ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Media University Branding
Author: Maresova, Petra
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Universities,Institutional Advancement,Reputation,Competition,Institutional Characteristics,Language Styles,Best Practices,Social Networks,Computer Mediated Communication,Student Behavior,Content Analysis,Comparative Analysis,Marketing,Institutional Evaluation,Evaluation Criteria

Globalization has increased the demands placed on higher education and increased competition among universities. In response, institutions of higher education have started to consider their online presence as a potential competitive advantage. The aim of this article is to analyze and compare Facebook activity and content created by the world's top ten universities. The professional social media analytics tool Socialbakers is used to monitor activity and collect data for analysis. The world's top ten universities are determined based on the Quacquarelli Symonds (QS) University Rankings. The study results are divided into four categories: an analysis of the number of fans, of content, of style, and of post promotion. All of the studied universities upload a post at least once per day. Based on the study results, selected posts could be examples of best practice and serve to inspire other educational institutions to improve their brand image and communication on social networks. Social media provide a large amount of detailed data concerning the behavior of students and other stakeholders and on the effectiveness of promotional campaigns. To use social media effectively, it is necessary to collect the available data and evaluate them to gain insight on which to base an appropriate social media strategy.
In Practice: The Importance of Practitioner Research in Vocational Education
Author: Gregson, Maggie
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocational Education,Educational Research,Teacher Researchers,Vocational Education Teachers,Educational Improvement,Foreign Countries,Theory Practice Relationship,Universities,Professional Continuing Education,Inservice Teacher Education

This article presents the background to and rationale for a practice-focused model of educational change and improvement. In contrast to autocratic top-down models, this democratic and pragmatic approach begins with the educational concerns of teachers. In this model, responsibility and accountability for educational improvement is shared between policy professionals, the university team and sector practitioners. Contributions from the literature explore the question of the nature and purpose of educational practice; how concepts of educational practice influence curriculum design and content in programmes for the initial and continuing professional development for teachers of vocational education; and how these can enhance or inhibit the improvement of educational practice. Drawing upon case study examples from a national programme of university-supported practitioner research in England, results illustrate how this model offers insights into ways of increasing research capacity and achieving sustainable improvements in educational practice. It concludes that programmes of university-supported practitioner research, which encourage and enable teachers to engage in the systematic investigation of educational practice, can realize educational improvements which other approaches to educational evaluation and improvement (including external inspection regimes) struggle to do. It invites politicians and policy professionals to consider potential applications of this approach in other national systems of vocational education.
Pre-Service Teachers&apos; Declarative Knowledge of Wave-Particle Dualism of Electrons and Photons: Finding Lexicons by Using Network Analysis
Author: Nousiainen, Maija
Date: 2020-00-00
Type: Journal Articles
Subjects: Mechanics (Physics),Quantum Mechanics,Science Instruction,Scientific Concepts,Vocabulary,Preservice Teachers,Knowledge Level,Networks,Science Teachers,Secondary School Science

Learning the wave-particle dualism of electrons and photons plays a central role in understanding quantum physics. Teaching it requires that the teacher is fluent in using abstract and uncommon terms. We inspect the lexical structures of pre-service teachers' declarative knowledge about the wave-particle dualism of electrons and photons in the context of double-slit interference. The declarative knowledge is analyzed in the form of a lexical network of terms. We focus on lexical structures because, in teaching and learning, knowledge is communicated mostly through lexical structures, i.e., by speaking and writing. Using the lexical networks, we construct the lexicons used by pre-service teachers to express their knowledge of electrons and photons in the context of double-slit interference. The lexicons consist of eight different key terms, each representing a set of closely-related or synonymous terms. The lexicons by 14 pre-service teachers reveal remarkable variation and differences, and are strongly context-dependent. We also analyzed lexicons corresponding to two didactically-oriented research articles on the same topic and found that they also differ. Lexicons paralleling both texts are found among the pre-service teachers' lexicons. However, only some of the pre-service teachers use such rich vocabulary as would indicate multi-faceted understanding of quantum entities.
An Analysis of Students&apos; Cognitive Bias in Experimental Activities Following a Lab Manual
Author: Kim, Seong Un
Date: 2020-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Science Experiments,Laboratory Manuals,Protocol Analysis,Eye Movements,Student Behavior,Bias,Science Instruction,Undergraduate Students,Knowledge Level

