ethanporcaro/eric-fulltext-meta huggingface dataset:
How to Survive in Academia: Demands, Resources and Study Satisfaction among Polish PhD Students
Author: Kulikowski, Konrad
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Student Satisfaction,Well Being,Doctoral Programs,Job Satisfaction,Predictor Variables,Expectation,Educational Resources

There is a great deal of research showing that PhD students suffer from dissatisfaction. Whereas most studies in this field strived to identify factors negatively related to PhD students' well-being, still little is known about factors positively related to the well-being of young academics. We based our analysis on the Job Demands-Resource Theory (JD-R), to identify study resources positively related to PhD student satisfaction. Building on the results of the survey conducted among 360 PhD students of the Jagiellonian University (Poland) we singled out seven main resources most strongly related to PhD student satisfaction. Our findings might provide initial evidence about what type of resources are worth developing to maximize PhD student well-being. These results could be of particular importance and interest for candidates who look for PhD positions and PhD students already working in different academic environments, as well as for broader academic community and higher education policymakers.
The Reality of the Services Provided by the Administrations of Palestine Technical University Kadoori and Al-Quds Open University for Students with Disabilities from Their Perspectives
Author: Al-Qasem, Husam Husni
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Universities,College Students,Students with Disabilities,Academic Accommodations (Disabilities),Student Personnel Services,Barriers,Assistive Technology,Special Needs Students,Accessibility (for Disabled),Normalization (Disabilities)

The study aimed to reveal the reality of the services, which the administrations of Palestine Technical University-Kadoori (PTUK) and Al-Quds Open University (AOU) offered to students with disabilities from their perspectives. To achieve the objective of the study, the researcher designed a questionnaire, which consisted of 34 items. It comprised three main areas, including academic services, administrative services, and facilities and mobility. The questionnaires were distributed among a sample of 110 students with disabilities at Palestine Technical University - Kadoori and Al-Quds Open University. The results showed that the score of the first area (academic services provided by the administrations of Palestine Technical University-Kadoori and Al-Quds Open University) was high, with an arithmetic mean of 3.52. However, the scores of the second area (administrative services) and the third area (facilities and mobility) were moderate with arithmetic means of 3.40 and 3.01 respectively. Similarly, the total score was also moderate with an arithmetic mean of 3.31. They also showed that there were no statically significant differences due to the variable of facilities and mobility in terms of gender. However, there were statically significant differences regarding academic services, administrative services, and the total overall score. On the other hand, there were no statically significant differences due to the variables of university name, level of education, and type of disability. Based on the results, the study reached a set of important recommendations.
Language Strategies to Reduce Anxiety of At-Risk Children Deprived of Parental Care
Author: Zlatkova-Doncheva, Katerina I.
Date: 2019-00-00
Type: Journal Articles
Subjects: Anxiety,At Risk Persons,Children,Parent Child Relationship,Foreign Countries,Adolescents,Intonation,Interpersonal Competence,Positive Reinforcement,Paralinguistics,Behavior Problems,Residential Institutions,Child Development,Self Esteem,Personality Traits,Security (Psychology),Emotional Disturbances,Attachment Behavior,Language Usage,Empathy,Help Seeking

