ethanporcaro/eric-fulltext-meta huggingface dataset:
Blended Learning in Russian Higher Education: The Evolution of the Term in Science and Practice
Author: Strelchuk, Elena N.
Date: 2023-00-00
Type: Journal Articles
Subjects: Blended Learning,Higher Education,Foreign Countries,Definitions,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,College Students,Public Education

Background/purpose: The concept of &quot;blended learning&quot; was taken by Russian education from abroad. However, under the new conditions, the authors' original idea of combining different forms of learning has been transformed into a mixture of online and offline learning. This study aims to analyze the factors that led to the transformation of this concept in Russian research papers and the practice of teaching in universities. The observation method was necessary to describe how the term is applied and to draw conclusions about how it is understood by teachers. Materials/methods: The study is based on the comparative method, which includes a selection, description, and analysis of different interpretations of the studied concept in more than 90 Russian and foreign scientific publications. The results of the analysis are presented in diagrams, allowing consolidating a new point of view on the subject of research. Results: The study showed that Russian researchers understand &quot;blended learning&quot; as a combination of online and offline lessons, while the true meaning of the term is the combination of electronic learning tools with traditional face-to-face tools that can be used both synchronously and asynchronously. Conclusion: Prospects for the use of blended learning in Russian universities lie in the understanding that it is a special form of learning process, in which students interact either with a teacher or with an electronic learning resource, depending on what helps to achieve the learning objectives most effectively. This requires the development of new educational technology based on innovative software.
The Impact of Sense of Coherence and the Perceived Parental Goal Emphases on Teenagers&apos; Anxiety Disorder
Author: Shaygani, Fatemeh
Date: 2023-00-00
Type: Journal Articles
Subjects: Adolescents,Anxiety Disorders,Parents,Attitudes,Rhetoric,Parent Role,Control Groups,Mothers,Parent Child Relationship,Parent Influence,Grade 6,Males,Junior High School Students,Foreign Countries,Anxiety,Goal Orientation

The role of the parents is crucial in the children's effective functioning, having a long-term effect on the physical, mental and social health of the individuals. Sense of coherence is one of the most important elements of mental health, having a significant effect on the various aspects of life. So do parental goal emphasis by setting the main directions for the children. The current survey aimed to study the impact of sense of coherence and the perceived parental goal emphasis for teenagers' anxiety disorder. 80 of these students (40 suffering from anxiety disorder and 40 normal individuals) were selected due to a questionnaire about anxiety and sampling method, considering the goal of the research. The sense of coherence questionnaire was filled by students' mothers, and to understand parents, the perceived parental goal emphasis questionnaire was filled by the students themselves. The results were calculated and analysed by a statistical program called SPSS (V.20) with MANOVA on the Dependent variables test. The results indicate that the sense of coherence was different in two groups of mothers and students than anxiety disorder and normal individuals. It shows that sense of coherence had a higher rate in normal students' mothers. Also, the orientation senses of parents and its component had a huge superiority over students with an anxiety disorder than normal.
The Relationship between Transformational Leadership and Teacher Self-Efficacy in Terms of National Culture
Author: Kaya, Metin
Date: 2023-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Self Efficacy,Teacher Attitudes,Cultural Influences,Values,Elementary School Teachers,Secondary School Teachers,Foreign Countries

Background/purpose: The purpose of this study is to examine the relationship between transformational leadership and teacher self-efficacy in terms of cultural values. Materials/methods: Articles indexed in Web of Science, Scopus, and ERIC databases between 2008 and 2021 were used for conducting a meta-analysis. The data set included 25 articles from 15 countries. The random-effects model was used as a statistical model in the meta-analysis. Results: The study revealed a weak relationship between transformational leadership and teacher self-efficacy (ES=0.28). Additionally, some dimensions of national cultures are moderators in the relationship between transformational leadership and teacher self-efficacy. This relationship is predicted positively by the power distance orientation of cultures and negatively by individualism and indulgence orientation. Conclusion: There is a weak relationship between transformational leadership and teacher self-efficacy.
The Impact of Self-Regulation in the Governance of European Higher Education Systems on Quality and Equity
Author: Sabzalieva, Emma
Date: 2023-00-00
Type: Journal Articles
Subjects: Self Management,Governance,Higher Education,Educational Quality,Equal Education,Comparative Education,Foreign Countries,Educational Policy,Sustainable Development,Measurement

