ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Career Choices before and during Quarantine Measures
Author: Panina, Svetlana Viktorovna
Date: 2020-09-00
Type: Journal Articles
Subjects: Career Choice,COVID-19,Pandemics,Foreign Countries,College Students,Career Development,Change,Student Attitudes

Nowadays, in terms of the COVID-19 pandemic, there is a dramatic transformation of the professions in demand and labor market preferences. In this regard, universities need to review and pay special attention to young people's professional development taking into account new conditions. In February 2020, before quarantine in the Russian Federation, the authors of the present research conducted a survey in order to study the students' career preferences. The survey involved 616 students of Bachelor's and Master's programs of M. K. Ammosov North-Eastern Federal University (&quot;My professional career&quot;), 78 students of the Arctic State Agrotechnological University (&quot;Labor values of youth&quot;), 29 students of the Arctic State Institute of Culture and Arts (&quot;Me and my professional career&quot;). The results showed that the students consider career development as an opportunity to realize their material goals, to combine professional and personal interests, and to set up their own business. In addition, during quarantine measures due to the COVID 19 pandemic in May 2020, an express survey of 437 students was conducted. The results of the survey showed that some students have changed their attitude to their future career, i.e., they wanted to get advanced professional education, improve their digital skills to make it easier to adapt for remote work. Some students expressed their thoughts regarding future employment, i.e., a budget organization or the sphere of small and medium businesses. The authors concluded that university programs for future specialists' training should take into account students' career preferences, desires, professional intentions and attitudes.
Students&apos; Self-Directed Learning at Language University
Author: Yakovleva, Anastasia Nikolaevna
Date: 2020-09-00
Type: Journal Articles
Subjects: College Students,Independent Study,Cognitive Processes,Personal Autonomy,Second Language Learning,Student Characteristics,Self Control

The article is devoted to the problem of self-directed learning of students of Language University. Self-organization is an integral characteristic of personality development. The authors studied the components of self-organization: self-assessment, some personal qualities, etc. Some peculiarities of self-organization of Language University students were revealed with the standardized questionnaires and questionnaires based on self-assessment. It turned out that students with high cognitive capacity have insufficient level of self-organization, low cognitive activity. Self-organization is formed in the process of independent work and autonomous learning. The authors consider the problem of educational autonomy development of students while learning foreign languages as an interdisciplinary problem, as a subject area of linguopedagogics. The research also studied methodological strategies for learning new vocabulary. The development of learning style activity depends on certain personal qualities related to native traits. The research about self-directed leaning of students is the basis for the development of pedagogical activities with the aim of developing the optimal style of educational methods. The content of this research is both theoretical and practical; we are creating conditions for effective cognitive activity.
Counselling Placements Caught Up in the Mismatch of Standards and Realities: Lessons from COVID-19
Author: Pelden, Sonam
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Counselor Training,Student Placement,Job Placement,Work Experience Programs,Graduate Students,Computer Mediated Communication,Standards,Foreign Countries

As the fear of mortality struck humanity, a new age dawned in the relational styles, processes, and interactions amongst people. COVID-19 has caused a major shift in the educational landscape. While most teaching and learning activities moved online, field placement units which are fully invested in industry engagement, and once highly sought, came to a dramatic pause. For students, this produced uncertainty around completion of their degrees and for institutions who became entangled in the changing requirements of accrediting bodies as they grappled with the changing landscape. Our final year counselling and psychotherapy students on placement were instructed to retreat from their placements while some 'lucky few' joined the drifting warriors working from the safety of their homes with their assigned agencies. Crisis and contemporary times call for openness and innovation grounded in practical wisdom. But the tyranny of COVID-19 times highlighted a growing gap between professional standards and community realities. This paper alludes to the struggles of counselling postgraduate University students on placement who are caught up in the mismatch between professional standards of accreditation bodies and the emerging community expectations and practices. It draws on literature to highlight the impact of historic controversial discourses involving online counselling and face-to-face counselling on current practices. This paper aims to reflect on lessons dispensed by COVID-19 to the professional bodies and universities in order to work together in creating innovative, non-placement work-integrated learning (WIL) practices that reflect the realities within the current landscape.
Clinical Characteristics Associated with Stuttering Persistence: A Meta-Analysis
Author: Singer, Cara M.
Date: 2020-09-00
Type: Journal Articles
Subjects: Speech Language Pathology,Stuttering,Individual Characteristics,Age Differences,Gender Differences,Family Characteristics,Incidence,Severity (of Disability),Speech Skills,Language Skills,Personality Traits,Young Children,Foreign Countries,Risk,Symptoms (Individual Disorders)

