ethanporcaro/eric-fulltext-meta huggingface dataset:
The Future of &quot;Japanese Schools&quot; as a Community: Points of Discussion on the Liberalization and Personalization of Education and the &quot;Small Schools&quot; Debate
Author: Ishii, Terumasa
Date: 2022-03-00
Type: Journal Articles
Subjects: Political Attitudes,Politics of Education,Small Schools,Attendance,Credits,Academic Achievement,Student Promotion,Educational Change,Teacher Role,Foreign Countries,Futures (of Society)

As arguments for the liberalization of education grow more heated, how are we to approach Japanese schools as a community? This paper clarifies the basic concept of the &quot;small schools&quot; theory typified by the METI &quot;Future Classrooms&quot; (functionalist and individualist reorganizations), and organizes the relevant points of debate. In particular, the paper examines the issues of individuation and personalization represented by individual optimization of learning, promotionism (an attendance-based credit acquisition) and retentionism (an achievement-based credit acquisition), merit promotion and social promotion, and grade and class systems. Based thereon, the paper presents a perspective on the reconstruction of the communality and publicness of Japanese schools. [Translated by Nadezhda Murray.]
Public Libraries: Enacting &quot;Public Spaces&quot; for Community Development and Lifelong Learning
Author: Agyekum, Boadi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Libraries,Users (Information),Librarians,Lifelong Learning,Community Development,Observation,Library Services,Interviews,Well Being,Skill Development,Friendship,Interpersonal Relationship

Public libraries in Hamilton provide countless services to different users, particularly older immigrants. The library system proves to be an inclusive learning space, promoting lifelong learning for all. The paper explores the relationship between public library use, lifelong learning and community development. In addition, it demonstrates the function of the library in the provision of equal and universal access to information and learning. This paper focuses on a qualitative interview materials. In-depth interviews were conducted with 25 participants (13 females and 12 males) in six public libraries in Hamilton, Ontario. In addition, we interviewed six library staff in the six public libraries (three in the lower Hamilton and three in the suburban Mountain) and conducted observations of the day-today practices in the six public libraries. Purposive sampling was used to ensure diversity in library use. Using the grounded theory (GT) method, interviews were transcribed, coded, categorized, and analyzed using NVivo 10. The interviews explored the viewpoints of participants accessing public libraries in Hamilton. The findings reveal that public libraries are sources of educational, informational, and well-being -- providing lifelong learning through library activities and programs. Specifically, the acquisition of new skills and new friendship through the library space is a vibrant resource for developing the adult learner's capacity for social development in the community and the world at large. The study would be one of a kind to deploy library users' narrations for interrogating public library spaces as a tool for understanding spaces of lifelong learning in Ontario, Canada. It highlights the many ways in which social relationships through library use shape perception, attitude and learning. Different users of public libraries attain a sense of accomplishment for different reasons. This paper, therefore, calls for a policy approach in which the diverse experiences of public libraries are more widely recognized and nurtured.
Active Learning Spaces Foster Development of Communication Skills in Senior Undergraduate Science Students
Author: Marchiori, Katelyn S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Active Learning,Communication Skills,Science Education,Instructional Effectiveness,Skill Development,Premedical Students,Classroom Environment,Classroom Design

The main objective of this study was to evaluate the efficacy of an active learning space (ALS) in supporting student development of effective communication as a transferable skill. A fourth-year medical science course was taught in two different settings, an ALS and a fixed-row classroom, by the same instructor. Participants preferred the ALS for supporting communication skill development, despite it having no quantifiable effect on their communication apprehension. The ALS had a significantly higher impact than the fixed-row classroom on groupwork/collaboration and student-student interactions. This study highlights the importance of the physical classroom space for fostering students' development of communication and collaborative skills.
Assessing Collaboration Skill Development in Active Learning Spaces Using an Alumni Survey: A Case Study
Author: Ashley, Jeffrey
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperation,Skill Development,Active Learning,Institutional Evaluation,Alumni,Educational Environment,Soft Skills,Educational Facilities,Attitudes,Technology Integration

To what extent do active learning spaces foster students' development of collaboration skills, a set of highly sought-after competencies in today's workforce? This case study highlights the novel use of a survey specifically designed for recent alumni to attempt to identify and quantify important attributes of these learning environments responsible for enhancing collaboration skill development. Results from the survey inform various campus stakeholders by providing valuable information for improvement across a range of physical, technological, and pedagogical attributes of these learning spaces.
COVID-19 Study Spaces: Supportive Adaptation of Home Learning Environments during the Pandemic
Author: Gatlin, Anna Ruth
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College Students,Family Environment,Educational Environment,Adjustment (to Environment),Space Utilization,Student Satisfaction,Place of Residence,Distance Education

