ethanporcaro/eric-fulltext-meta huggingface dataset:
Design and Validation of an Instrument to Measure Educational Innovations in Primary and Pre-Primary Schools
Author: Turrado-Sevilla, María Ángeles
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Educational Innovation,Elementary Schools,Preschools,Foreign Countries,Test Reliability,Factor Analysis,Teacher Effectiveness

The creation and implementation of innovation proposals in education can provide a new key towards sustainable development. We are aware that schools perform very different innovations but often, with very low levels of impact and dissemination in their community. There are not many studies that describe, put a value on, categorize or analyse the innovations. This study sought to gain insight into the ICT innovations produced in Spanish primary and pre-primary schools. A quantitative approach based on a questionnaire was used to collect the data, named MANEDUIN, completed by 86 teachers selected by stratified random sampling (public - private, rural - urban). The reliability and the construct-related validity was evaluated from the questionnaire and the validity of content decided by means of experts' judgment. Our findings point to a good consistency in the questionnaire (Cronbach's Alpha: 0.848). The descriptive statistics and the analysis were made by factorial categories. The results of the factorial analysis confirm the dimensions proposed in the design of the questionnaire in the categories of the factors included in the innovation (social cohesion, interaction with the community, technologies, and success), the innovative schools and their characteristics, the topic and the type of innovation (on resources, direction, materials and time), as well as the obstacles to the innovation. This paper concludes that the questionnaire MANEDUIN is a valid and reliable tool to measure the management of schools' innovations.
The Promise of Universal Design in Postsecondary Education: A Literature Review
Author: Reardon, Kyle
Date: 2021-00-00
Type: Journal Articles
Subjects: Access to Education,Postsecondary Education,Students with Disabilities,College Students,College Faculty,Teacher Attitudes,Student Attitudes,Outcomes of Education,Attitude Measures

Institutions of higher education are facing new challenges in planning, delivering, and evaluating instruction in order to meet the needs of an increasingly diverse student population. Disability support services (DSS) offices, in turn, are often overburdened with providing and monitoring the implementation of appropriate classroom accommodations, necessitating a new model for ensuring access to instruction for all students. Frameworks aligned with the tenets of Universal Design (UD) have demonstrated effectiveness in meeting the needs of diverse learners, though there is little research investigating the effectiveness of the frameworks in postsecondary education. Therefore, a systematic review of the literature was conducted to understand the existing literature on UD to support students with disabilities in postsecondary education. The current review included articles featuring the use of UD frameworks in postsecondary, college, university, or higher education settings to meet the needs of students with disabilities. Included articles measured outcomes such as faculty attitudes and perceptions toward the implementation of UD frameworks and inclusive instruction as well as student attitudes toward and perceptions of the effective faculty implementation of UD principles in postsecondary classrooms. The results of the literature review are discussed along with implications and recommendations for DSS practitioners.
Evaluation of Google Translate in Rendering English COVID-19 Texts into Arabic
Author: Almahasees, Zakaryia
Date: 2021-00-00
Type: Journal Articles
Subjects: Internet,Translation,COVID-19,Pandemics,Error Patterns,Comprehension,English,Semitic Languages,Access to Information,Computational Linguistics,Semantics,Grammar,Punctuation,Language Usage

Machine Translation (MT) has the potential to provide instant translation in times of crisis. MT provides real solutions that can remove borders between people and COVID-19 information. The widespread of MT system makes it worthy of scrutinizing the capacity of the most prominent MT system, Google Translate, to deal with COVID-19 texts into Arabic. The study adopted (Costa et al., 2015a) framework in analysing the output of Google Translate output service in terms of orography, grammar, lexis, and semantics. The study's corpus was extracted from World Health Organization (WHO), United Nations Children's Emergency Fund (UNICEF), U.S. Food and Drug Administration (FDA), the Foreign, Commonwealth &amp; Development Office (FCDO), and European Centre for Disease Prevention and Control (ECDC). The paper reveals that Google Translate committed a set of errors: semantic, grammatical, lexical, and punctuation. Such errors inhibit the intelligibility of the translated texts. It also indicates that MT might work as an aid to translate general information about COVID-19, but it is still incapable of dealing with critical information about COVID-19. The paper concludes that MT can be an effective tool, but it can never replace human translators.
Impact of Online Emotions and Netiquette on Phubbing from a Gender Perspective: Educational Challenges
Author: Cebollero-Salinas, Ana
Date: 2022-00-00
Type: Journal Articles
Subjects: Interaction,Telecommunications,Handheld Devices,Anxiety,Emotional Response,Adolescents,Foreign Countries,Gender Differences,Risk,Social Media,Antisocial Behavior,Secondary School Students

