ethanporcaro/eric-fulltext-meta huggingface dataset:
The Intersect of Social Justice and Children&apos;s Right to Participation: Implications for the Field of School Psychology
Author: Vaghri, Ziba
Date: 2020-00-00
Type: Journal Articles
Subjects: Childrens Rights,Social Justice,School Psychology,School Psychologists,Student Participation,Child Development,Equal Education,International Cooperation,Participative Decision Making,Advocacy,Student Diversity,Role,Progress Monitoring

The United Nations Convention on the Rights of the Child (CRC) is the first human rights treaty with the ultimate goal of providing conditions conducive to child health and development. The CRC is grounded on four guiding principles: (1) nondiscrimination; (2) best interests of the child; (3) the right to life, survival, and development; and (4) respect for the views of the child. These CRC principles are consistent with a social justice approach within the field of school psychology. This article highlights implications for school psychologists and encourages school psychologists to be at the center of the process of measuring, advocating, and actualizing all rights under the CRC, including the right to participation, in schools throughout the world. A summary of the Rights Respecting Schools initiative is offered to provide a concrete example for school psychologists and other school-based professionals.
Six Years of School of Media: Exploring Specialist Pathways for Film Education throughout Students&apos; Experiences of Scottish Secondary School
Author: Abercrombie, Kerry
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Film Study,Media Specialists,National Curriculum,Film Production,Secondary School Students,General Education,Holistic Approach,Critical Theory,Learning Activities,Teaching Methods,Semiotics

Co-authored by Scottish secondary school teacher Kerry Abercrombie and film education practitioner Jamie Chambers, this article explores School of Media, a specialist pathway within a Scottish secondary school in which young people are able to engage with film education potentially throughout their entire experience of high school. First exploring how School of Media seeks to reconcile aspects of film education with Scotland's national 'Curriculum for Excellence', this essay subsequently adopts a chronological perspective, detailing specific aspects of School of Media's approach within each of the six years of secondary school. The essay concludes by emphasising the importance of enabling and empowering teacher-led approaches to film education within Scottish classrooms.
High-School Cinema Curricula: Evidence of New Trends in Education
Author: Desbarats, Francis
Date: 2021-00-00
Type: Journal Articles
Subjects: Film Study,Foreign Countries,Secondary Education,Educational History,Curriculum Development,Political Influences,Television,Educational Trends

Drawn from the author's PhD, and originally published in Images Documentaires in 2000, this article presents an incisive portrait of the complex political and institutional history that led to the establishment of film education within the curriculum in French secondary schools. Mounting a detailed account of the nuances and successive developments within the field, this essay examines the chronology -- starting within a post-war context -- through which the successive influences of cinéclubs, teachers, television, political movements and government interventions have shaped the form of curricular school-based film education in France today.
The English Language Arts Hundred Years&apos; War: Subverting the Stigma of Film in America&apos;s English Classroom
Author: Goldberg, Joseph
Date: 2021-00-00
Type: Journal Articles
Subjects: Film Study,English Instruction,English Teachers,High Schools,Social Bias,Negative Attitudes,Teacher Attitudes,Teacher Behavior,Teaching Experience

Against the backdrop of the century-long stigma associated with film in America's English classroom, which persists despite its codification in the English Language Arts (ELA) standards, this study investigated the question: How do American high-school English teachers make sense of and instruct with film? Employing semi-structured interviews with 12 high-school English teachers who instruct with film, from suburban, urban, rural and private school settings, the findings suggest that the stigma staining film in America's English classroom is systemic. Participants shared their view that film is not an inherently passive medium, and when purposefully and actively facilitated, it possesses unique and efficacious pedagogic promise. Employing strategies typically associated with teaching printed texts, maintaining high classroom expectations, and integrating twenty-first-century pedagogic technologies when teaching with film may allow instructors to fulfil film's remarkable learning potential, and consequently subvert misperceptions of, malpractices with, and the stigma surrounding film in America's English classroom.
Learning from Film to Theatre and from Theatre to Film
Author: Leonida, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Film Study,Theater Arts,Drama,Interdisciplinary Approach,Multimedia Instruction,Creativity,Case Studies,Media Literacy,Imagery,Teaching Methods,Film Production,Multimedia Materials,Video Technology,Teacher Education,Teacher Workshops,Foreign Countries

