ethanporcaro/eric-fulltext-meta huggingface dataset:
A Content Analysis of District School Library Selection Policies in the United States
Author: Dawkins, April M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Content Analysis,School Districts,School Libraries,Library Materials,Library Services,Library Policy,Guidelines,Selection Criteria,Language Usage,Intellectual Freedom,Access to Information,Policy Formation

Selection policies are practical tools used by school librarians to guide them in their collection development plans. This investigation into district-level selection policies examined policies from 80 school districts across the United States. The policies were examined to determine the status of selection policies in school libraries and if the policies reflect the recommendations of professional literature. Through content analysis, we determined that most of the school library selection policies included at least half of the expected key components. However, there is a need for school librarians to advocate for revision of policies to keep them current and provide effective guidance for school librarians as they make selections for their collections.
Teaching the Social Psychology of Interpersonal Relationships in an Online Setting
Author: Talbot, Catherine
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Psychology,Interpersonal Relationship,Online Courses,Distance Education,COVID-19,Pandemics,Student Experience,Undergraduate Students,Foreign Countries

Research demonstrates the pedagogical value in stressing the 'real world' applicability of subject-specific content in a psychology programme. The move to online teaching prompted by the COVID-19 pandemic has given way to more creative uses of technology to enhance the student experience. In this paper, we demonstrate the value in applied approaches to teaching psychology content, in a way that acknowledges and responds to students' lived experiences. We share a case study of an online seminar, in which students first reflect on their social connections in an online context, before participating in a mock interactive experiment that demonstrates the theory of proximity and familiarity in developing interpersonal relationships. The use of creative, interactive methods to connect social psychology theory to students' lived experiences of learning during COVID-19 may be a useful avenue for future teaching.
Strategies for Teaching White Students about Racism during a Study Abroad Course
Author: Kim, Paul Youngbin
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,White Students,Racial Discrimination,Study Abroad,Psychology,Instructional Effectiveness,Foreign Countries

It is challenging to teach about racism well. One of the reasons for this difficulty is that the topic of racism is sometimes met with resistance from students. Therefore, it is important for psychology instructors to continue to identify and practice effective ways to teach about racism. I contend that the study abroad experience is a valuable opportunity for this type of teaching. Drawing from my experience as a Korean American educator teaching Cross-Cultural Psychology to American students studying abroad in South Korea, I provide some concrete examples of pedagogical tools and approaches that I have found helpful in deepening White students' understanding of racism. My hope is that instructors who lead study abroad programs will be inspired to try some of these ideas and also implement new ones that will help White students to understand racism.
Pre-Service Teacher Reflections on Collaborative Field Experiences
Author: Thomas, C. Adrainne
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Reflection,Cooperative Learning,Field Experience Programs,Student Teaching,Classroom Techniques,College School Cooperation,Teacher Student Relationship

This qualitative research study was on a community project between a Southwestern public Teacher Education program and a local public-school district. The theoretical frame consisted of teacher reflective practices. Participants were 19 preservice teaches in their last semester before student-teaching. Data collection spanned the fall 2019 (13 participants) and spring 2020 (6 participants) semesters. This study sought to answer the following research question: How have field experiences influenced students' perceptions of classroom management the semester before student teaching? Data was analyzed and thematically organized using NVivo qualitative research software.
Perceptions about Teaching in Times of COVID-19 Pandemic: Experience of Secondary Education in Chile
Author: Almonacid-Fierro, Alejandro
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Student Attitudes,High School Students,COVID-19,Pandemics,Foreign Countries,Barriers,School Closing,Online Courses,Educational Technology,Electronic Learning,Family Environment,Emotional Response,Quality of Life,Teaching Methods

The following article is a qualitative study that analyses the perception of parents and high school students regarding teaching in times of Coronavirus disease COVID-19, with the idea of recognizing the facilitators and barriers for the teaching-learning process in the pandemic. The above, in the understanding that due to the sudden appearance of SARS-CoV-2, educational systems around the world had to adapt to virtual teaching, as a result of the confinement to which the population has been subjected during the year 2020 and a good part of the year 2021. The research is based on the interpretative-comprehensive paradigm, with a qualitative methodology, which considered the realization of four focus groups with students and four focus groups with secondary school parents, from two public high schools located in the province of Talca, Maule region, Chile. The findings of the study are related to the adverse effects of the pandemic on student learning, as a result of connectivity difficulties, and the emotional impact on the quality of life of young people and their families. On the other hand, learning at home is related to limited pedagogical strategies and evaluative aspects that do not allow verifying the real learning of the students.
Perspectives on Lessons from the COVID-19 Outbreak for Post-Pandemic Higher Education: Continuance Intention Model of Forced Online Distance Teaching
Author: Dolenc, Kosta
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Distance Education,School Closing,College Faculty,Videoconferencing,Educational Technology,Technology Uses in Education,Electronic Mail,Integrated Learning Systems,Higher Education,Synchronous Communication,Asynchronous Communication,Foreign Countries

