ethanporcaro/eric-fulltext-meta huggingface dataset:
Research on China&apos;s Higher Education Delivery Offshore in the Post-Pandemic Era
Author: Guo, Feng
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Higher Education,Foreign Countries,Educational Policy,Vocational Education,International Cooperation,Educational Innovation,COVID-19,Pandemics,Educational Legislation,Multicampus Colleges,Global Approach

Offshore education, as an effective way to enhance the international flow of education service and an efficient platform for the higher education interconnection and knowledge sharing all around the world, is a significant part of the &quot;opening-up&quot; strategy of education made by China's Ministry of Education. However, Chinese universities and colleges which plan to run school offshore are currently facing challenges such as the great changes of global governance, the spread of COVID-19 pandemic, the changes in domestic laws and policies and the greater participation of vocational colleges. This should be attached more importance by researchers and policy makers in order to find an innovative and appropriate mode of international cooperation and exchange in the post-pandemic era. Based on the analysis of definitions of higher education delivery offshore and the theoretical and practical causes of the challenges, Chinese universities should clarify the orientation and direction, attach importance to the development of vocational schools offshore, promote overseas schools to become offshore platform for innovation and international exchange, and enhance the international competitiveness of oversea schools by full advantages of government, universities, enterprises and industry organizations.
Reverberations of a Previous Career as Reflected in Personal Blogs of Career Switchers into Teaching
Author: Bar-Tal, Smadar
Date: 2022-00-00
Type: Journal Articles
Subjects: Career Change,Electronic Journals,Foreign Countries,High School Teachers,Work Experience,Skills,Knowledge Level,Teacher Competencies,Reflection,Adjustment (to Environment),Professional Identity,Beginning Teachers,Teacher Attitudes,Teacher Education

Those who choose teaching as a second career bring with them a &quot;dowry&quot; from their former career including: work experience, distinctive organizational culture, professional knowledge, competences and skills, and experience working under managers. These skills and competences may play a distinctive role in the professional socialization process of second career teachers. Qualitative research was used to perform content analysis of 1,298 reflective blogs' posts written by 98 second career teachers during their first year of teaching in secondary education in Israel. The findings yielded two main themes: (1) Reverberations of the former career in the second career including two sub-categories: (a) Former career as a teaching benefactor and (b) Former career as a hindrance to successful shift to teaching; and (2) Expressions of parenting as a former career. The discussion section presents some practical implication for teacher educators and high-schools' principals for a quality professional integration of second career teachers in to teaching.
The Impact of Gaming on Fear of Missing Out: The Case of Bahcesehir University E-Sports Team
Author: Demir, Ayse
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Games,Addictive Behavior,Fear,Social Media,College Students,Athletics,Academic Achievement,Violence,Behavior Problems,Communication Problems,Family Problems,Interpersonal Relationship,Visual Impairments

The presents study sought the impact of gaming on the fear of missing out on social media and compared these variables by the participants' demographic characteristics. A total of 94 e-Sports players, 9 females (9.6%) and 85 males (90.4%), participated in the research. The data were collected using a demographic information form, the Digital Game Addiction Scale, and the Fear of Missing out Scale. Demographic characteristics of the participants were shown as frequencies and percentages. The Kolmogorov-Smirnov and Shapiro-Wilks tests revealed the data showed a normal distribution. Therefore, an independent samples t-test, a one-way analysis of variance (ANOVA), and a linear regression analysis were utilized to examine the relationships between the variables. All analyses were performed on SPSS 20.0 at a 95% confidence level. The findings suggested that the young engaging in gaming for a long time may have several problems such as a decline in academic achievement, normalization of violent behaviors in games, decrease in communication with family members, disruptions in social relations, and deteriorated vision.
Effects of Segmentation and Self-Explanation Designs on Cognitive Load in Instructional Videos
Author: Zheng, Hua
Date: 2022-00-00
Type: Journal Articles
Subjects: Video Technology,Educational Technology,Multimedia Materials,Multimedia Instruction,Cognitive Processes,Difficulty Level,Undergraduate Students,Instructional Design,Pacing,Prompting,Cognitive Measurement,Foreign Countries

