ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Museum Education in Raising Undergraduate Pre-Service Teachers&apos; Disability Awareness: The Case of an Exhibition by Disabled Artists in Greece
Author: Kanari, Charikleia
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Preservice Teachers,Museums,Disabilities,Knowledge Level,Exhibits,Consciousness Raising,Elementary School Teachers,Artists,Art Products,Stereotypes,Attitudes toward Disabilities,Foreign Countries,Inclusion,Students with Disabilities,Teacher Role,Prior Learning

In the frame of the worldwide policies towards inclusion there is a need of changes, systematic strategies and actions at different levels and settings of the society including education and cultural organizations. Museums, culture and arts have a constantly increasing role towards a more cohesive and inclusive society in terms of educational, social and cultural impact and for diverse social groups that face various barriers in their full participation in social life. Furthermore, museums as nonformal learning environments and art activities can complement different levels of formal education and courses towards a better understanding of diversity. The aforementioned are of particular importance for disabled people as well as for teachers who work with disabled children and for the enrichment of student teachers' training in issues of disability. The aim of the present study was to investigate issues of cultural representations and the reflections of undergraduate Primary Education teachers regarding disabled artists, arts, museum and education after a visit in a temporary art exhibition of disabled artists. The participants were 33 student teachers of a University Department in Greece who attended a Museum Education course and the data were obtained via questionnaires. The results revealed the value and the need for further learning opportunities in museums and other cultural environments as well as their potential contribution in combating stereotypes, enriching and broadening undergraduate Primary Education teachers' perceptions regarding disability with implications in the fields of Museum Studies and Museum Education, Arts, Higher Education, Special and Inclusive Education.
The Project-Based Learning Management Process for Vocational and Technical Education
Author: Nilsook, Prachyanun
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Vocational Education,Technical Education,Learning Processes,Foreign Countries,21st Century Skills

This research is an analysis and a synthesis of research papers and case studies concerning the project-based learning management. The brainstorming among experts as well as their opinions on learning management process are utilized to define an appropriate learning process for students in vocational and technical education in Thailand. The results of this research reveal that the project-based learning management process for vocational education consists of 5 steps, i.e. preparation, topic definition, creation and test, presentation, and evaluation. This is compliant with the concepts of experts, aligning the teacher and student roles in the same direction, which can be used as a learning management process as to the vocational curricula. Thus, the project-based learning management is an approach of instructional management that is in consistence with the development of vocational students in Thailand. The objective thereof is to provide learners with skills in creating inventions and innovations in the form of projects. Also, learners are encouraged to have attributes and skills of presentation, talk and communication with others, originality, critical thinking, creative thinking, and ability to work well with others; all of these are in accordance to the 21st century skills.
The Role of Non-Governmental Organizations in Basic Education Delivery in Ghana: Implications for Theory, Policy, and Practice
Author: Adu-Baffoe, Emmanuel
Date: 2021-00-00
Type: Journal Articles
Subjects: Nongovernmental Organizations,Educational Policy,Foreign Countries,Educational Quality,Educational Development,Donors,Intervention,Low Achievement,National Competency Tests,Case Studies,Teaching Methods,Learning Processes,Improvement,Achievement Gains,Instructional Materials,Supervision,Cooperation,Public Agencies,Content Analysis,Models,Rural Areas,School Districts,Educational Change,Foreign Policy,Educational Improvement,Capacity Building,Elementary Secondary Education

Non-Governmental Organizations play an indispensable role in the development process in Sub-Saharan Africa. This is evident in the educational sector where most major donor organizations have increased the resources apportioned through NGOs to implement their educational programmes. However, it is sad to indicate that these interventions appear either not to have had significant impact on quality education or the contributions of the NGOs are misplaced in view of the abysmal performance of school children especially at the Basic Education Certificate Examinations in the Tamale Metropolis. The purpose of this current research is to find out the contribution of Non-Governmental Organizations activities in basic education delivery, spotlighting on Action Aid Ghana in Tamale Metropolis. This mixed method study is guided by Oregon's Quality Education Model. Using a collective case study design, a sample size of 114 respondents comprising actors selected through purposive sampling technique engaged in basic education delivery was used for the study. The data gathered in the form of questionnaires were analyzed quantitatively using descriptive statistics while the interviews conducted were analyzed qualitatively through content analysis in codes, themes, and sub themes with the NVivo10 software. The result showed infrastructure development, provision of teaching and learning materials, capacity development of teachers, provide learning needs to students and school community sensitization as Action Aid support activities to basic education delivery in Tamale Metropolis. These activities have contributed to improved quality teaching and learning, enhanced the availability of teaching and learning materials. However, the support activities were inadequate to improve students' performances in Basic Education Certificate Examination. In view of the findings, it was recommended that; Action Aid Ghana should set up a supervision and monitoring center in collaboration with the Education Directorate to ensure effective supervision of teaching and learning.
Exploring the Potentials of Robotics in Supporting Children with Autism Spectrum Disorder
Author: Mostajo, Susan T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Robotics,Skill Development,Teaching Methods,Program Effectiveness,Children,Preadolescents,Adolescents,Interpersonal Competence,Social Development,Emotional Development,Cognitive Development,Language Skills,Communication Skills,Interaction

