ethanporcaro/eric-fulltext-meta huggingface dataset:
Poverty Alleviation by Education Is a Kind of Awakening and Discovery: In Memory of the &quot;Poverty Alleviation War&quot; of a Retired Middle School Principal In Eastern China
Author: Hai, Yuhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle Schools,Principals,Poverty,High Schools,Foreign Countries,Economic Development,Reputation,Poverty Areas,Ethnic Groups,Teacher Student Relationship,Academic Aspiration,Student Attitudes,Teacher Attitudes,Geographic Regions,Study Habits,School Administration,Teaching Styles,Educational Quality,College Attendance,Team Teaching,Faculty Development,Educational Philosophy,Educational Change,Educational Strategies,Administrator Characteristics,Professional Recognition

The development of education to improve poverty in the region has become an essential direction of the world's poverty alleviation work. In the poverty alleviation by education work in China, educators who are on the front line of poverty are determined by education and nurturing their wisdom, leading countless children from families out of poverty and toward hope. In 2016, Liqun Chen, the principal who retired from a prestigious high school in eastern China loving the Miao Townships, insisted on combining poverty alleviation with supporting aspirations, using the love and responsibility of a &quot;teacher&quot; to inject new spirit into basic education in ethnic areas. He ignited dreams and hopes for children in frontier regions. This article elaborates on Liqun Chen's help and aspirations in Taijiang County from the perspectives of students, teachers, and regions.
Development of a Scale for Measuring Students&apos; Attitudes towards Out-of-School Learning Activities (OoSLA)
Author: Göloglu Demir, Cennet
Date: 2021-04-00
Type: Journal Articles
Subjects: Test Construction,Construct Validity,Test Reliability,Attitude Measures,Student Attitudes,Student Participation,Learning Motivation,Secondary School Students,Learning Activities,Field Trips,Nonformal Education,Informal Education,21st Century Skills,Foreign Countries

The aim of the present study was to develop an attitude scale to measure students' attitudes toward out-of-school learning activities (OoSLA). The study was conducted with two separate study groups consisting of a total of 620 students. Expert opinion was sought on the content validity and face validity of the scale. An Exploratory Factor Analysis (EFA) and a Confirmatory Factor Analysis (CFA) were performed for the construct validity of the scale. The EFA yielded a structure consisting of 22 items and three factors, which accounted for 43.30% of the variance. The factors that were revealed were labeled as follows: &quot;Avoidance of Activities and Deviating from the Learning Goal,&quot; &quot;Motivation and Participation,&quot; and &quot;Approaching the Learning Goal.&quot; The results of the CFA demonstrated that the scale had indices indicating an &quot;acceptable fit&quot; or a &quot;perfect fit.&quot; The reliability of the measurements was examined by means of Cronbach Alpha, composite reliability, and the Spearman-Brown Split-Half Test Reliability methods, and it was determined that the calculated reliability coefficients were within acceptable limits. The results of Tukey's Test for Non-Additivity indicated that the scale was not additive. The item-total correlation and the 27% bottom-top group comparisons showed that all of the items on the scale were discriminatory. Ultimately, a valid and reliable measurement scale to reveal students' attitudes towards OoSLA was developed.
The Relationship between Teachers&apos; Attitudes to Distance Education and Their Life Satisfaction
Author: Kirkiç, Kamil Arif
Date: 2021-04-00
Type: Journal Articles
Subjects: Correlation,Teacher Attitudes,Teacher Characteristics,Gender Differences,Knowledge Level,Educational Attainment,Income,Elementary School Teachers,Secondary School Teachers,Distance Education,COVID-19,Pandemics,Life Satisfaction,Instructional Effectiveness,Foreign Countries

