ethanporcaro/eric-fulltext-meta huggingface dataset:
Interpersonal Meaning: Verbal Text-Image Relations in Multimodal Science Texts for Young Children
Author: Koutsikou, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Reader Text Relationship,Visual Aids,Preschool Children,Instructional Materials,Science Instruction,Social Distance,Foreign Countries

Verbal text and images constitute the principal semiotic modes interacting to produce interpersonal meanings in multimodal science texts for young children. These meanings relate to pedagogical perceptions about children's learning. This study examined verbal text-image relations regarding the interpersonal meaning dimensions of address (the way the reader is addressed), social distance (the kind of the relationship between the reader and represented participants), and involvement (the extent to which the reader is engaged with what is represented) in multimodal text excerpts from science-related books for preschool children. The sample consisted of 300 randomly selected units of analysis. For each unit, the verbal and the visual content was analyzed along each dimension, and the relevant verbal text-image relation was determined. Results indicated that regarding address and involvement, relations of convergence appeared significantly more frequently than relations of complementarity and divergence. Concerning social distance, relations of complementarity and divergence were observed more frequently than relations of convergence. Results are discussed in the context of the Systemic Functional Grammar and the Grammar of Visual Design, in the light of the socio-cognitive perspective on science teaching and learning. Implications for the selection, design, and use of multimodal science texts for young children are also discussed.
Uncovering New Paths to Adaptation: A Case Study of Malaysian English as a Second Language Pre-Service Teachers
Author: El Masry, Taghreed
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Preservice Teachers,Language Teachers,Teacher Education Programs,Professional Identity,Practicums,Student Attitudes,Universities,Secondary School Students,Public Schools,Communities of Practice,Social Integration,Case Studies,Females,Student Adjustment,Feedback (Response),Mentors,Teaching Methods

This study aims to explore how English as a Second Language ESL Pre-Service Teachers (PSTs) employ adaptation strategies in response to the surrounding constraining context to develop their professional identities. The research question is &quot;How do pre-service teachers (PSTs) employ adaptation strategies to develop their professional identity (PI) during their simulated teaching class and practicum?&quot;. Qualitative data were collected using semi-structured interviews and classroom observation from PSTs in a Malaysian university and public secondary schools in Kuala Lumpur. Findings showed that the positive notions of belonging to a Community of Practice (CoP) proved to be applicable in the simulated teaching class context, so PSTs used their adaptation process of observation-experimentation and evaluation to attempt different teaching practices. Nonetheless, the positive notions of the CoP were inapplicable in the teaching practicum context. Hence, PSTs struggled to construct their Professional Identity (PI) and had to alter their adaptation strategies to negotiate PI construction. The study concludes with some recommendations for further use. Program designers need to consider social interaction and integration within the professional context. That could enable adaptation processes to enhance PSTs' PI development.
Visual Representation Construction for Collective Reasoning in Elementary Science Classrooms
Author: Yoon, Hye-Gyoung
Date: 2021-00-00
Type: Journal Articles
Subjects: Visual Aids,Elementary School Science,Elementary School Students,Logical Thinking,Elementary School Teachers,Science Instruction,Freehand Drawing,Foreign Countries,Grade 5,Grade 6,Classroom Communication

There has been a recent increase in research interest in the ways that visual representation is used to facilitate students' understanding in science classrooms. Yet while many studies have explored individual students' drawing, few studies have looked into drawing as a collective tool to engage students in thinking and talking together in science classrooms. This study employed a case study approach to understand some of the possibilities for visual representation construction as a collective reasoning tool. By examining two cases of visual representation construction during classroom talk in two elementary science classrooms, this study demonstrates how teachers use visual representation as an instructional strategy, and how visualization engages students' reasoning, meaning making, and social interactions. We selected two cases that demonstrate the emergence of the teacher's and students' drawing activities and analyzed each with a focus on the interactions that occur during the construction of visual representation and how this interaction promotes scientific reasoning and meaning making. For the case analysis, three researchers reviewed the video cases separately several times, and then collectively developed in-depth discussion to bring forth possible themes. The findings include: (1) that there were common grounds of visual representation established for collective reasoning; and (2) that visual representations expanded knowledge and reasoning from the individual to social level, thus playing a critical role in students' reasoning and knowledge building during classroom talk. Pedagogical questions and reflection are discussed for further research on visualization as a cognitive and social tool in classrooms.
A Survey Study on U.S. College Students&apos; Learning Experience in COVID-19
Author: Zhou, Jiahua
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,On Campus Students,Low Income Students,Student Satisfaction,COVID-19,Pandemics,Distance Education,Electronic Learning,Blended Learning,Online Courses,Learning Processes,Mental Health,Anxiety,Communities of Practice,Sense of Community,Academic Support Services,Student Personnel Services,Barriers,Questionnaires

