ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of a Programming Course for Students of a Teacher Training Higher Education Institution Using the Programming Language Python
Author: Prokopyev, Mikhail Semenovich
Date: 2020-00-00
Type: Journal Articles
Subjects: Programming,Computer Science Education,Programming Languages,Teacher Education Programs,Universities,Program Descriptions,Teaching Methods,Student Attitudes,Foreign Countries,Web Sites,Usability,Student Surveys

At present, teaching programming to future teachers is superficial or is excluded from computer science curricular. Only programming fundamentals are taught during computer studies, and skills acquired during the training are not applied in practice. The aims of this article are (1) to develop a programming course for teacher training disciplines that are taught in training units of the Ammosov North-Eastern Federal University (NEFU), and (2) give recommendations to apply features of the programming language Python in the professional activities of future teachers. This work applies the iterative methodological approach to undertake the study in various groups of students of NEFU from 2016 to 2019. Quantitative and objective indicators are used. Results show which modules of Python are the most appropriate for students to study for their future professional teaching activities. The training course &quot;Use of the language Python by future teachers&quot; is developed, and will be taught in all training units of the university, that have teacher training disciplines. The article determines a direction of future research related to teaching programming, which is important for all computer studies.
&apos;Workplace&apos; or Workforce: What Are We Preparing Students For?
Author: Winchester-Seeto, Theresa
Date: 2020-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Experiential Learning,Job Training,Communities of Practice,COVID-19,Pandemics,Online Courses,Electronic Learning,Educational Technology,Student Projects,Foreign Countries,School Closing,College Students,Postsecondary Education

This Position Paper explores some of the assumptions that underpin the dependence on physical WIL placements. The authors focus on the fundamental question of what exactly we are preparing students for -- is it the workplace, or should we think more broadly about preparing students for the workforce? This raises other questions around the necessity of students undertaking placements in a physical workplace to learn what they need, as well as analysing what aspects of work trigger learning. Workplaces in many organisations are quite different to those of a decade ago, requiring different skills of their workers, and for some, there is no single physical workplace at all. Preparing students for this new paradigm requires us to rethink what kind of WIL experience will be most efficacious and potentially opens space for consideration of other options such as virtual WIL, project-based WIL, studio learning, and student designed start-ups. It is hoped that our thoughts and recommendations might challenge how academics and practitioners currently think about and deliver WIL, with a view to advancing new approaches to non-placement WIL.
Being on Country as Protest: Designing a Virtual Geography Fieldtrip Guided by Jindaola
Author: Atchison, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: Field Trips,COVID-19,Pandemics,Geography Instruction,Indigenous Knowledge,Costs,Risk,Undergraduate Students,Computer Simulation,Indigenous Populations,Experiential Learning,Teaching Methods,Environmental Education,Course Descriptions,Foreign Countries,Online Courses

The fieldtrip has long been a key component of the geography curriculum, described as a 'touchstone' for learning in, on and about place. Learning on Country provides an opportunity to embody Indigenous knowledges and experience places and people in field classes. However, such opportunities are increasingly under threat as the costs and risks of running field trips have risen, and more recently, faced challenges such as those presented by the COVID-19 pandemic. In this paper, we describe the transformation of a third-year undergraduate geography field trip into a virtual field trip using online resources. We reflect on the processes and challenges of doing so in ways that privilege and respect Aboriginal pedagogies and practices in educational design. Drawing on the philosophies and frameworks of Jindaola, an Aboriginal way of embedding Indigenous knowledges into the curriculum, we show how the virtual field trip, as a form of non-placement work-integrated learning, can embed place-based experiential learning into online learning contexts. This paper outlines how the design, articulation and practice of that process is grounded in Country, culture and customs.
Building Professional Competencies through a Service Learning &apos;Gallery Walk&apos; in Primary School Teacher Education
Author: Ramsaroop, Sarita
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Professional Development,Preservice Teacher Education,Student Teachers,Service Learning,Active Learning,Cooperative Learning,Middle School Students,Grade 5,Pedagogical Content Knowledge,Microteaching,Social Studies,Local History,Physical Geography,Indigenous Knowledge,Ecology,Reflective Teaching,Citizen Participation,Foreign Countries

