ethanporcaro/eric-fulltext-meta huggingface dataset:
Open to Open? An Exploration of Textbook Preferences and Strategies to Offset Textbook Costs for Online versus On-Campus Students
Author: Anderson, Talea
Date: 2020-01-00
Type: Journal Articles
Subjects: Textbooks,Costs,Shared Resources and Services,Online Courses,Distance Education,Psychology,On Campus Students,Preferences,Electronic Publishing,Undergraduate Students

As open textbook initiatives are on the rise, a burgeoning literature has begun exploring student perceptions of openly licensed textbooks used in higher education. Most of this research has lacked consideration of potential differences in the perceptions of online and on-campus students and has failed to include a control group of students using traditional textbooks. Therefore, the authors employed a 2 x 2 design to directly compare perceptions of online students with on-campus students assigned either open or traditional textbooks. Students (N = 925) enrolled in multiple sections of psychology courses at a midsized R1 institution completed a survey on their perceptions of their particular book's format and features, as well as strategies they typically employ to offset the cost of expensive course materials. The results revealed that online and on-campus students report disparate strategies for offsetting the high costs of textbooks, different preferences in textbook formats (print versus digital versus both) when cost is not a factor, and differences in their ratings of the importance of various textbook features. Moreover, the results indicate that the use of open textbooks may increase preference for free digital textbooks over paid printed textbooks. Based on these results, the authors suggest that campuses might consider providing customized support to different student populations as open textbook initiatives gain in popularity on university campuses. Additionally, they suggest that prior exposure to open textbooks may increase students' willingness to use openly licensed materials in future courses. They recommend future research on this question, using a longitudinal within-subjects designs.
ESL in Australia -- A Chequered History
Author: Oliver, Rhonda
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Social Attitudes,Immigrants,Language Usage,Refugees,Acculturation,Elementary Secondary Education,Adult Education,Language Proficiency

A historical perspective of English as a second or additional language (ESL/EAL) in Australia reveals the field as in a constant state of flux, in spite of Australia's status as a nation of immigrants. This paper provides a contemporary review of the various phases of English language teaching in Australia for both adults and school-aged learners. It does so in the context of earlier pro-British monolingual attitudes, external global forces, ongoing changes in education policy, more recent national assessment regimes and the various global and local developments in the teaching of second languages. Historically the impetus for teaching English as a Second Language came with large-scale post-World War II arrivals from Europe. Language support for child migrants was only introduced some time later and has continued, although decreasing in availability in recent years. From the 1970s, more focussed programs were instigated with the arrival of refugees from war-torn countries. In this paper we describe the constant changes experienced by the providers and the recipients of English language instruction in Australia. Theoretically, the development of ESL instruction in Australia began with an essentially post-colonial perspective whereby the process of assimilation focussed on normalising the difference and/or deficit of non-English speakers and attaining the language skills of normative white middle-class native speakers (Pavlenko, 2003). Despite various investments in multiculturalism, the non-native English speaker in Australia remains the 'other', subject to sometimes intermittent and ad hoc funded assistance.
The Role of EFL Learners&apos; Autonomy, Motivation and Self-Efficacy in Using Technology-Based Out-of-Class Language Learning Activities
Author: Honarzad, Radin
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Personal Autonomy,Student Motivation,Self Efficacy,Educational Technology,Technology Uses in Education,Learning Activities,Correlation,Predictor Variables,Foreign Countries,Graduate Students,Leisure Time,Information Technology,Social Media,Internet

This study aims to identify which technology-based out-of-class activities are more commonly used by Iranian EFL learners outside language classrooms. Furthermore, it explored the relationship between the use of technology-based out-of-class language learning activities (TBOCLLAs) by EFL learners and three individual learner characteristics such as motivation, autonomy and self-efficacy. The participants of the study consisted of 100 Iranian EFL learners who were asked to take part in the study by filling out four questionnaires regarding TBOCLLAs, motivation, autonomy, and self-efficacy. The results revealed that among different TBOCLLAs, receptive activities were relatively more frequent among learners than productive ones. Results also indicated that there was a strong positive correlation between technology-based out-of-class language learning activities and Iranian EFL learners' motivation levels. Moreover, it was found that there was a strong correlation between TBOCLLAs and the EFL learners' autonomy. In the same vein, the findings revealed a strong and statistically significant correlation between TBOCLLAs and the learners' self-efficacy. Finally, the research findings suggested that learners' motivation, autonomy, and self-efficacy were all significantly contributing to the participants' use of technology-based out-of-class language learning activities. Among the above mentioned individual factors, motivation had the highest predictive value, and among self-efficacy and autonomy, the latter could better predict the use of TBOCLLAs by the learners.
Promoting Social Inclusion for Migrant Populations through Media, Technologies and Languages
Author: Rico, Mercedes
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Integration,Social Differences,Computer Software,Computer Assisted Instruction,Immigrants,Second Language Learning,Cultural Awareness,Adults,Second Language Instruction,Spanish,Profiles,Foreign Countries,Social Isolation,Information Technology,Item Analysis,Student Attitudes,Teaching Methods

