ethanporcaro/eric-fulltext-meta huggingface dataset:
Remote Language Teaching in the Pandemic Context at the University of São Paulo, Brazil
Author: Mayrink, Mônica Ferreira
Date: 2021-05-24
Type: Reports - Descriptive
Subjects: Distance Education,Second Language Instruction,COVID-19,Pandemics,Foreign Countries,College Faculty,Teaching Experience,Spanish,French,English (Second Language),Decision Making,Teaching Methods,Feedback (Response)

This chapter aims at presenting an overview of how our experiences as professors of Spanish, French, and English studies at the Department of Modern Languages (DML) of the University of São Paulo (USP) responded to the challenges put forward by the pedagogical and technological practices required since the outbreak of the COVID-19 health crisis, and the adoption of measures of social isolation in the city of São Paulo, Brazil. Our pedagogical practices are shared through a description of the institutional context and our students' narratives. The chapter is divided into three main sections. The first one presents a brief overview of the institutional context. The second briefly problematizes the decision-making process to go fully online, and the challenges of the remote program. Section three explores the experiences of the three professors and their students by discussing pedagogical practices and students' feedback. In conclusion, the text discusses the lessons learned for future actions. [For the complete volume, &quot;The World Universities' Response to COVID-19: Remote Online Language Teaching,&quot; see ED614006.]
Braving Remote Instruction at Vilnius University: Response to the COVID-19 Pandemic
Author: Chodzkiene, Loreta
Date: 2021-05-24
Type: Reports - Research
Subjects: Distance Education,Foreign Countries,COVID-19,Pandemics,English (Second Language),Second Language Instruction,Web Based Instruction,College Faculty,Computer Mediated Communication,Student Attitudes,College Second Language Programs,College Students

This chapter examines the experience of teaching English-related courses at Vilnius University (VU), the oldest and largest Lithuanian institution of higher education, in the spring 2020. We discuss arrangements made in the organizational process and implementation of the subjects within the areas taught in English by the staff members of the Institute of Foreign Languages, Faculty of Philology, VU. Limiting our account to the period when the instruction was changed abruptly from face-to-face to remote, we focus on three areas of instruction: the intra-course logistics of transferring students to the remote synchronous method of instruction, the delivery of a course syllabus in the lockdown conditions, and student reflections on the experience. [For the complete volume, &quot;The World Universities' Response to COVID-19: Remote Online Language Teaching,&quot; see ED614006.]
Teaching Online in Translation Studies: A Teacher-Researcher&apos;s Feedback from France
Author: Bordet, Geneviève
Date: 2021-05-24
Type: Reports - Descriptive
Subjects: Teaching Methods,Online Courses,COVID-19,Pandemics,Masters Programs,Translation,Language Processing,Second Languages,Teacher Student Relationship,Second Language Learning,Second Language Instruction,Foreign Countries,College Faculty,Undergraduate Students,Graduate Students,Privacy,Internet,Computer Mediated Communication,Needs Assessment,Educational Change,French,English (Second Language),Languages for Special Purposes

This chapter focuses on the impact of the COVID-19 pandemic on language classes in a Paris university in 2020. The first case studied is a Master of Arts (MA) class in translation studies. The forced and sudden switch to online learning was well accepted by students who cooperated with the academic staff to choose an online platform, in the absence of any available institutional resource. Although online teaching proved efficient in terms of learning output, it implied a lot of extra work to ensure interaction between teacher and students. Besides, important discrepancies appeared between students as regards equipment and connection. The second case is taken from language classes with Bachelor of Arts (BA) students. Communication was compromised by students' reluctance to activate their webcams, seen as a threat for their privacy. Material problems such as poor connection were thus compounded by the digital divide among them. This situation reveals disparities between students while opening opportunities for change. The priority should be given to an assessment of students' needs in a context of pandemics, at an international level. [For the complete volume, &quot;The World Universities' Response to COVID-19: Remote Online Language Teaching,&quot; see ED614006.]
Research on the Effect of 8 Weeks High Intensity Combined Circuit Training Program on Cardiovascular, Respiratory System and Body Fat Ratios
Author: Gülfirat, Ömür
Date: 2018-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Training,Physical Fitness,Body Composition,Body Weight,Body Height,Exercise Physiology,College Students,Physical Education,Athletics,Metabolism,Correlation,Foreign Countries

