ethanporcaro/eric-fulltext-meta huggingface dataset:
Attitudes and Behaviors towards Mental Illness of Pre-Service Teachers in Educational Sciences
Author: Darjan, Ioana
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Mental Disorders,Special Education,Special Needs Students,Knowledge Level,Social Bias,Intervention,Family Attitudes,Correlation

The personal system of beliefs and attitudes influence emotional and behavioral reactions. In educational field, teachers' systems of beliefs, their set minds are of extreme importance, as they will direct and impact on their classroom practices, relational and instructional approaches. The pre-service teachers in Educational Sciences will become qualified professionals in educational field, in all its forms: mainstream, special, and integrated education. The future teachers face an extremely fluid educational environment, in terms of students' characteristics, educational objectives, both academic and social, instructional and formative needs. With an increasing rate of school inclusion of students with Special Educational Needs (SEN) (Horga, 2016), the future specialists should be prepared, in terms of competences, to promote and sustain inclusion, to act against discrimination and exclusion, to advocate for the rights of all their students. Aiming to prepare highly qualified education specialists, it is important to assess their attitudes and positions towards students with diverse special needs, from diverse special contexts. As future specialists in education, our pre-service teachers will work directly with students with special needs and their families and will represent important agents in changing mentalities and generating adequate attitudinal and behavioral changes. In this study, we investigate our pre-service teachers' the knowledge, attitudes and behaviors towards mental illness. A survey questionnaire covering topics as knowledge, attitudes and behavior towards people with mental illness was administrated to 82 of our pre-service teachers. The study presents the findings and the conclusions of the survey.
The Influence of Emotional Regulation Strategies in the Relationship between Test Anxiety and Performance in the Educational Competitions Context of Adolescents with High Intellectual Abilities
Author: Holic, Roxana I.
Date: 2018-00-00
Type: Journal Articles
Subjects: Emotional Response,Self Control,Test Anxiety,Competition,Adolescents,Foreign Countries,Cognitive Ability,Performance Factors,High School Students,Likert Scales,Academic Achievement,Intellectual Development

Competitions are one of the most important and attractive activities for students in Romanian schools because they give them the opportunity to deepen the study of a certain discipline and to achieve performance in the favorite field.What is somewhat neglected in literature about educational contests is precisely the presence and influence of emotions experienced by students in the context of competitions that may have a positive or negative impact on the performance achieved. Test anxiety is the most frequently studied phenomenon and mentioned as a problem in the educational psychology, but there are no studies (at least identified by us) that have approached this topic with direct reference to the context of educational competitions (except for sports studies that frequently addresses the issue of competitive anxiety). Another aspect that is rather little studied in research concerned with academic emotions is the influence of emotional regulation on academic performance. Very few studies address the role that emotional regulation strategies have in the relationship between test anxiety and performance.Given the lack of studies on the impact of test anxiety and emotional regulation strategies on performance in educational competitions of adolescents with high intellectual abilities, we have investigated this issue in this study. The selected group of subjects consisted of 541 teenagers who participated in various national Olympiads (2017). The results show that cognitive test anxiety has a positive influence on the performance achieved in educational competitions. Even though emotional regulation strategies do not moderate the relationship between test anxiety and performance, they still have some relationship with both. Thus, test anxiety has positive relationships with all emotional regulation strategies, less with cognitive reappraisal. Performance has only positive relationships with two of the emotional regulation strategies (task-focused strategies and emotion-focused strategies) and negative relationships with other two of them (cognitive-appraising strategies and suppression). These links identified between the variables analyzed can be a contribution to the educational practice, both for students participating in various educational competitions as well as in the case of day-to-day school performance.
History of Autism. The Beginnings. Collusions or Serendipity
Author: Al Ghazi, Loredana
Date: 2018-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,History,Asperger Syndrome,Symptoms (Individual Disorders),Clinical Diagnosis

The article presents the first years of the autism and the way it was viewed since the autistic features were first observed until 75 years ago when Leo Kanner coined the term &quot;autism&quot;. It took 36 years to Kanner's &quot;infantile autism&quot; to be formally recognized by the American Psychiatric Association in the third edition of the Diagnostic and Statistical Manual (APA, 1980). Fifty years after Hans Asperger published his four cases of &quot;autistic psychopaths&quot;, whose traits were described as early as 1938 in his postdoctoral thesis, APA introduced the Asperger syndrome in the fourth edition of DSM(1994). However, two decades before Kanner and Asperger, a Russian psychiatrist, Grunia Sukhareva, reported six cases of &quot;schizoid psychopathy&quot; in children and used the term autistic to describe their &quot;tendency towards solitude and avoidance of other people&quot; (Wolff, 1996, p. 129). We bring together three recent extensive accounts on autism history and try to establish who was the first to observe, describe, and label the autistic traits as a separate clinical picture from childhood schizophrenia.
The Infantilization of Intellectual Disability and Political Inclusion: A Pedagogical Approach
Author: Safta-Zecheria, Leyla
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Intellectual Disability,Inclusion,Social Bias,Attitudes toward Disabilities,Citizen Participation,Civil Rights,Barriers

