ethanporcaro/eric-fulltext-meta huggingface dataset:
Job Prospects of Different EMI Engineering Programmes&apos; Graduates
Author: Altay, Mehmet
Date: 2021-04-00
Type: Journal Articles
Subjects: Employment Opportunities,Employment Potential,Education Work Relationship,Language of Instruction,English (Second Language),College Graduates,Engineering Education,Technical Occupations,Intellectual Disciplines,Predictor Variables,Employment Level,Income,Job Applicants,Career Development,Foreign Countries

English medium instruction (EMI) in university-level engineering programmes is becoming the norm globally as well as in Turkey due to the internationalisation and job opportunities in this field. However, research about the job prospects among the engineering graduates who studied in EMI programmes are quite limited compared to the presence and dominance of EMI implementation in these programmes. To address this gap, this study with a causal-comparative research design focused on the predictive power of studying in different EMI engineering subjects in terms of graduates' job prospects. 139 engineering graduates took part in this study representing three academic subjects and two different EMI models (i.e., full vs. partial). All participants filled out an online survey that inquired into their job prospects. Proportional Odds Logistic Regression (POLR) analysis was used to determine the differences among academic subjects and EMI models. Findings of our study revealed that different EMI academic subjects in the field of engineering had different prospects in the job market. Moreover, differences in the same academic subject that employed a different EMI model were also observed. This study builds up on the limited scientific knowledge about the contribution of our higher education institutions to the career prospects of their graduates.
Predictive Effect of Adolescents&apos; Body Cathexis on General Self-Efficacy and the Use of Instagram
Author: Dalkiç, Abdullah
Date: 2021-04-00
Type: Journal Articles
Subjects: Predictor Variables,Self Concept,Human Body,Self Efficacy,Social Media,Photography,Self Concept Measures,Factor Analysis,Resilience (Psychology),Foreign Countries,High School Students

This research aims to investigate whether adolescents' body-cathexis predicted general self-efficacy by using Instagram. The study employs correlational research model and was conducted with a total of 790 students, including 503 women and 207 men. Body-Cathexis Scale and General Self-efficacy Scale were used to collect data. Confirmatory Factor Analysis (CFA) and item analysis (item total correlation and Cronbach Alpha) were conducted for the reliability and validity of the scales. Data were analysed utilizing Descriptive statistics, Pearson correlation and hierarchical regression analysis. The findings show that initiating and resilience sub-scales of the general self-efficacy scores are at a good level. Persuasion subscale is at medium level and the participants have positive body-cathexis. The relationship between adolescents' body-cathexis and general self-efficacy was positive and body-cathexis and the use of Instagram together explained 12% of the change in general self-efficacy. Accordingly, while body-cathexis has a positive and significant effect on general self-efficacy, the use of Instagram has no significant effect on general self-efficacy alone. According to the hierarchical regression analysis, the use of Instagram has no moderator role in the relationship between body-cathexis and general self-efficacy. As a result, it is important for adolescents to develop the body-cathexis and general for personality, self-confidence as well as to cope with negative emotions.
Developing Learning Trajectory Based Instruction of the Congruence for Ninth Grade Using Central Java Historical Building
Author: Fahrurozi, Achmad
Date: 2018-07-00
Type: Journal Articles
Subjects: Advanced Students,Learning Processes,Teaching Methods,Building Design,Historic Sites,Learning Theories,Decision Making,Learning Activities,Video Technology,Problem Solving,Foreign Countries,Geometry,Mathematics Instruction,Grade 9,Secondary School Students

This research aims to produce a Learning Trajectory Based Instruction (LTBI) that can help the ninth grade students understand the concept of congruence of the two-dimensional shape by examining Lawang Sewu as one of Central Java historical buildings. LTBI is defined as a teaching and learning trajectory that uses Hypothetical Learning Trajectory (HLT) for instructional decisions. The present research uses the design research developed by Gravemeijer and Cobb that consists of three phases; the preliminary design, design of the experiment (pilot experiment and teaching experiment), and retrospective analysis. In this study, a series of learning activities is designed and developed based on the Realistic Mathematics Education (PMRI) approach. This research produced LTBI that consists of a series of learning processes embodied in three activities of (1) identifying and finding the properties which shapes are congruent shapes by watching Lawang Sewu video, (2) proofing two shapes are congruent through transformation (translation and rotation), and (3) solving problem related to the congruence of two-dimensional shape. The activity can help to improve the students' understanding of the concept of congruence. Nevertheless, the present study is limited to the first stage of Gravemeijer and Cobb's design research, namely preliminary design.
Improving Conceptual and Procedural Knowledge of Prospective Teachers through Multisensory Approach: Experience from Indonesia
Author: Yurniwati
Date: 2018-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary Education,Mathematical Concepts,Concept Formation,Knowledge Level,Fractions,Problem Solving,Learning Modalities,Multisensory Learning,Aural Learning,Visual Learning,Kinesthetic Methods,Visual Aids,Group Discussion,Manipulative Materials,Mathematics Activities,Public Colleges,Foreign Countries

