ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Education and Globalization in the Context of the COVID-19 Crisis
Author: Stavre, Ion
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Global Approach,COVID-19,Pandemics,Foreign Countries,Intercollegiate Cooperation,Consortia,Human Resources,Electronic Learning,Educational Practices,Educational Strategies,Universities

The competition of civilizations forced the European universities to adapt to the competition with the Chinese and American universities. European integration cannot advance without the collaboration between European universities. An answer to these challenges is the CIVICA project, the European University of Social Sciences, a consortium of the following universities: Bocconi University (Italy), Central European University (Hungary), European University Institute (European Intergovernmental Organization), Hertie School of Governance (Germany), The National University of Political Studies and Public Administration (Romania), Sciences Po (France) and the School of Economics in Stockholm (Sweden). This experiment aims to become one of the European pilot universities, in the first round of applications for Erasmus+ in February 2019. The experiment takes into consideration the most important resource of a country: the human resource. The network of universities that are part of the CIVICA consortium will group approximately 38,000 students, 7,000 teachers and 3,000 people from the administrative apparatus. The London School of Economics is part of the CIVICA consortium, as an associate partner. At the Bucharest conference, the public presentation of the consortium and its objectives, the rectors of the seven universities set out to educate the future generations of professionals in social sciences, in order to solve the most pressing problems of the world. Creating a European identity is essentially the long-term, fundamental objective of the CIVICA consortium. In the context of this conference, we interviewed a few representatives of CIVICA, and their answers will be analyzed in this paper's section dedicated to the results of the research.
Learning Objects in Online Education: A Systemic Approach
Author: Vieyra, Gerardo Quiroz
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Resources,Electronic Learning,Instructional Materials,Multimedia Materials,Instructional Design,Curriculum Design,Educational Objectives,Educational Strategies

In the construction of learning objects, as digital instructional material that is delivered to students, the level of learning to which they are directed must be considered first of all, according to the Bloom taxonomy or any other that is used, applicable to the e-learning, taking advantage of the digital resources that are currently available, multimedia for creation, digital repositories for storage and internet for access. Learning objects are built with pedagogical and technological elements that follow a process in themselves, subject to an educational model, instructional design, curriculum design and learning objectives as precedents, with stages very similar to those of design, construction and operation of an information system. Given their nature of digital entities, learning capsules that contain information and knowledge, the Data Quality Model of the ISO / IEC 25012: 2008 standard is also applicable, which guarantees the quality of the content and their access and availability. The creation of learning objects must also obey an educational strategy and be considered holistically in the e-learning system, that is, use a systemic approach throughout the teaching-learning process, including learning objects, considering harmonization, performance and quality in all its stages.
Second Language Distance Learning: The Issue of Language Certification in the Time of COVID-19
Author: Presti, Maria Vittoria Lo
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Instruction,COVID-19,Pandemics,Distance Education,Italian,Adult Students,Adult Education,Foreign Countries,Certification,Online Courses

Language teaching has undergone numerous changes as a result of COVID-19, and has adapted to the new scenario and digital tools. While the programs for university and language school courses have been modulated to the new teaching conditions, language courses aimed at obtaining certifications require the final exam to remain the same. The present study focuses on eight adult students of Italian as a foreign language. These adults are interested in certification and were previously enrolled in a language course in Italy, but this course was transformed into an online offering due to the coronavirus. Some questions arose: how can one ensure the continuity of the new online language course? What didactic activities and teaching materials could be applied to facilitate online teaching aimed at obtaining a language certification? The aim of this study is to look at the pros and cons of online teaching for obtaining a language certification, and at effective methods and operational procedures for online teaching during COVID-19. The study results have been collected from the teacher's own didactic experience and through distance learning questionnaires to which the students were subjected.
Telecollaboration for Civic Competence and SDG Development in FL Teacher Education
Author: Garcia-Esteban, Soraya
Date: 2020-00-00
Type: Journal Articles
Subjects: Telecommunications,Cooperative Learning,Competence,Citizenship Education,Sustainable Development,Goal Orientation,Teacher Education,Student Teachers,Foreign Countries,Second Language Instruction,Graduate Students,Student Attitudes

