ethanporcaro/eric-fulltext-meta huggingface dataset:
A Morphogenesis Account of Student Leaders&apos; Development of Their Agency in Their Undergraduate Residences at Stellenbosch University
Author: Davids, Delecia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Leadership,Leadership Training,Organizational Culture,Student Diversity,Student Adjustment,Student Attitudes,Dormitories,Self Concept,Universities,Race,Native Language,Indo European Languages,English,African Languages,Ethnicity,Social Class,Student Characteristics

This article offers an account of the development of student leaders' agency within the institutional culture of their residences at Stellenbosch University (SU). Residences at formerly white universities such as SU are struggling to align their welcoming practices and cultures to the requirements for immersion of the diverse students who now live in them. This article focuses on student experiences of alienation in SU residences with a particular interest in how they develop adaptative responses to establish a place for themselves in them. It is based on focus group discussions with student leaders which provided insights into their perceptions of their residence cultures and how they established their agency in this environment. The analysis presented in the article is based on Archer's theoretical approach to morphogenesis. The first data section of the article discusses the interaction between the students' immersion in the institutional culture of their residences, on the one hand, and the acquisition of their initial identifications in response to the environmental cues of their residences, on the other. The second data section discusses the students' active acquisition of their social identities, which allowed them to establish their aspirant pathways at the residence and the university. Overall, the article offers an account of morphogenesis at work at the institutional level of SU's residences with a specific focus on the adaptive behaviour of student leadership in this university context.
An Exploratory Qualitative Study on the Perceived Barriers to Accessing Ghanaian University Counselling Services
Author: Ocansey, Sylvia Kabumle
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,Counseling Services,State Universities,Student Attitudes,Foreign Countries,Undergraduate Students,Academic Persistence,Phenomenology,Counseling Effectiveness,Help Seeking,Advertising

Despite research emphasis on university students' counselling needs and service benefits, barriers to counselling service participation for students have been less explored in Ghanaian higher education. Yet literature is replete with reports on high undergraduate student attrition and a low sense of belonging, stressing the severe need for increased counselling service participation among students in higher education. This article explored the barriers to increased counselling service participation faced by Ghanaian public university students. Our research engaged 13 counselled undergraduate students, purposively selected via snowball and convenience sampling techniques. We engaged study participants in in-depth interviews and a focus group discussion to gather appropriate data and further used the interpretive phenomenological approach to find meaning in the gathered data. Students revealed their perceptions on poor counsellors' sense of initiative, their low service awareness, and their misconceptions which seem to hinder students' counselling service participation. Our results underscore the need for more service advertising and possibly increased counsellor initiative to promote counselling service use among higher education students in Ghana. Daily service advertising with counsellors' reliance on text and WhatsApp messaging, still pictures and short videos on the various campuses (Amos et al., 2020) would considerably increase students' awareness of counselling services.
Ceremonial Transformation: The Significance of Renaming Memorial Hall after Sarah Baartman at the University of Cape Town
Author: Mlambo, Yonela
Date: 2022-00-00
Type: Journal Articles
Subjects: Naming,Educational Change,Universities,Social Change,Racial Segregation,Foreign Countries,College Faculty,Teacher Attitudes,Student Attitudes,Organizational Change,Educational History,School Buildings,Blacks,College Students,Organizational Culture

At the end of 2018, the University of Cape Town renamed its prominent Memorial Hall after Sarah Baartman, which signalled a significant contribution towards transformation endeavours for the institution. This article is a critical literature review of institutional transformation and practice at UCT which examines the significance of renaming the Memorial Hall. Relying on already published work, it explores student and staff experiences to argue that renaming buildings without changing the lived experiences of those who occupy such buildings is not enough. Therefore, the article concludes that attempts at transformation need to stop being solely ceremonial and recommends that UCT improve its transformation efforts. A process that will hinge on the interrogation of the non-traditional experiences of those who now occupy the buildings during and after the renaming processes, especially for buildings as significant as the Memorial Hall.
Teacher Candidate Self-Efficacy and Ability to Teach Literacy: A Comparison of Residency and Traditional Teacher Preparation Models
Author: Mazzye, Doreen L.
Date: 2023-07-00
Type: Journal Articles
Subjects: Self Efficacy,Literacy Education,Alternative Teacher Certification,Teacher Education,Instructional Effectiveness,Student Teachers,Student Attitudes,Cooperating Teachers,Teacher Attitudes

