ethanporcaro/eric-fulltext-meta huggingface dataset:
2015 NMC Technology Outlook: Scandinavian Schools. A Horizon Project Regional Report
Author: Johnson, L.
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Technology Uses in Education,Technological Advancement,Educational Trends,Educational Technology,Elementary Secondary Education,Handheld Devices,Information Storage,Blended Learning,Educational Games,Shared Resources and Services,Open Educational Resources,Social Media,Internet,Robotics,Programming,Assistive Technology

The &quot;2015 NMC Technology Outlook for Scandinavian Schools: A Horizon Project Regional Report&quot; reflects a collaborative research effort to inform Scandinavian school leaders and decision-makers about significant developments in technologies supporting teaching, learning, and creative inquiry in primary and secondary education across Denmark, Norway, and Sweden. It s was produced to explore emerging technologies and forecast their potential impact expressly in a Scandinavian school context. In the effort that took place from October through December 2014, a carefully selected panel of experts was asked to consider hundreds of relevant articles, news, blog posts, research, and project examples as part of the preparation that ultimately pinpointed the most notable emerging technology topics, trends, and challenges for Scandinavian schools over the next five years. The expert panel identified nine key trends, nine significant challenges, and 12 technologies to watch. Each of the 12 key technologies are profiled, each on a single page that describes and defines a technology ranked as very important for Scandinavian schools over the next year, two to three years, and four to five years. Every page opens with a carefully crafted definition of the highlighted technology, outlines its educational relevance, points to several real life examples of its current use, and ends with a short list of additional readings for those who wish to learn more. Following those discussions are sections that detail the expert panel's top ranked trends and challenges, and frame them into categories that illuminate why they are seen as highly influential factors in the adoption of technology in Scandinavian schools over the next five years. The three key sections of this report constitute a reference and straightforward technology-planning guide for educators, school leaders, administrators, policy-makers, and technologists. [This report was a collaborative effort with the Norwegian Centre for ICT in Education and the National Agency for IT and Learning in Denmark (Styrelsen for It og Laering).]
The Debate Rages On: Learning Styles--Fact or Myth
Author: Soiferman, L. Karen
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Cognitive Style,Learning Strategies,Teaching Methods,Preferences,Learning Modalities,Definitions,Educational Research,Learning Theories,Academic Achievement,Evidence,Validity,Measures (Individuals),Research Problems

The debate on the validity of teaching students how to identify their own preferred learning style is not going to go away anytime soon as evidenced by the number of articles still being written about the topic. One can find numerous research studies that say students have different strengths and weaknesses when it comes to learning and retaining information. These researchers theorize that one of the strategies that students can use in their studies to help them be more successful is to identify their preferred learning style. They go so far as to say that identifying learning styles is a valid source of information for learners that makes it easier for them to take in information. Of course, one can also find other studies that say the concept of learning styles is not valid and educators should stop perpetuating the myth that students have a dominant way that they learn. In light of the contradictory results, from these studies, it is hard to make an informed decision about the benefit of instructing students in how to identify their preferred way of taking in information. This report attempts to provide information to educators so that they can come to their own conclusion about the benefits of talking to their students about learning styles.
Sexual Ideology Indoctrination: The Equality Act&apos;s Impact on School Curriculum and Parental Rights. Backgrounder. No. 3408
Author: Jones, Andrea
Date: 2019-05-15
Type: Reports - Descriptive
Subjects: Sexuality,Ideology,Curriculum,Parent Rights,Civil Rights,Sexual Orientation,Sexual Identity,Public Schools,Civil Rights Legislation,Federal Legislation,LGBTQ People,State Legislation,Educational Legislation,Activism,Barriers,Parent Attitudes

The Equality Act would extend Title IV of the 1964 Civil Rights Act to include sexual orientation and gender identity (SOGI) as protected classes leading to potential changes to curricula in public schools, requiring texts to affirm and promote radical views of gender and sexuality. Parents in the U.S. and around the world have successfully opposed such curriculum changes, asserting their right to raise and educate their children according to their own beliefs and values. Additionally, many of these parents have concerns about the promotion of gender ideology, which could lead to a rise in youth experiencing gender dysphoria and seeking &quot;transgender medical treatment&quot; with detrimental health effects.
University Life Quality and Impact Areas
Author: Elitok Kesici, Ayse
Date: 2019-00-00
Type: Journal Articles
Subjects: College Environment,Quality of Life,Outcomes of Education,Hidden Curriculum,College Curriculum,College Students,Student Satisfaction,Educational Facilities,Teacher Effectiveness,Family Structure,College Readiness,Administrator Attitudes,Budgets,Resource Allocation,Student College Relationship

