ethanporcaro/eric-fulltext-meta huggingface dataset:
The Academic Persistence of First-Year First-Generation African Students (FYFGAS): A Framework for Higher Education in South Africa
Author: Motsabi, Soraya
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Persistence,Academic Achievement,College Freshmen,First Generation College Students,Disadvantaged,Resilience (Psychology),Student Motivation,Student Experience,Student College Relationship,Social Support Groups,Academic Support Services,Student Financial Aid,Extracurricular Activities,Teacher Student Relationship,Foreign Countries

Since the dawn of democracy, South African universities have seen increased access to higher education from African students, the majority being first-generation students (FGS). This increase to access came with challenges of retention and throughput amongst first-year first-generation African students (FYFGAS). Despite these challenges, there have also been FYFGAS who have successfully passed their first year and completed their qualifications. This article used a mixed method approach with a sample of 311 FYFGAS who were registered in a standard first-year course in three faculties at a university in Gauteng. Quantitative data were collected through a questionnaire and qualitative data were collected from individual semi-structured interviews. Analyses included the use of Structural Equation Modelling which provided interesting insights into the inter-relations between various factors. Findings from the data analyses were used to create a framework of persistence for FYFGAS in higher education. The framework focuses on the resilience factors of first-year students and the role of the institution in ensuring that these students are successful. It also provides a guide for institutional interventions aimed at improving the persistence of FYFGAS.
A Structural Model of the Teaching Practice and Pro-Environmental Behavior in Elementary Mexican Students
Author: Grijalva, Giovana Rocío Díaz
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 6,Children,Student Behavior,Student Attitudes,Environmental Education,Conservation (Environment),Problem Solving,Social Values,Knowledge Level,Public Schools,Correlation,Skill Development,Foreign Countries

Almost four decades after having integrated environmental education in primary education in Mexico, it is important to prove the relationship between the environmental behavior shown by students and the environmental education they perceive, therefore, a structural equations model was designed and tested with information provided by 217 sixth grade students. The model showed regression coefficients between practice of environmental education and its causality directly and positively with values (0.035), skills (0.333), attitudes (0.269) and pro-environmental behavior (0.290). It is confirmed that the environmental education that is taught in a transversal way in schools is significant and that teaching practice should be promoted in the use of materials, institutional support and didactic resources focused on promoting environmental attitudes, skills and values in children.
ELF Students&apos; Perception on the Use of &quot;Rhetorical Précis&quot; as a Summarizing Template
Author: Panggalih, Wahyun Bardianing
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Critical Reading,Reading Instruction,Rhetoric,Student Attitudes,Universities,Foreign Countries,Writing Skills,Writing Instruction,Teaching Methods

For university students, a skill in writing a good summary of articles, books and other sources is very important. Rhetorical Précis, a summarizing template that consists of four dense and direct sentences, can be used to compose a precise summary. This research aims at exploring EFL students' perceptions of the use of Rhetorical Précis. Using a survey study, a five-degree questionnaire was spread out to 47 students who had attended the Critical Reading course at a reputable university in Surabaya, Indonesia. The data from the questionnaire were analyzed quantitatively. In addition, a semi-structured interview was held with four of the students. The interview was recorded and transcribed to meet the need of this study. The findings of this study showed that most of the students had positive perceptions of each element of Rhetorical Précis. In short, the students perceived that the Rhetorical Précis summarizing template could be used by the students to make a summary of the original texts precisely and accurately
Portraying the English Morphological Development of Indonesian-English Interlanguage Learners
Author: Suherman, Rudi
Date: 2020-00-00
Type: Journal Articles
Subjects: Interlanguage,Grammar,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Morphology (Languages),Case Studies,Pictorial Stimuli,Semi Structured Interviews,Profiles,Language Proficiency,Standard Spoken Usage,Linguistic Theory,Morphemes,Language Processing,Majors (Students),College Students