This comparative study explored self-efficacy and ability for scientifically-based literacy instruction between a traditional and residency model of teacher preparation. Pre-/post-survey data was collected using the Teachers' Sense of Efficacy for Literacy Scale. Mentor teachers completed a modified version of the survey on candidates' abilities. Data were analyzed using paired sample t-tests, independent sample t-tests, and a trend analysis. Results revealed that candidates in the Residency Model held higher levels of self-efficacy for literacy instruction than in the Traditional Model. Mentor teachers rated candidates in the Residency Model as more able to teach literacy than those in the Traditional Model. There was alignment amongst the mentor rating and the resident perception of ability. In the Traditional Model, the mentor and student teacher were not as aligned in their perspectives of student teacher ability to teach literacy. Teacher preparation programs should consider the potential of teacher Residency Models to prepare pre-service teachers for the use of the Science of Reading for teaching literacy.
Teaching Mathematics to All Learners by Tapping into Indigenous Legends: A Pathway towards Inclusive Education
Author: Golafshani, Nahid
Date: 2023-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Indigenous Knowledge,Inclusion,Lesson Plans,Story Telling,Culturally Relevant Education,Elementary Schools,Elementary School Curriculum,Mathematics Curriculum,Mathematical Concepts,Elementary School Students,Mathematics Education,Foreign Countries

This study explored the use of Indigenous storytelling in the planning and teaching of mathematical content. In collaboration with Indigenous and non-Indigenous educators, a culturally inclusive mathematical lesson was developed, implemented, and reviewed in an elementary school in Northern Ontario. This study used a culturally authentic approach to address the current educational issue of diversity within the Ontario curriculum and education system. The results of this study suggested that utilizing Indigenous storytelling for teaching mathematical curricular expectations could benefit both Indigenous and non-Indigenous students. Storytelling can allow students to relate abstract mathematical concepts to their own lived experiences, to be exposed to diverse cultures, and to foster a positive and open learning environment that is conducive to academic and non-academic learning.
Patterns of Undergraduate Student Interpersonal Interaction Network Change during the COVID-19 Pandemic
Author: Smith, Rachel A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,COVID-19,Pandemics,School Closing,Online Courses,Interpersonal Relationship,Networks,Diversity,Peer Relationship,Friendship,Individual Characteristics,Interaction

In spring 2020, many U.S. colleges and universities rapidly shifted to online instruction and implemented social distancing policies to respond to the COVID-19 pandemic. Students experienced unprecedented disruption of their interpersonal academic and social networks due to the loss of physical proximity. We used egocentric network analysis and latent profile analysis with survey data from April 2020 and conducted follow-up interviews in September 2020 to examine some of the pandemic's immediate effects on student interpersonal network change. We found the disappearance of interpersonal network patterns featuring coworkers and academic ties, as well as reductions in students' overall number of connections and the role diversity of their networks. Results suggest potential ongoing reduction of peer academic relationships, implying that institutional personnel may need to pay particular attention to academic connections in online spaces and to regenerating students' academic networks when on-campus physical spaces may again be used to support learning.
Motivational Climate Predicts Student Evaluations of Teaching: Relationships between Students&apos; Course Perceptions, Ease of Course, and Evaluations of Teaching
Author: Jones, Brett D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Motivation,Educational Environment,Prediction,Student Evaluation of Teacher Performance,Student Attitudes,Difficulty Level,Undergraduate Students,Teacher Student Relationship,Predictor Variables,Student Empowerment,Values,Success,Student Interests,Caring

Student evaluations of teaching (SETs) are important at most colleges and universities. One purpose of this study was to determine the extent to which motivational climate was associated with SETs. Another purpose was to determine whether course ease was associated with SETs. Participants included 2,949 undergraduate students from 30 courses at a large public university. Using hierarchical linear modeling, we examined the extent to which students' motivation-related course perceptions (empowerment/autonomy, usefulness, success expectancies, situational interest, and caring) related to SETs at the student and class levels. SETs were highly associated with motivational climate. Furthermore, easier courses were rated lower by students when controlling for motivational climate and the demographical composition of the class. These findings highlight the association between the motivational climate and SETs and suggest that one way to improve SETs may be for instructors to focus on improving the motivational climate rather than making the course easier.
Power in a Pandemic: Teachers&apos; Unions and Their Responses to School Reopening
Author: Marianno, Bradley D.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Unions,School Closing,Power Structure,Collective Bargaining,Educational Policy,Politics of Education,Social Media,School Districts,Distance Education,Regression (Statistics)

