ethanporcaro/eric-fulltext-meta huggingface dataset:
Analyzing International Students&apos; Social Support through Intercollegiate Sport Team Identification
Author: Kim, Kibaek
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Students,Social Support Groups,Social Capital,Team Sports,College Athletics,Intercollegiate Cooperation,Student Adjustment,Sense of Community,Social Adjustment,Student Attitudes,College Students,Identification (Psychology),Study Abroad

International students often experience difficulties acclimating to campus climates in the United States. While identifying oneself as a fan of college sports has been shown to assist domestic students in their social adjustment to college environments, little is known about the relationship between international students' college sports team identification and their social adjustment. As such, the purpose of this study is to determine the effect of team identification on international students' sense of community and social capital and the conceptual relationship between the sense of community and social capital. Analysis of the hypothesized model with a sample of international students (n = 487) revealed that international students' team identification develops their sense of community and social capital. Implications focused on how the international student office and athletic departments can utilize intercollegiate sports to support international students and assist this population in adapting to campus life in the United States.
From Model Minority to Yellow Peril: The Shifting Narratives of Asian International Students
Author: Liu, Helen
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Asians,Foreign Students,Racism,Intervention,Foreign Countries,Higher Education,Whites,Power Structure,Minority Group Students,Racial Discrimination,Violence,Critical Theory,Stereotypes,College Students

The ongoing pandemic, COVID-19, has demonstrated how quickly depictions of Asian individuals can shift from &quot;model minority&quot; to &quot;yellow peril&quot; during times of crisis. These times were particularly difficult for Asian postsecondary international students who were directly impacted by these shifting narratives, as many faced discrimination, violence, and prejudice as a result of the rise of anti-Asian hate that occurred across Canada. Thus, utilizing critical race theory (CRT), the purpose of this article is to provide an overview of these contrasting narratives, how the &quot;model minority&quot; and &quot;yellow peril&quot; can contribute to the maintenance of White supremacy, and possible considerations and interventions to better support Asian international postsecondary students during their studies in Canada.
An Intersectional Analysis of Chinese International Students&apos; Experiences in Postsecondary Institutions in British Columbia
Author: Avenido, Karlo
Date: 2023-00-00
Type: Journal Articles
Subjects: Intersectionality,Foreign Students,Student Attitudes,Educational Experience,Educational Policy,Foreign Countries,International Education,Cultural Differences,Social Differences,Asians,Undergraduate Students,English (Second Language),Second Language Learning,Language Proficiency,Power Structure,Minority Group Students,Barriers,Student Adjustment,Critical Theory,Student Personnel Services,Racial Discrimination,Personal Narratives

Internationalization continues to be a priority of the education mandate in British Columbia (BC). While there is currently a lack of exploratory studies on international students' (IS) experiences of challenges in their host institutions, little research has examined their experiences from sociocultural context-based standpoints. This study fills this gap by examining the daily lived experiences of Chinese postsecondary IS in BC through the lens of intersectionality. First, the notions of cultural distance, nationality, and language proficiency were conceptualized as intersectional categories. Next, narrative data were collected from six Chinese IS and then analyzed through an iterative coding framework that connected narrative themes to the theoretical framework of intersectionality. The results show how the interlocking categories created instances of minoritization among the participants due to power imbalances brought upon by compatriots, peers, and federal/institutional policies. Implications in future directions of intersectionality research, policy, and practices are presented.
Comparison of Problem-Posing Skills of Gifted and Non-Gifted Primary School Students
Author: Aydogdu Iskenderoglu, Tuba
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Solving,Academically Gifted,Elementary School Students,Grade 4,Mathematics Education

The purpose of this study was to compare the problem posing skills of gifted and non-gifted primary school students. In this study, the case study method was used. The participants who were selected by convenient sampling consisted of 24 gifted and 24 non-gifted students attending from the East of Black Sea region of Turkey. The data in the study were collected with an open-ended problem posing test that was developed by the researchers. This test consists of three situations requiring free, semi-structured and structured, problem posing. The data were evaluated according to the problem posing test evaluation form that was developed by the researchers. At the end of the study, while there was no statistical significance between gifted and non-gifted primary school students in free and semi-structured problem posing, it was found that non-gifted primary school students were statistically significantly better than gifted primary school students in structured problem posing.
&quot;Sorry, I Can&apos;t Open My Camera! Social Anxiety Levels of Prospective Teachers in E-Learning Environments during COVID-19 Pandemic&quot;
Author: Avci, Görkem
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Anxiety,Preservice Teachers,Electronic Learning,Educational Technology,Gender Differences,Instructional Program Divisions,Correlation,Self Efficacy,Computer Uses in Education,Distance Education,Symptoms (Individual Disorders)

