ethanporcaro/eric-fulltext-meta huggingface dataset:
Protesting on Twitter: Citizenship and Empowerment from Public Education
Author: Saura, Geo
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Activism,Citizenship,Empowerment,Public Education,Privatization,Correlation,Qualitative Research

The use of social networks for protest purposes has been an essential element in recent global protests against the economic measures of privatization of public services. Social networks are changing political communication, mobilization and organization of collective protests. Taking into account the relationship between collective protests and new forms of network communication, the aim of this article is to analyze the new forms of citizenship empowerment from the collective protests in defense of public education in Spain. In the last five years the movement &quot;Marea Verde&quot; has generated protests on twitter that have generated new forms of empowerment of citizenship in the Spanish context. In this article we have analyzed three accounts of twitter with great activity and prominence, by the numbers of followers and tweets, of the social networks by &quot;Marea Verde&quot;. In this article four categories of analysis have emerged that agglutinate and characterize the demands of collective protests through social networks. Two of the categories have been generated to reject the privatization of education and the standardized tests of the new educational reform act in the Spanish context. The other two categories claim for public education and an educational consensus between the political forces and the educational community.
The Effect of 12 Weeks of Ski Training on Some Biometric Features of Girls
Author: Tas, Murat
Date: 2018-03-00
Type: Journal Articles
Subjects: Females,Children,Recreational Activities,Physical Education,Performance Tests,Psychomotor Skills,Foreign Countries,Experimental Groups,Control Groups,Statistical Analysis,Comparative Analysis

The aim of this study was to investigate the effect of skiing on the biomotoric characteristics of children with evaluating tests of girls between the ages of eight and 14 before and after the season. The experimental group of this study was 15 girls who had just started skiing and the control group of 30 girls. In total, 45 volunteers joined the study. To follow the development of the children in the study, the Bruininks biomotoric-Oseretsky proficiency testing of engines, Second Edition Short Form (BOT 2 brief) test: Fine Motor Precision, Fine Motor Integration, Manual Dexterity, Bilateral Coordination, Balance, Running Speed and Agility, Upper-Limb Coordination, and Strength was used and total scores were measured. All measurements observed changes in the first test by applying the latest testing methods. The Windows SPSS 17.0 statistical package program was used to analyze the data with Independent-Sample t-test to find the differences between the groups. Statistically meaningful levels resulted as p&lt; 0.05 and p&lt; 0.001. No meaningful differences were found in the comparison of the motoric features of the girls who ski and those who do not in their pre-test. A meaningful difference was found in fine motor skills, fine motor accord and total score after ski training. Ski training contributed to the fine motor skills, fine motor accord and total score of the girls.
Technological Skills and New Professional Profiles: Present Challenges for Journalism
Author: López-García, Xosé
Date: 2017-00-00
Type: Journal Articles
Subjects: Profiles,Journalism,Correlation,Information Technology,Trend Analysis,Journalism Education,News Reporting,Professional Associations,Case Studies,Interdisciplinary Approach,Teamwork,Technological Literacy,Focus Groups,Foreign Countries

The paper aims at understanding the intersections between technology and the professional practices in some of the new trends in journalism that are using the new tools: multimedia journalism, immersive journalism, and data journalism. The great dilemma facing journalism when training new professionals--especially the youngest--is not the training in new technologies anymore. The main concern lies in taking advantage of their skills to create a new computational model while keeping the essence of journalism. There is a twofold objective: answering questions about which tools are being used to produce pieces of news, and which kind of knowledge is needed in the present century. Based on the review of reports from professional organizations and institutes, an exploratory research to 25 European and American journalists was developed. The authors selected three cases of study. The cases allowed the authors to conclude that the technology matrix is going to remain and that change and digital process is not turning back and demands to evolve and adapt to new dynamics of work in multidisciplinary teams where the debate between journalists and technologists must be ongoing. Different approaches nourish the double way of skills and competences in the profiles of the current technological journalist, which professionals perceive as a demand in the present ecosystem.
Complementing Mathematics Teachers&apos; Horizon Content Knowledge with an Elementary-on-Advanced Aspect
Author: Cho, Yi-An
Date: 2018-02-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Pedagogical Content Knowledge,Elementary School Mathematics,Teaching Methods,Classroom Techniques,Knowledge Level,Foreign Countries,Elementary School Teachers,Geometry,Algebra

