ethanporcaro/eric-fulltext-meta huggingface dataset:
Postgraduate Students&apos; Use of Mobile Phones as a Supporting Tool for Learning at Sokoine University of Agriculture, Tanzania
Author: Mwalukasa, Nicholaus
Date: 2023-00-00
Type: Journal Articles
Subjects: Universities,Agricultural Education,Telecommunications,Handheld Devices,Foreign Countries,Graduate Students,Student Attitudes,Learning Processes,Usability,Technology Uses in Education,Seminars,Teaching Methods

This study aimed to investigate the use of mobile phones as a learning tool among postgraduate students at Sokoine University of Agriculture. The study adopted a cross-sectional research design. The sample size was 120 respondents selected through the stratified sampling technique and data were collected using structured questionnaires. Descriptive statistics such as frequency and percentages were used for data analysis, while linear regression was used to analyse factors influencing students' use of mobile phones as a learning tool. The findings show that most students used mobile phones for sharing lecture notes and reading lecture notes as well as downloading academic materials. Furthermore, the study findings reveal that factors influencing students' use of the mobile phone as a learning tool were perceived usefulness, perceived ease of use, and attitude. The study concludes that use of mobile phones as a learning tool is high among the postgraduate students. Moreover, the study recommends that seminars should be provided to students on the effective utilization of their mobile phones for academic purposes to enhance learning.
Students&apos; Perception towards Online Teaching and Learning: A Study of Universities in Rural Areas
Author: Chauhan, Sushil
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Rural Schools,Electronic Learning,College Students,Teaching Methods,Barriers,Foreign Countries,School Effectiveness

Online teaching became a mandate during the COVID-19 pandemic. Irrespective of technical expertise of teachers or students each one of them were made to sit before their mobile or laptop to complete the course curriculum and their examinations. The present study was carried out amongst university students, to find out the perception and satisfaction of students towards online teaching and learning and how this teaching mode changed their psychological behaviour as well as their perception towards exams and self-study. This study was conducted among students at rural universities in India. The findings of the study reveal that students found the online teaching and learning experience as effective and interesting like classroom learning, however competency with the online learning system was an area concern. Students found disturbances and lack of space in their home environment for online teaching and learning as one of the challenges faced in online teaching and learning.
Usability Testing of a Mobile-Based Learning Management System for Teacher Continuous Professional Development in Tanzania
Author: Kondoro, Aron
Date: 2023-00-00
Type: Journal Articles
Subjects: Usability,Faculty Development,Learning Management Systems,Handheld Devices,Telecommunications,Foreign Countries,Web Browsers,Computer Software,Protocol Analysis,Teacher Attitudes,Barriers,Technological Literacy,Pedagogical Content Knowledge,Teaching Methods

The last two decades have seen the growing adoption of mobile devices to enhance the quality of teachers' continuous professional development (TCPD) in low-income countries. Using mobile devices, typically not designed for educational use, presents new usability challenges, preventing teachers from effectively accessing learning materials in learning management systems (LMS). Therefore, it is important to test usability to improve the delivery of TCPD via mobile devices. This study evaluated the usability of TCPD-focused mobile-based LMS accessed via a mobile web browser and mobile app. The evaluation used a hybrid think-aloud method involving 63 teachers from 12 schools in Tanzania. Half of the schools were evaluated using a concurrent think-aloud method, and the other half using a retrospective think-aloud method. The study found that teachers encountered many usability problems in using the mobile app compared to those who accessed the LMS via mobile web browsers. The study also found usability flaws in the registration and login process, poor language translation, technical errors, and issues with quiz questions. These findings show the importance of user testing, even for well-developed LMS, such as Moodle. Additionally, this work provides useful guidance for those who want to implement mobile learning via an LMS in low-income countries.
Project-Based Learning: Toward a World-Centered Music Education
Author: Dillon, Jonathan Edan
Date: 2023-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Music Education,Global Approach

