ethanporcaro/eric-fulltext-meta huggingface dataset:
The Investigation of the Relationship between Children&apos;s 50m Freestyle Swimming Performances and Motor Performances
Author: Aktug, Zait Burak
Date: 2018-00-00
Type: Journal Articles
Subjects: Children,Psychomotor Skills,Aquatic Sports,Performance,Correlation,Statistical Analysis,Gender Differences,Measures (Individuals),Foreign Countries

The aim of the study is to examine the relationship between children's 50 m freestyle swimming performances and motor performances. There were 32 swimmers (male = 21, female = 11), who had been swimming for at least one and a half year, participated in the study. The motor performances of the participating swimmers were determined through the Dordel Koch Test (DKT) and 50m swimming performances via the stopwatch. The Spearman Correlation Analysis was used to determine the relationship between children's motor performances and the swimming performances of 50m. As a result of the statistical analysis, it was determined that the performance categories of DKT sub-dimensions were DKT[subscript shuttle], DKT[subscript push-up] and DKT[subscript balance] performances of the categories in which both girls and boys were the best. It was determined that male swimmers would perform DKT[subscript 6min running] and female swimmers would have a positive effect on the 50m freestyle swimming performance of DKT[subscript sideward jump] performances (p &lt;0.01, p &lt;0.05). In addition, it was determined that all the swimmers had a positive effect on the 50m freestyle swimming performances of the DKT[subscript sideward jump], DKT[subscript 6min running] and DKT[subscript flexibilty] performance (p &lt;0.01, p &lt;0.05). As a result, it can be stated that DKT[subscript 6min running], which is the demonstration of aerobic performance, increased DKT[subscript flexibility] and DKT[subscript sideward] jump performance will contribute to 50m swimming performance. Moreover, it can be suggested that the performance development of the upper extremity (DKT[subscript shuttle] and DKT[subscript push-up]), which is required for the branch in the performance, is categorized as performance.
Alternative Pathways into University: Are Tertiary Preparation Programs a Viable Option?
Author: Chesters, Jenny
Date: 2018-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Access to Education,College Preparation,Academic Persistence,Student Attrition,Undergraduate Students,Academic Standards,Student Records,School Holding Power,Intermode Differences,Cohort Analysis,Foreign Countries

During the past three decades, the student populations of Australian universities have become more heterogeneous as the higher education sector expanded and new alternative entry pathways were established. Broadening access to university study and, therefore, to professional and semi-professional occupations, provides avenues for social mobility. In this paper, we examine whether students entering university via alternative entry pathways, and in particular, on-campus tertiary preparation programs, have similar levels of achievement and attainment as students who entered via the more traditional pathway after completing Year 12. Our analysis is conducted on data from one regional university and our results show that students who were not eligible to enrol on the basis of their secondary school results were no more likely than traditional students to discontinue their studies.
Optimising the Efficacy of Hybrid Academic Teams: Lessons from a Systematic Review Process
Author: Lake, Warren
Date: 2018-00-00
Type: Journal Articles
Subjects: Literature Reviews,Research Projects,Research Methodology,Teamwork,Selection Criteria,Group Membership,Teacher Collaboration,Group Dynamics

Undertaking a systematic review can have many benefits, beyond any theoretical or conceptual discoveries pertaining to the underlying research question. This paper explores the value of utilising a hybrid academic team when undertaking the systematic review process, and shares a range of practical strategies. The paper also comments on how such a hybrid team sits in a continuum of cooperation, coordination and collaboration. Key recommendations include choosing a great team, communicating well, documenting everything, and being explicit--for the benefit of your research team, and the readers of your systematic review.
Measuring Research Impact in Australia
Author: Gunn, Andrew
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Evaluation Research,Policy,Barriers,Higher Education,Financial Support,Innovation,History,Political Issues

The implementation of the national Research Engagement and Impact Assessment in Australia provides a timely opportunity to review attempts to improve the non-academic impact of academic research. The impact agenda represents a new phase in academic research evaluation and funding, characterised by a heightened need to demonstrate a return on public investments in research. New imperatives seek the reorientation of some academic research towards more directly driving national innovation, meeting the needs of business, and contributing to improved social and economic outcomes. This paper reviews the policy journey of research impact in Australia from the proposed, but never implemented, Research Quality Framework (RQF) to the National Innovation and Science Agenda (NISA). Our analysis of policy developments from the Howard to the Turnbull Governments highlights the controversial nature of research impact assessment and the political and methodological challenges that have accompanied its implementation.
Participating in a Study-Abroad Program: Concerns and Hopes of Intending International Students
Author: Lovett, Trevor
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Foreign Students,Psychology,Study Abroad,Educational Experience,Friendship,Student Attitudes,Foreign Countries,Psychological Patterns,Cultural Differences,Student Adjustment,Academic Achievement

