ethanporcaro/eric-fulltext-meta huggingface dataset:
First-Year English Majors&apos; Reading Habits, Reading Skills and Strategies from EFL and English Literature Tutors&apos; Perspective: An Interview Study
Author: Pereszlenyi, Anna
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Majors (Students),Reading Habits,Reading Skills,Reading Strategies,Reading Difficulties,Reading Comprehension,Second Language Learning,English (Second Language),Language Proficiency,Tutors,Literature Appreciation,English Literature

Preparing English as a foreign language (EFL) students for final exams and language exams has become more and more significant in secondary education. However, those students who continue their studies as English majors have to live up to new expectations and rise to different challenges such as reading and discussing literary texts written in English. Thus, they would need help, nevertheless it is generally believed in many university courses that students have already reached the needed language proficiency level and they are able to read academic texts in English without having difficulties (Paran, 2008). Therefore, firstyear English majors are often unprepared to cope with the demands made on them in literature courses. The main objective of this interview study, involving four EFL and four English literature tutors from a university in Hungary, is to explore the tutors' perceptions on first-year English majors' reading habits, what reading skills and strategies are required in literature courses. The findings provide an insight into some of the issues related to reading texts in English, what demands English majors have to meet when they enter tertiary education, and some possible solutions.
How Can the Restorative Idea Survive in Schools? Experiences of a Professional Development Programme
Author: Hera, Gabor
Date: 2023-00-00
Type: Journal Articles
Subjects: Restorative Practices,Faculty Development,Middle Schools,High Schools,Program Implementation,Readiness,Sustainability,Resistance (Psychology),Trust (Psychology)

This paper aims to detect the motivations, structures, and conditions that both promote and hinder commitment and buy-in regarding the implementation of restorative practices in schools. In addition, the components that contribute to the long-term sustainability of the restorative idea in school settings are also identified. The article summarizes the ideas and experiences of the trainers at the International Institute for Restorative Practices who were interviewed within the framework of a research programme. These trainers were responsible for providing professional development for middle and high schools in many states of the United States. As the author concludes, without thorough assessment of implementation readiness, professional development may fail and the restorative idea does not take root in schools.
Elementary Teachers&apos; Beliefs and Practices Pertaining to Freedom of Learning Curriculum Reform Policy: A Qualitative Study
Author: Mustofa
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Beliefs,Educational Practices,Academic Freedom,Curriculum Development,Educational Policy,Educational Change,Foreign Countries,Elementary School Curriculum,Faculty Development,Teacher Education,Curriculum Implementation,Teacher Competencies

This study examines elementary school teachers' beliefs and practices pertaining to the 'freedom-of-learning' curriculum reform policy in Indonesia. With regard to teachers' beliefs, this study explored current topics and discussed the challenges that teachers, schools, and the government must address to when preparing to implement reforms. We conducted interviews and discussions with six elementary school teachers from six schools and enrolled participants based on their past or current experience in coordinating school curriculum frameworks and managing school curricula. Responses differed between (1) teachers who were skeptical of and resistant to the new policy, and (2) teachers who felt that the new policy was crucial and were enthusiastic about it provided specific conditions were met. However, both groups of teachers were not yet ready to accept this new policy. Based on these findings, this study recommended the following for teachers, schools, and curriculum policymakers: (1) The ongoing driving teacher program must be implemented effectively and, in a manner, different from prior programs; (2) The socialization of the freedom-of-learning curriculum reform policy must be conceptualized and systematic such that teachers develop a clear understanding of the policy; and (3) During the implementation of reforms, the government should not only focus on technical implementation but also on fundamental changes in mindset.
International Co-Authored Publications: The Effect of Joining the European Union or Being Part of The European Research Area
Author: Marini, Giulio
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Authors,Writing for Publication,Bibliometrics,International Cooperation,Comparative Analysis,Productivity,Financial Support,Research,Faculty Publishing

The paper investigates the increasing number of international co-authored publications, comparing countries that accessed the European Union (EU) in 2004 (EU04) against other Central-Eastern European Countries (othEast-ERA), adopting a scientometric approach. This comparison looks at whether to be part of the EU is different from being part of the European Research Area (ERA) -- given that both entities aim at fostering more international collaborations. The hypothesis is that EU might convey more opportunities for the sake of international publications, although ERA assures access to European funding schemes anyway. Analysing the census of internationally co-authored publications from 1995 to 2015, difference-indifferences regressions show that Countries that joined EU in 2004 performed better than other Central-Eastern ones. Implications for the public policies in science are discussed.
The Impact of Family Class Differences on the Higher Education Accessibility of Offspring: Evidence from China
Author: Liu, Yue
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Class,Family Characteristics,Access to Education,Higher Education,Educational Quality,Educational Policy,Gender Differences,Ethnicity,Socioeconomic Status,Educational Attainment

