ethanporcaro/eric-fulltext-meta huggingface dataset:
Motivational Factors as a Driver for Success for First-Year Students at a Selected Public University in South Africa
Author: Moosa, Moeniera
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Public Colleges,Student Motivation,Success,Influences,Motivation,Incentives,Academic Achievement,Outcomes of Education,Student Attitudes,Educational Experience

Remaining motivated is vital to enable continued focus and success for university students. This study examined motivational factors as a driver for success for first-year students at a selected public university in South Africa. The study adopted a phenomenological qualitative research design and participants included 312 first-year students from the University of the Witwatersrand in Johannesburg who were purposively selected from the 2020 first year Bachelor of Education cohort. Data were collected by means of open-ended survey questions in the first and sixth week of lectures. Alderfer's Existence, Relatedness and Growth (ERG) theory (1969) and Vroom's (1964) theories of motivations were used as the analytic framework. The qualitative findings indicated significant reliance by students on external motivating factors as compared to internal motivating factors. In practice, university structures could strengthen orientation programmes for first-year students at the university as these programmes would be an external motivator to enable student success.
Examination of College Students&apos; Technology Addiction Levels
Author: Dere, Zeynep
Date: 2023-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Student Behavior,Internet,Undergraduate Students,Computer Use,Foreign Countries,Gender Differences,Intellectual Disciplines,Physical Activity Level

Digitalization is an unavoidable benefits of modern life Digital transformation and change continue to be experienced in every field. Adolescents have accessed many apps, including those related to their academic life, online in the past year. It is vital for the health of adolescents that researchers identify their Internet addictions and come up with solutions to remedy this. This study is a survey conducted to examine the Technology Addiction Levels of Students at Ege University. The data for the study were collected with the &quot;Personal Information Form&quot; and the &quot;Technology Addiction Scale&quot; developed by Aydin (2017). The sample consisted of 2.170 undergraduate students studying at the Faculty of Pharmacy, Faculty of Humanities and Letters, Faculty of Science, Faculty of Fine Arts, Design, and Architecture, Faculty of Nursing, Faculty of Economics and Administrative Sciences, Faculty of Communication, Faculty of Engineering, Faculty of Health Sciences, Faculty of Sports Sciences, Faculty of Agriculture, and the Ödemis [district in Izmir city] Faculty of Health Sciences. As a result, it was determined that 63.13% of the students had low levels of technology addiction. Significant results were obtained in favor of girls in the scores by gender. Significant differences were found in the scores by faculty and department. A significant negative difference was observed between physical activity and technology addiction. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]
Lessons from the Gulf: Female Indigenous Emirati Students&apos; Persistence and Success at University
Author: McClusky, Beverley
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Womens Education,Indigenous Populations,Public Colleges,Goal Orientation,Student School Relationship,Self Efficacy,Curriculum,Academic Persistence,Success,Student Motivation

Students' persistence and success remain significant issues for universities worldwide, but Tinto (2017a; 2017b) argued that universities need to listen to perspectives of students themselves in identifying what causes them to persist and succeed. This article reports on such perspectives of Indigenous Emirati, Muslim women at one public university in the United Arab Emirates (UAE). Data collection from original doctoral research involved an initial, customised survey completed by 22 Emirati women with subsequent interviews conducted with a further 21 female students. Data for the purpose of this article were analysed using thematic analysis. Findings are presented within Tinto's framework: goals; sense of belonging; self-efficacy; responses to curriculum; and their impact on students' motivation. Tinto's framework provides a valuable insight in understanding the women's experiences, and their statements around persistence and success have important implications for understanding women's progression in higher education in a society where male authority remains significant.
Rethinking Higher Education Unit Design: Embedding Universal Design for Learning in Online Studies
Author: Garrad, Traci-Ann
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Change,Higher Education,Access to Education,Electronic Learning,Web Based Instruction,Foreign Countries,Inclusion,Learner Engagement,School Holding Power,Instructional Design,Preservice Teachers