The present paper looks at the way in which political and scientific frameworks, as well as everyday life dynamics work to exclude people living with intellectual disability (ID) in Romania from political life and how these dynamics could be overcome through crafting communicative-dialogic pedagogical interventions geared at political inclusion. I argue that the political exclusion of people with ID is built into the formal political order, as well as doubled by a twofold infantilizing dynamic. On the one hand, the scientific and academic psycho-pedagogical discourse still operates with classifications that inscribe people with ID with chronological &quot;normal&quot; ages inferior to their biological age. Their subject position is thus &quot;fixed&quot; at an age below the voting limited. This move is seconded by the way in which (formerly) institutionalized people with ID are referred to as &quot;children&quot; (despite their fully adult ages) in a small (post)institutional town, as well as in other care settings that I have explored ethnographically. Finally, the paper explores the stepping stones of alternative interventions, built on a communicative-dialogic methodology for politically including people with ID that could work to overcome the infantilizing dynamics.
Entrepreneurship Education in Romania. Realities and Perspectives in Secondary and High School
Author: Domilescu, Gabriela
Date: 2019-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Foreign Countries,Educational Policy,Competency Based Education,Secondary School Curriculum,High School Students,Employment Potential,Youth,Innovation,Educational Benefits

The paper aims to analyze entrepreneurship education in Romania in terms of: concept, European educational policies in the field, actual status in the Romanian educational system and to advance proposals for improvement of entrepreneurial competences in Romanian education. Thus, we will discuss the definition of entrepreneurship education, the most important European documents in the field and its benefits among students, as well as in society in general. We will present an analysis of the curricular documents in the Romanian secondary and high school education referring to entrepreneurhip education in terms of status, competencies, contents and values, discuss the necessity of entrepreneurial education in Romanian schools and identify ways of improving entrepreneurial competencies.
Intercultural Competence in Education to Foster European Identity
Author: Portera, Agostino
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Multicultural Education,Self Concept,Migrants,Adolescents,Intellectual Disability,Coping,Individual Development,Risk,Personality Development,Psychological Needs,Foreign Countries

The paper summarizes the results of a qualitative study that aimed to identify the positive outcomes and opportunities, as well as the risks related with the identity building in migration and living in a multicultural context. Research consisted of a 7-year longitudinal case study, during which the life-stories, conflicts, crises, and problem-solving strategies of 23 young people of Italian origin with migration experiences -- some of which were still living in Southern Germany and some of which had returned to Southern italy -- were observed. The sample was composed of both adolescents with intellectual disabilities or other psychological and social disorders and adolescents who seemed to have benefited from living and growing up in different cultures. From the biographies it was possible to identify the main risk and protective factors related to migration and life in a multicultural context, and the adequate coping ability associated with their development. Based on the main findings of the study it was also possible to hypothesize that migration can inhibit or facilitate the fulfillment of fundamental human needs. So, the qualitative data was analyzed in order to identify the needs which seemed to be related with the harmonious development of the personality and a tentative theory of fundamental needs of human development was proposed. Finally, the results suggest that intercultural education can play an important role in determining whether subjects experience enrichment and growth or increasing difficulties or mental illnesses and social disorders. Therefore the paper takes the position that education can be an effective measure for fostering stable, flexible and multiple European identities. Given the research results, intercultural education, as developed and applied in a European context, can be considered as the most appropriate approach.
Plant Tracer: A Program to Track and Quantify Plant Movement from Cellphone Captured Time-Lapse Movies
Author: Guercio, Angelica M.
Date: 2019-12-00
Type: Journal Articles
Subjects: Plants (Botany),Motion,Photography,Video Technology,Time,Computer Software,Science Laboratories,Telecommunications,Handheld Devices