The present study examines language impact on anxiety in at-risk children deprived of parental care. Bulgarian children without parents (n=40) divided into 3 age groups (aged 7-10; aged 11-14; and aged 15-17) embed intervention accomplished by four volunteers using four interaction strategies: normal voice and positive language; high tone and positive language; normal tone and negative language, and high tone and negative language. Surveillance has been conducted subjecting anxiety reactions of children measured in 10 indicators: diffidence, dependence, dissatisfaction, reliance, insecurity (for self-assessment anxiety); inadequacy, inactivity, non-communication, inability to seek help, and lack of empathy (for interpersonal anxiety). The present study results demonstrate that linguistic signs have higher influence than paralinguistic cues on children's behaviour and the use of negative language would increase anxiety in children to a greater extent when the tone is normal while raising the tone would enhance self-assessment and interpersonal anxiety of children with emotional disorders. Balanced use of negative and positive language combination with a different tone in different situations would increase social functioning of the child. The use of different strategies for interaction by specialists -- with normal and high tone, encouragement or reprimand should be tailored to the specifics of the child as well as to the relevant skills to be developed.
Factors Associated with Reading Comprehension of Secondary School Students
Author: Wu, Lin
Date: 2019-10-00
Type: Journal Articles
Subjects: Secondary School Students,Reading Comprehension,Reading Motivation,Reading Strategies,Metacognition,Foreign Countries,Teacher Qualifications,Reading Achievement,Gender Differences

Student's individual, family, and teacher factors play a significant role in children's reading development. However, the mechanisms by which these critical factors jointly contribute to children's reading comprehension achievement are poorly understood. The present research aimed at developing a multilevel comprehensive model which shows critical correlates, involving these factors, of reading comprehension of Chinese secondary school students. A random sample of 1,322 students, nested in 27 classes, was taken from five secondary schools. The student-level variables included student's gender, autonomous reading motivation, controlled reading motivation, metacognitive awareness of reading strategies (MARS), and household income. Class-level variables included teacher's qualification and experience. The results indicated student's MARS and autonomous reading motivation were the two most powerful correlates of reading comprehension among the significant variables. Furthermore, teacher's qualification and experience moderated the strength of the relationship between MARS and reading comprehension. Implications for future research, policy making, and improvement of reading instruction are discussed.
Four Pedagogical Dimensions for Understanding Flipped Classroom Practices in Higher Education: A Systematic Review
Author: Koh, Joyce Hwee Ling
Date: 2019-10-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Technology,Technology Uses in Education,Homework,Video Technology,Instructional Effectiveness,Learner Engagement,Problem Solving,Thinking Skills,Student Centered Learning,Cooperative Learning

Despite being widely adopted in higher education to support student-centred learning, the pedagogical design of flipped classrooms has been criticised as lacking in theoretical framing. This study proposes that the pedagogical dimensions of personalisation, higher-order thinking, self-direction, and collaboration can be used as theoretical lenses to deconstruct how flipped classroom practices support student-centred learning. Through a systematic review of 56 cases from 51 studies of flipped learning implementation published in peer-reviewed articles, this study found that flipped classrooms personalise learning through resource and teacher access, develops higher-order thinking through problem-solving, and engages students in collaborative learning through both peer groups and design groups. Trends of positive student learning outcomes are more consistent among cases that support collaborative learning and student self-direction of learning performance review by repeated application and remediation. Nevertheless, majority of the cases reflect students having limited personalisation of learning choice and structured collaborative processes are seldom used apart from the few cases implementing team-based learning. The theoretical applications of the four pedagogical dimensions as well as the implications for the future research and practice of flipped classrooms are discussed.
A Pasifika Research Methodology: Talaloto
Author: Naufahu, Mefi
Date: 2018-00-00
Type: Journal Articles
Subjects: Pacific Islanders,Research Methodology,Indigenous Knowledge,Oral Tradition,Experience,Synchronous Communication,Personal Narratives,Cultural Context,Cues,Churches,Foreign Countries,Folk Culture

