ethanporcaro/eric-fulltext-meta huggingface dataset:
Wattpad in Youth Literature Based on the Experiences of Turkish Teachers and Secondary School Students
Author: Ak Basogul, Duygu
Date: 2021-01-00
Type: Journal Articles
Subjects: Secondary School Students,Secondary School Teachers,Early Adolescents,Adolescent Literature,Negative Attitudes,Positive Attitudes,Computer Software,Social Networks,Handheld Devices,Internet,Electronic Publishing,Writing (Composition),Story Reading,Literary Genres,Reading Habits,Time Management,Gender Issues,Foreign Countries

This study aims to discover the view, opinion, perception and experiences of Turkish teachers and secondary school students towards Wattpad, an online literacy community, to interpret them educationally, to determine the reasons for their use and to interpret the main plot of youth literature on the axis of changing reading perception/behavior and expectations of youth. It is foreseen that the study has comparatively discussed literature-education and new reading types on the axis of the teacher and student, the direct participants of learning-teaching within this scope, and therefore fills the gap in the literature. The research design is phenomenology, one of the qualitative research designs. Data obtained through semi-structured interviews from Turkish teachers and secondary school students were subjected to content analysis. The findings of the study are as follows: Youth enjoy spending long time on Wattpad via their phones and feel themselves free. They think that the application develops reading and writing habits; read and write mainly about love and science fiction; prefer digital reading over printed books and/or classics; comment and criticize books/articles with their peers. Turkish teachers have educational concerns and do not find appropriate for youth to spend time on this platform; because it includes violence, sexuality etc. Therefore, it can be said that there is a conflict and a difference of opinion between teachers and youth.
Effectiveness of Communication Techniques in Distance Education and Its Impact on Learning Outcomes at Jordanian Universities (Northern Province)
Author: Khateeb, Linda Ahmad
Date: 2021-00-00
Type: Journal Articles
Subjects: Communication Strategies,Distance Education,Outcomes of Education,Foreign Countries,Program Effectiveness,Higher Education,Student Attitudes,Gender Differences,Individual Differences,Intellectual Disciplines,Computer Mediated Communication

The present study aimed at investigating the effectiveness of communication techniques in distance education programs. It aimed to explore the impact of such effectiveness on the student's learning outcomes at Jordanian universities. The researchers adopted a descriptive analytical approach. They developed a questionnaire based on the relevant literature. Questionnaire forms were distributed to 300 students enrolled at Jordanian universities located in the Northern Province. Those students were selected randomly. All the questionnaire forms were retrieved and considered valid and the response rate is one hundred percent. The researchers found that the effectiveness of communication techniques in distance education programs at Jordanian universities is moderate. The communication techniques have moderate impact on students' outcomes in distance education at Jordanian universities. Significant differences exist between the respondents' attitudes which can be attributed to gender and faculties for the favor females and the ones enrolled in human sciences faculties. There isn't any statistically significant difference between the respondents' attitudes which can be attributed to university year. The researchers recommend developing distance education.
The Necessity for Good Governance and Effective Leadership at Public State-Funded Historically Black Colleges and Universities (HBCUs) in the Midst of COVID-19
Author: Johnson, Melanie Smith
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Delivery Systems,Black Colleges,Coping,Educational Change,Governance,Leadership Responsibility,Decision Making

COVID-19 has forever changed the trajectory of higher education and the delivery of services, particularly at Historically Black Colleges and Universities (HBCUs). Therefore, how HBCUs strategically transform their campus operations with limited resources and remain competitive is vital to their survival. Considering these challenges, examining the role of governance and leadership and their decision-making processes in order to transition every aspect of their instructional services will be critical to the sustainability of these institutions. This essay examines a gap in the body of knowledge related to HBCU governance and leadership during COVID-19 and the considerations encompassing effective leadership during times of crisis.
Emerging Sociolinguistic Teaching Trends of English as a First Language in Nigeria
Author: Uwen, God'sgift Ogban
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Trends,Trend Analysis,Sociolinguistics,Language Usage,English,Native Language,Language Variation,Linguistic Theory,Language Attitudes,Attitude Change,Language Acquisition,Private Schools,Elementary School Students,Junior High School Students,African Languages,Bilingualism,Student Attitudes,Language Fluency,Second Language Learning,Parent Attitudes,Parent Child Relationship,Teacher Student Relationship,Peer Relationship,Global Approach,Foreign Countries

