ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Same but Different&quot;: The Role and Perceptions of the Simulation Clinical Educator
Author: Davidson, Bronwyn
Date: 2023-00-00
Type: Journal Articles
Subjects: Simulation,Allied Health Occupations Education,Patients,Hospitals,Medical School Faculty,Teacher Role,Feedback (Response),Education Work Relationship,Transfer of Training

Simulated learning programs are an important component of allied health education. Although the role of simulation clinical educators has been highlighted as critical for student learning within simulation, their perceptions of their role have not yet been investigated. This study aimed to explore the experiences of simulation clinical educators. Participants were ten simulation clinical educators who had supported speech-language pathology students' learning during a 5-day simulation program focussed on speech-language pathology practice with adult clients in acute hospital and rehabilitation settings. Educators participated in individual semi-structured interviews exploring their role and their perceptions of the simulation-based learning program. Data were analysed using inductive thematic analysis. Three inter-related themes emerged from participants' views. The major theme of Unique teaching and learning environment incorporated five subthemes: focus on teaching; safe learning environment; authenticity and engagement; structure and intensity of learning, and; feedback opportunities. Two additional themes were identified: Clinical educator role same but different, and Simulation bridges the gap between theory and practice. This study offers new insights into simulation clinical educators' perceptions of their role when supporting students within simulation and highlight the importance of harnessing the unique benefits of simulation as a teaching pedagogy to maximize its impacts on student learning and justify its costs.
Structured Ethics Education in Speech-Language Pathology Graduate Students
Author: Gaylord, Jennifer N.
Date: 2023-00-00
Type: Journal Articles
Subjects: Ethical Instruction,Speech Language Pathology,Graduate Students,Self Efficacy,Allied Health Occupations Education,Knowledge Level,Teaching Methods

This investigation compared the effect of ethics training embedded within a curriculum to structured ethics training regarding the ethics knowledge and self-reported comfort levels of first-year graduate students in speech-language pathology. Two equal, non-randomized groups of participants completed an ethics test and survey at three different times over the course of the investigation. The test and survey were administered prior to and after structured ethics training and ethics training embedded within the curriculum. The results of this study showed a significant difference in ethics knowledge after completion of the structured ethics training module for both groups. After receiving structured ethics training, there was no difference between groups regarding comfort in identifying and solving ethics problems. These findings add to the literature regarding the need for structured ethics training for graduate students in healthcare professions. Structured ethics training in speech-language pathology graduate students increased the knowledge of ethical foundations and decision-making models prior to clinical practice in the field.
Student Preferences for Active Learning and Their Beliefs, Experiences, and Knowledge
Author: Shilling, Tammy
Date: 2023-00-00
Type: Journal Articles
Subjects: Preferences,Active Learning,Student Attitudes,Student Experience,Knowledge Level,Thinking Skills,Allied Health Occupations Education,Decision Making,Graduate Students,Student Role,Positive Attitudes,Undergraduate Students,Nursing Students

Active teaching methods are believed to facilitate higher-order thinking skills and prepare allied health students for independent clinical decision-making. This quantitative, correlational study aimed to explain the relationships between student preferences for active over traditional methods and their beliefs, the frequency and positiveness of their experiences, and the extent of knowledge they have received regarding active and traditional teaching methods. Two hundred and thirty students completed a 53-item online survey. Students were enrolled in a Doctor of Physical Therapy, Masters in Speech-language Pathology, or Bachelor of Science Nursing program in one of seventeen participating institutions across a ten-state Midwest region. A combination of student knowledge, student beliefs, and positive student experiences with active over traditional methods predicted 72.5% (R[superscript 2] = 0.725, p = &lt;0.001) of the variance of student preferences for active methods. When students have clarity about the expectations of active learning methods, how they benefit their learning, believe they are responsible for learning and take the initiative, and perceive a positive experience, they prefer active methods over traditional methods. The results inform health professional education programs with recommendations that influence pedagogical change to support faculty and prepare students for clinical practice, higher-order thinking skills, and workforce expectations.
International Research Collaboration between South Africa and Rest of the World: An Analysis of 2012-2021 Trends
Author: Heleta, Savo
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Research,International Cooperation,Faculty Publishing,Scholarship,Bibliometrics,College Faculty,Intercollegiate Cooperation,Educational Trends,Authors,Research Needs

