ethanporcaro/eric-fulltext-meta huggingface dataset:
A Research on the Knowledge Level and Safety Culture of Students Taking Occupational Health and Safety Course
Author: Olcay, Zeynep F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Occupational Safety and Health,Required Courses,Higher Education,Knowledge Level,Program Effectiveness,College Students,Student Characteristics,Accident Prevention,Foreign Countries,College Faculty,Gender Differences,Vocational Education,Mental Health,Work Environment

The safety culture plays an important role in reducing deaths and injuries in many sectors and educational institutions in developing countries. In this study, it was aimed to determine the occupational health and safety (OHS) course, which is taught as a compulsory course in Istanbul Aydin University before taking the course at the beginning of the term and after taking the course at the end of the term, the difference in occupational safety knowledge level and the level of perception of occupational safety culture. A total of 281 questionnaires were deemed valid. For the research, two different surveys were used to measure. Considering the results, there are positive differences in the knowledge level of the students before and after taking the OHS lesson. It has been determined that the safety culture does not change according to demographic information. OHS should be taught to every student in the universities.
Wise-Compassionate Framework: A Leadership Guide to Educational Equity
Author: Mercado, Felipe
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Equal Education,Critical Theory,Race,Student Needs,Intervention,Evidence Based Practice,Altruism,COVID-19,Pandemics,Models,Social Emotional Learning,Student Behavior,Elementary Secondary Education

A Wise-Compassionate Framework (WCF) was designed to offer educational leaders a recognizable and comprehensive approach that embodies critical race theory as a guide to the academic, social-emotional, health, cultural, and behavioral needs of all students. The WCF complements and builds upon Multi-Tiered Systems of Support (MTSS) and the Whole School, Whole Community (WSCC) model by infusing compassionate research and social-psychological approaches called wise interventions. The design of the WCF was developed during the onset of the COVID-19 pandemic. The WCF is an educational model that seeks to increase systemic compassion through wise interventions and best practices, both in person and in online settings. Trauma-informed practices, social justice responsibility, and evidence-based research are embodied throughout the tiers of the WCF. This article provides an overview of how the WCF can be utilized in an educational environment. A compassionate approach anchored in evidence-based research can support schools to heal through the COVID-19 pandemic and realize the racial tension amplified from witnessing the murder of George Floyd by a police officer.
Career Decision-Making amongst High School Learners: A Descriptive-Exploratory Study from South Africa
Author: Chinyamurindi, Willie Tafadzwa
Date: 2021-00-00
Type: Journal Articles
Subjects: Career Choice,Career Counseling,Career Development,Decision Making,High School Students,Adolescents,Self Efficacy,Parent Influence,Peer Influence,Teacher Influence,Social Influences,Academic Achievement,Gender Differences,Student Experience,Expectation,Foreign Countries

The study examined factors influencing career decisions using a sample of high school learners in the Eastern Cape Province of South Africa. A mixed-method approach was utilised. In the quantitative phase of the study, a sample of 536 high school learners in South Africa filled out the Career Interest Inventory (Fisher &amp; Stafford, 1999) in understanding factors that influence career decisions. Phase two sought to understand qualitatively how the identified factors from phase one influence the enactment of career decisions using focus groups with 60 learners drawn from the sample in phase one. Results from phase one showed that learners' career decisions were highly influenced by academic experiences and self-efficacy, parents, teachers, and peers, respectively. Learners perceived ethnic-gender expectations and negative social events as having low levels of influence when making career decisions. Female learners are significantly more highly influenced by parents, teachers, academic experiences, and self-efficacy than their male counterparts. Findings also reveal not only the complexity but also the sense-making that occurs when making career decisions. Implications are made based on these findings.
L2 Engagements on Facebook: A Survey on the Network&apos;s Usefulness for Voluntary German and Japanese Learning
Author: Harting, Axel
Date: 2020-09-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Vocabulary Development,Cultural Awareness,Social Media,Social Networks,German,Japanese,Language Skills,Skill Development,Student Attitudes,Native Speakers,Intercultural Communication,Computer Mediated Communication,Informal Education,Independent Study,Student Characteristics,Foreign Countries