This study constructs a logit model to examine the impact of family class differences on the higher education accessibility of offspring, and examines the moderating effect of the higher education expansion policy on the relationship between family class differences and higher education accessibility of offspring. The data was collected from 5181 valid samples who responded to 2018 Chinese General Social Survey Questionnaire. The results show that both overall higher education accessibility and high-quality higher education accessibility of the offspring of upper-class families and middle-class families are significantly higher than the offspring of bottom class families. This suggested that the offspring of upper-class families is more likely to receive high-quality higher education than other classes. It was also revealed that higher education expansion policy significantly increases the overall higher education and high-quality higher education accessibility of offspring from different class families, as a result of which overall and high-quality higher education are significantly less accessible to the offspring of the bottom-class families. This implies that the higher education expansion policy has further widened the gap between the offspring of the bottom-class families and the offspring of the upper-class families and the middle-class families. As a result, this study proposes to improve the higher education financial support policy for the offspring of bottom-class families and to develop special programs for the offspring of bottom-class families.
Key Capabilities for Promoting Student Feedback Literacy
Author: Mamad, Abderrahim
Date: 2023-00-00
Type: Journal Articles
Subjects: Feedback (Response),Literacy,Higher Education,Undergraduate Students,Student Attitudes,Student Participation,Writing Evaluation,Teacher Student Relationship,Definitions,Evaluative Thinking,Written Language

Feedback literacy in higher education has come as a reaction to the ineffective focus on teacher's delivery of feedback and its passive reception by students rather than on students' active participation in receiving feedback and constructing it (Nicol &amp; Macfarlane-dick, 2006; Nicol, 2019). Therefore, the aim of this theoretical paper is to identify students' capabilities of feedback literacy. To meet this objective, three questions are targeted: (1) How is feedback literacy defined? (2) How is it characterized? (3) What are its practical dimensions from student's perspective? Based on the analysis of theoretical and empirical studies retrieved via reliable databases, a thorough description of the existing definitions of feedback literacy and its frameworks (Carless &amp; Boud, 2018; Carless &amp; Winstone, 2020; Molloy, Boud, &amp; Henderson, 2020; Sutton, 2012) can be highlighted. Four dimensions of student feedback literacy and their adaptation to the writing context are also targeted: appreciating feedback, making evaluative judgments, managing affect, and acting upon feedback (Carless &amp; Boud, 2018). This paper is relevant because it addresses the shift from feedback as a one-way process of transmitting information from instructors to feedback as a process of using diverse communication channels, through which teachers and students collaborate to improve learning outcomes.
Alternative Grammar Teaching vs. Traditional Grammar Teaching in Albanian Tertiary Education
Author: Enesi, Miranda
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Grammar,Teaching Methods,Conventional Instruction,College Faculty,Teacher Attitudes,Language Skills,Language Fluency,Foreign Countries,Teacher Characteristics

Owing to the complex nature of the English Grammar, teachers of English language and linguistics face many challenges when teaching Grammar. Besides, it is difficult for students to master grammar structures though English teachers in Albania try hard to make grammar teaching as engaging as possible but through the traditional grammar teaching approach. The traditional approach and techniques have produced ineffective learning and inert knowledge problems. However, through alternative teaching approaches, especially the communicative one, students learn the language in all its three dimensions, form, meaning and use. This helps them to make use of grammatical structures meaningfully, accurately, and appropriately. With the view to investigate Albanian University lecturers' perspectives in teaching English grammar in foreign languages departments in Albania, this research paper aimed to survey English Language lecturers' most effective grammar teaching approaches and strongly suggest them teaching grammar communicatively. With the aid of a questionnaire, lecturers provided their opinions on the effectiveness of this alternative teaching approach and its impact on their students' success. As an integral component part of language, as a mechanism that makes language move, grammar improves the quality as well as accuracy of English language writing and fluency, and the best approach to integrate it into English language teaching skills, should be applied by all English language lecturers. The questionnaire's results show an integration of both approaches. Lecturers prefer teaching grammar communicatively to the traditional approach; however, they also use elements of the traditional one.
Influence of Motivational Factors on Knowledge Sharing Methods and Knowledge Creation Process in an Emerging Economic Context
Author: Azizi, Neda
Date: 2023-03-00
Type: Journal Articles
Subjects: Motivation,Knowledge Management,College Students,Foreign Countries,Influences,Sharing Behavior,Socialization

