ethanporcaro/eric-fulltext-meta huggingface dataset:
Context and Pedagogy as Signpoints to Authentic Learning Paths
Author: Meriläinen, Merja
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Authentic Learning,Learning Trajectories,Scaffolding (Teaching Technique),Interdisciplinary Approach,National Curriculum,Core Curriculum,Thematic Approach,Native Language Instruction,Finno Ugric Languages,Literature

In the Finnish National Core Curriculum for Compulsory Education (2014), the conception of language is based on the communal and functional linguistics model of language. From the perspectives of teaching and learning, this requires that learning contexts and pedagogies enable learning in such learning environments, roles, and processes where the pupil can think and act authentically, according to his or her age (National Core Curriculum 2014). Thus, in this article we examine the integration of subject teaching with topic teaching in the frameworks of sociocultural learning, functional linguistics, and authentic learning, in the contextual-pedagogical learning landscape, where the individuality of learners as well as timely learning support (scaffolding) in the zone of proximal development (Vygotsky 1978) enable the learning of content as part of interdisciplinary learning. The subject Finnish language and literature is defined as a interdisciplinary, practical, theoretical, and cultural subject (National Core Curriculum 2014) that requires cooperation with other subjects. This article will present a interdisciplinary approach to learning, where the thematic context created for learning gives meaning to the subject related content that must be learned, and where the ability to acquire the core content of the subject becomes a prerequisite for the processing of the theme or topic presented through the thematic context.
Empathy and Narrative: A Discussion of Contemporary Stories from Childcare and Healthcare
Author: Burgess, Simon
Date: 2022-06-00
Type: Journal Articles
Subjects: Empathy,Child Care,Health Services,Young Children,Patients,Early Childhood Teachers,Nurses,Story Telling,Personal Narratives,Foreign Countries

In caring professions, such as childcare and healthcare, empathy and narrative underpin important aspects of the emotional work of early childhood educators and nurses (Rogers, Jefferies &amp; Ng, 2022). Unfortunately, they are not given much attention in scholarly articles, but it is important for practitioners to understand them (Barton &amp; Garvis, 2019). This cross-disciplinary paper discusses the virtue of empathy from a philosophical stance, and its relationship to narrative when building shared understandings. There is a sense in which empathy and narrative are interdependent: storytelling helps to cultivate empathy in others, and empathy can be essential if we are to elicit and understand the stories that others have to tell. In fact, when it comes to eliciting and understanding the kinds of stories that are of particular interest for this paper (i.e., the personal stories to be told by young children participating in a research project, and those of patients in a healthcare setting), empathy tends to be especially important. As we argue, these examples drawn from early childhood education and care and healthcare serve to illustrate certain ways in which empathy, storytelling, and the development of shared understandings can be of deep significance; not only for researchers, educators and healthcare professionals, but also for senior administrative and public policy officials.
Prediction of the Factors Affecting PISA Mathematics Literacy of Students from Different Countries by Using Data Mining Methods
Author: Aksu, Nursah
Date: 2022-06-00
Type: Journal Articles
Subjects: Predictor Variables,International Assessment,Achievement Tests,Foreign Countries,Secondary School Students,Numeracy,Data Analysis,Mathematics Achievement,Socioeconomic Status,Time on Task,Parent Background,Educational Attainment

The purpose of this study is to predict the mathematical literacy levels of the students participating in the research through the data obtained from PISA 2015 exam organized by OECD using data mining and to determine the variables that affect mathematics literacy. For this purpose, students' mathematics literacy levels and the variables that affect their mathematics literacy levels were analyzed separately for 6 different countries at different proficiency levels. The population of the research is 519334 students from 72 countries, who have taken PISA 2015 exam. The sample that was determined according to the purpose of the study consists of a total of 34,565 students from Singapore, Japan, Norway, the USA, Turkey, and the Dominican Republic, which have been observed to be at different proficiency levels. In the first stage of the study, analyzes were performed using data mining prediction methods. At this stage, WEKA program was employed and M5P algorithm, which is one of the most common methods, was used. In the second stage of the research, the output variable was predicted from the input variables using Artificial Neural Networks methods to determine the extent to which decision trees obtained by M5P prediction method produce valid results. In the analyzes carried out in MATLAB program, the relationship between students' actual math literacy scores and literacy scores predicted from input variables was examined. As a result of the study, the variables that affect mathematics literacy were found to be the socio-economic status index for Singapore, Norway, the United States, Turkey, and Dominic. On the other hand, the variables influencing mathematics literacy for Japan were found to be mathematics learning time and father's education level. The consistency of the results was as follows: 86.10% for Singapore, 40.26% for Japan, 30.10% for Norway, 39.15% for America, 26.43% for Turkey, and 29.24 % for Dominic. As a result of the study, a differentiation was found among the variables that affect mathematics literacy of the countries at different proficiency levels.
Cultivating the Chicano/Latina/o/x Faculty Pipeline across Hispanic Serving Institutions (HSI) Systems: The Potential Role of HSRIs in Transforming the Professoriate
Author: Contreras, Frances
Date: 2022-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Minority Group Teachers,Minority Serving Institutions,College Faculty,Graduate Study,Doctoral Students,Enrollment Trends,Population Trends,Public Education,Hispanic American Students,Undergraduate Students,Educational Attainment,Minority Group Students,Intellectual Disciplines,Graduation Rate,Gender Differences

