students' cultures are acknowledged, celebrated, and considered (Gay, 2010, 2013; Ladson-Billings, 1994). Although a number of culturally responsive strategies are available, it is well documented that additional research is needed to understand their impact (Ladson-Billings, 1999; Sleeter, 2012) and specific to this study, their implementation in afterschool settings (Simpkins et al., 2017). Grounded in sociocultural and critical multiculturalism theories, the purpose of this second-year case study was to examine tutors' use of culturally responsive strategies during an elementary afterschool literacy program and was guided by these questions: (a) How did tutors implement culturally responsive strategies during tutoring sessions? (b) How did tutors experience culturally responsive strategies? This study suggests three variables affected tutors' implementation and experiences with culturally responsive pedagogy: proficiency, curriculum, and environment. The discussion considers three questions stemming from the study's findings and focuses on difficulties in implementing culturally responsive pedagogy, training tutors for effective use of culturally responsive pedagogy, and structuring lessons for a global perspective.
Exploring Drivers and Barriers: Working in Multiprofessional Teams to Support Children and Families
Author: Solvason, Carla
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teamwork,Integrated Services,Specialists,Interprofessional Relationship,Family Programs,Power Structure,Barriers,Interpersonal Communication

For some children, additional help sought from specialists outside of school may be crucial for them to engage successfully with their education. How effectively educationalists and these professionals from a wider field interact will have a significant impact upon the support the child receives. This research set out to better understand approaches that help and hinder multiprofessional working for the benefit of the child and their family in the United Kingdom (U.K.). Literature suggests that although there are many benefits accessed by working in multiprofessional teams, the reality is that such collaborative working is beleaguered with challenges. Through a constructivist approach we sought to find out more about the lived experience of professionals in being part of a child and family support team. Using an anonymous survey, we asked a range of professionals questions designed to elicit both quantitative and qualitative data. We were surprised to find that the categories such as age and gender that we had presumed would impact confidence did not; likewise, external restrictions such as time and funding had minimal sway on functionality. Instead, our data suggests that a positive experience is almost entirely based upon the quality of respectful, interpersonal relationships.
Aiming for Educational Partnership between Parents and Professionals: Shared Vision Development in a Professional Learning Community
Author: Krijnen, Eke
Date: 2022-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Parent Participation,Family School Relationship,Communities of Practice,Elementary Schools,Foreign Countries,Power Structure,Educational Change,Coordination,Barriers,Educational Objectives

In the current qualitative case study, we explored a professional learning community (PLC) that aimed to include both staff members and parents, established in a primary school for a two-year period in the Netherlands. The PLC focused on building educational partnership between parents and school staff. In this study, we explored whether and how the PLC contributed to the development of a shared vision on parental involvement characterized by educational partnership. Thematic analysis of transcripts of PLC meetings and interviews with PLC members at the end of the first and second year disclosed ambiguity. The visions reflected an ambition to build educational partnership but also barriers to this ambition, such as the presence of deficit perspectives on parents, which seemed to result in ambivalence concerning the responsibilities and possibilities of professionals and parents of building educational partnership. The results suggest shared vision development is a multiple staged process, with an initial stage in which existing views and knowledge were exchanged, a second stage focused on the process of shared vision development and practical aspects of executing such a process, and a hypothetical third stage in which the planned process of vision development would be realized. To actually form a shared vision for partnership three elements seem necessary: a substantial amount of time, continuous parent participation in the PLC, and a targeted approach addressing deficit perspectives on parents and creating awareness of the power dynamics present in the parent-school relationship.
Words Matter: Differences in Informative and Negative School Communication in Engaging Families
Author: Hine, Megumi G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Organizational Communication,Schools,Family School Relationship,Parent Participation,Information Dissemination,Negative Attitudes,Hispanic Americans,Racial Differences,Interpersonal Communication,Social Differences

Family engagement frameworks identify communication as a critical component in creating partnerships with families. However, schools create various barriers to engagement, often starting with a lack of communication, that unequally impact racialized and minoritized families. In addition, the association between communication and family engagement is likely to differ across the content of communication and types of family engagement. This study examines the relationship between school communication content and different types of family engagement and how this relationship differs for racialized subgroups. The findings show positive associations between informative school communication and school-, home-, and community-based family engagement, while negative communications were not associated with any type of family engagement. Analyses also indicated that the relationship between informative communication and family engagement was stronger for Latino families for school- and home-based engagement.
Tutoring Support and Student Voice in Middle School
Author: Strom, Paris S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Tutors,Tutoring,Peer Teaching,Middle School Students,Student Attitudes,Cooperative Learning,Scores,Help Seeking,Gender Differences,Learning Disabilities,Volunteers,English Language Learners,Cross Age Teaching,Educational Improvement

This article examines the persistent problem of student literacy, the range of tutoring solutions, and implications for peer teaching in cooperative learning teams. Possible school reforms that reflect practices in other countries with high student test scores and peer norms in support of tutoring are described. An online poll was completed by 190 adolescents to share perceptions about tutoring at their middle school. Given the powerful impact of peers on adolescent socialization, it was not surprising that findings showed students who needed tutoring most denied their academic problem, tried to avoid embarrassment from peers, and did not request assistance. Poll responses revealed absence of a peer norm to motivate engagement in tutoring without sacrifice to personal status. If a lesson or curriculum subject was difficult, the students asked friends for help more often than they asked teachers. Analysis of gender differences showed that if students told friends they planned to request tutoring, females were more likely to give encouragement than males. Female students also showed greater willingness than males to volunteer as tutors for assisting learning disabled classmates, English as second language learners, and peers in their cooperative learning groups. Results of student voice as expressed in the online Tutoring Poll contributed to the school continuous improvement plan. Tutoring recommendations for school districts to consider are explained.
The Evolution of Introductory Financial Accounting Labs Using Monopoly® and Excel--Is Student Performance Improved?
Author: Cockrell, Susan R.
Date: 2022-05-00
Type: Journal Articles
Subjects: Introductory Courses,Accounting,Game Based Learning,Computer Software,Academic Achievement,College Students,Business Administration Education

This paper examines the use of Monopoly® accompanied by Microsoft Excel to assess whether an active learning activity has an impact on the DFW rates in an introductory financial accounting course. (The DFW rate is the percentage of students who earn a grade of D or F or withdraw (W) from the course.) A zero credit hour Monopoly® Lab (which physically meets one hour per week during the semester) was created to enhance introductory business students' understanding of difficult accounting concepts by providing a means to record transactions and prepare financial statements. The objective is to engage students and link together the foundational aspects of accounting in a more realistic, understandable manner. The paper examined the DFW rates of the course over a ten-year period. Results of the study revealed a consistent lower DFW rate after the introduction of Monopoly® as compared to previous labs without the use of Monopoly®.
Hyflex Courses: A &quot;Flex&quot; or a Flop?
Author: Guidry, Krisandra
Date: 2022-05-00
Type: Journal Articles
Subjects: Blended Learning,Electronic Learning,Synchronous Communication,Asynchronous Communication,In Person Learning,Student Attitudes,Business Administration Education,College Students

Hyflex course deployment is not completely online, not completely face-to-face, and not exactly hybrid or blended. Traditionally, hyflex gives the learner the choice of three participation options: face-to-face, synchronous online, or asynchronous online. Students select the mode that suits their lifestyle best over the entire course and/or from session to session. This study examines the results for business students at a small regional university in the southern part of the United States where a new definition of hyflex was employed. Students voiced their concerns and anecdotal evidence suggested they struggled throughout the semester. However, the results show this to be untrue: the mode of presentation - whether face-to-face or hyflex - did not affect the success rate in a course.