Purpose: The purpose of this meta-analytic study was to identify clinical characteristics, defined as child factors that can be assessed by a speech-language pathologist as part of a routine speech-language evaluation that may differentiate children who persist in stuttering from children who eventually recover from stuttering. Clinical characteristics explored included sex, age at onset, family history of stuttering, stuttering frequency and severity, speech-language skills, and temperament. Method: Studies were identified through electronic databases, journals, and reference lists of relevant reports (e.g., research articles). Eligible studies followed young children who stutter (i.e., under 6 years old) for at least 24 months, assessed a potential clinical marker at study entry, and determined talker group classification (i.e., persistent or recovered) at study completion. Sex and family history differences were estimated using risk ratios; all other differences were estimated using Hedges's &quot;g.&quot; Heterogeneity and methodological differences among studies were evaluated. Results: Eleven studies (41 reports) met eligibility criteria. Persistent children were older at stuttering onset and exhibited higher frequencies of stuttering-like disfluencies, lower speech sound accuracy, and lower expressive and receptive language skills than recovered children. Males and children with a family history of stuttering were also more likely to persist. Conclusions: Clinical characteristics were identified that are associated with increased risk for stuttering persistence. Future studies have the potential to translate these clinical characteristics into prognostic markers for stuttering persistence risk.
Planting the Seeds for Nature-Based Learning: Impacts of a Farm- and Nature-Based Early Childhood Education Program
Author: Rymanowicz, Kylie
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Education,Program Effectiveness,Outdoor Education,Place Based Education,Environmental Education,Conservation (Environment),Agriculture,Food,Natural Resources,Child Development,Parent Attitudes,Language Skills,Interpersonal Competence,Childhood Interests,Play,Discovery Processes,Family Relationship,Holistic Approach,Sustainable Development,Ecological Factors

Farm- and nature-based early childhood education programs have a unique potential to provide young children with skills and experiences that build a strong foundation for future learning and environmental stewardship, but can also to extend positive impacts to families. In this paper, we work to bridge the gap between research and practice by presenting a description and program evaluation of the Farm Sprouts farm-based preschool program. The Farm Sprouts program supports learning and positive child development in the context of the natural world, with a focus on environmental stewardship, food systems, and nature. Semi-structured interviews (n = 16) and surveys (n = 33) were conducted with parents of children enrolled in the Farm Sprouts program. These interviews and surveys collected information on parents' perceptions of how the Farm Sprouts program impacted their child, with specific focus on changes in children's cognitive, language, and social skills, scientific inquiry, interaction with nature, interest in exploration, as well as impacts on family interactions. The results of this program evaluation suggest that quality farm- or nature-based programs can positively impact a child's language and conversation skills, increase their interest in nature and desire to explore, and positively impact family interactions. Lessons learned and implications for other farm- and nature-based educational efforts are discussed.
Refining a Games Testing Tool for Various Cultural, Social, and Geographic Situations to Evaluate Preschool Children&apos;s Bioaffinity
Author: MacKeen, Jessica
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Preschool Education,Environmental Education,Games,Psychological Testing,Reggio Emilia Approach,Child Development,Child Psychology,Ecology,Developmental Psychology

Studies have used psychological games testing to measure children's bioaffinity (a child's love of/for or connection to nature) as a result of time spent in nature enriching children's well-being. Discrepancies found between two studies in different countries (Sweden and Canada) informed this research. Both studies used the same bioaffinity testing tool with children who had more than average nature-exposure and were enrolled in preschools using the same nature-based philosophy (Reggio-Emilia approach). While the Swedish study found positive bioaffinity amongst the children (aged 5), the Canadian children's (aged 3-5) affinity with nature was weak. The inconsistencies between the Swedish and Canadian studies led to recommendations for further research and testing to determine the following: (1) the appropriateness of the measure for younger children, (2) the need to modify the test to be more culturally and geographically relevant for the participants, and (3) whether such revisions would increase participant understanding and completion of the test while producing more accurate results. As such, this study sought to modify the testing tool to be more culturally, geographically and developmentally appropriate for young Canadian children and then test it with a cohort of 3-5-year-old Canadian preschoolers. Interviews with early childhood education experts and current child development psychology literature informed the modification of the games testing tool. Reduction in the time needed to complete the testing and an increase in child engagement indicate that the new tool's revisions effectively enhanced the children's understanding of the game's testing.
Developing Anatomy Demonstrators of the Future: The Role of Team-Teaching
Author: Hughes, Diane L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Team Teaching,Anatomy,Science Instruction,Undergraduate Students,Foreign Countries,Physical Therapy,Exercise Physiology,Demonstrations (Educational),Science Teachers,Pedagogical Content Knowledge,Educational Benefits