Teachers' attitudes toward distance education are important in terms of the effectiveness of the distance education process. They become even more critical during this time of global pandemics when face-to-face education has been compulsorily replaced by distance education. The worldwide coronavirus pandemic has changed the practices of the teaching profession. This period has revealed how teachers' life satisfaction while carrying out their profession can be affected by changes in education delivery. The aim of this study is to examine the relationship between teachers' attitudes toward distance education and their life satisfaction during the distance education process. This research used the correlational survey method, a method in quantitative research. The sample group consisted of teachers (1,233 male and 3,671 female educators) working in different branches in Izmir. The &quot;Life Satisfaction Scale&quot; and &quot;Attitude toward Distance Education Scale&quot; were applied. Participants' demographic information was obtained using a &quot;Personal Information Form&quot; designed by the researchers. According to the results of the study, while there is a notable difference in teachers' limitations toward distance education and life satisfaction according to gender, there is no difference in the advantages gained from and attitudes toward distance education.
Engaging the Faith Community in Designing a Church-Based Mental Health Screening and Linkage to Care Intervention
Author: Berkley-Patton, Jannette
Date: 2021-03-00
Type: Journal Articles
Subjects: African Americans,Church Role,Community Health Services,Mental Health,Screening Tests,Intervention,Barriers,Access to Health Care,Prevention,Needs Assessment,Health Needs,Program Effectiveness,Health Promotion,Feasibility Studies

African Americans are disproportionately burdened by mental health issues (e.g., stress, chronic depression, and post-traumatic stress disorder). Upon review of mental health local/state/national data, a highly-engaged faith-based Community Action Board (CAB) raised concerns about the mental health needs of African Americans and addressed mental health as a priority health area in African American Kansas City churches. African Americans tend to experience barriers to mental health services (e.g., limited access, high cost, mental health-related stigma, non-culturally tailored mental health care). African American churches have many strengths that could increase reach, acceptability feasibility, and impact of mental health interventions tailored for African Americans. The CAB conducted a health needs assessment survey (N=463; 11 churches) to identify health concerns and potential strategies to inform the design of a church-based mental health intervention. Using a faith-community-engaged approach, the CAB developed the survey and used its findings to design a religiously-tailored, multilevel mental health intervention focused on prevention, screening, and linkage to care. The needs assessment identified intervention strategies (e.g., church-based screening, stress reduction/exercise programs, pastors promoting mental health) that were: (1) rated as highly important/feasible to implement, (2) included in the intervention design, and (3) successfully implemented in African American churches by faith leaders and university students and faculty.
Factors Associated with Opposition to a Vape-Free Campus Policy
Author: Gwon, Seok Hyun
Date: 2021-03-00
Type: Journal Articles
Subjects: Smoking,Campuses,School Surveys,Individual Characteristics,Age Differences,Gender Differences,Sexual Orientation,Environmental Influences,Signs,Racial Differences,Misconceptions,Health Behavior,Public Health,College Students,College Faculty,School Policy,Resistance (Psychology)

Objective: To assess the characteristics of campus populations who were opposed to a vape-free campus policy and examine factors associated with opposition to a vape-free campus policy among those who indicated support for a tobacco-free policy. Participants: Faculty, staff, and students (N=2210) in a Midwestern university participated. Methods: Individuals were invited to a campus-wide online survey about the tobacco-free policy on campus in spring 2018. Pearson's X[subscript 2], t-test, and binary logistic regression were used for analysis. Results: Age, gender, current tobacco use, perceived harmfulness of e-cigarettes, and perceived harmfulness of secondhand smoke were significantly associated with opposition to the vape-free campus policy. Conclusions: Our data highlight the importance of various demographic factors that are associated with opposition to the vape-free policy. The current field needs to use informative approaches to improve knowledge of overall tobacco in health campaigns and public health programs on campus and within community outreach programs.
Improving Workforce Readiness Skills among College Adult Learners through New Technologies: Lessons from Two Schools
Author: Haviland, Sara B.
Date: 2021-03-00
Type: Journal Articles
Subjects: Career Readiness,Job Skills,Soft Skills,Skill Development,Labor Force Development,Community Colleges,Partnerships in Education,Vocational Education,Technology Integration,Evidence Based Practice,Competency Based Education,Two Year College Students,Student Satisfaction,Blended Learning,Electronic Learning,Adults,Urban Areas

