ethanporcaro/eric-fulltext-meta huggingface dataset:
Achieving Teacher Professional Growth through Professional Experimentation and Changes in Pedagogical Practices
Author: Muir, Tracey
Date: 2021-09-00
Type: Journal Articles
Subjects: Faculty Development,Educational Change,Teaching Methods,Teacher Collaboration,Outcomes of Education,Mathematics Instruction,Individualized Instruction,Mathematics Tests,Student Needs,Case Studies,Elementary School Teachers,Foreign Countries

To facilitate the professional learning of teachers and bring about changes in pedagogical practices, it is necessary to understand the process by which teachers grow professionally. Professional growth can be achieved when teachers work together to engage in professional experimentation and see results in terms of salient outcomes for their students. This paper reports on a study of teachers' pedagogical practices as they introduced adaptations to focus on personalising students' learning in mathematics. Two cases are presented to demonstrate how teachers in two schools used student mathematics test data to determine students' strengths and needs, in order to personalise learning experiences. The findings highlight how shared responsibility and purposeful use of student data can lead to positive professional growth for teachers and improved learning outcomes for students.
Does Use of Books and Electronic Media Associate to Joint Attention Skills and Temperament during the First Year of Life?
Author: Gago Galvagno, Lucas G.
Date: 2021-10-00
Type: Journal Articles
Subjects: Books,Reading Habits,Computer Use,Internet,Television Viewing,Family Environment,Correlation,Infant Behavior,Infants,Personality Traits,Attention,Mothers,Interaction,Play,Cognitive Development,Latin Americans,Foreign Countries

Several researchers have found that media exposure through books or electronic media contribute to preschoolers' development. However, research with behavioral measures and during the first years of life have not been carried out in Latin American contexts. The aim of the following research was to evaluate the relations between media exposure through electronic media and books with joint attention skills and temperament (i.e., effortful control, surgency and negative affect) during the first year of life. A free play session was carried out, where the number of mother-infant interaction behaviors were assessed. Findings state that only the amount and the frequency of the use of books at home between caregivers and infants were positively associated with the behaviors of joint attention and surgency. Conclusion denotes that books would probably be associated with more infant interactions and higher SES, mediating in the promotion of cognitive development from the first months of life.
Genetic Determinism on Teachers&apos; Perceptions about Etiology of Mental Disorders
Author: Antonelli-Ponti, Mayra
Date: 2021-10-00
Type: Journal Articles
Subjects: Genetics,Attribution Theory,Etiology,Mental Disorders,Teacher Attitudes,Nature Nurture Controversy,Foreign Countries,Labeling (of Persons),Social Bias,Stereotypes

Mental disorders are disorders of the cognitive, emotional or behavioral condition of an individual. They can have several origins and are usually associated with expressive anguish and difficulty in various aspects of life, including school education. Mental disorders are accompanied by social stigmas which may be linked to the belief in genetic determinism, i.e., in the perception that mental disorders are unchanging. The objective of the present study was to understand the perception of Brazilian teachers of all levels about the etiology of mental disorders. The results showed that most of the teachers studied believe in the predominance or exclusivity of genes in mental disorders, and do not consider the environment as a potential influencer of their occurrence or mitigation. This perception approaches the belief in genetic determinism and can justify the labeling of students with mental disorders and the consequent perpetuation of social stigmas. It is therefore recommended to promote knowledge in this area, including knowledge of the dynamics of interaction between genes and the environment, helping educators to prepare and to be able to act according to the reality of each student without creating inappropriate stereotypes.
Productive Failures: From Class Requirement to Fostering a Support Group
Author: Savic, Miloš
Date: 2021-10-00
Type: Journal Articles
Subjects: Failure,College Mathematics,Emotional Response,College Students,Social Support Groups,Demonstrations (Educational),Mathematics Instruction

Mistakes occur frequently in mathematics. Reframing mistakes into positive moments can be psychologically important in a student's educational journey. We investigated two tertiary math classes that explicitly valued mistakes through a pedagogical requirement called &quot;productive failure&quot;. For a percentage of their grade, students demonstrated how they made mistakes in their problem solving and, most importantly, how they overcame those mistakes. Through interviews, video-stimulated recalls, and evaluations of the course all from students, we initially looked for affectual responses to the pedagogical allowance and student-led demonstration. Many of the responses, both benefits and drawbacks of the productive failure, were interpreted by the research group to resemble the psychology literature on peer-led support groups. Descriptions of both productive failure and support groups, as well as quotes from the students, aim to shed light on psychological benefits of valuing mistakes. Finally, we believe that productive failures benefitted many students because it made the human aspect of mathematics more explicit.
Unequal Civic Development? Vocational Tracking and Civic Outcomes in Germany
Author: Savage, Corey
Date: 2021-00-00
Type: Journal Articles
Subjects: Track System (Education),Vocational Education,Secondary School Students,Foreign Countries,Citizen Participation,Political Attitudes,Voting,Outcomes of Education,Educational Policy,Comparative Analysis,Citizenship Education

