ethanporcaro/eric-fulltext-meta huggingface dataset:
The Learnability of Word Knowledge Aspects in Thai EFL High School Learners
Author: Nontasee, Worakrit
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,High School Students,Vocabulary Development,Semantics,Phrase Structure,Receptive Language,Expressive Language,Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Grade 11,Grade 12,Language Proficiency,Word Frequency,Language Tests,Phonemes,Morphemes,Recall (Psychology)

This study investigated the learnability of multiple word knowledge aspects and the relationship between the word knowledge aspects. A total of 261 Thai high school students were measured on receptive and productive word knowledge aspects: word parts, the form-meaning link, and collocations. The current findings indicated that word parts are acquired first, followed by the form-meaning link and collocations, which suggest the receptive and productive continuum of learning word knowledge aspects. The present results also indicated an interdepended association between word knowledge aspects. Overall, the findings suggest receptive and productive knowledge of word knowledge aspects is an essential underpinning for vocabulary knowledge growth. Recommendations for future studies are also discussed.
Use of Persuasion and Newspapers&apos; Representations of Conflicts
Author: Afzal, Naeem
Date: 2021-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Arabs,Social Change,Conflict,News Reporting,Periodicals,Editing,Journalism,Activism,Logical Thinking,Altruism,Content Analysis,Comparative Analysis,Research Needs,Political Attitudes,Political Influences,Foreign Countries,Violence

Persuasion in media discourses produces certain meanings and mobilizes public attitudes in a set direction. Logical appeals, for instance, are created to gather public support for a particular viewpoint, which propagates a specific cause. This paper critically investigates the newspaper's use of persuasion strategies employed by editorial writers to represent the 2011 Arab Spring conflict. The data consist of 20 newspaper editorials published in the Arab News (AN) belonging to the Arab region yet presumed as a newspaper's voice from a non-Arab spring country. The purpose is to probe journalistic roles and discursive positions taken in representing the conflict. The content analysis technique is used to examine the selected editorials. Findings reveal that the newspaper (AN) constructed the events persuasively and portrayed different aspects of the uprising. This study points out that editorial writers relied on several logical appeals to, almost, set a pro-Arab Spring stage. In addition, it has been noticed that the AN adopted a more compassionate attitude towards protesters' losses, and their ambitions for bringing a 'change' were justified, generally, than the ruling authorities. Overall, the findings reaffirm the media's contribution to represent conflicts in different societies under social, cultural, political, and national parameters by using certain tools of persuasion. This study recommends that future research should draw a comparison between news reports and editorial opinions, and investigate post-Arab Spring situations.
The Use of &apos;Woman/Female&apos; and &apos;Man/Male&apos; as a Specific Gender Markers in Albanian Language in Light of Society Changes
Author: Paçarizi, Rrahman
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Change,Language Usage,Gender Differences,Indo European Languages,Feminism,Gender Issues,Political Influences,Females,Synchronous Communication,Social Media,Computer Mediated Communication,Morphemes,Grammar,Newspapers,Radio,Television,Serbocroatian,Slavic Languages,Occupations,Naming

Gender issues in Languages are very sensitive and interesting, especially in the societies making effort to empower the presence and the role of women in respective society. Kosovar society is one of the examples of such efforts and debates initiated by women's rights groups and organizations. The situation has changed rapidly in some senses of the use of different linguistics markers regarding the use of respective terms that are considered more appropriate or politically correct than the traditional ones. For example, the terms 'gender' and 'sex' are alternating each-other, not only to denote biological distinctions but also cultural ones. The most rapid changes have been noticed in the use of the term 'woman' instead of the traditional term 'female', which in the perception of the average speakers was not an offensive term for women. But, there is still in use the term 'female' to denote the person of certain gender or sex, especially in informal and social use and in instant messaging. One of the issues identified during the monitoring of media for this paper, was the use of masculine plural to cover also the feminine members of certain groups, especially while naming occupations and this situation is unavoidable because the gender in Albanian has clear grammatical features in the plural as well. To complete this research, I monitored media in different formats (newspapers, online media, social media, radio, and television, in Albanian, Serbian and Macedonian), and also I did a focus group with youngsters on instant messaging platforms.
The Speaking Difficulties of Chinese EFL Learners and Their Motivation towards Speaking the English Language
Author: Amoah, Seth
Date: 2021-00-00
Type: Journal Articles
Subjects: Speech Skills,Foreign Countries,English (Second Language),Second Language Learning,Student Motivation,College Students,Language Proficiency,Psychological Patterns,Dialects,Pronunciation