The response of most universities to the Coronavirus disease (COVID-19) pandemic was Online Distance Teaching (ODT), which was a new experience for many educators and students. The aim of the study was to investigate the response of university teachers to ODT. A questionnaire was sent to all university teachers (N = 914). We received 290 usable responses. To create a Continuance Intention Model of Forced Online Distance Teaching (CIMoFODT), Confirmatory Factorial Analysis (CFA) and Structural Equation Modelling (SEM) were used in addition to descriptive and inferential statistics. The main findings were as follows: (i) during the closure, use of the videoconferencing system MS Teams was the only item that increased significantly, owing to mandatory use; (ii) the increase in the use of other applications (e.g., Moodle, email) was minimal; (iii) after the reopening of the university, email, Moodle, and supplementary online materials will be used for ODT; MS Teams will be used for small group teaching and individual consultations; (iv) CIMoFODT can be applied to explain the intention to continue ODT. The main conclusion is that teachers will return to traditional teaching when classrooms reopen.
Physics Students&apos; Conceptual Understanding of Electricity and Magnetism in Nine Years Basic Education in Rwanda
Author: Mbonyiryivuze, Agnes
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Energy,Magnets,Scientific Concepts,Misconceptions,Science Tests,Secondary School Science,Knowledge Level,Gender Differences,Rural Urban Differences,Secondary School Students

We investigate students' misconceptions in electrostatics, direct current (DC) and magnetism which are important in electricity and magnetism. We developed and administered a multiple-choice questionnaire test to reveal students' misconceptions related to charged bodies, lightning, electric fields, electric potential, forces, DC resistive electric circuits and magnets. This test aimed at obtaining quantitative information about misconceptions and was administered to 380 senior two students from Nine Year Basic Education (9YBE) Schools. The selected students have some experience with the new Rwandan secondary physics Competence Based Curriculum (CBC) that is currently under implementation. We find that senior two students have several common misconceptions related to these concepts. The data indicate that although students have some backgrounds on the subject matter, they still seem to believe that if the two charges are separated by a distance, a large-charged object exerts a greater force of attraction or repulsion on the small one. Considerable number of participated students held the misconception of considering current consumption in the resistor/bulb or the electrical devices in the circuits. They also believed that the battery was a continuous current source. The findings also revealed that students held a misconception that a bar magnet when broken into pieces, it is demagnetized. Moreover, a considerable number of participants hold the misconception that all metals are attracted by a magnet. Our study also revealed some of the statistically significant differences in terms of either gender or location of schools for some items.
The Actual Situation of Practising Reading Skills in Teaching Chemistry in English at Vietnamese High School
Author: Giac, Cao Cu
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Skills,Chemistry,Science Instruction,English (Second Language),Language of Instruction,High School Teachers,Reading Comprehension,Secondary School Science,High School Students,Barriers,Content Area Reading

There are many types of research by scientists around the world studying effective methods of learning foreign languages, including English, especially its use in teaching science subjects. Few people are aware of the criteria to assess the level of the use of the English language skills in teaching science subjects. We surveyed 14 teachers, 486 students in 10 high schools in Ho Chi Minh City, one of the largest and most modern cities in Vietnam. A need was felt to examine how to develop and practice English reading comprehension skills for teaching chemistry in high schools. This study analyzes the theoretical and the realistic aspects required for practicing English reading comprehension skills to teach chemistry. The study investigated the skills level requirement by the chemistry teachers and students and offered an evaluation scale to assess those skill levels. The findings of these projects will provide teachers and students with a helpful toolkit to assess the academic result of students. This toolkit comprises the scale of proficiency in reading comprehension skills in learning chemistry in English in high school.
Enhancing Problem-Solving Skills of 8th-Grade Students in Learning the First-Degree Equations in One Unknown
Author: Uyen, Bui Phuong
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,Grade 8,Mathematics Skills,Problem Solving,Equations (Mathematics),Word Problems (Mathematics),Problem Based Learning,Authentic Learning