Technological advances have facilitated robots to perform a variety of human-like functions which have steered the interest of educators, researchers, and practitioners to discover the potential advantage of using robots as an intervention for individuals with autism spectrum disorder. Through meta-analysis, this study provides research-based information with regards to the potentials of robotics in supporting children with the disorder, particularly with regard to their skills and its implications to their learning performance. A total of twenty-five peer-reviewed articles published in international journals are included - the majority of them use humanoid robots with social skills as the focus of their study. The majority of these articles declare the commendable potentiality of utilizing robots in supporting children with autism spectrum disorder to improve their target skills and enhance their present level of performance. It is recommended that future studies could investigate the use of robotics in an inclusive educational setting focused on the supervision and improvement of cognitive-behavioral skills of children under the spectrum.
Maltese Educators&apos; Perceptions of Democracy, Equality and Justice in Multicultural Education
Author: Zammit, Jacqueline
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Education,Teacher Attitudes,Democracy,Justice,Multicultural Education,Ethnic Groups,Correlation,Teaching Methods,Semitic Languages,Second Language Learning,Second Language Instruction,Language Teachers,Adult Students,Student Diversity,Teacher Role,Educational Benefits

The perceptions and attitudes of educators towards multicultural education are strongly correlated to the manner in which multicultural education is applied. Previous research indicates that culture undeniably has an effect on education, nonetheless, education administrators may not have enough knowledge about multicultural education practices. The aim of the study was to identify the perceptions and interpretations of multicultural teaching from seventeen respondents employed as educators. These educators were all Maltese, teaching Maltese as a second language to adult learners who originated from diverse cultural backgrounds and were living in Malta. The researcher used a qualitative case study design of online interviews to identify the practices that educators perceive to be the best in promoting effective multicultural education. Based on content analysis, the key concepts and activities defined as effective in maintaining multicultural education performance include equality, democracy and justice. Multi-ethnic teaching offers the opportunity to equitably consider and accept divergent viewpoints, which in turn allows proper cohesion not only among students but also educators. Indeed, multi-ethnic education is essential; individuals with varying backgrounds and experiences deserve equality, and community groups need proper representation. This research thus concludes that the majority of teachers agree that practices such as ensuring equality, democracy and justice for all learners regardless of their ethnic, gender, or religious context are of high significance in encouraging inclusion, multicultural education, and student success.
Understanding Cross-National Differences in Inclusive Education Coverage: An Empirical Analysis
Author: Entrich, Steve R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Inclusion,Cross Cultural Studies,Foreign Countries,Children,International Law,Childrens Rights,Treaties,Students with Disabilities,Equal Education,Access to Education,Meta Analysis,Prediction,Comparative Education,Special Needs Students,Definitions,Educational Policy,Educational Finance,Political Attitudes,Educational Administration,Special Education,Elementary Secondary Education,Standards,Correlation,Classification

With the adoption and ratification of the United Nations' Convention on the Rights of Persons with Disabilities in 2006, inclusive education became an international human right and a global norm. But, &quot;Education for All&quot; remains a worldwide challenge. It appears that some countries achieved higher inclusive education rates than others. Why this is the case has barely been empirically investigated. To address this gap, this study analyzes cross-national differences in inclusive education coverage in over 50 societies. First, the data gap is addressed by providing an overview of inclusive education rates in 52 societies. In the theoretical part of the paper, hypothetical causes for the cross-national differences are discussed from a new institutionalist perspective, before concrete, testable hypotheses are derived. Third, a secondary meta-analysis based on self-assembled data from national and international sources is conducted predicting the cross-national differences by means of ordinary least squares regressions. Findings show that national income or educational expenses have no impact on the level of institutionalization of inclusive education in a society; the cross-national differences in school inclusion are mainly due to the structural conditions of the school system and its own institutional logic (especially the degree of institutional differentiation); and the definition of what is recognized as special educational needs and promoted in a national education system largely affects the extent of inclusive education coverage. The findings of this analysis prove to be a good start for future endeavors in macro-sociological and educational analyses of international inclusive education and have major policy implications.
In College, but Not Always Earning College Credit: Evidence-Based Instructional Strategies for Success During-and beyond-Developmental Courses
Author: Tighe, Elizabeth L.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,College Readiness,Evidence Based Practice,Developmental Studies Programs,Student Motivation,Adult Learning,Student Needs,Skill Development,Reading Strategies,Writing Strategies,Multiple Literacies,Thinking Skills,Content Area Reading,Content Area Writing,Online Courses,Teaching Methods,Educational Technology,Technology Uses in Education,Mathematics Instruction,Mathematics Anxiety

