ethanporcaro/eric-fulltext-meta huggingface dataset:
Internship of Accounting Students in the Form of E-Learning: Insights from Poland
Author: Januszewski, Arkadiusz
Date: 2021-00-00
Type: Journal Articles
Subjects: Internship Programs,Program Effectiveness,Accounting,Undergraduate Students,Student Satisfaction,Electronic Learning,Distance Education,COVID-19,Pandemics,Active Learning,Supervisors,Skill Development,Formative Evaluation,Case Method (Teaching Technique),Foreign Countries

The COVID-19 pandemic has imposed on us not only e-learning with higher education providers, but also triggered considerable difficulties in organization internships. Institutions and enterprises that used to be eager to take interns have refused to do so. In these conditions, the key objective for the Faculty of Management at the UTP University in Bydgoszcz was to organize e-internships to ensure a working environment similar to the real working conditions of the accounting department. A new internship program was developed that implemented the assumptions of active learning, by virtue of the case study approach, computer-based learning environments, and a comprehensive task simulating the work of the accounting department in the form of a multi-step project. The key objective of this article is to present the results of research in the form of a survey on how the students majoring in Finance and Accounting perceive the proposed internship method. The results show that an internship in the form of e-learning with the proposed education methods is appreciated by the students. E-learning does not necessarily have to be less effective than traditional learning. The use of platforms and the selecting of adequate methods can enhance the activity of students, supporting self-education and independent task performance.
Mathematics Teachers&apos; Practices of STEM Education: A Systematic Literature Review
Author: Rahman, Noor Anita
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,STEM Education,Literature Reviews,Teaching Methods,21st Century Skills,Teaching Skills,Instructional Design,Secondary School Teachers

Science, technology, engineering and mathematics (STEM) education is regarded as one of the formulas to embracing many of our imminent challenges. STEM education benefits the learners by encouraging interest in STEM disciplines. This daunting task needs everyone's concerted efforts in creating and innovating mathematics teachers' classroom practices Therefore, a systematic review was conducted to identify best practices for STEM education following the guidelines of the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) by Moher et al. (2015). The reviewed articles were published from 2016 to 2020 and accessed using the Scopus and Web of Science (WoS) databases. Three themes for best practices were identified namely (a) core competencies encompassing 21st-century teaching skills; (b) instructional designs; and (c) requisite STEM execution. Results of PRISMA determined the dominant STEM practices were critical thinking, communication, collaboration, problem-solving, research-based pedagogy, problem-based learning and project-based learning, technological integration, accessibility, professional development and learning support, evidence of effectiveness, access to materials and practitioner support, and scalability. Mathematics teachers should determine the best STEM practices to employ even though there is a lack of studies on integrated STEM domains. When more students are interested in venturing and exploring into the field of STEM, the high demand for STEM related careers could be met by the younger generation.
Children&apos;s Right to Belong?--The Psychosocial Impact of Pedagogy and Peer Interaction on Minority Ethnic Children&apos;s Negotiation of Academic and Social Identities in School
Author: McGillicuddy, Deirdre
Date: 2021-00-00
Type: Journal Articles
Subjects: Sense of Community,Individual Development,Teaching Methods,Peer Relationship,Minority Group Students,Identification (Psychology),Childrens Rights,Student Attitudes,Foreign Countries,Immigrants,Elementary School Students,Academic Ability,English (Second Language),Second Language Learning

Migration across the OECD this decade is reflected in increasingly diverse societies. Although migration into Ireland remains relatively low, increasing pupil diversity is evident in the physical, pedagogical, curricular, and socio-relational aspects of schooling. While the intensity of such changes are evident in teacher pedagogy, children's social worlds, and classroom/school dynamics, most notable is the lack of policy development to support school practices. Drawing on two in-depth case studies, this paper aims to foreground minority ethnic children/young people's voice(s) as they negotiate the complexity of identity (re)formation and belonging in school. It explores whether mis/recognition impacts teacher pedagogical practices through ability grouping, and minority ethnic children's navigation of social spaces within/between the classroom. Using a children's rights lens, this paper interrogates whether minority ethnic children's right to education preparing them &quot;for responsible life in a free society, in the spirit of understanding, peace (and) tolerance&quot; (Article 29 (1), UNCRC, 1989) is being realised. Findings indicate the need to foreground minority ethnic children's voices and rights to ensure how they &quot;do&quot;/&quot;feel&quot; learning is in their best interests and affords them equal opportunities in their school lives.
Improving the Performance of Student Teams in Project-Based Learning with Scrum
Author: Fernandes, Sandra
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Active Learning,Student Projects,Computer Software,Group Dynamics,College Students,Foreign Countries,Engineering Education,Teamwork,Group Experience