University life quality is a concept that affects students' self-perceptions, sense of belonging, attitudes towards the profession, alienation levels, motivations, democratic attitudes, communication skills and academic achievements in their education processes. It is affected by the open and hidden curriculum and influences these programs. Besides, this concept is influenced by the socio-economic and cultural characteristics of the society, in which individuals live. The purpose of this study is to present the concept of &quot;university life quality&quot; theoretically within the context of University Life Quality Model developed by Sirgy, Grezeskowiak and Rahtz (2007), to examine how the concept is embraced and in this regard and to compile the related researches. The method of this study is literature review. Within this context, the data of the study has been obtained by reviewing the related books, theses and dissertations, and articles. The concept of university life quality is a concept that is examined in a multidisciplinary manner in international literature. When the concept is examined more specifically, it can be revealed that physical facilities of the faculty, the quality of the faculty member, the family structure of the student, the readiness level of the student, the attitude of the faculty administration, the budget allocated to the faculty, cultural, art and sports activities offered to students by the faculty affect university life quality. Universities with high levels of university life quality serve to community development by yielding individual improvement and qualified work force.
Investigating the Use of Online Learning Resources by the EAP Students in a UK University
Author: Meri Yilan, Serpil
Date: 2019-05-31
Type: Journal Articles
Subjects: Foreign Countries,English for Academic Purposes,Student Attitudes,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,Language Skills,Personal Autonomy,Foreign Students

This study was undertaken to examine English for Academic Purposes (EAP) students' perceptions and use of online learning resources (OLR), which are freely and openly available digital materials. The study utilized both quantitative and qualitative research instruments to collect data. EAP students who came to the UK to improve their language and then wished to undertake a postgraduate study there completed pre- and post-questionnaires during the first academic semester. They also replied to semi-structured interview questions after each questionnaire. The findings gave insights into both the students' awareness to use OLR outside the classroom, and the students' exercise of learner autonomy through scaffolding from OLR. However, they seemed still dependent on their teacher. The reason of this dependence might be the challenges they faced whilst learning. This study made some recommendations for the design of a scaffolded autonomous e-learning environment in order to benefit from OLR.
Awareness and Understanding of College Students towards Teacher Bullying: Basis for Policy Inclusion in the Student Handbook
Author: Asio, John Mark R.
Date: 2019-01-00
Type: Reports - Research
Subjects: College Students,Student Attitudes,Knowledge Level,College Faculty,Teacher Behavior,Bullying,Teacher Student Relationship,Educational Policy,Guides,Foreign Countries

Teacher bullying is an area given with the least attention and significance in the teaching field because of the notion that bullying tends to be affixed with the students only. This descriptive study aimed to determine the awareness and understanding of 98 randomly selected participants on teacher bullying of Gordon College in Olongapo City. The study has two parts: First is the Awareness of participants towards teacher bullying and second is the Understanding of participants to Teacher Bullying. The instrument was then subjected to validity and reliability to a panel of experts. The data were then tabulated and analyzed using SPSS 20. The findings from the study include the following: for the Awareness on Teacher Bullying, the participants were &quot;Moderately Aware&quot; that they were doing it and for the Understanding about Teacher Bullying, the participants &quot;Understood&quot; the concept. A significant difference was found in the area of Understanding about Teacher Bullying when the respondents were grouped according to profile. Implications drawn from the study can be considered for the basis of the policy included in the student handbook.
Barriers to and Strategies for Sustainable Relationships in Multilingual Campuses
Author: Mambetaliev, Askar
Date: 2019-00-00
Type: Journal Articles
Subjects: Barriers,Multilingualism,Sustainability,Cultural Pluralism,Peer Relationship,Cooperative Learning,International Education,College Students,Racial Bias,Stereotypes,Intercultural Communication,Cultural Differences,Ethnocentrism,Social Bias,Student Diversity,Second Language Learning

