ethanporcaro/eric-fulltext-meta huggingface dataset:
Expectations of Generation Z -- A Challenge for Academic Didactic Staff
Author: Adamska, Malgorzata
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: College Faculty,College Students,Generational Differences,Age Differences,Expectation,Student Attitudes,Foreign Countries,Educational Practices,Teacher Effectiveness,Cooperation,Teacher Student Relationship

The social, cultural, and technological aspects of the environment significantly affect the generation Z student's behaviour. Expectations regarding teachers' work are rising and students' commitment to learning is declining. The aim of the article is to present challenges posed before the didactic process, based on the research results regarding the role and significance of the didactic staff in the opinion of generation Z. The presented issues constitute an introduction to a discussion regarding the current approach to the educational process, in the light of technological and social challenges. The methods selected for the purposes of this study are an analysis based on a profound source literature query, which was combined with empirical research performed among students at the Opole University of Technology, using the computer-assisted web interviewing method, by means of a proprietary survey questionnaire. Research results constitute an essential source of knowledge regarding factors that, in the opinion of generation Z students, have the most significance for the efficiency of the educational process, and for the construction of interpersonal relations between students and lecturers. On the basis of the achieved results, recommendations for the didactic staff were developed, regarding the creation of new, engaging didactic forms, and assuming the role of a mentor both for the career, as well as life path. The key value achieved in a result of the research is primary data, constituting the basis for developing a recommendation regarding challenges posed before the academic didactic staff. [For the complete volume, &quot;NORDSCI International Conference Proceedings (Online, October 11-13, 2021). Book 1. Volume 4,&quot; see ED625509.]
Image as an Important Tool in the Work of Managers of Educational Institutions
Author: Adamec, Petr
Date: 2021-00-00
Type: Reports - Research
Subjects: State Universities,Institutional Characteristics,Reputation,Teacher Education Programs,Secondary School Teachers,Vocational Education Teachers,Educational Administration,Student Characteristics,Student Attitudes,Semantic Differential,Profiles,Foreign Countries,Institutional Evaluation

The aim of the paper is to present the results of a survey focused on the image of an educational institution--a public university in the Czech Republic, which provides study programs for future teachers of vocational subjects at secondary schools. The image of an educational institution is an integral part of the management of educational institutions and at the same time, it should be a part of its regular self-evaluation. An image consists of objective and subjective, correct and incorrect ideas, attitudes and experiences of an individual or a certain group of people about a certain object or subject. Image affects opinions and behaviour and significantly influences them. Each educational institution creates a certain image, through which it can be perceived not only by its surroundings or social partners, but mainly by current and future students. Particularly, the students were the respondents to this survey. The method of semantic differential (polarity profile), which is one of the most frequently used methods for image measurement, was used for data collection. [For the complete volume, &quot;NORDSCI International Conference Proceedings (Online, October 11-13, 2021). Book 1. Volume 4,&quot; see ED625509.]
The Listening to Teachers Study: Towards a More Equitable Post-Pandemic Early Care &amp; Education System in New York City. Technical Report
Author: Nagasawa, Mark K.
Date: 2022-08-03
Type: Reports - Research
Subjects: Early Childhood Education,COVID-19,Pandemics,Child Care,Teaching Experience,Educational Change,Stress Variables,Early Childhood Teachers,Child Caregivers,Well Being,Equal Education,Coping,Minority Groups