Vocational education and training (VET) is a common form of upper secondary school tracking in countries around the world. There are ongoing debates regarding the effects of this differentiation on academic and labor market outcomes; however, evidence on civic outcomes is lacking. Using a unique cohort study in Germany (N = 2461) and a doubly robust weighting approach with a rich set of baseline covariates to address selection bias, we estimated the effects of VET (relative to academic upper secondary school) on political interest, internal political efficacy, and intent to vote across 15 years of late adolescence and early adulthood. We estimated negative effects of VET on these civic outcomes, particularly as participants grew older. Implications for future research and VET policy are discussed.
Exploring How Degree Apprentices Experience Their Engineering Identity through Life Story Interviews and the Twenty Statement Test (TST)
Author: Liquete, Elena
Date: 2021-11-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Self Concept,Foreign Countries,Apprenticeships,Biographies,Interviews,Measures (Individuals),Career Choice,Time Perspective

Every year, around 35% of engineering graduates (mainly female and ethnic minority graduates) in the UK choose roles outside engineering. Given that engineering disciplines struggle to attract recruits, this represents a significant loss of qualified talent the profession can ill afford. A possible reason why engineers choose not to practise after qualifying may be that they have not developed a professional engineering identity during their engineering education. Research shows that engineering identity is an important indicator of persistence in both engineering education and the engineering profession. The purpose of this research is to gain a deeper understanding into the process of engineering identity formation in undergraduates studying for an engineering apprenticeship degree in England, with a view to proposing changes to engineering education that may better support the development of an engineering identity. A qualitative methodology is well-suited to the study of how engineering identity develops in engineering students, given that we are interested in the personal experiences of engineering students rather than in measuring standardised outcomes. This research is inspired by narrative inquiry through the use of life story interviews (LSI). This paper outlines the findings of a preliminary study with first and final year students. The findings presented are surprising in that they seem to indicate that the four years of a degree apprenticeship have little impact on students' identification with engineering. Going forward, engineering educators need to consider how the development of an engineering identity can be supported in engineering education.
How Can Comparative Judgement Become an Effective Means toward Providing Clear Formative Feedback to Students to Improve Their Learning Process during Their Product-Service-System Design Project?
Author: Dewit, Ivo
Date: 2021-11-00
Type: Journal Articles
Subjects: Design,Teaching Methods,Feedback (Response),Masters Programs,Graduate Students,Models,Comparative Analysis,Decision Making,Higher Education,Metacognition,Self Concept,Teacher Student Relationship,Peer Evaluation,Self Evaluation (Individuals),Learning Strategies,Student Projects,Formative Evaluation,Computer Software,Computer Mediated Communication,Case Studies,Student Attitudes,Coaching (Performance),Teamwork,Blended Learning,Urban Areas,Public Health

This study responds to calls to further investigate ways to make feedback more effective for students in the context of higher education. More specifically it scrutinizes the feedback practice, adapted to the exceptional reality of a partly on Campus, partly online semester-long Product-Service System (PSS) design project for first Master students of X at the University of Y. To do so, an established model of feedback (Hattie &amp; Timperley, 2007) is used as a framework to seek answers to the research question: which types (and levels) of feedback are generated when applying Comparative Judgement (CJ) to guide the students' and teachers' feedback formulation? Following the model, first three types of feedback: feeding up; feeding back; and feeding forward and second, four levels of feedback are discerned: task; process; self-regulatory and self. The current study describes how first year Master students (n=72) and lecturers (n=4) apply CJ to formulate feedback. We evaluate which types and levels of feedback are formulated and received by the students, both towards and from their peers and teachers. Additionally, based on a post hoc survey and reflection paper, we list the strengths and weaknesses of CJ as a method to help students to formulate, interpret and receive feedback. Finally, we identify various opportunities to improve CJ based feedback during product development cycles and its impact on learning and self-assessment of the own project process and (intermediate) results quality, and metacognitive strategies for learning.
Disparities in Disruptions to Postsecondary Education Plans during the COVID-19 Pandemic
Author: Liu, Ran
Date: 2021-00-00
Type: Journal Articles
Subjects: Postsecondary Education,COVID-19,Pandemics,College Bound Students,Academic Aspiration,Racial Differences,Educational Change,Predictor Variables,Hierarchical Linear Modeling

