ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Culturally Responsive Teacher Roles and Innovative Work Behavior: Canonical Correlation Analysis
Author: Nayir, Funda
Date: 2022-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Teacher Role,Innovation,Work Attitudes,Secondary School Teachers,Teacher Attitudes,Foreign Countries

The aim of this research was to identify the relationship between culturally responsive teacher roles and innovative work behavior according to teachers' views. The first phase of the analysis revealed that in the first canonical function, which is calculated to maximize the relationship between culturally responsive teacher roles and innovative work behavior data sets, culturally responsive teacher roles and innovative work behavior data sets share a variance of approximately 77%. In addition, as a result of the canonical correlation analysis, we determined that there is a positive relationship between the variables of the culturally regulating teacher (CRT) and the culturally mediating teacher (CMT) in the culturally responsive teacher roles data set and the GII and FSI variables in the innovative work behavior data set.
The Effects of Augmented Reality in a 7th-Grade Science Lesson on Students&apos; Academic Achievement and Motivation
Author: Kul, Hasan Hüseyin
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Simulation,Grade 7,Middle School Students,Science Education,Academic Achievement,Student Motivation,Foreign Countries,Technology Uses in Education

This study examines the effects of a seventh-grade science course supported by augmented reality technologies on students' academic achievement on elements and compounds, their motivation towards the science course, and their motivation toward the augmented reality materials used. The study was conducted with the quasi-experimental design of the quantitative research method. The research sample consists of 50 seventh-grade students, 25 in the experimental group and 25 in the control group, studying in a public school. As data collection tools, academic achievement tests, motivation scale for learning science, and motivation scale for the materials used were utilized. In addition, the collected data were analyzed with the SPSS 24.0 program. As a consequence of the research, it was discovered that augmented reality technologies boosted students' academic success and motivation toward science learning (p&lt;0.001). In addition, students' motivation toward augmented reality materials was also found to be high.
Technology-Based Professional Development Program: Experiences of Science Teachers
Author: Elmali, Sule
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Faculty Development,Gifted Education,Academically Gifted,Teacher Attitudes,Program Effectiveness,Electronic Learning,Science Teachers,Science Education,Teaching Methods,Student Projects,Science and Society

This study aimed to evaluate science teachers of gifted students who participated in a technology-based professional development program, how could be used the applications they learned in the program, and their use area for the gifted education. The case study was carried out with ten science teachers of gifted students. The data were gathered via interviews and open-ended forms and analyzed with the content analysis method. The findings showed that teachers stated that the program was beneficial for their professional development because of increasing the use of digital technology tools and their awareness of the opportunities for gifted education. Also, they became aware of using the applications for enrichment, supporting the class, evaluating, and integrating into the project-based learning process in science lessons. Another finding was that participants' evaluations of the program offered the advantage of providing communication and mentoring opportunities with the university and contributing to their professional development.
The Effect of Using Personal Response System on 6th Grade Students&apos; Achievement and Attitudes towards Science and Technology
Author: Baltaci, Sehnaz
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Academic Achievement,Science Education,Foreign Countries,Grade 6,Elementary School Students,Audience Response Systems,Educational Technology,Handheld Devices

This study examines the effect of using a personal response system (PRS) on students' academic performance and attitude towards science and technology. The study is conducted during the spring semester of the 2018-2019 academic year in a secondary school in northwestern Turkey. The study is designed as a pre-test and post-test control group design, with 21 in the control group and 23 in the experimental group. The Science Achievement Scale and the PRS Attitude Scale were administered to 92 students in the pilot study during the scale development process. The study is conducted on one unit in the course syllabus called &quot;The World of living things and indispensable part of our lives: electricity.&quot; The researcher worked with the group two hours a week for six weeks. Every week after the lecture, the class teacher made their students solve multiple-choice questions with PRS in the experimental group and paper-based in the control group. The quantitative section of this study included three tools: the Achievement Test, the Attitude Toward Science Scale, and the Attitude Toward PRS Scale. Although results showed no difference in achievement between pre-test and post-test scores in both groups, the experimental group showed a promising difference in their attitudes toward science. In addition, boys were more positive about PRS than girls based on the PRS attitude scale. The qualitative component involved focus group discussion with a random sample of six surveyed students and an interview with the class teacher. Students provided positive feedback regarding the use of PRS. They appreciated peer discussions that instructors facilitated while using PRS. The teacher was likewise enthusiastic about implementing PRS in his class.
Pre-Service Teachers&apos; Approaches to Designing Technology-Based Activities in Anchored Instruction Framework
Author: Günbas, Nilgün
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Learning Activities,Instructional Design,Educational Technology,Technology Uses in Education,Teaching Methods,Mathematics Instruction,Student Attitudes,Mathematics Teachers,Foreign Countries

