ethanporcaro/eric-fulltext-meta huggingface dataset:
Tertiary Education, Career Preparation, and Job Prospects: An International Perspective
Author: Cisneros, Luis A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Career Readiness,Employment Potential,Foreign Countries,College Admission,Career Planning

There is a widespread belief that tertiary education in Ghana can meet the needs of national development and, as such, higher education leaders should consider the needs of the labor market to ensure alignment between college offerings and workforce needs. This paper conducts a review of the available research on Ghanaian tertiary education. Tertiary education in Ghana is relatively new, compared to other tertiary education systems, with the first university established in 1948 (Atuahene &amp; Owusu-Ansah, 2013). Ghana has seen many developments in higher education since its establishment but, like with any other system, Ghanaian tertiary education is evolving to the needs of Ghanaians and Ghanaian society (Atuahene &amp; Owusu-Ansah, 2013). As a relatively new educational system, the mission of Ghanaian tertiary education has focused greatly on economic advancement of Ghanaian graduates and therefore the Ghanaian workforce. This research paper will review the role of Ghanaian tertiary education in the career development and economic opportunities of its students by considering how academic programs are selected, what type of career support students receive, and what work prospects students have upon completing college.
In Search of Community: The Experiences of Black Queer Women in College
Author: Bradley, Rasheeda R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Experience,African American Students,Females,LGBTQ People,College Students,Sense of Community,Student Attitudes,Social Isolation,Barriers

Since the conception of higher education there has been an increase of diversity amongst students. According to the William Institute (2018), 11% of the LGBT population is African American, and out of the African American LGBT population in America, 57% are female. While there is not an exact statistic on the number of Black queer women on campus, the above statistic allows to infer that there is a significant population that may need support. This study examines what community looks like and how it is created for black queer women on college campuses using both intersectionality and queer theory frameworks. For the sake of this study, &quot;queer&quot; is being used as the umbrella term that encompasses the lesbian, gay, bisexual, transgender (LGBT) community (Rogers, 2017). Additionally, this study will use &quot;Black&quot; to describe all people of African descent. This study uses semi-structured interviews to further explore what it means to be a Black queer woman in college by answering the following question: What are the experiences of black queer women on campus?
Measuring Lecturer&apos;s Perception in STEM Approach Based Contextual Learning Implementation
Author: Pathoni, Haerul
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Teaching Methods,Mathematics Teachers,Science Teachers,Test Construction,Test Validity,College Faculty,Foreign Countries,Teacher Attitudes,Test Reliability

Education in the 21st century was assigned by rapidly increasing advances in information and communication technologies. Integrated learning in science, technology, engineering, and mathematics (STEM) was one of the learning trends of the 21st century. A no-test tool has been developed that is used to measure lecturers' perception of the STEM approach. Based on the results of the analysis and data processing, the non-test instruments were reliable and valid. The results of the Cronbach alpha tests were 0.750 for the material, 0.896 for the construct, and 0.778 for the language. This Cronbach alpha number was included in the high-reliability category with a Cronbach alpha number &gt; 0.05. The average validity value of the expert approval for the instrument, on the other hand, rose from 81.5% (good category) to 93% (very good category). Moreover, Cohen's kappa coefficients were 0.038, 0.033, and -0.019. Somehow, this means that there was little agreement between the compared experts. The results showed that the lecturers' perception of the STEM learning approach was predominantly very good. However, the willingness of the lecturers strongly influences the implementation of STEM in their learning.
Teacher Readiness in STEM Education: Voices of Indonesian Physics Teachers
Author: Sulaeman, Nurul
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Physics,Science Teachers,Readiness,Knowledge Level,Teacher Competencies,Teaching Experience,Online Courses,COVID-19,Pandemics,Secondary School Teachers,Secondary School Science

STEM (science, technology, engineering, mathematics) education is widespread around the globe, with various theoretical frameworks and challenges from practical perspectives. In classroom practice, teacher readiness to conduct STEM learning is essential for its successful implementation. This study explores physics teachers' readiness for STEM education using the Alignment, Capabilities, Engagement, or ACE, framework. Data collection is based on 101 teachers' responses to six open-ended questions. Interestingly, all the teachers showed strong alignment with STEM education and how to implement it. Most of them have known STEM education as integrating technology, engineering, and mathematics to science (physics), but only about half of them have experience conducting STEM lessons. They have basic capabilities of identifying the possibilities of implementation in various physics curricula, such as motion, electricity, and fluids. However, in the online learning made necessary by the COVID-19 pandemic, the possibility of implementation is weakened. The teachers showed their engagement to explore more detail in designing and implementing STEM in their classrooms. Also reflected in the study was a significant challenge in terms of pedagogical and time management. Therefore, professional development in STEM education is essential to support teachers' alignment, capabilities, and engagement to develop their readiness. As specific examples, STEM learning materials in motion, electricity, and fluids could help teachers understand the design and implementation of STEM education.
Jewish Students in American Higher Education
Author: Katz, Alex
Date: 2020-00-00
Type: Journal Articles
Subjects: Jews,College Students,Social Discrimination,Educational History,Academic Persistence,Student Personnel Services