This paper seeks to examine the emerging sociolinguistic trends in Nigeria with the view to ascertaining the use of English as a first language among its speakers particular in Calabar, Nigeria. The study adopts Vygotsky's (1978) Social Interactionist Theory. The theory is relevant because it accounts for the intentional and changing linguistic attitudes of children believed to be influenced by their early exposure to English as the language spoken by adults and peers within their immediate environment. Data for the study were generated through primary sources, particularly by means of participant observation and administration of questionnaire. Using random sampling technique, 468 questionnaires were distributed to children within the school age bracket of 06-13 in 10 selected Private Primary and Junior Secondary Schools in Calabar. With the aid of 20 trained research assistants who are bi/multilinguals in some Nigerian indigenous languages and English, 400 questionnaires filled under supervision were retrieved from the respondents from where the data were extracted and collated for analysis. Findings indicate that 37 percent of the pupils/students are monolinguals who speak only English as their 'first and native language'. Similarly, 32.5 percent of the target population understand their mother tongue(s) while 30.8 percent of affirm that they speak the indigenous language(s) fluently. Also, it is observed that a total of 63 percent are bi/multilinguals in their mother tongue(s) and English language and could switch or mix codes. The reasons for the increasing preference towards English language, the researchers have observed, range from the persuasive influence from parents, teachers and peers, and the consequences of globalization in addition to the multiple domains of use of English language. This trending communication practice would continue to increase the growing population of English speakers in Nigeria while the indigenous are further endangered.
Empowering Students&apos; Writing Skill through Performance Assessment
Author: Suastra, I. Made
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Empowerment,Writing Skills,Performance Based Assessment,Student Evaluation,Foreign Countries,English (Second Language),Second Language Learning,College Students,Scoring Rubrics

It is quite common to our understanding that classroom assessment outcomes are not sensitive to the goal of teaching and learning language skills. More specifically, the assessment cannot allow the students to present what they know and what they are supposed to do. The purpose of classroom assessment is to inform teaching and to improve learning. Performance assessment gives the students a chance to demonstrate their knowledge and absorb a wide variety of information on language teaching and learning activities. This study aims to analyze the implementation of performance assessment in improving students' writing skills and disclosing the students' psychological factors on implementing performance assessment in the writing learning process. This is a descriptive quantitative study that was carried out for three months, namely October-December 2018. The participants of the research were 28 English department students of Udayana University. The instruments used were writing rubric, questionnaires, and interviews. These data were analyzed with the assistance of the excel chart data series software program and then followed by qualitative interpretation. The questionnaire data were displayed in the form of a percentage, while the data from the interviews were narrated in detail based on students' responses. The findings of the study reported a positive impact on students' writing skills (the mean post-test result = 78), boosts students' interest and awareness (92,85%), self-esteem (85,71%), and their motivation (78,57%). The practitioners are expected to implement performance assessment in enhancing students to be a competent English writer.
Investigation of the Cultural Intelligence Levels of the Turkish University Students at Foreign Language Departments
Author: Senel, Müfit
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Intercultural Communication,Social Cognition,Undergraduate Students,Late Adolescents,Public Colleges,Second Language Instruction,English (Second Language),French,German,Preservice Teachers,Departments,Gender Differences,Age Differences,Educational Background,Metacognition,Foreign Countries

The aim of this study was to investigate and explore the level of Cultural Intelligence of students majoring at the English, German and French Departments at Samsun 19 Mayis University, Faculty of Education in 2018-2019 academic year. 200 students participated in the study. The study also aimed to determine whether their Cultural Intelligence was associated with their gender, age, and departments they attended. As data collection instruments, Cultural Intelligence Scale which was developed by Ang et al. in 2007 and Demographic Information Form which was developed by the researcher were used. Cultural Intelligence Scale was adapted to Turkish and assessed by Ilhan and Çetin in 2014. Collected data were analyzed and evaluated by SPSS 23 statistical package program. According to the results obtained from the research, it could be stated that there was a significant difference for some subcategories of Cultural Intelligence. In addition, it was observed that the students who participated in the study differed significantly in terms of the type of departments in which they studied and the high schools that they had graduated from. Regard with mean scores of the participants it was observed that mean scores of males were higher than females in terms of some variables. In the end of the paper, limitations and pedagogical dimensions of the study were discussed. Additionally, suggestions were given for future research in the light of the yielded results.
Attitude towards Research among Masters Students in Makerere University Business School (MUBS), Uganda
Author: Waweru, Ibrahim Kahari
Date: 2020-12-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Negative Attitudes,Business Administration Education,Business Schools,Research,Degree Requirements,Time to Degree,Stress Variables,Supervisor Supervisee Relationship,Academic Language,Foreign Countries

