ethanporcaro/eric-fulltext-meta huggingface dataset:
A Portrait of the Adult Learner: Pluralistic Interpretations of Literacy Learning Outcomes over the Years
Author: Taylor, Maurice
Date: 2021-00-00
Type: Journal Articles
Subjects: Adult Literacy,Literacy Education,Outcomes of Education,Foreign Countries,Relevance (Education),Lifelong Learning,Employment,Unskilled Workers,Deafness,Case Studies,Cross Cultural Studies,Communities of Practice,Transfer of Training,Work Environment,Interpersonal Competence,Skill Development,Adult Learning,Canada Natives,Adult Students

In Canada, various studies investigating literacy learning have contributed to our understanding of the lives of the adult student. Through a consolidation of empirical evidence, a portrait of the adult learner is sketched, drawing upon pluralistic interpretations of the important life changes that have resulted from their participation in literacy education. This portrait highlights the significance of a variety of learning outcomes that go beyond traditional measures of knowledge and skills acquisition, with an emphasis on the relevance of such outcomes for different types of literacy learners, in various settings, and along three diverse learning pathways. International implications are highlighted in the discussion.
Examining the Impact of Workplace Literacy Programs on the Structure of Social Networks: A Study of Low-Income Somali Refugee Workers
Author: Nwude, Angela U.
Date: 2021-00-00
Type: Journal Articles
Subjects: Workplace Literacy,Program Effectiveness,Social Networks,Social Capital,Low Income,Disadvantaged,Refugees,Adults,Employees,English (Second Language),Second Language Instruction,Language Proficiency,High School Equivalency Programs,Citizenship Education,Interpersonal Relationship,Interests,Trust (Psychology),Federal Legislation,Labor Force Development,Labor Legislation,Foreign Countries

This study aimed to examine the impact of workplace literacy programs on the structure of social networks accessible to low-income Somali refugee workers. We conceptualized structure as network size and tie strength. Data were drawn using interviews with eighteen participants enrolled in a workplace literacy program. The classes offered included English as a Second Language, high school equivalency, and citizenship, and participants had attended classes for at least 3 months. The interview protocol was designed using a name generator instrument. The findings revealed that participation in classes had a positive impact on their network structure, through the acquisition of strong ties with co-workers.
Hybrid and Online Synchronous Delivery of Environmental Engineering during COVID-19 Pandemic: A Comparative Study on Perception, Attitude, and Assessment
Author: Karim, M. A.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Blended Learning,Synchronous Communication,Student Attitudes,Teaching Methods,Tests,Scores,Grades (Scholastic),Engineering Education,Computer Assisted Testing,College Students,Educational Technology,Technology Uses in Education,Conservation (Environment)

Hybrid and online synchronous delivery of courses is a time-demanding approach to teaching and learning systems that is designed to engage students in investigations of authentic concepts or problems without coming to the pre-assigned classrooms two or three times a week. This study presents perceptions and attitudes of students that attended a hybrid course in environmental engineering that suddenly converted to an online synchronous delivery due to COVID-19. It also presents an assessment of the hybrid and online synchronous delivery approach on the final exam scores as well as the final grades of the same course. The course, 'Introduction to Environmental Engineering', was developed as an online course for Civil and Environmental Engineering program students and delivered with hybrid and online synchronous options due to COVID-19 pandemic for several semesters to test the concept. In the hybrid delivery set up, all the quizzes and homework assignments were online while the midterm and final exams were in-class. For Spring 2020 the final exam was online and for Summer 2020 both the midterm and final exams were online due to COVID-19 adjustment. At the very end of the semesters, an online anonymous survey was conducted with five questions to understand the students' perception and attitude on exam taking options and learning environment. Students' perceptions and attitudes about online synchronous delivery approach compared to hybrid delivery approach, as well as the learning outcomes, appeared at face value not to be favorable. However, statistical analysis revealed that differences between online synchronous delivery and the Pre-COVID-19 hybrid delivery were not significant, indicating that, at least for these engineering students, online synchronous delivery is a justifiable option.
Investigating STEM Awareness of University Teacher Educators
Author: Abdioglu, Cihat
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Knowledge Level,Teacher Educators,Preservice Teacher Education,Correlation,Teacher Characteristics,Age Differences,Academic Rank (Professional),Foreign Countries

