ethanporcaro/eric-fulltext-meta huggingface dataset:
Leveraging Communities of Practice as Professional Learning Communities in Science, Technology, Engineering, Math (STEM) Education
Author: Glaze-Crampes, Amanda L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Communities of Practice,Professional Development,STEM Education,Higher Education,Expertise,College Students,Student Experience,Expectation,School Holding Power,Educational Change

In the modern educational era, there is an increasing focus on Science, Technology, Engineering and Math (STEM) education. Innovation and workforce preparation play a large role in the push to increase scientific literacy, thinking skills and high-skilled personnel. However, there are ongoing issues with reforming education to meet these goals as well as the recruitment and retention of students in these fields. STEM and the various other iterations in which it is found, represents a challenge in education, as there are often many intersecting cultures, epistemologies, practices and expectations that are unique to each of the represented fields. As a result, educators often struggle with creating STEM experiences and programs that truly integrate each of the disciplines in a meaningful way. This discussion explores the potential role of leveraging existing communities of practice into Professional Learning Communities in order to shift the attention toward student experiences while more clearly defining the goals, roles and expectations in STEM.
Algorithm for Designing Professional Retraining Programs Based on a Competency Approach
Author: Anamova, Rushana R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Retraining,Program Design,Competency Based Education,Flight Training,Space Sciences,Manufacturing Industry,Professional Training,Foreign Countries,Technical Occupations,Engineering,Aviation Technology,Aviation Education,Management Development,Training Objectives,Research Universities

A new methodology is proposed for designing professional retraining programs for aviation, rocket, and space industry employees, focused on the formation of the necessary competencies. The novelty of the proposed method is in the formalization of the design process and the use of digital technologies. The advantage is the use of a modular principle of program design, which provides the opportunity to implement individual training paths for workers in industrial enterprises. The methodology was successfully tested at the Moscow Aviation Institute (National Research University) in the provision of educational services to enterprises in the aviation and aerospace industries.
Including the Dark Side of Entrepreneurship in the Entrepreneurship Education
Author: Ziemianski, Pawel
Date: 2020-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Models,Student Attitudes,Business Administration Education,Coping,Foreign Countries,Student Surveys,Professional Personnel,Program Design,Self Employment,Job Satisfaction,Risk,Costs,Stress Variables,Working Hours,Family Work Relationship,Cooperation,Work Attitudes,Budgets,Time Management,COVID-19,Pandemics

Pursuing an entrepreneurial career is often rewarding in terms of both economic and psychological outcomes. However, becoming an entrepreneur also has its darker side that affects professional and personal life. Meanwhile, the positivity bias is prevalent in entrepreneurial education and research. It is recognized as emphasizing the advantages of becoming an entrepreneur and giving considerably less attention to potential downsides. Based on the theoretical model of met expectations, it is proposed that building an accurate and balanced image of the entrepreneurial career is crucial to help students prepare to pursue it successfully. Using data from SEAS (Survey on Entrepreneurial Attitudes of Students) Project, authors quantitatively test the perception of the severity of negative aspects of entrepreneurship among 513 business students from northern Poland. Further, the results of 16 semi-structured qualitative interviews conducted with mature and experienced entrepreneurs from the same region are presented. They are focused on the entrepreneurs' perspective on the experienced dark sides and reveal employed coping strategies. A call is made to include these findings in designing university entrepreneurship programs by eliciting the awareness of the existence of the dark sides and indicating the means of their attenuation.
Student Engagement and Disengagement as a Collective Action Problem
Author: Lawson, Hal A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Holistic Approach,Cooperation,School Community Relationship,Teacher Attitudes,Data Use,Educational Policy,At Risk Students,Intervention,Community Action,Elementary Secondary Education,Educational Change

Isolated teachers in stand-alone American schools are expected to engage diverse students in the quest to facilitate their academic learning and achievement. This strategy assumes that all students will come to school ready and able to learn, and educators in stand-alone schools can meet the needs of all students. Student disengagement gets short shrift in this framework, and so does teacher disengagement. A growing body of research emphasizes needs for nuanced engagement frameworks, better data systems, customized interventions facilitated by intervention registries, and bridge building between schools and community health, mental health, and social service agencies. Here, engagement and disengagement challenges are reframed as opportunities for collective action, including interprofessional teams, community agency-school partnerships, cross-sector collective impact formations, cradle-to-career system building, and community development initiatives. Together these collective action forms signal new institutional designs which are fit for purpose when child/family poverty, social exclusion, and social isolation conspire against student engagement and school success.
Effects of Block vs. Traditional Scheduling on High School Science Success--Lessons from Biology Classes
Author: Labak, Irena
Date: 2020-00-00
Type: Journal Articles
Subjects: Block Scheduling,School Schedules,Secondary School Science,High School Students,Biology,Science Achievement,Pretests Posttests,Individual Differences,Teaching Methods,Foreign Countries,Prior Learning

