ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Instagram, Facebook, and YouTube Frequency of Use in University Students&apos; Digital Skills Components
Author: Perifanou, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Web 2.0 Technologies,Computer Use,Time Management,Technological Literacy,Information Literacy,Information Security,Skill Development,Age Differences,Gender Differences,Graduate Students,Undergraduate Students,Foreign Countries

The literature provides rich evidence on students' levels of digital skills as well as on their frequency of Internet and social media use. Several studies have examined the relationships between social media use and academic achievement. However, there are not any studies investigating the relationships between social media use and digital skills of higher education students. To fill this research gap, this study examines the links between the frequency of social media use and students' digital skills. The survey was conducted with 155 university students in Greece. The instrument on six digital skills components was evaluated in terms of reliability and consistency. The research findings reveal a strong positive association between the use of YouTube and students' digital skills on content evaluation and protection. Age and educational level differences were noted in several digital skills components, whereas age and gender were related to the frequency of Instagram use. The main conclusion is that the generic use of Facebook and Instagram does not affect students' digital skills. However, combined literature evidence implies that when social media are used for educational purposes, they might influence students' perceived levels of digital skills. Implications and limitations are discussed in the study.
Remote Teaching in Professor Training: Three Latin American Experiences in Times of COVID-19 Pandemic
Author: Aquino, Orlando Fernández
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,COVID-19,Pandemics,Pedagogical Content Knowledge,Technological Literacy,Electronic Learning,Virtual Classrooms,Skill Development,Asynchronous Communication,Instructional Effectiveness,Feedback (Response),Doctoral Programs,Universities,Foreign Countries,Faculty Development,College Faculty

The subject matter has been based on three systematizations of experiences in teacher training through remote teaching, during the COVID-19 pandemic of 2020-2021. They were developed in IES in Brazil, Ecuador, and Peru. The objective has been to show the experiences implemented to build the teachers' pedagogical knowledge, from online teaching practices. The theoretical framework has been the theory of collaborative and developmental learning, according to L. S. Vigotski and his followers. The work methodology has been the systematization of experiences, according to Jara and others. The results of the Brazilian experience show how it is possible for students of the degree in pedagogy to acquire didactic knowledge and develop skills, through collaborative work in virtual rooms. The Ecuadorian experience shows the effectiveness of teaching focused on autonomous work, which is based on asynchronous activities. The results of the experience in Peru show how asynchronous accompaniment is an effective means for guidance and sustained feedback by the trainer, with an impact on the process of construction of a scientific text and on the productivity of the doctoral student in Education.
Provision of a Free and Appropriate Public Education in an Adult Jail during COVID-19: The Case of Charles H. et al. v. District of Columbia et al.
Author: Gagnon, Joseph Calvin
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Access to Education,Institutionalized Persons,Correctional Institutions,Correctional Education,Public Education,Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities,Special Education,Court Litigation,Student Needs,Electronic Learning,Educational Technology,Instructional Materials,Evidence Based Practice,Feedback (Response),Progress Monitoring,Young Adults,Related Services (Special Education),Administrator Role,Educational Administration

COVID-19 has engendered serious challenges with the provision of special education services for youth and young adults incarcerated in U.S. adult correctional facilities. This article describes the recent lawsuit, Charles H. et al. v. District of Columbia et al., which focused on the lack of a free and appropriate public education (FAPE) at the Inspiring Youth Program (IYP) school in the Washington DC jail during the pandemic. Following a brief review of relevant components of the Individuals with Disabilities Education Act (2006) regulations, we describe the three areas in which there were violations to the provision of IDEA and FAPE, as well as the harm incurred. Specifically, we discuss the lack of: (a) instruction and monitoring of youth academic progress; (b) related services (i.e., behavioral interventions and supports, counseling); and (c) DC public schools Office of the State Superintendent of Education (OSSE) supervision and oversight. Finally, we provide a discussion of the need for compensatory education to remediate harm.
Deep Dive into Digital Transformation in Higher Education Institutions
Author: Alenezi, Mamdouh
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Higher Education,Information Technology,Institutional Mission,Barriers,Technology Integration,Teaching Methods,Models,Consultants,Guidelines,Computer Software,Computer Simulation