The purpose of this study is to investigate the effects of the 8-week high intensity circuit training method on circulation and respiratory system and body fat ratios, which is applied to university students and students with similar sports backgrounds. The participants of the study were at least 5 years of sports age (N = 60) who are educated in Istanbul University of Development and Physical Education and Sports (n = 30) volunteers who were randomly sampled by non-random sampling methods. Body Composition Measurements were analyzed by measuring the body fat ratios and body mass index in the Istanbul University of Development physical education and sports high school performance measurement laboratory and blood pressure was determined by the detection of diastolic and systolic blood pressure. Respiratory parameter measures were determined by cardiopulmonary respiratory function test at Chest Diseases Department of Istanbul University Cerrahpasa Medical Faculty. All measurements were performed before and after the 8-week program. As a result, pre- and post-training diastolic blood pressure results of participants were significantly different between forced vital capacity and forced vital capacity values of 1 second (p&gt; 0,05), A significant difference was found in systolic blood pressure results before and after training (P&gt; 0,00). There was a significant difference (P&gt; 0.00) between the body mass index results and the weight and fat ratios of participants before and after training. Combined resistance training in combined with high severity contributes to the use of fats as an energy source during exercise and to the weight loss process.
Exploring the Reading Habits of Primary ESL Teachers in SJKC Regarding Reading in English
Author: Ming Zhi, James Ngu
Date: 2021-05-00
Type: Reports - Research
Subjects: Foreign Countries,Reading Habits,Language Teachers,English (Second Language),Second Language Instruction,Elementary School Teachers,Teacher Influence,Reading Material Selection,Teaching Methods,Reading Programs,Elementary School Students

Reading is considered by many to be a very important skill among four macro skills for English as a second language and is highlighted in Malaysia Standard Curriculum for Primary School (KSSR) and English language curriculum in Malaysia. However, poor reading habits among Malaysian students especially in English remained a pressing issue in Malaysia. As teachers are role models for students, their reading habits play an important role in encouraging pupils' reading in English. The aim of this research is to explore the reading habits in English of primary ESL teachers in a National-type Chinese primary school (SJKC). This study focuses on the patterns of reading habits in English of four primary ESL teachers as well as the manifestation of their reading habits in their teaching and learning. The research instruments consist of qualitative survey and one-to-one interviews. The findings reveal that the primary ESL teachers perceived good reading habits in English and the manifestation of their reading habits vary. This study identified four emerging categories of the manifestation of primary ESL teachers' reading habits in English which are teaching and learning activities, selection of English reading materials, reading encouragement, and reading programmes. The findings inform that teachers who are avid readers and acquire good reading habits in English are able to cultivate good reading habits in English among their pupils.
School Organisational Health and School Types: Effect on Academic Achievement of Students
Author: Khandagale, Vidyanand
Date: 2013-11-00
Type: Journal Articles
Subjects: Private Schools,Public Schools,Institutional Characteristics,Foreign Countries,Academic Achievement,School Effectiveness,School Administration,Secondary School Students,Secondary Schools

Organizational health refers to an organization's ability to achieve its goals based on an environment that seeks to improve organizational performance and support student and employee well-being. Organizational health is conceptualized in terms of three levels, namely, the technical, managerial, and institutional which combine to create a healthy school. The present study identified three categories of schools based on school types by management. These categories are private-aided schools, private-unaided schools and municipal schools. These three types of schools are then compared on the seven dimensions of Organizational Health Inventory (OHI). The present paper attempts to analyse whether the (a) school organizational health and (b) academic achievement of students differs on the basis of school types, viz., private-unaided, private-aided, and municipal schools in Greater Mumbai after adjusting for school organizational health. The investigation has adopted the descriptive method of the causal-comparative type and is synchronic in nature. The sample included 1209 students from standard X from English medium schools situated in Greater Mumbai. The study found that the Mean school organizational health was the highest in private-aided schools followed by private unaided schools and municipal schools in that order. The Mean academic achievement of students from municipal schools is significantly less than those from private-aided and private-unaided schools. 3.33% of the variance in the academic achievement of students is accounted for by school types. However, the Mean academic achievement of students from municipal schools is the highest after adjusting for school organizational health. 0.80% of the variance in the academic achievement of students is accounted for by school types after adjusting for school organizational health.
Strategy Instruction with Self-Regulation in College Developmental Writing Courses: Results from a Randomized Experiment
Author: MacArthur, Charles A.
Date: 2021-00-00
Type: Reports - Research
Subjects: Learning Strategies,Metacognition,Writing Instruction,Self Efficacy,Student Motivation,Grammar,Comparative Analysis,Persuasive Discourse,Mastery Learning,Goal Orientation,Self Evaluation (Individuals),Writing Evaluation,Reading Comprehension,College Faculty,Remedial Instruction,Writing Strategies,Scoring Rubrics,Peer Evaluation,Community Colleges,Two Year College Students,Essays,Pretests Posttests,National Competency Tests