Since the inception of university life in America, Jewish students have endured a complex relationship with the United States' higher education system. The group, whose identity lies at the intersection of ethnicity and religion, has experienced a long history of discrimination and prejudice from attempts to curb their collegiate participation. Despite the presence of these institutional and societal barriers, the Jewish population has persevered academically as a result of intrafaith collaboration methods. Although higher education practices and policies no longer disadvantage Jewish students, the overall response to hate crimes targeting this group is rarely met with the resounding support needed to ensure this population feels both safe and valued on campus. In order to survive a new wave of anti-Semitism infiltrating college campuses, Jewish students must no longer work alone to combat discrimination and require increased institutional support and inclusion in multiculturalism discussion. This article provides a history of Jewish students in American higher education.
Distance/Sandwich Education and E-Learning Environment in Ghana: Towards a Policy Framework
Author: Dei, Daniel
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Technology,Electronic Learning,Distance Education,Barriers,Social Bias,Internet,Educational Policy,College Admission,College Faculty,Teacher Competencies,Planning,Student Evaluation

Ghana's higher education landscape reveals the continued dominance of the face-to-face mode of learning to the utmost neglect of other modes of innovative learning. This study shows that distance and sandwich education which involves practical work experience in addition to academic study in an e-learning environment in Ghana are stifled mainly because of high stigma, poor internet connectivity, and non-existence of national policies regulating higher learning through innovative educational programs. Through conceptual analysis, the study suggests a policy framework for enhancing higher learning through innovative modes of learning in Ghana's higher education institutions.
Globalization 4.0&apos;s Effects on Internationalization of Higher Education: Technology, Internationalization at Home and New Hubs
Author: Aydin, Oya Tamtekin
Date: 2021-00-00
Type: Journal Articles
Subjects: Global Approach,Higher Education,Study Abroad,Technology Uses in Education,Multicultural Education,Inclusion,Curriculum Design,Student Mobility,Social Media,College Applicants,Foreign Students,Foreign Countries

Due to globalization, it has been realized that the distance between countries is irrelevant because of the various opportunities offered by technological and transportation advancements. Globalization has also manifested itself in the field of higher education through internationalization. The concept of globalization has evolved with time; its new form is called Globalization 4.0, as referred to at the World Economic Forum 2019, and impacts on the internationalization of higher education. Although the number of students in international circulation in higher education has not decreased, there is an apparent shift in the students' preferred destinations and motivational factors. This study attempted to understand the changes pertaining to the internationalization of higher education in parallel to global developments. Evaluating the effects of Globalization 4.0 on the internationalization of higher education will provide an important outlook to countries and higher education institutions that seek to update and develop internationalization policies.
What Can Quantum Physicists Tell Educators?
Author: Dündar-Coecke, Selma
Date: 2021-00-00
Type: Journal Articles
Subjects: Physics,Scientists,Quantum Mechanics,Teaching Methods,Learning Processes,Foreign Countries,International Organizations,Nuclear Physics,Science Instruction,Curriculum Development,Universities

The purpose of this study is to investigate physicists' views about the possible impacts of recent developments in quantum physics on educational implementations, particularly on science learning. Throughout the research a mixed-methods strategy was used. The data were collected from the physicists working at the European Organization for Nuclear Research (CERN). The qualitative and quantitative results were compared to portray the consistency between the two cohorts. The results indicated that the physicists' experiences could provide valuable contributions to educational practices, and both teachers and students could benefit from the knowledge exchange between the field specialists. The implications for, and potential contributions to educational practices are discussed, taking into account the three most pertinent subfields, namely curriculum, learning, and teaching methods.
Student Perceptions of a Simulated Clinical Experience: A Pilot Study
Author: Elliott, Haley
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Graduate Students,Speech Language Pathology,Educational Technology,Computer Uses in Education,Computer Simulation,Knowledge Level,Feedback (Response),Program Effectiveness,Testing,Student Evaluation