COVID-19 affected various aspects of our life. Many college students were forced to take courses remotely. It was not clear how they adapted to this new environment and how their mental health was affected. The objective of this study is to understand college students' learning experience one year after the outbreak of COVID-19. An online survey was developed to investigate students' overall learning process, mental health, perception of the learning community and student support. Sixty-two college students in the U.S. were recruited through an online survey platform. Findings of this study revealed: (1) improved mental health of college students compared to the beginning of the pandemic; (2) an overall positive learning experience and perceived belongingness to their learning community, as well as high satisfaction with the student support; (3) the major hindrance in the online learning environment was the lack of interactions with teachers and classmates; (4) a relationship between family income and perception of the learning community was discovered, and the students from low-income families were found to feel more belonging to the learning community; (5) hybrid was the optimum learning mode during COVID-19; and (6) on-campus students perceived more student support than off-campus students. These findings provided a guideline for future research to further explore, and improve, the online learning environment.
Transfer of the German Vocational Education and Training System--Success Factors and Hindrances with the Example of Tunisia
Author: Oeben, Melanie
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocational Education,Technology Transfer,Benchmarking,Educational Quality,Quality Assurance,Foreign Countries,Barriers,International Cooperation,Models,Specialists,Classification,Educational Finance,Political Influences,Cultural Differences,Partnerships in Education,Graduates,Employment Potential

As the German vocational education and training (VET) system, with its dual learning environment in both firms and vocational schools, is an international benchmark, many concepts and projects are aiming to transfer this approach to other countries and education systems. In such contexts, it is important to consider the specific concepts and requirements of educational transfer. This paper outlines success factors and hindrances for such endeavors. Therefore, a literature review is combined with empirical survey results from Germany. This is directed at a specific project regarding a transfer of the dual VET system from Germany to Tunisia, but it also exemplifies general factors for any such concept transfer. As important success factors, &quot;quality assurance&quot; and &quot;perspectives for graduates&quot;, for example, are identified.
How Do Teacher Educators from the &apos;Startup Nation&apos; View Pedagogical Innovation?
Author: Levy, Dalit
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Attitudes,Instructional Innovation,Foreign Countries,Technology Uses in Education,Educational Technology,Pedagogical Content Knowledge,Technological Literacy

A qualitative inductive analysis of 110 open-ended questionnaires was performed, as part of a research network aiming at investigating views of pedagogical innovation among teacher educators in seven Israeli colleges of education. Three results emerged: (1) teacher educators mention technology when describing implementations of pedagogical innovation in their teaching; (2) the stories that teacher educators associate with pedagogical innovation do not deal with the most up-to-date learning technologies; and (3) teacher educators tend to use inclusive terms in their descriptions of pedagogical innovation. The discourse of teacher educators on the subject of innovation seems to differ from the discourse in other professional communities, such as the medical, agricultural, high-tech, and business communities. The importance of these findings is heightened in view of the expectation that those who are responsible for the training of the next generation of educators would design innovative approaches to meet the future needs of the education system.
How Italian, European and American Frameworks Contribute to Promoting Talent Development in Italian Schools
Author: Milan, Lara
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Gifted Education,Academically Gifted,Talent Development,Educational Opportunities,Enrichment,Models,Acceleration (Education),Talent Identification,Individualized Instruction

This article describes current attempts and steps to expand both services and research about gifted education and talent development programs and educational opportunities for academically talented students in Italy. The laws, procedures, and policies that have been essential to this process are described, as is the outcome, which is the implementation and use of the Schoolwide Enrichment Model as one viable method for developing students' talents and gifts in Italian schools.
Using PLS-SEM Model to Explore the Influencing Factors of Learning Satisfaction in Blended Learning
Author: Huang, Chun-Hsiung
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Student Satisfaction,Usability,Learning Motivation,College Freshmen,Foreign Countries,Least Squares Statistics,Structural Equation Models,Flipped Classroom

