ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Influencers on Twitter. Analysis of Hashtags and Relationship Structure
Author: Marcelo, Carlos
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Computer Mediated Communication,Foreign Countries,Telecommunications,Technology Uses in Education,Instructional Materials,Instructional Innovation,Network Analysis,Informal Education,Faculty Development,Content Analysis,Influences

In this article we research Spanish educational influencers with major presence on Twitter: what are the most common topics or hashtags used by them, whether there are groups based on the topics of their interventions or what type of social network they configure. To meet these goals, we selected 54 educational influencers with a high number of followers. We analyzed and classified the &quot;hashtags&quot; included in a total of 106,130 tweets. The analysis of hashtags has shown us that the most labelled topics correspond to educational content in different areas of the curriculum, collaboration, exchange and dissemination of digital materials, documents or resources, as well as activities related to training or discussion about innovative teaching methodologies. Using the Gephi software, we carried out a Social Network Analysis, determining the degree of centrality and betweenness centrality of the 54 influencers, which allowed us to identify influencers with greater recognition by the rest. Through a modularity analysis, we were able to identify five groups of influencers that do not work as closed groups but maintain frequent interactions with other influencers in other groups. This research highlights the need to better understand the contents and procedures that may promote informal learning by teachers.
Flipped Learning and Good Teaching Practices in Secondary Education
Author: Moreno-Guerrero, Antonio-José
Date: 2021-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Secondary School Teachers,Teacher Effectiveness,Teacher Competencies,Foreign Countries,Individual Differences

Flipped learning is a didactic method that requires the teacher to have a series of competences for its application. The aim of this research is to analyse the abilities of Spanish teachers of Compulsory Secondary Education (CSE) to develop good practices in flipped learning and to discover the factors which influence the development of good practices in these teachers. The research method is based on a quantitative methodology with a descriptive and correlational design. A total of 1,743 teachers in Spain participated in the study. The instrument used was the Flipped Classroom Teacher Scale (FCTS) questionnaire. The results show that 758 teachers, less than half the teachers surveyed, show competences to adequately develop a methodology based on flipped learning, where age, use of information and communication technologies (ICTs) in education, time spent using them in the personal sphere, number of devices and teaching experience have an influence on the application of the method. The conclusion reached is that there is a linear relationship between institutional support, technological self-efficacy, teaching beliefs and teaching strategies for the development of good practices in flipped learning in the teachers analysed, so these factors are postulated as conditioning factors.
From the Global Myth to Local Mobilization: Creation and Resonance of Greta Thunberg&apos;s Frame
Author: Díaz-Pérez, Silvia
Date: 2021-00-00
Type: Journal Articles
Subjects: Climate,Activism,Social Media,Speeches,Foreign Countries,Mythology,Global Approach,Social Action,Social Networks,Information Dissemination

In 2019 the climate movement experienced an unprecedented growth in its mobilization capacity and its political and media impact. This success is closely linked to the rise of Greta Thunberg and her global impact, as well as to the organization effort of &quot;Fridays for Future&quot; in hundreds of local groups around the globe. This paper studies the connection between these two elements based on the movement frame analysis and its dissemination on social media. Through an analysis of the activists' speeches and social media messages, Greta's key role in the establishment and evolution of a new frame for the climate movement can be seen. This is reinforced and legitimized with her own personal story told through the hero's journey or monomyth. Then, the inclusion and adaptation of Greta's frame in the local group of &quot;Fridays for Future&quot; in Barcelona based on the content analysis of its publications on Twitter and Instagram will be analyzed. The results show how, despite the reluctance regarding personified leadership, Greta's frame has a significant influence on the discourse of the local movement and on the &quot;Fridays for Future&quot; Barcelona's social media followers. The analysis also provides empirical evidence of the relevance of glocal dynamics in online social movements.
Online Research, New Languages and Symbolism of Digital Activism: A Systematic Review
Author: Rodríguez-Suárez, Julio
Date: 2021-00-00
Type: Journal Articles
Subjects: Activism,Foreign Countries,Social Action,Ethnography,Computer Use,Internet,Language,Journal Articles