Mathematics education aims to help students understand and solve problems in their daily lives. Facilitating mathematical problem-solving for most students is a major challenge for teachers and students. The research was carried out to support students in developing their ability to resolve problems by learning the first-degree equations in one unknown. This experimental study was conducted on a random sample of 82 eighth-grade students at An Thoi junior high school in Can Tho City, Vietnam. This sample of 82 students was divided equally in experimental group and control group with 41 participants each. The tools used were real-world problems associated with the first-degree equations in one unknown. During the experiment, data were collected through study sheets, pre-test and post-test, and student interviews. Quantitative and qualitative analysis methods were applied to evaluate the results obtained and verify research hypotheses. Research results showed that most experimental group students showed improvement in the manifestation of problem-solving ability. Furthermore, it was observed that the problem-solving activities positively impacted students' positivity, initiative, creativity, and confidence in learning. It is recommended to provide more opportunities to students for practicing problems of the first-degree equations in one unknown, showing them how to discover, pose and solve problems encountered in learning in the lives of individuals, families and communities.
Designing a Need-Based Integrated &quot;STEAM&quot; Framework for Primary Schools in Bahrain
Author: Al-Mutawah, Masooma Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,21st Century Skills,STEM Education,Art Education,Curriculum Development,Interdisciplinary Approach,Elementary School Teachers,Barriers,Curriculum Design,Learning Activities,Elementary Education

The significant global interest in 21st century skills and their incorporation into school curricula inspired the researchers of the current study to develop a new educational approach of designing curricula that incorporates science, mathematics, technology, arts and engineering (STEAM). In this study, the researchers reviewed several relevant frameworks of curriculum integration in elementary education. Based on previously suggested models, a new model was built up for curriculum development and a STEAM-based activity was presented specifically designed in accordance with the recent theoretical models and practices in STEM education, with the domain of Arts added to it. The activity serves as an example of curriculum development and as a guide to help further development of such activities. This study attempted to provide how math and science curricula can be integrated in a pedagogical knowledge-based framework to show how beneficial and effective is scientific knowledge in real life application if an integrated curriculum is used. The study recommends that increasing the number of integrated math and science methods courses can support primary education teachers in implementing STEAM curriculum within their programs of study.
High School Students&apos; Perceptions about Good Teachers: A Case Study in Chile
Author: Almonacid-Fierro, Alejandro
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Teacher Effectiveness,Case Studies,Foreign Countries,Teacher Characteristics,Teacher Student Relationship,High School Teachers,Pedagogical Content Knowledge

The present research aimed to analyze the perception of high school students about the characteristics of a good teacher. The educational process refers essentially to a teacher-student relationship that unfolds in the classroom space, with the idea of generating more and better learning. In methodological terms, the study was based on the interpretive-comprehensive paradigm, through a qualitative methodology, which makes it a case study. The data were collected through four focus groups and four in-depth interviews conducted with secondary school students from a public high school in the province of Talca, Maule region, Chile. The results show the relevance of the handling of disciplinary content by teachers, as well as the pedagogical domain of teaching. On the other hand, it is evident from this study that good teachers are the ones who motivate students to learn, who show an understanding attitude with their learning, and generate a strong affective-emotional bond that transcends the classroom and connects with their lives. Among the limitations presented by the study is the need to increase the size of the sample, an issue that would allow a more comprehensive perspective on teaching. Regarding projections, the study provides useful background for comparison with research in different international contexts.
Moderating Role of Gender in the Impact of E-Learning Quality on Students&apos; Satisfaction and Performance during COVID-19 Pandemic
Author: AL Thnayan, Saleh Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Quality,Student Satisfaction,Academic Achievement,COVID-19,Pandemics,Gender Differences,Foreign Countries,Distance Education,Student Attitudes

This paper aims to examine the impact of E-learning quality on students' satisfaction and performance before and during the COVID-19 pandemic and the role of gender as a moderating variable. A descriptive and inferential approach was used where a specially designed questionnaire was distributed on a simple random sample of students enrolled in Public Security Training City in Riyadh, Saudi Arabia. Data were gathered from 352 respondents. The multiple regression analysis was used to justify the proposed hypotheses. The study found that E-learning system quality and E-learning service quality positively impacted student satisfaction, which made a significant and positive impact on student performance. Moreover, gender played a moderating role in the relationship between E-learning system quality, E-learning service quality, and student satisfaction. Finally, it was found that the relationship between all variables during COVID-19 was stronger than relationships that existed before the COVID-19 pandemic.
Teaching Mathematics through Interdisciplinary Projects: A Case Study of Vietnam
Author: Chi, Nguyen Phuong
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Teaching Methods,Interdisciplinary Approach,Integrated Curriculum,Mathematics Education,Student Projects,Active Learning,Biology,Problem Solving

