ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation Challenges in Perspective of out of School Children: Analysis of Policies and Projects through Cultural Audit Approach
Author: Ambreen, Mamonah
Date: 2020-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Educational Policy,Access to Education,Suburbs,Program Effectiveness,Foreign Countries,Equal Education,Intervention,Policy Formation,Cultural Relevance,Elementary Education,Secondary Education,At Risk Students,Dropouts,Agency Cooperation,Government Role,Leadership Responsibility,Educational Finance

The objectives of this research were to find out implementation challenges of the educational projects and policies, analyze if these policies address the issue of out of school children, and explore the parental preferences for their children's future and concerns about the educational facilities. Cultural audit approach was adopted for identification and analysis of gaps in policies and their implementation mechanism for the enhancement of school enrolment. Ethnographic research model was used to collect field data from the government officials including policy implementers, and the parents living in the suburban areas of Islamabad. In-depth interviews and focus group discussions were used to collect data. First eight Five-Year Plans and the last three educational policies were analyzed to find out the real issues at formulation and implementation levels. Almost 24 million children were out of school before completing primary level. The study concluded that a lot of resources were consumed while formulation of educational policies and plans. None of these Plans and Policies attained their desired goals. These policies were made without a proper knowledge of ground realities. There was always a gap between the policies makers and the implementers. Communication and coordination may be improved among the implementers so that the best results may be achieved.
KH Ahmad Dahlan&apos;s the Values of Peace in the Novel Entitled Sang Pencerah: A Hermeneutics Study
Author: Saputra, Wahyu Nanda Eka
Date: 2021-00-00
Type: Journal Articles
Subjects: Peace,Novels,Values,Foreign Countries,Islam,Adolescents,Violence

Adolescence violence is a problem that often occurs and is of concern to many parties. This condition can have an impact on various aspects, including subjective well-being, a sense of security and comfort at school, students' poor perceptions of the school climate, to the decline in student academic achievement. The problem of adolescent violence requires solutions to minimize it, one of which is through internalizing the values of peace. One of the figures who teaches the values of peace is KH Ahmad Dahlan, as the founding figure of Muhammadiyah in Indonesia. This study aims to identify the values of peace through KH Ahmad Dahlan's life experiences, as stated in the novel entitled Sang Pencerah. This study uses a qualitative approach with a hermeneutic type. The results showed that the values of peace according to the perspective of KH Ahmad Dahlan includes: (1) achieving life goals freely and responsibly; (2) humbly; (3) seeking the truth, and not following habits considered right; (4) studying the fact with tolerance; and (5) sacrificing for the people (compassion). The values of peace according to the perspective of KH Ahmad Dahlan should be a reference for developing a model of guidance or counseling to help students develop a peace-loving character to create a culture of peace in their environment.
Understanding of Sustainable Development Goals: The Case for Yarmouk University Science Students&apos; in Jordan
Author: Alomari, Farouq
Date: 2021-00-00
Type: Journal Articles
Subjects: Knowledge Level,Sustainable Development,Global Approach,Objectives,Science Education,Environmental Education,Elective Courses,College Students,Student Characteristics,Consciousness Raising,Foreign Countries

The Sustainable Development Goals (SDGs) became a global thought and the responsibility of their implementation reset on governments, institutions and even individuals, so that, it is necessary to assess the level of people's understanding of these goals in order to support any subsequent measures related to its implementation, When the university students understand the scope of SDGs, they can contribute to support, encourage, and achieve the development. This study aimed at assessing the level of understanding on Sustainable Development Goals (SDGs) among university students at scientific colleges in Yarmouk University, Jordan. Data for this research are collected by electronic test, its validity and reliability was verified. The research sample consisted of 362 male and female students. This research analyzes data by using descriptive statistics and Four-Way ANOVA. The results show that scientific students' understanding of SDGs was low, with an average of (11.09) degrees and a percentage (44.36%), and there were no significant differences for college type, gender, year of study and their academic grade. This research recommend Universities to focus on SDGs in the educational process by studying elective courses for university students that focus on the importance of the sustainable development goals and how to achieve them.
Making Learning Visible in the 21st Century; Examining of the Use of Digital Assessment Tools in Montessori Education
Author: Simsek, Fatma Merve
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Student Evaluation,Montessori Method,Foreign Countries,Teacher Attitudes,Computer Assisted Testing,Early Childhood Teachers,Parent Teacher Cooperation

