ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers Magazine. Volume XXIX
Author: Lang, Ossian, Ed.
Date: 1907-00-00
Type: Historical Materials
Subjects: Periodicals,Teaching (Occupation),Music,Drama,Singing,Poetry,Games,Planning,Classroom Communication

This document contains monthly issues of &quot;Teachers Magazine&quot; from September 1906 to June 1907. Issues typically include sections with music, plays, songs, poems, and games; a calendar for the month; monthly plans; and sections on picture study; current-events classroom talks; grade work; books; and miscellaneous topics. [This volume was published by A. S. Barnes &amp; Company.]
Teachers Magazine. Volume XXXIII
Date: 1911-00-00
Type: Historical Materials
Subjects: Periodicals,Teaching (Occupation),Music,Drama,Singing,Poetry,Games,Planning,Classroom Communication

This document contains issues of &quot;Teachers Magazine&quot; from September 1910 to June 1911, published monthly except July and August. Issues typically include sections with music, plays, songs, poems, and games; a calendar for the month; monthly plans; and sections on picture study; current-events classroom talks; grade work; books; and miscellaneous topics. [This volume was published by A. S. Barnes &amp; Company. Cover title varies: &quot;Teachers Magazine: For Primary Grades.&quot;]
Teachers Magazine. Volume XXXIV
Author: Lang, Ossian, Ed.
Date: 1912-00-00
Type: Historical Materials
Subjects: Teaching Methods,Primary Education,Educational History,Teaching (Occupation)

This document contains issues of &quot;Teachers Magazine&quot; from September 1911 to June 1912, published monthly except July and August. Issues typically include sections with music, plays, songs, poems, and games; a calendar for the month; monthly plans; and sections on picture study; current-events classroom talks; grade work; hygiene; home instruction; books; miscellaneous topics; and a junior section. [This volume was published by the Ives-Butler Company. Cover title varies: &quot;Teachers Magazine: For Primary Grades.&quot;]
The Australian Reading Books. Fourth Book. Collins&apos; School Series
Date: 1877-00-00
Type: Historical Materials
Subjects: Poetry,Prose,Reading Instruction,Textbooks,Foreign Countries

This textbook is a fourth reader for Australian pupils. Selections include poetry and prose, with an appendix of roots and derivations to help introduce new words to pupils.
A Phenomenological Study on the Feelings, Challenges and Difficulties Experienced by Information Technology Students in Learning Computer Programming
Author: Olipas, Cris Norman
Date: 2022-00-00
Type: Journal Articles
Subjects: Information Technology,Programming,Computer Science Education,Student Attitudes,Psychological Patterns,College Freshmen

This study aims to identify the experiences of information technology (IT) students in learning computer programming. Specifically, the feelings towards learning programming and the challenges and difficulties encountered by IT students were determined. The researcher used a phenomenological approach to determine the commonality of lived experiences among the students. The study was conducted during the second semester of Academic Year 2020-2021. The participants were first-year students enrolled in a computer programming I course. Open-ended questions were employed to gather responses. Since the data gathering happened during the coronavirus 2019 pandemic, the researcher used Google Form to collect responses. Participants were informed that the responses gathered were treated with the utmost confidentiality, security, and anonymity, following ethical research guidelines. Results revealed that participants have both positive and negative views about learning programming. As to the feelings towards learning computer programming, analysis shows that positive emotions include excitement and good happy feelings towards writing programs and finding them fun, challenging, and engaging. Negative feelings include being nervous, anxious, confused, and having difficulty learning how to write programs because it is hard. The challenges and problems encountered by IT students include difficulties relating to the program's syntax, errors and debugging processes; lesson-related; algorithm, analysis, resources, teaching, time-management, and personal factors. The researcher suggests recommendations that would improve the quality of teaching computer programming and offer new possible topics for future studies.
WICHE Student Access Programs: By the Numbers, 2019-20
Author: Western Interstate Commission for Higher Education (WICHE)
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Undergraduate Students,Student Exchange Programs,Geographic Regions,Enrollment,Money Management,Tuition,Fees,Paying for College,Majors (Students),Out of State Students,Public Colleges,Private Colleges,Community Colleges,Occupations,Dentistry,Medicine,Occupational Therapy,Optometry,Physical Therapy,Allied Health Occupations,Podiatry,Veterinary Medicine,College Transfer Students,Outcomes of Education,Income,Graduate Study

