ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination of Reading Strategies Metacognitive Awareness Levels of French Foreign Language Students in Terms of Various Variables
Author: Güngör, Zühre Yilmaz
Date: 2021-00-00
Type: Journal Articles
Subjects: French,Second Language Learning,Second Language Instruction,Metacognition,Teacher Education Programs,Likert Scales,Reading Processes,Reading Strategies,Gender Differences,Language Teachers,Undergraduate Students,Measures (Individuals),Grades (Scholastic),Reading Instruction,Foreign Countries

The act of reading is a complex process in which learners rush their cognitive and metacognitive skills to function. The effective use of metacognitive skills is regarded as an important feature becoming prominent in successful reading. In order to exercise reading strategies effectively, students are required to have developed metacognitive awareness. In this study, the level of metacognitive awareness of reading strategies and whether metacognitive awareness varies according to variables such as gender and reading course success have been examined in the 1st grade students studying at Anadolu University Faculty of Education Program of French Language Teaching Program. 32 students voluntarily participated in the study, 19 of whom were Females and 13 of whom were Males. The data of the study have been collected with the Turkish version of the 30-item 5-point Likert-type Metacognitive Awareness of Reading Strategies Inventory (MARSI) developed by Mokhtari &amp; Reichard (2002) and adapted into Turkish by Öztürk (2012). According to the findings, students' reading strategies were revealed to have high levels of metacognitive awareness. However, it has been further observed that the level of metacognitive awareness of students' reading course success grades and reading strategies did not make a significant difference in terms of gender. Similarly, it has been observed that there was no significant difference between the students' reading strategies and metacognitive awareness levels and their success grades in the reading course.
Assessment of the Level of Knowledge of Climate Change of Undergraduate Science and Agriculture Students
Author: Gazzaz, Nabeel M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Knowledge Level,Climate,World Problems,Environmental Education,Science Education,Agricultural Education,Physical Sciences,Ecological Factors,Undergraduate Students,Gender Differences,Majors (Students),Correlation,Foreign Countries

Introduction of climate change (CC) courses in universities is critical for helping future generations and leaders in recognizing the global challenges of CC and finding ways for adapting with it. People's knowledge of CC can influence success of any planned CC mitigation and adaptation programs and activities. Thereupon, it is vital for environmental planners and researchers to conduct regular assessments of this knowledge to determine need for curriculum reform, if any. This study was conducted to assess the level of CC knowledge of undergraduate physical science and agricultural science students in Jarash University, Jordan. The study used specifically-designed Climate Change Knowledge Test (CCKT) as the data collection tool. Population of the study was undergraduate science and agriculture students enrolled in the Faculty of Agriculture and Science. The study sample consisted of 285 students, comprising 103 science students and 182 agriculture students. The results indicate that the sample students have high levels of knowledge of the nature, causes, and effects of CC. However, on the average, a higher number of the sample students posses knowledge of effects of CC (n = 223, % = 79.3%) than its nature (209, 73.5%) and causes (190, 66.9%). Additionally, it was found that the female students have higher levels of overall CC knowledge than their male peers and that the agriculture students possess higher levels of CC knowledge than their science peers. These results emphasize the need for curriculum review and reform to ensure equipping the university graduates with comprehensive knowledge of CC.
Barriers to Technology Integration into Teaching Chinese as a Foreign Language: A Case Study of Australian Secondary Schools
Author: Zeng, Yueying
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Technology Integration,Second Language Learning,Second Language Instruction,Chinese,Case Studies,Information Technology,Secondary School Students,Access to Computers,Time Management,Faculty Development,Student Behavior,Behavior Problems,Instructional Improvement

