ethanporcaro/eric-fulltext-meta huggingface dataset:
Universal Design for Learning: Is It Gaining Momentum in Irish Education?
Author: Flood, Margaret
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Education,Equal Education,Student Diversity,Inclusion,Educational Policy,Policy Analysis,Elementary School Curriculum,Secondary School Curriculum,Curriculum Evaluation,Preservice Teacher Education,Faculty Development,Educational Change,Program Effectiveness,Special Education

Responding to student diversity has become a key policy priority in education systems around the world. In addition to international and national institutional policies, major changes are underway in instructional practices and pedagogy in many national contexts. Universal Design for Learning (UDL) has become a key pedagogical approach used in education systems which seek to promote inclusive and equitable education in response to student diversity. Despite Ireland's policy commitment to inclusive education, UDL has been traditionally focused on the higher education sector with little discussion about the role UDL can play at primary and second-level education to achieve inclusion. Furthermore, there has been no research to date on the extent to which education policy reforms are introducing part, or all, of the aspects of the UDL framework. The purpose of this paper is to examine the extent to which UDL is gaining momentum in Irish primary and second-level education through an analysis of curriculum policy. This paper examines the development and evolution of UDL in Irish education policy over the past decade by exploring the use of UDL in national educational curriculum frameworks. The paper highlights how UDL is slowly and implicitly emerging in education policy at a national level but suggests further momentum could be gained from its inclusion in Initial Teacher Education (ITE) and professional development programmes. By exploring the development of UDL within existing policy contexts, the paper argues for a more explicit commitment to UDL as part of ongoing curriculum reform at the primary level, the review of Senior Cycle, and Ireland's broader inclusive education agenda.
Advancing Text Prediction Skills through Translanguaging
Author: Mgijima, Vukile D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Prediction,Code Switching (Language),Reading Strategies,Second Language Learning,Second Language Instruction,African Languages,English (Second Language),Bilingualism,Grade 4,Elementary School Students,Comparative Analysis,Reading Comprehension,Teaching Methods,Multilingualism,Rural Schools,Foreign Countries,Reading Instruction

Background: Making predictions on how events might unfold when reading a text improves comprehension. Research on reading and making predictions tends to focus predominantly on the effects of making predictions as a reading strategy in monolingual contexts. So far, there is a paucity of research on the effects of reading development strategies in which learners are encouraged to read a text and express their predictions on how the events might unfold in the text in a different language from the one the text is written in. Objectives: This study investigated the possible effects of translanguaging techniques on the readers' ability to make plausible predictions of events when reading texts. Method: The study adopted a Solomon Four quasi-experimental design in which a total of 215 Grade 4 bilingual isiXhosa and English learners from different primary schools participated. Results: The findings demonstrated that translanguaging techniques, in which a tapestry of the learners' linguistic repertoire is used simultaneously in one reading lesson, have a positive impact on the learners' ability to make plausible predictions on how the events might unfold when reading texts. The findings also indicated that accurate text prediction is determined by a number of factors, which include the reader's familiarity with the content, the context of the reading text and the vocabulary used therein. Conclusion: For text prediction as a reading development strategy to be successful, the text and the reader's knowledge of the word, the world and the language ought to match. Otherwise, text prediction may be hampered due to lack of the reader's relevant background and linguistic knowledge. Contribution: This article fills out the research gap that has been caused by limited research on the effects of translanguaging on the text prediction abilities of multilingual learners. It contributes significantly to the body of research by providing some of the strategies that multilingual learners can utilise to enhance their reading comprehension.
Content Analysis of Levels and Aspects of Comprehension in West African Senior Secondary School Examination
Author: Oguntade, Funmilayo M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Content Analysis,Reading Comprehension,Secondary School Students,Exit Examinations,Second Language Learning,English (Second Language),Second Language Instruction,Reading Instruction,Language Tests,Test Items,Critical Thinking,Evaluative Thinking