Drawing on Bachrach and Baratz's first and second faces of interest group power, we explore the relationship between teachers' union power and reopening decisions during the fall 2020 semester in 250 large districts around the United States. We leverage a self-collected panel data set of reopening decisions coupled with measures of teachers' union first face power (drawn from social media postings on teachers' unions' Facebook pages) and second face power (operationalized as district size, whether the school district negotiates a collective bargaining agreement with the teachers' union, the length of the collective bargaining agreement, and the amount of revenue raised by the union). We found that school districts where teachers' unions exhibit strong second face power (but not first face power) were less likely to start the school year with in-person instruction, were less likely to ever open during fall semester with in-person instruction and spent fewer weeks in in-person learning.
Visualizing Cancer: A Transdisciplinary Art and Biology Collaborative
Author: McComb, Camilla
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Aids,Cancer,Interdisciplinary Approach,Art Education,Science Education,Biology,Undergraduate Students,Cooperative Learning,Critical Thinking

It would be safe to say that nearly every student enrolled in college knows someone who has been impacted by cancer. After all, cancer killed nearly 8.2 million people worldwide in 2012 (International Agency for Research on Cancer, 2014). Using this fact as the impetus for change, we decided to make cancer the focus of a &quot;transdisciplinary&quot; (Marshall, 2014) collaborative effort to simulate a reciprocal-learning experience between undergraduate biology and visual art students attending a university in Southeastern Michigan. The goal of the 2015 project was to create an active and authentic collaboration utilizing the university visual arts and biology curricula. By engaging and connecting scientific and artistic critical thinking processes, we wanted to know: could we design a class structure that would enable collaborative teams of art and biology students to create a visual model that represents a hallmark of cancer designed so that the model could also stand alone on artistic merit? In other words, could cancer visualization be transformed into works worthy of gallery display while maintaining scientific accuracy? In this paper we discuss the planning, implementation, results, and impact this work has had upon the way we now envision transdisciplinary collaboration.
Education Environment and Role Transition of Internationally Educated Nurses Enrolled in a Practical Nursing Bridging Program in Ontario, Canada
Author: Cruz, Edward Venzon
Date: 2022-00-00
Type: Journal Articles
Subjects: Nursing Education,Program Descriptions,Correlation,Predictor Variables,Foreign Countries,Foreign Nationals,Community Colleges,Two Year College Students,Student Attitudes,Educational Background,Educational Attainment,Nurses,Educational Experience,Program Content,Educational Finance,Self Concept,Role Perception,Student Characteristics

The purpose of this study is to explore a practical nursing bridging program's education environment and the role transition of internationally educated nurses (IENs) who were enrolled full-time at a community college in Toronto, Canada, during the winter semester of school year 2018-2019. A survey questionnaire consisting of three parts was used to gather data from 68 IEN students who volunteered to participate in this study. Descriptive statistics and multiple regression analysis were used to analyze data. Participants' responses to the open-ended question &quot;Could you please list any problems/issues you have encountered in the bridging program?&quot; were thematically analyzed. Results indicate that all bridging program education environment components, as well as role transition subscales, were described as &quot;agree.&quot; There is a significant relationship between the respondents' perception of learning within their bridging program's education environment and role transition. However, views on teachers and atmosphere, as well as academic and social self-perception, seemed insignificant predictors of role transition. Participants' responses to the open-ended question were analyzed and grouped into four themes: concern with teachers, program content issues, program pace, and financial issues.
Word Imageability Is Associated with Expressive Vocabulary in Children with Autism Spectrum Disorder
Author: Lin, Kimberly R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Expressive Language,Visualization,Predictor Variables,Language Acquisition,Language Processing,Word Frequency,Nouns,Verbs,Vocabulary,Language Skills,Children

Background &amp; aims: Throughout typical development, children prioritize different perceptual, social, and linguistic cues to learn words. The earliest acquired words are often those that are perceptually salient and highly imageable. Imageability, the ease in which a word evokes a mental image, is a strong predictor for word age of acquisition in typically developing (TD) children, independent of other lexicosemantic features such as word frequency. However, little is known about the effects of imageability in children with autism spectrum disorder (ASD), who tend to have differences in linguistic processing and delayed language acquisition compared to their TD peers. This study explores the extent to which imageability and word frequency are associated with early noun and verb acquisition in children with ASD. Methods: Secondary analyses were conducted on previously collected data of 156 children (78 TD, 78 ASD) matched on sex and parent-reported language level. Total expressive vocabulary, as measured by the MacArthur Bates Communicative Development Inventory (MB-CDI), included 123 words (78 nouns, 45 verbs) that overlapped with previously published imageability ratings and word input frequencies. A two-step hierarchical linear regression was used to examine the relationship between word input frequency, imageability, and total expressive vocabulary. An F-test was then used to assess the unique contribution of imageability on total expressive vocabulary when controlling for word input frequency. Results: In both the TD and ASD groups, imageability uniquely explained a portion of the variance in total expressive vocabulary size, independent of word input frequency. Notably, imageability was significantly associated with noun vocabulary and verb vocabulary size alone, with imageability explaining a greater portion of the variance in total nouns produced than in total verbs produced. Conclusions: Imageability was identified as a significant lexicosemantic feature for describing expressive vocabulary size in children with ASD. Consistent with literature on TD children, children with ASD who have small vocabularies primarily produce words that are highly imageable. Children who are more proficient word learners with larger vocabularies produce words that are less imageable, indicating a potential shift away from reliance on perceptual-based language processing. This was consistent across both noun and verb vocabularies. Implications: Our findings contribute to a growing body of literature describing early word learning in children with ASD and provide a basis for exploring the use of multisensory language learning strategies.
Education beyond Safety. Facilitating Educational Meetings between Refugee and Non-Refugee Youth
Author: Svendsen, Stine H. Bang
Date: 2022-00-00
Type: Journal Articles
Subjects: Refugees,Citizenship Education,Global Approach,Meetings,Social Studies,Interaction,Cultural Differences,Cultural Awareness,Consciousness Raising,Power Structure,Decolonization,Trauma,Foreign Countries,Secondary Education,Adult Education,World Views,Colonialism,Racism,Social Bias,Peer Relationship

