ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Racism
Author: Howard, William L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Bias,Ideology,Educational Practices,Propaganda,Deception,Political Attitudes,Universities,Politics of Education,Social Problems,Intellectual Freedom

Academic racism is an intellectualized and race-based ideology of hatred fostered and propagated in classrooms and newsrooms. In this article, William Howard asserts that rather than transparent, unadorned, visceral hatred, academic racism consists of a maze of theory that conceals visceral hatred under a veneer of intellectualism and enlightenment. Its object is to attain political power. Now that the woke have attained that power, they intend, with the leadership of the President of the United States, to institutionalize their own racism. He goes on to say that those who authorize themselves to accuse others of racism are the racists themselves. Further, he argues that the ideology of academic racism has been concocted in the laboratory of leftist ideologies: American universities. Academic racism is not about remediation of a social problem; it is about discrediting and demoralizing the citizens of a country as a pretext for taking it over. Howard resolves that academic racism is intellectual futility transformed into hatred and power-seeking. But if educators teach students the thought of Yeats, Ellul, Orwell, Arendt, and other champions of freedom, they can equip them to detect and reject malicious racial propaganda and discover truthful principles. And one day they can look back and say that academic racism was just academic after all.
Free College and the Problem of College Readiness
Author: Toby, Jackson
Date: 2021-00-00
Type: Journal Articles
Subjects: College Readiness,Community Colleges,Student Financial Aid,Public Colleges,Access to Education,Academic Aptitude

In this article, Jackson Toby discusses President Biden's proposal for free community college and substantial subsidies at public four-year colleges. Toby points out that if Biden means to require the beneficiaries to demonstrate that they have enough aptitude to graduate if they choose to study, the idea would be in the tradition of Thomas Jefferson's 1817 plan for selecting students of &quot;genius&quot; for scholarship admission to the University of Virginia. But President Biden has never mentioned college readiness to accompany financial aid for college students. Toby continues that if Biden means to make college available for free without vetting student beneficiaries for college readiness, he is underestimating the educational problem underprepared students would impose. He concludes by asking: If college applicants' SAT scores, or even their classroom GPAs, reveal that they have little chance of graduating from college, will President Biden be willing to screen them out of a free college program?
Testing the Tests for Racism
Author: Reilly, Wilfred
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Bias,Minority Group Students,Audits (Verification),Social Class,Disadvantaged,Racial Differences,African Americans,Minority Groups,Personnel Selection,Higher Education,Social Science Research,Public Sector,Business,Ownership,Competence

Against the claim of decreased American racism over the past twenty years have come the audit studies. Throughout much of the modern era, a large number of empirically-minded social scientists have pointed out that racism seems by any objective standard to be declining. However, other scholars argue that anonymous tests show considerable modern-era bias against blacks and other racial minorities. How can both of these results co-exist, across dozens of well-designed studies? To answer this question, Wilfred Reilly reviews the audit studies and finds some of their results obviously do indicate that bias remains a reality within significant sectors of the U.S. employment and housing markets. However, these studies rarely if ever examine rates of prowhite (or pro-POC) bias in higher education, the public sector, and the minority business community; very frequently do not include adjustments for social class or perceived competence; and have not extensively compared the bias faced by members of other potentially disadvantaged groups with that faced by blacks. Given this, audit data does not seem to counter the basic observation that citizens of different races with the same background characteristics often perform similarly in life.
5-6 Years Old Children&apos;s Perceptions of Cartoon Reality
Author: Parlakyildiz, Irmak
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Children,Childrens Attitudes,Television Viewing,Cartoons,Visual Discrimination,Gender Differences,Realism,Imagination,Perception,Freehand Drawing,Mass Media Use

The present study aims to analyse the perceptions of reality of 5-6 year old children about the cartoons they watch. The study group of the research includes pre-schoolers. Within the scope of the study, a private pre-school and a public preschool which volunteered to be a part of the study were determined, and the study was carried out with 101 randomly-chosen students. The data were collected via face-to-face interviewing. The answers responding semi-structured interviews were noted down. Expert opinion sand the literature were taken into consideration for the preparation of the questions. The pictures that the children drew were also used as another data source. In the study, descriptive analysis, content analysis, and interpretative analysis were used. It was determined that the content of the cartoons varied depending on gender, that the children from the schools of low socio-economic level could not distinguish real elements from the imaginary ones while watching cartoons, and that some children were in clined to transform the elements which were imaginary into realisticones in their minds.
Self-Censorship and the Academic Mission
Author: Mercer, Mark
Date: 2021-00-00
Type: Journal Articles
Subjects: Censorship,Universities,Self Evaluation (Individuals),Institutional Mission,Educational Objectives,Collegiality,Freedom of Speech,Academic Freedom