In the present times, digital transformation has gained momentum. Contemporary higher education institutions have been embracing new technologies and transforming their practices, business models and process. Digital transformation in the higher education institutions is about the development of new more advanced and effective methods and practices in pursuit of the higher education's mission. The present paper links digital transformation and higher education institutions. The paper discusses existing models for the incorporation of digital transformation in higher education institutions. The paper also delineates the challenges faced by higher education institutions in pursuit of digital transformation.
Parental (STEM) Occupations, the Home Numeracy Environment, and Kindergarten Children&apos;s Numerical Competencies
Author: Mues, Anna
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Science Careers,Occupations,Parent Background,Family Environment,Numeracy,Young Children,Kindergarten,Socioeconomic Status,Correlation,Foreign Countries,Longitudinal Studies

Children's early numerical competencies are of great importance for later academic achievement. Young children gain these competencies in the context of the home numeracy environment (HNE). Additionally, child characteristics and families' socioeconomic status (SES) are associated with children's competencies. In this study, we investigated parents' occupations (i.e., STEM or non-STEM occupation) as a specific aspect of the SES to understand whether parental occupations are associated with children's numerical competencies and whether such an association may depend on the HNE. We analysed data from a sample of N = 190 children (M[subscript age] = 63.58 months; SD = 4.41) at two measurement points. Correlational analyses and crossed-lagged models were conducted to predict children's numerical competencies by a global measure of the HNE and parental STEM vs. non-STEM occupations. We found significant associations between parents' learned and current occupations and the HNE. Further, significant associations between parents' learned occupations and children's numerical competencies were observed. However, parents' current occupations were not significantly associated with children's numerical competencies. Consequently, more specific facets of the SES instead of a global measure seem to be associated with children's numerical competencies. A greater focus on specific differences between family characteristics and their potential impact on children's HNE and the development of their numerical competencies seems expedient.
STEM Students&apos; Perceptions on Emergency Online Learning during the COVID-19 Pandemic: Challenges and Successes
Author: Selco, Jodye I.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,STEM Education,College Students,Student Attitudes,Barriers,Electronic Learning,Student Experience,Majors (Students),Program Effectiveness,Teaching Methods,Cheating,Educational Quality

Declaration of the COVID-19 pandemic by the World Health Organization in 2020 forced many schools to switch to emergency virtual instruction. This situation provided an opportunity to explore the effectiveness of online learning from students' perspectives. To discover best practices for online learning, 584 STEM students at California State Polytechnic University Pomona (Cal Poly Pomona) were surveyed about their Spring and Fall 2020 experiences. Some of the obstacles students faced were adapting to a new lifestyle, feeling disconnected, managing schedule and workload, and overcoming distractions. Despite difficulties, 61% of students benefited from the flexibility, convenience, and increased productivity. The time students normally spent commuting to and parking on campus was instead spent getting more sleep, studying, working extra hours, spending time with family, and practicing self-care. Another major benefit was the increased accessibility to course materials posted online. Major themes from students' responses were belonging, organization and transparency, and the need for real-world applications. Incorporating these strategies enhance the effectiveness of teaching methods. Responses along with some problem-solving suggestions that can improve the effectiveness of both online and in-person learning are discussed.
Determinants of the Entrepreneurial Influence on Academic Entrepreneurship--Lessons Learned from Higher Education Students in Portugal
Author: Lopes, João M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Higher Education,Business Skills,Intention,Influences,College Students,Student Attitudes,Foreign Countries

Academic entrepreneurship is becoming increasingly important to the field of research as well as to policy makers due to its ability to contribute to the economic, technological, and social development of regions and countries. This research aims to evaluate the determinants that influence the interest of Portuguese higher education students (HEI's) to become entrepreneurs. The methodology used is quantitative and uses structural model equations. The results obtained demonstrate that the student's perception of business skills, business growth skills, strategy, and successful business are key factors that students take into account in their entrepreneurial orientation. The research contributes to this theory by adding new knowledge to the literature on the perception of the HEI's students to become entrepreneurs, specifically the students of Portuguese universities. In practical terms, the contributions offered within this research are based on suggestions for the third mission of universities, explicitly knowledge transfer to the community, business groups, and policy makers, as well as the creation of the essentials within university boundaries to promote entrepreneurship amongst its students. The research is original and innovative, as no research on this field with all the aggregated elements under study has been previously performed in Portugal. Furthermore, the obtained results can translate into ideas that potentially create jobs.
Supplementary Education at College and Its Consequences for Individuals&apos; Labor Market Outcomes in the United States
Author: Entrich, Steve R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Supplementary Education,College Students,Outcomes of Education,Employment Potential,Equal Education,Social Differences,Socioeconomic Status,Student Participation,Longitudinal Studies,Predictor Variables

