ethanporcaro/eric-fulltext-meta huggingface dataset:
Facilitating Sustainable Development of Preschools: A System Thinking Training Project in Taiwan
Author: Cheng, Ching-Ching
Date: 2023-00-00
Type: Journal Articles
Subjects: Sustainable Development,Preschools,Management Development,Faculty Development,Learning Activities,Teacher Attitudes,Administrator Attitudes,Preschool Teachers,Motivation,Administrators,Systems Approach,Thinking Skills,Foreign Countries

This study aims to assist preschools in achieving sustainable development by providing system thinking training for teachers and administrators. By promoting system thinking and PDCA, training helps preschool staff and teachers construct their knowledge and culture for organizational growth and effective operation. The research procedure encompasses stages of preparation, knowledge diffusion, knowledge adaptation, and establishing support networks. A total of 744 training participants engage in case studies, discussions, and self-evaluation activities to enhance their understanding and application of the PDCA framework. Quantitative and qualitative methods are used to collect the research participants' perceptions and intentions on this training. Research data is collected using 5-point Likert questionnaires, supplemented with open-ended questions to gather participants' perceptions and suggestions. In addition, qualitative data is obtained through onsite observation, focus groups, and individual interviews. The research results indicate that participants in the training program positively perceive the training activities. Also, those with administrative roles and from non-profit preschools exhibit higher interest and motivation for training, reflecting the need for sustainability knowledge in changing environments.
Designing Internships for the Development of Digital Skills of Agricultural Students in Vietnam
Author: Kieu, Quan Thuan
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Literacy,Agricultural Education,Educational Technology,Internship Programs,College Students,Higher Education,Curriculum Design,Program Design,Teacher Role,Student Evaluation,Stakeholders,Participation

To prepare citizens for the digital era, the Vietnamese government has issued guidance for higher institutions to play a vital role in cultivating digital skills. However, these institutions face challenges due to limited digital technology capacity, resulting in inadequate skill development. To address this, they collaborate with industries through internships to provide students with opportunities to enhance their digital skills in real work settings. Nonetheless, the strategies that higher institutions have implemented in designing internships for the development of students' digital skills are questionable to the public. Hence, this study aimed to explore the educational strategies implemented by higher education institutions in Vietnam to design internships that enhance learners' digital skills. Using a qualitative approach, primary data was collected through interviews with six policymakers from a higher institution in southern Vietnam, and additional data was gathered from documents related to internship and curriculum designs. Thematic analysis of the data revealed several strategies implemented in internship design, including curriculum design, pre-internship preparation, stakeholder regulations during internships, and evaluation actions. These strategies were identified as major themes for effective internship designs and the development of students' digital skills. The study also suggests various applications for multiple stakeholders and highlights the need for further research in this area.
Digital Citizenship in Georgian&apos;s Teachers, Students and Parents
Author: Lobzhanidze, Sofiko
Date: 2023-00-00
Type: Journal Articles
Subjects: Technological Literacy,Foreign Countries,Elementary Secondary Education,Educational Technology,Teacher Competencies,Students,Parents,Knowledge Level,Information Security,Computer Security,Geographic Location,Public Schools,Internet,Access to Computers

The Council of Europe's (CoE) model on Digital Citizenship Education (DCE) has at its basis the 'Competencies of Democratic Culture' model, which considers being an active and responsible citizen and implies the development of a set of lifelong competencies both online and offline at various levels, as well. Taking the 'Competencies of Democratic Culture' the CoE experts elaborated on the DCE domains, which are the appropriate way to develop democratic culture competences in the digital environment. Georgia, as a member country, signed the agreement on DCE to be applied at the K-12 curriculum level and joined the DCE project of the CoE in July 2020. Thus, as an educational concept, DCE is relatively new to the education system of Georgia. The aim of the study was to describe the current situation concerning DCE in Georgia, namely on awareness of the concept and its foundations, as well as identifying self-reported DCE competences by teachers, students and parents, in the light of the Ribble's and the CoE's models. Data was collected in five schools in 2020. The issue was studied using the quantitative method, an online survey, 1954 respondents were involved in the research. It was demonstrated that most of the respondents had a lack of awareness about information-communication technologies. It can be concluded that communication among school teachers, students and parents about the issues of digital security has not started yet. The correlation between the geographic location of a school and teachers' digital competences is not confirmed.
Perceived Self-Efficacy and Course Satisfaction in Students Preparing for Teaching Careers
Author: Santi, Elena-Ancu?a
Date: 2023-00-00
Type: Journal Articles
Subjects: Self Efficacy,Student Satisfaction,Preservice Teacher Education,Student Behavior,Preservice Teachers,Correlation,Self Management,Study Habits,Technological Literacy,Foreign Countries

