ethanporcaro/eric-fulltext-meta huggingface dataset:
Cinder and Soul: The Biography of a Historically Significant African American School in Dallas, Texas
Author: Mokuria, Vicki G.
Date: 2021-00-00
Type: Journal Articles
Subjects: African American Education,Social Studies,Citizenship Education,Student Research,School Buildings,Social Justice,History Instruction,Interviews,Elementary Schools,Oral History,Research Projects

This paper provides an approach for social studies education that includes investigative research into an old school building that has traditionally served predominantly African American children, along with a narrative inquiry into the experiences of one of that school's former students. We offer a unique approach to experiential global citizenship education, in conjunction with an exemplar of this kind of social studies research. The first half of this paper is a &quot;building biography&quot; of N. W. Harllee School, followed by memories of Dr. Njoki McElroy, who attended Harllee as a young child. In the US, African American life is often misrepresented, devalued, or completely expunged from history books and historical documents. The implication of this novel approach to uncovering the truth about the education of African Americans in the 1930s is that educators around the world can use a similar approach to honor and highlight voices of marginalized people, creating rightful spaces for their stories in our collective history and memory.
Establishing the Governmental Policy to Promote Engagement within the Inclusive Education System in Indonesia
Author: Warman
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Policy,Curriculum Implementation,Special Education,Inclusion,Students with Disabilities,Children,Elementary School Teachers,Teacher Attitudes,Teacher Competencies,Inservice Teacher Education,Professional Development,Foreign Countries

This research was aimed to examine teacher perception on Inclusive Education (IE) and its impact on IE design management. To analyze the data, this study used descriptive design and quantitative strategy. This study, involving 38 participants from elementary school, junior school and senior school, took place in Samarinda, Indonesia. Data of this study were collected using questionnaire to measure teacher' pedagogical competence and the effect of pedagogical competence on the IE management. Results show that the competence of teachers in pedagogical skills reaches an average of 71. Out of 38, IE teacher competence is divided into fair competence 22 (57.9%), good 8 (21.1%) and very good 8. (21.1%). There are 8 themes found in the design of IE teachers. Our evidence shows that teacher competence specifies themes on children with special needs (CWSN), CWSN categories, CWSN features, CWSN recognition, Modified CWSN curriculum, Individual development plan, CWSN coping method, and CWSN instruction assessment. The results of hypothesis testing indicate that pedagogical competence has a significant impact on holistic teaching competence in general, and pedagogical competence has a significant impact on IE management. In a policy level, management of IE varies from general education to CWSN, so teachers require trainings to adapt the influences. Implementing IE is also an alternative way for teachers who have already have teaching experience to gain a new understanding of the growth in education and training technologies.
A Comparative Analysis of Students&apos; Perceptions of Learning in Online versus Traditional Courses
Author: Hilton, Robert
Date: 2020-12-00
Type: Journal Articles
Subjects: Student Satisfaction,Student Experience,Graduate Students,Undergraduate Students,Public Colleges,Pandemics,COVID-19,Online Courses,Electronic Learning,Synchronous Communication,Age Differences,Maturity (Individuals)

The purpose of this study is to examine student perceptions of learning and course satisfaction of online courses compared to face-to-face (F2F) courses. The general trend in increasing online course offerings has been exacerbated by the Spring 2020 COVID closure and forced conversion to online formats. Approximately 400 undergraduate and graduate students from a mid-sized, moderately selective public university were surveyed and asked to answer four questions relating to perceptions of learning in online and F2F courses. In this study, analysis by gender did not present any significant differences. On the other hand, as participant age increased, responses indicated a higher level of agreement with the statement that just as much learning takes place in online as in F2F courses. Similar to the age variable, the greatest differences were between second-year and the fourth-year and graduate students. This study also found the more online courses students had taken, the more positive the perception of online learning becomes. Lastly, no significant differences were found on any of the four research questions for majors.
An Automated Assessment Marking Approach: Using Excel to Grade an Accounting Practice Assignment
Author: Laing, Gregory
Date: 2020-12-00
Type: Journal Articles
Subjects: Automation,Grading,Accounting,Business Administration Education,Spreadsheets,Assignments

