ethanporcaro/eric-fulltext-meta huggingface dataset:
Construction and Disruption of Hegemonic Power in Picturebooks: An Analysis of &quot;Best Behaviour&quot; Picturebooks in China
Author: Zou, Ying
Date: 2022-00-00
Type: Journal Articles
Subjects: Power Structure,Picture Books,Chinese,Prosocial Behavior,Teaching Methods,Educational Objectives,Parent Attitudes,Translation,Critical Reading,English,Values Education,Adults,Childrens Literature,Cultural Context,Foreign Countries

&quot;Best behaviour&quot; picturebooks, also known as &quot;making good habits&quot; or &quot;teaching good manners&quot; picturebooks, have explicit educational intentions that imply a culturally hegemonic voice. Despite this problematic characteristic, these picturebooks are welcomed by both parents and the market in China. Using extant picturebook theory of picture-text relationships, narratological, paratextual analyses and translation theory, this article seeks a better understanding of how this hegemonic voice is formed, resolved or consolidated via a critical reading of three best-selling &quot;best behaviour&quot; picturebook series available in the Chinese market. One is the original Chinese-language WaiWaiTu-ZiKongLi series (Little Bunny series). The second series is the translated United States series, Hands Are Not For Hitting, now a Chinese best behaviour publication. The third series is a translated rendition of Pete the Cat series, which did not serve any evident educational purpose in its original English-market form but has been identified to cultivate good character on the Chinese covers. These publications commonly present straightforward picture-text relationships of two-dimensional stories and characters. Most importantly, adults hold power in these best behaviour children's books. We argue that both the construction and disruption of hegemonic thinking co-exist in these picturebooks, reflecting the nature of adult power plays. At the same time, these best behaviour picturebooks serve as a good example of how hegemonic notions work within specific cultural and pedagogical contexts.
Critical Multiculturalism and Countering Cultural Hegemony through Children&apos;s Literature
Author: Ong, Patricia A. L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Multicultural Education,Childrens Literature,Picture Books,Content Analysis,Social Justice,Inclusion,Cultural Awareness,Diversity,Minority Groups,Cultural Pluralism,Discovery Learning,Friendship,Literary Devices

Children's literature is potentially a starting point to present critical multicultural concepts to young learners. It may also be a medium through which historical and contemporary ideologies of society are encouraged in the young learners. This process may be viewed as a form of cultural hegemony when the choices of literature and reading materials for children are deliberately selective for content and themes. The study is based on a critical content and thematic analysis of 15 multicultural children's literature picturebooks. It aims to examine the social construction of culture, characters, and literary genres through the process of critical multicultural analysis. Code categories through content analysis of selected children's literature picturebooks were formed by both directed and conventional content analysis. These code categories include content with a social justice/equity issue, themes involving inclusivity, discovering new worlds/other cultures, language/ethnicity/religion diversity, and multidimensional characters from minority or marginalised groups. This process provides insight into counter-cultural hegemonic elements in many forms of multicultural literature. Implications are discussed in terms of culturally responsive practice and multicultural education. These multicultural and picturebook narratives provide windows to society, informing readers and learners about diverse cultural experiences.
Families&apos; Comfort with LGBTQ2s+ Picturebooks: Embracing Children&apos;s Critical Knowledges
Author: Malins, Pamela
Date: 2022-00-00
Type: Journal Articles
Subjects: LGBTQ People,Picture Books,Diversity,Mothers,Sexual Identity,Sexual Harassment,Family Structure,Family Environment,Discussion,Behavior Standards,Social Behavior,Foreign Countries,Preschool Children

This article shares conversational research (Thomson et al., 2012) that we undertook with parents in one of children's primary education settings: the home. We investigated the question: what are the comfort levels of families, with young children, as they encounter picturebooks featuring diverse gender and sexual identities? Over the past 10 years in Canada, including New Brunswick, these picturebooks have increased in production (Bouchey, 2021; Miller Oke, 2019) complexity (Sullivan &amp; Urraro, 2017) and circulation. Yet some educators in the early years of school remain uncomfortable reading these texts with young children, their concerns, in part, related to imagined backlash from heteronormative families (Goldstein 2021) and deeply entrenched constructs of childhood innocence (Kintner-Duffy et al., 2012; Martino &amp; Cumming-Potvin, 2011, 2016; Robinson, 2013). Scholarship and our research confirm that most children know and can communicate their sex and gender identities by two years of age (Pastel et al, 2019; Stevenson, 2019) and are able to engage critically with picturebooks featuring diverse gender and sexual identities as they get older. Through our conversations with mothers, we learned that all families were comfortable with each picturebook category presented: gender expression, gender identity, gender harassment, and family composition. Interpreting our conversations through Queer Theory (Butler, 1990, 1993), we also learned how particular picturebooks serve as entry points to family discussions about diverse gender and sexual identities and how important access to diverse picturebooks is to provide these opportunities. Specifically, each of the nine mothers shared picturebooks that supported their child/children/families with being and knowing related to gender variance, who you can love, and/or what games, hobbies and clothes are acceptable.
&quot;I Can Be a Girl if I Want To&quot;: Supporting or Silencing Children&apos;s Working Theories during Counter-Heteronormative Picturebook Sessions in Early Childhood Education
Author: Morgan, Kathryn
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Teachers,Early Childhood Education,Young Children,Picture Books,Gender Differences,LGBTQ People,Homosexuality,Gender Issues,Social Bias,Sexuality,Social Theories,Parents,Teaching Methods,Student Attitudes