Despite the fundamental importance of plants to our very survival, student interest in plant biology is in decline as technology draws us further away from nature. Here we introduce &quot;Plant Tracer&quot; (http://www.planttracer.com), a Matlab-based program, which can quantify time-lapse videos of plant movement. We demonstrate that Plant Tracer can be used to distinguish altered movement qualities in the inflorescence (flowering) stem in the Arabidopsis &quot;pgm-1&quot; (phosphoglucomutase) mutant when compared to wildtype, providing a genetic platform for students to evaluate how plants sense and respond to gravity and circumnutation (the back-and-forth swaying of plant organs). We show that both gravitropism and circumnutation is diminished in the &quot;pgm-1&quot; mutant when compared to wildtype. In this way, &quot;Plant Tracer&quot; is a promising instructional tool for biology labs to quantify the genetics of plant movement using smartphones.
Intercultural Education in the Primary School Education in Romania: Ways to Achieve and Integrate It in Curricular Documents. Students&apos; Perspective
Author: Opris, Dorin
Date: 2019-00-00
Type: Journal Articles
Subjects: Multicultural Education,Curriculum Development,Student Attitudes,Foreign Countries,Educational Benefits,Preservice Teachers,Teaching Experience,Primary Education,Social Values,Individual Development,Religious Factors

Intercultural education is unanimously recognized as one of the new dimensions of education. In Romania, in the 6th grade, students aged 12-13 years study a subject with this name, according to the curricular documents entered into force in 2017. At the same time, in various other subjects, especially from the socio-human area, numerous elements of interculturality are found in each educational cycle. Because in the primary school education it lays the foundations of the later stages of formal education and personal development of the students, we were interested to see the support that this new dimension of this type of education benefits in the school curriculum from Romania. The results indicate a strong support for intercultural education from school subjects such as Religion, Personal Development, Social Education. This article includes the results of a research we conducted with the help of the survey based on a questionnaire, to identify how the students from the bachelor's degree specialization &quot;Pedagogy of primary and pre-school education&quot; relate to the possible ways of achieving and integrating the intercultural education in curricular documents at the primary school education. We wanted to identify the point of view of the students, the future teachers from primary school education, which is why the research was carried out at the end of the last year of their undergraduate studies. The conclusions show that there is a certain knowledge of the problem of the intercultural education at the primary school education, based on the university studies and the experience in the classroom, from the teaching practice or from the current activity of the students already working in education. However, we cannot fail to notice the significant differences between the points of view of those who have experience in teaching activity, including during high school education in a pedagogical high school, compared to their colleagues who have a much lower didactic experience.
Watch Out! The Great University Implosion Is on Its Way
Author: Hil, Richard
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Security,Higher Education,Foreign Students,College Environment,College Students,Income,Competition

In this article, Richard Hill addresses the topic of China supposedly undermining Australia's national security and way of life, and causing ructions on university campuses. He writes that Chinese infiltration, or so it seems, is everywhere, from excessive housing investments and land buy-ups to dodgy dinner dates with ALP officials; and from Confucian Institutes (as fronts for espionage activities) to the take-over of student unions by Chinese students. Concern has even arisen over the spread of Chinese takeaways and the growing demand for Mandarin courses, both clearly promoting Chinese influence across the nation. Hill goes on to say that three journalists from the &quot;Sydney Morning Herald/The Age&quot; (Baker, Hunter &amp; Bonyhady, 2019) took the brave step of striding into the murky world of Chinese students to expose the shadowy goings on. Hill opines that following some general observations on 'the Chinese issue', their report morphs into a more general discussion of how Australian universities deal with international students -- no trivial matter, given their contribution to university coffers. Apparently, to no surprise, not all of these student visitors are happy campers. Hill asserts that after all, Australian journalists inform the public, that these students have to fork out up to three times more for their education than domestic students, often live in dilapidated and over-crowded accommodation, and feel estranged, lonely and depressed. Many of them struggle with the most basic English, which makes reading turgid academic texts and assignment completion tough going. Worried by such questionable investigative reportage, Hill shares a slightly amended version of a letter he wrote directly to the journalists. He concludes that 'corruption risks' notwithstanding, it has become glaringly obvious that Australian universities are massively over-reliant on overseas students for their income and face an epic implosion when this revenue stream dries up, which it will once China and India build up their own sectors.
Examining Learners&apos; Further Investment in Japanese Learning through Study Abroad Experiences
Author: Djafri, Fatmawati
Date: 2018-00-00
Type: Journal Articles
Subjects: Japanese,Second Language Learning,Second Language Instruction,Educational Policy,Study Abroad,Educational Experience,Foreign Students,Oral Language,Written Language,Self Concept,Social Capital,Student Attitudes,Student Mobility,Foreign Countries,Natural Disasters,Student Employment,Educational History,Language Proficiency