This study set out to examine the Masters students' attitudes towards research component of their programme. It was conducted in Makerere University Business School (MUBS) in Uganda. A phenomenological qualitative study approach was employed. The respondents were able to narrate their stories on their own experience when undertaking research. The selection of the 17 respondents who participated in this study was done using purposive technique. To be selected as a respondent in this study, one had to be a student of MUBS pursuing an MBA programme and had to have completed the coursework component of their work but had delayed in the programme due to failure to complete their research component in time. The student had to still being engaged in research without having sought a &quot;dead period&quot;, an official period of withdrawal before resumption, or having internally decided to give the course a break. The findings revealed that the students' attitudes towards research was mainly influenced by supervision, the students' own abilities and their new environment at times causing anxiety and discomfort. Considering the results, it is recommended that the Business school be flexible in terms of selection of supervisors and also come up with adequate orientation programme on research.
Impact of Service-Learning on Latinx College Students Engaged in Intervention Services for the Deaf: Building Multicultural Competence
Author: Smith-Warshaw, Janice
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Hispanic American Students,College Students,Intervention,Deafness,Cultural Awareness,Spanish Speaking,Student Experience,American Sign Language,Deaf Interpreting,Identification (Psychology),School Community Relationship,Multicultural Education

This article explores the experiences of Spanish-speaking Latinx university students in a sign language interpreting program who were enrolled in service-learning classes. In the service-learning classes, the students partnered with a community service agency for the deaf that provided intervention services to Spanish-speaking families with deaf children. The findings indicate that the students developed a deeper awareness of their multicultural and multilingual identity. Moreover, the students gained authentic experiences in brokering linguistic and cultural differences between the American deaf and Latinx communities in an effort to enhance intervention services for the deaf Latinx children.
Introducing Critical Race Media Literacy in an Undergraduate Education Course about Technology and Arts-Based Inquiry
Author: Degand, Darnel
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Theory,Race,Media Literacy,Preservice Teachers,Stereotypes,Technology Uses in Education,Technology Integration,Teaching Methods,Learning Modalities,Cartoons

Critical race media literacy refers to the ability to (a) recognize negative stereotypical portrayals of historically oppressed groups in media, (b) question media producers' intentions, and (c) produce media content that does not perpetuate stereotypes. Critical race media literacy can be taught in many college classes, but an undergraduate education course that utilizes a multimodal approach to teach students about the various ways learning occurs in the digital age is an excellent opportunity to develop this skill in undergraduates. This article provides specific examples of teaching techniques used in an undergraduate course about technological media and arts-based inquiry.
Learning from Asian American High School Students&apos; Voices
Author: Gao, Jing
Date: 2020-00-00
Type: Journal Articles
Subjects: Asian American Students,High School Students,Student Attitudes,Social Studies,Culturally Relevant Education,Student Experience,Inclusion,Diversity,Reflection

This qualitative study explores perceptions of Asian American high school students in social studies. The study finds that students interpret their experiences of learning social studies in various ways. The different perspectives of students on social studies are influenced by beliefs and practices of social studies teachers in curriculum and instruction, along with interplay of racial, ethnic, and cultural identities of Asian American students. The findings of this study suggest the need for comprehensive, diversified curriculum and culturally relevant pedagogy in social studies.
The Effectiveness of Phonological Awareness Training in Treating Deficiencies in Auditory Processing among Children with Learning Disabilities among Elementary Cycle Students in Saudi Arabia
Author: Khasawneh, Mohamad Ahmad Saleem
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Phonological Awareness,Elementary School Students,Teaching Methods,Phonetics,Memorization,Learning Disabilities,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Special Education,Program Effectiveness,Age Differences,Skill Development,Decoding (Reading),Reading Difficulties,Reading Skills,Memory

