ethanporcaro/eric-fulltext-meta huggingface dataset:
Critical Success Factors Identified within Moroccan Public Higher Education Institutions
Author: Cheng, Jingyi
Date: 2022-00-00
Type: Journal Articles
Subjects: State Universities,Total Quality Management,Educational Improvement,Educational Quality,College Faculty,Teacher Attitudes,Foreign Countries,Cultural Context,College Administration

Total Quality Management is a concept which any educational institution can attain through a variety of critical success factors. This concept is one of the steps necessary to maximize success in improving quality in higher education institutions. Hence, this qualitative study used a semi-structured interview, endeavors to identify and analyze some of the critical success factors which have significant impact in Moroccan public higher education institutions under the framework of Total Quality Management. As a result of in-depth semi-structured interviews with three experienced university professors in selected public universities in the economical capital city of Morocco, this study is contributing to the literature by empirically determining the critical success factors of the TQM mostly needed in the public higher education institutions. The findings of this study bring an understanding of how certain critical factors are perceived in the Moroccan public higher education context. In addition to expand the body of the current literature, the study findings also provide knowledge that can be used as a basis to address the management needs of quality in higher education institutions. In addition, this study is the first of its kind to be addressed in the Moroccan setting/North African region.
Evaluating the Promotion Requirements for the Appointment of Office-Based Educators in the Department of Basic Education in South Africa
Author: Mbokazi, Msawenkosi Sandile
Date: 2022-00-00
Type: Journal Articles
Subjects: Promotion (Occupational),Employment Qualifications,Foreign Countries,Teaching Experience,Personnel Selection,Specialists,Administrators,Job Applicants,Academic Achievement,Racial Bias,Racial Discrimination,Minority Group Teachers

Various promotion requirements are adopted in the appointment of classroom or subject educators as office-based educators or subject advisors (education specialists) in the Department of Basic Education. This qualitative adopted interpretive paradigm study sought to explore educators' lived experiences on the promotion requirements espoused by the Department for the appointment of qualified educators as office-based educators. Ten educator-participants were purposively selected for a semi-structured, face-to-face interview to collect in-depth data for the study. Collected data were thematically analysed to generate themes for the presentation and discussion of findings. The promotion requirements for office-based educators are inadequately utilised in the selection of suitable candidates for the posts. The study established an unfair promotion process in the appointment of office-based educators, and thus, many qualified educators are disadvantaged. The study recommends that promotion requirements should be adhered to in the selection process, to ensure fairness and social justice for all qualified candidates.
Guides as Mediators of Memory: On the Holocaust and Antisemitism -- 75 Years Later
Author: Dorot, Ruth
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Jews,Judaism,Death,War,European History,Racial Bias,Conferences (Gatherings),Speeches,Presidents,COVID-19,Pandemics,Web Sites,Social Media,Anthropology,Social Networks,Educational Change,Military Personnel,Prevention,Informal Education,Teaching Methods,Political Attitudes

This article deals with the relationship between the Holocaust and antisemitism, focusing on the events of 2020-2021. The point of departure is the fifth World Holocaust Forum at Yad Vashem in Jerusalem, held under the slogan: &quot;Remembering the Holocaust, fighting antisemitism&quot;. The event took place at the invitation of Israel's president, Reuven Rivlin, in advance of the 75th anniversary of the liberation of Auschwitz and International Holocaust Remembrance Day (January 23, 2020). Content analysis of the speeches given by presidents and prime ministers from around the world reinforce the insights of the Holocaust and the association with current-day antisemitism. In March 2020 the COVID-19 virus appeared, and a wave of antisemitism surfaced with it. Analysis of contents that appeared on websites and social networks reveals vitriolic antisemitism against Jews as generators of the virus, being the virus themselves. This study utilized the method of anthropologist Clifford Geertz (1926-2006), who established the interpretive approach to anthropology for analyzing culture contents. This, with regard to content analysis in general and to the contents of social networks and their contribution to antisemitism, in particular. Operation &quot;Guardian of the Walls&quot; in Gaza in 2021 further fanned antisemitism. Content analysis of websites and social networks portrays the Jewish soldier as a Nazi soldier and all Jews as murderers -- with all the Holocaust symbols and Holocaust language. The study seeks to examine whether and to what degree the educational system in general and guides of youth trips to Poland as mediators of memory in particular, are prepared for the educational challenge of eradicating antisemitism in the post-Holocaust era. The research findings show that the challenge still awaits us. Education is an essential instrument in the battle against antisemitism but the educational system, both formal and informal, is not prepared.
Hotspots and Trends of Graduate Public Health Education Research in China
Author: Feng, Sha
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Trends,Trend Analysis,Public Health,Graduate Students,Comparative Education,Educational Change,Foreign Countries,Talent Development,Health Education,Word Frequency,Information Retrieval,Research Reports,Publications,Prevention,Medicine,Masters Programs,Curriculum Development