Although Ball and her colleagues provided empirical evidence to support the existence of the six subdomains in mathematical knowledge for teaching (MKT) and further explained or defined the majority of these sub-domains, there were few explanations of what horizon content knowledge (HCK) embedded in MKT meant and they merely provided ideas about HCK. Many researchers attempted to provide some teaching incidents and exemplification to interpret the construct of HCK. Moreover, they thought teachers' studies of tertiary mathematics are useful for classroom teaching practice. Their discourse and instantiation of HCK was correspondent with a higher perspective on elementary mathematics mentioned by Felix Klein (1924), but did not entirely coincide with a kind of elementary perspective on advanced knowledge introduced by Ball and Bass (2009). This study lasted 1 year, and data collection included in-depth interviews, classroom observation and video analysis. We provide a shared classroom teaching incidence and illustrations to explain and to describe the construct of HCK. HCK not only is a kind of elementary perspective on advanced mathematical knowledge, but also complements to a higher perspective on elementary mathematics. Furthermore, HCK could be seen as a reciprocal pathway between the elementary and advanced mathematical knowledge.
Use of Angle Model to Understand Addition and Subtraction of Fractions
Author: Mukwambo, Muzwangowenyu
Date: 2018-02-00
Type: Journal Articles
Subjects: Mathematics Instruction,Addition,Subtraction,Fractions,Mathematical Models,Problem Solving,Foreign Countries,Qualitative Research,Mathematical Concepts,Learning Theories,Elementary School Mathematics,Elementary School Students,Preservice Teachers,Preservice Teacher Education,Worksheets,Interviews

Learners in lower primary and even some in upper primary grades grapple to perform mathematical operations which involve fractions. Failure to solve these mathematical operations creates a gap in the teaching and learning processes of mathematics. We opine that this is attributed to use of traditional mathematical approaches of teaching and learning (TMATL) of operations of fraction. With the hope of engaging the reformed mathematical approach of teaching and learning (RMATL), this study investigated the following: How can trainee teachers use the angle model in RMATL operations of fractions? What are the perceptions of trainee teachers in the use of the angle model which engages RMATL to teach the operations of fractions? With the goal to fill the mentioned gap in which learners struggle to perform operations involving fractions, we observed and analysed worksheets on operation with fractions students wrote. Observations and interviews with trainee teachers of lower primary revealed poor performance in problems related to operations with fractions. Observed patterns supported by cognitivism revealed that invented methods or strategies on which RMATL is anchored are suitable enough to engage learner-centred teaching and learning which can prevent the abstractness of the concept of operations with fractions.
Effect of Group versus Individual Assessments on Coursework among Undergraduates in Tanzania: Implications for Continuous Assessments in Universities
Author: Mbalamula, Yazidu Saidi
Date: 2018-02-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Formative Evaluation,Academic Achievement,Case Studies,Statistical Analysis,Correlation,Multiple Regression Analysis,Course Descriptions,Individual Testing,Group Testing

The study analyzes students' performance scores in formative assessments depicting the individual and group settings. A case study design was adopted using quantitative approach to extract data of 198 undergraduate students. Data were analyzed quantitatively using descriptive statistics--means and frequencies; spearman correlations, multiple regression and independent sample t-test. The findings show students perform better in groups than in individual settings as evidenced by weak and negative monotonic correlation between test scores and randomized group assessment scores (r[subscript s] = -0.318, p &lt; 0.000). Further, students' scores in randomized groups increased with increase in number of members in a group. Moreover, both tests and group assignments had statistically significant effect on coursework scores; however, the scores from randomized groups had the highest effect on coursework (R[superscript 2]= 0.186). The results confirm that randomized group assessments are better than students' chosen referenced group assignments, though both being commendable than individual tests. The study recommends more studies in all assessment categories reflecting on group and individual settings to broaden an understanding of learning assessments efficacy in universities.
Teacher-Student Relationship and Facebook-Mediated Communication: Student Perceptions
Author: Hershkovzt, Arnon
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Social Media,Computer Mediated Communication,Student Attitudes,Foreign Countries,Middle School Students,High School Students,School Policy,Correlation,Social Networks,Comparative Analysis,Questionnaires,Likert Scales,Statistical Analysis,Profiles,Teacher Characteristics,Middle School Teachers,Secondary School Teachers