Integrated or interdisciplinary teaching is an approach that encourages students to synthesize knowledge from more than one discipline in order to solve problems. It focuses on students' interests, a connection of subjects, use of authentic situations and problem solving techniques. This study aimed to make clear the concept of interdisciplinary teaching, by identifying how different subjects could be integrated in a curriculum and how interdisciplinary work could be developed and organized in mathematics classrooms. By reviewing various literature of the research on the topic of interdisciplinary education, the study synthesized ideas, concepts and models in interdisciplinary teaching. Then the study discussed how to apply the explored theory of interdisciplinary teaching in the Vietnamese mathematics situation. It was found out that projects should be used for interdisciplinary mathematics education. A four-step process to design an interdisciplinary project for Vietnamese mathematics classrooms was proposed. This process proved to be a useful guideline for mathematics teachers to design interdisciplinary projects. Two interdisciplinary projects for Mathematics involving Biology as the second subject were introduced in this study. These are examples of how to construct an interdisciplinary project based on the four-step process. Through these projects, students could know how to integrate skills and knowledge of the two subjects Mathematics and Biology to solve a real life problem.
The Role of Artificial Intelligence Techniqies in Improving the Behavior and Practices of Faculty Members When Switching to Elearning in Light of the COVID-19 Crisis
Author: Nagro, Shimaa Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Electronic Learning,Artificial Intelligence,Teaching Methods,Online Courses,School Closing,COVID-19,Pandemics,Instructional Effectiveness,Grading,Student Evaluation,Foreign Countries,Teacher Attitudes,College Faculty,Teaching Experience,Institutional Characteristics

This study investigated the role of e-learning and artificial intelligence (AI) in improving the faculty members' practices when switching to online education in the wake of the COVID-19 pandemic. The researcher employed a descriptive and analytical approach. A questionnaire was used to measure the impact of AI and e-learning on four different themes related to education in Saudi Arabia. The data from 406 respondents suggested a statistically significant ([alpha] [less than or equal to] 0.05) effect of AI on e-learning. The faculty members strongly agreed that AI and e-learning improved relevant aims of teaching and related practices during the pandemic. Moreover, the influence on practices related to teaching methods during the pandemic was also highly positive. Further, the instructors strongly acknowledged that e-learning and AI ameliorated their teaching practices in general. Finally, the study depicted that e-learning and AI assisted instructors to automate grading and evaluation, ensures the confidentiality of data, and provides easier access to information. The average of the sample responses for all four fields analyzed in the study corresponded to the degree of approval. This study has a paramount importance due to the continuity of education in the context of the COVID-19 pandemic and the role of e-learning and artificial intelligence in education in general.
Factors and Challenges Influencing the Criminologist Licensure Examination Performance through the Non-Passers&apos; Lens
Author: Albina, Albert C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Criminology,Licensing Examinations (Professions),Foreign Countries,Success,Test Preparation,Student Interests,Undergraduate Students,Educational Quality,Grades (Scholastic)

This study aimed to explore the perceived factors that influenced the success and challenges experienced when taking licensure examination among Bachelor of Science in Criminology graduates of a state university in the Philippines who failed in the Criminologist Licensure Examinations (CLE). Descriptive-correlational research design was utilized to analyze quantitative data, and Colaizzi's descriptive phenomenology was used for the thematic analysis of qualitative data. The quantitative findings revealed that home and family factor has a high influence on the success in CLE, while student factor, school factor, review center factor, and personal factor have average influence. Further, ten clusters of themes emerged as factors that influence the success in CLE. Among them were interest and focus on the program, and availability of qualified and dedicated faculty. Among the themes that emerged as challenges were lack of preparedness for the exam because of one's work, and personal and social pressures. There is a significant difference on the respondents' perception towards the factors that influence the success in CLE when they are grouped according to sex. Regarding the challenges associated with preparing for and taking the CLE, a significant difference is only observed when respondents are grouped according to their civil status. Generally, married respondents have higher weighted means than the single ones. This implies that the identified challenges affected married respondents more than the single ones. These results can be used to make policies and initiate programs that would enhance graduates' success in the exam by providing appropriate interventions and early remediations.