ethanporcaro/eric-fulltext-meta huggingface dataset:
A Different Perspective for Coaching and Training Education According to Score Changes during Rhythmic Gymnastics European Championships
Author: Örs, Berfin Serdil
Date: 2021-00-00
Type: Journal Articles
Subjects: Athletic Coaches,Athletes,Training Methods,Athletics,Competition,Scores,Difficulty Level,At Risk Persons,Early Adolescents,Females,Injuries,Health,Foreign Countries

Rhythmic gymnasts repeat elements thousands of times which may put a risk on gymnasts' health. It is necessary to protect the current and future health conditions of young gymnasts, especially in the growth process. There is a lack of knowledge about training education on rhythmic gymnastics. To suggest innovative changes, the current study aimed to analyze the scores (D, E, and total scores) of the first 24 gymnasts competing in 34th and 36th Rhythmic Gymnastics European Championships (ECh). Research data were collected from 24 rhythmic gymnasts' scores, from the 34th ECh and 36th ECh. Difficulty (D), Execution (E), and total scores for hoop, ball, clubs, ribbon were analyzed. Conformity of data to normal distribution was assessed with the Kolmogorov-Smirnov test. Variables with normal distribution were compared by one-way analysis of variance (ANOVA)/independent samples t-test and for variables not fitting normal distribution, Mann Whitney U/Kruskal Wallis H test was used. The main findings of the current study were that D scores between 2018 and 2020 increased approximately 4.18 points (p&lt;0.001) while E scores showed no significant changes (p&gt;0.05). In all apparatus total scores increased +15.39 (p&lt;0.001). As these increases seem to be in the faith of gymnasts to get higher results, it is obvious that gymnasts are forced to have a higher number of elements in their routines. Coaches should be informed about new training models and coaching education systems. In this way, they will be able to support their gymnasts in all ways (not only with performance development but also with recent updates on training educations).
Investigation of the Relationship between Psychological Resilience, Patience and Happiness Levels of Physical Education Teachers
Author: Ulukan, Hasan
Date: 2021-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Psychological Patterns,Teacher Characteristics,Resilience (Psychology),Correlation,Foreign Countries,High School Teachers

The research aims were to examine the relationship among psychological resilience, patience, and happiness levels of physical education teachers employing in Izmir, Afyonkarahisar, and Mugla provinces in the Aegean Region and was to explain whether psychological resilience and patience levels predict happiness. The research was a descriptive study in the relational scanning model. The study participants consisted of 336 PE teachers, 182 (54.2%) were males, and 154 (45.8%) were females. The data were obtained using the Brief Resilience Scale (BRS), Patience Scale and Oxford Happiness Questionnaire. In the analysis of data were used SPSS 25 statistical program. The analysis of the data descriptive statistics, correlation, and statistical regression methods were used. As a result of the research, it was determined that the psychological resilience, patience, and happiness levels were at medium levels according to the average score the PE teachers got from the scales. It was found that there is a moderate positive relationship between PE teachers' psychological resilience, patience, and happiness levels, and psychological resilience and patience levels are a significant predictor of happiness.
Opinions of the Teaching Staff at Taibah University about Islamic Education Teacher Preparation Programs in the Light of the Requirements of Intellectual Security
Author: Al-Johani, Awadh Zuraiban
Date: 2021-00-00
Type: Journal Articles
Subjects: Islam,Religious Education,Teacher Education Programs,Teacher Educators,Teacher Attitudes,Values Education,Integrity,Intellectual Development,Ethical Instruction,Terrorism,Foreign Countries

The current study aims to explore the realm of preparing Islamic education teachers in the light of the intellectual security requirements from the point of view of teaching staff at Taibah University. The researcher used the descriptive approach and designed a questionnaire to review the opinions that consisted of two main topics. The first topic is the intellectual security requirements for the academic preparation program (the Specialist Academic Aspect -- the Cultural Aspect -- the Educational Aspect &quot;Professional&quot;) to encounter radicalism and terrorism. The second topic is the proposed concept to encounter the obstacles to fulfill intellectual security requirements in the preparation colleges programs. Each main topic is subdivided into a set of clauses (42 clauses) for the two topics. The study sample consists of (83) teaching staff members at the preparation colleges. The study has been applied to the study sample during the first semester of the academic year 1439-1440 A.H. The study findings show the following: (1) The first topic achieved (78.55%) of the opinions of the study sample members about the preparation program of the Islamic Education teachers in the light of the intellectual security requirements for encountering radicalism and terrorism; (2) The second topic achieved (93%) of the opinions of the study sample members about the proposed concept to overcome the obstacles to meet intellectual security requirements in the preparation programs; (3) There are no differences of the statistical significance level (50. = [infinity]) among the study sample members toward the questionnaire according to the faculty type for the first topic and the tool in general; and (4) There are no differences of the statistical significance level (50. = [infinity]) among the study sample members toward the questionnaire according to the faculty type for the second topic and the tool in general.
Impact of Government Policies and International Students on UK University Economic Stability
Author: Scott, Timothy
Date: 2021-00-00
Type: Journal Articles
Subjects: Public Policy,Financial Support,Universities,Competition,Foreign Students,Tuition,Strategic Planning,Foreign Countries,Reputation,Economic Factors,Political Attitudes,Educational Policy,International Relations,Institutional Characteristics,Organizational Change