Student-teacher relationships are vital to successful learning and teaching. Today, communication between students and teachers, a major component through which these relationships are facilitated, is taking place via social networking sites (SNS). In this study, we examined the associations between student-teacher relationship and student-teacher Facebook-mediated communication. The study included Israeli middle- and high-school students, ages 12-19 years old (n=667). Student-teacher relationships were compared between sub-groups of students, based on their type of Facebook connection to their teachers (or the lack of such a connection); their attitudes towards a policy that prohibits Facebook connection with teachers; and their perceptions of using Facebook for learning. Regarding students' attitudes towards banning student-teacher communication via SNS and towards using Facebook for learning, we found significant differences between three groups of students: those who do not want to connect with their teachers on Facebook, those who are connected with a teacher of theirs on Facebook, and those who are not connected with a teacher of theirs but wish to connect. Also, we found significant associations between student-teacher relationship and student-teacher Facebook-mediated communication. We argue that in the case of student-teacher Facebook-mediated communication, there is a gap between students' expectations and in-practice experience. The key to closing this gap lies in both policy and effective implementation.
Assessing the Ethical and Content Quality of Online Parenting Resources
Author: Suárez-Perdomo, Arminda
Date: 2018-00-00
Type: Journal Articles
Subjects: Ethics,Information Sources,Child Rearing,Web Sites,Spanish Speaking,Scores,Privacy,Disclosure,Statistical Analysis,Content Analysis,Parent Role,Sex Fairness,Parenting Styles,Design,Parenting Skills,Foreign Countries,Internet,Electronic Publishing,Expertise,Likert Scales,Parent Education,Educational Technology

The quality of the online resources for parents offering access to open knowledge has hardly received attention despite their increasing number. This paper provides a framework to examine the ethical and content quality of parenting resources. The ethical criteria were based on &quot;the Health on the Net&quot; (HON) framework whereas the content criteria were based on the Positive Parenting framework and the effectiveness of the learning materials used. The criteria were applied to a survey of international websites (n = 100) for Spanish-speaking parents. Chi-square analyses showed that websites from Spain, official companies sites and information sites, as compared to South American, parents' and interactive sites, scored higher in the ethical criteria of privacy, authority, justifiability and financial disclosure. Hierarchical cluster analysis applied to content criteria showed that the High quality websites, unlike the Low quality ones, valued gender equality, a positive parental role, modeled a variety of parenting practices, educational contents with multimedia formats, and made use of experiential, academic and technical information. Privacy, financial disclosure and justifiability were more likely to be found in the High and Medium quality content clusters. In conclusion, the study illustrates some of the challenges of open knowledge and sets out the priority areas for quality improvement for website designers and for professionals who want to help parents develop effective skills for searching for trustworthy sources.
A Contrastive Corpus-Based Analysis of the Use of Reporting Verbs by Native and Non-Native ELT Researchers
Author: Yilmaz, Maide
Date: 2017-00-00
Type: Journal Articles
Subjects: Computational Linguistics,English (Second Language),Second Language Learning,Second Language Instruction,Verbs,Research Reports,Native Speakers,Syntax,Journal Articles,Educational Researchers,Foreign Countries,Language Patterns,Writing Skills,Academic Discourse,Language Usage,Teaching Methods

Although there have been many studies comparing native and non-native researchers, few of those studies have been on the use of reporting verbs by Turkish EFL researchers. The purpose of this study is to investigate (1) the most frequently used reporting verbs by native and non-native researchers in ELT and functional and positional differences in the use of these reporting verbs, (2) if there are any overused reporting verbs in non-native ELT research articles with reference to native ELT research articles and (3) if there are any differences between native and nonnative ELT research articles in terms of the syntactic patterning of the first three overused reporting verbs. To shed light on these research questions, two corpora of 160 ELT research articles published in peer-reviewed, international journals in the field of language teaching were compiled and analyzed. Out of these 160 research articles, 80 of them were written by non-native researchers, and the other 80 articles were written by their native counterparts. The findings indicated that some reporting verbs, like &quot;revealed,&quot; &quot;indicated&quot; and &quot;observed&quot; are overused by non-native researchers. Also, there are some differences in the use of reporting verbs in terms of syntactic patterning between the two corpora. The results of the study may help non-native researchers improve their academic writing skills.
University Students and Informational Social Networks: Total Sceptics, Dual Moderates or Pro-Digitals
Author: Gavilan, Diana
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Networks,College Students,Student Attitudes,Computer Mediated Communication,Classification,College Role,Questionnaires,Social Sciences,Statistical Analysis,Profiles,Student Behavior,Social Change,Information Sources,Foreign Countries,Pretests Posttests