Teachers' beliefs and skills in, and attitudes towards technology are the factors shaping their technology use in education. However, teacher preparation programs don't sufficiently support pre-service teachers in this regard. One way to improve their technology beliefs and skills in, and attitudes towards technology is to have them design theory-based technology learning environments. In this study, pre-service mathematics teachers designed anchored instruction-based mathematics learning environments and their approaches for the process were revealed. 52 pre-service teachers went through a 14-week learning period and then asked to build technology-based mathematics learning materials. Their materials were designed based on three design principles of anchored instruction. Upon the completion, projects applying all the necessary requirements in good, average, or poor level were selected with a purposive sampling method. The requirements were specified as workability, interactivity, narration, completeness and representing anchored instruction's three design principles. The designers of these selected projects were interviewed with semi-structured interview questions. Results indicated that their design approaches are in line with anchored instruction theory's suggested benefits. Their technology beliefs are positively affected and their judgments about technology-based instructional material design are supported by related literature in favor of students' learning. Implications for teacher education programs are discussed.
Developing a Work-Integrated Learning Model Adjusting to Construction 4.0 Concepts
Author: Hansen, Seng
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Construction Management,Engineering,Foreign Countries,Student Attitudes,Teacher Attitudes,Program Effectiveness,Internship Programs,Construction Industry,Experiential Learning,Job Skills,Technology Integration,School Business Relationship,21st Century Skills

This paper reflects on the work-integrated learning (WIL) program in an undergraduate Construction Engineering and Management (CEM) department in Indonesia. Given the industrial revolution that has transformed the construction industry into Construction 4.0, concrete steps are needed to bridge the needs of industry for professional workers who are aware of Construction 4.0 concepts. This study aims to develop a WIL model adjusting to Construction 4.0 concepts. A case study of the internship experience that has been conducted for four consecutive years was used to develop the model. This observation was reinforced by a questionnaire survey aimed at students, workplace supervisors and lecturers to evaluate the effectiveness of the internship program in achieving the learning outcomes. The results of this analysis coupled with the findings from the integrative literature review were used to develop a Construction 4.0 WIL model.
Exploring the Importance of Intentional Learning Goals on Work-Integrated Learning Placement
Author: Buchanan, Sophie
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Intentional Learning,Work Experience Programs,Foreign Countries,Rural Areas,Reflection,Assignments,Learning Activities,Educational Objectives

This study examines initial teacher education (ITE) student's utilisation of intentional learning goals from critical reflection as they enter and participate in a work-integrated learning (WIL) placement at a regional Australian university. Fourteen ITE students were interviewed on two occasions during a three-week placement in a rural or remote area to elicit greater understanding of the use of critical reflection in practice. Thematic analysis of student responses led to findings on the usefulness of devising learning goals for practice and how the application of critical reflection can be encouraged. These findings emphasise how students grapple with connecting university assignments and activities as meaningful for practice. It also highlights the benefits to professional learning when learning goals are employed. The findings of this study suggest the need for a shared understanding of the importance of critical reflection by workplace educators, WIL supervisors and ITE students.
Interdisciplinary Work-Integrated Learning: Australian University Project-Based Learning Pilots and Practices
Author: Brewer, Margo
Date: 2022-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Work Experience Programs,Foreign Countries,Student Projects,Active Learning,Student Placement,College Students

Work-integrated learning (WIL) has become an essential component of many university curricula. Recent global disruptions have challenged traditional models of WIL, particularly industry-based student placements, leading to growing calls for new, sustainable models of WIL. Aligned with this call and the increased emphasis on learning across disciplines, interdisciplinary project-based WIL provides an alternative to student placements that is both student and industry centered. This study reports on the outcomes of pilots of this model of WIL across four Australian universities. A cohort of 38 students, faculty and industry staff who participated in the pilots were interviewed. The key challenges and enablers of interdisciplinary project-based WIL are identified along with recommendations for implementation.
Mechanical Engineering Students&apos; Contribution to Their Work Placement Learning Trajectories
Author: Ngonda, Tiyamike
Date: 2022-00-00
Type: Journal Articles
Subjects: Engineering,Engineering Education,College Students,Job Placement,Job Performance,Self Efficacy,Student Behavior,Participation,Foreign Countries,Education Work Relationship

