ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation of US Higher Educational Institutions Experience in Formation of Students&apos; Civic Consciousness in Ukraine
Author: Zaiets, Rostyslav
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Civics,Citizenship Responsibility,Citizenship Education,Citizenship,Political Attitudes,Citizen Participation,Democratic Values,Prosocial Behavior,Higher Education

Problem of formation Ukrainian students` civic consciousness is in the focus of research in philosophical and psychological and pedagogical sciences of Ukraine. United States of America is an example of the formation of civic consciousness in a democratic society. Education of citizenship of students on the basis of respect for the rights of every person, the recognition of the rule of law, conscious voluntary citizens to perform their duties and care for the common good is a key concept in US philosophy of higher education. This concept provides the priority of training students as responsible members of the democratic society to conscious activity for the benefit of the community. It is established that education Citizenship of student youth in the United States has a universal public nature. The state, higher education and social institutions are involved in this process environment (public organizations, mass media, institutions of the sphere culture, etc.). Students of higher educational institutions have been considered a resource for future social development in the United States of America that make a significant contribution to social transformation in society. Formation of students' civic consciousness upbrings certain personal qualities, skills and attitudes necessary for a citizen of a democratic society.
Construct of the Quality of Preschool Education in the Representation of School Principals (Evidence from Moscow)
Author: Kondrashova, Elizaveta
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Educational Quality,Principals,Administrator Attitudes,Barriers,Kindergarten,Educational Assessment,Academic Standards,School Readiness

The purpose of this research is to study and describe the ideas of the directors about the quality of the preschool level, to study possible problems that they have to face when organizing conditions in preschool organizations, approaches to the formation of a standard for preschool education. Since the solution of managerial problems related to preschool organizations that are part of territorial educational complexes in Moscow is within the competence of school principals, the question arises on the basis of what objective characteristics, indicators, directors make managerial decisions. The paper answers the following research questions: 1. How do school principals understand the &quot;quality of preschool education&quot;? What's a good kindergarten? 2. How do directors measure the quality of preschool education in their institutions? Is there an indicator system? 3. What conditions, according to the directors, should be created or what conditions are created/created to improve the quality of preschool education? The work carries out qualitative research using thematic interviews. During the interviews, we tried to identify the main factors affecting the quality of preschool education, the work of the kindergarten, and the attitude of directors to these factors, in order to find out how strong, in the opinion of directors, the influence of these factors. Based on the analysis of data, similarities and differences in the representations of the directors of territorial educational complexes of Moscow on the quality of preschool education were determined. Cognitive graphs were constructed for three main groups of ideas about the quality of preschool education based on the results of interviews.
Perceptions of Leadership Styles in International Special and General Education Schools in the United Arab Emirates
Author: Jackson, Kaitlin M.
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership Styles,Special Schools,Students with Disabilities,International Schools,General Education,Teacher Characteristics,Transformational Leadership,Institutional Characteristics,Cultural Differences,Experience,Individual Characteristics,Principals

Given that school leadership styles are linked to educational outcomes, this study attempted to identify perceived leadership styles of school leaders in two types of schools in the United Arab Emirates (UAE): (a) international special education schools, which serve exclusively students with disabilities and (b) international general education schools, which serve primarily typically developing students. By utilizing primarily quantitative methods with supplementary qualitative analysis, this study also explored the influence of teacher demographic variables on perceptions of leadership styles. Results indicated a difference in perceptions of transformational and transactional leadership by school type based on teacher education level, as well as a difference in perceptions of passive-avoidant leadership by school type based on total years of experience with the school leader. Results also indicated a difference in leadership perceptions based on teacher nationality (consistent with the notions of collectivist and individualist cultures), total years of experience, and total years of experience in the current position. This study contributes to the knowledge base regarding the influence of teacher demographic variables on leadership perceptions while providing practical recommendations for school leaders and researchers, including professional development, school policy development, and conceptualizing culture as an expanded demographic variable of interest.
Approach to Problem Solving and Use of Intuition by Engineering Technology Students
Author: Taleyarkhan, Meher R.
Date: 2023-03-00
Type: Journal Articles
Subjects: Engineering Education,Mathematics Anxiety,Intuition,College Students,Student Characteristics,Student Experience,Engineering Technology,Problem Solving,Thinking Skills,Gender Differences,Undergraduate Students