The study intends to see the interlanguage morphological structure observed in communicative tasks of ten Indonesian learners of English as a Foreign Language. To achieve this purpose, Qualitative method with quantified data is employed in this study embracing the cross-sectional approach. The data are taken from the utterances produced by 10 (ten) L2 learners who performed three different communicative tasks; semi-structure interviews, 5 picture descriptions, 2 spot differences. The researcher found 356 English morphological structures produced by the learners, and 66 of them are analysed as data samples the analysis is started by profiling their morphological acquisition. It helps the researcher to provide a vivid picture of their English morphological development stage. After analysing the data, the result shows that the English morphological structures produced by the L2 learners in this study are divided into three types: Suppliance, non-suppliance and over-suppliance structures. Suppliance structure refers to structure that is received by grammatical rules in standard English. Meanwhile, the other two types of structure refer to idiosyncratic structures as an innate characteristic of interlanguage morphology. Besides, English morphological development stage is compatible with the Processability Theory (PT). The learners who have acquired higher morphological structure also have already acquired lower morphological structure.
Educational Technologies in Textbooks: The Case of Iranian EAP Context
Author: Nushi, Musa
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Textbooks,English for Academic Purposes,English (Second Language),Second Language Instruction,Educational Technology,Technology Uses in Education,Textbook Content,English for Special Purposes,Intellectual Disciplines,Humanities,Engineering Education,Medical Education,Art Education,Authors

Technological developments have been changing the English for Academic Purposes (EAP) instruction. Although there is a wide literature on (the effects of) application of various educational technologies in EAP courses, there is scarcely any literature on the inclusion of such technologies in EAP textbooks. This study addresses that gap and investigates whether and how educational technologies have been introduced or applied in the EAP textbooks used in Iranian universities. Moreover, it tries to elicit the reasons why the authors of those textbooks included or excluded such technologies. To achieve the first objective, 94 EAP textbooks from four disciplines, namely Arts, Engineering, Humanities, and Medicine, were selected and analyzed to find out whether and how these textbooks treat educational technologies. To fulfil the second objective, a semi-structured interview was conducted with 18 of the EAP textbook writers to discover their justifications regarding the inclusion or exclusion of educational technologies in the books. The results indicated that the textbooks were largely devoid of educational technologies, with the authors citing a number of reasons for not including such technologies in the books, the most important of which was their own lack of educational technology know-how. Since EAP courses are usually implemented in universities, this study suggests that introduction and incorporation of affordances provided by educational technologies in EAP textbooks can contribute to university teachers' efficacy and students' academic development.
Art Access and Equity in Teacher Education during a Pandemic
Author: Neddeau, Browning M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Access to Education,Equal Education,Teacher Education,Pandemics,COVID-19,Art Education,Preservice Teachers,Distance Education,Teacher Educators

I teach in a multiple subject credential program that requires all preservice teachers to complete a course specifically focused on arts curriculum and instruction. Based on my experiences in other credential programs throughout California, arts curriculum and instruction is often combined with another content area like social studies. My arts course critically examines pedagogy in dance, media arts, music, theater, and visual arts within a 10-week time period. My narrative explores how abruptly moving to remote arts instruction stressed access and equity as essential elements for content coverage. Future practical implications for remote arts instruction include, but are not limited to, classroom management, access to arts supplies, hands-on learning, and sustaining authentic assessment.
How EFL Teacher Trainees in a TESOL Graduate Program Integrate Tools and Platforms into Teaching EAP
Author: Love, Mark
Date: 2020-12-00
Type: Journal Articles
Subjects: Graduate Students,Language Teachers,Pedagogical Content Knowledge,Technological Literacy,Second Language Learning,Second Language Instruction,English (Second Language),Masters Programs,Preservice Teachers,Teacher Education Programs,Technology Integration,English for Academic Purposes,Teaching Methods,Student Attitudes,Information Technology,Computer Mediated Communication,Integrated Learning Systems,Computer Software,Partnerships in Education,Foreign Countries

This project attempts to measure how teachers in a TESOL graduate program practically employ technology to teach English for Academic Purposes (EAP). Determining how teachers in training employ technology in teaching is difficult as one first needs to determine an instrument that can track evidence of how teachers envision combining technology with teaching EAP concepts in their teaching environments. A teacher training activity that can also be used as an instrument to measure how teacher trainees use or envision using technology to teach is student generated teaching suggestions (SGTSs), an activity that asks teacher trainees to develop and post teaching suggestions related to weekly course readings to a Moodle forum. If the SGTSs relate to technology, this activity can also be used to develop and measure technological, pedagogical, and content knowledge (TPACK). Utilizing a longitudinal research design, SGTSs that employed technology to teach EAP posted in a number of master's in TESOL courses over a three-year period are presented and analyzed to determine how teacher trainees envisioned implementing technology in their teaching, the value of asking teachers to make SGTSs related to teaching with technology, the implications of their suggestions concerning teaching EAP with technology, and ways to improve the activity to better develop TPACK in student teachers.
Building Partnerships to Support Teachers with Distance Learning during the Covid-19 Pandemic: Cohorts, Confidence, and Microteaching
Author: Birch, Rebecca
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Online Courses,Electronic Learning,School Closing,Partnerships in Education,Elementary Secondary Education,Teacher Educators,College School Cooperation,Faculty Development,Technological Literacy,Teacher Competencies,School Districts

