ethanporcaro/eric-fulltext-meta huggingface dataset:
Acceptance and Use of Cloud Computing Systems in Higher Education: An Application of TAM 3 within the Sociocultural Context of Educational Institutions
Author: Hamutoglu, Nazire Burcin
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Higher Education,Adoption (Ideas),Foreign Countries,Internet,School Culture,Universities,Anxiety,Computer Attitudes,Social Environment,Cultural Context,Gender Differences,College Students

This research aims to compare the acceptance and usage of the Cloud Computing Systems (CCSs) such as Google Documents in higher institutes within socio-cultural context of the each institution's educational culture The main purpose of the study is to identify and compare the participants' reflects based on the acceptance and usage of CCS in both UK and TR. T-test analyses were carried out between gender and the components of TAM3; the components of TAM3 and the groups, in order to see the differences. One of the main findings of this study is the distinction between the universities in the way of their perception on Computer Anxiety (CANX) in their own educational-culture of each institution context. Furthermore, the participants' perception on the Image (IMG) component has the lowest scores of all of the components of TAM 3 in both countries. Based on the findings, given that students come from different cultures during these times in which mobilization is very important, it is thought that the result achieved in the study is not related to the cultural values of a society but the socio-cultural context of both educational institutions included in the study.
Social and Psychological Features of Hardiness in Personality of Students of Higher Education Institutions
Author: Albakova, Zara A.-M.
Date: 2020-08-00
Type: Journal Articles
Subjects: Personality Traits,College Students,Late Adolescents,Resilience (Psychology),Attitude Change,Stress Management,Stress Variables,Coping,Emotional Response,Self Control,Social Support Groups,Foreign Countries

The topicality and significance of the study is determined by the fact that life and activity of a person in contemporary socio-economic conditions are inextricably connected with the constant impact of adverse social, political, economic and other factors on him. These factors are accompanied by the emergence of various kinds of difficult life situations, as a result of which stress develops in a person. In the student milieu, stress arises under the influence of difficulties associated with both the learning process and life circumstances. The paper presents the results of an empirical study of socio-psychological features of hardiness in students of higher educational institutions. The methods of research comprised: theoretical analysis, empirical research (testing), qualitative analysis of the obtained data, mathematical and statistical data processing (SPSS Statistics, Excel). Testing included the following psycho-diagnostic tools: the author's questionnaire for assessing stressful situations; McCrae-Costa Five-Factor Personality Questionnaire (The Big Five dimensions); &quot;Hardiness test&quot;; Self-attitude technique. The validity and reliability of the study results was ensured by the initial methodological positions, the use of proven tools, sample representativeness of the research, as well as mathematical processing of data with the use of a software package for statistical analysis. As a result of the study, it was proved that emotion-focused ways of overcoming stress associated with a decrease in tension and a change in attitude to emerging difficulties prevail among the students of both the experimental and control groups. A high level of stress was found in the majority of subjects. In order to reduce this stress, it is necessary for students to form special skills to overcome it. In addition, an analysis of the psychological factors of students' hardiness made it possible to determine the main areas of their psychological support in overcoming difficult life situations (development of qualities that form the core of students' personal adaptive potential, the formation of their social competency, enrichment of social networks, as well as learning ways to find and accept social support).
Identifying Factors of Students&apos; Failure in Blended Courses by Analyzing Students&apos; Engagement Data
Author: Georgakopoulos, Ioannis
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Failure,Blended Learning,Learner Engagement,Student Participation,Learning Analytics,Integrated Learning Systems,Electronic Learning,Performance Factors,Models,At Risk Students,College Students,Grades (Scholastic),Identification,Foreign Countries,Academic Achievement

Our modern era has brought about radical changes in the way courses are delivered and various teaching methods are being introduced to answer the purpose of meeting the modern learning challenges. On that account, the conventional way of teaching is giving place to a teaching method which combines conventional instructional strategies with contemporary learning trends. Thereby, a new course type has emerged, the blended course in the context of which online teaching and conventional instruction are efficiently mixed. This paper demonstrates a way to identify factors affecting students' critical performance in blended courses through a binary logistics regression analysis on students' engagement data. The binary logistics regression analysis has led to a risk model which identifies and prioritizes these factors in proportion to their contribution to the risk occurrence. The risk model is demonstrated in the context of two specific blended courses sharing the same learning design. Additionally, the outcome of the study has proved that factors related to the e-learning part have critically affected the students' performance in the respective blended courses.
A Synergy between History of Mathematics and Mathematics Education: A Possible Path from Geometry to Symbolic Algebra
Author: Florio, Emilia
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Algebra,Secondary School Mathematics,Geometry,History,Mathematics Education,Language Usage,Semiotics,Mathematical Concepts,Problem Solving,Geometric Concepts,Knowledge Level

