ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing Gender Gaps in Educational Provision, Research and Employment Opportunities in the Transport Sector at the European Level
Author: Pirra, Miriam
Date: 2020-00-00
Type: Journal Articles
Subjects: Gender Differences,Gender Bias,Disproportionate Representation,Equal Education,Mobility,Transportation,Females,STEM Education,Foreign Countries,Secondary School Students,College Students,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Grants,Scholarships,Sex Stereotypes,Social Bias,Intervention,Mentors

Serious gaps are found when evaluating the recognition and inclusion of gender aspects in transport strategies, research and innovation. Similar issues can be spotted in the transport labor market, where only 22% of workers are women at the European level. The roots of these limitations are in the low participation of women in Science, Technology, Engineering and Maths (STEM) studies and, therefore, in the traditionally male-dominated transport field occupations. Stemming from the European project TInnGO, the current paper proposes a descriptive analysis to evaluate the gender gaps in educational provision and research in ten European countries. Specific indicators, such as percentages in the gender composition or the presence of university courses dealing with mobility and transport, have been defined and their availability in different countries is verified. In addition, a desktop review of practices for encouraging and supporting women in STEM studies is operated, underling characteristics such as the kind of initiative, the methods and tools used, the target group or the type of promoter. The results of this activity show that a wide network of associations and mentoring operates in various European nations, mostly targeting secondary school students, trying to make females aware of their potentialities in a deeply gender-biased field like the STEM one.
Culturally Responsive Teaching: Its Application in Higher Education Environments
Author: Hutchison, Laveria
Date: 2020-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Teaching Methods,Higher Education,Preservice Teacher Education,Cultural Awareness,Student Diversity,Bias

The application of culturally responsive teaching (CRT) in this article is used to provide a background into the instructional concept of CRT in higher educational settings and to provide examples for classroom pedagogical practice. This article provides instructional approaches that can be used in higher education classes to promote a cultural context to engage preservice teaching candidates who are seeking initial certification to become teachers-of-record and graduate-level teachers who are certified to understand and embrace the intersection of race, gender, religion, and regional cultures that contribute to identity. This article outlines instructional activities that can be used by faculty in higher education programs to assist their students with learning to co-construct culturally responsive lessons. This type of instruction should lead to a process in which faculty in higher educational settings can assist their preservice teacher candidates and graduate-level students in understanding the community in which they will serve or currently serve and to bring the funds of knowledge of their students into positive and productive learning environments.
Whole Class or Small Group Fluency Instruction: A Tutorial of Four Effective Approaches
Author: Kuhn, Melanie R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Small Group Instruction,Classroom Techniques,Instructional Effectiveness,Reading Instruction,Reading Fluency,Repetition,Reading Strategies,Scaffolding (Teaching Technique),Suprasegmentals,Elementary School Students,Developmentally Appropriate Practices,Decoding (Reading),Word Recognition

Four scientifically validated approaches to fluency instruction (Fluency-Oriented Reading Instruction, Wide Fluency-Oriented Reading Instruction, Fluency-Oriented Oral Reading, and Wide Fluency-Oriented Oral Reading) are reviewed. Two for the whole class and two for small groups. Key components of fluency, automaticity, and prosody are defined, and their contribution to reading comprehension is discussed. Automaticity contributes through its freeing up of attention to attend to meaning, and prosody contributes through its addressing of pacing and expression that, in turn, reflect textual meaning. Four principles for effective fluency instruction are also presented: Modeling, extensive opportunities for practice, the use of scaffolding, and the incorporation of prosodic elements. The four instructional approaches presented in this article are based on two different strategies for integrating extensive opportunities to read: Repeated versus wide reading. All four approaches use challenging texts, or texts at the upper end of the learners' zone of proximal development, thus providing learners with access to a broader range of vocabulary and concepts than would be the case if they read only instructional level texts. All four also provided highly effective procedures for either whole-class or small-group reading instruction. The goal of this summary is to provide readers with effective approaches for classroom instruction.
Qualitative Study of the Cross-Cultural Adaptation of Macao Students in Mainland China
Author: Lee, Chia-Wen
Date: 2020-00-00
Type: Journal Articles
Subjects: Language of Instruction,Student Adjustment,Mandarin Chinese,Student Attitudes,Acculturation,Student Motivation,College Students,Second Language Learning,Second Language Instruction,Foreign Countries,Peer Relationship,Gender Differences,Social Life,Social Networks

