ethanporcaro/eric-fulltext-meta huggingface dataset:
Seven Challenges in Conceptualizing and Assessing Entrepreneurial Skills or Mindsets in Engineering Entrepreneurship Education
Author: Miranda, Constanza
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Program Development,Entrepreneurship,Engineering Education,Business Administration Education,Barriers,Teaching Methods,Sociology,Philosophy,Psychology,Intellectual Disciplines,Ethics,Evaluation Methods

The growth of undergraduate entrepreneurship education programs and research, both within and outside of business programs, has led to a diverse array of academic literature on this topic. The diversity of perspectives has led to many conceptual and educational challenges that remain unresolved within the literature. The following conceptual paper offers a critical perspective on challenges that have been identified. A narrative-style literature review was conducted to explore challenges emerging from both (a) the practice of teaching entrepreneurship and (b) the definitions and assessment of entrepreneurial mindsets and skills that result from those education processes in entrepreneurship education, particularly within an undergraduate engineering education context. We achieve this objective by discussing previously dispersed sources of literature from disciplines that have critically discussed and explored entrepreneurial themes, such as business education, sociology, psychology, and philosophy. Contemporary debates within multiple disciplines are integrated and organized as challenges to inspire new theoretical discussions among scholars, educators, and other practitioners that can inform a more comprehensive way to conceive and assess entrepreneurship in engineering education. Seven challenges were identified ranging from the definition of entrepreneurship in education to the role of ethics in the teaching and assessment of entrepreneurship. We use these seven challenges and research questions as a starting point for the disambiguation of the working definition of entrepreneurship in the context of engineering education.
Local Wisdom in Regenerative Teacher Practices
Author: Smith, Sue E.
Date: 2020-09-00
Type: Journal Articles
Subjects: Teaching Methods,Ethics,Reflective Teaching,Indigenous Knowledge,Ecology,Educational Philosophy,Pandemics,COVID-19,Standards,Professional Isolation,Lifelong Learning,Transformative Learning,Indigenous Populations,Foreign Countries

In this article, teacher professional practice is conceptualised within a regenerative framing as a synthesis of intercultural perspectives drawn from wisdom traditions, placing ethics-in-action alongside reflection-in-action. Regenerative practice foregrounds the need for renewal connecting professional learning with lifelong learning. Global sustainability agendas also inform this endeavour, reminding us of our connectedness within living ecosystems while 'local wisdom' is considered a primary source to inspire regeneration. Ecological models of education are therefore explored to determine the nature and scope of regenerative practices. Isolation imposed by the global pandemic provided opportunity to reflect upon our own practices and how these inter-relational constructs, often at odds with competency-based requirements, might nevertheless be integrated into teacher professional development. Three layers of regenerative practice, 'being with ourselves', 'being with nature' and 'being with each other' are presented as integral to a holistic approach that can be aligned with and supported by teacher professional standards.
Primary Science Teachers&apos; Self-Efficacy and Outcome Expectancy: A Case Study
Author: Ward, Gillian
Date: 2020-09-00
Type: Journal Articles
Subjects: Elementary School Teachers,Science Teachers,Experienced Teachers,Self Efficacy,Outcomes of Education,Expectation,Beliefs,Positive Attitudes,Scientific Attitudes,Early Experience,Role Models,Teacher Persistence,Resilience (Psychology),Foreign Countries

Self-efficacious teachers are critical in the development of students' positive attitudes towards science and scientific literacy yet to date little attention has been given to studies of experienced teachers of primary science and development of their self-efficacy (SE) beliefs. The aim of this study was to explore how two experienced teachers of primary science built their SE beliefs and outcome expectancy. Bandura's (1977) SE framework provided the conceptual lens to understand participants' experiences and beliefs. Findings suggest that teachers' SE beliefs had developed over time, creating a foundation for a strong expectancy outcome. Each of the sources of influence made a significant contribution to their beliefs about their science teaching capability and the value of science. Seemingly, their strong outcome expectancy enabled them to be persistent and resilient, overcoming challenges as they arose. We argue that a strong expectancy outcome is necessary to ensure SE does not weaken over time.
Dealing with Isolation Using Online Morning Huddles for University Lecturers during Physical Distancing by COVID-19: Field Notes
Author: Kotera, Yasuhiro
Date: 2020-11-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,College Faculty,Online Courses,Distance Education,Educational Technology,Electronic Learning,Well Being,Teacher Collaboration,Social Support Groups,Peer Relationship,Foreign Countries

