ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting University-Community Partnerships: A Qualitative Inquiry with Contingent Academics to Understand Their Scholarship of Engagement
Author: Sam, Cecile H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,School Community Relationship,Partnerships in Education,Campuses,College Faculty,Professional Development,College Administration,Higher Education,Educational Policy,Teacher Attitudes,Mentors,Guidance,Adjunct Faculty,Work Environment

Using a qualitative interview design and the conceptual framework of an engaged campus (Furco, 2010), this article examines the engaged scholarship of contingent academics in a university-community partnership with several professional development schools in the United States. This article highlights some facets that make their engaged scholarship different from traditional scholarship, and the challenges in meeting responsibilities to both the community and university. The purpose of this article is to extend our understanding of community-engaged scholarship and help higher education institution administrators think about policies to support contingent academics participating in other community partnerships.
Creating an Elementary to College Education Pipeline through a University-School-Community Partnership
Author: Norris, Katherine E. L.
Date: 2021-00-00
Type: Journal Articles
Subjects: College School Cooperation,School Community Relationship,Mentors,High School Students,Tutoring,Social Justice,Literacy Education,Outreach Programs,Scholarships,Program Effectiveness,Partnerships in Education,State Universities,College Preparation,Grade 5,Elementary School Students,Program Descriptions,School Districts,Grants,College Readiness,Program Evaluation

Higher education institutions are in a great position to create authentic programming to support local underfunded or underperforming public school districts. This article gives an overview of an education outreach collaborative between a 4-year public university, local schools, and a community institution and highlights lessons learned from the project. This community outreach program emphasizes literacy, social justice, and college preparation. It consists of a fifth grade literacy program, a high school tutoring and mentoring program, and a scholarship program for precollege students, all situated within a local public school system. Literature reviewed shows how collaborative projects can be utilized to support community outreach programs using university resources. Preliminary results from impact measures show positive outcomes among program participants. The program can be replicated in similarly situated university-school-community collaboratives.
Evaluation, Validation and Modification of Science Motivation Questionnaire for Upper Secondary School
Author: Janštová, Vanda
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Student Motivation,Secondary School Students,Questionnaires,Foreign Countries,Self Efficacy,Responsibility,Biology,Factor Analysis

Motivation to learn a school subject is crucial for achieving knowledge and skills and, consequently, for good academic performance in the subject. There are several approved questionnaires dedicated to assessing motivation for science and biology but none for upper secondary school Czech students. Therefore, existing Science Motivation Questionnaire was evaluated, validated and modified in order to create a Czech version of a Biology motivation questionnaire (BMQ). The original version of the questionnaire had 30 questions, arranged in the following subscales: Internal Motivation, External Motivation, Personal Relevance, Responsibility, Self-efficacy and Anxiety. Validation was based on a survey of 517 upper secondary school Czech students. Analysis of the questionnaires revealed that, although the questionnaire could be used as a whole with satisfactory Cronbach alpha values, the underlying constructs in the Czech version were different from the six ones originally suggested. Based on Exploratory Factor Analysis and Structural Equation Modelling, 14 questions retained in three constructs: (a) Self-efficacy, (b) Responsibility and (c) Motivation as a combination of Internal Motivation, External Motivation and Personal Relevance. This shorter version of the BMQ showed satisfactory Goodness of Fit Indices in contrast to the original 30-item version.
Personal and Group Professional Identity in the 21st Century &quot;Case Study: The School Counseling Profession&quot;
Author: Heled, Einat
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Identity,School Counseling,School Counselors,Definitions,Counselor Role,Foreign Countries,Group Membership,Self Efficacy,Career Choice,Counselor Attitudes

The current study focuses on the concept of professional identity in the school counseling profession, its definition and measurement. According to the definition in this study, the concept of &quot;professional identity&quot; is divided in two: personal professional identity, which is the practitioner's sense of belonging to and solidarity with the profession, and group professional identity, which includes the features attributed to the profession, both by those who belong to it and by those who do not practice it, and makes it possible to discern between professions. The school counseling profession, occupied mainly by women, is contending with a lack of clarity regarding its role definition, role boundaries, and demands. Therefore, despite the change in the status of the profession in recent years, various issues impede the group professional identity of school counseling and the personal profession identity of its practitioners. This study is the first to examine the professional identity of school counselors on two levels: personal and group, among school counselors in Israel. The study included 174 school counselors who completed two professional identity scales constructed for the purpose of the study. Each scale underwent factor analysis, and a significant association was found between the two scales and the factors they comprised. The research findings indicate that the personal professional identity of school counselors is affected by their group professional identity, and vice versa. The research findings indicate the need to distinguish in future studies between personal and group professional identity, both in the school counseling profession and in other professions, particularly in a world characterized by professional mobility where current professions will become irrelevant while others will be in demand and there may be a need to define the personal and group professional identity of workers.
The COVID-19 Period: A Crisis for On-Site Learning or an Opportunity for Optimal Distance Learning? Examination of Student Attitudes
Author: Ben-Amram, Miri
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Student Attitudes,Educational Change,Electronic Learning,Emotional Response,Foreign Countries,Critical Thinking,Interpersonal Relationship,Elementary School Students,Junior High School Students,High School Students

