ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Prior Work-Experience on Student Learning Outcomes in Simulated Internships
Author: Bayerlein, Leopold
Date: 2020-00-00
Type: Journal Articles
Subjects: Prior Learning,Work Experience,Outcomes of Education,Simulation,Simulated Environment,Work Environment,Internship Programs,Accounting,Virtual Classrooms,Problem Based Learning,Undergraduate Students,Student Attitudes,Skill Development,Program Effectiveness,Foreign Countries

In this paper, the extent to which a compulsory non-placement work-integrated learning (WIL) activity, in the form of a simulated internship, in an Australian undergraduate accounting program, created learning outcomes for students with different levels of prior work-experience is assessed. The paper extends prior, theoretically based literature by providing an exploratory evaluation of the experiences of students undertaking a specific simulated internship. This evaluation is important because it enables students and higher education providers to evaluate the extent to which a simulation is likely to meet the learning needs and expectations of individual students and student groups. Despite the critical importance of such an evaluation, prior literature has thus far focused on theoretically based evaluations and comparisons of simulated internships, with empirical evidence being largely absent from the literature. Using a series of semi-structured interviews with students, the current paper shows that the evaluated simulation was generally able to develop cognitive, skill-based, and affective learning outcomes, and that students' learning outcomes were strongly influenced by their prior real-world work-experience. In addition, the paper also shows that the lived experiences of students within the simulation were much more multifaceted and diverse than anticipated in the prior literature. The findings of this paper are relevant for higher education providers and students planning to undertake a simulated internship, or other non-placement WIL activity. Potential challenges and opportunities for different groups of students arising in the analysed simulation are identified and discussed.
An Analysis of Basic Interaction, Communication, Team Building, and Problem-Solving Skills of Primary School Students in Marching Band Activities
Author: Altaftazani, Deden Herdiana
Date: 2020-08-00
Type: Journal Articles
Subjects: Interaction,Communication Skills,Interpersonal Competence,Teamwork,Problem Solving,Conflict Resolution,Elementary School Students,Children,Music Activities,Extracurricular Activities,Skill Development,Foreign Countries,Group Activities,Peer Relationship

This research is motivated by the importance of social skills for elementary school students. Social skills are abilities that must be possessed by every individual to function well in their social environment. Social skills must be instilled through the stages of learning and habituation. One of the approaches to instill social skills is through marching band activities. This research aimed at finding out how marching band activities can emerge and develop students' social skills. This research used a qualitative approach with a case study research design. Three ways of collecting data were used to obtain data, which are interviews, observation, and documentation. As a result, marching band activities can bring up various social skills of students, including basic interaction skill, basic communication skill, team or group building skill, and problem-solving skill. Meanwhile, the factors that influenced the formation of social skills in marching band activities in elementary schools are group activity factor, situation factor, regulatory factor, program or design factor, and peer relationship factor.
Developing Primary School Students&apos; Environmental Literacy by Utilizing Scraps
Author: Kuswendi, Uus
Date: 2020-08-00
Type: Journal Articles
Subjects: Student Development,Multiple Literacies,Environmental Education,Recycling,Wastes,Handicrafts,Learning Activities,Conservation (Environment),Social Responsibility,Positive Attitudes,Hygiene,Elementary School Students,Grade 5,Children,Foreign Countries,Social Studies

One action related to environmental literacy someone's effort to reduce environmental pollution. For primary school students, this can be done by processing dry waste into useful items. Processed garbage can processed into scraps that can be made into simple handicrafts. This research was aimed at developing environmental literacy through the use of scraps in primary schools. The research employed a quantitative approach with quasi experimental method. The samples of the research were fifth grade primary school students who were randomly selected. Then the data collection techniques were conducted with the cognitive tests, practice, and attitude questionnaires. Meanwhile, data analysis process employed the inference statistics. The results showed that the activity of utilizing scrap affected the students' environmental literacy. The aspect that experienced a quite good change was the performance aspect in the form of carrying out used scrap activities. Therefore, the use of scraps could be an effort to build the environmental literacy of primary school students.
Online Teaching Practices during the COVID-19 Pandemic
Author: Noor, Shaista
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Web Based Instruction,COVID-19,Pandemics,Foreign Countries,Elementary Secondary Education,Distance Education,Computer Mediated Communication,Teacher Attitudes,Barriers,Access to Computers