Engineering technology students often forgo a methodical approach of solving or answering questions on assignments or exams in favor of an intuition-based approach, emphasizing educated guessing (Broberg et al., 2008). Faculty observations have noted these student solutions often provide explanations, usually sans calculations, to support answers the students believe to be &quot;reasonable&quot; when in reality deviated from the correct answer. An extensive study was developed to assess several distinctions between student intuition and use of cognition in problem solving, as related to a generalized student population. The study was comprised of a survey and interview. The survey utilized two instruments, the Types of Intuition Scale (TIntS) and the Cognitive-Experiential Self Theory (CEST). The interview element was comprised of questions related to the student's background and personal experience with math phobia. Data provided by study participants responding to specific questions from the TIntS and CEST instruments allowed researchers to determine how likely students are to use intuition rather than analytical processes. The results of the study found these students prefer to approach problems using logic but tend to rely upon their intuition when problem solving, especially in unfamiliar and high-pressure scenarios. Furthermore, this paper is intended to enlighten educators and other related groups regarding the degree to which intuition is used as a means of solving problems, and the types of intuition generally involved, especially for engineering technology students. Thus, providing practitioners and administrators with a better idea of what these students may provide in response to homework or other problem-solving situations.
Comparative Analysis of Policy Perspectives for Technical and Vocational Education
Author: Huma, Afshan
Date: 2022-06-00
Type: Journal Articles
Subjects: Educational Policy,Vocational Education,Foreign Countries,Secondary Education,Governance,Educational Legislation,Educational Finance,Vocational Education Teachers,Qualifications,Quality Assurance

Skills-based education can provide a way forward to sustainable development in a developing country. It is a hopeful scenario that more than 60% of the population of Pakistan is less than 30 years of age and almost half of them are under 15 years of age. It is important for the policymakers and planners to learn from the societies where human resource development is integrated in educational planning at secondary and higher secondary schools level. The paper at hand presents the policy analysis part of a bigger study that was conducted for proposing changes in the current policies and practices of technical and vocational education in Pakistan. To fulfill this purpose three of the best models of technical and vocational education were reviewed and a comparative analysis was conducted to identify the adaptable policy measures in Pakistan. The three models reviewed and compared were from Germany, Switzerland, and South Korea. This paper presents the analysis of policies in the three aforementioned countries including the implementation strategy proposed; as well as lessons learned for improving the policy of technical and vocational education in Pakistan. This article is based on one part of a larger study.
Concept Maps as an Effective Formative Assessment Tool in Biology at the Secondary Level
Author: Choudhary, Farkhunda
Date: 2022-06-00
Type: Journal Articles
Subjects: Student Evaluation,Evaluation Methods,Concept Mapping,Formative Evaluation,Biology,Science Instruction,Secondary School Science,Critical Thinking,Logical Thinking,Foreign Countries

This study is about the effectiveness of concept maps as a formative assessment. It aimed to investigate the effectiveness of concept maps in formative assessment for the teaching and learning of biological concepts at the secondary level. One group pretest-posttest quasi-experimental design was used for this study. The experiment was completed in six weeks. A sample of 46 students was selected from Karimabad District Hunza. Data were collected by conducting a Bioenergetics Diagnostic Test at each interval with and without intervention. It was found that concept maps are useful for the development of a clear understanding of concepts in Biology. Concept maps refrain from rote learning thus promoting critical thinking and reasoning ability and act as an effective classroom instructional and a formative assessment tool. It was concluded that the concept maps can be used as an effective formative assessment tool in Biology at the secondary level.
Self-Esteem Levels of Physical Education Teacher Candidates in Turkey and Iran: A Cross-Cultural Comparison
Author: Kamali, Sahba
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Self Esteem,Physical Education Teachers,Preservice Teachers,Cultural Differences,Gender Differences,Instructional Program Divisions,Academic Achievement

The purpose of this study was to examine the levels of self-esteem among pre-service teachers in Turkey and Iran who were studying in the Physical Education and Sports Teaching Departments at their respective countries. The study's participant group consisted of 80 Turkish and 111 Iranian students. The Coopersmith Self-Esteem Inventory was used for this cross-cultural comparative research approach. A two-way analysis of variance was used to examine the data. When the self-esteem scores of pre-service teachers were examined, it was shown that pre-service teachers in both Turkey and Iran scored higher than the national average. Although the mean self-esteem ratings of pre-service teachers in Turkey were found to be higher than those of pre-service teachers in Iran, it could be claimed that the self-esteem levels of pre-service teachers did not differ according to the culture they lived in, in other words, they were at a similar level. Similarly, it was discovered that self-esteem levels did not differ significantly by gender, grade level, perceived level of academic accomplishment, or cultural characteristics. One of the key elements of human personality is the sense of self-esteem which influences both the level of self-acceptance and self-awareness. Therefore, it is of paramount importance to develop these skills and the psychophysical characteristics in the process of upbringing and education.
Encountering American Higher Education: First-Year Academic Transition of International Undergraduate Students in the United States
Author: Krsmanovic, Masha
Date: 2022-12-00
Type: Journal Articles
Subjects: College Freshmen,Foreign Students,Student Adjustment,Student Attitudes,First Year Seminars,Knowledge Level,Cultural Differences,Interpersonal Relationship,Social Behavior

