ethanporcaro/eric-fulltext-meta huggingface dataset:
Communicating with Deaf Students in Inclusive Schools: Insights from Saudi University Faculty
Author: Alanazi, Mubarak
Date: 2021-00-00
Type: Journal Articles
Subjects: Deafness,Interpersonal Communication,Inclusion,Mainstreaming,College Faculty,Sign Language,Speech Communication,Written Language,Bilingualism,Biculturalism,Total Communication,Teacher Attitudes,Early Intervention,Symptoms (Individual Disorders),Parent Background,Age Differences,Individual Characteristics,Foreign Countries,Cultural Influences

Purpose: The present study sought to explore styles of inclusive communication with deaf people in mainstream schools by answering the following research questions: (1) What styles of communication with deaf students may enhance inclusive education?; (2) What makes these styles effective?; and (3) How may these styles be applied? Method: This study used a single case design, a key qualitative technique for exploring inclusive styles of communication with deaf people. Semi-structured interviews with open-ended questions were conducted with 10 faculty members specialized in deaf education from Saudi universities to obtain clear data from informants. The informants were chosen using the purposive sampling method. Data was analyzed using data codes applied to the text in accordance with the content analysis method. Results: Informants demonstrated markedly different perspectives on sign language, spoken and written Arabic, and bilingual-bicultural and total communication philosophies, citing different reasons and conditions. Sign language was the most common approach chosen by the informants because it was the preferred style of communication for the deaf. It was also found that early intervention, type of deafness, the hearing status of the parents, time when an individual became deaf, were other factors that influenced the process of choosing a communication style in a specific inclusive setting. Implications for Research and Practice: Although inclusive communication with deaf people is not yet popular in Saudi schools, informants articulated hope that education would become more inclusive. Implications were drawn concerning effective communication practices in inclusive settings for deaf students. The findings offered insights helpful for instructors and education policy makers considering which styles of communication may make education more inclusive for deaf people. Future research is needed into the effectiveness of different approaches to communicating with deaf people in inclusive education across social-cultural contexts.
Developing Microbiology Digital Handout as Teaching Material to Improve the Student&apos;s Science Process Skills and Cognitive Learning Outcomes
Author: Khotimah, Khusnul
Date: 2021-00-00
Type: Journal Articles
Subjects: Microbiology,Science Materials,Material Development,Instructional Effectiveness,Electronic Learning,Science Achievement,Science Process Skills,Thinking Skills,Skill Development,Problem Based Learning,College Students,Public Colleges,Foreign Countries

Purpose: This research aimed to examine the usefulness of a microbiology digital handout as a teaching material validated by experimental research in the improvement of science process skills and cognitive learning outcome of students. Methodology: The study comprises two methods: experimental research and development research. The experimental research at Microbiology laboratory of Faculty of Mathematics and Natural Science State University of Malang, while the development of teaching material in the Department of Agricultural Industrial Technology, Faculty of Agriculture, UNITRI Malang. A digital learning model was devised with ADDIE approach and implemented along with PBL model on experimental and control groups. Findings: Findings revealed that the improvement in student's science process skills and cognitive learning outcome in the experimental class was higher than those in the control class. Implications for Research and Practice: Learning by using a digital handout could increase students' activities and achievements, particularly in scientific learning. It would be very useful to solve the problems that might be encountered in the daily life. It could trigger the curiosity of students to examine and observe more on problems in the real life.
Omani English as a Foreign Language Teachers&apos; Views about Participatory Professional Development
Author: Al Balushi, Khadija
Date: 2022-02-00
Type: Journal Articles
Subjects: Faculty Development,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Foreign Countries,Action Research,Computer Mediated Communication,Teacher Attitudes,Attitude Change,Teaching Methods,Educational Change,Reading Habits,Decision Making,Teacher Student Relationship,Participatory Research

This paper reports the findings of a study that develops a participatory model for TESOL teachers' continuous professional development (CPD) in Oman. This study used an action research methodology and data were collected using an online discussion group, semi-structured and focus group interviews with participant teachers. The findings indicated that the centralised top-down nature of the current CPD system seems to negatively affect the success of CPD in the in-service TESOL context in Oman. The evaluation of the participatory model of CPD adopted in this study showed that this model has a positive impact on participant teachers' CPD and three aspects of change were noticed: teachers' beliefs, their practices about CPD, and change in students (e.g., their reading habits). The data showed that the participatory model of CPD enabled teachers to make decisions regarding their CPD and encouraged them to play the role of critical reflective practitioners as well as preparing them as future transformative intellectuals.
On How RE Teachers Address the Sometimes Conflicting Tasks of Conveying Fundamental Values and Facilitating Critical Thinking
Author: Lindström, Niclas
Date: 2022-02-00
Type: Journal Articles
Subjects: Religious Education,Moral Development,Teaching Methods,Foreign Countries,Critical Thinking,Guidelines,Conflict,Teacher Attitudes,Experienced Teachers,Values Education,Controversial Issues (Course Content),Ethics