South African higher education policies have since 1997 called for the expansion of research collaboration with the African continent and Global South. In this article, the authors' analysed South Africa's international research collaboration trends and patterns during the 2012-2021 period. Focusing on co-authored scholarly publications, the authors' analysed bibliometric data from Scopus, highlighting the countries South African public universities have collaborated and produced knowledge with, and the parts of the world they have neglected in the past decade. The findings highlight the growth of South Africa's international research collaboration and the expansion of the number of countries universities collaborate with. While the past decade has seen a growth in research collaboration with Brazil, Russia, India, China and Nigeria, South African universities continue to be largely Eurocentric and prioritise collaboration with the Global North while sidelining research collaboration with the African continent and Global South. Contribution: The findings presented in this article contribute to an understanding of South Africa's international research collaboration footprint during 2012-2021 and highlight which parts of the world should be prioritised by universities in the expansion of research collaboration in the future.
COVID-19 and Its Impact on Students with Disabilities: A Social Justice Expression at a South African University
Author: Magedi, Maboragane J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Social Justice,College Students,Students with Disabilities,Barriers,Online Courses,School Closing,College Faculty,At Risk Students,Student Needs,Interpersonal Communication,Accountability,Student Evaluation,Educational Technology,Equal Education,Socioeconomic Influences,College Role

Background: COVID-19 as a pandemic has sparked robust debates within the education sector about the need to save lives, save the academic year, ensure that no student is left behind while being cognisant of issues of culture, equity and social justice. Aim: The study explored the challenges faced by disabled students after the introduction of online teaching and learning as a concomitant part of COVID-19. Setting: The study was conducted at a selected University of Technology (UoT) that is based in Gauteng Province. Methods: The article employed a qualitative approach where face-to-face interviews were used for data collection. Purposeful sampling was used to select 30 student participants, five lecturers and five staff members from the Disability Unit. Results: The study revealed that majority of disabled students are disadvantaged when it comes to assessments. It was further established that some of the special arrangements such as additional time and font enlargement of study notes are easily forgotten by the academic staff. In addition, accountability and poor communication between lecturers and support staff from the Disability Unit was cited as one of the qualitative variables that compromise students' learning outcomes. Online teaching and learning was considered a mode that can be beneficial to both disabled students and their counterpart, normal students. Conclusion: Online teaching and learning is beneficial to the academic project. However, all the necessary resources should be put in place to ensure that no one is compromised in the process. Communication should also be maximised within all the relevant stakeholders. Contribution: The article will profoundly contribute to ensure that there is alignment between policy and practice, especially within the context of teaching and learning that involves students with special needs.
How Should Citizenship Education Be Given?: A Study Based on the Opinions of Social Studies Teachers
Author: Polat, Suat
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Social Studies,Teacher Attitudes,Citizenship Education,Phenomenology,Teaching Experience,Gender Differences,Course Content,Foreign Countries,Age Differences,Teacher Characteristics,School Location

In this study, it was aimed to perform an in-depth examination of the opinions of social studies teachers on how citizenship education should be given. Phenomenology design, one of the qualitative research methods, was used in the research. The study group of the research was formed with 17 social studies teachers working in different regions of Turkey, having different professional seniority and also different genders, by using maximum diversity sampling. The data of the study were collected through a semi-structured interview form developed by the researchers. Descriptive analysis was used to analyze the data. As a result of the research, it was concluded that the perception of social studies teachers regarding the phenomenon of citizenship varied. It was determined that social studies teachers considered the main purpose of social studies as citizenship education and also as a course aimed at raising individuals that the society needs. In the study, it was also concluded that the teachers were of the opinion that appropriate content should be used, different teaching methods-techniques should be employed, and value education should be emphasized while giving citizenship education in the social studies course. Various suggestions were made based on the results of the research.
Modeling Unobserved Heterogeneity Using Person-Centered Approaches: Latent Profiles of Preservice Teachers&apos; Emotional Awareness
Author: Sozer-Boz, Esra
Date: 2023-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Preservice Teachers,Teacher Education Programs,Personality Traits,Individual Differences,Profiles,Questionnaires,Extraversion Introversion,Well Being,Intervention,Self Control,Student Attitudes,Foreign Countries,Rating Scales

