ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic E-Tandems as a Strategy for English Language Learning in a Mexican University
Author: Serrato, Dan Isai
Date: 2020-00-00
Type: Journal Articles
Subjects: Synchronous Communication,Videoconferencing,Native Speakers,Oral Language,Communicative Competence (Languages),English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Student Motivation,Intercultural Communication,Institutional Cooperation,International Cooperation,Spanish,Public Colleges,Undergraduate Students,Late Adolescents,Foreign Countries

E-tandems, or virtual synchronous exchanges, offer opportunities for language learners to practice their skills with native speakers. While they are regularly conducted informally, some institutions are exploring their academic use. This paper reports on the experience of eight students who were learning English at a public university in Mexico. They connected via Skype with a group of peers who were taking a Spanish course in the United Kingdom. Data sources included field notes taken during the e-tandem session, a follow-up survey and a focus group. Participants reported feeling motivated and excited about meeting students from another country. They practiced their oral language skills and received feedback directly from native speakers. Their learning included nonverbal communication, such as hand gestures. Participants discovered cultural differences but also common ground with their peers. The e-tandem experience was an effective strategy for foreign language learning.
If at First You Don&apos;t Succeed, Try Closing Another Assessment Loop: Implementing Online Co-Curricular Assessment
Author: Hussey, Heather D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Evaluation,Online Courses,Coaching (Performance),Behavior Theories,Electronic Learning,Evaluation Methods,Educational Improvement,College Outcomes Assessment,Alternative Assessment

Higher education institutions are commonly tasked with demonstrating student learning in and out of the classroom. Although academic and student affairs share a common goal of supporting student success, they frequently do not speak the same assessment language. This lack of alignment can lead to miscommunication and missed opportunities to collaboratively promote learning and achievement. Further, it can be a struggle to implement assessment protocols if institutional stakeholders do not value and believe in the importance of their role in the assessment process. In this paper, we discuss how professionals at an online academic success center used the Theory of Planned Behavior to inform and improve an assessment protocol as part of the institution's overall assessment plan. The steps and strategies used over multiple assessment loops are discussed to demonstrate the path taken to build a collaborative learning environment for students in and out of the online classroom.
Rater Dominance in Discussion as a Resolution Method
Author: Ahmadi, Alireza
Date: 2020-00-00
Type: Journal Articles
Subjects: Evaluators,Interrater Reliability,Discussion,Discourse Analysis,Speech Communication,Scoring,Context Effect,Second Language Learning,English (Second Language),Foreign Countries,Doctoral Students,Teacher Education Programs,Student Evaluation,Language Teachers,Language Tests

Rater subjectivity has long been an intriguing topic. The use of discussion as a resolution method is a practical way to reduce this subjectivity. However, the efficacy of discussion depends on whether different raters get equally engaged in it or one rater tends to dominate others. This study investigated whether and how rater dominance occurs in discussion. To this end, three discussion sessions in which five Iranian raters negotiated to resolve discrepancies in rating were analyzed. Findings indicated raters were &quot;unequally&quot; engaged in discussions, so rater dominance obviously existed. However, it did not necessarily display itself in more turn-takings, a higher amount of speech or changes in scoring. The joint construction of discourse was found to affect raters' understanding of the rating criteria and scoring method. This in turn played a key role in how dominance was realized. The findings illuminate the complexity of rater dominance as a highly context-dependent issue.
Implementation of Learning Management System: A Way Ahead on the Digital Journey in Distance Learning
Author: Noreen, Sidra
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Universities,Program Implementation,Integrated Learning Systems,Distance Education,Educational Benefits,Access to Education,College Students,Student Attitudes,College Faculty,Teacher Attitudes,Assignments,Workshops,Skill Development,Job Skills,Academic Achievement,Electronic Learning

Over a number of years, the Allama Iqbal Open University (AIOU) has encouraged and supported moves to Learning Management System (LMS) replacing aspects of paper-based and face-to-face teaching and learning including, assignments, workshops and examination. The views of learners and academics were explored to consider the advantages of the system as well as potential challenges. Twenty-two participants were involved in qualitative data gathering by means of focus group discussion and semi-structured interviews, which were comprised of 12 M.Phil students and 10 academics from the Faculty of Education. Thematic analysis was carried out by applying themes and codes. Numerous advantages were identified with the use of Learning Management System. However, it was found that the approach did face some challenges. Learners often lacked easy Internet access and the necessary skills to use new technologies efficiently. Academic staff required considerable time for the development of online materials. Major training needs arising from the findings and it was recommended that the university must consider setting up small campuses in rural areas as well as provided mandatory training and support for learners, especially those from rural areas. There is also a need for formal training for academic staff and the sharing of ways by which the new technologies can be used effectively and efficiently in enhancing all aspects of distance learning.
The Value of Pedagogical Preferences: A Case of Personality and Learning Environments in Higher Education
Author: Davies, Jean L.
Date: 2020-10-00
Type: Journal Articles
Subjects: Personality Traits,Student Attitudes,Preferences,Correlation,Teaching Methods,Undergraduate Students,Foreign Countries,Educational Environment,Independent Study,Conventional Instruction,Group Instruction

