ethanporcaro/eric-fulltext-meta huggingface dataset:
Influence of Life Patterns and Coping with Stress on Teacher Students&apos; Tobacco Purchasing Behavior in Bangkok
Author: Polsorn, Kanlapruk
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Smoking,Coping,Stress Management,Stress Variables,Influences,Purchasing,Life Style

Teacher students' tobacco-purchasing behaviors have been a problem among teacher students in Thailand. Life patterns and coping with stress levels have been perceived as the main contributors to these behaviors. Life pattern is based on the concepts of the lifestyles of a person. People tend to share similar lifestyle orientations when they are in similar social groups or have similar interests. This includes teachers students and their learning environment. Additionally, coping with stress is referred to as teacher students' coping skills when they feel pressure in life. Therefore, this research article aimed to study how life patterns and coping with stress influence teacher students' tobacco-purchasing behavior in Bangkok. The research questionnaire was a five-level Likert scale questionnaire. Data was collected through a survey with 900 teacher students from three universities in Bangkok. The data were analyzed using descriptive statistics, frequency, percentage, mean, standard deviation, and Multiple Linear Regression by Enter technique. The data analysis indicated that life pattern positively influences the tobacco-purchasing behavior of teacher students in the Bangkok area with a coefficient of influence at 0.470 with significant at 0.01 level (P-Value &lt;0.001); while coping with stress had a negative influence over the purchasing behavior with a coefficient of influence at -0.104 with statistical significant at 0.01 level (P-Value &lt;0.001). This suggested that when coping with stress increases by 1 unit, the level of tobacco purchasing behavior decreases by 0.104 units. The two variables were able to predict tobacco-purchasing behavior at 20.5 percent.
Language Ideology and Practices in Higher Education in Saudi Arabia
Author: Alshahrani, Hind Mesfer Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ideology,College Faculty,Medical Schools,Language Usage,English (Second Language),Arabic,Language of Instruction,Teacher Attitudes

Universities mainly play an important role in serving the national languages and demonstrating their supremacy in the country and at the same time universities strive to compete with the universities of the world. Between the preservation of the national language and the tendency to internationalize the university, a group of linguistic ideologies is formed, which is expected to be contradictory between some or between ideologies and practices. This paper investigates the linguistic ideology of academics in medical colleges at King Abdulaziz University, because of the important role of ideology in shaping education policies. This paper also investigates the practices of academics, and data was collected through interviews with the aim of revealing language ideologies, while I used a questionnaire to monitor language practices. The results revealed that academics have a pragmatic ideology as a reason for preferring to use English, for example: participating in conferences and publishing scientific papers in English. The results also revealed the existence of positive practices regarding the use of Arabic in communicating with students, and the study revealed the existence of positive practices towards Arabic regarding the use of Arabic references in teaching students and suggesting Arabic references to students if available.
Some Solutions for Designing and Organizing a Study Influence Quality Accreditation on the Development of Teacher Training Programs in Vietnam
Author: Hanh, Nguyen Duc
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Accreditation (Institutions),Teacher Education Programs,Educational Quality,Educational Research,Research Design,Self Evaluation (Groups),Institutional Evaluation

This study presented the theoretical model applied to the research design with descriptions of the overall sample, survey sample, research location, etc. The main contents of the design and research organization and the results obtained in theory have been applied in practice. The results have fully met the scientific and technical requirements of the research nature of the major Measure and Evaluate in education. At the same time, the results obtained from this article hope to help standardize the toolkit to assess the influence of the accreditation of higher education institutions in general and the pedagogical training program in Vietnam, which is convenient, accurate and objective.
The Global Pandemic and a Shift in Research Methods: Applying Digital-Based Methods to Educational Research in Applied Linguistics
Author: Tachaiyaphum, Nutthida
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Research Methodology,Educational Research,Applied Linguistics,Qualitative Research,Data Collection,Second Language Learning,English (Second Language),Content and Language Integrated Learning,Preservice Teachers,Student Attitudes,Technology Uses in Education,Foreign Countries,Videoconferencing,Interviews,Video Technology,Stress Variables,Research Design,Ethics,Field Studies

