ethanporcaro/eric-fulltext-meta huggingface dataset:
Data Mining in Entrepreneurial Competencies Diagnosis
Author: Czyzewska, Marta
Date: 2020-00-00
Type: Journal Articles
Subjects: Data Analysis,Entrepreneurship,Competence,Foreign Countries,Gender Differences,Student Employment,College Students,Education Work Relationship,Models,Evaluation Methods,Money Management,Skill Development

The aim of the paper is to diagnose the entrepreneurship competency levels among students to identify differences in competencies and their levels regarding gender, material status, and professional situation. In addition, the goal of the analysis is to indicate the competencies that need to be strengthened among individual groups of students. The research was conducted using a questionnaire by The European Entrepreneurship Competence (EntreComp) framework that was sent to students at the Pedagogical University of Cracow and the Rzeszow University. The rule induction method enabled us to discover dependencies that were not obvious among different competencies of respondents and their status. The research revealed that the surveyed women had completely different competencies than men. Good financial status has a positive impact on the self-assessment of competencies and worse-cause difficulties in assessing business ideas. Unemployed students need stimulation to take action, seek funding, share ideas, and protect them. Students running their businesses are able to identify market needs. The results revealed the following implications: It is important to verify the EntreComp methodology to examine how different groups are evaluating their entrepreneurial competencies; the data mining technique enables discover of new knowledge based on regularities hidden in data; and the results can be used to tailor special teaching programs for developing skills that individual subgroups lack.
Closing the HIV and AIDS &quot;Information Gap&quot; between Children and Parents: An Exploration of Makerspaces in a Ugandan Primary School
Author: Kendrick, Maureen
Date: 2020-00-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Foreign Countries,Information Sources,Visual Aids,Parent Child Relationship,Multiple Literacies,Grade 5,Elementary School Students,Knowledge Level,Exhibits,Audiences,Parent Attitudes,Student Attitudes,Family Relationship,Art Materials,Health Education,Art Products

In this study, we address the research question: &quot;How might child-created billboards about HIV and AIDS help facilitate more open discussions between parents and children?&quot; The premise of our study is that there may be considerable potential for using multimodal forms of representation in makerspaces with young children to create more open dialogue with parents about culturally sensitive information. Drawing on multimodal literacies and visual methodologies, we designed a makerspace in a grade 5 classroom (with students aged 9-10) in a Ugandan residential primary school. Our makerspace included soliciting students' knowledge about HIV and AIDS as part of a class discussion focused on billboards in the local community and providing art materials for students to explore their understandings of HIV and AIDS through the creation of billboards as public service announcements. Parents were engaged in the work as audience members during a public exhibition at the school. Data sources include the billboards as artifacts, observations within the makerspace, and interviews with parents and children following the public exhibition. The findings show that, for parents and children, the billboards enhanced communication; new understandings about HIV and AIDS were gained; and real-life concerns about HIV and AIDS were made more visible. Although these more open conversations may depend to some degree on family relationships more broadly, we see great potential for makerspaces to serve as a starting point for closing the HIV and AIDS information gap between children and parents.
Commentary: The Challenges and Future Directions of School Based Counselling in Nigeria
Author: Ojeme, Agatha
Date: 2019-06-00
Type: Journal Articles
Subjects: Barriers,School Counseling,Foreign Countries,Futures (of Society),Counseling Services,Counselor Training,School Counselors,Capacity Building,Intervention,Educational Policy,Educational Facilities Improvement,Inspection,Professional Development,Counselor Role,Counselor Characteristics,Scheduling,Incentives,Principals,Parent Participation,Cooperation

The purpose of this paper is to examine the challenges of school-based counselling and its future direction in Nigeria. In this endeavour, the author discusses the following possible challenges militating against the smooth running of effective school-based counselling services to include inadequate counselling materials and work tools, deployment of school counsellors to perform non-counselling duties, insufficient training of professional counsellors, lack of clarification of the role of school counsellors, school principals' low collaboration with school counsellors amongst others. The paper also focused on ways and means of improving school-based counselling services to include enactment of proper policy intervention, putting in place a functional school inspectorate division, improving counselling facilities and equipment in schools, encouragement of regular counsellors' attendance at workshops, seminars and conferences (i.e., training and retraining of school counsellors) for self-capacity building amongst others.
Cognitive Constructs of Teacher Candidates on Ideal Qualifications of Academicians
Author: Sevim, Oguzhan
Date: 2020-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Educators,Teacher Qualifications,Student Attitudes,Teacher Characteristics,Teacher Effectiveness,Foreign Countries,Teacher Student Relationship,Interpersonal Competence,Ethics