In recent years, digital networks have given rise to new spaces for socialization, action and protest, favouring the emergence of new forms of social participation that generate their own languages and new symbolic strategies. In order to analyze online mobilization within the Spanish context and in order to explore these realities in more depth, a systematic review of empirical articles with their own methodology was carried out. It includes those manuscripts published over the last decade by Spanish Sociology journals with the highest impact factor. After identifying 101 general studies that met the initial inclusion criteria, 34 were chosen whose subject of study included online social mobilization and/or used virtual ethnography as a research technique. The final sample for analysis was drawn from these, comprising the 16 publications that addressed this issue as the central topic. Among the main results obtained we have the scarcity of publications on the virtual dimension of social mobilization, as well as the growing use and adaptation of virtual ethnography as a research methodology for studying this field of knowledge. Likewise, the potential of the Internet to amplify the impact of demands, the need to break the online-offline dichotomy, the creation of new narratives and the transformation of the symbolic production of contemporary social movements are noteworthy.
Learning Mathematics in an Inclusive and Open Environment: An Interdisciplinary Approach
Author: Demo, Heidrun
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Activities,Inclusion,Open Education,Educational Environment,Interdisciplinary Approach,Theory Practice Relationship,Teaching Models,Individualized Instruction,Communities of Practice,Interaction,Personal Autonomy,Grade 7,Foreign Countries

In this article, we present the first results of the project OPEN-MATH. The research project aims at acknowledging the need for learning environments with differentiation strategies for all. We developed a model for inclusive mathematics learning, based on the Theory of Objectification and a broad idea of differentiation realized through Open Learning. It poses an interdisciplinary research issue that requires the collaboration of two sub-disciplines pertaining to the area of educational studies: Inclusive Education and Mathematics Education. The results we present here are related to the dialogue between theory and practice, whose outcome is a teaching and learning model for inclusion in mathematics. The construction of the teaching and learning model moves along two complementary paths: (1) concerning the theoretical point of view, we implemented connecting theory strategies to network Open Education and the Theory of Objectification; and (2) concerning the methodological point of view, we implemented Educational Design Research. The new teaching-learning model is the result of theoretical and methodological validation in real contexts according to an interdisciplinary approach. This study shows the strengths of interdisciplinary research for the pursuit of inclusive mathematics and high standards of learning.
The Development of the Teacher Attitudes to Discrimination in Language Education Scale: A Measurement Tool of Critical Consciousness for Language Teachers
Author: Leal, Priscila
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Attitude Measures,Teacher Attitudes,Language Teachers,English (Second Language),Critical Theory,Consciousness Raising,Equal Education,Educational Discrimination,Stereotypes,Social Justice,Foreign Countries

The purpose of this study is to develop a measurement instrument to be used as an assessment tool of teachers' development of conscientização (i.e., critical consciousness), defined as an individual's ability &quot;to perceive social, political, and economic contradictions and to take action against the oppressive elements of reality&quot;. After examining the different stages and components of conscientização, the author describes the process of generating initial items, determining the instrument's format and content validity, and revising the instrument. An exploratory factor analysis (EFA) was conducted with a diverse sample of Teachers of English to Speakers of Other Languages (TESOL), resulting in four internally consistent factors: (1) teacher beliefs about schooling and emotions towards inequality; (2) teacher as activists; (3) teacher awareness of local educational context; and (4) content selection and teaching strategies in the classroom. Psychometric properties of the scale are included.
Changing the Order of Factors Does Not Change the Product but Does Affect Students&apos; Answers, Especially Girls&apos; Answers
Author: Cascella, Clelia
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Mathematics Tests,Achievement Tests,Scores,Gender Differences,Test Items,Test Wiseness,Middle School Students,Grade 8,Item Response Theory,Psychometrics,Multiplication,Misconceptions,Females,Arithmetic,Foreign Countries

This study is aimed at exploring how different formulations of the same mathematical item may influence students' answers, and whether or not boys and girls are equally affected by differences in presentation. An experimental design was employed: the same stem-items (i.e., items with the same mathematical content and question intent) were formulated differently and administered to a probability sample of 1647 students (grade 8). All the achievement tests were anchored via a set of common items. Students' answers, equated and then analysed using the Rasch model, confirmed that different formulations affect students' performances and thus the psychometric functionality of items, with discernible differences according to gender. In particular, we explored students' sensitivity to the effect of a typical misconception about multiplication with decimal numbers (often called &quot;multiplication makes bigger&quot;) and tested the hypothesis that girls are more prone than boys to be negatively affected by misconception.
Undergraduate University Education in Internet of Things Engineering in China: A Survey
Author: Du, Bing
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Engineering Education,Internet,Interdisciplinary Approach,Talent Development,Training Objectives,Curriculum Design,Skill Development,Information Technology

