ethanporcaro/eric-fulltext-meta huggingface dataset:
The Degrading of University Education: The Failure from Within
Author: Moore, Tim
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Policy,Higher Education,Foreign Countries,Employment Potential,Skills,Learning,Intellectual Disciplines,Educational Change

Education Minister Tehan's recent announcement to double the cost of an Arts Degree has been a bombshell like no other in recent higher education policy. Many have rightly seen it as a policy that makes no practical sense -- if teachers are wanted, as is claimed in the overall policy, a sizeable number of these trained in the humanities are of course needed. More concerning though, is the perception that the decision is just another dismal episode in Australia's never-ending culture wars, where national policy seems to be driven, as much as anything, by a desire to vanquish one's ideological foes -- real or imagined. In this article, Tim Moore asserts Australians should fervently decry this latest plan by the Government and its motivations. In this piece however, he argues that Australia's critical gaze should be directed as much at their universities -- or at least at that class of administrator that has come to run them in recent decades. In the directions and strategies that have been pursued over this time, there has been little defence by Australian 'institutional leaders' of the broader educational mission of universities, leaving them seriously exposed to the anti-academic, anti-democratic policies now being imposed. Moore describes two notions that have been key in the directions that have been pursued, and which lie at the heart of the intellectual enfeeblement of Australian institutions. The first of these, is the so-called employability agenda, which has come to construct higher education in almost exclusively instrumentalist terms; the other, is the highly flawed notion that skills in university study can be unproblematically prioritised over the learning of disciplinary knowledge.
The Elusive Siloed Subjects: Sacrificing Humanities to Techno-Tehan
Author: Daly, Jim
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Curriculum,Undergraduate Study,Humanities,Art,Educational Policy,Educational Attitudes

This article questions the use of the term 'siloed' to describe certain degrees or subjects in the Australian university curriculum. Education Minister Dan Tehan used the term as part of a justification of a re-set of funding priorities for university education from 2021 which he announced in June 2020. The Minister partly turned his argument on the floating of an impression that humanities degrees are 'siloed'. They or, more specifically, units within them, would become more expensive for students since 'job readiness' needs to be prioritised. The author analyses the term, its uses and applications to fields of knowledge, and concludes that such a term is neither accurate nor useful. He suggests that focusing on needs arising out of the COVID-19 pandemic might provide a less conflicted and future-oriented way of thinking about the problem rather than making superficial judgments of the merits of particular undergraduate degrees as a foundation for dictating education and education funding policy.
Ways to Improve Your Research Profile
Author: Waller, David S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Research,Reputation,Researchers,Writing for Publication,Research Projects,Grants,Collaborative Writing,Publish or Perish Issue,Periodicals,Computer Mediated Communication,Professional Associations,Guidance

After years of working in academia, publishing articles, and being disheartened, David Waller came up with ten ways to help boost one's research profile. These strategies for academics are divided into two groups: (1) making the right choices; and (2) making the right connections. Waller concludes that it is important to remember that an academic's life is more than their research output. There is teaching, administration, and university service, as well as an opportunity to mix with wonderful people and students who can greatly enrich one's life.
&apos;We Got a Different Way of Learning&apos;: A Message to the Sector from Aboriginal Students Living and Studying in Remote Communities
Author: Wilks, Judith
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Areas,College Students,College Faculty,Student Attitudes,Teacher Attitudes,Student Needs,Educational Needs,Online Courses,Conventional Instruction,Cultural Influences,School Community Relationship,Indigenous Populations,Indigenous Knowledge,Partnerships in Education,Culturally Relevant Education

'First know your students', is a well-known saying in teaching. But do Australian universities really know their students? In this paper we present findings from research conducted in remote and very remote Australia where Aboriginal higher education students and educators were asked about their learning and teaching needs, and their views on things the sector could do to better support them in their journey into and through university. They shared with us experiences and thoughts about their ways of learning in face-to-face and online contexts, in particular the role of cultural security; community partnerships; Aboriginal knowledges; pathways and transitions; and student assessment and support strategies. The depth and richness of the skills, knowledges, and capacities of Aboriginal learners, and indeed of the communities in which they reside and study are vital foundations for participation, retention and completion. However, respondents related that in the main, these attributes are not acknowledged by metropolitan-based course designers nor university administrations. We conclude that learning experiences and university operations that are designed to embrace these students' strengths and to work in and with their communities, are more likely to retain Aboriginal students and facilitate their participation and success, enabling beneficial outcomes for all university students and ultimately society as a whole.
A Program for Writing
Author: Martin, Brian
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,College Students,Writing Skills,Student Research,Teacher Researchers,Program Effectiveness,Communities of Practice,Writing Improvement