The paper presents the results of a randomized experimental study of a writing curriculum for college developmental writing courses based on strategy instruction with self-regulation integrated with practices common in college composition. Students in a full semester course learned strategies for planning and revising based on rhetorical analysis and genres. In addition, they learned metacognitive, self-regulation strategies for goal setting, task management, self-evaluation, and reflection. A prior quasi-experiment found positive effects of the curriculum on writing quality, self-efficacy, and mastery motivation. The current study included 19 instructors and 207 students across two colleges. Using hierarchical linear modeling (HLM) with students nested within instructors and with condition and college as factors and pretest scores as covariates, analyses found positive effects of the treatment for quality of argumentative writing (ES = 1.18), quality of writing on an independent writing assessment (ES =0.67), and several motivation outcomes, including self-efficacy (for tasks and processes (ES = 0.50), for grammar (ES = 0.36), and for self-regulation (ES = 0.40)), affect (ES = 0.32), and beliefs about the importance of content (ES = 0.29). No significant effects were found for grammar/conventions or reading comprehension. Teachers in the treatment condition commented positively on the approach and noted improvements in student writing and motivation. Students also shared positive experiences and noted improvement in their writing. [The paper will be published in &quot;Journal of Educational Psychology.&quot;]
Learning from Below: A Micro-Ethnographic Account of Children&apos;s Self-Determination as Sociopolitical and Intellectual Action
Author: Davis, Natalie R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Determination,Children,Child Behavior,Learning,Personal Autonomy,Politics,Resistance (Psychology)

This paper argues for an amplification of the everyday intellectual and political gestures of children as valuable indices and movers of learning. We identify and focus on microacts of self-determination, defined here as, &quot;as 'contestations' and 'moves to elsewhere' that shift activity and dictate future status&quot;. In particular, we consider if and how such microacts that could be cast as idiosyncratic build and shape new possibilities for learning and social interaction, what we refer to here as &quot;learning from below.&quot; &quot;Learning from below&quot; reflects an effort to move beyond the binary of individual versus collective activity and to situate scholarship on social and historical movements and forms of decolonial insurgency as germane to sociocultural and interactional studies of learning. Drawing from an extensive data set which included ethnographic fieldnotes, semi-structured interviews, and over 70 hours of video data collected from an after-school community tinkering program, we found that children's everyday forms of self-determination were much more than individual acts; they emerge from social histories and carried future potentialities that shaped learning and intellectual life within the setting. This central finding is anchored in an analysis of over 600 examples, as well as two cases that look more closely at individual children's participation.
Cultivating Allyship through Casual Mentoring to Promote Diversity
Author: Uddin, Lucina Q.
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Mentors,College Faculty,Minority Group Teachers,Diversity (Faculty),Researchers,Scholarship,Racial Bias,Inclusion,Disproportionate Representation,Guidance,Career Development,Social Networks,Interaction

Recent societal upheavals have highlighted stark inequalities that affect the livelihood of marginalized individuals pursuing research careers. Established scientists have a unique role to play as casual mentors, or experienced scholars who are well-positioned to serve as allies to early career researchers by informally advising on academia's hidden curriculum. [This is the in press version of a paper published in &quot;Trends in Cognitive Sciences.&quot;]
Investigation of Misconceptions for Valency and Chemical Bonding among High School Students
Author: Khandagale, Vidyanand S.
Date: 2021-08-00
Type: Journal Articles
Subjects: Misconceptions,Chemistry,Science Instruction,Scientific Concepts,High School Students,Diagnostic Tests,Science Tests,Concept Formation,Teaching Methods

Chemistry is one of the important branches of science. The subject matter of chemistry consists of numerous complex and abstract concepts. Therefore, sometimes students have flawed understanding of these concepts. These erroneous concepts are known as misconceptions. The purpose of this study was to investigate the misconceptions for Valency and Chemical Bonding among high school students. The data collecting tool used in this study was a two-tier diagnostic chemistry test consisting of statements based on the concepts and their reasons. 52 students studying in std. IX were administered with the tool. Their diagnosis was done using percentage. The diagnosis showed that misconceptions occur in students in case of abstract concepts of Chemistry i.e., Valency and Chemical Bonding. As these concepts are intangible in nature, the understanding of students regarding these concepts is not clear.
ASEAN Studies: The Revival and Development of Lao Classical Music
Author: Eiamsa-ard, Yongyuth
Date: 2021-07-00
Type: Journal Articles
Subjects: Folk Culture,Music Education,Cultural Maintenance,Foreign Countries,Elementary Secondary Education,Cultural Awareness,Musical Instruments,Asian History