Numerous UK universities are experiencing financial instability; with an increasingly competitive and maturing market, reliance has grown on international students to offset institutional shortfalls. Dependency on international student tuition revenue has over-exposed the market to dramatic shifts in political policies, both domestic and internationally, that could significantly impact operational success. UK higher education institutions (HEIs) ability to promote their institutions as they are intertwined with the UK government; thus, controversial policies create a backlash, drawing HEIs into disputes as unwanted participants yet recipients of significant economic disruption. Government policies on domestic tuition caps, Brexit, and increasing geopolitical disputes with China have had a considerable impact on institutional operations. This paper recommends HEIs, principally lower-tabled universities, take a more aggressive strategic realignment to best adapt to the marketplace's uncertainty. By reemphasising institutional specialisation, variable tuition rates for under-represented growth markets, financial support for EU students, increased distance education presence, and intense market-wide lobbying of government MPs, this paper seeks to open a discussion on how to identify existing problems and target opportunities for growth. The complexity of market conditions and the decreasing solvency of many institutions will not be solved by a single recommendation or a short-term policy but by a complete realignment and robust industry-wide initiatives. If universities cease operations or collapse under market conditions' financial strain, it will impact the overall market's reputation, reducing UK institutions' overall desirability as a major exporter of education.
The Role of RAMP Initiative (Reading and Mathematics Project) in Raising the Level of Students in the Basic Stage in Reading and Numeracy Skills
Author: Friehat, Rania H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Reading Skills,Numeracy,Mathematics Skills,Foreign Countries,Writing Skills,Teacher Attitudes,Elementary School Students

This study aimed to identify the RAMP initiative's role (read comprehensively, answer with understanding) in raising the level of literacy skills and numeracy from the point of view of teachers. It also aimed to identify its effectiveness in improving the reading and writing level of the basic minimum stage, as an initiative that reduces the delay in reading and helps in the development of skills to help students solve mathematical problems with understanding and accommodating. Closed questionnaires were distributed to the Central Badia region; the questionnaire consisted of (35) paragraphs divided into three areas of reading, writing, and arithmetic, where 88 teachers answered the questionnaire. Statistical analysis was adopted (Statistical Package of Social Sciences (SPSS) was adopted to show the study results. The results showed a role for the RAMP initiative in raising the level of reading and numeracy skill to a reasonable degree, where the skill of reading got a good degree, was the highest skill of voice awareness to an extraordinary degree and other standards are good. Writing skill got a good degree; it was the highest, the skill of writing words and the least skill of creative writing, and also obtained the skill of calculating a good degree above (counting units) and the lowest domain (participation and composition of groups). The results showed no statistically significant differences due to variable years of experience, while the results showed statistically significant differences in favor of a bachelor's degree.
Portrait of a Teacher of Educators Prof. Dr. Orhan Okay as a Role Model
Author: Simsek, Tacettin
Date: 2021-00-00
Type: Journal Articles
Subjects: Role Models,Teacher Educators,Foreign Countries,Student Behavior,College Faculty,Biographies,Professional Recognition,Teacher Education Programs,Teacher Effectiveness

In education, the importance of effective and behavioral transfer besides cognitive information is a fact. In this sense, an educator is expected to be an example in terms of his behaviors as well as transferring his knowledge to the students. The best way to raise good students and form the desired behavior in them is the educators who personally touch the lives of their students being role models. In the Turkish academic world, M. Orhan Okay has a remarkable place not only with his scientific studies but also with his &quot;human work&quot; upbringing style. This study is carried out with document analysis which is one of the qualitative research methods. In this study, it is underlined that Okay is a role model/an ideal educator, further every aspect of his ideal educationalism, which complements his exemplary scientist identity, is emphasized. In this respect, besides being a well-equipped scientist, he showed his students and the whole academic environment how an example of an ideal/role model should be. In either way, he expected his students to do what he did personally (as an exemplary person in the academic and non-academic world). In conclusion, it is hoped that the educator deformation which has increased in recent years will disappear to a certain extent thanks to exemplary educators like Professor Okay.
Relationship of School Leadership with School Outcomes: A Meta-Analysis Study
Author: Ertem, Hasan Yücel
Date: 2021-00-00
Type: Journal Articles
Subjects: Meta Analysis,Correlation,Instructional Leadership,Outcomes of Education,Leadership Styles,Foreign Countries,Governance,School Administration,Transformational Leadership,Teacher Motivation,Academic Achievement,Spiritual Development,Principals,Elementary Secondary Education