This article explores the possibility of combining educational approaches to film and theatrical drama to enhance teachers' confidence in creative, transmedia and multidisciplinary approaches to learning. A detailed case study is explored -- a short teacher training event which utilised certain media literacy resources to inspire and familiarise teachers with the language of images, while seeking to demonstrate how simple media devices can be used to connect film- and theatre-based pedagogies. Overall, the article considers ways in which teachers can obtain the confidence within a short time to integrate approaches inspired by film-making into their teaching in connection with their students' enthusiasm for, and expertise in, digital media.
Exploring the Application of Practice-Based Research on Affective Cinema to the Teaching of Creative Cinematographic Techniques within UK Higher Education
Author: Prokopic, Pavel
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Film Study,Theory Practice Relationship,Films,Production Techniques,Creativity,Undergraduate Study,Teaching Methods,Film Production

This article outlines an exploratory approach to the delivery of film practice education, as developed and tested with a second-year undergraduate module in cinematography. Students were provided with two existing creative sound pieces composed by a professional sound designer within the context of an AHRC-funded practice research project entitled Affective Cinema. These aspects of sound design inspired and informed the students' work, while allowing them to focus upon the module's key learning outcomes as related to camera and lighting skills. Above all, the approach allowed for aspects of the film theory synthesised through the preceding research -- and pertinent to the nature and unique expressive potential of film -- to be partially absorbed and learned by the students through practical experimentation, thus becoming an embodied, tacit practitioner knowledge. In this respect, I argue that such approaches help transcend the fraught divisions between film practice and film theory.
Cross-Media, Co-Creative and Current: New Strategies for Educating Talent for Danish Children&apos;s Film and Television in the 2020s
Author: Redvall, Eva Novrup
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Television,Case Studies,Film Study,Instructional Films,Audiences,Story Telling,Mass Media Use,Fiction,Foreign Countries,Program Descriptions,Teaching Methods,Talent Development,Young Children,Workshops

This article analyses recent developments in Danish film and television education through a case study of a new training initiative for creating content for children and young audiences. Following an outline of traditional training and career trajectories in the Danish screen industries in general, and for working with children's film and television specifically, the case study investigates the guiding ideas behind Manuskriptskolen for børnefiktion ('The Cross-Media School of Children's Fiction'), which was established in 2020. The school marks a new approach to Danish film education in several ways. First, by creating a training ground focusing on a specific audience, rather than on screenwriting or film-making more generally. Second, by thinking of content for this audience as fundamentally multiplatform and teaching students storytelling across different media from the outset. Third, by insisting that creating content for this audience calls for having knowledge about the current lives of young people and their media use, and encouraging strategies for engaging or even co-creating content with them. The article builds on qualitative interviews, document analysis and observations at industry events as part of the research project Reaching Young Audiences: Serial Fiction and Cross-Media Storyworlds for Children and Young Audiences.
Can Teachers&apos; Job Satisfaction Be Ensured Despite Economic Inadequacies? The Impact of Positive Psychological Capital
Author: Elcicek, Zakir
Date: 2022-03-00
Type: Journal Articles
Subjects: Job Satisfaction,Teacher Attitudes,Self Efficacy,Psychological Patterns,Foreign Countries,Questionnaires,Rating Scales,Predictor Variables,Economic Factors,Positive Attitudes,Personality Traits,Financial Needs,Correlation,Resilience (Psychology),Teacher Salaries,Extraversion Introversion