This article reports on a service learning project in a South African primary school teacher education programme, as experiential and practice-based pedagogy in a social studies methods course. We aimed to broaden understanding of service learning as a form of non-placement work-integrated learning for the development of teacher professional competencies. Student teachers drew on topics in the middle school social studies curriculum and incorporated Indigenous geographical elements with local community history in the design of a service learning 'gallery walk' for Grade 5 learners. Using a generic qualitative design, data were generated from students' and teachers' reflective journals, lesson plans, photographs and video recordings. It was analysed for common content themes and prominent discourse markers of students' developing professional knowledge and competencies. The findings provide evidence of deepened student learning, particularly on the influence of context and curriculum differentiation and how their struggles with group work enabled the development of collaboration and cooperation required by professionals. In addition, the service learning prompted changing notions of citizenship and reciprocity of learning.
Ensuring Equitable Work-Integrated Learning Opportunities for International Students
Author: Andrew, Lesley
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Work Experience Programs,College Students,Foreign Students,Masters Programs,Public Health,Equal Education,Student Placement,Job Placement,Inclusion,Social Capital

Ensuring equitable work-integrated learning (WIL) opportunities for international students can be problematic. This position paper explores this challenge within the context of the Master of Public Health course (MPH) in Australian universities. The availability and accessibility of placement and non-placement WIL for international students are examined through a desktop audit of MPH offerings across 27 public Australian universities. These findings, interpreted through the lens of cultural, social and financial capital suggest although international students stand to benefit more from WIL than their domestic peers, their opportunity to participate is lower. The paper argues a strength-based approach is needed to mitigate this issue of inequity. Suggestions are offered to improve equity in placement and non-placement WIL for international students.
&apos;Tutoring Is Not Proofreading&apos;. Exploring the Perceptions of Writing Tutors at University Writing Centres, Saudi Arabia: An Exploratory Study
Author: Alowayid, Rehab
Date: 2020-00-00
Type: Journal Articles
Subjects: Laboratories,Writing (Composition),Writing Skills,Tutoring,Tutors,Academic Support Services,College Students,English (Second Language),Second Language Learning,Beliefs,Role Perception,Barriers,Expectation,Proofreading,Foreign Countries

Academic discourse is highly complex and requires writers to follow specific writing conventions. Many Saudi university students have underdeveloped writing skills (Al-Khairy, 2013). One way to assist second language (L2) learners and develop their academic writing skills is through academic language support offered by writing centres. The challenge for writing centre tutors lies in the predominant belief among many L2 students that tutors' only role is to fix students' mistakes. Although there has been significant growth in writing centres in Saudi universities, the perceptions of writing tutors concerning tutoring non-native students are still under-researched. This study uses thematic analysis to explore the role of writing tutorials as perceived by writing centre tutors in Saudi settings. Data were obtained using an interpretive inquiry through individual interviews of two tutors. The main findings of the interviews were that tutors perceived proofreading requests, low writing proficiency of tutees and tutees' understanding of tutors' role as influencing their tutorial practices. The implementation of this study may help regulate the role of tutors in writing centres in Saudi universities by highlighting new avenues that can improve writing tutorials, especially in Saudi Arabia.
The Impact of Anxiety, Depression, and Stress on Emotional Stability among the University Students from the View of Educational Aspects
Author: Ali Ahmed, Shahla
Date: 2020-00-00
Type: Journal Articles
Subjects: Anxiety,Depression (Psychology),Psychological Patterns,College Students,Anxiety Disorders,Foreign Countries,Predictor Variables

In the contemporary society, depression, anxiety, and stress are much more common than it was in history. The recent studies have outlined that the young adults are experiencing depression and anxiety disorders that are affecting their emotional and mental well-being. Aim of this co-relational survey model study is to investigate the impact of anxiety, depression and stress on emotional stability in terms of gender, age, year of study, department and place they stay. The study adapted pre-designed questionnaires to collect data. The sample of the study consists of approximately 260 undergraduate university students from University of Sulaymaniyah in Northern Iraq. The researcher adapted two scales first Henry and Crawford scale that call DASS for measuring the level of anxiety, depression, and stress and second one to measure Emotional stability using a self-reported scale. The collected data was analyzed using SPSS version 22 to find result for this thesis. The results of the study outlined that there is a negative but significant correlation among depression, anxiety, and stress with emotional stability. Also there is no significant relationship between emotional stability in terms of gender and age, other findings of the study show that DASS has no significant relationship with age, and year of study and place of stay in generally, but there a significant difference between DASS in terms of gender and department.
Evaluating Alternative Work-Integrated Learning Opportunities: Student Perceptions of Interdisciplinary Industry-Based Projects
Author: Hayes, Melanie
Date: 2020-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Nontraditional Education,Student Attitudes,Student Projects,Industry,Interdisciplinary Approach,Transfer of Training,Job Skills,Employment Potential,College Students,Foreign Countries,Cooperative Learning,Learner Engagement