While the globalized nature of contemporary society can be empowering for many, it may mean the maintenance of social iniquities for others, such as migrant populations. Spain, like many other European countries, has faced a high migration influx in the last decades. As a result, the government has invested in measures orientated toward social inclusion for these populations, including policies for the acquisition of language and culture. To support these efforts, the aim of the present study is twofold: Firstly, to evaluate the design of a cloud-based platform which supports learning authentic language and culture material appearing in media. Secondly, to present the results of a group of 12 trainers teaching language and culture courses through the platform and 63 adult A2-B1 migrants taking the courses offered there. The research examines the main findings of how migrants' profiles may play a role in the effectiveness of online media as a teaching tool.
The Ethics of TESOL a Quarter Century On
Author: Williams, Alan
Date: 2018-12-00
Type: Journal Articles
Subjects: Ethics,English (Second Language),Foreign Countries,Professional Associations,Teacher Role,Advocacy,Global Approach,Context Effect,Influence of Technology,Political Attitudes,Refugees,Immigrants,Educational Change,Native Language,Teacher Characteristics,Foreign Students,Commercialization

Discussion of ethical considerations in Australian TESOL began 25 years ago, with arguments about the need for TESOL professionals to be aware of the potentially harmful consequences of their work, the loss of first language proficiency, and even the loss of languages themselves (Williams, 1992, 1995). The intervening quarter of a century has seen sweeping changes to the context in which TESOL professionals work and developments in our professional knowledge about the processes and consequences of TESOL professional practice (Canagarajah, 1999; Phillipson, 1992, 2013). In this paper developments in the sociocultural context of TESOL, the general education context and the TESOL professional context are explored. This article revises the arguments about ethical directions in TESOL presented a quarter century ago to take account of these changes. Guiding principles for individuals and professional bodies are identified. It is argued that our role is to sensitively help our learners to explore the potential consequences of the learning of English, and for professional bodies to take an active role in advocacy given the impact of globalization processes, more centralized curriculum and assessment frameworks, and the relatively reduced capacity of individual teachers to influence the institutions that employ them.
Towards Ethically Responsive Online Education: Variables and Strategies from Educators&apos; Perspective
Author: Aldosemani, Tahani I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Ethics,Barriers,Teaching Methods,Teacher Attitudes,Teacher Characteristics,Teaching Experience,College Faculty,Males,Foreign Countries,Masters Degrees,Doctoral Degrees,Bachelors Degrees

The main purpose of this study is to quantitatively identify the most recurrent ethical challenges instructors usually encounter in their online teaching and the most effective strategies to solve and avoid these challenges. Among the faculty members, 52% stated that they encountered certain ethical challenges in their teaching. Although ANOVA tests showed that there is no significant difference between instructors with different academic degrees and different teaching experiences. This shows that that the probability of these challenges could occur in online learning environments regardless instructors' academic degree or online teaching experiences.
Using the Griffiths III and Quartile Charts in Assessing Autism Spectrum Disorder: A Case Study
Author: Jansen, Jennifer M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Attention Deficit Hyperactivity Disorder,Screening Tests,Disability Identification,Young Children,Attention,Inquiry,Cognitive Processes,Thinking Skills,Memory,Play,Language Skills,Communication Skills,Social Development,Emotional Development,Theory of Mind,Developmental Stages,Psychomotor Skills,Deception,Beliefs

This study illustrates the use of the Griffiths III Scales to further clarify a diagnosis of Autistic Spectrum Disorder and possible Attention Deficit/Hyperactivity Disorder following a test battery of the Childhood Autism Rating Scale, Conners 3-Parent and Teacher Surveys, and the Goodenough-Harris Draw-a-Person test in a child aged 6 years. The Griffiths III assessment confirmed a pattern of delay above and below DQ50. The child demonstrated difficulty with the constructs: Skills for Learning (including attention, curiosity, processing speed); Ways of Thinking, Memory and Play; all aspects of language and communication; and all underlying constructs of early social and emotional development. The concept of Theory of Mind is used to examine the child's particular difficulties.
Satisfaction Levels of Sports Event Participants
Author: Gokce, Huseyin
Date: 2020-00-00
Type: Journal Articles
Subjects: Team Sports,Municipalities,Surveys,Gender Differences,Knowledge Level,Foreign Countries,Employee Attitudes,Occupations,Comparative Analysis,Educational Attainment,Employment Level,Participation,Individual Characteristics,Recreational Activities,Athletes