Self-censorship is widely practiced in university communities, under-discussed though it is. One suggestion for dealing with self-censorship is that universities and professors post rules of conduct designed to facilitate free and open discussion of sensitive topics. Rules are good for solving coordination problems, but self-censorship stems from the realities of university culture. In this article, the author argues that rules would likely make things worse. The problem of academic self-censorship has its source in how highly participants in academic projects value academic engagement and the academic mission. The author provides two suggestions for raising the level at which students and professors value for itself the academic mission of engaging intellectually with the things of the world: (1) Disentangle academic purposes from the various functions, however laudable, that are unreflectively included among the aims of higher education. The confusion of academic aims with social goals is ubiquitous; and (2) Professors and students need directly and exclusively to engage in the academic projects at hand. When professors and students participate in academic discussion, as part of the academic mission to fashion an understanding of some aspect of the world, they open a civil and collegial space in which participants feel free to speak their minds. This is how self-censorship is defeated.
The Art of Teaching and the End of Wokeness
Author: Ellwanger, Adam
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Practices,Educational Change,Elementary Secondary Education,Educational Trends,Criticism,Resistance to Change,Curriculum Development,Educational Improvement,Politics of Education,Progressive Education,Plagiarism,Civics,Ideology

Any enthusiast of classical liberal education will be much dismayed at the current state of education in America, both in K-12 schools and our colleges and universities. In this article, the author highlights how critics of American education have neglected the issues of procedure and pedagogy--the &quot;hows&quot; of schooling--and he argues that a new consideration of methodological concerns related to teaching holds the most promise for changing the culture of American schools. The author calls for those opposed to the dominant trends of the schools to begin an urgently-needed discussion of how &quot;extra&quot;-curricular elements of the educational &quot;process&quot; can be utilized as forms of political resistance.
E-Readiness of EFL Teachers
Author: Çaliskan, Emre
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Technological Literacy,Pedagogical Content Knowledge,Profiles,Teacher Attitudes,Teaching Methods,Technology Integration,Faculty Development,Attitude Change,Foreign Countries,Telecommunications,Handheld Devices,Laptop Computers,Teacher Characteristics,Computer Use,Educational Technology

Integrating recent technologies into the education environment is one of the dynamic requirements for teachers of digital age learners. Such requirements oblige teachers to have adequate technology competence and know-how to integrate them into their pedagogical practices. Thus, the present study intends to illustrate English Language teachers' technology readiness profile in a city located on Turkey's southwestern Mediterranean coast. Adopting a mixed-method research methodology, the gathered data were examined to answer the research questions. Findings revealed that over half of the participants have decidedly negative attitudes towards technology integration, and they are not ready to use them in their teaching environments. Additionally, findings revealed a reverse relationship between teachers' daily technology use and e-readiness in their classroom practices. Thus, results showed that the e-readiness of most English Language teachers in the region is entirely below the expectations. Concerning the findings, we suggest that functional and pleasing training, either as in-service or certified promotions, should be organized to nurture positive attitudes towards technology use in the classroom and increase teachers' e-readiness and acquaintance with technology.
The Use and Abuse of University Discipline
Author: Mercer, Mark
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,College Faculty,Teacher Discipline,Teacher Behavior,Punishment,Teacher Dismissal

What should university discipline be used to do and what should it not be used to do? In this article, the author argues that the only proper goal a university could have in seeking to discipline a professor is to put an end to that professor's bad behavior--and only after informal means have failed. He also argues that penalties should be applied only after a professor has been found, through a fair procedure, to have breached a sound university regulation. Penalties should be only as severe as required to prevent the professor from behaving badly (in the same way) again. Professors found to have breached a regulation should be terminated only for a second or third violation and only if termination is necessary to ensure that the university can again function as it should--so that students get taught and research progresses.
Effect of Digital Game Addiction and Social Anxiety Levels on Recreational Active Adolescents
Author: Turan, Serhat
Date: 2022-00-00
Type: Journal Articles
Subjects: Video Games,Addictive Behavior,Anxiety,Adolescents,Athletics,Recreational Activities,Gender Differences,Ownership,Predictor Variables,Foreign Countries