The purpose of this paper is to present an automated approach for the marking and grading of the commonly used accounting practice assignment for first year financial accounting. The automated system has potential benefits for the reduction in time and cost to the running of the course as well as providing students with an objective standardised marking as well as timely feedback.
Improving Metacognition: A Case Study of a Business Critical Thinking Course
Author: Nakatani, Kazuo
Date: 2020-12-00
Type: Journal Articles
Subjects: Metacognition,Critical Thinking,Thinking Skills,Logical Thinking,Skill Development,Information Literacy,Instructional Effectiveness,Reflection,Self Evaluation (Individuals),Business Schools,Majors (Students),Undergraduate Students,Business Administration Education

Employers expect college graduates to be critical thinkers. However, the impact of college curricula on critical thinking skills is debated. Furthermore, individuals with low critical thinking ability may have difficulty improving it, since they may lack the metacognition skills needed to accurately assess weaknesses in their thought processes. A case study of the effectiveness of a critical thinking course for business majors and instructional techniques designed to help students improve their thinking is reported here. The effect of the course and course design was measured using the quality of case reports, the Business Critical Thinking Skills Test, and students' self-perception of critical thinking skills. Students significantly improved their critical thinking and some were able to more realistically assess their critical thinking ability, demonstrating the potential of the course and its design to improve critical thinking and metacognition skills.
School Librarians&apos; Teacher Self-Efficacy: A Predictor of Reading Scores?
Author: Thompson, Jessica
Date: 2021-00-00
Type: Journal Articles
Subjects: Librarians,School Libraries,Self Efficacy,Elementary Schools,Middle Schools,High Schools,Reading Tests,Scores,Standardized Tests

Teacher self-efficacy, the belief teachers have that they can make a difference for their students or have a positive impact on their students' academic careers, has been studied for years. Very little is known about teacher self-efficacy in school librarians, however. The following study examined the difference in school librarians' teacher self-efficacy among those who worked in elementary, middle, and high schools. The study also attempted to determine if elementary school librarians' self-efficacy could be a predictor of reading scores for the schools' overall average rates on the Virginia Standards of Learning assessment. This quantitative study addressed the gaps in the literature by indicating that there is no difference in the levels of teacher self-efficacy among elementary, middle, and high school librarians, and found a weak but positive predictive relationship between the self-efficacy levels and the schools' overall average pass rates on standardized testing. The researchers noted the need for an instrument designed strictly for measuring the self-efficacy of school librarians, based on the myriad tasks they perform beyond the teaching role.
Strategies for Successful School Librarian and Teacher Collaboration
Author: Kammer, Jenna
Date: 2021-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Librarian Teacher Cooperation,Elementary School Teachers,Middle School Teachers,High School Teachers,Integrated Curriculum,Educational Strategies,Collegiality,Principals,Teamwork,Data Analysis,Program Effectiveness,Educational Research

This qualitative meta-analysis explored the nature of successful collaboration between teachers and school librarians. Three action research studies of school librarians who integrated instruction or curriculum through collaboration with teachers are examined to understand more about what strategies made the collaboration successful. Strategies used by the librarians to collaborate more effectively with teachers are presented, as well as measures that can be used to determine successful collaboration. The findings indicate that the school librarians in this study used many different strategies to lead the collaboration to success. These strategies included initiating the collaboration, securing support from the principal, identifying a shared vision with all collaborators, collecting and analyzing data about the progress of the collaboration, holding regular meetings, and documenting the collaboration. This paper was presented for the AASL Research into Practice track at the 2019 AASL National Conference in Louisville, Kentucky, USA.
Institutional Barriers to Study Abroad Participation: The Perceptions of Undergraduate African American Students
Author: Wanger, Stephen P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Barriers,Institutional Role,Research Universities,Undergraduate Students,African American Students,Student Participation,Student Attitudes,Young Adults,Study Abroad,Educational Benefits,Social Influences,Program Costs,Student Financial Aid,Decision Making

The study abroad experience at the university level is an increasingly important developmental opportunity. Unfortunately, while campuses within the United States collectively enroll a growing number of international students, the number of American students studying abroad during an undergraduate degree program remains consistently low. This is especially true among African American students. This case study examines the perceptions of undergraduate African American students regarding institutional barriers to study abroad. Supporting extant literature, perceived cost and restrictions on financial aid for studying abroad topped the reasons for not pursuing study abroad. In addition, the largest influences on the decision by African American students to participate in study abroad are family and friends. However, minimal institutional awareness of these influencers was present. To increase African American participation in study abroad, the findings highlight the need for focused institutional actions that include involving African American campus resources, carefully considering study abroad destinations, and strategic communication.
Internationalization of Hungarian Higher Education -- The Contribution of the Cooperation with Foreign Missions
Author: Kovacs, Laura
Date: 2020-00-00
Type: Journal Articles
Subjects: International Education,Higher Education,Foreign Countries,Foreign Students,College Students,Student Mobility,Study Abroad,Organizations (Groups),Networks,Grants,Educational Trends,Trend Analysis,Agency Cooperation