The present study aims to determine the social anxiety levels of prospective teachers in e-learning environments. The research adopts the cross-sectional survey model. The study group consists of 506 pre-service teachers through a convenience sampling technique from a state university in northern Turkey during the fall semester of the 2021-2022 academic year. The data are collected online through the &quot;Social Anxiety Scale for E-Learning Environments&quot; in the spring semester of the 2021-2022 academic year. The study found that teacher candidates have a moderate level of social anxiety in e-learning environments which unfavorably affects academic achievement. Moreover, it is concluded that gender is not directly affecting social anxiety in e-learning environments, but the grade level is influential on social anxiety. There is a positive correlation between prospective teachers' self-efficacy in using computers and their social anxiety levels in e-learning environments. This study has revealed new empirical results on the reflections of social anxiety in e-learning environments. The results are discussed in line with the relevant literature and some recommendations are made.
Are Primary Teachers Literate or Not: A Study on Curriculum Literacy of Primary Teachers
Author: Süer, Sedef
Date: 2023-03-00
Type: Journal Articles
Subjects: Elementary School Teachers,Knowledge Level,Literacy,Elementary School Curriculum,Curriculum Design,Curriculum Development,Curriculum Evaluation,Student Evaluation,Evaluation Methods,Foreign Countries

This study aims to investigate the curriculum literacy levels of primary teachers. The study group of this study, which is based on a case study from qualitative research designs, consists of teachers working in primary schools in the 1st term of the 2020-2021 academic year in Diyarbakir. The teachers in the study group were selected by criterion sampling, one of the purposive sampling methods. The semi-structured interview technique was used in the data collection process of the research. In addition, the qualitative data obtained were analyzed with descriptive analysis methods. As a result of the analysis, it was revealed that the primary teachers did not directly access the curriculum designed by the MoNE but indirectly followed the curriculum by downloading the annual plans from the web pages on the internet. In addition, interviews with teachers revealed that they could barely demonstrate the philosophy, values, and competencies in the curriculum and were not aware of these parts. On the other hand, primary teachers stated that they focused on basic skills (reading, writing, and arithmetic), life skills (selfconfidence, entrepreneurship, self-regulation, problem-solving), and values education (love, respect, honesty, sharing, and responsibility) in success. It is seen that while teachers mostly talk about the acquisitions related to basic skills, life skills, and values education in the curriculum, they refer less to the acquisitions of related mathematics and engineering skills, which are widely used and vital in today's world. This result showed that they care about the inclusion of skills, life skills, and values education in the curriculum, and they try to achieve the goals for these skills by the students.
Attitudes towards STEAM, Critical Thinking Disposition and Decision-Making Skills: Mediation and Gender Moderation
Author: Aydin Gürler, Sümeyye
Date: 2023-03-00
Type: Journal Articles
Subjects: Elementary School Students,Student Attitudes,Grade 4,21st Century Skills,STEM Education,Art Education,Critical Thinking,Thinking Skills,Decision Making Skills,Gender Differences,Measures (Individuals),Correlation,Foreign Countries

The relationship between highly desired 21st century skills, such as students' attitudes toward STEAM, critical thinking dispositions, and decision-making abilities, and the role of gender on these associations was investigated in this study. The data was collected from 4th grade students in the 2022-2023 academic year using the typical case sampling method. &quot;STEAM Attitude Scale&quot;, &quot;Critical Thinking Disposition Scale&quot; and &quot;Decision-Making Skill Scale&quot; were utilized. The mediation model was estimated using the whole sample, followed by multigroup analyses that employed gender as the moderation variable. The results indicated that primary school students' attitudes towards STEAM, their critical thinking dispositions, and their decision-making skills were at a high level. The mediation analysis revealed that attitudes towards STEAM had direct effect on decision-making skills, and critical thinking disposition was found to be partially mediating this association. Multigroup analyses provided evidence for the significant moderating role of gender pertaining to the specified associations in the model. The findings provide insights into the importance of developing positive attitudes towards STEAM disciplines regarding their evidential effect on critical thinking disposition and informed decision-making skills in primary schools and the necessity of attending to the role of gender in future educational interventions.
Creative Drama on Teacher Candidates&apos; Speech Anxiety
Author: Sahin, Tugrul Gökmen
Date: 2023-03-00
Type: Journal Articles
Subjects: Drama,Creative Activities,Preservice Teachers,Teacher Education Programs,Teaching Methods,Speech Communication,Communication Skills,Undergraduate Students,Anxiety,Student Attitudes,Outcomes of Education,Foreign Countries,Measures (Individuals)