One of the most important skills to acquire in learning a foreign language is speaking. It is however, viewed as one of the most difficult. This study involved the observation of non-English major students in the foreign language department of Nanjing Tech University. Its aim was to assess critically the factors that affect the speaking performances of Chinese EFL Learners, find out their motivational levels and explore ways to improve EFL proficiency. Two survey questionnaires, as well as an interview item, were constructed. Seventy-five respondents were conveniently sampled for the Chinese EFL learner's speaking difficulty questionnaire and, the English motivational scale, and ten out of the Seventy-five were randomly selected to respond to the interview. The factors that inhibit speaking performances were categorized as either linguistic or psychological. The outcome of the study revealed that Chinese EFL learners have speaking problems that relate more to psychological factors like anxiety, fear of mistakes, unwillingness, and fear of negative evaluation than linguistic factors such as lack of vocabulary, pronunciation, insufficient knowledge of grammar rules, reading and oral presentation. Furthermore, the researchers investigated the motivational levels of respondents toward speaking English as motivation is considered a fundamental element in achieving oral proficiency. The findings showed that Chinese EFL learner's instrumental motivations are slightly dominant than their integrative motivation. The study recommends that instructors or teachers should create a conducive environment that will help reduce anxiety or shyness and gather adequate strategies like regular oral presentations or classroom debates to boost EFL learners' speaking confidence.
Innovation Centers and the Information Schools: The Influence of LIS Faculty
Author: Marty, Paul
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Science Education,Faculty,Librarians,Technological Advancement,Undergraduate Students,Library Schools,Innovation,Computer Centers,Problem Solving

As universities worldwide develop centers for innovation intended to encourage a culture of technological innovation among their students, what role should LIS faculty play? What is the relationship between technological innovation and LIS education? How can LIS educators help students develop their ability to innovate with emerging technologies? This article presents a case study of an undergraduate course offered by the School of Information at Florida State University that brought together students from different majors in a custom-built innovation classroom simulating the innovation centers that many universities are creating for their students. It evaluates a teaching philosophy that offered students ownership over the structure of the semester, safe opportunities to take risks, and the opportunity to solve real-life problems with technology. The results document the connections between innovation centers and the information schools and show how LIS faculty can influence the development of innovation centers on campus.
Examining Perception on Action Research of Basic Education Teachers
Author: Cortes, Sylvester T.
Date: 2021-04-00
Type: Journal Articles
Subjects: Action Research,Teacher Attitudes,Junior High School Teachers,High School Teachers,Core Curriculum,Professional Development,Inservice Teacher Education,Public Schools,Science Teachers,Mathematics Teachers,Language Teachers,Foreign Countries

This study aimed to examine the initial perceptions of 16 junior and senior high school English, Mathematics, and Science teachers on AR (Action Research) as the basis for the planned professional development program. The evaluation of their initial perception was done by administering an instrument called Teacher's Perception on Action Research (TPAR). This is a research-made instrument containing scenarios which either represent an AR scenario or not but can elicit teachers' perceptions about AR specifically on its nature of purpose and process. An in-depth individual (IDI) semi-structured interview was also conducted to obtain in-depth data on each participant's perception about AR. Results revealed that their initial perceptions on the nature of purpose can be thematized into AR as a reactive approach for addressing problems in a positivist or scientific research method and as a mechanism for seeking transformative change. Meanwhile, their alternate perception on the AR process rests on the research method being reversible, reflective, and collaborative. However, these initial perceptions about AR were not discussed in-depth by the participants suggesting the need for a professional development program among these teachers teaching core subjects in the basic education program.
A Primer on Gathering and Analysing Multi-Level Quantitative Evidence for Differential Student Outcomes in Higher Education
Author: Balloo, Kieran
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Educational Attainment,Achievement Gap,Outcomes of Education,Higher Education,Student Diversity,Predictor Variables

A significant challenge currently facing the higher education sector is how to address differential student outcomes in terms of attainment and continuation gaps at various stages of students' transitions. Worryingly, there appears to be a 'deficit' discourse among some university staff in which differential outcomes are perceived to be due to student deficiencies. This may be exacerbated by institutional analyses placing an over-emphasis on the presence of the gaps rather than the causes. The purpose of this primer is to provide advice about how institutions can carry out far more nuanced analyses of their institutional data without requiring specialist software or expertise. Drawing on a multi-level framework for explaining differential outcomes, we begin with guidance for gathering quantitative data on explanatory factors for attainment and continuation gaps, largely by linking sources of internal data that have not previously been connected. Using illustrative examples, we then provide tutorials for how to model explanatory factors employing IBM SPSS Statistics (IBM Corp., Armonk, NY, USA) to perform and interpret regression and meta-regression analyses of individual- and group-level (aggregated) student data, combined with data on micro- and meso-level factors. We propose that university staff with strategic responsibilities could use these approaches with their institutional data, and the findings could then inform the design of context-specific interventions that focus on changing practices associated with gaps. In doing so, institutions could enhance the evidence-base, raise awareness, and further 'embed the agenda' when it comes to understanding potential reasons for differential student outcomes during educational transitions.
The Predictive Power of the Curriculum Literacy Levels of Pre-Service Teachers upon Their Competencies in Lesson Planning
Author: Süral, Serhat
Date: 2021-04-00
Type: Journal Articles
Subjects: Lesson Plans,Preservice Teachers,Literacy,Pedagogical Content Knowledge,Teacher Education Programs,Preschool Education,Social Studies,Science Education,Teacher Competencies,Measures (Individuals),Correlation,Prediction,Foreign Countries,Curriculum