The purpose of this study is to develop a thinking process model that reveals cognitive bias through analyzing students' cognitive biases in processing experimental manuals. Twenty-two college students participated in the study. During the &quot;making electromagnets&quot; experimental activity, we collected students' concurrent verbal protocols, gaze positions, and experimental behaviors. After the experiment, we collected their retrospective verbal protocols and ensured reliability by diversifying the data. The collected data were analyzed inductively using the grounded theory methodology. The results showed that four categories of paradigm (causal conditions, phenomena, interactions, and contextual conditions) and fifteen concepts were derived. Students displayed bias in following the manual instructions due to the influence of causal conditions. When embodying biased representations as workspace entities, biased responses come from the influence of contextual conditions. Therefore, these can be developed in consideration of causal and contextual conditions when developing a manual, thereby reducing cognitive bias among students, and ultimately helping them perform accurate experiments.
Towards a Training Framework for Improved Assistive Mobile App Acceptance and Use Rates by Blind and Visually Impaired People
Author: Theodorou, Paraskevi
Date: 2020-00-00
Type: Journal Articles
Subjects: Visual Impairments,Assistive Technology,Computer Software,Telecommunications,Handheld Devices,Navigation (Information Systems),Usability,Adoption (Ideas),Users (Information),Computer System Design,Foreign Countries,Training Methods,Personal Autonomy,Psychological Characteristics,Preferences,Travel,Safety

The development of mobile apps, which are either suitably adapted or especially designed for use by sensory-deprived people, have contributed significantly to the continuously increasing adoption of digital assistive technologies by people with disabilities. Throughout the design of two assistive navigation mobile apps for blind and visually impaired people (BVI), a set of everyday practices and psychological features of the BVIs with respect to the use of mobile technology was identified. Specifically, interviews with BVIs were held at the first stage of the design process. The analysis of the responses revealed that appropriate training of a BVI on how to use these apps plays significant role on the anticipated app adoption and use rate. This study presents the everyday practices and psychological features of the BVIs, as they were inferred from the analysis of the interviews. It is argued that these psychological features and practices must be considered in the development of training practices concerning the use of the proposed technology. Towards this direction, a framework for the adequate training of BVIs on the use of assistive mobile apps is presented. Consideration of this framework during the development of assistive mobile apps for BVIs could contribute towards higher adoption rates.
A Pilot Study to Incorporate Collaboration and Energy Competency into an Engineering Ethics Course
Author: Hsu, Yi-Chu
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,Ethical Instruction,Competency Based Education,Trust (Psychology),Interpersonal Competence,Foreign Countries,Energy Conservation,Undergraduate Students,Knowledge Level,Teamwork,Private Colleges,Group Dynamics,Public Opinion,Public Policy,Cooperation,Multiple Literacies

According to the OECD, The Organization for Economic Co-operation and Development, and other education policy experts all over the world, an urgent reform is needed to promote education innovation with &quot;competencies&quot; as the core. To investigate the feasibility to apply competency-oriented education, this pilot study surveyed the competencies of &quot;collaboration&quot; and &quot;energy&quot; and applied competency-oriented contents into an Engineering Ethics course in the Department of Mechanical Engineering. The literature reveals that collaboration includes three constructs: trust, communication, and coordination. These constructs were used to develop a questionnaire and to survey the collaboration competency of the research subjects. In addition, an energy perception survey for Taiwan was used to compare and analyze the energy competencies between the research subject and the general adults in Taiwan. Finally, some suggestions are proposed for competency implementation in future courses.
Effects of Fluency Oriented Instruction on Motivation for Reading of Struggling Readers
Author: Mehigan, Gene
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Fluency,Reading Strategies,Reading Difficulties,Student Motivation,Teaching Methods,Elementary School Students,Foreign Countries,Self Efficacy,Student Attitudes,Program Effectiveness,Grade 1

This paper looks at the effects of an intervention, based on fluency oriented reading instruction (FORI), on the motivation for reading among struggling readers in First Class in Irish primary schools. The intervention took place in learning support settings in three primary schools located in urban educationally disadvantaged communities in North Dublin. The study was conducted through a pragmatic lens with research questions framed to shed light on the motivation for reading of students in First Class from disadvantaged backgrounds. A mixed methods design with a concurrent triangulation strategy was employed, facilitating the exploration of multiple research questions using questionnaires and semi-structured interviews with teachers and parents and conversational interviews and surveys with students. The perspective of reading motivation guiding the study recognised the overlapping influences of teachers, parents and the student himself or herself. Findings, as reported by these research informants, indicate that the FORI intervention had a positive impact on the motivation for reading of struggling readers in First Class. In particular, the intervention was found to decrease students' perceived difficulty with reading and increase their reading self-efficacy and orientation towards reading.
The Thinking Skills Deficit: What Role Does a Poetry Group Have in Developing Critical Thinking Skills for Adult Lifelong Learners in a Further Education Art College?
Author: Norton, Frances
Date: 2020-00-00
Type: Journal Articles
Subjects: Thinking Skills,Poetry,Critical Thinking,Teaching Methods,Intervention,Adult Education,Continuing Education,College Preparation,Social Capital,Cultural Capital,Communities of Practice,Inquiry,Lifelong Learning,Art Education,Foreign Countries,Role