This study examines disruptions to postsecondary education plans in the United States during the COVID-19 pandemic. Using nationally representative data from the U.S. Census Bureau's Household Pulse Survey from August 2020 through March 2021, we investigate the prevalence, forms, reasons, and disparities of education disruption across different sociodemographic groups. While nearly three in four households report education plan disruption, the forms and reasons are drastically different. Black and Latinx respondents are more likely to report plan cancellation, while Whites are more likely to report taking classes in different formats. Non-White groups are more likely to cancel plans due to health or financial concerns, while Whites are more likely to cancel plans due to concerns about changes to campus life. Results also reveal nuanced intersections of race, type of education plans, and household vulnerability in affecting education disruption, pointing to the necessity of well-targeted initiatives to address long-term consequences and resulting inequality.
Industrial Design Education: A Research on Generation Theories and Change in Turkey
Author: Ercömert, Çisem
Date: 2021-11-00
Type: Journal Articles
Subjects: Industrial Arts,Design,Educational Change,Age Groups,Foreign Countries,Social Structure,Teacher Attitudes,Educational History

Due to their birth at the same time interval, according to the generation theories based on the idea that the individuals who were exposed to the same social, historical, and cultural events and thus have common experiences, similar attitudes to similar thoughts and behaviors, nowadays five generations, which are the Silent Generation, Baby Boomer, X, Y and Z Generations, live together. Each of these generations exhibits different tendencies in matters of work, family, and education because they encounter with different historical events, social relations and technological developments that help to see and make sense life from a different angle. Considering the individual who performs the design action and is affected by it, and relationship with the social structure due to the nature of the design, it is thought that generational differences will create similar differences in the approach to design action. Therefore, design education as a reflection of design practice will be affected by this difference. Thus, in this study to examine the change dynamics of industrial design education in Turkey within generations theories, in-depth interviews were conducted with different generations' lecturers working in departments of industrial design in Turkey and data were compared within the framework of generations' theories. As a result of the study, it was seen that changes in education parallel with characteristics of the generations due to changes of the generation of both the lecturers and the students. It also put forward the importance of being able to create a structure of education that is open to support changes.
Industry 4.0 Competencies as the Core of Online Engineering Laboratories
Author: Garcia-Moran, Emmanuel
Date: 2021-11-00
Type: Journal Articles
Subjects: Online Courses,Engineering Education,Problem Based Learning,Teaching Methods,Student Projects,Active Learning,Computer Simulation,Laboratory Experiments,Mastery Learning,Self Efficacy,Learning Processes,Distance Education,Physiology,Course Descriptions,Visual Aids,Networks,Industry,Job Skills

Online laboratories are widely used in higher engineering education and due to the COVID-19 pandemic, they have taken on an even greater relevance. At Tecnologico de Monterrey, Mexico, well-established techniques such as Problem-Based Learning (PBL), Project-Oriented Learning (POL) and Research-Based Learning (RBL) have been implemented over the years, and over the past year, have been successfully incorporated into the students' learning process within online and remote laboratories. Nevertheless, these learning techniques do not include an element which is crucial in today's industrialized world: Industry 4.0 competencies. Therefore, this work aims to describe a pedagogical approach in which the development of Industry based competencies complements the aforementioned learning techniques. The use and creation of virtual environments and products is merged with the understanding of fundamental engineering concepts. Further, a measurement of the students' perceived self-efficacy related to this pedagogical approach is carried out, focusing on the physiological states and mastery experiences of the students. An analysis of its results is presented as well as a discussion on these findings, coupled with the perspectives from different key stakeholders on the importance of the educational institutions' involvement in developing Industry 4.0 competencies in engineering students. Finally, comments regarding additional factors which play a role in the educational process, but were not studied at this time, as well as additional areas of interest are given.
A Blended Approach to Design Education through Clinical Immersions and Industry Partnerships in Design for Healthcare
Author: Kiernan, Louise
Date: 2021-11-00
Type: Journal Articles
Subjects: Blended Learning,Design,Partnerships in Education,Online Courses,Interdisciplinary Approach,Work Experience,Barriers,Teaching Methods,Education Work Relationship,School Business Relationship,Health Services,Facilities,Feedback (Response),Cooperation,Standards,Masters Programs,Obstetrics,Gynecology,Equipment,Medical Services,Empathy,Clinical Experience,Research Skills,Patients,Ethics,Human Dignity,Health Personnel,Human Factors Engineering,Specialists,Criticism,Outcomes of Education,COVID-19,Pandemics,Hospitals