Administration and governance of schools in Turkey have a complex structure and process. Within the centralized structure, the procedures in educational activities are managed by school principals. In the Turkish literature, there are studies showing leadership styles of school leaders based on the leadership theories borrowed from different contexts. Furthermore, these leadership styles are linked to school outcomes like academic achievement and teacher motivation. Thus, catching compatible sides of leadership theories may serve to improve this kind of school outcomes. In these respects, the current study aimed to investigate which leadership styles have more effect on academic achievement and teacher motivation. Exclusion and inclusion criteria were determined in order to identify the studies to be analyzed. A meta-analysis study including 21 studies in Turkish context was conducted to achieve the purpose of the study. The meta-analysis results showed that the leadership styles were highly related with the school outcomes. Overall, laissez-faire, transactional, instructional, and transformational leadership styles had a high and positive relation with the school outcomes. The laissez-faire and spiritual leadership styles showed more effect on the teacher motivation while the positive and transformational style had more effect on the academic achievement. Considering the conclusions of the study, it is recommended that future studies develop a leadership theory specific to the educational settings in Turkey.
Shifting the Music Education Paradigm: What Is Learned through Student/Teacher/Composer Collaborative Music Composition
Author: Wendzich, Tessandra
Date: 2021-05-24
Type: Journal Articles
Subjects: Music Education,Music Teachers,Musical Composition,Foreign Countries,Preadolescents,Adolescents,Cooperation,Teaching Methods,Urban Schools,Musicians,Skill Development,Creativity

Making Music: Composing &quot;with&quot; Young Musicians is a multi-year, multi-site research project partnered with the Ottawa-Carleton District School Board and the Canadian Music Centre to commission composers to collaborate with teachers and students (age 11 to 18) to write a piece of music. This article outlines findings on the analysis and interpretation of teacher questionnaires through a pragmatic lens to answer the following question: What do students and teachers learn musically and pedagogically from collaboration with professional composers? This new pedagogical approach of composer/teacher/student collaboration represents a possible paradigm shift--from a traditional teacher-directed approach to one that is creative and interpersonal. The approach is quite beneficial as it highlights the extent to which learning the musical compositional process can be engaging and enjoyable. It also encourages teachers to learn new pedagogical strategies while valuing the creative compositional process. The findings will be of potential interest to music teachers, post-secondary music educators, composers, and music publishers, as the data will help them write/teach/disseminate educational music.
Decolonization in a Higher Education STEMM Institution -- Is &apos;Epistemic Fragility&apos; a Barrier?
Author: Skopec, Mark
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Medical Education,Higher Education,College Faculty,Masters Programs,Foreign Policy,Epistemology,Foreign Countries,Social Bias,Developing Nations,Resistance to Change,College Curriculum

Central to the decolonial debate is how high-income countries (HICs) have systematically negated ways of knowing from low- and middle-income countries (LMICs), and yet the paucity of empirical decolonization studies leaves educators relatively unsupported as to whether, and how, to address privilege in higher education. Particularly in science, technology, engineering, mathematics and medicine (STEMM) institutions, there are few published examples of attempts to engage faculty in these debates. In 2018-19, we invited faculty on a master's in public health course to engage with the decolonization debate by providing: (1) descriptive reading list analyses to all 16 module leads in the master's programme to invite discussion about the geographic representation of readings; (2) an implicit association test adapted to examine bias towards or against research from LMICs; (3) faculty workshops exploring geographic bias in the curriculum; and (4) interviews to discuss decolonization of curricula and current debates. These initiatives stimulated debate and reflection around the source of readings for the master's course, a programme with a strong STEMM focus, and the possibility of systemic barriers to the inclusion of literature from universities in LMICs. We propose the notion of epistemic fragility, invoking DiAngelo's (2011) 'white fragility', because some of the responses appeared to result from the challenge to perceived meritocracy, centrality, authority, individuality and objectivity of the HIC episteme that this initiative invites. We posit that the effortful reinstatement of a status quo regarding knowledge hierarchies in the global context, although not a representative reaction, can lead to a significant impact on the initiative in general. Efforts to decolonize curricula require actions at both the individual and organizational levels and, in particular, a managed process of careful engagement so that fragility reactions, if and where they occur, are given the time and space to be navigated in the open. Based on our experiences, we offer recommendations for policy and practice for those engaged in this movement and potential research questions to explore epistemic fragility in higher education.
The Effect of Explicit Instruction of Requests on Saudi EFL Learners Using a Pre-Test, Post-Test Approach
Author: Qari, Israa A.
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Teaching Methods,Pragmatics,Interlanguage,Native Speakers,Language Variation,Speech Acts,Females,Undergraduate Students,Pretests Posttests,Intervention,Student Attitudes,Instructional Effectiveness