This case study examines the barriers to technology integration into teaching Chinese as a foreign language (CFL) in Australian secondary schools. Previous research on technology integration predominantly focused on higher education and English as a second language. This study extends the field by exploring barriers in secondary schools and targeting Chinse instruction. It identified three layers of barriers: The tool (technology), The user (teacher and student), and The tool supporter (school). This study highlights the students as technology users and as significant factors behind the teacher's technology consideration. Among the identified barriers, most notably were limited and blocked access to technology, a lack of time for class preparation and technology learning, a lack of technology knowledge, a lack of professional development, and students' distracting behaviours. Suggestions were made accordingly to improve tech-integrated Chinese teaching in Australian secondary schools.
Post COVID-19 Metaphoric Perceptions of Preservice Music Teachers on the Concepts of &quot;Distance Education, Home, Graduation, University and Future&quot;
Author: Sonsel, Ömer Bilgehan
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Figurative Language,Concept Formation,Student Attitudes,Preservice Teachers,College Seniors,Music Education,Family Environment,Long Range Planning,Graduation,Universities,Ambiguity (Context),Foreign Countries

This study aims to reveal the perceptions of preservice music teachers on the concepts of &quot;Distance Education, Home, Graduation, University and Future&quot; through metaphors. The study group of the research consists of 80 preservice music teachers studying the final year of their undergraduate education at the Department of Music Education in Gazi University, Kastamonu University, Bolu Abant Izzet Baysal University, Uludag University, Van Yüzüncüyil University, Necmettin Erbakan University and Mugla Sitki Koçman University as of 2020-2021 academic year. Data of the research were collected by participants completing the sentence &quot;The concept reminds me of….because….&quot;. Collected data were analyzed with content analysis method. Participants developed 133 different metaphors; 26 related to distance education, 19 to home, 27 to graduation, 29 to university, and 32 to the concept of the future. While the metaphors they developed on the concept of distance education reflect a negative view, those about home and graduation are considered to be relatively positive. The metaphors developed on the concept of university express a longing rather than representing either a positive or a negative view. Future, on the other hand, was a concept on which preservice music teachers came up with the highest number of metaphors and all found ambiguous. Distribution of the metaphors developed by the participants and the sample sentences selected from the opinions are demonstrated under the relevant headings.
The Mediating Role of Adaptive Cognitive Emotion Regulation in the Effect of Deliberate Rumination upon Posttraumatic Growth
Author: Aricioglu, Ahu
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Emotional Response,College Students,Cognitive Processes,Correlation,Trauma,Coping,Adjustment (to Environment),Attitude Change,Self Control,Individual Development

In this study, the mediator role of adaptive cognitive emotion regulation in the effect of deliberate rumination upon posttraumatic growth was aimed to be analyzed. A convenience sample of 272 university students including 175 (64,3%) females and 97 (35,7%) males was recruited from a university in Denizli, Turkey. Ages of the participants ranged between 20 and 37 with an average age of 21.94 years (SD=1.69). The Posttraumatic Growth Inventory, Event Related Rumination Inventory and Cognitive Emotion Regulation Questionnaire were used for collecting the data. The data were analyzed using SPSS 23 and Amos 22 software packages. Deliberate rumination was determined to be significantly and positively correlated with posttraumatic growth (r=,28, p&lt;,01) and positive cognitive emotion regulation (r=,25, p&lt;,01). Moreover, positive cognitive emotion regulation was significantly and positively correlated with posttraumatic growth (r=,27, p&lt;,01). The results indicated that adaptive cognitive emotion regulation mediated the effect of deliberate rumination on posttraumatic growth. The results, limitations, and implications of the study were discussed.
Exploring the Students&apos; Adversity Quotient in Online Mathematics Learning during the COVID-19 Pandemic
Author: Anggraini, Tiara Wahyu
Date: 2021-07-00
Type: Journal Articles
Subjects: Resilience (Psychology),Electronic Learning,Mathematics Education,COVID-19,Pandemics,Distance Education,High School Students,Foreign Countries,Student Attitudes,Technology Uses in Education,Videoconferencing,Computer Mediated Communication

