ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination Improving Character towards Environment Care through Their Creativity and Innovation at School (A Case Study at the Senior High School 3 Ternate City)
Author: Halek, Dahri Hi.
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Environmental Education,Creativity,Innovation,Educational Environment,Extracurricular Activities,Hygiene,Wastes,Recycling,Foreign Countries

Purpose: Education is known to unravel environmental problems in various ways, including through the application of students' creativity and innovation. This study aimed to determine whether students' creativity and innovation, supported by environmental care character education in their curriculum, formed a part of their attitude and behavior. Methodology: In this qualitative research design, data collection was carried out by conducting in-depth interviews with informants and collecting various supporting documents during observation. The data was then analyzed descriptively using triangulation to test the data validity. Findings: The results revealed that environmental care could involve a variety of subjects like principals, vice principals, geography teachers, and intra-school organizations to develop the character of environment care in schools. Students' creativity and innovation were also found useful in maintaining the school environment, supported by intra-curricular, co-curricular, and extracurricular activities. Implication to Research and Practice: This research will contribute to resolving environmental problems in schools, thereby reducing the impact of school hygiene through waste recycling into high economic value. By integrating environmental care character education in curriculum will also foster environmental care attitude and behavior among students.
Role of Parental Believes and Focus to Improve the Quality of Islamic Schooling in the Western World
Author: Alshboul, Ruba
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Role,Parent Attitudes,Educational Quality,Islam,Religious Schools,Educational Environment,Religious Factors,Predictor Variables,Foreign Countries

Purpose: the Islamic schooling quality is a global requirement that has drawn the attention of several recent studies and policymakers. The primary objective of the current study was to examine the impact of parental focus such as their demand of quality education and their concerns regarding school environment, parental beliefs such as religiously motivated parents and their involvement in Islamic activities on the quality of Islamic schooling in the Western World. Methods: The study followed the primary data collection techniques, such as using the questionnaires to gather the data from respondents. It also executed the smart-PLS to check the reliability and validity and examine the nexus among variables. Findings: The results investigated that parental demand for quality education, parental concerns regarding school environment, religiously motivated parents, and their involvement in Islamic activities had positive linkage with the quality of Islamic schooling in the Western World. Implications for Research and Practice: This study could; be a useful guide for the regulators and relevant authorities to develop and implement the policies regarding the quality of Islamic schooling. This study would also provide help to Islamic schools in the Western World and Islamic countries to improve the quality of Islamic schooling.
Dancing with Power in &apos;We Are the University: Students Co-Creating Change&apos;
Author: Peseta, Tai
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Power Structure,Partnerships in Education,College Faculty,Foreign Countries,Undergraduate Students,Curriculum Development,Participative Decision Making,Student Leadership,Student Projects,Change Strategies,Teamwork,Educational Change

Much of the student-staff partnership literature calls for increased collaboration and power sharing among staff and students. Less common are accounts by student partners themselves that take up the challenge of what partnership and power feel like as universities embrace their neoliberal trajectory - and - purport to do so on behalf of students themselves. Especially acute is the conundrum of how partnership initiatives can, and do, reproduce the very power dynamics they set out to transform. We are a group of students and staff working in curriculum partnership together at Western Sydney University. The context of our work together is the 21C project, a university-wide strategy to transform curriculum, teaching, and learning, drawing on 'partnership pedagogy'. In this paper, we engage in a process of reflexive inquiry to interrogate a new elective unit that many of us are involved in as advocates, co-creators, as students and staff learning together, and as evaluators, called &quot;We are the university: Students co-creating change&quot; (WATU). To highlight partnership's intricate power plays, we offer a fictionalised account to reflect our multi-voiced experiences of being involved in WATU. We have come to understand power's simultaneity in partnership as forms of power &quot;over,&quot; as &quot;permission-giving,&quot; as &quot;sharing (or partnership),&quot; and as the power &quot;to act (agency).&quot; The account is our story of partnership's inevitable contradictions - a collaboration that teaches us about the challenges of working together while being cautious of partnership's transformatory claims. [The page range (258-274) cited in the .pdf is incorrect. The correct page range is p258-272.]
Critically Analyzing the Online Classroom: Blackboard, Moodle, Canvas, and the Pedagogy They Produce
Author: Swerzenski, J. D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Integrated Learning Systems,Teaching Methods,Online Courses,Critical Theory,Conventional Instruction,Power Structure,Critical Thinking,Problem Solving,Computer Software,Interaction,Interpersonal Communication,Discussion (Teaching Technique)

