ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Simulations to Improve Skills Needed for Work-Integrated Learning before and during COVID-19 in Namibia
Author: Iipinge, Selma M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Job Skills,Job Training,Simulation,Work Experience Programs,Skill Development,COVID-19,Pandemics,Online Courses,Business Administration Education,Career Readiness,Communication Skills,Professionalism,Leadership,Teamwork,Problem Solving,Critical Thinking,Assertiveness,Time Management,Learning Motivation,Accountability

This article explores Namibian students' perception of work-integrated learning (WIL) readiness skills developed from an offline and online business simulation course, pre and during the COVID-19 pandemic, as well as the use of simulations to prepare students for WIL placements. The findings indicate that both versions of the business simulation were able to inculcate WIL readiness skill in the students and that students perceive learning tools, such as the business simulation course, appropriate in developing the skills needed for WIL. Skills including communication, professionalism, leadership, teamwork, analytical, problem solving, critical thinking, assertiveness, time management, willingness to learn, attention to detail, diversity and accountability were more significantly developed in the offline business simulation than in the online version. It is thus highlighted in the study that pedagogical and content related strategies that can enhance online business simulations be considered.
Scaffolded, Simulated Work-Integrated Learning in Design Education: Beyond the Live Project
Author: Tezcan, Natarsha
Date: 2020-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Simulation,Work Experience Programs,COVID-19,Pandemics,Undergraduate Students,Transformative Learning,Honors Curriculum,Interior Design,Job Skills,Skill Development,Employment Potential,Authentic Learning,Foreign Countries

COVID-19 calls for new approaches and frameworks for the delivery of work-integrated learning (WIL). Standalone WIL opportunities are also increasingly difficult to realize, with the current economic climate limiting industry resources available for placements and WIL partnerships. The hybridized WIL model presented in this paper thus proposes the scaffolding of simulated WIL experiences into core undergraduate design curriculum to promote deep, authentic, transformational learning, fostering broader student employability. Noting a gap in design educational research relating to embedded scaffolded WIL, the paper refers to examples of scaffolded WIL experiences across core design studio subjects of a four-year embedded honors interior architecture program. Conceived as a way to prepare students for more significant standalone, cross-disciplinary and cross-national WIL, the authors argue that this model develops the professional skills required by industry and better prepares students to navigate the dynamic real-world problems that societies face, particularly during the pandemic.
Virtual WIL Clinics in Medicine: Overcoming the COVID-19 Challenge
Author: Rasalam, Roy
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Experiential Learning,Work Experience Programs,Clinics,Computer Simulation,Educational Technology,Technology Uses in Education,Teleconferencing,College Students,Student Attitudes,Foreign Countries,Medical Education,Medical Students,Student Motivation,Lifelong Learning,Planning,Problem Solving,Communication Skills

In the current context of COVID-19 restrictions, the perceived infection risk in healthcare facilities has resulted in limited opportunities for clinical placements. This paper aims to demonstrate how virtual WIL clinics (virtual simulated general practice clinics), provide an authentic clinical experience and to ascertain whether these virtual clinics allow the practice of generic WIL competencies. The clinics provide students with WIL experience without the face-to-face contact of a physical clinic via telehealth. The practice of WIL through virtual WIL clinics at James Cook University, Australia, is assessed using the Work Skill Development (WSD) framework via GoSoapBox surveys. Students surveyed (N=66) expressed a high level of motivation to engage, reflect and learn through this medium. The survey also highlighted some possible areas of improvement in time management and communication. Virtual WIL clinics are a suitable substitution for WIL clinical activity and ideally suited to the COVID-19 context.
Innovative Methods in Management and Raising the Quality of Higher Professional Education in Russia
Author: Erofeeva, Maria A.
Date: 2020-08-00
Type: Journal Articles
Subjects: Educational Quality,Higher Education,Professional Education,Educational Change,Competition,Educational Administration,Foreign Countries,Teacher Attitudes,Student Attitudes,Educational Planning,College Faculty,College Students,Educational Improvement