This report outlines key data elements related to the Western Undergraduate Exchange (WUE), Western Regional Graduate Program (WRGP), and Professional Student Exchange Program (PSEP) for the 2019-20 academic year across a range of categories. This report contains participation and migration statistics for each of the Western Interstate Commission for Higher Education's (WICHE's) Student Access Programs and state-by-state summaries that provide convenient reference for an array of stakeholders in each of WICHE's 16 states and territories, including students and their families, high school counselors and campus advisors, institutional leaders, and policymakers. [For the 2018-19 report, see ED597790.]
Student Access Programs: By the Numbers, AY 2020-21
Author: Western Interstate Commission for Higher Education (WICHE)
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Undergraduate Students,Student Exchange Programs,Geographic Regions,Out of State Students,Tuition,Fees,Paying for College,Majors (Students),Money Management,Eligibility,Access to Education,Public Colleges,Private Colleges,Community Colleges,Dentistry,Medicine,Occupational Therapy,Optometry,Pharmacy,Physical Therapy,Allied Health Occupations,Allied Health Personnel,Podiatry,Veterinary Medicine,College Transfer Students,Outcomes of Education,Graduate Study

This report outlines key data elements related to the Western Undergraduate Exchange (WUE), Western Regional Graduate Program (WRGP), and Professional Student Exchange Program (PSEP) for the 2020-21 academic year and is a core resource for policymakers, institutional leaders, counselors and other stakeholders across the region. This report contains state-by-state summaries for each of the Western Interstate Commission for Higher Education's (WICHE's) Student Access Programs. [For the 2019-20 report, see ED622664.]
Characterizing Datasets for Social Visual Question Answering, and the New TinySocial Dataset
Author: Chen, Zhanwen
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Visual Stimuli,Questioning Techniques,Social Cognition,Video Technology,Scoring Rubrics,Artificial Intelligence,Theory of Mind,Data Collection,Heuristics,Films,Middle School Students,Autism Spectrum Disorders

Modern social intelligence includes the ability to watch videos and answer questions about social and theory-of-mind-related content, e.g., for a scene in &quot;Harry Potter,&quot; &quot;Is the father really upset about the boys flying the car?&quot; Social visual question answering (social VQA) is emerging as a valuable methodology for studying social reasoning in both humans (e.g., children with autism) and AI agents. However, this problem space spans enormous variations in both videos and questions. We discuss methods for creating and characterizing social VQA datasets, including: (1) crowdsourcing versus in-house authoring, including sample comparisons of two new datasets that we created (TinySocial-Crowd and TinySocial-InHouse) and the previously existing Social-IQ dataset; (2) a new rubric for characterizing the difficulty and content of a given video; and (3) a new rubric for characterizing question types. We close by describing how having well-characterized social VQA datasets will enhance the explainability of AI agents and can also inform assessments and educational interventions for people.
Students&apos; Evaluation of the Instructional Learning Modules for Application Development and Emerging Technologies Course
Author: Olipas, Cris Norman P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Information Technology,Feedback (Response),Teaching Methods,Instructional Design,Computer Science Education,Trend Analysis,Undergraduate Students,Units of Study,Learning Processes,Course Content,Course Evaluation,Student Evaluation,COVID-19,Pandemics,Educational Change,Distance Education,Foreign Countries,Blended Learning,In Person Learning,Instructional Materials,Instructional Material Evaluation