This study explored how international undergraduate students perceive their academic transition into American higher education. Schlossberg's (1984) 4S Transition Theory served as the framework for exploring what academic challenges, if any, international students experience during their first year of undergraduate studies in a new cultural and educational setting. The findings revealed that students' academic transition into the U.S. higher education was characterized by difficulties in understanding the academic system of their new environment; overcoming educational, instructional and pedagogical differences; building social relationships with domestic students; and receiving the support necessary from the appropriate institutional services.
Determinants of E-Learning Acceptance amongst Iranian Postgraduate Students
Author: Baji, Fatima
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Educational Technology,Graduate Students,Student Attitudes,Usability,Value Judgment,Intention,Computer Use

E-learning can address some of the unmet needs of learners and educational communities; however, not all learners and educators accept e-learning as a delivery modality. This research endeavored to study the factors which affect e-learning acceptance among Iranian post-graduate students using the Davis Technology Acceptance Model (TAM) and to identify the changes which would facilitate their improved acceptance and subsequent wider use of e-learning. This descriptive-correlation study was conducted by surveying 320 Iranian postgraduate students using a self-reporting questionnaire. Structural equation modeling was used for data analysis through LISREL software. Results revealed sufficient validity and reliability of the TAM among Iranian postgraduate medical students. Perceived ease of use, perceived usefulness of e-learning, students' attitudes toward e-learning, and the intention to use e-learning positively affected e-learning's acceptance (p &lt; 0.05) among Iranian postgraduate students. According to the results, attitudes toward e-learning have more predictive power than other TAM constructs. Therefore, emphasis on students' favorable attitudes toward e-learning can be effective in accelerating its acceptance and will progress students' learning outcomes.
Global Learning: Definition, Assessment, and Approaches
Author: Zhou, Jiangyuan
Date: 2022-12-00
Type: Journal Articles
Subjects: Global Approach,Higher Education,Undergraduate Students,Knowledge Level,Student Attitudes,Skills,Curriculum,Misconceptions,Cultural Awareness,Cultural Pluralism,International Cooperation

Global learning has become a fundamental aspect of international education. Yet, a clear understanding of global learning and how to develop it remain unclear. Using the dynamic systems approach, this paper analyzed the reasons, methods, and knowledge, skills, and attitudes (KSA) of global learning in higher education. Global learning is the higher education institutions' critical response to globalization. It is the essential learning outcome of comprehensive internationalization of curriculum requiring students to develop KSA about the external world and their internal selves in their daily lives across local and global communities. With survey results from 142 undergraduate students in one U.S. university and a global learning rubric and publication, this paper demonstrated how global learning is interpreted and approached differently at various levels and further proposed pedagogical approaches to enhance global learning in higher education.
How Does Children&apos;s Literature Portray Global Perspectives?
Author: Yoon, Bogum
Date: 2022-12-00
Type: Journal Articles
Subjects: Childrens Literature,Global Approach,Picture Books,Consciousness Raising,Environment,Cultural Awareness,Ecology

The need for global education is increasing in this global era, and children's literature becomes an essential resource to address this need. However, there is little research on how global perspectives are depicted in children's literature. The current study fills the gap in our understanding by examining contemporary children's picture books that were published in the United States from 2010 to 2016. Findings show that the picture books reflect several important elements of global education. However, there is an imbalance among the topics and genres. Although global awareness through environmental issues was emphasized through informational texts, transnational story lines on how individuals as world citizens connect to the other people around the world were lacking. The findings provide future directions for more diverse topics to support critical global education in this interconnected world.
Immigrant Students and Global Education
Author: Filomeno, Felipe A.
Date: 2022-12-00
Type: Journal Articles
Subjects: Immigrants,Minority Group Students,Global Education,Active Learning,Student Projects,Student Experience,Cooperative Learning,Undergraduate Students,Cultural Awareness