This paper proposes an experimental path aimed at guiding upper secondary school students to overcome that discontinuity, often perceived by them, between learning geometry and learning algebra. This path contributes to making students aware of how the algebraic language, formalized in the most powerful form by Descartes, grafts itself onto the geometric language. This is realized by introducing a problem included in a text written by Abu Kamil before the year 870. This awareness acquired by the students, when accompanied by some semiotic considerations, allows the translation of the problem from &quot;spoken&quot; algebra to &quot;symbolic&quot; algebra, and it represents the background for a possible use of the same problem within the framework of analytic geometry. This proposition manifests a didactic and popular efficacy that supports and favors the recognition of the object it is talking about in different contexts, helping to create a unitary vision of mathematics.
Oral Language Teaching in English as First Additional Language at the Foundation Phase: A Case Study of Changing Practice
Author: Kimathi, Faith K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Oral Language,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,Faculty Development,Grade 2,Elementary School Teachers,Slum Schools,Teacher Certification,Teacher Education Programs,Video Technology,Teacher Attitudes,Code Switching (Language),Educational Environment,Teacher Motivation,Intervention,Educational Change,Native Language,African Languages

Background: Despite South Africa's huge investment in professional development, there is not a lot of research that shows that teachers change their teaching practices by attending formal interventions. This article focuses on English as First Additional Language (EFAL) and explores how one Grade 2 teacher changed her practice of oral language teaching while enrolled for an Advanced Certificate in Teaching (ACT) programme. The programme was offered to Foundation Phase teachers to improve their teaching knowledge and ultimately change their teaching practices. Objectives: The article explores one teacher's oral language teaching and use of teacher resources in a township school. The purpose is to understand how her instructional practices changed or did not change during the 18 months while she was enrolled with the ACT programme. Method: Data were collected over 18 months by observing six video-recorded literacy lessons, corroborated with interviews and field notes. These were analysed using principles of teaching EFAL espoused in the programme's intended curriculum. Results: The two exemplars offered demonstrate a gradual shift in teaching of oral language and use of resources by the end of the programme. The teacher code-switched appropriately most of the time and adequately used various strategies. She created opportunities to develop learners' oral vocabulary; however, explicit sentence building was absent. Findings further revealed that the teacher's engagement with many collaborative professional development activities, school support, together with her goal-achieving character, contributed to instructional changes. Conclusion: This study highlights that there are a number of other factors, such as the school context, the teacher's motivation and other informal learning opportunities that support teacher learning from a formal professional development intervention. It also advocates for more robust studies on how a teacher's practices change as a result of formal professional development opportunities.
Providing an Effective Model of Good Governance Based on the Criteria Proposed by Muslim Thinkers for Organizational Health in Governmental Organizations in Kerman Province
Author: Safary zadeh Bezenjani, Taherh
Date: 2020-08-00
Type: Journal Articles
Subjects: Muslims,Governance,Correlation,Validity,Questionnaires,Reliability,Accountability,Government (Administrative Body),Foreign Countries,Ethics,Crime,Organizational Culture

Good governance is an unavoidable requirement to improve the health of the administrative system in a society. Thus, the purpose of this study is to design an effective model of good governance based on the proposed criteria of Muslim thinkers for organizational health in governmental organizations in Kerman province. Regarding the purpose, this research is applied, it is descriptive of correlational type in terms of nature, and is survey considering method. The statistical population includes all employees and managers working in governmental organizations and offices in Kerman (2310 people). The sample size was estimated to be 321 based on Morgan's table, and were chosen by simple random sampling. A researcher-made questionnaire was used to gather data. The validity of the good governance questionnaire was 94% based on the proposed criteria of Muslim thinkers and the validity of the organization's health questionnaire was 93%. The reliability coefficient of the questionnaires was calculated to be 0.91 and 0.88; respectively. Spearman correlation test through SPSS software was used to analyze the data. Based on the results at a significant level of less than 0.05, the correlation coefficients of Spearman between the components of: accountability and the right to express good governance (0.156), political stability and the absence of good governance violence (0.154), the effectiveness of government Good governance (0.122), regulatory quality of good governance (0.238), the authority of good governance law (0.342), and the inhibition of good governance corruption (0.178) and organizational health were positive and significant. Considering that the capacity of a governing system to support the country's macro-strategies and policies for public welfare is increasingly recognized as the basis for the progress and development of society, government officials should double their efforts to solve the problems in the field of health system for achieving the goals of the upstream documents.
A Quantitative Study of the Perceived Impact of Social Media Networks on Bahraini Users&apos; English Language Learning
Author: Jahromi, Diana Al
Date: 2020-10-00
Type: Journal Articles
Subjects: Social Media,Social Networks,Second Language Learning,Second Language Instruction,English (Second Language),Learning Processes,Gender Differences,Age Differences,Teaching Methods,Language Variation,Foreign Countries