Industry and Community Project Units (ICPU) are a work-integrated learning (WIL) initiative designed to provide an interdisciplinary, project-based experience for students based on real-world industry problems. With any new program, reflecting on the course delivery is essential for future quality improvement. Brookfield (2017) has suggested many student-centred approaches through which we can reflect on teaching practice, including Letters to Successors, whereby current students reflect on their experience and provide guidance for surviving and thriving the course, in a letter to future students. This study aimed to analyse the anonymous Letters to Successors penned by four separate ICPU cohorts, to understand students' perceptions of undertaking interdisciplinary, industry-based projects. The text within the Letters to Successors was analysed adopting a thematic analysis, using a realist and inductive approach. Four key themes were identified in the letters: working with others, focusing on tasks, having fun, and the unique experience. The students were overwhelmingly positive in describing their experience and were grateful for the opportunity to participate in a unit unlike others in their degree programs. Many of the skills and behaviours the students attributed to success align with the transferable skills required to develop their employability; this demonstrates the value of this non-placement WIL initiative as an alternative for traditionally lengthy placements or internships that can be burdensome for both student and industry. Further research to expand our findings, or to alternatively explore the views of staff and industry partners, would be valuable in ongoing evaluations of interdisciplinary, industry-based projects as an alternative model of WIL.
Non-Placement WIL: The Case of an Exercise Prescription Clinic
Author: Hodges, Lynette
Date: 2020-00-00
Type: Journal Articles
Subjects: Experiential Learning,Work Experience Programs,Teaching Methods,Online Courses,Conventional Instruction,Program Effectiveness,Clinics,Exercise,COVID-19,Pandemics,School Closing,Educational Technology,Electronic Learning,Industry,Allied Health Occupations Education,Foreign Countries,Higher Education,Job Skills,Supervision,Competence,Practicums,Partnerships in Education,School Business Relationship,Student Evaluation

Universities globally have continued to strategically increase work-integrated learning (WIL) opportunities for students to enhance graduate employability. However, meeting the needs of the increasing number of placements in industry settings places challenges on employers and academic programme coordinators. This paper examines an innovative teaching and learning initiative demonstrating non-placement WIL practice on-campus and online through an exercise prescription clinic (EPC). The benefits provided by these opportunities have not only been for student learning, but for clients, in particular those impacted by neurological and/or muscular skeletal problems. The development of the on-campus EPC has focused on key elements of good practice in WIL highlighted by Agnew, Pill and Orrell (2017). The recent Covid-19 pandemic and the related government restrictions have resulted in the on-campus EPC being flipped online, requiring adaptability and flexibility of both students and clients. This paper reinforces the importance of developing WIL experiences that enhance the learning outcomes for both the student and the client. It also highlights the transferability of authentic industry non-placement WIL clinical experiences for future health professionals to both on-campus and online settings, which enable students the opportunity to engage with a range of clients in a safe environment, enhancing both personal and professional learning outcomes.
Projects of Consequence: Interdisciplinary WIL Projects Designed to Meet the Needs of Partners and Students
Author: Piggott, Leanne
Date: 2020-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Work Experience Programs,Student Projects,Active Learning,Undergraduate Students,Curriculum Design,Supervision,Teamwork,Cooperative Learning,Electronic Learning,COVID-19,Pandemics,Resilience (Psychology),Foreign Countries

The focus of this paper is the design and development of an innovative project-based work-integrated learning (WIL) course that enables undergraduate students from all faculties to work in interdisciplinary teams with partner organisations from the public, private, and community sectors. Projects are co-designed with partners interested in students from multiple disciplines bringing insights to problems that might not otherwise be resourced by their organisation. These 'projects of consequence' are unstructured, ambiguous and complex, requiring student teams to synthesise their different disciplinary knowledge. Student learning is supported by course curriculum design that includes proven pedagogical practices such as: ongoing feedback from partners; students working in autonomous small teams; academic supervision of teamwork; learning support before and during project work; debriefing; providing a safe, supportive space to experiment with new ideas, embracing the prospect of failure and to develop resilience; all underpinned by reflection so as to process, understand and integrate students' experiences. The versatility of the course design was demonstrated by the rapid change from face-to-face delivery to an entirely online learning environment in response to the COVID-19 pandemic. The challenges and adaptations include changes to the way student teams worked, the additional support needed by students, and adjustment in the mode of interactions with partners.
Critically Analysing the Ethical Dilemmas Arising from Lecturer and Student Relationships at the University: Pushing Social Boundaries for Institutional Revolution
Author: James, Kieran
Date: 2020-00-00
Type: Journal Articles
Subjects: Criticism,Ethics,Teacher Student Relationship,College Students,Educational Psychology,Friendship,Alienation

