ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Influence of the Teacher: Social Participation on Twitter and Academic Perception
Author: Santoveña-Casal, Sonia
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Educational Technology,Technology Uses in Education,Foreign Countries,Telecommunications,Handheld Devices,Graduate Study,College Faculty,Graduate Students,Teacher Education Programs,Student Participation,Teacher Role,Student Attitudes,Instructional Effectiveness

Analyzing the influence of social media on the learning process is no longer a novel idea; however, due to its importance for students and consequently for teachers, research continues to explore the pedagogical potential of social media. The main objective of the present study was to analyze the influence of teacher roles (guide or facilitator) on students' social participation in Twitter and their perceived academic experience. The sample consisted of 525 future teachers, all of the Master's degree students at Spain's National Distance Education University (UNED). We used a mixed triangulation design, a theoretical model, quantitative methods (descriptive analysis and contrast of means) and qualitative methods (content analysis following the principles of grounded theory). Our results showed that the teacher's role as a facilitator exerted a more positive influence on how students assessed their experience and on their participation on Twitter than the role as a guide. We conclude that the use of social media sites in education offers a motivating and satisfying framework that is not provided by other more traditional means such as forums, and that a role that facilitates independent learning is a better strategy when using social media in the classroom.
Multiple Intelligences and Video Games: Assessment and Intervention with TOI Software
Author: Garmen, Pablo
Date: 2019-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Computer Software,Video Games,Intervention,Evaluation Methods,Gender Differences,Age Differences,Elementary School Students,Instructional Program Divisions,Foreign Countries

Howard Gardner revolutionized the concept of intelligence with his Multiple Intelligences Theory. His vision was widely supported by the educational community, which considers different forms of learning and accessing knowledge. Despite its impact, there is still a lack of development of tools that can easily, practically and reliably evaluate multiple intelligences. This work describes the design, development, and piloting of TOI (Tree of Intelligences) software, a digital tool to evaluate multiple intelligences and perform interventions through video games. The aim of the study is to present the design of the TOI software and test its operation, analysing the distribution of the results game by game and checking whether there are differences according to gender or school year. A total of 372 primary school students participated, aged 5 to 9 years old (M=7.04, SD=.871), from three schools in Asturias and Madrid. The results show that 9 out of 10 games had a normal distribution and that there were no gender differences in most games, but there were differences in relation to the school year. We concluded that due to its operation and design TOI software has the potential be a suitable instrument for the evaluation and intervention of multiple intelligences.
Predictors of Bullying and Victimisation in Children with Attention-Deficit/Hyperactivity Disorder
Author: Ralic, Anamarija Žic
Date: 2018-00-00
Type: Journal Articles
Subjects: Bullying,Attention Deficit Hyperactivity Disorder,Victims,Individualized Education Programs,Clinical Diagnosis,Peer Relationship,Verbal Communication,Predictor Variables,Gender Differences,Age Differences,Secondary School Students,Security (Psychology),Academic Accommodations (Disabilities),Foreign Countries

The objective of this paper is to determine whether age, gender, Individualised Education Programme, the experience of victimisation by peers, and the experience of bullying others are predictors of bullying and victimisation in children with Attention-Deficit/Hyperactivity Disorder (ADHD). The sample consisted of children aged from 7 to 15 with ADHD diagnosis (N=72). Gender is a significant predictor of physical bullying, whereas the predictors of verbal bullying are gender, being enrolled in an Individualised Education Programme (IEP), verbal victimisation and the feeling of security. The males with ADHD without any school accommodations (IEP) and who are exposed to verbal victimisation are also more often verbally aggressive towards their peers. Children with ADHD who are verbally aggressive and feel secure in the school setting are more exposed to verbal victimisation.
Google or Gutenberg Generation: Chilean University Students&apos; Reading Habits and Reading Purposes
Author: Parodi, Giovanni
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Habits,College Students,Student Attitudes,Foreign Countries,Information Seeking,Reading Materials,Preferences,Cognitive Processes,Information Technology,Printed Materials,Academic Achievement