The COVID-19 pandemic has driven considerable changes in how we live, work, and study. How have students adapted space to support remote study? This research project aimed to understand where students were learning and how they were using and adapting the space. An online survey gathered data from 542 college students across 93 majors at two institutions in the United States. Results suggest that the bedroom space is the most common study space, and that space adaptation is tied to positive outcomes for students.
The Other First Days of School: A Case Study of Two Teachers in an Urban School Setting
Author: Wells, Cacey L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Urban Schools,Mathematics Teachers,High School Teachers,Classroom Techniques,Classroom Environment,Teacher Student Relationship,Power Structure,Democratic Values,Norms

The first days of school are critical for many teachers across the country. They are often set aside to establish routines, expectations, the tone of the class, and begin developing the learning space for the year. As a result of high stakes accountability culture, many teachers revert to top-down management methods for establishing normative behaviors in their classes. This case study examines two mathematics teachers in an urban high school who approach their first days of school through alternative, democratic methods and learning spaces. Their examples include sharing ownership of their physical space, co-creating norms and building positive relationships with students, and providing students with opportunities to learn in ways that work best for them.
Uncovering the Influence of Pre and Post Class Factors on Instructor Adoption and Utilization of Classroom Technology
Author: Benoit, Andy
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Integration,Use Studies,Educational Technology,Visual Aids,Teacher Behavior,Influences,Decision Making,College Faculty,Foreign Countries,Geographic Location,Classroom Techniques,Time Perspective

To better understand situational factors that influence the adoption and utilization of a common classroom technology, interactive whiteboards, this research used a mixed-methods approach to investigate the technological and pedagogical tasks instructors complete prior to and following lesson delivery within the context of institutional scheduling. A five-step model was developed that illustrates instructor behaviors with consideration given to the influence of time on instructor decision making. This research cautiously concludes by noting that the transition time between classes may be an influential factor on how instructors utilize technology in their classrooms.
Zero to Go: The Factors That Lead to Growing Active Learning Classrooms
Author: Beaudry, Sharon
Date: 2022-00-00
Type: Journal Articles
Subjects: Active Learning,Classroom Environment,Classroom Design,Higher Education,Elementary Secondary Education,Grants,Knowledge Level,Faculty Development,School Culture,Professional Autonomy,Educational Technology,Outcomes of Education,Alignment (Education)

Active learning has been a growing trend in education for decades based on its impact on student learning and success. As such, schools, colleges, and universities have invested resources into expanding this teaching approach, including active learning classrooms. But why have some schools been successful at rapidly growing their active learning classrooms and learning spaces, while others have struggled? This article uncovers the factors that lead to successful scaling of these learning spaces and pedagogical approaches in schools, colleges, and universities, including leadership approaches, stakeholder involvement, funding methods, space planning tactics, cultural shifts, and the ties to strategic plans and missions.
Learning Preferences of Generation Z Undergraduates at the University of Cyberjaya
Author: Ishak, Natasha Mohd
Date: 2022-00-00
Type: Journal Articles
Subjects: Preferences,Cognitive Style,Age Groups,Undergraduate Students,Foreign Countries,Gender Differences

A new generation (Generation Z) of learners has entered universities/colleges. They were raised in an environment full of technology and high access to the online world which well affected their preferences for receiving information. It is indispensable to know their preferred learning style, which could aid in enhanced content delivery. The main aim of this study was to infer the Gen Z undergraduates' learning preferences. In this cross-sectional study, convenience sampling was applied. The VARK questionnaire link was forwarded through the student WhatsApp groups. Descriptive and group comparisons were inferred using the chi-square test with p &lt; 0.05 as level of significance. Three hundred Gen Z undergraduates from University of Cyberjaya participated in this study. There is a statistically significant higher preference for multimodal learning (75.7%) with higher preference among male Gen Z undergraduates. There is a statistically significant difference in the preference for various learning styles among the undergraduates who preferred unimodal learning style. Gen Z undergraduates at the University of Cyberjaya preferred the multimodal form of learning while the kinesthetic mode of learning was highly preferred by both unimodal and multimodal learners.
Investigation of Pre-Service Teachers&apos; Readiness Levels for Online Learning and Engagement Levels in the Online Environment
Author: Zeybek, Gülçin
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Electronic Learning,Learning Readiness,Learner Engagement,Foreign Countries,Internet,Access to Computers,Handheld Devices,Self Efficacy,Student Behavior,Affective Behavior,Cognitive Processes