In the last five years, the number of international students has increased significantly in Hungary, motivating the creation of a clear promotional strategy and involvement of other agents, such as foreign missions. The role of the national coordinating body, namely Tempus Public Foundation (National Agency, TPF), is inevitable in building a diplomat network with the contribution of foreign missions that could result in knowledge diplomacy. TPF is in charge of the management of most international mobility programs and grants in Hungary; it also manages the Study in Hungary initiative supporting the promotion of Hungarian HE abroad. TPF has started to build. The paper outlines the main trends and changes in the internationalization of Hungarian Higher Education, with the special focus on the role of cooperation of the national agency and foreign missions in supporting HEIs to boost their internationalizing activities.
Our Diverse U.S. Culture, Heritage Languages, and International Education
Author: Stein-Smith, Kathleen
Date: 2020-00-00
Type: Journal Articles
Subjects: International Education,Cultural Pluralism,English (Second Language),Second Language Learning,Second Language Instruction,Immersion Programs,Multilingualism,Cultural Awareness,Language Skills,Global Approach,Heritage Education,Language Enrollment,COVID-19,Pandemics,Budgets,Career Development,Language Usage,Work Environment,Access to Education,Advocacy,Online Courses,Kindergarten,Elementary Secondary Education

The article examines the importance of bridging the gap between America's collective cultural heritage and its citizens who speak a language other than English, and how this can be fostered and encouraged through foreign language and immersion programs, international education, and study abroad. Effectively addressing this disparity in order to build interest in international education among Americans is a priority for global citizens' ability to navigate our increasingly multilingual communities and to increase intercultural understanding both globally and locally. Action steps include increasing the number of foreign language and immersion programs, especially at the elementary and middle school levels, to develop the language skills and cultural knowledge that interest students in other cultures and which will empower learners as global citizens and local cultural ambassadors. Our heritage languages can play a significant role in creating interest in global connection, while strengthening communication and relationships within our increasingly multilingual local communities. It is concluded that, while the worldwide COVID-19 pandemic has exacerbated the budgetary and enrollment challenges facing foreign language programs in the US, providing access to language learning, as well as developing career and other pathways fostering the authentic use of additional languages in the US workplace and in our society, is essential.
Creating a STEM Collaborative Learning Center: A Case Study
Author: Worsham, Doug
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Educational Facilities,Cooperative Learning,Shared Resources and Services,Achievement Gap,Active Learning,Academic Achievement,Academic Libraries,Educational Facilities Design,Learner Engagement

What happens when campus units come together to create both a shared physical space and a shared mission space? This case study highlights a unique cross-campus partnership between the UCLA Science Libraries and two academic support programs to create a STEM Collaborative Learning Center. This space serves to help decrease achievement gaps in STEM courses through peer-to-peer active learning and collaborative study. The results of the collaboration have helped to promote student success, increase the value and visibility of the library, inform space design decisions, and innovate new ways campus partners can work together to achieve shared goals.
Examining Social Learning in an Active Learning Classroom through Pedagogy-Space-Technology Framework
Author: Zhu, Meina
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Active Learning,Student Attitudes,Teacher Attitudes,Graduate Students,College Faculty,Educational Environment,Models,Observation,Teacher Student Relationship

This case study examined students' and the instructor's perceptions of active learning classrooms (ALC) as well as their interactions in a class in a Midwestern university. Data were gathered from classroom observations and semi-structured interviews with faculty and students in a graduate-level course. Thematic analysis was used to analyze interview data; and inductive content analysis was used to analyze the weekly video recordings. The results showed that the active-learning classroom was perceived as more flexible environment for movement and communication in small groups than that in the traditional classroom. The implications for the active learning classroom design were provided.
Rural High School Libraries: Places Prone to Promote Positive School Climates
Author: Altenburger, Elke
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Schools,High School Students,Adolescents,Student Experience,School Libraries,School Culture,Library Role,Peer Relationship,Social Environment,Physical Environment,Space Utilization,Educational Facilities Design,Furniture,Informal Education,Discipline,Well Being,Student Diversity,Inclusion,Academic Achievement,Time Management

