ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Malaysian Higher Education in IR 4.0
Author: Cheok, Cheong Kee
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Industry,Readiness,Technological Advancement,Futures (of Society),Higher Education,Barriers,Vocational Education

Defining the 4th Industrial Revolution (IR4.0) as the &quot;digital revolution&quot; which combines human and technological capabilities in industry, this paper poses two questions. First, what is the country's level of attainment of IR4.0 Second, in preparing the population to take advantage of IR4.0, what is the role of higher education and what challenges does this sector face in pursuit of this goal? In Malaysia, the government has rosy projections of IR4.0 adoption, but on-the-ground surveys do not concur. The answer to the second question lies in the preparedness of this sector in meeting the challenges of migration to IR4.0. And in terms of IR4.0 training, competency deficiencies existed among many higher education instructors. With industry still lagging behind IR4.0 adoption, teaching IR4.0 skills is still necessary.
Toward Student-Centered Teacher Education Programs
Author: Jacobs, George M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Teacher Education Programs,Adult Learning,Social Cognition,Social Theories,Foreign Countries,Lifelong Learning,Teaching Methods,Curriculum Design

The impetus for this conceptual article was the authors' reflections on their experiences as teachers and teacher educators in various Asian countries (China, Indonesia, Malaysia, Japan, Philippines, Singapore, and Vietnam), combined with their support for Social-Cognitive Theory and student-centered learning. Of course, great variations exist within and between countries in terms of development programs for educators. The present article examines actions by lecturers, policy makers, and other stakeholders which might enhance teacher education by helping it evolve to be more student-centered, thereby better preparing teachers to be lifelong learners and for those teachers to use a student-centered approach with their own students. These actions involve five possible areas: (1) students doing more research; (2) increasing learners' roles in course design; (3) going beyond basic teaching skills and the basic curriculum; (4) building the social side of learning; and (5) searching for new knowledge and learning tools.
Sociocultural Adaptation among University Students in Hungary: The Case of International Students from Post-Soviet Countries
Author: Yerken, Aigerim
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Foreign Students,Student Adjustment,Social Development,Cultural Differences,Place of Residence,Depression (Psychology),Symptoms (Individual Disorders),Stress Variables,Life Satisfaction,Coping,Resilience (Psychology),Academic Achievement,Cultural Awareness,Mental Health,Language Proficiency,Measures (Individuals)

With the number of international students increasing worldwide, the sociocultural adaptation difficulties that sojourners face should be addressed adequately. This study explored the sociocultural adaptation of international students (N = 267, M[subscript age] = 24.5, SD = 4.7) in Hungary. The exploratory factor analysis of the Sociocultural Adaptation Scale yielded five factors: Affiliative Relations, Bureaucracy and Services, Power Relations, Cultural Understanding, and Academic Performance. The students' countries of origin (post-Soviet countries versus others) and locations of residence (the capital versus small cities) were determinants of sociocultural adaptation. Depressive symptoms, perceived stress, and lower life satisfaction were associated with greater sociocultural adaptation difficulties. Resilient coping was linked with a lower level of difficulties in academic performance (r[subscript s]= -0.20) and cultural understanding (r[subscript s] = -0.15). Our findings supported that the students' countries of origin, places of residence, and mental health should be considered in improving counseling and educational programs targeting international students.
Exploring the Utility of Peer and Self Assessments in Grading Group Projects for Urban Middle School Students
Author: Zhang, Bo
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Self Evaluation (Individuals),Cooperative Learning,Student Projects,Urban Schools,Middle School Students,Public Schools,Test Reliability,Test Validity,Student Attitudes

While group projects are popular in middle school classrooms, limited research has been conducted on how to grade them. Teachers usually assign the same score to all group members, which hardly reflects the achievement level of any student. This study explores the feasibility of utilizing peer and self-assessments for grading group projects for urban middle school students. The sample includes 45 sixth graders from a public middle school in a large Midwestern metropolitan area. Students completed a group project in their English class. Results show that self and peer ratings have limited value in grading group projects in that students tend to inflate their contribution to group projects but peer ratings are more promising. Moreover, students enjoy doing group projects and prefer working with friends and others at their own levels.
On Country Teacher Education: Developing a Success Program for and with Future Aboriginal Teachers
Author: Gower, Graeme
Date: 2022-07-00
Type: Journal Articles
Subjects: Indigenous Populations,Foreign Countries,Preservice Teacher Education,Outcomes of Education,Educational History,Distance Education,Student Attitudes,Program Evaluation,Educational Cooperation