Employers report struggles to find work-ready candidates who possess a desired combination of job-specific technical, general math and reading, and social and behavioral skills. Community colleges are ideally situated to address these shortages, delivering a trained local labor force and often collaborating directly with employers and regional development boards to ensure the employability of their students and the economic vitality of their regions. One tactic to address these shortages is to introduce trainings geared directly toward soft and basic skill development. This paper presents case studies of two schools that use technology-enhanced trainings to incorporate work-readiness skill trainings in career technical education programs that are (1) flexible and learner-centric due to technology-enhanced delivery, and (2) use evidence-based assessment and intervention strategies to promote soft skill and literacy expectations. The trainings were provided by a non-profit education research and measurement company, which served as developer and research partner for the community colleges. Results demonstrate adult learner satisfaction and commitment with these blended learning and mobile technology solutions. The authors discuss factors that facilitate training success, which include securing student buy-in and developing collaborative partnerships.
Effectiveness of Mayer&apos;s Problem Solving Model with Visual Representation Teaching Strategy in Enhancing Year Four Pupils&apos; Mathematical Problem Solving Ability
Author: Palanisamy, Sharmilla
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Mathematics Skills,Problem Solving,Models,Mathematics Instruction,Teaching Methods,Visual Aids,Mathematics Achievement,Mathematics Tests,Visualization

Ability of solving mathematical non-routine problems among Malaysian students remains at a low level, therefore there is a need to introduce a new and effective teaching strategy for the teaching and learning of mathematical problem solving. This study aims to determine the effectiveness of Mayer's problem solving Model with Visual Representation (MMVR) teaching strategy in enhancing Year 4 students' mathematical problem solving ability. A sample of 175 Year 4 students were drawn using a convenient sampling technique with two classes assigned as experimental groups namely Mayer's problem solving Model (MM) group (n = 57) and MMVR group (n = 58), and the other one as the control group (n = 60). The MM group was given Mayer's problem solving Model (MM) teaching strategy treatment, while the MMVR group was given Mayer's problem solving Model with Visual Representation (MMVR) teaching strategy treatment, respectively. The control group on the other hand did not undergo any additional intervention from researcher. The results of one-way ANCOVA analysis reveals that there is a statistically significant difference in the mean of the posttest score in MPSAT between the three groups [F (2, 171) = 291.44, p &lt; 0.0005], with the adjusted means of posttest scores of MPSAT for MM, MMVR and Control groups were 105.84 (SE = 0.94), 116.14 (SE = 0.93), and 85.94 (SE = 0.89) respectively. The results suggest that mathematics teachers can modify their current pedagogy following Mayer's problem solving Model with visual representation teaching strategy to increase students' performance in problem solving.
An Investigation of the Relationship between Science Course Attitudes and Robotics Attitudes
Author: Güven, Gökhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Scientific Attitudes,Robotics,Science Education,Middle School Students,Student Attitudes,Self Esteem,Computation,Thinking Skills,Teamwork

The current study aimed to investigate the relationship between middle school students' science course attitudes and robotics attitudes. To this end, the correlational survey model was used. The study group of the current study is comprised of 220 students attending middle schools in the 2019-2020 school year. In the study, the &quot;Science Course Attitude Scale&quot; was used to measure the students' science course attitudes and the &quot;Robotics Attitude Scale&quot; was used to measure their robotics attitudes. In the study, the relationship between the robotics attitude dataset consisted of the learning desire, self-confidence, computational thinking and teamwork variables and the science course attitude dataset consisted of the daily life and learning new knowledge, difficulty in practice, problem solving, motivation and anxiety variables was analyzed with the canonical correlation analysis. As a result of the study, a significant correlation was found between the science course attitudes and the robotics attitudes and the covariance shared between the datasets was found to be 38.4%. The relationship between these two variables was discussed and various suggestions were made.
The Impact of Flipped Classroom on College Students&apos; Academic Performance: A Meta-Analysis Based on 20 Experimental Studies
Author: Zhang, Qing
Date: 2021-00-00
Type: Journal Articles
Subjects: Flipped Classroom,College Students,Instructional Effectiveness,Academic Achievement,Meta Analysis,Effect Size,Intellectual Disciplines,Theory Practice Relationship,Class Size