Self-regulation in the governance of higher education systems is often assumed to improve institutional performance, accountability, and responsiveness. Although studies of higher education governance have addressed the extent of self-regulation across national systems, there has been less investigation of the links between self-regulation and quality and equity. Nevertheless, the universal adoption of the United Nations Sustainable Development Goals (SDGs) commits all countries to equal access to affordable and quality education, including higher education, by 2030. To assess the relationship between self-regulation, quality, and equity, this paper presents a novel higher education self-regulation index trialed using the cases of England, Finland, France, and Germany. The index compares self-regulation, based on the respective national legal and policy frameworks, in core higher education functions: control and evaluation, funding, strategy and structure, personnel, and teaching and research. Each area is analyzed using six conditions reflecting the level of autonomy of an institution which could be met in full, in part or not met and assigned to a proxy number ranging from 0, 0.5 and 1 respectively. Each of these areas is summarized with a level that is either High, Medium, or Low and these are the levels then shown in the composite index. The impact of varying levels of self-regulation in a higher education system on quality and equity is then analyzed. Whereas higher levels of self-regulation do appear to have some impact on quality, the study found that a mix of policy steering, and institutional initiatives are needed to improve equity. Further refinement and testing of the self-regulation index would improve its utility as a tool to support governments and institutions to enhance higher education governance in support of the SDGs.
An Experimental Study on a Conversational Agent in Software Testing Lessons
Author: Paschoal, Leo Natan
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Science Education,Computer Software,College Faculty,MOOCs,Teacher Student Relationship,Supervision,Undergraduate Students,Artificial Intelligence,Foreign Countries,Student Attitudes,Course Descriptions,Evaluation Methods

Nowadays, few professionals understand the techniques and testing criteria to systematize the software testing activity in the software industry. Towards shedding some light on such problems and promoting software testing, professors in the area have established Massive Open Online Courses as educational initiatives. However, the main limitation is the professor's lack of supervision of students. A conversation agent called TOB-STT has been defined in trying to avoid the problem. A previous study introduced TOB-STT; however, it did not analyze its efficacy. This article addresses a controlled experiment that analyzed its efficacy and revealed it was not expressive in its current version. Therefore, we conducted an in-depth analysis to find what caused this result and provided a detailed discussion. The findings contribute to the TOB-STT since the experimental results show that improvements need to be made in the conversational agent before we use it in Massive Open Online Courses.
Moving beyond Ideological Problem-Solving Paradigms in Higher Education Governance Studies: Toward a Renewed Perspective
Author: Yembergenova, Danagul
Date: 2023-00-00
Type: Journal Articles
Subjects: Higher Education,Governance,Educational Change,Administrative Organization,Ideology,Efficiency,Comparative Analysis,Outcomes of Education,Discourse Analysis,Political Influences,Problem Solving,Policy Analysis,Educational Policy

New Public Management (NPM)-inspired higher education (HE) governance has become increasingly topical in recent years. However, while existing research provides an overall understanding of relevant changes, it does not offer a complete analysis of complex governance and falls prey to deterministic and relatively narrow ideological impositions. Scholars are overwhelmingly oriented toward governance models or modes and the ideas of efficiency, effectiveness, and competition in NPM. They either promote these aspects as an approach to organizing HE governance or criticize them in addition to evaluating or comparing their outcomes. Therefore, based on a literature review and drawing on Foucauldian ideas of political rationality, this paper proposes a shift from the ideology-based problem-solving paradigm to a renewed approach. By calling for an increased focus on bottom-up initiatives that stem from below while studying NPM-inspired HE governance, this paper recommends conducting a discourse analysis of technical policy papers together with empirical-analytical studies to identify interpretive political rationalities and histories. Overall, the approach proposed in this paper would limit the deterministic mode of policy analysis and lead to more refined ways of understanding HE governance in certain fields, clarifying problematic situations, and effectively estimating future directions.
Teacher Learning and Professional Development in School-University Partnership: How Do Mentors Learn?
Author: Thant Sin, Khin Khin
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Faculty Development,College School Cooperation,Partnerships in Education,Mentors,Teacher Improvement,Teaching Skills,Pedagogical Content Knowledge,Student Teachers,Self Esteem,Teacher Motivation,Reflective Teaching,Classroom Techniques,Lesson Plans