Recent decades have seen cadaveric anatomy teaching decline and shift from traditionally team-taught practicals in large dissection laboratories to sole-taught classes in smaller laboratories. Such changes may alter teaching quality due to loss of peer teacher interactions in class. The current study aimed to compare experiences of team-taught versus sole-taught practicals in the same course across two campuses. This paper presents on the staff experiences. The study utilised educational design research methodology for an iterative approach to solving the problem of optimising cadaveric-based teaching. Classes at the metropolitan campus were team-taught (lead demonstrator, clinical demonstrator and near-peer demonstrator, n=18) and sole-taught at the regional, smaller campus (lead demonstrator only, n=5). Demonstrators completed an anonymous online survey that explored their teaching experiences and thematic analysis of survey data was conducted. Benefits of team-teaching were captured under the themes &quot;learn-observe-support,&quot; &quot;more time with students&quot; and &quot;catering for student differences.&quot; While most team-teaching staff reported no challenges, some noted the need for time to establish effective team dynamics. Sole-teaching staff reported the benefit of &quot;consistency in teaching&quot; but challenges in &quot;providing adequate support&quot; to all students. While sole-teaching facilitates consistency in teaching, team-teaching enables staff to develop teaching expertise and anatomical knowledge from interactions with a range of demonstrators during practicals. Team-teaching facilitates knowledge transfer between staff, and this holds important workforce implications for developing anatomy teachers of the future.
Developing a Peer Supported Feedback Model That Enhances Oral Proficiency in French
Author: Bedford, Simon Bernard
Date: 2020-00-00
Type: Journal Articles
Subjects: Feedback (Response),Peer Evaluation,Language Proficiency,French,Second Language Learning,Second Language Instruction,Instructional Effectiveness,Undergraduate Students,College Freshmen,Student Attitudes,Assessment Literacy,Self Efficacy,Performance Factors,Speech Communication,Summative Evaluation,Formative Evaluation,Foreign Countries

This article investigates the process of development for a novel online peer-supported approach that enhances oral proficiency in French at an Australian university to cope with ever more complex challenges. These challenges include students with mixed ability in the same class, reduced teaching resources and student surveys identifying a lack of speaking practice affecting confidence and performance in oral assessments. A related aim of the present study was to facilitate assessment literacy of our students by encouraging them to make links between the skills practised in class and the requirements for the final oral summative assessment. Methodology draws on educational practice influenced by a social constructivist approach to develop a learning model using online peer feedback, where more advanced learners support less experienced peers outside the formal classroom. Preliminary results reveal that although the model was deemed to be 'generally effective' in enhancing speaking skills and developing a better understanding of assessment literacy, it needs to enable learners to build their meta-skills across the three-year degree program to be truly effective. The conclusion explores further development and expansion of the learning approach across the French undergraduate program and makes future recommendations.
Developing Our Students&apos; Level of Mindfulness during These Unprecedented Times
Author: Reilly, Peter
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Development,Metacognition,Pandemics,COVID-19,Anxiety,Teacher Role,Foreign Countries,College Faculty,Self Control,Executive Function,Intervention

The pandemic has provoked disruptions in students' lives and studies worldwide, which has caused them to feel moderate to high levels of anxiety and stress. Universities have responded by offering online counseling and communicating self-help recommendations via their websites. Curiously, the role that professors could play to reduce this emotional hardship has been ignored in the literature. This instructional paper describes how and why three professors in Mexico include a brief, daily mindful practice in class to help their students cope with the negative emotions that may arise. Psychological and educational research has indicated that the development of mindfulness reduces emotional pain and increases one's sense of well-being. Importantly, the focused-attention meditation described herein does not require an experienced mediator. A script to guide the practice is being used by the three professors, and could serve as a starting point for willing professors. Educators may also discover that the practice improves academic achievement because it activates executive functions (e.g. inhibitory control; working memory), thereby enhancing cognitive functioning. The paper also presents several practical implications involved with the practice, as well as initial reactions from professors and students.
Enhancing Metacognition through Thinking Instruction: A Case Study in a Taiwanese University
Author: Chen, Mei-Hui
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Thinking Skills,Skill Development,Critical Thinking,Creative Thinking,Knowledge Level,Self Management,College Students,Late Adolescents,Direct Instruction,Instructional Effectiveness,Foreign Countries,Transfer of Training