The flipped classroom is one the most popular teaching models in recent years. Domestic and international scholars have carried out many experimental and quasi-experimental studies to explore the impact of flipped classroom on students' academic performance, but the results are mixed. To further explore the impact of flipped classroom on college students' academic performance, this paper adopted the meta-analysis method to quantitatively analyze 20 domestic and international experimental studies of flipped classroom. We found that: (i) The flipped classroom positively affected college students' academic performance, and the overall combined effect size was 0.66; (ii) Effect sizes vary somewhat by subject types. For example, effect sizes for science, liberal arts, and engineering were 0.75, 0.72, and 0.34, respectively; (iii) The flipped classroom had the same effect on the learning effect of different knowledge types, but practical knowledge learning was better than theoretical knowledge; and (iv) The flipped classroom had produced significant impact on different class sizes, particularly medium class size.
The Relationship between Basic Education and Higher Education in a Pandemic Context: The Portuguese Situation
Author: Sá, Maria José
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,Higher Education,COVID-19,Pandemics,Educational Innovation,Flipped Classroom,Distance Education

In this article, the authors analyze the current situation in Portugal, in terms of the relationship between basic education and higher education, focusing on the influence of the COVID-19 pandemic in these processes. Moreover, this piece also addresses the quality of student preparation in basic education for a positive and successful experience in higher education.
When the Individual National Culture Meets a Transnational Research
Author: Zhou, Longjun
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,Evidence Based Practice,Research Methodology,Comparative Education,Scientific Research,Measures (Individuals)

When evidence enters humanities and society, with its scientific and effective characteristics, it gradually becomes a new paradigm for educational research and practice. It is becoming popular worldwide (Slavin, 2020). At present, all over the world, evidence-oriented evidence-based research has become one of the critical analysis methods in the educational research method system. Especially in the United States and the United Kingdom, evidence on the effectiveness of education reforms has become increasingly important, and more and more scholars are using evidence-based methods to study educational issues.
Regional Cooperation Action of Poverty Alleviation by Education in China: Documentary of Pairing Assistance Action in Changxing County, Zhejiang Province
Author: Wu, Jianguo
Date: 2021-00-00
Type: Journal Articles
Subjects: Geographic Regions,Access to Education,Poverty,Counties,Guidance,Foreign Countries,Economic Development,Vocational Education,Educational Cooperation,Educational Development,Compulsory Education,Resource Allocation,Talent,Teacher Effectiveness,Faculty Development,School Culture,School Administration,Administrator Role,Student Improvement,Professionalism

Poverty alleviation by education is the soul of reshaping the development of impoverished areas. In the implementation of poverty alleviation, the collaborative model of impoverished areas driven by developed regions is essential for China's poverty alleviation work. In 2016, Changxing County, Huzhou City, Zhejiang Province, and Zhijin County, Bijie City, Guizhou Province, established a counterpart support relationship. According to Zhijin County's education assistance needs, Changxing County has gathered its strength to implement management input, demonstration guidance, and training guidance for its weak schools. With vocational education as the starting point, Zhijin County has been &quot;remodeled&quot; and &quot;implanted&quot; education assistance and has achieved a win-win situation. This article takes the education counterpart support activities of Changxing County and Zhijin County as an example to explore the path and methods of regional education assistance in China under the vision of collaboration.
CLIL in Pharmacology: Enabling Student Voice
Author: Filice, Serafina
Date: 2020-00-00
Type: Journal Articles
Subjects: Pharmacology,Pharmaceutical Education,Content and Language Integrated Learning,Foreign Countries,Pilot Projects,Program Descriptions,Second Language Learning,Second Language Instruction,Language of Instruction,Validity,Instructional Innovation,Teaching Methods,Student Attitudes,Educational Experience,Positive Attitudes,English (Second Language),College Faculty,Lecture Method