In this paper the results of an online survey (n=210) regarding the usefulness of Facebook for informal L2 learning will be presented. Participants were individual Facebook users who study either German (n=118) or Japanese (n=92). By using a combination of open and closed questions, the mostly quantitative findings of the survey indicate that for most participants Facebook is a suitable tool for improving their L2 skills, because the network enables them to establish or to maintain social contacts with native speakers and to have authentic opportunities to express themselves in the L2. As particularly effective activities, participants mentioned reading and writing L2 posts on the networks' timeline, exchanging private messages, and commenting on friends' posts. As far as effects on L2 learning are concerned, most participants noted an improvement in their reading and writing skills, as well as an expansion of their vocabulary and cultural understanding. Some respondents, however, raised concerns about the formal correctness of the language they encounter on the network as well as insecurity regarding communication with strangers. The information participants provided on their informal use of Facebook led to the conclusion, that learners of L2 German and learners of L2 Japanese show similar tendencies in using the network for their L2 learning. In contrast to using social networks in educational settings, their informal use allows learners much more freedom to decide when, how often, with whom, on which topic, and in which way they wish to interact in their target language on the network.
Primary School Teacher Candidates&apos; Views on Multilingual Concepts: A Perspective of Learning Technology
Author: Khajayeva, Zhamilya
Date: 2021-00-00
Type: Journal Articles
Subjects: Multilingualism,Elementary School Students,Foreign Countries,Culturally Relevant Education,Preservice Teachers,Student Attitudes,Elementary School Teachers,Teacher Education Programs,Student Needs,Minority Group Students,Language Minorities

With the expansion of primary school education in Kazakhstan, many ethnic groups were reached. This situation has started to signal the necessity of classroom teachers having knowledge, awareness and experience in subjects such as sensitivity, education and needs of children. This research is a qualitative study, and it was conducted to understand the awareness and knowledge levels of classroom teacher candidates on multilingual education. The research was conducted within the framework of the perspectives on learning technology. 38 teacher candidates who participated in the study were interviewed on the internet and their views on multilingual education were analysed with a descriptive qualitative analysis method. The data obtained as a result of the interviews were examined in detail and the opinions of the teacher candidates on multilingual education were interpreted. Based on the results of the research, suggestions have been made on subjects such as reshaping our teacher training programmes in the context of multilingualism and providing them with teacher support, both theoretically and practically, and to train teachers who can meet the needs of children from linguistic minority groups.
Multimodal and Perceptual Learning Styles: Their Effect on Students&apos; Motivation in a Digital Environment
Author: Girón-García, Carolina
Date: 2020-09-00
Type: Journal Articles
Subjects: Learning Modalities,Kinesthetic Perception,Tactual Perception,Auditory Perception,Visual Perception,Cognitive Style,Preferences,Student Motivation,Electronic Learning,Web Sites,College Freshmen,Young Adults,English for Special Purposes,Second Language Learning,Advertising,Learner Engagement,Foreign Countries

The advent of various interactive multimedia networks in the English for Specific Purposes (ESP) classroom (Grabe &amp; Grabe, 2007) has led to the emergence of new learning methodologies (Ming-Hung et al., 2017). Accordingly, new ways of learning are present in a multimodal environment , and have caused an effect on students' degree of motivation, as well as on their learning styles (e.g., 'multimodal' and 'perceptual' learning styles). The present study aims to analyse the degree of motivation of ESP learners with a 'Multimodal' learning style in contrast to those with 'Multiple' learning styles. In particular, this study addresses three research questions: (1) Has 'Digital' learning created a recent 'perceptual' learning style (i.e., 'Multimodal' learning style)? (2) To what extent does 'digital' learning increase ESP students' motivation in comparison to 'traditional' learning? (3) Does the 'Multimodal' learning style heighten the degree of motivation in contrast to 'Multiple' learning style? The study used a sample of 62 first-year ESP students taking the subject 'Professional English for Communicators' at a Spanish university. Data for this study were collected using 'Wix', as the main research tool, and two questionnaires which focused on students' 'Multimodal' learning style and motivation: (a) 'Multimodal Learning Styles Questionnaire', designed to help students identify their preferences towards their learning process, and (b) 'Motivation Questionnaire', in order to get information regarding students' perceptions for the enhancement of engagement. Results suggest that the implementation of 'Wix' in the classroom increases students' engagement in their learning process and fosters a new perceptual learning style (i.e., 'multimodal' learning style). These findings may help to identify to what extent digital resources affect students' engagement and perceptual learning styles' preferences. The results obtained from this research may be used to derive conclusions on how to approach the 'Multimodal' learning style in further student performances with digital tools that promote the training of digital literacies (Girón-García, 2013).
The Use of &quot;Wordclouds&quot; for Vocabulary Retention in the English for Psychology Classroom
Author: Bellés-Fortuño, Begoña
Date: 2020-09-00
Type: Journal Articles
Subjects: Visual Aids,Word Frequency,Vocabulary Development,Retention (Psychology),English for Academic Purposes,Psychology,Foreign Countries,Psychopathology,Jargon,Undergraduate Students,Open Educational Resources