Background: Reading is one of the most complex and exclusively human mental activities. It is a foundational skill for all learning, whether at primary, secondary or tertiary levels. If students do not master effective strategies for reading, they may not be successful independent learners. The ability to comprehend written texts and answer relevant questions on them is a major feature that is examined in comprehension in the West African Senior Secondary School Certificate Examination. Objective: This study was directed at analysing the content of the English language comprehension questions in the West African School Certificate Examination to identify the intensities of testing different aspects of comprehension so that teachers can lay emphasis on these aspects when they teach reading strategies to their students. Method: The content analytical approach was used to identify the different aspects and levels of the comprehension passages. The analysis of the content was carried out by focusing on 10 different content sub-categories. Results: The study revealed that most of the comprehension passages presented had never been used before and they were related to the students' local environment. Literal and inferential questions dominated while critical and evaluative questions were rarely asked. Conclusion: In the light of the pedagogic importance of critical and evaluative questions, it is recommended that examiners and teachers should lay emphasis on questions that demand higher-order reasoning to prepare students for the contemporary demands of literacy. In line with higher-order questions, it is also suggested that the curriculum should be amended to encourage critical evaluative thinking among secondary school students as it is an important part of literacy and language development.
Making Good of a Pandemic: A Long-Distance Remedial Summer Course in Calculus
Author: Rizzo, Ottavio G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Pandemics,COVID-19,Distance Education,Remedial Instruction,Summer Programs,Calculus,School Closing,Program Effectiveness,Learner Engagement,College Mathematics,Teaching Experience,Foreign Countries

What do you do when a change in enrollment policies leaves you with more than 600 students in a first-term university calculus class, three-quarters of those students had a failing mark in mathematics in the pre-enrollment test, you planned a series of remedial activities for the second term, and the COVID-19 pandemic shuts the university down with a two-day notice? The pandemic hit instruction with might, forcing schools and universities that were timidly experimenting with digital tools to reinvent themselves in days. The pandemic also offered incentives for creative solutions that, in normal times, would have been considered fit for submission to the committee for recursive committee submissions at best. This paper narrates a teaching experience of how we proposed and managed an at-distance remedial course in August that not only catered to more than twice the number of students expected by our best forecasts, but was a very good success once its effectiveness was compared to the outcomes predicted by the pre-enrollment test scores. We expose the design of the course and link its measured effectiveness with both its design and student engagement; in particular, we show that a different approach to the examination of cognitive load and to fostering student-teacher and student-student communication thanks to digital mediation could be effective in countermanding the math-induced drop-out phenomenon in STEM.
What Lies Beneath: The Role of Self-Efficacy, Causal Attribution Habits, and Gender in Accounting for the Success of College Students
Author: Hamann, Kerstin
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Attribution Theory,Gender Differences,Academic Achievement,Performance Factors,Grade Point Average,Social Influences,Context Effect,Undergraduate Students,Public Colleges

Existing research has identified gender as a driving variable of student success in higher education: women attend college at a higher rate and are also more successful than their male peers. We build on the extant literature by asking whether specific cognitive variables (i.e., self-efficacy and causal attribution habits) distinguish male and female students with differing academic performance levels. Using a case study, we collected data from students enrolled in a general education course (sample size N = 400) at a large public university in the United States. Our findings indicate that while students' course grades and cumulative college grades did not vary by gender, female and male students reported different self-efficacy and causal attribution habits for good grades and poor grades. To illustrate, self-efficacy for female students is broad and stretches across all their courses; in contrast, for male students, it is more limited to specific courses. These gender differences in cognition, particularly in accounting for undesirable events, may assist faculty members and advisors in understanding how students respond to difficulties and challenges.
Entrepreneurial Skills to Be Successful in the Global and Digital World: Proposal for a Frame of Reference for Entrepreneurial Education
Author: Jardim, Jacinto
Date: 2021-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Skill Development,Socioeconomic Influences,Cultural Influences,Creativity,Innovation,Self Efficacy,Resilience (Psychology),Strategic Planning,Evaluation,Problem Solving,Decision Making,Transformational Leadership,Interpersonal Communication,Teamwork,Networks,Computer Mediated Communication,Higher Education,Business Skills

For most professionals to succeed in the current job market, they need some entrepreneurial skills (ES). This study aimed to describe and systematize these skills, considering the current globalization and digital transformation phenomena. The documental analysis and the critical reflection on the collected data allowed us to identify the socio-economic and socio-cultural reasons for the relevance of this problem. Consequently, to elaborate a frame of reference intended to be adequate to the needs of the professionals of the current global and digital era. The results pointed to a tripartite ES model--to be open to novelty, to create solutions to emerging problems, and to communicate effectively--which integrates the following skills: Creativity and innovation, the spirit of initiative, self-efficacy and resilience, strategic planning, and evaluation, resolution of problems and decision-making, transformational leadership, clear and visual communication, teamwork and networking, and digital communication. In the continuation of this study, an ES scale will be created and validated according to this model, which will make it possible to measure the degree of development of these competencies.
Emergency Distance Education in the Conditions of COVID-19 Pandemic: Experience of Ukrainian Universities
Author: Bakhov, Ivan
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Emergency Programs,Electronic Learning,Universities,Barriers,Affordances,College Students,Student Satisfaction,Educational Quality,Access to Education,Self Motivation,Technological Literacy,Fatigue (Biology),Access to Computers,Internet,Foreign Countries