Self-efficacy is an important variable that explains students? behavior of engaging in school activities and persevering in the face of academic challenges. High confidence in personal competencies and in the ability to successfully accomplish a particular task or a certain goal, acts as a stimulating factor of mental resources (cognitive, affective, motivational, volitional), contributing to students? success. In an educational context, the development of self-efficacy can be both a means of facilitating high achievement, but also an end in itself, a prospective goal of education. Perceived self-efficacy plays a major role in understanding how students perceive and experience academic courses. This research aims to identify the extent to which perceived self-efficacy with the course influences students' satisfaction with the class as a prerequisite for learning and academic performance. A structural model was developed and tested on two samples of students enrolled in the Psychoeducational Training Program, to prepare for the teaching career. The research results show that there is a significant relationship between perceived self-efficacy with the course and satisfaction with the class. Understanding this relationship, several educational implications can be formulated for the development of students' academic self-efficacy; by recognizing the main indicators of low self-efficacy, teachers can implement specific strategies and interventions to optimize students' self-confidence and performance.
EFL Teachers&apos; and Students&apos; Attitudes and Practices Regarding Oral Communication in English Classes: Ethiopian High School Context
Author: Sada, Eyasu Yaya
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,High School Teachers,High School Students,Student Attitudes,Teacher Attitudes,Foreign Countries,Oral Language,Language Proficiency,Barriers,Student Motivation,Time Management,Speech Communication,Classroom Communication,Grade 10,Student Participation

This study looked at the attitudes of Ethiopian English teachers and Bonga Mehal Ketema High School grade 10 students about spoken communication in the classroom. The purpose of this study was to determine why oral communication is such an important part of English teaching, what role teachers and students play in making orally active students in the English classroom. Four English teachers were purposively interviewed, and 95 pupils in the tenth grade completed a questionnaire. The findings show that the majority of teachers and students believe that oral communication is an important aspect of the English education process. It is primarily due to the fact that being able to express yourself vocally in English in today's world is extremely important. The findings also reveal that teachers believe assessing students' oral competence is difficult since it is not as concrete as other abilities assessed in the English foreign language course. The challenge of convincing timid or unmotivated students to engage orally, as well as a lack of time, make assessing students a challenging undertaking. Thus, EFL teachers should establish a welcoming environment in the classroom to help students enhance their speaking skills.
Exploring Directive Speech Acts in Elementary School Communication in Kolaka: Language Pedagogy Implications
Author: Halil, Nur Ihsan
Date: 2023-00-00
Type: Journal Articles
Subjects: Speech Acts,Elementary School Students,Foreign Countries,Pragmatics,Indigenous Knowledge,Models,Cultural Context,Self Concept,Cultural Influences,Cultural Traits,Peer Relationship,Discourse Analysis,Grammar

This sociopragmatics study aims to investigate the various types of directive speech acts and the markers of local wisdom in the communication of elementary students in Kolaka. The research design employed is qualitative descriptive, chosen for its ability to describe the types of directive speech acts and the manifestation of local wisdom within the context of elementary school students. The participants in this study consisted of elementary school students from Kolaka Regency. Data were collected through nonparticipant observation, and the analysis followed qualitative data procedures based on the interactive model developed by Miles and Huberman, which involved data reduction, data presentation, and drawing conclusions. The findings revealed four types of directive speech acts commonly used by elementary school students: demanding, commanding, begging, and challenging. These directive speech acts were found to be influenced by the cultural context, specifically manifested through the use of clitics. The clitics -ko, -mi, - ka, -hae, and -na were identified as significant markers of the local wisdom in the communication of elementary students, observed in utterances such as lihatko, ayomi, pindahko, biarmi, siniko, and jemputna. These clitics not only serve as markers of cultural identity but also indicate different levels of politeness in communication. Further implications for language teaching practices are also discussed.
Primary School Students&apos; Perceptions of a Sustainable Future in the Context of a Storyline Project
Author: Henriksson, Ann-Catherine
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Student Attitudes,Sustainability,Futures (of Society),Empathy,Ecology,Competence,Fiction,Teaching Methods