The aim of this study is to determine the STEM awareness of academics working in education faculties and their STEM academic works affected by this awareness. The research was conducted according to a sequential explanatory design, which is one of the mixed research methods. In the quantitative part of the study, a relational type of screening model was used and in the qualitative part, a case study design was preferred. The sampling of the quantitative part was composed of 239 academics working in education faculties in Turkey within the scope of the appropriate sampling method, which was non-random. As a result of the analysis, a semi-structured interview form was prepared within the scope of 4 themes and the qualitative part was started. As a result of the research, it was determined that academics in education faculties had high mean scores for STEM awareness, and that there was no significant difference in terms of gender, professional area and department, but there was a significant difference in terms of age and title variables. In addition, the situations in which interviewed academics, whose awareness scores were high and low, were affected by STEM awareness were revealed and discussed.
Globalization of Higher Education in Greece
Author: LeMay, John O., IV
Date: 2016-00-00
Type: Journal Articles
Subjects: Global Approach,Higher Education,Educational History,Economic Factors,Educational Policy,Decision Making,Knowledge Economy,Foreign Countries,International Education,Unemployment,College Graduates,Educational Change,International Cooperation,Educational Cooperation,Study Abroad,Barriers,Enrollment Trends

The current paper examines the system of higher education in Greece. This discussion incorporates details that describe a brief history of the system's overall formation, an environmental snapshot of the country's current demographics and economic situation as well as similar information for their overall higher education system. Also, details regarding how the Greek system of higher education is structured (for both the university and technological sectors) and situated within the country's larger governmental system are considered. Next, the paper considers challenges that are currently being faced by the country and how they may impact their higher education structure and the policies and activities are in place that may have an impact (positive or negative) on their place within, not only their own borders, but within the broader international and global markets. Finally, potential implications that could be a product of the current choices and the environment in Greek's system of higher education are offered and conclusions are drawn about the ramifications of the economical and educational choices of Greece and how these could influence their position (should they choose to have one) in the growing trend towards an increasingly international and globalized knowledge-economy.
Making a Mark on White Space: My Experience as a Black School Librarian
Author: Long, Erika
Date: 2021-00-00
Type: Journal Articles
Subjects: African Americans,Librarians,School Libraries,Experience,Disproportionate Representation,Inclusion,Childrens Literature

Erika Long explores the lack of diversity in school librarianship and the delicate balance of standing firm in one's Blackness while building relationships with students and leveraging limited resources to provide rich experiences that prioritize #OwnVoices books.
A Reconceptualization of Learning Space as Schools Reopen amid and after COVID-19 Pandemic
Author: Cahapay, Michael B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Environment,School Closing,COVID-19,Pandemics,Emergency Programs,Distance Education,School Safety,Public Health,Comparative Education

As educational systems begin to resume operations amid and after the Coronavirus Disease 2019 (COVID-19) crisis, there is a complicated imagination of how learning will take place in what kind of space. Drawing ideas from the experiences of selected countries as well as relevant theory, this article attempts to reconceptualize learning space as schools reopen in this new age. The discussion shows that physical distancing measures and emergency remote teaching are the two powerful forces that reconceptualize the learning space. The theory of transactional distance, with its three factors of dialogue, structure, and autonomy, further provides a better understanding. This paper recommends that shared efforts among governments, educational systems, and researchers should be placed to fully realize the benefits of education in this new age as far as reconceptualized learning space is concerned.
The Relationship between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States
Author: Griffith, John C.
Date: 2021-02-00
Type: Journal Articles
Subjects: Performance Factors,Correlation,Undergraduate Students,Nontraditional Students,Introductory Courses,Statistics Education,Scores,Grades (Scholastic),Pass Fail Grading,Electronic Learning,Blended Learning,Distance Education,Synchronous Communication,Classroom Environment,Video Technology

Faculty have conducted many studies on the relationship between learning mode and student performance but few researchers have evaluated final grades, grade distribution, and pass rates in a sophomore introductory statistics course with a non-traditional student population who self-selected the learning mode from among different course sections. Accordingly, we examined 307 end-of-course grades from four different modes of instruction: (1) online; (2) videosynchronous learning classroom; (3) videosynchronous learning home; and (4) traditional classroom in an introductory statistics course. All data on grades, which included pass rate and grade distribution, were collected from the nine-week January 2019 term. All learning modes used the same text, syllabus, assignments, quizzes, and tests. In this study, learning mode was not significantly related to end-of-course score, final grade distribution, or pass rate. Future researchers should explore the impacts of gender, instructor quality, different term lengths, and the standardized use of textbooks and syllabi on student performance when exploring the impact of learning mode on grades, grade distribution, and pass rates.
Using Open Educational Resources at Viterbo University: Faculty and Student Feedback
Author: Oelfke, Alissa L.
Date: 2021-02-00
Type: Journal Articles
Subjects: Open Educational Resources,Textbooks,Student Attitudes,Teacher Attitudes,College Faculty,Undergraduate Students,Curriculum Implementation,Material Development,Cost Effectiveness,Usability,Positive Attitudes,Age Differences,Printed Materials,Instructional Effectiveness,Electronic Publishing,Credibility