This experimental study examined the effects of segmentation and self-explanation designs on cognitive load in instructional videos. Four types of instructional videos (segmentation, self-explanation, combined, and control) were created and tested by 121 undergraduate students randomly assigned to one of four research groups. The results of students' self-ratings on the cognitive load survey showed that the segmenting design produced a significantly less germane cognitive load than the two non-segmenting designs (self-explanation and control). The self-explanation design did not produce a significantly more germane load than the control design. However, students' dispositions toward segmentation and self-explanation designs were generally positive and supported the theoretical justifications reported in the literature. The findings are discussed, along with segmentation dilemmas, limitations, and future study implications.
Through the &quot;Camera Lens&quot;: How Do Students Grasp the Future of Learning via Online Platforms?
Author: Davidoivitch, Nitza
Date: 2022-00-00
Type: Journal Articles
Subjects: Futures (of Society),Student Attitudes,Conventional Instruction,Electronic Learning,Technology Uses in Education,Student Characteristics,Preferences,COVID-19,Pandemics,Foreign Countries,College Students,Student Satisfaction,Gender Differences,Educational Attainment,Marital Status,Socioeconomic Status,Employment Level,Background

During the COVID-19 pandemic, the academic world came into contact with a virtual learning environment that allows students and educators to leave the boundaries of space and time and maintain academic interactions at unrestricted times and sites. After three semesters of remote learning, there is a feeling that the return to universities and to closed spaces will deter students and that they will prefer remote learning. Studying from home spares valuable time, time otherwise wasted in traffic jams, as well as petrol and other expenses. Remote learning gives a feeling of freedom, comfort, flexible time, and a better sense of control over one's studies than in the classroom. The current study, conducted about one year after the outbreak of the pandemic, examined students' background variables: gender, years of schooling, marital status, financial and employment status -- with the goal of exploring the association between these variables and students' preference for either face-to-face or digital teaching. It is evident from the research findings that after this experience of e-Learning neither of these two methods shows a clear advantage over the other. Was the e-Learning experience during the crisis a one-time, incidental event? Or perhaps, in light of the crisis, academic institutions should prepare for a different type of learning, one that combines face-to-face with digital learning? The study illuminates an issue that is confronting educational institutions in general and academic institutions in particular, i.e., preparations for teaching and learning in the post-crisis world, after the considerable upheaval to which we were subjected.
Improving Students&apos; Narrative Skills through Gameplay Activities: A Study of Primary School Students
Author: Kirginas, Sotiris
Date: 2022-00-00
Type: Journal Articles
Subjects: Personal Narratives,Computer Games,Educational Games,Films,Discourse Analysis,Emotional Response,Student Experience,Connected Discourse,Foreign Countries,Grade 3,Writing (Composition),Rhetoric,Writing Skills,Instructional Improvement

This paper aims to explore the impact of freeform digital games on primary school students' narrative skills, in terms of linguistic cohesion and semantic coherence, compared to other digital media, such as formally structured digital games and movies. A total of 128 Year 6 Primary school students participated in this research. Initially, students were divided into three groups. In all three groups, an educational intervention programme was applied. At the end of this phase, each student was asked to produce a narrative discourse (pre-test) about Crusoe's survival on the mysterious island. Subsequently, students of each group were involved in activities with different digital material. At the last part of the research, students were asked to produce a narrative discourse (post-test) which was compared to the pre-test discourse, to determine whether there had been an improvement in the narrative discourse produced by the students of the three groups. The results presented in this paper show that the narrative discourses of students who played with the freeform digital game showed statistically significant improvement in cohesion and coherence compared to the discourse of students who played with the formally structured digital game and the students who watched the film.
Primary Teachers Difficulties Related to Compulsory Distance Education during COVID-19
Author: Shagiakhmetova, Minzilya N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teaching Conditions,COVID-19,Pandemics,Distance Education,Online Courses,School Closing,Barriers,Internet,Access to Computers,Technical Assistance,Teacher Competencies,Poverty,Expertise,Student Motivation,Teacher Burnout,Students with Disabilities,Equal Education,Elementary School Students,Parent Participation

