ethanporcaro/eric-fulltext-meta huggingface dataset:
Liberal Education in the American Context: Practical Trends
Author: Chen, Wang
Date: 2021-03-00
Type: Journal Articles
Subjects: Liberal Arts,Educational Trends,Trend Analysis,Student Projects,Active Learning,United States History,Economic Factors,Social Change,Professional Education,Job Training,Outcomes of Education,Educational Theories,Cultural Context,Educational Philosophy,Educational Change,Higher Education,Political Influences

The concept of practical liberal education emphasizes integrated learning oriented to all student groups, practical problems in the real-world, project-based learning and experience exploration. The maturity of this concept indicates that traditional liberal education has entered a new historical stage in the United States, which is deeply rooted in external economic and socio-political changes, historical controversies of liberal and occupational-professional education, the theoretical outcomes of liberal education and the exploration experience of colleges and universities. The concept of practical liberal education is a result of a reorientation of traditional liberal education in the new historical context and culture of America, which provides creative solutions to tensions between &quot;professional&quot; and &quot;general knowledge&quot;, &quot;teaching&quot; and &quot;research&quot;, and the &quot;individual&quot; and &quot;community&quot;. This paper clarifies the concept and analyzes the generative dynamic mechanism of practical liberal education, aiming to provide insight into the development trends of liberal education and enlighten teaching integration and higher education reform.
Investigation of Pre-Service Science Teachers&apos; Knowledge about Food Web
Author: Karakaya, Ferhat
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Science Education,Scientific Concepts,Knowledge Level,Food,Nutrition,Ecology,Biology,Misconceptions,Information Sources,Textbooks,Public Colleges,Concept Mapping,Foreign Countries

Biology is a complex science that includes different subjects. As a result, misconceptions, confusion and misleading are common problems in biology education. In this study, it was aimed to determine the learning of pre-service science teachers about food web. The research, using the case study, was conducted in 2019-2020. The study group of the research consists of 76 pre-service science teachers. The structured interview form and focus group interview were used to collect the data. As a result of the research, it was determined that pre-service science teachers have misconceptions, confusion and misleading about food web. When the reasons for the pre-service science teachers' misconceptions, confusion and misleading about food web were examined, it was found out that teachers, textbooks, supplementary textbooks and individual errors were the reasons. Pre-service science teachers should be supported with scientific training in order to learn the food web correctly. In addition, international scientific books should be used in the preparation of textbooks on food web.
Postgraduate Students&apos; Views on Values Education
Author: Dinçer, Beste
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Values Education,Case Studies,State Universities,Teacher Education Programs,Content Analysis,Academic Achievement,Program Development,Attendance,Course Descriptions,Student Characteristics,Foreign Countries,Well Being,Teaching Methods

The aim of this study was to examine the views of postgraduate studying in the field of Education Programs and Instruction on values education integrated into 2017-2018 curriculum. This study which was carried out in qualitative research design was a case study. Participants were selected on a voluntary basis, through purposeful and maximum variation sampling, from among students who have completed their graduate education in the Department of Educational Sciences of a state university located in the Aegean region and had taken the values education course. The interviews were conducted face-to-face and online during 2019-2020 academic years. The qualitative data was analyzed by descriptive, and content analysis. Emphasizing the importance for the individual and society, postgraduate students emphasized the importance of conducting education in a healthy way, in a suitable climate and with a curriculum programmed according to the needs and stated that it was a social responsibility that should be emphasized by all stakeholders as well as academic success for the welfare of the society. As for effective value education programs, the participants focused their suggestions on program development and stakeholders' attendance in school settings.
COVID-19&apos;s Impact on Higher Education: A Rapid Review of Early Reactive Literature
Author: Khan, Muzammal Ahmad
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Electronic Learning,Educational Change,Psychological Patterns,Cooperative Learning,Performance Based Assessment,Virtual Classrooms,Flipped Classroom,Foreign Countries

