ethanporcaro/eric-fulltext-meta huggingface dataset:
Task-Based Meaningful Literacy for Language Learners
Author: Saaty, Ahdab A.
Date: 2019-12-00
Type: Journal Articles
Subjects: Task Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Social Media,Social Networks,Computer Mediated Communication,Teaching Methods,Technology Integration,Learning Processes,Literacy,Graduate Students,Language Tests,Readability Formulas,Readability,Student Attitudes,Writing Evaluation,Cues

This article reflects on the concept of meaningful literacy. It offers a classroom methodology, posting on a closed Facebook Group, that manifests this approach to English as a second language (ESL) or English as a foreign language (EFL) classroom meaningful literacy instruction. This study aims to produce empirically informed teaching materials by providing a meaningful literacy writing task for ESL/EFL educational environments. This aim is guided by the main research question: What are the genre characteristics of posting a photo and writing a caption about it in a closed Facebook Group writing task? To answer the question, multiple instruments are employed including observation of task completion, Facebook Group posts, and post-task completion face-to-face interviews. These instruments help in understanding the participants' contribution to the closed Facebook Group task. This article focuses on utilizing Facebook as a language learning tool to create meaningful experiences. It starts with a summary of empirical evidence that supports implementing the use of Facebook in ESL/EFL classes. Then, this article provides some descriptions of the practical aspects of applying it. This approach is presented as a way of focusing on the individual language learner as a center of the language learning process and as a way of facilitating the development of language learning. The findings revealed that the participants are able to create meaning easily and to express themselves better. Therefore, Facebook Groups can be extended spaces for writing tasks in educational contexts where students learn the language through bridging life experiences with school subjects.
Rhetorical Move Structure in Abstracts of Research Articles Published in Ecuadorian and American English-Speaking Contexts
Author: Viera, Rodrigo Tovar
Date: 2019-12-00
Type: Journal Articles
Subjects: Research Reports,Writing (Composition),Documentation,Contrastive Linguistics,Scientific Research,Native Speakers,English (Second Language),Second Language Learning,English,Periodicals,Academic Language,Rhetoric,Communities of Practice,Humanities,Sciences,Foreign Countries

A growing body of literature recognizes the importance of examining research article (RA) abstracts in particular disciplines. RA abstracts, after titles, are the first mini texts that readers may encounter in a scientific paper. Abstracts, therefore, determine the value of the paper and categorize them as good or vague. The present contrastive study aims to investigate the rhetorical organization of RA abstracts published in native and non-native English-speaking countries. It adopts Hyland's (2000) rhetorical structure model: introduction, purpose, method, product, and conclusion. A corpus of eighty RA abstracts written in the fields of humanities (education and sociology) and science (electronics and agronomy) and published in Ecuadorian and American journals between the periods of 2010-2016 constitutes the target data for the analysis. The results show rhetorical variation in the construction of RA abstracts across the four disciplines. These abstracts followed a non-hierarchical five move structure with three stable moves, as of M2, M3, and M4 sections. Research findings add to the claim that in academic writing, different discursive conventions and discourse community practices influence writers' preferred rhetoric and composing patterns.
Implementation Principles of the Religious Component in the Russian Educational System: Approaches and Solutions
Author: Ivanova, Tatyana N.
Date: 2020-08-00
Type: Journal Articles
Subjects: Moral Values,Religious Factors,Freedom,Religion,Barriers,Foreign Countries,Spiritual Development,Folk Culture,Civil Rights,World Views,Secondary School Students,Ethics,Religious Education

An active discussion of the questions of the advisability of forming new principles of national unity and creating an orderly harmonious world in the minds of people, strengthening the educational functions of the state, its concern for public morality do not primarily concern education, humanization of its content, and revision of the educational process. The formation and implementation of a state policy adequate to this problem must comply with the requirements of our time, create, on the one hand, conditions for ensuring the rights and freedoms of citizens, including the observance of the fundamental principles of religious freedom, and on the other, develop legislative norms that regulate these rights. A legal democratic state provides for the formation of public policy in accordance with the needs of society and taking into account public thought. The secular nature of public education is not an obstacle to the introduction of disciplines in the provision of religious knowledge in the educational process of schools, religious knowledge can and should be considered as an element of secular culture. Knowledge of religion should be carried out by secular teachers, be neutral in content and not be accompanied by religious rites. The problems of the formation of moral and spiritual values, the worldview of a person, the introduction of religious disciplines in secondary schools are vividly discussed in scientific, educational, government circles, as well as among representatives of the clergy. The religious component in secular education will give importance to folk culture and traditional religion, which will form concepts such as tolerance and respect for other faiths and cultures, which is important in the context of globalization of the world.
Ethics and Deontology in Spanish Public Universities
Author: Delgado-Alemany, Rafael
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Colleges,Ethics,Ethical Instruction,Architectural Education,Legal Education (Professions),Medical Education

