ethanporcaro/eric-fulltext-meta huggingface dataset:
Student&apos;s Critical Thinking Skills through Discovery Learning Model Using E-Learning on Environmental Change Subject Matter
Author: Chusni, Muhammad Minan
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Discovery Learning,Electronic Learning,Environmental Education,Islam,Religious Schools,Cognitive Tests,Junior High School Students,Climate

This study aimed to analyze the critical thinking skills of students in learning of environmental change material using e-learning madrasah. This study used explanatory sequential design by mixed-methods experiment. The data were collected by interviewing, observing, and essay testing that have indicators modified from critical thinking skills by Watson-Glaser, Facione, and Ennis. There were 67 participants in this study as 7th grade student at a junior high school in Sleman district. Quantitative data analyzed by determining average score and standard deviations and, qualitative data analyzed from interviews and observation. Quantitative analysis showed that there were 3 levels of student's critical thinking skills which were 14 students (20.90%) in the high category, 38 students (56.72%) in the middle category, and 15 students (22.38%) in the low category. Qualitative analysis indicated learning model made students to learn actively, independently, and enthusiastically looking for several sources. This study provided information about student critical thinking skills in junior high school, especially in the environmental change matter which are still low. Thus, the alternative learning strategies to improve students critical thinking skills are very needed. Besides, information on the application of the discovery learning model with e-learning Islamic school was obtained in the COVID-19 pandemic.
Incorporating Mindfulness in the School Library Three Ways
Author: Chun, Traci
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,School Libraries,Library Services,Elementary Secondary Education,Library Materials

Mindfulness has been a hot topic recently as many educators were forced to work from home over the past year and a half. Supporting students using mindfulness is a great way to model self-care behaviors, while being a listening ear and a shoulder to lean on. School librarians have a duty to ensure students find a safe haven in the school library. Creating a mindful collection of materials that supports students through tough times and with difficult topics, assessing the use of mindful design in library spaces, and providing space for mindfulness are all wonderful ways to support the health and healing of students.
Managing the Unprecedented: How School Librarians Rose to the Challenge of a Topsy-Turvy Year
Author: Luetkemeyer, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Educational Change,Resilience (Psychology),Minority Group Students,African American Students,American Indian Students,Personal Narratives,Social Emotional Learning

Unprecedented. That word has been heard so many times in the past eighteen months that it has all but lost its meaning. But it's a fitting word for what has been experienced from March 2020 until now. In this article, three school librarians share their perspectives on how they handled such unprecedented times. They speak more often than not of their tireless efforts to support their students, but there is also a vulnerability present that illuminates the struggles they faced on a daily basis. These stories provide a raw and personal (and probably familiar and validating) account of the ups and downs of the pandemic. These stories can provide ideas for serving students' social-emotional needs in unprecedented times and beyond. These stories are proof of what was already known: there is something for everyone at the school library because of school librarians!
Governing Quality: The Shifting Role of the Academic Profession in Decisions of Academic Quality and Standards
Author: Jones, Glen A.
Date: 2019-03-00
Type: Journal Articles
Subjects: Governance,Global Approach,Educational Trends,Educational Change,Research Universities,Public Colleges,Academic Standards,Educational Quality,Decision Making,College Faculty,Role Perception,Leadership Role,Professional Identity,Responsibility,Institutional Autonomy,Professional Development

This paper discusses recent reforms to university governance and international trends in terms of changes to the academic profession to illuminate how both of these shifts are decreasing the role of the professoriate in academic decision-making. The author argues that there is a need to maintain the relative autonomy of public research universities in order to ensure that those with the appropriate expertise continue to be responsible for governing quality in higher education. The paper concludes with a discussion of the challenges to academic governance in public research universities and identifies a number of possible approaches to maintaining and strengthening academic self-governance.
Teachers Voices: A Qualitative Study on Burnout in the Portuguese Educational System
Author: Mota, Ana Isabel
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Burnout,Foreign Countries,Elementary School Teachers,High School Teachers,Predictor Variables,Mental Health