The Civic Competence has been acknowledged essential to support sustainable societies, economies and ecosystems for the development of responsible active citizens in today's increasingly connected world. In this regard, telecollaboration seems to help enhance related media literacy and intercultural skills. However, despite the development of key competences for lifelong learning with telecollaboration has already been the focus of some studies, the measurement of Civic Competence in teacher education with telecollaboration remains still a question for investigation. Following this line of research, this study aimed to explore the own perception of FL student teachers in Civic Competence, and if this competence can be developed working the Sustainable Development Goals (SDG) with telecollaboration. The participants of this study were two groups of student teachers at two different European universities. Both groups completed a survey and proposed collaborative strategies to improve the global and Civic Competence. Educational proposals and digital collaborative tools were analysed to measure the improvement of the student teachers´ perception. Forum, e-portfolios and evaluation forms together with pre- and post-questionnaires were used to explore the outcomes. Results indicated that most Civic Competence domains can be enhanced by working SDG and that adopting a reflective, experiential and safe collaborative online international learning approach can help promote further knowledge, skills and attitudes in specific contexts.
The Professional-Social Concern Levels of the Secondary School Mathematics Teachers in Their First-Year In-Service and Their Opinions Related to the Pre-Service Education
Author: Bas, Fatih
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Mathematics Teachers,Beginning Teachers,Teacher Attitudes,Preservice Teacher Education,Teacher Orientation,Faculty Workload,Classroom Techniques,Professional Identity,Teacher Administrator Relationship,Foreign Countries

This research aimed to determine the challenges that the secondary school mathematics teachers experienced in their first-year in-service during the orientation process and their opinions related to the pre-service education. In the study, in which a longitudinal survey method was employed, the data were obtained from two measurements carried out six years apart. The data were obtained with a novice teacher questionnaire from 141 participants in total consisting of 61 in the first application and 80 in the second. The descriptive statistics, independent samples t-test, correlation analysis, Mann Whitney U or Kruskal Wallis tests were used in the analysis of the obtained data. It was found that the professional concerns and social concerns of the mathematics teachers did not differ in years; however, their professional concerns were higher than their social concerns in general. A moderate level significant relationship was found between social and professional concerns experienced by the mathematics teachers. Workload and class management were the significant factors underlying their professional concerns; on the other hand, social status-identity confusion, and problems in dealing with principals or supervisors were the underlying their social concerns. While the place of duty and the situation of selecting the profession were effective on concerns, the variables of gender and cooperation with guidance teachers were not effective on teachers' professional and social concerns. The rate of finding the pre-service education by the pre-service teachers who were in their first year was low.
The Contemporary Vision of Universal Strategic Planning for Facing (COVID-19) Crisis in the Field of Higher Education via Virtual Learning &amp; Training
Author: El-Besomey, Dina Ali Mohamed
Date: 2020-00-00
Type: Journal Articles
Subjects: Strategic Planning,COVID-19,Pandemics,Higher Education,Electronic Learning,Distance Education,College Environment,Simulated Environment,Foreign Countries,Computer Simulation,Technology Uses in Education

This is an analytical study for Global Education vision (2030-2020) of The contemporary vision of Global strategic plan for facing (COVID-19) or the renew corona disease crisis via virtual learning &amp; training for higher education. The research builds in the virtual university configuring its concept and how could it simulate the environments of reality ,and its tools with a new contemporary vision for facing (COVID-19) crisis via Global strategic plan of virtual learning &amp; training for higher education, and deals with virtual reality as an effective way to simulate reality whatever the circumstances and difficulties in the environment of university, through which it can be configured for different environments tell the reality of an individual can't be accessed or coexistence with them. For example, the environment of space can't be educated to student in the university environment to live by realistic, and here comes the role of virtual reality in an environment similar to the environment of space and enables the student to interact with it as if in the real environment.
Digital Literacy Skill Levels of Teacher Candidates
Author: Kuru, Esma
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Technological Literacy,Gender Differences,High Schools,Institutional Characteristics,Departments,Student Interests,Internet,College Freshmen,Foreign Countries

In this study, it was analyzed whether there are differences in the digital literacy levels of teacher candidates who are receiving education in the Faculty of Education in terms of variables. To that end, the answer to the question, &quot;Do the digital literacy levels of teacher candidates display differences according to gender, high-school type they graduated from, their department, interest level in use of technology and time they spend on the Internet?&quot; was sought. In this study the survey model was used. The sample of the study consists of freshmen students who received education at the Departments of Social Studies, Guidance and Psychological Counselling, Mathematics, Turkish and Preschool Faculty of Education Kahramanmaras Sütçü Imam University (KSU) in the 2019-2020 academic year. The sample of the study consists of 215 students who were selected with the simple random sampling method. With the purpose of collecting data, the &quot;Digital Literacy Scale&quot; adapted to Turkish by Hamutoglu, Güngören, Kaya Uyanik and Gür Erdogan (2017) was used. According to the results of the study, it was determined through the analyses that there is a significant difference in the digital literacy levels of teacher candidates in favor of female candidates when gender was taken as the basis. It was determined that there is no significant difference in the digital literacy levels of teacher candidates in any of the sub-factors in terms of their department, high-school they graduated from and time spent on internet. In addition, a significant difference was found in all sub-factors according to the levels of interest in technology.
Dancing under the Weight of Racism
Author: Wilson, Lisa
Date: 2022-10-13
Type: Journal Articles
Subjects: Racism,Dance Education,Minority Group Students,Foreign Countries,Minority Group Teachers,African Culture,Curriculum