The aim of the study is to analyze the cognitive construct of teacher candidates on ideal qualifications of academicians. Since the study has both quantitative and qualitative dimensions, it has been conducted in accordance with the exploratory sequential design which is a kind of mixed method. The study included twenty-four teacher candidates who were studying at different departments, at Kazim Karabekir Faculty of Education, Atatürk University during 2019-2020 spring semester. Since the cognitive constructs of teacher candidates on ideal qualifications of academicians were questioned, the repertory grid method was used for data collection. Data obtained in the study were analyzed with quantitative and qualitative data analysis techniques. In conclusion, many cognitive constructs regarding academicians were obtained. The frequency of referring to cognitive constructs showed that teacher candidates expect academicians to have the values such as respect, justice, democracy, and impartiality, to be sympathetic, sincere, tolerant, humanist, and reliable in their relations, to attach importance to several features such as being disciplined, well-informed, being effective instructors, researchers, and being up-to-date while fulfilling their duties.
&quot;Making&quot; Waves: How Young Learners Connect to Their Natural World through Third Space
Author: Burke, Anne
Date: 2020-00-00
Type: Journal Articles
Subjects: Conservation (Environment),Visual Aids,Shared Facilities,Shared Resources and Services,Early Childhood Education,Emotional Response,Values,After School Programs,Environmental Education,Young Children,Play,Foreign Countries

In a world that grows increasingly aware of ecological problems such as global warming, rising sea levels, and pollution, we need to reconsider how we connect ourselves to the natural world around us. In this paper, we view makerspaces as ideal locations to shape children's emotional, sociocultural, and educational consciousnesses about the environment and our multi-layered roles undertaken to live in, and conserve, it. We apply third space, makerspace, and relational value theories in the analysis of a research project conducted with children at an early childhood centre. This project invited children to discuss ocean conservation prompted by the picturebook Flotsam (2006) and create three-dimensional exhibits that express how they visualize ocean conservation. Our research shows that children develop strong emotional connections to tangible representations of conservation when they are given the time to invest in making them, and that these emotional connections are driving forces for relational values that create conservation-oriented mindsets. It also shows how important context is for shaping the ways children learn, and that providing opportunities to examine conservation through makerspaces as a third space encourages children to create empathetic and personal relationships with the natural world.
Active Learning Augmented Reality for STEAM Education--A Case Study
Author: Jesionkowska, Joanna
Date: 2020-00-00
Type: Journal Articles
Subjects: Art Education,STEM Education,Active Learning,Computer Simulation,Extracurricular Activities,Foreign Countries,Skill Development,Programming,Computer Games,Adolescents,Secondary School Students,Student Attitudes,Program Effectiveness,21st Century Skills,Creative Thinking

Immersive technologies are rapidly transforming the field of education. Amongst them, Augmented Reality (AR) has shown promise as a resource, particularly for education in Science, Technology, Engineering, Arts, and Mathematics (STEAM). There are, however, few teachers deploying this new medium in the classroom directly, and, consequently, only a few, elect students benefit from the AR-enriched offers. Curricula are already overloaded, and schools generally lack developmental resources, thus leaving no room for experimentation. This situation is further aggravated by the too few educational applications available with sufficient learning content. In this article, we investigate the method of Active Learning for the teaching of STEAM subjects, using a format where students are tasked with building an AR application as part of their learning. We evaluate the applicability of the Active Learning for STEAM subjects with a qualitative, case study approach, applying the workshop format as an extracurricular activity in our work with students from a range of secondary schools in Oxford. We discuss how the format works, so it can be embedded into regular curricula, not just as an extracurricular activity, also providing an overview on the involved teaching units and rationale. All teams in our preview audience of the case study succeeded in building working applications, several of impressive complexity. Students found that the lessons were enjoyable and AR technology can enhance their learning experience. The Active Learning method served as a catalyst for students' skills development, with the case study providing evidence of learning to code, working with a physics simulation engine, ray-tracing, and geometry, learning how to manage teams and interact with other students/instructors, and engineering a working prototype of a game. We consequentially argue that combining the STEM subjects and the arts, using the proposed Active Learning format, is able to provide a more holistic and engaging education.
&apos;Scientific Literacy&apos;: An Exercise in Model Building
Author: O'Toole, John Mitchell
Date: 2020-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Models,Comparative Analysis,Journal Articles,Science Education,Periodicals,Decision Making,Teaching Methods,Prediction