Inclusive education in Australia has resulted in a concerted push for the differentiation of pedagogical teaching approaches by educators across Kindergarten to Year 12 (K-12) learning environments. Such approaches have been shown to meet a diverse range of learner needs found in today's classrooms. While progress is evident at the primary and secondary levels of education, implementing effective inclusive practices in higher education appears stagnant. Utilising the principles of Universal Design for Learning (UDL) in a fully online pre-service teacher training unit, multiple means of representation of the learning content and multiple means of engagement were explicitly incorporated into the online unit design. This approach aimed to proactively support the engagement of all students in an online teaching and learning environment. This study provides preliminary evidence that the application of UDL principles resulted in higher levels of student engagement and lower rates of student attrition.
A Critical Approach of the Nigerian Higher Education Institution Curriculum and the Notion of Black Consciousness
Author: Adedokun, Theophilus
Date: 2023-00-00
Type: Journal Articles
Subjects: Blacks,Higher Education,Racial Identification,College Curriculum,Culturally Relevant Education,Educational Needs,Educational Change,Technology Transfer,Curriculum Development,African Culture,Educational Philosophy,Indigenous Knowledge,Western Civilization,Cultural Influences,Political Influences,Religious Factors,Educational Innovation,Educational Policy,Foreign Countries

This study sets out to explore the current Nigerian Higher Education Institution (HEI) curriculum and its relation to the notion of black consciousness. This study argues that for the curriculum of HEIs in Africa to be relevant to the notion of black consciousness, it should mirror the philosophies of Africa as a continent. The curriculum should mirror the lives of students of Africa and their learning needs at a particular place at a given time, not catering for the lives of students and the learning needs of students of other locations. To achieve this, a deliberate effort should be made to repudiate foreign philosophies and external behavioral patterns as they relate to curriculum development and the endorsement of traditionally accepted ways of thinking and acting in the process and execution of curriculum development activities. Nigeria HEI curriculum seems to mirror so much of the foreign philosophies rather than Nigerian native philosophies. However, the true relevance of this curriculum to the notion of black consciousness is still unclear. This study therefore explores the Nigerian HEI curriculum to date to consider the content thereof and to ascertain its relevance to the notion of black consciousness. This study adopts a historical and explorative design in describing the development of the Nigerian HEI curriculum. The finding of this study reveals that many influencing factors mitigate against the true relevance of the Nigerian HEI Curriculum to the notion of Black Consciousness. These mitigating factors includes culture, external influence (western influence), internal influence, political influence, and religious influence. The various curriculum players and philosopher are expected to adopt research and innovation policies in dealing with the various negative influences on the Nigerian HEI curriculum that makes it difficult to reflect the notion of black consciousness. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]
Aquaponics Systems as an Educational Tool: Effects on Students&apos; Achievement and Teachers&apos; Views
Author: Baykir, Aysegül
Date: 2023-00-00
Type: Journal Articles
Subjects: Water,Agriculture,Teaching Methods,Academic Achievement,Teacher Attitudes,STEM Education,Grade 10,Secondary School Students,Science Teachers,Instructional Effectiveness,Student Attitudes,Gender Differences,After School Programs

Aquaponics systems model aquaculture and hydroponics systems for food production. Aquponics allow cycle of nutrients as well as wastes and offers a sustainable option to the use of environmental resources. Aquaponics systems are also considered in education as a teaching tool which can be implemented into different grade levels. It's possible to talk about different science concepts around a real world problem with aquaponics and they present a good opportunity for STEM education. In addition, problem solving, systems thinking and science process skills can easily be adapted to aquaponics activities as they are considered effective teaching tools. With this in mind the aquaponics system activity was designed targeting the &quot;Ecosystems Ecology and Contemporary Environmental Issues&quot; unit of the 10th grade biology curricula using the STEM framework. The aquaponics systems activity was implemented as an afterschool activity with the participation of 10th grade students and as a workshop with science and biology teachers. This study explores; (a) how effectively aquaponics systems activity can be used in the classroom, (b) what is the impact on students' achievement and (c) what are students' and teachers' perception of it. Teachers identified aquaponics systems activity as interesting and motivational for student learning. They all were able to identify scientific concepts of the activity in relation to the biology curriculum however making the connection with STEM disciplines was found to be more difficult. Participating students' academic achievement scores were found to be statistically higher in post-test analysis. Students were able to practice science process skills, problem solving, and design processes in addition to learning scientific concepts. [Note: The page range (693-714) shown on the PDF is incorrect. The correct page range is 693-715. The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]
A Sample Lesson Design Carried out with Pre-Service Science Teachers for the Use of a Portfolio Supported by the Feedback Process
Author: Pekbay, Canay
Date: 2023-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Feedback (Response),Preservice Teachers,Science Teachers,Action Research,Content Analysis,Teacher Education Programs,Student Attitudes,Writing (Composition),Error Correction,Evaluation Methods,Teaching Methods,Lesson Plans,Instructional Design,Science Instruction,Taxonomy