This article reports on a qualitative multi-case study conducted to investigate how work placement contributes to the learning of mechanical engineering students. The study collected data from 34 mechanical engineering students undergoing year-long placement. It found that work placement students' proactive behavior influenced their learning trajectories. Proactive students experienced increasing participation as they moved from the periphery to engaging in active participation in their work community and were exposed to meaningful and complex work. On the contrary, those students who were passive seemed to stagnate in both participation and work performance. As a result, they remained peripheral participants for the entire placement. The findings are interpreted to suggest that universities need to help students manage their participation to improve their work placement learning. Additionally, they need to monitor changes to students' participation in work activities and their work complexity.
Work-Integrated Learning in Higher Education: Student, Teacher and Employer Motivation and Expectations
Author: Pažur Anicic, Katarina
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Work Experience Programs,Teacher Attitudes,Employer Attitudes,Student Attitudes,Motivation,Expectation,Information Technology,College Students,Career Development,Educational Quality

The purpose of this paper is to explore the motivation and expectations of stakeholders (students, teachers, and employers) related to their participation in simulated work-integrated learning (WIL) taking place in a form of work-related projects in an academic environment. Analysis is based on data gathered from 49 students, four teachers and six employers who participated in WIL within four different units of study in Information and Communication Technologies (ICT) at the University of Zagreb, Faculty of Organization and Informatics (FOI), Croatia. The findings of this research revealed that student learning, student career development and increasing quality of learning and teaching are common motivational factors for stakeholders' participation in WIL. Additional factors pertinent to respective stakeholders' motivation and expectations are also detected. The results of this study can help higher education institutions (HEIs) in the organization of WIL practices to increase motivation and meet expectations of all stakeholders.
&quot;I Sámifize It...&quot; Preschool in the Centre of South Sámi Language and Culture Learning in Norway
Author: Harju-Luukkainen, Heidi
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Indigenous Knowledge,Preschool Education,Preschool Teachers,Minority Group Students,Language Minorities,Cultural Awareness,Language Usage,Language Maintenance,Cultural Maintenance,Finno Ugric Languages,Native Language Instruction,Language of Instruction

For an Indigenous population, there is a need for an inclusive educational space from the language and culture srevitalisation perspective. This is especially important during the early years when the basics of the language are formed alongside cultural knowledge. This paper takes a closer look at a South Sámi preschool language learning environment through the lenses of teachers. The South Sámi (South Saami) is the southernmost Sámi population, frequently described as a minority within the minority. The estimation for South Sámi speakers in Norway is around 300, making the language severely endangered This paper aims to take a closer look at how early childhood education teachers describe the South Sámi language learning space in their preschool environment. For this study, in total, three preschool teachers from a South Sámi preschool were interviewed. This textual data were analysed with content analysis. According to the results, the early childhood education in South Sámi context was seen as an important inclusive language and cultures revitalising space with a clear societal responsibility.
Suppliers or Demanders? Participants&apos; Identities in Rural ECEC Services from the Perspective of the Supply-Side Structural Reform in China
Author: Lin, Kuan-Ling
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Educational Change,Early Childhood Education,Rural Areas,Preschool Teachers,Teacher Supply and Demand,Ecology,Systems Approach

The purpose of this study is to utilize the concept of China's recent policy, Supply-side Structural Reform (SSSR) in education, in order to explore participants' identities in early childhood education and care (ECEC) in rural areas of China. The concept of the SSSR was integrated with Bronfenbrenner's Ecological Systems Theory (BEST) as a conceptual framework to analyze data collected from eight participants comprising of preschool teachers and caregivers (microsystems), and local communities (macrosystems).This case study reveals that participants' positive identities facilitate their empowerment. Additionally, the establishment of an educational foundation in rural ECEC adjusted the traditional SSSR way of thinking and successfully became an alternative educational supplier. As a result, this study suggests that to improve the quality of the rural ECEC service, the structural reform of rural ECEC should consider exchanging the roles of suppliers and demanders. Once the participants' diverse identities as both ECEC suppliers and demanders are considered flexible, policy makers and education legislators can clearly establish guidelines for the revitalization of rural ECEC in China.
Cross Validating a Rubric for Automatic Classification of Cognitive Presence in MOOC Discussions
Author: Hu, Yuanyuan
Date: 2022-05-00
Type: Journal Articles
Subjects: Validity,Scoring Rubrics,Automation,Classification,Cognitive Processes,MOOCs,Discussion,Content Analysis,Asynchronous Communication