ASEAN music education is important for learning the history, culture, beliefs, and identities of each member country; this research aims at studying the revival and development of Lao classical songs: 'Oh Lao' and 'Platong', no longer played. From the research results, the symposium of music teachers and experts including national artists was organized to exchange the idea to develop the melody played by alto xylophone and further developed by creating harmonies for performance by the string orchestra according to the principles of international music theory, composing and anthropological theories.
A Project Based Program for Developing English Conversation for Primary School Students
Author: Mahmoud Mostafa, Shaimaa Shaban
Date: 2021-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Elementary School Students,English (Second Language),Second Language Instruction,Active Learning,Student Projects,Grade 3,Communicative Competence (Languages),Foreign Countries,Instructional Effectiveness

The present study aimed at investigating the effect of a project based program on developing EFL conversation for primary school students. Literature and related studies dealing with project based learning in EFL teaching and conversation were reviewed. A list of conversation components was prepared by the researcher as a guide for the design of the instruments. In addition, a pre/post conversation test was designed and a conversation rubric was adapted. Then, the researcher designed the proposed program taught to a third year primary class (n=30). Students' ages ranged from (9-10) years old. Students were submitted to a pre/posttest and their conversation performance was evaluated by two raters in the light of the designed rubric. The study results revealed that the project based program is significantly effective in developing primary stage students' EFL conversation.
Developing a Measure of Social, Ethical, and Legal Content for Intelligent Cognitive Assistants
Author: Hamilton, Clovia
Date: 2021-00-00
Type: Journal Articles
Subjects: Rating Scales,Ethics,Compliance (Legal),Artificial Intelligence,Privacy,Information Security,Safety,Influence of Technology,COVID-19,Pandemics,Robotics,Data Use,Data Collection,Consumer Economics,Policy,Guidelines,Corporations,Family Environment,Classroom Environment,Elementary Secondary Education,Higher Education,Health Services,Banking,Global Approach,Natural Language Processing,Computer Software

We address the issue of consumer privacy against the backdrop of the national priority of maintaining global leadership in artificial intelligence, the ongoing research in Artificial Cognitive Assistants, and the explosive growth in the development and application of Voice Activated Personal Assistants (VAPAs) such as Alexa and Siri, spurred on by the needs and opportunities arising out of the COVID-19 global pandemic. We first review the growth and associated legal issues of the of VAPAs in private homes, banks, healthcare, and education. We then summarize the policy guidelines for the development of VAPAs. Then, we classify these into five major categories with associated traits. We follow by developing a relative importance weight for each of the traits and categories; and suggest the establishment of a rating system related to the legal, ethical, functional, and social content policy guidelines established by these organizations. We suggest the establishment of an agency that will use the proposed rating system to inform customers of the implications of adopting a particular VAPA in their sphere.
Inclusive Practices, Particularly Autism Spectrum Disorder (ASD) in Public Schools in New Providence, The Bahamas
Author: Ferguson, Tonia
Date: 2019-00-00
Type: Dissertations/Theses
Subjects: Inclusion,Public Schools,Autism,Pervasive Developmental Disorders,Students with Disabilities,Foreign Countries,Student Needs,Academic Accommodations (Disabilities),Elementary Schools,Junior High Schools,High Schools,Principals,Public School Teachers,Special Education

The purpose of this qualitative study was to effectively analyse connections between the needs of students diagnosed with ASD and accommodations made in the regular public school classrooms in New Providence, The Bahamas in addressing those needs. Furthermore, the purpose included determining whether the necessary training is provided for regular classroom teachers who are responsible for educating these students. Achieving this entailed exploring factors that influence the inclusive education programme implemented within the schools. Ten schools (five primary, three junior, one secondary and one senior high) were randomly selected. Consequently, the principals and teachers assigned to those schools were included due to their affiliation with the programme and the students with special needs. The qualitative research methodology findings led to data being classified into six themes, namely (i) provide teacher support, (ii) provide necessary resources, (iii) ensure quality education access, (iv) implement appropriate resources, (v) address behavioural concerns, and (vi) provide teacher training. These themes were used to discuss the findings. Findings revealed that (1) there is an urgent need to revise policy and properly implement inclusive practices; (2) the country's ministry of education provides minimal support to the schools; and (3) there is a severe lack of teaching and learning resources and appropriate training for teachers in the field of special education. The study then provides an analysis and interpretation of the results that informed the conclusion and recommendations of the research.