Latent Class and Latent Profile Models are widely used in psychological assessment settings, especially when individual differences are suspected to be related to unobserved class memberships, such as different personality types. This paper provides an easy-to-follow introduction and application of the methodology to the data collected as part of more extensive educational research investigating social-emotional competency profiles of preservice teachers (n=184) who responded to an Emotional Awareness Questionnaire. Suspected that there would be two or more latent emotional awareness sub-groups in the sample, a series of latent profile models was estimated. The results suggested three distinct emotional awareness profiles; namely, introverted, extroverted, and less sensitive to others' emotions, with proportions of 9%, 56%, and 35%, respectively. Subsequent analyses showed that preservice teachers with higher levels of emotionality, sociability, and well-being were more likely to be in the extroverted profile. The findings suggest that nearly half of the teachers in the sample could be expected to possess the most professionally desirable teacher profile. Nonetheless, it was noted that if timely diagnostic and tailored training or intervention programs were available, at least some of the preservice teachers in the less sensitive to others' profiles, and most of the preservice teachers in the introverted profile could be helped to self-observe the way which they tend to identify and regulate their emotions.
Exploring the Effect of Learning Motivation and Self-Regulated Learning Climate on Undergraduates&apos; Self-Regulated Learning in Higher Education
Author: Ma, Yujie
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Learning Motivation,Personality,Metacognition,Educational Environment

Self-regulated learning (SRL) has numerous benefits for students. For this reason, it is necessary to understand what factors can affect SRL. The literature has indicated that many factors can influence SRL as a whole. However, few studies have investigated the relationship between factors that can affect SRL and different phases of SRL. This research aims to investigate the influence of learning motivation and self-regulated learning climate on three phases of SRL (forethought, performance, and self-reflection) in higher education context. Thirteen Chinese undergraduates participated in semi-structured interviews. The results reveal that both learning motivation and self-regulated learning climate have significant impact on forethought, performance, and self-reflection. This study also demonstrates that personality may play a role of mediator in the effect of learning motivation on SRL. The influence of self-regulated learning climate on SRL is related to the level of interaction between teachers and students. These findings can help to further develop undergraduates' SRL ability.
Examination of Factors Preventing High School Students from Participating in Physical Activities
Author: Durmusoglu, Mehmet Vakif
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Physical Activity Level,Adolescents,Life Style,Gender Differences,Barriers,Family Income,Athletics,Parent Influence,Physical Education Teachers,Teacher Attitudes,Peer Influence,Student Attitudes,Interests

In today's world, the importance of physical activity for daily life continues to increase. However, it cannot be said that the level of interest of our society in physical activity is sufficient. In the reports of organisations such as the Ministry of Health, Public Health Institution of Turkiye and Active Living Association, it has been reported that 3/4 of the population of Turkiye does not have sufficient physical activity level and the most sedentary group is the 15-19 age group. These serious rates were seen as an important justification for research on this subject. This aims to examine the differentiation status of the participants in terms of some demographic variables to determine the factors that prevented high school students from participating in physical activities. The research is a quantitative study and was carried out in a descriptive survey model. The sample of the research consisted of 376 participants from high school students who continue their education in schools under the Directorate of National Education in Kahramanmaras city centre in Turkiye. The data of the research were analysed by using the statistical software JAMOVI 2.3.16.0 package program. As a result of the research, it was found that the scores of the participants for the factors that prevented their participation in physical activities were at a moderate level. In the scale of factors that prevented high school students from participating in physical activities, statistically, significant differences were found in terms of gender, family monthly income, how many days a week they do sports, mother's interest in sports, father's interest in sports, PE teacher's attitude and friends' attitudes. As a result, in this study, high school students' concerns about the factors that prevent their participation in physical activities were determined in terms of different variables.
Enhancing Scientific Literacy of Lower Secondary Students through Technological Pedagogical and Content Knowledge Framework
Author: Pratumsala, Khuanshanok
Date: 2023-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Science Instruction,Secondary School Students,Technological Literacy,Teaching Methods,Instructional Materials,Action Research,Pedagogical Content Knowledge,Foreign Countries,Achievement Tests,International Assessment

All students today attach a great deal of importance to having access to a technologically-enhanced education. As a result, teachers are pressured to integrate their teaching, material, and technological expertise into their classes. The TPACK framework was utilized to teach science in lower secondary schools as part of this action research. For this investigation, the most significant individuals were 19-year-old students from on school. As study methods, a test of scientific literacy, observations of behavior patterns, and eight TPAC lesson plans were utilized. During the first academic year of 2022, the spiraling action plan was implemented twice. Results indicated that TPACK played a significant role in increasing students' scientific literacy. The first cycle of instruction, the scientific literacy levels of students were high, and after the second cycle, they were very high. There is potential for TPACK implementation in contemporary schools, however, teachers will need to provide instructional materials that are appropriate for student learning and apply instructional approaches that are adapted to the individual academic pursuits of their students.
Teaching the Inevitable: Embracing a Pedagogy of Failure
Author: Eckstein, Lydia E.
Date: 2023-00-00
Type: Journal Articles
Subjects: Academic Failure,College Students,Social Bias,Anxiety,Grading,Alternative Assessment,Teaching Methods,Educational Strategies,Self Concept,Assignments

