ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing Students&apos; Learning Attitude and Academic Performance through m-Learning During the COVID-19 Pandemic
Author: Aremu, Bamidele V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Students,Electronic Learning,Educational Technology,Telecommunications,Handheld Devices,Student Characteristics,Ownership,Conventional Instruction,Foreign Countries,COVID-19,Pandemics,Videoconferencing,Teaching Methods,Academic Achievement

This study aimed to assess college of education students' learning attitude and academic performance in using m-learning during the COVID-19 pandemic. The study employed a pre-test and post-test experimental research design with 50 students from the College of Education, Ikere Ekiti, Nigeria. Two research instruments were used to collect data from the participants on two occasions. The first instrument was a students' attitude questionnaire that measured the attitude of the participants towards learning. The second instrument was the students' academic performance test that measured the students' scores. The differences between pre- and post-tests were measured through independent t-test. Demographic data are presented in a bar chart and show that the majority of the students own mobile devices that were suitable for learning; that the majority of the students used mobile devices for learning; and that all the respondents in the experimental group possessed mobile devices with the Zoom app. The pre-test findings revealed no significant differences in the attitude and performance of students towards m-learning and traditional learning (p&gt;0.005) while the post-test findings showed significant differences in the attitude and performance of students towards m-learning and traditional learning (p&lt;0.005). These findings suggest that m-learning should be integrated into the school curriculum.
Reframing Assumptions: Collegiate Peer Mentors&apos; Motivation to Lead
Author: Dunn, Allison L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Relationship,Mentors,Leadership,Motivation,Student Needs,Individual Power,Undergraduate Students,Sense of Community,Achievement Need

This study explored what motivated undergraduates to serve as peer mentors in a leadership-themed living-learning community. Using McClelland's Acquired Needs Theory (1961) as the theoretical framework, we conducted a deductive content analysis to describe peer mentors' motivation to lead. We found evidence of all three of McClelland's identified needs categories, but noted the need for power as the most prevalent need behind the peer mentors' motivation to lead. Peer mentors were struggling to reframe their conceptualization of power as something not solely viewed as a negative. The findings improve our understanding of peer mentors' motivation to lead as part of their development as leaders.
Randomized Evaluation of an Intervention to Enhance a Sense of Belongingness among Entering College Students
Author: Costello, Meghan A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Intervention,Student School Relationship,Program Effectiveness,College Freshmen,Student Characteristics,School Orientation,Group Membership,Student Adjustment,COVID-19,Pandemics,Social Isolation

This study examined an intervention designed to improve sense of belongingness for new students at a medium-sized, four-year, public university in the Eastern United States. A randomized controlled trial was used to assess the impact of The Connection Project, a novel, 9-session intervention in a sample of 128 first-year students (77 treatment, 48 waitlist control). Given the onset of COVID-19, students received a hybrid in-person/online intervention. At post-intervention, the intervention group reported a significantly higher sense of school belongingness, after accounting for baseline levels, than control group students. Post-hoc analyses of moderation by demographic variables indicate that the intervention functioned similarly for students from a variety of backgrounds in this sample. These results are interpreted as suggesting the potential value of this intervention to promote a sense of community and connection among new students in college, whether delivered in-person or online.
Listen to Your Doctor: Examining the Judicialization of Student Conduct Administration through the Lens of Physicians&apos; Medical Malpractice Stress
Author: Glassman, Valerie B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Physicians,Court Litigation,National Surveys,Behavior Problems,Work Environment,Discipline Policy,Student Personnel Workers,Counselor Attitudes,College Administration,College Students,Student Behavior

A national survey of 350 student conduct administrators set out to determine the ways in which the changing nature of their profession affected their personal lives, professional work, and beliefs about the profession of college discipline. The Concerns About Litigation Survey for Student Conduct Professionals revealed significant differences in reported impacts between several demographic groups, including parallels to studies of the impacts of medical malpractice litigation stress on physicians.
Making STEAM-Based Professional Learning: A Four-Year Design-Based Research Study
Author: Hughes, Janette
Date: 2021-00-00
Type: Journal Articles
Subjects: Art Education,STEM Education,Professional Development,Teacher Education,Foreign Countries,Shared Resources and Services,Cooperative Learning,Professional Autonomy,Values,Elementary School Teachers,Middle School Teachers,Transfer of Training,Communities of Practice

This article reports on the evolution of a STEAM-based teacher professional learning program designed to focus on maker pedagogies. Design-Based Research methodology was used to frame three iterations of professional learning sessions, which collectively involved more than 85 teachers in Ontario, Canada. The article describes the three iterations of teacher professional learning related to a maker approach, reports on what we learned from each iteration and how we modified the pedagogical approach based on the findings, and includes discussion on the implications for future professional learning in maker education.
Obstacles of Teaching Distance Universities Courses in Light of E-Learning Quality Standards
Author: Alnasraween Moen Salman
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,Distance Education,Online Courses,Electronic Learning,Educational Quality,Standards,College Faculty,Teacher Surveys,Computer Assisted Testing,Student Evaluation,Teacher Student Relationship,Learner Engagement,Foreign Countries