Speaking skill is the most basic language skill that enables an individual to interact with his/her environment. The healthiness of both the university and professional processes of teacher candidates and the positive completion of their individual, social, and academic developments depend on good communication. Creative drama is a method that can be used for individuals to get to know themselves and their environment, to develop their social relations, and to experience them by doing and living together in a group. In the light of this information, the aim of the research is to determine the effect of creative drama on the speaking anxiety of teacher candidates. The participants of the study consisted of 21 teacher candidates studying in the undergraduate program of Turkish teaching, classroom teaching, and preschool teaching. In this research, mixed research method, and sequential explanatory design were used as a design. Quantitative data of the study were collected through the Speech Anxiety Scale (2012), and qualitative data were collected through interviews. The quantitative data of the research were analyzed statistically, and the qualitative data were analyzed by content analysis. When the quantitative and qualitative results of the study were examined, it was observed that the interest and love of the pre-service teachers who participated in the study increased, and their anxiety and worries decreased.
What Should Be in an Assessment Professional&apos;s Toolkit? Perceptions of Need from the Field
Author: Christen, Nikki
Date: 2023-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Attitudes,College Faculty,Educational Assessment,Credentials,Job Training,Assessment Literacy,School Personnel,College Administration

What professional development do assessment professionals need to succeed in higher education? To meet the rising demands in the field, assessment professionals seek ways to improve their skill sets. The current study utilized survey responses from over 200 higher education assessment professionals across the United States to assess the amount of training assessment professionals had when starting their position, the professional development they have sought since being in the position, and what training is still needed in the field. A thematic analysis of three open-ended survey questions revealed the eclectic backgrounds of assessment professionals, their preferred trainings while in the role, and the content and modalities requested for future professional development.
The Effect of Social Support on Work-Life Balance: The Role of Psychological Well-Being
Author: Kurtulus, Emin
Date: 2023-03-00
Type: Journal Articles
Subjects: Social Support Groups,Family Work Relationship,Psychological Patterns,Mental Health,Well Being,Foreign Countries,Health Personnel,Hospitals

Objective: This research was conducted to determine the relationships between psychological well-being, social support, and work-life balance and the mediating effect of psychological well-being on the relationship between social support and work-life balance. Methods: Data were collected from a convenience sample of 277 participants. Data analysis was done with regression and the Pearson correlation coefficient. Regression-based mediation analysis developed by Hayes (2013) was used to examine the mediation effect of psychological wellbeing. Results: Work-life balance is negatively related to social support (r=-0.51) and, positively related to psychological well-being (r=0.50). As a result of the mediation analysis based on regression to determine the mediating effects, it was concluded that psychological well-being had a mediating effect on the relationship between social support and work-life balance. The bootstrapp (10000) method was used to determine whether the mediation analysis was significant. Conclusions: These findings suggest that the inverse relationship between social support and work-life balance is at least partly explained by the level of psychological well-being.
Who Controls What and How? A Comparison of Regulation and Autonomy in the UK Nations&apos; Education Systems
Author: Kreijkes, Pia
Date: 2023-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Institutional Autonomy,Foreign Countries,Educational Policy,Regional Characteristics,Differences,Educational Development,Governance,Curriculum Design,Evaluation Methods,Educational Improvement,Accountability

In this paper we explore the concept of the middle tier in education systems, outlining how it is a crucial element that links high-level education policy to the practices that are carried out in schools. Reflecting on the similarities and differences in the profiles of the middle tiers of the four nations of the United Kingdom (UK), we observe how they are part of a complex educational ecosystem. While noting that there are variations in the profiles of the middle tiers we also highlight how they share some common functions that are key to mediating the way that policy links with schools. Using a four nations comparative approach to analyse the middle tier allows us a more nuanced understanding of how education policy works in general, but also how policy works in each particular national context.
Self-Organized Learning Environments (SOLEs) Pedagogy as a Conduit to Learners&apos; Metacognitive Skills and Conceptual Understanding of &quot;S&quot; in STEM: The South African Study
Author: Tsamago, Hodi
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Concept Formation,STEM Education,Independent Study,Physical Sciences,Science Education,Self Management,Grade 11,Secondary School Students

