ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Web Video Conferencing to Conduct a Program as a Proposed Model toward Teacher Leadership and Academic Vitality in the Philippines
Author: Torrato, Janette Biares
Date: 2021-00-00
Type: Journal Articles
Subjects: Videoconferencing,Web Based Instruction,Electronic Learning,Delivery Systems,Program Effectiveness,COVID-19,Pandemics,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Technology Integration,Adoption (Ideas),Action Research,Skill Development,Communities of Practice,Professional Development,Distance Education,Foreign Countries

The COVID-19 pandemic prompted private basic education in the Philippines to hold a professional developmental program for faculty members using web video conferencing (WVC). Given the uncertainties of WVC educational quality and the challenge of shifting to a fully online environment, this study aimed to evaluate the use of web video conferencing and the development of a faculty development program on sustaining teacher leadership and academic vitality through research. The training was held for nine weeks, and 33 faculty members of the institution participated. Quantitative data include survey questionnaires on perceptions on action research, perceptions on technology integration, training proficiency, and pedagogical practices. Qualitative data include analysis of video recordings, reflection journals, observation notes, and actual research outputs. It utilized descriptive developmental action research using a convergent mixed-method approach, and thematic analysis. Findings show that the use of WVC as a mode of delivery proved successful in creating an effective educational experience for all the participants as evidenced by their enhanced teacher leadership skills and academic vitality. These skills were demonstrated through their willingness to promote professional inquiry as shown by their actual research outputs and demonstration of high proficiency in the adoption of technology integration.
The Quality of Training Future Teachers during the COVID-19 Pandemic: A Case from TNPU
Author: Boyko, Mariya
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preservice Teacher Education,Educational Technology,Technology Uses in Education,Online Courses,Telecommunications,Distance Education,Blended Learning,Communication Skills,Foreign Countries,Student Attitudes,Program Effectiveness,Student Satisfaction

This article describes the experience of the communicative competence formation of future teachers in a blended form of education as a dominant one in the period of the COVID-19 pandemic. The main features of such terms as &quot;education quality&quot; and &quot;communicative competence&quot; are revealed; the peculiarities of their components and structure are described. Using the results of a survey the authors draw conclusions about the advantages and disadvantages of online and offline learning and the efficacy of technical learning tools. The article also describes the educational platforms and technical means most frequently used by teachers and students in their everyday life. The results of testing in philological and linguodidactic disciplines after online and offline learning are presented in the paper. Conclusions are made concerning the peculiarities of online and offline training by means of Moodle and Google Classroom learning platforms, as well as Viber, Telegram, Email, Zoom Cloud Meetings and other platforms. Considering the results of the survey of students on the usage of technical means in online learning, the authors provide suggestions on improving the quality of training future teachers. The discussion part of the article presents the questions for discussion concerning a blended form of training as an effective one during the COVID-19 pandemic. The conclusion states the advantages and disadvantages of mixed forms of learning.
The Perceptions of Teachers of Students with Visual Impairments on Students with Visual Impairments and Graphing: How To Teach
Author: Nashleanas, Ashley N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Visual Impairments,Teacher Attitudes,Teaching Methods,Graphs,Mathematics Instruction,STEM Education,Teacher Characteristics,Teaching Experience,Educational Attainment,Paraprofessional School Personnel,Training,Consultants,Foreign Countries

Many gaps exist in what is known around teaching students with visual impairments (SVI) about how to use graphs (Rosenblum et al., 2018; Rosenblum &amp; Herzberg, 2015; Zebehazy &amp; Wilton, 2014a; 2014b; 2014c). When teachers first experience a student with a visual impairment, some of the questions that come to mind are: How can I be sure this student understands what I am saying about these graphs I show on the board? Will this student be able to keep up? The study herein, based on findings from Nashleanas (2018), serves as a guide for teachers to consider in the case that SVI enroll in their STEM courses. Nashleanas reports findings that answer questions that focus on (1) how to teach SVI so they can have timely access to and demonstrate comprehension of graphical information in mathematics and science courses, and (2) the kinds of individuals who, given their unique training and experience with SVI, can be helpful resources.
Using Educational Data Mining to Identify and Analyze Student Learning Strategies in an Online Flipped Classroom
Author: Davies, Randall
Date: 2021-00-00
Type: Journal Articles
Subjects: Data Analysis,Identification,Learning Strategies,Electronic Learning,Flipped Classroom,Learning Analytics,Instructional Design