During adolescence, the Internet is mainly used for purposes of socialization. Non-verbal elements limit online communication, thus leading to widespread use of emotional resources. It would be preferable if virtual interaction did not reduce the quality of person-to-person contacts, particularly thanks to the adoption of netiquette (respectful treatment of others online). Phubbing, the tendency to check one's mobile phone during a face-to-face conversation, has become a widespread practice that causes anxiety and can lead to social exclusion. Educating on this behavior could be related with emotional content and with netiquette. This study's objectives are to analyze the extent to which the use of netiquette and online emotional content are associated with and can predict phubbing, taking gender differences into account. 935 adolescents (ages 12-17, 55,1% female) from 13 schools in the region of Aragon (Spain) responded to our questionnaire. Results are revealing: the level of online emotional content increases the level of phubbing; online emotional expression is the most influential risk factor in both genders; netiquette protects girls to a greater degree. We discuss the educational challenges posed by guaranteeing the responsible use of social networks.
Foreign Language Teachers&apos; Technological and Pedagogical Content Knowledge: A Study with AFL Teachers in Indonesia
Author: Ma'mun, Titin Nurhayati
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Second Language Instruction,Technological Literacy,Pedagogical Content Knowledge,Semitic Languages,Technology Uses in Education,Student Evaluation

Teaching-learning of the Arabic language has emerged as vital in both Muslim and non-Muslim countries. However, a lack of studies exists on measuring the technological pedagogical content knowledge (TPACK) of Arabic language teachers. Thus, this study explores Indonesian Arabic teachers' TPACK and provides a conceptualization that the elements of TPACK are not separate; rather, each element facilitates the sustenance of other elements. To achieve this objective, a quantitative research approach is undertaken using a validated and reliable questionnaire. Data is collected from 320 teachers (snowball sampling) using Google forms. The data analysis reflects the inter-relation of the elements of TPACK, with a satisfactory TPACK of the Indonesian Arabic teachers. Additional findings suggest that teachers use technology minimally in designing tasks or even assessments despite their strong technological background. Further studies are recommended to explore teachers' roles, teacher development programs, and religious motivation in achieving higher TPACK of Arabic language teaching.
Optimal Safe Staffing Standard for Right Workforce Planning
Author: Park, Claire Su-Yeon
Date: 2019-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Automation,Decision Making,Clinical Diagnosis,Pathology,Labor Force,Ethics,Nurses,Resource Allocation

The Artificial Intelligence (AI)-driven automated decision-making support system has been heralded as a considerable workforce replacement in the near future by automating mundane repetitive tasks and eliminating time-consuming support tasks in all disciplines (Park &amp; Glenn, 2017). Even though a number of practical hurdles in the field of the AI-integrated pathology still exist--which is mainly caused by a higher degree of complexity and specialty of the pathologic diagnosis process--such difficulties are expected to be soon overcome by rapid advances in AI technology. Accordingly, there is a growing sense of debate that medical AI could cause human doctors to lose their jobs (Lee, 2019). Since the doctoral function that can be replaced by AI is mainly limited to diagnoses at this stage, the opinion that doctors who make good use of AI would have a better chance of surviving seems to be a likely outcome (Lee, 2019). However, a considerable adjustment to the healthcare workforce also seems to be inevitable because healthcare institutions will continue to secure a competitive advantage through an AI's economic efficiency in the fast-paced healthcare industry, even though ethical debates related to commercial exploitation of such technological advances continues Lee, 2019 . It may be safe to say that a re-allocation of human resources is preordained in the AI-integrated healthcare system. In this article, the authors outline a preliminary study about the Optimal Safe Staffing Standard for Right Workforce in the setting of pathology using Park's Optimized Nurse Staffing [Sweet Spot] Estimation Theory (Park, 2017).
Grade Five Indigenous (Orang Asli) Pupil&apos;s Achievement in Bilingual Versions of Mathematics Test
Author: Veloo, Arsaythamby
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Tests,Mathematics Achievement,Translation,Multiple Choice Tests,Indonesian Languages,Oral Language,Indigenous Populations,Bilingualism,Computation,Word Problems (Mathematics),Language Usage,Grade 5,Elementary School Students,Test Items,Native Language,Second Language Learning,Foreign Countries,Malayo Polynesian Languages