The current study aimed to identify the obstacles of teaching courses during distance learning in light of e-learning quality standards. A survey consisting of 21 items was gathered from 146 faculty staff members during the first semester of the academic year (2021-2022). To achieve the objectives of this study, a questionnaire was used after verifying its psychometric properties. The results of the study revealed a moderate level of obstacles to teaching courses in distance education. Moreover, the study findings showed that the most prominent obstacles that face teaching distance courses are that online-tests are not fair in evaluating students, and the absence of direct communication with students affects negatively their understanding of the educational material. The research recommends that distance teaching should be addressed by providing adequate training for faculty members and using computer software such as presentations and interactive applications to eliminate boredom and increase students' interaction.
Parents&apos; Satisfaction with Online Education for Learners with Special Needs at the Elementary Level
Author: Manguilimotan, Ramil P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Satisfaction,Electronic Learning,Special Needs Students,Elementary School Students,Online Courses,Parent Participation,Program Implementation,COVID-19,Pandemics,Internet,Technology Uses in Education

This study assessed parents' satisfaction with online education for learners with special needs at the elementary level during the school year 2020-2021. It employed the mixed method of research in gathering data for the profile and status of online education for learners with special needs and in investigating the issues encountered by the parents in the implementation of online education. Simple percentage, weighted mean, standard deviation and chi-square test of independence were used to analyse the data. The results showed that parents have no problem attending online classes with their learners and utilising different technological applications for online education. It also showed no significant relationship between parents' profile and the level of satisfaction towards online education. The common issue encountered by parents in the implementation of online education during the COVID-19 pandemic was Internet connectivity. Thus, it is recommended that enhanced interactive learning materials for learners with special needs be adopted.
Opportunities and Challenges: An Examination of Educational Landscape for People with Visual Impairment in China
Author: Hu, Luanjiao
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Visual Impairments,Students with Disabilities,Inclusion,Special Education,Civil Rights,Educational Legislation,Federal Legislation,Educational Policy,College Admission,Elementary School Students,Secondary School Students,College Students

Globally, increasing attention has been paid to disability inclusion in the education sector, from international development to national policymaking. Discussions on inclusive education appear in various conferences, events, policy briefs, academic articles, and global reports. The 2020 Global Education Monitoring Report centralizes inclusion in education, advocates the message of &quot;All Means All&quot;, and highlights inclusive education as its core recommendation (United Nations Educational, Scientific and Cultural Organization, 2020). In the context of increasing global discourse around disability inclusion in education, how does education for people with disabilities fare at local and national levels? Building on the author's prior research experience and connection to disability rights movement in China, this study sets out to explore the educational landscape for a specific population -- Chinese people with visual impairments, and identifies various challenges and opportunities facing education inclusion in greater details.
Decolonizing Madrassa Reform in Pakistan
Author: Tahir, Izza
Date: 2022-00-00
Type: Journal Articles
Subjects: Religious Schools,Religious Education,Foreign Countries,Educational Change,Educational History,Social Change,Intervention,Foreign Policy,Higher Education,Postcolonialism,Ideology,Islam,Curriculum Development,National Curriculum,Educational Policy

Pakistan has been engaged in the project of madrassa reform since the early days of its nationhood. Since gaining independence from Britain in 1947, successive Pakistani governments have introduced a series of reforms aimed at regulating and reforming the madrassa sector, but the repeated failure of these efforts suggests the presence of some systemic barrier to reform. This article looks at the history of the madrassa in South Asia under British rule, and raises the question of how this colonial experience has shaped madrassa reform in post-colonial Pakistan. It highlights three key policy interventions of the British in the education sector, namely the 1835 Minute of Lord Macaulay, the 1854 Educational Despatch of the Court of Directors of the East India Company, and the formal institutionalization of higher education, to show that the cumulative effect of these policies was the creation of an ideological binary which bifurcated the education system. It argues that by institutionalizing a singular conception of education, this colonial legacy has impacted key madrassa reform efforts undertaken by Pakistan in 1962, 1979, and 2001/02. The article concludes with a discussion of the necessity of decolonizing future reform efforts such as the national curriculum reform--the introduction of the Single National Curriculum--that Pakistan is currently embarking upon.
Educational Values in Complex Systems: An Introduction to the Educational Values Evaluation and Design Framework and a Case Study of Inclusivity in Bhutan
Author: Schuelka, Matthew J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Diversity,Access to Education,Case Studies,Educational Objectives,Alignment (Education),Guidelines,Educational Philosophy,Systems Approach,Elementary School Students,Secondary School Students,College Students,Social Values,Psychological Patterns,Outcomes of Education