Working from the crossroads of critical pedagogy and software studies, this study analyzes the means by which teaching technologies--in particular the popular learning management systems (LMS) Blackboard, Moodle, and Canvas--support a transmission model of education at the expense of critical learning goals. I assess the effect of LMSs on critical aims via four key critical pedagogy concepts: the banking system, student/teacher contradiction, dialogue, and problem-posing. From software studies, I employ the notion of affordances--what program functions are and are not made available to users--to observe how LMSs naturalize the transmission model. Rather than present a deterministic look at teaching technology, this study calls for closer examination of these tools in order to rework teaching technologies toward critical ends.
De-Territorialisations for Pedagogical Co-Creation: Challenging Traditionalistic Pedagogies with Students in Higher Education
Author: Bustillos Morales, Jessie
Date: 2021-00-00
Type: Journal Articles
Subjects: College Instruction,College Freshmen,Teacher Student Relationship,Power Structure,Conventional Instruction,Educational Cooperation,Foreign Countries,College Faculty

The notion of pedagogy tends to be understood as the domain of teachers, this is a reductive way of thinking about pedagogy. Instead, in this paper I explore the heteroglossia of pedagogy through the Deleuzian-Guattarian notion of assemblage. Through this approach, pedagogy is an open debate which needs to involve students to co-create the learning environment in Higher Education (HE). Drawing on data collected with first year undergraduate students and through an action research methodological approach, I will argue that collaborative and progressive pedagogies in HE must go beyond the authority of the teacher and offer students in-class opportunities to negotiate the usual power relationships that characterise traditionalistic pedagogies. Whilst there is a stronger emphasis on engaging students differently in HE, it is important to also reflect on the dynamics that emerge from initiatives that seek to redress the pedagogical imbalances that the traditionalistic classroom perpetuates, such as enforcing a prescriptive curriculum where knowledge is transferable, inert and closely policed to satisfy performative regimes of assessment. I suggest that the notion of assemblages can help us understand the solidified and accepted classroom pedagogies as &quot;territories&quot; which are still normative in education, including HE, therefore, mapping out these territories open up possibilities for &quot;de-territorialisations.&quot; [The page range (214-227) cited in the .pdf is incorrect. The correct page range is p214-225.]
Defining Feedback: Understanding Students&apos; Perceptions of Feedback in the Introductory Communication Course
Author: Ashby-King, Drew T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Attitudes,Introductory Courses,Communication (Thought Transfer),Public Speaking,Undergraduate Students

Feedback is an essential part of the teaching/learning processes. This statement is especially true in the introductory communication course where students receive feedback throughout the presentational speaking process. This paper explores how students define useful feedback based on 1,600 qualitative questionnaires that asked students about their perceptions of feedback. A thematic analysis of a randomly selected subset of 163 responses uncovered two themes: (1) feedback content characteristics (e.g., specific, constructive, praiseworthy, and purposive) and (2) process of instructor-provided feedback (e.g., iterative, timely). Based on these findings, a set of best practices for providing feedback is offered as a means to improve teaching/learning in the introductory communication course.
Eureka: Identifying What It Means to Practice Student-Centered Teaching in a Hypermodern Age
Author: Diers-Lawson, Audra
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Communication (Thought Transfer),Student Needs,Access to Education,College Faculty,Personal Narratives,Instructional Design,Self Efficacy,Learner Engagement

Contemporary professional reports and research suggest that in corporate communication and related programs, we are not creating environments for modern students to thrive nor are we meeting the industry's expectations in a &quot;hypermodern&quot; world. Using personal ethnography, this article analyzes industry-articulated limitations in the knowledge and skill sets of new communication practitioners, reviews contemporary literature identifying the learning needs of today's students, and proposes a set of best practices based on the literature and the author's own journey as a higher education practitioner of 20 years. Best practices identified here incorporate elements of entertainment, engagement, and an &quot;open-world&quot; approach that places the student experience at the core of each class and overall course design.
Developing a University-Voluntary Sector Collaboration for Social Impact
Author: Weakley, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,Voluntary Agencies,Institutional Cooperation,Social Change,College Faculty,Professional Personnel,College Students,Foreign Countries,Service Learning,School Community Relationship,Capacity Building,Barriers