Seven weeks into the spring semester, we were learning what it means to build community in our online classes and then, our lives quickly and drastically changed. School districts shuttered their doors in response to the Covid-19 pandemic and K-12 teachers moved to distance learning. This was a challenging moment for our school systems and many teachers and parents felt understandably overwhelmed. This narrative describes how two teacher educators partnered with a local county office of education to launch a professional development series to support K-12 teachers with virtual learning. We learned that building partnerships and proactively addressing educators' needs through a microlearning model of professional development helped teachers feel confident in this new remote learning environment.
Determining the Difficulty Level of Tasks in Online Courses
Author: Minnegalieva, Chulpan Bakievna
Date: 2020-00-00
Type: Journal Articles
Subjects: Difficulty Level,Electronic Learning,Online Courses,Student Attitudes,Computer Science Education,Programming,Programming Languages,Task Analysis,Information Technology,Learning Activities,Foreign Countries,College Students,Evaluation Criteria

Online courses on different platforms provide thousands of students with the knowledge and skills they need. This paper presents the results of a survey of students, during which they expressed their opinion on the use of electronic resources in teaching. The survey showed that students are more motivated to study when they understand how their knowledge will be used in their professional activities. The survey results also showed that the objectivity of knowledge control is essential. Students are usually familiar with the criteria for assessing the performance of the task. Knowing the criteria for evaluating the task itself, understanding why it is possible to get this particular number of points for completing the task will help students to approach their studies more responsibly. We analyzed the tasks that will be offered to students in the course of learning the MAXScript language. These tasks are assessed according to factors that affect their complexity and the maximum number of points that students can receive for their correct performance. The resulting complexity value can be adjusted after analyzing the scripts written and the trainees' time. This approach to assessing tasks can be applied in the study of information technology and other disciplines.
Design of Educational Process from the Point of View of Management Humanitology
Author: V., Terentyeva Irina
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Administration,Special Education,Social Values,Humanism,World Views,Foreign Countries,Specialization,Higher Education,Professionalism

The old management system crisis and the involvement of new social sectors into participation in management encourage us to study the humanitarian foundations of managing the higher education system. This article discusses the issues of managerial humanitology and the content of special education, and the ratio of civil and professional elements in the formation of a managerial worldview. A feature of contemporary Russian higher education is the highest level of its fundamental natural and humanitarian component. Furthermore, the development of the higher education system in historical retrospective also indicates its humanistic character, which is laid down by Christianity and the Russian Orthodox Church. Naturally, today highly qualified specialists are needed to successfully implement socio-economic reforms in the country, able to understand and implement them properly. In this regard, the higher education system plays a unique role, since higher education, being a social institution, is responsible not only for the inheritance, accumulation, and reproduction of scientific and specialized knowledge but also for the formation and transfer of cultural values and norms of behavior.
Online English for Academic Purposes Instruction in the Context of Iran: Exploring the Instructor Element
Author: Dashtestani, Reza
Date: 2020-12-00
Type: Journal Articles
Subjects: Electronic Learning,English for Academic Purposes,Second Language Instruction,Second Language Learning,College Faculty,Teacher Attitudes,Barriers,Technology Integration,Teacher Education,Technological Literacy,Educational Facilities,Positive Attitudes,Foreign Countries

Online learning has become a highly effective tool for many language learning institutions and educational environments. However, very limited attention has been directed towards the teacher element in online learning environments in ESP/EAP instruction. To fill this gap, this study investigated the attitudes of 91 Iranian EAP instructors towards the implementation of online EAP instruction. A mixed-methods design was employed in this study, with both semi-structured interviews and questionnaires used to examine the participants' perspectives. The findings of the study revealed that the majority of the participants hold positive attitudes towards the implementation of online EAP instruction while they are fully aware of the challenges and obstacles to the implementation of online EAP instruction in the Iranian context. Several limitations, including the lack of online EAP teacher training, the lack of facilities for online learning implementation, low digital literacy levels of instructors and students, and the lack of online instruction infrastructures were identified and reported. The participants also pointed out several practical measures and suggestions in order to pave the way for incorporating online EAP instruction which can be considered by EAP policy-makers and course designers. The study can have practical and theoretical implications for the renewal of EAP instruction in Iran and in other countries.
Indonesian Education Landscape and the 21st Century Challenges
Author: Sukmayadi, Vidi
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Development,Educational Policy,Educational Quality,Access to Education,Elementary Secondary Education,Higher Education,Vocational Education,Global Approach,Media Literacy,Technological Literacy,Information Literacy,21st Century Skills,Teacher Effectiveness,Developing Nations,Foreign Countries