To improve learning outcomes, research evidence has accumulated regarding the principles of teaching and learning; however, students' perceptions of teaching methods have received little scientific investigation toward enhanced quality of their learning. To provide a demonstration of the value of researching student perceptions of the learning environments in which they find themselves, a sample of preference ratings (n = 69) was examined to test the hypothesis there exist among the Five Factor personality dimensions correlates of preference ratings for three environments: teacher-led, independent-autonomous, and groups. Results confirmed preference for group learning in our sample and statistically reliable zero-order positive correlations between group-based learning preference and both extraversion and openness scores and between preference for teacher-led environments and openness scores. First-order correlations showed no significant changes in accounted preference variation when controlling the other personality factors scores. These findings are discussed with respect to likely social-cognitive and neurodevelopmental bases of group learning effectiveness and the utility of investigating student preferences for improving the quality of learning.
On the Omission of Relative Pronouns among Chinese Speakers of English in Academic Writing
Author: Tai, Hsuan Tai
Date: 2020-00-00
Type: Journal Articles
Subjects: Chinese,Native Language,Second Language Learning,Second Language Instruction,English (Second Language),Form Classes (Languages),Teaching Methods,Language Processing,Language Usage,Writing (Composition),Academic Language,Essays,Language of Instruction,Writing Evaluation,Sentence Structure,Phrase Structure,College Students,Foreign Countries

The use of relative pronouns is an intriguing topic for learners and teachers. The past two decades have witnessed exponential growth in research on the use of relative pronouns. However, little attention has been given to relativizer omission among nonnative speakers in writing. This research examined the distribution of zero relativizers and the variation patterns of relative pronoun omission in academic writing among Chinese speakers of English. The data were collected from 396 written essays in two English-as-a-medium-of-instruction courses. Adopting a variationist approach, the written essays were analyzed by the Variable Rule (VARBRUL) analysis, a multivariate logistic regression. The findings revealed that through particular essay sentence structures, syntactic functions, type of antecedents, and length of relative clauses, one could predict the writer's choice of zero relative pronouns. The reasons for variation can be explained by the effects of language processing, predictability or frequency. Some pedagogical implications are proposed.
Depression and Meaning of Life in University Students in Times of Pandemic
Author: Romero Parra, Rosario Mireya
Date: 2020-10-00
Type: Journal Articles
Subjects: Depression (Psychology),World Views,College Students,Pandemics,COVID-19,Mental Health,Foreign Countries,Cross Cultural Studies,Measures (Individuals),Predictor Variables

The emergence of the pandemic has led to fundamental social and economic swaps throughout the world, the sponsored measures taken have a significant effect on the mental health of individuals. The objective of the study was to compare the level of depression related to the meaning of life in students in times of pandemic at the Continental University of Peru and the &quot;Rafael María Baralt&quot; National Experimental University of Venezuela. The type of research developed was descriptive correlational with a cross-sectional design. The sample was made up of two groups: the first corresponds to 300 students from Peru and 300 from Venezuela. The Beck Depression Inventory and the Dimensional Sense of Life Scale, standardized version for Latin America, were used as measurement instruments. With the Spearman correlation coefficient it was determined that there is a moderate negative relationship of -0.610, which indicates that there is an inverse correlation in the variables level of depression and sense of life of the students and it was concluded that, among the students university students from both countries, there is a moderate inverse significant correlation between depression and the meaning of life, in the current times of pandemic.
Academic Progress, Coping Strategies and Psychological Distress among Teacher Education Students
Author: Gustems-Carnicer, Josep
Date: 2020-10-00
Type: Journal Articles
Subjects: Academic Achievement,Coping,Stress Variables,Preservice Teachers,Early Childhood Education,Age Differences,Gender Differences,Undergraduate Students,Symptoms (Individual Disorders),Anxiety,Depression (Psychology),Psychosomatic Disorders,Mental Health,Foreign Countries