The purpose of this paper is to analyze the effectiveness of Scrum for project and team management in PBL teams in higher education. To attain this goal, a study was carried out to analyze students' perceptions about Scrum as an effective method for PBL teams. Based on two different editions of PBL that used the Scrum method with different characteristics in each approach, this paper aims to identify the best practices for effective team and project management and draw recommendations for successful use of scrum in PBL approaches. The authors used an exploratory case study carried out within an engineering program at the University of Minho, Portugal. The research design was based on an explorative quantitative and qualitative approach. Implementing Scrum in PBL teams helps students to keep the project running smoothly and draws greater awareness on how to manage the project and teams in a more effective way. Findings show that task assignment, performance monitoring, visual management and regular feedback were considered the main advantages of using Scrum in PBL teams, which had a positive impact on student performance. However, for the success of Scrum, students recognize the role of the Scrum Master and Project Owner as vital to guide the teams in a sustainable way. Research on the application of Scrum in Education is scarce and mostly exploratory. This paper is among the very few empirical studies consolidating knowledge on the implementation of Scrum approaches to improve learning in higher education. More specifically, it brings a valuable contribution on how to improve specifically team performance in PBL teams with the use of agile approaches such as Scrum.
School Health as the Mediator Variable: Determinants of the Principal Instructional Leadership Behavior
Author: Sukarmin
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Administrator Behavior,Leadership Styles,Persistence,Administrator Effectiveness,Elementary Schools,Teacher Attitudes,Satisfaction,Teacher Effectiveness,Elementary School Teachers,Foreign Countries,Educational Environment,Work Environment

The primary purpose of this research was to determine the effect of principal instructional leadership behavior on several determinants: organizational commitment, efficacy, and teacher satisfaction through school health. Five instruments that had been used are the principal instructional management rating scale (PIMRS); organizational health inventory for elementary schools (OHIE); online course questionnaire (OCQ); teacher satisfaction scale (TSS); teacher efficacy scale (TES). All of these instruments had high validity and reliability; with Cronbach's alpha values of each was PIMRS (0.83), OHI-E (0.81), OCQ (0.80), TSS (0.86), and TES (0.79). A total of 350 public primary school teachers in Surakarta had been selected as respondents in this study with satisfied random sampling. AMOS software version 6.0 is used to analyze CFA and SEM. The results of SEM analysis to the structural model built by the researcher was good, with Probability = 0.001; RMSEA = 0.043; GFI = 0.941; AGFI = 0.907; CMIN/DF = 1.522), so the relationship between the variables in the constructs was interpreted; (1) The Principal instructional leadership behavior had a significant direct influence on the school health, (2) The school health parameter had a significant direct influence on organizational commitment, efficacy, and teacher satisfaction, (3) The principal instructional leadership behavior did not have a significant direct effect on organizational commitment, efficacy, and teacher satisfaction through the variables and school health.
Prioritizing English-Medium Instruction Teachers&apos; Needs for Faculty Development and Institutional Support: A Best-Worst Scaling Approach
Author: Uehara, Takuro
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Language of Instruction,Faculty Development,Foreign Countries,Communicative Competence (Languages),Teaching Experience,Needs Assessment,Teacher Attitudes

This study explored the prioritization of English-medium instruction (EMI) teachers' needs for faculty development and institutional support by applying a best-worst scaling approach to an EMI program in Japan. This prioritization is important as EMI programs need management under various constraints (e.g., time, budget, and teachers). This study also investigated how teachers' needs for institutional support differ by English language competence and EMI teaching experience and their relationship with EMI programs (e.g., full-time or adjunct). Questionnaire surveys administered to 38 EMI teachers revealed that, overall, faculty development (FD) program menus training teaching styles, speaking skills, communication skills, and respecting the diversity of students should be prioritized such that it varies depending on the teachers' English language competence levels but not their teaching experience. Irrespective of their relationship with EMI programs, the recognition and appreciation of their burdens, efforts, and contributions is most needed. There are noticeable differences based on their position over the necessity of pedagogical guidelines, teaching load, and economic incentive.
Learning Supported by Technology: Effectiveness with Educational Software
Author: Tzur, Sharon
Date: 2021-00-00
Type: Journal Articles
Subjects: Courseware,Educational Technology,Technology Integration,Instructional Effectiveness,Organizational Communication,Communication Strategies,Recall (Psychology),Training Methods,Trainees,Learning Motivation,Aviation Mechanics,Armed Forces,STEM Education,Foreign Countries

