ethanporcaro/eric-fulltext-meta huggingface dataset:
The Academic Profession in Canada: Successful Socialization to the Scholarly Role
Author: Jefferson, Alison Elizabeth
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching (Occupation),College Faculty,Socialization,Graduate Study,Doctoral Students,Student Development,Scholarship

There is little research on the socialization of doctoral students in Canada. Using survey data collected from 64 Canadian universities for the 2018 Academic Professions in the Knowledge Society project, this paper explores the reported doctoral experience of full-time academic faculty in Canadian universities who were &quot;successfully&quot; socialized to the role of scholar, to find potential factors affecting doctoral experience and career progression. This paper suggests that financial and faculty support are key to doctoral success. With disciplinary nuance alive and thriving, many contemporary doctoral students may be subject to unfair disadvantages, potentially one of the underlying reasons for high attrition from doctoral programs. Results indicate that teaching continues to be an overlooked aspect of doctoral training in favour of research; the associated faculty support which often accompanies research, along with the potential for funding for the research-related activity, may be significant factors affecting socialization in Canadian doctoral programs.
What Makes University Students Swear
Author: Babushko, Svitlana
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Language Usage,Foreign Countries,Student Motivation,Incidence

The problem of swearing by youth in public is becoming acute nowadays. A growing tendency can be traced in Ukraine that young women are on equal terms with men in this respect. The authors of the article explored the reasons of using non-standard language by Ukrainian students under modern conditions and specified what should be done to improve their speech culture and eliminate their swearing. The primary aim of the research is to find out the motives why Ukrainian university students swear in their everyday life. To achieve the goal a special questionnaire was designed. All in all, 118 respondents of 2 age groups participated in the survey. Differences and similarities in using swear words by junior and senior students were investigated according to 3 criteria: motives, types of emotions, recommendations of eliminating or at least minimising this phenomenon. As it is shown by results of the research, the most typical motive of using non-standard language for males and females is the opportunity to express both negative and positive emotions. Neither juniors nor seniors considered it to be extraordinary. Yet, they agreed that various educational activities should be arranged to eliminate the usage of swear words and uplevel the speech culture of university students.
Implementation of Story Mapping and Mind Mapping toward Students&apos; Reading Comprehension Enhancement: A Comparative Study
Author: Wulandari, Novia
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Cognitive Mapping,Teaching Methods,Reading Instruction,Story Reading,Comparative Analysis,Pretests Posttests,Instructional Effectiveness,Student Attitudes,Junior High School Students,Reading Tests,Second Language Learning,Second Language Instruction,English (Second Language),Multiple Choice Tests,Reading Achievement,Achievement Gains,Foreign Countries

The purpose of this study is to find out significant difference in implementing Story Mapping and Mind Mapping techniques toward students' reading comprehension enhancement. This study used a quantitative research method and comparative design by measuring the achievement of pre-test and post-test. This study addressed three research questions: (1) What is the achievement of the students after being treated with Story Mapping and Mind-mapping Techniques?; (2) Is there any significant difference between Story Mapping and Mind-mapping techniques in enhancing students' reading comprehension?; and (3) What is students' response towards Story Mapping and Mind-mapping techniques? There are different types of text in reading; however, the researcher limited the texts given to the participants--utilizing narrative and descriptive texts only. This study utilized small average amount of sample size--72 eight graders to be given the treatment. The purpose of limiting the number of participants is to provide effective treatment for them. The result of this study shows that p. value (sig) = 0.279 &gt; [alpha] (0.05). After analyzing the data, the researcher found out that the students reading comprehension are enhanced but there is no significant difference in reading comprehension enhancement between those who acquired Story Mapping technique and those who acquired Mind Mapping technique. Both techniques are deemed to be effective in enhancing students' reading comprehension. [Note: The page range (23-32) shown on the PDF is incorrect. The correct page range for this article is p23-31.]
The Comparison between START and TAI Models in Improving SMP Students&apos; Reading Comprehension Ability
Author: Sihombing, Triumph
Date: 2019-00-00
Type: Journal Articles
Subjects: Models,Reading Comprehension,Reading Improvement,Reading Instruction,Reading Strategies,Teaching Methods,Cooperative Learning,Scaffolding (Teaching Technique),Grade 7,Middle School Students,Foreign Countries,Pretests Posttests,English (Second Language),Second Language Instruction

