ethanporcaro/eric-fulltext-meta huggingface dataset:
Challenges and Opportunities for Russian Higher Education Amid COVID-19: Teachers&apos; Perspective
Author: Almazova, Nadezhda
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,COVID-19,Pandemics,Higher Education,Teaching Methods,Universities,Online Courses,Educational Change,College Faculty,Teacher Attitudes,Research Reports,Teaching Experience,Computer Literacy,Technological Literacy,Technical Support,Learning Readiness,College Students,Pedagogical Content Knowledge,Faculty Development,Efficiency,Distance Education

The COVID-19 pandemic has tremendously affected higher education systems in Russia and all over the world, forcing to transform curriculum into an online format, which is a challenge for all the educational process participants. The current study discusses the implementation of online learning amid the COVID-19 pandemic in the Russian higher education context and investigates the challenges experienced by university teachers during this period to define their readiness for online education. To address the above-mentioned issues, a study was conducted in Peter the Great St. Petersburg Polytechnic University. A variety of methods of scientific and pedagogical research were used including systematic structural analysis, synthesis, work with research papers, the generalization of experience and experimental work, observation, surveys, etc., with 87 university teachers asked to respond to several sets of questions describing their online teaching experience after the launch of online education amid the COVID-19 pandemic. The analysis of the participants' answers helped to identify the following main challenges experienced by university teachers: computer literacy level, the university electronic environment and support, academic staff readiness and students' readiness for online learning, the last two being the most important hindering the implementation of the efficient online education process. It was also underlined by most respondents that methodological work of a teacher in a digital educational environment differs from conventional teaching methods. Thus, psychological, technological, methodological support and teachers' professional development programs are of vital importance to minimize the negative impact of the rapid changes of the educational process and to ensure efficient online education.
Let&apos;s Get Engaged: The Nexus between Digital Technologies, Engagement and Learning
Author: Kearney, Sean
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Influence of Technology,Preservice Teachers,Foreign Countries,Attention,Elementary Education,Secondary Education

The nexus between digital technologies, engagement and learning is often cited as being correlational, but is widely misunderstood. Research is clear that engagement can lead to better academic outcomes and improved learning, but less clear about the role of digital technologies in engaging students and the impact of digital technologies on student learning. Recent research suggests that in light of the increase in digital technologies in education that we must recognize the inherent challenges in increased use of digital technologies. In this article a small-scale case study was conducted to ascertain the level of student engagement and distraction during lectures. The study was repeated for two different cohorts of teacher education students to establish consistency of results. The authors sought to determine the level of academic engagement by having students record the number of digital distractions they encountered throughout the lecture. The students self-reported their distractions during a ~100 min lecture. The researchers found consistency between the two cohorts when looking at the number of self-reported distractions per student. The findings suggest that technology was a major distraction and further could be seen, due to the number of distractions, to be causing disengagement. In this article the authors use this case study to start a conversation about the possible perils of digital technologies with regard to engagement and learning and what this means in a future that may be dictated by technology-enhanced learning.
Financial Behavior and Financial Access: A Latent Class Analysis
Author: Birkenmaier, Julie
Date: 2020-00-00
Type: Journal Articles
Subjects: Money Management,Financial Services,Consumer Economics,Classification

This article examined the relationship of household financial behaviors and accesses. Using the 2015 National Financial Capability Study, the current study conducted latent class analysis of financial behaviors to identify latent classes (N = 27,564). The distribution of access was investigated among latent classes, which were regressed on the financial behaviors of financial planning and financial spending factors and other covariates using multinomial logistic regression. After controlling for other variables, the odds of being in Thinly Banked, Limited Access, and Working Families classes instead of being in Investors class decreased by 90%, 88%, and 66% for every point higher in financial planning behavior, respectively. Results suggest that desirable financial behaviors such as planning are important for consumers with the least financial access.
Looking for Special Education in the Swedish After-School Leisure Program Construction and Testing of an Analysis Model
Author: Karlsudd, Peter
Date: 2020-00-00
Type: Journal Articles
Subjects: Special Education,Leisure Education,Leisure Time,After School Programs,Compensatory Education,Supplementary Education,Compulsory Education,Educational Objectives,Teacher Educators,Teacher Attitudes,Program Implementation,Inclusion,Students with Disabilities,Learning Disabilities,Children,Foreign Countries

