ethanporcaro/eric-fulltext-meta huggingface dataset:
Do Resilient Schools Exist? Chances for Quality Education for Children from Dysfunctional Families
Author: Vinogradov, Vladislav
Date: 2022-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Educational Quality,Family Problems,Socioeconomic Status,Institutional Characteristics,Foreign Countries,School Effectiveness

The purpose of this work is to develop models of resilient schools, both positive and negative. This study is based on the methodological principles of interdisciplinarity and consistency. The process of identifying models of resilient schools took place in two stages: 1) searching databases for examples confirming the existence of &quot;successful&quot; schools in difficult socio-economic conditions, and 2) analysis of interviews and survey results of teachers, students, and parents. Results show that the proposed classification of models of resilient schools was clarified. The remaining uncertainty regarding the issue of the existence of resilient schools is resolved through the inclusion into the sphere of pedagogical analysis of non-social objects such as actors of educational interaction. It is shown that adverse social conditions (from the standpoint of the school and universal values) in reality seem to be the most likely life futurity for children from dysfunctional families. Changing this futurity to a more positive one requires a specific education in a resilient school, which differs from other schools in its educational strategy. The paper defines the school strategies determining qualitatively different models of resilient educational organizations. Five such models are proposed, based on the principles of resonant interaction oriented to supporting positive and blocking negative educational fluctuations of schoolchildren, compensatory interactions, calling for the creation in the school of specific conditions neutralizing the effects of the adverse environment, development of personal resilience of pupils as a meta-competency, and integration of all previous models into a single educational system. The integrative model can be considered as the highest level of school resilience, achieved by the gradual development of the previous models.
Knowing about Knowing: Assessing How Reflective Writing Influences Undergraduate Students&apos; Epistemic Beliefs
Author: Dandotkar, Srikanth
Date: 2022-00-00
Type: Journal Articles
Subjects: Epistemology,Beliefs,Undergraduate Students,Reflection,Writing Assignments,Time Factors (Learning),Concept Formation,Knowledge Level,Student Attitudes,Standards

Epistemic beliefs are one's assumptions about knowledge and knowing. Given the research in educational psychology that established epistemic beliefs as reliable predictors of student success, we devised a pedagogical intervention to improve students' epistemic beliefs. In this study, we examined the effectiveness of the reflective writing task as a means of changing how students think about what is known. Students from two upper-level psychology classes (Cognitive and Research Methods) took a general epistemic belief survey by rating their agreements with 38 items at three different times in a semester (first-day, pre-reflective-writing task, and post-reflective-writing task). Day 1 responses were utilized to validate the survey items using principal component analysis--three variables (Knowledge Construction and Modification-KCM, Structure of Knowledge-KST, and Meaning of Successful Students-SS) emerged. The intervention successfully improved students' beliefs specific to Structure of Knowledge-KST and Meaning of Successful Students-SS, beliefs that predict student learning. This study suggests that even short interventions have the potential to influence students' beliefs about knowledge, which have been shown to have demonstrable effects on their academic success.
Exploring Digital Access as a Social Determinant of Health amongst UAE Students
Author: Alhrahsheh, Rakan
Date: 2022-00-00
Type: Journal Articles
Subjects: Health Behavior,Access to Information,Information Technology,Access to Computers,Health,Correlation,Undergraduate Students,Student Attitudes,Income,Foreign Countries,Educational Attainment,Health Education,Health Services,Futures (of Society),Social Media,Telecommunications,Handheld Devices

Digital information and communication technology usage has increased dramatically over the last decade across different fields of personal and professional life. This study was conducted with the aim to investigate how digital access affects health outcomes, particularly in UAE, and gathered data from 300 students at Al Ain University's Abu Dhabi campus, UAE. This study explores the connection between digital education, social media access, and health service outreach and usage. Many people, especially younger individuals, use more than a single smart device. This study investigated whether digital access directly correlated with better healthcare service and improved individual's health by examining the data gathered to draw predictabilities and possibilities to be considered in the future. The findings of this study indicated significant correlations (p &lt; 0.05) between the dependent variable (digital access to health) and independent variables (work; p = 0.165) and (income; p = 0.000). Surprisingly, this study also showed that for the participants, there were no significant differences between education levels and digital access to health (p = 0.0724).
Teaching Online and Cyberbullying: Exploring Cyberbullying Policies
Author: Cox, Thomas D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Computer Mediated Communication,Bullying,Educational Policy,Higher Education,Faculty Mobility,Labor Turnover,College Faculty,State Universities,Policy Analysis,Communities of Practice,Legal Problems,Incidence,Ethics,Student Behavior,College Students,Guidelines,Discipline Policy,Teacher Student Relationship,College Administration