'Literacy' and 'science' are power words and the interaction between them is of potential interest to people working at other boundaries between text and content, such as that characterising wider disciplinary literacy. 'Scientific literacy' has a deep enough literature base to support an attempt to build a model of these interactions. If robust, such a model could synthesise existing literature and resolve differences within a narrower range of journals. This quantitative review suggests such a model based on a wide review of previous literature and then challenges it by comparing publication patterns in premium international journals dealing specifically with research in science education. The emergent model comprises interaction between &quot;Use of,&quot; &quot;Engagement with&quot; and &quot;Access to&quot; science and its application revealed changes in publication patterns both within and between the five science education research journals surveyed. The use of power words can obscure, rather than clarify, discussions that lead to curriculum and pedagogical decisions. Robust models can resolve multiple components of a complex field and make it easier to understand for newcomers, easier to explain when change seems necessary to those more deeply involved, and then expedite the prediction of fruitful areas for further work.
Factors Affecting University Choice Behaviour in the UK Higher Education
Author: Heathcote, Dean
Date: 2020-00-00
Type: Journal Articles
Subjects: College Choice,Influences,Decision Making,Foreign Countries,Student Behavior,College Bound Students,Student Recruitment,Student Characteristics,Institutional Characteristics,Models

Although regulations and established practices in academia have focused on a data-rich model of performance information, both to evidence operational capability and to support recruitment, it is considered that this approach has been largely ineffective in addressing student choice behaviour. Historical studies, business, psychology, and technology theories have pointed to the oversimplification that a data-led strategy can result in for mapping human behaviour. In this case, decision processes of students are understood to be nuanced by a vast range of factors with variable relevance for everyone. The effort of the study is to address how Systems Thinking, related policy development, and associated enabling techniques can be applied to the field to provide both a deeper understanding of the dictates of student behaviour and, by extension, the appropriate foci for data provision, enabling comparative business performance assessment of Higher Education Providers. This research has followed the Design Science Research (DSR) methodology; the developed model has been successfully evaluated against the understanding of education practitioners in an interview consultation process of the methodology. The analysis of interview feedback and the development and refinement of the proposed model generate the principle findings of the study. The model outlines the factors that might affect students' choices in the UK Higher Education.
Honors in Practice (Theory): A Bourdieusian Perspective on the Professionalization of Honors
Author: Fazioli, K. Patrick
Date: 2020-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Professional Recognition,Educational Development,Occupations,Theory Practice Relationship

Patricia J. Smith's essay on the professionalization of honors advances several original and provocative arguments that deserve serious consideration. Although Smith makes a plausible case that honors has fulfilled at least three of Theodore Caplow's four stages of professionalization, a closer reading of this text reveals that the developments identified by Smith fail to satisfy the basic functions that each stage serves on the path toward professionalism. This essay argues that honors has little incentive to become a distinct profession because much of its highly skilled workforce enjoys the protection of occupational closure as college faculty and administrators. The author proposes an alternative sociological framework, inspired by the work of Pierre Bourdieu, for investigating past and present social dynamics of honors education. Key concepts of Bourdieu's theory of practice (&quot;field, illusio, doxa, and habitus&quot;) are defined and applied to the context of honors.
Honors, Professionalism, and Teaching and Learning: A Response to Certification
Author: Zubizarreta, John
Date: 2020-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Certification,Professional Recognition,Occupations,Scholarship,Instruction,Learning,Standards

This essay responds to an argument for certification based on a particular sociological theory of professionalization. The case for certification rests on the supposition that honors has evolved from a nascent educational movement focused on distinct teaching and learning approaches for high-ability students to one that is now ready to professionalize in ways that require more specialization, organizational oversight, systematic evaluation, and exclusive credentialing through certification. The author suggests that honors is already a full-fledged professional endeavor, recognizing that the core emphasis on teaching and learning in honors is a genuinely professional endeavor when performed authentically in the experimental, creative, and subversive spirit that underlies honors pedagogy and that is shared with a community of scholars through professional activities and publications. Such a precedence is consistent with Ernest Boyer's reconsideration of the traditional &quot;priorities of the professoriate,&quot; placing the kinds of pedagogical innovation, analysis, review, and distributed scholarship found in contemporary models of the scholarship of teaching and learning (SoTL) and in honors on a par with the scholarly demands in recognized specific disciplines and in the professoriate at large. Using a contemporary lens that focuses on teaching and learning as a scholarly enterprise and recognizing that honors education has from its beginnings valorized the scholarship of teaching and learning, the author concludes that honors is a legitimate professional venture without the exclusive standardization of certification.
The Current Status, Perceptions, and Impact of Honors Program Review
Author: Rook, Rebecca
Date: 2020-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Higher Education,Program Evaluation,Administrator Attitudes,Accreditation (Institutions),Educational Benefits,Program Improvement

