ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Higher Education Institutions in Promoting Innovativeness and Passion towards Entrepreneurship among Students -- A Meta-Analytic Review
Author: Porkodi, S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Higher Education,Role of Education,Innovation,Entrepreneurship,Skill Development,Outcomes of Education,College Students

With the growing importance of entrepreneurship education, entrepreneurship programs established within higher education institutions are thriving hard to achieve entrepreneurship educational outcomes in recent years. Several studies reported the role of higher education institutions in promoting entrepreneurship education and enhancing students' skill sets in various ways. To extend this knowledge, this paper aims to analyse the role of higher education institutions in promoting innovativeness and passion among students pursuing entrepreneurship education. A meta-analytic review is conducted by combining the results from empirical analysis of 24 related studies. The influence of higher education institutions on entrepreneurship educational outcomes and individual transformations is examined and their relationships are exposed. The results of the review show that various components of higher education institutions are positively related to individual transformations (r[subscript c] = 0.579) and entrepreneurship educational outcomes (r[subscript c] = 0.331). It is also found that the passion (r[subscript c] = 0.31) and innovativeness (r[subscript c] = 0.2771) are positively correlated with entrepreneurship educational outcome. Moreover, institutional environment has a greater impact on passion (r[subscript c] = 0.531). Thus, the results indicate that higher education institutions play an important role in promoting passion and innovativeness among students.
Prioritizing Professional Development at the Interface of Natural Resources and Agriculture
Author: Starzec, Katherine J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Extension Education,Extension Agents,Rural Extension,Professional Continuing Education,Professional Development,Natural Resources,Agriculture,Soil Science,Climate,Ecology,Water Quality,Pollution,Forestry

Continuous professional development is critical for Extension staff, and many agriculture-focused Extension employees are tasked with outreach related to a wide variety of natural resource topics. The purpose of this study is to help prioritize trainings needed by Kansas Extension agents and specialists based on their current level of knowledge and interest in staying up to date on 18 different natural resource topics. Responses to a statewide survey were analyzed using the Borich model. Results indicate priority professional development needs related to soil health; effects of climate; invasive species, harmful algal blooms; and groundwater, surface water, and air quality.
Pandemic-Induced Course and Assessment Changes for Undergraduate Engineering Education: The Development of Graduate Attributes
Author: Pang, Toh Yen
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,Undergraduate Students,Engineering Education,Interpersonal Relationship,Student Attitudes,Employment Potential,Skill Development,Well Being,Blended Learning,Electronic Learning,Foreign Countries

Educators constantly need to make adjustments to their pedagogy and learning activities to reflect the fast changes in society, the economy and industry. This has been clearly demonstrated throughout the world in the response to the COVID-19 pandemic required fully remote delivery of tertiary education. The aim of this study was comparing the experiences and perceptions of tertiary students in a fully online and a blended delivery mode, particularly in response to their laboratory skills and development of graduate attributes. Pedagogical aspects were kept consistent across delivery modes to minimise the differences in learning activities across cohorts. A comparison was made between the 2020 fully online cohort and the 2021 blended delivery cohort. The students were asked about their perceptions of how well they thought the course developed their graduate attributes; how authentic they thought the course was; and how easy the content was to navigate and understand. A mixed methods approach was used, where both quantitative and qualitative data was gathered. The blended delivery mode students appeared to benefit from having a specific reflective task, which allowed them to see their learning in a broader context. The paper discusses the blending and online learning from the students' perspectives of developing graduate attributes and experiential learning. Specifically, where hands on skills are required, students need further guidance in &quot;learning how to learn&quot; or metacognition. A key challenge for future blended learning is getting the balance right between achieving efficiency in online learning and lack of social and dynamic interactions aspect of the online community.
Retaining Students to Completion: A Qualitative Study of Institutional Factors
Author: Ruegg, Rachael
Date: 2023-00-00
Type: Journal Articles
Subjects: School Holding Power,Undergraduate Students,Foreign Countries,Student Attitudes,Withdrawal (Education),Expectation,Teacher Student Relationship,Feedback (Response),Reliability