This study addresses the effectiveness of learning via educational software. Recent decades have seen the integration of technologies, which are changing teaching and transforming teachers into mediating, facilitating, and guiding figures by means of digital learning methods that serve as a major tool in schools, colleges, and universities. The current study focuses on instruction provided within the Israeli Air Force and examined the effectiveness of instruction provided via educational software in terms of learning products: Bloom's revised taxonomy, Te'eni's affective-cognitive model of organizational communication and the STEM model. We randomly divided the learners into three groups who studied the same topic: one group studied with the educational software only, the second with the educational software together with an instructor, and the third with an instructor who used a presentation. The learners took a test and four months later they took another test to examine the effectiveness of the instruction over time. The research results show that the recall levels and performance levels on the tests were almost identical in all groups, but in the categories of understanding and applying the addition of an instructor strongly contributed to achievements: Those who received instruction via educational software achieved the best results in the understanding category, while those who studied with an instructor who used a presentation achieved the best results on the test with regard to application of the studied material. The findings of this study can illuminate the effectiveness of using educational software in learning processes in all educational systems.
Higher Education during the Pandemic: The Predictive Factors of Learning Effectiveness in COVID-19 Online Learning
Author: Tsang, Jenny T. Y.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Educational Technology,Technology Uses in Education,Higher Education,Instructional Effectiveness,College Role,Peer Relationship,Teacher Student Relationship,Design,Program Effectiveness,Student Satisfaction,Predictor Variables,Foreign Countries,Undergraduate Students

The global coronavirus disease (COVID-19) outbreak forced a shift from face-to-face education to online learning in higher education settings around the world. From the outset, COVID-19 online learning (CoOL) has differed from conventional online learning due to the limited time that students, instructors, and institutions had to adapt to the online learning platform. Such a rapid transition of learning modes may have affected learning effectiveness, which is yet to be investigated. Thus, identifying the predictive factors of learning effectiveness is crucial for the improvement of CoOL. In this study, we assess the significance of university support, student-student dialogue, instructor-student dialogue, and course design for learning effectiveness, measured by perceived learning outcomes, student initiative, and satisfaction. A total of 409 university students completed our survey. Our findings indicated that student-student dialogue and course design were predictive factors of perceived learning outcomes whereas instructor-student dialogue was a determinant of student initiative. University support had no significant relationship with either perceived learning outcomes or student initiative. In terms of learning effectiveness, both perceived learning outcomes and student initiative determined student satisfaction. The results identified that student-student dialogue, course design, and instructor-student dialogue were the key predictive factors of CoOL learning effectiveness, which may determine the ultimate success of CoOL.
Organizational Differences among Universities in Three Socioeconomic Contexts: Finland, Spain and Ecuador. Relational Coordination Approach
Author: Checa-Morales, Cristina
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,College Students,Student Satisfaction,Universities,Problem Solving,Educational Practices,School Demography,Differences

The knowledge of local culture is essential to establish competitive strategies in higher education. The objective of this research was to identify the organizational differences among three universities with different international contexts and satisfaction level. An approach was made regarding Relational Coordination (RC) attributes: accurate, frequent and problem-solving communication, shared knowledge, mutual respect and shared goals, by discriminant analysis method. A random sample of 300 students, 100 belonging to each university, was surveyed on the 23 RC variables in 2017-2018. First, the RC variables were evaluated by general linear model (GLM). The three universities--Arcada University of Applied Science (ARCADA) in Finland, University of Cordoba (UCO) in Spain and Agricultural Polytechnic of Manabi &quot;MFL&quot; (ESPAM) in Ecuador--and the two levels of student satisfaction--Low and High--were used as fixed factors. Second, a discriminant model was built with RC variables. A higher level of RC practices concerning to accurate, frequent and problem-solving communication achieved higher levels of satisfaction, regardless of the universities' socioeconomic context. RC differentiation among three universities showed that shared goals with lecturers and administrative officers and problem-solving communication among classmates were the variables with the highest discriminant power. Two clusters were obtained, where UCO was the most differentiated university. In conclusion, organizational practices made a difference among the three universities. Discriminant analysis can be adapted and extended to different universities to improve quality.
The Light and Shadow Brought to Teacher Education by Digitizing the Educational Environment: the Case of Japan
Author: Kihara, Toshiyuki
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Educational Research,Educational Practices,Communities of Practice,Inquiry,COVID-19,Pandemics,Preservice Teacher Education,Inservice Teacher Education,Faculty Development,21st Century Skills,Technological Literacy,Critical Thinking,Teacher Characteristics,Teacher Role,Educational Change