Research on immigrant students in higher education often articulates a deficit narrative emphasizing the challenges immigrant students face in comparison to their native-born peers. In education for global competence, however, immigrant students' life experiences give them a potential advantage. This study investigated whether project-based learning designed to take advantage of immigrant students' intercultural life experiences could contribute to the development of global competence among undergraduate students. Developing and teaching a collaborative, project-based course where undergraduate students researched the intercultural experiences of their immigrant peers, researchers measured specific learning outcomes using quantitative and thematic analysis of student research papers and reflective essays. The study concluded that project-based assignments designed to take advantage of immigrant students' intercultural experiences could yield significant contributions to the global education of immigrant and non-immigrant students alike.
Refugee-Background Students in New Zealand and the United States: Roots and Results of Educational Policies and Practices
Author: McBrien, Jody L.
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Educational Policy,Educational Practices,Adjustment (to Environment),Teacher Education,Family Involvement,Students

Both the United States (US) and New Zealand (NZ) have been resettling refugees since the Second World War. As such, and because of several international treaties signed by both countries, they must concern themselves with the education of resettled refugee students in their nations. In this study, the researchers examine the international agreements and national resettlement policies that shape these nations' refugee education policies. Second, educational practices for refugee students in the US and NZ using phenomenological qualitative research based on observations, interviews, and focus groups with teachers and refugee students are examined. The researchers conclude that the more systematic methods of resettlement and educational tools available to teachers in NZ through consistent national policies provide better opportunities for success than policies and practices that vary widely from state to state and even within states in the US.
The Impact of Grade Inflation on Teachers&apos; Evaluation: A Quantitative Study Conducted in the Context of Five Lebanese Universities
Author: Maamari, Bassem E.
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Grade Inflation,Student Evaluation of Teacher Performance,College Students,Student Attitudes,Academic Achievement,Teacher Effectiveness

Asking students to evaluate teaching faculty by every ending semester in modern education is an established trend. In the higher education circles, it is validated based on a large body of research showing a relationship between these evaluations and students' achievement. The arising problem is whether this relation is positively associated or not, and the presence of a growing debate pertaining to the many factors influencing this correlation. Most of the cited research shows a link between the attitude of students and their achievement. This research studies the effect of students' grade point average (GPA), together with the type of university as public or private, and students' major, on their attitude towards faculty teaching evaluations. The results of the multiple regression show a strong relationship between GPA and students' attitude towards faculty evaluations, suggesting an ethical duality affecting grade inflation.
Defining Intercultural Competence: How Four Pre-Service Teachers Developed a More Complex Understanding of ICC
Author: Barrow, Elizabeth C.
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teaching,Student Teachers,Cultural Awareness,Study Abroad,Program Effectiveness,Cultural Differences,Refugees,Immigrants,Language Usage

This manuscript is one part of a larger exploratory collective case study of pre-service teachers who participated in a student teaching abroad program for one-month in Germany. The objective was to ascertain if and how pre-service teachers with no prior training in intercultural competence (ICC) developed both their understanding and conceptualization of ICC. Data was collected before, during, and after the experience via focus groups, individual interviews, journal entries, and program evaluations. Data was analyzed using a priori codes compiled from Bennett's (2008) characteristics of affective, cognitive, and behavioral competencies of ICC. Findings from this study indicated that a short-term student teaching abroad program has the potential to influence teacher candidates understanding and conceptualization of the complexity of ICC if the program includes an opportunity and space to foster and support critical reflection. Additionally, this study provides one example of how study abroad programs can shift away from quantitative surveys to assess impact and, instead, focus on learner centered evidence collected in real time (Deardorff, 2015).
Exploring the Phenomenon of Hope in Adult Illiterate Haitians
Author: Grissom, Donita
Date: 2023-03-00
Type: Journal Articles
Subjects: Psychological Patterns,Adult Literacy,Illiteracy,Foreign Countries,Gender Differences,Individual Differences

Snyder's hope theory depicts hope, through the frame of positive psychology, as a cognitive construct with the perceived sense of goal-directed, pathways, and agency thinking (Snyder et al., 1991). Hope levels have been measured in various countries; however, no research to date focused on Haitians. This study, conducted in Petit-Goâve, Haiti, addressed this gap by investigating hope, pathway, and agency levels derived from 135 Haitian-Kreyol adult literacy course participants. This manuscript reports scores of illiterate Haitians' hope levels utilizing Snyder's Adult Hope Dispositional Scale; the scores are explained by Snyder's hope theory taking Haitian cultural and social landscapes into account. Despite the challenging environment and illiterate conditions, Haitian participants reported just below average hope levels, average pathway levels, and low agency levels. These findings suggested this population garnered hope in their everyday lives, despite difficult obstacles.