The article presents the dimensions of communication in multiethnic and multilingual education settings, the main barriers to sustainable relationships between students of different backgrounds and strategies to overcome those barriers. The main research question of the study is: What are the main barriers in sustainable relationships between students with different ethnic and linguistic backgrounds? A subsequent question is: How to overcome those barriers? Hence, the main goal of the article is to identify and address the main problems that undermine mutual understanding and collaborative learning among students. The method of the study is a literature review of the most significant studies and authors in the field. The goal is to present an analysis of their insights into the main problems of relationships between students on international campuses. The article is useful for campus leaders, students and mentors.
The Emergence of Data Privacy Conversations and State Responses
Author: Anderson, Rachel
Date: 2019-05-00
Type: Reports - Research
Subjects: Data Collection,Privacy,Student Records,Data Use,Longitudinal Studies,Academic Achievement,Program Implementation,State Legislation,Information Security

State longitudinal data systems can be a powerful tool to support student success and spur equity-minded improvement throughout state education systems, but state policymakers must ensure that students' information is safe and secure. In a case study looking at Louisiana's efforts to secure student data, this profile illuminates some of the unintended consequences of well-intentioned privacy policies that fail to appropriately account for the complexity of state longitudinal data systems. The paper, authored by Rachel Anderson, Director of Policy and Practice at the Data Quality Campaign, offers recommendations for state policymakers to pursue student privacy and security measures in a way that strengthens the goals of student data systems and promotes student success, including: (1) Framing data privacy holistically as a component of data use; (2) Understanding the legislative landscape and engaging diverse stakeholders to understand needs and the likely impact of legislation; and (3) Providing clarify and supports for implementation.
The Cost of Opportunity: Student Stories of College Affordability
Author: Peters, Eleanor Eckerson
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: College Students,Paying for College,Tuition,Student Loan Programs,Student Costs,Student Financial Aid,Expenditures,Low Income Students,Working Class,Higher Education,Student Experience,Federal Aid,Grants,African American Students,Hispanic American Students,Multiracial Persons,Adult Students,Parents,Credit (Finance),Nontraditional Students,Debt (Financial),Loan Repayment,Veterans,Community Colleges,Two Year College Students,College Transfer Students,First Generation College Students,Student Employment,Ability,Need Analysis (Student Financial Aid),Federal Programs,State Aid,College Attendance,Enrollment

This report shares the perspectives and aspirations of 17 low-income and working-class students based on interviews the Institute for Higher Education Policy (IHEP) conducted over two semesters of their college journeys. The report identifies opportunities for policymakers and institutional leaders to support all students through completion, grounded in students' experiences and the affordability challenges that they face. The students featured in the report represent the diversity of today's college-goers. Among them are Pell Grant recipients, Black, Hispanic, and multiracial students, adult students, student parents, and a veteran student. They represent different pathways to higher education and a range of educational and professional goals and ambitions. They have all made?enormous sacrifices?on their path to reach these goals, including working multiple jobs, working anywhere from four to over 40 hours a week, and accumulating both student loan and credit card debt. While the featured students are located across the country, attend different types of institutions, and represent a range of life circumstances, the?report?reveals?that many experienced similar challenges in navigating an uncertain and confusing financial aid process; paying for both the tuition and non-tuition costs associated with college; balancing the demands of school, family, and employment; making important decisions about college and program choice; and successfully transferring between institutions. The report offers concrete, actionable steps that institutions and policymakers can take to more equitably support students, including: (1) strengthening need-based aid; (2) targeting financial aid funding toward the students with the greatest need; and (3) providing greater transparency to low-income and working-class students navigating a complex higher education system.
What We Teach in Science, and What Learners Learn: A Gap That Needs Bridging
Author: Iwuanyanwu, Paul Nnanyereugo
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Education,21st Century Skills,Science History,Educational Objectives,Educational Change,Relevance (Education),Instructional Innovation,Scientific Principles

As long has been known, there is no perfect way to teach science. This paper makes no claim to be the 'be-all and end-all' of science education. Rather it critically examines what we teach learners in science and what they learn and tries to offer suggestions that can help teachers to surmount the scholastic inadequacies they tend to encounter in teaching science. Going beyond previous literature, it asks why we teach science, and why is science included in the school curriculum. From a theoretical perspective, the answers given to these questions follow the line of certain recent work in science education. The paper attempts to explain the answers, extending an argument based on the author's personal opinions, according to which these recommendations are offered: a) pedagogical innovation can mitigate some of the challenges today's learners are facing in learning science, b) engagement in scientific practices with focus on explicit discussion and reflection upon inquiry experiences needed to build understanding of the nature of science tenets has the potential to improve and increase learners' science learning, and c) all countries will face consequences if today's science learners are not adequately prepared to collaborate and resolve the ever-expanding global, diverse, and technical economy challenges.
Factors Influencing Medical Students in Choosing Medicine as a Career
Author: Zayabalaradjane, Zayapragassarazan
Date: 2018-00-00
Type: Journal Articles
Subjects: Medical Students,Career Choice,Medicine,Undergraduate Students,Student Motivation,Parent Influence,Reputation