This study aimed to evaluate the instructional learning modules used for Application Development and Emerging Technologies course. Specifically, it evaluates the content, teaching and learning, support and feedback, and assessment variables through student perspectives. It also seeks to understand the views of the students on what they like the most about the learning modules as a basis for continuous improvement. A descriptive research design was utilized to give a quantitative or numeric depiction of trends, attitudes, or views of that group. The instrument was based on a university modules evaluation questionnaire. It was modified to suit the context of the study. The questionnaire was composed of the following variables: content, teaching and learning, support, and feedback and assessment. The instrument was subjected to face validity, content validity, and reliability analysis. The frequency distribution, percentage distribution, and weighted mean were used to calculate the level of agreement and satisfaction. The findings suggest that students were very satisfied with the content, teaching and learning, support, feedback, and assessment utilized in the learning modules for Application Development and Emerging Technologies course. The results further highlight some essential insights from the respondents that instructors may consider when improving the instructional material. It can be concluded that students were very satisfied with the learning modules used for the Application Development and Emerging Technologies course. Further, the following considerations may be reviewed for future improvement of the learning material: ensuring that the contents are complete, informative, interesting, organized, and detailed; ensuring that the contents are relevant to the course, easy to understand, and valuable; challenging, inexpensive, and accessible, allowing students to develop and acquire a new set of knowledge and skills; assessment tasks that can be challenging but fun to execute, and allowing the students to increase interest in reading the contents of the learning modules.
Self-Regulation Predicts Young Children&apos;s Peer Relations
Author: Sarac, Seda
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Control,Peer Relationship,Preschool Children,Preschool Education,Correlation,Predictor Variables,Prosocial Behavior,Aggression,Antisocial Behavior,Peer Acceptance,Hyperactivity,Fear,Anxiety,Foreign Countries,Child Behavior

The aim of the study is to examine the predictive effect of self-regulation on peer relations. Data were collected from 3486 children. Of the study sample, 1736 were girls (49.9%) and 1747 were boys (50.1%). All the children were from high SES families and attending private preschools in 10 cities in Turkey. The results showed that all peer relations variables were statistically significantly correlated with self-regulation skills of the children. Simple linear regressions analyses showed that self-regulation was statistically significant predictor of all peer relation variables (prosocial behaviours, aggressive behaviours, asocial behaviours, exclusion by peers, hyperactivity-distractibility, and fear-anxiety). Self-regulation explains the greatest variation in hyperactivity-distractibility of the children (15%) and the least variation in asocial behaviour (%3). This study shows that self-regulation in early childhood may lead to problems in peer relations. Problems with peers have long-term effects on children's development and mental health. This finding underlines the importance of promoting self-regulation skills in early years.
Virtual Leadership in Uncertain Times: A Case Study of Higher Education Leaders&apos; Response to the COVID-19 Pandemic
Author: Guzar, Katlyn
Date: 2022-07-00
Type: Tests/Questionnaires
Subjects: Leadership Styles,COVID-19,Pandemics,School Closing,Computer Mediated Communication,Higher Education,College Administration,Teamwork,Delivery Systems,Stress Management,Trust (Psychology),Conflict Resolution,Computer Use,Work Environment,Leadership Qualities,Transformational Leadership,Participative Decision Making,Interpersonal Communication,Meetings,Teleworking,Foreign Countries