In this paper, the trends and issues of teacher education research and practices in Japan are clarified from the viewpoint of the digitization of the educational environment. This will be achieved through a review of the literature and policy documents on recent educational practices and teacher education. Firstly, Japanese teacher education and the ICT environment in schools are summarized. In addition, the Japanese concept of &quot;teachers who continue to learn&quot; and its multidimensional character is explained. Secondly, a model of the above idea that consists of five dimensions is introduced: (1) social navigators, (2) technical experts, (3) inquiry practitioners, (4) critical practitioners, and (5) members of professional learning communities. Thirdly, through the review, it is pointed out that all of them are affected by the digitization of the educational environment, which has been accelerated as a countermeasure to COVID-19. In conclusion, it is stated that the digitization of the educational environment and its accelerated progress casts both light and shadow on the role of Japanese teachers as reflective practitioners. Additionally, it is referenced that there are many differences among schools and regions on the ratio of light and shadow in Japan, even though it is geographically small.
Digital Competence Assessment Methods in Higher Education: A Systematic Literature Review
Author: Sillat, Linda Helene
Date: 2021-00-00
Type: Journal Articles
Subjects: Technological Literacy,Evaluation Methods,Higher Education,Literature Reviews,Educational Trends,Measures (Individuals)

The rapid increase in recent years in the number of different digital competency frameworks, models, and strategies has prompted an increasing popularity for making the argument in favor of the need to evaluate and assess digital competence. To support the process of digital competence assessment, it is consequently necessary to understand the different approaches and methods. This paper carries out a systematic literature review and includes an analysis of the existing proposals and conceptions of digital competence assessment processes and methods in higher education, with the aim of better understanding the field of research. The review follows three objectives: (i) describe the characteristics of digital competence assessment processes and methods in higher education; (ii) provide an overview of current trends; and, finally, (iii) identify challenges and issues in digital competence assessment in higher education with a focus on the reliability and validity of the proposed methods. On the basis of the findings, and as a result of the COVID-19 pandemic, digital competence assessment in higher education requires more attention, with a specific focus on instrument validity and reliability. Furthermore, it will be of great importance to further investigate the use of assessment tools to support systematic digital competence assessment processes. The analysis includes possible opportunities and ideas for future lines of work in digital competence evaluation in higher education.
Roles of the School Psychologist--Current versus Preferred Roles in the Greek Schools: A Case Study from the Island of Crete
Author: Panteri, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,COVID-19,Pandemics,School Psychologists,Role,Attitudes,Elementary Secondary Education,Interpersonal Relationship,Cooperation,Activities,Counseling,Student Behavior

In the international literature it is frequently reported that school psychologists would like to reduce their involvement in evaluation and assessment activities in favor of an increase in other services and roles. The present study examines the perceptions of teachers and school psychologists regarding the roles of school psychologists on the island of Crete, Greece. For this purpose, an online questionnaire about the current and preferred roles of the school psychologist was distributed. Two hundred and seventy-nine (279) teachers and fifty-seven (57) school psychologists participated in this research study. The analysis and comparison of the participants' responses revealed significant differences in their beliefs about the current and preferred roles of the psychologist. Emphasis was placed by psychologists on systematic interventions such as consultation and by teachers on counseling for their personal problems. Overall, respondents in this study recognized the usefulness of the school psychologist in the educational sector. A unified framework of reference for the range of the schools' psychological services would enhance common understanding and facilitate the professional role of school psychologists and effective student referral to the related professional services.
Models on Teaching Effectiveness in Current Scientific Literature
Author: Sánchez-Cabrero, Roberto
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Models,Faculty Development,Ethnography,Educational Indicators,Teacher Characteristics,Teaching Skills,Personality Traits

Knowing what defines 'effective teaching' contributes significantly to the appropriateness and validity of the instruction provided to pre-service teachers during their initial training. This may help them to perform as expert teachers before finishing their university training. This study aims to reflect upon the most significant models and theoretical contributions of each of the five most common methods for investigating teaching effectiveness in the current scientific literature. To that end, the main scientific sources within this field of study have been obtained on the Internet through the &quot;Web of Science (WoS),&quot; &quot;Scopus&quot; and &quot;ERIC.&quot; The sources were selected for their relevance to the topic, which was determined by assessing the citations generated by the academic works and the impact of the journals in which they were published. The results show that the key and most central factor salient in teaching quality is related to the teachers themselves and their training. Thus, any educational model that seeks educational excellence must focus foremost on ensuring care and respect for teaching professionals, beyond economic investment, resource availability, or any other factors.