This research examines the impact of teachers' positive psychological capital (PPC) on their job satisfaction (JS) levels. In the study, the relational survey model was used by conducting hierarchical regression analysis. The sample of the study consists of randomly selected 376 teachers in Batman, Turkey. The data were collected with the &quot;Positive Psychological Capital Scale&quot; and &quot;Minnesota Job Satisfaction Scale (MSQ-Short form)&quot;. According to the results, the PPC levels (total scores and dimensions) of the teachers are at a very high level; only the optimism dimension of the PPC scale and JS were found to be at a high level. In the regression analysis, the model (Model 6) that measures the effect of all dimensions of PPC on JS is significant. This finding implies that PPC is a significant predictor on JS and approximately 22% of the total variance in job satisfaction is explained PPC. The results of the study imply that self-efficacy and optimism components of PPC can be used to increase JS of teachers even the economic needs are not adequately met. [This paper was presented as an oral presentation at the 4th Global Conference on Education and Research (GLOCER, 2021) on June 8-10, 2021.]
Investigation of Primary School Children&apos;s Views of Life during the COVID-19 Pandemic through Metaphors
Author: Taneri, Ahu
Date: 2022-03-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Elementary School Students,Student Experience,Student Attitudes,Figurative Language,Barriers,Psychological Patterns,Instructional Program Divisions,Foreign Countries

Global epidemics bring about problems that affect the lives of all individuals to a great extent. Although there have been global epidemics at different times, especially in the last two decades, primary school students are faced with such a situation for the first time. In order for students to manage this process in a healthy manner, it is important to see life through their eyes. It is necessary for both decision makers and practitioners to refer to students' own comments and statements in order to see the traces of the effects of the measures taken on behalf of the students on their views. Determining primary school students' views of the concept of life in this process is extremely important in terms of seeing and interpreting the process from their perspective and planning the continuation of the process. In the current study, the metaphors that primary school students developed regarding the concept of life during the pandemic and the explanations they brought to these metaphors were examined. In the study, it was determined that the students were able to explain the concept of life in the COVID-19 period using different metaphors and qualifiers. It was seen that metaphors were gathered under the categories of being restricted, disruption of order, feeling threatened, and despair. It was concluded that primary school students evaluate life predominantly negatively during the COVID-19 period.
Participation in Physical Activity Contributes to Adolescents&apos; Physical Activity Attitudes and Quality of Life Related to Their Body Image
Author: Akil, Mustafa
Date: 2022-03-00
Type: Journal Articles
Subjects: Adolescents,Physical Activities,Physical Activity Level,Self Concept,Human Body,Body Composition,Body Height,Body Weight,Barriers,Self Efficacy,Foreign Countries,Interaction,Self Management,Quality of Life,Gender Differences,Athletics

Physical activity (PA) habit decreases and Body Image (BI) becomes important during adolescence. This paper focuses on determining two things: whether the level of participation in PA contributes to adolescents' PA attitudes and their quality of life-related body image and to examine whether there is a difference. The study utilized the cross-sectional design. 1281 individuals in the middle adolescence period participated in the study. Participants were between 15 and 17 years. International Physical Activity Questionnaire Short Form (IPAQ-SF), Cognitive Behavioral Physical Activity Questionnaire (CBPAQ), and Body Image Quality of Life Inventory (BIQLI) were used as data collection tools. According to the study findings, there were significant differences in the BIQLI total, interaction with the opposite sex, and influence behavior/attitude between those who engaged in regular or irregular PA and those who did not engage in PA at all. Difference in the effect on self-efficacy and daily life sub-dimension was found between those who engaged in regular PA and those who did not. Outcome expectation and self-regulation items of those who engaged in PA were higher than for those who did not. Since adolescents are expected to engage in regular or irregular PA, personal barriers in front of them must be removed. It is therefore important to support their attitudes, which positively affects their PA, because participation in PA contributes positively to their PA and BI-related quality of life.
Using Duolingo to Improve Beninese Secretarial Advanced Learners&apos; Oral Communication Skills
Author: Teba, Sourou Corneille
Date: 2022-03-00
Type: Journal Articles
Subjects: Computer Software,Independent Study,English for Special Purposes,Oral Language,Telecommunications,Handheld Devices,Office Occupations Education,Foreign Countries,Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Comparative Analysis,Language Proficiency,Faculty Development,Learning Activities,Teaching Methods,Language Tests,Scoring Rubrics,Grammar,Vocabulary Development,Pronunciation,Language Fluency