Motivation is an important factor influencing important outcomes in medical education. The choice of medicine as a higher study depends upon various factors such as interest in the medical field, good job opportunities, a desire to serve others, medical background of the parents and many more. This study is aimed at identifying those factors influencing medical students in choosing medicine as a career. As part of the first day of the foundation program for first year MBBS students of a tertiary care teaching hospital, the students were asked to introduce themselves in front of faculty, parents of the students, and fellow batch mates and also to say in their own words, &quot;Why did they choose medicine as their career?&quot; in a few sentences. The responses from 141 students were compiled and subjected for qualitative analysis. This study found out that there are several factors influencing the choice of career in medicine, however, highly influencing factors among this group were found to be the influence by parents and the perceived respect that they would get in the society. The responses were further grouped into different themes and discussed with reference to similar studies conducted in other parts of the world.
An Efficacy Study of a Digital Core Curriculum for Grade 5 Mathematics
Author: Shechtman, Nicole
Date: 2019-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Mathematics Curriculum,Grade 5,Elementary School Mathematics,Core Curriculum,Blended Learning,Mathematics Achievement,Educational Technology,Technology Uses in Education,Teaching Methods,Learner Engagement,Conventional Instruction,Grade 4,Educational Resources

The Math Curriculum Impact Study was a large-scale randomized controlled trial (RCT) to test the efficacy of a digital core curriculum for Grade 5 mathematics. Reasoning Mind's Grade 5 Common Core Curriculum was a comprehensive, adaptive, blended learning approach that treated schools implemented for an entire school year. The study was completed in 46 schools throughout West Virginia, resulting in achievement data from 1,919 students. It also included exploratory investigations of teacher practice and student engagement. The main experimental finding was a null result; achievement was similar in both experimental groups. The exploratory investigations help to clarify interpretation of this result. As educational leaders throughout the United States adopt digital mathematics curricula and adaptive, blended approaches, our findings provide a relevant caution. However, our findings are not generalizable to all digital offerings, and there is a continuing need for refined theory, study of implementation, and rigorous experimentation to advise schools.
2015 NMC Technology Outlook: Higher Education in Ireland. A Horizon Project Regional Report
Author: Johnson, L.
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Higher Education,Educational Technology,Technology Uses in Education,Technology Integration,Barriers,Ownership,Homework,Video Technology,Telecommunications,Handheld Devices,Online Courses,Information Storage,Recognition (Achievement),Video Games,Data Collection,Data Analysis,Shared Resources and Services,Cooperative Learning,Social Media,Student Needs

The &quot;2015 NMC Technology Outlook for Higher Education in Ireland: A Horizon Project Regional Report&quot; is a collaborative research effort between the New Media Consortium (NMC), National Institute for Digital Learning (NIDL) at Dublin City University, and the Irish Learning Technology Association (ILTA) to inform Irish higher education leaders and decision-makers about important developments in technologies supporting teaching, learning, and creative inquiry in higher education across the country. The expert panel identified the top ten key trends, the top ten significant challenges, and twelve important developments in educational technology poised to impact Irish higher education over the next five years. [This report is a collaboration between The New Media Consortium (NMC), National Institute for Digital Learning (NIDL) at Dublin City University, and Irish Learning Technology Association (ILTA).]
2016 NMC Technology Outlook: Australian Tertiary Education. A Horizon Project Regional Report
Author: Adams Becker, S.
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Postsecondary Education,Technology Uses in Education,Educational Technology,Educational Trends,Adoption (Ideas),Technology Integration,Handheld Devices,Learning Analytics,Electronic Learning,Artificial Intelligence,Computer Assisted Instruction,Geographic Location,Computer Simulation

The &quot;2016 NMC Technology Outlook for Australian Tertiary Education: A Horizon Project Regional Report&quot; reflects a collaborative research effort between the New Media Consortium (NMC) and Open Universities Australia to inform Australian campus leaders and decision-makers about significant developments in technologies supporting teaching, learning, and creative inquiry in tertiary education across the continent. The expert panel identified 9 key trends, 9 significant challenges, and 12 important developments in educational technology. [This report was produced in collaboration with Open Universities Australia. For the 2015 report, see ED595115.]