The slogan &quot;I can't breathe&quot; reverberated in 2020 with the Black Lives Matter movement protests against police brutality and racial injustices in America. As much as there was an uncanny coincidence with that phrase and the root of the COVID-19 pandemic, the immediate association of those words for me, a dance educator in South Africa, was the 2015 #RhodesMustFall national student protests in South Africa. Black students at the University of Cape Town, and eventually across the nation, vehemently protested racism and the suffocating whiteness of their institutions and curricula. Their motto of &quot;We can't breathe&quot; resonated in our dance studios and lecture halls. Through personal narratives the author aims to reveal multiple ways in which racism can permeate dance teaching and learning and the adverse effects of this abhorrent phenomenon on dancers and dance education. A lacuna in the dance scholarship on race and racism are first-person accounts that provide rich descriptions of individual's lived experiences with racism in dance. As a step toward healing and transformation, such storytelling is useful for demystifying a phenomenon that is complex and prone to blind spots and denial.
First Nations Dance in the School Curriculum: Perspectives from an Australian University
Author: Rowlands, Kerrin
Date: 2022-10-13
Type: Journal Articles
Subjects: Foreign Countries,Dance Education,College Faculty,Indigenous Populations,Indigenous Knowledge,Land Settlement,Culturally Relevant Education,Cultural Awareness,Curriculum,Educational History,Educational Policy

From the rallying call of the USA's Black Lives Matter movement, three Australian university teacher educators present perspectives on First Nations dance in the school curriculum. The Australian education system has emerged from the devastating impact of European colonisation upon the continent's First Nations peoples resulting in trauma, resistance, and resilience. Theory/praxis approaches to matters of Indigenous marginalisation within the school system are presented in relation to the context of public interest in &quot;truth telling&quot; about past colonial injustices. We draw first upon genealogical research to track the prohibition of Aboriginal dance in schools from the early years of colonisation to the later &quot;White Australia&quot; policy until now. Next, the complexities of embedding a new Aboriginal and Torres Strait Islander Histories and Cultures' Cross-Curriculum Priority are considered. Third, we explain research into teachers' enactment of First Nations dance in schools. Finally, a summary suggests ways forward from past wrongs.
Online Programming for Dancers and Dance Educators: A Response to COVID-19 and the Racial Justice Movement
Author: Overby, Lynnette Young
Date: 2022-10-13
Type: Journal Articles
Subjects: Dance Education,COVID-19,Pandemics,Online Courses,Racism,Justice,Social Justice,Activism,Seminars,Web Based Instruction,Dance,Faculty Development,Social Change

Upon the convergence of the twin epidemics of COVID-19 and racial injustice in 2020, the Delaware Dance Education Organization (DDEO) responded by creating and presenting interactive professional development webinars that ranged from sharing how dance history is a microcosm of the world to the impact culture has on personal behaviors. Through the lens of public scholarship, the virtual programming format allowed DDEO to reach dance populations in Delaware and beyond. Groundswell, a series of four webinars presented a consideration of the impact racism has in the dance world. Solos@Home invited participants to create, share, and virtually perform dance works based on material presented in Groundswell. Solos@Home II continued in this modality highlighting the theme of environmental justice. The value of activism was a key enduring understanding for these projects. DDEO continues to support and advance dance education while listening and responding to the immediate needs of the community.
Aspects of Attitudes towards Mathematics in Modeling Activities: Usefulness, Interest, and Social Roles of Mathematics
Author: Lopes, Aldo Peres Campos
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Education,Teaching Methods,Student Interests,Mathematical Models,Positive Attitudes,Higher Education,Role,Mathematics Instruction,Daily Living Skills,Student Attitudes,Undergraduate Students,Foreign Countries