It was aimed in this study to design a lesson, carried out with pre-service science teachers, for the use of the portfolio based on the feedback process in the teaching of classroom assessment methods and to reveal the applicability of this lesson. In this study, carried out using qualitative research methods, an action research design was used. A total of 12 pre-service science teachers were the participants of the study. The study was conducted in the Assessment of Classroom Learning elective lesson. Data in this study were obtained from reflective writings of the preservice teachers and interviews conducted with them. Content analysis and descriptive analysis methods were used in the analysis of the study data. As a result of the study, the lesson designed to teach in-class assessment methods was found to be effective and beneficial by the pre-service teachers, and in particular, the feedback given to them was noted to be effective in assisting them to see their own mistakes and correct these mistakes and they reported seeing the improvement in themselves throughout the portfolio process. The study, which was carried out by using a portfolio supported by feedback, presented an exemplary lesson model that can be used in the teaching of classroom assessment methods. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]
Alumni Role Identity among Recent College Graduates
Author: Gilbert, Corynn Marcum
Date: 2023-03-00
Type: Journal Articles
Subjects: Private Colleges,Religious Schools,Alumni,College Graduates,Identification (Psychology),Role,Intention,Expectation,Learner Engagement

American universities rely on donations from alumni to balance their budgets, yet alumni giving rates and amounts have been in persistent decline despite consistently increasing numbers of college graduates. This study asked: how strongly do new alumni identify with their alma mater and the alumni role, how much do they understand about alumni role behavior expectations, and do they intend to engage in those behaviors in the future? Recent university graduates (n = 567) participated in an online survey measuring their organizational identity, alumni role identity, understanding of the alumni role, and the impact of these measures on self-reports of future alumni support behaviors. New alumni express average to above average organizational and alumni role identity, yet do not express commensurate understanding of alumni behaviors, and do not intend to engage in those behaviors in the foreseeable future. In addition, overall student engagement was the most significant predictor of all measures of identity and behavior. Efforts to increase alumni giving should be aligned with these results, with more emphasis given to educating alumni about the alumni role rather than asking them for donations upon graduation, and targeting the alumni who were most engaged as undergraduates as the most likely alumni to support the university.
Career Shifts of Professionals Who Transitioned into Careers in Academic Organizations
Author: Knapp, Susan
Date: 2023-03-00
Type: Journal Articles
Subjects: Career Choice,Professional Personnel,Career Change,Job Satisfaction,College Faculty,Decision Making,Teacher Persistence,Midlife Transitions

This paper summarizes the results of a qualitative study focused on the career shifts of professionals who previously worked in non-academic organizations and transitioned into academic careers. It explores the factors that influence the decision of professionals to reinvent themselves as career academics as well as their level of satisfaction with their career shifts. The paper provides the results of a survey that was conducted with 336 survey respondents coming from an online university, an on-ground state university, a community college and a LinkedIn group focused on education. The results of the survey indicate that 90% of the respondents were satisfied or very satisfied with their new academic career and the reasons for their career changes are detailed. Gaining an understanding of why professionals decide to transition to academia and their satisfaction with their transition will be useful for talent acquisition and retention in higher education organizations as well as being helpful for those professionals who are considering making the transition to academia.
Flagship First: Political Officeholders and State Funding of Universities
Author: Stowe, Kristin
Date: 2023-03-00
Type: Journal Articles
Subjects: State Aid,State Universities,Educational Finance,Financial Support,Public Officials,College Graduates,Correlation,Alumni,Political Influences,Institutional Characteristics,Individual Characteristics,Land Grant Universities

Much research has investigated the determinants of higher education funding across the United States. Some established variables are statewide conditions while other variables relate to the political machine in the capital city. Politicians' personal characteristics, such as party affiliation and gender, influence higher education funding. This paper investigates whether the one state flagship university receives preferential funding. An original hand-collected dataset on governors' degree attainment is used to examine the role of the governor's own education in the funding outcomes. Results indicate that all public colleges within a state's system receive higher funding when the governor is a graduate of the state's flagship.
Higher Education in Saudi Arabia: Challenges, Opportunities, and Future Directions
Author: Ryan, Marie
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Job Skills,Employment Qualifications,Educational Change,Change Strategies,Demography,Government Role,School Business Relationship,Industry,Partnerships in Education,Apprenticeships,Mentors,Experiential Learning,Job Training,Skill Development