World-wide responses to the global pandemic, such as travel restrictions, border closures and lockdowns, have posed new challenges to researchers. For qualitative researchers conducting fieldwork, gathering data in person can be inapplicable (Howlett, 2021). My research investigates English as a Foreign Language (EFL) pre-service teachers' beliefs and negotiation of meaning in Content and Language Integrated Learning (CLIL) within the Thai secondary education context. Because of the pandemic I was unable to travel to Thailand to gather data, so I had to change my data collection methods to video conferencing interviews and classroom video observations. This article discusses this unexpected shift in research methods through my reflections on conducting digital-based research during the COVID-19 pandemic. It focuses on two main aspects: 1) grappling with emotional distress caused by the unprecedented phenomenon, and 2) redesigning research methods for digital fieldwork. Ethical issues regarding digital-based research are also discussed. The implications highlight the importance of resilience, flexibility and proactivity to surmount unexpected situations during a research journey.
Recommendations for a &quot;Wellbeing Curriculum&quot; to Mitigate Undergraduate Psychological Distress Associated with Lack of Careers Confidence and Poor University Engagement
Author: Choate, Julia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Psychological Patterns,Stress Variables,Learner Engagement,School Attitudes,Self Esteem,Career Development,Well Being,Curriculum,Peer Relationship,Teacher Student Relationship,Career Counseling

To foster a &quot;wellbeing curriculum&quot; in a climate with an increasingly competitive graduate jobs market, we believe it is critical to support undergraduate career development and to develop positive peer and educator relationships, particularly for non-vocational degree programs. However, these relationships between undergraduate wellbeing and their career development or peer/educator relationships have not been specifically examined. This study used a mixed methods approach to examine if poor career development or university engagement (quality of relationships with peers or educators, use of the university careers and counselling services, time studying) were associated with psychological distress for students in non-vocational degree programs. Undergraduates (biomedical science; n=1100) from five Australian universities participated in a survey to investigate relationships between psychological distress, as determined by their responses to the Depression, Anxiety and Stress Scales, and their career development or university engagement. Almost half of the students lacked confidence in their &quot;future employment and job prospects.&quot; Students? psychological distress was significantly correlated with lack of confidence with their career development, poor relationships with their peers and educators and little use of the counselling service. Further exploration of these factors in student focus groups highlighted stress associated with academic competition between students and a critical need for undergraduate career development, especially industry placements. We provide pivotal recommendations to promote undergraduate and educator wellbeing, by developing a „wellbeing curriculum? that supports career development and positive relationships between students and their peers and educators, particularly vital for non-vocational degrees.
The Principle of Temporal Sequence in the Teaching of Chinese as a Second Language
Author: Song, Gang
Date: 2022-00-00
Type: Journal Articles
Subjects: Chinese,Second Language Learning,Second Language Instruction,Verbs,Memorization,Elementary School Students,Teaching Methods,Learning Processes,Instructional Effectiveness,Student Attitudes,Sequential Learning

This study investigates the capacity of elementary-level Chinese second language learners to memorize serial verb sentences based on the results of a questionnaire. Our findings show that adult second language learners employ the concept of temporal sequence in language learning, consciously or unconsciously, whether or not the chronological principle has been formally taught. Therefore, we propose that specific cognitive principles, such as the chronological principle, should be carefully applied or formally taught in language training to maximize teaching and learning effectiveness.
The Student Teachers&apos; Anxiety during Field Experiences in the Beginning of New Normal
Author: Cojorn, Kanyarat
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Teachers,Anxiety,Pandemics,COVID-19,Gender Differences,Educational Change,Foreign Countries,Instructional Program Divisions,Time,Student Teaching

The study had the objectives to 1) study student teachers' anxiety during field experiences in the beginning of the new normal on 7 aspects: 1) own personality, 2) teaching context, 3)supervision context, 3) classroom management, 4) subject content, 5) teacher professionalism context, and 6) COVID-19 pandemic context, and 2) compare the levels of the student teachers' anxiety, classified by sex, duration of bachelor's degree study, and the academic level. The sample consisted of 457 student teachers. The collection of data employed a questionnaire inquiring about anxiety and a focus group discussion record. The research found that: 1) The student teachers' anxiety during the field experience in the beginning of the new normal was at a high level; 2) When classified by sex, there were differences in the supervision context, with statistical significance at the 0.05 level; females had higher anxiety than males; no significant differences were found on the other aspects; 3) When classified by the duration of bachelor's degree study, there were differences in the teaching context and the supervision context, with statistical significance at the 0.05 level; the student teachers in the 4-year bachelor's degree study had higher anxiety than those in the 5-year bachelor's degree study; no significant differences were found on the other aspects; 4) When classified by the academic level, there were differences in the teaching context, the supervision context and the teacher professionalism context, with statistical significance at the 0.05 level; the student teachers in the master's degree study had higher anxiety than those in the bachelor's degree study; no significant differences were found on the other aspects.
The Use of the SQ4R Technique in Enhancing Grade 11 Student Critical Reading
Author: Churat, Jiraporn
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 11,Secondary School Students,Critical Reading,Reading Strategies,Instructional Effectiveness,Models,Student Satisfaction,Foreign Countries,Teaching Methods,Reading Instruction