All human decision-making is based on different expectations and assumptions about the future. Futures literacy, consisting of knowledge, emotions, and skills, is an essential competency for the 21st century. Educational steering documents, as the Finnish national curriculum, state that the teachers shall scaffold the students in problem solving, critical thinking and into a sustainable lifestyle now and in the future. The task is complex and challenging for the teachers. In this study a Storyline project was used as a frame for learning about sustainable living. The aim of the study was to study how students' perceptions of sustainable futures are visualized through the Storyline project and the meta-reflective dialogue. The research material consists of recorded group interviews with primary school students. The results of the thematic analysis show that different ecological skills, ecological concepts, and entities related to ecological sustainability, as well as cause-and-effect descriptions related to science, are present in the students' descriptions of the future. As emotional skills, students bring out empathy; empathy both for other people and for plants and animals. Students rely on their own competence to involve in sustainable development and as resources they highlight e.g. technological innovations, the importance of scientific knowledge, circular economy thinking as well as learning skills and social skills.
Addressing the Underside of Student Unrest in South African Universities Using Collegial Leadership as Approach
Author: Omodan, Bunmi I.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Activism,Universities,Leadership Styles,Leadership,Decision Making,Cooperation,Teamwork,Collegiality,Models

Universities in South Africa are confronted with student unrest, which has hindered the effective university education process. They have faced various shortages of academic activities and teaching and learning because of protests and subsequent management responses that culminated in the closures of universities at most times. Student unrest has made it difficult to actualise the set predetermined goals and objectives of the university. These challenges have severally been linked to problems with tuition fees, financial support for students, adequate and conducive hostel accommodation, student socio-economic background and university management styles. Among the management styles, according to the literature and observation, is the decision-making process where the issues concerning students are decided upon. This study explores the potential of the collegial leadership approach to enhance the university decision-making process towards alleviating student unrest in universities. This study is located within a transformative paradigm to transform social unrest in the university system. Conceptual analysis was employed to make sense of the adopted approach as a veritable tool for managing the power differential between the students and the university management. The study found that collaboration and teamwork, consensus building and organisational relationships are the dimensions of managing student unrest in universities. The recommendation is that collaborative management style, teamwork, consensus building and organisational relationships are encouraged in the university management process. Contribution: This article seeks to contribute to the higher education management system by providing a collegial leadership model. As an integral part of the university system, this model addresses student unrest and improves transformative prospects for the institution. By exploring new ways of managing internal conflict resolution, change is fostered, and improved conditions are cultivated. In this way, it directly responds to the journal's focus on the transformation of higher education, making it an essential read for scholars and practitioners specialising in this field.
Effects of Reading Interventions on Student Understanding of and Misconceptions about Antibiotic Resistance
Author: Pickett, Sarah B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Intervention,Reading Assignments,Drug Therapy,Microbiology,Program Effectiveness,Undergraduate Students,Scientific Concepts,Misconceptions,Intuition,Cognitive Processes,College Science

Students possess informal, intuitive ways of reasoning about the world, including biological phenomena. Although useful in some cases, intuitive reasoning can also lead to the development of scientifically inaccurate ideas that conflict with central concepts taught in formal biology education settings, including evolution. Using antibiotic resistance as an example of evolution, we developed a set of reading interventions and an assessment tool to examine the extent to which differences in instructional language affect undergraduate student misconceptions and intuitive reasoning. We find that readings that confront intuitive misconceptions can be more effective in reducing those misconceptions than factual explanations of antibiotic resistance that fail to confront misconceptions. Overall, our findings build upon investigations of intuitive reasoning in biology, examine possible instructional interventions, and raise questions about effective implementation of reading interventions in addressing persistent misconceptions about biology.
Eight Recommendations to Promote Effective Study Habits for Biology Students Enrolled in Online Courses
Author: Ewell, Sharday N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Biology,Science Education,Online Courses,Study Habits,Undergraduate Students,Barriers,Independent Study,Evidence Based Practice,College Science

To achieve meaningful learning experiences in online classrooms, students must become self-regulated learners through the development of effective study habits. Currently, there is no set of recommendations to promote study habits in online biology learning environments. To fill gaps in our understanding, a working group associated with a research coordination network (Equity and Diversity in Undergraduate STEM, EDU-STEM) convened virtually in June 2021. We identify student barriers to self-regulated learning in online environments and present eight practical recommendations to help biology educators and biology education researchers apply and advance evidence-based study habits in online courses. As higher education institutions continue to offer online learning opportunities, we hope this essay equips instructors with the knowledge and tools to promote student success in online biology coursework.
Identifying Factors That Influence Student Perceptions of Stress in Biology Courses with Online Learning Modalities
Author: Jackson, Jordan
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Stress Variables,Biology,Science Education,College Students,Online Courses,Student Responsibility,Tests