This article outlines how a team of academics, professional staff and students from a Scottish University in the United Kingdom worked with voluntary sector partners to achieve civic and 'social purpose' goals, through setting up a project called The Collaborative. This is a reflective paper that draws on collaborative autoethnography and is written collaboratively by that team of academics, professional staff and students. We explore how universities can achieve their civic engagement goals by serving as anchor institutions, and we develop a conceptual framework for how anchor institutions can enact their institutional mission of 'social purpose'. We uncover important considerations for university initiatives aiming to improve academic and student engagement with community partners for social change, with three learning points around building relationships, building capacity, and barriers to engagement. Service-learning can be used as a pathway to becoming a civic university, however, there are structural barriers that need to be overcome. This is an account of an ethical fact-finding project, reflecting on our experience of working with the local voluntary sector, designed to facilitate the University's better engagement with such collaborative 'social purpose' ventures. [The page range (71-88) cited in the .pdf is incorrect. The correct page range is p71-86.]
Empowering Cross-Disciplinary Learning through Online Collaboration among Students and Faculty from Business English, Website Building, and Accessible Design Fields
Author: Koris, Rita
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Cooperation,Business English,Web Sites,Accessibility (for Disabled),Design,Teamwork,Interaction,International Programs,Foreign Countries,Program Effectiveness,Computer Mediated Communication,Skill Development,Entrepreneurship,Knowledge Level,Undergraduate Students,Student Attitudes

Maximising students' creative potential to address contemporary issues and fostering cross-disciplinary learning are on the agenda of both top-down and bottom-up educational initiatives. Within the framework of research about cross-disciplinary learning and collaboration, this article argues for the capacity of cross-disciplinary online collaborations to prepare students for the complexity of working in today's interconnected, digital environment. The study presents the intricate curricular design of a crossdisciplinary collaboration project implemented by students and faculty at one European and two US universities. This multiyear project connects three university courses of different disciplines through virtual collaboration: Hungarian students in a business English course, students in Michigan preparing to engage in website building work, and students in Washington studying the field of accessible design. These three disparate disciplines are combined in a single project that integrates and applies discipline-specific knowledge acquired in each of the classes into a cross-disciplinary team assignments, where one team creates a website for the proposed business of another team with the help of accessibility advice from the third team. The analyses of student interactions from the third year of this ongoing collaboration and pre- and post-project surveys revealed that students demonstrated increased awareness of cross-disciplinary learning as well as improved effectiveness while collaborating to create cross-border solutions. [The page range (112-134) cited on the .pdf is incorrect. The correct page range is p112-130.]
The Impact of Design Thinking on Problem Solving and Teamwork Mindset in a Flipped Classroom
Author: Thi-Huyen, Nguyen
Date: 2021-00-00
Type: Journal Articles
Subjects: Thinking Skills,Design,Problem Solving,Teamwork,Flipped Classroom,College Students,Engineering Education,Foreign Countries,Student Attitudes

Purpose: In this study, we presented the Design Thinking model called DITC (Design Thinking in Class) and conducted an experiment during one month with 197 engineering students at Hanoi University of Technology (HUST) to determine how this model could aid in the growth of problem solving and teamwork mindset in a flipped classroom. Method: A Design Thinking mindset questionnaire was given to 197 participants before and after this model was applied. A t-test was used to analyze the data. Findings: the DTIC model fostered students' mindsets such as empathy, holistic view, problem reframing, and teamwork. Students showed very positive feedback and reviews on the model. Implications to Research and Practice: DITC can assist students in grasping Design Thinking concepts, allowing them to understand real-world problems more effectively. This model can be used to support teamwork and problem-solving skills for online learning environments, especially during the COVID-19 pandemic. We also included some suggestions for incorporating Design Thinking into the classroom so that this model can be applied more widely.
Ensemble Mentorship as a Decolonising and Relational Practice in Canada
Author: Poitras Pratt, Yvonne
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mentors,Ethics,College Faculty,Foreign Policy,Social Justice,Higher Education,Indigenous Knowledge,College Students,Teacher Student Relationship,Educational Cooperation

Inspired by collaborating on a shared vision of reconciliation, three authors explore ethical relationality and the practical ways in which their &quot;heter&quot;archical ensemble mentorship serves to decolonise and advance a shared vision of reconciliation for university teaching and learning. As Indigenous and non-Indigenous educators, we are buoyed by those developing decolonising and Indigenising strategies in formerly colonised regions. Seen as a promising interruption to a neoliberal approach to education, the authors embrace the possibilities of imagining and creating an ethical space in universities where relationality is prioritised in service of social justice. While the complex nature of reconciliation within a Canadian context begets tension and highlights what are often conflicting value systems within academe, we maintain that innovations in teaching and learning are possible in what is now a globally disrupted terrain as students, faculty, administrators, and university leadership contend with the unknown, encounter collectivist Indigenous traditions, and tentatively explore decolonisation as an ethical avenue towards inclusive and empowering education. In imagining what is possible, we build upon Indigenous knowledge traditions and the work of leadership studies scholars to propose 'ensemble mentorship' between students and faculty as a collaborative and decolonising teaching and learning practice. [The incorrect page range (177-194) on the .pdf is incorrect. The correct page is p177-192.]
Inclusive, Multi-Partner Co-Creation for the Teaching of Special Educational Needs and Disabilities in Higher Education
Author: Wright, Emma
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Students with Disabilities,Foreign Countries,Teaching Methods,Undergraduate Study,Undergraduate Students,Parent Attitudes,Teacher Attitudes,Student Attitudes,Teacher Competencies,Knowledge Level,Teaching Skills,Inclusion,Comprehension,Teaching Assistants,Attitudes,Teacher Student Relationship,Consciousness Raising,Social Bias,Interpersonal Communication

