ethanporcaro/eric-fulltext-meta huggingface dataset:
Insights of Instructors and Advisors into an Early Prediction Model for Non-Thriving Students
Author: Hershkovitz, Arnon
Date: 2022-00-00
Type: Journal Articles
Subjects: College Freshmen,College Faculty,Academic Advising,Low Achievement,Identification,Student Motivation,Learner Engagement,Study Habits,Student Characteristics,At Risk Students,Attendance Patterns

In this qualitative study (N=6), we explored insights of first-year students' instructors and advisors into an early identification system aimed at detecting non-thriving students in the context of an all-campus first-year orientation course for undergraduates. Following the development of that prediction model in a bottom-up manner, using a plethora of available data, we focus on how its end-users could help us understand the underlying mechanisms that drive the identification of non-thriving students. As findings suggest, participants were appreciative overall of the prediction and its timing and came up with various behaviours that could explain non-thriving, mostly motivation and engagement. They suggested additional data that could predict non-thriving, including background information, academic engagement, and learning habits.
Learning Analytics on the African Continent: An Emerging Research Focus and Practice
Author: Prinsloo, Paul
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Analytics,Equal Education,Educational Quality,Diversity,Inclusion,Higher Education,Foreign Countries,Research Reports,Learning Management Systems,Researchers,Scholarship,Barriers,Authors,Publications,Cultural Context

While learning analytics (LA) has been highlighted as a field aiming to address systemic equity and quality issues within educational systems between and within regions, to date, its adoption is predominantly in the Global North. Since the Society for Learning Analytics Research (SoLAR) aspires to be international in reach and relevance, and to increase the diversity and inclusivity of the SoLAR community, it is pertinent to look at learning analytics use in higher education institutions in Africa. This paper reports the first scoping review of research in the field of LA conducted on the African continent. The coding and analysis show that LA research is still in its infancy on the African continent with only 15 studies, overwhelmingly from South Africa. The study also revealed several challenges, such as limited technical support and access to LMSs, the limited visibility of African scholars at SoLAR events and publication venues, and the limited focus on interventions that involve stakeholders. The article concludes with several propositions and provocations to advance the adoption of LA in Africa and open up space for critical conversations about the potential of learning analytics in contexts with characteristics different than those found in the Global North.
Teachers&apos; Preparedness to Teach Environmental Science in Bhutan
Author: Mongar, Kishore
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Conservation (Environment),Sustainability,Natural Resources,Teacher Attitudes,Teacher Qualifications,Principals,Administrator Attitudes,Faculty Development,Self Efficacy,Pedagogical Content Knowledge,Teacher Education Programs,Knowledge Level,Barriers,Secondary School Teachers,Science Teachers

Environmental science (ES) was introduced in Bhutan as an optional school subject for classes IX-XII to equip young people with the knowledge, values, and skills to protect the environment and promote sustainable and equitable use of natural resources in the pursuit of gross national happiness. Teachers are believed to play a crucial role in the effective implementation of ES, and this paper analyses Bhutanese teachers' views on how well they have been prepared to implement ES. The interview data from 14 teachers and six principals showed that limited qualifications and professional development in teaching ES have resulted in lack of confidence in teaching ES, lack of pedagogical content knowledge, and lack of clarity about the ES objectives. These results suggest integrating more knowledge about education for sustainable development (ESD) into teacher education program to adequately prepare teachers to teach ES if required and integrate ESD principles into other subjects.
Adaptation and Psychometric Evaluation of the COVID-19 Stress Scales in Turkish Sample
Author: Sahin, Murat Dogan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Stress Variables,Fear,Students,Validity,Models,Disease Incidence,Gender Differences,Adults,Measures (Individuals),Psychometrics

This study aimed to adapt the COVID-19 Stress Scales (CSS) into Turkish and provide evidence for construct validity. For this purpose, firstly, Confirmatory factor analysis (CFA) was applied for the 5-factor model obtained during the development of CSS and the theoretically expected 6-factor model with total of 546 respondents. The findings revealed that the 6-factor model of CSS had a better fit in the Turkish sample. Factor loadings varied between 0.62 - 0.95 and correlations between subscales were between 0.44 - 0.76. Cronbach's Alpha and McDonald's [omega] coefficients for each subscale indicated good-to-excellent internal consistency. To evaluate the criterion-related validity, the Turkish version of The Fear of COVID-19 Scale (FCV-19S) was administered to the participants and the correlation coefficients between this scale and the six subscale of CSS were calculated. We also conducted the Rasch analysis with related items to provide psychometric evidence for their unidimensional structure of each of the six subscales. Lastly, Differential item functioning (DIF) analysis was performed across subgroups by gender, having COVID-19, and being a student. Overall, the results of both CFA and Rasch analyses provided evidence to support the substantive aspect of validity and the appropriateness of the CSS as a measure of COVID-19 stress level in a Turkish sample.
A Novel Approach for Calculating the Item Discrimination for Likert Type of Scales
Author: Celen, Umit
Date: 2022-00-00
Type: Journal Articles
Subjects: Likert Scales,Factor Analysis,Item Analysis,Correlation,Evaluation Criteria,Comparative Analysis,Validity,Item Response Theory,Monte Carlo Methods

