ethanporcaro/eric-fulltext-meta huggingface dataset:
The Benefits of Volunteering, Volunteers&apos; Competencies, and Their Integration into Business Education
Author: Liszt-Rohlf, Verena
Date: 2021-04-00
Type: Journal Articles
Subjects: Volunteers,Competence,Skill Development,Job Skills,Communication Skills,Business Administration Education,Service Learning,Entrepreneurship,Partnerships in Education,Pilot Projects,Motivation,Cultural Awareness,Transfer of Training,Lifelong Learning,Social Responsibility,Foreign Countries

During voluntary work, volunteers acquire valuable new knowledge and skills, but they often do not recognize these newly developed competencies, cannot apply them in further education, and fail to make others, including potential employers, aware of them. The classification and validation of these competencies can help to facilitate the transfer of volunteers' competencies within the volunteer and labor markets; however, the required steps for validation of the acquired competencies are frequently complicated or unclear for volunteers. Additionally, accepted ways of validating are lacking in labor market. This paper starts by presenting the value and benefits of volunteering, especially in a business education context. Thereafter, the authors present a European partnership project--the Grundtvig Learning Partnership's Volunteering Validation Highway (VVH). The partnership aimed to facilitate the validation and transfer of volunteers' experience. The following paper discuss volunteering as important part of society and a business education approach integrating volunteering. To support the idea of integration, the authors present a study concerning volunteers' competencies, the benefits of volunteering, and the usefulness in business education of competencies gained through volunteering. The study used data from a questionnaire and group discussions. Regarding different countries, the partners expected different understandings of volunteering; therefore, the researchers conducted mixed-nationality group discussions to develop a mutual understanding of volunteering. The researchers also developed a questionnaire according to the group discussion categories (inductive) and included both open-ended and multiple-choice questions. The results support the idea of integrating volunteering experiences in business education. First, the results showed benefits for society and for the volunteers themselves. Second, the volunteers gain on the one hand professional competencies that were relevant to the labor market, like delegating tasks to other people. On the other hand, the volunteers mentioned social and process-oriented competencies, including communication and technical skills. Third, the researchers identified two major advantages of volunteering: volunteers learn networking and communicating, and volunteers experience opened new occupational fields. The authors presented in a fourth step opportunities to integrate volunteering into business education. Business education can therefore be a service learning or a social entrepreneurship education course.
The Digital Change of Vocational Training and Business Education: What It Takes to Prepare Students for the Future Challenges of the Job Market
Author: Kamsker, Susanne
Date: 2021-04-00
Type: Journal Articles
Subjects: Business Education,Vocational Education,Computer Literacy,Foreign Countries,Job Skills,Employment Qualifications,Secondary Education,Educational Change

There is no doubt that the increasing use of technology and digitalization leads to a more differentiated discussion of the digital transformation in work and daily life. The digital transformation can now be regarded as central technological and social phenomenon (Fürst, 2019). It has triggered a hype. To &quot;be digital&quot; is now the basic requirement for work and the participation in society (Hartmann et al., 2019; Mertala, 2019). To get digital, it is important to keep pace with the social, cultural, and economic changes which are driven by the digital transformation. Educational institutions over all levels of education are concerned with the question of how educational offerings must be designed to prepare learners for encountering and participating in the digital change. This question will also be addressed in this paper. The paper tries to answer the research question, what are central problems and issues of business education due to new and changing qualification and skill requirements of future workers in the age of digital transformation. The aim of the paper is to show what is needed to design modern digital educational offers to prepare learners for the encounter of the digital transformation and to encourage them to participate in shaping it. To achieve this research goal a literature-based analyses was carried out. In addition to central aspects for further development of business education, like the development of educational staff (e.g. teachers) and the vocational theory, it is important to think about issues of digital transformation for the general business education and development, school education and in-company education and training. The bundling of relevant issues on the digital transformation of business Education and their answers will help to shape the digital transformation and prepare the next generation for the future challenges at work and in daily life.
Scaffolding Middle and High School Students&apos; Engineering Design Experiences: Quality Problem-SCOPEing Promoting Successful Solutions
Author: Hughes, Andrew J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Middle School Students,High School Students,Design,Engineering Education,Teaching Methods,Comparative Analysis,Metacognition,Cognitive Processes,Instructional Effectiveness,Faculty Development,Student Characteristics

