ethanporcaro/eric-fulltext-meta huggingface dataset:
A Rolling Stone Gathers No Moss? The Case of Mature Students in Higher Education and Their Plurilingual Repertoires
Author: Ambrósio, Susana
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Adult Students,Nontraditional Students,Context Effect,Experience,Language Usage,Verbal Communication,Nonverbal Communication,Interpersonal Communication,Foreign Countries,Student Characteristics,Bilingualism,Multilingualism

This study diagnoses how the plurilingual repertoires of mature students (MS) in higher education (HE) are constructed throughout their lives. It addresses the main characteristics of MS; the contexts in which they move throughout their lives, and the situations they contact with languages. Data were collected by means of a questionnaire, mostly comprising open-ended questions. The questionnaire was emailed to 485 MS and was filled in by 195 (40.2%). The results highlight the intrinsic relationship between the MS' life histories and the construction of their plurilingual repertoires. The findings reinforce the relevance of considering the MS' plurilingual repertoires and life histories in the development of educational linguistic policies in HE.
Reimagining the Place of the Professional, before It Is Too Late: Five Dystopias and an Oxymoron?
Author: Clarke, Linda
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Identity,Models,Self Esteem,Expertise,Inclusion,Professionalism,Commercialization,Administrative Organization,Graduates,Entry Workers,Professional Personnel

The trustworthiness and expertise of professionals is much in demand even while they are derided as members of slippery, credentialized and self-serving elites. Eliot Friedson's three 'logics' provide a contextual lens for this deconstruction of 'professional' and are updated by adding Artificial Intelligence (AI) as putative fourth logic to provide a contextual background--so, Markets, Bureaucracy and AI are seen as alternatives to and influences on professionalism. This context suggests that it may already be too late to save 'professionals', but them paper confronts a significant conceptual deficit by using a second interdisciplinary lens, Clarke's Place Model, to critically deconstruct the 'place' of professionals to reimagine a commodious and accessible conceptualization, consisting of five dystopias and a potentially potent oxymoron--&quot;inclusive professional.&quot; The Place Model is presented as an example of a Geographical Imagination (Massey), combining two conceptions of 'place': place as esteem and place as a changing position on the expanding horizons of a career-long growth of expertise. This novel conceptualization is then used to examine the dystopias and potential ideals of 'professional'.
Didactic Focus Areas in Science Education Research
Author: Lampiselkä, Jarkko
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Education,Educational Research,Biology,Chemistry,Physics,Data Collection,Teacher Education,Research Methodology,Secondary Education,Periodicals

This study provides an overview of the didactic focus areas in educational research in biology, chemistry and physics, seeking to identify the focus areas that are investigated frequently and those that have been studied rarely or not at all. We applied the didactic focus-based categorization analysis method (DFCM), which is based on an extension of the didactic triangle. As the data set, we used 250 papers published in the &quot;Nordic Studies in Science Education&quot; (NorDiNa) between 2005 and 2013, and the European Science Education Research Association (ESERA) 2013 conference proceedings covering education at upper secondary and tertiary levels. The results show that the teacher's pedagogical actions and the student--content relationship were the most frequently studied aspects. On the other hand, teachers' reflections on the students' perceptions and attitudes about goals and content, and teachers' conceptions of the students' actions towards achieving the goals were studied least. Irrespective of the publication forum, the distributions of foci to different categories were quite similar. Our historical analysis completes the recent studies in the field as it is based on the theory driven categorization system instead of the data driven approaches used by the previous researchers. Moreover, our further observations on more recent publications suggest that no significant changes have taken place, and therefore wider discussion about the scope and the coverage of the research in science education is needed.
A Review of Nontraditional Teaching Methods: Flipped Classroom, Gamification, Case Study, Self-Learning, and Social Media
Author: Safapour, Elnaz
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Blended Learning,Course Objectives,Case Studies,Independent Study,Engineering Education,Instructional Effectiveness,Educational Benefits,Computer Games,Social Media,Teaching Styles,Guidelines,Nontraditional Education,Evaluation Methods