This paper focuses on examining the use of the Duolingo App as a supplement to the traditional ESP courses in Secretarial Studies, for Advanced ESP learners Classes of Lycée Technique et Professional de Porto Novo (LTP-PN), in the Benin Republic. The Objective is to assess substantial improvement of Learners Oral Communication skills after 3 months of studious use of mobile language learning apps. An experimental mixed-method research design in two stages have been used. During the first stage, quantitative data was collected using questionnaires administered to Ten (10) ESP teachers and Forty (40) randomly selected ESP secretarial studies learners of LTP-PN. Qualitative data was also gathered during classroom observations. In the second stage, the experimentation process involving the Experimental Groups (EG), which received the treatment, that is &quot;the use of Duolingo for 15 Mn&quot;, and the Control Group (CG) were tested. The data was collected and computed using one way ANOVA test in SPSS 26. The result shows a statistical significance between the use of Duolingo and Secretarial Studies ESP learners' oral proficiency improvement. This paper further suggested that mobile learning apps such as Duolingo should be used as a supplement to the traditional ESP courses. It also pointed out the necessity for ESP teachers to invest in their professional development rather than waiting for the government.
Tasks, Self-Efficacy, and L2 Motivational Self System in an Online Emergency EFL Speaking Class: A Mixed-Methods Study
Author: Quang, Nguyen Nhat
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,COVID-19,Pandemics,Student Motivation,Online Courses,Educational Technology,Teaching Methods,Foreign Countries,Communication Skills,Communicative Competence (Languages),Self Efficacy,College Students,Majors (Students)

Since the World Health Organization initially declared the outbreak of the COVID-19 pandemic, new issues have arisen in English language teaching (ELT). Although task-based language teaching (TBLT) and task-supported language teaching (TSLT) have received significant academic attention and recognition in traditional classroom settings, there is insufficient research on their effects on students' L2 motivational self system and speaking self-efficacy in an online emergency EFL classroom. Therefore, this mixed-methods study aims at investigating the impacts of TBLT, TSLT, and PPP on the L2 motivational self system and speaking self-efficacy of students at Hanoi University (HANU). After collecting 117 questionnaires from three English-major speaking courses and performing a group interview with 12 students, the researchers examined the quantitative and qualitative data using one-way ANOVA, sentiment analysis, and content analysis. The findings revealed that task-based instruction was more successful than the PPP approach in increasing student speaking self-efficacy and L2 motivational self system in the online emergency EFL speaking classroom. Moreover, teachers should pay attention to five elements related to the application of PPP, TBLT, and TSLT, including the teacher's role, time allocation, content, group work and peer support, and pre-task/activity preparation, which influence learners' perceived motivation and speaking self-efficacy.
Challenges and Responses: A Complex Dynamic Systems Approach to Exploring Language Teacher Agency in A Blended Classroom
Author: Qi, Grace Yue
Date: 2022-00-00
Type: Journal Articles
Subjects: Systems Approach,Blended Learning,Teaching Methods,Integrated Learning Systems,Teacher Student Relationship,Computer Mediated Communication,Chinese,Language Teachers,Second Language Learning,Second Language Instruction,Comparative Analysis,Synchronous Communication,Professional Autonomy,College Faculty,Undergraduate Students,Foreign Countries,Teacher Attitudes,Technological Literacy,Pedagogical Content Knowledge,Andragogy,Barriers