Item analysis is performed by developers as an integral part of the scale development process. Thus, items are excluded from the scale depending on the item analysis prior to the factor analysis. Existing item discrimination indices are calculated based on correlation, yet items with different response patterns are likely to have a similar item discrimination index. This study proposed a new item discrimination index that can be used in Likert type of scales and examined its effect on factor analysis results. For this purpose, simulative datasets were generated, and items were excluded from the analysis according to the 0.20, 0.30 and 0.35 item discrimination index criteria, and exploratory factor analysis was performed for a single factor. Accordingly, it was found that more variance could be explained by a single factor with fewer items compared to other discrimination indices when the 0.20 criterion of the slope coefficient was used as suggested in this study. Similar findings were obtained using the 0.35 criterion with other discrimination indices. In this context, it is recommended to use the slope coefficient as an additional discrimination index calculation method in the scale development process.
A Workshop on Online Exams as a Supportive Response to Faculty&apos;s Needs during a Pandemic
Author: Horwitz, Suzanne R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Development,Cheating,Prevention,Computer Assisted Testing,Equal Education,COVID-19,Pandemics,Universities,Online Courses,Learning Processes,Educational Change,Educational Practices,Educational Experience,College Faculty

Along with many other institutions of higher education, the COVID-19 pandemic prompted Northeastern University to move courses online for the second half of the spring semester and beyond. As this crisis unfolded, faculty turned to the Center for Advancing Teaching and Learning Through Research (CATLR) for support on how to conduct their courses online--including effectively lecturing, facilitating discussions, and assessing student learning online. On the topic of learning assessment, CATLR developed, delivered, and iterated upon a workshop called, &quot;Strategies for Effective Online Exams.&quot; The workshop focused on strategies for balancing multiple needs, including rapid development, rigor, prevention of cheating, and equitable exam experiences for all students. While the shift to remote education was the impetus for educators to re-think exam administration, we hope some of these strategies will remain a part of educators' practice, whether online or on ground.
Innovative Approaches to Programmatic Assessment in an Era of Flux
Author: Androzzi, Jared
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Program Evaluation,Program Improvement,COVID-19,Pandemics,Teacher Student Relationship,Online Courses,Blended Learning,Educational Change,Stress Variables,College Faculty,Futures (of Society),Evaluation Methods,Accreditation (Institutions),Stakeholders

Leaders of higher education need practical solutions to engaging in program improvement, providing student supports, and fortifying partnerships with collaborators. Compounding these needs are the heightened demands thrust upon faculty to advise students online, reconfigure in-person courses to hybrid and online models, and attend to their students' emergent psychological, academic and social needs -- as they themselves navigate through a new set of personal stressors associated with COVID-19. Making matters worse is that many of these changes have been and will be unpredictable; a shift from in-person to hybrid instruction can occur in less than a week. Members of the academy are faced with one paradoxical certainty: we are in an era of flux that is unlikely to change anytime soon.
Let&apos;s Connect: Maintaining and Strengthening Collaborative Relationships in a Remote Environment
Author: Polychronopoulos, Gina B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperation,Interpersonal Relationship,COVID-19,Pandemics,Distance Education,Evaluation Methods

The RARE Model (Clucas Leaderman &amp; Polychronopoulos, 2019) is a framework for nurturing collaborative relationships in assessment practice. The four components (R- relate, A- acknowledge, R- reflect, E- Empower), which are based in humanistic and postmodern counseling theories, outline interpersonal strategies to support and strengthen relationships with our faculty and staff colleagues. Previous experiences employing this approach with colleagues and clients were primarily in person. While reflecting upon our assessment practices throughout this time, we wondered: &quot;how do these strategies translate to a virtual environment?&quot; Throughout this experience, we have found ourselves prioritizing the strategies to Relate and Acknowledge; now more than ever, it is critical to focus on building and nurturing relationships with our assessment partners. A more detailed outline of adapted RARE Model strategies is forthcoming; here, we offer a few examples of what has worked so far, as we continue to navigate the remote environment.
Beyond Imitation: Dialogue in Skills Learning of Artists in France and Japan
Author: Okui, Haruka
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Skill Development,Puppetry,Observation,Imitation,Informal Education,Interaction,Teacher Student Relationship,Nonverbal Communication,Cooperation,Interpersonal Communication,Human Body