Failure is often taken as a given in higher education, as an inevitable part of learning new things. Yet, it remains a part of learning that students tend to fear, and faculty tend to neglect. As faculty, we do not always strategize with or leverage our students' struggles and failures for improved learning. Instead, we hope that students learn from their mistakes and study harder or try harder the next time, because moving on with material in class is necessary to meet learning objectives. In this article, we outline several strategies for using failure advantageously for promoting student growth and learning, and to minimize the stigma of struggle in academia. We make concrete suggestions and outline strategies and resources for faculty to incorporate a &quot;pedagogy of failure&quot; into their work with students and we describe structural barriers to using failure strategically in higher education.
Developing and Assessing Respect for Human Dignity in College Students
Author: Scharff, Lauren F. V.
Date: 2023-00-00
Type: Journal Articles
Subjects: Human Dignity,College Students,Intervention,Models,Questionnaires,Attitude Measures,Social Bias,Undergraduate Students,Military Training,Psychology,Field Trips,Intergroup Relations,Racism

Academic institutions are now expected to engage in developing and assessing learning outcomes; however, responsibility outcomes, such as respect for human dignity (RFHD), can be particularly challenging. As part of our Biopsychology course and Sensation and Perception course over the past decade, we applied the scientist-educator model of learning and drew from the literature on prejudice reduction to develop our RFHD interventions, which involved face-to-face interactions with others who had sensory deficits or brain/spinal cord injuries. We iteratively created two pre-post measures to assess development of different aspects of RFHD: a Behavioral Tendencies Questionnaire and a 4-Factor RFHD Model Questionnaire. Recently, we modified the intervention and the assessments for adoption in our Class, Race, and Ethnicity in Society course. This paper reports findings from these three courses and a control course in engineering (n = 153). Findings support our two sets of hypotheses, regarding 1) the efficacy of the assessments to capture different likelihoods for interacting with others targeted by the interventions and changes over time in these factors, and 2) positive effects of the face-to-face intervention activities. This study demonstrates RFHD can be developed and assessed in a college course and provides new assessments for RFHD that are easily modified for a variety of types of others (e.g., individuals who are homeless versus blind or of a particular race).
Incorporating Arts-Based Pedagogy: Moving beyond Traditional Approaches to Teaching Qualitative Research
Author: Moreno, Rhia
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Art Education,Educational Philosophy,Teacher Student Relationship,Student Attitudes,Experiential Learning,Higher Education,Qualitative Research,Poetry,Teacher Education Programs,Graduate Students,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Research Training,Masters Programs

Arts-based pedagogy has the potential to reimagine &quot;traditional&quot; research to engage learners in expanded and innovative methods, while also creating space for student voices. Grounded in a Deweyan experiential framework informed by arts-based pedagogy, this reflective dialogue revolves around a pedagogical reframing of a data analysis unit in a qualitative research course with specific focus on the incorporation of creative analysis. We came together as three participants (instructor, student, and scholar) within this experience to collaboratively share insights on the pedagogical approach, particularly as experienced through the eyes of the learner. Implications include how arts-based experiential inquiry can empower novice researchers to explore new avenues for sense-making while also extending across disciplines to support the inclusion of arts-based reflective practices in higher education.
Is Discussing Identity More Important than Shared Identity to Student-Staff Relationship Building?
Author: Bovill, Catherine
Date: 2023-00-00
Type: Journal Articles
Subjects: Self Concept,Teacher Student Relationship,Undergraduate Students,Interpersonal Communication,Interests,Teacher Behavior,Teacher Attitudes,Student Attitudes

Research consistently demonstrates that the quality of student-staff interactions matters for positive student outcomes. Some research studies also suggest that identity similarities (homophily) often contribute to meaningful human connections. Yet, the influence of student and staff identities on teaching and learning in higher education is less explored. We report on how undergraduate students and staff at one US university perceive the impact of identities on student-staff classroom relationships. Four themes emerged from our analysis: (1) Shared interests may be more important than shared identity for some students and staff; (2) Students' year of study influences their views on staff identity and student-staff relationships; (3) Identity homophily is a point of connection for some students and staff; (4) Discussing identity, without identity homophily, can lead to positive course-based connections. The first three of these themes align with existing literature, but the fourth theme extends previous research, and we focus on exploring how for some students, discussing identities may be more important than matching identities when interacting with academic staff.