The objective of the study is to determine pre-service teachers' curriculum literacy levels and competences in lesson planning, thereby determining the relation between the two variables. The research model was designed as quantitative one and general screening model was employed. A total of 1051 students enrolled in the Classroom Education, Preschool Education, Science Education and Social Studies Education Departments of Pamukkale University and Akdeniz University in the 2018-2019 academic year participated in the study. In the study, &quot;The Curriculum Literacy Scale&quot; developed by Bolat (2017) and &quot;The Competency Scale for Lesson Planning &quot;developed by Author (2019) were utilized. Findings revealed that the variables identified in the study had significant effects on pre-service teachers' curriculum literacy levels and competencies in lesson planning. In addition to that, the mean of items measuring pre-service teachers' levels of curriculum literacy and competencies in lesson planning were examined and levels of &quot;frequency&quot; and &quot;agree&quot; were determined. Ultimately, correlation analysis was performed between the two dependent variables and positive relationships were identified at high levels. The predictive power of the curriculum literacy levels of pre-service teachers upon their competencies in lesson planning was also analyzed. The two variables together explain 23% of the variance in pre-service teachers' competencies in lesson planning.
Bridging Contextual and Individual Factors of Academic Achievement: A Multi-Level Analysis of Diversity in the Transition to Higher Education
Author: De Clercq, Mikaël
Date: 2021-00-00
Type: Journal Articles
Subjects: College Freshmen,Academic Achievement,Context Effect,Predictor Variables,Foreign Countries,Student Characteristics,Gender Differences,Prior Learning,Self Efficacy,Study Habits

The transition to higher education has been extensively documented in the literature. In this line, many individual variables were identified as strong predictors of academic achievement. Yet, this literature suffers from one main limitation; contextual factors have often been left out of the investigation. The majority of studies have tested the impact of individual characteristics assuming that the effects are the same in different programs. However, differences between institutions or programs could result in specific learning contexts leading to different adjustment processes. As an attempt to overcome this limitation, the current study has investigated the impact of both individual and contextual factors on academic achievement through a multifactorial multilevel analysis. The analyses were carried out on 1,173 freshmen from 21 study programs. Results highlighted that 15% of variation in students' achievement was found between programs. Aspects of curriculum organization that contributed to academic achievement were gender ratio, opportunities given for practice and class size. Besides, seven individual factors were also predictive of academic achievement in the multifactorial approach: past performance, socioeconomic status, self-efficacy beliefs, value, mastery goal structure, study time and paid job. Finally, significant random effects were identified for peer support, course value, attendance and external engagement (i.e. commitment in extra-academic activities). The implications and limitations of this study are discussed. By connecting individual and contextual predictors of academic achievement this study intends to endorse a frontline approach regarding the transition to higher education.
Widening Participation? (Re)searching Institutional Pathways in Higher Education for Migrant Students -- The Cases of Sweden and Italy
Author: Messina Dahlberg, Giulia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Immigrants,Educational Policy,Legislation,Student Diversity,Cultural Differences,Ethnicity,Socioeconomic Status,Inclusion,Student Needs,Educational Practices,Refugees,Student Adjustment