This rapid systematic review aims to examine emerging evidence on the effects of COVID-19 on educational institutions and assess the prevalence of e-learning changes in the sector. This paper reviews literature on learning, teaching, and assessment approaches adopted since the COVID-19 outbreak, and assesses the impact on the sector, staff, and students, summarizing findings from peer-reviewed articles. It categorizes these into five key themes: (1) digital learning; (2) e-learning challenges; (3) digital transition to emergency virtual assessment (EVA); (4) psychological impact of COVID-19; and (5) creating collaborative cultures. This represents the first systematic review of COVID-19's impact on education, clarifying current themes being investigated. The author suggests that the term 'emergency virtual assessment' (EVA) is now added for future research discussion. Finally, the paper identifies research gaps, including researching the impact on lesser developed countries, the psychological impact of transition, and the important role of leadership and leadership styles during the transition and handling of the pandemic.
What&apos;s in a Grade? Teacher Candidates&apos; Experiences of Grading in Higher Education: A Phenomenographic Study
Author: McGrath, Cormac
Date: 2021-00-00
Type: Journal Articles
Subjects: Grades (Scholastic),Preservice Teachers,Student Experience,Grading,Foreign Countries,Identification (Psychology),Student Motivation,Student Attitudes

This study explores teacher candidates' experiences of grading in higher education. A phenomenographic approach was adopted and four qualitatively different categories were identified. Grading was experienced as: self-identification, motivation, personal interpretation and academic enculturation. The results indicate that teacher candidates accept existing grading systems but have difficulty interpreting and explaining them, illustrating areas of importance in teacher education and argues that if teacher candidates do not perceive genuine differences in the performance of assessing by grade descriptors, there is a risk that they may develop an insufficient understanding of grading practices.
Intersectional Aspects of Education at the Nexus of Disability and Forced Migration: Perspectives of Parents, Educational Experts, and School Authorities in Greater Vienna
Author: Subasi Singh, Seyda
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Students with Disabilities,Inclusion,Special Classes,Refugees,Access to Information,Cooperation,Translation,Barriers,Parent Attitudes,School Choice,Decision Making,Expertise,Educational Administration,Gender Differences,Language Usage,Educational Practices,Knowledge Level,Migration,Parent Background,Elementary Secondary Education

Although Austrian statistics inform about the distribution of students among different school types based on either their special education needs or their (forced) migration background, the group facing the disadvantages of both situations is almost invisible in the national context. There is a lack of data about the intersection of the kind of schooling (integrative setting, inclusive settings, or special education classes), gender, nationality, or first language use. In order to learn about the current educational practices and challenges in the Austrian context, parents of disabled children from a refugee background as well as educational experts and school authorities were interviewed. Findings showed that there is only a little awareness of the intersectional aspects of disability and forced migration among educational experts and school authorities, while the diagnosis of special education needs suffers from the complexity of the situation. Additionally, parents' lack of information, as well as the need to improve collaboration and increase the availability of translation services, multilingual counseling, or service provision in general were other aspects that this study found. Parents perceived school choice as a key decision and findings underlined that their worries, also as a result of past experiences, affected current decision-making regarding their children's education.
Exploring Faculty Perspectives during Emergency Remote Teaching in Engineering at a Large Public University
Author: Chierichetti, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Emergency Programs,Distance Education,COVID-19,Pandemics,Engineering Education,Web Based Instruction,Teaching Experience,Anxiety,Psychological Patterns

In Spring 2020, the College of Engineering at San José State University (SJSU) conducted a comprehensive analysis of the impact of COVID-19 on faculty who were forced to transition to an online learning environment. The purpose of this study is to assess the impact of COVID-19 on faculty teaching methods, assessment methods, and personal well-being. The study was a combination of a quantitative survey and a qualitative study using interviews of engineering faculty teaching in Spring 2020. In the first part, we surveyed all faculty teaching during Spring 2020 in the SJSU College of Engineering about their experiences after the move to 100% online instruction in March 2020. In the second part of the research, we interviewed 23 faculty members to obtain a more in-depth understanding of their experiences during the move online in Spring 2020. Overall, 98 faculty participated in the survey: lecturers (58), tenure-track (18), tenured (13), adjunct (1), and Teaching Associates (1). The faculty reported being worried about their family and their students' well-being. In addition, 65% of faculty members reported either a moderate or a great deal of stress related to the shelter in place, and this percentage was higher for female faculty (74%) and for tenure-track faculty (83%). Overall, faculty members felt that they had their classes under control most of the time and that the transition to online teaching was positive, even if they felt they had too much work to do and felt always in a hurry and under pressure. From a teaching perspective, the interviews highlight that faculty members' main concerns focus on testing and assessment and students' engagement. Overall, SJSU College of Engineering faculty members felt under stress in the transition to online teaching, especially the tenure-track faculty members, but were able to transition their classes with ease.
Design, Development, Implementation, and Support (DDIS): Supporting Online Nontraditional Doctoral Candidates
Author: Russell, Donna L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Doctoral Students,Nontraditional Students,Online Courses,Synchronous Communication,Meetings,Educational Technology,Interaction,Skill Development,Knowledge Level,Competence,Teacher Student Relationship,Cooperation,Problem Based Learning