The COVID-19 pandemic has brought significant changes in education worldwide throughout 2020. In Ukraine, the preparedness for this process was different. There were various technical problems such as the absence of Internet connection, computers, or educational materials on the network, and most importantly, the unpreparedness of teachers to perform distance learning. From 28 April to 8 May 2020 at the Oles Honchar Dnipro National University (Dnipro, Ukraine), students were surveyed on the quality of distance learning organized during the quarantine period. A total of 1224 students from almost all faculties and centers took part in the survey and answered 19 questions in an online form developed in Office 365 (Microsoft Corporation, Redmond, WA, USA). The survey algorithm is based on the principle of cross-validation. According to the survey, the most important opportunities of distance (digital) learning are as follows: the opportunity to study in a convenient place, in a comfortable and familiar environment--28.57%; the opportunity to combine work with study--16.97%; the development of self-control skills and motivation to self-educate--16.43%; and the technical level of the learning process (use of information technologies)--13.83%. The aspects that negatively affect the organization of full-scale distance learning are as follows: the large volume of tasks--16.80%; the rapid fatigue due to prolonged work in front of a computer--16.35%; the absence of necessary equipment and/or constant (stable) access to the Internet--15.33%. In conclusion, ways to overcome the difficulties of distance learning, both by universities and by the government, are suggested.
Has the Stereotype of the Scientist Changed in Early Primary School-Aged Students Due to COVID-19?
Author: Quílez-Cervero, César
Date: 2021-00-00
Type: Journal Articles
Subjects: Stereotypes,Elementary School Students,COVID-19,Pandemics,Freehand Drawing,Gender Differences,Foreign Countries

The image that students have of scientists and their context appears distorted by multiple factors. The detection and modification of this image is important because this is related to scientific vocations. This research analyzes the drawings made by 128 early primary school-aged students (58 girls and 70 boys) from 6 to 8 years to determine the image they have regarding the scientist, their activity, and their environment, and how the current situation due to COVID-19 may affect this image. The analysis rubric defined in the modified Draw A Scientific Test-prompt was used. Results indicate that the image that the students have, in general, is far from the traditional one. Thus, the students draw both young women and men working in science, the girls being the ones who most habitually represent scenes broader than traditional. In addition, the influence of the COVID-19 crisis is perceived in some of the illustrations.
Generative Unit Assessment: Authenticity in Mathematics Classroom Assessment Practices
Author: McFeetors, P. Janelle
Date: 2021-00-00
Type: Journal Articles
Subjects: Units of Study,Mathematics Instruction,Mathematics Tests,Learning Processes,Geometry,Participatory Research,Action Research,Performance Based Assessment,Elementary School Students,Grade 4,Grade 5,Summative Evaluation,Elementary School Teachers,Teacher Attitudes

In our pursuit to broaden and deepen understandings of what it means to engage in an assessment activity, we explored the designing and implementing of a geometry performance task as an instantiation of authentic assessment to assess elementary school students' mathematics learning. Using participatory action research, we incorporated a performance task as an end-of-unit assessment with grade 4/5 students. We found that the authenticity within what we are calling a generative unit assessment, is understood as a process that is dynamic in contrast to conventional unit tests. We established an innovative assessment practice that emerged from the student and teacher data and is illustrated through four features applicable to any content area. Through collaborative discussions and the ensuing creation of a generative unit assessment, we found spaces to authentically understand ontological growth and continual learning through assessment.
Effects of a Web-Based Autonomy-Supportive Intervention on Physical Education Teacher Outcomes
Author: Tilga, Henri
Date: 2021-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Intervention,Web Based Instruction,Physical Education Teachers,Program Effectiveness,Self Concept,Need Gratification,Teacher Motivation,Learner Engagement,Secondary School Teachers,Self Determination,Foreign Countries