Analyzing the learning analytics from a course provides insights that can impact instructional design decisions. This study used educational data mining techniques, specifically a longitudinal k-means cluster analysis, to identify the strategies students used when completing the online portion of an online flipped spreadsheet course. An analysis of these results showed that students did tend to follow a specific learning strategy as they completed this course. However, students also self-regulated to some degree, based on the topic and context of specific lessons. These insights not only improve our understanding about the students taking the course, but they also provide guidance for how the instructional design of the course might be improved. Of note is the practical value of this proof-of-concept study in using educational data mining to improve the instructional design of a course.
Formation of a Study Program in the Context of Conformity with the ESG (on the Material of the Analysis of Study Programs in Ukraine)
Author: Butenko, Andrii
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Development,College Programs,Quality Assurance,Accreditation (Institutions),Educational Quality,Stakeholders,Standards,Educational Legislation

The article discusses the issues of forming a study program in the context of the process' compliance with the recommendations provided by Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), which are relevant for Ukrainian higher education. The study achieved its goal: the main prerequisites for the formation of the study program (SP) were analyzed, its structural and semantic parameters were determined, and a step-by-step model of concluding a quality study program in accordance with the ESG guidelines was suggested. The search for the materials on which the study was based was conducted using the following databases: scientometric (Scopus, Web of Science), the information system (online platform) of the National Agency for Quality Assurance in Higher Education (NAQA), and the &quot;Legislation of Ukraine&quot; database. Quantitative methods included an online questionnaire, qualitative methods included system analysis, and other comparative method were used. Due to the contradictions between the interpretations of the concepts at the level of legislation and internal regulations, a definition of the &quot;formation of the study program&quot; concept is suggested. The components of the SP formation process, the resources required for the formation of the quality SP, and an analysis of positive and negative practices from the NAQA accreditation procedure experience, based on which the optimal model of the SP as a dynamic system based on ESG guidelines was developed, which has a functional character and is based on theoretical generalization of the latest approaches and real cases of Ukrainian HEIs, were discussed.
Application of Lean Manufacturing Concepts to Evolving a Policy for Engineering Education
Author: Céspedes-Mota, Armando
Date: 2021-00-00
Type: Journal Articles
Subjects: Manufacturing,Engineering Education,Visual Aids,Futures (of Society),Educational Policy,Policy Formation,Foreign Countries,Barriers,Educational Quality,Stakeholders,School Business Relationship,Educational Development

This work analyzes the current situation of engineering education in India, especially technical universities characterized by low-quality infrastructure, inflexible curricula, and poor teaching resources including faculty, usually resulting in low student learning and very low graduate placement rates, and identifies the root causes of these problems, summarizes the methodologies adapted by previous researchers in the lean area, and applies the lean manufacturing philosophy to engineering education. This paper applies a value stream map to analyze the current state of engineering education. This technique identifies eight wastes and is given in form of a current state diagram. A future state diagram is presented that recommends solutions to eliminate these wastes. These recommendations make learning processes responsive to needs and provide long-lasting value to students. Overall, it is beneficial in developing a policy for engineering education.
Engineering Students&apos; Industrial Internship Experience Perception and Satisfaction: Work Experience Scale Validation
Author: Nogueira, Teresa
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering Education,College Students,Student Satisfaction,Internship Programs,Work Experience,Questionnaires,Test Validity,Test Reliability,Competence,Problem Solving,Skill Development,Gender Differences,Compensation (Remuneration),Organization Size (Groups),Correlation,Public Colleges,Foreign Countries

An essential aspect of higher education institutions' academic curricula for engineering courses is the students' industrial internship programs. In the literature, it is well accepted that such programs provide valuable learning outcomes and increase the graduates' employment prospects. Thus, it is paramount to evaluate the internship programs' quality to identify opportunities to improve their design and implementation. However, that evaluation typically depends on self-designed academic assessment surveys of questionable validity. The purpose of this paper is to assess engineering students' perceptions of their internship experiences. For that purpose, the validation of a recently adapted version of the Work Experience Questionnaire (WEQ) was carried out on a sample of 447 engineering students that participated in industrial internship programs offered by Portuguese public universities and polytechnic schools. A confirmatory factor analysis was performed to confirm the suitability of the model proposed by the WEQ's authors on this study's sample. The psychometric qualities were evaluated through convergent and discriminant validity. The results showed that the model fit the sample well, and convergent and discriminant validity was established. The general competencies subscale was the most important for the participants--specifically, the competency of solving problems. Differences concerning the WEQ and gender, company size, and compensation were found and discussed. This study provides researchers in the field with a new tool validated explicitly for engineering students.
School Middle Leaders and Change Management: Do They Need to Be More on the &quot;Balcony&quot; than the Dance Floor?
Author: Gear, Rebekah Charlotte
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle Management,Leaders,Educational Change,Change Strategies,Foreign Countries,Professional Autonomy,Leadership Effectiveness,Elementary School Mathematics,Instructional Leadership,Reflection,Organizational Culture,Change Agents