Prevailing heteronormative discourses in early childhood education in Aotearoa New Zealand present difficulties for upholding the right of gender diverse tamariki (&quot;children&quot;) and lesbian, gay, bisexual, trans, intersex and queer-parented families to experience belonging in equitable, inclusive early childhood settings. The purposeful use of picturebooks that disrupt these discourses can go some way towards mitigating against exclusion. This article draws on the findings of a small-scale qualitative research project that explored early childhood teachers' use of picturebooks that included gender diverse children and lesbian- and gay-parented family content. In highlighting teacher support for or silencing of children's working theories about possibilities for gender change and two mother or two father parents during the picturebook sessions, the article makes a case for expanding the curriculum beyond the limits of heteronormativity. Some practice recommendations for facilitating picturebook sessions are offered to this end. Importantly, teacher preparedness to manage discomfort arising through discussion of topics perceived to be dangerous or risky during such sessions is critical.
Virtual Community Mentoring Models for Middle School Underachievers&apos; Psychosocial Development and Well-Being during COVID-19
Author: Gomes, Roseline Florence
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Students,Underachievement,Well Being,Social Development,COVID-19,Pandemics,Early Adolescents,Computer Mediated Communication,Mentors,Student Development,Social Media

Recent studies highlight the outcomes of COVID-19 on the psychosocial skills of early adolescents. It shows the unavailability of virtual community mentoring models for teenagers' individual and interpersonal growth in the virtual scenario. Hence, there emerges a need to explore and apply the available virtual communication resources by facilitators, families, and other community professionals for teenagers' self-development. This article reports the application of virtual resources like WhatsApp, graphic design platforms (CANVA and Adobe), graphic interchange formats (GIPHY App), all-in-one visual content editing forums (InShot App), and memes (Meme Generator App) in engaging and supporting community mentoring capacities leading to psychosocial development and well-being for teenagers during COVID-19. Through this article, contemporary virtual models are explored and executed with community guidance to integrate the personal developmental skills of middle school underachievers. There is also a need to work with community interventions by using virtual mentoring skillsets for positive youth development.
A Mixed-Methods Study of the Correlation between Iranian University Students&apos; Satisfaction and Anxiety in Online Classess during the COVID-19 Pandemic
Author: Azizi, Zeinab
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,College Students,Student Satisfaction,Anxiety,Online Courses,Correlation,Teacher Role,Educational Technology,Technology Uses in Education,Interaction,Instructional Effectiveness

The present study aims to investigate the correlation between university students' satisfaction and anxiety in online classes during the COVID-19 pandemic in Iran. To this aim, using a random sampling method, a sample of 430 male (n=150) and female (n=230) university students were selected at Ayatollah Borujerdi University. They filled out two questionnaires: one measuring their satisfaction and the other one measuring their anxiety in online classes. To triangulate the quantitative data, 22 university students completed a reflective written statement. To analyze the collected data, a Pearson correlation analysis, a multiple regression analysis, and a thematic coding analysis were used. Findings evidenced a moderate negative correlation between the participants' satisfaction and anxiety in online classes. Additionally, results documented that instructor, technology, and outcomes factors had the largest effects on the participants' anxiety in online classes. Complementary with the quantitative findings, the results of the reflective written statements yielded four overarching themes, including 'instructors are facilitators', 'technology makes learning easier', 'outcomes are more promising', and 'interacting with others is poor'. Finally, in light of the findings, a range of implications is suggested.
Analysis of Online Text-Based Discussions for Secondary School Students in the Framework of the Community of Inquiry
Author: Karal, Yasemin
Date: 2022-07-00
Type: Journal Articles
Subjects: Communities of Practice,Inquiry,Secondary School Students,Computer Mediated Communication,Synchronous Communication,Electronic Learning,Discussion (Teaching Technique),Student Attitudes,Educational Technology,Foreign Countries,Student Participation,Psychological Patterns,Teaching Methods