Many studies investigate the effects of block vs. traditional class scheduling on the students' success in high-school science classes. However, it is rare for studies to investigate the interactive effect of class scheduling and students' average performance on the students' success. We investigated how block (B) vs. single (S) class scheduling, students' average performance and their interaction affect students' success in high school biology course. The study included 281 high school students (1st to 4th grade; 124 students from S-, 157 from B-scheduled classes) participating in: (1) first written exam conducted to evaluate students' initial knowledge; (2) teaching in block- vs. single-scheduled classes; (3) second written exam conducted to assess students' achievement after block- vs. single-scheduled classes. Block-scheduled classes improved students' performance in 3rd grade only. In 1st and 2nd grade, students from single-scheduled classes achieved better results. In 4th grade, there was no significant difference in success among block- vs. single-scheduled classes. Block-scheduled classes did not affect students' success equally across all student performance categories. When estimating the effects of class scheduling on students' success, students' age, prior knowledge, overall performance and complexity of educational topics should be considered.
Cross-Sectional Study of Self-Concept and Gender in Relation to Physical Activity and Martial Arts in Spanish Adolescents during the COVID-19 Lockdown
Author: Lindell-Postigo, David
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Concept,Gender Differences,Physical Activities,Foreign Countries,Adolescents,COVID-19,Pandemics,Well Being,Mental Health,Age Differences

The COVID-19 lockdown has negatively affected individuals' welfare. However, there has been no research published heretofore about the levels of self-concept (SC) in adolescents, nor how having practised martial arts (MA) or any physical activity (PA) before the lockdown may have influenced the SC in that time. Hence, this study aimed to analyze some demographic, physical, and psychosocial parameters in Spanish adolescents throughout the COVID-19 quarantine through a cross-sectional investigation, establishing correlations among these factors. Methods: The present study had a descriptive, comparative, and cross-sectional design. The sample comprised of 54 (39.7%) male and 82 (60.3%) female Spanish adolescents aged 12-18 (M = 14.49; SD = 1.80). An ad-hoc questionnaire collected sociodemographic data; the self-concept Form 5 (AF5) questionnaire obtained data on SC dimensions. Results: There were some differences among the SC dimensions, with family and academic dimensions having higher values than the physical and emotional ones. Females' academic SC was higher than that of males (p = 0.019). The practice of PA before the lockdown was positively associated with physical (p &lt; 0.001) and social (p = 0.012) SC, yet there was no significant association between the previous practice of MA and SC (p &gt; 0.050). Conclusions: the findings suggest that the COVID-19 lockdown negatively affected Spanish adolescents by decreasing their total SC and some dimensions of it, although PA may buffer psychological harmfulness in adolescents.
Supporting New Teachers as Designers of Learning
Author: Brown, Barbara
Date: 2020-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Beginning Teacher Induction,Instructional Design,Professional Development,Teacher Competencies,Communities of Practice,Foreign Countries,Canada Natives,Inclusion,College School Cooperation,Teacher Collaboration,Program Effectiveness

The aim of this study was to examine a professional learning intervention designed to support new teachers with implementing professional practice competencies. Partners from a school authority joined researcher-practitioners from a university to engage in designing a professional learning series for new teachers. A design-based research approach using quantitative (pre- and post-surveys) and qualitative data (artifacts of learning, field notes, classroom observations) were analyzed over one year. There were over 450 participants involved in the professional learning series. The findings indicated the professional learning intervention positioned new teachers as designers of learning engaging in continuous cycles of design-enactment-reflection and strengthened their pedagogical capacity to interconnect professional practice competencies with support from a community of learners. The findings from this study have implications for supporting new teachers during a period of induction and demonstrate one way to provide new teachers with the foundation for continual growth throughout their career.
Trends and Foundations in Research on Students&apos; Conceptual Understanding in Science Education: A Method Based on the Structural Topic Model
Author: Mi, Shuaishuai
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Education,Scientific Concepts,Concept Formation,Persuasive Discourse,Educational Research,Correlation,Incidence,Journal Articles,Pedagogical Content Knowledge,Scientific Principles,Figurative Language,Logical Thinking,Cognitive Processes,Context Effect,Test Construction,Student Behavior