Adversity Quotient (AQ) is a person's ability to overcome difficulties someone faces. It shows how students overcome their difficulties. This study aims to describe the students' AQ in online mathematics learning during the Covid-19 pandemic era and see if there is an effect of the number of platforms used when learning on students' AQ. A survey method is used with 2093 respondents consisting of Senior High School, Islamic Senior High School, and Vocational High School students from 32 provinces in Indonesia. The instrument of the Adversity Response Profile (ARP) questionnaire consists of 30 statements with two questions each. However, two open-ended questions were given before proceeding to the ARP questionnaire. The ARP questionnaire was made in and distributed through Google Form. The results show that students' AQ in online mathematics learning was Camper. This means that the respondents were sufficient in overcoming difficulties when learning mathematics online, but they were quickly satisfied with the results which led them not to develop themselves further. Furthermore, there is no effect of the number of platforms used when learning mathematics online on the students' AQ.
Hypothetical Learning Trajectory in Student&apos;s Spatial Abilities to Learn Geometric Transformation
Author: Yuliardi, Ricki
Date: 2021-07-00
Type: Journal Articles
Subjects: Spatial Ability,Transformations (Mathematics),Geometry,Geometric Concepts,Concept Formation,Instructional Effectiveness,Correlation,Mathematics Instruction,Religious Schools,Islam,Grade 9,Junior High School Students,Gender Differences,Foreign Countries

The relationship between spatial conceptions and students' spatial abilities is still rarely studied specifically, even though this is the basis for students to think in learning geometry. This paper aims to explore spatial abilities and the development of spatial ability theory, discusses the relationship between spatial conceptions in students' understanding, and how to develop HLT (Hypothetical Learning Trajectory) in transformation geometry learning. HLT design consists of three stages: initial design, experimental, and retrospective analysis. The results of HLT are then refined into LIT (Local Instructional Trajectory). Then this paper present the empirical results of the perceptions of twenty 9th grade students in one of Islamic private school in Kabupaten Kuningan, West Java, Indonesia, towards the corresponding geometric and math questions. Literature review analysis was used to analyze the retrieved articles. At the end of the paper, we explain and discuss how to apply mathematical conceptions in learning geometry. This research is expected to be a guidance for teachers to develop learning in accordance with the students' spatial thinking process in studying geometry.
Showing Out: Africanisms and Hip-Hop Mindfulness as Black Cultural Praxis of Excellence, Resistance, Joy, and Love
Author: Jenkins, Toby S.
Date: 2021-00-00
Type: Journal Articles
Subjects: African American Culture,Popular Culture,Freedom,African Culture,Cultural Influences,Blacks,Oral Tradition,Teacher Role,Culturally Relevant Education,Affective Behavior,Social Influences,Artists,Collectivism,Individualism,Dance,Music,Persistence,Spiritual Development,Cooperation,Creative Activities

In this essay, we center hip-hop culture and Black cultural legacies. We envision and offer a two-fold framework which illuminates the intersection between the two. We explore ways that the Black cultural experience (or better yet Black cultural praxis) has always brilliantly and organically demonstrated the shape and form of a scholarship of consequence. Black cultural praxis, or reflective action with a Black emancipatory influence, has always allowed freedom of movement, freedom of body, freedom of tongue, and freedom of voice. We translate what this cultural praxis teaches and urges regarding the transformation, unbinding, and freeing of both educators and educational spaces. We demonstrate how the intersection of hip-hop culture and Black cultural legacies can be instructive and transformative to educators. We invite educators to reimagine their classroom spaces by not only focusing on learning &quot;about&quot; hip hop but &quot;from&quot; it as well.
Synchronous and Asynchronous Online Learning of Advanced Statistics during COVID-19 Pandemic
Author: Mairing, Jackson Pasini
Date: 2021-07-00
Type: Journal Articles
Subjects: Asynchronous Communication,Synchronous Communication,Electronic Learning,Online Courses,Statistics Education,COVID-19,Pandemics,Instructional Effectiveness,Foreign Countries,Teaching Methods,Computer Mediated Communication,Videoconferencing,College Students