A writing program based on brief regular writing sessions can greatly improve research productivity. Ten years' experience with a program at the University of Wollongong provides insights into the benefits and challenges in supporting a new writing habit.
Barriers and Facilitators for Women Academics Seeking Promotion: Perspectives from the Inside
Author: Francis, Lyn
Date: 2020-00-00
Type: Journal Articles
Subjects: Women Faculty,Barriers,Teacher Promotion,Foreign Countries,Faculty Workload,Expectation,Family Work Relationship,Mentors,Teacher Attitudes,Competition,Cooperation

In this paper, we discuss findings from a research project in which barriers to and facilitators for promotion with women academics were explored. Four focus groups of women academics at an Australian university were held. Data including responses to semi-structured questions were analysed and interpreted using coding and thematic analysis. We found that multiple barriers and facilitators still exist in the university sector for women applying for promotion, covering structural, organisational, and individual levels. The barriers for promotion included workloads and huge expectations, the multi-pronged promotion process, competition, not being valued, juggling family life and not wanting to risk happiness. Facilitators for promotion included mentoring and collaborative nurturing, giving back to others including the university and flexibility.
Representing Variability: The Case of Life Cycle Diagrams
Author: Menendez, David
Date: 2020-09-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Visual Aids,Scientific Concepts,Standards,Teaching Methods,Learning Processes,Textbooks,Databases,Intuition,Instructional Design,Psychology,Futures (of Society),Genetics,Books

Two foundational concepts in biology education are 1) offspring are not identical to their parents, and 2) organisms undergo changes throughout their lives. These concepts are included in both international and U.S. curricular standards. Research in psychology has shown that children often have difficulty understanding these concepts, as they are inconsistent with their intuitive theories of the biological world. Additionally, prior research suggests that diagrams are commonly used in instruction and that their features influence student learning. Given this prior work, we explored the characteristics of life cycle diagrams and discuss possible implications for student learning. We examined 75 life cycle diagrams from books, including five biology or general science textbooks and 25 specialized trade books focusing on biology for children. We also examined 633 life cycle diagrams from a publicly available online database of science diagrams. Most diagrams failed to show any within-species variability. Additionally, many diagrams had perceptually rich backgrounds, which prior research suggests might hinder learning. We discuss how the design characteristics of diagrams may reinforce students' intuitive theories of biology, which might make it difficult for students to understand key biological concepts in the future.
Dramatic Play in Relation to Self-Regulation in Preschool Age
Author: Khomais, Sama
Date: 2019-00-00
Type: Journal Articles
Subjects: Dramatic Play,Self Control,Preschool Children,Foreign Countries,Predictor Variables,Semitic Languages

This study aims to investigate the relationship between dramatic play and self-regulation in preschool age. The descriptive correlational methodology is utilized using three tools: dramatic play questionnaire, self-regulation scale (Head, Toes, Knees, and Shoulders), and children's interviews. The sample of the study consists of 60 children aged 4-6 years. Quantitative analysis is done using the Pearson Correlation Coefficient, factor analysis, and multiple regression analysis. The interviews with children are qualitatively analyzed calculating frequency, and percentage of coded data. The findings reveal a significant positive correlation between dramatic play and self-regulation. Besides, it is found that self-regulation could be predicted through the dimension of interactions with others during dramatic play. The study also proves a defect in the quality of dramatic play in terms of social interaction, symbolism, and themes and roles practiced by children. In the light of these results, the researchers suggest that mothers and teachers' awareness of the importance of quality dramatic play should be enhanced, to enable them to allow and plan for quality play. Also, allowing flexibility in preschool programs could support teachers' efforts in enhancing play engagement and development. Finally, this study has facilitated further research in the Arabian region, since it highlighted a valid, cross-cultural tool for measuring self-regulation in the Arabic language.
Assessing Conceptual Change Instruction Accompanied with Concept Maps and Analogies: A Case of Acid-Base Strengths
Author: Hanson, Ruby
Date: 2018-12-00
Type: Journal Articles
Subjects: Concept Formation,Scientific Concepts,Concept Teaching,Misconceptions,Chemistry,Logical Thinking,Concept Mapping,Visualization,Familiarity,Instructional Effectiveness,Science Instruction,Prior Learning,Learner Engagement,Student Attitudes,High School Students,Grade 11,Foreign Countries