A growing awareness of the value of Aboriginal teachers in Australian schools has motivated the development of the 'On Country' Teacher Education (OCTE) program through collaboration between the Western Australian Department of Education and Curtin University. The OCTE builds on previous initiatives to increase the number of Aboriginal teachers in Australian classrooms and has also developed new features. It enables Aboriginal and Islander Education Officers (AIEOs ) to obtain a teaching degree while studying 'on Country' and working in their (often remote) schools. An evaluation of the first year of this course through the interviews/yarns with the AIEOs, principals, and program staff is outlined, highlighting the value of support afforded by the program, course flexibility, and face-to-face workshops. We also describe how feedback provided through this evaluation has been considered and incorporated into the ongoing development of the course
Collaborative and Traditional Practice-Models as Perceived by Preservice Teachers: The Potential Impact of Culture
Author: Ronen, Ilana Klima
Date: 2022-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Cooperative Learning,Jews,Arabs,Cultural Influences,Student Attitudes,Teaching Methods,Foreign Countries,Cultural Differences

A differential cultural aspect manifested when we compared the experiences of 96-Jewish and 107-Arab PSTs who participated in a collaborative academy-class-practice- model (ACPM), or a traditional-practice-model (TPM). The attempt to implement the collaborative ACPM was hesitantly accepted by Jewish-PSTs, whereas the Arab-PSTs welcomed it warmly. This led us to question whether culture played a role in the groups' perceptions of the ACPM\TPM. A mixed methods questionnaire has been used to examine PSTs` pedagogical knowledge, the perceived benefits they gained during the practicum, and the importance they attributed to the advice of staff members and peers. Although the PSTs from both groups assessed the knowledge variable to be higher in the ACPM than in the TPM, an opposite trend in the benefit dimension was revealed when comparing the experience of ACPM\TPM. The potential cultural impact of collaboration, involvement, and self-consideration as perceived by the two societies is discussed.
Social Studies Teachers&apos; Interpretations of Global Citizenship
Author: Rapoport, Anatoli
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Studies,Teacher Attitudes,Global Approach,Citizenship,Self Efficacy,Secondary School Teachers,Knowledge Level,Citizenship Education,Teacher Education Programs,Influences,Beliefs

The purpose of this study was to investigate how social studies teachers conceptualize global citizenship and how personal, professional, and contextual characteristics influenced respondents' choices of a global citizenship model and their confidence to teach about global citizenship in the classroom. The online data were collected from 209 secondary social studies teachers and analyzed by calculating the conditional distribution of responses. Although the majority of participants agreed that they were familiar with the concept of global citizenship, the range of opinions about what global citizenship entails demonstrated that many of them interpreted it in their own way without a systemic understanding of this concept. The findings of the study also indicated the need for more inclusive curricula in secondary citizenship education and more global citizenship-related topics in teacher education programs, particularly those that prepare future social studies teachers.
Terminology and Provision for Students with Learning Difficulties: An Examination of Australian State Government Education Department Websites
Author: Todd, Nicole
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Problems,Vocabulary,Web Sites,Public Education,Learning Disabilities,Dyslexia,Students with Disabilities,Educational Legislation,Educational Policy,Disability Identification,School Personnel,Student Needs,Educational Resources,Intervention

Students with learning difficulties form the largest group of students with additional needs in Australian mainstream classrooms. However the terminology surrounding these students differs broadly across the country. A consistent and shared understanding of the term learning difficulties is vital, as this impacts the identification and equitable provision of support for students experiencing difficulties with learning. The website of each Australian state/territory government education department was examined to determine to how students with learning difficulties are formally identified and supported. It was found that considerable differences, and even conflicting information, exist both within and across education systems. Implications and the significance of this situation are discussed.
Synergy Empowerment and Social Transformation: Developing Entrepreneurship Independence in a Business School
Author: Suryono, Joko
Date: 2022-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Business Schools,Social Change,Case Studies,Informal Education,Models,Leadership Training,Interpersonal Communication,Alumni,Business Administration,Mentors,Foreign Countries,Self Concept,Empowerment,Community Needs

Forming and developing a synergy of empowering actors is needed to create jobs, change the economy, and build a microlens, and institutional logic perspective. The synergy of interest actors is the synergistic relationship built by interest actors. Collective resource capabilities can address community problems and expand community opportunities, supporting individual and community empowerment. They form descriptive qualitative research using a single case study approach. The data collection technique was conducted using an observation participative partition, in-depth interview. Validation with the triangulation method involves sources, methods, and objects from field observations. Results show that SBS is a non-formal entrepreneurship school with a vision of creating young entrepreneurs and developing their potential through a culture of synergy. Strategic implementation of collaborative, action group partnerships in SBS occurs through communication activities. The communication model developed is interpersonal and group communication. Interpersonal communication uses local language messages, while polite language is able to touch and respect individual and group self-esteem. Group communication is one of the concepts in understanding behavior. The leadership developed at SBS leads to visionary leadership. Synergy, leadership, and entrepreneurial orientation impact the independence of alumni students in the form of self-confidence, acting freely in running their business.
Hybrid Teaching and the Hybridization of Education: Thai University Teachers&apos; Perspectives, Practices, Challenges
Author: Ulla, Mark B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,English (Second Language),Second Language Instruction,Second Language Learning,Learning Management Systems,Foreign Countries,Language Teachers,Teacher Attitudes,COVID-19,Pandemics,Barriers,College Faculty,Universities,Learning Activities,Language Tests,Teacher Student Relationship