Highly proficient expert engineers begin the iterative process of design by thoroughly investigating the design problem. Engineering students are often distracted by surface details, leading to a faulty conception of the problem and inappropriate solution strategies. Adequate problem-scoping is arguably the most important step in the design process. To address this issue, the researchers developed an instructional framework to help teachers scaffold students' cognitive and metacognitive processes during the problem-scoping phase of a design challenge. The purpose of this quasi-experimental study was to investigate the impact that scaffolded instruction related to the SCOPE process had on students' solution success during a design challenge. The SCOPE process is used to help teachers scaffold students' design experiences during a tower design challenge and increase the overall effectiveness of their design efforts. Students in this study (N = 802) were separated into treatment and control groups. Using hierarchical multiple regression, the SCOPE process accounted for 40.4% ([delta]R[superscript 2] = 0.404) of the variability of the design score, which was statistically significant (p &lt; 0.001). The results indicate that students who received scaffolded instruction from their teachers related to the SCOPE process during the design experience performed better on the design challenge.
School Counselors&apos; Exposure to Student Suicide, Suicide Assessment Self-Efficacy, and Workplace Anxiety: Implications for Training, Practice, and Research
Author: Becnel, Alexander T.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Suicide,At Risk Students,Risk Assessment,Self Efficacy,Anxiety,Work Environment,Incidence,Work Experience,Correlation,Counselor Training,Graduate Study,Crisis Intervention,Prevention,Elementary Schools,Secondary Schools

In a national sample of current school counselors with membership in the American School Counselor Association (N = 226), we examined the prevalence of suicide training among school counselors as well as differences in suicide assessment self-efficacy and workplace anxiety between school counselors who were exposed to student suicide and those who were not. The results indicate that 38% of school counselors were not prepared for suicide prevention during graduate training. Although school counselors' exposure to suicide was not related to their workplace anxiety, those who were exposed to a student suicide attempt had higher suicide assessment self-efficacy scores than those who were not. This study demonstrates the impact of suicide exposure on school counselors and the need for additional suicide assessment training.
Exploring Motivation in EFL Learning: A Case Study of Elementary Students in a Rural Area
Author: Tseng, Yueh-Hung
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Motivation,Second Language Learning,Second Language Instruction,English (Second Language),Rural Areas,Grade 5,Elementary School Students,Socioeconomic Influences,Ethnic Groups,Indigenous Populations,Foreign Countries

Motivation is a key factor in determining success in foreign and second language learning. However, the relationship between motivation and intended effort, &quot;a mediating factor between motivation and success&quot; (Papi, 2010, p. 468), has been studied mostly quantitatively rather than qualitatively, and even fewer studies have addressed this relationship among elementary school students in English as a Foreign Language (EFL) contexts, especially in rural districts. In response, this study examined such a relationship qualitatively drawing on Dörnyei's (2005) L2 Motivational Self System as the theoretical lens in a fifth grade class in Taiwan. The purpose was to bridge the divide between rural and urban contexts. Data collection involved participants' drawings and written responses to motivation-related questions, interviews, and the researcher's observations and reflection journal. The study found no direct or linear link between motivation to study English and intended effort. In addition, this relationship was social. Furthermore, participants' learning experiences played a critical and complex role in mediating intended effort. The findings suggest that teachers should create motivated learning experiences rather than try to motivate students through tests.
Tertiary Students&apos; Choice between Native and Non-Native Speaker English Teachers and the Role of English Proficiency in Learner Preferences: Some Evidence from Postcolonial Hong Kong
Author: Yeung, Marine
Date: 2021-00-00
Type: Journal Articles
Subjects: Native Speakers,Student Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Preferences,Language Teachers,Teacher Characteristics,Foreign Countries,Postcolonialism,Undergraduate Students,Correlation,Language Proficiency

Native-speakerism has generated much debate in the field of English language teaching, with the general assumption that native English-speaker teachers (NESTs) are better teachers and would be learners' preference over non-native English-speaker teachers (NNESTs) given the choice. Despite challenges against such an assumption in recent decades, it is argued that NESTs are still prioritized over NNESTs. Studies on learners' perceptions of NESTs and NNESTs and the factors behind them have produced inconclusive findings, which prompted the present study in post-colonial Hong Kong, where English is a language of privilege. To gain a better understanding of the reality, 253 students from various academic programmes in a tertiary institution in Hong Kong were invited to complete a questionnaire which aimed to elicit their views and preferences concerning teaching by NESTs and local English teachers (LETs, i.e., NNESTs) after being taught by NESTs. Factors affecting their preferences were also explored using open-ended questions and correlation tests. The findings suggest a minor preference for NESTs, but LETs are favoured in terms of effectiveness. Experience with NESTs and learners' English proficiency may also have notable influences over learner preferences. These findings have practical implications for teacher deployment for English courses or programmes at tertiary institutions.
Group Differences between Counselor Education Doctoral Students&apos; Number of Fieldwork Experiences and Teaching Self-Efficacy
Author: Suddeath, Eric G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Counselor Training,Doctoral Students,Self Efficacy,Field Experience Programs,Doctoral Programs,Preservice Teacher Education,Attitude Change,Student Attitudes,Program Implementation,Outcomes of Education,Instruction