Teaching has been identified as an environment of extreme physical, mental, and cognitive demand for teachers and is one of the careers where burnout levels are the highest. This qualitative study aims to: (1) understand the importance of personal, organizational, and classroom dimensions concerning the Portuguese education system; and (2) and how these dimensions contribute to burnout in Portuguese teachers from different teaching levels. Semi-structured interviews were conducted with twenty-six primary and high school teachers. Results offer insights on the impact that different variables have on teachers' burnout. The content analysis suggests that organization is the most relevant dimension contributing to teachers' burnout. On the other hand, the classroom category appears to be the most challenging context for teachers to manage. The results highlight the need to consider the dynamics and interdependency between personal, organizational, and classroom dimensions in the development and prevalence of burnout.
Navigation and Negotiation towards School Success at Upper Secondary School: The Interplay of Structural and Procedural Risk and Protective Factors for Resilience Pathways
Author: Dueggeli, Albert
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Risk,Resilience (Psychology),Dropout Prevention,Foreign Countries,Academic Achievement,Immigrants,Males

Young male migrants, in particular, are at higher risk of not completing upper secondary education and do not have the same opportunities to put their educational resources to use in existing educational contexts. This work examines how socially and structurally disadvantaged male adolescents (migration biography and low SES) can be supported in attaining educational success at the upper secondary level by applying the resilience concept of navigation and negotiation. Within the framework of grounded theory and by a qualitative coding paradigm, we applied an exploratory heuristical approach in order to understand school success under a micro-sociological passage. Data were collected in German-speaking Switzerland as part of the programme's evaluation, which show, firstly, that inter-individual processes of navigation and negotiation differ depending on the specific people involved and their objectives. Secondly, different forms of development of navigation and negotiation are seen within a single individual, and thirdly, the importance of institutional flexibility becomes apparent when adolescents experience successful processes of navigation or negotiation. The findings are discussed in the context of questions of justice and to their classification within the context of educational and psychological aspects for promoting resilience and on the basis of their overall significance for education policy.
Measuring International Higher Education Productivity: Lessons from Nine Countries in Asia
Author: Moore, Kenneth
Date: 2019-03-00
Type: Journal Articles
Subjects: Higher Education,International Education,Productivity,Cross Cultural Studies,Measurement Techniques,Barriers,Definitions,Faculty Publishing,Grants,Scholarships,College Graduates,Employment,College Faculty,Teacher Salaries,Intellectual Property,International Organizations,Educational Finance,Comparative Education,Foreign Countries,Evaluation Criteria,Citations (References),State Universities,Private Colleges

The paper offers a synthesis of findings from an international initiative coordinated by the Asia Productivity Organisation (APO) to measure higher education productivity across nine Asian countries. The paper discusses benefits, barriers, and potential for estimating university productivity across international contexts. Stakeholders from nine participating countries collected and analysed institutional data and reported measurement results. The APO initiative represents the first multi-country test of an adapted productivity measurement model first advanced by the United States National Research Council (NRC). The research provides evidence for proof of concept of the adapted NRC model for use across international contexts. Additional findings demonstrate the range of productivity definitions and interpretations for higher education. The paper concludes by showing priority areas for both targeted and broad developments in research and practice of measuring productivity in higher education.
Ocean I3. Pedagogical Innovation for Sustainability
Author: Rekalde-Rodríguez, Itziar
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Innovation,Teaching Methods,Capstone Experiences,Sustainability,Organizational Change,Universities,Program Descriptions,Plastics,Oceanography,Masters Theses,Teacher Collaboration,Teamwork,Classification,Employment Potential,Information Dissemination,Student Research,Interdisciplinary Approach,Sustainable Development,Conservation (Environment),Foreign Countries,International Cooperation,Educational Cooperation,Graduate Students,Undergraduate Students,Work Experience

Universities are undertaking transformation projects that align their work with the Sustainable Development Goals. This paper describes how Ocean I3, an educational innovation project that aims to reduce plastic in the sea, has made an impact on its community over its three editions (2018/19 to 2020/21). Methodologically, it has been approached by the people who make up the technical team and academic coordination as an exploratory study using discrete, non-reactive techniques, mainly from the public domain (websites, blogs, press releases, etc.), and instruments, such as field notes and work material to manage, organize, and train within the project. The analytical procedure has represented a dynamic and systematic process of categorisation. The results highlight the repercussion of the project in terms of capstone projects, master's thesis, coursework, etc., produced by the students involved; association with employability; collaborative work from the teaching teams; monitoring experience for research purposes, and social dissemination of the project. It concludes by suggesting lines for Ocean I3 to work on in the future to make its footprint sustainable in institutions over time.
&quot;There Isn&apos;t Really Anything around Here…&quot;: Autism, Education and the Experience of Families Living in Rural Coastal England
Author: Preece, David
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Autism,Pervasive Developmental Disorders,Rural Areas,Barriers,Access to Education,Inclusion,Access to Health Care,Social Bias,Family Needs,Proximity,Environmental Influences,Children,Geographic Location,Public Opinion,Knowledge Level,Attitudes toward Disabilities,Clinical Diagnosis