While most of the literature on education during the COVID-19 pandemic concentrated on full online synchronous and asynchronous teaching, studies on hybrid teaching and teachers' teaching practices and experiences during this unprecedented time are limited. This study examines English as a foreign language (EFL) teachers' hybrid teaching practices, challenges, and perspectives in a university in Thailand. Using an open-ended questionnaire and a follow-up individual, online interview, findings revealed that hybrid teaching is perceived as a synchronous online and onsite teaching, where online students were connected through an online platform, and onsite students attended the class physically in the classroom. Moreover, class time, other online platforms for language reinforcement activities, and technical tools such as multimedia projectors were significant in facilitating hybrid teaching. However, teachers also encountered issues like conducting language assessments, making hybrid teaching student-student interactive, and presenting lesson explanations and examples to online students. Limitations and implications are discussed.
Relationship between Grit and Teacher Leadership, and Their Effects on the Academic Achievement of Students in an International School in Malaysia
Author: Lau, Noel Kuan Kiat
Date: 2022-00-00
Type: Journal Articles
Subjects: Persistence,Teacher Leadership,International Schools,Correlation,Leadership Qualities,Academic Achievement,Foreign Countries,Self Evaluation (Individuals),Age Differences,Predictor Variables,Teacher Characteristics,Resilience (Psychology)

Teacher grit and teacher leadership are two qualities that are touted to improve teacher performance (Duckworth, Quinn &amp; Seligman, 2009; Smylie, Lazarus &amp; Brownlee-Conyers, 1996). However, few empirical studies have investigated the direct relationship between teacher grit and leadership and their direct effects on student achievement. In this case study, a survey of 22 teachers in a Malaysian international school was conducted using Duckworth &amp; Quinn's (2009) short grit (Grit-S) questionnaire to measure grit, and Katzenmeyer &amp; Moller's (2009) Teacher Leadership Self-Assessment (TLSA) questionnaire to measure leadership potential. The findings indicate that grit is positively correlated with five out of six of TLSA's leadership dimensions, except the diversity dimension. Using student results in a standardized examination, this study further found that differences in teacher grit or leadership potential do not result in significant differences in student achievement. The findings are followed by a discussion on the implications of the results on the emphasis of grit and teacher leadership in education reforms, and the limitations of this study.
Development of a Website-Based Sexual Violence Management Information System in Higher Education
Author: Mujahidin, Endin
Date: 2023-00-00
Type: Journal Articles
Subjects: Universities,Web Sites,Rape,Violence,Sexuality,Information Dissemination,Management Information Systems,Development,Prevention,College Role,Computer System Design,Educational Policy

This study aims to (1) comprehensively describe the design of web-based sexual violence information systems (SIM) in universities, (2) Describe sexual violence efforts in (3) Explore and explain the role of web-based Management Information Systems (SIM) in efforts to prevent sexual violence in Higher Education. This research was designed with the type of Research and Development research. This type is directed to show facts or events systematically and accurately regarding certain conditions as the focus of the study. The data collection method is carried out in three ways, including: (1) observation, (2) interview, (3) questionnaire, (4) documentation. All four are carried out in a planned manner to obtain complete and relevant data. The collected data are then analyzed using induction techniques, namely by drawing conclusions ranging from specific statements or facts to conclusions of a general nature. Research reports are presented in the form of detailed descriptive descriptions, equipped with product prototypes, images and tables as the scope of discussion. The findings of this study show that (1) the sexual violence management information system in higher education is a form of service that manages data into information with the support of website facilities as a medium of interaction, (2) efforts to prevent sexual violence in universities include task force making activities, training and workshops on sexual violence assistance, and (3) the role of web-based management information systems in preventing sexual violence in universities as a form of university commitment to make decisions / policies in developing educational institutions, and also helping service users (stakeholders) to channel their aspire for the development of institutions.
Generalist Primary School Teachers&apos; Preferences for Becoming Subject Matter Specialists
Author: Russo, James
Date: 2022-07-00
Type: Journal Articles
Subjects: Elementary School Teachers,Grade Equivalent Scores,Foreign Countries,Specialization,Teacher Attitudes,Interests,Preferences,Expertise,Psychological Patterns,Intellectual Disciplines,Teaching Experience,General Education,Self Determination,Catholic Schools