A number of researchers have done extensive work on ontologies, epistemologies and pedagogies in relation to Pasifika research, but little on methodologies. Vaioleti describes talanoa as a phenomenological research approach which is ecological, oral and interactive. Halapua's article Talanoa Process: The Case of Fiji (2008) emphasises talanoa as a potential model for conflict resolution following Fiji's coup in the year 2000. Recently, talanoa as a research methodology has become widely used in the Pacific research arena. It has been defined by scholars as creating meaning out of nothing or simply to talk, gossip, share or chat about nothing. 'Talaloto' -a research methodology that I introduce and outline in this article is closely related in many ways to talanoa. While talanoa is the co-construction of knowledge/ideas by two or more people, talaloto is a person's testimony of constructed knowledge or lived experiences. There is a scarcity of information on this traditional practice yet like talanoa it is rooted in Tongan oral tradition. This paper foregrounds talaloto as a traditional cultural practice and it explains its use as a research methodology. It is hoped that more researchers will consider using this method in the future, recognising its place within Pasifika methodologies and its ability to generate rich and authentic data.
Developing a &apos;Culturally Validated&apos; Dialogic Indicator Tool: A Reconceptualised Analytical Framework Using Talanoa to Code Classroom Talk
Author: Oldehaver, Jacinta Lucia
Date: 2018-00-00
Type: Journal Articles
Subjects: Dialogs (Language),Culturally Relevant Education,Classroom Communication,Pacific Islanders,World Views,Indigenous Knowledge,Foreign Countries,Classroom Techniques,Teacher Role,Program Validation

Dialogic approaches are promising vehicles for effective pedagogy, providing opportunities for students to talk about learning; build on and sustain individual and collective identities, and; advance thinking and understanding in ways that support enhanced achievement. Whilst this is an idealised view of talk in classrooms, international literature provides evidence that suggests teachers struggle to shift practice toward dialogic pedagogy. From a national perspective, a more pressing issue given the nature of this study is to reconcile international views of dialogic pedagogy with a Pacific worldview. This article reports on the process of developing an analytic framework or tool for identifying 'dialogic' practices that are informed by Pacific ways of knowing or orientations, including language practices to progress that reconciliation. The reconceptualised 'Pacific Dialogic Indicator Tool' (PDIT) will foreground culturally validated language acts based on talanoa dimensions and weave across these dimensions key dialogic principles that are research-based.
Embedding Indigenous Science Knowledge and Values in Higher Education: Critical Reflexive Practice Informed by Successful Tongan Science Learners
Author: Fonua, Sonia
Date: 2018-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Critical Theory,Reflective Teaching,Pacific Islanders,Foreign Countries,Culturally Relevant Education,Inclusion,College Students,Secondary Education,Instructional Improvement,College Science,World Views,Social Values,Cultural Influences,Curriculum Development

As a non-indigenous science educator, I have embraced the idea of critical reflexive practice in order to be more responsive to the cultures and values of my Pasifika students and to become more inclusive of their indigenous knowledges. In this article I share three ways I have negotiated the incorporation of Pasifika values and knowledge into my teaching, based on my doctoral journey. This work is still in progress. My research uses both Grounded Theory and Pasifika (particularly Tongan) methodologies to explore successful Tongan students' experiences and views of their secondary schooling experience in Aotearoa New Zealand, Tonga and at university-level science studies level in New Zealand. Three examples show how data from my study has shaped my teaching practice. I contend that in order to improve the quality and equity of university science teaching, it makes sense to utilise the culture of students who are struggling in a system dominated by a different worldview.
Exploring Teachers&apos; Instructional Practices for Literacy in English in Grade 1: A Case Study of Two Urban Primary Schools in the Shiselweni Region of Eswatini (Swaziland)
Author: Dlamini, Patience
Date: 2019-00-00
Type: Journal Articles
Subjects: English Instruction,Grade 1,Elementary School Teachers,Urban Schools,Foreign Countries,Pedagogical Content Knowledge,Teaching Experience,Resilience (Psychology),Positive Attitudes,Instructional Improvement,Emergent Literacy,Public Schools,Educational Strategies,Poverty Areas