Online learning could have negative impacts on learning processes and outcomes. The condition needed to be resolved through the implementation of appropriate online learning approaches. The research was aimed at describing the effectiveness of the implementation of asynchronous and synchronous online learning approaches in students' learning outcomes and skills of using Microsoft Excel on the Advanced Statistics of Mathematics Education Department from one of the universities in Central Kalimantan. The learning approaches were integrated with mathematics problems, Minitab software and Microsoft Excel, and videos. The research design was experimental research using a one-group posttest-only design. The subjects were chosen by clustered random sampling. They were 18 students of the department in the 2020/2021 academic year. The instruments were a lesson plan, several videos, textbooks, e-books, questionnaires, mathematics problems, mid-test, and final-test. The students learned using the textbooks, e-books, and videos and solved the problems independently. Then, they discussed the solutions online in groups through their WhatsApp group (asynchronously). The problem solutions were presented by the students using a class on WhatsApp or video conference platforms (synchronous). The authors collected data by administering the questionnaire and the tests and analyzed the data using a ??-test and a Wilcoxon test. The results showed that the implementation of the approaches was effective in enhancing the learning outcomes and skills of using Microsoft Excel. Furthermore, most students positively responded to learn independently and all the students positively responded to analyze data using the software.
Teaching Black Lives amidst Black Death: Reflections from a Black Visiting Professor
Author: Robinson, Robert P.
Date: 2021-00-00
Type: Journal Articles
Subjects: African Americans,Racial Bias,Racial Discrimination,Training,Critical Theory,Race,COVID-19,Pandemics,Political Issues,Resistance (Psychology),African American History,Violence,United States History,Equal Education,Social Justice,Activism,Homicide,Fear,College Students,College Faculty,African American Teachers,History Instruction

In this essay the author addresses the struggles of teaching a special topics course, Black Freedom Movement Education, in the midst of a global pandemic and Donald Trump's proposed ban on anti-racist training and critical race theory. The educator framed the course under the conceptual lens of stealin' the meetin'--a Black Antebellum practice of creating otherwise literacy practices under repressive circumstances. This form of educational resistance continued beyond enslavement as Black communities used the resources available to educate each other by any means necessary (Robinson, 2020). On a smaller scale, this class carried on the resistance through critical metacognitive engagement with Black education history. The author discusses how he navigated the course when, less than halfway through the quarter, a Black man was killed and burned in a trench. Using emails, lecture notes, student evaluations, texts, and reflections, the author shares vignettes of tension, Black affinity, and communal restoration.
On Black Mattering and (Un)framing the Preparation of Higher Education/Student Affairs Administrators
Author: Boss, Ginny Jones
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Student Personnel Workers,African Americans,Blacks,Graduate Study,Curriculum Development,Racial Bias,Social Justice,Social Attitudes,African American Culture,Literacy,Culturally Relevant Education,Course Descriptions,Geographic Regions,Institutional Characteristics,Racial Composition,Identification (Psychology),Language Usage,Skill Development,Cognitive Development,Critical Literacy

The purpose of this critical content analysis study was to examine higher education/student affairs (HE/SA) preparation toward a racial framing that centers and honors Black mattering. We explored linkages between Black literacies and epistemic credibility as indicators of Black mattering by analyzing 24 syllabi of foundational courses in HE/SA graduate preparation programs using Muhammad's (2020) Historically Responsive Literacy (HRL) framework. The HRL framework is a four-layered equity framework with the following learning goals: (a) identity development; (b) skill development; (c) intellectual development; and (d) criticality. Across the four layers, we found little evidence of Black mattering in our data. To meaningfully situate Black mattering within curriculum development, we suggest instructors use their syllabus to begin unframing white supremacy and framing the curriculum with Black mattering.
Researching, Learning, and Healing within the Master&apos;s House: A Collaborative Autoethnography
Author: Phelps-Ward, Robin
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Bias,Higher Education,Autobiographies,Ethnography,African American Students,Graduate Students,Action Research,Equal Education,African American Teachers,College Faculty,Educational Researchers