This study evaluated a coordinated and collaborative pilot implementation of open educational resources (OER) across multiple disciplines including nursing, accounting, environmental science, religious studies, and finance. Participating faculty were qualitatively surveyed regarding their experience creating and implementing OER in a course. Students were surveyed on their perceptions of OER quality, cost savings, and ease of use. Faculty had an overall positive experience with OER, believing there was a significant benefit to students in cost savings while maintaining learning quality. Faculty felt the OER implementation process took a significant investment of time and recommended that faculty should be compensated for creating and implementing OER materials in future courses. Students overall showed positive responses to using OER in their course; the majority of students agreed with the OER cost savings, quality of OER resources, ease of using OER, and they trusted the use of OER materials. Older students (over 30 years) were more likely to state they would print out OER materials rather than read them online (as compared with students 30 and under). Senior-level students agreed significantly more than did freshman-level students that OER presented a cost savings. Faculty recommendations from this study included focusing on courses with very high textbook costs and courses that would impact the greatest number of students. Additionally, faculty recommended a follow-up revision process to keep OER materials current after implementation.
First Generation Common Core Era Teachers&apos; Understanding of Fractions
Author: Bowen, Brian
Date: 2021-02-00
Type: Journal Articles
Subjects: Fractions,Mathematics Instruction,Teacher Education Programs,Pedagogical Content Knowledge,Common Core State Standards,Mathematical Concepts,Beginning Teachers,Teaching Methods,Preschool Education,Kindergarten,Elementary Secondary Education,Teacher Attitudes,Comparative Analysis,Task Analysis

Implementation of the Common Core Mathematical Standards and Practices (CCSS) has emphasized the importance of instruction that develops both procedural knowledge and conceptual understanding. Novice teachers have experienced the implementation of the CCSS during their PreK-12 experience, as well as within their teacher preparation program. It may be that the renewed emphasis on productive mathematical dispositions and conceptual understanding might be realized in the content and pedagogical knowledge of these novice teachers. This study intends to contribute to the research on teacher knowledge by focusing on the knowledge of fractions held by first generation Common Core Era novice teachers.
Emergency Remote Teaching amid COVID-19: The Turning Point
Author: Toquero, Cathy Mae D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Emergency Programs,Distance Education,COVID-19,Pandemics,Foreign Countries,Higher Education,Social Media,Computer Mediated Communication,Research

The Philippines is now the leading country in the Asean region with the highest confirmed cases of COVID-19 as of April 14, 2020. It has always surmounted numerous curriculum experiments in the previous years but will continue to do so in the coming years as the COVID-19 pandemic is making massive hits to the education sector. This pandemic has brought a challenging and distinctive situation in its educational system since this developing country has never transitioned to distance education prior to the crisis. This article examines the current state of how the country is facing the challenge in the educational system and provides a glimpse of reflection of the simple application of an emergency remote teaching in an unstructured manner of lesson delivery due to an unprecedented emergency.
Executive Function Improvement of Third-Grade Students with Varied Adverse Childhood Experiences after an Arts-Enhanced Instructional Approach
Author: Kuhn, Mason
Date: 2020-00-00
Type: Journal Articles
Subjects: Executive Function,Grade 3,Elementary School Students,At Risk Students,Low Income Students,Children,Early Experience,Trauma,Incidence,Art Activities,Curriculum Enrichment,Program Effectiveness,Skill Development,Predictor Variables,Common Core State Standards,Disadvantaged Schools,Urban Schools,Freehand Drawing

This paper shares the results of an exploratory study that measured the change in Executive Function (EF) skills of At-Risk third-grade students with varying Adverse Childhood Experiences (ACEs) before and after an Arts-Integration (AI) program. Student EF skills were measured using the Minnesota Executive Function Scale (MEFS) and a statistically significant increase in EF skills was observed in the post-test. In addition, a regression analysis was conducted to determine if students with a high level of ACEs improved at a different rate than students with a low level of ACEs and it was found that the number of ACEs was a significant predictor of improvement on the MEFS. The article describes why students with high ACEs would likely have EF skill deficiencies, why EF skills are important for success in school, and how using the arts in curricula can help develop EF skills in students.
History of Science Meets History of Art on Galileo&apos;s Telescope: An Integrated Approach for Science Education
Author: Vazquez-Manassero, Margarita-Ana
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Education,Art Education,Interdisciplinary Approach,Science History,Art History,Humanities,Science Equipment,Science Instruction,Teaching Methods,Scientific Methodology,Scientific Principles,Scientific Literacy,Illustrations