Several studies have revealed that computer applications offer a vast potential for teaching and learning. Open Educational Resources (OERs) can be especially beneficial to generate innovative abilities in the classroom related to new means of communication and collaboration (Conole and Alevizou, 2010). As regards the teaching of foreign languages, OERs have been acknowledged to be a useful tool for vocabulary acquisition (Barbule?, 2013), for enhancing text reading (Alkahtani, 1999), for writing (Krajka, 2000), and for improving pronunciation (Lee, 2008). Computer-assisted language learning (CALL) programmes as a means of learning-by-playing in the classroom have also proven to facilitate the acquisition of English vocabulary and pronunciation through games (Young &amp; Wang, 2014). This study aims to explore the implementation and use of an online tool such as &quot;Wordclouds&quot; in the English for Psychology classroom at university in order to improve vocabulary retention and the overall learning of English in the specific field of Psychology. By means of exposing students to psychological pathologies, they will be asked to generate vocabulary word clouds to check their vocabulary retention and keyword selections at two different stages, being exposed to specialised texts before and after the reading of those texts later. Computer applications in the ESP classroom are combined here with group work development. Previous research has shown that working collaboratively facilitates learning, primarily through comparative reflection and peer learning (Angehrn &amp; Maxwell, 2009; Evans &amp; Cuffe, 2009). Results have shown that the exploitation of students' background knowledge through the tool &quot;Wordclouds&quot; has definitely aided vocabulary retention of keywords about psychological pathologies as well as improved their English for psychology language accuracy.
Using Penzu™ for Academic Online Diaries to Enhance Metacognitive Skills in Higher Education
Author: Bort-Mir, Lorena
Date: 2020-09-00
Type: Journal Articles
Subjects: Electronic Publishing,Student Journals,Metacognition,College Students,Learning Strategies,Teaching Methods,Foreign Countries,Reflection,Skill Development

Metacognition can be considered as knowledge about one's own cognitive activities and their regulation during learning processes (Flavell, 1979). Students are, then, involved in metacognitive mental activities when they think about what they have learned, how they have learned it, or how they can relate it to their personal experiences, among other things. Based on this, students who develop these skills should show more appropriate strategies to know what they need to find out or do while learning. Therefore, understanding and controlling these cognitive processes may be one of the most essential skills that teachers should encourage at all academic levels (Anderson, 2002). The Guided Learning Diary (GLD, Bort-Mir, 2016) was developed as a learning diary with several aims: (i) defining the general and specific objectives of the content to be taught, (ii) developing the students' metacognitive skills through strategic questions, and (iii) promoting the development of important competences such as self-criticism, autonomous learning, self-evaluation and capacity for improvement. The GLD also allows a self-evaluation process for teachers, thus facilitating the supervision and improvement both of the contents of the course and the didactic methodology. This tool was developed and applied within the Theatre in English subject at Universitat Jaume I, embedded in the third course of the English Studies Degree, and the students' results were significantly higher than those of previous years (Bort-Mir &amp; Silvestre-López, 2017). The present research proposes a technological turn in the application of the GLD with the use of the open-source tool Penzu™. The creation of academic online diaries with this tool may improve students' motivation while promoting meaningful and self-regulated learning in Higher Education environments, thus helping students reach academic success. Penzu™ allows this investigation to widen the scope of the GLD to the general public.
Psychological Problems and Features of Modern Schoolchildren&apos;s Communication
Author: Romanova, Evgenya S.
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Interpersonal Communication,Interaction,Student Satisfaction,Emotional Response,Affective Behavior,Family Relationship,Peer Relationship,Parent Child Relationship,Interpersonal Relationship,Teacher Student Relationship,Foreign Countries