The goal of the present work is to analyze the use of social networks as a tool for social empowerment by Spanish university students, and their perception of the university as an institution that contributes to the formation of a critical and active citizenship, that provides them with the relevant digital competences. The literature review shows possible discrepancies regarding the effect of new forms of digital communication in empowering young people, specially university students, as well as the existence of issues related to clarify this digital stage. Following, a typological analysis of the perception of university students regarding social information networks, social empowerment and the role of the university is presented. Using the data collected through a structured questionnaire of a sample of 236 students of social science degrees, an analysis of typologies is performed with the algorithm K Medias. Three clusters significantly different--labeled as &quot;total sceptics&quot;, &quot;dual moderates&quot; and &quot;pro-digitals&quot;--are identified. Its prevalence and its characterization are explained: belief and behaviour profiles related to these beliefs. The paper concludes with several recommendations for future research regarding the perception of the students about the use of social networks as a tool for social transformation and the role of the university in this area.
Effects of CDA Instruction on EFL Analytical Reading Practices
Author: Hazaea, Abduljalil Nasr
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Discourse Analysis,Reading Processes,Quasiexperimental Design,Questionnaires,Intervention,Statistical Analysis,Pretests Posttests,Correlation,Cultural Awareness,Intercultural Communication,College Preparation,Foreign Countries,Reading Instruction,Student Attitudes,High School Students,Text Structure,Teaching Methods

Discourse-based approaches to EFL reading have shifted the students' passive role to become 'text resistant'. This paper examines the extent to which Critical Discourse Analysis (CDA) enhances analytical reading practices in English as a Foreign Language (EFL) reading context among Preparatory Year students at Najran University. The paper operationalizes CDA levels of analysis (namely, text analysis, discourse analysis, and critical discourse analysis) in an EFL reading classroom. In this quasi-experimental design, a questionnaire and a test were used to collect data from a reading class before and after the interventional program. Prior to the treatment, the class was taught reading through traditional methods, whereas in the treatment stage, the class was conducted using CDA instruction. The data collected from both the questionnaire and the test were analyzed using the paired sample t-test. The results showed statistical significance in each analytical practice: text analysis (description), discourse analysis (interpretation), and critical discourse analysis (explanation). The correlation analysis of the pre- and post-tests and questionnaires showed a statistical significance in the critical discourse analysis (0.019). Further research on the role of CDA in fostering critical intercultural awareness in an EFL reading classroom is suggested.
Acceptance and Usability of OER in Indian Higher Education: An Investigation Using UTAUT Model
Author: Padhi, Nayantara
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Education,Educational Resources,Open Source Technology,Computer Attitudes,Adoption (Ideas),Higher Education,Usability,Technology Integration,Universities,Models,Multiple Regression Analysis,Hypothesis Testing,Statistical Analysis

In the global movement towards open knowledge society, open educational resources (OER) have become a prominent contributor as a medium of education, research and training. In India, the phenomenon of OER is still in nascent stage. Although the country has been massively investing on growth and usage of ICT, it still requires acceptance of OER as a medium of education, research or training. Particularly, adoption and usage of OER posses several challenges such as accessibility, reliability, copy right etc. There is plethora of research studies on the ICT usage in education in India, but there is hardly any empirical research evidence on OER in India. With this backdrop, at the first instance it is very much essential to investigate the acceptance and usability of OER in India. This paper focuses on faculty perception by applying Unified Theory of Acceptance and Use of Technology (UTAUT) model. Apart from this, the study also identifies the challenges associated with OER. For the purpose of this survey data is collected from 22 Indian universities located pan India. The outcome of this empirical research shall certainly useful and provide guidelines for the policy makers and users of OER in India.
Implementation Factors and Faculty Perceptions of Electronic Textbooks on the iPad
Author: Rogers-Estable, Michelle Dawn
Date: 2018-00-00
Type: Journal Articles
Subjects: Program Implementation,Textbooks,Electronic Publishing,College Faculty,Teacher Attitudes,Telecommunications,Handheld Devices,Foreign Countries,Educational Technology,Technology Uses in Education,Electronic Learning,Teacher Surveys

A federally managed university in the United Arab Emirates implemented a one-to-one iPad program. In an effort to increase access to interactive digital learning resources on the iPads, they next transitioned from paperbased textbooks (pTexts) to electronic textbooks (eTexts) on the iPad for all course delivery formats. The goal of this study was to survey and report on faculty perceptions among three university divisions with the intent of highlighting factors and barriers influencing adoption of iPad-accessed eTexts in the classroom. The objective was to enhance understanding of factors that both contributed to or hindered successful implementation of eTexts. The main findings of this study were that increased training was not perceived as needed by faculty, but instead better support of technical challenges, more efficient workflows in implementation, and usability and interactive features of the eTexts were all the barriers to successful adoption of eTexts in the classroom. Suggestions for project management approaches are given, with reviews on specific factors that influenced successful adoption. The results of this study may be used to improve project management workflows and faculty support in similar implementation projects.