Academic research trends involving public health education may reflect a certain degree of talent construction status. This study systematically reviews the data for published literature on graduate public health education, aiming to provide evidence for the optimization of public health postgraduate training mechanisms in China. Keyword cooccurrence analysis was performed based on high-frequency keywords. From 1992 to 2008, the annual number of publications in this field was relatively low in China, averaging fewer than 5 articles. The number of publications showed a steep increase after 2009. The publications were mostly from single research institutions, including comprehensive universities and military medical universities, concentrated in Beijing and Shanghai. The high-frequency keywords were public health and preventive medicine, postgraduate training, professional degree, MPH, curriculum, and teaching reform. Hotspots consisted of practical teaching research, training, educational reform and comparative education research. Research on public health postgraduate education has not reached scale and has insufficient support. Moreover, many problems in graduate public health education still cannot be solved by existing studies: authentic and practical learning, a unified approach to cultivate graduate students, organizational change of graduate public health education, and international cooperation and public health education.
Integrating Natural Resources Education and Citizen Science Communication through the Use of Unmanned Aerial Systems (Drones)
Author: Kulhavy, David
Date: 2022-00-00
Type: Journal Articles
Subjects: Natural Resources,Citizen Participation,Scientific Research,Aviation Technology,Aviation Mechanics,Robotics,Integrated Activities,Science Instruction,Communication Strategies,Scientific and Technical Information,Career Readiness,Employment Potential,Photography,Web Sites,Technology Uses in Education,Data Collection

Science communication is increasing through the use of Unmanned Aerial Systems (UAS) or drones. Within the Arthur Temple College of Forestry and Agriculture at Stephen F. Austin State University (SFASU), UASs such as the DJI Phantom 4 Pro and Mavic Mini2 drones were used by students and faculty to study mistletoe, crepemyrtle and fire ants and then drone images were uploaded to iNaturalist, the largest repository for flora and fauna specimens to share with the scientific community and general public. The benefits of using a UAS is that nadir (directly above) images of the specimens increase the locational accuracy of each specimen compared to distance images acquired from a smartphone. By incorporating drones into course works at SFASU, faculty are increasing the technological abilities of students to communicate natural resource information to a greater audience as a citizen scientist. With ever increasing capabilities and lower cost, UAS are becoming a viable alternative to smartphones for communication of science, especially for iNaturalist. The ability to communicate science information and display images adds a dimension for the citizen scientist to use a UAS in teaching and information exchange while creating a well-rounded, better informed, and more employable student upon graduation.
Management Structure of Product Design of Small and Medium Industries in Thailand to the International Market Education
Author: Wongdusitburi, Supornrat
Date: 2022-00-00
Type: Journal Articles
Subjects: Design,Foreign Countries,International Education,Marketing,Correlation,Small Businesses,Entrepreneurship,Corporations,Research and Development,Innovation,Technology,Public Officials,College Faculty,Business Administration,Strategic Planning

The purpose of this research were 1) to synthesize the structure of product design management of small and medium industries in Thailand to the international market education, and 2) to verify the consistency of the relationship between marketing demand and corporate strategy, research and development, innovation and technology and design goals. This research is quantitative and qualitative research. The sample group for quantitative research was 500 small and medium business entrepreneurs, 9 key informants divided into 4 groups: business people, government organization group, academic group, and designer data analysis uses a structured analysis. The analysis of the developed structural models was found that the evaluation criteria were consistent with the empirical data. The relative chi-squared probability was 0.306, the relative chi-squared probability was 1.042, the consistency index was 0.957, and the mean square of the estimation of the error was 0.009.
Representation of Pragmatism in Scholarly Publications on COVID-19
Author: Makumane, Makhulu A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Educational Research,Higher Education,COVID-19,Pandemics,Foreign Countries,Scholarship,Integrated Learning Systems,Social Media