The aim of the study is to compare the satisfaction levels of the participants, participating in the sports festival according to some variables. The survey was conducted to 1,274 people randomly selected among approximately 55,000 participants who participated in the sports festival organized by a municipality in Denizli-Turkey. As a data collection tools &quot;Personal Information Form&quot; prepared by the researchers and the &quot;Festival Satisfaction Survey&quot; which was developed by Yoon et al. (2010) and adopted into Turkish by Tayfun and Arslan (2013). The data collection forms applied to the participants during the festival and the data were checked in terms of normal distributions in the statistical analysis program and analyzed by using independent samples T test and ANOVA analysis methods. As a result of the analysis, male participants perceived a significant level of satisfaction in the sub-dimensions of program, value, satisfaction and loyalty from the questionnaire. A significant difference was found in the sub-dimensions of knowledge, value, satisfaction, and loyalty in the examination conducted by occupational groups. It is seen that this difference is caused by the public employees' higher satisfaction level. Another hypothesis of the study was to compare the satisfaction of participants according to their educational status. Significant differences were found in the sub-dimensions of knowledge, value, satisfaction, loyalty. It is seen that reason for the statistically meaningful difference, primary school graduates feel lower satisfaction from the festival in terms of education level. As a result, it is thought that participants of the sport festivals feel different satisfaction in terms of their gender, education status and working situation and while planning that kind of events these characteristics must be taken into consideration. [This study was presented as oral presentation at 2nd Recreation and Sport Management Congress, Bodrum/Mugla, Turkey, 11-14 April, 2019.]
Mental Training of College Student Elite Athletes
Author: Turgut, Murat
Date: 2020-00-00
Type: Journal Articles
Subjects: Performance,College Athletics,Athletes,Metacognition,Team Sports,Training Methods,College Students,Competition,Student Attitudes,Sport Psychology,Gender Differences,Foreign Countries,Inner Speech (Subvocal),Self Motivation,Scores,Measures (Individuals),Interpersonal Competence

In order to achieve the expected high performance, athletes must be physically, technically, tactically and socially ready as well as being psychologically ready and strong (Erdogan &amp; Kocaeksi, 2015). In this context, mental training of athletes is also important. Mental training means that athletes adjust and control their own sports behavior by adopting specific ways to promote psychological state. Aim of this research was to determine the level of mental training application of professional athletes and differences according to some variables. The sample consisted of 485 professional athletes (University Students) who are still competing in 4 different sports in Turkey (football, handball, basketball and volleyball). Data collection tool consisting of two parts was used in the research. In the first part of the data collection tool, a questionnaire consisting of the personal information of the participants was used. In the second part, Developed by Benkhe et al. (2017) and adapted to Turkish by Yarayan and Ilhan (2018), &quot;Mental Training in Sports Inventory&quot; consisting of 5 sub-dimensions and a total of 20 items was used. Non-parametric tests were used for data analysis. Mann-Whitney U was used to determine the difference between two groups, Kruskall-Wallis analysis method was used to determine the difference between more than two groups. The average of total score of Mental Training Scale of the participants was determined as X[bar] = 3.97. In other words, the level of mental training of the participants was found to be high. The sub-dimension with the highest average was found to be the Interpersonal Skills sub-dimension with the average of X[bar] = 4.32, and the sub-dimension with the lowest average was the Mental Performance Skills sub-dimension with the average of X[bar] = 3.70. In addition, different results were determined according to gender and ritual variables
Estimating the Medium-Term Impact of a Scholarship Program Using Standardized Test Data
Author: Saint Martin, Marlene
Date: 2020-00-00
Type: Journal Articles
Subjects: Scholarships,Program Effectiveness,Standardized Tests,Data Use,At Risk Students,Secondary School Students,Mentors,Probability,Academic Persistence,Dropout Rate,Foreign Countries,Philanthropic Foundations,Low Income Students,Grade Point Average,High Achievement,Family Characteristics,Migrants

In 2006, the BBVA Foundation in Mexico designed a scholarship and mentoring program that targeted vulnerable lower secondary education students in municipalities with high-intensity migration rates. We follow applicants who started lower secondary education in 2009 to estimate the impact of the Program on the probability of graduating from the next level of education. We use the records of a standardized test undertaken by all students in Mexico to identify applicants who were still enrolled three years after the Program. Our results show the Program had a positive and significant effect on upper secondary completion.
Effects of Resistance Exercises on Body Composition and Some Biochemical Parameters
Author: Akbulut, Taner
Date: 2020-00-00
Type: Journal Articles
Subjects: Biochemistry,Body Composition,Exercise,Program Evaluation,Males,Comparative Analysis,Body Weight,Program Descriptions,Physical Fitness,Team Sports,College Students,Exercise Physiology,Foreign Countries