This study examined differences in 149 counselor education doctoral students' self-efficacy toward teaching related to their number of experiences with fieldwork in teaching (FiT). Results showed counselor education doctoral students began FiT experiences with high levels of self-efficacy, which decreased after one to two FiT experiences, increased slightly after three to four FiT experiences, and increased significantly after five or more FiT experiences. We discuss implications for how counselor education doctoral programs can implement and supervise FiT experiences as part of their teaching preparation practices. Finally, we identify limitations of the study and offer future research suggestions for investigating FiT experiences in counselor education.
A Metacognitive Instructional Guide to Support Effective Studying Strategies
Author: Bingham, Bailey E.
Date: 2021-09-00
Type: Journal Articles
Subjects: Metacognition,Instructional Materials,Learning Strategies,Instructional Effectiveness,Intervention,College Freshmen,Biology,Online Courses,Foreign Countries,Test Anxiety,Academic Achievement

Metacognition--the processes whereby learners assess and monitor their progress in learning (metacognitive monitoring, MM) and use these judgements of learning to make choices about what to study in the future (metacognitive control, MC)--has been shown to be beneficial to learning. However, effective learning also relies on metacognitive knowledge (MK)--that is, students' knowledge about effective study strategies and how to employ them. Few students receive explicit in-class instruction on these topics. Here, we explore if an online instructional guide, which includes information about evidence-based study strategies, example questions for self-testing, and a study calendar to help regulate timing of studying can effectively teach MK to improve performance. While it is unclear if the online instructional guide was related to increases in MK, MM, and MC, we did observe benefits to student performance, particularly in highly anxious students on high-stake assessments such as the final examination. Future research should seek to understand how students were engaging with the guide and how the nature of the engagement impacted their study strategies.
Collaborative Assessment: Using Self-Assessment and Reflection for Student Learning and Program Development
Author: Flournoy, Ellen L.
Date: 2021-09-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),College Students,Program Evaluation,College Programs,Learning,Reflection,Cooperation,College Outcomes Assessment,Evaluation Methods,Foreign Countries

As program-level assessment increasingly becomes an integral part of the higher-education landscape, so does the debate regarding the efficacy of current assessment methods. Traditionally, students do not participate in assessment--neither of their own learning nor of institutional or program efficacy. Our assessment process presents an alternative to traditional program-level assessment and is meant to improve student learning in two ways: (1) by asking students to reflect on their achievement of learning outcomes using evidence-based methods; and (2) by providing assessment practitioners with authentic, contextualized data on which to make claims about curricula. This collaborative assessment process was designed to address the complex needs of a cross-curricular rhetoric program but responds to many general concerns about traditional assessment methods.
Educating &quot;Perfinkers&quot;: How Cognitive Tools Support Affective Engagement in Teacher Education
Author: Judson, Gillian
Date: 2021-09-00
Type: Journal Articles
Subjects: Imagination,Affective Behavior,Foreign Countries,Praxis,Preservice Teacher Education,Inservice Teacher Education,Teacher Educators,Teaching Experience

Our intention is to share our lived experiences &quot;as&quot; educators &quot;of&quot; educators employing Imaginative Education (IE) pedagogy. We aim to illuminate IE's influence on our students', and our own, affective alertness, and to leave readers &quot;feeling&quot; the possibility of this pedagogy for teaching and learning. Inspired by the literary and research praxis of &quot;métissage&quot; (Chambers et al., 2012; Hasebe-Ludt et al., 2009; Hasebe-Ludt et al., 2010), we offer this polyphonic text as a weaving together of our discrete and collective voices as imaginative teacher educators. Our writing reflects a relational process, one that invites us as writers and colleagues to better understand each other and our practices as IE educators (Hasebe-Ludt et al., 2009). It also allows us to share with other practitioners our struggles, questions, and triumphs as we make sense of our individual and collective praxis: how IE's theory informs our practice, and how our practice informs our understanding of IE's theory. This text, like IE's philosophy, invites heterogeneous possibilities.
Making Choices and Reducing Risk (MCARR): School Counseling Primary Prevention of Substance Use
Author: Foss-Kelly, Louisa L.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Counselor Role,Program Effectiveness,Health Behavior,Substance Abuse,Prevention,Knowledge Level,Student Attitudes,Decision Making,Risk,High School Students,Grade 9,Adolescents,Urban Schools