Pragmatism is an important resource that has helped higher education institutions (HEIs) in Lesotho and South Africa to complete the 2020 academic year even when they were affected by COVID-19. Pragmatism is a philosophy of human actions combined with experiences in order to produce outcomes or consequences, where the reality is about what works according to individual needs based on a specific situation. During the COVID-19 era, pragmatism has been represented by the use of learning management systems (LMSs) and social media sites (SMSs). The representation of pragmatism, based on ten sampled publications of this study was divided into performance- (driven by LMSs) and competence-based (driven by SMSs) curricula. The purpose and objective of this study was to explore and understand the representation of pragmatism in ten scholarly publications purposively sampled for this study on education during the COVID-19 era. Document analysis framed by pragmatic paradigm, critical discourse analysis (CDA), and community of inquiry (CoI), was used to generate data for this study. The findings concluded that pragmatism was the reason for HEIs saving the 2020 academic year: pragmatism harmonised the tension between LMSs and SMSs which existed even before the COVID-19 era. Consequently, this study recommends the application of pragmatism in any uncertainty/novelty situation in education, in order to address individual needs before professional and societal needs.
Stimulants of Cognitive Strategies: The Most Prominent Types &amp; Importance of Using in the Teaching and Learning Process (A Survey Study of the Relevant Literature)
Author: Ghafoor, Nidal F. Abdel
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Processes,Thinking Skills,Stimuli,Attention,Educational Strategies,Elementary School Students,High School Students,College Students

The study aimed to identify the importance of using stimulants of cognition strategies in the teaching-learning process and to identify the most prominent types of these stimulants, based on a survey of the relevant literature. To achieve these two objectives, the researcher followed the steps of the descriptive approach and the analytical procedures. Results indicated the importance of employing stimulants of cognition strategies in teaching different subjects/materials, as well as and its contribution to the learning of students at different school stages, Furthermore, the study came out with a list of stimulants consisted of (22) types of stimulants on which the previous studies and literature agreed. Finally, the researcher presented a set of recommendations that emphasizes the importance of using these Stimulants in the teaching and learning process.
Teaching Approaches Compatible with First-Year Accounting Student Teachers&apos; Learning Styles: Theoretical and Phenomenological Perspectives
Author: Mapuya, Medson
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Accounting,Cognitive Style,Constructivism (Learning),Phenomenology,Student Teachers,Multiple Intelligences,Validity,Undergraduate Students,Student Teacher Attitudes,Lesson Plans,Teacher Education Programs,Student Needs

Premised on the theoretical assumptions of social constructivism and multiple intelligences, the purpose of this study was to investigate teaching approaches which are compatible with the learning styles of first-year accounting student teachers from both theoretical and phenomenological perspectives. Being a predominantly conceptual study in nature, data was collected from a host of sources on learning styles, teaching approaches, social constructivism and multiple intelligences to adopt a theoretical position. Focus group interviews were then used to collect data from students to establish their phenomenological perspectives. To ensure the validity of data from these focus group interviews, triangulation, peer debriefing and member checking were used. The study established that while not all first-year accounting student teachers are able or do not prefer to learn everything in the same way, social constructivist centred approaches are highly compatible with most of the students' learning styles. Based on literature verdicts and the phenomenological voices of students, the study recommends the application of the principles of social constructivism in accounting lesson presentations. It is also recommended that accounting lecturers should orchestrate all teaching and learning activities around student needs and their learning styles. Furthermore, the study findings provide a sound basis to recommend that students must always be at the centre of all teaching and learning, regardless of the pedagogical beliefs and preferred teaching approaches of the accounting lecturer.
Technology Adoption Readiness in Disadvantaged Universities during COVID-19 Pandemic in South Africa
Author: Aruleba, Kehinde
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Educational Technology,Technology Integration,School Closing,Online Courses,Distance Education,Disadvantaged Schools,Readiness,College Faculty,Teacher Attitudes,Barriers,Psychological Patterns,Innovation

The COVID-19 pandemic has affected hundreds of million lives and taken over four million lives to date. As a result, governments and policymakers see the need for emergency action to reduce the spread of the virus. In an attempt to contain the virus, governments and policymakers worldwide introduced a different range of protection measures and interventions to change their citizen's behaviours, primarily through social distancing, interprovince lockdown, stay at home strategies, and quarantines. The different lockdown measures have created unique and challenging conditions with no documented equivalent in the education sector. A significant effect was that many Higher Education institutions worldwide were not ready to switch to online teaching and learning when the governments announced the sudden lockdown. This study discusses the effects of the COVID-19 pandemic on South Africa Higher Education Institutions, focusing on the historically disadvantaged universities. The study went further to evaluate the readiness of lecturers from selected disadvantaged universities to adopting online teaching and learning by applying the Technology Readiness-Acceptance Model (TRAM). Quantitative data was collected through an online questionnaire. Results show that the higher the average of optimism and innovativeness among the respondents' point towards the readiness of adopting technology. On the other hand, higher the average insecurity and discomfort show the uneasiness of adopting technologies by the respondents.
The Relationship between Academic Self-Efficacy and Academic Achievement in Students of the Department of Special Education
Author: Fakhrou, Abdulnaser
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Efficacy,Academic Achievement,Special Education Teachers,Preservice Teachers,Gender Differences,Interpersonal Competence,College Seniors,Grades (Scholastic)