The term &quot;middle leader&quot; in the context of English education has evolved into an overarching title to describe a leadership position for practitioners who have school wide responsibilities in addition to their classroom duties. Such responsibilities can consist of pastoral leadership; curriculum leadership; leadership of additional student support; leadership of a team or phase and leadership of a specific school improvement priority. Educational middle leadership is founded on the notion of bringing together the duty of contributing to a strategic leadership remit whilst remaining firmly within the role of a classroom practitioner. It is argued that this 'space' for middle leadership is due to the increasingly hierarchical organisational structures of schools; consequently, being viewed as the 'middle layer'. However, it is often unclear how much real authority or autonomy middle leaders have either to act strategically or make leadership decisions for their school. Despite many studies having previously explored the impact of senior leadership in improving school systems through deploying varied leadership styles, there is an absence in literature underpinning what constitutes effective strategic middle leadership. This study explored and interrogated the strategic ability of middle leadership, to contribute to this discourse. It critically reflected on the effectiveness of middle leadership, in a small-scale context, when making sustainable curriculum changes to a primary school's maths curriculum. The research methodology adopted was an autoethnographic approach. It used a documentary method, that consisted of a reflective journal, kept by the first researcher, who was also a maths curriculum middle leader within an English primary school. The reflective journal was used as an authenticated document for elucidation and analysis. The main findings suggested that collective leadership was appropriate for this research context. The study further evidenced the reality of how personal, yet important understanding leadership cultures are, in all levels of leadership. The conclusion pointed to the direction of middle leaders being more successful if they were strategic, and therefore must both find and develop systems that assist them to be located on the &quot;balcony&quot; rather than only the dance floor.
&quot;We&apos;ve Always Been Engineers:&quot; Indigenous Student Voices on Engineering and Leadership Identities
Author: Kwapisz, Monika
Date: 2021-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Engineering Education,Leadership Qualities,American Indian Students,Identification (Psychology),American Indian Culture,Undergraduate Students,Student Characteristics,Self Efficacy,Professional Identity,Community,Leadership Responsibility

Background: How do Indigenous engineering students describe their engineering leadership development? The field of engineering has made only slow and modest progress at increasing the participation of Indigenous people; an identity-conscious focus on leadership in engineering may help connect the practice of engineering with Indigenous students' motivations and values. Methods: This study utilized a grounded theory qualitative approach to understand how Indigenous engineering students at a U.S.-based university experience engineering leadership. We explored the experiences of four Indigenous engineering students through one interview and one focus group. Results: Students pointed out how Indigenous peoples had long engaged in engineering work before contact with European settlers, and they saw an opportunity for leadership in applying their engineering knowledge in ways that uplifted their home communities. Conclusion: In addition to ways that engineering programs can better support Indigenous students who aspire to become practicing engineers, our study pointed to new directions engineering programs could take to frame engineering work as providing a toolkit to improve one's community to leverage a wider set of motivations for entering engineering among many different communities underrepresented in engineering, including Indigenous students.
Validity and Reliability of Adapted Self-Efficacy Scales in Malaysian Context Using PLS-SEM Approach
Author: Mohd Dzin, Najah Hazirah
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Measures (Individuals),Self Efficacy,Mastery Learning,Social Influences,Science Achievement,Secondary School Students,Adolescents,Foreign Countries

Self-efficacy scales have been used widely across curriculum and demographic structures, while retaining their objectivity in a specific domain. This pilot study aimed to test the validity and reliability of adapted scales that incorporated four sources of self-efficacy (mastery experiences, vicarious experiences, social persuasion, and emotional and physiological states), as well as science self-efficacy in the Malaysian context. A total of 109 students participated in this study. Data were analyzed through confirmatory factor analysis (CFA), by using the partial least square structural equation modelling (PLS-SEM) approach. The reliability criteria were determined through outer loading and composite reliability (CR). The assessment of convergent validity was performed using the average variance extracted (AVE), while the discriminant validity of this instrument was confirmed using the heterotrait--monotrait criterion (HTMT), along with the bootstrapping procedure. The CR values were at a satisfactory level, and two indicators were eliminated (PM3 and PMPR6) to improve the AVE values of the construct. All the values were assessed in the HTMT criterion, along with the confidence intervals in the range recommended to prove discriminant validity. The assessment of validity and reliability, through PLS-SEM, indicated that the scales used in this study are valid and statistically reliable.
Communication Bibliometric Research in Latin American Scientific Journals (2009-2018)
Author: Arroyave-Cabrera, Jesús
Date: 2022-00-00
Type: Journal Articles
Subjects: Communication (Thought Transfer),Research,Foreign Countries,Bibliometrics,Periodicals,Content Analysis,Meta Analysis