The aim of the research is to investigate the digital game addiction and social anxiety levels of adolescents who play sports recreationally. 226 adolescents (69 girls, 157 boys) who do sports recreationally participated in the research. In the research, the personal information form prepared by the researcher and the short form of the digital game addiction scale (DGAS-7) developed by Lemmens and friends (2009) and adapted into Turkish by Irmak and Erdogan (2015) and La Greca and others, (1988) developed by Demir and others, (2000) Social Anxiety Scale for Children which was adapted into Turkish, were used. SPSS 22 statistical program was used in the analysis of the research. Manova analysis and regression analysis were used in the research. The level of significance in the research was taken as p&lt;0.01. As a result of the analysis, the digital game addiction score averages of boys were found to be significantly higher than girls. As a result of the regression analysis, it was determined that digital game addiction, together with the variables of gender and having a computer at home, predicted social anxiety at a statistically significant level.
Examination of the Relationship between Social Appearance Anxiety and Communication Skills of Faculty of Sport Sciences Students
Author: Öcal, Tuncay
Date: 2022-00-00
Type: Journal Articles
Subjects: Anxiety,Social Influences,Communication Skills,Athletics,College Students,Gender Differences,Interpersonal Communication,Foreign Countries,Instructional Program Divisions,Self Concept

Concerns about social appearance, which are common especially among young people, and their preferences in communication based on these concerns have come to a remarkable level. From this point of view, the study aimed determined to examine the relationship between social appearance anxiety and communication skills levels on the students in the faculties of sports sciences. Following the aim, the research was performed on 220 students in total, and male and female students were selected randomly. The sample of the study, in which the relational screening model, which is one of the quantitative research methods, was used as a method. Besides, the &quot;Social Appearance Anxiety Scale&quot; (SAAS) and the &quot;Communication Skills Assessment Scale (CSAS) was used, and ANOVA and t-tests were used in the statistical evaluation of the data. In the evaluation of the data, it was determined that there was a statistically significant difference between the groups in the sub-dimensions of communication skills in terms of communication skills depending on gender (p&lt;0.05). Moreover, it was understood that there was no statistically significant difference between the groups in terms of social appearance anxiety related to the gender variable (p&gt;0.05).
College Students&apos; Academic Achievement: Exploring the Role of Hope and Academic Self-Efficacy
Author: Penzar, Esther C.
Date: 2021-11-00
Type: Journal Articles
Subjects: College Students,Academic Achievement,Psychological Patterns,Self Efficacy,First Generation College Students,Gender Differences,Racial Differences,Predictor Variables,Undergraduate Students

In the present study, the relationships among trait hope, academic self-efficacy, and academic achievement (self-reported GPA) were examined among college students. Demographic differences were analyzed based on college-going status, ethnicity, and gender. First-generation college-going students (FGCS) reported significantly lower levels of trait hope, academic self-efficacy, and academic achievement when compared to non-FGCS. Male students reported significantly lower academic self-efficacy compared to female students. There was no statistically significant difference between non-White and White students. Overall, academic self-efficacy was a stronger predictor of achievement than hope. Between the two subscales of trait hope, agency was more strongly correlated with academic achievement than pathways. Furthermore, a mediation analysis indicated that academic self-efficacy fully accounted for the relationship between agency and academic achievement, which suggests that perceived capacity and agency to perform tasks in a specific domain may be more strongly associated with academic achievement than a general sense of hope and motivation.
The Future of Online Learning: An Outlook Based on Recent Worldwide Pandemic Experience
Author: Ravichandran, N.
Date: 2021-11-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Online Courses,Higher Education,Educational Technology,Technology Uses in Education,Disease Control,Economic Impact,Foreign Countries,Conventional Instruction,Integrated Learning Systems,Access to Education

The COVID 19 pandemic has shaken the world with rising deleterious effects. It triggered some fundamental changes to several population segments sand multiple sectors of the economy. The education system is no exception. With the educational institutions being closed due to lockdown for extended duration, delivery of education has been impacted. This paper examines the impact of COVID-19 pandemic on education services and proposes an outlook regarding the future of online learning. Given the acceptance by participants (learners and teachers) and advantages (in terms of spread and volume) of online learning over traditional learning, the online learning would continue to exist.
Turkish EFL Learners&apos; Readiness for and Satisfaction with E-Learning during COVID-19
Author: Çam, Esra
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Learning Readiness,Student Satisfaction,Electronic Learning,COVID-19,Pandemics,Online Courses,Distance Education,College Students,Flipped Classroom,Web Based Instruction,Correlation