This study examines influence of online text-based discussions for secondary school students. It aims to analyze students' shares and views with the goal of exploring the implications of online synchronous text-based discussions held in the Information Technology and Software lessons. It was carried out as a case study in which 10 discussion sessions were held involving 26 students enrolled in a state secondary school. The case study was chosen because it makes it possible to examine a situation in detail and in depth. The findings were discussed in relation with the &quot;Community of Inquiry&quot; (CoI). It was found that with online synchronous text-based discussions, the students experienced building of meaning or collaboratively verified mutual understanding in line with the predetermined objectives. Online text-based discussions helped achieve a meaningful learning experience through development of social, cognitive and teaching presence. Student-student interactions in formal educational environments facilitated the formation of social presence in the online learning environment. Peer reviews concerning the discussion topics, shared contents and the teacher feedback contributed to the development of the students' views on the subject. Off-topic or irrelevant shares in the discussion sessions might cause a negative impact on the students.
Academic Identities of South African Black Women Professors: A Multiple Case Study
Author: Zulu, Ncamisile T.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blacks,Women Faculty,College Faculty,Minority Group Teachers,Professional Identity,Teacher Role,Teacher Researchers,Influences,Racial Discrimination,Gender Discrimination,Social Change

Background: Literature on the academic identities of South African black women in higher education institutions predominantly focuses more on students and academics in general and less on professors. Studying the academic identities of black women is important in understanding how their reality in higher education is constructed and professors are particularly important to study as their leadership position can shape the types of opportunities and challenges they and others encounter. Aim: This article aimed to explore the academic identities of five black women professors in two South African universities and what influences them. This study uses empowerment theory to understand the way these five black women academic professors see themselves academically and what informs the way they see themselves academically. Setting: The black women professors were recruited from two South African universities in 2018. Methods: Semi-structured interviews were used to collect data from the five black women professors. Data were analysed using thematic analysis. Results: Collectively, the five participants seemed to show two academic identities: the encouraging scholarship and student learning academic identity and conducting research for (social) transformation academic identity. These identities seemed to arise from both the inspiring and discouraging encounters they had with some of their teachers and lecturers. The article has implications for policy and practice. Conclusion: The significance of the study is that it highlights themes, which can be useful to understand how black women professors talk about their identity and understand how their reality is constructed.
What Literary Studies Can Offer Sexuality Education: Pre-Service Teachers&apos; Responses to an Animated Film
Author: Carolin, Andy
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Preservice Teachers,Student Teacher Attitudes,Film Study,Sexuality,Homosexuality,Social Bias,Sex Education,LGBTQ People,English Literature,Critical Reading,Civil Rights,Student Reaction

Background: Given the high levels of homophobia that exist in South Africa, including in its schools and universities, it is imperative that university lecturers develop integrated and transdisciplinary curriculums to educate pre-service teachers about sexuality and to empower them to incorporate lesbian, gay, bisexual, transgender and intersex (LGBTI)-inclusive resources into their own classrooms. Aim: This study aimed to contribute to the scholarship of teaching and learning by reflecting on how English literary studies can contribute to sexuality education. Setting: The context for this study is a specific undergraduate English module that forms part of the foundation phase and intermediate phase teacher education curriculums at the University of Johannesburg. Methods: This study is a self-reflective analysis of how the methodology of close reading, which is central to English literary studies, can be used to support sexuality education. Results: Despite the prevalence of homophobia in South African society, when undergraduate students in this English module (n = 356) were asked to write an essay about the representation of same-sex sexuality in a short animated film, none of them made homophobic comments. Conclusion: Paying particular attention to the analytical methodology of close reading, the author argues that a narrow focus on the storytelling techniques used within a narrative text -- in a way that deliberately excludes students' personal opinions about same-sex sexualities -- offers a powerful way of facilitating a deeper understanding of the mechanisms of homophobia and heteronormativity.
Comparing Synchronous and Asynchronous Learning Environments during Process of Learning German as a Third Language in Terms of Enhancing Students&apos; Metacognitive Awareness
Author: Tanir, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: German,Metacognition,Learning Processes,Second Language Instruction,Second Language Learning,Multilingualism,Comparative Analysis,Student Motivation,Measures (Individuals),Student Attitudes,Scores,Undergraduate Students,Intervention,Teacher Student Relationship,Teaching Methods,Integrated Learning Systems,Synchronous Communication,Asynchronous Communication,Tourism,Management Development,Online Courses,Majors (Students),Foreign Countries