The current study tested the efficacy of a web-based autonomy-supportive intervention program on changes in physical education (PE) teachers' self-reports of autonomy support, psychological need satisfaction, intrinsic motivation, and teaching efficacy for students' engagement. In this study, 101 secondary school PE teachers and their 652 students were randomized either to a web-based autonomy-supportive experimental group or to the control group. Manipulation checks indicated that the intervention was effective as students perceived the experimental group PE teachers as more autonomy-supportive and less controlling compared to the control group at the one-month follow-up. In the main analysis, results of the path analysis demonstrated direct effects of the intervention on changes in teachers' self-reported autonomy-supportive behaviour, and on teaching efficacy for students' engagement. There were also significant direct effects from changes in autonomy-supportive behaviour on changes in psychological need satisfactions, from psychological need satisfaction on intrinsic motivation, and from intrinsic motivation on teaching efficacy for students' engagement. Finally, the intervention had an indirect effect on changes in teaching efficacy for students' engagement via changes in teachers' autonomy-supportive behaviour, psychological need satisfaction, and intrinsic motivation. These findings provided insight on the effects of a web-based autonomy-supportive intervention for PE teachers on several teachers' outcomes in the context of PE.
A Data Science Analysis of Academic Staff Workload Profiles in Spanish Universities: Gender Gap Laid Bare
Author: Cabero, Ismael
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Differences,Faculty Workload,Foreign Countries,College Faculty,Teacher Attitudes,Age Differences,Decision Making,Caring,Educational Quality,Housework,Family Work Relationship,Academic Rank (Professional),Intellectual Disciplines,Computer Assisted Instruction,Time Management,Universities,Working Hours

This paper presents a snapshot of the distribution of time that Spanish academic staff spend on different tasks. We carry out a statistical exploratory study by analyzing the responses provided in a survey of 703 Spanish academic staff in order to draw a clear picture of the current situation. This analysis considers many factors, including primarily gender, academic ranks, age, and academic disciplines. The tasks considered are divided into smaller activities, which allows us to discover hidden patterns. Tasks are not only restricted to the academic world, but also relate to domestic chores. We address this problem from a totally new perspective by using machine learning techniques, such as cluster analysis. In order to make important decisions, policymakers must know how academic staff spend their time, especially now that legal modifications are planned for the Spanish university environment. In terms of the time spent on quality of teaching and caring tasks, we expose huge gender gaps. Non-recognized overtime is very frequent.
The AI-Atlas: Didactics for Teaching AI and Machine Learning On-Site, Online, and Hybrid
Author: Stadelmann, Thilo
Date: 2021-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Teaching Methods,Electronic Learning,Blended Learning,Engineering Education,Foreign Countries,COVID-19,Pandemics,Curriculum Design,College Curriculum,Computer Science Education,Undergraduate Students,Graduate Students,Student Attitudes,Instructional Effectiveness

We present the &quot;AI-Atlas&quot; didactic concept as a coherent set of best practices for teaching Artificial Intelligence (AI) and Machine Learning (ML) to a technical audience in tertiary education, and report on its implementation and evaluation within a design-based research framework and two actual courses: an introduction to AI within the final year of an undergraduate computer science program, as well as an introduction to ML within an interdisciplinary graduate program in engineering. The concept was developed in reaction to the recent AI surge and corresponding demand for foundational teaching on the subject to a broad and diverse audience, with on-site teaching of small classes in mind and designed to build on the specific strengths in motivational public speaking of the lecturers. The research question and focus of our evaluation is to what extent the concept serves this purpose, specifically taking into account the necessary but unforeseen transfer to ongoing hybrid and fully online teaching since March 2020 due to the COVID-19 pandemic. Our contribution is two-fold: besides (i) presenting a general didactic concept for tertiary engineering education in AI and ML, ready for adoption, we (ii) draw conclusions from the comparison of qualitative student evaluations (n = 24-30) and quantitative exam results (n = 62-113) of two full semesters under pandemic conditions with the result of previous years (participants from Zurich, Switzerland). This yields specific recommendations for the adoption of any technical curriculum under flexible teaching conditions--be it on-site, hybrid, or online.
Exploring the Pre-Service Teacher Mentoring Context: The Construction of Self-Regulated Professionalism Short Courses
Author: Smit, Tanya
Date: 2021-05-00
Type: Journal Articles
Subjects: Case Studies,Professionalism,Curriculum Design,Mentors,Higher Education,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Metacognition,Professional Identity,Work Experience Programs,African Languages,English,Indo European Languages,Native Language,Cooperating Teachers,Foreign Countries

During work integrated learning (WIL), pre-service mentoring helps prepare final-year education students for the workplace. The pre-service teacher is placed alongside a mentor teacher, and the higher education institution (HEI) stipulates the timeline and the requirements. This study follows a wide-ranging research project, identified by the acronym FIRE (Fourth-year Initiative for Research in Education). In this article we focus on pre-service teacher mentoring experiences, partnerships, roles, and teacher identity development concerning mentor teachers, not mentor lecturers. The results of 2 baseline exploratory research surveys are shared. The attitudes, beliefs, opinions and practices of Senior, Further Education and Training phase mentor teachers and pre-service teachers were gathered, measured and compared. The responses to 2 cross-sectional questionnaires in electronic format provided a competence-base for the design of curricula for 2 short courses about mentoring and self-regulated professionalism. The 2 short courses were created for mentor teachers and pre-service teachers.