ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of Online Education Delivered by the Universities during Pandemic COVID-19: A Case of North Cyprus
Author: Senol, Hülya
Date: 2021-04-00
Type: Journal Articles
Subjects: Electronic Learning,Delivery Systems,COVID-19,Pandemics,Universities,College Faculty,College Students,Barriers,Affordances,Student Attitudes,Teacher Attitudes,Educational Quality,School Closing,Foreign Countries

Universities skipped from face-to-face education on campuses to online education worldwide due to the outbreak of COVID-19 started in December 2019. But it remains unclear how effective online education was, given that most instructors and students had little experience with online education and with lack of technological resources. This study aimed to evaluate the online education offered by the universities during Pandemic COVID-19. Mixed research was conducted with randomly selected 500 university students and 24 instructors from various universities in North Cyprus between April 2020-August 2020. Students agreed with the 30 benefits of online education, and they stated serious obstacles that they faced during online lectures. Instructors mentioned their online teaching experiences and the obstacles they faced during the pandemic. Also, participant instructors made some suggestions for the government, universities, and instructors to improve and ensure the effectiveness of online education. This type of in-depth research can be carried out by all universities globally and the data will help all education leaders and management of the universities to determine the weak and strong points of their online education and re-manage and redesign their online education to meet the needs of students. Universities can produce solutions to mitigate their problems in online education and increase the quality of online education which can be accessed by all students.
Exploring Barriers and Opportunities to Black Nurses&apos; Professional Development
Author: Gordon, Petula
Date: 2021-00-00
Type: Journal Articles
Subjects: Nurses,Professional Development,Racial Bias,Barriers,Minority Groups,Training,Equal Education,Access to Education,Blacks,Foreign Countries,Ethnicity,Work Environment,Cultural Awareness,Psychological Patterns,Racial Discrimination

This paper presents the findings of the lived experience of black and minority ethnic (BME) nurses when applying to access training and development programmes in the National Health Service (NHS). Research has shown that black nurses in particular, are less likely to be selected for training and development programmes when compared to their white counterparts which can impact on the quality of care given to patients. Despite interventions in place to promote equal opportunities, oppressive practices persist. A conceptual model of issues to be considered in the development of an equality framework has been proposed to help facilitate improvement in training opportunities for black nurses. The framework has been proposed on the basis that taking a collective approach to a longstanding problem to include stakeholders such as black nurses, NHS Trusts and the Government, may help towards improving training opportunities for black and minority ethnic nurses.
The Effect of Different Cooperative Learning Methods on Laboratory Activities of Science Teacher Candidates
Author: Yildiz, Emre
Date: 2021-04-00
Type: Journal Articles
Subjects: Cooperative Learning,Laboratory Experiments,Laboratory Procedures,Laboratory Safety,Science Process Skills,Science Education,Preservice Teacher Education,Preservice Teachers,Undergraduate Students,Student Attitudes,Instructional Effectiveness,Teaching Methods,Content Area Reading,Content Area Writing,Academic Achievement,Teamwork

The study aimed to determine the effects of students teams achievement divisions (STAD) and reading-writing-application (RWA) methods on teacher candidates' academic achievements, laboratory attitudes, cooperative work, laboratory safety and scientific process skills in science teaching laboratory practice-I courses. In the research, a quasi-experimental design with pretest-posttest comparison groups was used. The research was conducted with 36 third grade teacher candidates who are studying as science teachers in the fall semester of the 2018-2019 academic year. The data were collected with the academic achievement test and science laboratory attitude scale and observation. In the analysis of the data, descriptive statistics, independent groups t-test, dependent groups t-test were used. Besides, it was determined that there was no statistically significant difference between the academic achievements and laboratory attitudes of the teacher candidates who applied the RWA and the STAD methods. According to the observation results, it was determined that there was no statistically significant difference between the cooperative work of the teacher candidates who applied the RWA and the STAD methods. Also, the results indicated that there was a statistically significant difference between laboratory safety and basic and causal skills of teacher candidates in terms of the RWA method.
The Practice Turn: Towards Practice-Based Doctorates
Author: Barnard, Adam
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Sciences,Educational Practices,Educational Theories,Doctoral Programs,Theory Practice Relationship,Praxis,Case Studies,Social Work