This small-scale narrative investigation identifies not only the concerns but also the hopes of undergraduate psychology students from a southwest Chinese university who are about to embark on a program of study abroad. While past research has tended to focus on the anticipated negative experiences international students are likely to encounter, this study enabled students to express both their hopes as well as apprehensions in regard to the intended overseas experience. Although the data confirmed a number of findings from previous studies they also revealed that the students' thinking is not preoccupied with the academic side of the impending study. Positive and enduring friendships are something many of the respondents expect to develop. However, a further review of the literature indicated that current attitudes and practices towards international students in Australia may restrict the participants in this research from realising those goals.
Dress Codes and the Academic Conference: McCulloch&apos;s Iron Laws of Conferences
Author: McCulloch, Alistair
Date: 2018-00-00
Type: Journal Articles
Subjects: Participant Observation,Conferences (Gatherings),Dress Codes,Writing for Publication,Periodicals,Educational Research

Despite being a staple of academic life (or perhaps because it is so taken-for-granted), the academic conference has been generally under-utilised as a site for academic research. Using participant observation as its methodology, this article draws on a long career of conference attendance to present two iron laws of conferences which address the relative smartness of dress of conference convenors and conference delegates. The social processes underpinning the sartorial phenomenon addressed by these laws are explicated. A third law is also introduced in a desperate attempt on the part of the author to secure the immortality sought by all who make their thoughts public by publishing them in academic journals.
Promoting Learning: What Universities Don&apos;t Do
Author: Martin, Brian
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Achievement,Universities,Self Motivation,Student Motivation,Undergraduate Students,Undergraduate Study,Teaching Methods,Foreign Countries,Learning Experience

Universities seek to promote student learning, but assessment and credentials can undermine students' intrinsic motivation to learn. Findings from research on how people learn, mindsets, expert performance and good health are seldom incorporated into the way universities organise learning experiences.
The Tablet for Second Language Vocabulary Learning: Keyboard, Stylus or Multiple Choice
Author: Van Hove, Stephanie
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Quasiexperimental Design,French,Vocabulary Development,Handheld Devices,Computer Assisted Instruction,Keyboarding (Data Entry),Memorization,Spelling,Distinctive Features (Language),Multiple Choice Tests,Comparative Analysis,Language Processing,Secondary School Students,Handwriting,Foreign Countries,Scores,Teaching Methods,Achievement Gains,Intervention,Pretests Posttests,Statistical Analysis

Mobile technologies are increasingly finding their way into classroom practice. While these technologies can create opportunities that may facilitate learning, including the learning of a second or foreign language (L2), the full potential of these new media often remains underexploited. A case in point concerns tablet applications for language practice: while tablets allow writing, as in pen-and-paper exercises, current applications typically offer multiple-choice exercises or fill-in-the-blank exercises that require typing and tapping. This change in medium and practice modality might have an impact on the actual second language learning. Based on the embodied cognition perspective, this study hypothesizes that, for the learning of French L2 vocabulary, writing leads to better memorization, spelling, and use of diacritics in comparison with typing and completing multiple choice exercises. This hypothesis is tested in a quasi-experimental classroom-based study in which learners (n = 282) practiced French vocabulary on a tablet in one of three modalities: multiple choice, typing, and writing by means of a stylus. Whereas all three practice modalities aided learning, results show that pupils who had practiced vocabulary by writing or typing obtained higher scores on spelling and use of diacritics than the pupils who had practiced by means of multiple choice. Spending more time on learning vocabulary at a higher processing level leads thus to greater vocabulary gains.
Social Labs in Universities: Innovation and Impact in Medialab UGR
Author: Romero-Frías, Esteban
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,Social Influences,Laboratories,Educational History,Higher Education,Foreign Countries,Innovation,Teaching Methods,Educational Technology,Technology Uses in Education,Networks,Communities of Practice,Information Technology