Isolation can affect our well-being negatively. To prevent the spread of the infection COVID-19, many workers, including university lecturers, are required to work from home. In order to maintain high levels of well-being and team cohesion, academics at the University of Derby Online Learning initiated a virtual huddle to briefly socialise and check on their colleagues' well-being every morning. This piece of field notes reports the context (COVID-19 in the United Kingdom), the details of this morning socialization, the first-hand experience of attending this huddle, and possible applications. Perceived positive impacts of our huddles include better well-being, cultivating compassion in team culture, and enhanced team cohesion. These advantages can be also useful in student supervision, wider socialization with colleagues to counter the silo mentality, and other occupational sectors. Our field notes will be helpful for lecturers and other types of employees who work collaboratively yet in isolation during this uncertain and challenging time of crisis.
E-Learning Challenges in Iran: A Research Synthesis
Author: Kasani, Hamed Abbasi
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Electronic Learning,Barriers,Legal Responsibility,Distance Education,Teacher Competencies,Teacher Characteristics,Teacher Attitudes,Student Attitudes,Technological Literacy,Motivation,Educational Needs,Needs Assessment,Teacher Education,Instructional Design,Teaching Methods,Evaluation Methods,Computer Software,Computers,Internet,Integrated Learning Systems,Social Attitudes,Resistance to Change,Cultural Influences,Social Influences,Educational Resources,Educational Finance,Budgets,Costs,Educational Administration,Technology Integration,Administrator Attitudes

This study investigates and fully identifies the challenges of the Iranian e-learning system. The approach was qualitative and the method was research synthesis. The statistical population consisted of studies from 2006 to 2019 in the field of challenges of the e-learning system of Iran collected with specific keywords from the country's databases. A total of 48 studies were identified as relevant. They were screened in stages and evaluated based on their title, abstract, and content. The final 19 articles selected underwent content analysis, revealing that Iran's e-learning system faces problems in eight dimensions: legal, human, educational, technological, sociocultural, support, economic, and managerial-organizational. The results of the analysis could serve as a model for countries with similar technology infrastructure and cultural features wishing to improve their e-learning systems.
Online Delivery and Assessment during COVID-19: Safeguarding Academic Integrity
Author: Gamage, Kelum A. A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Student Evaluation,COVID-19,Pandemics,Integrity,Distance Education,Electronic Learning,Higher Education,Formative Evaluation,Summative Evaluation,Evaluation Methods,Tests,Pass Fail Grading,Educational Policy,Comparative Education,Student Motivation

Globally, the number of COVID-19 cases continues to rise daily despite strict measures being adopted by many countries. Consequently, universities closed down to minimise the face-to-face contacts, and the majority of the universities are now conducting degree programmes through online delivery. Remote online delivery and assessment are novel experiences for many universities, which presents many challenges, particularly when safeguarding academic integrity. For example, invigilated assessments, often considered as more secure, are not an option given the current situation and detecting any cheating would be significantly challenging. This paper reviews assessment security in the digital domain and critically evaluates the practices from different universities in safeguarding academic integrity, including associated challenges.
Overcoming Equity-Related Challenges for the Education and Training Systems of Europe
Author: Gorard, Stephen
Date: 2020-00-00
Type: Journal Articles
Subjects: Barriers,Equal Education,Educational History,Cross Cultural Studies,Educational Policy,Social Differences,Educational Opportunities,Trend Analysis,Educational Trends,Outcomes of Education,Intervention,Financial Support,Higher Education,Educational Attainment,Mainstreaming,Inclusion,Prior Learning,Access to Education,Elementary Secondary Education,Foreign Countries

This paper is a discussion of the challenges to equity faced by the education and training systems of the 28 EU countries (at time of writing), based on secondary sources and official reports by individual countries. The data are descriptive and simply summarised for this paper. The systems of all countries are fairly similar, modelled on those set up to deal with challenges of early industrialisation, and all now face several similar problems and opportunities. There is a clear correlation between family background, average attainment, and subsequent participation in education and training. All 28 countries show some signs of progress over time, both in terms of the absolute level of attainment, and in terms of reduced gaps between social and economic groups. These trends are historical, and thus hard to link to specific policies. However, looking at the common characteristics of countries with similar levels of equity can produce a tentative guide to its determinants. Some of the main suggestions are: More countries to set up monitoring systems for school intakes and outcomes; more robust evaluations of policy interventions; fair funding and opportunities for all students; extra funding for students facing challenges; no selection by ability or anything else; all taught in mainstream settings; no tracking or grade retention; more recognition of prior experience and learning; respectful interaction with all students; and use of context when allocating places in higher education, or simply more open access.
Program Coherence and Integration of School- and Work-Based Learning in the Icelandic Dual Vocational Education and Training (VET) System
Author: Eiríksdóttir, Elsa
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Work Experience Programs,Vocational Education,High School Students,Education Work Relationship,Program Implementation,Building Trades,Apprenticeships,Job Training,Program Effectiveness