This study addresses three aspects of the attitude towards mathematics: usefulness, interest, and recognition of the social roles of mathematics. Mathematical modeling activities were developed and conducted with engineering students. We analyzed how the attitude towards mathematics is manifested in this context and what contribution can be to a better understanding of the aspects of this attitude. We note that interest is manifested in a personal and objective way and that there is a recognition of the usefulness of basic mathematics in everyday life and in other contexts to the detriment of higher education mathematics. In addition, modeling proved to be a good opportunity to recognize the social roles of mathematics, something that did not occur individually. We conclude that modeling is pointed out as a means for a manifestation of a good attitude towards mathematics.
Comparison of the Learning Outcomes in Online and In-Class Environments in the Divisibility Lessons
Author: Kamber Hamzic, Dina
Date: 2022-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Outcomes of Education,Electronic Learning,In Person Learning,Division,Mathematics Education,Instructional Effectiveness,Elementary School Students,Grade 7,Foreign Countries,Educational Environment,Mathematics Achievement

In this paper, the effects of the online learning of the mathematical area of divisibility are studied, by comparing the achievements of students who have learned this mathematical topic in the online and in-class environments. Data for this study were collected in seven schools at the beginning of the seventh grade of elementary education, with 383 participants aged 12 to 13. The test with four questions was designed according to the standards and levels set by APOSO (Agency for Pre-Primary, Primary, and Secondary Education in Bosnia and Herzegovina). Data were analyzed using a two-sample t-test and a Chi-square test. The results highlighted that there was no statistical difference in the total scores between the students who learned divisibility in the in-class environment and those who learned it in the online environment. When comparing students' achievement in each question separately, statistical difference appeared only in the question of the highest level according to APOSO. The mistakes that students made when solving divisibility problems were also part of this research.
Description of the Activated Mathematical Knowledge of the Triangle Concept in Three Empirical Contexts
Author: Pielsticker, Felicitas
Date: 2022-00-00
Type: Journal Articles
Subjects: Geometry,Mathematical Concepts,Concept Formation,Case Studies,Geometric Concepts,Computer Software,Educational Technology,Learning Processes,Constructivism (Learning),Video Technology,Mathematics Instruction,Elementary School Students,Student Attitudes,Foreign Countries

The paper addresses concept formation processes of students in the field of geometry. More precisely, the paper deals with the questions of what knowledge do students activate about triangles in different contexts with different (digital) tools and furthermore what content-related meaning do they give to the concept of triangles? Methodologically, we use the descriptive framework of empirical theories for the analysis of our case study. The students develop different notion of the concept of triangles, using three empirical contexts like 3D pen, dynamic geometry software and pencil paper in an activity that allow students to construct the characteristics of triangles. In this article, we focus on how the students in our case study (further) develop and give meaning to the concept of triangle, which is central in geometry, in three empirical contexts; thus, engage in concept formation processes.
Exploring Calculus I Students&apos; Performance between Varying Course Times among Other Predictive Variables
Author: Hurdle, Zachariah Benton
Date: 2022-00-00
Type: Journal Articles
Subjects: Calculus,Mathematics Instruction,Mathematics Achievement,Undergraduate Students,Correlation,Gender Differences,Student Characteristics,Majors (Students),Mathematics Teachers,Departments,Comparative Analysis,Prediction,Scheduling

This study focuses on the analysis of certain performance predictors for calculus I. We collected data from 717 students from 2013 through 2018 at a southeastern university in the United States to explore any correlation between course times (particularly very early versus the rest) and student performance in this specific course, along with a handful of other variables. This represented all calculus I students over this time period. A two proportion test confirmed that time was a significant variable in performance. We then used regression to determine similar impacts of gender, major, instructor, and term on student performance. Initial findings portrayed statistical differences between terms and course times; other findings included the significance of major and instructor in different contexts. Interaction effects were used with time to complete our analysis of its impact, and controls were later used accordingly. We also display appropriate models for comparing categories. We conclude with some basic assertions and argue some departmental recommendations on how to use these findings in undergraduate mathematics education.
Incoherencies in Elementary Pre-Service Teachers&apos; Understanding of Calculations in Proportional Tasks
Author: Joshua, Surani
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Mathematics Skills,Elementary School Teachers,Student Attitudes,Logical Thinking,Error Patterns,Mathematics Instruction,Problem Solving,Mathematics Teachers,Pedagogical Content Knowledge

In this study we investigated pre-service teachers' (PSTs) proportional reasoning and how they interpret their calculations in proportional tasks. We administered a written questionnaire to 199 PSTs and used an inductive content analysis approach for data analysis. We found that one item, in which PSTs were asked to interpret the meaning of the results of their calculations, had unusually low coherency, and applying open coding to the responses revealed several common errors. We argue these common errors cannot be dismissed as simple unit or rounding mistakes but rather reflect problems in how respondents think about quantities, story problems, and the nature of mathematics itself. We end with suggestions on how to address these problems.