This research aims to determine the experiences of Montessori educators, who apply the Montessori educational approach and use a digital assessment tool, towards the digital assessment tool they use and their views on these experiences. Within the scope of this purpose, the study was designed in phenomenological research, one of the qualitative research methods. Within the scope of this study, phenomenon was determined as the digital assessment tools used by Montessori educators in Montessori education settings. The study group consisted of 14 Montessori educators, 3 of whom were working in Barcelona and 11 from an official and private Montessori school in Istanbul. The data collection of the study consisted of personal information form and individual interviews conducted by the researcher with Montessori educators through online interview systems. When the data gathered as a result of these interviews were analyzed, it was seen that the digital assessment tools were considered as a phenomenon with different dimensions by the Montessori educators who participated in the research. These dimensions have been &quot;ease of use and necessity&quot;, &quot;parent&quot;, &quot;Montessori education&quot;. In addition, it was determined that Montessori educators explained for the tools they use, apart from the digital assessment tool. The non-digital assessment tools dimension was also examined in the study in order to reveal the educators' perceptions of the digital assessment tool holistically. As a result of the study, sixteen sub-themes related to four themes were formed. The findings were discussed within the framework of the studies in the field.
The Adverse Role of Poverty in the Socialization Processes in the Family and in the Cognitive Development of Children and School Performance
Author: Sengönül, Turhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Poverty,Socialization,Cognitive Development,Academic Achievement,Family Environment,Disadvantaged Youth,Parent Child Relationship,Childhood Needs,Family Influence,Foreign Countries,Literature Reviews,Preschool Education,Elementary Secondary Education

The present literature review examines the adverse role of poverty in children's cognitive development and school performance. Surveys selected in the present study include those related to the family stress model and family investment theory conducted on preschool, primary, secondary and high school students and their parents. This literature review discusses less sensitive, less warm and less affectionate behaviours of poor parents in the process of socialization and child-rearing owing to negative emotions and conditions such as demoralization, distress, anger, anxiety, stress and frustration and their resorting to harsh, inconsistent and negligent practices. On the other hand, it focuses on socio-economic and cultural inclinations, such as the fact that poor parents attach more importance to the values of harmony and obedience, that their education expectations and demands from their children are relatively low, and they do not pay much attention to developing the intellectual curiosity in their children. The study handles them as independent variables and makes an analysis. Findings demonstrate that decreased affection and support for children in families and increased harsh and inconsistent parental practices induced by demoralization, distress, anger, anxiety, stress and frustration caused by poverty undermine socialization and child-rearing processes. It has been established that disadvantages resulting from the fact that poverty limits purchasing of materials, goods, services, and activities that will contribute to cognitive development and school performance; poor parents spend less time and money for their children's education; and they participate less in activities that encourage, nurture and enhance their children's cognitive development and school performance increase the risk of low intelligence scores, low cognitive skills, low educational attainment and low school achievement for low-income children.
Phenomena of Degree Completion in Distance Education: An Explanatory Case Study of Higher Education
Author: Jamil, Muhammad
Date: 2020-00-00
Type: Journal Articles
Subjects: Distance Education,Case Studies,Student Attitudes,Graduation Rate,Academic Support Services,Information Dissemination,Foreign Countries,Socioeconomic Influences,Enrollment Trends,Higher Education,Computer Mediated Communication,Social Media,Educational Change,Teaching Methods,Educational Trends,Educational Improvement,Dropouts,Constructivism (Learning)

The number of students being enrolled in distance learning institutes is huge, which is a token of success for this mode of education. But literature showed that many students could not complete their degrees due to various reasons. Some of the reasons are common but can vary in different regions according to resources available and socio-economic conditions of learners. This study was designed to determine completion rate along with exploring factors affecting their degree completion. Mix method approach was used to conduct the study. Quantitative data was retrieved from admission office and controller office for ten years. Semi-structured interviews were conducted from those students who could not complete their degrees. The analysis showed 40% average completion rate of distance learners for 10 years. The inductive analysis of interview data uncovered 30 factors that affected the degree completion of distance learners. The implications of the study were vibrant to utilize digital gadgets to improve communication, better academic facilities, activating student support services unit and proper dissemination of information through social media sites. There is enough evidence to bring necessary reforms in administrative and instructional framework of the university to meet the growing needs of distance learners to enhance their degree completion rate.
Safety of Digitalization of Educational and Social Space
Author: Baeva, Liudmila
Date: 2020-00-00
Type: Journal Articles
Subjects: Safety,Risk,Ethics,Information Security,Internet,Electronic Learning,Computer Mediated Communication,Educational Environment,Technology Uses in Education,Influence of Technology,Skill Development,Student Welfare,Secondary Education,Higher Education,Foreign Countries