The first part of this paper examines practice and practices as the practice turn in social sciences. The cartography of practice in the late 20 century has way makers or milestones that are significant in the trajectory of practice. Bourdieu has a project of 'praxelogy' in Outline for a Theory of Practice (1977) and The Logic of Practice (1990) with habitus, field and practice influenced by structuralism. Giddens' 'theory of structuration' (Giddens, 1979, 1984) is influenced by the late Wittgenstein and in Giddens's world, 'the basic domain of study of the social sciences, according to the theory of structuration, is neither the experience of the individual actor, not the existence of any form of social totality, but social practices ordered across space and time' (Giddens, 1984: 2). Giddens (1984) discusses how theories of practice might transcend the dualisms of structure and agency, determination and voluntarism. The range of practice theorists forms the nexus, constellation and force field of practice-based doctorates that have applied and real-world value. The second part of the paper discusses possible translations of theory into applied research to examine practice in real-world research.
Mathematics Teachers&apos; Opinions on Distance Education Using the Educational Informatics Network (EBA)
Author: Aksu, Hasan Huseyin
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Mathematics Instruction,Distance Education,Educational Technology,Technology Uses in Education,Access to Education,Access to Computers,Barriers,Internet,COVID-19,Pandemics,School Closing,Program Effectiveness,Faculty Development

The aim of this study is to put forth the opinions of mathematics teachers about distance education carried out using the Educational Informatics Network known as EBA (Egitim Bilisim Agi) which is a new practice in Turkey. In accordance with this objective, 10 Mathematics teachers who work in institutions affiliated to Ministry of National Education in Giresun Province form the sample group of the study. The data were collected using a semi-structured interview technique consisting of eight open-ended questions developed by the researcher in this study where the special case method was used. Themes were created based on the data and the frequencies of the themes were determined and presented in tables. In line with the data obtained, it is seen that distance education using EBA prevents students from losing their ties with the school while they stay at home and provides them the experience that education can continue under all circumstances. That being said, students who did not have internet or computer at home were not able to benefit from the education since they could not attend the classes. Additionally, since the live courses held in EBA are not being recorded, students cannot find the opportunity to watch the lessons later on if they cannot attend them. For these reasons, it is suggested that live courses be recorded and made accessible to students and every student should be provided with free internet service in order to ensure equal opportunities in education.
CA[superscript 2]JU: An Alternative Communication System Developed in Brazil for Children with Disabilities
Author: Menezes, Edênia da Cunha
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Students with Disabilities,Developmental Disabilities,Communication Problems,Augmentative and Alternative Communication,Computer Software,Elementary School Students,Usability,Inclusion,Speech Language Pathology,Outcomes of Treatment

Education is a fundamental right of all, guaranteed in the Brazilian constitution and in the legislation of several countries in the world. In Brazil, Special Education targets people with disabilities and global developmental disorders. A disabled person needs certain supports, the demands for which are varied. One such demand relates to people with disabilities who have complex communication needs. The CA[superscript 2]JU software, an augmentative and alternative communication tool that helps children with complex communication needs, was developed to tackle this problem. Its sophisticated computerised devices can form phrases and sentences for its users and are made available in two access modes: Illustrated and Pro-Expanded. This work aimed to investigate the effectiveness of the CA[superscript 2]JU system in terms of implementing alternative communication among children with disabilities. The research analysed the software test with 39 participants between 5 and 12 years of age. The software test showed an average efficiency of 38% in grammatical expansion and ease of access. In both access modes, greater efficiency and grammatical expansion were used in the software than in the communication boards. The lack of ways to communicate will negatively impact students' educational experiences. Thus, the CA[superscript 2]JU software is a daily communication alternative for people with disabilities that can not only realise but also accommodate the most varied demands and social contexts, thereby contributing to the development of inclusive schools.
Determining the Optimal Duration of a Single Lecture in Distance Education Using Facial Analysis of Instructors
Author: Özkara, Betül Özaydin
Date: 2021-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Lecture Method,College Faculty,Nonverbal Communication,Psychological Patterns,Video Technology,Emotional Response,Negative Attitudes,Time,Attendance,Online Courses