Due to a lack of preparation, teachers were not emotionally or cognitively prepared to use new approaches. Teachers discovered that while teaching online, elementary school teachers face various challenges. Summarizing and categorizing the difficulties encountered by primary school teachers in compulsory distance education will add to the literature, ensuring the dissemination of online instruction technological tools at both the distance education and primary education levels. The study sought to categorize the difficulties encountered by primary teachers. In order to figure out the purpose of the study, the study data including primary teachers in the COVID-19 period was synthesized. The study was accepted as a meta-synthesis. The education database ERIC was searched using the keywords &quot;Primary Teacher&quot;, &quot;Distance Education&quot;, and &quot;Online Education&quot;; and 79 studies were located as a result of the search. After eliminating ineligible studies, 23 of the 79 collected studies remained. As a result, students, parents, infrastructure, and teachers are all affected by the challenges. Cutting-edge technologies and a strong internet infrastructure are required for online education. Teachers are unable to maintain the minimum level of compulsory distance education due to limited internet connection and a lack of technological resources in many places. As a result of the strain, teachers felt inadequate. In many classrooms in poor countries, there is a lack of access to professional expertise and help for the use and integration of ICTs. COVID-19 has made this an issue for almost all schools, not just those in underdeveloped countries. The importance of online learning for elementary children and teachers has gotten considerably less attention. Teachers can take pedagogical diversity professional development training online and experience it as if they were students. The practical advantage of identifying the difficulties that teachers have faced is to aid teachers in overcoming such obstacles and to give the appropriate assistance. Successful distance education can only be achieved when teachers are supported in all areas of difficulty.
Lombok Teachers and Principals Building Resilience in Facing Earthquakes and COVID-19 Pandemic
Author: Harahap, Sahala
Date: 2022-00-00
Type: Journal Articles
Subjects: Natural Disasters,COVID-19,Pandemics,Coping,Foreign Countries,Leadership Responsibility,Principals,Teacher Role,Administrator Role,School Closing,Educational Technology,Teacher Attitudes,Administrator Attitudes

Effective leadership is needed when the organization faces difficult situations. When major earthquakes and pandemics successively hit North Lombok, the role of teachers and school principals significantly determined the resilience of the school organization's sustainability. The study aims to understand how elementary teachers and principals in Pemenang district, North Lombok regency, West Nusa Tenggara province, Indonesia built their school resilience in facing consecutive natural disasters; devastating earthquakes COVID-19 pandemic. This study focuses on how school leaders and their teams built the organization's resilience during consecutive disasters in North Lombok. The study used a qualitative phenomenology design. The data collection was conducted using semi-structured interviews, Forum Group Discussion, observations, and documentation. Purposive participants consisted of 17 teachers and two principals from 2 elementary schools. The authors found that teachers' and principals' resilience appears to be built through concrete action that the Education Office and principals facilitate to respond to challenges. It appears that concrete actions, management coordination processes, and choices of actions appropriate to the situation are essential factors in building resilience. It is concluded that efforts to build teachers' and principals'' resilience must align with the existing context and situation while paying attention to various resources at all levels and considering the diversity of perspectives regarding how individuals, organizations, or communities understand and respond to situations and events such as earthquakes and pandemic.
Primary School Teachers and Students&apos; Opinions of the First-Grade Mathematics Curriculum in a Turkish Context
Author: Bal, Ayten Pinar
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Student Attitudes,Elementary School Mathematics,Grade 1,Mathematics Curriculum,Educational Practices,Educational Resources,Mathematics Instruction

This research was carried out to determine the opinions of teachers and students in-depth regarding the primary-school first-grade mathematics curriculum in a Turkish context. This study was designed in accordance with a mixed research method to achieve this goal and to examine the situation that emerged during the implementation of a curriculum. The data collection tools were the &quot;Mathematics Curriculum Evaluation Scale,&quot; semi-structured teacher and student interviews, and an observation form. The thoughts of teachers and students regarding the primary school mathematics curriculum were determined in-depth, and the situations that emerged during the implementation of the program were examined. The research population comprised first-grade teachers working in primary schools in central districts of Turkey. Descriptive statistics and content analyses were used for the data analysis. Based on the results, it was concluded that the general structure and objective of the mathematics curriculum were sufficient.
Primary School Teachers&apos; Educational Thoughts
Author: Kumral, Orhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Educational Attitudes,Educational Philosophy,Gender Differences,Academic Rank (Professional),Teaching Experience,Scores,Educational Practices,Educational Environment,Student Centered Learning

Every science exists on a philosophical basis / thought and becomes functional. As in all sciences, philosophy forms a necessary basis for the educational science. The need for philosophy, emanated from the need to make learning environments meaningful, as well as to find answers to the questions of why and how education should be done. The basic purpose of this research is to investigate educational philosophies of primary school teachers who are still working in a medium-sized province in Turkey within the framework literature. Quantitative survey design was employed in the study. The study group is comprised of 225 primary school teachers working in primary schools within a medium-sized Anatolian city in terms of demographic structure. The &quot;Educational Thoughts and Practices&quot; scale was used to collect the research data. The variance was conducted parametric one-way analysis. One of the significant results of the study is that the primary school teachers participating in the study mainly adopt popular educational thoughts and practices. Given the overall results of the study, it is seen that the scores close to each other in the popular and traditional dimensions. It can thus be implied that teachers are aware of the attractiveness of the creative learning environment ensured by student-centered learning, however, they do not give up on their duties and habits of transferring knowledge.
Culturally Responsive Education as a Sustainable Educational Approach: Reflections from Primary School Teachers&apos; Life Science Course Practices
Author: Akcan, Emrullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Elementary School Teachers,Refugees,Language Usage,Interpersonal Communication,Empathy,Foreign Countries,Cultural Differences,Student Diversity,Science Instruction,Biological Sciences,Interaction,Turkish,Second Language Learning