The research assessed secondary school students' conceptions of acid-base strengths by using the conceptual change instruction accompanied with concept maps and analogies. These teaching strategies were employed to help them make unfamiliar events familiar. Within a quasi-experimental design, the sample of the study consisted of 73 secondary school students. Pre- and post-tests were used to collect data. The results showed that the experimental group that took the conceptual change-oriented instruction performed better than the control group. In light of the results, it can be concluded that employing such visuals and interactive materials as concept maps and analogies for achieving conceptual change is effective in generating better understanding of chemistry concepts.
Video Game Usage Time in Adolescents&apos; Academic Performance
Author: Gómez-Gonzalvo, Fernando
Date: 2020-00-00
Type: Journal Articles
Subjects: Video Games,Adolescents,Academic Achievement,Time,Academic Failure,Grades (Scholastic),Leisure Time,Incidence,Secondary School Students,Student Attitudes,Correlation,Interaction,Student Behavior,Foreign Countries

Video game usage among young people has generated great concern due to its possible negative effects on their health, socialization and academic performance. Regarding this last aspect, there are studies that point out that video games have negative consequences for academic performance while others emphasize their positive effects. Therefore, the present study deals with the relationship between the video game usage time and the academic performance in adolescent schoolchildren from the Valencian Autonomous Community. An ad hoc questionnaire was used and validated through expert judgment (0.8 validity and reliability) to develop this cross-sectional and ex post facto study. A stratified and proportional representative sample was designed for the ESO student population of this autonomous community and 1,502 questionnaires were collected. Adolescents spend an average of 47.23 minutes a day playing video games, with less time spent during the week than at the weekend. Those who devote more time to videogames during the week fail more subjects and those who spend more time on weekends get better school grades. In addition, frequent, moderate and many of the occasional players obtain good academic results, while the opposite happens to the intensive players. As many of the occasional players achieve good academic performance, a moderate time devoted to video games seems not to affect academic performance.
A Comparison of Teachers&apos; and Students&apos; Perceptions of the Factors Contributing to Poor Performance in Physical Sciences: A Case of South Africa
Author: Petrus, Rankhumise Mmushetji
Date: 2018-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Performance Factors,Physical Sciences,Low Achievement,Science Teachers,College Preparation,High School Students,Grade 11,English (Second Language),Language of Instruction,Science Laboratories,Secondary School Science,Student Improvement,Mathematics Skills,Foreign Countries

Students' poor performances of Physical Sciences are a major problem in South Africa, particularly the district of Motheo. Even though the Department of Elementary Education in South Africa has invested a great deal of money for Physical Sciences in the new curriculum called the Curriculum Assessment Policy Statement (CAPS) to train teachers through workshops and in-service education, students have not still been well performing for this subject. Studies have been conducted on reasons and possible solutions/treatments of students' poor performances in Physical Sciences, but little progression has been achieved yet. This study aimed at comparing the teachers and students' perceptions of the factors contributing to poor performance in Physical Science, and discussing how to improve such performance. The sample of the current study consisted of seventy nine grade 11 students and seven teachers selected via convenient sampling method. Within a quantitative research method, a survey research design was used. The teachers' and students' responses to the questionnaire were compared to find out whether they have similar perceptions of the factors contributing to poor performance in Physical Sciences. This study revealed that they had varied perceptions of the factors under investigation. For example; teachers regarded instructional language (English) and students' poor mathematical backgrounds as great contributors to students' poor performances, whereas students saw a lack of practical work as a great contributor to their poor performances in Physical Sciences. The teachers and students also suggested different ways on how to improve students' performances in Physical Sciences.
Investigation of Teacher&apos;s Training Needs in Post-Secondary School-Apprenticeship Class: A Greek Case Study
Author: Ioannis, Farmakis
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Apprenticeships,Teacher Role,Teacher Education,Postsecondary Education,Teacher Competencies,Training

Apprenticeships in the Greek education system include the training of a new generation of professionals with parallel vocational training in the workplace and theoretical training in the school unit. Most of their training is done while working for an employer who helps trainees learn their profession, while successful completion of the program leads to the acquisition of qualifications. School-based education aims to enhance knowledge through business-based training and to ensure the acquisition of competences and skills. The aim is also to ensure that the school section of the program develops students' general competences and lays the foundations for lifelong learning. Educational systems should offer to apprenticeship's teachers the opportunities for a career development in order to maintain a high level of teaching and maintain a high-quality educational potential. Although the role of Greek teachers in apprenticeship is clearly defined, there is a lack of training opportunities in the methods and its contents, which drives to an unsuccessful implementation of an apprenticeship.
The Theme of the Shoah in the Context of Institutional Education: Teachers, Pupils and Texts
Author: Mašát, Milan
Date: 2019-00-00
Type: Journal Articles
Subjects: Jews,Death,War,European History,Literacy Education,Teaching Methods,History Instruction