The existence of ethical and deontological codes is a reality integrated in highly competitive sectors, such as the medical sector or the legal profession. Most studies on ethics and deontology focus on the way in which they are communicated and their effectiveness. However, no special interest has been paid to the existence, application and content of ethics and deontology in the university sector and its relationship with the transmission of ethical and deontological principles to students. Professionals, employees and managers who will play their role in society, perform their work in companies or develop strategic plans, are trained at universities, which must play an important role in the ethical and deontological training of future social actors. Therefore, it is necessary to respond to whether public universities have codes of ethics and whether the fact of having these codes implies a greater commitment to the inclusion of ethical values in their training programs. To this end, Spanish public universities are analyzed and the results, which are grouped by areas of knowledge, are presented. The results achieved provide useful insight for university managers concerned with implementing ethical and responsible policies.
Inclusive Vision versus Special Education Reality
Author: Kauffman, James M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Special Education,Regular and Special Education Relationship,Theory Practice Relationship,Students with Disabilities,Educational Policy,Attitudes toward Disabilities,Educational History,Labeling (of Persons)

The reasons are examined for the disparity between the inclusive vision espoused by Article 24 of the United Nations Convention on the Rights of Persons with Disabilities and the reality of the limited extent of inclusion in education systems worldwide. First, the leadership of key senior academics in the field of special education is considered to have been misguided in promoting a vision of full inclusion despite the lack of research evidence for the benefits of inclusive education over traditional special education provision. Second, attitudes toward and the treatment of people with disabilities have a long and complex history, and in this, many proponents of inclusion have been critical of 20th century special education. In particular, they claim that the sorting, labelling and categorizing required by special education have negative implications. Third, educators have been encouraged to imagine a system of education that is limitless, in the sense that &quot;all&quot; children with disabilities can be included in general education. This is because it is envisaged that general education classrooms will become so flexible that there will be no limits to the accommodation of students with disabilities, regardless of the nature or severity of their special educational needs. Fourth is the issue that deciding a student's placement for education requires a judgment call and that, since human judgment is fallible, errors of judgment will always be made. Fifth, commitments to inclusion require that educators consider the practical, reality-based implications, whereas this has not been the case for many supporters of full inclusion. In conclusion, inclusion in the sense of students being physically present in general education classrooms is not considered as important as inclusion in the reality of being engaged in a program of instruction that is meaningful and challenging. Therefore, we consider that, rather than becoming extinct, special education needs to continue to be developed, disseminated and rigorously implemented in schools. Key special education strategies and approaches must co-exist with those from inclusive education, in order to provide effective education for all young people with special educational needs and disabilities.
Experience of Social Interaction of a Future Specialist as a Unified Basis for Continuous Education
Author: Gubarenkow, I. V.
Date: 2020-08-00
Type: Journal Articles
Subjects: Competency Based Education,Interpersonal Relationship,Interaction,Specialists,Social Theories,Personality,Social Experience,Learning Processes