Purpose: The purpose of this qualitative study was to document the experience of using a computer-based simulated (Simucase, 2019) learning opportunity in a Master of Science in speech-language pathology program. Method: Focus groups were held utilizing a semi-structured interview format. Themes were identified using a qualitative methodological approach. Participants were first year graduate students (N=10) that were interviewed after completing an eight-week simulated learning opportunity. Results: Seven themes emerged from the data. The themes were as follows: setup of the computer-based simulation, the incorporation of computer-based simulation in courses, supplemental information that assisted in development of clinical knowledge, increased knowledge of assessments and testing procedures, authenticity, confusion regarding feedback and how to benefit more from computer-based simulation. Conclusions: Results were consistent with previous literature in simulated learning. Students reported positive and negative feelings regarding the computer-based simulated experience. The simulated learning experience resulted in overall positive perceptions for using stimulation to improve familiarity with assessments and understanding testing procedures.
Three Speech-Language Pathology Graduate Programs, One Model: Using Systematic Instruction to Develop Students&apos; Clinical Decision-Making Skills
Author: Ness, Bryan M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Speech Language Pathology,Graduate Study,Graduate Students,Teaching Methods,Student Evaluation,Decision Making Skills,Skill Development,Communication Disorders,Neurological Impairments,Head Injuries,Rehabilitation,Instructional Effectiveness,Memory,Intervention,Clinical Diagnosis,Outcome Measures,Case Method (Teaching Technique)

To prepare graduate students to implement evidence-based practice effectively, educators must integrate instruction on rational clinical decision-making into course curricula. Three faculty members at different universities adopted an educational approach derived from the Rehabilitation Treatment Specification System (RTSS) to teach and assess clinical decision-making in the context of treating acquired cognitive-communication disorders for people with traumatic brain injury. Using treatment theory illustrated in the RTSS, the authors piloted instruction and assessment materials to examine potential usefulness of the approach and effects on student knowledge and confidence in clinical decision-making. The results indicated that the instructional approach effectively bolstered students' knowledge of and confidence implementing memory-based cognitive-communication intervention. Additionally, using a case-based assessment tool, the authors were able to measure how students modified treatment activities in response to different contextual variables. Implications and suggestions for implementing theory-based instruction in graduate education are discussed.
Building a Mathematical Model Related to Electricity Consumption in Sailboats
Author: Erbilgin, Evrim
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematical Models,Grade 10,High School Students,Mathematics Instruction,Energy,Aquatic Sports,Sustainable Development,Secondary School Mathematics,Graphs

This article reports on the implementation of a mathematical modeling activity about renewable energy. The activity was first implemented with twenty-four 10th grade students in a state high school in Turkey and lasted 2 lesson hours. Then, the revised version of the activity was implemented with four 10th grade students. Students built a mathematical model of the electricity consumption on a sailboat, and then decided which renewable energy source could be used on the boat using their models. The students experienced all stages of mathematical modeling: real life problem, mathematical problem, mathematical solution, and interpreting the solution. The students found a solution to the modeling problem by creating and interpreting tables, graphs, and functions, and by comparing the different graphs resulting from real life situations. Additionally, they increased awareness about renewable energy sources. The activity might provide an example application of mathematical modeling for mathematics educators.
Designing a Process to Prevent Apple&apos;s Browning: A STEM Activity
Author: Aydin-Günbatar, Sevgi
Date: 2018-00-00
Type: Journal Articles
Subjects: Curriculum Development,Food,Prevention,STEM Education,Scoring Rubrics,High School Students,Science Activities

The purpose of this study is to present an activity based on integrated Science, Technology, Engineering, and Mathematics [STEM] approach, its implication, steps, and necessary documents. The activity started with a daily-life problem stated in the STEM literature. Later, activity worksheets were provided. Learners were asked to design a process to prevent or slow down apple's browning reaction. After the first designing step, groups' preventing processes were compared by the use of a rubric prepared previously. Then, groups were given a chance to re-design preventing apple's browning process. Finally, in light of the rubric, the most successful preventing process was determined. The activity can be used both in high school chemistry and biology courses. Teachers who implemented the activity stated that the participating learners enjoyed the lesson and came up with interesting ideas. Furthermore, they stated that the activity does not necessitate expensive materials, and can easily be applied.
A Capstone Course in Speech-Language Pathology
Author: Murdock, Linda C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Capstone Experiences,Speech Language Pathology,Undergraduate Students,Resilience (Psychology),Student Attitudes