To address the problem of a serious Internet of Things (IoT) talent shortage, the Chinese government is encouraging universities and institutions to establish a major in IoT Engineering to train high-level IoT talent. Since 2011, 700 Chinese universities and institutions have established IoT Engineering undergraduate programs. We surveyed the history, status, curriculum, and problems of IoT undergraduate degree programs in China. Based on data collected from faculties, students, and graduates, we found that the IoT Engineering curriculum was an unsystematic patchwork and was deficient in practical platforms. We then provide suggestions for further development and exploration of IoT education by presenting a Technical Knowledge Map of IoT Engineering. This survey work on Chinese IoT education can prompt Chinese educators to reflect on its achievements and problems, which will contribute to IoT talent cultivation worldwide.
Educational Comics and Educational Cartoons as Teaching Material in the Social Studies Course
Author: Sentürk, Mehmet
Date: 2021-05-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 6,Secondary School Students,Teaching Methods,Cartoons,Social Studies,Academic Achievement,Student Attitudes,Humor

This study aims to explore the effect of using educational comics or educational cartoons as teaching material in social studies course on students' academic achievement. Also, it is aimed to reveal the experiences of the students regarding the use of these materials. In the study, the embedded design was preferred among the mixed-methods designs. For the quantitative aspect of this research, pre-test and post-test on the control and experimental group with the quasi-experimental design were used. The study was conducted out with two experimental groups and a control group. The study was conducted with 266 (87 students are in the educational comics group, 88 students are in the educational cartoons group, 91 students are in the control group) 6th-grade students. To analyse the quantitative data, One-Way ANOVA was used. According to the results of the analysis, it was determined a significant difference between the educational comics group and the other groups in academic achievement levels. It was also determined a significant difference between the educational cartoons group and the control group. For the qualitative aspect of this research, phenomenology design was used. To analyse the qualitative data which were collected by semi-structured forms, content analysis was used. As a result of the analysis of qualitative data, it was concluded that students seen both educational comics and educational cartoons as effective materials for educational activities in various aspects. These results show these teaching materials can use by teachers for effective learning in social studies course.
Factors That Influence Learners&apos; Decisions to Drop out of Subjects at the Namibian College of Open Learning (NAMCOL): Distance Learning Mode
Author: Nampila, Tutaleni
Date: 2021-04-00
Type: Journal Articles
Subjects: Dropouts,Dropout Rate,Decision Making,Open Education,Distance Education,Educational Environment,Social Environment,Student Attitudes,Administrator Attitudes,Tutors,Influences,Exit Examinations,Foreign Countries,Grade 10,Grade 12

The Namibian College of Open Learning (NAMCOL) conducted a dropout survey in order to determine why distance students studying with the College, drop out of the subjects they enrolled for. Information was collected from learners who dropped out of subjects they enrolled for, tutors and Head of Centres. Online and telephonic interviews were used for learners, while questionnaires in hard copies were distributed to the tutors and Head of Centres. The majority of the learners who responded to the questionnaire indicated that the learner support from the College was good and that the study materials were useful. Even so, most learners indicated that job commitments, financial issues and sickness were the main reasons why they dropped out of the subjects they enrolled for. The subject that had the highest dropout rate for both grade 10 and 12, were English. Other reasons given by tutors and head of centres as to why they think learners drop out of subjects include lack of motivation from learners, lack of competency in English and some learners find employment or register at private institutions, centres are far from the learners. Some of the recommendations given by tutors and head of centres to reduce dropouts the College should decentralise the centres, clear, persistent and continuous information regarding examination dates, collecting timetables and venues should be given.
Servant-Leadership Roles of Principals on the Work Alienation Perceptions of Teachers
Author: Ünsal, Yildiz
Date: 2021-04-00
Type: Journal Articles
Subjects: Leadership Role,Leadership Styles,Principals,Teacher Administrator Relationship,Elementary School Teachers,Secondary School Teachers,Work Attitudes,Alienation,Teacher Characteristics,Correlation,School Location,Public Schools,Empathy,Altruism,Ethics,Justice,Foreign Countries