The digitalization of education can radically change the essence of education as a space of communication, dialogue, socialization, forming not only knowledge but social skills as well. The goal of the study is to characterize and systematize social and anthropological risks of digitalization of educational institutions. The study is based on existential-axiological approach which concerns principles of safety communicative-educational environment as a phenomenon of e-culture. Besides this, the study included pilot expert interviews of the educators working in digital education environment. It was concluded that despite the general positive background of the questionnaire answers, experts do not deny the presence of certain risks including the risks associated with information security. Study of main risk factors associated with the ICTs in education showed that the risk-related socio-psychological consequences of digitalization could cause behavioral disorders including asocial and self-destructive mindsets, Internet addiction, nomophobia, escapism, absorption in virtual worlds etc. It is suggested that to overcome the riskogenic factors, it is necessary to develop a system of safe communicative and educational environment for secondary and high education systems, following the impact of digitalization. That will allow effective monitoring of riskogenic factors and selecting the most effective forms of learning, taking into account individualization of students' educational trajectories.
Teacher&apos;s Perceptions Regarding the Role of Information and Communication Technology in Inclusive School Environment
Author: Faiz, Zikra
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Role,Technology Uses in Education,Inclusion,Educational Environment,Foreign Countries,Elementary Secondary Education,Access to Computers,Knowledge Level,Teaching Experience

The study was aimed to discover the usage of information and communication technology at inclusive schools in Lahore, Pakistan. Objectives of the study were to explore the teachers' experiences and identify the benefits of Information and Communication Technology (ICT) being used in inclusive classrooms. A qualitative approach was adopted while the research design was phenomenological in nature. A cross-sectional survey method was used to conduct the study. Semi-structured interview protocol consisted of six open ended questions. The sample was comprised of fifteen inclusive school teachers that were selected through purposive sampling technique. A semi-structured interview protocol was validated by course instructors and assessment experts. Data was analyzed by using Microsoft excel through thematic analysis and making themes. The study revealed that ICT was helpful in searching material from internet. Teachers expressed that ICT makes their interaction easier with the non-disable and disable students in the class. ICT may help in visually and hearing impaired along with normal students. Computers, audio software, audio books, jaws, tape recorders and multimedia were used in classrooms during teacher's lectures and presentations in inclusive classrooms.
Inquiry-Based Learning (IBL) as a Driver of Curriculum: A Staged Approach
Author: Aparicio-Ting, Fabiola E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Undergraduate Study,College Curriculum,Health Sciences,Scaffolding (Teaching Technique),Student Centered Learning,Foreign Countries,Honors Curriculum,Required Courses,Capstone Experiences,Theses

Inquiry-based learning (IBL) provides students with an opportunity to take ownership of their learning while developing important higher-order skills necessary for designing innovative solutions to complex modern health problems. In our undergraduate health sciences program, critical thinking, creativity, research skills and innovative thinking are core program learning outcomes, and thus IBL is an important pillar of our curriculum. We have taken a staged approach, integrating IBL into each year of a four-year undergraduate degree program that scaffolds structure and independence to suit undergraduate student needs from the first to third years; this culminates in an independent, student-driven honours thesis in the fourth year. In this paper, we share practical IBL strategies that pair with student needs throughout the four-year continuum and highlight strategies to address challenges at each stage of learning.
Critical Assessment: A Student-Centered Approach to Assessment
Author: Chase, Manisha Kaur
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Evaluation Methods,Student Experience,Learner Engagement,Student Evaluation,Critical Theory,Power Structure,College Students

The proposed session sought to engage participants in a discussion about building assessment practices with students, as opposed to for students. Critical pedagogy may provide one way to redefine this previously uni-directional practice (Keesing-Styles, 2003). This approach concentrates student experience at the center of assessment, causing a power shift in status quo assessment dynamics. Engaging students can reveal that assessments do not indicate the conclusion of learning, in turn helping students perceive learning as a lifelong process. The following proceedings present major ideas and questions which resulted from the discussion, including theoretical uncertainty and barriers towards implementation. Suggestions for future research and practice are also proposed.
Evolving from Student to Teacher: Insights from the Conversation Café on Doctoral Student Mentorship
Author: Azulai, Anna
Date: 2019-00-00
Type: Journal Articles
Subjects: Doctoral Students,Mentors,Teacher Effectiveness,Social Work,Group Discussion