This research explores the influencing factors of learning satisfaction in blended learning. Three dimensions are proposed: perceived usefulness, perceived ease of use, and learning motivation. It studied how these variables affect students' learning satisfaction. The research hypotheses are: (1) Perceived ease of use positively affects perceived usefulness; (2) Perceived usefulness and perceived ease of use will have a positive effect on learning motivation; (3) Learning motivation positively affects learning satisfaction; and (4) Perceived usefulness has a positive intermediary effect on the relationship between perceived ease of use and learning motivation. Participants included 173 freshmen who took the first-year interactive game design course at Ling Tung University in Taichung, Taiwan. The questionnaire survey method is applied in this research to analyze the relationship between the variables and verify the hypothesis based on the collected 173 valid questionnaires. The partial least square method structural equation model (PLS-SEM) is used to carry out structural equation modeling to study the relationship between latent variables. It explains that the perceived ease of use affects the perceived usefulness. Perceived usefulness and perceived ease of use have a positive impact on learning motivation. Learning motivation has a positive impact on learning satisfaction. Perceived usefulness as an intermediary factor of perceived ease of use has an indirect impact on learning motivation. The contribution of this research is to provide empirical evidence and explain what factors may affect learning satisfaction. Some other related factors that may affect learning satisfaction should be taken as the factors that teachers should pay attention to when implementing blended learning.
How Important Is Future Teachers&apos; &quot;Connectedness to Nature&quot;? Adaptation and Validation of the Connectedness to Nature Scale
Author: Andic, Dunja
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Attitude Measures,Test Validity,Sustainable Development,Environmental Education,Natural Resources,Ecology,Group Membership,Psychological Patterns,Educational Experience,Predictor Variables,Young Adults,Foreign Countries

The teacher plays a key role in fostering sustainability and implementing Education for Sustainable Development at school. This paper presents a study aimed at adapting and validating a shorter version of the Connectedness to Nature Scale (CNS) to measure student future teachers' connectedness to nature. The scale has been translated into Croatian in an abbreviated form and applied to a specific sample of students from the Faculty of Teacher Education in Rijeka, Croatia (N = 138). One of the tasks was to examine whether there are statistically significant differences among students regarding their membership in eco-associations and previous participation in an Environmental Education/Education for Sustainable Development (EE/ESD) course. A special research objective was to determine the extent to which the current education and membership in an eco-association explain the connectedness to nature. In addition to the indicated research limitations, the results confirmed the significant measured characteristics of the scale. Education has so far proved to be a predictor of connectedness to nature. Additionally, the results showed that membership in an eco-association is a predictor of connectedness to nature. Based on the obtained results, it is possible to conclude that the connectedness to nature must be further explored, especially in the context of the initial education of future teachers, as a possible prerequisite for a successful practice of Education for Sustainable Development in schools.
Artificial Intelligence and the Technological Turn of Public Education Privatization: In Defence of Democratic Education
Author: Saltman, Kenneth J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Public Education,Democracy,Privatization,Educational Technology,Ideology,Educational Change,Human Body,Politics of Education,Neoliberalism

This article considers how the development of for-profit artificial intelligence (AI) technologies fosters the privatization of public education and erodes the values and practices of democratic education. The introduction situates the advent of digital technologies in the context of the structural economic and ideological shifts of the past 40 years. Such changes include neo-liberal restructuring, the repressive school and social turn, changes in the use of positivist ideology in schooling, the role of new technologies in social and cultural reproduction and changing imperatives for capital accumulation. The article illustrates different uses of AI as part of the technological turn of public education privatization. Examples include: (1) adaptive learning technology, and transformations to teacher work and conceptions of knowledge and learning; (2) biometric pedagogy and the cultural politics of locating learning in the body; and (3) the convergence of impact investing and digital surveillance technologies. The article considers how changes in the ownership and control over different aspects of public education relate to the cultural politics of knowledge and learning. It also examines how, under the guise of disinterested objectivity and neutrality, particular class and cultural ideologies and interests are promoted through new technologies, with significant pedagogical, cultural, economic and political implications. The article concludes by arguing that AI education is a site of cultural and political contestation and must be comprehended as a form of representational politics. By showing a critical pedagogical AI project, the article suggests that the anti-democratic tendencies of most AI education is hardly inevitable or determined, but rather represents a replication of long-standing ideologies.
Adapting to a New Learning Environment: Mainland Chinese Students Studying in Master&apos;s Degree Programmes in Hong Kong
Author: Lai, Manhong
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Masters Programs,Study Abroad,Student Experience,Student Adjustment,Parent Aspiration,Stress Variables,Student Participation,Informal Education,Foreign Students,Learning Experience,Cultural Awareness,Intercultural Communication