The basis of the ethical dilemma discussed in this article is the controversy surrounding the personal relationship between a student and their lecturer. The social constructs of university highlight that the potential for any friendship or relationship within the institution is very uncommon and both parties usually assume that integration of their social groups cannot take place. Many people argue that the relationship of this nature can adversely affect grade attainment and fairness of judgement. We assess and reflect upon the merits of this conventional view by drawing upon a real-life case-study involving the first author (a lecturer) and the remaining six authors (his students). After considering the various arguments on both sides, and drawing upon authors such as Freud, Marx, and Sartre, we conclude that, if individuals remain honest, the relationship can only mean a greater understanding for the student and a lesser alienation complex for both parties.
The Readiness of Future Specialists of Preschool Education to Creative Self-Realization in Professional Activity
Author: Ivanivna Lutsan, Nadia
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Education,Preschool Teachers,Specialists,Readiness,Self Actualization,Preservice Teachers,Creativity,Motivation

The article is devoted to the issue of future specialists of preschool education training to creative self-realization in professional activity. The authors of the article reveal the pedagogical diagnostics of readiness to creative self-realization in professional activity of higher educational institutions' students. The purpose of the study is to reveal the results of pedagogical diagnostics of future specialists of preschool education readiness to creative self-realization in professional activity. A diagnostic methodology and criteria of future specialists of preschool education to creative self-realization in professional activity readiness has developed. The criteria of future specialists of preschool education to creative self-realization in professional activity readiness are: motivational and valuable, creative activity, assessment and reflective. Each criterion includes a group of quality indicators. The methodological tools was developed, which was used for pedagogical diagnostics of this professional quality forming in future specialists of preschool education. The experimental study helped to identify the characteristics of qualitative measurements for primary, reproductive and creative levels of readiness of future preschool teachers' professional training. We see the prospect of further research in the development of methodology of future specialists of preschool education preparing to creative self-realization in professional activity.
&apos;Putting on a Show&apos; Non-Placement WIL in the Performing Arts: Documenting Professional Rehearsal and Performance Using ePortfolio Reflections
Author: Yeo, Narelle
Date: 2020-00-00
Type: Journal Articles
Subjects: Experiential Learning,Theater Arts,Reflection,Portfolios (Background Materials),Electronic Publishing,Undergraduate Students,Music Education,Foreign Countries,Professional Identity,Mentors,Student Attitudes,Skill Development,Competence

This study explores the utility of employing a student-created experiential narrative ePortfolio as a multimodal tool for reflective practice in WIL. It does so by examining a case study situated within the performing arts, where WIL discourses are rarely adopted, and few examples are present in the literature. This paper introduces a circular mentoring framework that extends Kolb's experiential learning model, whereby learning is facilitated through the interchange of roles through rehearsal and reflection. In this study, participants prepared and performed an opera in a professional venue over a five-day period of intense creative studio work. The 2017 and 2018 &quot;Inclusion Project&quot; is an innovative teaching and learning opportunity that offered authentic industry-based experience to undergraduate music students in a closely monitored, non-placement WIL setting. Participants (n=18) undertaking a semester long elective, reported their experience through online journaling in an ePortfolio allowing them to create narrative responses. A qualitative analysis using narrative inquiry on the ePortfolio reflections indicated a direct benefit for student's career readiness as creative artists.
Maternal and Paternal Authority Styles and Developmental Outcomes: An Investigation of University Students in Turkey and the United States
Author: Gozu, Hamide
Date: 2020-00-00
Type: Journal Articles
Subjects: Parenting Styles,Child Development,Foreign Countries,Academic Achievement,Self Esteem,Undergraduate Students,Self Concept Measures,Cross Cultural Studies,Gender Differences,Child Rearing,Questionnaires

Using data from undergraduates in both Turkey and the United States, we examined cultural differences in the perceived parenting authority styles and the links between perceived parenting authority styles, academic achievement, and self-esteem. We also examined the separate contributions of fathers and mothers in each country. A total of 423 undergraduates (196 from Turkey and 227 from the US) completed the Buri Parent Authority Questionnaire to report on the parenting styles of their parents. They also reported on their own college GPA and completed the Rosenberg self-esteem measure. Some adjustment of the parenting scales was needed in order to achieve cross-cultural measurement invariance. Our study revealed that there were differences of parental style both between and within the two countries. Fathers were reported to be more authoritarian than mothers, and mothers to be more authoritative. Higher levels of authoritarian parenting by fathers was found in the American data. Some parental authority measures were associated with the students' self-esteem, and all of these involved paternal authority. Paternal authoritarian parenting was negatively associated with the students' self-esteem in the Turkish data, with paternal authoritative parenting positively associated with the self-esteem of the American students only. The study's findings suggest that researchers should not ignore differences in parental authority style between mothers and fathers, nor differences between different countries. In particular, the role of fathers should not be overlooked.