ethanporcaro/eric-fulltext-meta huggingface dataset:
A Social Media Analytics Framework to Increase Prospective Students&apos; Interests in STEM and TVET Education
Author: Adnan, Muhamad Hariz Muhamad
Date: 2020-12-00
Type: Journal Articles
Subjects: Social Media,College Bound Students,STEM Education,Vocational Education,Vocational Interests,Foreign Countries,Career Awareness,Data Analysis,Marketing

Recently, the promotion of science, technology, engineering and mathematics (STEM) education has become the highlight due to the shortage in the STEM workforce. Surprisingly, the enrolment rates in STEM degrees are still low in many countries. Social media has been identified as one of the main platforms that can help to increase prospective students' interest in STEM and also Technical and Vocational Education and Training (TVET) subjects. However, very little research has been done for the higher education institutions in Malaysia in leveraging social media and social media analytics effectively to increase the students' interests and awareness of STEM and TVET disciplines. Therefore, this paper aims to propose a framework to increase prospective students' interest in STEM and TVET using social media and big data analytics. The objectives of this study are to explore various social media applications in education and study these applications towards increasing students' interests and propose a suitable framework for Malaysian higher education institutions. The framework is proposed by following the theory synthesis methodology. Four main components of the framework have been proposed, namely social media, role model or mentoring, massive open online courses and big data analytics. Each component is significant and requires a considerable amount of time to develop. The suggested framework is anticipated to benefit higher education institutions with a significant gain of the number of students, revenues and positive reputations.
Outbound Open Innovation Policy for Exploitation of Intellectual Creation, Design and Creativity in Malaysian Public Universities
Author: Hashim, Haswira Nor Mohamad
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Creativity,Design,Public Colleges,Test Construction,Surveys,Intellectual Property,Innovation,School Business Relationship,Government Role,Research,School Policy,Certification

The objective of the research is to explore the aim, application and strategy perceived as important in the development of an outbound open innovation policy for exploitation of intellectual creation, design and creativity in Malaysian public universities (MPUs). Under existing intellectual property, innovation and commercialization policies, a large portion of intellectual design, creation and creativity in MPUs remain unexploited. Hence, the need to develop a new set of aim, application and strategy to promote the exploitation of intellectual design, creation and creativity in MPUs. The research conducts a survey involving respondents representing the Technology Licensing Office of 15 MPUs. The research also analysed outbound open innovation policies from five universities in Australia, UK, US and South Africa. These policies provide the basis in the development of the survey instrument of the research. The survey instrument contains nine items outlining the aim, application and strategy for exploitation of an outbound open innovation policy. The survey findings indicate that eight of the items are perceived as important for the development of the policy. The findings of the survey provide a beneficial input for the development of an outbound open innovation policy for exploitation of intellectual design, creation and creativity in MPU.
The Current Situation, Characteristics, and Countermeasures of the Verbal Abuse to Students by Elementary School Teachers: An Empirical Study of Four Provinces and Cities in China
Author: Wang, Qiran
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Elementary School Students,Verbal Communication,Child Abuse,Trauma,Teacher Behavior,Teacher Student Relationship,Punishment,Student Attitudes,Emotional Response

The negative impact of the verbal abuse on student by the elementary school teachers is a big issue. A total of 416 students from four provinces and cities in China were enrolled in this study. We found that the occurrence rate of the verbal abuse by elementary school teachers was not high, whereas it still caused psychological trauma to students once happened by manifesting as the frustration of learning efficacy, self-confidence and interrelationship. Regarding the causes, students' poor academic performance was the major reason, and it was significantly related to students' gender, i.e., male students who had poor academic performance were far more vulnerable to be verbally abused by their teachers. Further, the study also found that students who were verbally abused by teachers were more easily bullied at school. The findings suggest that the government and schools should take joint measures to clarify the specific boundaries of teachers' verbal punishment to students and standardize their verbal behavior to get teachers respect and care for students and create a healthy learning environment.
Beyond Classroom English Activities to Generate Interest in English among Tertiary Students
Author: Shanthi, Alice
Date: 2020-12-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Student Interests,English (Second Language),Second Language Learning,Learning Activities,Extracurricular Activities,Group Activities,Theater Arts,Singing,Spelling,Language Proficiency,Instructional Effectiveness,Competition,Foreign Countries,Public Colleges