Social laboratories, defined as experimental spaces for co-creation, have recently become the main centers of innovation. Medialabs are experimental laboratories of technologies and communication media which have co-evolved along with the digital society into mediation laboratories of citizen experimentation, observing a confluence of both models. in recent years, these centers have expanded within the higher education context, generating new forms of innovation and posing the question of how to measure the impact of such open spaces. This paper analyzes the origin and development of social laboratories in Spain. it first reviews their historical development from their antecedents in the 19th Century to the most recent initiatives. it focuses specifically on initiatives launched within the university context, highlighting their role as motors of innovation. Then, it presents the case of Medialab UGR, a co-creation and digital culture center of social collaboration framed in the digital context. Finally, it offers a first approach towards the assessment of its social impact by using Twitter and analyzes its capacity to mobilize and reach non-academic audiences. The findings show the plurality of actors involved in this type of networks as well as the difficulty and complexity of the task for the development of indicators that can comprise both, academic and social interests.
Spanish Journalists&apos; Perception about Their Professional Roles
Author: Berganza, Rosa
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Journalism,Attitudes,Role,Professional Identity,Surveys,Institutional Characteristics,Individual Characteristics,Factor Analysis,Statistical Analysis

International empirical research on the perception that journalists have of their professional roles and functions has increased considerably in recent years, although not in the case of Spain. The present research, included within the transnational comparative study &quot;The Worlds of Journalism Study&quot;, analyses data from a survey conducted in Spain (representative and stratified by type of media and autonomous community) of 390 journalists from 117 media, who were consulted about their work to detect the professional functions they most identified with. The study establishes six roles: watchdog, citizens' spokesperson, instructor of the audience, promoter of the status quo, infotainment journalist and disseminator of objective information. In line with recent political, economic and social developments in Spain, professionals feel more identified with the role of citizens' spokesperson. This function downplays the predominant role of disseminator of objective information reflected in recent studies of a similar nature on the subject of Spanish journalists. A further finding of the research is the existence of two large groups of journalists: the stimulators and the &quot;narcotizers&quot; of public opinion. Moreover, it is observed that some organizational factors (in particular, media ownership) and other individual ones (gender, age and years of professional experience) significantly influence the perceptions of professional roles.
The Use of Social Media and Popular Culture to Advance Cross-Cultural Understanding
Author: Tuzel, Sait
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,Popular Culture,Case Studies,Teacher Collaboration,Grade 7,Cultural Awareness,Learning Activities,Student Attitudes,Teacher Attitudes,Foreign Countries,International Cooperation,Middle School Students,Middle School Teachers,Multicultural Education,Critical Thinking,Power Structure

Although we live in a global society, educators face many challenges in finding meaningful ways to connect students to people of other cultures. This paper offers a case study of a collaboration between teachers in the US and Turkey, where 7th grade students interacted with each other via online social media as a means to promote cultural understanding. In a close analysis of a single learning activity, we found that children had opportunities to share ideas informally through social media, using their digital voices to share meaning using online writing, posting of images and hyperlinks. This study found that students valued the opportunity to develop relationships with each other and generally engaged in sharing their common interests in Hollywood movies, actors, celebrities, videogames and television shows. However, not all teachers valued the use of popular culture as a means to find common ground. Indeed, teachers had widely differing perspectives of the value of this activity. Through informal communication about popular culture in a &quot;Getting to Know You&quot; activity, students themselves discovered that their common ground knowledge tended to be US-centric, as American students lacked access to Turkish popular culture. However, the learning activity enabled students themselves to recognize asymmetrical power dynamics that exist in global media culture.
Using Twitter in Higher Education in Spain and the USA
Author: Tur, Gemma
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Educational Technology,Technology Uses in Education,Mixed Methods Research,College Students,Student Surveys,Reflection,Attitude Measures,Teaching Methods,Cross Cultural Studies,Cultural Differences,Preservice Teachers,Questionnaires

This article examines student teachers' use and perceptions of Twitter, based on a mixed-method comparative approach. Participants (n = 153) were education majors who used Twitter as a part of required coursework in their programs at two universities in Spain and the United States. The theoretical background covers research on international work carried out on Twitter as well as a brief overview of the introduction of technology in two educational national systems. Quantitative data were collected via a survey, while qualitative data were obtained from students' reflective written texts. The majority of participants from both contexts perceived educational benefits to Twitter. However, their use of Twitter, and the nature of their perceptions of its educational value, appeared to differ in important ways. The USA participants' longer and more frequent use of Twitter was accompanied by more positive beliefs regarding the educational relevance of Twitter. While many Spanish participants saw value in the use of Twitter to find and share information, USA students highlighted interactive and collaborative uses. The study uncovers some challenges for learning related to Twitter's short format. in the conclusion section we discuss implications for learning and teaching in an age of ubiquitous social media.
The Role of Original Version Cinema into the European Digital Space
Author: Ledo-Andión, Margarita
Date: 2017-00-00
Type: Journal Articles
Subjects: Films,Cultural Awareness,Essays,Interviews,Questionnaires,Foreign Countries,Audiovisual Aids,Teaching Methods,Information Technology,Cultural Pluralism