This study examined further investment in Japanese language learning from the perspective of Indonesian learners of Japanese through their study abroad experience in Japan. Employing a model of investment proposed by Darvin and Norton, the study analyzed learners' oral and written narratives, focusing on three key constructs, namely identity, ideology, and capital. Data analysis revealed that study abroad to Japan has become a symbolic capital, as well as a way for learners to gain benefits related to some aspects of their linguistic capital they were not able to acquire when studying Japanese in their home country. Study abroad in Japan also offered a new possibility for Japanese learners to get closer to their imagined identity they wish to realize in their imagined communities related to Japanese language. This study revealed how different ideologies have shaped Japanese language institutional practices and educational policies and how these have impacted on language learners as they position themselves within the contexts. It posed critical view on Japanese language education policy and planning with its double-edged ideologies which have created constraint and opportunity for learners. The study indicates the importance to rethink Japanese language education planning and policy from the perspective of language learners' investment on Japanese learning, in the era of globalization where student mobility across borders and boundaries is prevalent.
Voicing the Academy
Author: Allison, Davina
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Language,Writing Skills,Second Language Learning,Second Language Instruction,Graduate Students,Foreign Students,Study Abroad,Student Attitudes,Writing (Composition),Foreign Countries,Classification,Correlation,Authors,Interpersonal Communication,Text Structure,English (Second Language)

The development of an appropriate authorial voice is considered to be fundamental to successful academic writing in the target language. Voice research in second language (L2) writing, therefore, seeks to delineate voice salience in L2 academic texts, the relationship between voice and high quality academic writing, the second language writer's development of an appropriate authorial voice, and how voice research might inform second language writing pedagogy. However, while voice research addresses a range of concerns in second language writing, there are a limited number of methods available for analysing authorial voice in texts. The following article investigates Ivanic and Camp's (2001) typology, which indexes voice as a series of ideational, interpersonal, and textual maneuvers, as a possible method for measuring voice. The typology was applied to two long argument essays written by postgraduate international students studying at an Australian university. The results of the application of the typology underscored a range of both normative and non-normative voices in the students' texts. The article concludes that Ivanic and Camp's (2001) typology has the potential to contribute to present understandings apropos of the language resources which correlate to normative and non-normative voice types. The article also provides some recommendations for future research.
A Day in the Life: Mapping International Students&apos; Language Learning Environments in Multilingual Sydney
Author: Benson, Phil
Date: 2018-00-00
Type: Journal Articles
Subjects: Multilingualism,Foreign Students,Study Abroad,International Education,Metropolitan Areas,Case Studies,Language Usage,English (Second Language),Second Language Learning,Foreign Countries,Diaries,Student Attitudes,Learning Experience,Second Language Instruction,Intensive Language Courses,Learning Motivation,Personal Autonomy,Access to Education,Barriers,Recall (Psychology),College Students

The challenges of gaining access to opportunities to use the target language in contexts of study abroad, international education, and migration are well documented. In this Sydney-based study, these are reconceptualized as challenges of access to English in an English-speaking but increasingly multilingual, city. The notion of &quot;context&quot; in overseas study is also reconceptualized in spatial terms as the environmental circumstances of students' everyday lives, which are partly fixed in advance of their arrival but also shaped by their agency. A narrative case study of a recently arrived international student's daily activities and language use draws on online diary and stimulated recall interview data. The case study illustrates both the importance of the spatial dimensions of her everyday life to her use of languages and the how she manages these spatial dimensions to enhance her access to opportunities for English language use and learning.
Incidental Vocabulary Learning through Watching Movies
Author: Ashcroft, Robert John
Date: 2018-00-00
Type: Journal Articles
Subjects: Incidental Learning,Vocabulary Development,Recall (Psychology),English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Proficiency,Linguistic Input,Grammar,Visual Aids,Scripts,Undergraduate Students,Language Tests,Pretests Posttests,Word Frequency,Teaching Methods

It is thought that in order to comprehend general conversation at the native-speaker level, it is necessary to know thousands of word families. Vocabulary learning is therefore a vital component to attaining proficiency in a language. Technological advances have greatly expanded the resources available to language students. In particular, learners increasingly have access to audio-visual, meaning-focused input, such as DVDs and streamed video material. Studies indicate that such materials can be used as linguistic input to facilitate incidental vocabulary learning, in the same way extensive reading (ER) uses graded readers have traditionally been used for the same purpose. The current study sought to measure the effect of watching a single movie in English, with English captions, on the ability of Japanese students to recall a selection of words taken from the movie script. The results revealed a significant increase in students' ability to recall the words directly after watching the movie. From a list of 42 target words, the mean number of words recalled increased by 1.7 (4.05%) words after viewing. The result suggests that meaning-focused audio-visual input such as movies are a valuable supplementary resource for language learners, which can help provide a welcome boost to their rate of vocabulary acquisition.