The present study aims to extend our understanding of motivational factors that improve the knowledge sharing intention of employees thereby can lead to creating knowledge successfully. Specifically, we aim to extend previous knowledge management research to contribute to both knowledge sharing theory and knowledge creation process with consideration of motivational factors including socialization, externalization, combination and internalization. This study has used quantitative research methodology wherein the data have been collected from 405 students from various universities in Iran using a survey questionnaire. Structural equation modelling has been applied to test the hypotheses of the study. The findings of the study reveal that motivational factors positively influence knowledge sharing and knowledge creation. Results reveal that motivational factors tend to increase the usage of knowledge sharing methods, and consequently, they impact on the creation process of knowledge. Further, motivational factors act as a mediator between knowledge sharing and knowledge creation. This study has limitations that present opportunities for future research. First, the research context covered people from universities only, which limits the generalizability of findings. Second, we did not consider regional cultural differences, which could cause variations in people' knowledge sharing intention. Future studies can build upon the research models to understand the influence of the cultural factors on other type of organisations. This research contributes to both knowledge sharing theory and knowledge creation process with consideration of motivational factors including socialization, externalization, combination and internalization. Thus, the study provides directions to managers to focus on cognitive social aspects (i.e., motivational factors) to encourage the people to share and create knowledge. To the best of authors' knowledge, this study is an early study conducted to examine the influence of motivational factors on knowledge sharing and knowledge creation. This research provides valuable information and guidelines that will be helpful for the managers to consider the important issues during knowledge creation establishment in the universities and organizations which are directly involved with creating knowledge.
Kick-Start Your Scientific Journey into the Metaverse
Author: Abbate, Stefano
Date: 2023-03-00
Type: Journal Articles
Subjects: Technology Uses in Education,Computer Simulation,Bibliometrics,Literature Reviews

The term &quot;metaverse&quot; first appeared in Neal Stephenson's 1992 science fiction novel Snow Crash. It was defined as a virtual environment shared through the Internet in which avatars represent people in three dimensions, and users can build what they wish. Since the publication of Stephenson's novel, technological advances have enabled the creation of several metaverses for widespread usages, such as virtual world platforms like World of Warcraft and Second Life. This paper aims to review studies on the metaverse using bibliometric analysis. The findings include a summary of the most important scientific articles and journals in the subject area and the most prolific and prominent authors, organisations, and nations. Furthermore, keyword co-occurrence analysis revealed the core research clusters and their sub-themes, allowing for more pertinent debates and viewpoints on crucial areas for future research. Finally, the implications for theory and practice have been addressed, offering a comprehensive overview of expected metaverse impacts on industry and society.
Multi-Grade Teaching: Experiences of Teachers and Preservice Teachers in Turkey
Author: Kartal, Ayça
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multigraded Classes,Preservice Teachers,Elementary School Teachers,Lesson Plans,Learning Processes,Teaching Methods,Brainstorming,Drama,Observation,Direct Instruction,Interdisciplinary Approach,Teacher Collaboration

This case study compared preservice primary school teachers' and primary school teachers' experiences with multi-grade teaching in the 2018--2019 academic year. The sample consisted of 17 fourth-year students in the department of primary school teaching education of a public university and 14 multigrade teachers from 12 schools in Turkey. The preservice teachers and multi-grade primary school teachers developed similar lesson plans and executed similar learning processes. Although the multigrade teachers claimed that they used different methods (brainstorming, drama, observation, etc.), the preservice teachers observed them mostly use Q&amp;A and direct instruction techniques. The preservice teachers did not use multidisciplinary teaching activities but instead showed students videos and slides and designed textbook-based activities. They did not use different methods to plan a multi-grade lecture. Multi-grade teaching training offered by the faculties of education should be interdisciplinary and encourage collaboration among teachers from other branches (e.g., teacher agency). [Paper presented at the European Conference on Educational Research (Online, Sep 6-9, 2021).]
Self-Efficacy in a MOOC Environment: A Comparative Study of Engineering Students in Taiwan and Vietnam
Author: Phan, Nga Thi Tuyet
Date: 2023-03-00
Type: Journal Articles
Subjects: Self Efficacy,MOOCs,Comparative Analysis,Foreign Countries,Engineering Education,Predictor Variables,College Students,Electronic Learning