Teachers in the non-confessional Swedish subject religious education have conflicting responsibilities to convey values and facilitate critical thinking. The research regarding these responsibilities has often been considered a theoretical problem and the discussion has concerned theoretical solutions. However, the problem is not only theoretical. It is in fact also a practical problem that many teachers frequently encounter. The overall aim of this paper is thus to draw attention to these conflicting responsibilities as a practical problem that teachers face and are expected to solve in their pedagogical practices. In line with this aim, a number of qualitative research interviews were conducted with experienced religious education teachers, who are considered to have a particular responsibility for moral education in the Swedish school system. The purpose of the interviews was to investigate how they relate to their sometimes conflicting responsibilities and consequently make an empirically informed contribution to the debate. This is an important task since there are no official guidelines on how teachers are to balance these responsibilities in their pedagogical practices.
Development of Students&apos; Critical Thinking Skills through Guided Discovery Learning (GDL) and Problem-Based Learning Models (PBL) in Accountancy Education
Author: Mardi
Date: 2021-00-00
Type: Journal Articles
Subjects: Skill Development,Thinking Skills,Critical Thinking,Discovery Learning,Cooperative Learning,Problem Based Learning,Teacher Guidance,Accounting,Majors (Students),Preservice Teachers,Learning Motivation,Questioning Techniques,Instructional Effectiveness,Foreign Countries

Purpose: Interpersonal skills and critical thinking are criteria for the success in the accounting profession, which requires both theoretical and practical knowledge and skills to think critically when practicing this profession. This study aimed to determine the differences in students' critical thinking skills using the Guided Discovery Learning (GDL) model and the Problem Based Learning (PBL) model. Method: The study used quantitative methods through an experimental approach. A pretest and a posttest were used to collect the data. The respondents were 10 accountancy major students, who were divided into control and experimental groups. Findings: The results of the pretest and the posttest showed the improvement and better performance of the experimental group, which had received the treatment by using the GDL approach, in contrast with the control group which was taught the subject using the conventional approach. This is evidenced by the mean, N-gain and percent value for the experimental class which were measured higher than the control class. Findings suggest that there are differences in the effectiveness of the application of cooperative learning models of Problem Based Learning (PBL) and Guided Discovery Learning with conventional methods in improving students' critical thinking. Implications for Research and Practice: The implication of this research is that students are expected to be able to ask questions with a higher level of analysis, and by looking at the problem and being able to solve the problem well. This is also due to the fact that students tend to want to ask a lot of questions to get added value from the tutors. This study can provide useful insights to the educationists who can be benefited by the findings of this research. Future research can be carried out on similar models of learning to judge other educational skills.
Chinese Faculty Members at Japanese Universities: Who Are They and Why Do They Work in Japan?
Author: Huang, Futao
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Characteristics,Foreign Workers,Gender Differences,Academic Rank (Professional),Educational Attainment,Intellectual Disciplines,Teacher Researchers,Teacher Role,Teacher Motivation,Teaching Conditions,Cultural Influences,Higher Education

Purpose: The purpose of this study is to identify the key aspects of the demographic characteristics and motivations of Chinese faculty at Japanese universities. Design/Approach/Methods: Main methods include an analysis of relevant data from a national survey of full-time international faculty in Japan in 2017 and results from semi-structured interviews with several full-time Chinese faculty hired in different Japanese universities. Findings: This study suggests that, compared to the average level of international faculty, there are larger numbers of female Chinese faculty, greater numbers of Chinese professors, Chinese doctoral degree holders, Chinese faculty in engineering, and larger numbers of them being engaged in research rather than teaching. Further, this study argues that the most important reasons for Chinese faculty to work in Japanese universities are academic or professional reasons, followed by their fondness for Japanese life and culture and their agreement with better living conditions in Japan than in China. Originality/Value: It is the first time that the key characteristics of full-time Chinese faculty at Japanese universities and their motivations to come to Japan are investigated and discussed based on both quantitative and qualitative methods.
Difference among Similarity: A Study on Macao Students&apos; Adjustment Experiences in Taiwan&apos;s Higher Education Systems
Author: Chan, Chi Fong
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Student Adjustment,Student Mobility,Study Abroad,Educational Experience,Student Attitudes,Emotional Adjustment,Self Efficacy,Social Support Groups,Educational Policy,College Students,Higher Education,Social Adjustment