Objectives: The purpose of this paper is to comprehensively describe and justify the case design of an approach for the integration of synchronous virtual meetings to support nontraditional online doctoral candidates. As more nontraditional doctoral students are completing their degree programs virtually through online universities, the nature of their degree progression and the development of critical knowledge and skills differ from traditional on-campus programs. Method: The case design of an approach to integrating synchronous online interactive meetings to support these learners is identified and justified through references to research in the learning sciences including sociocultural learning, heutagogy, and constructivist instructional design methods. The instructional design process resulted in a scaled schedule of interactions linked to the development of specific cognitive processes, academic skills, and expert knowledge required by doctoral candidates for successful completion of their degree programs. Results: This case design study resulted in identification of developmentally phased synchronous interactions designed to support online nontraditional doctoral candidates. The interactions identified were linked to the development of critical processes, skills, and knowledge to increase the effectiveness and efficiency of the candidate's progress. Conclusions: The results identified how the integration of synchronous virtual meetings to support online nontraditional doctoral candidates throughout their programs can both increase the development of the advanced knowledge required by these learners and the collaboration needed between mentor and mentee for the online learners to be successful.
Protocol for Conducting Procedural Skills Training with Simulators: A Critical Proposal
Author: Coro-Montanet, Gleyvis
Date: 2021-00-00
Type: Journal Articles
Subjects: Simulation,Skill Development,Undergraduate Students,Dentistry,Medical Education,Perceptual Motor Learning,Training Methods

Task trainer simulators are often used in medical programs for bachelor's degree students when teaching procedural skills. They provide the opportunity to practice dangerous maneuvers that students are not ready to perform on real patients yet. The rise of technology has vastly expanded the availability of these devices for use in teaching. To develop a protocol that would account for the complexities of psychomotor learning, based on student progress, and improve training quality, we designed a protocol for the bachelor's degree program in dentistry. We justify the key elements of the proposal and explain the full working protocol.
Self-Perceived Digital Competencies in Educational Online Migration Due to COVID-19 Confinement
Author: Duarte, Rocio E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Technological Literacy,Competence,Electronic Learning,COVID-19,Pandemics,Undergraduate Students,Private Colleges,Questionnaires,Predictive Validity,Measurement Techniques,Difficulty Level,Foreign Countries

Objectives: The purpose of the study was to validate a measurement scale to assess self-perceived digital competencies of Mexican university students who have migrated from a mixed school-digital system to a fully digitalized educational environment because of COVID-19 confinement. The instrument was based on the European Union Digital Competence Framework. Method: 1,118 participants aged between 18 and 47 years completed the assessment. This included 677 females (60.6%) and 429 males (38.4%). Confirmatory factor analysis (CFA) was used to assess scale structure. Results: Results of the CFA showed an excellent fit to the data, X[superscript 2]/df = 3.27, p = 0.01, comparative fit index (CFI) = 0.97, root-mean-square error of approximation (RMSEA) = 0.05. Cronbach's [alpha] values for the scale and subscales ranged from 0.78 to 0.83. Three of the four subscales predicted number of assignments completed and submitted, a measure of predictive validity. Conclusions: The Digital Competence Scale for Online Migration is a valid scale for Mexican students and demonstrates predictive validity. Implication for Theory and/or Practice: The scale may be useful in planning activities for the reinforcement of digital competencies and to identify difficulties and support specific pedagogy for online teaching/learning processes.
What Are Teachers&apos; and Students&apos; Views of the Learning-Teaching Process? A Study on Turkish Language and Literature
Author: Nayman, Hüma
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Language Teachers,Literature,Teaching Methods,Learning Processes,Turkish,Prior Learning,Learning Strategies,Content Analysis,Student Attitudes,Reading Habits,Teaching Styles,Individual Differences,Active Learning,Teacher Student Relationship,Foreign Countries,Secondary School Teachers,Constructivism (Learning)