This study was aimed to see whether there was a significant difference in students' improvements in reading comprehension ability after applying START (Students and teacher Actively Reading Text) and T-A-I (Team Assisted Individualization) models. (Methodology)This study used a quantitative research method and comparative design. The participants of the study were 63 students that were divided into two groups. Class VIIB students were taught through the START model and VIIC students were taught through the T-A-I model. The conclusion is: There was an improvement in the reading comprehension ability of students who were taught using START, categorized as moderate and T-A-I cooperative learning models, categorized as low. Moreover, there is a difference in the students reading comprehension improvement between those who acquired START and T-A-I teaching models. [Note: The page range (32-44) shown on the PDF is incorrect. The correct page range for this article is p32-43.]
Assessing and Improving Vocational Teachers&apos; Education and Training in Ukraine
Author: Tsymbaliuk, Svitlana
Date: 2019-00-00
Type: Journal Articles
Subjects: Program Evaluation,Program Improvement,Vocational Education Teachers,Teacher Education,Foreign Countries,College Graduates,Soft Skills,Competency Based Education

The aim of the research is to measure interrelation between VET quality and the level of teachers' education and training and to identify directions for their improving. The working hypothesis of the research is the assumption that education and training of graduates from colleges (specialists) will be of high quality if competencies are developed in accordance with the employers' demands. The working hypothesis was verified through a quantitative research (a sociological survey). The target group of the survey is 350 managers of financial and insurance companies in Ukraine, including human resources managers. The research has shown that the education and training of graduates from colleges do not adequately meet the needs of the labour market, and therefore must be improved, in particular, towards the development of appropriate competencies in accordance with the employers' requirements. The interrelation between VET quality and the level of teachers' education and training has been partially confirmed. More than a third of the surveyed employers saw the link between them. Based on the result of research, it was found that employers were not satisfied with the quality of college graduates' education and training. The conducted research has demonstrated the contradiction between the vision of the education and training results in educational establishments and the employers' expectations. This confirms the importance of their systematic collaboration in developing educational and professional training programmes and study plans. The results of the research are recommended to be used during the development of educational and professional programmes and study plans.
The Many Currents of Ocean Literacy: A Case Study of Ocean Wise Programming
Author: Albuquerque, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Oceanography,Case Studies,Program Evaluation,Environmental Education,Conservation (Environment),Foreign Countries,Elementary Secondary Education,Place Based Education,Field Trips,Faculty Development

Recent scientific studies demonstrate conclusively that our planet faces an ocean crisis and efforts to mitigate this crisis should be addressed urgently. As many species are lost to extinction, conservation steps need to be taken and are indicated by targets such as those outlined by the 2030 Agenda for Sustainability and Development. Similarly, a clear agenda for ocean education should be encouraged as the first step toward broader conservation goals. Recently, the concept of ocean literacy has been described as a way to help communities and individuals develop a more holistic understanding of their influences on the ocean and the ocean's influences on their lives. Still, ocean literacy has not yet been fully enacted in the K-12 curricula in Canada, and many environmental education programs are taking the lead to provide program participants with a broader understanding of the term. In this study, we provide a broad overview of ocean literacy initiatives as enacted by the Ocean Wise NGO. We examine how these have influenced the diffusion of ocean literacy in British Columbia. In our paper, we include a case study highlighting the diversity of Ocean Wise programs to provide a broad view on activities from the perspective of program participants. We selected a range of education programs for data collection, including school visits to the Vancouver Aquarium, off-site mobile programming (with AquaVan), and teacher professional development programs, both on-site and via an online learning platform. We explore what each initiative offers students with regard to connection to the ocean. Through an instrumental case study design, we combine qualitative approaches with observations, focus groups, and interviews to describe many currents of ocean literacy flowing from Ocean Wise and its broad and diverse ocean literacy programming.
Civic Education in Ukraine: A Qualitative Study of Students&apos; Experiences of Civic Engagement
Author: Sieriakova, Iryna
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Civics,Citizenship Education,College Students,Student Motivation,Student Volunteers,Grades (Scholastic),Student Improvement,Communication Skills,Teamwork,Skill Development,Outcomes of Education

