ethanporcaro/eric-fulltext-meta huggingface dataset:
University Spaces as Agents of National Belonging: Analysing the Visual Culture of Public Universities&apos; Campuses in India and Pakistan
Author: Niaz, Laraib
Date: 2021-00-00
Type: Journal Articles
Subjects: Public Colleges,Campuses,School Space,School Culture,Visual Environment,Physical Environment,College Students,Student Attitudes,Resistance (Psychology),Imagery,Nationalism,Social Values,Religious Factors,Islam,Sense of Community,Hidden Curriculum,Student Experience,Structural Elements (Construction),Foreign Countries

This article discusses the role of 'space' in Indian and Pakistani public sector universities in fostering national pride. University spaces have been highlighted, in both countries, for being used by the governments as agents fostering the national narrative yet there is limited research on how these spaces contribute to the visual culture of educational institutions and in the inculcation of nationalistic values. This article adds to the conversations regarding the fostering of national belonging and pride in universities by exploring space as a constitutive element of the visual culture of the higher education environment in India and Pakistan. In both countries, the physical spaces of public universities have become platforms for channelling student voices. This research uses two state-funded universities, from Delhi (in India) and Lahore (in Pakistan), and Lefebvre's conception of space to conduct a discourse analysis of bulletin boards, graffiti, statues, sculptures, and any other imagery found online pertaining to the campuses and analyse how it is a 'conceived' and 'perceived' aspect of the visual culture of the universities. It adds to current scholarly conversations on national pride and consciousness in India and Pakistan by showing how university spaces can potentially play an active role in promoting the state's narrative in students' or educators' everyday educational experiences.
Academic Procrastination Relation to Undesirable Behaviours among Faculty Members from the Students&apos; Perspective
Author: Samawi, Fadi S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Time Management,Teacher Behavior,College Faculty,Student Attitudes,Correlation,Undergraduate Students,Teaching Methods,Teacher Characteristics,Teacher Student Relationship,Teacher Effectiveness,Classroom Techniques,Student Motivation,Foreign Countries,Test Validity,Test Reliability,Student Behavior

Background: Academic procrastination had been reported widely to be in association with unwanted behaviours among university students. However, this association was not studied extensively in higher educational institutions. Aim: This research aimed to measure the level of academic procrastination among college students and the unwanted behaviours among faculty members from students' viewpoints. Method: The research sample consisted of 430 students randomly selected for the summer semester 2016/2017 using the descriptive correlation approach. An instrument to measure academic procrastination was developed to achieve the aims of the research. Results: The findings indicated that the level of academic procrastination was medium, whereas unwanted behaviours were high. The findings result showed a negative association between academic procrastination and unwanted behaviours. One of the most dimensions of unwanted behaviours that forecasted academic procrastination is the dimension of managing and organising classrooms.
Digital Competences of Students of Library Studies: Comparison of Research Results for 2018-2020
Author: Cerny, Michal
Date: 2021-00-00
Type: Journal Articles
Subjects: Library Education,Computer Literacy,Foreign Countries,Undergraduate Students,Self Evaluation (Individuals),Change,Information Literacy

This study focuses on the analysis of changes in the digital competence profile of students of Information and Library Studies at Masaryk University in Czechia. As a research tool, we used the DigComp self-assessment questionnaire that students were asked to fill in after completing the course. Our research shows that students are insufficiently prepared for work as highly qualified information specialists. At the same time, we found that their competence profile remained very stable between 2018 and 2020. This finding indicates that students do not readily respond to new societal changes at the level of individual competences. The research results are based on data collected from 152 students during three runs of a compulsory course at the university. Information Science and Library Science students have long perceived their competences to be strongest in the domains of information and data literacy and communication and collaboration. Programming is the weakest competency among the competences, followed by solving technical problems and engaging in active citizenship through digital technologies. These findings can be used to innovate the curriculum to meet the demands of digitally competent information workers.
Analysis of Professional Competencies and Basic Skills in Distance Education Tutor Tutorials
Author: Zaidin, Muhammad Arifin
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Tutors,Teaching Skills,Basic Skills,Professionalism,Foreign Countries,Tutoring,Teacher Education Programs,Early Childhood Education,Preservice Teacher Education