As large-scale, sophisticated open and distance learning environments expand in higher education globally, so does the need to support learning at scale in real time. Valid, reliable rubrics of critical discourse are an essential foundation for developing artificial intelligence tools that automatically analyse learning in educator-student dialogue. This article reports on a validation study where discussion transcripts from a target massive open online course (MOOC) were categorised into phases of cognitive presence to cross validate the use of an adapted rubric with a larger dataset and with more coders involved. Our results indicate that the adapted rubric remains stable for categorising the target MOOC discussion transcripts to some extent. However, the proportion of disagreements between the coders increased compared to the previous experimental study with fewer data and coders. The informal writing styles in MOOC discussions, which are not as prevalent in for-credit courses, caused ambiguities for the coders. We also found most of the disagreements appeared at adjacent phases of cognitive presence, especially in the middle phases. The results suggest additional phases may exist adjacent to current categories of cognitive presence when the educational context changes from traditional, smaller-scale courses to MOOCs. Other researchers can use these findings to build automatic analysis applications to support online teaching and learning for broader educational contexts in open and distance learning. We propose refinements to methods of cognitive presence and suggest adaptations to certain elements of the Community of Inquiry (CoI) framework when it is used in the context of MOOCs.
Students as Harsh Critics: A Comparison of Student and Industry Assessment of Placement Competencies
Author: Nisbet, Sharen
Date: 2022-00-00
Type: Journal Articles
Subjects: Experiential Learning,Business Administration Education,Tourism,Student Evaluation,Self Evaluation (Individuals),Job Skills,Gender Differences,Place of Residence,Student Placement,Instructional Program Divisions,Supervisors,Competence,Foreign Countries,Internship Programs

Reflecting on one's performance is a critical aspect of work integrated learning and professional life in general. This project compared 282 business and tourism students' self-assessment of their workplace performance against their industry supervisor's evaluation. The analysis included possible moderator variables such as gender, residential status, level of study and placement type. Overall, supervisors rated the importance of the competencies to their organization, and the level of attainment of the students on these, higher than the students themselves. Close to half of these ratings, on both measures, were found to be significantly different with no significant interactions revealed. These findings will be used to improve the evaluation form by combining some items, including descriptors, and supporting supervisors and students in its use. This will increase the capacity of students and employers to prepare for, engage in, and extract meaning from their work integrated learning (WIL) experiences.
Ukrainian E-Learning Platforms for Schools: Evaluation of Their Functionality
Author: Zhenchenko, Maryna
Date: 2022-05-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Integrated Learning Systems,Program Evaluation,Educational Technology,Usability,Cognitive Processes,Constructivism (Learning),Student Motivation,Learning Theories

This article defines 27 criteria for evaluating the functionality of e-learning platforms, grouped into three macro groups: (a) learning management, (b) learning content management, and (c) communications and collaboration tools. The proposed criteria can be used to evaluate any e-learning platform's functionality. They allow teachers and administrators to make conscious choices about the highest-quality e-learning platform for their schools and developers to improve e-learning platforms' functionality. The developed criteria became the basis for rating the functionality of Ukrainian developers' eight e-learning platforms' and determining the degree of support (in whole or partly) of e-learning components, categorized on the cognitive, social constructivist, motivation, and e-learning theories (CT, SCT, MT, and E-LT). The results indicate that the lack of communication and collaboration tools necessary to ensure quality distance learning is the main problem of Ukrainian e-learning platforms. Comparative analysis of the functionality of e-learning platforms and components categorized on the learning theories helped determine that only three of the eight Ukrainian e-learning platforms (Accent [Mobischool], Class Assessment, My Class) fully follow the CT, SCT, and MT, but these platforms are all commercial products; therefore, they only partially support the E-LT. Solving this problem will be facilitated by developing e-learning platforms with open access, financed by the state budget in the context of the development of open and distance learning for Ukrainian students, as well as improving communication and collaboration tools in the context of conforming e-learning components to the social constructivist learning theory.