Traditional teaching methods rely solely on the use of textbooks, but teaching effectiveness assessment methods have demonstrated that most students taught by this method do not absorb the course content up to the expected level. Multiple researchers have introduced nontraditional teaching methods, but there is no scientific consensus on the best nontraditional teaching methods that are tailored to learners' abilities while most effectively addressing the course objectives. Therefore, the goal of this review was to address the following questions across all engineering disciplines, based on learners' abilities and the course objectives: (a) What are the benefits of nontraditional teaching methods? and (b) How would you categorize the benefits of nontraditional teaching methods? A qualitative review was conducted to achieve these goals, and the initial search for papers, using relevant keywords, resulted in more than 2000 peer-reviewed articles that were published between 2000 and 2017. A total of 125 peer-reviewed articles pertaining to the most frequently studied nontraditional teaching methods were comprehensively studied and analyzed. The analysis resulted in practical guidelines, including a list of the benefits of the five studied nontraditional teaching methods (flipped classroom, gamification, case study, self-learning, and social media) belonging to four categories: technical/professional, personal skills/ability, personal attitude, and time and space. Based on the results, the authors established significant guidelines for instructors who aim to optimize learners' achievements by adopting the most effective teaching styles, based on their course objectives and the learners' abilities.
An Entropy Analysis of Classroom Conditions Based on Mathematical Social Science
Author: Koyama, Kazuo
Date: 2019-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Mathematical Models,Sociology,Social Sciences,Behavior,Scientific Concepts,Educational Psychology,Secondary Schools,Foreign Countries,Secondary School Students,Early Adolescents,Photography,Questionnaires,Space Utilization,Student Behavior,Classroom Environment

In classroom management, it is well-known that students' mental states are strongly related to classroom conditions. There are many ways to describe human behavior in mathematical modeling in sociology. In social science, a model to describe human behavior has been developed by an analogy with the ferromagnetic spin model in statistical physics. Entropy, on the other hand, can express the order and/or disorder in many-body systems. The concept of entropy can be extended to continuous random variables in the information theory, which is called &quot;differential entropy&quot; and has been a powerful tool in many stochastic systems. Here, we show that classroom conditions can be expressed by the differential entropy, based on the model used in social science. To assess the applicability of this method to real classroom conditions, we investigated fluctuations in students' minds with pictures and a questionnaire relating to school life, and then applied this to the present method, and calculated the differential entropy. The results correspond well with real classroom conditions, and suggest the usefulness of the present method. The significance of the present research is the proposal of a new method which has not yet been used in educational psychology.
How Do Teacher Affective and Cognitive Self-Concepts Predict Their Willingness to Teach Challenging Students?
Author: Low, Ee Ling
Date: 2019-10-00
Type: Journal Articles
Subjects: Teacher Attitudes,Self Concept,Emotional Disturbances,Behavior Problems,Longitudinal Studies,Correlation,Predictor Variables,Teacher Student Relationship,Affective Behavior,Factor Analysis,Teacher Education

Building on and extending earlier research on student selfconcepts and studies investigating teachers working with students with social, emotional, or behavioural difficulties, disorders, or disturbance, this longitudinal study examined teacher self-concepts in relation to their willingness to teach challenging students in mainstream classrooms. In the current study, &quot;challenging students&quot; refer to those who may pose a challenge to the teacher, either behaviourally or academically. Statistical measures included analysis of variance, correlation analysis, path analysis, and commonality analysis. Survey data collected from 108 participants at three different time points consistently showed that affective self-concept was a stronger predictor than cognitive self-concept of teachers' willingness to teach challenging students. This study affirms and extends self-concept research by showing that the affective dimension of teacher self-concept is a better predictor of choice indicators than the cognitive dimension. The study also highlights the importance of developing and sustaining a strong sense of professional enjoyment for teachers in facing challenging teaching environments.
Knowledge Acquisition of Biology and Physics University Students--The Role of Prior Knowledge
Author: Binder, Torsten
Date: 2019-00-00
Type: Journal Articles
Subjects: College Science,Biology,Physics,Prior Learning,Knowledge Level,College Freshmen,High School Students,Science Achievement,Low Achievement,High Achievement,Grade Point Average,Foreign Countries