The COVID-19 Pandemic, which has affected the entire world profoundly, has given rise to changes in many areas. The change in the education system appears as a compulsory transition to distance education, which raises the question as to how long the lectures in distance education should last. This study examined the emotional changes of the instructors who teach in the distance education environment by analyzing their faces with the Facial Action Coding System (FACS). Through the software developed by the researchers, the emotions of the instructors were evaluated in terms of feelings of disgust, sadness, happiness, fear, contempt, anger, and surprise. For evaluation, 53,923 photographs were obtained from 149.8 hours of videos recorded in 288 sessions of 29 different courses provided by 9 instructors and 47,883 of them were analyzed. Based on the changes in emotions, the optimum lecture time in the distance education environment was examined. In addition, the study determined the effects of instructors, courses, programs, weeks of the course, students' attendance, lecture type, session information on emotional changes. The study revealed that instructors' negative emotions generally increased between the 11th and 20th minutes, whereas the negative emotions of the instructors who preferred to have a longer session decreased after the 25th and 35th minutes. The study revealed that all of the emotions mentioned varied according to instructors, courses and programs that some emotions differed significantly according to students' attendance and lecture type, and that week of the course and session information did not cause any emotional changes.
The Effectiveness of Form Four STEM-Based Physics Interactive Laboratory (I-Lab) by Employing Isman Instructional Design Model
Author: Wan Ab Kadir, Wan Nurul Huda
Date: 2021-04-00
Type: Journal Articles
Subjects: STEM Education,Physics,Science Instruction,Instructional Design,Science Laboratories,Comparative Analysis,Feedback (Response),Scores,Science Achievement,Teaching Methods,Instructional Effectiveness,Learning Activities,Foreign Countries

The study examines the effectiveness of the Form Four STEM-Based Physics Interactive Laboratory (i-Lab) to enhance form four students' achievements in Physics. It describes the design process by employing the Isman Instructional Design Model. A quantitative study was carried out using an experimental method. The instruments used were pretest and posttest for form four students' achievements in Physics. The sample of this study consists of three groups: a Traditional Physics Laboratory (T-Lab); Form Four STEM-Based Physics Interactive Laboratory with explanation feedback (i-LabP); and Form Four STEM-Based Physics Interactive Laboratory with knowledge of results (i-LabK). In this study, T-Lab is control groups while i-LabP and i-LabK are treatment group. Each group had 20 participants. Statistical analysis in the form of One Way Anova was used to compare the achievements of students in each group (T-Lab, i-LabP &amp; i-LabK). The findings show that i-LabP had highest score mean at 64.70, followed by i-LabK at 56.90 and T-Lab at 52.65. The findings from this study suggest that the Isman Instructional Design Model is suitable in the development of Form Four STEM-Based Physics Interactive Laboratory (i-Lab) to enhance form four students' achievements in Physics.
Evoking &quot;Never Never Land&quot;: The Importance of Imaginative Play and Creativity
Author: Dominey, Hayley
Date: 2021-00-00
Type: Journal Articles
Subjects: Imagination,Play,Creativity,Elementary School Students,Foreign Countries,Photography,Visual Aids,Faculty Development,Educational Environment

This article is a condensed version of the author's research which explores the relationship between imaginative play and creativity in education, and examines the structures, approaches, benefits, and obstacles surrounding the topic of imaginative play and creativity. The photo collection is a reflection on the ponderings throughout the author's project research. Inspired by zoom-in puzzles, a similar approach was taken to the creative representation of pedagogical wonderings through a photographic journey. By looking at things from different vantage points, one can see things in different ways, and, perhaps, experience a sort of catharsis through contemplation of the overlooked in the obvious.
Specificities of the Mutual Influence of Context and Assessment in French Evaluative Utterances
Author: Moroshkina, Halyna
Date: 2019-00-00
Type: Journal Articles
Subjects: French,Semantics,Pragmatics,Discourse Analysis,Syntax,Language Styles,Language Usage,Correlation,Intention,Interpersonal Communication,Speech Communication,Epistemology,French Literature,Authors,Novels

The paper is focused on the study of the interconnection of context and evaluative utterances in French. The assessment of different aspects of the world is viewed as a considerable part of human cognitive activities. Considering this, in the paper evaluative utterances are analysed in relation to logical, semantic, pragmatic and communicative properties of evaluation as an element of a linguo-cognitive domain. It is emphasised that the pragmatic analysis is of great significance in the interpretation and explanation of positive or negative polarity of the utterance evaluation. The present article also demonstrates the importance of various semasiological and syntactic expressive means and stylistic devices in the process of highlighting the positive or negative evaluative effect. Following the principles of pragmatic analysis, the author outlines the language means realising positive and negative polarity of the utterance evaluation. The study also proves that the units being neutral at the language level acquire evaluative potential in context. The results obtained confirm the idea that the correlation between the evaluative utterance and its context helps understand the encoded in the evaluative utterance presupposition of communication being the speaker's communicative intentions associated with his/her epistemic state.
The Politics of Fair and Affordable Housing in Metropolitan Atlanta: Challenges for Educational Opportunity
Author: DeBray, Elizabeth H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Housing,Low Income Groups,Housing Needs,Metropolitan Areas,Barriers,Educational Opportunities,Public Policy,Educational Policy,Nonprofit Organizations,Intervention,Social Mobility,Public Housing