In this article, we present a study aimed to explore the attitude, interest and perception of students learning English language beyond the classroom using a list of activities such as Readers Theatre, Storyboard, Academic Explorace, Spell it right and Melodies of Pilah. A survey was conducted involving 466 students from different faculties who were taking English proficiency courses at diploma and degree levels at a local university. The findings indicate that both male and female students had a positive degree of interest and attitude toward the English activities carried out beyond the classroom. The popular activities were Readers Theatre and Melodies of Pilah (group singing). The study also indicated that students preferred group activities compared to individual activities. Based on the findings, it is recommended that students should be allowed to explore English materials independently beyond classrooms where language learning takes place implicitly. The study found that the success of English learning activities carried out beyond the confines of the classroom can generate interest among students to learn the language. The success of English activities carried out beyond classrooms can be assessed by students' ability to complete the task assigned (the end-product) rather than the processes involved in completing the task.
Modeling Flexibility for Middle Level Teacher Candidates during the COVID-19 Pandemic
Author: Kahn, Leah L.
Date: 2021-02-00
Type: Journal Articles
Subjects: Modeling (Psychology),Adjustment (to Environment),Pandemics,COVID-19,School Closing,Middle Schools,Public Schools,Preservice Teachers,Cooperating Teachers,Mentors,Field Experience Programs,Online Courses,Synchronous Communication,Asynchronous Communication,Teacher Education Programs,Grade 4,Grade 5,Virtual Classrooms

Faced with school closures in the spring of 2020 due to COVID-19, middle level teacher candidates were left with no way to finish their field experiences. The challenge continued into the fall with many schools providing only virtual learning and some not allowing visitors on campus. This article describes the steps one university middle level program implemented to create an engaging, meaningful field experience while modeling flexibility for the teacher candidates.
School Governance Structure and Its Impact on Student Performance: A Comparative Study between Four Provinces of China and the PISA2015 High-Scored Countries/Economies
Author: Zhao, Decheng
Date: 2020-00-00
Type: Journal Articles
Subjects: Governance,School Administration,Elementary Schools,Middle Schools,Comparative Analysis,Urban Schools,Institutional Autonomy,Teacher Selection,Teacher Dismissal,Admission Criteria,Textbook Selection,Curriculum Design,Course Content,Educational Policy,Decision Making,Principals,Comparative Education,Professional Autonomy,Administrative Organization,Government School Relationship,Accountability,Educational Change,Participative Decision Making,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Academic Achievement,High Achievement

Improving the school governance structure and establishing a modern school system are the current research focuses in elementary and middle school management. Through a comparative analysis of the school governance structure of four provinces and cities in China (Beijing-Shanghai-Jiangsu-Guangdong, BSJG) and PISA2015 high-scored countries/economies, we found that the school autonomy in seven major aspects including &quot;teacher selection, teacher dismissal, evaluation policy, enrollment policy, textbook selection, curriculum content, and curriculum design&quot; in BSJG schools was significantly lower than that of high-scored countries/economies. The average decision-making of BSJG principals and teachers in various affairs was also substantially lower than the high-scored countries/economies. The multilevel analysis found that the impact of school governance structure on student performance presented different patterns between BSJG and high-scored countries/economies. Therefore, China needs to (i) expand the autonomy of school management further and establish a new government-school relationship; (ii) give priority to curriculum management and ensure its autonomy in schools; (iii) improve the principal accountability system, and strengthen the principal's power and responsibility in school management; (iv) strengthen democratic management, thereby promoting teachers' participation in the decision-making of school affairs.
Exploring Students&apos; Readiness on English Language Blended Learning
Author: Hamzah, Fazlinda
Date: 2020-12-00
Type: Journal Articles
Subjects: Learning Readiness,English (Second Language),Second Language Learning,Blended Learning,College Students,Foreign Countries,Student Attitudes,Technological Literacy,Learning Strategies