The current study seeks to expand our knowledge on extended education and its potential contribution to social inequality by examining socioeconomic disparities in supplementary education (SE) at college and its impact on labor market outcomes. Using data from the United States Education Longitudinal Study, logistic and linear regressions deliver the following main findings: (1) Socioeconomic status (SES) significantly affects SE participation, net of other factors. (2) With higher involvement in SE activities, neither employment nor income prospects significantly increase. (3) Low SES graduates are slightly more likely to benefit from SE than high SES graduates. (4) Among high-impact SE practices, only internships exert a positive effect on labor market outcomes.
Belonging and Global Citizenship in a STEM University
Author: Viola, Julianne K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Sense of Community,Global Approach,Citizenship,STEM Education,Foreign Countries,College Students,Student Experience,Citizenship Education,Student Attitudes,Student Organizations,COVID-19,Pandemics,Gender Differences,Racial Discrimination

For the past two decades, there has been a resurgence in the actualization of civic missions in universities; these universities have continued to demonstrate commitment to educate for the purpose of global citizenship. Global citizenship is both a skillset and a mindset. As universities engage in efforts to increase students' capabilities for living and working in a diverse society, research in this area has often focused on students of social science disciplines in the United States, presenting an opportunity for an investigation into students' sense of belonging and global citizenship in the STEM university context in the United Kingdom. Building on prior civic scholarship, which defines citizenship in part as a sense of belonging, this paper presents interview data from a longitudinal, mixed-methods study at a STEM university in the United Kingdom to explore the meanings and experiences of students' belonging in a multicultural institution, and their attitudes about current political issues before and during the COVID-19 pandemic. The study presents theoretical and practical implications for citizenship education research and practice.
From First to First: Black, Indigenous, and People of Color First-Generation Faculty and Administrator Narratives of Intersectional Marginality and Mattering as Communal Praxis
Author: Vue, Rican
Date: 2021-00-00
Type: Journal Articles
Subjects: Minority Group Teachers,Administrator Characteristics,Minority Groups,Higher Education,Inclusion,Social Justice,Racial Bias,Gender Bias,Social Bias,African Americans,Indigenous Populations,Power Structure,First Generation College Students,Oral History,Family Role,Barriers,Personal Narratives

While the education of first-generation students (FGS) has garnered the attention of scholars, educators, and policy makers, there is limited dialogue on how first-generation faculty and administrators (FGF/A)--that is, first-generation students who went on to become faculty and/or administrators--experience higher education and are engaged in enhancing equity, inclusion, and justice. Intersectional approaches, which illuminate the nexus of race, gender, and class in education, are necessary for appreciating the complexity of FGF/A experiences and liberatory practices taking shape in higher education. Narrative analysis examining nine Black, Indigenous and People of Color (BIPOC) FGF/A oral histories reveal how stories of mattering and intersectional marginality are sites of communal praxis that aim to dislodge systems of power, including racism, classism, and patriarchy. This praxis involves validating the complexity of students' academic and social lives and engaging vulnerability. The discussion encourages reflection of how communal praxis can be cultivated toward transforming the linked conditions of faculty and students.
Becoming a STEM-Focused School District: Administrators&apos; Roles and Experiences
Author: Wieselmann, Jeanna R.
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,School Districts,Administrator Role,Experience,Rural Schools,Administrator Attitudes,Educational Change,School Administration,Elementary Secondary Education

Science, technology, engineering, and mathematics (STEM) schools and districts continue to emerge, and while some research highlights critical components to be included in STEM schools, there is a need to learn more about the process of becoming a STEM school or district. In this study, we investigated a rural United States school district's development and expansion of its STEM education focus, which started in the years leading up to the district's first STEM school opening in 2012. We addressed the research question: How is a district-wide STEM education vision developed, enacted, and sustained by various administrative stakeholders? We interviewed 11 participants, all of whom had some level of administrative responsibility related to the district's STEM mission, coded interviews based on the critical components of STEM schools, and used narrative inquiry methods to describe the district's STEM transition from these administrators' perspectives. Our analysis revealed that several key critical components were central to this district's STEM mission. These components included elements related to leadership, reform-based instructional strategies, and teachers' professional learning. By focusing on different elements at different times and prioritizing several key components throughout, this district was able to achieve its goal of providing STEM instruction to all of the elementary and middle school students.
Friends Matter: The Relationship between Korean International Students&apos; Friendship Networks and Study Abroad Outcomes
Author: Jon, Jae-Eun
Date: 2020-00-00
Type: Journal Articles
Subjects: Friendship,Correlation,Foreign Students,Undergraduate Students,Student Participation,Extracurricular Activities,Student Development,Study Abroad,Social Networks,Intercultural Communication,Cultural Awareness,Private Colleges,Foreign Countries,Interaction,Student Exchange Programs,Career Development