Purpose: This study focused on cross-region student mobility to explore whether Macao students have adjustment issues while studying and living in Taiwan. Design/Approach/Methods: A total of 663 Macao students were surveyed in Taiwan, and the statistical methods, including correlation, &quot;t&quot;-test, analysis of variance, and hierarchical regression analysis were addressed to analyze the data. Findings: Macao students, even while studying in a Chinese context, did have social and psychological adjustment issues (i.e., social support and self-efficacy). Originality/Value: This study could shed some light on understanding cross-region students as well as providing practical guides for relevant governmental departments in their policy regarding outbound students.
Shanghai Teachers&apos; Perceptions of Distributed Leadership: Resources and Agency
Author: Tian, Meng
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Faculty Workload,Teacher Leadership,Power Structure,Teacher Motivation,Correlation,Professional Autonomy,Administrative Organization,Comparative Analysis,Instructional Leadership,Teacher Attitudes,Rating Scales,Validity,Reliability

Purpose: Drawing on distributed leadership and motivation theories, this study investigates teachers' perceptions of resource and agency distributions and identifies the key factors motivating leadership among teachers. Design/Approach/Methods: This quantitative study collected data from 327 teachers in nine schools in Shanghai. Chi-square tests of independence were conducted to examine the associations between leadership structures and power distance, while Spearman's correlation tests were used to identify changes in leadership resource impact. A nonparametric Friedman's test was applied to detect discrepancies between the agency of principals, team leaders, and teachers. Finally, Chi-square tests were conducted to discern the associations between teachers' workload and motivation to lead. Findings: Most teachers identified the pyramid and spider's web structures--which feature one power center and a high power distance--in their schools. The leadership resources and agency distributions corresponded to the school hierarchy: the higher position held by a teacher or a leader, the more resources they received, and the greater the agency they exercised. Results indicate that support from the principal is the most important factor in teachers' participation in distributed leadership, while extra pay and leadership title are the least effective motivators. Originality/Value: This study has theoretical and practical value. First, it demonstrates the value of the resource-agency duality model for analyzing distributed leadership. Second, this study shows that promoting distributed leadership in Shanghai schools requires re-designing organizational resources and individual agency.
The Effect of Sibling Size on Children&apos;s Educational Attainment: Evidence from Indonesia
Author: Feng, Naikang
Date: 2021-12-00
Type: Journal Articles
Subjects: Correlation,Family Size,Siblings,Educational Attainment,Twins,Attendance,Muslims,Mothers,Parent Child Relationship,Age Differences,Educational Policy,Developing Nations,Foreign Countries,Population Trends,Family Characteristics

Purpose: This study examines the effect of sibling size on children's educational attainment in Indonesia. Design/Approach/Methods: To establish causality, it exploits the exogenous variation of sibling size caused by twin birth in families. Findings: Results of instrumental variable (IV) estimation support a traditional wisdom of quantity-quality trade-off, where sibling size is negatively correlated with the completed years of schooling, educational levels, and likelihood of school attendance. Building on this, the subsample analysis reveals that the negative effect is larger for Muslim children, children with less educated mothers, and children belonging to earlier birth cohorts. Originality/Value: These findings provide insights into both population and education policymaking in developing countries.
Higher Education for International Students in China: A Review of Policy from 1978 to 2020
Author: Zhang, Yuting
Date: 2021-12-00
Type: Journal Articles
Subjects: Higher Education,Foreign Students,Educational Policy,Policy Analysis,Databases,International Education,Foreign Countries,Capacity Building,Educational Quality,Reputation,Student Recruitment,Web Sites,Educational History,Quality Assurance

Purpose: By reviewing policies on higher education for international students, this article aims to investigate the change of social-historical context, policy issue, and policy solution and provide implications for policymaking. Design/Approach/Methods: The study used qualitative text analysis. One hundred and twelve policy papers were collected from the PKULAW database and the Ministry of Education official website. Deductive categories were constructed under themes like social-historical context, policy issue, and policy solution separately. Findings: Four stages have emerged from the text analysis. The policy focus witnessed a shift from openness to expansion and then to quality. The policies made by the central government changed a lot accordingly. China is increasingly active in higher education internationalization and eager to make the education for international students an attractive brand with high quality. To realize this target, policies should be made based on different types of international students. Additionally, it is necessary that policies provide detailed guidance and accelerate capacity building in all majors. Originality/Value: This study contributes to existing knowledge of higher education for international students in China by providing qualitative policy text analysis, and the insights gained from this study may be of assistance to policymaking in the future.
Expanding Approaches for Research: Mixed Methods
Author: Stahl, Norman
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Research,Developmental Programs,Mixed Methods Research,Higher Education,Educational Change