It has always been in the public interest to know the reading habits of readers of various ages and levels of schooling, as well as their opinions with regard to the consumption of reading materials. Lately, researchers have given increased attention to digital texts. Although progress on these topics has been made as reported in published research, there is yet incomplete information regarding readers' habits and opinions at university and professional levels. This study describes the self-reported habits of university students belonging to two disciplinary domains (Human Sciences and Economic and Business Sciences) regarding reading on paper or on digital media for three purposes: academic, entertainment, and information seeking. The results reveal that the readers' preferences vary according to the three purposes. These readers reported using different media but had a clear preference for paper; they also reported distinguishing between cognitive processes (memory, comprehension, and learning), with the discipline to which they belonged having no radical effect on their preferences. All of this leads us to conclude that currently there exists a generation in transition, a 'Gutenberg-Google' generation, which still recognizes the relevance of paper, in particular for academic purposes.
Designing for Deep Learning in the Context of Digital and Social Media
Author: Gee, James-Paul
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Handheld Devices,Telecommunications,Teaching Methods,Learner Engagement,Constructivism (Learning),Critical Thinking,Transformative Learning

There is today a great deal of controversy over digital and social media. Even leaders in the tech industry are beginning to decry the time young people spend on smartphones and social networks. Recently, the World Health Organization proposed adding &quot;gaming disorder&quot; to its official list of diseases, defining it as a pattern of gaming behavior so severe that it takes &quot;precedence over other life interests&quot;. At the same time, many others have celebrated the positive properties of video games, social media, and social networks. This paper argues that a deeper understanding of human beings is needed to design for deep learning. For the purposes of this study &quot;design for deep learning&quot; means helping people matter and find meaning in ways that make them and others healthy in mind and body, while improving the state of the world for all living things, with due respect for truth, sensation, happiness, imagination, individuality, diversity, and the future. In particular, fifteen features related to human nature are suggested based on recent scientific developments to answer the question: What is a human being? Consequently, proposals that are linked to learning and transformation, as well as social improvement, should fit with the ways in which humans, as specific sorts of biological and social creatures, learn best (or can learn at all) and can change for the better.
Mobile Teachers at Border Schools -- Multilingualism and Interculturalism as New Challenges for Professional Development
Author: Semec, Katica Pevec
Date: 2018-00-00
Type: Journal Articles
Subjects: Multilingualism,Multicultural Education,Faculty Development,Language Acquisition,Cultural Awareness,Interpersonal Competence,Kindergarten,Foreign Countries,Faculty Mobility,International Cooperation

This article discusses the implementation of cross-border learning mobility, which has taken place in some schools and kindergartens at the tri-border area of Slovenia, Austria and Italy. The findings suggest that the implementation of multilingual and intercultural practices, which involve weekly exchanges of 'mobile teachers' from neighbouring countries, created a unique educational experience that has encouraged teachers to greater professional growth. In addition to another language, mobile teachers have brought with them various new educational approaches. Border mobility has contributed to the simultaneous strengthening and enriching of educational practices in various border kindergartens and schools. For teachers, the implementation of crossborder learning mobility strengthens the awareness of the importance of competence in multilingualism and interculturalism as an important factor for their further professional development. This article will analyse the knowledge and experience of professionals involved in such mobility programs in terms of a new dimension of professionalism, and the need to develop multilingualism and interculturalism competences.
Conflicts in the Professional Roles of Journalists in Spain: Ideals and Practice
Author: Roses, Sergio
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Journalism,Professional Identity,Role Perception,Professional Autonomy,News Reporting,Newspapers

Based on a survey of 122 journalists from four Spanish newspapers carried out from 2015 to 2016, this paper analyses to what extent these professionals perceive a disconnection --a gap-- between their role conception and their perceived role enactment, that is between their professional ideals and their journalistic practice, and which are the most &quot;conflicting&quot; roles in a Polarized Pluralist media system. According to the perceptions of the professionals surveyed, journalists in Spain hold a role conflict when they work in a newspaper. The findings show significant differences between the role conception and the perceived role enactment in six of the seven professional roles. The biggest divergences are located in the watchdog, civic and disseminator roles. The conflict between the professional ideals and their implementation in the news is always resolved in favor of the media organizations. Our results are consistent and support the previous studies that have defined the Polarized Pluralist media system as a media ecosystem where journalists accumulate little power compared to the media organizations, which are in financial debt and dependent on political and economic powers. Results are discussed according to the literature review as well as the context in which the study was developed.
Analysis of the Studies Concerning Flipped Learning Model: A Comparative Meta-Synthesis Study
Author: Kozikoglu, Ishak
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Models,Meta Analysis,Research Design,Periodicals,Research Methodology,Undergraduate Students,Learning Activities,Outcomes of Education,Academic Achievement,Student Motivation,Metacognition,Student Attitudes,Teacher Attitudes