The various facets and networks of social media have had significantly phenomenal influence on the individual life and on the societal, economic, and political status of their users. The linguistic discourse of interlocutors on social media has also been influenced. The current study aims at measuring how the English language learning process of non-native Bahrainis has been affected by the use of social media. To explore such effects, a quantitative methodological measure was used in the form of an online questionnaire administered to a random sample of L2 Bahrainis. Responses from 330 respondents from different age groups and gender types were analysed using measures of central tendency and other statistical measures such as t-tests and ANOVA using SPSS. Findings have revealed that the utilization of social media has been perceived to have positively impacted interlocutors' lexical variation, writing style, reading skills, and communication skills. These findings were subjective to variables related to gender, age, and the multimodality of particular social media facets. Accordingly, some significant implications and recommendations are drawn, the most important of which is the provision of mechanisms to ensure the effective utilisation and employment of social media in the pedagogical practices in L2 contexts.
Psychological and Pedagogical Foundations of the Formation of Students&apos; Own Educational Strategies in the Process of Independent Learning
Author: Tsyganova, Larisa V.
Date: 2020-08-00
Type: Journal Articles
Subjects: Learning Strategies,Independent Study,Second Language Learning,Lifelong Learning,Skill Development,Educational Strategies,Metacognition,Goal Orientation,Planning,Self Management,Reflection

The scientific problem to which this article is devoted is determined by the tasks facing modern education. One of these tasks is to build a continuous education system, covering all stages of a person's life. To ensure the movement of the individual in the educational space, it is necessary to form a culture of lifelong learning, which implies the development of technologies of self-education and self-learning. The latter become a fundamental factor in the system of continuous learning. The analysis of pedagogical, psychological and methodical literature showed that the independent work of students in its theoretical justification has always been interpreted as the most important component of the educational process. However, in recent years the problem of improving its effectiveness began to attract increasing attention of researchers. One of the ways, according to scientists, psychologists and methodologists, is to teach students the ability to learn. But in order to &quot;learn how to learn&quot;, it is necessary to master various methods of organization and implementation of educational activities. This is facilitated, according to foreign scientists, by the use of various learning strategies. The purpose of this article is to consider different types of educational strategies formed within the framework of independent foreign language training of students. According to the authors of the article, educational process should be organized in such a way that the consistent and purposeful work on formation of teaching strategies is conducted, mastery of which promotes students' ability to learn. The formation of this skill becomes a support for personal readiness to continuously learn throughout life.
Learning Strategies and Teaching Methods in Thai and Vietnamese Universities
Author: Tieocharoen, Wariyaporn
Date: 2019-09-00
Type: Journal Articles
Subjects: Learning Strategies,Teaching Methods,Metacognition,Memory,Affective Behavior,Cross Cultural Studies,College Students,Majors (Students),Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Measures (Individuals),Teacher Attitudes,Student Attitudes

The main purpose of this research is to investigate language learning strategy use of Vietnamese and Thai university students using Oxford's Strategy Inventory for Language Learning (SILL). One main objective of the research was to compare different six aspects of language learning strategies (memory, cognitive, compensation, metacognitive, affective, and social) between Thai and Vietnamese students. The main research question was to learn about learning strategies Thai and Vietnamese university students used. The data of research were collected from 116 English major Thai university students and 174 English major Vietnamese students, using the SILL developed by Oxford (1990) as the instrument and interviews from 16 lecturers from Vietnam and Thailand. The findings revealed statistically significant differences in memory, cognitive, affective, and social strategies between Thai and Vietnamese students. The interview data were used to gain insight into the findings of the questionnaires. The findings of the research can be beneficial to teachers and educators who are involved in the education of both countries, providing better understanding of different aspects of language learning strategies used in learning English.
Opportunities and Questions: A Short Report on Rubric Assessments in Asia and the Middle East
Author: Goodwin, Ronnie
Date: 2019-09-00
Type: Journal Articles
Subjects: Scoring Rubrics,Writing Evaluation,Foreign Countries,Formative Evaluation,Summative Evaluation,Self Evaluation (Individuals),Interrater Reliability,Teacher Attitudes