Background: Literacy education in the foundation phase is a global concern. Studies have shown that mastering literacy in the first three years of school ensured academic success and lack of it had negative effects academically, socially and economically. This research study sought to explore teachers' instructional practices for literacy in English in Grade 1 in the Shiselweni region of Eswatini. Objectives: The objectives of the study were to establish what instructional practices teachers used in their literacy classrooms, why they used those instructional practices, and how they experienced the teaching of literacy in English in Grade 1. Method: A qualitative case study design was followed where three teachers from two urban schools were purposively sampled and participated in semi-structured interviews and classroom observations. Focus group discussions with teachers who had experience teaching literacy in English in Grade 1 in each school were conducted, and document analysis was done. Vygotsky's sociocultural theory was used as a lens to understand teachers' instructional practices in literacy. Results: Data were analysed using thematic content analysis. The findings of the study showed that teachers' instructional practices reflected their lack of pedagogical knowledge for teaching literacy in English in the foundation phase. The study also found that the teachers' experiences were their rationale for their instructional practices. Conclusion: The study showed that teacher resilience was important for teachers to thrive under trying school conditions; developing a positive attitude towards literacy teaching enabled teachers to develop strategies to improve literacy teaching and learning.
A Vaka Journey in Pacific Education: Become an Academic Mentor
Author: Chu, Cherie
Date: 2018-00-00
Type: Journal Articles
Subjects: Mentors,Pacific Islanders,Ethnic Groups,Educational Experience,College Faculty,Barriers,Academic Achievement,Leadership,Learner Engagement,College Students,Teacher Student Relationship,Teacher Attitudes,Foreign Countries,Program Descriptions,Personal Narratives

Education for Pacific peoples in Aotearoa New Zealand is a contentious issue and for a long time has focused on the negative experiences Pacific people face in school and in higher education. The purpose of this article is to detail the key experiences I have endured as a Pacific student and academic, and the observations I have made of them. The nature and purpose of Pacific education remains full of challenges, but I contend that it is also a space where younger Pacific peoples can mark their ground if supported well. As part of the vaka journey through this article, I provide a brief description of some of the educational achievement issues for Pacific education. Then I explore my interest in the topic of leadership, the rationale for the personal mentoring journey I outline. Finally, I propose a clearer understanding of how educators can more fully develop mentors and mentoring initiatives for Pacific students that will lead them to more successful engagement in higher education institutions in New Zealand.
Bridging Language Barriers in Statistics for Year-12 Pasifika Students: A Collaborative Study
Author: Sharma, Sashi
Date: 2018-00-00
Type: Journal Articles
Subjects: Barriers,Pacific Islanders,Ethnic Groups,Grade 12,High School Students,Audio Equipment,Native Language,Statistics,Language Usage,Correlation,Mathematics Instruction,English (Second Language),Language of Instruction,Group Discussion,Teacher Attitudes,Teaching Methods,Foreign Countries,Multilingualism,Cooperation

This paper focuses on the use of home languages as a resource for Pasifika students who are learning about statistical methods. It is acknowledged that there are connections between language use and mathematics in mathematics learning and teaching, and the potential challenges this issue can pose have been investigated by researchers. Yet how the challenges of the use of home language versus teaching language might be overcome in statistics classrooms, where language is even more important as a medium of instruction, has received very little scrutiny. This article reports on research carried out in three New Zealand largely Pasifika dominated Year-12 classes. Data was collected from audio recordings of student group discussions and teacher reflections while students were carrying out an investigation of existing datasets. Findings from the teacher reflection aspect of the study indicate that teachers can struggle with how to use home language and real-life contexts to maximise learning in their classroom. Some strategies to incorporate students home language in their learning worked better than others. However, more in-depth research is needed to explore language issues and the barriers they might present in statistics education.
CAS Assisted Proofs in Upper Secondary School Mathematics Textbooks
Author: Jankvist, Ulfe Thomas
Date: 2019-10-00
Type: Journal Articles
Subjects: Computer Uses in Education,Computer Assisted Instruction,Secondary School Mathematics,Mathematical Logic,Textbooks,Textbook Content,Mathematics Instruction,Foreign Countries,Computation,Persuasive Discourse,Logical Thinking,Algebra,Mathematics Skills