The aim of this study was to examine pre-service teachers' readiness levels for online learning and engagement levels in the online environment in terms of various variables and to determine the relationship between readiness levels for online learning and engagement levels in the online environment. The design of the research is the correlational survey model, one of the quantitative research designs. The study group of the research consisted of pre-service teachers who were studying in the faculty of education at a state university in Turkey. In the study, a personal information form, the &quot;Online Learning Readiness Scale&quot; and the &quot;Student Engagement Scale&quot; were used as measurement tools. Within the framework of quantitative data analysis, descriptive statistical techniques, Mann-Whitney U test, Kruskal-Wallis H test and Pearson correlation technique were used. When the research findings were examined, it was seen that the pre-service teachers' readiness for online learning was high in all dimensions; when it comes to engagement in the online environment, it was observed that they obtained high mean scores in the total scale, and the behavioural engagement and cognitive engagement dimensions, while they obtained a moderate mean score in the affective engagement dimension. In addition, it is one of the important results of the study that there was a medium-level, positive and significant relationship between pre-service teachers' readiness levels for online learning and engagement levels in the online environment.
Mobile Pedagogical Technologies and Teachers&apos; Professional Ethics in Tanzania: An Inquiry into the Use and Abuse of Mobile Phones by Teachers in Secondary Schools
Author: Mfaume, Hamisi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Teacher Behavior,Secondary School Teachers,Ethics,Teacher Attitudes,Technology Uses in Education,Interpersonal Communication,Behavior Problems,Confidentiality,Bullying

Emerging mobile technologies have significant educational benefits and raise several ethical concerns. This study examined the use and abuse of mobile phones by teachers in secondary schools in Tanzania. It employed a qualitative phenomenological research design that involved three secondary schools and 44 participants, including teachers, school heads, Teachers' Service Commission officers, Education officers, and students in Kinondoni District in the Dar es Salaam region. Data were sought through semi-structured interviews, Focus Group Discussions, and documentary reviews and were subjected to thematic data analysis procedures. The findings indicated that teachers do not fully utilise their mobile phones for academic purposes in schools. Also, abuse of mobile phones by teachers is commonplace in schools. The study recommends the need for a framework to guide teachers on the ethical use of the devices and for the curricula at all educational levels to incorporate content related to ICT use ethics.
Mothers as Teachers: The New Role of Mothers in the New Normal
Author: San Jose, Ariel
Date: 2022-00-00
Type: Journal Articles
Subjects: Mothers,Parent Role,COVID-19,Pandemics,Elementary School Students,Distance Education,Foreign Countries,Parents as Teachers,Parent Attitudes

The COVID-19 pandemic brought havoc to everyone but much more to child-rearing mothers. This qualitative study explored the new roles of mothers in the new normal specifically as being teachers to their children. Six mothers, who had public and private elementary grade children were purposely chosen. Information was gathered through a researcher-made validated interview questionnaire. Collection of information was done online through Facebook messenger and emails. Data analysis produced six themes, namely, complication in becoming mother-teachers, benefits in teaching one's own children, supervision of children's studies, impression of children of the modular schooling, considerations on children's learning and reflection on mothers' learning. Each theme was discussed thoroughly. To address the situation of these mothers, the Department of Education might consider giving support through home-visit tutorials. Teachers could introduce strategies to mothers on how to manage the studies with their children. Moreover, the Local Government Unit (LGU) may initiate alternative solutions led by the Department of Social Welfare and Development (DSWD) to unburden the mothers of their situations.
Rethinking Digital Technology versus Paper and Pencil in 3D Geometry
Author: Viseu, Floriano
Date: 2022-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Geometric Concepts,Educational Technology,Technology Uses in Education,Conventional Instruction,Teaching Methods,Student Experience,Prior Learning,Secondary School Mathematics,Grade 10

Recognising the relevance of learning Geometry, and in particular 3D Geometry, this study aims to discuss the contributions that digital technology and paper and pencil approaches can bring to students' learning. We seek, therefore, to identify the differences between the two approaches, and specifically: What factors are relevant in one and the other approach? What does one approach facilitate over the other? A quantitative and a qualitative and interpretive methodology was adopted, and based on a didactic intervention, the students' resolutions of the proposed tasks were analysed. The results obtained show that the experience and prior knowledge of the students with each of the solids involved seems to be decisive in the approach with paper and pencil. However, technology emerges as an enhancing resource when prior knowledge is more fragile. The study also shows differences between the representations supported by the two resources, suggesting the mobilisation of different knowledge by the students in relation to each of the resources.
Using Wikis as a Teaching Tool for Novice Teachers--Pedagogical Implications
Author: Sula, Gerda
Date: 2022-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Beginning Teachers,High School Students,Teaching Methods,Teaching Experience,Foreign Countries,COVID-19,Pandemics,Technology Uses in Education,Teacher Attitudes