Education research is increasingly paying attention to students' cross-cultural adaption in Mainland China. As a special administrative region of China, educational systems and language of instruction of Macao are different from those of Mainland China. This study analyzes the cross-cultural adaptation of Macao students in Mainland China by using qualitative semi-structured interviews. The results show that study motivation, medium of instruction, and social integration are important factors determining how Macao students adapt to university programs. Failure to adapt to the language of instruction is the most direct, prominent, and enduring problem that Macao students encounter when studying in the Mainland. The current study's findings have practical implications for faculties who provide support and training to Macao students in Mainland China. The study discovers that strengthening the Mandarin language skills of Macao students is currently a priority.
Playing with Complex Systems? The Potential to Gain Geographical System Competence through Digital Gaming
Author: Lux, Joelle-Denise
Date: 2020-00-00
Type: Journal Articles
Subjects: Geography Instruction,Computer Games,Computer Simulation,Informal Education,Systems Approach,Networks,Guidelines,Barriers,Thinking Skills,Teaching Methods,Video Games

The current socio-ecological challenges and phenomena that are major topics of geography education, like climate change and migration, are highly complex. Maturity in these contexts requires a networked way of thinking, and a systemic competence that is difficult to develop in geography classes alone. Digital games that simulate complex systems which include the pressing issues of today's challenges may be a useful supplement to foster systems thinking. In this study, we develop a framework to assess the complexity of in-game systems. A subsequent analysis of a selection of current commercial strategy and simulation games shows how system complexity is designed differently in the various games. Based on these results, we make recommendations for the selection and use of different games in formal and informal learning contexts.
&quot;Preparing Them for the Road&quot;: African Migrant Parents&apos; Perceptions of Their Role in Their Children&apos;s Career Decision-Making
Author: Akosah-Twumasi, Peter
Date: 2020-00-00
Type: Journal Articles
Subjects: Immigrants,Parent Child Relationship,Career Choice,Parent Attitudes,Guidelines,Parenting Styles,Foreign Countries,Collectivism,Refugees,Professional Personnel,Trust (Psychology),Childrens Rights,Preferences,Career Development,Individualism,Behavior Standards,Participant Characteristics,Decision Making,Parent Role

There are numerous theories on parenting styles, however, they are Western-oriented and may not be applicable to collectivist non-Western societies. A qualitative study which utilised semi-structured interviews was conducted to explore the perceived parenting roles of 26 Sub-Saharan African (SSA) migrant parents (both humanitarian and professional migrants) in their children's career pathways after they migrated to Australia. Data were analysed using grounded theory methods and this process facilitated the creation of a new framework to provide an in-depth understanding of how SSA parenting styles informed the migrant children's career choices while living in Australia. The study revealed that most SSA migrant parents maintained their style of parenting as used in their home countries. Interestingly, some parents adapted their parenting styles due to their perceptions of changed circumstances within the host country. Other parents, who would normally be authoritative, became trustful due to their perceived lack of educational expertise to guide their children. Conversely, some other parents who would normally be authoritarian employed wily tactics in influencing their children's decision, so as to circumvent the strict Australian legal framework around children's rights. Irrespective of parenting style applied, all the parents aimed to either guide or direct their children's educational and career development to ensure that they become economically productive adults. From the discourse of the SSA migrants' perceptions of their parental role, we offer potential explanations for what underpins their parenting preferences and the rippling effects on their children's career trajectories. Direction for areas of continued research are presented, and implications of the findings are discussed.
Teacher Training for &apos;Augmented Reading&apos;: The Living Book Approach and Initial Results
Author: Meletiou-Mavrotheris, Maria
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Development,Books,Computer Simulation,Foreign Countries,Reading Skills,Reading Improvement,Elementary School Students,Middle School Students,Student Experience,Internet,Elementary School Teachers,Middle School Teachers,Teaching Methods,Program Implementation,Parent Teacher Cooperation,Program Development,Teacher Attitudes