The current study examined self-organized learning environments (SOLEs) pedagogy as a conduit to learners' metacognitive skills and conceptual understanding in physical sciences and science, technology, engineering, and mathematics (STEM) as a whole in Capricorn District of Limpopo Province of South Africa. The aim was based on ongoing debates related to integrating technology and metacognitive skills in STEM education to improve educational outcomes. Anchored upon the aim and through experimental (one urban and one rural) groups and control (one urban and one rural) groups, the study employed a non-equivalent quasi-experimental (control group) design to glean and analyze data from 155 selected participants through a stratified sampling method. Data were collected using physical sciences pre- and post-tests and metacognition self-assessment scale questionnaire. Data analysis employed descriptive (mean [M], standard deviation, and effect size) and inferential (parametric t-test) analysis. The findings indicate that the mean gain score (M=6.37) of the experimental groups (that were taught through SOLEs pedagogy) was higher than that of their counterparts (M=2.60) in the control groups with a p-value (p=0.037) that is less than 0.005. Similarly, in terms of conceptual understanding, the findings indicate that the experimental groups improved significantly more than the control groups at a significant p-value of 0.00. Finally, the study concludes that SOLEs pedagogy improves learners' metacognitive skills that, in turn, enhance conceptual understanding of physical sciences content. Furthermore, the current study recommends further longitudinal studies with larger sample sizes to explore SOLEs pedagogy in STEM.
Volume of Geometric Solids on the Desmos Platform -- A Didactic Experience in Cape Verde
Author: Machado, Daniel
Date: 2023-00-00
Type: Journal Articles
Subjects: Geometric Concepts,Distance Education,Geometry,Mathematics Instruction,Teaching Methods,Skill Development,Grade 9,Foreign Countries,Pandemics,COVID-19,Learning Management Systems,Mathematical Concepts,Personal Autonomy,Case Studies,Instructional Effectiveness

This work intends to disseminate a didactic experience in mathematics, in times of pandemic, in an emergency remote teaching situation, at the Portuguese School of Cape Verde, using the Desmos digital platform. The topic addressed was the study of the volume of geometric solids. The main objective was to contribute to the learning of mathematical concepts, using digital tools that promote students' autonomy while respecting their learning pace, thus improving teaching practices through more assertive methodologies and more innovative resources. In order to understand how the Desmos platform contributes to improve the learning of geometry an explanatory case study was conducted. The participants in the study are 9th grade students from a Cape Verde school. Preliminary analysis of the data collected through several techniques, using diverse data collecting mechanisms, indicates that the contribution is very positive with clear advantages in the construction of knowledge on the part of the students, centered in a logic of skill development.
Teaching Language Politeness through Social Media for the Elementary School Students
Author: Mudiono, Alif
Date: 2022-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Communication Skills,Student Behavior,Social Media,Elementary School Students,Language Usage,Social Development,Foreign Countries

Linguistic politeness is a crucial component of communication that facilitates pleasant social relationships. In elementary schools, teaching language etiquette is vital because it builds the groundwork for good communication and interpersonal connections. With the introduction of social media, young students now have access to numerous language-learning sites. This paper will investigate the teaching of language courtesy to elementary school children via social media. This study examines research on language etiquette, social media, and their connection with language acquisition. The study suggests a framework for teaching language civility through social media and includes guidelines for its application in elementary schools. The research design employs quantitative descriptive research. Over the period of January to August 2022, observations were made by examining Whatsapp conversations between students and teachers, as well as between students, using both private WhatsApp and WhatsApp groups. The number of observed WA conversations was 1,200. There were as many as sixty pupils who responded to the questionnaire. According to the findings of the study, students' compliance with the politeness principle in written contact with professors and peers is more respectful than violations of the principle. Nonetheless, the level of politeness in the language used by elementary school students must be significantly enhanced. The majority of impoliteness occurs in greetings, message content, closing greetings, slang phrases, standard and non-standard abbreviations, and punctuation. Hence, elementary school kids require instruction in language courtesy.
Arabic Phrases Errors in Writing Theses for Masters Students at Indonesian Universities
Author: Mubarak, Faisal
Date: 2022-00-00
Type: Journal Articles
Subjects: Arabic,Phrase Structure,Grammar,Foreign Countries,Theses,Writing (Composition),Error Patterns,Second Language Learning,Second Language Instruction,Graduate Students,Masters Programs,Classification,Error Analysis (Language),Nouns,Translation,Dictionaries,Form Classes (Languages)

Students' Arabic thesis writing comprises several grammatical errors of different types. This study aimed to find out: (1) errors in writing Arabic phrases on students of the Arabic Language Education Master's Program at universities of Indonesia, and (2) factors that caused these writing errors. This research sued a qualitative research design, with the library research approach and Error Analysis techniques. The primary data comprised errors in the application of Arabic phrases from 110 student theses at three universities from 2019 to 2021. The results of this study included: (1) students' Arabic theses writing errors can be classified in four phrases, namely: murakkab ismiy (nominal phrase) of 24%, murakkab fi'liy (verbal phrase) of 28%, tarkib i?afiy (Combination of Nouns) of 26%, tarkib wa?fiy (adjective phrase) of 22%; (2) two factors caused these errors, namely: (a) language input errors, inaccuracy, and translation from an electronic dictionary without correction; (b) error caused by not heeding grammar rules, not practicing nahwu correctly, and not studying seriously the Arabic grammar. The study recommends that students should revalidate their writings and avoid copy-paste writing techniques, and lecturers should check students' writing according to grammar, especially phrases by reviewing seriously.