This study, which explores student attitudes to online learning, is based on a psychoanalytic theory (Existence-relatedness-growth, ERG) on relatedness and growth, developed by American psychologist Clayton Alderfer. The purpose of the study was to examine whether online learning is merely a short-term temporary solution necessitated by the COVID-19 crisis, or will it enable a transformation of teaching and learning patterns in educational systems in the post-COVID era? What is students' personal preference regarding online learning after having inadvertently experienced it? What dimension of online teaching was meaningful for them: social presence, instructional-cognitive presence, emotional-personal presence? The research population consisted of 306 students, with a mean age of 15.5. Only 85% of the students who participated in the study had technological resources for online learning at home. About 41% of the students preferred lessons that combine online teaching with frontal teaching in the classroom. In addition, the dimensions of online teaching reported by students as meaningful were, in descending order, social presence (M = 3.54), emotional-personal presence (M = 2.96), and instructional-cognitive presence (M = 2.73). The research findings might have an effect on policy makers in education with regard to maintaining an &quot;innovative pedagogy&quot; aimed at shaping students' image in order to prepare them for the new post-COVID era. In this period of global crisis, online learning afforded students innovative learning, where students enhanced their awareness of the significance of social presence, which was more meaningful than the dimension of instructional-cognitive presence. The significance of interpersonal interaction in teaching and learning received support, more so than ever before.
Design of Community-Based Transdisciplinary Learning for Social Studies Teachers in the Diverse School Contexts, Northern of Thailand
Author: Mangkhang, Charin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Faculty Development,Service Learning,Interdisciplinary Approach,Faculty Handbooks,Material Development,Teacher Competencies,Teaching Skills

The objectives of this study are: 1) to study problems and the needs in community-based transdisciplinary learning for social studies teachers in the diverse school contexts, Northern of Thailand 2) to develop and find the efficiency of handbook of community-based transdisciplinary learning for social studies teachers in the diverse school contexts, Northern of Thailand and 3) to examine the implementation results of the handbook. This research is based on the research foundation of a mixed method in education research. The population involved in this study included 1) educational connoisseurship of area-based who are selected by means of purposive sampling, from not less than 5 persons and 2) social studies teachers in the Northern-region provinces of Thailand who are selected by means of accidental sampling, from not less than 334 persons. The research instruments are: 1) a questionnaire on problems and the needs in community-based transdisciplinary learning 2) an appropriateness assessment form on the handbook and 3) an evaluation form of teacher professional competence in community-based transdisciplinary learning. The qualitative data are analyzed and shown on content analysis and descriptive analysis. The quantitative statistics employed for data analysis are mean and standard deviation through statistical program. The research findings revealed as follows; 1) Problems and the needs: teacher professional competence needs to be improved in community-based transdisciplinary learning through 7 skills, namely; Integrated learning Management, Technology Integrated Learning, Integrating Ethics Learning, Community Resource Management, Transdisciplinary Innovation Integrated Learning, Creative Educational Measurement Design, and Competency of Networking skill. 2) The result of handbook development: &quot;SOCIAL Action Learning Model&quot;, includes 6 steps, should be implemented in community-based transdisciplinary learning for social studies teachers. Due to the evaluation of the handbook, the result is at the highest level of appropriation ([x-bar]= 4.58, S.D. = 0.57). 3) The result of handbook using: the handbook of community-based transdisciplinary learning for social studies teachers found the evaluation result at a high level ([x-bar]= 3.96, S.D. = 0.89)
Luminescence in the Mineral Realm to Teach Basic Physics Concepts
Author: Lustrino, Michele
Date: 2021-00-00
Type: Journal Articles
Subjects: Physics,Scientific Concepts,Concept Teaching,Mineralogy,Lighting,Radiation,Color,Exhibits,Museums,Science Education,Demonstrations (Educational),Instructional Materials,Foreign Countries