The paper aims to introduce opportunities for the presentation of the theme of Shoah within institutional education. In the article we deal in detail with the inclusion of a defined phenomenon in the teaching of literary education. The artistic narratives are a suitable standard for familiarizing pupils with the given subject, both in a factual and fantasy, imaginary plane. The paper also deals in more detail with the personality of a teacher of literary education as a primary subject in the interaction between pupils, the text and his subject. The study has a marginal impact on the (not) existence of teacher-oriented research focusing on their views on the implementation of the Shoah theme in school education.
Distance Education Students&apos; Use of Activities in Their Self-Instructional Modules: The Case of Distance Education Students of the University of Education, Winneba, Ghana
Author: Owusu-Mensah, Francis
Date: 2019-00-00
Type: Journal Articles
Subjects: Distance Education,Foreign Countries,College Students,Educational Technology,Barriers,Teaching Methods,Program Effectiveness,Learning Activities,Student Behavior,Student Attitudes,Study Habits,Time Management,Student Characteristics,Difficulty Level

The study explored the effectiveness or otherwise of the in-built activities in the course manuals given to DE students of the University of Education in supporting their learning. Adopting the sequential mixed method design, 156 respondents were purposively selected from two study centres of the University. Data were collected using questionnaire and interview guides. Percentages and the thematic approach formed the analytical frame. It came out strongly from the study that almost all students attempted answering the in-text activities in the course modules supplied to them. Issues like inability to manage their time, laziness, and absence of video footage on some of the activities prevented them from getting involved completely in the activities. Further, pressure from schoolwork, as most of them were teachers, and difficulty in understanding some concepts were some of their challenges. The activities, on the other hand, supported DE students to learn effectively, even though some of the activities were very challenging. It was concluded that a number of factors combine to influence how an individual is likely to respond to an activity. These include time constraints, level of difficulty of concepts, nature of the activity and the mode of delivery. It is therefore recommended, among others that the modules need reviewing to include activities that seek the opinion of learners, with most of the concepts well explained.
Blended Learning: An Innovative Approach on Social Sciences at Indonesian Higher Education
Author: Damanik, Erond Litno
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Social Sciences,Higher Education,Teaching Methods,Citizenship Education,College Students,21st Century Skills,Internet,Cultural Awareness,Well Being,Sustainable Development,Educational Innovation

This article aims to formulate a format for blended learning in Social Sciences at Indonesian Universities that contributes to participant citizenship. This study is a projection of the future of Social Sciences education based on two factors, namely the low quality of education and literacy of Indonesia in the world and the participation of citizens in multicultural order. The fundamental problem in this study is the gradation of participant citizenship. Data were collected from journal articles, OECD and UNESCO survey results, and questionnaires to 600 informants. The framework of global competence and skills in the C21st is used to analyze the blended learning format in Social Sciences that is most suitable for developing participant citizenship. The advances in science and technology in the C21st, the Fourth Industrial Revolution (4IR) fostered the Internet of Education Things (IoET). In Social Sciences, the digital revolution spawned the Internet of Social Things (IoST). This study concludes that Blended learning's innovative approach to Social Sciences in higher education correlates with examining local and intercultural issues, understanding and appreciating the perspectives and Indonesian views of others, taking action for collective well-being and sustainable development, and engagements in open, appropriate and effective interactions across cultures.
Development and Validation of the Ethical Climate Questionnaire in a Saudi Educational Context
Author: Alqarni, Saleh Ali Y.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychometrics,Test Construction,Ethics,Educational Environment,Test Validity,Test Reliability,Questionnaires,Administrator Attitudes

The present study focuses on studying the psychometric properties of Ethical Climate Questionnaire (ECQ) in Saudi educational milieu. It is a cross-sectional study and the data was collected from 309 educational supervisors from six educational offices of General Department of Education in Jeddah. Confirmatory Factor Analysis (CFA) was carried out to study the psychometric properties of the EC scale. Kuder Richardson's Cronbach's coefficient '[alpha]' was used to assess the reliability of the nine dimensions of the EC scale. Findings of the study revealed that nine dimensions of the EC scale had a good model fit. Hence, it is suggested that EC scale is valid and reliable for use within the educational context in Saudi Arabia. This study also compares the findings of the current study with previous findings. Results of the present study will provide much-needed impetus for future research in EC particularly, within the educational organizations throughout Saudi Arabia and generally in other Arab countries of the region.