The present study dealt with exploring to what extent asynchronous virtual learning environment (ASVLE) and synchronous virtual learning environment (SVLE) enhance students' metacognitive awareness in L3 German learning process. During a five-week intervention, the students of the experimental group were taught L3 German synchronously through the BigBlueButton web conferencing system. In contrast, course notes, video-recordings were shared on Moodle Learning Management System (MLMS) asynchronously with those of the control group. The study was conducted on 72 undergraduates and assessed based on the pre-and post-tests of the Metacognitive Awareness Inventory (MAI) and semi-structured interviews. The findings indicated that SVLE improved the MAI scores of students in the experimental group. In addition, the findings obtained from the interviews revealed that the interaction between student-instructors in SVLE increased the students' motivation and engagements into the courses compared to ASVLE. As for ASVLE, there was no evidence about the enhancements of the students of control group in terms of metacognitive awareness before and after intervention. Transactional distance and poor quality of the relationship between students and instructor caused students to give up learning L3 German.
Online Health Education Program to Prevent Tobacco Use for Student Teachers during COVID-19 Pandemic in Thailand: Design, Challenges, and Outcomes
Author: Chirasatienpon, Tharisara
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Intervention,Smoking,Health Education,Electronic Learning,Program Design,Program Effectiveness,Barriers,Pandemics,COVID-19,Behavior Change,Social Support Groups,Health Promotion

This study developed an online health education program by applying the Health Belief Model with social support to prevent tobacco use by student teachers and evaluated the effectiveness of the program during the COVID-19 pandemic in Thailand. This involved mixed method research divided into 2 phases, with phase 1 combining an online focus group discussion (n=8) and a literature review to develop an online health education program to prevent tobacco use, while phase 2 involved evaluating the effectiveness of the program. Phase 2 used a randomized pretest-posttest control group design consisting of an intervention group (n=30) and a control group (n=30) selected by simple random sampling for both groups from student teachers in academic years 1-5 in the Faculty of Education, Kasetsart University, Bangkok, Thailand. The result from phase 1 for the proposed program for the intervention group involved 8 weeks of online activities, including exercise, meditation, music, games and lectures by experts in public health, health education, and experiences shared by ex-smokers. Leaflets were provided to all participants in both the intervention and control groups. The results from phase 2 showed significant differences in knowledge (p &lt; 0.000; p &lt; 0.007), attitude (p &lt; 0.000; p &lt; 0.034) and risk behavior to tobacco use (p &lt; 0.004; p &lt; 0.025) for both the intervention and control groups at 8 weeks post-intervention compared to pre-intervention, respectively. The program could support, guidance, and contributions of the many individuals and organizations that have been involved in the online process.
An Investigation of Music Teachers&apos; Perceived Self-Efficacy for Technology Integration
Author: Sarikaya, Muhsin
Date: 2022-00-00
Type: Journal Articles
Subjects: Music Teachers,Self Efficacy,Technology Integration,Predictor Variables,Teacher Characteristics,Foreign Countries,Educational Technology

Technology integration is the use of appropriate technology in line with the objectives set in the learning-teaching process. Teachers who carry out learning and teaching activities in schools have a great importance in technology integration. In this study, it was aimed to investigate the music teachers? perceived self-efficacy for technology integration. Technology integration self-efficacy perceptions of music teachers were compared based on the variables of gender, age, school type and level. The participants of the research consisted of 216 music teachers working in different cities in Turkey. Personal information form and perceptions of self-efficacy for technology integration scale were used in the research. The research findings indicated that music teachers? perceived self-efficacy for technology integration were moderate. In addition, their perceived self-efficacy differed based on gender, age and school type. In general, male music teachers and the teachers working with younger students and in private schools had significantly higher perceived self-efficacy for technology integration.
Graduate STEM Student Perspectives and Implementation of Machine Translators in South Korea
Author: Powell, Natasha
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Graduate Students,Foreign Countries,Computational Linguistics,Translation,Student Attitudes,Second Language Learning,Technology Uses in Education,English (Second Language)

As technology advances, and more students have constant access to cell phones, laptops and tablets inside the classroom, the use of machine translation (MT) by language learners will continue to rise. Therefore, in order for instructors to better design courses they should strive to understand how students are using machine translation, as well as student attitudes towards this technology. This present study examined the perspectives of South Korean graduate students at a science and technology university towards the usage of MT in relation to academic settings. This study featured a survey of 100 participants, and found positive correlations between the use of translators on written assignments, important academic work such as theses, as well as a proclivity to use machine translation to support completion of daily academic tasks. Students also showed a strong belief that MT has overall benefits as a language learning tool. As a result of this study, language teachers may consider incorporating MT education within their second language curriculum.