With the emergence of the COVID-19 pandemic, online learning is a new, and therefore, challenging experience for most university students in Turkey. Determining whether these students are ready for or satisfied with distance learning practices is essential for higher education stakeholders to design and implement these practices efficiently. This quantitative study investigated EFL learners' readiness for and satisfaction with web-based English courses in Turkey during the COVID-19 pandemic. It further aimed to examine the role of e-learning readiness on e-learning satisfaction. Data was collected through questionnaires from 169 EFL students taking online English courses at the A1 level in an intensive English program at a state university in Turkey during the COVID-19 pandemic. Findings revealed that the study sample had an above-average level of readiness for and satisfaction with the English courses they took in virtual environments. Furthermore, e-learning readiness was found to be associated with e-learning satisfaction, and readiness successfully predicted satisfaction. Important implications for school leaders and instructors were suggested based on the findings.
Understanding Bereavement among College Students: Implications for Practice and Research
Author: Bistricean, Cristina
Date: 2021-11-00
Type: Journal Articles
Subjects: Grief,Death,College Students,Academic Achievement,Coping,Cultural Differences,Racial Differences,Gender Differences,Student Personnel Services

The experience of losing a first-degree family member, followed by a second-degree family, and a close friend is prevalent among college students. Bereavement affects student success as they must balance grief and academics. Culture also influences the expression and experience of grief, making it essential to understand grief and bereavement in context. The recent COVID-19 global pandemic has exacerbated the experience of loss and grief among college students, which warrants a better understanding and intervention for disenfranchised grief. Social and emotional support for disenfranchised grief is not always provided, as this type of grief is often socially unsanctioned. The lack of support and understanding could make it difficult for individuals with disenfranchised grief to cope with the demands of higher education and the bereavement process. Counseling implications for how universities and colleges could intervene on the bereaved student's behalf are discussed.
Changing Literacy Outcomes in South Africa: Are Home-School Partnerships the Missing Link?
Author: le Roux, Sarlina G.
Date: 2021-11-00
Type: Journal Articles
Subjects: Literacy Education,Outcomes of Education,Foreign Countries,Family School Relationship,Parent Teacher Cooperation,Family Literacy,Early Childhood Education,Early Childhood Teachers

After many educational reforms over the past 2 decades, South Africa is still 1 of the lowest performing countries in terms of literacy outcomes. Despite an increased access to early childhood education programmes, more than half of Grade R learners will enter Grade 1 without the required skills to master reading. Clearly, systemic interventions are not working. Against this background, a family literacy programme was launched with the aim to improve home-school partnerships, build capacity for teachers to work with parents and to provide parents with the information and support they need to strengthen literacy learning in the home. The study reported on here was based on the theoretical framework of Bronfenbrenner's ecological theory as well as Fullan's theory of action as a theory of change. An action research design and qualitative techniques of data collection were used for programme implementation, but the study was planned and evaluated against Fullan's theory of change. The Wordworks Home-School Partnerships programme was selected for implementation and a children's component was designed to accommodate the young children of participating families. A multicultural, independent primary school situated in Pretoria, South Africa, was selected through a combination of purposeful and convenience sampling. Data were gathered from parents, children and teacher-facilitators during parallel sessions using multiple techniques and were analysed according to qualitative principles. The article concludes with a critical engagement between the anticipated findings of the study and the literature on theories of educational change to indicate how family literacy programmes can bring about improved literacy outcomes.
South African Teachers&apos; Experiences of Continuous Professional Teacher Development: Connections and Disconnections
Author: Van der Merwe-Muller, Lorna
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Professional Continuing Education,Faculty Development,Adult Learning,Communities of Practice,Teaching Experience,Private Schools,Teacher Participation

In this article we present the findings of an investigation on how primary school teachers at 3 independent primary schools in Johannesburg experienced continuous professional teacher development (CPTD). There is a wealth of literature available on planning, organising and implementing effective CPTD. Such literature also highlights the importance of applying adult learning principles in CPTD contexts in order to promote teachers' learning and development and in turn contributing to a positive effect on learning in the classroom. Exploring the value and usefulness of adult learning principles in CPTD can enhance primary school teachers' learning opportunities to update their knowledge and skills. Effective CPTD is important in South Africa as there is an urgent need to improve literacy and numeracy levels across primary education levels. Using qualitative data, we explore teachers' perspectives on how they learn and develop effectively, and what hinders their own learning and CPTD. Data collection methods included interviews, open-ended questionnaires, observations and document analysis. Fifteen primary school teachers, 3 primary school principals and 4 adult/teacher trainers participated in this investigation. A major finding of this research suggests that adult learning principles such as community of practice (CoP) are often omitted from CPTD practices. Thus, a disparity exists between literature on effective CPTD practice as compared to the everyday CPTD experiences of teachers. With this article we aim to contribute to current literature about teachers' experiences of CPTD and propose suggestions for planning, organising and implementing CPTD that also incorporates adult learning principles and would be valuable and useful to teachers.