This is the summary report for the second year of the Listening to Teachers Study which asks how early childhood educators in New York City (NYC) have been faring through the ongoing COVID-19 pandemic. The study's purpose has been to seek deeper understandings of what NYC's early care and education (ECE) workforce has experienced during the Pandemic to inform decision-making about the city's future ECE systems by raising issues for reflection and action-oriented discussion. The study has followed a multistage, exploratory-mixed methods design, incorporating: (1) ongoing consultation with ECE stakeholders to incorporate questions of interest to them -- and their reactions to emerging findings;(2) a survey focused on understanding nuances in the workforce and how these might relate to well-being and coping (June 2021, n=663); and (3) in-depth interviews with racially minoritized educators, given the Pandemic's disproportionate effects on communities of color (Spring 2022, n=28). These data were analyzed through an iterative, constant comparative method that combined descriptive and inferential statistics with mixed deductive-inductive analysis of open-ended survey questions and interview transcripts. Among the key findings: (1) 86% reported being affected by 5 or more (of 11) economic, health, social, and emotional stressors; (2) 32% had a household income below $35K -- in New York City; (3) FCC professionals far more frequently worked with infants and toddlers than other survey contributors; were weathering more economic stresses; and reported significantly higher rates of suffering and struggling; (4) 61% reported not feeling burned out in June 2021, but the odds of program leaders indicating potential burnout were 1.7 times higher than all others; (5) Support from supervisors and system representatives (e.g., coaches) reduced the odds of someone reporting potential burnout; and (6) The odds of those identifying as Black, Indigenous, or Other People of Color being in leadership positions were less than their white colleagues. It is important to note that these findings are limited to those who contributed to this study and should not be applied to all of NYC's early childhood educators; however, the totality of findings raise important questions about systemic issues moving forward, among these: What is being done to support the workforce's holistic well-being? In particular, what is in place to sustain program leaders and family child care professionals? What is the status of wage equity efforts? What is being done to nurture diversities in the workforce? What more can be done? [Additional support for the report from the New York Early Childhood Professional Institute and the New York City Early Childhood Research Network.]
International Comparison of Reading Preferences of Younger School Age Readers at Primary School
Author: Simanová, Lýdia
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Comparative Education,Preferences,Reading,Elementary School Students

The study presents the research findings from a comparison of younger school-aged readers from 3 countries -- Slovakia, the Czech Republic and Poland. The research used a questionnaire of own design based on an initial exploration through focused interviews with readers. The research design was quantitative-qualitative in nature and those questions about preferred literary genres and literature content were semi-open. The research sample consisted of 693 Slovak, 254 Czech and 248 Polish younger-school readers. Respondents were divided according to reading levels into four groups. We searched for whether there were significant differences between the national groups. The research findings showed some similarities but also specific differences between national groups that were described in the research results. In the discussion, the authors present the importance of the research results in the context of pedagogical practice and undergraduate teacher preparation for students of primary education. [For the complete volume, &quot;NORDSCI International Conference Proceedings (Online, October 11-13, 2021). Book 1. Volume 4,&quot; see ED625509.]
Trust, Learning and Anomalous Experience of Japan and Slovak University Students
Author: Blašková, Martina
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Trust (Psychology),Student Experience,Beliefs,Popular Culture,Evidence,Learning Processes,Scientific Literacy,Scientific Attitudes

Trust is an important element of the learning processes and overall academic achievement of university students. It represents the highly sensitive domain of the intrapsychic life of each student. The paper states the original premise that trust or distrust respectively can be specifically related to anomalous psychical experience. As some paranormal experiences can be evoked by physical or chemical stimuli such as electric pulse to the brain and mental drags, for example, DMT (N, N-dimethyltryptamine), paranormal experiences are based on people's physiological system chiefly, not only psychological factors such as belief. In this view, trust can be considered as one of the most important impulses as well as a consequence of the perceived anomalous experience of the student. But trust as one of the crucial sub-elements of higher education is not related to paranormal phenomena. Trying to face this challenge, the paper has the ambition to enrich the scientific basis of higher education through performing research supported by relevant hypotheses and an empirical survey. Based on the analysis, synthesis, comparison, generalization, induction and deduction of theory, completed by results of the quantitative survey, the aim of the paper is to search and confirm potential relations between the trust and unusual psychic experience of higher education students. Targeted experiences are specifically examined in two geographically different countries: Japan as a representative of specific Asian countries, and Slovakia as a representative of specific (Slavic) Central Europe countries. For the paper, two hypotheses are formulated: H1: Paranormal experiences have not relevant influence on the student distrust; H2: There exist only small differences between Japan and Slovak respondents' expressions in the field. The survey, participated by 405 Japan and 443 Slovak university students, confirms that the most frequent experience in both countries is déjà vu (76.79% of Japan and 87.84% of Slovak respondents). Applied Chi-Square Test and Product-Moment Correlation reveal that the searched forms of paranormal experiences do not call-up the negative form of trust, i.e. distrust. Also, only unimportant differences in perceived anomalousness exist between university students of chosen two countries. In this way, both hypotheses are considered to be confirmed. From the perspective of recommendations, assistance and belonging, providing anonymous psychological consulting, applying motivational educational methods and techniques can encouragingly act on student trust and learning. [For the complete volume, &quot;NORDSCI International Conference Proceedings (Online, October 11-13, 2021). Book 1. Volume 4,&quot; see ED625509.]
The Problems of Education and Socialization of Learning Youth in the Conditions of the Coronavirus Pandemic
Author: Savrutskaya, Elisaveta
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,Barriers,Educational Technology,Distance Education,Language Usage,Interpersonal Communication,Socialization,Social Influences,Cultural Influences,Foreign Countries