The study is aimed to identify urgent problems in the field of communication between young men and women and other significant participants in unregulated interaction. Using standardised test methods, questionnaires were adapted for this study and were collected the primary material that reflects the essential characteristics of unregulated communication between high school students in Russia. The sample of the study was 378 people. The main results were the data indicating a serious gap between high school students' need to communicate and the actual satisfaction of this need in the interaction with other significant participants. The main meaning of young people's need for trustful reference unregulated communication is not so much the communicative component as the emotional-affective content, which consists of acceptance, support, emotional exchange and understanding on the part of other people. Currently, there is a gap between the need for unregulated confidential communication of young men and women with significant adults and the real system of such communication. The results were put into the development of recommendations that allow psychologists to build an optimal interaction with family systems and the pedagogical community to optimise communication between high school students. As a prospect for further research, the tasks of developing parent-child relationships are identified.
Relevance of the Mass Media in Prevention, Education and Contextual Management of COVID-19
Author: Reynosa Navarro, Enaidy
Date: 2021-00-00
Type: Journal Articles
Subjects: Mass Media Role,Mass Media Effects,Information Sources,Television Viewing,Internet,Social Media,Prevention,Risk,Context Effect,Public Opinion,Adults,Age Differences,COVID-19,Pandemics,Public Health,Foreign Countries

The purpose of this research was to determine the relevance of the media in the prevention, education and contextual management of COVID-19. Methodology: descriptive non-experimental transectional research. An international survey validated by experts was applied, surveying 1082 people during a month. The countries with the highest participation were Peru, Colombia, Mexico, the United States and Russia. The data was processed using SPSS version 25. 64.7% of the respondents affirmed that the means were decisive in preventing the pandemic; 59.1% recognized the importance of the media for awareness and prevention of the pandemic, and 64% valued the importance of the media for the contextual management of the pandemic; demonstrating a significant relationship between the variables. Contributions: the need for strategic, prudent, ethical and socially responsible communication that benefits citizens in a pandemic situation is highlighted.
Research and Trends in Computer Science and Educational Technology during 2016-2020: Results of a Content Analysis
Author: Nurzhanov, C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Science Education,Educational Technology,Educational Research,Educational Trends,Conference Papers,Universities,Authors,Citations (References),Information Retrieval,Financial Support,Intellectual Disciplines,Periodicals,English

The general purpose of this study is to conduct a content study on 'computer' and 'educational technologies' research and trends between 2016 and 2020. The topics were evaluated according to years, universities of the authors, citations, keywords, document type, source, sponsors and publication languages. The articles examined in the research include keywords related to 'computer' and 'instructional technologies' between 2016 and 2020; 1,798 articles obtained by scanning the Scopus database according to the title, keywords and summary of the articles were examined. When the results of the study were examined, it was concluded that English, which is the universal language, is very common; the researches are mostly published as 'conference papers' and the most used keyword in the study is 'Computer Science'. In addition, it has been concluded that computer science is the basis of educational technologies in recent years. Similar content analysis studies may be recommended for other software used in computer training.
Elementary School Children&apos;s Speech Skills in Interdisciplinary ICT Communication
Author: Yesnazar, Asel
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Speech Skills,Interdisciplinary Approach,Speech Communication,Interpersonal Competence,Instructional Effectiveness,Skill Development

An analysis of the state of pedagogical practice and scientific and methodological literature speaks of shortcomings in solving the problem of the formation of elementary schoolchildren's speech skills. This article is devoted to the formation of elementary schoolchildren's speech skills in interdisciplinary communication. The purpose of our experimental work is to verify the effectiveness of our methodology for the sustainable of speech skills in interdisciplinary communication. In preparation for the experimental work, the following objectives were set; to identify the level of formation of speech skills (motivational, informative, reflective), development of a complex of diagnostic methods: observation, questionnaires, diagnostic methods, assessment, self-esteem, etc., on the basis of the data obtained to determine the level of formation of speech skills in interdisciplinary ICT communication. Therefore, the aim of our study is to analyze the state of formation of elementary schoolchildren's speech skills in interdisciplinary communication. The theoretical significance of the study allows clarifying knowledge on the issue of the formation of speech skills; practical significance lies in the presentation and testing of a set of productive exercises aimed at developing learners' speech skills in interdisciplinary communication. According to the developed diagnostic technique, the formation of speech skills in interdisciplinary communication consists of three components: motivational, substantive and reflective. Based on these components, indicators and levels characterizing the formation of elementary schoolchildren's speech skills in interdisciplinary communication are distinguished. During the study, the results of a verifying, forming and control experiment were presented. According to the study, we can say that it is necessary to pay attention to the development of meaningful speech, because it is for this indicator that most children are at a low level of formation. On the whole, our study proved that systematic work is needed to form elementary schoolchildren's speech skills.