This paper reports the results derived from the research project, entitled &quot;eDCINEMA: Towards the European Digital Space. The role of small cinemas in original version&quot; (CSO2012-35784), which focused on the analysis of the role of movies in OV/OVS in achieving diversity of languages and cultures (as viewed from the European Digital Agenda) as well as Community policies on the promotion of small cinemas in the European digital space. The current study is based on a methodological triangulation, a transnational exchange of information between 62 European experts and a multistage organization, which included: a critical review of the scarce essay writing and profuse Community rules, in-depth interviews with international experts and a design and implementation of a prospective delphi questionnaire. One of the most remarkable research results is summarized as an indicator of the conflict between the clearly demonstrated OV influences to make progress towards achieving the ideal of a real language diversity, and Community-wide application of packages of random measures, which often leads to lack of expected results. Consequently, the study suggests a strategic reorientation of the European Audiovisual Model toward further exploitation of its 24 languages, on the role of vernacular and not just as vehicular languages, and eventually as guarantors in the process of reliable access to cultural and scientific repertoires.
Stop-Motion to Foster Digital Literacy in Elementary School
Author: Sun, Koun-Tem
Date: 2017-00-00
Type: Journal Articles
Subjects: Technological Literacy,Elementary School Students,Grade 3,Exhibits,Experiential Learning,Program Effectiveness,Films,Gender Differences,Knowledge Level,Foreign Countries,Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Tests,Scoring Rubrics,Questionnaires,Statistical Analysis,Pretests Posttests

Although digital media literacy is recognized as providing the essential competencies required for living in a new media age, it has only just started to gain focus in Taiwan's elementary education. One of the reasons is examination-oriented education, which diverts scarce resources away from this informal learning. The other reason is that educators tend to think of digital media education as a series of purely technical operations, which might lead student digital media learning to mindless work. Therefore, this study designed a media exhibition based on Kolb's experiential learning model for teaching students concepts of stop-motion films and techniques of film production. A design experiment involved 247 third-grade elementary students who were grouped to visit the experiential exhibition. The findings suggest that the students have improved their knowledge of stop-motion films. Analysis of produced films by students also shows that they have improved their media ability to represent their ideas and communicate with others. Through the analysis of the influence of demographics on the knowledge test, the findings revealed that the experiential exhibition is more effective for female elementary students and students' relevant previous experiences may not affect their acquired knowledge. Given those results and observations, we believe that the proposed experiential exhibition is a promising way to carry out digital media literacy education in elementary schools.
Digital Reading and Reading Competence: The Influence in the Z Generation from the Dominican Republic
Author: Amiama-Espaillat, Cristina
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Publishing,Reading Materials,Adolescents,Secondary School Students,Grade 10,Printed Materials,Educational Technology,Technology Uses in Education,Internet,Reading Skills,Public Schools,Private Schools,At Risk Students,Student Surveys,Likert Scales,Factor Analysis,Web Sites,Leisure Time,Social Media,Statistical Analysis,Maximum Likelihood Statistics

Most Latin American countries are focused upon improving learning quality by providing schools with technological resources, as if their sole presence was enough to develop 21st Century skills. Digital reading is not an end in itself; it is a tool that a user selects, depending on the desired purpose and uses it in specific contexts. Adolescents access Internet with at least four purposes: academic, recreational, socialization and communication. This study describes said purposes in adolescents from the Dominican Republic and relates them to their reading literacy proficiency level in two educational contexts: public and private schools. The sample group included 382 students in their fourth year of secondary school (10th grade). Two instruments were used: CoLeP, based on texts from PISA, and a Scale to measure reading frequency, which classifies the four reading purposes in two formats: printed and digital. The conclusion is that most students access and use the Internet for academic purposes, regardless of the educational sector. Nevertheless, reading literacy proficiency differs significantly with students from public schools being in lower levels. This minimizes the opportunities of the most vulnerable social sectors producing reading illiterates that have high economic costs for the nation.