How the Swedish after-school leisure program pedagogy relates to special education is rarely the subject of research. The problematization of the special education concept in the after-school leisure centers will be the starting point of this analysis model. This has been constructed with the aim of investigating how actors in the Swedish after-school leisure activities define how special education is being actualized in after school programs. The premises for the study regard the after-school leisure program mission; namely, to complement, compensate, and teach. In order to validate the analysis model, an exploratory pilot study was conducted through interviews with two teacher educators and two teachers in the after-school leisure program. The results show that the models developed for this investigation can be used in further studies. The analysis model provided important key words for further investigation and discussion of the program. These results can in no way be generalized, but they clearly show that the constructed and tested analysis model may form the basis for valuable discussions and pedagogical approaches in teacher education and in the program that the education prepares students for. Therefore, the pilot study comprises the foundation for a more comprehensive future study.
Financial Education and Financial Attitudes: Evidence from a High School Experiment
Author: Bhattacharya, Radha
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Money Management,Literacy,Intervention,Economics Education,Teaching Methods,Outcomes of Education,Delay of Gratification,Risk,Comparative Analysis,Factor Analysis

We surveyed high school students in Southern California to investigate whether there is an improvement in financial attitudes from eight class periods of financial literacy intervention in a high school economics course. We examine whether the money management (MM) and financial investing (FI) components of financial instruction influence attitudes differently and whether they each influence attitudes beyond a standard economics course. We find that the MM treatment influences being thrifty and delaying gratification. Both treatments increase risk-taking behavior, with neither treatment being more important than the other. Within the confines of our experiment, exposure to economics per se did not influence any of the financial attitudes, pointing to the need for financial education to inculcate healthy financial attitudes in high school children.
Prevention of Children&apos;s Burnout at School through the Tutoring and Guidance Process. A Structural Equation Model Analysis
Author: Expósito-López, Jorge
Date: 2020-00-00
Type: Journal Articles
Subjects: Burnout,Preadolescents,Elementary School Students,Tutoring,Guidance,Well Being,Mental Health,Fatigue (Biology),Holistic Approach,Program Effectiveness,Student Adjustment,Public Schools,Foreign Countries,Prevention

The school burnout of children, defined as physical and mental exhaustion due to a lack of adjustment to the educational context, constitutes a serious problem in contemporary education. Thus, the determination of the elements that influence it and the possible strategies for avoiding it are key in the process of improving children's well-being. A descriptive and cross-sectional study was conducted with a sample of 569 children aged 8 to 13 at eight primary education schools in Granada (Spain). With the aim of examining the association between the possible exhaustion of children and planned tutoring and guidance activities, a structural equation model (SEM) as the analytical technique was used. The results show good fit indices for the model (comparative fit index (CFI) = 0.955; normalised fit index (NFI) = 0.956; incremental fit index (IFI) = 0.946; root mean squared error approximation (RMSEA) = 0.089), which reflects the need for tutoring and guidance activities that are infused throughout the entire teaching process in order to preserve children's well-being.
Interdisciplinary Collaborative Research for Professional Academic Development in Higher Education
Author: Johnston, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Faculty Development,College Faculty,Cooperation,Research,Technology Uses in Education,Adjunct Faculty,Educational Research

Although faculties are more diverse, decentralized, and increasingly isolated in technology-supported modern universities, effective technology use can also foster faculty professional academic development and collegiality. This scoping literature review applied Cooper's systemic review model and a categorical content analysis technique targeting decentralized collaborative research teams in higher education. Findings indicate technology supports formal and informal university and nonuniversity networks, as well as various collaborative research structures; all contributing to professional academic development. Shared attributes of successful collaborative online teams include a sense of social presence, accountability, institutional and team leadership. Collaborative teams are integral to research and allow more faculty members to contribute and benefit from professional academic development through scholarship. Collaborative team research should be investigated further to understand and promote cross-discipline and cultural collaboration potential for research and professional academic development possibilities with special attention given to opportunities for women, online, and adjunct faculty.
Insights for Community Outreach Building to Promote Lifelong Learning with Higher Education Alumni in Chile
Author: Charbonneau-Gowdy, Paula A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Outreach Programs,Lifelong Learning,Alumni,College Graduates,Newsletters,Professional Development,Professional Identity,English (Second Language),College Second Language Programs