Students in higher education encounter many factors both inside (academic) and outside (nonacademic) classrooms that can influence their perceptions of stress in their biology courses. These can include course learning modalities, coursework, grades, as well as time management outside of class. It is unknown what stressors are perceived by students enrolled in biology courses--especially in online learning modalities. Therefore, our mixed method study aims to investigate the extent to which online course modalities influence students' perception of stress, as well as identify academic and nonacademic factors that influence students' perceptions of stress in biology courses. Student survey data (n = 240) was collected in the Fall 2020 semester while many courses were held online due to the COVID-19 pandemic. Our qualitative and quantitative analyses indicated three major findings: First, 70% of students specifically indicated that online-learning modalities increased their stress levels. Our second major finding is that 70% of students indicated the size of class workloads--work both in and out of class--is too much, which especially impacts students with caretaking and work responsibilities. Finally, over 85% of students indicated that exams were a major source of stress, specifically, a third of the students reported the time to complete the exam and exam material as sources of stress. This work is the first to identify stressors in online biology courses, and these analyses will inform future pedagogy, curriculum, and policies to mitigate students' stress as instructors continue to explore online learning pedagogy.
Exploring German Language Skills Learning Experience by the &quot;NURS&quot; Teaching Model
Author: Saleh, Nurming
Date: 2023-00-00
Type: Journal Articles
Subjects: German,Models,Teaching Methods,Second Language Learning,Second Language Instruction,Universities,Foreign Countries,Departments,Undergraduate Students,Course Descriptions,Lesson Plans,Formative Evaluation,Language Tests,Language Skills,German Literature,Student Improvement

This mixed-method research study explores German skills using the NURS teaching model for students. It was conducted in the German educational department program at the Faculty of Language and Literature at Makassar State University. The research subject was 28 German academic students from two classes in the second semester. Research instruments in this study include syllabi, teaching plans, student activity sheets, and formative tests. Researchers use reading, listening, writing, and speaking tests to determine students' competencies and skills. The data was examined by researchers using percentage techniques. German Average score of the students before they learn using the NURS teaching model is 75. The result shows that the average student's German-language skills in the A class are 80.75 and 83.50 for the B class. These improvements could be seen in the improvement in each class. Students of A class have improved in listening, 7.5% in reading, 13% in writing, and 11.5% in speaking. Conversely, students of B class have improved by 12% in listening, 9% in reading, 18% in writing and 15% in speaking. Another value of using the NURS teaching model in learning German is that it positively effect on the teachers' skills, like management of teaching, time, and how to make students more enthusiastic during the learning process. It can be concluded that the NURS teaching model can improve students' German skills in the German educational department at the Faculty of Language and Literature of Makassar State University.
Strategies of Implementing Multicultural Education: Insights from Bilingual Educators
Author: Abduh, Amirullah
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Strategies,Multicultural Education,Bilingual Education,Bilingual Teachers,Teacher Attitudes,Case Studies,Cultural Pluralism,Religious Cultural Groups,Ethnic Groups,Self Concept,Cultural Awareness,Cultural Maintenance,Religious Education,Religious Factors,Units of Study,Elective Courses,Immigrants,Intergroup Relations,Foreign Countries,Language Maintenance,Native Language,Second Language Learning,English (Second Language)

The purpose of this paper was to explore bilingual educators' perceptions of their strategies to maintain their cultural and religious identities within a multicultural society. This multiple case studies of three institutions employed semi-structured interviews and documents. The research question guides this study: What are strategies that have been utilized within the institutions, to further the aims of multicultural education? The data in this study was analyzed thematically via NVivo Qualitative data analysis. The finding of this study showed that the institutions were committed to providing a public education alongside a multicultural education -- respect for other religions, ethnicities, and cultures. These institutions have a strong commitment to their spiritual purpose and maintenance of their respective religious and cultural identities. The findings of this study have implications for the understanding of similar programs and the ways to preserve cultural and religious identities within educational contexts. Most studies of multicultural education have been conducted in public institutions resulting in little information on how ethnic institutions promote cultural and religious identities within their institutions and communities. This research contributes to the body of literature that examines the promotion of cultural and religious identities in ethnic institutions.