This study aims to examine teachers' and students' views of learning-teaching on Turkish Language and Literature course. Also, this study aims to determine the prior learning-teaching strategies of teachers and students. It was designed by qualitative research approach, phenomenology design. In the study, there are two participant groups; teachers and students. In sampling for both teachers and students, convenient sampling of purposive sampling type was used. Semi-structured interview questions were used as a data collection tool. Accordingly, content analysis was deemed proper to analyze the data. As a result, teachers' and students' views on learning and teaching are compatible with each other in a general framework such as self-study, students' involvement, active lesson process, teaching the lesson as art and especially the importance of reading habit. However; in the learning-teaching process, teachers' most strong emphasis was on individual differences, different/active methods implementations during the lesson and; whereas students' emphasis was on learning strategies such as memorizing, coding, doing research, observing and teachers' interest in them. It can be seen in the findings that teachers tend to teach the course by enabling learners to participate and students would like to have an active lesson process. Teachers and students share a similar idea on the fact that the Turkish Language and Literature course is an art; so, the learning-teaching process should be formed accordingly. According to the findings teachers' and students check the understanding by productivity and test results. Conclusively, teachers and students are keen on an active teaching environment; reading habit is one of the most important skill as the course's attainment, however exam pressure can limit their actions.
The Use of Picture-Word Inductive Model and Readers&apos; Theater to Improve Chinese EFL Learners&apos; Vocabulary Learning Achievement
Author: Gu, Cui
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Instructional Effectiveness,Pictorial Stimuli,Academic Achievement,Pretests Posttests,Grade 5,Elementary School Students,Lesson Plans,Teaching Methods,Foreign Countries,Reading Fluency,Reading Instruction

Vocabulary, as the fundament of any language, is one of the most crucial aspects of language learning. And it also draws great attention from Chinese learners of English as a foreign language (EFL). This study conducted an experiment to examine the effectiveness of the picture-word inductive model (PWIM) and readers' theater on Chinese primary EFL learners' vocabulary learning achievement. The samples were 34 fifth-grade students from a primary school of China. The students received a vocabulary learning treatment with the lesson plans constructed based on the picture-word inductive model and readers' theater using Chinese Cheng-yu, and an English vocabulary learning achievement test was conducted before and after the treatment. Results of the test showed that the students' mean scores in the posttest were significantly improved than in the pre-test, and results of the questionnaire showed that the participants were highly satisfied with learning English via picture-word inductive model and readers' theater. The results indicated that learning English via picture-word inductive model and readers' theater is an effective way for improving learners' English vocabulary learning achievement as it provides the visual support and opportunities for learners to engage in vocabulary acquisition.
Improving EFL Undergraduate Learners&apos; Speaking Skills through Project-Based Learning Using Presentation
Author: Sirisrimangkorn, Lawarn
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Teaching Methods,Business English,Undergraduate Students,Second Language Learning,Second Language Instruction,English for Special Purposes,Speech Communication,Language Tests,Instructional Effectiveness,Positive Attitudes,Cooperative Learning,Barriers,Authentic Learning,Majors (Students),Foreign Countries

Project-based learning has been variously integrated into EFL instruction to promote learners' language learning and skills. The objectives of this research study were to examine the effects of project-based learning using presentation on EFL undergraduate learners' speaking skills. Furthermore, this study sought to explore learners' opinions on the use of project-based learning using presentation. The participants of this study were 31 second-year undergraduate students who majored in Business English. The research instruments in this study included speaking tests, project-based learning instructions, questionnaires, and interviews. The obtained data were analyzed by quantitative and qualitative methods for the result interpretation. The findings of this study revealed that students' speaking skills had significantly improved after the project-based learning implementation. Moreover, the students expressed positive opinions towards project-based learning using presentation as it was perceived to have helped improve their speaking skills. The findings from the interviews revealed that the project-based learning using presentation was positive for learners' speaking skills according to their presentation tasks, scaffolding activities, and practice of integrative skills. A cooperative learning environment is perceived as useful for learners' speaking skill improvement. However, time constraint posed a major challenge in the study. Further studies are recommended to encompass a community-based context for speaking skill improvement. Instructional implications derived from the findings include implementing project-based learning using presentation in order to provide learners with an authentic English speaking context and to promote the integrated skills.