This study aims to reveal the trends and foundations in research on students' conceptual understanding in science education. The literature was selected from three recognized journals in science education. The Structural Topic Model (STM) method was used to categorize articles into ten topics considering information about the semantic cohesion and exclusivity of words to topics. The topic, which has attracted increasing research interest, was selected using a method similar to standard regression analysis, and its changing focus was identified through an analysis of its research contents. Foundations of research about students' conceptual understanding between 1980-1999 and 2000-2019 were obtained through a review of their top 10 most-cited papers. Three conclusions were drawn: a) there were ten sub-topics of research about students' conceptual understanding; b) the research on the development (or pathways) of students' scientific argumentation/reasoning is likely to attract further interest in the future; and c) compared to the studies in the first period, the studies in the second stage favor research on the description (nature, mental process, etc.) of the process of students' conceptual understanding as the research foundation.
Emotional Self-Regulation through Introjective Practices in Physical Education
Author: Cañabate, Dolors
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Physical Education,Emotional Intelligence,Correlation,Self Control,Motor Development,Pretests Posttests,Elementary School Students,Measures (Individuals),Student Attitudes,Gender Differences,Psychomotor Skills,Physical Activities,Dance,Human Body

This study analyzed emotional self-regulation in relation to K-9 and K-10 school children's emotional intelligence defined on three dimensions: Emotional attention, clarity of feelings, and emotional repair. The objective was to analyze the students' perceptions of skills and capacities that promoted the awareness of emotions when performing introjective motor practices, i.e., motor skill exercises in which the inner logic provokes a process of sensorial self-awareness and psychosomatic balance. A total of 90 fourth-year primary school students from four different schools participated in the study and a reduced version of the Trait-Meta Mood Scale (TMMS) questionnaire was used to measure students' individual self-regulation. First, pre- and post-test results showed significant differences with a 20.1% improvement in the three dimensions of intrapersonal emotional attention (emotional attention, clarity of feeling, and emotional repair) after having performed a set of in-class introjective practices. Second, while there were no significant differences between the boys and girls during the pre-test, significant changes--an 8.1% difference--were found in the post-test results for girls.
Improving Work-Related Outcomes in Educational Contexts
Author: Josep, Juvy Earl
Date: 2020-00-00
Type: Journal Articles
Subjects: Stress Variables,Stress Management,Coping,School Administration,Principals,Work Environment,Foreign Countries,Improvement Programs,Program Development,Administrator Responsibility,Interpersonal Relationship,Conflict Resolution,Expectation,Employer Attitudes,Wellness,Elementary Schools

This study examined the stress encountered and stress-coping skill used by the school principals, enabling the development of an improvement program for workrelated outcomes in educational contexts. An adapted survey questionnaire was distributed to school principals and teachers-in-charge of public schools in the Asturias district of the Cebu division in the Philippines. The first part of the survey questionnaire collected personal and professional details from school principals, while the second assessed their performance. Five categories of stressors were identified: administrative responsibilities, administrative constraints, interpersonal relationships, intrapersonal conflicts, and employers' expectations. The respondents' stress-coping strategies were then analyzed for their suitability and effectiveness in stress management. The data were analyzed using frequency, simple percentages, weighted means, and correlation coefficients, which revealed the extent of the stress they encountered from each of the five categories of stressors as well as the stresscoping strategies preferred by the school principal and observed by other teachers. Based on the findings, it is recommended that an improvement program be developed for work-related outcomes in educational contexts, focusing on school principals and stress management, which may be referred to as the Dynamic Administrative Performance Network.
Upper-Secondary School Students&apos; Approaches to Science Experiments in an Examination Driven Curriculum Context
Author: Chirikure, Tamirirofa
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Experiments,Science Process Skills,Thinking Skills,Late Adolescents,National Curriculum,Secondary School Science,Student Attitudes,Student Evaluation,Foreign Countries,High School Students