This qualitative short report considers the viability of the use of rubrics or alternative methods to assess writing in Asia and the Middle East. The background of learning theories, assessment types, and self-assessment literature provides a foundation for further discussion of the appropriate use of rubrics, including the prioritization of criterion, the quality of scoring, the impact of organizational features on scoring, the influence of bias, and the best application of rubric assessment. Relevant points for further study are identified, such as differentiation in research between generalized analytical rating systems and rubric assessment with specific, empirical criterion. The contradictory research regarding the advantages and disadvantages of rubric assessment in comparison with holistic assessment are of particular and crucial interest for global pedagogy. Many of the reviewed Western articles excluded Asian perspectives- except for China -and thus present a limited understanding of social and educational compatibility with new assessments and rubric assessments in particular. The discussion identifies patterns and points of contention and seeks to explore viewpoints rather than limit the scope of inquiry and consideration thus noting that relevant literature suggests that with appropriate teacher training, teachers may appropriately use rubrics as a formative assessment tool for writing in Asia and the Middle East.
Questions of General Pedagogy in Higher Education
Author: Shepelyuk, Olga L.
Date: 2020-08-00
Type: Journal Articles
Subjects: Teaching Methods,Higher Education,Foreign Countries,Classification,Professional Education,Transfer of Training,Institutional Mission,Parenting Styles,Values

At present, the growth of individual independence and activity, the change in its orientations and values requires changes in the issue of professional. The article carries out a serious study on the importance of general pedagogical concepts in modern Russian society. General issues of pedagogy determine the conceptual significance of the pedagogical process as a whole. In the article, the author formulates the concept of education in a broad social sense, reveals its pedagogical essence, describes the characteristic properties. Also, through the prism of such a science as pedagogy, the author expands and considers such categories as teaching, didactics, and identifies his author's aspects of understanding these categories. An important issue in the article is the relationship of pedagogy with other sciences, which are its methodological basis.
Strengthening the Behavioral Health Workforce: Spotlight on PITCH
Author: Lloyd-Hazlett, Jessica
Date: 2020-00-00
Type: Journal Articles
Subjects: Allied Health Personnel,Physical Health,Mental Health,Primary Health Care,Counselor Training,Mental Disorders,Holistic Approach,Health Needs,Interdisciplinary Approach,Masters Programs,Counselor Qualifications,Experiential Learning,Supervision,Specialization,Models,Spanish Speaking,Recruitment

The coordination of primary and behavioral health care that holistically targets clients' physical and mental needs is known as &quot;integrated care.&quot; Primary care is increasingly becoming a de facto mental health system because of behavioral health care shortages and patient preferences. Primary care behavioral health (PCBH) is a gold standard model used to assist in the integration process. Although counselor training addresses some aspects of integrated care, best practices for counselor education and supervision within the PCBH framework are underdeveloped. This article provides an overview of the Program for the Integrated Training of Counselors in Behavioral Health (PITCH). The authors discuss challenges in implementation; solutions; and implications for counselor training, clinical practice, and behavioral health workforce development.
Case Formulation and Intervention: Application of the Five Ps Framework in Substance Use Counseling
Author: Peters, Scott W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Substance Abuse,Counseling Techniques,Intervention,Holistic Approach,Counselor Client Relationship,Case Studies

Substance use and misuse is exceedingly common and has numerous implications, both individual and societal, impacting millions of Americans directly and indirectly every year. Currently, there are a variety of empirically based interventions for treating clients who engage in substance use and misuse. The Five Ps is an idiographically based framework providing clinicians with a systematic and flexible means of addressing substance use and misuse that can be used in conjunction with standard substance use and misuse interventions. Additionally, its holistic and creative style provides opportunities to address concerns at various points with a variety of strategies and interventions that will best suit clients' unique situations. It can assist both novice and experienced clinicians working with clients who present for counseling with substance use and misuse. Following a discussion of the Five Ps, a brief case illustration will demonstrate the framework.