While the National Collegiate Honors Council (NCHC) supports routine, systematic program review, research suggests that only about half of honors programs engage in some form of assessment. This study examines the current state of honors program evaluation by gauging honors administrators' perceptions of program review and assessing the impact of the NCHC's review process on those programs that have employed it. A census of all NCHC honors directors was taken using questionnaires. Fifteen percent (n = 121) completed the census, with results suggesting substantial increases (87-91%) in program assessment from 2011 and a majority of respondents (87%) describing the review process as beneficial. Survey participants also indicated challenges in evaluation, with 60% of directors naming specific problems and concerns. Interviews (n = 5) with honors directors who have completed an NCHC program review further attested to the benefits of NCHC review, pointing to critical improvements and positive outcomes for honors programs.
Factors Affecting Korean Military Cadets&apos; Attitude towards Diversity
Author: Jung, Byongsam
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Military Training,Military Schools,Multicultural Education,Postsecondary Education,Diversity,Parent Influence,Social Attitudes,Leadership Role,Parenting Styles,Educational Experience

The purpose of this study is to identify the significant factors affecting the Korean military cadets' attitude towards diversity. Two hundred twenty-one (221) military cadets of Korea Army Academy at Yoengchoen (KAAY) were sampled from the Cadets' Corps and completed a battery of questionnaires from May 23, 2018, to June 2, 2018. The multiple regression results revealed that the experience of multicultural education at pre-transfer college had significant effects on the Korean military cadets' attitude toward diversity. Furthermore, group activities and interactions with civilians in the military academy demonstrate the most significant effects on Korean military cadets' attitudes toward diversity. The results suggest that school administrators and instructors of a military academy should consider offering formal classes on diversity of military cadets. Encouraging the cadets to participate in various activities to deepen the understating for diverse members and to continue to communicate with civilians is strongly needed.
Favorite Methods of Teaching and Evaluation among Students in University Colleges
Author: Omar, M. K. Al-Mahasneh
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Evaluation Methods,Preferences,College Students,Blended Learning,Electronic Learning,Synchronous Communication,Asynchronous Communication,Experiential Learning,Problem Based Learning,Critical Thinking,Active Learning,Student Projects,Discussion (Teaching Technique),Field Trips,Multiple Choice Tests,Observation,Performance Based Assessment,Portfolio Assessment,Gender Differences,Foreign Countries

The present study aimed to identify the favorite methods of teaching and evaluation among students in university colleges. The study adopted a descriptive survey design; self-administered copies of the questionnaire were used to generate data from 1638 students at university colleges, selected by a random sample method. Frequency and percentage were used to analyze data. The findings showed 12 methods of teaching preferred by students (flipped learning, blended learning, simultaneous e-learning, asynchronous e-learning, virtual learning, scientific trips, training in the workplace, problem-solving, critical thinking, visitor lecture, learning by project and activities, and discussion) and seven methods of evaluation preferred by students (evaluation by multiple-choice test, true and false test, observation, written test, interview (face to face), evaluation of performance, and evaluation of portfolio). The results also showed that the teaching method preferred by students is the flipped learning method, where it received the highest frequency 1575 (96%); the evaluation method preferred by students is evaluation by multiple-choice, where it received the highest frequency 1623 (99%). The teaching method preferred by males and females is the flipped learning method; the evaluation method favored by males is the true and false test, and the multiple-choice test is the preferred evaluation method for females. According to the results, the researchers recommended that the faculty members of university colleges use the teaching and evaluation methods preferred by students.
Research on the Effect of Awards and Grants to Improve the Ability of Scientific Research after 2014 in China
Author: Yuan, Qunhua
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Analysis,Graduate Students,Scientific Research,Research Skills,Publications,Scholarships,Awards,Universities,Student Research,Grants,Foreign Countries,Theses,Innovation,Financial Support

The National Graduate Education Comprehensive Fees Policy has been in operation for more than five years since the fall semester of 2014, which is long enough to evaluate the effectiveness of the policy. Base on the existing research results, this paper proposes to adopt the core index of graduate students' scientific research ability--the level and quantity of published papers to evaluate the implementation effect of this policy, take GF University as an example to analyze the construction of the university's award and scholarship system, and make quantitative analysis of the academic graduate students' published papers. It finds that the implementation effect of scholarship system is not obvious. Therefore, this paper analyzes the reasons and puts forward the relevant countermeasures.