An interdisciplinary approach to science education through history of art is proposed. The approach is innovative, as the artworks complement the history, philosophy and sociology of science contents to increase students' interest and motivation. The approach integrates humanities and science education through history of art, which requests interdisciplinary cooperation of the teachers of the school subjects involved with historical curriculum contents. The approach is elaborated through the case of Galileo's telescope, which provides specific features on the relationships between science and technology (scientific instrumentation applied to generate knowledge), nature of science, and science-technology-society relationships, where history and art meet each other. Further, history of art contributes some contemporary artworks on Galileo case that highlight all those relationships. The explicitness, perception, beauty and accessibility of the paintings may also be a key element to develop teachers' and students' interest and motivation in teaching and learning science through its integration with history of art. Finally, the interdisciplinary educational approach develops a teaching-learning sequence on the basis of Galileo's telescope to guide teaching the issue in science education through history of art. This didactic exemplification elaborates some aims, contents, resources and activities throughout the human, social, philosophical, artistic, scientific and historical aspects involved in the case of Galileo that teachers must adapt to specific subjects, degree and students.
Globalization of Higher Education in Malaysia
Author: Taylor, Isaac
Date: 2016-00-00
Type: Journal Articles
Subjects: Global Approach,Higher Education,International Education,Knowledge Economy,Foreign Countries,Educational Policy,Educational Practices,Cultural Influences,International Organizations,Criticism,Educational Quality,Quality Assurance,English (Second Language),Language Role,Second Language Learning,Foreign Students,Educational Opportunities,Teaching Methods,Learning Processes,Educational Trends

The purpose of this paper is to highlight how globalization and the development of knowledge-based economy is effecting the higher education system of Malaysia. This reflective analysis examined the policies and practices, in the higher education of Malaysia that internationalizes its higher education systems; the impact of globalization and the development of knowledge based economy; the cultural landscape of higher education in Malaysia towards globalization; and any international organizations or resources to identify/critique the impact of globalization of Malaysia's higher education systems. As a result, quality assurance has been the key factor in promoting globalization in Malaysia Higher Education because English is becoming more prevalent in higher learning which is promoting more opportunity for foreign students. With quality assurance, the cultural landscape has changed from the aspect of teaching and learning in its traditional formality.
Integrating Drawing in Teaching English Language at Yumba Special School for Children with Intellectual Disabilities
Author: Alhassan, Bawa
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Intellectual Disability,Students with Disabilities,Teaching Methods,Art Activities,English (Second Language),Second Language Instruction,Freehand Drawing,Special Schools,Instructional Effectiveness,Student Interests,Learner Engagement,Attention Deficit Hyperactivity Disorder

Pupils with intellectual disabilities have personal, social and communication challenges as stated in DSM-5 (APA, 2013) and ICD-10 (WHO, 1992). As such, their cognition in general and language acquisition in particular are difficulties they struggle with in school. As a result, teaching them becomes cumbersome for teachers and caregivers. However, theories in the literature aver that art can be used as a tool to enhance teaching and learning of English language to pupils in the general population and pupils with intellectual disabilities in particular. The purpose of this study was to integrate drawing in teaching and learning of English Language at Yumba Special School for children with intellectual disabilities. The special school is situated in Tamale, the capital of Northern Region of Ghana. The study employed action research method where topics in English Language were taught by making pupils to draw in the classroom. The researchers used six weeks to conduct the action research. Researchers observed that integrating drawing in teaching English Language do not only make learning enjoyable and interesting but also drawing gained and sustained pupils attention as they were actively involved in the learning process, even though children with intellectual disabilities are symptomatic of Attention Deficit Hyperactive Disorder (ADHD). Therefore educators should adopt drawing integration in teaching English Language in intellectual disability learning environment.
Infusing Computational Thinking in an Integrated STEM Curriculum: User Reactions and Lessons Learned
Author: Yang, Dazhi
Date: 2021-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Integrated Curriculum,STEM Education,Active Learning,Student Projects,After School Programs,Elementary School Students,Learning Activities,Student Attitudes,Teacher Attitudes

This study describes the design and implementation of an integrated STEM + computational thinking (CT) curriculum, which was guided by project-based learning, for integrating CT in after-school programs. The study examined teachers and students' reactions to the curriculum and the challenges in implementing such a curriculum. Results show that most students and teachers reacted positively toward the curriculum. Main challenges to implementing such a curriculum were also identified. Lessons learned from the curriculum implementation are discussed. The study contributes to the integration of CT and development of CT in students. It also contributes to teacher professional development regarding CT integration.