The COVID-19 pandemic has had a remarkable economic impact worldwide, including in Pakistan, and was soon declared an international public health issue. The education sector in Pakistan, specifically school (K-12) education, has seen a staggering impact due to obstacles in delivering alternative forms of education during the pandemic. Educational institutions in Pakistan closed on March 13, 2020, and then, on April 13, 2020, the Ministry of Education, in collaboration with the Information and Broadcasting Ministry, announced the launch of a &quot;tele-schooling&quot; initiative. Teaching staff, who are arguably the most vital resource in any schooling system, faced considerable physical, mental, and financial challenges due to an overnight shift to an online mode of teaching, with issues concerning inadequate digital pedagogical knowledge and infrastructure limitations relating mostly to power connectivity. The current study investigated the perception of Pakistani school teachers regarding their online teaching practices during the COVID-19 pandemic. In the study, a qualitative research strategy was adopted, with semi-structured interviews conducted via Skype with 10 school teachers from Pakistan's renowned Army Public School and College System (APSACS) schools located in the Rawalpindi and Islamabad regions of the country. Saldana's (2016) structured inductive data analysis method was used in analyzing the collected data. The study's results highlighted the issues and challenges confronted by school teachers in delivering online lessons via Google Classroom, Zoom, and Microsoft Teams such as high-cost Internet packages, uncooperative learners, low attendance of learners, teachers' technology confidence, limited availability of educational resources, lack of ICT knowledge, and poor network infrastructure. However, the creativity, dedication, and community spirit which the school teachers demonstrated in working with very limited facilities were exemplary. Hence, based on the study's findings, changes were proposed as a way forward. It is hoped that the study's findings will help policymakers and the Ministry of Education in Pakistan to focus more on human capital development, interpersonal development, communication and technology management training, and support programs, especially for school teachers as the foundation of the next and future generations.
On Conceptualizing Child Well-Being: Drawing on Disciplinary Understandings of Childhood
Author: Falkenberg, Thomas
Date: 2020-00-00
Type: Journal Articles
Subjects: Well Being,Children,Adults,Childhood Needs,Psychology,Sociology,Childrens Rights,Child Development,Social Influences,Philosophy,Holistic Approach

Given the greater attention to student well-being as a concern for school education in Canada and beyond, this article is concerned with the questions of whether, and in what way, the well-being of children should be differently conceptualized than that of adults. This theoretical article responds to these questions and argues that the conceptual distinction needs to be grounded in an understanding of childhood (i.e., the socially constructed understanding of the life of children). First, the article extracts core understandings of childhood from four scholarly disciplines that are each concerned with children. Then the article develops an integrative view of childhood by drawing on these four disciplinary understandings. Finally, the article identifies implications of this integrative view of childhood for any conceptualization of child well-being.
Decolonizing Possibilities in Special Education Services
Author: Yee, Nikki L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Special Education,Indigenous Populations,Educational Assessment,Evaluation Methods,Holistic Approach,Educational Practices,Culturally Relevant Education,Inclusion,Land Settlement,Students with Disabilities,Special Needs Students,Identification,Canada Natives,Foreign Countries

Colonial contexts continue to shape the experiences of Indigenous students, especially in special education, even as educators work to respond to Indigenous perspectives. In this article we first apply a decolonizing critique to consider how colonialism affects special education programming, then survey Indigenous and decolonizing scholarship to (re) imagine how educators may start to address these concerns. Our analysis suggests that educators: (1) engage in critical self-examination; (2) adopt holistic assessment strategies; (3) explore teaching practices emerging from decolonizing perspectives; and (4) examine and (re)imagine service delivery models. Educators may use these ideas as a springboard for exploring more contextualized decolonizing possibilities.
Improving Educational Experiences for Children in Our Care: An Ethic of Hospitality
Author: Janzen, Melanie
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foster Care,At Risk Students,Graduation Rate,Student Needs,Student Experience,Educational Environment,Child Welfare,Elementary Secondary Education,Student School Relationship,Interpersonal Relationship

The number of children in care in Canada is at epic proportions. Children in care perform at lower rates academically and have far lower graduation rates than children not in care. As children in care enter our schools at increasing rates and experience poor school success, it is of dire importance to understand how to better support these children. Drawn from a larger study seeking to improve systems change for children in care, this aspect of the study focused on school leaders' strategies for improving the experiences of children in care in their schools. Using Derrida's and Ruitenberg's articulations of an ethic of hospitality, we will illustrate participants' experiences and argue for the need for the education system to more justly engage in ethical relations with children, particularly those who are most vulnerable.
Views and Evaluations of University Students about Distance Education during the COVID-19 Pandemic
Author: Sahbaz, Ahmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Students,Distance Education,COVID-19,Pandemics,Electronic Learning,Foreign Countries,Technology Uses in Education,Turkish,Student Motivation