In mathematics, there is conceptual and procedural knowledge. Conceptual knowledge is about ideas or mathematics understanding but procedural knowledge is about procedure to solve mathematics problems. Multisensory approach involve many senses like kinaesthetic, visual and auditory to gain knowledge. This research aims to find information about how to apply multisensory approach to improve conceptual and procedural knowledge of prospective teacher in Jakarta State University. This action research study used Kemmis and Taggart model and implemented in two cycles. The data were collected through questionnaires and observation sheets. Then, the data was analyzed descriptively. The research results showed that the multisensory approach can enhance the conceptual and procedural knowledge of the prospective teachers. The Kinaesthetic approach was implemented in hands-on activity using concrete materials while the visual using images. The concrete materials and image provide different presentation but it helped to constructed concepts and abstraction. Furthermore, the auditory approach was developed along learning activities trough discussion to produce and clarify the ideas.
An Ecological Approach to Improving Reentry Programs for Justice-Involved African American Men
Author: Skinner-Osei, Precious
Date: 2020-00-00
Type: Journal Articles
Subjects: Law Enforcement,African Americans,Males,Social Change,Justice,Program Development,Environmental Influences,Models,Cooperation,Social Integration,Family Relationship,Labor Market,Empowerment,Race,Mental Health,Police,Recidivism,Trauma,Correctional Institutions,Institutionalized Persons,Crime

This article is a re-analysis of a previous study (please see https://doi.org/10.1080/ 10911359.2017.1402724). Considering the previous findings, in addition to the recent discussions around criminal justice reform, race, policing, and mental health in the United States, the data were reanalyzed using an updated version of QSR NVivo. The new findings revealed that reintegrating justice-involved African American men back into society requires reentry programs to utilize a different approach. Reentry programs must be constructed under the notion that the process involves multiple interrelated components that interact with larger systems outside the individual or organization's immediate control or organization advocating for them. Thus reentry programs should embrace an ecological approach by focusing not solely on the individual but also considering the environmental factors that may facilitate or inhibit their behavior. The authors' CARE model proposes that reentry programs implement four steps (i.e., collaboration, amend, reintegration, and empowerment) to successfully reunite justice-involved African American men with their families, the labor market, and their communities.
Norwegian Prison Officers&apos; Perspectives on Professionalism and Professional Development Opportunities in Their Occupation
Author: Eide, Helene Marie K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Correctional Institutions,Professional Development,Security Personnel,Employment Qualifications,Institutionalized Persons,Job Satisfaction,Educational Attainment,Occupational Mobility,Educational Quality,Attitudes,Professionalism

Despite increasing attention towards education as a quality measure for correctional services, little research attention has been paid to the qualification and training of prison officers. This article investigates how Norwegian prison officers understand their own professionalism and opportunities for professional development in their occupation. The analysis reveals that prison officers regard professionalism in line with a core value of loyalty, and guiding principles of humanity and equality for incarcerated persons. Further, the analysis shows that prison officers express pride and job satisfaction in their profession, and satisfaction with their education. Still, several of the officers highlight the need for continuing education in order to secure job mobility and further advancement within the correctional services. Knowing that the Norwegian education for prison officers is far more extensive than in other countries, significance of quality in prison officer education should be given more research attention.
Learning from the Outcomes of Existing Prison Parenting Education Programs for Women Experiencing Incarceration: A Scoping Review
Author: Lovell, Belinda
Date: 2020-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Correctional Education,Parent Education,Parent Child Relationship,Child Rearing,Mothers,Institutionalized Persons,Educational Research,Program Effectiveness,Program Content,Program Development,Foreign Countries