The objective of this article is to analyze the distinctive characteristics of research production in the field of communication in Latin American scientific communication journals. Meta-research is necessary because it allows re-evaluating the field and offers new horizons in knowledge production. Two studies were conducted: 1) Bibliometric analysis of 116 journals ineight databases and 24 publications in the Web of Science and Scopus; 2) Content analysis including that of 407 articles over a period of 10 years (2009-2018). The findings demonstrate a research trend in the Latin American region toward international standards, evidenced by a preponderance of empirical over essay studies. Universities in the region published most of the journals in the field and circulation was predominantly biannual. Contrary to expectations, the most widely disseminated topic was health communication, partly owing to a large sample of Brazilian journals. Within the empirical research, the qualitative approach was predominant. The interview was the most widely used research method in theregion. Finally, the most used theories were agenda setting and framing. Imminent challenges arise, i.e., to strengthen indigenous theoretical production and to position the region's themes and reflection more decisively in knowledge production at a global level.
Beyond Content: The Role of STEM Disciplines, Real-World Problems, 21st Century Skills, and STEM Careers within Science Teachers&apos; Conceptions of Integrated STEM Education
Author: Dare, Emily Anna
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Science Careers,Career Awareness,Science Teachers,Teacher Attitudes,Elementary Secondary Education,21st Century Skills,Skill Development,Integrated Curriculum,Problem Based Learning,Relevance (Education)

Understanding teachers' conceptions surrounding integrated STEM education is vital to the successful implementation of integrated STEM curricula in K-12 classrooms. Of particular interest is understanding how teachers conceptualize the role of the STEM disciplines within their integrated STEM teaching. Further, despite knowing that content-agnostic characteristics of integrated STEM education are important, little is known about how teachers conceptualize the real-world problems, 21st century skills, and the promotion of STEM careers in their integrated STEM instruction. This study used an exploratory case study design to investigate conceptions of 19 K-12 science teachers after participating in an integrated STEM-focused professional development and implementing integrated STEM lessons into their classrooms. Our findings show that all teacher participants viewed STEM education from an integrative perspective that fosters the development of 21st century skills, using real-world problems to motivate students. Our findings also reveal that teachers have varying ideas related to the STEM disciplines within integrated STEM instruction, which could assist teacher educators in preparing high-quality professional development experiences. Findings related to real-world problems, 21st century skills, and STEM careers provide a window into how to best support teachers to include these characteristics into their teaching more explicitly.
Factors Associated with the Development of Secondary School Students&apos; Interest towards STEM Studies
Author: Mitsopoulou, Athina G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Interests,STEM Education,Higher Education,Social Cognition,Career Choice,Theories,Student Experience,Familiarity,Correlation,Difficulty Level,Low Income Students,Parent Background,Educational Attainment,Self Efficacy,Expectation,Gender Differences,Grade 8,Grade 9,Grade 10,Student Attitudes,Foreign Countries,Student Characteristics

The aim of this study is to investigate the predictive factors that predispose secondary school students' interest in studying STEM (Science, Technology, Engineering, and Mathematics) fields in higher education. For this purpose, an already existing questionnaire was used and modified properly, according to the Greek educational system. The survey was attended by 301 secondary school students, who study in Piraeus, one of the largest cities in Greece. Research findings indicated that the principles of Social Cognitive Career Theory (SCCT) are well supported. It is worth mentioning that this is the first time that such a number of variables had been examined, in order to support the SCCT. In particular, very few studies exist in literature--to the best of our knowledge--investigating the effect of more than four factors influencing students' interest towards STEM higher studies. Learning experiences, students' exposure to STEM activities within the school environment and outside of it (OR = 0.071, p = 0.002), as well as their involvement with high difficulty STEM courses (OR = 0.203, p = 0.038), appear to be positively correlated with the development of interest towards studies in the STEM fields. In addition, students from low-income families are more likely to follow STEM studies (OR = 0.198, p = 0.034). On the contrary, it has been revealed that parental educational background only supports the student's decision to continue studies after high school, without specifying the educational field in higher education (OR = 0.769, p = 0.703; father's educational level, OR = 0.698, p = 0.552; mother's educational level). Data revealed that outcome expectations and self-efficacy (OR = 14.366, p = 0.005) are positively related to the procedure of students' interest development to pursue STEM fields in higher education, while gender seems to be a non-regulatory factor (OR = 0.886, p = 0.831).