In recent years, technological devices and the Internet have become an integral part of our lives, changing many of our habits and daily routines. This change became more rapid and intense during the early months of the COVID-19 pandemic when countries compulsorily locked down their populations in an attempt to impede or halt the spread of the novel coronavirus. In order to continue their education, students stayed at home and were required instead to study online using a computer or a mobile device such as a smartphone. According to UNESCO (n.d.), &quot;more than 1.5 billion students are or have been affected by school and university closures during this period.&quot; As a result, distance education has become the &quot;new normal&quot; of the educational system. Prior to the pandemic, many studies had been conducted regarding the opinions and attitudes of university students toward distance education; however, publications on this subject since the beginning of the pandemic are still very new. Indeed, the current study aimed to reveal the views and evaluations of university students towards distance education since the beginning of the pandemic. This qualitative study was carried out at the Turcology Department of Tuzla University in the Bosnia Herzegovina Federation. A questionnaire comprised of 12 open-ended questions was used to collect the data, which was then analyzed using the conventional content analysis approach. From the results of the study, it can be concluded that almost 90% of the participants were against distance education, but firm supporters of face-to-face education.
Work-Integrated Learning and Skill Development in a Master of Public Health Program: Graduate Perspectives
Author: Durham, Sue
Date: 2020-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Job Skills,Skill Development,Masters Programs,Public Health,Graduate Students,College Graduates,Student Attitudes,Educational Attitudes,Decision Making Skills,Professionalism,Lifelong Learning,Cooperation,Employment Potential,Career Readiness,Capstone Experiences,Foreign Countries

It is increasingly understood that work-integrated learning (WIL) opportunities are critical in providing graduating students with employability skills which allow them to gain employment and effectively operate in work environments. This is particularly relevant within degrees such as public health that cut across very diverse fields of practice. Little research has previously investigated student perceptions post-graduation of skill development within public health degrees. This investigation aimed to identify the range of skills gained within a Master of Public Health (MPH) degree which graduates felt assisted them to obtain employment, and to determine the teaching and learning approaches that contributed to the development of these skills. Graduates responding to a questionnaire self-reported that they had good levels of both technical and employability skills especially in the domains: Informed Decision Making, Professional Practice and Standards, Lifelong Learning and Collaboration. Students agreed that there were frequent opportunities for applied learning and enablers to employment within their degree. However, graduates indicated that the employability domain: Commencement Readiness and confidence at point of graduation, could be strengthened. The implications of this research for the development of non-placement WIL experiences, capstone subjects, the overall curriculum and broader university student experience are discussed.
Teacher Candidates&apos; Policy Agency to Reframe the Meaning of Citizenship in the Ontario Secondary School Curriculum
Author: Butler, Jesse K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Educational Policy,Curriculum Implementation,Citizenship Education,Citizenship,Politics of Education,Student Attitudes

Curriculum policy implementation occurs within a network of state, district, school, and classroom level policies that operate within and around educators' use of formal curriculum policy documents. Starting from this observation, we report a study of teacher candidates' policy framing activities in their use of citizenship education curriculum policy documents in the Province of Ontario, Canada. We use a frame analysis methodology to examine how four teacher candidates from one Teacher Education Program in Ontario (1) frame citizenship, (2) perceive their use of the curriculum policy document, and (3) perceive the influence of a network of curriculum policy influences in their schools. Findings reveal that the candidates each have unique ways of framing citizenship, which align to varying degrees with how the documents frame citizenship. Candidates portray themselves as able to work around policy requirements and pressures where those are misaligned with their own framings of citizenship. They needed to do this to foster student civic action. On balance, broader policy pressures appear to reinforce formal curriculum policy that does not explicitly encourage civic engagement. We conclude the formal curriculum should incorporate a specific requirement in this area to provide policy leverage to educators interested in teaching through student civic action. We also take up the issue of potential politicization of the citizenship education through teacher education programs, with our findings suggesting this is highly unlikely.
Enhanced Educational Mobile Augmented Reality Application for Musculoskeletal System and Warm-Up Exercises
Author: Imamoglu, Mehmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,Athletics,Computer Software,Human Body,Anatomy,Exercise,Health Education,Teaching Methods,Educational Technology,Technology Uses in Education,Models,Exercise Physiology,Telecommunications,Handheld Devices