This study aimed to identify the correlational relationship between academic self-efficacy and academic achievement. To this end, a questionnaire of self-efficacy was adopted, whose validity and reliability were high. Next, the sample group, which included 43 students of the Department of Special Education, was asked to respond to the questionnaire. Furthermore, there was a positive correlation between academic self-efficacy and academic achievement. Considering these results, several recommendations and suggestions have been presented.
The Transition Online: A Mixed-Methods Study of the Impact of COVID-19 on Students with Disabilities in Higher Education
Author: Mullins, Laura E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Students with Disabilities,College Students,Online Courses,School Closing,Student Adjustment,Student Needs,Accessibility (for Disabled),Academic Accommodations (Disabilities),Student Attitudes,Barriers,Social Isolation,Educational Technology

Following the World Health Organization's announcement of the global pandemic because of the Coronavirus Disease 2019, most Canadian universities transitioned to offering their courses exclusively online. One group affected by this transition was students with disabilities. Previous research has shown that the university experience for students with disabilities differs from those of their non-disabled peers. However, their unique needs are often not taken into consideration. As a result, students can become marginalized and alienated from the online classroom. In partnership with Student Accessibility Services, this research revealed the impact of the transition to online learning because of the pandemic for university students with disabilities. Students registered with Student Accessibility Services completed a survey about the effects of online learning during a pandemic on the students' lives, education, and instructional and accommodation. It was clear from the results that online education during COVID-19 affected all aspects of the students' lives, particularly to their mental health. This research provided a much-needed opportunity for students with disabilities to share the factors influencing their educational experience and identified recommendations instructors should consider when developing online courses to increase accessibility and improve engagement.
The Use of Modal Auxiliary Verbs among Selected Pre-Service Students at a South African Rural University
Author: Luvuno, Monica Dudu
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Verbs,English (Second Language),Writing Skills,Essays,Grammar,English Language Learners,Second Language Instruction,Second Language Learning,Undergraduate Students,Writing Assignments,Outcomes of Education

This study was conducted at a university based in KwaZulu-Natal, South Africa. The purpose of the study was to determine if the explicit instruction of selected grammar aspect, modal auxiliary verbs, improved students' ability to write English. The study was qualitative in nature and a case study design was adopted. The focus was in relation to a sample of 80 student teachers who were randomly selected in 2016 in the Faculty of Education. 40 participants were randomly assigned into experimental and control groups. For the experimental group, training lasted six weeks. Both groups were made to write similar essays and those essays were marked focusing on the students' ability to use modal auxiliary verbs. The study's findings revealed that the experimental group performed better than those in the control group in the use of modal auxiliary verbs. Based on the findings, the study recommended explicit grammar instruction in all the students' level of study in order to overcome the challenges they have in writing English. Thus, time should be created to ascertain that adequate explicit grammar lessons are offered to all pre-service teachers at the university.
Using Kahoot! as a Formative Assessment Tool in Science Teacher Education
Author: Mdlalose, Noluthando
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Science Instruction,Teacher Education Programs,Teaching Methods,Learning Processes,Formative Evaluation,Academic Achievement,Learning Motivation,Learner Engagement,Game Based Learning,Outcomes of Education,Distance Education,Undergraduate Students,Preservice Teachers,Foreign Countries,21st Century Skills,Computer Assisted Testing,Student Attitudes,Computer Games

The development of 21st century competencies and skills in science teaching and learning is a key strategic imperative. Game-based learning platforms can be used to promote pedagogic innovation in various educational settings. Game-based applications such as Kahoot! have been increasingly used in education to facilitate meaningful enactment of formative assessment practices. Within the realm of science education, formative assessment is largely perceived as an assessment practice with pedagogic potential to enhance students' academic performance, motivation and engagement during the teaching and learning process. Kahoot! is an interactive game-based learning platform which can essentially be utilised to enhance students' academic performance, motivation and engagement in the classroom. This paper explores the role of Kahoot! as a formative assessment tool to enhance students' academic performance, motivation and engagement with a view to help students to achieve stipulated learning outcomes during remote teaching and learning in undergraduate Physical Sciences teacher education. The research study adopted a generic qualitative design and involved 21 purposively selected preservice Physical Sciences teachers at a South African university. Data was collected through semi-structured interviews and the administration of qualitative user-generated online quizzes with the participants. The findings demonstrated that Kahoot! plays a significant role in enhancing students' academic performance, motivation and active engagement during remote teaching and learning. Theoretical implications for technology-enhanced teaching and learning are discussed.