This research explored uppersecondary school students' approaches when they engage in planning and conducting science experiments. Approaches to science experiments are important because they provide insight into students' scientific reasoning and their enactment of scientific methods. An explanatory mixed-methods design was employed to determine and explain students' approaches to science experiments. Data were generated by administering a 15-item Approaches to Science Experiments Questionnaire (ASEQ) on 211 participants and interviewing a smaller sample of 33. The linear approach was predominant while the divergent approach was least adopted by the participants. The teaching-learning context, substantive and procedural knowledge lead to specific approaches and the emergence of subcategories of the three broad approaches. Capable students engaged in a self-directed iterative approach while external help resulted in an assisted iterative approach. Rigid and contrived linear approaches were a result of time constraints, substantive and procedural shortcomings. Scattergun and blanking divergent approaches emerged from extreme weaknesses in substantive and procedural knowledge. Assessing practical skills through long-term projects is recommended to focus more on developing students' scientific reasoning and process skills. Research with the ASEQ in other teaching-learning cultures, observing students in action and analysing their write-ups could provide deeper insights into approaches to science experiments.
From Theory to Practice of Promoting Student Engagement in Business and Law-Related Disciplines: The Case of Undergraduate Economics Education
Author: Nepal, Rabindra
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Business Administration Education,Legal Education (Professions),Economics Education,Undergraduate Students,Distance Education,Active Learning,COVID-19,Electronic Learning,Attendance,Educational Technology

Higher education is experiencing a paradigm shift from passive learning towards active learning. The COVID-19 pandemic has further presented an opportunity for education providers to enhance teaching that includes non-campus modes. However, concerns regarding student engagement lie at the heart of the transition to active learning environments in the context of the increased demand for online education. Therefore, promoting student engagement has become an educational priority since greater student engagement translates into valued student experiences, higher academic performance, and increased retention rates. This paper semi-systematically reviews the literature on student engagement in undergraduate economics education. Close emphasis is also paid to the relationships between the direct measures of disengagement such as absenteeism on student performance in economics. The student engagement framework developed by Frederiks, Blumenfeld, and Paris (2004) is used to classify the dimensions of student engagement and the factors that influence the different dimensions of engagement. The literature reviewed is predominately occupied with behavioral aspects of engagement with little attention towards capturing the cognitive and emotional aspects of student engagement. Three key recommendations are noted from the study in order for business school educators and higher education policy makers to promote student engagement in economics education. Future research on student engagement in undergraduate business education should focus more on capturing the cognitive and emotional aspects of student engagement to inform policymaking in promoting student engagement.
Perceptions of Faculty Members on the Leadership Capacity of Their Students at Vietnam National University Ho Chi Minh City
Author: Duong, Minh-Quang
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Leadership,Ability,College Students,Foreign Countries,Leadership Training,Student Characteristics,Gender Differences,Individual Differences,Student Experience

The aim of this research was to investigate faculty members' perceptions of their students' leadership capacity and evaluate the correlation between students' university experiences with their leadership capacity. A questionnaire survey was disseminated to 266 faculty members from five of the member universities of Vietnam National University Ho Chi Minh City, Vietnam. The empirical results indicated that most faculty members held moderate fairly high opinion of their students' leadership capacity, and that the personal attributes of faculty members and the experience gained by students while attending university both had a statistically significant impact on students' leadership capacity. The findings of this study carry both theoretical and practical implications for Vietnamese higher education. The suggestions inferred for university administrators and policymakers are also discussed.
Ethical Data Collection and Recognizing the Impact of Semi-Structured Interviews on Research Respondents
Author: Husband, Gary
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,Data Collection,Semi Structured Interviews,Qualitative Research,Research Methodology,Educational Research,Educational Researchers,Power Structure,Critical Incidents Method

This article explores the complex relationship between researcher and respondent through shared experience and interaction in the interview processes. Ethical considerations related to the balance of power and potential for change in respondents' professional actions and decisions post-interview are discussed whilst problematizing the concept of truly informed consent. Informed by critical incident analysis, the article draws on the researcher's experience of undertaking a qualitative-based study founded in the principles of phenomenological hermeneutics. Concluded in 2016, the research investigates the impact of pedagogical training programs on respondents' teaching practice and engagement with professional learning. Respondents, experienced lecturers working in the adult education sectors in Scotland and Wales, contacted the researcher to share their post-interview experiences. The research was not designed to elicit change in respondents, nor influence professional choice or practice. However, each communication received attributed participating in the research as the source for renewed interest and engagement in professional learning. Although research interviews becoming an enriching experience for respondents is a recorded phenomenon the ascribed effects were profound, potentially life-changing, and not fully anticipated. Ethical considerations for researchers designing and undertaking interview-based research are considered alongside the potential for engagement in research interviews as a catalyst for professional learning in practice.