The implementation of the competency-based approach in a multi-level education system has posed the problem of continuity of its levels. The search for common grounds in choosing the content and results of education has intensified. The scientific interest in the student's experience has grown, as the basic basis for the formation of competencies. Experience is an extremely general category in the scientific apparatus of many sciences, such as philosophy, sociology, psychology, pedagogy, and understanding of its essential properties determines the choice of the content of education. Increasingly, the experience of human behavior in a changing society is becoming the subject of research by educators. Educational standards for training specialists in the sociogenic sphere contain a capacious block of social competencies formed in the educational process at the meta-subject and subject levels. The difficulty of ensuring the systemic integrity of the content of education, which includes individual, disparate elements of activity reflected in the social competencies of a future specialist, determines the theoretical and experimental search for an effective educational construct that maximally covers the content of these competencies and the ways of its formation. The genesis of the concept of social interaction indicates the progressive movement of scientific ideas from a socially insignificant and little studied phenomenon to its dominant role in the formation and development of social reality. In most psychological and pedagogical concepts, experience is considered as a passive result of activity, which determines its static structure. The dynamic structure of the experience of social interaction is formed by the value-semantic, thought-activity and expressive-activity components. Subjectivity, co-existence, and reflexivity are proposed as the through lines of its enrichment for all levels of education. The results of the study can serve as a theoretical basis for designing the enrichment of the experience of social interaction of students at different levels of education.
Educators&apos; Perceptions of Mathematically Gifted Students and a Socially Supportive Learning Environment--A Case Study of a Finnish Upper Secondary School
Author: Haataja, Eeva
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Mathematics Teachers,Academically Gifted,Gifted Education,Educational Environment,Social Support Groups,Social Development,Emotional Development,Student Needs,Interpersonal Competence,High School Students,Adolescents,Student Characteristics,Teacher Student Relationship,Student Motivation,Private Schools,Urban Schools,Mathematical Aptitude,Foreign Countries

This article explores five educators' conceptions of the characteristics of mathematically gifted students and a social learning environment that supports their development in a school for mathematically gifted adolescents in Finland. We conducted this qualitative study through semi-structured interviews and participant observations in a Finnish upper secondary school with a special mathematics program. The research shows that gifted students and their educators form a tight community, the social learning environment of which supports shared motivation, healthy perfectionism, and practicing social skills. The results deepen the understanding of gifted education in the Finnish context and the significance of educators' shared understanding of social activities as a basis for successful gifted education.
Between Culture and Curricula: Exploring Student and Faculty Experiences of Undergraduate Research and Inquiry
Author: Perrella, Andrew
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Experience,Teaching Experience,Undergraduate Students,Student Research,Inquiry,Student Attitudes,Foreign Countries,College Faculty,Teaching Methods,Barriers,Active Learning,Teacher Attitudes,Teaching Models,Capacity Building

Undergraduate research and inquiry is a growing movement within the teaching and learning nexus, with many institutions developing their practices within this culture of education. This study aimed to identify the perceptions and experiences surrounding undergraduate research and inquiry among students and faculty at McMaster University in Ontario, Canada; assess the extent of research and inquiry in the design of undergraduate courses; and explore the facilitators and obstacles educators encounter when attempting to implement this educational approach. Although differences exist in student and faculty definitions of undergraduate research and inquiry, we found two principal models that characterize its structure and delivery--&quot;the scaffold model&quot; and &quot;bookend model.&quot; A third, the &quot;abstract model,&quot; does not employ the practice of inquiry. Despite numerous benefits unique to undergraduate research and inquiry education identified by stakeholders, notable barriers (such as funding, faculty buy-in, limited student experience, and inherent competition) hinder its progress. Overall, we found a diversity of undergraduate research and inquiry practices across the university, operating within varying cultures and comfort levels, which suggests unequal access for student learners.
The Use of Kolb&apos;s Model in Science Teaching Methodology
Author: Mocinic, Snježana
Date: 2020-08-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Models,Faculty Development,Preservice Teacher Education,Foreign Countries,Experiential Learning,Factor Analysis,Social Studies,Learning Theories

The relevance of this paper refers to the importance of Kolb's model in developing future teachers' professional competences and ability to integrate the theoretical and practical segment of their education. The aim of this paper is to examine what theoretical knowledge and practical experience is present in the Science Teaching Methodology regarding the initial teacher training in Croatia, in accordance with the Kolb's model. The research was based on quantitative (descriptive analysis and factor analysis) and qualitative research methodology, which included the analysis of relevant literature and a survey conducted among the students of teacher education studies at the universities of Pula, Rijeka, Zadar and Split (Croatia). The results have shown that, in the given context, the Science Teaching Methodology is dominated by the acquisition of theoretical knowledge, lacking concrete experience activities and reflections on the real-life experience. Furthermore, innovations are only rarely introduced into teaching, which means that Kolb's experiential learning model is not implemented in practice. The paper materials may be useful in the initial teacher training for acquiring the theoretical and practical knowledge about the use of Kolb's model in the Science Teaching Methodology, and for integrating this model into the initial teacher training curriculum.
Describing Students&apos; Intercultural Competence after Completing a Cultural Diversity Course Online or Face-to-Face
Author: Iseminger, Shalyse I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Diversity,Cultural Differences,Online Courses,Conventional Instruction,Educational Technology,Consciousness Raising,Program Effectiveness,Student Attitudes,Knowledge Level,College Students,Agricultural Education,Teaching Methods,Empathy,Communication Skills,Self Concept,World Views