The purpose of this research is to analyze the studies conducted in Turkey and abroad concerning flipped learning model from various perspectives. Eighty studies were included in this research consisting of 34 studies in Turkey and 46 studies abroad. The studies examined within the scope of this research were reached using various databases. The studies were analyzed by using content analysis technique. As a result of the research, it was concluded that the number of studies about flipped learning model have increased in recent years, the majority of the studies are article, the mostly preferred method and design are mixed method and experimental design, teaching practices were mostly carried out with the university students, the achievement test, interview form and survey were mostly used in the studies, the videos, presentations and written documents were used in out-of-class activities and practical activities were conducted in class. According to the study results, it is seen that flipped learning model has a positive effect on the students' academic achievement, motivation, metacognitive awareness, etc. Moreover, it was determined that students and teachers have positive views on flipped learning model.
Connected Learning Ecologies as an Emerging Opportunity through Cosplay
Author: Bender, Sophia
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Processes,Informal Education,Lifelong Learning,Recreational Activities,Creative Activities,Individual Development,Adult Learning,Interests

Connected learning explains how people can build learning pathways that connect their interests, relationships, and formal learning to lead toward future opportunities such as careers. However, most learning systems are not set up ideally for connected learning; for instance, most schools still teach disciplines as discrete units that do not connect to students' interests outside of school. We do not yet know enough about the structure of naturally occurring connected learning ecologies that do connect youth learning across contexts and help them follow pathways toward careers and other desired outcomes. Learning more about what works well on these pathways will allow us to design connected learning environments to help more youth have access to these desired opportunities. This paper analyzes two case studies of cosplayers--hobbyists who make their own costumes of media characters to wear at fan conventions--who benefited from well-developed connected learning ecologies. Cases were drawn from a larger interview study and analyzed as compelling examples of connected learning. Important themes that emerged included relationships with and sponsorship by caring others; unique pathways that start with a difficult challenge; economic opportunities related to cosplay; and comparisons with formal school experiences. This has implications for how we can design connected learning ecologies that support all learners on unique pathways toward fulfilling futures.
The Differences between Pre-Service Chemistry, Fine Art, and Primary Education Teachers Regarding Interest and Knowledge about Fine Art Materials
Author: Potocnik, Robert
Date: 2018-00-00
Type: Journal Articles
Subjects: Differences,Preservice Teachers,Chemistry,Science Teachers,Elementary School Teachers,Fine Arts,Art Materials,Art Teachers,Science Education,Art Education,Foreign Countries,Painting (Visual Arts),Achievement Tests

The primary purpose of this paper is to identify the level of interest and knowledge about fine art materials (in selected works of art) that can influence pre-service primary school, chemistry, and fine art teachers' implementation of this content into their teaching. This knowledge can help them be aware of how a specific fine art material can be used in fine art classes. Fine art materials can also be applied in different manners by chemistry teachers and primary school teachers (science lessons) to explain the specific chemical characteristics of these substances. Altogether, 118 pre-service teachers from the Faculty of Education, University of Ljubljana participated in the study. The data were collected using three instruments: information about participants (IP), fine art materials achievement test (FAMAT), and individual interest questionnaire (IIQ), which comprise items for self-concept. It can be concluded that pre-service teachers' average score (49.6%) on FAMAT is quite low. The results also showed that pre-service fine art teachers achieved better results than the other two groups did. Similar results were also obtained regarding participants' interest and self-concept in learning about fine art materials. It can be concluded that more emphasis should be placed on developing the understanding of chemical and fine art concepts due to the fact that fine art and chemistry can be interdisciplinarily connected in education, according to contemporary curricular guidelines.
Distributed Digital Contexts and Learning: Personal Empowerment and Social Transformation in Marginalized Populations
Author: Chib, Arul
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Females,Migrant Workers,Service Occupations,Student Empowerment,Empowerment,Social Media,Distance Education,Open Universities,Disadvantaged,Cooperation,Privacy,Electronic Learning,Computer Literacy,Skill Development,Self Concept,Social Discrimination,Information Utilization,Users (Information),Enrollment