The purpose of this study is to examine the use of augmented reality technology in the field of sports science and to develop a sample educational software including musculoskeletal system and warm-up exercises. Each stage of the software development process is explained in detail. The basis of augmented reality technology is the simultaneous visualization of real and virtual objects through an interface system. The instant information obtained by using various methods from the real world is presented in interaction with virtual objects. Virtual objects are developed with three-dimensional modelling software. Code libraries are used for applications that will be created for products such as mobile phones, tablets, and computers. The compiler software makes applications available for use. In this study, Daz3d and Blender software were used for three-dimensional modelling. The Vuforia system has been preferred as an augmented reality code library. The Unity software was used in the development and compilation of the application. It will be beneficial to use the developed mobile augmented reality application in sports and health education. Augmented reality technology can be used in many different areas in sports science.
Are There Types of Academically Entitled Students? A Cluster Analysis
Author: Jackson, Dennis L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Behavior,Personality Traits,Classification,Undergraduate Students,Multivariate Analysis,Foreign Countries,Student Characteristics

Academic entitlement (AE), which includes some students' tendencies to express deservingness of academic outcomes, not based on achievement, may have serious implications, such as academic dishonesty and classroom incivility. Some researchers have suggested that there may be different types of students with regard to AE, implying that motives for entitled behaviour may not be uniform. The current study extends previous work in identifying subtypes of AE. A sample of 751 undergraduate students responded to measures of AE, narcissism, and performance avoidance learning orientation. Cluster analysis revealed five distinct clusters: Entitled Narcissist, Entitled Non-Narcissist, Unobtrusive Entitlement, Not Entitled, and Performance Avoidant. The Entitled Narcissist cluster is small in size and members generally have a higher sense of entitlement. The Entitled Non-Narcissist cluster is larger in size and members tend to have high performance avoidance scores. Understanding typologies of AE could lead to different strategies for addressing highly entitled students.
Development of Social and Civic Competence in the Classroom through Art
Author: Guerrero Romera, Catalina
Date: 2020-00-00
Type: Journal Articles
Subjects: Competency Based Education,Social Development,Skill Development,Student Development,Elementary School Students,Elementary School Curriculum,Grade 4,Grade 5,Grade 6,Children,College School Cooperation,Values Education,Art Education,Social Values,Literature,Painting (Visual Arts),Cultural Maintenance,Heritage Education,Interdisciplinary Approach,Educational Innovation,Program Effectiveness,Foreign Countries,Citizenship Education

The competency-based model implies a process of humanization of education that diversifies content, focusing in this case on the development of the civic and artistic competence of the students. This paper presents the CIVABLES Program designed within the framework of teaching and research collaboration between the University and the Primary School. The program is structured around three pillars: the development of basic skills in the primary education curriculum, education in values and art as an educational resource that facilitates the overall development of students. The contents of the program have been defined by the selection of the work of Italo Calvino &quot;The Invisible Cities&quot;, following the recommendations and experience of the team of teachers who teach in the school. The result has been the design of a totally innovative proposal within the educational field that can contribute not only to the development and conservation of cultural and artistic heritage, but also to address the basic skills through art and education in values to train citizenship.
Perceptions of Educators on Effective Culturally &amp; Linguistically Responsive (CLR) Practices
Author: Lubin, Jacqueline
Date: 2020-00-00
Type: Journal Articles
Subjects: Public School Teachers,Teacher Attitudes,Culturally Relevant Education,Instructional Effectiveness,Minority Group Students,Language Minorities,Academic Achievement,Teacher Effectiveness,Teacher Characteristics,Teacher Role,Teaching Methods

For more than three decades, researchers have examined strategies to teach students who are culturally and linguistically diverse (CLD). For the purpose of this article, students who are CLD are those whose ethnic, cultural, and linguistic backgrounds, including English language learners and English speakers of other languages, differ from mainstream culture. The purpose of this study was to examine the perceptions of educators regarding effective culturally and linguistically responsive (CLR) practices they currently use in their classrooms to assist students who are CLD in attaining greater academic success. Eight teachers of students who are CLD from public schools in the midwestern U.S. were chosen by convenience sampling to participate in this study. The data gathered from participants of this study as well as from the literature show that teachers must take personal responsibility in becoming effective at executing CLR practices by developing positive character traits and by engaging in deliberate reflective activities. In addition, teacher preparation programs (i.e., institutional dimension) may help educators become literate in working with CLD populations by explicitly incorporating CLR practices into curricula (Li, 2013).