Academically underprepared postsecondary students make up a large proportion of college campuses. Recent estimates indicate that up to 70 percent of incoming students at two-year community colleges and up to 40 percent of incoming students at four-year colleges enroll in developmental courses. There has been some criticism of the effectiveness of many of these developmental courses, as many students either do not complete them (most notably developmental mathematics) or do not progress to passing credit-bearing courses. Fortunately, there are supportive, developmental instructional strategies that a substantial body of research demonstrates to be effective. In this article, the authors begin with suggestions for motivating students that apply across subject areas. Then, they provide more detailed descriptions of several evidence-based strategies that developmental instructors can use across reading, writing, and mathematics courses. They also offer some tips for teaching on virtual platforms. Although they describe these strategies individually, they are best used in concert through a mix of whole-group, small-group, and individualized instruction.
Does the Use of Cueing in Videotutorials Facilitate Learning of Complex Software Applications? An Experimental Study with Experienced ICT Learners
Author: Ragazou, Vasiliki
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Science Education,Undergraduate Students,Prompting,Video Technology,Audiovisual Instruction,Computer Software,Cognitive Processes,Difficulty Level,Self Efficacy,Student Motivation,College Instruction,Learner Engagement

The present study investigates whether embedding cueing in videotutorials for software training influences task performance. It also considers the indirect effects of cueing on cognitive load, self-efficacy, motivation, and flow. One hundred eighteen undergraduate students from a Greek Computer Science Department participated in the study which employed a mixed factorial between-subjects design. All study participants viewed three videotutorials on how to use a video editing application. Contrary to expectations, cueing affected neither task performance nor cognitive load. However, cueing boosted the participants' motivation (d=0.46). In the last section we discuss the idea that in the context off complex software training cueing may be not beneficial for users with high ICT experience. The paper is concluded with recommendations for the design of videotutorials and directions for future studies.
Enhancing Pre-Service Science Teachers&apos; Inquiry Skills in Hands-On and Virtual Laboratory Environments
Author: Kapici, Hasan Ozgur
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Science Process Skills,Hands on Science,Science Laboratories,Physics,Chemistry,Skill Development,Educational Technology

Rapid developments in educational technology show its impacts on classes. One of the recent trends in science education is virtual laboratory environments. The goal of this study is to reveal the effects of inquiry-based hands-on and virtual laboratory environments on pre-service science teachers' inquiry skills. A quasi-experimental research design was used in the current study. There were a total of 42 pre-service science teachers as participants. Whereas 21 of them were taught in the hands-on laboratory environment, the other 21 pre-service science teachers were instructed in the virtual laboratory environment. The guided inquiry-based approach was used. The experiments were from physics and chemistry domains. Due to the limited number of participants in each condition, the nonparametric versions of the parametric tests were used in this study. The findings showed that the inquiry skills of pre-service science teachers in the two conditions enhanced significantly. There was no significant difference between the conditions. This result shows that hands-on laboratories can be replaced by virtual laboratories to enhance pre-service science teachers' inquiry skills.
A Formula for Success: Teaching Native American Community College Students Math--and to Believe in Themselves
Author: Rivera Lebrón, Eva L.
Date: 2021-00-00
Type: Journal Articles
Subjects: American Indian Students,Two Year College Students,College Readiness,Career Readiness,American Indian History,Culturally Relevant Education,Mathematics Instruction,College Mathematics,Community Colleges,Tribally Controlled Education,Minority Serving Institutions,Racial Bias,College Environment,Success,Educational Practices,Summer Programs,Transitional Programs