Cyberbullying is a phenomenon increasingly affecting students and faculty in K-12 through higher education systems. Cyberbullying in higher education negatively affects institutions and their respective stakeholders. The consequences range from faculty turnover to student suicide. Research related cyberbullying in higher education in online learning is emerging. Common understandings of cyberbullying vary by state, institution, and classroom level. Furthermore, many states, including Florida, defer conduct policies and their enforcement to the individual institution. In this article, a review of publicly available Florida university policies regarding cyberbullying in higher education were explored by a Florida professor and a higher education administrator. Utilizing document analysis, this study analyzed policies from the 12 state universities to document the institutional definitions of cyberbullying and the recommended reporting practices for faculty. Further, following the Community of Inquiry (COI) framework, this study examined policies and procedures to determine if they supported the construct of teacher presence. It was determined that there are multiple definitions of cyberbullying and that policies were publicly available but most lacked support for faculty to report related incidences. Most policies were implied and not explicitly related to cyberbullying. Finally, there was little to no evidence in the analyzed documents that would support teaching presence.
That&apos;s a Good Question: Using Design Thinking to Foster Question Formulation Skill Development
Author: Dorland, AnneMarie
Date: 2022-00-00
Type: Journal Articles
Subjects: Design,Questioning Techniques,Undergraduate Students,Cognitive Processes,Creative Thinking,Skill Development,Instructional Effectiveness,Foreign Countries,Academic Achievement

Design thinking is a critical and creative process understood to support innovation and creative idea generation in a wide variety of contexts. Increasingly, it is being used as a pedagogical approach by educators interested in supporting divergent thinking skill development. This study evaluated the effects of the use of design thinking practices on student learning within the context of the first-year post-secondary classroom. Analysis of student generated reflective statements and of in-class student work demonstrated that the use of design thinking practices may improve creative and critical thought and may enable students to achieve question- focused and divergent thinking-focused learning outcomes more easily. We know that the core of all student learning is in asking strong and resonant questions--this study demonstrates that the inclusion of design thinking practices in an undergraduate learning community may foster the skills required to do this critical work.
Effectiveness of Intrusive Advising of Engineering First-Year Students Using Tailored Freshman Seminars
Author: Shaaban, Khaled
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Advising,Engineering Education,College Freshmen,First Year Seminars,Gender Differences,Learner Engagement,Program Effectiveness,Foreign Countries

In many cases, students are unaware of some parts of their study plans or do not have enough information about utilizing available college resources that may help them through their study years. The purpose of this study was to propose and evaluate a method to improve engineering students' understanding of their study plans and available resources at their college. The proposed method is based on intrusive advising via tailored freshman seminars. The tailored freshman seminars are designed according to the students' study plans and presented in their introductory courses. These seminars covered information related to their academic study plans, requirements for graduation, and available college resources. The aim was to target all first-year students regardless of their academic standing. The results of the pre and post-test questionnaire survey have shown an overall improvement in the knowledge of students in terms of understanding these components with female students surpassing male students in almost all areas. The study recommends offering tailored freshman seminars to all first-year college students.
Gender Differences in the Motivational Profile of Undergraduate Students in Light of Self-Determination Theory: The Case of Online Learning Setting
Author: Ajlouni, Aseel
Date: 2022-00-00
Type: Journal Articles
Subjects: Gender Differences,Student Motivation,Undergraduate Students,Self Determination,Electronic Learning,COVID-19,Pandemics,Foreign Countries,Profiles,Distance Education