Traditionally Australian primary school teachers have been viewed as generalists responsible for instruction across all content areas. Adopting self-determination theory as a lens, the aim of the study was to explore the extent to which generalist primary school teachers are interested in becoming subject matter specialists. Questionnaire data were collected from 104 early years primary school teachers. Findings suggest that two-thirds of these generalist teachers expressed an interest in specialising in either English, mathematics, and to a far lesser extent, science, such that they would be responsible for exclusively teaching this subject. Preferences for specialisation were based on teachers' self-perceived content and pedagogical expertise and/ or their enjoyment of teaching in this content area. By contrast, the one-third of teachers who would choose to remain generalists referred to the value in a variety of teaching experiences, teaching from a whole child perspective and content integration. Implications for educational policy are discussed.
Effects of Online Learning and Digital Conversation-Based Activities on the Transfer of Cultural Values in Language and Literature Classes
Author: Sarekenova, Karlygash
Date: 2023-00-00
Type: Journal Articles
Subjects: Online Courses,Transfer of Training,Discourse Analysis,High School Students,Comparative Analysis,Teaching Methods,Academic Achievement,Correlation,Turkic Languages,Literature,Student Attitudes,Native Language,Religious Factors,Islam,Cultural Awareness,Likert Scales,Cultural Education,Foreign Countries

In this study, the effect of Online Learning and Digital Conversation-Based Activities method on students' achievement, attitudes and perceptions of cultural values in language and literature courses was examined. The study group consisted of 2 branches studying in the 3rd grade of a high school in Astana province in the 2022 academic year. 64 high school third grade students participated in the study. In the study in which quasi-experimental research model was used, post-test control group design was used. In this context, Online Learning And Digital Conversation-Based Activities in the experimental group and traditional teaching activities in the control group were applied for 6 weeks. As a result, when the two classes were considered independently of each other, it was found that the students in the group applying the Online Learning And Digital Conversation-Based Activities program achieved higher academic achievement, attitude towards the course and cultural value perception gains compared to their peers in the control group.
Learning to Teach without Teaching: A Mixed Methods Case Study of Preservice Teachers&apos; Efficacy Beliefs and Perceptions of an Evidence-Based Creative Arts Subject
Author: Deehan, James
Date: 2022-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Student Attitudes,Evidence Based Practice,Art Education,Pedagogical Content Knowledge,Beliefs,Foreign Countries,Preservice Teacher Education,Teaching Methods

Recognition of the inherent value of the Creative Arts in society seldom extends beyond rhetoric to meaningful action. The powerful ways the Creative Arts are positioned within curriculum documents, for example, stand in contrast to entrenched problems such as poor teacher attitudes, disengaging teaching practices and low status. Initial Teacher Education (ITE) programs and preservice teachers are essential to the long-term improvement of Creative Arts education. Creative Arts in ITE is also an interesting context in which to examine the divide between Subject Matter Knowledge (SMK) and Pedagogical Knowledge (PK) that has influenced both educational research and policy. This paper reports on a mixed methods case study of 24 preservice teachers' Creative Arts teaching efficacy beliefs and perceptions as they completed an evidence-based, discipline-focussed creative arts subject. The Likert scale efficacy data, collected via the CATEBI-B, modified from the established STEBI-B (Enochs &amp; Riggs, 1990), were analysed via MANOVA with repeated measures and T-tests. These analyses were complemented by thematic analysis of qualitative survey data. Results showed statistically significant increases in participants' personal Creative Arts teaching efficacy upon completion of the subject. The significance of Creative Arts teaching outcome expectancy increases was questionable and the qualitative results were somewhat mixed despite being mostly positive. Implications of these findings and directions for further research in this space are discussed.
Impact of Extended Recess: A Grounded Theory Study
Author: Perryman, Kristi
Date: 2022-12-00
Type: Journal Articles
Subjects: Elementary Schools,Recess Breaks,Educational Policy,State Legislation,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Physical Development,Social Development,Elementary School Students,Thinking Skills

Existing literature has established the benefits of recess and physical activity for children. In response, more schools in the United States are implementing, or even requiring, extended recess time for students. With these policy changes, it is important to understand the impact upon students, faculty, and staff. The following study used the shared experience of three elementary schools in the southern United States who recently implemented extended recess. Semi-structured focus groups with administrators, teachers, paraprofessionals, and students from three elementary schools were included in this pilot study. A grounded theory approach was utilized, and findings confirmed the known benefits of recess but also enhanced understanding of the process, which included the challenges involved as well as the importance of stakeholder feedback. Recommendations are included for the professional school counselor which are applicable in both, the United States and internationally.