The objectives of the study were to study the effectiveness of the SQ4R technique in enhancing grade 11 students' critical reading and to investigate the students' satisfaction with the SQ4R technique as a model of learning management in a reading class. A quasi-experimental approach was selected, and one group of participants was employed. The participants were 31 Thai grade 11 students in a secondary school in Thailand. The instruments were an SQ4R learning management plan, a critical reading test, and a satisfaction questionnaire were research instruments. The data were collected in a public school in Thailand. It took a semester to complete a pre-test, an implementation of the SQ4R learning management, a post-test, and a satisfaction survey. The data were analyzed using percentage, mean score, standard deviation, a paired samples t-test, and effectiveness index with the determining criteria of 80/80. the result shows positive effects of the SQ4R model on participants' critical reading. It also indicates students' satisfaction with the instructional model.
Using an Integrated Training Course with Family, Community, and Buddhism in Solving Unintended Pregnancies among Vulnerable Thai Youth
Author: Uthaphan, Phattharachai
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Buddhism,Pregnancy,Intention,Family Involvement,Prevention,At Risk Persons,Community Involvement,Training,Knowledge Level,Government Employees,Behavior Change,Attitude Change,Individual Development,Outcomes of Education,Adolescents,Institutions

This study aims to involve the institutions of family, community, and Buddhism in designing a training course that could enhance vulnerable youths' knowledge of unintentional pregnancy prevention. The attitude toward the involvement of the three stakeholders and changes in teens' behaviors are also the center of the investigation. 302 vulnerable teenagers from Khon Kaen, Thailand, were sampled. Purposeful sampling was used. Income, marital status, and neighborhood were used to choose participants. 10 public workers responsible for protecting vulnerable youth were also sampled to take part in an interview session aiming to investigate participants' behaviors. The instruments consist of a training course for vulnerable youth unintended pregnancy prevention, a test for unintended pregnancy prevention knowledge, a satisfaction questionnaire, and a semi-structured interview. Frequency, percentage, mean score, SD, and t-test were used to examine the data. The content analysis assessed qualitative data. The results study illustrates how a training course developed with the collaboration between institutions concerned with human development led to the development of knowledge, attitudes, and positive behavioral changes among vulnerable youths.
Countering the Service-Learning Privilege Problem through Critical Communication Pedagogy and Critical Assessment
Author: Kahl, David H., Jr.
Date: 2022-00-00
Type: Journal Articles
Subjects: Service Learning,College Students,Self Concept,Advantaged,Communication (Thought Transfer),Power Structure

Because the communication discipline values action, civility, and service, it has placed emphasis on the integration of service-learning in its courses. Service-learning has the potential to bridge the gap between the classroom and the community by employing social justice pedagogy--activism that takes critical learning to sites of hegemony. However, service-learning can also promote the unintended side effect of entrenching beliefs about privilege. Therefore, we advocate for a critical service-learning to be facilitated through a critical communication pedagogy (CCP) framework, which emphasizes the recognition and response to hegemony that students encounter. Such an approach employs critical assessment, a means by which to reframe traditional assessment procedures to focus on both content knowledge and its application to ameliorate hegemony in society.
Heading for the Future after COVID-19: Reflections and Recommendations on Teaching Processes in a Rapidly Changing Learning Landscape
Author: Reyes-Velázquez, Wanda
Date: 2022-00-00
Type: Journal Articles
Subjects: College Instruction,Teaching Methods,COVID-19,Pandemics,Educational Change,College Faculty,In Person Learning,Flipped Classroom,Student Centered Learning

The COVID-19 pandemic posed numerous challenges for instructors and students. Professors, for example, struggled to quickly and effectively migrate face-to-face courses to remote teaching modalities. What had not been anticipated, however, were the additional challenges to be managed when returning to face-to-face and in-person teaching. This reflective essay provides some insight into how faculty at the University of Puerto Rico attempted to modify teaching practices to re-engage disengaged students as they returned to the campus classroom. Also, recommendations about how to move forward by applying a pedagogy of renewal are made.
Instructional Resources to Assess Applied Projects as a Culminating Graduate Communication Student Experience
Author: Strawser, Michael G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Experiential Learning,Capstone Experiences,Student Projects,Masters Theses,Exit Examinations,Alumni,Graduate Surveys,Outcomes of Education,Career Readiness,Comparative Analysis,Educational Assessment,Student Attitudes,Educational Experience,Communication (Thought Transfer),Student Evaluation