The production of Chicano/Latino faculty has remained stagnant over the past 20 years, in part due to limitations in the production of doctoral students, hiring Latino faculty, and uneven experiences in graduate school. This article provides important findings related to the production of Latinx doctoral students and faculty in California, at a time when all public systems of education are HSI systems in the state. Latinx ladder rank faculty remain below five percent and doctoral student enrollment has remained stagnant, between 9 to 11% since 1998. Implications and recommendations for improving Latinx graduate student outcomes are also presented.
Undocumented Chicanx/Latinx Graduate Students: Illuminating Home-Based Sources of Support
Author: Lara, Argelia
Date: 2022-00-00
Type: Journal Articles
Subjects: Latin Americans,Hispanic Americans,Graduate Students,Parent Role,Parent Participation,Undocumented Immigrants,Social Support Groups,Student Adjustment

This qualitative research study explores the experiences of Chicanx/Latinx undocumented graduate students in higher education and specifically examines the home-based teachings and learnings employed by their parents to access and navigate higher education institutions. The study is guided by the research question: How do undocumented Latinx graduate students make sense of the forms of support and participation they receive from their families around education? The authors used Bernal's (2001) Pedagogies of the Home as a guiding framework. The findings revealed important learnings from their family's migration, laboral experiences and struggles, and strategies to resist marginalization. Through this study, student experiences highlight important considerations for policy and practice that validate the teachings and learnings that occur in their families and homes.
Assessment Strategies in Mixed Learning Applied in IT Engineering and Mathematics Studies
Author: Puertas, Eloi
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Engineering Education,Foreign Countries,Teaching Methods,Online Courses,Educational Change,Universities,Teacher Attitudes,College Faculty,Student Attitudes,Undergraduate Students,Student Evaluation,Evaluation Methods,Computer Science Education,Mathematics Education,Blended Learning,Performance Based Assessment,Information Technology,Technology Integration,Comparative Analysis,Competence

During the past COVID pandemic crisis, teachers of any level must adapt their teaching methodologies to an online learning environment. One of the fears most aspects was the course assessment. Nonetheless, a lot of teachers were attracted to using new tools, that previously exists on their online platforms. In Universitat de Barcelona learning was developed in a mixed form after the first COVID crisis, doing some activities online and others, like final semester exams, in person. During this phase, we carried out a questionnaire among students and teachers to know their opinion on assessment tasks during these semesters when online learning was more important than ever before. The results we have recollected show that professors and students do not always share the same point of view about the usefulness of different assessment strategies or how they are related to competence and skills achievements.
Challenges, Difficulties and Barriers for Engineering Higher Education
Author: Valero, Miguel
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,Higher Education,Engineering Education,Employment Potential,Educational Change,Competency Based Education,Active Learning,Teaching Methods,Learning Processes,Cooperative Learning,Student Projects,Course Descriptions,Educational Philosophy,Time Management,Teacher Evaluation,College Faculty,Educational Facilities,Teacher Attitudes,Stress Variables,Technological Literacy,Pedagogical Content Knowledge,Conflict Resolution,Departments,Foreign Countries