Mentorship has been proposed as a key process for preparing doctoral students as effective educators. However, few models have been described in-depth. To address this challenge, four social work doctoral graduates and one senior faculty member shared their insights drawing on their study on collaborative teaching mentorship, reflecting on their mentorship experiences and inviting feedback from the conference audience in the Conversation Café forum. The resultant discussion supported findings from our research and reinforced that more systematic and reflective efforts are needed to adequately prepare doctoral students for future teaching responsibilities. Specific strategies are summarized.
The Role of Theory in Empirical L2 Research on Task-Based Language Teaching for Young L2 Learners
Author: Beccia, Ashley
Date: 2021-00-00
Type: Journal Articles
Subjects: Linguistic Theory,Task Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Psycholinguistics,Validity,Language Processing,Systems Approach,Role,Elementary School Students

Task-Based Language Teaching (TBLT) is purportedly the only L2 pedagogy rooted in SLA theory and research and is unique in its psycholinguistic, ecological and pedagogical validity. Theoretical entities such as Processability Theory (Pienemann &amp; Lenzing, 2020), the cognitive-interactionist approach (Gass &amp; Mackey, 2020), and emergentism (O'Grady, 2008) undergird TBLT. Overarching the pedagogy is the metatheory of Complex and Dynamic Systems Theory (Sabah, 2018). Nevertheless, empirical studies on TBLT, especially those on children, seldom engage with the full range of these theoretical entities. An emerging trend in this research domain is that one theoretical entity in particular, the Interaction Hypothesis (Long, 1996), has been used to frame studies (e.g., Azkarai &amp; Oliver, 2019) and to interpret the results of studies (e.g., Newton &amp; Bui, 2017) on TBLT for young L2 learners. This forum will explore the extent to which theory has played a role in empirical research on TBLT for young L2 learners and highlight opportunities that exist for future research. To begin, the most relevant theoretical entities to TBLT will be introduced. This theoretical background will set the stage for the subsequent section--a review of three empirical studies on task-based learning with young L2 learners: Newton and Bui (2017), Zhu (2020), and Azkarai and Oliver (2019). Then, the three studies are discussed with regard to the role theory plays. Finally, some trends that come to light through the review of the studies are identified, and arguments are made vis-à-vis the need for more theory-driven, principled approaches to the empirical research on TBLT with children.
Responding to Information Requests: The Case of &quot;Inscribed Object Checks&quot;
Author: Frantz, Kelly Katherine
Date: 2021-00-00
Type: Journal Articles
Subjects: Information Seeking,Video Technology,Interaction Process Analysis,Family Relationship,Food,Cooking Instruction,Task Analysis,Oral Reading,Role,Responses,Interpersonal Communication,Discourse Analysis,Preferences,Audio Equipment,Telecommunications,Handheld Devices

This paper explores one way that participants use inscribed objects in their immediate environment as resources for interaction. In particular, it identifies and analyzes a type of embodied response turn found in information request sequences. The data come from a video recording of family members engaged in a joint cooking activity, where they are preparing an unfamiliar dish while following recipe instructions. In this setting, participants and inscribed objects hold varying levels of epistemic rights and access regarding the task at hand. This appears to have consequences for how the interaction unfolds. As participants ask questions about the recipe, respondents repeatedly employ a particular embodied practice of checking and reading aloud the recipe, which I call an &quot;inscribed object check.&quot; An analysis of this practice and its sequential variations shows how participants draw on verbal, embodied, and environmental resources to fill knowledge gaps made relevant by information requests when the knowledge lies within inscribed objects. The findings contribute to our understanding of the role that inscribed objects play in interaction, as well as how responses to information requests are managed in everyday settings when all participants are relatively unknowledgeable about the task at hand.
An Experiential Learning Model: Collaborative Student Creations of Multidisciplinary Community Classroom Experience
Author: Boschman, Lorelei
Date: 2019-00-00
Type: Journal Articles
Subjects: Experiential Learning,Cooperative Learning,Interdisciplinary Approach,Preservice Teachers,Teaching Experience,Student Experience

The creation of a community classroom, grounded in the philosophy of experiential learning, was the challenge for our education students and ourselves as instructors. Goals for our students became twofold: goals as a current post-secondary student and goals as a future educator. To activate this experience, groups of students engaged both collaboratively and individually with exploratory learning at a local community classroom site. Student reflections showed deep value and learning through this experience and of this experience. There were challenges, including navigating collaborative group work and the necessity of becoming vulnerable, alongside the successes of connecting exploratory learning to the real world and witnessing authentic interdisciplinary work. Further questions arising from this research center on authentic assessment practices and the idea of giving back to the community are explored through these real world experiences.