One of the most challenging questions in philosophical and anthropological inquiries on skill learning is how skills can be shared and acquired among people, especially when they cannot be easily verbalized or written. This paper examines the process of skill learning among Western and Eastern artists of puppetry. They learn the skill generally by observation and imitation, typical of &quot;informal&quot; education. However, most of the highly developed contemporary arts have their own educational formats in which skills are shared and learnt systematically, albeit flexibly, through interactions between instructors and learners, comprising not only verbal instruction but also gestures and facial expressions. These interactions are considered a dialogue, which underpins and complements the learning by imitation. Going beyond the traditional pedagogical view, in which knowledge is assumed to be ready-made and translatable into words, this paper sheds light on how the instructor and the learner interact and influence each other and how the skill itself emerges afresh in the dialogue. The challenge also lies in rethinking education in the global age from the local and microscopic learning involved in dealing with the individual concrete body.
Conflicts and Coincidences between Views of Ability in Educational Practices and Policies: Discourse on Ability in the Late 1950s and 1960s in Japan
Author: Katayama, Yuki
Date: 2022-03-00
Type: Journal Articles
Subjects: Educational Practices,Educational Policy,Foreign Countries,Educational History,Aptitude Tests,Vocational Aptitude,Ability,Teacher Attitudes,Career Guidance,Secondary School Teachers,Criticism

This paper extracts the characteristics of the view of ability in educational practices during the period of rapid growth in Japan, focusing on the influence of these perceptions on the Ministry of Education's educational policies. The analysis draws on the debate about &quot;vocational aptitude tests&quot; and &quot;observation guidance.&quot; Teachers' critical perceptions of &quot;vocational aptitude tests&quot; and &quot;observation guidance&quot; depend on their views of desirable ability. The main findings obtained are as follows. Since the 1990s, attention has been focused on non-cognitive ability; a similar view of ability (expansion of the view of ability) can be seen in educational practices in the 1960s. However, this expansion of the view of ability does not only appear in educational practices. According to the analysis of &quot;ability and aptitude, etc.&quot; included in a reference document on observation guidance (presented by MoE, based on the French observation curriculum), an expansion of the view of ability can also be confirmed to be present in educational policy. The view of ability in educational practices may even coincide with that in educational policies.
Discovering the Educational Power of Literature: Coluccio Salutati and Motoori Norinaga
Author: Kato, Morimichi
Date: 2022-03-00
Type: Journal Articles
Subjects: Literature,Teaching Methods,Criticism,Moral Values,History,Poetry,Buddhism,Confucianism,Western Civilization,Asian Culture,Philosophy,Educational Philosophy,Humanism

Today, teaching literature has an established place within the school and university curricula in Western and East Asian countries. This seems so natural that we take the educational role of literature for granted. However, history teaches us that elevating literature to an academic subject required a defense of literature against the critical voices raised by philosophy and religion. This criticism was centered on the moral value of literature. This paper explores two prominent defenders of literature in the West and the East: Coluccio Salutati (1332-1406) and Motoori Norinaga (1730-1801). Salutati defended the educational significance of ancient poetry against the criticism from Scholasticism, while Norinaga defended &quot;The Tale of Genji&quot; against the criticism from Buddhism and Confucianism. The paper consists of two parts. The first part is dedicated to the analysis of the arguments deployed by Salutati and Norinaga in defense of literature. Whereas Salutati insists on the philosophical nature of poetry as allegory, Norinaga sees the educational significance of &quot;The Tale of Genji&quot; in teaching of &quot;mono no aware.&quot; The second part digs deeper and reveals the respective horizon of each position as the tradition of philosophy and the tradition of waka poetry.
Not for Democracy?: Service-Learning in Japanese Higher Education as Compared to the United States
Author: Mashino, Takeru
Date: 2022-03-00
Type: Journal Articles
Subjects: Service Learning,Foreign Countries,Higher Education,Comparative Education,Democracy,Citizen Participation,Course Descriptions,Volunteers,Communication Skills