This paper aimed to determine primary school teachers' practices and classroom examples regarding culturally responsive education (CRE) in their life science courses. The study was conducted with the participation of 20 teachers, half of whom were employed in a primary school in Gaziantep province and the other half employed in the PIKTES [Promoting Integration of Syrian Kids into the Turkish Education System] project in the same province. The study adopts a qualitative research design that involves semistructured interviews. The results revealed that the most common challenges experienced by primary school teachers were Syrian students' language and communication problems, as well as primary school teachers' lack of awareness about minority kids' culture and CRE. The most popular teacher techniques were those that aimed to increase student empathy. Based on the results, some suggestions were recommended for future studies.
Critically Engaged Civic Learning: A Comprehensive Restructuring of Service-Learning Approaches
Author: Vincent, Cindy S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Service Learning,Educational Change,Civics,Program Design,Program Implementation,Program Evaluation,Power Structure,Educational Objectives,Social Justice,Sustainability,Self Efficacy,Empowerment,Reflection,Educational Principles,Community Involvement

This article contributes to a long-standing conversation about the implementation of service-learning by proposing an updated revision for the 21st century: critically engaged civic learning (CECL). The term service-learning is problematic as it invokes inequitable power dynamics that inherently privilege one group over another, with more privileged groups providing &quot;service&quot; to marginalized groups (Bortolin, 2011). CECL shifts service-learning from a student-centered pedagogy to an equity-based framework that views all constituent stakeholders as invested partners in the co-design, implementation, and evaluation of CECL initiatives and is founded on redistributed power and authority to promote civic learning and social change. CECL is structured by six guiding principles: social justice, power dynamics, community, civic learning objectives, reflexivity, and sustainability. Consequently, we argue that CECL can be seen across four overarching outcomes--increased self-awareness, self-efficacy, and self-empowerment; increased awareness of civic agency; better understanding of community; and workforce preparation--which can be assessed through the CECL Inventory for Social Change (CECL-ISC) (Awkward et al., 2021).
Applying Students&apos; Perspectives on Different Teaching Strategies: A Holistic View of Service-Learning Community Engagement
Author: Ricke, Audrey
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Holistic Approach,Service Learning,Community Involvement,Undergraduate Students,Scaffolding (Teaching Technique),Teaching Methods

From a university perspective, service-learning and community engagement (SLCE) has been identified as a high-impact practice that offers advantages over traditional lecture and assignments, yet students do not always embrace SLCE courses. While most studies of undergraduate students' perceptions of SLCE focus on particular experiences or on SLCE in general, contextualizing these findings within students' perceptions of various teaching strategies and knowledge can better assist faculty in engaging students. Drawing on cognitive anthropology, this article is one of the first to conduct a cultural domain analysis to provide insights into how undergraduates conceptualize SLCE in relation to other teaching strategies. This broader analysis of the associations undergraduates make with SLCE reveals how these can carry ramifications for quality engagement with the project and community partners. The results include how faculty can design and scaffold SLCE into their courses in the absence of a centralized agency or formal campus-wide process for regulating SLCE experiences.
Crossing the New Jim Crow Color Line: Confronting Race in Community Service Learning behind Bars
Author: Tilton, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Race,Service Learning,Correctional Institutions,College Students,Institutionalized Persons,Racial Relations,Minority Group Students,White Students,Student Attitudes,Racial Composition

A growing number of service learning classes bring students into jails and prisons, stepping across what Alexander (2010) might call the new Jim Crow color line created by mass incarceration. Many of these courses are part of the innovative Inside-Out Prison Exchange Program, which brings inside and outside students together in a shared college class. Drawing on ethnographic observations, interviews, and 8 years of experience teaching Inside-Out courses, this article explores the ways students construct racial identities and understand racial hierarchies as they work together behind bars. Race is the elephant in the room in America's prisons, so faculty need to develop new strategies to support our students in the complex emotional and intellectual work of making sense of race. This requires understanding the diversity of our students' racialized experiences, pushing back against the temptations of colorblindness, and developing new ways to practice relationship building and social solidarity.