Motivation has a vital role in successful learning and has garnered the interest of numerous scholars in a wide array of contexts, especially education. Despite such influence, literature in motivation has inconsistent findings with regard to gender. Also, shifting to online learning as a consequence of COVID-19 has impacted students' academic motivation. This study is novel as it is the first to classify motivation types according to self-determination theory among Jordanian undergraduates in online learning environment throughout the COVID-19 pandemic. In particular, it examined the motivational Jordanian undergraduate profile and investigated the same in relation to gender. This study employed a quantitative approach with a web-based questionnaire. The study sample comprised 433 undergraduates who were enrolled in online courses offered at the University of Jordan. The data were collected in September of the academic year 2021-2022 using the academic motivation scale. Mann-Whitney U test was performed to examine gender differences in motivation type. Results demonstrated significant gender difference in motivation types. Females had more self-determination (U = 19,106, p = 0.024), intrinsic motivation to experience stimulation (U = 17,030, p = 0.000), identified regulation (U = 14,997, p = 0.000), and introjected regulation (U = 17,557, p = 0.000), while males had more amotivation (U = 17,557, p = 0.000). Implications of this study can inform online instructors and decision-makers to carefully consider online learning settings and employ intrinsic motivation strategies to boost students' self-determination and enhance their motivation quality.
The Importance of College Reading: Professors&apos; and Students&apos; Views
Author: Hollander, Pam
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Student Attitudes,Reading Assignments,Undergraduate Students,Content Area Reading,Barriers

Professors and students have contradictory views of course reading. Professors believe that reading outside of the classroom is essential in optimizing learning. However, students often find the readings to be time-consuming, not necessary to pass the class, and an option rather than a requirement. We surveyed 449 undergraduate university students and interviewed 17 university faculty to determine the perceived value of reading assignments in college classes. This preliminary study yielded that faculty could benefit from professional development workshops that will help them determine how to incorporate strategies to increase the students' completion of assigned readings. By investigating students' thoughts and concerns, professors can better understand how to make assigned readings more attractive to students.
Evaluation of an Elementary Teacher Education Program to Promote Argument Instruction
Author: Yamamoto, Tomokazu
Date: 2022-00-00
Type: Journal Articles
Subjects: Program Evaluation,Elementary School Teachers,Teacher Education Programs,Persuasive Discourse,Science Teachers,Graduate Students,Foreign Countries

While previous teacher education research on argumentation primarily targeted science teachers, we will provide insights on where to begin teacher education for beginners in situations, where argumentation instruction is not yet common and time constraints impede teacher training. We conducted a short-term program that lasted 160 minutes, with 61 graduate students from a Japanese graduate school of teacher education as participants. It explained arguments, and taught the participants how to construct, score, and plan arguments that they could use in their classes. We conducted the argument construction and evaluation task to examine the presence or absence of components and the correctness of the arguments. The non-parametric quantitative response data were analyzed using SPSS by Wilcoxon signed rank-sum test and Mann-Whitney U test. The results showed that the post-test revealed significant improvements in both tasks. This program may be effective for non-science beginner teachers.
Porter&apos;s Five Forces: Evaluating Education Management Practices for the Postgraduate Program of UIN RM Said Surakarta, Indonesia
Author: Budiharso, Teguh
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Study,Business Administration Education,College Administration,Strategic Planning,Curriculum Implementation,Program Evaluation,Innovation,Educational Quality,Competition,Teacher Effectiveness,Reputation,College Admission,Islam

This research investigated strategic management in the postgraduate program at the Islamic Education Management School. It concentrated on strategy formulation, implementation, and evaluation to assess the curriculum, operation, and competition. Moreover, it used a descriptive design and content analysis to develop SWOT (Strengths, Weaknesses, Opportunities, and Threats) Analysis and Porter's Five Forces model. This study, with 19 participants, gathered information through a questionnaire, a checklist, and document analysis. The results disclosed that curriculum implementation was not satisfactory and the S3 MPI program did not offer adequate curriculum content, and no innovation was well-prepared. Based on the SWOT analysis, curriculum, faculty quality, and marketable content were present posing threats. Innovations and strategic management to contest within internal competitors are low, and no consideration has been available to urge and expand S3 MPI in the global market. Perceptions of teaching quality, brand image, research sources, and admissions procedures fail to signify proper strategic management implementation.
Strategic Action Plans for School Improvement: An Exploratory Study about Quality Indicators for School Improvement Plan Evaluation
Author: Carvalho, Marisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Strategic Planning,Educational Improvement,Educational Quality,Educational Indicators,Educational Change,Foreign Countries,Educational Planning