This study investigated the impact of thinking instruction on students' metacognition and thinking behavior. Higher-order thinking occurs when individuals use their underlying metacognitive strategies which increase the probability of achieving a desirable result. The study was designed as a case study of an intervention and a posttest-only control group design was adopted. Participants consisted of students with a variety of majors were recruited from a medium-size university located in southern Taiwan. Two classes of the Developing Thinking course, totaling 78 students, comprised the group receiving the intervention, while 196 students in six General English classes comprised the comparison group. The intervention students were introduced to thinking skills, facts and opinions, question stems, and thinking from different perspectives. The quantitative results show strong evidence that the thinking instruction exerts statistically significant positive effects on students' metacognition. Qualitative evidence also shows improvements in cognitive awareness with students demonstrating a more consistent application of thinking skills, an increased ability to think critically with thinking dispositions cultivated, and most importantly, a transfer of thinking behavior across the curriculum and in their personal lives. The researcher suggests the value of introducing thinking instruction to promote critical thinkers.
Escape Rooms&apos; Pedagogical Potential from Female Future Teachers&apos; Perspectives
Author: Hunt-Gómez, Coral I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Females,Student Attitudes,Learner Engagement,Student Motivation,Gender Differences,Elementary School Teachers,Game Based Learning,Foreign Countries,Undergraduate Students,Preservice Teachers

Fast and easy Internet and knowledge access by just a click are some of the characteristics of the twenty first century. This means that this knowledge has been acquired fast and superficially. Thus, discernment turns into something ephemeral, because there is not a profound examination of the aspects dealt with. This is caused by the enormous quantity of information found that, in many cases, does not reflect reality. In this sense, teachers can find multitasking students that can perform many activities but without reflexively undertaking them. Education tries to solve these type of problems so the learning-teaching process is as significant as possible. Therefore, future teachers should always have tools for keeping students' attention, as well as to raise interest in the studied subjects. Within these new tools, escape rooms are, because they not only increase students' motivation but also encourage teamwork and reflexive learning, as the tasks to be solved are complex. However, as male and female present different perspectives towards gamification, in this work, escape rooms have been studied applying a gender perspective. In the University of Seville, Spain, a descriptive-interpretative exploratory study took place intending to analyse future female teachers' conceptions about escape rooms. A 17-item questionnaire was applied to 99 female students of the Degree in Primary Education. Results show that subjects highly valued the ludic part of the escape rooms as a didactic activity, which fosters significant learning. Students also appreciated that the activity was close to their reality and that it was integrating students' interests in the Primary Education classroom. The main conclusion of the study is that, even if there is room for improvement and there is a need to make them more appealing to female students, escape rooms are considered an excellent educative resource as well as an adequate alternative teaching methodology.
Enabling Cross-Cultural Student Voice during COVID-19: A Collective Autoethnography
Author: Wilson, Samuel
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,COVID-19,Pandemics,Educational Change,Distance Education,Electronic Learning,Student Experience,Student Attitudes,College Students,Foreign Countries,Learner Engagement,Interpersonal Relationship,Accountability,Social Isolation

Higher education learning and teaching has faced a significant challenge in 2020. The novel coronavirus pandemic (COVID-19) has required institutions to engage in emergency response teaching and deliver distance, online, or socially distanced delivery in most jurisdictions globally. The literature to date has focused on understanding this from the perspective of the institutions and academics primarily. For example, institutional case studies and staff critical reflections. There has been literature published on student learning, student experience, and student wellbeing during COVID-19, but these are typically constructed through an academic lens (e.g. a student satisfaction survey). This research offers a co-constructed account developed adopting a students as partners philosophy. Our research team includes four students from two countries (Australia and Singapore) to independently reflect on their experience and collectively consolidate their learning journey through the pandemic, and be mentored and supported by two academics. Our findings indicate that students feel generally disconnected from their experience. Students felt their agency was important, self-awareness and accountability enabled this. Students also reflected that changes to their learning environment had made it more difficult to create social connections. They also include opportunities to change our teaching practice to be more supportive of our students' collective learning during COVID-19.