Every substance is associated to emission of electromagnetic radiation whose peaks are essentially influenced by temperature. Hot bodies (i.e., at T &gt;700 °C) emit electromagnetic radiation in the field of visible light (incandescent light). The radiation emitted by cold bodies (i.e., at normal ambient conditions) in the visible light range is defined as luminescence. Luminescent light is emitted by exciting substances by means of electron fluxes (e.g., those generated in a cathode ray tube), using photon fluxes associated to electromagnetic radiations with wavelengths lower than ~390 nm (fluorescence), by mechanical stress (triboluminescence), by small temperature increase (thermoluminescence) or by biological processes (bioluminescence). The value of luminescence demonstrations in teaching is unique. Indeed, by illuminating specific minerals and other substances (such as chicken eggs, seashells, fossils, wood, scorpions, soda drinks) with non expensive ultraviolet (UV) lights, it is possible to introduce the audience to several scientific arguments. Among these, the most important are: a) the concept of radiation and electromagnetic spectrum, including the ?- and x-ray as well as the radio wave extremes; b) the discovery and the essence of natural radioactivity; c) the concept itself of visible light and the nature of the colours; d) the adaptability of the human eyes to the environment; e) the principles of the atomic structure as well as the basic concepts of energy quantization, including the photoelectric effect; f) the basic aspects of black-body radiation.
Retention amongst Pre-University Students at a Foreign University Branch Campus in Malaysia: An Exploratory Study
Author: Cheong, Andrew Lee Hock
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Bound Students,Undergraduate Students,School Holding Power,Academic Persistence,Educational Quality,College Environment,Decision Making,College Preparation

Student retention is of key importance to many private higher education institutions in Malaysia. This paper discusses the factors influencing a selected group of former pre-university students' decision to continue their undergraduate studies in the same university where they had completed their pre-university studies. In-depth interviews were conducted, and three major themes of student retention were identified namely, the educational quality at the institution, educational quality at pre-university level and the overall conducive study and support environment. The findings provide insights on retention related challenges and issues faced by this group of students. This study also suggests ways on how the university could successfully improve its student retention.
Dichotomous Keys in the Botanical Learning of Non-Visual (Blind) People
Author: Andjic, Branko
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Education,Botany,Blindness,Assistive Technology,Foreign Countries,Biodiversity,Sensory Experience,Gardening,Tactile Adaptation

Recently, the research about innovative approaches in the education of blind (non-visual--NV) students has intensified; however the use of dichotomous keys (DK) in their botanical education has not yet been examined. This research explored the contribution of two self-generated dichotomous keys (DK) for plant identification (a digital version--DDK and a printed version--DPK), to the botanical education of NV students. The research included 100 students, with an average age of 24, divided into 2 groups. Group E1 determined the plants using the DDK while in Group E2 plants were identified using the DPK. The DDK contributed more than the DPK in helping the NV participants to acquire the quality and durability knowledge they need to identify different plant groups (woody, bushy and herbaceous plants). The NV has the greatest success in the identification of woody plants, and the least success in the identification of herbaceous plants. The members of both groups (E1, E2) had positive opinion about the contribution of the applicable dichotomous key to their knowledge, the activities in it. Due to this fact, both versions of DKs are recommended as new assistive tools in the botanical education of NV students.
The Demand for Private Tutoring in Turkey: An Analysis of Private Tutoring Participation and Spending
Author: Özdere, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Demand,Private Education,Tutoring,High School Students,Student Satisfaction,Age Differences,Gender Differences,Family Income,Parent Attitudes,Parent Background,Educational Attainment,College Entrance Examinations,High Stakes Tests,Foreign Countries

This article explores the process, reasons, and determinants of private tutoring as perceived by the high school students in Sanliurfa, Turkey. This is a survey study and the quantitative data for the study was collected with a questionnaire from 1329 high school students during the spring semester in 2019. According to the findings, almost half of the participants reported having received private tutoring at private teaching institutions in the last year. The most popular subjects for private tutoring were math, science, and Turkish. Exam-focused learning, poor classroom teaching were reported as the most important reasons behind receiving private tutoring. The individuals who referred most of the participants to private tutoring were the parents. Besides, it was determined that as age, grade, father and mother's education level, level of income, and parents' belief in the need for education increases, the likelihood of receiving private tutoring increases; as satisfaction level with the school decreases, students are more likely to participate in private tutoring. Also, it was found out that female students spent on private tutoring more than male students. It is concluded that the demand for private tutoring in Turkey is high, and this may be due to the university entrance system based on high-stakes testing.
Advising Experiences of First-Year International Doctoral Students
Author: Marijanovic, Nina
Date: 2021-00-00
Type: Journal Articles
Subjects: Doctoral Students,Foreign Students,Student Satisfaction,Student Experience,Academic Advising,Faculty Advisers,Foreign Student Advisers,Selection Criteria,Interaction,Meetings,Research Universities,Congruence (Psychology)