School strategic planning and strategic action plans (SAPs) are considered relevant tools for school improvement. This study was conducted with the aim of identifying quality indicators for school SAPs and test their utility in the Portuguese context. By using a qualitative content analysis throughout diverse data sources (plans of Portuguese schools, national guidelines, and educational literature), a grid with quality indicators for school improvement plan analysis was designed. Nine quality indicators guided the analysis of 663 SAPs of Portuguese schools. Results indicated that plans lack relevant quality dimensions, which are more of a description or a list of actions than a tool that supports the strategic action of a given school. Notwithstanding, plans are aligned with national policies and provide meaningful and relevant information to guide plan implementation. The findings of this study are anticipated to derive implications for policies, practices, and research related to school improvement.
The Youth and the Internet: The Construction of Doctrine, Islam in Practice, and Political Identity in Indonesia
Author: Chakim, Sulkhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Youth,Internet,Religious Factors,Islam,Social Media,Political Attitudes,Self Concept,Self Expression,Muslims

The role of young people in the virtual world tends to be an all-consuming one. Indeed, they play a role as actors in various aspects of the digital age. This study therefore sought to analyze the construction of religious messages related to doctrine, religious practice, and identity politics. Methodologically, this study implemented ethnomedia for young people who upload content to social media, specifically Instagram. The practice of religious deconstruction was explored through a multimodal analysis of the content these people share on Instagram. The findings of this study reveal how young people, as actors, produce items of content that are interrelated. The religious practices of these young people potentially trigger resistance to being moderate due to the seemingly infinite range of online religious sources. Online-mediated religious understanding, however, cannot be fully understood through the reductionist lens of binary opposites, such as moderates and radicals or positive and negative attitudes. This article illustrates that young people's experiences without guidance and emotional expression online are affected more than by their knowledge and abilities of the digital world, and that their attitudes and the interrelated complexities need to be considered.
Understanding Change of Practices in the Homework Implementation Process in Primary Schools: Kosovo Case
Author: Syla, Lirika Bërdynaj
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Homework,Educational Practices,Educational Change,Teacher Attitudes,Parent Attitudes,Standards,Feedback (Response),Time Factors (Learning),Parents as Teachers,Teachers,Parents,Elementary Education,Elementary School Teachers

The objective of this research study is to explore the teachers and parents' perspectives on implementing homework in primary education. The research depends on the system activity theory playing a crucial role in education. This study used qualitative methodology and data from 20 teachers and 20 parents. Data collected with semi-structured interviews were analysed using the thematic approach. Previous research reveals that setting a standard for homework in schools is highly critical and lacking a standard poses various challenges for teachers in assigning homework. Thus, teachers and parents emphasise the need to set a standard for homework assignments by the education policymakers. Moreover, the research has contributed to raising teachers' awareness for using the feedback despite the factors complicating this process. The present study's findings have also shown the relevance of cooperation with parents in implementing the homework. In the end, the study resolves that education policymakers collaborating with schools should urgently set a standard for homework assignments and professional teacher development by providing specific homework training. This study proposes a comprehensive approach by challenging students' traditional perception of homework, examining the teacher background and work context. Furthermore, it suggests a broader policy context to determine a manageable policy and practice for proper homework integration in teaching and learning processes.
School Leadership for Social Justice
Author: Lárusdóttir, Steinunn Helga
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership,Social Justice,Leadership Training,Leadership Styles,Ethics

This paper explores the role of school leaders in facilitating Social Justice (SJ) leadership practice in schools. Ethical, Transformational and Distributed leadership theories together with School Leadership Development initiatives are examined. What emerges is that leaders need to bring SJ to the centre in their work and actively lead from an ethical value base towards equity and excellence across diverse contexts. Furthermore, School Leadership Development initiatives need to focus not only on Distributed Leadership, the current dominant leadership theory, but also on both Transformational and Ethical Leadership theories with a view to enabling school leaders to commit to SJ aims.
Augmented Reality to Facilitate Students&apos; Biology Mastering Concepts and Digital Literacy
Author: Nurhasanah, Zakia
Date: 2019-11-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Technological Literacy,Concept Formation,Scientific Concepts,Artificial Intelligence,Student Attitudes,Teaching Methods,Anatomy,Mastery Learning,Comparative Analysis,High School Students,Foreign Countries

As one of abstract concepts, nervous system requires proper media which can represent the real condition. The purpose of this study was to observe the effect of augmented reality (AR) on students' mastering concept and digital literacy in biology. This quasi-experimental research was designed using non-equivalent control group design in which the instruments were test and questionnaire. The data were analyzed using independent samples t-test. The results indicated that AR gave significant positive effect on students' mastering concept. However, as it has no the same effect to students' digital literacy, the further observation to be done to ensure the undergirding reason behind the phenomena.