Servant leadership is a modern approach to leadership that has been the subject of a growing number of investigations in recent years. As with any organization within the social structure, alienation is also occurring in the school organization. High level of alienation threatens the functioning of the school organization; in a healthy way function. It was seen as important to know the effect of servant leadership behavior on the alienation of teachers. This research was conducted to examine the relationship between servant leadership and work alienation, based on the opinions of teachers. The data of the research conducted in the descriptive screening model were obtained from 484 teachers working in all primary, secondary and high schools in the Central Districts of Sanliurfa Province in Turkey. The Servant Leadership Scale and Teachers' Alienation Scale for Teachers were used to determine the servant leadership behaviors of principals that teachers perceive and their level of work alienation. As a result of this research, it was found that the perceptions of the servant leadership of the participants towards their principals were high, and their job alienation levels were weak. While the perceptions of the servant leadership differed in terms of the teachers' school location, the way their administrators were appointed, the type of their school, the number of teachers in their school and their marital status variable, these did not differ significantly in terms of the teachers' gender, years of service, branch and educational status. Participants' level of alienation to work; showed a significant difference according to the school location and branch variable. On the other hand, there was no significant difference in terms of gender, years of service, appointment of administrators, school type, number of teachers in school, marital status and educational status. A negative relationship was found between teachers' perceptions of servant leadership and work alienation. According to this result, as the servant leadership score increases, the level of work alienation decreases. These results were studied according to the literature and recommendations were made to teachers and administrators.
The Effects of Children&apos;s Internet Use: A Chinese Longitudinal Study
Author: Ye, Lin
Date: 2021-00-00
Type: Journal Articles
Subjects: Internet,Computer Use,Children,Correlation,Performance Factors,Academic Achievement,Mathematics Achievement,Verbal Ability,Family Income,Socioeconomic Status,Foreign Countries

In this study, we investigate the mediating effects of children's Internet use on the relationship between family socioeconomic status and their academic achievement, and whether the mediating effects vary across different academic subjects. We used the data from the China Family Panel Studies on the socioeconomic status of children's families, children's Internet use, and their academic performance. In the 2014 sample, there were 2,686 participants (females=1,272). In 2016, there were 2,330 participants (females=1,069), and in 2018, there were 2,485 participants (females=1,151). The socioeconomic status and the Internet use were measured by a questionnaire. Standardized tests measured the academic performance. Our findings showed that family socioeconomic status was positively related to math performance, but not significantly related to Chinese performance. The results also indicated that Internet use did not significantly mediate the relationship between family socioeconomic status in 2014 and math performance in 2016, while the frequency of Internet use to study in 2016 partly mediated the relationship between family socioeconomic status in 2016 and math performance in 2018. Our findings suggest that Internet use can only mediate the relationship between family socioeconomic status and math performance and the mediating effects become stronger over time.
The Hero and the Shadow: Myths in Digital Social Movements
Author: Miller, Toby
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Action,Social Change,Misconceptions,Social Media,Language Usage,Social Networks,Communication (Thought Transfer),Deception,Self Concept,Criticism,Psychology,Political Attitudes,Information Security,Correlation,Violence

The general subject of this analysis is the presence of myths on social media, a heritage of the previous century's mass culture, and in particular, for social movements. Social movements within networked communication are particularly endowed with mythologies, which draw on mass culture and on societies' archetypal and psychological backgrounds. This fact justifies the hypothesis that the most effective and popular social movements resort to deeper mythological forms. The specific objective is to describe concrete myths in the language of digital social movements and to review the aspects of mythology in the scholarly literature on mythology from four fields. After tracing contents and impact, a qualitative analysis, focused on two examples justified by their digital origin, is performed: the &quot;Anonymous&quot; movement and &quot;Je Suis Charlie&quot; social mobilisation. Results show the persistence of two mythological motives: the profound hero's monomyth, playing an essential identifying role, channelled through social networks, with hashtags as slogans, and the related myth of the shadow, the dark, &quot;Anonymous&quot; and hybrid identity. Connections and analogies with other recent examples are discussed -such as the &quot;Me Too&quot; and &quot;Black Lives Matter&quot; cases-. The conclusion is the clear connection between these two myths and the communicative strength of social movements transmitted through social networks.
Myths in Visual Environmental Activism Narratives on Instagram
Author: Ardèvol, Elisenda
Date: 2021-00-00
Type: Journal Articles
Subjects: Ecology,Activism,Social Media,Visual Aids,Computer Mediated Communication,Photography,Sustainability,Mythology,Story Telling,Climate,Value Judgment,Social Action

Images are part of the communication strategies of both the hegemonic powers and political activism. Images have recently been the focus of studies on social movements, highlighting the importance of visual activism in social media. However, the relationship between these visual narratives and mythological structures and how they operate to mobilize social change has not been significantly explored. This study analyses the role of environmental activism memes on social media and how, in anthropological terms, they can be understood as myths or narratives that offer a model for perceiving, understanding, judging and acting in the world. We draw from ongoing research into eco-influencers on Instagram, taking environmental memes characterized by binary oppositions of &quot;before&quot; and &quot;after&quot; as the study subject. This contrast establishes a temporal narrative and future prediction, involving a cause-and-effect relationship and a moral judgement of our actions. We argue that, in the case of the environmental meme, the myth-based approach helps in understanding its role in articulating the cosmic, social and personal orders as it brings human action into harmony with the cosmic order while projecting its images onto the human experience.