This is a qualitative examination of how a Chinese language teacher responded to challenges and developed her agency in a unique teaching and learning environment, termed as the blended classroom. The uniqueness of this classroom lies in its attendance by two cohorts of students at the same time -- a face-to-face and an online group. The online group joined the face-to-face group and the teacher via a synchronous online classroom called Blackboard Collaborate. Through analysing data from the teacher's reflection, face-to-face and email interviews and the recordings of her blended class, this research unfolds a semester-long trajectory of her agency development in the blended classroom. Guided by the Complex Dynamic Systems Theory (CDST), we conclude that teacher agency is a system composed of multi-layers of subsystems and it is a product of the constant interaction amongst these interconnected and interdependent subsystems, with certain subsystems playing a more dominant role than others at a given stage of one's agency development. This finding led to our proposal of a framework of teacher agency system. This research advances our understanding of teacher agency as a system in the context of online and blended learning.
Statistical Analysis of the Impact of the E-Learning Platform Furago on French Learners&apos; Listening Skills
Author: Derible, Albéric
Date: 2022-00-00
Type: Journal Articles
Subjects: French,Second Language Learning,Second Language Instruction,Computer Software,Learning Activities,Listening Skills,Listening Comprehension Tests,Scores,Correlation,Undergraduate Students,Skill Development,Foreign Countries,Time Factors (Learning),Student Improvement,Course Content,Instructional Materials,Computer Assisted Instruction,Groups,Barriers,Independent Study,Phonology,Linguistic Input,Syntax,Semantics,Language Processing

The current study focuses on an e-learning platform called Furago designed to provide language instructors with exercises complementing activities already implemented in their classes. Its objective was to assess the impact the use of Furago could have on the listening skills of first-year Japanese university students. Statistical analyses that were used to outline the correlations between the main test variables (i.e., the grades achieved by students on two listening comprehension tests) and several predictor variables pertaining to the platform, such as the score the participants had accumulated or the consistency in which they use it, were all found to be statistically significant, albeit with correlation coefficients that were rather weaker than expected. Despite its users' slow margin of progression, as evidenced by the linear model conducted during this study, such results confirmed the value of Furago as a means to improve students' listening skills, especially, it would seem, at the very beginning of foreign language acquisition. Unexpectedly, these results also suggested that the users' improvement might have more to do with the overall amount of time they put in their study (reflected here by their scores on Furago) than their consistency.
Chinese Language Learners Evaluating Machine Translation Accuracy
Author: Chang, Li-Ching
Date: 2022-00-00
Type: Journal Articles
Subjects: Chinese,Second Language Learning,Second Language Instruction,Translation,Computational Linguistics,English (Second Language),Accuracy,Decision Making,Teaching Methods,Learning Processes,Instructional Effectiveness,Intervention,Group Discussion,Student Attitudes,Information Sources,Dictionaries,Language Usage,Phrase Structure,Definitions,Search Engines,Computer Software,Educational Resources,Undergraduate Students,Foreign Countries

With increasingly rapid advances in machine translation (MT) technology, such as Google Translate, MT has become an indispensable learning resource for second or additional language learners. Many studies indicate that MT or postediting of MT (PEMT) can be an effective tool for L2 learning and teaching. Nevertheless, little research illustrates how language learners judge or evaluate the accuracy of MT output. The judgement of MT accuracy is essential because MT is not yet error-free. Therefore, the aim of this research is to explore how L2 learners attempt to judge the accuracy of MT output when using MT or PEMT. This study was undertaken through a teaching intervention in an online English-Chinese translation course. Student participants included L2 learners of Chinese studying at a university in Taiwan. Findings from observations of screen recordings and focus group discussions reveal that students use different MT tools and additional online-based resources as complementary strategies to better judge MT accuracy. These include: 1) using more than one MT tool to cross-check MT output; 2) using dictionaries to check word meaning and word usage by looking at example sentences; 3) using search engines to check word definitions, translations, and collocations.