As one of the most extensive education systems in the world, Indonesia has achieved significant progress to improve the educational outcomes in the last two decades. The government has managed to increase school access, funding, and a high rate of school enrollment that in line with the government's policy on 12 years of compulsory education. Like many other developing countries, Indonesia has to deal with a significant challenge to move beyond improving access to education and move towards achieving a high-quality education. The Indonesian government has enacted a series of reforms for the sake of improving the nation's education quality, but managing such a massive education system is not an easy task. Despite the rapid progress in many areas fulfilled in recent decades, the challenges are still there.
The Social Impact of &quot;Force Majeure&quot; and the Consequences of the Determination of the COVID-19 Disaster Status on Learning the Manpower Law
Author: Israhadi, Evita Isretno
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Labor Legislation,Employment Practices,COVID-19,Pandemics,Unemployment,Contracts,Job Layoff,Dismissal (Personnel),Job Skills,Skill Development

This study aims to explore learning about the labor law regarding the &quot;Force Majeure&quot; event due to the determination of the 2019 Corona Virus Disease pandemic (COVID-19) National Disaster, which has implications for the termination of employment in Indonesia. This type of research is normative-empirical legal research. Research using non-judicial studies is based on primary legal materials, social behavior guidelines, and relevant previous research. Data are identified using an approach statute which emphasizes empirical legal learning to lead to problem-solving. Results show that the impact of social &quot;force majeure&quot; on Termination of Employment due to the determination of the COVID-19 disaster status imposed by the government has resulted in an increase in unemployment and increased economic difficulties for the community. The law of &quot;force majeure&quot; based on labor regulations and policies reveals that layoffs are carried out after going through the renegotiation process stage. Layoffs cannot just be carried out unilaterally by companies, especially on the COVID-19 outbreak. This is because there are independent auditing steps carried out by stakeholders before actually being declared to have experienced a force majeure condition and enforcing layoffs. In other words, layoffs can be done if both parties have negotiated and are looking to solve the company's financial problems. This research's main contribution is for stakeholders, especially work bound by the company's work contract. By increasing the legal literacy &quot;force majeure,&quot; the unemployment rate due to layoffs should be controlled. In this case, the government needs to review the Manpower Act regulation related to the &quot;force majeure&quot; criteria so that social justice can truly be realized for Indonesian workers.
Issues of Social Values in the Arabic Teaching of Islamic Higher Education Students in Indonesia
Author: Batmang
Date: 2020-00-00
Type: Journal Articles
Subjects: Semitic Languages,Debate,Competition,Language Variation,Language Research,Teaching Methods,Language Usage,Islam,College Students,Case Studies,Creativity,Sentence Structure,Coaching (Performance),Camps,Social Values,Foreign Countries,Second Language Learning,Second Language Instruction,Indonesian,Translation

Albeit the research into Arabic slang has been extensively explored, little empirical evidence addresses the use of Arabic slang in the educational context. This study therefore examines the use of Arabic slang among students in one Islamic higher education in Southeast Sulawesi, Indonesia. It applies an interpretative case study design. The results reveal that Arabic slang in a learning context is soft, easily acceptable, and memorable. It does not involve harsh words, symbols of resistance, or curses. In practice, slang is delivered in the form of declarative sentences that serve to convey information. In addition, it comprises imperative and interrogative sentences to give orders and ask questions, respectively. It arises out of a combination of habit and creativity problems, thus shortening or oversimplifying Arabic sentences. To overcome this issue, campus leaders have developed coaching models, including establishing debating competitions in Arabic, holding Arabic camps, applying integrative learning, and raising students' awareness of the importance of official Arabic containing particular social values. This research shows that Arabic slang can represent an alternative medium for learning Arabic among students, both in Indonesia and the wider world.