This article investigated the learning experiences of mainland Chinese students in master's degree programmes in Hong Kong. Using a qualitative research approach, 20 mainland Chinese students in master's degree programmes in a first-tier Hong Kong university were interviewed. It observed, first, that mainland Chinese students appreciate the teaching and learning approaches adopted in Hong Kong, but that they take some time to adapt. Thanks to heavy financial support from parents and parental expectations, they are pressed to adapt as soon as possible and get high marks in the one-year programmes in Hong Kong. Second, the mainland Chinese students' previous experiences of participating in campus activities in mainland China and their instrumental views of learning restrict their involvement in informal learning through campus activities. Third, their limited interaction with local and foreign students constrains the development of their intercultural competence.
Investigating the Effects of Cognitive Style Diversity on the Hypothesis Generation and Troubleshooting Ability of Undergraduate Students Enrolled in an Introductory Agricultural Mechanics Course at Louisiana State University
Author: Figland, Whitney L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Style,Diversity,Troubleshooting,Undergraduate Students,Introductory Courses,Agricultural Education,Problem Solving,Hypothesis Testing,Agricultural Machinery,Creativity Tests

Problem solving has been regarded as one of the most important cognitive skills in everyday life. The complexity of problem solving in technical areas is a critical component to developing the problem solving abilities of agricultural education students. This study grounded in Kirton's AdaptationInnovation Theory (A-I Theory), sought to identify the effects of cognitive style diversity on the time to solution and hypothesis generation ability of undergraduate students enrolled in an agricultural mechanics course at Louisiana State University during the spring semester of 2018 (n = 17) and spring semester of 2019 (n = 15). Students were divided into three groups based on their Kirton's Adaptation-Innovation Inventory (KAI) scores into three cognitive style diversity groups including (a) homogenous innovative, (b) homogenous adaptive, and (c) heterogenous. Overall, the more heterogeneous cognitive style diversity group was able to solve the problem more quickly as well as being the most successful group to hypothesize correctly, with the homogeneous innovator group being the slowest to reach conclusion. From the results of this study, it is recommended that educators consider cognitive styles when grouping students in undergraduate courses that are heavily laboratory based.
The Use of High-Impact Practices for Teaching Social Justice Content in Social Work Curriculum
Author: Alston, Sharon
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Work,Social Justice,Service Learning,Active Learning,Student Projects,Instructional Effectiveness,Instructional Design,Competency Based Education,Student Attitudes,Undergraduate Students,Graduate Students,Knowledge Level,Retention (Psychology),Core Curriculum

Social justice is an essential concept of the human service profession and a core value of the social work profession. In social work education, students acquire this knowledge through implicit and explicit curriculum. For example, students learn the concept and importance of social justice in the delivery of service in the core curriculum (i.e., human behavior, policy, research, and practice courses). This approach to learning new content is traditional in that students acquire this knowledge through readings, class discussions, and final term papers. An intentional and interactive instructional design such as high-impact practices (HIPs) may be more advantageous in teaching social justice content. Researchers used a mixed-method research design with a self-administered survey to collect data from a convenience sample of 27 social work students on their perceptions of HIPs and its utility for advancing knowledge (awareness, understanding, and appreciation) of social justice. HIPs are teaching and learning strategies that have been proven to be beneficial to increasing students' learning and retention of knowledge (Kuh &amp; O'Donnell, 2013). This preliminary research strongly suggests that HIPs have an impact on participants' learning and, specifically, their understanding of social justice content for both micro issues to macro-level of concerns. Overall, students reported: (1) HIPs had a significant influence on the acquisition of social justice content; and (2) having an overall positive experience with HIPs. It is recommended that faculty, regardless of discipline, explore the use of HIPs in facilitating discipline-specific knowledge.
A Life-Transformative Education for the 21st Century: Exploring, Creating, and Leading through Honors
Author: Chancey, Jaclyn M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Honors Curriculum,Transformative Learning,Academically Gifted,Gifted Education,Authentic Learning,Program Design,Leadership Training,Talent Development,Majors (Students)

This article explores the theoretical underpinnings of life-transformative education and gifted education and applies them to a university honors program. Life-transformative education requires authentic learning experiences and rich mentorship relationships to promote happiness, well-being, and a sense of purpose. This is intended for all students, so the literature on gifted education is used to differentiate an honors education. Several competing paradigms exist, and the University of Connecticut Honors Program bases its theoretical framework and program design on the talent development models of Joseph Renzulli. The article concludes with a closer look at the honors leadership experience and preparing students to solve 21st century problems.