This study examined the determinants of international students' interactions with different friendship networks and the relationships of these interactions with study abroad outcomes, using data from 482 Korean college students who had participated in international student exchange programs. The results showed that students' participation in extracurricular and off-campus activities while studying abroad was significantly related to their interactions with local and other international students. The results also showed that students' interactions with co-national, local, and other international students while studying abroad were positively associated with their intercultural competence, personal development, and career development, even after controlling for other variables. We discuss the policy implications of these findings beyond the Korean context.
Slowing the Burn: Principal Leadership Supports to Reduce Attrition
Author: Kaiser, Forrest J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Administrator Attitudes,Administrator Role,Role Perception,Teacher Administrator Relationship,Teacher Burnout,Stress Variables,Faculty Mobility,Teacher Persistence,Urban Schools,Faculty Workload,Discipline,Accountability,Collegiality,Professional Autonomy,Mentors,Social Support Groups,Feedback (Response)

Growing student populations, accountability policies, and isolation due to remote learning are impacting teacher retention. The present study used narrative inquiry to explore the beliefs, contexts, and experiences that shape principals' perceptions of their role in buffering teacher stress, burnout, and attrition. The researcher worked with school leaders to co-develop individual narratives that described their personal experiences in supporting teacher efficacy and retention in an urban district with high rates of attrition. Principals shared common stress factors including workload, discipline, and accountability. Collegial relationships, autonomy, and mentorship were noted as common supports. Principals felt they made an impact by building relationships, developing support systems, and seeking feedback on individual teacher needs. The narratives shed light on how these principals formed perspectives that framed their leadership approach. The results may serve future leaders as they navigate the issue of teacher support and retention.
The BioS4You European Project: An Innovative Way to Effectively Engage Z-Generation Students in STEM Disciplines
Author: Persano Adorno, Dominique
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Innovation,Learner Engagement,Program Effectiveness,Age Groups,STEM Education,Program Implementation,Secondary School Students,Foreign Countries,Online Courses,Electronic Learning

In this contribution, we present the BioS4You project and analyse the results obtained in the first 18 months of its activity. The &quot;Bio-Inspired STEM topics for engaging young generations&quot; (BioS4You) Erasmus+ KA2 Innovation project aims to bridge the gap between STEM national curricula (which include Science, Technology, Engineering, and Mathematics) and the needs of Z-generation students, uninterested to basic themes, but enthusiastic in issues related to environmental, social, and health concerns. The BioS4You project engages young learners in STEM subjects, starting with current issues of interest for them, as the social and environmental impact of new technologies, connecting STEM concepts to real-world technologies that are supporting on facing environmental, social, and health current challenges. Novel fields such as Bioengineering, Bioscience, Biotechnology can be implemented into classroom teaching, integrating academic disciplines, and stimulating the academic and social growth of young people. The knowledge of new STEM contents makes the students feel an active part of the technological innovation (and not just passive users) and help them to build a better future, bringing them closer to the STEM world and enabling them to make more informed choices for their future careers.
From Cultural Heritage Preservation to Art Craft Education: A Study on Taiwan Traditional Lacquerware Art Preservation and Training
Author: Hung, Chi-Sen
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Maintenance,Art Education,Handicrafts,Expertise,Artists,Folk Culture,Apprenticeships,Government Role,Local Government,Foreign Countries

In Taiwan, preservation and training policies of intangible cultural assets are highly valued by the government. In this study, lacquerware art craft education as intangible cultural heritage is the subject of this study. We conducted in-depth interviews and secondary data collection to obtain research data and carried out a grounded theory data analysis method through expert meetings to explore the passing on education strategy of &quot;lacquerware art craft&quot; in Taiwan. Firstly, based on Bloom's educational objectives, the study analyzed three aspects of lacquer art education: cognitive, affection and skill, and proposed a &quot;Lacquerware Art Passing-On Education Framework Diagram&quot;. Later, the analysis results of the grounded theory enable us to summarize the &quot;Lacquerware art value and learning structure diagram&quot;. In this structure, it reveals that the Lacquerware artist's way of thinking about the craft levels can echo the system of the Three Extremes of the Tao in the Book of Changes and divide the value levels of creation into the levels of tools of livelihood, way of living and philosophy of life.