The role of digital media and learning has often been synonymous with the use of open education resources in formal institutional settings. Further, open and distance learning has been criticized for focusing narrowly on educational objectives, ignoring sociopolitical issues of access and participation by marginalized populations. This study examines the lived experiences of female migrant domestic workers (N=20) in Singapore attending Open University. Mobile and social media supplement open and distance learning resources to allow for open practices of consumption, production and sharing in distributed contexts of digital learning. Marginalized students engaged in participation and collaboration activities, with specific privacy practices due to their social positions. Digital learning led to substantive learning for personal empowerment and social transformation, with aspirational strategies often involving digital skills. The discussion reflects on identity management across formal and informal digital settings as a means of transforming societal discourses of discrimination.
Teacher Competence in Authentic and Integrative Assessment in Indonesian Language Learning
Author: Adnan
Date: 2019-01-00
Type: Journal Articles
Subjects: Indonesian,Second Language Learning,Second Language Instruction,Language Teachers,Teacher Competencies,Secondary School Teachers,Teacher Attitudes,Scoring Rubrics,Student Evaluation,Performance Based Assessment,High School Students,Foreign Countries

The purpose of this research is examine teacher competence in authentic and integrative assessment in Indonesian language learning. The participants of this research were 52 Indonesian language teachers at the senior high school level. Quantitative and qualitative approaches were used in this research. Data on teacher competency was used to capture authentic and integrative assessments of Indonesian language learning. The Questionnaire, interview, observation, and document analyses were used to collect the data. The data from the close-ended questionnaires, documentation, and observation were analyzed use descriptive statistic with a percentage formula. Data from open-ended questionnaires and interviews were analyzed used qualitative interactive model. The results of this research, suggest that a some teachers understood definition and type an authentic and integrative assessment. Some teachers was applied authentic and integrative assessment in learning. They do not use rubrics in the assessment. Finally finding, the teacher does not have adequate competence in conducting authentic and integrative assessments. The teachers must be improved their competence to applied authentic and integrative assessment in Indonesian language learning.
eGamers&apos; Influence in Brand Advertising Strategies. A Comparative Study between Spain and Korea
Author: Fanjul-Peyró, Carlos
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Games,Video Games,Advertising,Marketing,Program Effectiveness,Competition,Investment,Sense of Community,Individual Characteristics,Social Media,Comparative Analysis

The eGames business (online video games) in Spain generated more than 1.8 trillion euros in profits in 2016. Advertising is no stranger to the potential of this market, and brands study the best ways of approaching and adapting to the world of eGames. In this report, we analyze which the most effective advertising strategies for brands in the online video game world are. To do this, the players (eGamers) answered a 60 question survey that addressed issues such as playful habits, the viewing of advertisements in games, the purchase of advertised items and advertising in competitions. Korean and Spanish players answered the same questionnaire considering that South Korea has the most advanced video game industry in the world and Spain is the fourth European country in eGames and our subject of study. After the investigation, some of the most relevant results indicate that conventional online advertising does not attract the attention of gamers as consumers. We determined that the best strategy would be based on brand presence through products that are prescribed or used by professional gamers, since spectators, as they watch the games, also observe what elements and accessories the players use.
Teaching and Learning Activities in Classroom and Their Impact on Student Misunderstanding: A Case Study on Negative Integers
Author: Fuadiah, Nyiayu Fahriza
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Numbers,Mathematics Instruction,Mathematical Concepts,Concept Formation,Grade 7,Junior High School Students,Learning Processes,Cognitive Processes,Mathematics Teachers,Teaching Methods

This study is a series of Didactical Design Research in prospective analysis stage to comprehensively identify some obstacles in learning negative integer in order to capture how the learning process used by teachers and how the impact on students in understanding the concept of negative numbers. This research is a case study administered to seventh-grade students in one of the classes in a junior secondary school in Indonesia to investigate how the teacher managed the learning process of integers and identify students' thinking construction. Involving a mathematics teacher and 37 students, this qualitative study collected data from field observations, interviews and document review. The data were analyzed by the perspectives of learning obstacles based on Theory of Didactical Situation. Findings show how teacher describes the negative integers and the arithmetic concepts to the students and its contribution in causing misunderstanding on the students. Within the framework of epistemological obstacles, the result of this study is used as a basis for designing a learning program which can overcome problems related to teaching and learning of negative integers.
Southern Disclosure: One Southern-and-Queer Middle School Teacher&apos;s Narrative
Author: Coker, Jonathan M.
Date: 2018-12-00
Type: Journal Articles
Subjects: Middle School Teachers,Homosexuality,Sexual Identity,Identification (Psychology),Self Disclosure (Individuals),Educational Environment,Sexual Orientation

This narrative inquiry is an autoethnographical account of one queer-identified middle school teacher's career trajectory in the Southern United States, and his struggle to navigate disclosure of his identity to students. Using a qualitative lens, the authors provide reasoning for the importance of middle school educators to have the ability to disclose their identities to students in order to cultivate an environment that is receptive to LGBTQ+ adolescents.