In recent decades, the discourse of music education and education more broadly has shifted from curriculum-centered to student-centered approaches. In an effort to address the existential dimensions of education, Gert Biesta poses a rhetorical and theoretical alternative: &quot;world-centered education,&quot; an orientation directed at enabling what Biesta described as &quot;student subject-ness.&quot; Situated within and drawing upon U.S.-based conceptions of music education, I position &quot;project-based learning&quot; as a body of practices through which the possibility of a world-centered orientation--and, thus, student subject-ness--can manifest in music education. To that end, I offer three considerations for music educators of all levels interested in student subject-ness in the practice of project-based learning. To prepare a foundation for these three considerations, the article begins with an explanation of project-based learning, an unfolding of concepts pertinent to Biesta's world-centered education, and a rationale for marrying the two together.
Who Is Immersion For?: A Critical Analysis of French Immersion Policies
Author: Kunnas, Marika
Date: 2023-00-00
Type: Journal Articles
Subjects: Immersion Programs,Inclusion,Second Language Learning,Native Language,French,Educational Policy,Policy Analysis,English,English (Second Language),Foreign Countries,Middle Class,White Students,Advantaged,School Location,Equal Education,Ethnocentrism,Immigrants,Special Needs Students,Race,Gender Differences,Socioeconomic Status,Decolonization,Parent Participation,Elementary Secondary Education,Intersectionality

Elitism has been an issue in Canadian French immersion since its inception. This study examines how two racially diverse Ontarian school boards and Ontario French immersion policy, curricula, and other related documents construct and support an elite student within the immersion program. The elite student who emerged from immersion documents is a White, middle-class, English, established resident, mirroring the current demographics of the program. A middle-class bias emerged within the documents due to an assumed wealth, and lack of financial assistance, transportation and promotional materials. The program locations themselves favoured the middle-class. The curricula demonstrated a Eurocentric focus and colonial lens. In the documents of this study, it was assumed that parents had functional knowledge of English and French. Program entry-points favoured established residents over newcomers. Given its evident elitism, there has been a shift toward inclusion, particularly for students with special education needs and English language learners. However, this inclusion has yet to be critically enacted.
Exploring the Impact of Study Abroad on Students&apos; Intercultural Competence: The Case of Myanmar
Author: San, Cherry Kyaw
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Study Abroad,Cultural Awareness,Intercultural Communication,Student Attitudes,Cultural Differences,Outcomes of Education,Empathy

Today's increasingly heterogeneous world imposes demands on higher education institutions to develop university students' intercultural competence (IC) so that they respond constructively to the cultural challenges of the 21st century. This study aims to explore the impact of short-term study abroad programs on the development of students' intercultural competence. 17 semi-structured interviews were conducted with Myanmar undergraduates who participated in study-abroad programs to get an in-depth understanding of their study abroad experiences. Thematic analysis was employed to examine how these programs influence their attitudes toward the native culture, the host culture and cultural differences, and their intercultural interaction. The main findings reveal that study abroad enhances students' IC, confirming the five elements of IC by Deardorff (2008): attitudes, knowledge and comprehension, skills, desired internal outcomes, and desired external outcomes, with an emerging aspect 'recommendation' based on 'cultural reflection'. Specific implications are offered to university administrators and decision-makers of Myanmar higher education on the basis of the findings.
Academic Stress, Social Support, and Adjustment among International Students in India
Author: Joseph, Merlin
Date: 2023-00-00
Type: Journal Articles
Subjects: Anxiety,Social Support Groups,Adjustment (to Environment),International Studies,Foreign Countries,Academic Achievement,Student Motivation,Gender Differences,College Students

This study uses a correlation, quantitative approach to understand the relationship between academic stress, adjustment, and social support. International students from various colleges and universities across India participated in the study. Analysis revealed significant relationships between academic stress, academic lifestyle, academic achievement, and social support. The adjustment was categorized into academic lifestyle, academic achievement, and academic motivation. Better adjustment and quality social support systems led to a decrease in academic stress. Multiple regression analysis showed academic lifestyle as a significant predictor of perceived academic stress. The academic motivation was directly proportional to an increase in academic stress (p&lt;0.05). We found a significant difference in students' academic motivation based on gender. The findings of this study call for adopting a holistic approach to reduce international students' academic stress and adjustment concerns. Also, steps to ensure social support can enrich students' academic journey in a foreign land.
Learners&apos; Perceptions of Pre-Service Teachers&apos; Classroom Management Practices
Author: Nkhata, Leonard
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Classroom Techniques,Preservice Teachers,Teacher Education Programs,Grade 11,Secondary School Students,Foreign Countries,Gender Differences,Well Being,Teacher Student Relationship,Likert Scales