This qualitative case study considers the politics of the coalitions that emerged to address fair and affordable housing in the Atlanta metropolitan area between 2017 and 2020 and the connections or barriers they identified to educational opportunity. It applies regional, civic capacity, and social construction of policy frameworks to explore in which arenas the two issue areas of housing and education have been linked by policymakers, and by selected civic entities, non-profit organizations, and philanthropies. The case draws on demographic data, interviews, and documents in the analysis of the barriers to, and possibilities for, coordination of housing and education policy instruments to promote educational opportunity in the region. The author found that the majority of efforts to bridge the two policy areas were developed and led by non-profit actors, and mostly took the form of place-based interventions rather than mobility programs. Implications of these findings for policy design are discussed.
Overcoming Barriers through Collective Impact: A Case Study
Author: Mendez, José
Date: 2021-00-00
Type: Journal Articles
Subjects: Barriers,After School Programs,Student Experience,Achievement Gap,Models,Program Implementation

With an increase in the number of enrichment options available in out-of-school time (OST), young people can explore topics generally passed over in a typical school day. Parent perception of afterschool programming is beginning to shift from a simple necessity of the work week to a conscious choice about the daily experiences of their children. Public school districts are leaning heavily on afterschool programs to complement the school day by incorporating academic components to help close the achievement gap. Collective impact is one model for bringing about systemic change. Collective impact is &quot;a framework for achieving systems-level changes in communities through coordinated multi-sector collaborations&quot; (Christens &amp; Inzeo, 2015). The collective impact model enables community organizations to go beyond the small constituencies with whom they regularly work, reframe their efforts, and magnify their reach. This case study investigates how collective impact can increase equitable access to high-quality OST programming by encouraging independent organizations to adopt a common agenda to solve systemic issues. In pilot programs in Somerville, Massachusetts, application of the collective impact model increased the number of OST slots available to serve local youth and is on track to transform the OST landscape.
Diversity of Cultural Sources in ELT Activity Books: A Case Study of a Multicultural Primary School in Thailand
Author: Saemee, Kulthida
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Diversity,Cultural Differences,Elementary Schools,Instructional Materials,Culturally Relevant Education,English (Second Language),Second Language Instruction,Immigrants,Textbook Content,Cultural Awareness

Thai government schools have become multicultural due to an increasing number of migrant students whose parents are from neighboring ASEAN countries. Although published English language teaching (ELT) materials have been researched extensively, supplementary materials that are integrated as additional resources for teachers and students such as workbooks or activity books used in Thai government schools are under-researched. This study investigated the cultural diversity content represented in six ELT activity books used in a primary school located in Samut Sakhon province in Thailand. Cortazzi and Jin's (1999) cultural concept was employed as a framework to analyze layers of cultural diversity represented in the selected ELT activity books. Drawing upon content analysis, the findings reveal six cultural sources ranked in the following order: international cultures (40%), target cultures (23%), global cultures (17%), Asian regional cultures (16%), unidentified sources (4%), source cultures (0%), and ASEAN regional cultures (0%). Diverse international cultures are frequently incorporated into these activity books; however, source cultures referring to students' sociocultural backgrounds and ASEAN regional cultures are under-represented. This study proposes pedagogical implications for teachers who use local ELT activity books provided by the government, with regard to adapting and designing culturally appropriate lessons and activities for students in multicultural primary schools in Thailand in order to meet UNESCO SDG 4 (Quality Education).
Teaching Non-Fiction Translation: The System of Exercises and Tasks
Author: Chernovaty, Leonid
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Nonfiction,Translation,Language Processing,Second Languages,Skill Development,Text Structure,Editing,Systems Approach,Figurative Language,Language Usage

Basing on the analysis of the general system of exercises and tasks for translator/interpreter training, the authors offer a three-component system of exercises and tasks for teaching non-fiction translation. The components discrimination is based upon their aims, which fall into one of the three categories. The first one is related to the acquisition of skills and subskills, which are required for the translation process, but do not involve translation proper. The second category includes the translation actions and operations that can be automatised, while the third one incorporates translation skills, which are based on the actions and operations of the first two categories. Taking into account the said discrimination, the authors suggest a system composed of three subsystems: (1) preparatory exercises, (2) those intended for the translation automatic components formation, and (3) for the development of translation skills. The authors offer a list of skills and subskills required at each stage of the translation process (the source text analysis, the translation proper and the target text editing), as well as describe the content of groups, types and subtypes of exercises within each subsystem. The prospects of further research are outlined.