Retaining students until they complete their qualifications is one of the main aims of many higher education institutions. Retention of students is also looked at from different perspectives in the literature. This small, exploratory, narrative enquiry research looks into the experiences of twenty-one domestic students during their first year and a half of a three-year bachelor's degree at a New Zealand university. The same researcher conducted all the interviews, which were recorded, transcribed and imported to Nvivo for thematic analysis. The researcher attempted to draw comparisons between the students who withdrew from the university within the first year and a half and those who did not in order to gain a deeper understanding of the institutional factors which may be involved in retention of students. Four main themes were found in the interview data, relating to expectations for student effort, guidance provided by instructors, feedback provided on assignments and consistency, which seemed to be significant to the university experience for many students.
Collaborative Community Schools: From Wraparound Services to Co-Leadership
Author: Woods, Emily Lubin
Date: 2023-00-00
Type: Journal Articles
Subjects: Community Schools,Sustainability,Equal Education,Community Involvement,Problem Solving,Decision Making,Partnerships in Education,Leadership

Community schools are an example of a comprehensive education reform initiative that brings communities together to address many of the pressing challenges facing education today. Unlike traditional schools, community schools serve as a hub, engaging educators, families, and community partners. Open to the community during evenings, weekends, and summers, these schools work with families, students, teachers, and local organizations to identify and coordinate health and social services and to become centers of the community. In this article, the author briefly reviews the research supporting community schools, then turns to the most critical factors for creating sustainable community schools. The author also underscores community schools as an equity strategy, focusing on community-based problem solving, drawing on local strengths to address local needs, and engaging in a thorough planning process that ensures shared decision making.
The Urgent Need for Free, Frequent Classroom Discussion
Author: Schmoker, Mike
Date: 2023-00-00
Type: Journal Articles
Subjects: Classroom Communication,Persuasive Discourse,Discussion (Teaching Technique),Civics,Democracy,Perspective Taking,Teacher Role,Facilitators (Individuals),Elementary School Students,Secondary School Students

In these fraught, divisive times, K-12 educators have an opportunity to make a profound contribution to students' academic, intellectual, and civic maturity by giving civil, purposeful discussion the priority it deserves. With reading and writing, discussion is a co-equal leg of the tripod of literacy. By engaging in frequent discussions of challenging academic content, students could learn to listen (not just wait for their chance to talk), to offer their thoughts with an open mind, to fairly consider multiple perspectives, and to agree to respectfully disagree. They could carry these vital abilities with them into adulthood, which would prepare them to become more contributive citizens, better neighbors, and more productive employees. In fact, employers rank communication and interactional acumen among their highest priorities. This article makes the case for civil, rational argument in the classroom, describes how any teacher can conduct such discussions, and highlights schools where these discussions have led to both high engagement and significant academic gains.
An Intervention Study for Improving Pre-Service Mathematics Teachers&apos; Proof Schemes
Author: Cihan, Fikret
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Skills,Validity,Mathematical Logic,Program Effectiveness,Teacher Education Programs,Grade 9,Learning Modules,Teaching Skills,Foreign Countries

This study aims to examine the effects of a course module aimed at improving pre-service mathematics teachers' (PMTs) proof schemes. This study used designed-based research. Participants of the course were 22 PMTs in a teacher preparation program. We obtained data from two surveys, one of which consists of proof questions. The other requires identifying the proof schemes of ten 9th grade students in a scenario including an excerpt of a hypothetical discussion with their teacher. We implemented both surveys before and after the intervention. In addition, semi-structured interviews were conducted with four PMTs. Findings indicated that the module had a significant and large effect on PMTs' proof schemes in favor of post-intervention. Most of the PMTs transformed their external and empirical proof schemes to the analytical ones. Findings also indicated that PMTs had difficulties identifying students' symbolic, example-based, transformational, and axiomatic proof schemes but overcame these difficulties after the intervention.
How to Read Difficult Books: A Guide for High School and College Students
Author: Willingham, Daniel T.
Date: 2023-00-00
Type: Journal Articles
Subjects: High School Students,College Students,Reading,Difficulty Level,Textbooks,Reading Strategies

Coordinating meaning across sentences is crucial to reading comprehension, because sentences can take on quite different meanings depending on the surrounding context. The same need applies in a far more complex way when reading textbooks. Writers organize the material hierarchically, so readers often need to connect what they're reading now to something they read a few pages ago. But readers expect a simple format, since people first learn to read storybooks. Stories are easy to understand because the structure is simple and linear: A causes B, which causes C, and so on. Textbooks' hierarchical format and content are more challenging, so one shouldn't sit down to read a textbook and expect that the author will make the job easy. There needs to be a different approach to reading such content. This article provides tips for reading carefully, both to learn now and to develop the knowledge, skills, and habits that will make one a successful reader in the future.
Enhancing the Learning of Limits of Functions Using Multiple Representations
Author: Wakhata, Robert
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Misconceptions,Calculus,Units of Study,Undergraduate Students,Foreign Countries,Problem Solving,Intervention,Computer Software,Student Attitudes,Assignments,Correlation,Mathematical Concepts,Concept Formation,Critical Thinking,Graphs,Pilot Projects