This study investigates the knowledge acquisition of biology and physics freshmen students with special regard to differences between high school (HS) high performing and low performing students. Our study is based on a prior knowledge model, which describes explicit knowledge as a composite of four knowledge types: knowledge of facts, knowledge of meaning, integration of knowledge, and application of knowledge. As a first outcome-oriented approach, we operationalize knowledge acquisition via the changes in these knowledge types between the beginning and the end of the first year. To investigate the knowledge acquisition, a test set was constructed that covers these knowledge types. It was administered to 162 biology and 101 physics students at university. We used an Item Response Theory approach to scale the data. Repeated measures ANOVAs were used to analyze the acquisition of the knowledge types. We separated HS low, medium, and high achievers by high school grade point average (HS GPA). The knowledge acquisition of the HS low achievers did not differ from other groups. However, the HS low achievers did not only start with less prior knowledge but also were not able to reach the prior knowledge of the HS high achievers within the first year. Our findings concerning knowledge acquisition may be used to support and improve students' knowledge acquisition in a targeted way by focusing on selected knowledge types.
Has the Portuguese Compensatory Education Program Been Successful in Reducing Disadvantaged Schools&apos; Performance Gaps? A 15-Year Quantitative Analysis of National Exams
Author: Ferraz, Hélder
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Gains,Academic Achievement,Disadvantaged Youth,Low Income Students,Grades (Scholastic),Scores,Standardized Tests,Public Schools,Compensatory Education,At Risk Students,Educationally Disadvantaged,Vocational Education,Attendance,Academic Persistence,Dropout Prevention,Career Readiness,School Role,Higher Education,College Readiness,Access to Education,Equal Education,Achievement Gap,Program Effectiveness,Intervention

A central goal of the Portuguese compensatory education program--Territórios Educativos de Intervenção Prioritária (TEIP)--is the improvement of the academic performance of socioeconomically disadvantaged students. In this article, we seek to understand whether the schools involved in the program have been successful in reducing their academic performance gaps--as measured by grades in national exams--relative to non-TEIP schools. We also analyze the evolution in the proportion of national exams carried out in TEIP schools relative to non-TEIP schools, as these are a proxy for students' desire to proceed into higher education. The analysis points to a general failure of the program in reducing the gap between TEIP and non-TEIP public schools regarding academic performance. In addition, the proportion of national exams undertaken in TEIP schools has been decreasing. These results question TEIP's ability not only to enhance academic performance, but also to drive students into higher education.
The Mystery Method Reconsidered--A Tool for Assessing Systems Thinking in Education for Sustainable Development
Author: Benninghaus, Jens Christian
Date: 2019-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Systems Approach,Sustainable Development,Visual Aids,Concept Mapping,Scoring,Information Retrieval,Data Analysis

Influence diagrams, derived from the mystery method as its learning output, represent an externalization of systems thinking and are, therefore, valid to research; so far they have not been conceptualized in the research literature for teaching systems thinking in education for sustainable development. In this study, 31 of those diagrams are confronted with (1) three different expert references, in (2) two different ways, by (3) three different scoring systems to determine which evaluation option is both valid and easy to implement. As a benchmark, the diagrams' diameters are used, which allows statements about the quality of the maps/diagrams in general. The results show that, depending on the combination of variables that play a role in the evaluation (1, 2, 3), the quality of the influence diagram becomes measurable. However, strong differences appear in the various evaluation schemes, which can be explained by each variable's peculiarities. Overall, the tested methodology is effective, but will need to be sharpened in the future. The results also offer starting points for future research to further deepen the path taken here.
Educating Students with Disabilities Who Study at the University
Author: Godovnikova, Larisa V.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Students with Disabilities,Teaching Methods,Self Control,Student Behavior,Emotional Response,Student Research,Foreign Countries,Student Participation,Goal Orientation

In this article the authors aim to analyze the ways of educating students with disabilities. Research activities at the university are the main type of educational and professional activities for students. Students with disabilities have difficulties in organizing research activities. Students have difficulties in self-regulation, their goals in research activities related to internal well-being. The communicative orientation is a leading emotional focus in research activities, and the motivation for research activities reduced. We have developed and implemented a program of training, which allowed us to develop the components of self-organization of research activities for students with disabilities. The development of such personal characteristics as self-regulation of behavior and emotional orientation positively influence the motivation of research activities among students with disabilities.
Educating the External Conditions in the Educational and Cultural Environment
Author: Alfita, Laili
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Influences,Cultural Influences,Educational Development,Cultural Education,Economic Development,Budgets,Educational Change,Artificial Intelligence,Inferences,Futures (of Society)