This study aims to examine how the ability to apply professional competency tutors and how the ability to apply basic skills tutorial tutors Early Childhood Education Program in the Makassar Open University Distance Learning Program Unit. This research is type of qualitative research. Research sample consisted of six tutors as key informants. Purposive sampling technique is used with the consideration of key informants in the level II regional pokjar. Data analysis used four stages, namely identification, data reduction, interpretation, explanation, and conclusion. The results of this study indicate that tutors have tutorial readiness, tutors do not check module readiness and do not convey special competencies (KK), the presentation of material is still not optimal. The tutor does not provide apperception, the tutor is flexible and positive in the tutorial, presents the material using power points, the tutor has not maximized the assessment process or learning outcomes.
Educational Significance of Nanoscience-Nanotechnology: Primary School Teachers&apos; and Students&apos; Voices after a Training Program
Author: Spyrtou, Anna
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Technological Advancement,Teacher Attitudes,Elementary School Students,Student Attitudes,Science Education,Elementary School Science,Educational Attitudes,Grade 5,Grade 6

Most of the modern technological applications we use in our daily life originate from the progress of Nanoscience-Nanotechnology (NST). The projection, showing the great impact that these advances are going to have on society, exhorts science education researchers to incorporate the modern field into educational contexts. Among the several issues that have to be dealt with, NST's educational significance comes to the fore. This pilot study aims to examine whether both nano-trained primary school teachers and nano-trained students acknowledge the need for the inclusion of the NST content to school contexts. Fourteen primary school teachers and ten students, after their participation in an NST training course, were interviewed in order to provide their justifications. The results show that the vast majority of the participants acknowledge the educational significance of NST. The main arguments were associated with career possibilities, the relevance of the content to everyday life, and the need for nanoliteracy attainment. The results of this study can be used by NST education researchers in order to formulate a NST content structure for primary school nanoeducation.
The Anxiety Caused by Secondary Schools for Autistic Adolescents: In Their Own Words
Author: Costley, Debra
Date: 2021-00-00
Type: Journal Articles
Subjects: Anxiety,Secondary School Students,Autism,Pervasive Developmental Disorders,Adolescents,Student Experience,Inclusion,Foreign Countries,Secondary Schools,Students with Disabilities

Secondary schools are increasingly becoming inclusive of all students whatever their individual needs, but we question whether teachers understand enough about specific needs in order to effectively support all their students. Research indicates that autistic students often struggle with aspects of school (conformity; social communication; sensory challenges; bullying) but very few studies ask autistic adolescents about their experiences. One of the key elements of the school experience for autistic adolescents is the levels of anxiety experienced by many students on a daily basis. This research set out to explore the extent to which autistic students in secondary schools in the UK were able to recognise and reflect on their own anxiety. The eighteen participants in this co-produced qualitative study took part in semi-structured interviews planned by a team of autistic and non-autistic researchers. The themes that emerged from this study, in terms of triggers for anxiety, included other people's behaviour, fear of the unknown, and sensory sensitivities. A theoretical view of their difficulties concurs with the concept of intolerance of uncertainty. Our data suggest that autistic students continue to experience high levels of anxiety throughout their secondary education, despite supports put in place by some schools. Strategies are highlighted that could be implemented by all schools to promote truly inclusive settings.
Inclusive Educational Spaces and Social Pedagogical Recognition: Interaction- and Social-Pedagogy-Inspired Analysis of Space Dynamics in Compulsory, Upper-Secondary and Post-Secondary Education
Author: Basic, Goran
Date: 2021-00-00
Type: Journal Articles
Subjects: Inclusion,Compulsory Education,Secondary Education,Postsecondary Education,Interpersonal Relationship,Instruction,Student Experience,Foreign Countries,School Space,Immigrants,Drug Abuse,Alcohol Abuse