The aim of the current study is to test whether explicit instruction of various L2 request forms can be a useful measure in developing Saudi learners' linguistic and pragmatic competences. This study is based on the results obtained from a previous research investigating interlanguage requests. The findings in that study suggested that the second language learners were not aware of some of the request strategies which were exclusively employed by the British English native speakers. The aim and the question of this study is to find out whether explicit instruction of request strategies will be effective in helping Saudi EFL learners gain linguistic knowledge and achieve pragmatic appropriateness in making requests in L2. Thirty female foundation year students participated in this study. They were all EFL learners studying at King Abdul Aziz University in Jeddah, Saudi Arabia. The group underwent three phases of instruction: pre-test, instruction/intervention, and post-test. The first and last phases consisted of written questionnaires which were distributed right before and after the instruction phase. The results showed that in the third phase, the students demonstrated great progress in their understanding of request forms in L2. Their improvement was manifested by the learners' acknowledgement of these forms as proper employment of request strategies in English, recognition of request function names, ability to assign correct functions to linguistic realizations and their overall understanding of the appropriate use of these forms dictated by the weightiness of different request situations.
The Effects of Situational and Perceived Interest on EFL Reading Comprehension: A Gender-Based Study at the University of Algiers 2
Author: Akhrib, Mohammed
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,English (Second Language),Reading Comprehension,College Freshmen,Student Interests,Prior Learning,Reading Materials,Recall (Psychology),Learner Engagement,Emotional Response

This study aims to investigate gender differences in English as a foreign language (EFL) reading comprehension, situational and perceived interest for gender-oriented passages. It also examines whether any gender variances in situational or perceived interest in those passages cause gender differences in EFL reading comprehension. Throughout this research, clear insights about individual differences and the unexplained variance in foreign language reading are provided. Two main research questions were formulated: (a) Do gender differences in EFL students' situational interest explain gender differences in EFL students' reading comprehension? (b) Do gender differences in EFL students' PI explain gender differences in EFL students' reading comprehension? In this concern, EFL freshmen students at the University of Algiers 2, including 35 females and 24 males, were conveniently selected. The selected materials were two tests of reading comprehension with male and female texts. Each of these tests was followed by the questionnaires of sources of interest and perceived interest, adapted from Brantmeier (2006). Findings revealed significant gender differences in tests with male and female passages. Besides, significant gender differences found in cohesion, prior knowledge, ease of recollection, and perceived interest for both male and female passages in addition to engagement for the female text did not account for gender differences in reading comprehension of their respective tests. In this way, other factors than situational and perceived interest would explain gender differences in reading comprehension.
Using Parallel Corpora in the Translation Classroom: Moving towards a Corpus-Driven Pedagogy for Omani Translation Major Students
Author: Alhassan, Awad
Date: 2021-03-00
Type: Journal Articles
Subjects: Translation,Computational Linguistics,Semitic Languages,Majors (Students),Second Language Learning,Second Language Instruction,English (Second Language),Dialects,Standard Spoken Usage,Teaching Methods,Contrastive Linguistics,Foreign Countries

Research has shown that parallel corpora have potential benefits for translator training and education. Most of the current available Arabic corpora, modern standard or dialectical, are monolingual in nature and there is an apparent lack in the Arabic-English parallel corpora for translation classroom. The present study was aimed to investigate the translation problems encountered by Omani translation major students when translating from Arabic into English with a view to proposing some corpus-informed pedagogy approach for training student translators to overcome these challenges by looking at some model samples of professional translation. Thirty students voluntarily took part in the investigation. The study adopted a combination of both corpus and qualitative methodology whereby some typical problems students would encounter when translating from Arabic-into-English were selected along with some specific Arabic texts involving these problems were prepared and the participants were asked to translate them into English. The participants were provided with some samples of the parallel English translated texts and were asked to compare and contrast their translations with these samples and reflect on the overall experience. They were then interviewed to explore their impressions about and the extent to which they think that parallel corpora would help them improve their translation. Results of data analysis indicated that the participants experienced several translation challenges. They, however, showed an overall positive attitude towards parallel Arabic-English corpora as they reportedly found them very helpful in improving their translation. Pedagogical implications for corpus-informed translation teaching, training and materials design and development are presented and discussed.