This study reviews the traditional culminating graduate student experiences, theses, and comprehensive exams, as well as a newer, more professionally relevant option, applied research projects. We conceptualize applied projects as student-led, client-connected, hands-on, experiential projects that address a real-world communication problem or topic through the creation of relevant deliverables. We used Glassick et al.'s (1997) scholarship assessed model and the National Communication Association's communication learning outcomes to determine perceived differences between culminating experiences. Survey results (N = 32) of recent alumni and current master's level Communication students demonstrate near-equal ratings of applied projects and theses in their ability to both meet scholarship assessment criteria and communication learning outcomes. Comprehensive exams are rated comparatively worse. Based on these criteria and others gained from implementing applied projects as an option for students, we offer a rubric for assessing master's level applied research projects.
Development of Persuasive Speaking Skills Rubrics for Primary School Fourth Grade Students
Author: Özdil, Seyma
Date: 2023-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Elementary School Students,Grade 4,Public Speaking,Foreign Countries,Speech Skills,Scoring Rubrics

The main purpose of speaking education is to enable individuals to express their thoughts accurately and effectively in every environment they communicate. This is possible with the teaching plan and measurement tools for different speech types. This research focuses on students' persuasive speaking skills. In this study, we aimed to develop a rubric to evaluate the persuasive speaking skills of primary school fourth grade students in Turkish. The research was designed with a quantitative research method and survey design. The study group consists of 100 students studying in the fourth grade of primary school. A convenience sampling technique was used to determine the study group. The study data were collected in five weeks through the students' plan papers and persuasive speech video recordings. In this process, students were asked to choose one of the topic suggestions for persuasive speeches and to plan and present their speeches. The collected data were evaluated by two raters using a rubric prepared by consulting expert opinion. The evaluation results were analysed, and a valid and reliable rubric was created. It was decided that the rubric would consist of fourteen categories, including &quot;planning&quot;, &quot;attracting attention&quot;, &quot;expressing the problem situation&quot;, &quot;expressing the solution&quot;, &quot;visualisation&quot;, &quot;directing to action&quot;, &quot;supporting and justifying thoughts&quot;, &quot;appealing to emotions&quot;, &quot;subject integrity&quot;, &quot;starting and ending a conversation&quot;, &quot;voice utilisation&quot;, &quot;fluency&quot;, &quot;body language&quot; and &quot;use of time&quot; and three achievement levels as &quot;high&quot;, &quot;medium&quot; and &quot;low&quot;. The developed rubric can be used in lessons by primary school fourth grade teachers.
Effect of Theatre and Drama Practices Course on Social Anxiety
Author: Kaplan, Kadir
Date: 2023-00-00
Type: Journal Articles
Subjects: Drama,Theater Arts,Preservice Teachers,Gender Differences,Program Effectiveness,Intervention,Coping,Foreign Countries,Language Teachers,Anxiety,Interpersonal Competence

Individuals who make up society interact and communicate with their social environment. While the healthy realization of this communication enables the individual to live in harmony with the community, in the opposite case, the individual cannot communicate with their environment and may face many problems in both professional and daily life. This situation can turn into social anxiety. In this work, which aims to analyze the impact of the &quot;Theatre and Drama Practices&quot; course on reducing social anxiety, experimental research design, one of the quantitative research designs, was used, and a one-group pretest-posttest model was used in the experimental design. In the work, which was implement on 45 4th-grade university students who study at Bayburt University School of Education, Department of Turkish Education autumn semester of the 2022- 2023 academic year, data were collected with the 12-item Social Anxiety Scale Short Form. In the examination of the data obtained, the data were entered into the computer system and analyzed with the SPSS 18 program. Mean scores and standard deviation values of Turkish teacher candidates were calculated. To compare the data, the t-test for dependent group and t-test for independent group were used. Before the &quot;Theatre and Drama Practices&quot; course, Turkish teacher candidates had moderate social anxiety, and their social anxiety levels didn't differ significantly by gender; after the &quot;Theatre and Drama Practices&quot; course, Turkish teacher candidates had low social anxiety, and their social anxiety levels didn't differ significantly by gender. A statistically significant difference was obtained between Turkish teacher candidates' pre-test and post-test scores in terms of social anxiety. It was defined that the &quot;Theatre and Drama Practices&quot; course effectively reduced the social anxiety levels of teacher candidates.