Despite conclusive evidence from high performing higher education (HE) institutions worldwide demonstrating the benefits of strong alumni relations, institutions in many evolving countries often neglect their graduates. And this, despite rapid advances in technology that can support ongoing relations. The objective of our year-long project was to address this neglect. We (re)connected with 220 English pedagogy alumni through a digital newsletter. The newsletter provided a forum for building community and mediating professional development among graduates and current faculty. Our qualitative mini case study focused on uncovering the emotions, perspectives and needs of former students through the lens of sociocultural and identity theory using a Likert scale questionnaire, field notes and writing-based interviews to collect data. Positive gains from this initiative were evidenced in clear signs of alumni's increased recognition of their agency in mediating empowered professional identities through continuous learning. This recognition accompanied a trajectory of their investment in their professional development, characterized by a sense of affinity, then engagement with and support of the institution and community building. We believe these findings speak volumes of the potential of such outreach for all stakeholders in education, including the society at large.
The Impact of High-Fidelity Simulation on Nursing Students&apos; Flexible and Reflective Thinking in Higher Education
Author: Tseng, Hungwei
Date: 2020-00-00
Type: Journal Articles
Subjects: Simulation,Nursing Students,Thinking Skills,Nursing Education,Reflection,Pretests Posttests,Critical Thinking,Student Attitudes

This study evaluated the effect of high-fidelity simulation with both mannequins and live actors on flexible and reflective thinking of nursing students. Students enrolled in an undergraduate nursing program were recruited to participate in this study. Ninety students, all female, completed both pre- and post-surveys. The researchers conducted a paired samples t-test to determine if there is a statistically significant difference in students' level of flexible thinking before and after they experienced the high-fidelity simulation. Moreover, we conducted multivariate correlational analysis to examine the relationships between flexible thinking and reflective thinking. In general, statistical results in this study provide empirical support for the values of clinical simulation and debriefing on nursing students' flexible and reflective thinking. High-fidelity simulation can expose students to controlled and dynamic clinical environments, allowing them to attempt the transfer of theory to practice, learn from collaborative and active learning tasks, and be open-minded to multiple perspectives and in diverse situations. We conclude that critical reflection is an important piece of development in flexible thinking and reflective learning. During the time of post-simulation interactions, students are encouraged to reflect objectively on their performance in each scenario. The input from peers and instructors provides students with the opportunity to assess their personal ability to transfer theory to practice and evaluate if the theory design of the course is providing them with the needed information to care for the clients presented in the clinical simulation scenarios.
Online Doctoral Student Research and Writing Self-Efficacy in a Publishing Internship
Author: Stadtlander, Lee M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Doctoral Students,Student Research,Self Efficacy,Publishing Industry,Internship Programs,Communities of Practice,Writing Skills,Research Skills,Knowledge Level

The present project proposed to develop a publishing internship program and evaluate its effect on doctoral student participants. A key assumption was that direct experience with the publishing process as a doctoral student would help build some of the necessary skills and self-efficacy to be successful as authors/scholars in the future. Because there has not been previous research in this area, the present study addresses this gap. Two different assessments, a writing knowledge and self-efficacy inventory and a research self-efficacy inventory, were used in a pre-posttest design to evaluate the impact of participation in the 6-month internship program on 22 online doctoral students. A texting app was used to build a community of practice to provide social support. Writing self-efficacy and research self-efficacy improved significantly over the 6- month internship. Students judged the internship favorably and found the texting group to offer social support and information. Programs such as the current journal internship may offer the opportunity for students to gain valuable professional experience and learn the logistics of journal publishing, thus potentially allowing for better dissemination of doctoral research. This article contributes a mechanism for increasing students' understanding of the publication process, as well as improving research and writing self-efficacy. Future research may wish to explore the impact of technology and texting groups on student research self-efficacy and feelings of social support.
Scholarly Inbreeding in Latin American Academically Managed Journals
Author: Krauskopf, Erwin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bibliometrics,Periodicals,Bias,Journal Articles,Writing for Publication