The purpose of this study is to investigate Indigenous pupils' achievement in Mathematics with Bilingual (Bahasa Melayu and Temiar) versions of mathematics tests. Both tests were based on Mathematics computation and word problem items. This study involved eight Orang Asli (Indigenous) primary students from eight schools in the district of Sungai Siput, Perak. A total number of 230 Grade 5 (11 years old) pupils participated in the study. Difficulty index was used to measure pupils' achievement in mathematics computation and word problem items involving Bahasa Melayu and Temiar (the Orang Asli native language). 50 Multiple Choice Items (MCI) were administered in two languages which were the Malay language and Bilingual (Malay and Temiar) languages, where the Temiar language is the Orang Asli's language in the oral form. The oral form of the Temiar language was translated from the Malay language by Temiar native language experts, which were then audio recorded by the researchers. The study provide evidence that the Bilingual test version that used Temiar language is easier for the pupils and this version had also improved Grade 5 pupil's achievement in mathematics word problems items in. It is conjectured that the Orang Asli pupils' performance in the computation test is better than the word problem items in Mathematics.
Iraqi EFL College Students&apos; Awareness of Plagiarism
Author: Bairmani, Haider Kadhim
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Second Language Learning,English (Second Language),Student Attitudes,Knowledge Level,Plagiarism,Gender Differences,Student Research,Research Papers (Students),Documentation,Textbooks,Ethics

The present study is an attempt to discover whether Iraqi EFL College Students are aware of research plagiarism or they are not. To manage this study the researchers set three questions, aims, and hypotheses. Thus they prepare a questionnaire (of five domains and 25 items) to be conducted on 116 male and female fourth year students from department of English/College of Education/University of Kerbala. The results show that they are unaware of plagiarism because they are not acquainted with the right way of avoiding plagiarism. A t-test has been use to show whether there are differences between males and females, and the result shows no statistical difference. Moreover, a set of conclusions such as students are not acquainted with the right way of documentation because the textbook is relatively old, they don't have enough practical training in writing research paper. Finally, recommendations have been presented such as: The instructors (whether professors or teachers) should focus on the ethical considerations in writing papers, the textbook should be updated occasionally to match the need of the new academic publishing requirements.
The Impact of Digital Literacy Workshops on Pre-Service Teachers
Author: Ceglie, Robert
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Teacher Workshops,Technological Literacy,Teaching Skills,Parent Education,Teacher Competencies,Parent Teacher Cooperation,Self Efficacy,Transformative Learning

This study explored the competencies that pre-service teachers had for working with parents of school aged children. The experience that new teachers have in working with parents prior to their first teaching job is often limited by the opportunities they have in their teacher preparation programs. The access to parents during teacher training is often a challenge and thus new teachers may enter their first jobs without adequate skill and experience in this realm. In our study, fourteen pre-service teachers taught a series of digital literacies workshops to parents with children within the Smith School District. All pre-service teachers participated in a focus group interview following their participation in the Digital Literacy Workshop to explore what impact the experience had on their perceived ability to effectively work with parents. Findings demonstrate a low initial perceived competence for working with parents. Participants gained a greater appreciation for the challenges that parents face and also achieved enhanced comfort and relationship skills in working with the parents through their experience in the workshops.
Power, Politics, Foucault, and Community College Leadership
Author: Channing, Jill
Date: 2021-00-00
Type: Journal Articles
Subjects: Power Structure,Ethics,Community Colleges,College Administration,Instructional Leadership,Administrator Attitudes,Leadership Styles,Criticism,Politics of Education,Leadership Training,Administrator Education,Educational Philosophy,Economic Factors,College Presidents,Self Concept,Professional Identity

The purpose of this qualitative research study was to better understand the ways community college administrators navigate power, politics, and human relations in the workplace. Community college administrators shared narratives of learning leadership and navigating power and politics. Participants described the circulation of power among college stakeholder groups, as well as power struggles between administrators and other stakeholder groups. Foucault's conceptualizations of power, discipline, discourse, and ethics underpin this study's theoretical framework. These conceptualizations are useful in studying community college leaders' development and leadership practices because they provide a perspective for critiquing community college's underlying structures and the ways these structures shape leaders' and others' actions. Administrators' uses of and subjections to power vis-à-vis economic, ethical, political, and educational discourses problematize traditional constructions of leadership and management. There are no current narrative analyses or studies on higher education and community college leaders' leadership development and navigation of power and politics. Specifically, this study's results address the gap in the literature on community college administrators' leadership development and on theoretical understandings of power relations in the community college context. Some implications of these findings are strategies for community college leaders' negotiation of power relations, development of ethical selves, and communication and relationship development with constituency groups.
Developing Your Students&apos; Emotional Intelligence and Philosophical Perspective Begins with I-CORT
Author: Anderson, Chris James
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Emotional Intelligence,Social Justice,Educational Theories,Teacher Education Programs,Faculty Development,Positive Attitudes,Trust (Psychology),Equal Education,Caring,Philosophy,Student Centered Learning,Metacognition,Educational Improvement,Accreditation (Institutions),Student Attitudes,Prosocial Behavior,Teacher Characteristics