This study investigates teacher learning and professional development in school-university partnership in Myanmar. This study explores teacher learning and professional development through engaging in a school-university partnership through mentoring activity. Research studies have shown mentoring can improve teachers' learning and professional development (Hargreaves &amp; Fullan, 2000). A sequential explanatory mixed-methods design was applied in this study. Participants were 120 schoolteachers in the quantitative part while 4 participants were interviewed. This study aimed to answer how the impact of school-university partnership on teacher learning and professional development can be understood. To answer this research question, two groups of schoolteachers (mentor and non-mentors) and three groups of teachers based on communication level with student teachers were compared. The results showed that teachers who had mentoring experiences improved their professional skills and competencies more than non-mentor teachers mainly in the areas: pedagogical content knowledge, knowledge about learners' behaviours and characteristics and cross-curricular skills. Furthermore, teachers who had intensive communication with student teachers showed higher mean values in self-confidence, enjoyment in teaching and reflection on teaching practices and feeling like a responsible person in education. Findings from the qualitative part showed that teachers learned these skills and competencies through intensive collaborative activities such as discussing teaching and learning, guiding student teachers in their classroom management and planning a lesson and having a friendly conversation with them. Overall, this study confirms that engaging in school-university partnership through mentoring enhances mentors develop their self-confidence, and enjoyment in teaching as well as their professional knowledge and skills.
Effectiveness of Gamification on the Community of Inquiry Development in Online Project-Based Programming Courses Conducted on Facebook
Author: Kiliç, Servet
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Gamification,Communities of Practice,Inquiry,Online Courses,Active Learning,Student Projects,Programming,Computer Science Education,Social Media,Student Attitudes,Asynchronous Communication,Foreign Countries,Teacher Student Relationship,Social Behavior,Cognitive Processes

This study aims to explore how gamification elements influence the development of the Community of Inquiry (CoI) in an online project-based programming course conducted on Facebook. We formed student groups by using a quasi-experimental design from students studying in the computer science department. While both courses were project-based, the experimental group's project development process was enriched with gamification elements. We collected data from the CoI survey, transcript analysis of online discussions, and interviews with students. The results indicated that the use of gamification elements contributed significantly to students' social, cognitive, and teaching presence development. Besides, while a high level of CoI perception was created in both groups in the online project-based learning environment, the design and organization role of the instructor came to the fore in the gamified environment more.
Start to Finish: Examining the Impact of the El Dorado Promise Program on Postsecondary Outcomes
Author: Swanson, Elise
Date: 2020-00-00
Type: Journal Articles
Subjects: College Programs,Paying for College,Tuition,Scholarships,School Districts,College Enrollment,Associate Degrees,Bachelors Degrees,Enrollment Rate,Minority Group Students,Grade Point Average,Postsecondary Education,Outcomes of Education,Student Financial Aid

The El Dorado Promise program is a universal, first dollar Promise program that guarantees a full tuition scholarship to students who attend the El Dorado School District from grades K-12, and a partial scholarship for those enrolled for at least 9th through 12th grade. We use a difference-indifferences framework to examine the impact of the El Dorado Promise program on college enrollment and bachelor's degree completion. We find that, overall, the Promise was associated with a 14.0 percentage point increase in postsecondary enrollment, no change in associate's degree completion, and an 8.8 percentage point increase in bachelor's degree completion. Students of color and students with below-average GPAs saw the greatest increases in enrollment. Students with above-average GPAs realized the largest gains in bachelor's degree completion. These results indicate that Promise programs in rural areas can have positive and significant impacts on postsecondary outcomes.
Blended Learning Effectiveness: Improving Japanese Medical Laboratory Science Students&apos; Identification of Parasite Eggs
Author: Kobayashi, Koji
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Science Laboratories,Medical Education,Clinical Diagnosis,Electronic Learning,Cooperative Learning,Program Effectiveness,Diseases,Student Attitudes

Parasitic infections are declining in Japan, resulting in fewer hours of parasitology instruction in medical laboratory science and medical schools. However, there are growing concerns that the parasite identification skills of medical laboratory technologists and the diagnostic skills of physicians may be compromised as a result. Effective teaching methods are required to improve the identification of parasites in pre-graduate education. We therefore adopted a new teaching method: the blended learning method, in 2018. This method combined the e-learning and jigsaw methods, which had already been implemented separately in 2017. This study aimed to evaluate the pedagogical effectiveness of this blended learning approach compared to that of 2017 in teaching parasitology practice to students enrolled in the Department of Medical Laboratory Science. The results show that the median score for the practical test was 83.3 points for the blended learning lessons, which was not significantly different from the scores for jigsaw or e-learning lessons. However, blended learning had the lowest percentage of failures on the practical test, at 10.7%. Additionally, the microscopic image test results indicate a significant memory retention effect. From the questionnaire results, 94.7% of the students were satisfied with their practice. In conclusion, the blended learning did not significantly improve parasite identification skills, but it may reduce the number of failures, suggesting a knowledge retention effect and a high level of satisfaction with this practice.
Digital Text/Tool Selection and Integration: What Professors Teach
Author: Christ, Tanya
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Media Selection,Selection Tools,Teacher Educators,Preservice Teacher Education,Literacy,Foreign Countries,Predictor Variables,Selection Criteria