Academic performance among university students is a fundamental factor in the analysis of quality of higher education. Despite the large volume of research on academic performance, there are no conclusive results regarding the influence of some variables on it. While some studies find differences attributable to gender, age, or psychological factors, such as coping strategies, others conclude that they are inexistent or insignificant. This article seeks to deepen about how these variables influence the academic performance of trainee primary-school teachers. Educational improvements in a society are only possible if teacher training guarantees a high qualification of its teachers. In this article we analyze academic progress in a sample of 136 students and the effect of gender, age and coping strategies and psychological symptoms. From the data analysis it can be concluded that all the analyzed variables cause differences in academic performance in teacher students. Therefore, it will be necessary to establish improvement plans for this degree that meet these conditions.
Experiences of Prospective Social Studies Teachers in Project-Based Values Education = Sosyal bilgiler ögretmen adaylarinin proje tabanli deger egitimine yönelik deneyimleri
Author: Seçgin, Fadime
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Studies,Values Education,Student Experience,Undergraduate Students,Secondary School Curriculum,Active Learning,Student Projects,Social Values,Consciousness Raising,Educational Benefits,Elective Courses,Public Colleges,Foreign Countries

This study, aiming to reveal the experiences of prospective social studies teachers on project-based values education, was carried out in phenomenological design, which is one of the qualitative research designs. The study group consisted of 37 second-year students who received values education as an elective course in the social studies teaching department of a public university and who carried out projects for the values that they determined within the scope of the course. To create a project, the prospective teachers chose values such as equality, responsibility, sensitivity (cultural heritage), helpfulness, attaching importance to being healthy, patriotism, and savings. They implemented their projects on these values to the groups that they found appropriate. At the end of the process, a semi-structured interview form was used as data collection tool to reveal the participants' experiences of project-based values teaching. Descriptive analysis and content analysis were used to analyze the study data. As a result of the study, we concluded that the participants selected the values for their projects for reasons such as &quot;raising awareness on the related values, embodying abstract values, eliminating prejudices, emphasizing the importance of cooperation in society&quot;. Project-based values education was observed to provide the participants with many advantages such as &quot;provision of experience both for values education and the teaching profession, project planning and conduction, improving communication skills, developing a sense of spirituality.&quot;
Organizational Improvisation Capability of Schools: A Study of Scale Adaptation and Level Determination = Egitim örgütlerinin dogaçlama kapasitesi: Ölçek uyarlama ve düzey belirleme çalismasi
Author: Limon, Ibrahim
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Measures (Individuals),Creative Activities,Organizational Change,Administrators,Teachers,Preschools,Elementary Schools,High Schools,Media Adaptation,Test Validity,Test Reliability,Teacher Attitudes,Administrator Attitudes

The aim of this study was to adapt the Scale of Organization Improvisational Capability (SOIC) into Turkish culture and determine schools' organizational improvisation capability. The study first presented the theoretical framework of the concept of organizational improvisation, which has been understudied in Turkey so far. In the experimental stage, SOIC was adapted into Turkish culture and used for the first time in Turkey. SOIC-TR has linguistic equivalence, construct validity, and reliability. However, it has a uni-dimensional structure whereas the original version (SOIC-EN) consists of eight items, loading on two separate factors. In the second stage, a single screening model was employed to determine schools' organizational improvisation capacity and to compare it by various variables. In this stage the study sample consisted of 366 school administrators and teachers in Batman. Participants were recruited using convenience sampling. Participants had an &quot;Agree&quot; level perception of their schools' organizational improvisation capacity. Their views significantly differed by their position and school size but not by school grade level.
COVID-19, Distance Learning and Educational Inequality in Rural Ethiopia
Author: Belay, Degwale Gebeyehu
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Distance Education,Equal Education,Rural Areas,Electronic Learning,Educationally Disadvantaged,Academic Achievement,Economically Disadvantaged,Poverty,Family Characteristics,Access to Education,Parent School Relationship,Rural Schools,Educational Policy

Due to COVID-19 outbreak, schools are closed in many countries of the world. China is the first to develop a distance learning program of 'Schools Out, But Classes On' not to disrupt learning. Ethiopia has closed schools on 16 March 2020 after it has confirmed the first coronavirus on 13 March 2020. To avoid the disruption of learning the Ethiopian Ministry of Education has tried to develop strategies to resume classes at home. Accordingly, radio and TV education programs are designed for primary education, TV program for secondary education, and online teaching for higher education. This article aimed at exploring the educational inequality of rural students of Ethiopia using situational analysis. The findings unveil the multiple inequalities of rural students that make them in a disadvantaged position compared to urban students. The available distance learning programs homogenises students which can create educational inequality.
Bullying&apos;s Negative Effect on Academic Achievement
Author: Gomes, Ana Maria
Date: 2020-10-00
Type: Journal Articles
Subjects: Bullying,Academic Achievement,Student Behavior,Victims,Attention Deficit Hyperactivity Disorder,Student Evaluation,Elementary School Students,Elementary School Teachers,Grade 1,Grade 2,Grade 3,Grade 4,Foreign Countries,Behavior Problems,Rating Scales