Service learning (SL) in higher education has been developed in various forms, mainly in the US, with an emphasis on linking services and learning, universities and communities. Many people view higher education as a means to a career which, in turn, renders education a subject of private interest. Owing to this, SL is expected to encourage civic engagement, and the value of SL as a practice of public interest has been garnering attention. In Japan, SL is seen in some advanced SL programs as education for democracy. But what about the general trend? This study aims to identify the general characteristics of SL in Japanese higher education, rather than highlighting the characteristics of advanced cases. For this purpose, a comparative study between Japan and the US was conducted using syllabus data available on the Internet. The results were as follows. Compared to the US, in Japanese SL, students were more likely to be involved in volunteer activities, in which case they were expected to adapt to existing society as an individual citizen, separated from other students. Meanwhile, SL that did not include volunteer activities emphasized developing students' skills. In both cases, political interest was low and there was no mention of (re)constructing students' values and philosophies. The word &quot;democracy&quot; was almost completely absent from the SL syllabus in Japan. These results suggest two possibilities in different directions. One is that Japanese SL may have been reduced to a superficial teaching method used only for skill development and &quot;not for democracy.&quot; The other is that Japanese SL teachers try to lead students toward democracy by equipping them with democratic skills that overlap with skills required in the workforce, without indicating that they are &quot;for democracy.&quot; From the latter standpoint, especially for passive Japanese students, SL for democracy could only be based on a delicate and dangerous balance between public and private goods.
Paving the Way for World Philosophies through a Philosophy of Practice
Author: Kirloskar-Steinbach, Monika
Date: 2022-03-00
Type: Journal Articles
Subjects: World Views,Philosophy,Postcolonialism,Foreign Countries,History,Change

After the Second World War, philosophers from former colonies began to work on a hermeneutic better suited to the postcolonial context, as the frameworks adopted in conventional academic philosophy were considered to be inadequate in this regard. This position had already been taken during the colonial period by thinkers like Rabindranath Tagore. Today, current work on world philosophies seems to be informed by similar concerns. This paper will first focus on the common ground between these positions by delineating reasons for closely attending to the context in which philosophy is carried out as well as to the impact that this practice could, and does, have on the lives of those it affects. The paper will then revisit Tagore's spirited appeal to reappropriate and recontextualise the aspects of Asian traditions that undergird common humanity in a world dominated by imperialism and colonialism, before briefly dwelling on current work on world philosophies.
Reconstruction of Transnational Educational Strategies through Parent-Child Interaction: A Case Study of High School Students of Brazilian Schools in Japan
Author: Yoshiy Olivares, Rafaela
Date: 2022-03-00
Type: Journal Articles
Subjects: Educational Strategies,Parent Child Relationship,Foreign Countries,Global Approach,High School Students,Parent Attitudes,Parents,Immigrants

In recent years, interest in studying at Japanese universities or studying abroad in a third country has increased among students enrolled in Brazilian high schools in Japan. However, although the career options of Brazilian school students have expanded, their parents' perceptions of this situation and the ways in which these perceptions are reflected in their transnational educational strategies have not yet been clarified. Therefore, this study sets forth the following research questions to clarify how the parents of Brazilian school students reconstruct their transnational educational strategies as they interact with their children in the face of socioeconomic changes in Japan. This study examined the following research questions based on interviews with Brazilian high school students and their parents: (1) What educational strategies did these parents originally employ? (2) What factors affected changes in these strategies? (3) What strategies emerged through negotiations between these parents and their children? (4) What difficulties do Brazilian families face in implementing these new strategies? The results of this research revealed that the educational strategies of Japanese-Brazilian families are no longer premised on returning to Brazil, contrary to the findings of previous studies. Instead, both the parents and the children of these families now envision the children's futures in Japan or a third country. In other words, transnational education strategies are fluid. In the process of family adaptation to Japanese society, these strategies are transformed by macro and micro factors, including parent-child interactions in the home.
The Ethics of Care as a Pedagogical Approach: Implications for Education for Democratic Citizenship
Author: Kitayama, Yuka
Date: 2022-03-00
Type: Journal Articles
Subjects: LGBTQ People,Foreign Countries,Citizenship Education,Democratic Values,Feminism,Ethical Instruction,Altruism,Caring,Social Justice,College Faculty,Psychological Patterns,Civil Rights

Both education for democratic citizenship and human rights education tend to emphasise political and legal learning. In both human rights education and moral education in Japan, however, there has been a tendency to give particular attention to interpersonal elements of learning such as kindness and sympathy. This article draws on feminist thinking and on Nel Noddings' concept of the ethics of care to propose a learning framework that combines emotional and socio-political elements, arguing that since motivation is an important element in acting for social justice, learning for social justice must be cognisant of emotional learning. The authors then present the case of a university teacher in a gender studies classroom to consider how these two elements, the emotional and the political, might be combined to enhance students' commitment to social justice when the topic under consideration is LGTBQ+ rights.