This study examines how recently graduated journeymen, vocational teachers, and workplace trainers view the integration between learning at school and at work in a dual vocational education and training (VET) system, and how these views might be influenced by the duration and the sequencing of school- and work-based learning periods. Research indicates that effective implementation of the dual VET system is contingent upon successful integration of learning experience at the two venues. Recent graduates, workplace trainers, and teachers in all 51 certified trades answered an electronic questionnaire (667 participants, response rate 24%). Factor analysis of responses to 22 statements resulted in the identification of five factors. Findings show that the learning venues were parallel rather than integrated. Communication and collaboration between teachers and workplace trainers were limited and recent graduates, in particular, did not experience the program as a coherent whole. The results also showed important variations in the perspectives of the three groups of participants. The duration of the workplace learning period was not found to be associated with perceptions of program integration. Some limited effects of sequencing were found, but no clear pattern emerged. This study adds to knowledge on learning and integration, and indicates possible ways of improving program coherence and integration in a dual VET system.
Sexism in Lyrics of Children&apos;s Songs in School and Family Environment
Author: Chao-Fernández, Aurelio
Date: 2020-00-00
Type: Journal Articles
Subjects: Gender Bias,Singing,Family Environment,Early Childhood Education,Foreign Countries,Educational Environment,Parent Attitudes,Teacher Attitudes

Song is a regular part of the lives of the little ones, from the family environment to school, where it becomes one of the most used tools in early childhood education due to its educational potential. Therefore, it is important to analyze in detail the content of the songs listened to by the youngest. This research starts with the hypothesis that children at an increasingly premature age listen to and play songs with sexist content, which may affect their future behavior. To confirm or refute it, a mixed methodology was used, using the questionnaire as instruments applied to 116 parents from 4 educational centers in A Coruña, and interviewing 7 teachers. The results indicate that schoolchildren are mainly exposed to musical genres not appropriate to their age, both in their family environment and in the classroom to a lesser extent, concluding that they listen to and play songs with sexist content, which may affect their future behaviors.
Measuring the Effectiveness of Virtuous Pedagogy: A Quantitative Study of the &quot;What If Learning&quot; Approach in Church of England Schools
Author: Hulbert, Sabina
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Ethical Instruction,Churches,Protestants,Ethics,Values Education,Teacher Attitudes,Student Attitudes,Christianity,Intergroup Relations,Prosocial Behavior,Intervention,Student Behavior,Instructional Effectiveness,Religious Education,Foreign Countries,Elementary Secondary Education,Empathy,Friendship,Task Analysis

&quot;What If Learning&quot; is a pedagogical approach that allows teachers to deliver traditional content, as prescribed by national curricula, while at the same time promoting character virtues fundamental to Christian ethos. It encourages teachers to present topics from a different perspective, which shapes understanding through the lenses of cooperation, coaching or hospitality. &quot;What If Learning&quot; reframes 'how' to teach rather than changing 'what' to teach. This study tested the effects of a three-months-long &quot;What If Learning&quot; intervention which reshaped the delivery of lessons to reflect values of hospitality and welcome in twenty schools across five dioceses in the United Kingdom. Four hundred and seventy-four pupils and 198 of their teachers filled in online surveys presenting implicit and explicit measures of intergroup attitudes adapted from the existing literature to reflect our operationalisation of tolerance as the Christian virtue of hospitality or welcome. Data were collected from all participants at three time points: before and after the intervention and then again three months later. Analyses of variance revealed a pattern of answers largely supportive of the positive effect of the proposed pedagogical approach, although not always consistent with the hypotheses. Teachers report overwhelming positive effects of the intervention on several aspects of pupils' behaviour and flourishing potentials. The discussion focuses on the widespread implications of these findings while acknowledging the need for additional research to strengthen our conclusions and promote the approach even further.
&quot;A Little Flip Goes a Long Way&quot;--The Impact of a Flipped Classroom Design on Student Performance and Engagement in a First-Year Undergraduate Economics Classroom
Author: Singh, Nadia
Date: 2020-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Academic Achievement,Learner Engagement,College Freshmen,Economics,Instructional Effectiveness,Best Practices,Student Attitudes