The purpose of this article is to provide a new understanding of the essence of inclusive educational spaces as a pedagogical phenomenon that presents different scientific approaches to the concept of educational space, and the importance of interpersonal interactions in educational spaces, and also presents the authors' interpretations of their essence. The analytical basis is a literature review of various studies from the domains of symbolic interactionism, social constructivism, ethnomethodology, the sociology of knowledge, education, pedagogy and social pedagogy. Empirical sequences in the reviewed literature that exemplify inclusive educational spaces are derived from the organisational and practical work of compulsory and upper-secondary schools related to newly arrived students and students who use alcohol and narcotics, and from the context of the organisational and practical work of universities related to the education of future actors. The importance of recognizing the role of creative educational spaces as a leading requirement for the preparation of students for future communicative interactions in professional communication is revealed, and the structural characteristics of these spaces' content and functional load are provided. Inclusive educational spaces and professionals' inclusive approach demand that schools practically and collaboratively organise work with students in the educational space, show support for them and give them room to manoeuvre to ensure that professional actors in the school and university thrive in their practical work with students, both in relation to the expected normative right and deviant acting in the educational space and in relation to laws and governing documents that, to a certain extent, govern practical work in these educational spaces. The study contributes to the development of knowledge regarding (1) dealing with social interaction and inclusive educational spaces combining (a) the experiences of students in educational space, (b) the experiences of professional actors in educational space, and (c) the development of integration and social pedagogical recognition in educational space; (2) the significance of these social interactions and inclusive educational spaces in the creation and recreation of students' and professionals' identities; and (3) alternative social pedagogical approaches to analysing inclusive educational spaces in compulsory, upper-secondary and post-secondary education.
A Visual Approach for Solving Problems with Fractions
Author: Barbosa, Ana
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Instruction,Elementary School Teachers,Fractions,Creativity,Mathematics Skills,Visual Stimuli,Visual Aids,Preservice Teachers,Intervention,Teacher Education Programs,Masters Programs,Units of Study,Mathematical Concepts

This article discusses the importance of visual models in problem solving, in the scope of rational numbers. We seek to highlight the potential of this approach, as a structuring theme in the mathematical development of students in elementary education and the connections it allows to establish. In order for students to be mathematically competent and creative, they must be able not only to solve traditional computational problems but also to use models/visual representations when solving all types of mathematical problems, including those in which the visual component is not evident. We developed a qualitative study based on a didactical experience involving 14 future teachers who were attending a Didactics of Mathematics unit course that included a module about problem solving with emphasizes in visual approaches. The main purpose of the study was to identify the strategies used by the future teachers when solving problems with multiple solutions, before and after that module. Data was collected through observation and the written productions of the participants. It was possible to conclude that they tended to privilege analytical approaches before the intervention and, after the teaching experience, they started to value visual approaches, which generated an increase of the productions involving this type of solutions.
Pedagogical Models to Implement Effective STEM Research Experience Programs in High School Students
Author: Ahmad, Zubair
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Models,STEM Education,Student Research,Program Implementation,Program Evaluation,High School Students,Active Learning,Inquiry

High school research experience programs (HSREPs) provide opportunities for true science education and expose students to scientific investigations in laboratory settings. Various HSREPs models have been practiced to shape students' research understandings; however, a systematic comparison of the success, challenges, and opportunities of these HSREPs has not been gauged. This article compares the effectiveness of such science, technology, engineering, and mathematics (STEM) based HSREP models reported in the last two decades. We shortlisted seventeen studies on the most effective HSREPs and identified the characteristics of these reports. Results show that student research experiences vary depending on the structure of the model used and the nature of the laboratory setting to which students are exposed. However, there is a dire need to integrate more collaborative and customized research practices to accommodate more students in HSREPs. Additionally, intensive support, mentoring, and coaching are essential to provide students a comprehensive understanding to excel in their research career pathway. Finally, there is a desperate need for further studies to develop the frameworks that can help the smooth transition of high school students into research-oriented university programs.
The Role of STEM Program Directors in Broadening the Impact of STEM Interventions
Author: Gomez, Ana Karen
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Administrators,Administrator Attitudes,Program Effectiveness,Higher Education,Efficiency,Sustainability,Administrator Role,Educational Change,Intervention,Coordination,Educational Strategies,Equal Education

STEM transformation has been a longstanding goal for higher education institutions who not only wish to maintain global economic competitiveness but most recently have also aimed efforts at achieving STEM equity. While researchers have typically looked to students' and faculty's experiences for answers, STEM program directors possess great insight from working closely with students in both faculty and administrative roles. This study explores the views of 45 STEM program directors at 10 institutions across the U.S. that had high STEM bachelor's degree-completion rates relative to similarly resourced institutions. We document the lessons and strategies that STEM program directors have used to broaden institutional impact, including demonstrating their program's efficacy through assessments and evaluations, coordinating, and streamlining efforts to ensure program efficiency and longevity, incentivizing support for labor, and consolidating support from institutional leaders. We also disentangle the roles STEM program directors play as grassroots leaders or institutional agents, distinguishing them by their authority and decision-making power and by whether they work to transform the institution to better serve students or to transform students' behaviors to adapt to the institution. Our findings provide avenues to leverage STEM program directors' efforts in order to move toward STEM education transformation in higher education.
Dis/abled Student Campusmaking: Sites of New Possibility
Author: Comeaux, Eddie
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Students with Disabilities,Deafness,Student Experience,Resistance (Psychology),Coping,Activism,Access to Education,Equal Education,Minority Group Students,Social Bias,Racial Bias,Civil Rights Legislation,Disabilities,Federal Legislation,Educational History,Politics of Education,Civil Rights,College Environment