A mixed methods study analyzed responses from a target population of teacher-candidates based on completion of pre-and post-instructional surveys and reflective written responses. Results identified a relationship between the instructor's demonstrated intentionality, care, optimism, respect, and trust (I-CORT) to invite personal and professional development and the teacher-candidates' emotional intelligence subskills and embrace of an educational theory that promotes equity and social justice. Implications suggest educational leaders seeking to improve Educator Preparation Programs should ensure curriculum explicitly expects teacher-candidates are able to demonstrate high emotional intelligence skills, tenets of Invitational Education theory, and dispositions that promote equity and social justice.
Implementing Invitational Education Theory to Address the Unique Needs of Children from Military Families
Author: Setti-Parnes, Michal
Date: 2021-00-00
Type: Journal Articles
Subjects: Military Personnel,Student Needs,Social Development,Emotional Development,Social Emotional Learning,Public Schools,Teacher Responsibility,Democratic Values,Barriers,Student Adjustment,Ethics,Leadership Styles,Academic Standards,Curriculum,Extracurricular Activities,Elementary Secondary Education

Children from military families comprise nearly 4% of the entire school-age population of the United States. Of those children, approximately 90% attend public schools serving both military and nonmilitary student populations (Ruff and Keim, 2014). Previous literature established some understanding regarding this population's emotional and academic challenges (i.e., Berg, 2008; Esqueda, Astor, and De Pedro 2012; Ruff et al., 2014; and Cole, 2016). However, there is limited empirical scholarship examining how to address the unique social-emotional needs of students from military families. Through an examination of ethical, servant, and democratic leadership approaches and invitational education theory, the purpose of this practice-based study was twofold: (1) to gain a comprehensive understanding of the social-emotional needs of children from military families attending public school systems that serve students from both military and nonmilitary families, and; (2) to discuss ways that educators could effectively respond to these unique social-emotional challenges by establishing an intentionally inviting school environment emphasizing the individual's opportunity for optimal growth. Overall, regardless if students were from military or nonmilitary families, educators within the participating public schools should be encouraged to nurture the various needs of &quot;all&quot; students), recognize their human potential, and optimally enhance the students' development.
A Proportionate Peer Review Service
Author: Mackworth-Young, Charles
Date: 2021-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Medical Research,Research Projects,Ethics,Foreign Countries,Self Evaluation (Groups),Mathematics,Computation,Evaluation Methods,Universities,College Administration,Research Committees

Background: The peer review of clinical research projects is an essential step in project preparation. While some projects undergo rigorous review by grant-giving organizations, this does not apply to all clinical research. In many cases, peer review, if undertaken at all, is not rigorous, fully independent, or timely. Depending on their department or institution, many researchers do not have easy access to such review. This can result in delay to ethical and institutional approval, and uncertainty about the quality of individual projects. Methods: After a two-year pilot study the Peer Review Service (PRS) was established at Imperial College, London in 2009. The aim was to provide an easily accessible and quick service for researchers at all the clinical sites associated with Imperial College. A graded system of review levels was designed which used an algorithm to match the independence and robustness of the review to the ethical weight of each project. The levels ranged from 1--internal review by a supervisor to 5--fully independent review by at least two external individuals. A semi-structured response form for reviewers was generated to facilitate the review process and ensure that all relevant aspects were considered. For each reviewed project, the PRS issued a certificate confirming the quality of the review. Outcomes: There was a gradual increase in use of the service from the 2009 inception. From January to June 2020, 63 projects underwent peer review commissioned by the service. This represented all of the clinical research projects performed at Imperial sites that required review. The mean time from application to delivery of review was 1.73 weeks. Administrators found the algorithm for determining the peer review level easy to use, occasional queries being managed by members of the supervising committee. Audits demonstrated that researchers, reviewers and ethics committees were satisfied with the service. Conclusion: A proportionate system of peer review for clinical research projects works well. It produces appropriately robust and independent reviews and can be implemented easily by administrative staff. Close association of a peer review service with university research administration ensures that all projects needing peer review receive it. The centralized service assists researchers in obtaining reviews speedily. This simple model could be used widely by other clinical research centres.