The article discusses the issue of the impact of the coronavirus pandemic on the choice of methods and forms of educational activities and socialization of young people in the current difficult situation of society development, the issue of the peculiarities of the formation in these conditions of a new type of culture -- digital culture and the need to develop new scientifically based approaches to modernizing the education system in accordance with the risks and challenges of our time, as well as the implementation of communication practices in the context of the requirements of the epidemiological situation in the world. When carrying out the research, the following scientific methods of cognition were used: the method of comparative analysis, which made it possible to identify the advantages and disadvantages of the distant form of education in the context of the coronavirus pandemic; the method of quantitative analysis, allowed the authors of the article to better orient themselves in the general pile of facts, as well as to model the existing social processes in the field of education and society as a whole during the coronavirus pandemic; the use of the systemic method in the study of the subject of research made it possible to single out the determining factors influencing the reproduction of social experience in order to streamline and stabilize the spiritual and moral foundations, communication processes as the most important condition for the socialization of the individual; the formal legal method was used in the study of various legal documents; content analysis was used to study a set of statements on a specific topic. [For the complete volume, &quot;NORDSCI International Conference Proceedings (Online, October 11-13, 2021). Book 1. Volume 4,&quot; see ED625509.]
School District Job Postings and Staffing Challenges throughout the Second School Year during the COVID-19 Pandemic. Working Paper No. 273-1022
Author: Goldhaber, Dan
Date: 2022-10-00
Type: Reports - Research
Subjects: School Districts,Employment Opportunities,Recruitment,Personnel Selection,Labor Needs,Pandemics,COVID-19,Teacher Aides,Teacher Employment,Elementary Secondary Education,Emergency Programs,Grants,Federal Aid,Barriers,Teacher Recruitment

We describe the extent and predictors of staffing challenges faced by school districts in Washington state throughout the 2021-22 school year using data collected from job posting websites for districts representing more than 98% of students in the state. These data suggest that school districts in the state faced considerable challenges filling paraeducator and, to a lesser extent, teaching positions at the beginning of the school year. When we focus specifically on teachers, we find that teacher staffing challenges were far more pronounced for special education positions and in schools serving more students of color, less pronounced for elementary positions, and highly correlated with teacher attrition from these types of positions after the prior school year. Accounting for these relationships, districts posted more teaching positions later in the school year when they had increasing student enrollments and received more Elementary and Secondary School Emergency Relief funds than nearby districts.
Connectivism: A Literature Review for the New Pathway of Pandemic Driven Education
Author: Boyraz, Serkan
Date: 2021-03-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Technology Uses in Education,Constructivism (Learning),Electronic Learning,Social Networks,Network Analysis,Learning Theories,Educational Benefits

The COVID-19 pandemic has brought physical distance among people and forced every aspect of life to change including education. The educators all around the world who had already been trying to adapt the digitalization to be compatible with the demands and needs of today's learners that are also called the digital natives found themselves in an entirely new world order for education as no face-to-face classes were freely available. As previous learning theories were developed for the education that takes place face to face in schools and there hadn't been a reason to transform education into a completely distance way, at least up to higher education, educators might feel altered trying to follow principles of behaviorism, cognitivism and constructivism. Connectivism Which aims to explain the learning that takes place within the digital environment by learners' forming networks with other learners and even digital sources such as Wikis, blogs, data clouds etc. is a new theory for the 21st century education that is covered by the technology. This paper tries to summarize the theory in order to provide a guidebook for the teachers having confusion caused by unexpected and quick transformation after pandemic started to drive educational applications.
Does Internal and External Factors Matter for Student&apos;s English Skill? The Moderating Role of Teaching Style
Author: Ayu Respati, Yudit
Date: 2022-12-00
Type: Journal Articles
Subjects: College Students,Foreign Countries,English (Second Language),Second Language Learning,Student Motivation,Teaching Styles,Skill Development,Self Efficacy,Language Acquisition,Language Skills,Social Cognition,Metacognition,Goal Orientation,Interpersonal Communication