The aim of this study is to shed light on the ways in which transitions and support are framed in policy contexts in relation to widening participation in higher education (HE) in Sweden and Italy. More specifically, this study investigates the ways in which the discourse about the inclusion of migrant students in HE is framed in relation to the kinds of support for this group offered in two higher educational institutions, in Sweden and Italy. Furthermore, the study sheds light on the ways in which policy ideas about transition and widening participation are enmeshed in the students' narratives and how they affect their experiences of participation, normalization and marginalization in HE. The analysis includes two datasets: (i) national policy, laws and regulations and webpages of a selection of national universities and university colleges; and (ii) ethnographically generated data that builds upon a case-study design and consists of audio recordings of informal discussions and interviews with students. We are, in this study, interested in framing diversity in terms of a move beyond the naturalization of hegemonic stances where labelled &quot;Others&quot; (e.g. based on cultural/ethnic background, functionality, socio-economic status) are treated as essentialized or mutually exclusive categories. One of the central, frontline contributions of this study, lies in its attempts to analytically scrutinise processes of inclusion and marginalisation that include a broad analytical gaze. This allowed us to analyse the mismatch between the range of support provided, and the actual needs and challenges that migrant students meet in their transition and participation to higher education in two European countries.
The Interplay of Personal and Contextual Diversity during the First Year at Higher Education: Combining a Quantitative and a Qualitative Approach
Author: Jenert, Tobias
Date: 2021-00-00
Type: Journal Articles
Subjects: College Freshmen,Student Characteristics,Profiles,Self Efficacy,Student Motivation,Anxiety,Student Experience,Student Attitudes,Student Adjustment,Foreign Countries

Research on student transition into Higher Education (HE) has taken different theoretical perspectives. First, studies investigated personal variables such as students' self-efficacy, emotions and motivation regarding the transition from school to HE. A second strand of research focused on contextual variables, for instance college effectiveness research. With this paper, we combine both the personal and the contextual approach. We aim to investigate the interaction between personal and contextual diversity during the transition into HE, taking into account students' diversity in particular with regard to gender and individual characteristics, such as self-efficacy. We explored the heterogeneity in students' personal characteristics by conducting a latent profile analysis (LPA) based on students' intrinsic motivation, self-efficacy and anxiety before entering Higher Education. LPA resulted in three distinct profiles, with significant differences in how students perceived the first year. This finding suggests that students' personal characteristics when entering Higher Education influence how they experience the study environment. To investigate the interplay between individual and contextual differences in more detail, we conducted a qualitative longitudinal study with 14 first-year students in parallel with the panel survey. We found that individual students react very differently to specific characteristics and events of the first-year environment. Our study adds to the growing body of research that aims to grasp the complexity of interactions between individual and contextual differences. Specifically, we illustrate how combining quantitative and qualitative methods can provide new insights into person-context interactions.
Science Outreach: Six Examples of Programs That Enrich the Learning Environments of Students and Educators
Author: Cook, David P.
Date: 2020-08-00
Type: Journal Articles
Subjects: STEM Education,Outreach Programs,Graduate Students,College Graduates,Foreign Countries,Active Learning,Service Learning,Elementary Secondary Education,Obesity,Autism,Pervasive Developmental Disorders,Rural Areas,Student Research,Biomedicine,Medical Research,Student Interests,Laboratories

STEM-related educational outreach offers students enriching opportunities to become more familiar with science, in terms of how it relates to their daily lives and with respect to possible career paths that they might want to follow. At the same time, graduate student trainees providing that outreach act as important resources for elementary and high school teachers while they hone their teaching skills and build confidence in the classroom. In this paper, six graduate students and recent graduates share their experiences with a variety of outreach programs that link young people with science in both Canada and the United States.
Teaching Anatomy and Physiology Lectures Online
Author: King, Nathaniel M.
Date: 2020-08-00
Type: Journal Articles
Subjects: Anatomy,Physiology,Online Courses,Program Design,Learner Engagement,Barriers,Electronic Learning,Distance Education,COVID-19,Pandemics,School Closing,Best Practices,Teacher Student Relationship,Assignments,Video Technology,Validity

In our changing world there are many challenges that students face, one of them being temporary inability to attend face-to-face classes. This paper presents a perspective on how to best meet the needs of online learners, including such topics as course design, student engagement, challenges, and solutions. The information in this article may be helpful in this time of having to move our courses online.
Teaching a Flipped, Fully Online Class Using Small Group Work
Author: Cafferty, Patrick
Date: 2020-08-00
Type: Journal Articles
Subjects: Online Courses,Flipped Classroom,Small Group Instruction,Physiology,Asynchronous Communication,Synchronous Communication,Teaching Methods,Higher Education,Educational Technology,Technology Uses in Education,Student Attitudes,Undergraduate Students,Summer Programs

The majority of my students are either out of state or international students who live on campus during the regular academic year and return home during the summer months. Thus, most students cannot attend face-to-face summer classes held on campus. In 2015, I developed a flipped, completely online human physiology course to meet the needs of these students. Human Physiology Online is composed of an asynchronous portion, where students review course material on their own (out of sync), and a synchronous portion, when we all meet online at the same time (in sync). Here, I describe the asynchronous and synchronous components of Human Physiology Online in detail, including how I use technology to recreate the small group environment of my regular face-to-face class during synchronous class sessions. I also present student feedback for Human Physiology Online from anonymous course surveys.