Educational and cultural development is strongly influenced by external conditions such as social, cultural, economic, technological, and political. So, there is a strong need to educate their effect. Some of the effects of external conditions on education and culture can be explained. a higher population puts Indonesia in an increasingly important position in the global arena. In Indonesia, this wonder happens in light of the fact that the procedure of statistic progress that created since a couple of years back was quickened by our accomplishment in diminishing fruitfulness rates, improving the nature of wellbeing and the achievement of improvement programs since the New Order time as of recently. Along these lines, Indonesia has a statistic reward which is a reward or opportunity (fateful opening) appreciated by a nation because of the huge extent of the beneficial populace (age extend 15-64 years) in the development of the populace it encounters. At that point a parameter called &quot;reliance proportion&quot;, which is the proportion that shows the correlation among beneficial and non-gainful age gatherings. This proportion likewise shows what number of inefficient individuals whose lives must be borne by the gainful age gathering. The lower the dependency ratio of a country, the more the country is to get a demographic bonus as future development capital.
Portfolio Project as Summative Language Assessment: Engaging Learners Online
Author: Korpi, Sarah
Date: 2019-00-00
Type: Journal Articles
Subjects: Summative Evaluation,High Stakes Tests,Learner Engagement,Second Language Learning,Second Language Instruction,Case Studies,Language Tests,Portfolio Assessment,Feedback (Response),Correlation,Stress Variables,Active Learning,Online Courses,Communicative Competence (Languages),Language Teachers,Introductory Courses,Scoring Rubrics,College Students

High stakes mid-course and final exams have long been a dominant assessment model. But exam performance does not necessarily correlate with learning or students' ability to apply learning to real-life scenarios outside the classroom. Reliance on such high-stakes assessments can result in elevated learner stress during exam times and lack of learner engagement during non-exam times. Active learning requires ongoing student engagement, and assessments of student work completed in such activities are authentic archetypes of student learning that demonstrate student ability to apply their learning to authentic situations, problems, and issues. This article argues that assessment practices based on multiple, low-stakes, iterative assessments within an active learning environment provide more targeted feedback and engage students in their own learning as active participants, which leads to increased student success. The case study presented in this article is specific to foreign-language courses offered through online education. Combining best practices of learner engagement in the online environment and assessment in the communicative language classroom, language faculty in an open enrollment program developed an assessment model for asynchronous, introductory language courses that relies on multiple low-stakes assessments that culminate in a final, summative portfolio project. This article will offer examples of how the portfolio project is situated in the course and an overview of portfolio project topics. Example instructions and assessment rubrics will be provided. Data from the first full year of implementation will be analyzed to begin to assess the impact and effectiveness of this portfolio assessment.
Developing the Techno-Pedagogical Skills of Online University Instructors
Author: Grenon, Vincent
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,College Faculty,Technological Literacy,Social Media,Technology Integration,Information Management,Access to Computers,Distance Education,Pedagogical Content Knowledge,Foreign Countries,Information Storage

Online training is rapidly being adopted by universities. It is important to contemplate how to effectively support the development of the techno-pedagogical skills of online instructors, particularly when using a synchronous delivery method. A descriptive research project with a convenience sample of 14 professors and lecturers was used to test a training sequence in using Web conferencing. A one-group, pre-test, post-test, pre-experimental design combining data collection through a questionnaire and observation was implemented. The questionnaire focused on the profile of the participants regarding their use of technology, social media, and cloud computing. Techno-pedagogical skills were observed in 10 simulated situations. Surprisingly, participants whose profile indicated high access to technology and social media did not perform any better than those with less access. The use of several cloud-computing services was conducive to a higher score when observing more inclusive simulated situations. To provide effective support to online instructors, we recommend they be given the necessary training to ensure efficient and effective performance and prepare them for switching from in-class teaching to online instruction while taking all challenges into account.
Educating the Information Integration Using Contextual Knowledge and Ontology Merging in Advanced Levels
Author: Qodim, Husnul
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Systems,Access to Information,Information Sources,Information Science,Programming Languages,Standards

This paper defines the methods of educating the information integration by the use of ontologies. For this there are two various architecture are central and peer-to-peer data integration. A ciis generally has a worldwide mapping, which gives the client a uniform interface to get to data put away in the information sources. Conversely, in piis, there are no worldwide purposes of control on the information sources. Such systems enable developers to develop an integrated hybrid contextual based system and new concepts to be introduced. This enables the retrival of the information is easier and faster. The two most significant methodologies for structure an information integration framework is global as view &amp; local as view (lav). In the gav method, each substance in the worldwide pattern is related nearby outline. In this paper we use various ontology languages like xml, rdf, daml+oil, owl etc.