Autism affects over 2% of the school population in England. Education has proven to be an effective intervention strategy that improves the quality of life of children with autism and their families. However, governmental austerity policies have increased disadvantage in coastal areas of England with a detrimental impact on people with disabilities. This qualitative study explored the lives of families living with autism in rural coastal England. Mothers, fathers, grandparents and young people from 21 families living with autism in West Norfolk and Cornwall shared their experience through semi-structured interviews that were conducted in early 2019. Families identified positive and negative aspects of living in these areas, including barriers preventing access to and inclusion in education. Barriers were related to poor infrastructure, sparse specialised services (resulting in diagnostic delay and difficulties), limited autism awareness, lack of trained professionals, and the impact of austerity across health, social care and education. Families' struggles are amplified by the intersectionality of: (1) autism-specific needs; (2) physical distance and small-community life related to rurality; and (3) the seasonal and peripheral nature of coastal life. Access to education for children with autism in rural coastal areas of England could be improved by acknowledging and addressing the intersecting factors intensifying their marginalisation.
Towards a Global Entrepreneurial Culture: A Systematic Review of the Effectiveness of Entrepreneurship Education Programs
Author: Jardim, Jacinto
Date: 2021-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Program Effectiveness,Intervention,Educational Research,Research Methodology,Higher Education,Elementary Secondary Education,Skill Development,Intention,Global Approach,Cultural Context,Foreign Countries

The number of entrepreneurship education programs (EEP) has increased exponentially over the past two decades. However, a systematic review has not yet been carried out to confirm the effectiveness of EEPs and their presence in the current global world. The main objective of this study was to provide a systematic synthesis of EEP, exploring their characteristics and effectiveness. The search was carried out in the following databases: Scopus, Web of Science, ProQuest, and ERIC. Twenty-nine articles were included, with programs developed mainly in European (n = 15), Asian (n = 6), and American (n = 5) countries. The programs were primarily aimed at higher education students (n = 17), addressing business plans and the development of entrepreneurial skills. However, greater attention is paid to entrepreneurial skills in both primary and secondary education. The development of the programs under analysis varied between one week and two years. The studies showed the effectiveness of most of these programs in promoting entrepreneurial skills at all levels of education. In turn, there was no verified increase in the intention to start a business since this intention is determined by predisposition, namely socio-cultural and family aspects. This systematic review of the EEP points to the need for this type of program to be preferentially developed in the early school years, since it is at that time that predispositions are created for the development of entrepreneurial skills and intentions. This condition is corroborated by the global geography of the EEP, which demonstrates that, where there is currently an entrepreneurial culture, countries have made a long educational journey, with strategic options from the perspective of educational policies defending entrepreneurship among the younger generations.
Analysis of Students&apos; Views of the Quality of Pedagogical Education in Russia
Author: Makarova, Oksana
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Educational Quality,Educational Improvement,Undergraduate Students,Teacher Education Programs,Teacher Competencies,Teacher Characteristics,Teaching Methods,Universities,Individual Development,Evaluation Criteria,Knowledge Base for Teaching,Teaching Skills