This scoping review addresses the question, what are the outcomes of existing prison parenting education programs for women experiencing incarceration and what can we learn? The framework used was based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Significant positive changes were identified after attending prison parenting programs and women generally provided positive feedback about their experiences however, there were also insights into the distress caused. The content covered in the programs is also explored. In conclusion, prison can be an opportunity for parenting education and support although currently the best way to provide this support to women has not been established. This review gives insight to those wanting to develop a parenting program specifically for women.
A Design Approach to Mathematics Teacher Educator Development in East Africa
Author: Golding, Jennie
Date: 2021-01-00
Type: Journal Articles
Subjects: Teacher Educators,Professional Development,Elementary School Mathematics,Mathematics Teachers,Teacher Collaboration,Technology Integration,Technological Literacy,Pedagogical Content Knowledge,Program Effectiveness,Distance Education,Blended Learning,Foreign Countries

Mathematical functioning in sub-Saharan Africa remains persistently weak in global terms. This limits the flourishing of young people and communities in the region. Moreover, affordable, effective ways to address the issue are not well established. This paper analyses outcomes from a blended learning 'Mathematical Thinking and IT' course, iteratively adapted for East African primary mathematics teacher educators. The course adopted theoretical approaches derived from the mathematics, teacher and technology education literatures. It aimed to address the problem of low mathematical functioning by equipping participants for their own work, and also for supporting local collaborative teacher development workshops. The reported study asked, 'What are the affordances and constraints of the adapted course and the available technology for mathematics teacher educator development in this context?' A variety of qualitative tools were used to track the course's impact on the ten mathematics teacher educator participants over six months, as they attempted to transfer course learning to their home professional context. The analysis adopted an ethnographic lens. Outcomes suggested participants with a broad mathematical and pedagogical capacity for change, including critical levels of reflection, made significant progress in their technological, mathematical and mathematics pedagogical expertise. However, teacher educators without such a threshold capacity appeared not able to re-envision practice. Free subject-specific software was appreciated by all participants, but not yet reliably accessible in these teacher educators' institutional contexts. The reported study evidences the potential for affordable, sustainable, development of many mathematics teacher educators in this context, but further research is needed. Similar courses should take account of local technological and education constraints.
&quot;Walls Are Put Up When Curiosity Ends&quot;: Transformative Education in the Canadian Carceral Context
Author: McAleese, Samantha
Date: 2020-00-00
Type: Journal Articles
Subjects: Transformative Learning,Correctional Institutions,Institutionalized Persons,Correctional Education,Personal Autonomy,Teaching Methods,Program Descriptions,Case Studies,Foreign Countries,Positive Attitudes

Prison education is often cited as the only redeeming experience in an otherwise cruel environment. While educational programs are found in prisons across Canada, they are often guided by philosophies of punishment, risk, and security rather than more transformative frameworks. In addition to prison staff and management who struggle to find value in education for education's sake, the physical spaces in which learning takes place in prison also interfere with efforts at promoting agency and autonomy amongst incarcerated students. In this paper, we conceptualize the prison classroom as a performative space and demonstrate ways in which prison classrooms can become critical public spheres. We review theoretical literature on performative space, specifically in relation to prison education classrooms. We then examine the dynamics of: (1) navigating institutional policies and practices when teaching inside carceral spaces; and (2) the constraints that structure the carceral classroom. Finally, we take up the program Walls to Bridges as a case study example to demonstrate these findings and the transformative power of prison education.
A Van Hiele Theory Analysis for Teaching Volume of Three-Dimensional Geometric Shapes
Author: Moru, Eunice Kolitsoe
Date: 2021-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Theories,Geometry,Geometric Concepts,Secondary School Mathematics,High School Students,Foreign Countries,Spatial Ability,Instructional Effectiveness