Co-creation of curriculum content is a growing priority across Higher Education and, while many projects stress the market benefits to institutions and students, this research instead focussed on promoting inclusion, social justice and anti-oppressive practice, with theoretical underpinnings in the social model of disability. This joint research project between staff and students at De Montfort University (DMU), Leicester, led to the co-creation of a Level 6 SEND module on the BA Education Studies programme. The co-designed research explores how the experiences of neurodivergent people, those with SEND, their families and practitioners, can inform teaching practices and module specifications at undergraduate level in Education Studies. Qualitative data, collected via questionnaires, focus groups and interviews with students, parents, practitioners and academics, revealed rich, diverse perspectives on the knowledge and understanding that future educators need, as well as the most inclusive methods for teaching and assessing that knowledge. The practice-based implications of the research included co-creation of a Level 6 SEND module which recognises value in 'non-professional' voices and embeds anti-oppressive practice in its design, delivery and assessment. [The page range (25-40) cited on the .pdf is incorrect. The page range is p25-38.]
Training and Development: Communication and the Multigenerational Workplace
Author: Strawser, Michael G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Communication Skills,Training,Organizational Communication,Work Environment,Generational Differences,Best Practices,Stereotypes,Organizational Culture

Communication practitioners, especially those who facilitate training and development workshops, should focus on generational differences as a subset of their communication training efforts. This article positions the multigenerational workplace and generational differences as a relevant topic for communication trainers and provides cursory information related to different generations. Ultimately, 10 best practices to address generational differences in business contexts are discussed.
Community Colleges and COVID-19: An Exploration of Challenges and Inequities
Author: Bosley, Tammy L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Colleges,COVID-19,Pandemics,Barriers,Equal Education,Distance Education,Electronic Learning,Two Year College Students,Student Attitudes,College Faculty,Teacher Attitudes,Financial Problems,Access to Computers

COVID-19 drastically changed many aspects of life in the U.S. and most certainly changed standard operating procedures in higher education. Moving all classes completely online created numerous challenges not only for students, but also for faculty. For students, these challenges included issues related to physical and mental health, job loss, and caregiving, as well as access to internet and even access to a home computer. Faculty also faced challenges. For example, many colleges and universities rely on adjunct faculty who are compensated on a course-by-course basis. Although most institutions provided faculty development sessions to make a smooth transition to online teaching, adjunct faculty were not necessarily invited to participate and, when they were, they were not compensated for time spent in these sessions or the additional work incurred to transition and teach in the online environment. This essay explores how community college students and faculty in the basic course responded to the COVID-19 crisis. Specifically, we discuss issues of employment, family responsibilities, and the digital divide as they reveal systemic inequities in the college setting, as well as in society.
Redesigning a Sustainable English Capstone Course through a Virtual Student-Faculty Partnership
Author: Keeling, Kellie
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Development,Sustainability,English Curriculum,Capstone Experiences,Electronic Learning,Teacher Student Relationship,Partnerships in Education,Undergraduate Students,College Faculty,Curriculum Evaluation,Teacher Attitudes,Videoconferencing

This collaborative essay between undergraduate students and a faculty member illustrates the importance of partnerships between students and faculty when redesigning courses. We ground this partnering in Students as Partner (SaP) praxis. SaP reinvigorates the faculty and student relationship as one in which both students and faculty serve as active agents in curriculum development, redesign, and assessment. In this essay, we introduce our partnership, locally ground our partnership, and highlight how we redesigned a sustainable English Department capstone course to include a cumulative, integrative assignment. Our partnership was not designed to lead to a quantifiable direct output (i.e., a publication or even a redesigned class); instead, our goal was to build community, to support each other, to learn, to write for ourselves and each other. We conclude by offering brief qualitative data on the effectiveness of our redesign efforts and how our approach may work as a model for redesigning courses in different contexts/institutions. [The page range (244-257) cited on the .pdf is incorrect. The correct page range is p244-255.]