From a bibliometric perspective, scholarly inbreeding has been identified in journals through the excessive use of both author and journal self-citations. However, editorial bias toward researchers from the same institution as the editorial management team has seldom been considered. According to the Spanish Foundation for Science and Technology, this occurs when a journal publishes more than 20% of documents authored by researchers affiliated with the same institution as the editorial management team. The purpose of this study is to establish the extent to which 81 Latin American journals managed by universities publish intramural documents (defined as those published by its own faculties). Results revealed that 56% of Brazilian journals were not compliant with the 20% benchmark as well as 44% of Colombian journals, 50% of Chilean journals, and 71% of Mexican journals. Interestingly, one third of these journals published the majority of the documents in English. By examining the documents published by these journals and subsequent citations to these articles, it was established that the intramural documents of some journals registered a higher ratio of citations per document in comparison with extramural documents published in the same journals. The results presented in this study provide evidence of inbreeding in some academically managed journals from Latin America. Although no one specific reason can account for this phenomenon, plausible explanations are given that may contribute to its understanding.
Western Faculty Members&apos; Cross-Border Lived Experiences
Author: Bu, Xin
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Teaching Experience,Foreign Countries,Multicampus Colleges,International Education,Teacher Collaboration,Teacher Attitudes,Cultural Awareness,Adjustment (to Environment)

Universities in China and the United States have been engaged in cross-border education through partnerships establishing international branch campuses (IBCs). This qualitative study used Moustakas's (1994) strategy of inquiry as a framework and explored Western faculty members' cross-border lived experiences at IBCs in China. IBCs in this study were coestablished by American universities and their Chinese partners. The central research question that guided this study asked about the lived experiences of Western faculty members at IBCs in China. This study purposefully selected 14 participants and data were collected through semistructured, one-on-one, face-to-face interviews. Moustakas's (1994) seven-level method of analysis involving a process of meaning reduction was followed. The essence of the participants' lived experiences described two components: value and adjustment. Findings from this study are valuable for leaders to rethink how to better support Western faculty in this joint higher education venture.
Effects of Ratemyprofessors.com and University Student Evaluations of Teaching on Students&apos; Course Decision-Making and Self-Efficacy
Author: Boswell, Stefanie S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Web Sites,Undergraduate Students,Decision Making,Teacher Evaluation,Student Evaluation of Teacher Performance,College Faculty,Self Efficacy,Student Attitudes,Course Selection (Students),Feedback (Response),Student Diversity,Ethnic Groups,Gender Differences

This study investigated effects of Ratemyprofessors.com and university student evaluations of teaching on students' course decision-making and self-efficacy in an ethnically diverse undergraduate sample. It also investigated if these effects were impacted by evaluation positivity. Additionally, the study explored if attitudes toward Ratemyprofessors.com were related to student gender, college class, and age. Participants were 73 undergraduates who were exposed to positive and negative evaluations about fictitious professors; participants were informed that the evaluations originated from Ratemyprofessors.com or university student evaluations of teaching. Evaluation positivity but not type influenced students' intention to enroll in the professor's course, but not how seriously they would consider the feedback. Evaluation positivity also influenced self-efficacy. Beliefs about and use of Ratemyprofessors.com were not related to student gender, college class, or age. Evaluation positivity's effect on student course decision making and self-efficacy has implications for for university students, faculty, and administrators.
Quality Assurance of Higher Education Governance and Management: An Exploration of the Minimum Imperative for the Envisioned African Common Higher Education Space
Author: Nabaho, Lazarus
Date: 2020-00-00
Type: Journal Articles
Subjects: Governance,Higher Education,Standards,Educational Quality,Quality Assurance,Guidelines,Foreign Countries,Government Role,Educational Administration,Instructional Leadership

In 2018, as part of the African higher education harmonisation drive, the African Union Commission (AUC) issued the African Standards and Guidelines for Quality Assurance in Higher Education (ASG-QA). Within the ASG-QA, the AUC commits to promoting good governance and management in higher education institutions and provides governance and management as the second standard. However, there is a dearth of knowledge about the governance and management architecture for higher education institutions in the African higher education landscape that is either implicit or explicit in the ASG-QA. Against the above backdrop--using the ASG-QA as a source of data and content analysis as a data analysis method--the paper examines the governance and management imperative for higher education institutions in the African higher education landscape from the perspective of the AUC. Six themes relating to Africa's higher education governance and management landscape emerged from the data: the role of the state (or government) in higher education, the internal governance framework, focus on quality and quality enhancement, observance of values of higher education, adherence to the principles of good governance, and capable leadership. The findings suggest that the governance and management architecture under the ASG-QA leans more towards providing common standards for quality assessment of governance and management than creating an identical national higher education governance and management ecosystem across Africa.