This article investigates Brown's assertion that students today exhibit an unwillingness/inability to engage in critical thinking (CT). He describes this as a 'critical thinking deficit'. The question of whether CT can be taught or whether we can only create the conditions in which CT can thrive and develop is explored through analysis of data from a pedagogical intervention of a Poetry Group; it aims to develop CT by employing Community of Inquiry as a methodology. This intervention was offered to a group of Further Education (FE) students over a period of six months with the intention of preparing them for progression into Higher Education (HE). Findings from the study lend support to the claim that sharing stories and poems is helpful in developing social and cultural capital across the group and in supporting CT and academic development. Students in the study report that they found the Poetry Group particularly valuable in encouraging both critical engagement with their Arts subject, deeper levels of learning and supporting improvements in attainment.
Parents&apos;, Teachers&apos; and Principals&apos; Views on Parental Involvement in Secondary Education Schools in Greece
Author: Anastasiou, Sophia
Date: 2020-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Teacher Attitudes,Administrator Attitudes,Participation,Secondary School Teachers,Secondary School Students,Foreign Countries,Principals,Professionalism,Barriers,Teacher Education,School Administration,Academic Achievement,Parent Teacher Cooperation,Decision Making,Faculty Workload,School Community Relationship

The objective of the present study was to investigate parents', teachers' and principals' views on &quot;parental involvement&quot; (&quot;PI&quot;) in Secondary Education Schools in Greece. The research was based on a survey among parents (n = 54), teachers (n = 84) and principals (n = 12) in twelve Secondary Education Schools in Magnesia Region in central East Greece. Different views between each group were exhibited on &quot;PI&quot; in educational issues, decision making or creating links and communication between the school and the local community. Teachers expressed the view that workload and parental attitudes are factors which discourage parental involvement in their school units. Parents felt that teachers' professionalism, lack of teachers' training on parental involvement and parents who hesitate talking to teachers were significant barriers for &quot;PI&quot; in their school units. School principals agreed with parents and teachers on the barriers established due to teachers' professionalism and parents' hesitation in talking to teachers as significant factors which discourage &quot;PI&quot; in their school units. Contrarily to teachers' views, school principals expressed their willingness to increase &quot;PI&quot; in &quot;teachers'&quot; and &quot;school evaluation.&quot; School leaders should explore the possibility of organising meetings with teachers and parents to reduce barriers and misconceptions, paving the way for communication between the school unit and parents, increasing the positive outcomes of &quot;PI&quot; in school management and students' success.
Compulsory School Attendance: The New American Crime
Author: Reyes, Augustina
Date: 2020-00-00
Type: Journal Articles
Subjects: Attendance,Courts,Low Income Groups,Truancy,Costs,Punishment,Judges,Law Enforcement,Parent Child Relationship,Family Income,Urban Schools,Minority Group Students,Educational History,Educational Policy,Models,Politics of Education,Educational Legislation,Political Attitudes,Policy Analysis,Elementary Secondary Education

A mom walks up to the District Attorney's desk in the Justice of the Peace Court with a total of six tickets as a result of her low-income children's truancy, three in her name and one for each of her three children. She faces the possibility of having to pay anywhere from $510 to $2010 in court costs and fines. Luckily for this mother, her children's cases can be dismissed if she and the children comply with the Judge's probation terms. In this Court, the court costs are actually at the lowest end of the range for the price established by the state; some judges can charge as much as $150 per case and $500 fines per offense. In this instance, the costs are $85 per person, $340 total for the mother and the three children. Those costs cannot be waived and must be paid, regardless of family income. The judge may waive the fine if the parent and the students complete the community service assigned by the judge.
Element Enterprise Tycoon: Playing Board Games to Learn Chemistry in Daily Life
Author: Tsai, Jen-Che
Date: 2020-00-00
Type: Journal Articles
Subjects: Games,Chemistry,Science Instruction,Teaching Methods,Design,Learner Engagement,Student Attitudes,High School Students,Pretests Posttests,Foreign Countries