This study identified the effectiveness of using a phonological awareness-based instructional program in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region. The study sample consisted of forty students from the third, fourth, fifth, sixth, and seventh grades, selected from schools in the Directorate of Education in the Aseer region. The special education teacher diagnosed the sample as students with learning disabilities. The study used the quasi-experimental methodology and divided the sample into two groups, an experimental group, and a control group. After applying for the instructional program, the results showed that the experimental group outperformed the control group in acquiring the phonetic sequential-memorization skill. The results showed no statistically significant differences in the phonetic sequential-memorization skill due to the difference in grade. It is concluded that the instructional program has a continuing effect in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region.
Voices of English Department Students on Multicultural Values in an Indonesian Islamic Higher Education
Author: Abduh, Amirullah
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,College Students,Multicultural Education,Cultural Pluralism,Values,Foreign Countries,Islam,Religious Colleges,Student Attitudes,Intercultural Communication

This study aims to explore multicultural education values in an Islamic higher education institution. This research focuses particularly on students' views on multicultural education values. This study aims to fill the absence of Islamic university students' voices on multiculturalism. This study draws from several concepts of multicultural education values using a multiple case studies approach. The data for this investigation is gained through semi-structured interviews and is analyzed through a systematic approach. The result of the study shows that there are new themes appear in this research. These themes extend the existing multicultural values proposed and identified in the earlier studies. This study has both pedagogical and social implications.
Memes and Social Messages: Teaching a Critical Literacies Curriculum on the Dakota Access Pipeline
Author: Beucher, Becky
Date: 2020-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Social Problems,Critical Literacy,Media Literacy,American Indians,Social Media,Middle School Students,Activism,Social Justice,Class Activities,Photography

This article documents the design and implementation of a culturally responsive critical media literacies curriculum centered around media representations of the Dakota Access Pipeline (DAPL). Students (grades 6-8) were invited to discuss media imagery relating to DAPL and to create memes reflecting their understandings. To situate this work, we articulate a framework that blends critical media literacies and culturally responsive and sustaining pedagogy. We analyze students' spoken and multimodal responses to a curriculum that purposefully foregrounded Native perspectives and digital media. Ultimately, we argue that students must be invited to leverage their epistemic privilege in responding to contemporary social issues.
Utilizing Television Sitcom to Foster Intergroup Empathy among Israeli Teachers
Author: Shapira, Noa
Date: 2020-00-00
Type: Journal Articles
Subjects: Television Viewing,Empathy,Multimedia Instruction,Intergroup Relations,Foreign Countries,Faculty Development,Jews,Arabs,Civics,Change Agents,Multicultural Education,Inclusion,Teaching Skills

This study examined a professional development program aimed at supporting Jewish civics teachers in their efforts to promote empathy among their students toward Israeli Arabs. Previous results indicated an increase in outgroup empathy among teachers who watched and reflected upon clips from a television sitcom. This article focuses on skills teachers developed and strategies they designed and implemented following their experience with empathy processes. Our findings underscore the educative potential of indirect mediated contact in segregated societies, and the importance of developing empathic processes among teachers before they embark on the challenge of supporting their students in such endeavors.
Teaching Lessons from COVID-19: One Department&apos;s Story of Transformation -- An HBCU Narrative
Author: Smith, Janice E.
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Black Colleges,Online Courses,Educational Technology,Electronic Learning,Reflective Teaching,Altruism,Coping,Educational Change,Computer Mediated Communication,Telecommunications,Student Motivation,Barriers,Technological Literacy

When the coronavirus pandemic hit the nation, colleges and universities in Maryland canceled face-to-face classes and switched to teaching their courses online in mid-March. The following exploratory study examines how the Department of Strategic Communication at Morgan State University (MSU), the largest historically Black university in the state, adapted aspects of its existing departmental culture in order to pivot to an emergency remote teaching environment during the coronavirus crisis. Through the lived-experience narratives of students, faculty, and staff, this study adds to the conversation about the value of compassionate teaching, community-building, co-creative learning, and course structuration. The article offers reflexive strategies and lessons for developing digital approaches to learning for the present and for crisis situations as a sustainable model.