This qualitative case study was designed to explore how student services leaders adapted their leadership behaviors and practices in response to moving to the virtual working environment during the COVID-19 pandemic. The case study site was a midsized university in southwestern Ontario. The data collected for the study came from three sources: interviews, questionnaires, and documentation. Study participants were leaders of teams that delivered student services, including a vice president, associate vice presidents, directors, and managers. Four themes were revealed from the results that reflected the changes leaders made in response to moving their team to the virtual working environment: reimagining communication, reconstructing work using technology, reframing team support, and reorienting toward hybrid work. This included changing the ways they communicated with their teams (e.g., modality and frequency), updating processes for service delivery and work within the team to suit the virtual modality, and an emphasis on team support to suit the new needs of the team that resulted from the stresses of the pandemic as well as working physically apart from each other. At the time of the study, teams were moving forward to work in a hybrid capacity. Leaders shared how much of what they changed to suit the virtual-only environment has continued but some nuanced challenges have emerged. More research is recommended to study hybrid work teams, specifically, additional research would be beneficial regarding work conventions and communication practices in hybrid teams.
A Personal Account of a Chance Encounter with Postqualitative Inquiry at the Foot of a Mountain
Author: Kruger, Erika
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Humanism,Qualitative Research,Inquiry,Research Methodology,Experiential Learning

Postqualitative inquiry (PQI) compels us to think about educational studies in a different way. It requires ways of doing beyond regularised structures of humanist epistemology, ontology, and methodology. This article endeavours to describe my introduction to posthumansism and unplanned discovering of postqualitative inquiry through learning by doing. My (brief) journey with postqualitative inquiry has followed unexpected pathways, filtered through porous boundaries and discovered unheard voices in in-between spaces. This allows PQI to become more than knowledge-making. It is also a pedagogical and onto-epistemological venture and a rich, sensory and startling adventure of discovery into the entanglement of the social and the material. [For the complete Volume 20 proceedings, see ED622631.]
Principal as Caregiver of All: Responding to Needs of Others and Self. Leading in Crisis. Research Brief
Author: Anderson, Erin
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Principals,Caring,Distance Education,Well Being,COVID-19,Pandemics,Advocacy

When the school buildings closed in the spring, educators and families faced unknown challenges of supporting students remotely and continuing to provide the necessary resources for student learning and well-being. Principals responded with advocacy and compassion. This is one of a series of briefs that focused on a 'critical incident' surrounding school closure and offers pragmatic suggestions to educational leaders as they continue to grapple with the disruptions of the pandemic.
District Response to the COVID-19 Pandemic. Leading in Crisis. Research Brief
Author: Hubbard, Lea
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: School Districts,COVID-19,Pandemics,Leadership,School District Autonomy,Guidance,Human Capital,Social Capital

Districts providing strong centralized COVID-19 responses approached the crisis from a top-down leadership and guidance model which constrained school flexibility to act outside of the district's direction. This is one of a series of briefs that focused on a 'critical incident' surrounding school closure and offers pragmatic suggestions to educational leaders as they continue to grapple with the disruptions of the pandemic.
Beginning Teachers Training System in Shanghai: How to Guarantee the Teaching Profession from the Start?
Author: Xu, Su
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Beginning Teachers,Training,Teacher Qualifications,Teacher Education,Urban Areas,Educational Quality,Teacher Competencies,Moral Values,Classroom Techniques,Research,Evidence Based Practice,Professional Development Schools,Mentors

In the last decade, the Shanghai Municipal Education Commission has piloted beginning teachers training system to guarantee the teaching profession from the start. This paper explores concepts and features of beginning teachers training (BTT) system, and challenges and strategies related to the design and implementation of beginning teachers training policies in Shanghai. A qualitative study to explore the challenges and strategies of beginning teachers training system is conducted. In the summary discussion, suggestions are made for policy makers and teacher educators when they try to improve design and implementation of BTT system. [For the complete Volume 20 proceedings, see ED622631.]
The Policy of Inclusion: A Comparative Analysis of Refugee Education Policies in Germany and Turkey
Author: Altinkalp, Irem
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Comparative Education,Refugees,Foreign Countries,Inclusion,Access to Education,Educational Policy,Policy Analysis,Elementary Secondary Education,Educational Legislation,Second Language Learning,Second Language Instruction,Turkish,German,Social Integration,Faculty Development,Multicultural Education,Curriculum Development