Studies conducted on learners rarely focus their investigations on learner perceptions of pre-service teachers' classroom management practices. In response to the changing school environments, this study investigated learners' perceptions of preservice teachers' classroom management practices. A survey design was adopted in which 550 grade 11 secondary school learners from eleven secondary schools in the Copperbelt Province in Zambia formed the sample. A Likert scale questionnaire was used to collect data which was analysed using SPSS and also through an iterative process. The study revealed that learners positively perceived pre-service teachers' classroom management practices. This is indicated by pre-service teachers' interest in learners' welfare, possessing good personal qualities, ability to handle learners' disruptive behaviours, ability to teach effectively, and ability to assess learners effectively. Using an independent samples t-test, it was concluded that there were no statistically significant gender differences in learners' perceptions of pre-service teachers' classroom management. Regardless of which institution preservice teachers came from, learners had a positive impression of pre-service teachers in terms of learner discipline (60%), assessment of learners (66.3%), learner and pre-service-teacher relationship (64.7%), pre-service teachers' ability to teach (54%), interest in learner welfare (58.5%), pre-service teachers' personal characteristics (82.6%) and acceptance of pre-service teacher (46.9%).
Social Justice Leadership in the Refugees&apos; Education: Insights of Teachers in Turkish Secondary Schools
Author: Akkaya, Arzu
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Principals,Social Justice,Leadership Styles,Teacher Attitudes,Secondary School Teachers,Inclusion

The current case study examines secondary school principals' social justice leadership (SJL) based on teachers' perceptions. In the study, a qualitative research approach with a phenomenological design was used to explore the teachers' perceptions regarding their principals' SJL at Turkish secondary schools. The data were reached through semi-structured interviews. 11 participant teachers were determined as participants of the study with the maximum sampling method. The collected data were analyzed with content analysis, and three themes were reached: limited social justice, inclusive perspectives, and holistic leaders. Based on the results, teachers think that principals have a limited SJL and inclusion enactment. The participant teachers think that SJL should have a holistic perspective, including parents and teachers while ensuring social justice at school.
Financial Education as a Social Studies Discipline: The Equivocality of the Critical Aspirations Found in Québec&apos;s Curriculum and Its Educational Materials
Author: Lefrançois, David
Date: 2023-00-00
Type: Journal Articles
Subjects: Financial Education,Social Studies,Foreign Countries,Curriculum Development,High Schools,Citizenship Education,Instructional Materials

Purpose: In 2017, the Government of Québec made a high school financial education course compulsory. Anchored in the social studies, it tackles themes like consumer rights, savings, and employment. This paper strives to understand the types of citizenship education they promote. Design/methodology/approach: Our research is based on a content analysis of Québec's financial education curriculum and its textbooks. Findings: This paper reveals that Ministry approved educational materials focus on issues of personal finance and information retrieval tasks at the expense of a critical approach and tasks of a higher intellectual value. Québec's financial education materials therefore seems to foster personally responsible citizens. Research limitations/implications: To understand the use teachers and students make of financial education materials, we must now conduct individual and group interviews with teachers and students, but mostly authentic classroom observations.
Resilience, Mental Flourishing, Character Strengths and Job Satisfaction of Adults with Dyslexia Compared to a Control Group
Author: Stampoltzis, Aglaia
Date: 2023-00-00
Type: Journal Articles
Subjects: Adults,Dyslexia,Resilience (Psychology),Job Satisfaction,Individual Characteristics,Success,Creativity,Teamwork,Educational Attainment,Predictor Variables,Foreign Countries,Interpersonal Competence,Coping,Self Concept,Persistence

Dyslexia is traditionally regarded as a disability which has an impact on the learning process of reading, spelling and writing. This study attempts to explore the character strengths, flourishing, resilience, and perceptions of professional success and satisfaction of 477 Greek adults. The sample consisted of 30 adults with an official diagnosis of dyslexia, 103 adults who scored above the threshold limit in the Dyslexia Checklist, and 344 adults who did not report any leaning difficulty. The following instruments were employed in the study: the Brief Resilience Scale, the Flourishing Scale, and subscales of the Values in Action Inventory of Strengths 120 (creativity, perseverance, social intelligence and teamwork). The results show that the dyslexic group scored higher in creativity and teamwork in comparison to the control group. No statistical differences were observed in professional success and satisfaction between the groups. Level of education seems to correlate with creativity. The prediction models showed a negative correlation of social intelligence with suspected dyslexia and a very low prediction of flourishing and resilience on the basis of dyslexia status. Positive traits of dyslexia are worth further study. Identifying strengths among people with dyslexia might be helpful for implementing new educational interventions and strategies.
Impacts of Microaggressions and Neo-Racism on International Students&apos; Sense of Belonging
Author: McVickar, Allyson
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Students,Student School Relationship,College Students,College Environment,Verbal Communication,Nonverbal Communication,Minority Group Students,Student Experience,Interpersonal Relationship,Teacher Attitudes,College Faculty,Student Attitudes,Racism

