ethanporcaro/eric-fulltext-meta huggingface dataset:
Engaging in Self-Directed Leisure Activities during a Homework-Free Holiday: Impacts on Primary School Children in Hong Kong
Author: Tam, Vicky C.
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Holidays,Homework,Leisure Time,Intervention,Educational Theories,Student Attitudes,Personal Autonomy,Student Needs,Self Efficacy,Educational Policy

Homework is a core pedagogical tool used by schools around the world. Yet concern for heavy homework load has been raised regarding stress on students and families and how it may overshadow opportunities for non-academic development. Drawing support from Self-Determination Theory and Hope Theory, an innovative intervention project was designed to create homework-free opportunities for school children to take part in freely chosen self-directed leisure activities. The project was implemented in four primary schools in Hong Kong during the Easter holiday in 2017 and 2018. A mixed-method evaluation was conducted to appraise the experiences of student participants as well as the project's impact on holiday satisfaction, homework attitudes and self-directed outcomes. This study's sample was comprised of 1,425 students enrolled in Primary levels 1 to 6. Participants reported in interviews that engagement in self-chosen, self-directed leisure activities were exciting and appealing. Pre- and post-holiday survey results with control-group comparisons confirmed that students who undertook self-directed leisure activities over a homework-free holiday gained enhanced agency thinking and academic competence while also becoming less inclined to see homework as meeting their immediate learning needs. Implications are also discussed regarding the benefits of self-directed leisure activities as well as school-based homework policies regarding assignment load.
Live-Learn-Work: Experiential Learning and Cultural Intelligence in the Internship Abroad
Author: Lambert Snodgrass, Lisa
Date: 2023-03-00
Type: Journal Articles
Subjects: Experiential Learning,Cultural Awareness,Intelligence,Internship Programs,Study Abroad,Undergraduate Students,Foreign Countries,Program Development,Program Evaluation,Student Behavior,Student Motivation,Cognitive Processes

In response to increasing demand for intercultural competency in global work environments, universities in the United States have expanded opportunities for study and internship abroad. However, there is comparatively little research on the program design for internship abroad programs and how it affects intercultural competency. This study presents a new curriculum model for the internship abroad called Live-Learn-Work (LLW) and evaluates its effects on the cultural intelligence (CQ) of undergraduate student participants in three different settings: Seoul, South Korea; Amsterdam, Netherlands; and Lima, Peru. The design of LLW is unique in that it integrates a theoretical framework from Experiential Learning Theory (ELT) with a measure of cultural competency, the cultural intelligence scale (CQS), and provides a holistic approach to the internship abroad. Utilizing a pre- and post-test design, this study analyzed the effect of each program on the four subscales of CQ (cognitive, metacognitive, motivational, and behavioral), and discussed their interrelations. The study concluded that the program design had a statistically significant positive effect on cultural intelligence, but that this effect was uneven across CQ subscales and programs. These results point to the need for further research on the relationships among CQ dimensions.
Preservice Physics Teachers&apos; Conceptual Profile of Time
Author: Sodré, Fernanda
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Physics,Scientific Concepts,Time,Theories,Cultural Context,History,Time Perspective,Foreign Countries

Time is a concept of historical, social, cultural, philosophical, artistic, economic, technological, scientific relevance. Time assumes different meanings in the Sciences, especially in Physics, acquiring fundamental importance in different physical contexts. However, in both high school and college Physics courses in Brazil, time is usually treated as an abstract mathematical parameter to the detriment of recognizing its different meanings, domains of validity, and historicity concerning its genesis. Such treatment of the concept of time leads us to believe that these more particular notions would probably be present in the conceptions within the complex conceptual profile of future Physics teachers in training. We interviewed preservice physics teachers to investigate this hypothesis in physics teacher education. To categorize students' conceptual profile zones, we developed the Concept Polysemy Organization Matrix (POM) based on the dimensions of the complex conceptual profile model and the genetic scales of Vygotsky. As a result, we start to structure future Physics teachers' conceptual profile of time, identifying a myriad of meanings of time through POM. Beyond that, we verified that future physics teachers' dominant meaning of time is numerical since their main formation activity in physics teacher education reinforces abstract mathematical-physical problem-solving.
Academic E-Dishonesty and Research Anxiety among the Preservice Teachers
Author: Kocaman Karoglu, Aslihan
Date: 2022-00-00
Type: Journal Articles
Subjects: Anxiety,Student Research,Ethics,Foreign Countries,Preservice Teachers,Correlation,Gender Differences,Educational Technology,Electronic Learning,Courses,Internet,Cheating,Plagiarism