Due to recent unrest around the world, the number of refugees has increased dramatically in the last decade. In order to meet the needs of this population, host countries have had to quickly adapt to provide these refugees with basic needs. One such need is to have quality education for refugee children. The aim of this paper is to compare the policies of educational inclusion in Germany and Turkey that have accepted a large influx of refugees. Our findings suggest that both the German city-state of Hamburg and Turkey have made major strides over the past ten years to accommodate and provide for refugee children's educational needs. We list some of the policies that have led to greater inclusion and accessibility for refugee children in mainstream education. Key findings from the comparative document analysis show that although the two countries are distinguished by different levels of income and development, both have similarities in terms of (1) providing compulsory education for all children, (2) the delay in preparing and applying policy-based legislations for refugee education, and (3) the main activities such as additional language support and teacher training for the purpose of social inclusion of refugee students. Furthermore, both countries have had similar challenges such as the necessity of improvements in second language instruction and teacher training, thus highlighting the need for refugee education-oriented global solutions for the host countries. We recommend continued efforts to include multiculturally rich school curriculums to create educational settings that feel inclusive and comfortable for refugee children. [For the complete Volume 20 proceedings, see ED622631.]
Teacher Care, a Fulcrum for Excellent and Equitable Education and Society or as Goes Teacher Care, so Goes Society
Author: Brant, James Michael
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Caring,Equal Education,Educational Quality,Teacher Effectiveness,Foreign Countries,Comparative Analysis,Recognition (Achievement)

Educational reforms come and go; teachers transcend. Teachers shape lives in whatever context they live. The teacher is the one constant, necessary but not sufficient element in the educational process. For teachers to deliver excellent performance, with equity, in the classroom, they must receive sufficient, excellent treatment with equity in their roles in society. They cannot be expected to give what they do not receive. Some countries highly esteem their teachers, with salaries and opportunities to match, for example, Singapore and Finland. The outcomes are observed in the quality of life in those societies. These concepts can apply to any culture, as we are speaking of basic, universal needs and reactions of human beings. The perspective of this study is local, yet global, in that we study individual countries' situations, touching on their social, economic, and educational aspects, but keeping in mind the commonalities of human nature globally. The aim of this paper is to prove that kind and caring action, beginning with teachers and the education system will result in an upward cycle of more such actions throughout society. Methodological approach is mixed. Qualitative research draws on secondary data in the form of a literature review of two case studies: Singapore and Finland. Quantitative data from the educational systems of both case study countries informs the analysis. The significance of this study is the potential societal paradigm shift which could come about by moving the pivotal fulcrum of socioeconomic balance even slightly in favor of our teachers. [For the complete Volume 20 proceedings, see ED622631.]
The Structure for Teaching as a Component of the Education Systems of South Africa and India: A Comparative Study
Author: du Plessis, Hendrik Abraham
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Comparative Education,Educational Quality,Educational Development,Educational Policy,Policy Analysis,Teaching Methods,Guidelines,Language of Instruction,Instructional Program Divisions,Foreign Countries,Native Language,English (Second Language),African Languages,Indo European Languages,Multilingualism,Educational Legislation,Preschool Education,Elementary Secondary Education

This research focused on the structure for teaching as a component of the education systems of South Africa and India. India and South Africa form part of the BRICS grouping, and BRICS have set out certain development goals about quality education. This qualitative interpretive study utilised relevant documents from India and South Africa that focused on the structure of teaching. The relevant documents were analysed by employing content analysis. The structure for teaching in the national education system organises and formulates the framework for education in the applicable countries. The study aimed to identify differences and similarities regarding the following elements of the structure for teaching. The elements foci were educational levels and the medium of instruction. One of the aims was to enhance the structure for teaching and learning in the BRICS countries. This research forms part of a larger BRICS project that compares the four components of the education systems and its elements as well as the internal and external determinates of the BRICS member states. It will contribute to a BRICS Education Encyclopaedia. [For the complete Volume 20 proceedings, see ED622631.]