Higher education in general, and engineering higher education in particular, is constantly under pressure to introduce reforms that improve the employability of graduates. Among the most common claims is the development of a more active and competency-based teaching oriented to the development of professional and personal skills. The university institution responds to these claims, sometimes in a timid way, but others by embarking on great transformation projects. A good example of this is the project to build the European Higher Education Area. However, the challenge of developing a more active and competency-based teaching faces numerous difficulties and barriers because many of the necessary changes are in sharp contrast with a status quo that has been consolidated over centuries. Difficulties and barriers include a lack of deep understanding (and even lack of acceptance) of some of the implications of the challenges we are facing, the learning of new techniques and tools that are not easy to use or unsuitable organizational structures. In this paper, we explore the nature of some of the challenges and review the difficulties and barriers most often mentioned by those who dare to try. Anyone who wants to address the challenges or has a responsibility to facilitate changes should be aware of all these difficulties and barriers.
Conflicting Roles of Vocational Education: Civic, Industrial, Market and Project Conventions to Address VET Scenarios
Author: Marhuenda-Fluixá, Fernando
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational Education,Role of Education,Educational Trends,Educational Change,Educational Sociology,Apprenticeships,Education Work Relationship,Futures (of Society),Economics,Civics,Foreign Countries

Vocational education and training is more complex than academic education. It is also subject to important differences among countries due to at least two factors: a) the particular fabric of the productive system of the country and b) the involvement of social actors (employers and unions) as well as the labor market relations and the balance between capital and work. Historical and comparative vocational education and training has deployed a series of analytical tools which have contributed to identify different patterns of existing vocational education systems. Some institutions have also worked in order to help vocational education advance in the past decades: among these, the European Center for the Development of Vocational Training (Cedefop) has twice devised future scenarios in Vocational education, at the turn of the 20th century and right before the COVID-19 pandemics. The combination of current VET systems and suggested scenarios indicate that transformations are subject to negotiation among actors within countries (administration, employers, unions, teachers) and across countries; as well as subject to legitimation of decisions before the wider society. The sociology of conventions is a useful approach to analyse processes of negotiation and legitimation behind historical developments in VET systems; we suggest applying it to tackle current VET scenarios.
Methodological Choices in Developing Scenarios in Vocational Education and Training -- Reflections on Three European Scenario Projects
Author: Grollmann, Philipp
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational Education,Employment,Educational Policy,Futures (of Society),Vignettes,Generalization,International Organizations,Policy Formation,Misconceptions,Economic Factors,Social Influences,Economic Climate,Science and Society,Technological Advancement,Social Change,Power Structure,Competition,International Cooperation,Educational Trends,Trend Analysis,Foreign Countries

The aim of this article is to explore methodological issues related to scenarios on vocational education and training (VET). In particular, we examine the extent to which VET scenarios depend or build on generalizable future expectations (&quot;myths of the future&quot;) or archetypes of the future. The analysis builds on a review of recent methodological literature on scenario building applied to three international scenario studies on VET carried out by the European Centre for the Development of Vocational Training (Cedefop), in which the authors were partly involved. We argue that neither scenarios on a particular issue (&quot;issue-based&quot;) nor on the future of a particular society (&quot;area-based&quot;) do justice to diverse VET systems but that scenarios in VET need to be &quot;institution-based&quot;. Hence, both the relative independence of VET systems and their path dependency -- especially in transnational projects -- need to be taken into account. In conclusion, we propose that the regular application of the scenario approach could be a useful complement to various other prospective approaches used to guide European employment and vocational training policies.
Radical Institutional Changes While Maintaining Strong Links between VET and the Labour Market: The Dutch VET Experience
Author: Broek, Simon
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational Education,Foreign Countries,Labor Market,Education Work Relationship,Employment,Educational Change,Case Studies,Institutional Autonomy,Feedback (Response),Governance,Secondary Education,Power Structure,Educational Cooperation

This article intends to show that while the strong VET-labour market link has a long tradition in the Netherlands and likely maintains strong in the future, the dynamics that substantiate this link, especially in terms of institutional arrangement have seen a radical shift in the last decades. To explore the shifts we make use of Rageth and Renold (2020) model of three ideal types of linkages between education and employment system and the ideas concerning vocational and academic drift (Hippach-Schneider, 2014; Cedefop, 2017, 2020). This article is based on a literature review and case studies conducted in recent years on the Dutch system in the context of various (European) research projects. The article concludes that while the ownership for VET of the employment system decreased, the VET schools, due to the high level of autonomy and institutional capacities, were effectively able to install cooperation mechanism, joint delivery mechanisms in VET programmes and effective feedback mechanisms. The article shows that powerbalancing on VET content and supporting vocational drift does not necessarily require powerbalancing institutionally. In doing so, the article offers reflections to other countries' VET systems on how to balance education and labour market systems in the determination of the VET content and the governance of the VET system.
Scenarios for Vocational Education and Training in Europe in the 21st Century
Author: Markowitsch, Jörg
Date: 2022-00-00
Type: Journal Articles
Subjects: Vignettes,Educational Trends,Futures (of Society),Vocational Education,Foreign Countries,Educational Development,Educational Change,Sustainability,Social Change,Trend Analysis,Lifelong Learning,Job Skills,Competence,Job Training