Under the Saudi Vision 2030, the Ministry of Education (MoE) is responsible for educating Saudi Arabia's youth and preparing them for future employment. The recent expansion of higher education institutions in the Kingdom of Saudi Arabia both in terms of quantity and quality demonstrates the government's belief that higher education is critical to the country's transition from an oil-based economy to a knowledge-based economy. The Ministry has overhauled curricula and raised education standards across the country. A key aspect of Vision 2030's success is the country's ability to enhance human capital and reduce the skills gap between higher education graduates and labour force demands. While Saudi citizens have benefited from government employment initiatives, educational institutions must similarly respond by adapting and ensuring their students are equipped with the skills needed to fulfill market demands. The purpose of this paper is to present the status of higher education in Saudi Arabia and discuss prospective opportunities within the Saudi higher education sector to tackle the skills gap and raise employment prospects of its graduates. This work discusses the expansion and growth of higher education in Saudi Arabia. Factors impacting Saudi Arabian higher education are presented, followed by a discussion of current Saudi government initiatives. Despite the positive initiatives currently witnessed in Saudi Arabia, the prevalence of a national skills-gap remains a concern. This skills gap, its occurrence, and causes are investigated, and solutions for bridging the gap are provided.
Should We Require the Police to Have a College Degree?
Author: Tovar, Lynn A.
Date: 2023-03-00
Type: Journal Articles
Subjects: Police Community Relationship,Police Education,Training,Bachelors Degrees,Criminal Law,College Students,Experiential Learning,Professionalism,Student Attitudes,Online Courses,Police,Military Personnel,Adult Learning

This paper probes whether a formal college education is linked to the quality of policing. Citizens desire a higher level of professionalism with ever-increasing demands placed on their police departments. Annual on-the-job training for police is common with proposed reform initiatives, however, the difference between police training and requiring a college degree is in debate. Other professions require higher education, however, those who work in policing often do not agree there should be a requirement of a higher education degree for employment. Can police obtain all the necessary skills from the police academy and in-house training? Or in the pursuit of professionalizing the profession should police agencies require college degrees? Further, would a college degree enhance the quality of interactions between the police and the community? This inquiry adds some pieces to the puzzle of examining the value of requiring a college education for police officers and the relationship of experimental learning in training police academies within a college curriculum. Over a three-year period, criminal justice students (N=75) enrolled in an online bachelor's program were asked &quot;do you think police departments should require a bachelor's degree?&quot; The respondents included traditional and non-traditional male and female adult learners many current law enforcement officers. The assumption was since they were currently enrolled in a criminal justice degree program, they would see the value in a degree and indicate a college degree should be mandated.
Klavar: From Tablature to Comprehensive Music Notation System
Author: van Zoelen, E. Joop
Date: 2023-00-00
Type: Journal Articles
Subjects: Music Education,Music Theory,Music Reading,Musical Composition,Music Teachers,Musical Instruments

Music students often encouter problems in reading sheet music, because of the complexity of Traditional Music Notation (TMN). Klavar is an alternative music notation system that is simple, intuitive, and easy to learn. Thousands of compositions from many composers are available in Klavar. In its original form, Klavar can be considered as tablature for keyboard instruments. The present paper compares advantages and disadvantages of Klavar and TMN. Subsequently, the author proposes an innovative extention of the Klavar music notation, such that enharmonic notes can be discriminated, and harmonic and melodic lines can be identified. The resulting Klavar20 notation is complete, since it contains all the composer's information and is therefore useful for all instruments. Further, it is comprehensible--since the score is easy to read--and compatible with all music already published in Klavar. Music educators should familiarize themselves with Klavar20 and stimulate teaching of this notation to students who might otherwise stop taking music lessons.
White Supremacy and the Major Scale: Reframing Narratives to Teach the Blues, Improvise, and Check in with Students
Author: Bass, John B., III
Date: 2023-00-00
Type: Journal Articles
Subjects: Music Education,Racism,Equal Education,Teaching Methods,Educational Practices,Educational History,Cultural Differences,United States History,Colonialism,World History,Music Techniques,Music Theory

Increasing diversity and equity in secondary and college music programs is a common thread in the scholarship across disciplines in the field. While crucial work is being done to decolonize curricula broadly, students often express difficulty relating to formal music study and teachers struggle to balance desires to diversify repertoire and incorporate alternative pedagogical strategies with their own training. Narratives of white supremacy and music have intersected for over 400 years, but the effect goes beyond the composers and pieces we choose to program or teach. It influences foundational concepts of theory, tuning, and even what notes are (the major scale). This paper uses historical and pedagogical research methods to examine the connections between narratives of white supremacy and formal music study, and then shows how the practice of reframing these narratives can lead to a reframing of classroom and applied teaching strategies. Specific attention is given to teaching the blues and improvisation, but the concepts can be applied to different teaching situations as well. The goal is to offer suggestions to aid in the process of creating classroom settings that are more accessible and applicable to students and less daunting for educators.