Purpose: The article unpacks potentials of and resistance towards facilitating meetings between refugee and non-refugee youth in global citizenship education. Design/methodology/approach: The analyses are based on participant observation in a school-based intervention in three locations, developed on the principles of design-based research [DBR]. Findings: The article exposes both how meetings between students could be deeply educational and how teachers prevent meaningful interaction between students out of concern for refugee students. Research limitations/implications: More research is needed on how students care for themselves and others in transformational learning contexts. Practical implications: Privileged teachers' concern for retraumatising students can veil unconscious protection of the privileged self against students' trauma and should therefore be subject to critical reflection.
Economic Models in German Textbooks: An Analysis of Textbooks for Teaching Economics in Upper Secondary School
Author: Friebel-Piechotta, Stephan
Date: 2022-00-00
Type: Journal Articles
Subjects: Models,Foreign Countries,Textbook Evaluation,Secondary Education,Economics Education,Content Analysis,Philosophy,Economic Factors

Purpose: The study investigated how economic models are presented in textbooks for upper secondary school in Germany, and which forms of engagement are initiated by tasks related to the models. Design/methodology/approach: The available textbooks for teaching economics in upper secondary school in Germany (n=47) were examined using a deductive qualitative content analysis according to Mayring (2015). The category scheme was developed on the basis of a target content concept for thinking in economic models in class. Findings: On the one hand, central economic models are discussed in many textbooks. On the other hand, there are gaps in the presentations and tasks on models in many textbooks. This is especially true for the use of models as analytical tools, but also for model reflection.
Emotionality and STEAM Integrations in Teacher Education
Author: Steele, Astrid
Date: 2018-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Emotional Response,STEM Education,Art Education,Interdisciplinary Approach,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Reflection,Integrated Curriculum

The authors consider STEM and STEAM education initiatives as forms of integrated teaching and learning. With evidence from education research and the neurosciences, a case is made for the inherent connections between emotion and learning as essential to STEAM pedagogy. In this article, the authors' &quot;ArtScience&quot; integration project for teacher candidates (TCs) is described, and elicits the following questions: &quot;do teacher candidates (TCs) exhibit emotions directly related to the ArtScience integration project? If so, what are those emotions? How do those emotions connect with the TCs' perceptions of integration?&quot; Anecdotal evidence and collected data in the form of reflection papers are analyzed and discussed. The authors suggest that STEAM integrations take into account the importance of emotion in multidisciplinary teaching and learning.
Socially Empowered Learning in the Classroom: Effects of Arts Integration and Social Enterprise in Schools
Author: Martin, Brittany Harker
Date: 2018-00-00
Type: Journal Articles
Subjects: Art Education,Integrated Curriculum,Student Projects,Active Learning,Instructional Design,Cooperative Learning,Relevance (Education),Interdisciplinary Approach,Socialization,Learning Theories,Learner Engagement,Self Efficacy,Student Empowerment,Middle School Students,Foreign Countries

This paper tests a new theoretical framework for engaging students by evaluating two project-and-design-based pedagogies: &quot;Arts Integrated Collective Creation (AICC) and Educational Social Enterprise (ESE).&quot; Findings provide statistical support for benefits with middle school students when instruction is designed around Socially Empowered Learning (i.e., group-based, creative agency, real-world issues, and positive social impact). We advance the theory of Socially Empowered Learning (SEL) in identifying and finding empirical support for a novel instructional approach with strong effects and implications for the power of the arts to enhance cross-curricular learning.