Economic and political changes in contemporary society lead to reforms of many social spheres. The system of education in general and higher professional education in particular is no exception. The issue of ensuring the quality of education has recently attracted great attention in all countries of the world. The key problem of reforming education is raising its quality. In this paper, the object of research was the quality of education provided by higher education institutions. The authors have conducted the analysis of models for raising the quality of education and qualimetry of the laboratory work quality based on a survey of teachers and students. The QFD method was described by the example of its application in five universities of the Russian Federation. It has been proved that this method can provide the university with a planning tool with which higher education institutions can provide services that fully meet the requirements of customers (students, parents, employers, the state and society as a whole), thereby ensuring the suitability of the system to meet external requirements -- the Fitness-for-Purpose approach (building goals based on the external environment). In addition, it has also been substantiated that the application of this method in the system of higher professional education will ensure the suitability of the system to achieve its own goals -- the Fitness-for-Purpose approach (development, improvement, effective management). Thus, the QFD method will make it possible to support of all types of coordinated activities for the leadership and management of higher education institutions in relation to quality, as well as a set of developed regulatory and methodological documents that determine the content, technologies, methods and means of work of all officials, teachers and students to further improve the quality of educational process, thereby ensuring the competitiveness of higher education institutions and effective development on the global market of educational services.
Intonation of Russian Declarative Sentence: Methodology for Teaching Foreign Students
Author: Shutova, Marina Nikolaevna
Date: 2020-08-00
Type: Journal Articles
Subjects: Intonation,Russian,Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Students,Language Patterns,Verbal Communication,Reading Processes,Sentence Structure,Verbs,Nouns,Phrase Structure

The article deals with teaching Russian intonation of declarative sentences to foreign students. The emphasis is placed on the way teaching materials are presented. In particular, the variable rows for intonation patterns in declarative sentences have been developed, as well as the teaching of syntagmatic segmentation and intonation patterns in complex utterances. This method of working with foreigners is efficient for teaching foreign students the Russian declarative intonation which manifests in verbal communication and reading.
Investigating the Effect of Training Career Path Skills Based on Super&apos;s Career Development Theory on Academic Self-Concept of Students of Isfahan University
Author: Pasha, Shima
Date: 2020-08-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Self Concept,Career Development,Instructional Effectiveness,Academic Ability,Self Concept Measures,Skills,Training,Vocational Maturity

The present study aimed to investigate the effect of training career path skills based on Super's Development Theory on students' academic self-concept. The study is a quasi-experimental with pretest-posttest design with a control group. The statistical population of the study consisted of all students of University of Isfahan year 2018. Using available sampling method, 30 people were selected and randomly, 15 of them were placed in the test group and 15 in the control group. The data collection tool was Academic Self-Concept Scale (ASCS) (Reynolds et al, 1980). The career path skills were trained to the test group for ten 90-minute sessions in groups, and no training was provided to the test group. The data were analyzed using SPSS software at the level of descriptive statistics including mean and standard deviation and at the level of inferential statistics by covariance analysis method. The results showed that training career path skills based on Super's Development Theory has a significant positive effect on students' academic self-concept.
Lessons Learned from Faculty Service-Learning Mentoring
Author: Robinson, Elizabeth A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Service Learning,College Faculty,Mentors,School Community Relationship,Urban Universities,Pilot Projects,Program Design,Program Implementation,Curriculum Development

Service-learning that targets issues of injustice within a community shares the goal with institutions of higher education of helping students become transformational citizens who deeply question and try to change unjust and ineffective social systems. Unfortunately, challenges to growing and sustaining service-learning pedagogy at institutions of higher education are many. This project discusses challenges and makes recommendations based on a pilot mentoring program at an urban, four-year university in the Northeast for faculty interested in integrating service-learning into their curriculum.
Collaboration and Advocacy: A Community-University Partnership and the Well-Being of Children
Author: Elfreich, Alycia
Date: 2017-00-00
Type: Journal Articles
Subjects: School Community Relationship,Advocacy,Well Being,Children,Partnerships in Education,Holistic Approach,Universities,Program Evaluation,Interpersonal Communication,Expectation,Racial Segregation,Mental Health

This paper examines a case study of a community-university collaboration in a Midwestern suburban community. In an effort to promote the well-being of students, a collaborative youth initiative partnership was created alongside a local university, public schools, and other community organizations. We reflect upon this collaboration and the need for a holistic approach to child development through community partnerships. We also address embedded tensions that call for a more transparent approach to challenges of cross-cultural work.
Instructional Decision-Making among Expert Choral and Instrumental Directors: How Musical Setting Influences Pedagogy
Author: Matthews, Wendy K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Decision Making,Music Activities,Teaching Methods,Problem Solving,Music Education,Administrator Attitudes,Music Teachers,Classroom Techniques,Comparative Analysis,Teacher Education Programs,Scaffolding (Teaching Technique),Student Motivation,Teacher Certification,Elementary School Teachers,Middle School Teachers,High School Teachers,Educational Attainment