All participants in educational relations are worried about the problem how to improve the quality of education, with everyone representing it through the prism of their value system. In this connection there is a need to structure these representations. It is necessary to begin with bringing into a unified system the representations of education direct customers -- students. The aim of our article is to analyze how pedagogical university students perceive the quality of their education. On the basis of the survey involving 117 respondents from Elabuga Institute of Kazan Federal University (Elabuga, Republic of Tatarstan) and the Northeast Federal University named after M.K. Ammosov (Yakutsk, Republic of Sakha (Yakutia)) we analyzed such criteria as quality of teaching, quality of learning, formation of universal competencies, personal qualities necessary for modern teachers and the creation of appropriate conditions by a university (digitalization of the educational environment, academic mobility) for students' self-development. The t-Student criterion was used to determine the differences between the respondents' competencies, knowledge, abilities, skills and qualities that they had possessed before entering the university and those that were formed during the university study. The obtained data indicate a high assessment of the quality of education by the students. The results also showed the educational process strong and weak points that students of the two federal universities face. Thus, focusing on one of the customers' (students') views will allow teachers to manage the educational process effectively and improve its quality.
Discovering Concepts of Geometry through Robotics Coding Activities
Author: Kim, Young Rae
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Geometry,Robotics,Coding,Teaching Methods,STEM Education,Geometric Concepts,Concept Formation,Educational Technology,Technology Uses in Education,Elementary School Students,Grade 4,Grade 5,Summer Programs,Program Effectiveness,Educational Games

In recent years, mathematics classrooms in the U.S. and around the world have seen an increasing integration of educational robotics with interest from both students and teachers. Through their robotics coding activities, students in the present study discovered the concepts of special angle pairs in geometry--namely, complementary and supplementary angles--as they learned to navigate the immediate feedback from the robot Sphero SPRK+ into a trial-and-error mathematics problem-solving process. Students' experiences in these three coding activities revealed, to a certain extent, that engaging in reflective play could be shaped into meaningful teachable moments where students could participate in a &quot;doing with learning&quot; pedagogical method using educational robotics. These activities had transferability implications that might afford STEM learning access and opportunities for students to develop not only mathematical reasoning skills, but also problem solving and critical thinking skills operable to a coding environment. This paper presents students' use of educational robotics in a school geometry curriculum setting to demonstrate the possibility that mathematics concepts could be gathered and mastered in a playful and informal manner, and that robotics games and computer coding could be performed and framed in a thoughtful and challenging manner.
Teacher Education during the COVID-19 Lockdown: Insights from a Formative Intervention Approach Involving Online Feedback
Author: Pereira, Íris Susana Pires
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Formative Evaluation,Intervention,Computer Mediated Communication,Feedback (Response),Preservice Teacher Education,Preservice Teachers,Student Evaluation,Student Attitudes,Foreign Countries,Distance Education

This paper examines preservice teachers' perspectives on assessment feedback developed in a teacher education course during the first lockdown due to the COVID-19 pandemic. As initially negotiated with students, feedback was learner-centred and involved a formative intervention approach applied iteratively by the teacher educator over the course of one semester. Although such feedback was initially face-to-face, it had to be given exclusively online following the unexpected closure of the university. Analysis of student teachers' perspectives, which were collected through an online questionnaire completed after their final assessment, reveals both positive and critical aspects regarding the feedback provided by the teacher educator. While reaffirming the significance of feedback as a crucial element for learning in online teacher education contexts, the findings also show that the clarity, affective bonding and multimodal meaning-making involved in face-to-face interaction are particularly challenging when the communication of feedback is digitally mediated. The implications and limitations of such findings are discussed.
Shifting the Delivery but Keeping the Focus: A Reflection on Ensuring Quality Teacher Preparation during a Pandemic
Author: Eady, Michelle J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Delivery Systems,Pandemics,COVID-19,Electronic Learning,Distance Education,Elementary Education,Preservice Teacher Education,Preservice Teachers,Undergraduate Students,Teaching Experience,Theory Practice Relationship,Authentic Learning,Educational Quality,Foreign Countries

There is a strong focus to connect theory with practice in initial teacher education (ITE). This discussion paper explores how we shifted teaching modes and assessment tasks in light of the Coronavirus Pandemic (COVID-19) when digital technologies were unexpectedly catapulted to the main delivery mode for the preparation of future teachers. During this time, connecting theory to authentic practice became a complicated issue. Globally, teacher educators were faced with the challenge of providing authentic learning opportunities for ITE without the ability to be physically present in school and classroom environments. Tertiary institutions were swiftly and unprecedently required to re-think and re-imagine their pedagogical practices. This change affected the self-efficacy and confidence of many academics who were underprepared for this major shift in teaching as they created, transitioned and implemented online material for their students under strict timelines. Our reflections in this paper present a guide and example for others to follow.