Living Book--Augmenting Reading for Life, a three-year EU-funded Erasmus + project (September 2016-August 2019), exploited the affordances of augmented reality (AR) and other emerging technologies in order to address the underachievement of European youth in reading skills. The program developed an innovative approach that empowers teachers from upper primary and lower secondary schools (ages 9-15) to 'augment' students' reading experiences through combining offline activities promoting reading literacy with online experiences of books' 'virtual augmentation' and with social dynamics. Various professional learning activities were designed within the project, aimed at strengthening European teachers' profile and competences in effectively integrating the Living Book approach into their classroom activities, and in dealing with diversified groups of learners, particularly pupils from disadvantaged backgrounds. Teachers also received training in how to involve parents, and particularly those from disadvantaged and/or migrant backgrounds, in proreading activities to back the overall Living Book strategy at home. The current article provides an overview of the main phases of the Living Book project implementation, and of the program's key activities and outputs. It also outlines the content and structure of the 'Augmented Teacher' and 'Augmented Parent-Trainer' training courses developed within the project. Finally, it reports on the main insights gained from the pilot testing of the courses and the follow-up classroom experimentation that took place in the project partner countries.
Investigation of Pre-Service Teachers&apos; Web 2.0 Rapid Content Development Self-Efficacy Belief Levels and Their Views on Web 2.0 Tools
Author: Say, Serkan
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Self Efficacy,Content Analysis,Web 2.0 Technologies,Measures (Individuals),Gender Differences,Scores,Computer Simulation,Course Content,Teacher Education Programs,Foreign Countries,Turkish,Science Instruction,Mathematics Instruction,English (Second Language),Preschool Teachers,Elementary School Teachers,Computer Software,Instructional Design,Teaching Methods

The aim of this study was to examine the pre-service teachers' Web 2.0 rapid content development self-efficacy belief levels and their opinions about Web 2.0 tools. The study was carried out by using &quot;convergent parallel mixed design&quot;. In the academic year of 2019-2020, 254 pre-service teachers voluntarily participated in the quantitative part of the study and 30 preservice teachers voluntarily participated in the qualitative part. &quot;Web 2.0 Rapid Content Development Self-Efficacy Belief Scale of Pre-Service Teachers&quot; was used as quantitative data collection tool. In order to collect qualitative data, a semi-structured interview form was prepared by the researchers. While the quantitative data obtained from the pre-service teachers were analyzed with the T Test and ANOVA, the qualitative data were analyzed using the content analysis technique. As a result of the study, pre-service teachers' Web 2.0 rapid content development self-efficacy belief levels do not differ significantly in terms of gender variable. On the other hand, a significant difference was observed in self-efficacy belief level scores among different departments. Also, the preservice teachers expressed positive opinions regarding the use of WEB 2.0 tools in the educational environment such as class group formation, presentation preparation and virtual classroom applications.
Turkish Language Teacher Metaphors of Pre-Service Teachers According to Their Perceptions
Author: Özcan, Mehmet Fatih
Date: 2019-12-00
Type: Journal Articles
Subjects: Turkish,Figurative Language,Preservice Teachers,Student Attitudes,Language Teachers,Native Language,Undergraduate Students,Teacher Education Programs,Graduate Students,Grammar,Poetry,Language Usage,Psychological Patterns,Gender Differences,Foreign Countries,Teacher Characteristics,Personality Traits