The current study investigated the relationship between research anxiety and academic e-dishonesty among preservice teachers. The participants were 558 students, attending teacher education faculties of eight state universities located in different districts of Turkey. Data was collected through &quot;Research Anxiety Scale&quot; and &quot;Internet-Triggered Academic Dishonesty Scale (ITADS)&quot;. Findings revealed that research anxiety levels of preservice teachers are moderate and academic e-dishonesty levels are low. There is a significant relationship was found between the level of research anxiety and academic e-dishonesty. Research anxiety of the preservice teachers did not change according to taking a research oriented course or gender. Academic e-dishonesty levels varied with gender revealing that women were higher than men. Implications and suggestions for further research are provided.
Supports to Improve Academic Outcomes with Racially and Ethnically Minoritized Youth: A Review of Research
Author: Fallon, Lindsay M.
Date: 2022-08-00
Type: Journal Articles
Subjects: Racial Differences,Minority Groups,Ethnic Groups,Social Bias,Youth,Culturally Relevant Education,Academic Achievement,Intervention,Family Involvement,Faculty Development,Equal Education,Access to Education,Research Methodology

For decades, racially and ethnically minoritized youth have been subject to unequal distributions of access and opportunity in school, leading to inequities in academic outcomes. Educators require knowledge and skills to provide relevant instruction and create a more supportive, effective classroom environment. This systematic review includes 24 qualitative and quantitative studies in which researchers investigated a culturally responsive classroom intervention or practice to promote academic outcomes for racially and ethnically minoritized youth. Within these studies, authors described several approaches to promote academic success: (a) developing authentic partnerships with families, (b) using effective pedagogy with students' culture infused, and (c) accessing rigorous professional development. In addition, studies were assessed for methodological quality, and qualitative works met design standards more often than the quantitative studies reviewed. Implications include the need for additional research to inform comprehensive support for educators to design effective instructional environments for all students, especially those who have historically encountered systemic barriers in school.
An Investigation into Information Literacy Education in Library Schools in Nigeria
Author: Eze, Monica Eberechukwu
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Information Literacy,Library Schools,Library Education,College Faculty,Library Science,Course Content,Higher Education

The purpose of this paper is to evaluate information literacy (IL) education in library schools in Nigeria, to establish whether they are in line with international and national library and information science (LIS) standards ('library schools' here indicates departments offering LIS qualifications within higher education institutions). The study used document analysis and qualitative methods. First, departmental documents from heads of department and students' handbooks containing the LIS curriculum were collected from thirty (30) library schools in Nigeria and analyzed. Secondly, lecturers in the department of LIS from the thirteen (13) library schools offering an IL course were engaged in an interview. The study revealed a significant improvement compared to previous studies as 13 out of the 30 Nigerian universities surveyed offered the course 'information literacy' as a stand-alone course in the department of LIS. Unfortunately, the study found that majority of the LIS departments do not have IL laboratories for students to acquire practical skills. These findings will provide useful data for stakeholders in the university system such as supervising bodies, university management, heads of department, and library associations and regulatory bodies, assisting them in the creation of policies related to the integration of IL courses into the school system and in enforcing the implementation of these policies.
Faces of Informed Research: Enabling Research Collaboration
Author: Maybee, Clarence
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Information Literacy,Researchers,Information Utilization,Interdisciplinary Approach,Information Sources,Networks,Cooperation,Innovation,Research Utilization

This paper presents the Faces of Informed Research, an information literacy (IL) framework that aims to enhance researchers' capacity to participate productively in collaborative interdisciplinary partnerships. Universities and funding bodies increasingly require collaborative approaches to research initiatives. Beneficial for advancing shared research interests, collaboration often requires overcoming significant variation in disciplinary approaches, including how researchers use information to conduct research, to transition unfamiliar researchers into working relationships. A conceptual development process was undertaken to expand on the Seven Faces of Informed Learning to further adapt the framework to collaborative and interdisciplinary research contexts. Embodying critical components of working together, Informed Research especially supports researchers' collective enablement and enactment of different experiences of using information. Drawing from the pedagogic model Informed Learning Design, an 'informing narrative' illustrates how the recognition of variations in information experience may be used to enrich researchers' collaborative capacity. Future investigation will focus on the role of Informed Research in relationship to: (1) research training in higher education; (2) group collaboration 'efficacy;' (3) research, research management and research collaboration leadership; and (4) the importance of information experiences for successful research, collaboration, and writing.
Have a CCOW: A CRAAP Alternative for the Internet Age
Author: Tardiff, Anthony Bernard
Date: 2022-06-00
Type: Journal Articles
Subjects: Information Literacy,Library Education,Evaluation Methods,College Freshmen,Learning Activities,Flipped Classroom