This article reports the design of a scientific board game, named &quot;Element Enterprise Tycoon&quot; (EET), which creates a scenario combining chemical elements, techniques, and products in daily life. The game cards are designed to motivate students not only to retrieve information about chemical elements, but also to be proficient in chemistry. Moreover, the game creates opportunities for group interactions and competitions to engage students in learning chemical elements as they do in regular science curricula. The EET has been field-tested with a group of middle school students to evaluate its applicability. Empirical data show that students improve their understanding of chemistry concepts with a median level of effect size. In particular, students achieve better performance in terms of chemistry-related technique concepts. The follow-up interviews reflect students' positive feedback and attitudes toward science learning through board game playing and their willingness to continue to play the game. It is suggested that learning through science games can indeed help students learn new chemical knowledge.
Fictional Video Cases on Parent-Teacher Conversations: Authenticity in the Eyes of Teachers and Teacher Education Students
Author: Deng, Mengsi
Date: 2020-00-00
Type: Journal Articles
Subjects: Parent Teacher Conferences,Video Technology,Case Method (Teaching Technique),Preservice Teacher Education,Inservice Teacher Education,Instructional Materials,Preservice Teachers,Student Attitudes,Teacher Attitudes,Teachers,Credibility

Video based instructional approaches have become very popular in teacher education. In this context, fictional video cases (FVCs) are a promising format because they can make discrete situations (e.g., parent-teacher conversations) accessible for learners. We critically discuss the concept of authenticity of FVCs with respect to their use for didactic purposes with student and in-service teachers. In an empirical study, we examine the authenticity of a specific pair of contrasting FVCs on teacher-parent communication (showing constructive vs. confrontative communication by the teacher). The FVCs were viewed by teachers and teacher-education students who rated the material regarding its authenticity. The results were that the authenticity of the two video versions was evaluated as &quot;medium&quot;, as was the authenticity of the characters. Moreover, the teachers evaluated the video cases as more authentic compared to the teacher education students. Given that existing studies show that the FVCs in focus here were successfully used in instructional contexts, we conclude that it is possible to create meaningful and effective didactic environments featuring FVCs with a medium level of authenticity.
Using Film in Management Courses: A Comparison of Four Pedagogical Approaches
Author: Black, Janice A.
Date: 2019-09-00
Type: Journal Articles
Subjects: Films,Business Education,College Students,Teaching Methods,Student Attitudes,Technology Uses in Education,Outcomes of Education,Learning Activities

Videos have long been used in the classroom to enhance learning. However, traditional-aged students (ages 18 to 21) have so much interactive video exposure that opportunities to actively engage them with the material continue to exist. There are multiple ways to use video to enhance student learning. Four interactive pedagogical methods of using film in the classroom with are presented along with student feedback for each. The first and second methods involve having students find video examples of class concepts; the third method asks students to provide video examples of related concepts from supplemental articles and class; and in the last method, students actually make videos demonstrating class concepts. These all require that students learn, practice, and persist in efforts which reinforce soft skills desired by employers of today's graduates.
Two Heads Are Better than One--Entrepreneurial Continuous Learning through Massive Open Online Courses
Author: Zur, Agnieszka
Date: 2020-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Lifelong Learning,Online Courses,Electronic Learning,Asynchronous Communication,Computer Mediated Communication,Foreign Countries,Program Effectiveness,Program Design

Globalisation and digital technology have changed the means and mechanisms of knowledge acquisition. The rapidly expanding open-access online resources and various digital learning platforms present new opportunities in the area of continuous entrepreneurial learning, including that of corporate employees. This paper draws on knowledge spillover theory in order to explore the potential of Massive Open Online Courses (MOOCs) as enablers of knowledge exchange, consolidation and new knowledge creation through connecting geographically and institutionally distant actors. The research design is based on a qualitative interpretative approach exploiting a triangulation of methods by using sets of quantitative data collected from MOOC participants, five focus group interviews and text content of online course discussion groups. This study contributes to our understanding of how digital technologies enable entrepreneurial learning on a massive scale. It identifies three factors which can trigger intense horizontal knowledge spillovers on a massive scale: (i) participants' common interests and aspirations, (ii) induced mobilisation, and (iii) participants' optional anonymity. Additionally, the findings of this study provide useful information for potential MOOC creators regarding the design and delivery of MOOCs targeting a high density of participant interactions.