The aim of this study is to determine the pre-service teachers' perceptions related to teacher/Turkish language teacher concepts through metaphors. The study group consists of first and fourth grade undergraduate students from Department of Turkish Language Teaching of Faculty of Education of Agri province and graduate students from Turkish Language Education in 2018-2019 academic years. The research data was collected with open ended questions. With the questions as &quot;How do you think the concept teacher can be expressed with different words? Why?&quot; related to teacher concept, &quot;What is the first reaction and the first sentence you hear from the people when you tell them that you are a Turkish language teacher/study in the department of Turkish Language Teaching?&quot; related to Turkish language teacher concept, and &quot;What are the three words that you think of when Turkish language teacher is mentioned?&quot; related to Turkish language teacher concept, preferability levels of the metaphors were determined with frequency, percentage, arithmetic mean and standard deviation; and t test was used to determine the difference between gender and views of the participants according to grade. According to the results obtained from the study, it was determined that the participants presented both positive and negative metaphors related to the questions. While a high number of positive metaphors such as educator/instructor, leading/guide/leader and father/mother, compassion, laborer, friend, honest, self-sacrificing, hope are produced, negative metaphors such as Hope killer/hangman and expropriator are also produced. Of the metaphors produced about the Turkish language teacher, the first four came out as silver-tongued/ calligraphic, grammar, book and poet/poem. In addition, metaphors like Unemployed and With Poor Turkish/Short-tempered were also produced.
The Effect of Students&apos; Personality and Learning Styles on Their Motivation for Using Blended Learning
Author: Keshavarz, Mohammad Hossein
Date: 2019-12-00
Type: Journal Articles
Subjects: Personality Traits,Cognitive Style,Student Motivation,Blended Learning,College Students,Foreign Countries,Extraversion Introversion,Intuition,Educational Technology,Technology Uses in Education,Feedback (Response),Lecture Method,Computer Mediated Communication,Group Discussion,Instructional Materials,Cooperative Learning

Blended learning is a revolutionary concept that embraces traditional classroom teaching and online/offline learning. Many studies have been conducted on blended learning; however, research on its effect on motivation with reference to personality and learning styles is scarce. Therefore, the present study set out to fill this niche. To this end, 33 university students from a private university in Northern Cyprus were randomly selected to participate in this study by filling out a questionnaire on the use of blended learning. The questionnaire was analyzed and frequencies of participants' responses were calculated. To supplement the survey with qualitative data, an interview was conducted with ten of the participants on a voluntary basis. The results of both sets of data suggest that students' personality and learning styles play a significant role in increasing their motivation for using blended-learning. Thus, based on these findings, it is suggested that in order to increase learners' motivation, teaching materials and methods should be tailored according to their needs. The findings of the study are interpreted to have direct implications for syllabus designers and teachers.
EFL Teachers&apos; Writing Assessment Literacy, Beliefs, and Training Needs in the Context of Turkey
Author: Valizadeh, Mohammadreza
Date: 2019-12-00
Type: Journal Articles
Subjects: Assessment Literacy,Beliefs,Educational Needs,English Teachers,English (Second Language),Writing Evaluation,Foreign Countries,Self Efficacy,Inservice Teacher Education,Scoring,Accuracy,Prior Learning,Writing Instruction