The consequences of adolescent drug and alcohol use may be serious and far-reaching, forecasting problematic use or addictive behaviors into adulthood. School counselors are particularly well suited to understand the needs of the school community and to seamlessly deliver sustainable substance use prevention. This pilot study with 46 ninth-grade students investigates the impact of the Making Choices and Reducing Risk (MCARR) program, a drug and alcohol use prevention program for the school setting. The MCARR curriculum addresses general knowledge of substances and their related risks, methods for evaluating risk, and skills for avoiding or coping with drug and alcohol use. Using a motivational interviewing framework, MCARR empowers students to choose freely how they wish to behave in relation to drugs and alcohol and to contribute to the health of others in the school community. The authors hypothesized that the implementation of the MCARR curriculum would influence student attitudes, knowledge, and use of substances. Results suggest that the MCARR had a beneficial impact on student attitudes and knowledge. Further, no appreciable increases in substance use during the program were observed. Initial results point to the promise of program feasibility and further research with larger samples including assessment of longitudinal impact.
Counseling Older LGBTQ+ Adults of Color: Relational-Cultural Theory in Practice
Author: Chan, Christian D.
Date: 2021-00-00
Type: Journal Articles
Subjects: LGBTQ People,Older Adults,Minority Groups,Social Bias,Racial Bias,Wellness,Mental Health,Resilience (Psychology),Counseling Techniques,Cultural Influences,Social Justice,Empowerment,Access to Health Care,Social Isolation,Grief

Lesbian, gay, bisexual, transgender, and queer (LGBTQ+) communities have faced a history of discriminatory incidents with deleterious effects on mental health and wellness. Compounded with other historically marginalized identities, LGBTQ+ people of color continue to experience disenfranchisement, inequities, and invisibility, leading to complex experiences of oppression and resilience. Moving into later stages of life span development, older adults of color in LGBTQ+ communities navigate unique nuances within their transitions. The article addresses the following goals to connect relational-cultural theory (RCT) as a relevant theoretical framework for counseling with older LGBTQ+ adults of color: (a) explication of conceptual and empirical research related to older LGBTQ+ adults of color; (b) outline of key principles involved in the RCT approach; and (c) RCT applications in practice and research for older LGBTQ+ adults of color.
Making Thoughts Visible through Formative Feedback in a Mathematical Problem-Solving Process
Author: Toker, Zerrin
Date: 2021-09-00
Type: Journal Articles
Subjects: Formative Evaluation,Feedback (Response),Problem Solving,Mathematics Education,Elementary School Students,Foreign Countries,Teaching Methods,Grade 4

This study aims to elicit the role of formative feedback in the development of students in a mathematical problem-solving process. For this purpose, the study's primary process is to investigate the development of elementary school students (aged 10 to 11) through feedback given during a problem-solving process. While visually engaged in the sub-processes expressing a problem situation and describing their thinking structures in writing, three different dimensions are addressed: communicating visually what they understood from the problem; expressing their thoughts about solution; and creating explanations regarding their solution process. The six-week embedded mixed method study reveals that students' explanations of their thinking processes developed towards the expectations. They were able to depict the problem and the relationships involved in the problem more clearly in their drawings to understand the problem. They made fewer mistakes in mathematical operations.
Pre-Service ELT Teachers&apos; Prospective Needs and Desires for Their Pre-Service Teacher Education
Author: Rocha Erkaya, Odiléa
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Language Teachers,English (Second Language),Second Language Instruction,Teacher Competencies,Teaching Skills,Pedagogical Content Knowledge,Knowledge Base for Teaching,Program Content

The purpose of the study is to explore the voices of pre-service ELT teachers on their prospective needs and desires for their pre-service teacher education curriculum. A qualitative research was conducted with freshman and sophomore students at an ELT Department in a Faculty of Education of a public university in Turkey. To reach an in-depth understanding of participants' knowledge, qualitative data were collected through 10 focus group discussions which 66 pre-service ELT teachers attended. Inductive analysis revealed that participants? prospective needs are categorized under two emerging themes: (a) instructional/practical and (b) attitudinal/behavioural development. In addition, the prospective desires of them are categorized under two emerging themes: (a) instructional/practical development and (b) content development. Finally, the participants emphasize reducing the number of theoretical courses from the program and increasing practical courses instead.