Community colleges have long provided students a gateway to greater economic opportunities, primarily through two pathways: completing two years of college courses while preparing to transfer to earn a four-year degree or career training that can lead to stable, well-paying positions. Eva L. Rivera Lebrón, a professor of mathematics at Southwestern Indian Polytechnic Institute (SIPI) in Albuquerque, New Mexico, feels she also offers her students something more: a much-needed affirmation of Native American students' histories, values, identities, and cultures. When it comes to issues of culture, math as a discipline mostly goes unnoticed. Given that subjects in the humanities and social sciences more easily lend themselves to students' lived experiences, classes about equations and functions hardly seem to connect to values and identities. But at SIPI, they show students that these connections do in fact exist, and they ensure that they play a central role in Native students' education. In this article, she describes her experiences at SIPI and how she finds teaching math courses--and building relationships with her students rewarding.
Digital Educational Computer Games Environments Supporting Education (DECGE-SE)
Author: Jantakun, Thiti
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Games,Educational Games,Game Based Learning,Instructional Effectiveness,Educational Objectives,Learning Processes,Design

The purposes of the research were 1) to design the Digital Educational Computer Games Environments Supporting Education (DECGE-SE) and 2) to evaluate the DECGE-SE. The research procedure was divided into two phases. The DECGE-SE as follows: (1) Learning: (1.1) Subject area, (1.2) Learning objectives/Player goals, (1.3) Learning Theories, (1.4) Platform and (1.5) Type of game; (2) Instruction: (2.1) Game Cycle and (2.2) Components for educational computer games online; (3) Outcomes and Impacts comprised four elements: (3.1) Knowledge acquisition/content understanding, (3.2) Perceptual and cognitive skills, (3.3) Affective and motivational outcomes and (3.4) Behavioural change. The expert opinions on the DECGE-SE evaluated that it was a very high appropriate level.
The Efficacy of a Computer Program for Increasing Phonemic Awareness and Decoding Skills in a Primary School Setting for Children with Reading Difficulties
Author: Winn, Tiffany
Date: 2020-12-00
Type: Journal Articles
Subjects: Phonemic Awareness,Phonological Awareness,Decoding (Reading),Word Recognition,Sight Vocabulary,Reading Skills,Reading Difficulties,Remedial Reading,Instructional Effectiveness,Courseware,Computer Assisted Instruction,Game Based Learning,Multisensory Learning,Elementary School Students,Age Groups,Children,Reading Tests,Graphemes,Foreign Countries

This paper addresses a gap in research regarding the efficacy of software programs to help children with reading difficulties. Forty-two children aged 5-13 years identified as poor readers participated in a study over twelve weeks using ReadingDoctor, a software program targeting phonemic awareness, orthographic-phonemic mappings, decoding ability and sight word recognition. Measures were taken using the Sutherland Phonological Awareness Test - Revised (SPAT-R), the Test of Word Reading Efficiency (TOWRE), and the graphemes and decoding subtests of the Phonological Awareness Test 2 (PAT-2). A quasi-experimental one group study with three multiple baseline measures was used. The dependent variables/measures were assessed seven times over a period of 32 weeks, allowing the research to be completed in the school-allocated timeframe. Significant improvements were found on all three measures of phonological/phonemic awareness and word-reading efficiency. These improvements were maintained when assessed three months later, during which time the software program was not used.
Drivers and Barriers of Implementing Sustainability Curricula in Higher Education -- Assumptions and Evidence
Author: Weiss, Marie
Date: 2021-00-00
Type: Journal Articles
Subjects: Environmental Education,Sustainable Development,Curriculum Implementation,Barriers,Educational Research,Case Studies,College Administration,Stakeholders,Incentives,Professional Development,Outreach Programs,Campuses,Leadership Role,Universities

Progress on the Sustainable Development Goals (SDGs) depends, in part, on the sustainability competencies of professionals in various fields, and thus, on the implementation of sustainability curricula in higher education. While many universities now offer sustainability curricula, and many more aspire to, there is a lack of evidence on what supports or hinders such implementation. This article presents a meta-study on 133 case studies from universities around the world and synthesizes the main drivers and barriers, identifies information gaps, and tests prominent assumptions on implementing sustainability curricula in higher education. The findings confirm that such implementation is associated with strong leadership by the university; incentives and support through professional development; concurrent implementation of sustainability in research, campus operations, and outreach; formal involvement of internal and external stakeholders as well as sustainability champions, among others. Common research protocols for case studies are needed to yield comparable data on these influencing variables and to enhance reliability of cross-case comparisons. Most sustainability programs could utilize the findings for informing their implementation processes.