This article addresses the didactical effects of CAS assisted proofs in Danish upper secondary mathematics textbooks as a result of the 2005 reform that introduced CAS as a part of the upper secondary level curriculum (and examinations). Based on a reading of 33 upper secondary school mathematics textbooks, 38 instances of CAS assisted proofs are identified in ten different textbooks. The CAS based proofs in these textbooks are of three types: complete outsourcing of the proof to CAS; partial outsourcing of the proof to CAS; and additional verification of the proof' correctness by CAS. The analyses draw on theoretical constructs related to both proofs and proving (e.g. proof schemes) and to use of digital technologies in mathematics education (lever potential, blackboxing, instrumental genesis). In particular, the analyses make use of a distinction between epistemic, pragmatic and justificational meditations. Results suggest both potential problems with using CAS as an integrated part of deductive mathematical proofs in textbooks, since it appears to promote undesired proof schemes with the students, and difficulties with understanding these problems using the constructs of epistemic and pragmatic mediations that are often adopted in the literature regarding CAS use in mathematics teaching and learning.
Perceptions of Undergraduates on the Relationship between Exposure to Blended Learning and Online Critical Literacy Skills
Author: Fola-Adebayo, Titi J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Blended Learning,Critical Literacy,Electronic Learning,Skill Development,English (Second Language),Foreign Countries,Critical Reading,Web Sites,Information Literacy,Educational Benefits,Integrated Learning Systems,Young Adults,Violence,Self Expression,Correlation

Background: Exposure to a blended experience has the potential to heighten students' online critical literacy skills, and prepare them to participate in the new online communities that emerge within a networked society. Objectives: This article considered the perceptions of a cohort of third-year undergraduates of the Department of Communication and Language Arts, University of Ibadan, Nigeria, on the relationship between exposure to blended learning (BL) and the development of online critical literacy skills. Method: A BL mode, which took the form of a face-to-face approach and the use of a virtual learning environment, was employed in teaching Critical Literacy, a component of the Developmental Reading Skills course designed for undergraduates of English as a second language. For 4 weeks, 80 students were trained to read web-based information critically and evaluate web pages in the Developmental Reading course, after which their perception of the relationship between exposure to BL and the development of online critical literacy skills was investigated. This work, for which data were obtained through focus group discussion and administration of a structured questionnaire, is grounded in both critical literacy (Janks 2013) and social constructivist theories (McInerney &amp; McInerney 2002). Frequency distribution and Pearson correlation coefficient were employed in analysing the data collected. Results: The results revealed that the students perceived a positive relationship between exposure to BL and the development of online critical literacy skills. Conclusion: Many of the respondents showed a preference for the BL mode, and the benefits they derived from it include: the improvement of Information and Communications Technology (ICT) skills, the acquisition of more knowledge after the class, convenient time to work and ease with self-expression.
Evaluating the Effects of Professional Development on Urban Mathematics Teachers TPACK Using Confidence Intervals
Author: Young, Jamaal Rashad
Date: 2019-10-00
Type: Journal Articles
Subjects: Outcomes of Education,Faculty Development,Urban Schools,Mathematics Teachers,Technological Literacy,Pedagogical Content Knowledge,Technology Integration,Effect Size,Intervention,Middle School Teachers,Educational Technology

This article presents a practical application of meta-analytic thinking to contextualize the results through direct comparisons to similar studies. The results suggest that the professional development increased mathematics teachers' perceptions of their pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), and technological content knowledge (TCK). The study results also indicate that despite smaller overall effect sizes, the outcomes observed in this urban intervention were not statistically significantly different from most prior research in this area. This is important because interventions in urban schools are often characterized as less successful than other instructional environments. Because of the chosen research approach, the research results have practical as well as empirical implications for the development and delivery of mathematics professional development in urban schools.