Building on the findings of Cedefop's research project 'The changing nature and role of VET in Europe' (2015-18), this article outlines the development and transformation of European VET over the last two decades. Exploring change from epistemological-pedagogical, institutional and socio-economic perspectives, the research not only illustrates the stability and path dependence of national VET systems (and how this sustains overall VET-diversity in Europe), it also demonstrates how the combination of incremental change and major societal and economic shocks shift the orientation of VET. This mapping and analysis of the past is used to outline possible scenarios for the future of vocational education and training in Europe. Three main scenarios - pluralistic, distinctive and special-purpose VET - illustrate the different directions VET can take in the next two decades and the challenges and opportunities involved in this. The final part of the article discusses the potential use of the scenario-approach and how this is taken forward in Cedefop's follow-up project on the Future of VET (2019-2022).
The Changing Epistemology of VET: Reflections on Analysing Content Change
Author: Wittig, Wolfgang
Date: 2022-00-00
Type: Journal Articles
Subjects: Epistemology,Vocational Education,Knowledge Level,Theory Practice Relationship,Influence of Technology,Social Change,Job Skills,Knowledge Economy

The paper discusses the options for a conceptual framework to describe how the knowledge created and acquired in VET is changing due to technological innovation and the shift towards a knowledge economy. The discussion sets out from the question how vocational or professional knowledge may be distinguished from other forms of knowledge and what philosophical and epistemological traits may underpin this distinction. Building on an analysis of 'intrinsic' and 'extrinsic' conceptions of knowledge, the paper explores how appropriate descriptors for the classification of theoretical or propositional knowledge as well as practical knowledge may be identified. As a result, a proposal for structuring vocational knowledge is presented. The concluding part addresses the question how the proposed categories may serve to characterise changes in vocational knowledge and explores the requirements for applying the conceptual framework in empirical studies on the effects of technological innovation and societal developments.
The Evolution of VET Systems as a Combination of Economic, Social and Educational Aims. The Case of Swiss VET
Author: Bonoli, Lorenzo
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational Education,Educational Objectives,Economic Factors,Discourse Analysis,Comparative Education,Futures (of Society),Educational History,Educational Development,Foreign Countries,Social Influences,Educational Policy,Case Studies,Apprenticeships,Educational Legislation,Unemployment,Social Change

Vocational education and training (VET) systems around the world serve many aims, the most important of which can be grouped into three main aims: economic, social and educational aims. These different aims find their roots in different socio-cultural and economic contexts and their importance in the functioning of the systems evolves according to the times. Our contribution proposes a reflection on the centrality of the notion of aims in order to better understand and describe the functioning of VET systems. By adopting an exploratory approach based on discourse analysis, we will show the interest in using this notion to build a theoretical framework that facilitates international comparisons between VET systems and also the description of their evolution from the past to the future. To exemplify the relevance of this exploratory approach, the contribution will propose a description of the evolution of the Swiss VET system from 1880 up to 2030, based on the articulation of economic, social and educational aims.
An Analysis of Preservice Chemistry Teachers&apos; Misconceptions of Reduction-Oxidation Reaction Concepts
Author: Hadinugrahaningsih, Tritiyatma
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Misconceptions,Scientific Concepts,Chemistry,Knowledge Level,Science Teachers,Foreign Countries

This article describes a study of 149 preservice chemistry teachers' misconceptions of concepts related to a reduction-oxidation reaction. A mixed-method approach was used to obtain data through the ROXCI (Redox Concept Inventory) instrument and interviews. Result indicated that the highest misconceptions were for item number 10 (4.03% or only 6 of 149 students answered correctly) and the lowest misconception occurred on item number 1 (94.63% or 141 of 149 students answered correctly). These results were supported by the analysis of the interviews where the respondents produced misconceptions when explaining the process of electron transfer in redox reactions. The highest percentage of consistent answers in the six ROXCI categories was obtained in the surface feature concept category (6.71% or 10 out of 149 respondents consistently answered correctly). This shows that preservice chemistry teachers are not able to connect the three levels of chemical representation, macroscopic, microscopic, and symbolic in studying chemistry, especially for the redox concept. Analysis of the relationships between misconceptions and average student confidence shows that every distractor chosen by the respondents at every level was followed by a degree of confidence of between 50%-70%, indicating that misconceptions became stronger because the preservice chemistry teachers did not realize that a concept believed to be true is wrong.