Bullying carries great harm for all involved, undermining academic achievement as well. The strength of such impact is yet to be clarified, existing many possibilities and variables to analyze -- classroom behavior being one. The present cross-sectional investigation goal was to study the impact of bullying (mediated by the classroom behavior) on the academic achievement. Participants consisted of 288 children (from the 1st to 4th school years), 51% females and 49% males, and an average age of: M= 8.09 years (SD = 1.193; Min = 7.94, Max = 8.21). Children filled out a self-report questionnaire on bullying; their teachers reported on classroom behaviors and academic achievement. Results showed that the bullying situation itself, didn't significantly explain the academic achievement of those involved. Indirect effects were found for both victims and perpetrators. Victims revealed worse school results through worse classroom behavior (specifically, excessive motor activity). Aggressor presented worse school results through worse classroom behavior (specifically, opposition behavior, excessive motor activity, and hyperactivity). These results highlight the importance of the educational agents' attention to the existing behaviors in their classrooms, not only to the disruption established in each classroom's environment, but as a possible sign of an involvement in the existing bullying dynamics.
Development of the Scale for Environmental Aesthetic Awareness and Investigation of Students&apos; Environmental Aesthetic Awareness = Çevre Estetigi Farkindalik Ölçegi&apos;nin gelistirilmesi ve ögrencilerin çevre estetigi farkindalik düzeylerinin incelenmesi
Author: Öztürk Gübes, Nese
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Test Reliability,Conservation (Environment),Physical Environment,Aesthetics,Measures (Individuals),College Students,Student Characteristics,Student Interests,Art,Gender Differences,Place of Residence,Foreign Countries

Although environmental aesthetic has received considerable attention in recent years, there is a need for measuring and evaluating environmental aesthetic. With considering this gap in the literature, the purpose of this study is to develop the &quot;Scale for Environmental Aesthetic Awareness&quot; for university students and to compare students' levels of environmental aesthetic awareness according to gender, interest in art and the place where family lives. The study group is comprised of 969 university students. For conducting the validity study of the scale, the study group was randomly divided into two: Exploratory Factor Analysis group and Confirmatory Factor Analysis group. After the elimination of outliers, 329 students remained in the EFA group and 255 students in the CFA group. As a result of EFA, 27 items were gathered under three sub-dimensions. As a result of the first-order and second-order CFA, it was seen that the model-data fit was achieved and the three-factor structure of the scale and its general structure were confirmed. The Cronbach Alpha reliability coefficient of the first, second, third sub-dimensions were calculated respectively as 0.80, 0.71 and 0.71. The Cronbach alfa coefficient value for the whole scale was 0.82. Three-way variance analysis results showed that the effects of gender and the place where family lives were not found to be statistically significant while the effect of interest in art was found to be significant; thus, the mean of the students stating they were interested in arts was found to be higher.
Evaluating the Effect of Differentiated Inquiry-Based Science Lesson Modules on Gifted Students&apos; Scientific Process Skills = Farklilastirilmis sorgulamaya dayali fen dersi modüllerinin üstün yetenekli ögrencilerin bilimsel süreç becerilerine etkisinin degerlendirilmesi
Author: Ülger, Bestami Bugra
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Science Instruction,Individualized Instruction,Instructional Effectiveness,Learning Modules,Science Process Skills,Skill Development,Academically Gifted,Middle School Students,Grade 6,Preadolescents,Foreign Countries

The concept of &quot;Global citizenship&quot;, which has become more and more important, based on the students' multi-focused individual development, has brought to the fore based on 21st century skills and has required appropriate educational environments for gifted students. In this context, the development of differentiated inquiry-based science lesson modules for gifted students will fill the current gap as it is important for the literature. The aim of this study is to examine the impact of differentiated inquiry-based science lesson modules for gifted students on the students' scientific process skills (SPS). As a method, the nature of the study was directed us to mixed nested patterns and developed three modules that applied to 16 gifted students in Science and Art Centers. In the evaluation process, we used &quot;Diet Cola SPS test&quot; as quantitative data source for pre and posttests. Also, we used observations in the implementation process and SPS activity reports filled out by students as qualitative data sources. As a result of data analysis, we found that SPS improved significantly (t(14)=-5.06, p&lt;0.05). Accordingly, we have seen that this development in students is in basic and causal SPS, there is less development in experimental processes. We concluded that the gifted students needed more in depth and challenging activities in longer periods using modules like given in this study.