The CRAAP Test is a popular tool for teaching students to evaluate information. Its simplicity and ease of understanding make it suitable for teaching in the limited time of a typical one-shot library instruction session. However, it has recently come under criticism for being unequal to the internet age. Critics hold that students treat the CRAAP criteria as a checklist, rarely leaving the source under evaluation to gather more information to aid their assessment, an activity crucial for internet factchecking. This paper details a new set of evaluation criteria that seeks to retain the convenient conceptual packaging of CRAAP while encouraging an investigative mindset. Students are asked to actively investigate the Credentials, Claims, and Objectives behind the information they are evaluating. A fourth criterion, Worldview, prompts metacognition and builds the self-awareness critical to making good judgements about information. This paper explores the CCOW criteria and details a flipped, online guide and exercise which has been successfully used to teach information literacy (IL) to college students in their first year of study using CCOW.
Intercultural Sensitivity and Social Intelligence: The Case of EFL Internship Undergraduate Learners
Author: Yenphech, Chaleomkiet
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Social Influences,English (Second Language),Internship Programs,Undergraduate Students,Correlation,Cultural Differences,Personality Traits,Majors (Students),Foreign Countries

This research was aimed to examine on the average level of intercultural sensitivity and social intelligence of EFL internship undergraduate learners. In addition to propose the correlation between intercultural sensitivity and social intelligence, the methodology segment of this investigation incorporates the populace, members, the instruments, the information assortment methodology, and the information examinations strategy of this investigation. The researchers decided the research by utilizing mixed-method research paradigm. The findings indicate that intercultural sensitivity and social intelligence have some positive effects on EFL internship undergraduate learners' performance. The correlation and distinction can be end up being measurably critical in the intercultural sensitivity and social intelligence for social contrasts temporary internship workplace. The purposes behind the positive correlation are on the grounds that individuals will participate in intercultural collaboration when undergraduate learners able to communicate with people in different societies. Additionally, they may learn more knowledge on different societies in correspondence. Furthermore, they could learn more about social intelligence in communication. The more they learn about different societies, the more they value cultural differences.
Linguistic Aspects of Language Consciousness in Synchrony and Diachrony
Author: Kots, Tetiana
Date: 2022-00-00
Type: Journal Articles
Subjects: Diachronic Linguistics,Language Variation,Sociocultural Patterns,Speech Communication,Grammar,Sentence Structure,Verbal Ability,Language Research,Ukrainian,Folk Culture,Cultural Influences,Language Attitudes,Foreign Countries

The article focuses on a current issue in modern linguistics: linguistic consciousness. Linguistic consciousness refers to the outcomes of mental activity, perception and assimilation of information verbalized by means of the national language. Theoretical issues with the functioning of the term of &quot;linguistic consciousness&quot; in scientific circulation are clarified, and emphasis is given to the evolution, stages of formation of the linguistic consciousness in connection to social development. The national-language, social, ethnocentric as well as communicative varieties of linguistic consciousness in the diachronic aspect are considered. Linguistic analysis revealed the mechanisms of realization of linguistic consciousness in speech behaviour, determined by the communicative situation with its lingual content and representativeness of extra lingual parameters of the speaker, connection with intellectualized (adapted to a certain stage of language functioning, generalized, suitable for didactic purposes) abstract model of structuring socio-cultural linguistic forms. The following functions of linguistic consciousness are highlighted: reflective (generating a linguistic picture of the world and is realized in linguistic meanings, linguistic forms, and types of communication between words); evaluative (considering different types of evaluation); orientation-selective (providing orientation in the situation in order to choose the means of speech); interpretive (implemented in intralingual and interlingual aspects) (feedback mechanisms). Units of linguistic consciousness are concepts (ethnocentrisms), which are realized in the language by means of associative-verbal thesaurus: words, phrases, utterances, grammatical and logical categories, grammatical and text-forming forms, functioning of intentional-motivational mechanism. The key concept in different definitions of linguistic consciousness is the reflection (the attitude of the subject to the object: the subject enters the picture of the world as an observer, which records the space, time and other characteristics of the object and gives them a subjective assessment).
EFL Use Constraints Experienced by University Students of Non-English Education
Author: Said, Mawardin M.
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Language of Instruction,Barriers,Language Skills,Language Usage,College Students,Student Attitudes,Language Proficiency,Foreign Countries,Preservice Teachers