The rapid advancement of knowledge and technology has made communication more open. This situation provides an excellent opportunity for anyone to compete internationally. One of the ways to compete at the international level is to master English. This study aims to analyze the effect of internal and external motivation on students' English skills. This study used a different approach by using the lecturer's teaching style as a moderating variable. This research was explanatory using a quantitative approach. Data were collected through a questionnaire and used a Likert scale. The sample of this research was second-year students of the Faculty of Economics, Universitas Negeri Yogyakarta. Partial Least Square (PLS) was used as a data analysis technique in this study with the help of Smart PLS software. The results showed that students' internal and external motivation influenced English skills. In addition, this study also confirms that lecturers' teaching style has a direct positive effect on English skills. Furthermore, the lecturer's teaching style indirectly moderates the relationship between self-awareness, personal goal setting, and parental expectations. The dual role of this teaching style proves the importance of the role of a lecturer in student success.
Perceived Influence of Face-to-Face and Remote Instruction on Learning in Gambian Universities
Author: Olagbaju, Oladotun Opeoluwa
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,In Person Learning,Electronic Learning,Educational Technology,Internet,Student Attitudes,Undergraduate Students

In compliance with laid down safety guidelines to contain the massive spread of COVID-19 in the Gambia, teaching and learning activities through the traditional face-to-face instructional mode in Gambian Universities have been disrupted. Subsequently, ICT driven remote instruction was adopted by most tertiary institutions. Despite this intervention, technical and internet-related problems have largely hampered the smooth delivery of lectures through the face-to-screen channel. This has dire implications for students' interest and attitude to learning. Therefore, this study examined face-to-face and face-to-screen modes of instruction as predictors of students' interest and attitude toward learning in Gambian Universities. Three research questions were raised and data were collected with ICT using online survey comprising 115 participants. The results showed that face-to-face instruction contributed more to students' interest and attitude toward learning than the face-to-screen mode. The study also found that students prefer the remote channel of instruction to the conventional face-to-face mode. Also, Gambian undergraduates perceived the influence of both face-to-face and face-to-screen instruction on their interest and attitude toward learning as positive. Therefore, it was recommended that the face-to-screen mode of instruction should be retained and progressively used alongside face-to-face instruction in conventional universities in post-COVID 19 Gambia.
Examining the Issues of Gender and Indigenous Knowledge in English Education Semester Courses
Author: Saud, Mohan Singh
Date: 2020-12-00
Type: Journal Articles
Subjects: Gender Issues,Indigenous Knowledge,Inclusion,Equal Education,Higher Education,Foreign Countries,Social Justice,Cultural Capital

Gender and indigenous knowledge (IK) are the contemporary cross-cutting issues to be addressed in the mainstream curriculum for enhancing inclusion and equity in higher education along with the recognition, preservation and promotion of indigenous knowledge. The issues of gender and IK are the cross-cutting subjects to be addressed in the contemporary educational discourses around the world including Nepal. Taking these issues into consideration, this study critically examined and analyzed the issues of addressing gender and integrating IK into the Master of English Education courses of Tribhuvan University (TU), Nepal, along with the pedagogical practices, assessment and research. Framing on indigenous perspective with social justice, cultural capital, classroom ecology and linguicism as the theoretical lenses, this study applied qualitative study of contents analysis and open-ended questions with the teachers from TU. The study found that the course content was not much inclusive in terms of gender and indigenous knowledge. However, pedagogical practices, assessment system and research were gender and indigenous friendly as responded by the participants. Its implication is that the Master of English Education courses of Nepal's TU needs to address the issues of gender and indigenous knowledge for equity, inclusion and recognition of indigenous knowledge for the glocal context.