This study explored international student sense of belonging within three state universities in New England and found a concurrent theme of microaggressions and neo-racism on their campuses that has affected their sense of belonging. Despite trends in the international higher education literature that have historically investigated ways to improve the academic experiences and engagement of international students, the findings indicate less attention has been paid to the sense of belonging felt by these students, particularly how microaggressions and neo-racism affect their sense of belonging. Microaggressions, or subtle verbal or nonverbal insults directed towards people of color, often unconsciously (Solorzano et al., 2000), were a common experience of international student participants and frequently mentioned in communications with faculty, domestic students, and staff participants. Suggestions for best practices in fostering international student sense of belonging for higher education professionals and practitioners are also discussed.
All-Gender Restrooms: Embracing Change in the Built Environment
Author: Vigneau, Amanda
Date: 2023-00-00
Type: Journal Articles
Subjects: College Environment,Sanitary Facilities,Educational Facilities Design,Gender Issues,LGBTQ People,Diversity,School Buildings

As architects and designers, we face design challenges that are rooted in the built condition. In our collaboration with student activities professionals, the effective use of space to service, engage, and welcome the campus community is at the forefront of design and planning discussions. We must consider the social implications of our physical designs that evolve as social and cultural norms change. One such topic of extended conversation is the all-gender restroom which has been a topic of conversation in the projects we are designing over the last decade. This piece will help bridge the gap between student affairs practitioners and architectural designers with information and understanding of how code influences the design of all gender restrooms, so that campus communities are better prepared to advocate for their needs in building all gender restrooms.
Fostering Teachers&apos; Empathy and Inclusion in Israeli Society
Author: Shapira, Noa
Date: 2023-00-00
Type: Journal Articles
Subjects: Empathy,Teacher Attitudes,Inclusion,Foreign Countries,Social Psychology,Arabs,Jews,Intergroup Education,Preservice Teachers,Inservice Education

In this study that draws from the fields of social psychology and multicultural education, 45 Arab and Jewish pre-service and 108 Arab and Jewish in-service teachers were presented with a program designed to foster intergroup empathy and inclusive views. The two groups went through a similar process: choosing their outgroup, finding media that presented their outgroup's narratives, and reflecting on the experience. This study used mixed methods, including content analysis of the teacher's reflections. The findings indicate that mediated contact is an essential element of the empathy-enhancing process and that the narrative approach evokes expressions of empathy and inclusion. Differential outcomes between teachers were observed, which can clarify the process effects and how they foster empathy and inclusion.
From Compliance to Inclusion: Implementing an Equity, Diversity and Inclusion Action Plan for a Federal Funding Program in Canada
Author: Campbell, Terry
Date: 2023-00-00
Type: Journal Articles
Subjects: Inclusion,Equal Education,Diversity,Federal Programs,Foreign Countries,Disproportionate Representation,Females,Indigenous Populations,Disabilities,Minority Groups,Educational Policy,Compliance (Legal)

Like many other countries, Canada's academic system has been challenged to achieve proportionate representation of historically underrepresented groups. Canadian equity law identifies four designated groups (FDG) for whom conditions of disadvantage shall be corrected: women, Indigenous peoples, persons with disabilities, and members of visible minorities. In 2006 the Canadian Human Rights Tribunal issued a settlement agreement with the Canada Research Chairs program, a federally-funded research program, in response to a complaint concerning the lack of representation of the FDG among the program's appointed Chairs. The agreement identified a series of measures and actions, such as setting equity targets and ongoing tracking, that the Program would undertake. In 2017, due to lack of progress in improving equitable participation in the Program, the Program established new requirements for institutions to develop equity, diversity and inclusion (EDI) action plans. This case study examines how the University of Ottawa implemented its EDI action plan to meet the regulatory compliance requirements of this national research chairs funding program, and how it used the plan to help drive equity, diversity and inclusion activities at its institution. The study describes the activities undertaken by the Vice-President Research Office, including the analyses conducted to identify barriers to participation in the program, actions taken, and results achieved. Over a two-year period, the University recruited more than 20 research chairs from underrepresented groups, thereby meeting all equity targets and exceeding targets for three of four groups. In conjunction with the initial implementation of the EDI plan, broader institutional level activities were undertaken, including creation of an advisory committee that guided the development of a broader EDI in Research Action Plan. Key observations from this study are: effective equity, diversity and inclusion strategies are sustained efforts which are context-specific; compliance requirements can be effective incentives if implemented as part of a larger institutional transformation; and research administrators have a key role to play in this area, which is part of their expanding tool kit.