This is an exploratory study considering instructional methods in mathematics education. The study examined misconceptions arising from selected assignments undertaken by sixty-five students. The students were attending a calculus mathematical course unit on limits of functions, in different academic areas offered at selected tertiary institutions in Western Uganda. In this study, forms of expressing ideas on limits of functions are considered as far as they facilitate access to underlying mathematical principles. We explored the use and application of tools for representing mathematical ideas to enhance students' conceptual understanding and problem solving skills. A small-scale pilot of interventions using readily available GeoGebra dynamical computer software was applied. The diagnostic assignment on limits of functions was used for data collection. The main objective was to examine whether or not students preferred the application of multiple representations to the analytic approach. The semi-structured interview protocol was also conducted to probe further and correlate students' responses and their problem-solving abilities. The results showed that multiple representations-based instructions significantly changed students' understanding of the limits of functions. The results promise better access and understanding of more abstract mathematical concepts and may support students' problem-solving abilities. The semi-structured interviews conducted indicated that multiple representations supported and, therefore, enhanced students' understanding and solving of the limits of functions. This study highly recommends that mathematics educators should adapt multiple representations-based instructions to enhance students' critical thinking, and problem-solving.
Qualitative Analysis of the Expanded Food and Nutrition Education Program&apos;s 24-Hour Dietary Recall
Author: Fuller, Serena M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Eating Habits,Dietetics,Diaries,Extension Education,Extension Agents,Data Collection,Females,Teacher Attitudes,Program Effectiveness

The Expanded Food and Nutrition Education Program (EFNEP) uses a group 24-hour dietary recall (Gr24HDR) to measure changes in diet quality. Participant perceptions of the tool can guide implementation practices used by EFNEP Extension staff. Focus group (FG) sessions were conducted in five states and transcripts analyzed following a framework analysis approach. According to FG participants, a range of factors, condensed into six themes with potential interactions, influence Gr24HDR including implementation processes and community settings. Findings inform overarching considerations EFNEP staff may take when collecting Gr24HDR data in the field to improve the evaluation process for participants.
Embedding Digital Fluency in Our Courses: Moving from Theory to Practice
Author: Wells, Michael
Date: 2023-00-00
Type: Journal Articles
Subjects: Digital Literacy,Theory Practice Relationship,Competence,Outcomes of Education,Postsecondary Education,Educational Objectives,Assignments,Foreign Countries

An increasing amount of literature from academic, government, and non-government organizations (Kluzer et al., 2018; Kluzer &amp; Pujol Priego, 2018) points to the need for post-secondary institutions to do more to prepare students to be fluent in the consumption, understanding, and use of digital media and tools. Digital fluency is increasingly seen as an essential skillset for graduates' employability and citizenship. However, while there is strong consensus about the need for students to be more digitally fluent, there is less consensus about what digital fluency is or how to teach it. This paper will offer a working definition of digital fluency and describe an approach to fostering student digital fluency development that can be applied to a wide range of courses. Drawing on frameworks by various government and non-government organizations, as well as current scholarship in the field of teaching digital literacy (Caulfield, 2017; Hinrichsen &amp; Coombs, 2013; Ng, 2012; Ungerer, 2016), this paper will first provide an explanation of the rationale behind the framework tool that the author has developed and conclude with an explanation of how to use the tool to embed specific and authentic digital fluency skill development at the course level.
Mathematics Student-Teachers&apos; Views of Teaching Practice in Classroom Context
Author: Senawongsa, Chanika
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Student Teachers,Student Teacher Attitudes,Mathematics Instruction,Teaching Methods,Lesson Plans,Classroom Environment,Learning Processes,Teacher Collaboration,Coaching (Performance),Educational Improvement,Case Studies,Correlation,Problem Solving,Teacher Education Programs,Foreign Countries