The DigiLit Framework suggests criteria for digital text and tool selection (content accuracy, intuitiveness, interactivity, quality) and integration (model a literacy skill or strategy, guide a literacy skill or strategy, model digital feature use, guide digital feature use) in literacy lessons. Using survey research, we explored which DigiLit criteria literacy professors prepared preservice teachers to use in K-12 settings. Participants included 199 literacy professors (194 from USA and one each from Australia, Canada, Caribbean, Middle East and Europe). We used a multivariate outcome logit/probit model to analyze how this was related to (a) professor characteristics, (b) institution characteristics, and (c) time. Findings showed that certain professor characteristics (e.g., interest in integrating technology, being knowledgeable about digital literacies), institution characteristics (e.g., access to equipment, professional development, technical support, incentives), and time to plan and practice integration were related to literacy professors' increased preparation of preservice teachers to use digital text or tool selection and integration. These findings provide specific ways to improve literacy teacher preparation by providing specific kinds of supports.
Implementing Competency Based Curriculum (CBC) in Kenya: Challenges and Lessons from South Korea and USA
Author: Muchira, John Munyui
Date: 2023-00-00
Type: Journal Articles
Subjects: Curriculum Implementation,Competency Based Education,Foreign Countries,Critical Thinking,Problem Solving,Lifelong Learning,Self Efficacy,Personal Autonomy

This research examines the nature, enactment, and assessment of Competency-Based Curriculum (CBC) models in the United States and South Korea to highlight lessons and strategies that Kenya can utilize to improve CBC implementation. A scoping review of various databases was conducted to search for peer-reviewed articles documenting empirical evidence on implementing and assessing CBC education models in the USA, South Korea, and Kenya. Two researchers from each country screened, extracted the data, and evaluated the records using a custom quality rating scale following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension checklist for scoping reviews. Evidence from the USA and South Korea indicated that the implementation of CBC resulted in improved problem-solving skills, lifelong learning skills, self-efficacy, and autonomy in learners. There is limited evidence from Kenya on the effect of CBC models on learners' key competencies. Challenges in the three countries include lack of teacher training opportunities, low funding for implementation, inconsistent pedagogical approaches and assessment techniques. The Kenyan government and education stakeholders can address the CBC implementation challenges by using evidence from other studies and countries on teacher training and aligning goals at the school, local authority, regional authority, and national levels.
Increasing College Knowledge: The Role of School Counselors
Author: St. Cyr, Alana
Date: 2023-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,Self Efficacy,Knowledge Level,Postsecondary Education,Information Dissemination,College Readiness,First Generation College Students,Expectation,Employment Experience,High Schools

Members of a prominent school counseling organization were surveyed to measure their perceived responsibility, self-efficacy, and performance related to increasing students' college knowledge. The purposes of this study were to: (a) understand what level do school counselors believe they bear the responsibility to increase students' college knowledge, (b) determine how efficacious do counselors feel in providing college knowledge to students, and (c) determine the level that school counselors are providing students college knowledge information. There were significant differences across those domains. With the professional expectation that a school counselor's role is to facilitate the increase of college knowledge for students, there are discrepancies between the expectation and the view of the school counselor. Based on the results of our study, we concluded that additional support and guidance for school counselors facilitating college knowledge would be beneficial to staff and students.
The Effects of Integrated Brain-Based Learning and Skills Training in Linear and Quadratic Functions among Grade 11 Students
Author: Mekwan, Jatuporn
Date: 2023-00-00
Type: Journal Articles
Subjects: Brain,Neurosciences,Grade 11,Skill Development,Teaching Methods,Program Effectiveness,Mathematics Achievement,Student Satisfaction,Secondary School Students,Foreign Countries

The purposes of the study were 1) to investigate the effectiveness of integrated brain-based learning and skills training on grade 11 students' learning achievement in linear and quadratic functions 2) to compare the achievement of grade 11 students before and after using integrated brain-based learning and skills training, and 3) to study students' satisfaction with the integrated brain-based learning and skills training. The participants were 40 grade 11 students in a Thai public school selected by the cluster sampling method. Research instruments were 1) a learning management plan 2) skills training 3) a learning Achievement Test, and 4) a Satisfaction Questionnaire. Statistics used in data analysis were percentage, average, standard deviation, and paired samples t-test. The results of the study indicate that 1) the effectiveness of the integrated brain-based learning and skills training on grade 11 students' learning achievement in linear and quadratic functions, 2) the achievement on grade 11 students after learning with the learning management was significantly higher than before using the treatmen, and 3) students was satisfied with the learning processes during the implementation of the learning management plan. The result of the study contributes to the area of mathematics education as it presents an alternative instructional method that combines the benefits of teaching principles to teach a complicated concept in mathematics. Moreover, it illustrates how the two principles are integrated to form a learning management plan that could drive learners' learning process.