Teachers' assessment literacy and beliefs contribute to encouraging or undermining students' learning; therefore, investigating such literacy to fulfill the teachers' training needs is essential. This quantitative survey study investigated the current level of 152 English as a Foreign Language (EFL) teachers' writing assessment literacy (WAL) in Turkey and identified their training needs in this area by means of a questionnaire. Further, this research explored the teachers' beliefs about different writing assessment methods, general assessment issues in writing classrooms and then scoring accuracy in writing assessment. Although 80.9% of the teachers stated that they had already received prior training in WAL, a vast majority of the participants (over 90%) stated they need to receive training in all the investigated WAL areas. The training need areas which stood on the highest six ranks included &quot;Using pre-designed integrated writing tasks&quot;, &quot;Designing integrated writing tasks&quot;, &quot;Giving feedback to students based on information from tests/assessment&quot;, &quot;Designing good writing tasks/tests&quot;, &quot;Using the scoring rubrics&quot;, &quot;Designing the scoring rubrics&quot;, &quot;Using self-assessment&quot;, &quot;Using peer-assessment&quot;, and &quot;Using assessment portfolio&quot;. The detailed findings regarding the teachers' beliefs in the above-mentioned issues are explained and discussed in the paper. To improve the situation, the shortcomings in the language teacher education programs in Turkey should be addressed.
Rhetorical Structure in Problem Statement Section of Foreign Languages Undergraduate Students&apos; Monographs
Author: Obeso, Wilmar Salazar
Date: 2019-12-00
Type: Journal Articles
Subjects: Undergraduate Students,Second Language Learning,Second Language Instruction,English (Second Language),Writing (Composition),Rhetoric,Language Styles,Teaching Methods,Academic Language,Foreign Countries,Writing Assignments,Departments,Computational Linguistics,Models,Student Research

The Problem Statement (PS) section communicates the issue that targets a study. Having a clear understanding of its rhetorical moves facilitates its communication. However, undergraduate students are not generally worried about this important writing aspect. The purpose of this descriptive study intended to explore the rhetorical moves in Colombian FL undergraduate monographs. 20 samples of PS written in English by Foreign Languages (FL) Undergraduate students were analyzed following Swales' (1990) Create-a-research-space (CARS) model. Findings revealed that the lack of knowledge about rhetorical aspects on the part of the students affects negatively the writing of the PS. The analysis also showed that some students did not communicate the problem due to an unbalanced frequency of moves and steps. Students' awareness of the genre, its formal instruction, and frequent training might contribute to improve their academic writing.
Saudi English Teachers&apos; Use of Technology in Secondary Classrooms: Perceptions, Barriers, and Suggestions for Improvement
Author: Alswilem, Deya'a Ageel Mutlaq
Date: 2019-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Technology Integration,Teacher Attitudes,Information Technology,Positive Attitudes,Teacher Education,Incentives,Teaching Methods,Barriers,Access to Computers,Educational Facilities,Secondary School Teachers

This study sought to quantify the perceptions of Saudi English teachers towards the use of technology in secondary classrooms. To achieve this goal, seventy-six English teachers in AlJouf district of the Kingdom of Saudi Arabia responded to a questionnaire, showing that the teachers held positive attitudes toward the use of technology in the classroom. However, the participants reported several critical barriers to widespread use. These included a) the lack of teacher training, b) the lack of infrastructure (labs and classrooms), and c) the lack of technology resources (computers). The survey results suggested the need for an explicit vision and strategy for technology use. Further, the teachers suggested that the creation of a standardized physical infrastructure in conjunction with financial incentives could help to improve adoption.
Cognitive Processes Underlying Play and Pretend Play: A Comparative Cross-Species Study on Degrees of Memory, Perception, Imagination, and Consciousness
Author: Wah, Alejandra
Date: 2020-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Play,Imagination,Animals,Cognitive Ability,Memory,Perception,Metacognition,Reflection

Drawing on evolutionary theory, the author questions which cognitive processes underlie the capacities to play and to pretend play and the degree to which they are present in both humans and nonhuman animals. Considering cognitive capacities not all-or-nothing phenomena, she argues they are present in varying degrees in a wide range of species. Recognizing the risks involved in comparative studies, she identifies the unique features of cognition underlying pretend play while describing the broader phylogenetic sources from which they come. In the end, she finds, although play based on particular degrees of memory, perception, and consciousness can be found in many species, pretend play depends on distinctive degrees of memory, imagination, and metacognition--a cognitive process she calls &quot;reflective imagination&quot;--and appears characteristically human.