Blended learning approach has gained popularity around the globe and blended English language teaching has become a matter of considerable interest. Many higher education institutions have adopted the approach, and this raised a question of readiness among the students involved. The study aimed at investigating the students' readiness on English language blended learning. A total of 137 students of different courses from a public university in Melaka participated in the study. They were asked to answer a questionnaire which involved five aspects to measure the students' readiness on English language blended learning such as technical abilities, technological accessibility, self-directed learning, attitude towards traditional classroom setting and attitude towards blended classroom setting. Six students were then selected to be involved in semi-structured interviews to identify students' views on English language blended learning. The study found out that students have low levels of readiness on English language blended learning in which they scored 3.28 to 3.54 in attitude towards blended classroom settings compared to their scores in attitude towards traditional classroom settings which are all above 4.00. The interviews revealed the reasons behind the results obtained from the questionnaire and one of them is that they enjoy learning English in a traditional classroom since face to face communication with their instructors allows them to remember better as well as enables them to gain more in-depth understanding of a lesson.
Simulating Collaboration in a Blended Course for Preservice Middle Grades Teachers: Attending to Team, Task, and Time
Author: Virtue, David C.
Date: 2021-02-00
Type: Journal Articles
Subjects: Simulation,Virtual Classrooms,Preservice Teacher Education,Preservice Teachers,Middle School Teachers,Teacher Collaboration,Blended Learning,Interdisciplinary Approach,Grouping (Instructional Purposes),Teamwork,Planning,Meetings,Time on Task,Teaching Methods,COVID-19,Pandemics

Collaboration and teamwork are essential aspects of the work of a professional middle level teacher and an integral part of AMLE Standard 5. Preservice teachers typically experience collaborative practices firsthand during field experiences, but the COVID-19 pandemic has caused many schools to shift instruction online thereby limiting the opportunities for teacher candidates to experience daily life in schools. Teacher educators can provide simulated opportunities for candidates to collaborate and engage in teamwork in virtual classroom settings. The author describes ways to simulate teacher collaboration in virtual settings by providing an example of engagements with teacher educators in a middle grades course with an emphasis on three aspects of planning: team, task, and time. The author reflects on the implementation of the simulation and offers recommendation for improvement.
The Relationship between Loneliness, Self-Efficacy, and Satisfaction with Life in Left-Behind Middle School Students in China: Taking Binhai County of Jiangsu Province as an Example
Author: Jiang, Lei
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Psychological Patterns,Self Efficacy,Life Satisfaction,Mental Health,Middle School Students,Student Characteristics,Early Adolescents,Gender Differences,Boarding Schools,Migrant Workers,Rural Youth,Disadvantaged Youth,Affective Measures,Self Concept Measures,Foreign Countries

Objective: To explore the relationship between loneliness, self-efficacy, and satisfaction with life of Left-behind middle school students in China. Methods: A cluster random sampling method was used to study students from Left-behind middle schools in Binhai County of Jiangsu Province. The loneliness scale, general self-efficacy scale, and satisfaction with life scale were used to conduct questionnaire surveys. Results: Compared with non-left behind middle school students, Left-behind middle school students had higher loneliness, lower self-efficacy, and satisfaction with life. There were significant gender differences in loneliness and satisfaction with life of the two types of students. Whether to live in school or not had an insignificant impact on the loneliness and satisfaction with life of Left-behind middle school students. Loneliness had a significant negative predictive effect on the satisfaction with Left-behind middle school students' life and self-efficacy. In predicting satisfaction with life by loneliness, self-efficacy generally played a part of the mediating role, which could partially buffer the adverse effects of loneliness on student satisfaction with life. Conclusion: The mental health of left-behind middle school students should arouse the common concern of family, school and society. Try to do some intervention counseling in reducing the experience of loneliness and enhancing the sense of self-efficacy to improve their satisfaction with life and maintain a positive mental state.
Border Imperialism and Exclusion in Canadian Parliamentary Talk about International Students
Author: McCartney, Dale M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Educational Policy,Attitudes,Legislators,Higher Education,Educational Quality,Foreign Policy

Although there is a rich critical literature examining international student policy in Canada, very little of it considers the views of Members of Parliament. MPs have limited direct influence over international student policy, but their policy talk about international students defines the context within which such policy is developed. For that reason Parliamentary debate deserves study. This paper examines MPs' discussion of international students between 1984 and 2019, tracing themes in MP policy talk over the globalization era. It finds that MPs evince remarkably consistent attitudes towards international students. Throughout the period MP policy talk shows that Parliamentarians saw international students as outsiders who were only of value to the extent that they could be made to serve Canada's economic or political agenda. The uniformity of this attitude and the lack of dissenting voices suggest that MPs' views may be a significant barrier to reforming international student policy in Canada.
Comparisons of Interactive and Interactional Metadiscourse among Undergraduates
Author: Zali, Masliza Mat
Date: 2020-12-00
Type: Journal Articles
Subjects: Undergraduate Students,Interaction,Writing (Composition),Second Language Learning,Foreign Countries,Business Administration Education,Computer Science Education,English (Second Language),Language Patterns