Capstone courses are considered a high impact practice with the potential to positively affect student learning. This article describes the design and implementation of a capstone in speech-language pathology designed to round out the undergraduate experience by shifting the learning focus away from disorder characteristics and onto individuals living with disabilities. The course is designed to teach students compassion, self-evaluation, and strategies for personal growth.
Exploring the Effects of Preschool Teachers&apos; Epistemological Beliefs on Content-Based Pedagogical Conceptualizations and PCK Integrations towards Science Teaching
Author: Kutluca, Ali Yigit
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Pedagogical Content Knowledge,Science Instruction,Scientific Literacy,Teaching Methods,Foreign Countries,Epistemology,Beliefs

This exploratory case study aims to determine how preschool teachers' epistemological beliefs influence their pedagogical conceptualizations of science teaching. The research was conducted with a total of 10 teachers that were selected among 61 preschool teachers by their epistemological beliefs. The participants were divided into two sub-groups consisting of five persons each to represent the lower and higher epistemological profiles, based on their scores obtained from the Epistemological Belief Scale Towards Learning (EBSTL). A written form (Content Representation Task [CRT]) reflecting the content representations (CoRes) methodology was applied to determine these participants' pedagogical conceptualizations of early childhood science teaching and to reveal their PCK integration. The qualitative data collected in this way were analyzed through the &quot;constant comparative method, inductive content analysis, in-depth explicit PCK analysis, enumerative approach, and PCK mapping.&quot; The analysis results showed that preschool teachers in the higher epistemological beliefs referred more to the science literacy vision and tended to use inquiry-based teaching approaches, and they addressed science teaching in a more holistic structure. Finally, both groups of teachers were insufficient to integrate assessment and curriculum components into early childhood science teaching. The results showed that epistemological beliefs directed the early childhood science teaching practices based on science literacy vision.
Teacher Education and Didactics Knowledge to Teach Statistics: A Case Study
Author: Rodrigues, Bruna Mayara Batista
Date: 2022-00-00
Type: Journal Articles
Subjects: Statistics Education,Diaries,Teacher Attitudes,Pedagogical Content Knowledge,Beginning Teachers,Mathematics Teachers,Teaching Methods,Faculty Development,Foreign Countries,Case Studies,Learning Processes,Outcomes of Education,Knowledge Base for Teaching

This article discusses how two beginning mathematics teachers mobilize and develop their didactics knowledge, specifically concerning knowledge of statistical content and teaching practice, during a teacher education experience. This work was developed as part of a specialization course for elementary school mathematics teachers, in the subjects Data Analysis I and II. The teacher education course took place in the West Zone of Rio de Janeiro, Brazil. This is a qualitative study with an interpretive paradigm, based on a case study with two beginning teachers. The data collected was obtained from sessions by a logbook, audio recordings, and interviews with the teachers after the teacher education course. The course was structured to articulate didactics and statistics knowledge from activities directed to teaching practice. Concerning statistical knowledge, the results show the development of knowledge about different concepts associated with carrying out statistical investigations. Regarding teaching practice, teacher's learning is highlighted to carry out statistical activities of exploratory nature and statistical investigations in the school context.
The Role of Knowledge and Epistemological Beliefs in Chemistry Teachers STEM Professional Development and Instructional Practices: Examination of STEM Integrated Classrooms
Author: Adebusuyi, Olubusayo Foluso
Date: 2022-00-00
Type: Journal Articles
Subjects: Knowledge Level,Teacher Attitudes,Chemistry,Science Teachers,STEM Education,Faculty Development,Teaching Methods,Foreign Countries

The goal of this study is to examine the role of knowledge and epistemological beliefs in the relationship between STEM (science, technology, engineering, and mathematics) professional development programme (SPDP) and instructional practices in a longitudinal study. To achieve this goal, it first determined the relationship and impact of SPDP on the implementation of instructional practices by comparing two groups (experimental and control group) of chemistry teachers after two years SPDP in Ekiti State, Southwestern, Nigeria. Data were collected from 90 teachers after the programme at two different measurement points through chemistry STEM-integrated knowledge assessment, questionnaires, and classroom observation checklists. Data were analyzed using t-test, bivariate correlation and structural equation modeling (SEM). Results indicated that teachers in the experimental group scored higher than their counterpart in the other group on all measures of instructional practices at both time intervals. However, there was no significant difference on overall instructional practices at time 1 but given the time interval, a significant difference exists. Teachers' participation in the SPDP was found to be highly correlated with STEM knowledge but weakly correlated with epistemological beliefs at time 1. Most importantly, STEM knowledge and epistemological beliefs mediated the relationship between SPDP and instructional practices at time 2. Implications for educational bodies, researchers, teachers and organizations planning to invest in teachers' SPDP as well as recommendations for future research directions are discussed.