The present study reports on research conducted on novice teachers' use of wikis with their high school students. These teachers had been previously exposed to wikis as a collaborative learning tool during their teaching preparation programme. The aim was to explore whether their experience with wiki usage helped them in their teaching. Participants included fifteen novice teachers in their first year of teaching foreign languages in Albania, who held their teaching partly online during the school year 2020-2021, due to the COVID-19 pandemic. Data collected through in-depth interviews include their own reflections. These reflections indicate that the use of a wiki at the university level helped them feel at ease in using wikis in their online teaching. The study proved the use of wikis to be a feasible means of online collaboration, which facilitated constructing new knowledge for their students. As a result, wikis provide a collaborative medium of technology integration into their teaching.
Analyzing Students&apos; Problem-Solving Sequences: A Human-in-the-Loop Approach
Author: Kleinman, Erica
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Learning Analytics,Decision Making,Educational Technology,Individualized Instruction,Sequential Approach,Cognitive Processes,Visual Aids,Computer Software,Case Studies,Computer Games,Individual Differences,Validity,Game Based Learning,Undergraduate Students,Computer Science Education

Educational technology is shifting toward facilitating personalized learning. Such personalization, however, requires a detailed understanding of students' problem-solving processes. Sequence analysis (SA) is a promising approach to gaining granular insights into student problem solving; however, existing techniques are difficult to interpret because they offer little room for human input in the analysis process. Ultimately, in a learning context, a human stakeholder makes the decisions, so they should be able to drive the analysis process. In this paper, we present a human-in-the-loop approach to SA that uses visualization to allow a stakeholder to better understand both the data and the algorithm. We illustrate the method with a case study in the context of a learning game called Parallel. Results reveal six groups of students organized based on their problem-solving patterns and highlight individual differences within each group. We compare the results to a state-of-the-art method run with the same data and discuss the benefits of our method and the implications of this work.
FoLA[superscript 2]--A Method for Co-Creating Learning Analytics-Supported Learning Design
Author: Schmitz, Marcel
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Analytics,Instructional Design,Learning Activities,Decision Making,Interdisciplinary Approach,Educational Games,Cooperative Learning,Consciousness Raising,Teacher Attitudes,Teacher Characteristics

Learning activities are at the core of every educational design effort. Designing learning activities is a process that benefits from reflecting on previous runs of those activities. One way to measure the behaviour and effects of design choices is to use learning analytics (LA). The challenge, however, lies in the unavailability of an easy-to-use, LA-supported learning design (LD) method. We established such a method--the Fellowship of Learning Activities and Analytics (FoLA[superscript 2])--reinforced by a gameboard and cards, to provide structure and inspiration. The method enables several participants with different roles to interact with a set of card decks to collaboratively create an LA-supported LD. Using this method helps to design learning activities in a collaborative, practical way; it also raises awareness about the benefits of multidisciplinary co-design and connections between LA and LD. FoLA[superscript 2] can be used to develop, capture, and systematize design elements and to systematically incorporate LA.
Crafting an Online Instrument to Conduct Research on Workplace Bullying
Author: Hollis, Leah P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Bullying,Work Environment,Community Colleges,Test Construction,Higher Education,Individual Characteristics,Aesthetics

Instrument design is a powerful research approach to answer questions on a unique research topic. If the design was crafted to gather demographic information, and included open-ended remarks from respondents, the instrument could gather data that could be used in primary and secondary analyses on the same topic. Further, the quantitative data could establish independent and dependent variables for statistical tests, while the open-ended questions could garner qualitative data. This researcher created a 35-question instrument on workplace bullying for American higher education and conducted a study on 142 American community colleges. The findings revealed that 64% of respondents endured workplace bullying (Hollis, 2016). This data set supported several book chapters that included descriptive statistics, chi-square analysis, and qualitative data from the respondents. Further, by using the demographic data, the researcher was able to conduct a variety of analyses regarding workplace bullying and the association in community colleges involving race, gender, and sexual orientation. This practical essay will discuss insight to instrument development including a reflection on the literature review that informed the instrument design.