Interactive and interactional metadiscourse are linguistic features used to maintain the coherence in essays. It involved a one-way interaction between the writer and reader, thus a challenge for Second Language (L2) learners to write effectively and comprehensively. A study is done on how the L2 learners produced the metadiscourse features and the usage is compared. A corpus of 200 evaluative essays by UiTM undergraduate students from computer science and business administration courses is analysed based on Hyland's (2005) framework. The purpose is to find out the amount and types of metadiscourse used and whether students from different course groups make any differences in their choices. The analysis revealed that students in both courses produced more interactive than interactional metadiscourse. The most prominent feature is &quot;Self-mention&quot; and the least is &quot;Attitude Markers.&quot; The same prominent feature for both courses is &quot;Transition Markers.&quot; The business administration course shows the least feature in &quot;Evidentials,&quot; whereas &quot;Frame Markers&quot; in computer science. These are evidence as to the importance of metadiscourse in students' academic writings and awareness is shown in its usage. This could lead to a proposition for a metadiscourse writing comparison between secondary schools and universities to gain fascinating outcomes.
Brazilian Federal Institutes and Canadian Colleges: Sharing Experiences Internationally
Author: de Souza, Claudia Schiedeck Soares
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,International Cooperation,Technical Institutes,Global Approach,Educational Cooperation,Womens Education

The Brazilian Federal Network of VET Institutes was created in 2008 to address the demand for Higher Education's rapid growth. Since the establishment of Science Without Borders in 2011, the Federal Institutes have been developing international strategies for strengthening their internationalization process. However, there has been little research about the theme in Brazil. This article highlights the cooperation between Canada and Brazil that enhanced the Federal Institutes' internationalization process. The findings presented in this article are part of the research results on the Brazilian Federal Institutes' internationalization model, which used Situational Analysis as a methodological tool and pointed to the &quot;A Thousand Women&quot; project as the first significant international experience in these institutions. The data analyzed supports the claim that Canada became a significant reference for the Brazilian Federal Institutes and helped them build their internationalization process concretely and collaboratively.
International Education Policymaking: A Case Study of Ontario&apos;s Trillium Scholarship Program
Author: El Masri, Amira
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Education,Educational Policy,Educational Finance,Scholarships,Case Studies,Doctoral Students,Policy Formation,Persuasive Discourse,Discourse Analysis,Politics of Education

This paper explores Ontario's international education policy landscape through illuminating the discursive struggles to define international student funding policies, in particular the international doctoral students' Trillium Scholarship. Adopting Hajer's (1993, 2006) Discourse Coalition Framework, the study engages with three research questions: What paved the way to this funding policy? Who were the actors engaged in this policy landscape? How has the argumentation over this policy influenced the international education policy context in Ontario? Argumentative discourse analysis was used to analyze three data sources: news articles, policy documents, and interviews. Two storylines were identified: international student funding is desirable and beneficial to Ontario versus Ontario first. Whereas the first storyline achieved hegemony, the second succeeded in bringing discourses of protectionism to the forefront influencing the government's future engagement with international student funding. The paper ends with three observations on Ontario's international education policy landscape. This study contributes to our understanding of how international student funding can be highly political and influenced by non-education policy spaces and discourses.
Mental Health Status and Help-Seeking Strategies of International Students in Canada
Author: de Moissac, Danielle
Date: 2020-00-00
Type: Journal Articles
Subjects: Mental Health,Help Seeking,Foreign Students,Undergraduate Students,Young Adults,Student Diversity,At Risk Students,Coping,Stress Variables,Psychological Characteristics,Socioeconomic Status,Ethnicity,Self Concept Measures,Self Esteem,Religious Factors,Bilingualism,School Health Services,Life Satisfaction,Cultural Relevance,Foreign Countries

International students are at heightened risk of developing psychological distress, yet little research has been conducted on their mental health or support needs. This quantitative study focused on undergraduate students at two mid-sized universities in Manitoba, Canada. Online and paper surveys were completed by 932 participants, of whom 21% identified as international students. This paper, descriptive in nature, outlines the sociodemographic profiles, current mental health status, psychological characteristics, and coping strategies of international students compared to domestic students in each institution. Data show that international students are more likely to report excellent mental health, score higher on the mental health scale, and report higher life satisfaction, higher self-esteem, and more positive body image than domestic respondents. However, they are less likely to talk about their hardships. Providing culturally-adapted supports that take into consideration ethnolinguistic differences, religious practice, and mental health literacy will better meet the needs of international students on campus.