In large music ensembles, directors make countless instructional decisions on a daily basis that indicate their learning priorities and guide student learning. In particular, expert music directors (i.e., those having earned a master's degree and/or National Board Certification) have advanced problem-solving strategies and effective means of fostering student learning in their ensembles. To explore the influence of musical setting on directors' instructional decision-making, the authors examined expert choral and instrumental directors' perspectives on instructional decision-making. Forty experienced music teachers employed as either a choral or instrumental ensemble music teachers wrote open-ended responses to three scenarios, each representing different instructional challenges. Three main themes emerged related to instructional challenges: (1) Pedagogy, (2) Student Motivation, and (3) Classroom Management. Within each theme, the authors articulated multiple topics that revealed similarities and differences between the choral and instrumental settings. Understanding these comparisons and contrasts by musical setting is essential to enhancing teacher education programs. Implications include improving teachers' self-awareness and advancing professional development opportunities for both choral and instrumental music directors.
Enhancing Learning, Changing the World: How Service-Learning Influences the Brain
Author: Sigler, Tracey Honeycutt
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Brain,Experiential Learning,Neurosciences,Educational Benefits,Psychological Patterns,Cognitive Processes,Learner Engagement,Prior Learning,Transfer of Training

Service-learning helps students learn about course concepts through applying them in a setting outside the classroom. The experiences provided by service-learning create conditions that can lead to changes in the learner's brain. In this paper, we provide support for this assertion from research in brain-based learning with suggestions of how to explicitly apply concepts from these areas of study to service-learning pedagogy so that we might increase learning.
A Survey of Music Teachers&apos; Working Conditions
Author: Sanderson, David N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Music Teachers,Music Education,Teaching Conditions,Teacher Attitudes,Job Satisfaction,Correlation,Socioeconomic Status,Teaching Load,Professional Development,School Culture,Educational Finance,Educational Facilities,Rural Urban Differences,Suburban Schools,Elementary School Teachers,Secondary School Teachers

For this study the researchers examined music teacher responses to survey items pertaining to their working conditions. Participants reported their satisfaction about factors related to music program funding, facilities, workload, professional development, and school culture. Responses were analyzed to detect possible differences in responses due to demographic factors of teachers, schools, and teaching assignments. Initial findings indicated that teachers were generally satisfied with their all aspects of their working conditions with the exception of professional development. A MANOVA was conducted to determine if there were any significant differences in responses based on participant demographics. While our study found no disparities in working conditions due to teacher factors, we did find a statistically significant link between the socioeconomic status of the school community and teacher perceptions of the funding, facilities, and culture within the school. This relationship was found to be moderated by the locale of the school, with greater differences in working conditions between low and high socioeconomically situated music programs in suburban and urban communities compared to their more rural peers. Open-ended responses from participants suggested that while disparities exist between music programs, teachers may judge their working conditions in comparison to their perceptions about other schools rather than the realities.
Exploring the Effect of Professional Development on Practice in World Music Education: A Mixed Methods Study
Author: Mellizo, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Music Teachers,Teaching Methods,Faculty Development,Program Effectiveness,Reflection,Self Efficacy,Cultural Awareness,Cultural Differences,Teacher Competencies,Educational Change,Teacher Attitudes

The purpose of this explanatory sequential mixed methods study was to explore K-12 music educators' changes in practice one year after completing a three-week professional development experience in world music education. Results from the quantitative phase of research indicated all participants (n = 10) perceived distinct changes in practice after taking this course. Findings from the qualitative phase of research indicated participants (n = 3) understood their changes in practice as a combination of &quot;critical reflection&quot; and &quot;pedagogical confidence.&quot; These music educators articulated strong personal rationales for including diverse perspectives in the curriculum and discussed the ways in which having access to concrete pedagogical tools alleviated some of their anxiety about teaching music from unfamiliar cultural settings. These findings have direct implications for individuals and institutions charged with planning and facilitating these types of professional development experiences for practicing music educators. Instead of prioritizing culture-specific knowledge and musical skills, facilitators should introduce participants to practical pedagogical tools that can be applied across a wide variety of music cultures. Additionally, facilitators should provide ample opportunities for participants to engage in critical reflection and discussions about their personal rationales for engaging in world music education.
Equal Status: Shifting Scholarship Paradigms to Fully Include Community-Based Research into Undergraduate Research Programs
Author: Harden, Susan B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Research,Summer Programs,Undergraduate Students,Student Participation,Self Efficacy,Student Research,Professional Development,School Community Programs,Best Practices,Program Effectiveness,Student Attitudes,Research Skills,Help Seeking,Mentors