This study aimed to analyze views of mathematics student-teachers on teaching practice in classroom contexts by subsuming following the new didactic triangle, which was used as a conceptual framework: (1) Teaching Process, (2) Learning Process, and (3) Thinking Process. A participative research design was employed for the research methodology. The participants included seven fourth-year student-teachers, a purposive group of a case study that had been teaching practice in schools of the mathematics teacher education program for two weeks. They voluntarily participated in schools using Lesson Study and Open Approach and collaboratively designed lesson plans coached by researchers. After two-week teaching practices in school contexts, they were asked to reflect on their teaching practice covering (1) whether their teaching practices are accomplished, show some evidence of students' ideas, (2) identify problems found in their teaching practice, and (3) identify improving aspects of teaching practice for subsequent lessons' improvement. Results of the study showed that the mathematics student-teachers' views are reflected on their teaching practice in the actual classroom context following the aspects of the new didactic triangle and correlate with teaching mathematics through problem-solving, which is a mainstream and widespread pedagogical approach.
More than Language: The Learning Experience of Chinese International English Language Learners (ELLs) at a Canadian University
Author: Ma, Mitchell
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Foreign Students,Foreign Countries,Undergraduate Students,Learning Experience,Language Proficiency,Student Attitudes

This study examines the learning experience of Chinese international undergraduate students taking a large core first-year anthropological science course (ANT101) by distance learning during the Winter of 2021 at the University of Toronto Mississauga (UTM). We review the general learning experiences of Chinese international students (n=30) compared to domestic students and other international students through analysis of qualitative and quantitative data collected from self-report pre- and post-course surveys distributed in the course. Our study challenges some prevailing notions about Chinese international student experiences of studying in Western universities. Our data suggests that while many Chinese international students may feel a lack of English language proficiency is a barrier to their learning, it does not significantly impact their performance when compared with domestic students. The results presented here suggest that educational research and policy makers should move beyond an emphasis on language proficiency and further examine the role of other factors when developing strategies to facilitate supportive learning environments for English Language learners (ELL) and international students in a university setting.
Multicontextual Teaching and Learning in Postsecondary Classrooms
Author: Moore, Monika
Date: 2023-00-00
Type: Journal Articles
Subjects: Cultural Context,Instructional Design,Cognitive Style,Diversity,Cultural Background,Cultural Influences,Higher Education,Individual Differences,Individualism,Collectivism

Multicontext theory offers an approach to designing learning experiences and environments that take into account varied ways of thinking and knowing, are relevant inside and outside of the classroom, and can both enrich and encompass the lives of students on and off campus (Chavez &amp; Longerbeam, 2016; Ibarra, 2001, 2005). Educators can leverage multicontext theory by integrating high context features like community wisdom, storytelling as knowledge, and inclusiveness into a traditionally low context system of experts sharing knowledge in a linear fashion to benefit from both approaches (Chavez &amp; Longerbeam, 2016; Weissmann et al., 2019). Examples of possible multicontext approaches are discussed, prompting readers to consider ways they can implement or may already be using multicontext teaching and learning. The classroom as a site of exposure to diversity is one of its fundamental gifts, and to make this more explicit through utilizing multicontext teaching and learning models is to enrich the learning environment, giving students more opportunities to communicate, collaborate, and learn.
Titles, Experience, Identities, and Time: How the Early Career Stage Is Defined by Educational Developers
Author: Richards, Jessie
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Development,Beginning Teachers,Career Development,Self Concept,Teacher Attitudes,Teacher Role,College Faculty,Professional Identity,Credibility

Occupations often require a set of common characteristics and abilities in order for an individual to be successful (Super, 1990), and new professionals have to navigate much more than new offices, policies, tasks, and expectations to achieve that success. The authors sought to better understand the early career stage in the field of educational development, and this article reports on the findings of a subset of that research focused on the reported perceptions of what constitutes the early career stage by newer educational developers (EDs) in contrast with those who define themselves as experienced in the field. We collected participants' thoughts and perceptions about what constitutes early career for EDs using an online survey, and qualitative responses were analyzed using thematic analysis (Braun &amp; Clarke, 2006). Aligning with Super's (1990) lifespan career development model, this exploratory research suggests there is no single, universal definition of what it means to be an early career professional in this field, and our findings suggest that self-concept is crucial in determinations of what it means to be an early career ED. Further, there is a distinction between being new to the field of educational development and being 'early career' in a broader sense; our findings suggest there is much more to feeling like an early career ED than the time spent in one's career. We discuss key themes that emerged around how participants constitute the notion of early career in educational development and offer some common vocabulary to identify and discuss experiences of early career professionals in the field. Our work may provide new opportunities for supporting onboarding and community building, and raises areas for further exploration.