This study describes students' development of components of intercultural competence after completing a cultural diversity course and compares degrees of intercultural competence between a face-to-face course and an equivalent online section of the same course. Analysis of final written reflections from students demonstrate that students gained a deeper awareness of their lack of knowledge related to culture. The analysis also reveals that students in the online version of the course demonstrated higher degrees of intercultural openness and cultural self-awareness than did those in the face-to-face context. Findings from this study contribute significantly to the research on intercultural competence and the teaching of cultural diversity courses.
Using Forum Theatre to Develop Various Levels of Thinking Skills among Moral Education Students in Secondary School
Author: Thambu, Nadarajan
Date: 2020-07-00
Type: Journal Articles
Subjects: Teaching Methods,Dramatic Play,Values Education,Moral Values,Instructional Effectiveness,Skill Development,Thinking Skills,Evaluative Thinking,Creative Thinking,Problem Solving,Secondary School Students,Urban Schools,Foreign Countries

Purpose: The power of forum theatre in education and various other fields is well known by educators. However, the use of forum theatre in Malaysia, particularly in the field of moral education, is still limited. At the same time, the development of thinking skills is one of the aims of the Malaysian moral education curriculum. Therefore, this study examined the use of forum theatre as a pedagogical tool in developing various levels of thinking skills among moral education students. Method: The study adopted a qualitative research design and was underpinned by Bloom's revised taxonomy as the theoretical and analytical framework. A total of 14 moral education students participated in this study. Data were collected qualitatively using classroom observations, interviews, and journal writing. Thematic analysis was utilized to analyse and present the findings. Findings: The findings revealed that various theatrical activities that underpinned the four elements of forum theatre: (i) writing a script, (ii) delivering a dialogue in an anti-model play, (iii) discussion and decision-making in a forum session, and (iv) improvisation in an intervention play, show the development of students' thinking skills at the level of analysing, evaluating and creating. Therefore, this study suggests that forum theatre can be used in moral education pedagogy to enhance higher order thinking skills. Significance: Meaningful instructional pedagogy must inspire thinking skills to foster creativity and innovation among students. This is considered an important skill in 21st century learning. Hence, these findings are beneficial for teachers, lecturers, parents and instructional designers who wish to plan and implement suitable teaching methods such as forum theatre to empower and improve students' thinking skill levels.
The Quality of Autism Spectrum Disorder Diagnosis: Families&apos; Views
Author: Roig-Vila, Rosabel
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Family Needs,Disability Identification,Children,Foreign Countries,Age Differences,Symptoms (Individual Disorders),Clinical Diagnosis,Pediatrics,Physicians,Allied Health Personnel,Interpersonal Communication,Family Attitudes,Satisfaction

The birth of a child diagnosed with autism spectrum disorder (ASD) tends to strongly disrupt family dynamics and functioning. However, the severity of the impact may be softened if the family feels supported during the diagnostic process. The Valencia region (Spain)--where this study is located--recently put in place a protocol to improve ASD detection and support for families. The aim of this study was to identify these families' views on the quality of the process experienced and the operation of the new system. The participants were 34 families with a child who had been diagnosed with this condition. A mixed methodological approach was adopted. A descriptive analysis and an interpretative-phenomenological study were performed using SPSS v. 25 and AQUAD 7, respectively. The results showed that while families seemed to be relatively satisfied, there is still room for improvement in some important areas such as guidance and emotional support, the training of the professionals involved, and waiting time. It was concluded that significant improvements must be implemented in the new diagnostic model to successfully meet the demands of families in a context characterized by a paucity of studies.