The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures due to the additional time and effort involved, especially so in case of technical subjects such as economics. This study experiments with a flipped classroom design in a first-year undergraduate economics course. The research was motivated by the fact that many undergraduate economics students do not engage with traditional lectures. They fail to acquire critical thinking, data handling and reasoning skills, which are thought to be at the core of the economics curriculum. In this flipped classroom format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to active learning pedagogies including quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. In order to evaluate the effectiveness of the flipped classroom format, I compared the final exam scores of students in the flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, students in the flipped classroom format were 1.61 times less likely to fail in the module as compared to students in a traditional classroom format. This format also resulted in better student engagement, more flexibility and enhanced student--tutor interactions within the classroom.
We Should Listen to the Canaries
Author: Forte, Ellen
Date: 2020-09-00
Type: Journal Articles
Subjects: Alternative Assessment,Students with Disabilities,English Language Learners,Elementary Secondary Education,Educational History,Educational Legislation,Federal Legislation,Equal Education,Educational Change,Academic Achievement

Students with disabilities and English learners rank high among those facing the greatest academic challenges in public education. Like canaries in the coal mine, these students are often the first to reveal how conditions in schools are not adequately supporting students' academic growth. Their mandated participation in alternate statewide assessments offers insights why that might be. All states administer assessments in English language arts and mathematics in grades 3 through 8 and at least once in high school as well as science assessments in at least one grade in each of the 3 to 5, 6 to 8, and high school grade ranges. All states also administer English language proficiency assessments to K-12 English learners each year. Every one of these general assessments also has an alternate version for students with significant cognitive disabilities who cannot access the general assessments. Some states also offer alternate academic assessments in languages other than English to allow English learners who are not yet proficient in English to demonstrate their knowledge and skills. According to Ellen Forte, students with disabilities and English learners offer a window into what large-scale testing could look like for all students if state and federal policies loosen their footing in traditional testing models and allow for more innovative, student-centered approaches. The tenets of accountability, alignment, and &quot;all&quot; would still apply--and likely with greater success--if state leaders would embrace and expand the lessons of alternate assessment.
States Experiment with Assessment through Innovative Pilots
Author: Hedger, Joseph
Date: 2020-09-00
Type: Journal Articles
Subjects: State Departments of Education,Pilot Projects,Educational Innovation,Public Schools,Demonstration Programs,Student Evaluation,Competency Based Education,Performance Based Assessment,Consortia,Summative Evaluation,Elementary Secondary Education

The Innovative Assessment Demonstration Authority (IADA) program, written into the Every Student Succeeds Act, gives up to seven state educational agencies the opportunity to launch innovative assessment pilots in their public schools, with the goal of eventual statewide implementation. As of August 2020, the U.S. Department of Education had approved five states' applications. Beginning with Louisiana and New Hampshire in 2018, Georgia and North Carolina in 2019, and most recently Massachusetts in 2020, each state received a federal waiver for regular assessments so they could pilot assessment systems in select districts or schools over five years. This article discusses these five states' innovative assessment pilots. Largely, the pilots focus on building a competency-based system that is more locally informed and better aligned to coursework.
The Effect of Socio-Scientific Argumentation Method on Students&apos; Entrepreneurship Perceptions
Author: Özcan, Erkan
Date: 2021-01-00
Type: Journal Articles
Subjects: Science and Society,Persuasive Discourse,Teaching Methods,Science Instruction,Instructional Effectiveness,Entrepreneurship,Middle School Students,Grade 7,Student Attitudes,Self Esteem,Innovation,Creativity,Leadership,Interpersonal Competence,Risk,Group Activities,Foreign Countries

Aim of this research is to examine the effect of the use of the socio-scientific argumentation method on students' entrepreneurial perceptions in the middle school science course. In the study, quasi-experimental design with pretest-posttest control group, as one of the quantitative research, was used. Experiment and control groups were formed from students who were studying in four classes in a determined middle school in the 2017-2018 academic year. In this study, lessons were taught with the socio-scientific argumentation method in the experiment group while Turkish Science Education Program activities and application continued to be used in the control group. The Entrepreneurship Perception in Science Education Scale was used as the data collection tool in the study. The scale was developed in order to determine secondary school students' entrepreneurship perceptions. The scale consists of 5 factors and 28 items. Findings of research indicated a significant score difference in favor of the experiment group. In addition, findings of sub-factor scores also indicated significant score differences in favor of the experiment group According to the results of the study, socio-scientific argumentation method positively affected the students' entrepreneurship perception. Furthermore, results show that socio-scientific argumentation method positively affected the students' self-esteem, innovation perception and creativity, leadership and tendency to stand out, social skills and group work, and risk taking tendency. Socio-scientific argumentation method might also have influenced the entrepreneurship characteristics which is a learning outcome for students according to the 2013 and 2018 Turkish Science Education Program.