Undergraduate research (UR) experiences continue to proliferate across all higher education settings. Yet community-based research (CBR) experiences account for a small percentage of UR opportunities. This paper describes the pilot study results of a summer program that is intentionally expanding the paradigm for UR at a public research university to include CBR as an equally valued form of scholarship. Results indicate that CBR opportunities expand participation by underrepresented students in UR. Dedicated program administration by CBR faculty and unique recruitment, design, and programs contributed to program success.
Investigation of the Views of Biology Teachers on Distance Education during the COVID-19 Pandemic
Author: Karakaya, Ferhat
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Science Teachers,Biology,Distance Education,COVID-19,Pandemics,Technology Uses in Education,Foreign Countries,Teaching Methods,Computer Mediated Communication,Student Evaluation,Electronic Learning,Classroom Techniques

Coronavirus disease has caused the death of many people since its first identification in Wuhan, China, in December 2019. Countries have implemented emergency action plans in many areas to prevent the disease from spreading further. In order to reduce the spread of the disease throughout the country, there has been a transition to distance education in the Turkish education system. In this research, it is aimed to determine the views of biology teachers about distance education in COVID-19 Pandemic process. The research using phenomenological study was carried out with 62 biology teachers. Semi-structured interview form prepared by the researchers was used to collect the data. The data were evaluated by using content analysis method. As a result of the research, it has been determined that distance education increases technology use, cooperation, empathy and positive thinking about lessons. However, it has been determined that there are problems arising from the lack of technological infrastructure and knowledge. It has been understood that in order for the distance education systems to be applied in situations such as the COVID-19 pandemic, the technological infrastructure and the knowledge of the stakeholders should be improved.
Pre-Service Science Teachers&apos; Views towards Socio-Scientific Issues and Socio-Scientific Issue-Based Instruction
Author: Sibic, Okan
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Science Instruction,Science and Society,Science Curriculum,Self Efficacy,Pedagogical Content Knowledge,Knowledge Level,Public Colleges,Undergraduate Study,Young Adults,Teaching Methods,Foreign Countries

Today, many countries have revised their science curricula to ensure an effective science-learning environment and Turkey is one of such countries. Thanks to the revisions within this scope, socio-scientific issues were integrated into the curriculum. Their presence has brought about the requirement of knowing what socio-scientific issues are and how to integrate them into lessons. The aim of this study is to explore pre-service science teachers' views towards socio-scientific issues and socio-scientific issue-based instruction in Turkey. To this end, it utilized qualitative research method. The qualitative data were collected from thirty pre-service science teachers through semi-structured interviews and they were analyzed through content analysis technique. The study revealed that while some participants were aware of socio-scientific issues, some were not. In addition, some did not know those issues existing in science education curricula, and how to deal with them during lessons. Besides, participants did not have sufficient self-efficacy beliefs towards dealing with socio-scientific issues in real classroom settings. These results suggest that socio-scientific issues should be integrated into science education programs of universities and more teaching opportunities should be provided for pre-service teachers to practice SSI-based instruction.
Housing Assessment Using Geographic Information Systems (GIS): A Case Study of Community Engagement from Grand Rapids, Michigan
Author: Ma, Kin M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Housing,Neighborhoods,Data Collection,Neighborhood Improvement,Partnerships in Education,School Community Relationship,Universities,Geography Instruction,Geographic Information Systems,Needs Assessment,Housing Needs,Technical Assistance,College Students

After the 2008 housing loan crisis, many houses were foreclosed/abandoned in Michigan, and specifically Grand Rapids (GR). Our study provides a collaborative and scalable model for collecting parcel-level housing data, in a southeast GR neighborhood within 15 U.S. Census Blocks. Grand Valley State University Geography faculty and students partnered with the Seeds of Promise organization/residents by using GIS/sidewalk visual observation to assess housing vacancy and evaluation of physical conditions to better understand the current housing conditions.