Qualitative and quantitative research focusing on the specializations of developmental education, learning assistance, and student success have generated impactful findings that provide a greater understanding of both the theory underlying the psychology of learning and the development of praxis. Yet there are underutilized research methods that can answer a myriad of research and evaluation questions from new vantage points so as to promote meaningful programmatic reform or curricular/instructional innovation. It is the purpose of this discussion to provide foundational knowledge of mixed methods approaches so as to encourage their use by teams of researchers and practitioners answering the vexing questions that impact the field during this era of higher education reform.
High School Factors Predicting Enrollment in Developmental Courses
Author: Whiton, John C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Predictor Variables,High School Students,Developmental Studies Programs,Two Year College Students,Community Colleges,Mathematics Achievement,Family Income,Socioeconomic Status,Cultural Capital,Social Capital,College Readiness,Grade Point Average,College Freshmen,Racial Differences,Ethnicity,Language Usage

This study examines the relationship between specific high school factors and students' enrollment in a developmental course. Since there is a dearth of research linking high school factors and developmental course enrollment, the theoretical constructs (human, cultural, and social factors) for this study were taken from another study of factors that impact postsecondary enrollment. The study sample consisted of first-time students enrolled at a community college. Data were collected using a survey. Logistic regression analysis indicated three predictors significantly related to the outcome: a cultural capital variable; highest math level in high school; and household income. Implications for practice are discussed.
The Role of Arduino Coding Workshop in Enhancing Medical Students&apos; Literacy on Health-Related Technology
Author: Sefein, Maher
Date: 2021-00-00
Type: Journal Articles
Subjects: Coding,Workshops,Medical Students,Medical Education,Technological Literacy,Foreign Countries,Educational Technology,Undergraduate Students,Outcomes of Education,Student Satisfaction

Purpose: There are several barriers to medical students being conversant with current digital health tools. A few examples of them are an overburdened curriculum, inadequate resources, and financial challenges. The conventional educational environment was unable to fully unleashed students' literacy on health-related technology. Thus, this study was intended to evaluate whether Arduino coding can enhance students' literacy towards health-related technology as a teaching and learning tool. Methods: In this study, a quasi-experimental model of a pretest and a posttest with a single group was applied. A total of twenty-nine students from medical faculty in Universiti Malaysia Sabah were selected via convenience sampling technique. All participants attended the Arduino coding theory session and were divided into 14 pairs during the hands-on session. Results: There was a significant improvement in the students' literacy on health-related technology. The posttest results were significantly improved compared to the pretest performed before the workshop (p &lt;0.001). The majority of participants (n=26, 91.0 %) were generally satisfied with the workshop. Implication for Research and Practice: The findings of this study indicated that the Arduino coding workshop increased medical students' literacy on health-related technology. The majority of students expressed their satisfaction with the workshop's content. It can therefore be suggested to incorporate Arduino coding program in the medical curriculum as an elective module. Further studies may be conducted to determine the long-term impact of Arduino coding program for enhancing medical students' skills to create technical solutions for encountered health problems.
Factors Affecting Students&apos; Satisfaction with Academic Advisory Services in Jordan: A Case Study of Al Shoubak College
Author: Alshuaybat, Walaa Ahmad Mohammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Satisfaction,Academic Advising,Student Attitudes,College Students,Student Needs,Program Effectiveness,Faculty Advisers

Purpose: Students at universities in Jordan often express dissatisfaction with the quality of academic advisory. This study aims to investigate students' perception to understand the degree of satisfaction and awareness of Al-Shoubak college students with their academic advising services. Research Methodology: A descriptive survey using a non-probabilistic composite sample of 100 purposive selected sample of students represented a percentage of 79% of the population. The sample comprised 33% males and 67% females. First, second, third, and fourth-year students' ratios were 43%, 35%, 14%, and 8%, respectively. intermediate diploma, bachelor's degree and higher diploma students' rates was 40%, 48%, 12% respectively. Appropriate statistical procedures were used based on research questions. Findings: The results showed a high degree of students' satisfaction with the academic advising services at the college, except for advisory services offered to medium satisfaction levels. The overall results mean was (3.53). The results also showed no statistically significant differences from the coefficient of variation ([alpha] = 0.5) attributed to each variable separately. There is a statistically significant relationship at the coefficient of variation ([alpha] = 0.5) attributed to the three variables together. Implications to Research and Practice: The study recommends that advisors must be trained to give them the needed skills and knowledge to better help students. Secondly, it is necessary to hold instructional seminars directed at new students to familiarize them with the university facilities, the study plan, their academic advisor, and the university.