Most previous studies have focused on learners' self-efficacy in face-to-face learning environments, while few have delved into that of MOOC learners. No research has touched upon the MOOC self-efficacy of engineering students in developed and developing countries. This research compared the self-efficacy levels of engineering students in Taiwan and Vietnam and examined factors predicting their MOOC self-efficacy. An online 11-point Likert scale was sent to 222 students in two sites. An independent t-test was run to compare the MOOC self-efficacy levels of the students. A regression analysis model was used to understand which demographic variables were associated with the students' MOOC self-efficacy. Focus group discussions were conducted with 30 students. Quantitative and qualitative data helped to converge and corroborate research findings. There were no significant differences (p &gt; 0.05) in the MOOC self-efficacy levels of the students in the two sites. Students in both universities gave the lowest ratings to the English self-efficacy subscale and the highest to the self-efficacy in the independent learning subscale. Mean scores ranged from 5.24 to 6.44. Students in Taiwan and Vietnam were moderately self-efficacious in three dimensions of the MOOC self-efficacy scale. Factors predicting self-efficacy included English proficiency levels, the number of prior MOOCs, age, and self-regulation. Implications for MOOC design and study were also given in the research.
The Characteristics of Social Problem-Solving among Palestinian Adolescents
Author: Aburezeq, Khalil
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Solving,Adolescents,Social Problems,Gender Differences,Cognitive Style,Age Differences,Family Characteristics,Parent Education,Self Control

Social problem-solving skills are the individual's way for better social adaptation. Therefore, the study aimed to investigate the characteristics of Palestinian adolescents' social problem-solving (Positive orientation, negative orientation, rational style, impulsive style, and avoidance style) in connection to some demographic variables (i.e. gender, age, family composition, father's education, and mother's education). As an instrument, Social Problem-Solving Inventory--Revised (SPSI-R) was applied to 410 Palestinian adolescents whose ages (12, 15, and 18 years old). The results showed that the Palestinian adolescents had the highest level of positive orientation and the least level of negative problem orientation towards solving social-problems. In addition, the finding showed that there were no differences between girls and boys in positive orientation, rational style and impulsive style, while females had a tendency towards negative orientation and avoidance style. There were no differences attributed to age in negative orientation, rational style, impulsive style, and avoidance style. However, it was found that positive orientation was prominent in 18 years old. There was no difference in adolescents' family composition in their dealing with social problems. Also, there was no difference in solving social problems attributed to the father's education. However, there was no difference in negative orientation, positive orientation, rational style, and impulsive style attributed to mother's education. However, there was a relationship between the mother who has elementary school and avoidance style
Elementary Students&apos; Representations of Scientists and Engineers: Disciplinary Conflations and Confusions before and after a Semester with an Engineer
Author: Pleasants, Jacob
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Students,Engineering Education,Science Education,Grade 3,Grade 4,Grade 5,Graduate Students,Scientists,Professional Personnel,Student Attitudes,Freehand Drawing,Faculty Development,Elementary School Teachers,Intellectual Disciplines,STEM Education

Current U.S. science education reform efforts call for engineering to be included as part of science instruction at all grade levels. As students experience engineering instruction alongside science, an important question is how students conceptualize the nature of those two fields, and especially the extent to which they differentiate science and engineering. In this study, grades 3-5 students in thirteen classrooms participated in engineering activities as part of their science instruction for a 16- week semester. During that semester, students also interacted with an engineering graduate student who regularly visited the classroom to plan and implement science and engineering activities. Before and after that semester, we analyzed students' responses on the Draw-A-Scientist Test and the Draw-An-Engineer Test. Unlike prior analyses of those instruments, our approach focused on the alignment of students' drawings with the activities and processes of professionals in those two fields. At the time of the pretest, students' representations of scientists and engineers were often misaligned with the targeted fields, and overall alignment improved modestly from pretest to posttest. An important question was whether students would conflate the fields of science and engineering, especially after experiencing engineering as part of their science instruction. Although some evidence of conflation exists, we did not find an increased prevalence of conflated drawings from pretest to posttest. The results indicate that the inclusion of engineering activities in the science classroom does not necessarily lead students to confuse science with engineering, but also that significant work needs to be done to help students accurately conceptualize the nature of work in those fields.