Over the past decades, the integration of content and language in education has been gaining ground in different design formats and at various levels of education worldwide. This study describes a pilot project carried out at the School of Pharmacy of an Italian University, using a partial-CLIL format, as this was the only model accepted for experimentation by the School. The terms &quot;partial CLIL&quot; and &quot;adjunct CLIL&quot; describe different degrees of integration. Since this was the first trial with students from the Pharmacy program, the main concern was finding out how they would respond to such an &quot;'innovative&quot; approach. Despite the plethora of literature available on CLIL in higher education, there is a lack of research regarding students' views on the issue; no consideration seems to be given to the main protagonists who undergo this &quot;novel&quot; approach. Hence, the aim of the study was to seek students' voice on the experience--their thoughts and feelings. Student perceptions are essential for future didactical applications. A mixed method approach to data collection was employed to give strong validity to the data (direct observation, focus group interview followed by a survey questionnaire). The preliminary findings gathered from the qualitative and quantitative analysis contribute positively to the organization of CLIL courses in higher education. Overall, the results reveal positive student views, but, at the same time, encourage reflections for teachers and stakeholders on how to prepare students for CLIL lessons and on structuring CLIL programs for future implementations.
EFL Teachers&apos; Challenges to Write Content and Language Objectives for CBI Lesson Plans at a Mexican University
Author: Arias de la Cruz, Andrés
Date: 2020-00-00
Type: Journal Articles
Subjects: Lesson Plans,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Mexicans,Content and Language Integrated Learning,Masters Programs,Teacher Education Programs,Content Analysis,Verbs,Course Objectives,Graduate Students,Teaching Methods,Barriers,Foreign Countries

This study aims at documenting the challenges that three Mexican students participating in a Content-Based Instruction (CBI) module from a Master's (MA) program in English Language Teaching (ELT) face when writing content and language objectives for CBI lessons. Through qualitative research based on a content analysis design, one lesson plan of each MA student (n=3) was analyzed using criteria proposed by well-known researchers. Results revealed that MA students wrote clear content objectives. The major challenge of content objectives was found in the observability of these objectives. &quot;Language&quot; objectives were less successful, as most of them were rated as &quot;not clear.&quot; Moreover, language objectives focused almost exclusively on language skills and grammar and language structures. Finally, the verbs used in the language objectives demanded a low-order cognitive category from students. Despite being EFL trained teachers, these MA students had more challenges in writing language objectives than content objectives. Thus, material, examples, and directions provided to students should explicitly draw students' attention to the most common challenges to help overcome them.
English Medium Instruction and the Internationalization of Higher Education in Latin America: A Case Study from a Colombian University
Author: Tejada-Sanchez, Isabel
Date: 2020-00-00
Type: Journal Articles
Subjects: Language of Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Educational Change,Universities,International Education,Higher Education,Foreign Countries,Case Studies,Teacher Attitudes,Student Attitudes,Administrator Attitudes,College Students,College Faculty,Language Proficiency

This study discusses the implementation of English medium instruction (EMI) at a Colombian university. First, the paper reviews the rise of EMI in the internationalization of higher education. Second, it illustrates how one university incorporated EMI as part of an internationalization process. Third, it identifies the perceptions that a group of administrators, faculty, and students have regarding the EMI initiative. Questionnaires, semi-structured interviews, and document analysis were conducted. Findings suggest that EMI is tied to the structuring of an internationalization office, curricular reforms, and English language learning support. Participants' perceptions are associated with their imaginaries, identities, experiences, and obligations in relation to the English language. The study concludes that the implementation of EMI within the internationalization of universities is inevitable, yet a sustainable EMI strategy requires contextual awareness and articulation amongst its participants.