Geometry is among the cornerstones of mathematics because of its applicability in real life and its connection to other areas of mathematics. The reported study explored how the volume of 3D geometric shapes was taught in one high school in Lesotho. One male teacher and an intact class of sixty high school students were the participants of the study. The study was exploratory in nature. This was in order to understand the phenomenon under study so as to suggest ways on how to make some improvements for the future. Data were collected through classroom observations, photo shootings, note-taking, and interviews. Classroom observations enabled the researchers to start the analysis while also observing. The photos taken captured the nature of the tasks given to students, some explanations, and class interactions. The Van Hiele theory of geometric thought was used as the framework of analysis. The findings of the study show that at level 1, the teacher focused mainly on the vocabulary of the concept at hand, the information phase. Another phase which was dominant in the teaching at the same level is the direct orientation. The free-orientation phase was not fully realized. The analysis level was achieved through the information phase and the direct orientation phase. Thus the progression from one level to another by students occurred having some phases of learning being skipped due to the way the instruction was organized. It is postulated that lack of proper understanding of some concepts in geometry by students may result from this kind of instruction.
Discussing Socio-Scientific Issues on Twitter: The Quality of Pre-Service Science Teachers&apos; Arguments
Author: Ozturk, Nurhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Science and Society,Discussion (Teaching Technique),Persuasive Discourse,Social Media,Preservice Teachers,Science Education,Informal Education,Scientific Literacy,Media Literacy,Information Sources,Online Searching,Internet,Books,Time Management,Public Colleges,Skill Development,Foreign Countries

The purpose of this study is to determine pre-service science teachers' (PSTs') argument qualities in the process of discussing some SSIs on Twitter. In this respect, firstly, sources that PSTs use to reach information and ranking of these sources as they access information were taken. The study is designed as a case study and the participants were 13 PSTs (11 females, 2 males). Data were collected through arguments written on Twitter and after classroom discussions, and field notes taken by the researchers. The findings showed that PSTs use Internet, books and social media tools as they try to reach information and spend at least 1 to 5 hours in social media during the day. The findings also showed that online discussions on Twitter developed their argumentation qualities. This may indicate that as PSTs become familiar with writing arguments and realize that they need to consider the elements of arguments, they produce better arguments. It is therefore recommended to the researchers and teachers to provide students with environments where they can be active and conduct informal discussions about SSIs. Social media tools (Facebook, Instagram, YouTube, etc.), at this point, may provide with a useful option.
Effects of 7E Instructional Model with Metacognitive Scaffolding on Students&apos; Conceptual Understanding in Biology
Author: Wodaj, Habtamu
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Metacognition,Scaffolding (Teaching Technique),Concept Formation,Scientific Concepts,Science Instruction,Biology,Models,Gender Differences,Grade 9,Foreign Countries,Secondary School Students,Instructional Effectiveness

The main aim of this study was to explore the effect of 7E instructional model with metacognitive scaffolding and gender on 9th grade students' conceptual understanding of human biology concepts and misconceptions. The research method was a quantitative research method and the research design was quasi-experimental research design with pre-test -- treatment -- post-test. The study was conducted on four purposely selected schools and four classes and teachers (one from each school) and assigned as treatment group 1, treatment group 2, treatment 3 and comparison group randomly. These groups were instructed with 7E instructional model alone, 7E instructional model with metacognitive scaffolding, conventional approach with metacognitive scaffolding and conventional approach respectively to teach human biology for 10 weeks. Human biology conceptual understanding test was administered for all groups as pre-test and post- test. The ANOVA results showed that 7E instructional model supported with metacognitive strategies had a significantly superior effect over the other instructional methods for enhancing students' conceptual understanding and minimizing misconceptions. However, no significant difference was found between males and females in students' conceptual understanding. Hence, metacognitive scaffolding with 7E instructional model could help students to understand biology concepts and minimize misconceptions better than the other instructional methods.
Examining of Preservice Science Teachers&apos; Conceptions of Learning Science: A Q Method Study
Author: Mesci, Gunkut
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Scientific Attitudes,Science Education,Science Instruction,Epistemology,Beliefs,Scientific Principles,Science Process Skills

The purpose of this study is to examine the pre-service science teachers' views about learning science. Learning science means to use specialized conceptual language in reading and writing, reasoning and problem solving, daily life, and leading practical actions in the laboratory. This study was designed using Q-method. Ten pre-service science teachers voluntarily participated in this study. Data were collected by using 'The Conceptions of Learning Science' (COLS) questionnaire. The significance of the factors was demonstrated by using the 'Graphical Rotation' and 'Varimax Rotation' analysis in the PQmethod software. According to the results of Q analysis, participants thought that learning science is not related to science achievement or getting high scores from exams, but they stated that learning science means explaining nature and the topics related the nature. They also believed that science should be learned not by memorizing, that should be learned by experimenting, and by integrating it into daily life. It has not been found any relationship between participants' views of learning science and their understanding of nature of science. It is recommended that empirical studies might be conducted in future studies to improve the understanding of pre-service and in-service teachers about learning science.