This multiple case study (Flyvbjerg, 2011; Stake, 2006) of three new rural high school libraries, located in two states in the U.S. Midwest, and the school communities they serve is part of a long-term research agenda grounded in a critical perspective (Anderson, 1989). The study is devoted to deepening the understanding of the relationships between teenagers' student peer culture, commonly perceived as intrinsically problematic in the U.S., and the contributions of informal learning environments and non-classroom spaces to school social climate (Voight &amp; Nation, 2016). I found that school libraries are places prone to promoting positive school climates.
A Service-Learning Approach for Faculty Development Focused on Remote Delivery of Courses during a Pandemic
Author: Hollander, Aimee
Date: 2020-12-00
Type: Journal Articles
Subjects: Service Learning,Faculty Development,Distance Education,COVID-19,Pandemics,Web Based Instruction,Skill Development,Self Esteem,College Faculty,Educational Technology,Best Practices

The spring 2020 semester brought a never before seen challenge for university faculty. The COVID-19 global pandemic caused universities to move to remote course delivery overnight. With most faculty unprepared to deliver courses online, hybrid or Hyflex, leadership at a regional, predominantly undergraduate university in the South turned to service-learning to address their needs. Faculty and staff who are experts in online learning pedagogy, educational technology tools, and online student services designed, developed and delivered professional development to interested faculty. This study addresses if the service-learning professional development provided the skill set and confidence needed to implement remote learning. Furthermore, the study sought to determine what modifications could be made if the program were replicated to ensure faculty obtained skills to successfully implement remote learning and how this training could lead to increased service-learning opportunities at this institution.
Innovations in Undergraduate Mentoring: School-University Partnerships to Address Needs and Inequities during Pandemic-Related Remote Learning
Author: Bintliff, Amy Vatne
Date: 2020-12-00
Type: Journal Articles
Subjects: Educational Innovation,Undergraduate Students,Mentors,Service Learning,College School Cooperation,Partnerships in Education,Equal Education,Distance Education,COVID-19,Pandemics,Needs,Disadvantaged Schools,Nonprofit Organizations,Tutoring,Technological Literacy,Access to Computers,Barriers,Family School Relationship,Elementary Secondary Education,Practicums

The COVID-19 pandemic facilitated abrupt shifts in university-to-community service-learning partnerships, such as mentoring and tutoring programs. This mixed methods study investigates the needs that under-resourced schools and nonprofit organizations faced during the shift to remote instruction in Southern California, and how their university service-learning partners had to innovate in order to continue providing meaningful experiences for both undergraduates and partners. Seventy-three school and nonprofit partners, six university lecturers of service-learning courses, and 55 university undergraduates participated in the study in June of 2020. Methods include surveys, interviews, and a focus group discussion with an emphasis on qualitative data analysis. Community partner needs included digital literacy, coping with complex remote learning environments, concern for the basic needs of children, and negotiating policies that inhibited the continuation of traditional mentoring. The following innovations stemmed from the evaluation of all constituents' needs: 1) remaining in contact with service-learning partners during times of crisis; 2) connecting with families; 3) redesigning courses to provide more support and flexibility for undergraduates; and 4) supporting digital literacy needs via remote tutoring. Recommendations for future success include creating flexibility in school policies to allow the most vulnerable constituents better access to mentors during the pandemic and beyond.
Moving Forward in Protocols for an Undergraduate Pre-Medical Careers Service-Learning Program during COVID-19
Author: Gray, Laura
Date: 2020-12-00
Type: Journal Articles
Subjects: Premedical Students,Service Learning,COVID-19,Pandemics,Educational Change,Partnerships in Education,Distance Education,Telecommunications,Computer Mediated Communication

COVID-19 presented challenges to the Health Coaches Program at the University of Arkansas. This undergraduate pre-professional health careers service-learning program has operated for over six years with success for improved patient health outcomes in Fayetteville, Arkansas through a partnership with Washington Regional Medical Center. This program partners students with vulnerable patients and a medical team for weekly patient visits and a reporting session with medical providers with the aim to further patient-centered goals within our local community population. With precautions for health safety during a pandemic, not only did the traditional classroom pedagogy shift, but our protocols in the field with our community partners, practices with remote technologies and patient relationships had to adapt quickly and have continued to evolve over the past nine months. The focus continues to be on strong communications, relationships and adaptive training through shared values for continued patient success.