The purpose of this qualitative study was to understand how international doctoral students were matched with their faculty advisors and how their advising experiences and satisfaction were shaped by their academic discipline. We applied the lens of developmental advising to situate the advising experiences of our sample because of the framework's emphasis on holistic support and student development. We conducted individual semistructured interviews with 21 international doctoral students attending a large research-intensive university in the Southeast. Most participants were assigned to an interim advisor, but the data revealed concerning differences in the type of advising experiences and support based on academic discipline. This study contributes to the body of literature by exploring advisor--advisee matching among international doctoral students and by further analyzing how disciplinary cultures shape perceptions of satisfaction with advising.
Chinese International Scholars&apos; Work-Life Balance in the United States: Stress and Strategies
Author: Su-Russell, Chang
Date: 2021-00-00
Type: Journal Articles
Subjects: Acculturation,Stress Variables,Family Work Relationship,Coping,College Faculty,Foreign Nationals,Asians,Teacher Attitudes,Longitudinal Studies,Grandparents,Spouses,Futures (of Society),Parent Child Relationship,Immigration,Self Concept,Ethnicity,Minority Groups

Acculturative stress and strategies have been investigated with undergraduate international students in the United States. However, not much is known about scholars who come to the United States for advanced educational or career opportunities. Guided by Berry's (2006) acculturative stress coping adaptation theory, the current study explored lived experiences of CISs through longitudinal interviews. Inductive analysis revealed themes about stressors that challenged work-life balance. Three types of coping strategies for these stressors were identified: (a) grandparents' and spousal support, (b) mental strengths, and (c) planning ahead for the future of their family. Practical implications are discussed for supporting CISs. Findings of the current study expand our knowledge about CISs' challenges and strategies for maintaining work-life balance.
The Differential Impact of Learning Experiences on International Student Satisfaction and Institutional Recommendation
Author: Ammigan, Ravichandran
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Satisfaction,Student Experience,Intention,Student College Relationship,Educational Quality,College Environment,English (Second Language),Academic Support Services,Education Work Relationship,Undergraduate Students,Foreign Countries,Citizenship,Correlation,Reputation

This research uses i-graduate's International Student Barometer to investigate whether overall satisfaction and institutional recommendation are influenced by student nationality and destination country, while controlling for the covariates of learning experiences. The result of our analysis is the identification of a conceptual framework for the differences between evaluations (reflecting satisfaction with an experience) and behavioral intentions (willingness to recommend that experience to others), and this important frame has consequences for how institutions recruit and retain international students. These results indicate that student nationality, destination country, and learning experience differentially influence both overall satisfaction and institutional recommendation. The study finds that student nationality and destination country significantly influenced both satisfaction and recommendation. While learning experience &quot;teaching&quot; variables (&quot;program organization&quot; and &quot;quality of lectures&quot;) mattered most for overall satisfaction, &quot;study&quot; variables (&quot;English language support&quot; and &quot;employability skills&quot;) were mainly associated with institutional recommendation. Practical implications for international educators and marketers are discussed, along with pointers for future research.
Interrelationships among Several Person-Related Attributes in Reading and Metacomprehension: Complexity and Educational Implications
Author: Agler, Lin-Miao L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Reading Comprehension,Reading Strategies,Metacognition,Personality Traits,Goal Orientation,Self Management,Self Efficacy,Competence,Educational Research

Reading is one of the most basic academic skills. An accurate monitor of one's text comprehension (i.e., metacomprehension) is essential for effective reading as it guides learning and choices of appropriate strategy used to maximize overall understanding. The processes of reading comprehension and metacomprehension are affected by text-related, task-related, and reader- /person-related factors. One of the two purposes of this report is to provide a brief review of consistent research findings on the interrelationships among several person-related variables and the complexity of those associations in reading and metacomprehension. The person variables discussed include personality, motivation, goal orientations, self-regulation, reading strategy use, and academic effort expenditure. A second purpose is to highlight practical educational implications from the prominent research evidence for classroom teaching.