Exercise has many positive effects on the human organism. In this study, the effects of resistance exercise program, which is applied regularly for eight weeks, were investigated on body composition and some biochemical values. Twenty-four male volunteers participated in the study group. The participants were randomly divided into two equal groups: control and resistance exercise groups. While the participants in the control group attended only practice lessons in the faculty, the exercise group participated in the resistance exercise program 2 days a week for eight weeks in addition to the practice lessons. Body compositions of the participants were measured before and after the program and blood samples were taken. Thus, body weight, body fat percentage, mass body fat, Body mass index (BMI), AST, ALT, GGT, cholesterol, triglyceride, HDL, LDL and VLDL cholesterol levels of the participants were determined. The data obtained were analyzed using SPSS software. As a result of statistical analysis; there was difference only GGT value of the control group (p&lt;0.05). In the exercise group, body weight, body fat percentage, mass body fat, BMI, AST, ALT, GGT values were found to be significant differences (p&lt;0.05). In conclusion, it was determined that resistance exercise program applied for eight weeks had significant effects on body composition and liver enzymes. However, although there are some minor changes in blood lipids, these changes are not statistically significant. It can be said that resistance exercises can be beneficial on liver enzymes and body composition but eight weeks resistance training may not be enough to change the blood lipid profile.
The Effects of 6-Week Core Training on Selected Biomotor Abilities in Soccer Players
Author: Turna, Bulent
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychomotor Skills,Pretests Posttests,Team Sports,Athletes,Physical Fitness,Males,Puberty,Developmental Stages,Tests,Muscular Strength,Training Methods,Comparative Analysis,Body Weight,Body Height,Physical Activities,Foreign Countries,Human Body,Preadolescents

This study aims to analyze the effects of 6-week core training on certain biomotor abilities for footballers in the pubertal period. Accordingly, 30 male footballers who attend football courses regularly participated in the study. Footballers were divided into two groups; 15 of them were assigned to the Core Training Group (CTG) (age: 9.73 years; height: 139 cm; and body weight: 33.66 kg.) while 15 of them were assigned to the Conventional Training Group (CONTG) (age: 10.06 years; height: 139 cm; and body weight: 35.32 kg). While CONTG was applying the traditional training protocol, CTG additionally applied core strength exercises (two days a week for 10-15 min.). The selected biomotor tests were applied to both groups before and after the 6-week application. Between pre- and post-test values in the CTG, a statistically significant difference was found in flamingo balance, core stabilization balance, hand grip strength, 30 sec. abdominal crunch and 30 m sprint tests (p&lt;0.05). In the CONTG, a statistically significant difference was found in 30-second push-up test values between pre- and post-tests (p&lt;0.05). Comparing the pre-tests between groups, a statistically significant difference was found in flamingo balance and vertical jump tests (p&lt;0.05). Also, comparing the post-tests, a statistically significant difference was found in core stabilization balance and vertical jump tests (p&lt;0.05).
The Effects of Functional Training on Some Biomotor Abilities and Physiological Characteristics in Elite Soccer Players
Author: Turna, Bulent
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychomotor Skills,Team Sports,Athletes,Exercise Physiology,Human Body,Training Methods,Program Effectiveness,Foreign Countries,Muscular Strength,Youth,Ability

Soccer game or a soccer match includes functional movements that require complex muscular balance including stopping, walking, jogging, sprint with dribbling, shooting and passing (Eniseler, 1994; Boyle, 2004). Functional training contribute to the different systems of the body through functional exercises performed in different parts of the body (covering the whole body, improving universal motor skills, applied in multiple motion planes) through intensive, short and constantly changing sessions. The aim of this study was to investigate the effects of functional training on some physiological and Biomotor Abilities in elite soccer players. Athletes were randomly divided into two groups as Traditional Training Group (TTG) and Functional Training Group (FTG). For eight weeks, TTG athletes were trained five days per week for classical soccer training while FTG athletes were trained with functional training two days a week in addition to this training. Table 4 shows that the effect of pre-test from post-test and present an adjusted post-test mean and determine the difference of the adjusted post-test mean of two groups. According to the ANCOVA results, differences were not found statistically significant (p&gt;0.05). As a result, in this study, which aimed to investigate the effects of functional training on some physiological and bio-motor properties in elite soccer players, it was determined that functional training method had a positive effect on some physiological and bio-motor properties of pre- and post-test values in soccer players, however to determine the difference of the adjusted post-test mean of two groups, ANCOVA results show that differences were not found statistically significant.