EFL use constraints can be expressed by lecturers in Indonesia since English in this country is taught from junior high school up to higher education. Non-English education students should be able to communicate in it, but it is easy to meet them who cannot express something in English since they do not know how to use it for expressing ideas. They have constraints in using it. This manuscript aims at identifying and expressing constraints experienced by them. Its data are expressed descriptively and analysed qualitatively, so descriptive qualitative method was used. Its result deals with EFL Use Constraints Experienced by University Students of Non-English Education as respondents of the questionnaire used. Those are variously based on mostly their EFL uses containing: They are dominantly like English; Almost all of them have passed the English subject in their study programs; They mostly get A; Most of them want to use English; They mostly sometimes use it; and They mostly like Speaking, but they also like Listening, Reading, and Writing, so that EFL skills they like can be arranged from the highest/most to the lowest/least respectively: Speaking, Listening, Reading, and Writing. Those are integrated as experiences, so that their EFL use constraints are mostly on Speaking then respectively on Listening more than Writing. Thereby, their EFL use constraints are on Speaking, Listening, and Writing, but no on Reading. Thus, the students mostly like Speaking which is also as their most EFL use constraint experienced whereas Writing is their last like and constraint.
The Effect of Active Learning Method on Students&apos; Academic Success, Motivation and Attitude towards Mathematics
Author: Nurbavliyev, Omarbek
Date: 2022-00-00
Type: Journal Articles
Subjects: Active Learning,Academic Achievement,Student Motivation,Student Attitudes,Mathematics Education,Grade 10,Secondary School Students,Foreign Countries

One of the purposes of education and active learning is to promote a more engaging classroom that is both interactive and productive for the students. This study seeks to look at this purpose in a very holistic way by combining academic achievement, students' attitudes, and motivation in determining how much active learning has impacted the education process. By incorporating the Mathematics Achievement Test, the attitudes test, the motivation survey, and finally a more statistically reliable MANOVA test, this study seeks to find out the effect of active learning in classrooms. 10th-grade students from Nurorda school in Nur-Sultan Kazakhstan took part in the research and were divided into two groups, the experimental and the control group. The students were initially informed about the study and a pre-test was administered to both groups; the control group was taught using the normal lecture-based method while the experimental group was taught using active learning educational platforms. The study was then conducted for a period of 6 weeks, quizzes were being administered through a whiteboard and multiple-choice questions and a final test given to students. After the study period ended, a posttest was the administered to both groups and the results of the tests gathered for analysis using the MANOVA technique to test for significant difference between the two methods being tested. The study suggests that students in the experimental group from the active learning class had a more productive education process in terms of achievement, however, there was no significant difference found in attitudes or motivation between them and the control group.
The Emotional Experience of Learning English as a Foreign Language: A Qualitative Study in the Context of Saudi Arabia
Author: Almesaar, Oun
Date: 2022-00-00
Type: Journal Articles
Subjects: Emotional Experience,English (Second Language),Second Language Learning,Foreign Countries,Psychological Patterns,Student Motivation,Community Colleges,Two Year College Students,Student Attitudes

Foreign language acquisition is not only a cognitive but also an emotional process. Recently, numerous qualitative studies have deepened our understanding of the emotional worlds of EFL students, showing the diversity of emotions and their influence on EFL. In Saudi Arabia, EFL has posed significant challenges (e.g. lack of motivation for studying, negative emotions associated with EFL) to all actors involved, and studying emotional experiences of Saudi EFL students can help us surpass these challenges. This pilot qualitative study aimed to give a phenomenological description of emotions experienced by Saudi EFL students. Inductive Thematic Analysis yielded four main themes: kinds of emotions, motivation dynamics, English learning trajectory, and quality of the encounter. Significant variability and diversity of emotional experiences was evident -- participants mainly felt happy and motivated by their extracurricular English activities, while they were more ambiguous with respect to their English teachers. It was also found that initial EFL experiences were more negative compared to the latter ones.