This paper tells the story of resistance and efforts to work and mend within an anti-Black institution: higher education. Through a collaborative autoethnographic approach, seven Black academics connected to the Action Research Collective team (a group focused on supporting graduate students and cultivating equitable campus climates), explored how doing research as a team served as a mechanism for healing from the trauma of anti-Black racism. This paper illustrates how researching, learning, and healing can manifest within research teams by emphasizing visibility, shared experience, authenticity, and community.
Unbroken: A Critical Autoethnography of a Black Woman&apos;s Doctoral Experience during BLM
Author: Morton, Christina S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethnography,African American Students,Females,Doctoral Students,Social Change,Social Problems,Student Experience,Critical Theory,Race,College Faculty,Student Attitudes,Personal Narratives,Racial Bias,Racial Discrimination

In this critical autoethnography, I examine my lived experiences as a Black woman doctoral student during the rise of the Black Lives Matter movement. Further, as I recount my academic journey in the wake of assaults to Black life and resulting Black resistance, I discuss the pedagogical interventions of Black women faculty members that made me feel as if my life and work mattered in their classrooms. I revisit spoken word poems and class assignments written between 2015 and 2017 along with news articles documenting national events occurring at the time as relevant texts to help me explore and understand my experiences. I utilize Critical Race Theory as an analytic lens, focusing on the following tenets: persistence of racism, critique of color-evasiveness, and counterstorytelling. I conclude with implications regarding how introducing graduate students to critical theory and methodologies can equip them with the tools to empirically explore and articulate their lived realities. Moreover, I discuss how such explorations can be validating and healing as students navigate particularly challenging academic and sociohistorical contexts. Additionally, I describe how providing students with creative outlets to express themselves in coursework can help them process their experiences and produce material that is humanizing, liberating, and life-giving.
Information and Communication Technology and Critical Thinking in University Students
Author: Kreménková, Lucie
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Critical Thinking,Technological Literacy,Regression (Statistics),Undergraduate Students,Foreign Countries

The 21st century is referred to as the digital age, which places demands not only on the ability to work with information but also on being able to understand them as well as evaluate its relevance. The aim of this paper was to find out how ICT competences affect the individual domains of critical thinking in university students. The sample consisted of 624 university students. The data were collected using the Critical Thinking Disposition Inventory (CTDI) and the Information and Communication Technology Competence (ICTC). The results of the correlation analyses revealed weak to medium relationships among all of the observed domains. The subsequent linear regression models showed that all of the domains of critical thinking were affected by ICT competences. In this context, the most interesting was the effect of ICT competences on open mindedness while the effect on the remaining factors of critical thinking was weaker.
Innovative Methods and Technologies of Training Specialists in the Conditions of Postgraduate Pedagogical Education
Author: Sovetkanova, Damira
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Innovation,Creativity,Teaching Methods,Technology Integration,Technological Literacy,Specialists,Elementary Education,Preservice Teacher Education,Preservice Teachers,Graduate Study,Undergraduate Study,Foreign Countries

In the context of postgraduate pedagogical education reform, transition to multi-level training of teachers, ensuring competitiveness of specialists in a reasonable labor market, issue of preparing future teachers for professional and pedagogical activities is very relevant. Since the Republic of Kazakhstan joined ranks of independent States, changes in public awareness, along with all its areas have increased the requirements for the level of teachers' professionalism, achievements in science and industry, and introduction of advanced technologies. In education of a person who meets the new requirements of society, as a factor in ensuring national security, we consider the training of creative teachers who think innovatively, make complex pedagogical decisions, formulate problems, and change their stereotypes. The research uses interview to collect data on the topic. The study discusses the benefits of the undergraduate, masters and PhD programs.