Contemporary design education seeks to prepare students for the workplace through studiobased learning that replicates real world practice. Design problems in the workplace have become increasingly complex and one example of this is within the area of design for healthcare, which requires multidisciplinary collaboration between various stakeholders to build knowledge in order to create new products, services systems and spaces. The complexity of these roles creates challenges for design educators in preparing students for the workplace. This paper presents a hybrid approach to address this challenge by presenting a real-world approach to design education. This entails a bottom-up approach to facilitate design research in a clinical setting to gather rich insights and needs of the clinical setting along with a top-down industry collaboration with sponsored briefs to guide students through the requirements of developing solutions in a heavily regulated field. The paper outlines examples of this process and how it was achieved in a blended model that was predominantly online in response to the changed environment caused by the COVID-19 pandemic. The advantages of this model are threefold, students gain deep knowledge and skills through collaborating with a variety of stakeholders within health care, they gain the opportunity to validate their designs through testing and feedback with these partners and lastly students develop the connections to create opportunities for further partnerships and employment.
A-Level Food: The Gap That Remains--A Research Project on the Impact of Removing Post 16 A-Level Examinations for Home Economics and Food Technology in Schools in England in 2016
Author: Davies, Louise T.
Date: 2021-11-00
Type: Journal Articles
Subjects: Family and Consumer Sciences,Foreign Countries,Teacher Attitudes,Employment,Food Service,Employment Qualifications,Dietetics,Hospitality Occupations,Graduate Students,Employment Opportunities,Exit Examinations,Nutrition,Educational Change,Computer Software,Cooking Instruction,Secondary School Teachers,Secondary School Students

This research project examines the impact of removing post 16 A-level examinations for Home Economics and Food Technology in schools in England from 2016. This research explores teachers' experiences from 2016-2020, specifically their views on the progression pathway for those students who wish to pursue further study and employment opportunities in the food sector and other relevant occupations. Schools offer non-A-level courses less frequently as there is uncertainty around course equivalence, and this has resulted in an overall reduction in the numbers studying post 16 food courses. Level 3 qualifications are now focused solely on the hospitality and catering sector with only one applied general qualification. Opportunities for broader areas of study that encompass food science, nutrition and dietetics and food technology have been removed. This has meant that now fewer students access broader career pathways and interests crucially at a time when the UK requires vast numbers of highly skilled postgraduate recruits for the food sector. Teachers made a strong case for why a new A-level course should be developed.
Alone in the Sustainable Wilderness; Transforming Sustainable Competences and Didactics in a Design for Change Education
Author: Østergaard, Thomas
Date: 2021-11-00
Type: Journal Articles
Subjects: Sustainable Development,Educational Change,Teacher Attitudes,World Views,Student Centered Learning,Teaching Methods,Pedagogical Content Knowledge,Transformative Learning,Reflection,Case Studies,Undergraduate Students,Intervention,Creativity,Emotional Development,Design,Cooperation,Active Learning,Foreign Countries,Student Attitudes,Information Technology,Entrepreneurship,Well Being,Technology Education,Interdisciplinary Approach

According to UNESCO (2012) pedagogies associated with Educations for Sustainable Development (ESD) should spur and inspire students to think critically, ask questions and reflect. The assumption is, that pedagogies are moving towards student-centred participatory learning. Still, the educator is at the core of the transition towards developing ESD's, so changes of the educators' worldviews and practices are emerging. The educators' competences and knowledge on ESD-development becomes central as the question of the what and the how the students are taught becomes more pressing. Today many sustainable educations still have a high focus on systemic issues (external systems); politics, technology, or socioeconomic structures (Parodi &amp; Tamm, 2018, Wamsler, 2019) and lately the UNESCO (2021) has stressed the need for adapting cognitive, transformative, personal, emotional, dimensions of learning into ESD. In a transformative learning setting the educators should provide real-heartfelt experiences generating the students with capacities to reflect critically on both systems and personal design practice methods and help them aligning their methods with their personal emotional values. In doing so, the educators feel left &quot;alone in the Wilderness&quot; and research in the personal dimension of sustainable transformation and connection of this to ESD's is scarce (Parodi &amp; Tamm, 2018, Wamsler, 2019). On this backdrop, this article provides a reflexive case study of a BA level course on &quot;Design for Change&quot; performed from 2019-2021 using transformative learning practices and the connected interventions in the form of a reflection tool, the Decoding Creativity Tool (DCT). The data was collected to discover if and how the students could enhance personal sustainable competences using transformative learning focusing on the personal emotional and creative development and awareness, reflection tools and &quot;visiting&quot; methods. Implementing transformative learning and ESD's into educational practices requires radical revisions of the design education system, managerial strategic commitment and involves many levels of the HE's. It requires both internal and external collaborations for the design educations and could involve developing new didactics and methods where ideas can grow. (Barth &amp; Rieckmann, 2012).