The formation of informed, socially responsible professionals and citizens is the prime goal of education in Ukraine. To that end, the Law on Education of Ukraine obliges the state to create conditions for civic engagement of students. While quantitative studies on the subject put a compelling argument about the benefits of civic engagement for promoting participatory democracy and enhancing students' analytical and communication skills, there is scant knowledge of how students actually understand and experience it. The article makes an attempt to address this issue. Drawing on the qualitative methodology and a development triad motivation-activity-outcome, it studies civic engagement experiences of students of Kyiv National Linguistic University. The majority of respondents associate civic engagement with volunteering, political activity and the notion of active citizenship. Students who participated in civic-related activities in the hope of a better grade (extrinsic motivation) reported learning next to nothing from their participation. Conversely, students who took part in such activities for personal reasons (intrinsic motivation) reported improvement of their communication and teamwork skills. Participants struggled to describe the wider impact of their civic engagement due to the lack of reflection. Based on the results of the study, we propose a tertiary model for structuring civic engagement opportunities in a university setting to enhance students' experience.
Including the Ocean in Formal K-12 Climate Education: Assessment of a Lesson for Middle and High School Students
Author: Putland, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Oceanography,Climate,Environmental Education,Sustainable Development,Science Education,Scientific Concepts,Concept Formation,Instructional Effectiveness,Teaching Methods,High School Students,Middle School Students,Adolescents,Age Differences,Cognitive Development,Indigenous Knowledge,Foreign Countries

Formal climate education without consideration of the ocean is incomplete. The effectiveness of a new climate lesson for youth that includes the ocean-climate nexus was examined by delivering the lesson to nine classes situated in separate British Columbia, Canada public schools and assessing the students' understanding of basic climate concepts before and after the lesson. Among the youth assessed, before-lesson understanding of basic climate science concepts was low. The lesson led to significant improvements in the understanding of climate science; the after-lesson level of understanding appears to be a function of age. The classes with the lowest (29%) and highest (73-79%) after-lesson class averages were the classes composed of the youngest and oldest students, respectively. The age-related differences are considered with respect to the students' cognitive developmental stage, and suggestions are made to improve understanding among younger students.
Developing Competences of Public Management and Administration Specialists: Implementation of Foreign Experience in Ukraine
Author: Melnychenko, Anatolii
Date: 2019-00-00
Type: Journal Articles
Subjects: Management Development,Public Administration,Problem Based Learning,Case Studies,Foreign Countries,Comparative Analysis,International Education,Generalization,Curriculum Development,Teaching Methods,Vignettes,Educational Games,Competence,Comparative Education,Higher Education,Standards,Public Policy,Competency Based Education

The paper focuses on the comparative analysis of professional competences development in public management and administration university programmes and the possibilities of implementation of international experience in Ukraine. Using the methods of comparative and system-functional analysis, synthesis and generalisation, the authors concentrate on the features of curriculums in public administration field taking into account the current realities of social development. The most common methods of training in the field of public administration and their practical focus are analysed. Particular attention is paid to the methods of problem-based learning in public administration, including case studies, case scenarios, and simulation games as part of the education gamification. The authors carried out an essential comparison of competences adopted in the European public administration training and those defined in the Ukrainian Standard of Higher Education in this area and revealed that the Ukrainian Standard lacks a pool of competencies related to the development and analysis of public policy.
Evaluating Ocean Perceptions and Ocean Values: The Canadian Ocean Literacy Survey
Author: Glithero, Lisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Attitudes,Values,Oceanography,Foreign Countries,Test Construction,Test Validity,Attitude Measures,National Surveys

This paper describes the development, validation, and key findings of the Canadian Ocean Literacy Survey. Led by the Canadian Ocean Literacy Coalition (COLC) and its research partners, this survey was developed as part of a Canada-wide, mixed methods research initiative examining how ocean literacy is understood and practised across different regions and sectors. The survey included items linked to ocean perceptions, values, and actions as reported by two categories of Canadian respondents: &quot;ocean-engaged&quot; (n=1,359) and &quot;general public&quot; (n=1,010). The survey objectives were as follows: to determine if Canadians would identify Canada as an &quot;ocean nation&quot;; to uncover meaningful patterns in ocean awareness, perceptions, and values by region and subgroups; and to better understand Canadians' emotional connections to, and relationship with, the ocean, as well as their behavioural intentions and actions.
Developing Software Engineering Students&apos; Readiness for Professional Mobility through Blended Learning
Author: Luzik, Elvira
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Software,Engineering,Technical Occupations,Professional Education,Career Readiness,Occupational Mobility,Blended Learning,Online Courses,Content and Language Integrated Learning,English for Special Purposes,Instructional Effectiveness,Undergraduate Students,Student Motivation,Competence,Foreign Countries