Scholars have attempted to reveal the structural barriers that dis/abled students cope with and navigate during college, but it remains unclear how these students interpret their experiences on campus and what strategies they employ to manage and respond to unsupportive and hostile campus climates. In this paper, we describe freedom movements that sought to secure equal access to opportunities and rights for people with dis/abilities, and we highlight and explain forms of resistance among d/Deaf and dis/abled postsecondary students. To do so, we draw on dis/ability critical race theory and also advance the concept of &quot;campusmaking,&quot; which refers to the ways that students navigate complex campus spaces and create sites of togetherness and resistance. We discuss broader structural and climate issues facing college students with dis/abilities, particularly those who are Black, Indigenous, and people of color. In so doing, we gain insight into dis/abled student campusmaking amid and in spite of ableist and racist postsecondary contexts. We conclude with a discussion of the gaps in existing research and the questions that warrant further study.
The 21st Century Reforms (Re)shaping the Education Policy of Inclusive and Special Education in Finland
Author: Ahtiainen, Raisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Policy,Policy Formation,Inclusion,Special Education,Foreign Countries,Special Schools,Students with Disabilities,Elementary Secondary Education

In recent decades, an essential global aim of the reforms of special education has been the promotion of inclusive education. This article discusses the implementation of reforms with a focus on tiered support systems in the context of Finnish comprehensive school education. Based on earlier literature, legislation, and administrative documents, we provide a background for Finnish education policy and special education reforms. The focus of this article is on the description of parallel reforms targeting the re-structuring of the systems around support for students and funding of education in the 2010s. We discuss the processes leading to these reforms and the reforms themselves. In addition, we discuss their implications for the organization of the tiered support system. Finally, we highlight some challenges of reform implementation and the current education policy's movements towards inclusive education.
Effects of an Interdisciplinary Course on Pre-Service Primary Teachers&apos; Content Knowledge and Academic Self-Concepts in Science and Technology--A Quantitative Longitudinal Study
Author: Beudels, Melanie Marita
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Instructional Effectiveness,Preservice Teachers,Preservice Teacher Education,Graduate Students,Undergraduate Students,Scientific Literacy,Technological Literacy,Pedagogical Content Knowledge,Block Scheduling,Elementary Education,Biology,Chemistry,Physics,Academic Achievement,Self Concept,Majors (Students),Correlation,Foreign Countries

Primary school teachers need adequate professional knowledge and motivational orientations to qualify scientifically and technologically literate students. Previous studies have focused on the impact of coursework on (pre-service) primary teachers' content knowledge, rather than on the development of academic self-concepts. In addition, the influence of the course format and the major field of study has not been investigated much to this date. Thus, this study examines the effects of an interdisciplinary course on pre-service primary teachers' content knowledge and academic self-concepts in science and technology using a quasi-experimental, quantitative, pre-post-follow-up design (n = 202). Whilst no significant changes in knowledge were revealed for the baseline group not participating in the course, significant short-term and long-term cognitive gains were found for the experimental group. Biology-, chemistry-, physics- and technology-related self-concepts increased significantly when participating in the course. The results also indicate that the course format and major field of study can have an impact on the development of pre-service teachers' professional knowledge. Regarding the development of academic self-concepts in the experimental group, it can be assumed that both the weekly and block course format are beneficial for heterogeneous learner groups consisting of pre-service teachers with different major fields of study.
Using Data-Based Instruction to Support Struggling Elementary Writers
Author: Poch, Apryl L.
Date: 2022-01-00
Type: Journal Articles
Subjects: Data Use,Decision Making,Writing Instruction,Writing Difficulties,Elementary School Students,Students with Disabilities

Writing is a critical academic and life skill, but many school-age children struggle with the complexity of written expression. Given the importance of writing, there is a clear need for a systematic approach to identifying and supporting struggling writers, including writers with learning and emotional disabilities. One such approach is known as data-based instruction (DBI). This article presents an overview of DBI and guidance on how educators can use the DBI steps with assessment data to inform their classroom writing instruction. Additional resources are shared to support teachers in using DBI with their struggling writers and writers with learning and emotional disabilities.