The article aims to study the formation of the software engineering students' readiness for professional mobility in the educational and information environment of a technical university. The hypothesis of our research is the assumption that the formation of students' readiness for professional mobility depends on the following organisational and pedagogical conditions: 1) the development of students' positive intrinsic motivation for training and future professional activity using interactive methods and IT); 2) integration of the structure and content of foreign language with professional training by modelling professional activities through blended learning; 3) synergy of psychological and pedagogical process taking into account the components of the teacher's professional competence (a tutor, a moderator, a scientist, a designer, and a director). The pedagogical experiment was conducted at the National Aviation University and included three stages: preparatory, formative and final. In total, 158 students of I-V years of study majoring in software engineering took part in various stages of the experiment. 26 students made up an experimental group (EG), 24 -- a control group (CG). The criteria and indicators for assessing the students' readiness for professional mobility and the methods of evaluation were determined. The results of the experiment have proven the proposed hypothesis. The indicators of the productive and creative levels of readiness by all the criteria considerably increased in the EG, while in the CG a slight positive dynamics can be seen. Promising directions for further research can be related to the development of an integrative ESP Moodle course for future software engineers.
Developing the Pragmatic Competence of Foreign Learners: Guidelines to Using Constatives in Modern English Discourse
Author: Berezenko, Viktoriia
Date: 2019-00-00
Type: Journal Articles
Subjects: Pragmatics,Second Language Learning,Second Language Instruction,English (Second Language),Language Proficiency,Intercultural Communication,Guidelines,Form Classes (Languages),Language Usage,Teaching Methods,Grammar,Syntax,Language Tests,Undergraduate Students,Foreign Countries,Case Studies,Educational Games,Language Teachers,Teacher Student Relationship

The article is devoted to the problems of foreign language education in linguistic universities, namely to acquiring the pragmatic competence by students. The research questions whether EFL learners are pragmatically competent in using language in a certain communicative situation. The experimental teaching session proves that the special research methods (descriptive, pragmatic, performative analyses) and divergent forms of learning the modal perspective of constatives in discourse can provide students with the appropriate knowledge base. The main conclusions drawn from this research are that EFL learners can have only elementary pragmatic competence without a special training session. Therefore the current study suggests the procedure of training the communicative skills in the appropriate use of constatives in the process of social interaction with the aim of developing the pragmatic competence of students and helping them acquire their proficiency in achieving certain goals in communication.
Becoming Arctic Ambassadors: Preparing Inuit Youth for Leadership on Expeditions and Beyond
Author: McGregor, Heather E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Geographic Regions,Environmental Education,Nonformal Education,Experiential Learning,Youth Programs,Leadership Training,Canada Natives,Program Effectiveness,Sense of Community,Change Agents,Foreign Countries

This case study identifies the components of an environmental education and leadership development program that are uniquely important to engaging a specific group of learners: Inuit youth from across the Circumpolar Arctic. The introduction of a community-building pre-program, customized to the perspectives of these youth and held prior to joining a larger expedition, made a significant difference to their participation in the program. In seeking to engage, prepare, and support Indigenous youth to become environmental change leaders, this research suggests they benefit from the safety net of a peer community, allowing them to engage more fully in revealing their identities, sharing their gifts, expressing their dreams, and exposing their challenges. As a result of the pre-program, they benefitted more comprehensively from, and contributed more fully to, the larger expedition's program outcomes.
Can Ocean Literacy Save Our Coastal School?
Author: Roy, Noémie
Date: 2021-00-00
Type: Journal Articles
Subjects: Oceanography,Geographic Location,Environmental Education,Foreign Countries,Middle School Students,Program Development,Program Implementation,Barriers,Place Based Education

Protecting coastal ecosystems and communities requires the engagement of ocean literate citizens. Along the St. Lawrence Estuary, in Canada, a rural community mobilized to save its middle school by creating an innovative program connecting the existing curriculum to the ocean. This research explores the rationale, barriers, and enablers of including ocean literacy in schools through a case study of this program. Interviews and surveys with school community members showed that although the school managed to stay open, the program faces considerable barriers, including the lack of an educational framework, educational resources, and funding. Support from community members and access to a coordinator were the program's greatest enablers. From these findings, I develop recommendations to support the establishment of similar programs in other schools.