Education systems are complex social systems. This article argues that it in order to analyze educational values, attributes, and outcomes within a complex system, greater attention must be paid towards understanding the utility of education and the contexts, discourses, and narratives surrounding the purpose of schooling in society. An Educational Values Evaluation and Design (EVED) Framework is put forward as a means to effectively understand the alignment -- or misalignment -- of educational values within a complex system. This is particularly relevant for inclusion and diversity in education, in that various elements must be in place beyond legal frameworks promoting access for inclusion to be meaningful and effective. This article presents the case study of Bhutan to support the EVED Framework that was a result of two years of qualitative field research. The results of the research demonstrate that there are multiple and various actors and elements operating with a variety of intentional and unintentional goals within a complex system. Through an exploration of the value of inclusivity in Bhutanese education, we show that an application of the EVED framework can expose the alignments and misalignments that contribute towards the realization of educational values in schools and in society.
Shouting in the Kenyan Space: Can Spaceteam ESL Improve L2 Learners&apos; Oral Reading Fluency in English?
Author: Cardoso, Walcir
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Educational Games,Oral Reading,Reading Fluency,Elementary School Students,Secondary School Students,Instructional Effectiveness,Speed Reading,Computer Games,Telecommunications,Handheld Devices,Student Attitudes,Accuracy

This study examined the effects of Spaceteam ESL, a digital shouting game, on the development of oral reading fluency (ORF) among 71 English as a second language (ESL) students in three primary and secondary schools in Mombasa, Kenya. Following a mixed-methods approach for data collection and analysis, we pre-tested and post-tested the participants on their ability to read aloud efficiently (speed) and accurately (accuracy) in three tasks: (1) phrases extracted from the game; (2) phrases not related to the game; and (3) a short anecdote. Paired-samples t-tests results revealed that, as hypothesized, participants who played Spaceteam ESL improved their ORF on measures of speed on all tasks, possibly because of the fast-paced nature of the game. However, no significant differences were observed in terms of accuracy due to a ceiling effect: the participants had already mastered the intricacies of the letter-to-sound rules of English orthography. Overall, these findings corroborate our hypothesis that some of the affordances of Spaceteam ESL (e.g., focus on speed reading, multiple and varied opportunities for practice) could contribute to the development of some aspects of oral reading fluency.
International Doctoral Students Negotiating Support from Interpersonal Relationships and Institutional Resources during COVID-19
Author: Fu, Yiwei
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Doctoral Students,Asians,Social Networks,Interpersonal Relationship,Study Abroad,COVID-19,Pandemics,Student College Relationship,Academic Advising,Mental Health,Mentors,Well Being,Social Isolation,Social Support Groups

The COVID-19 pandemic has greatly affected international students around the world. Chinese international students are challenged in their daily life and study due to the travel restrictions, disruption of research, closure of labs, and the rise of anti-Asian racism. This study investigates the challenges, especially psychological ones, faced by international doctoral students from China studying in the United States. and explores how their social networks and support systems help them navigate their life and study during the pandemic. In light of social networks and support theory, we interviewed 20 Chinese international doctoral students studying in the U.S. and found that falling in between intimate relationships and student-institution relationships, academic departments and advisors are able to provide all types of support, namely, instrumental, informational, and emotional. Their ability to provide emotional support was heavily overlooked, especially during a global crisis. Concerted efforts must urgently be put together to deal with the mental health of international doctoral students on campus and rebuild a supportive and hospitable U.S. higher education system. This study can contribute to the scholarship of international higher education by capturing international doctoral student experiences and perceptions in this crucial time and assessing higher education institutions' capability to support international students.
Re/dis/assembling &quot;Educational Imaginaries&quot; through Regionalism -- The Construction of the Caribbean Education Policy Space
Author: Jules, Tavis D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Geographic Regions,Labor Force Development,Governance,Power Structure,Human Resources,Educational Development,Global Approach,Economic Factors,Neoliberalism,Cultural Influences

This paper uses a Cultural Political Economy (CPE) framework to apply CPE's concept of the &quot;economic imaginary&quot; to the educational policy landscape. We consider the Caribbean Community's (CARICOM) regional education policy space and the focus on Human Resource Development to examine how what we call &quot;educational imaginaries&quot; develop and evolve as a product of intersecting interests, power hierarchies, discourses, and material realities. This paper draws from education policy documents developed by formal regional governance bodies within CARICOM between 1993 and 2021. Using CPE's four selectivities (discursive, structural, agential, and technological) to examine the construction of the CARICOM educational imaginary, this paper ultimately demonstrates how CARICOM responds to global hierarchies as a regional entity.
Using &quot;Positioning&quot; Theory to Analyze a Female School Teacher&apos;s Experiences with Care Work during COVID-19 in India: Towards Decolonizing Feminist Research
Author: Saini, Ruchi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Teachers,Women Faculty,COVID-19,Pandemics,Feminism,Caregivers,School Closing,Family Work Relationship,Responsibility,Online Courses,Parent Role,Family Environment,Cultural Influences,Child Rearing

The past few decades have been marked by growing awareness about the need to move beyond Anglocentric/Eurocentric epistemes, to instead engage in intellectual projects that effectively (re)present the voices and consciousness of marginalized populations (Manion &amp; Shah, 2019). The term decolonizing research methodologies has thus come to acquire a central place within feminist research in the field of Comparative and International Education (CIE), with rallying calls to foreground the complexities and uniqueness of the lived realities of women through non-hierarchical and non-dichotomous modes of meaning-making (Lugones, 2010). However, methodological literature on decolonizing feminist research is largely linked to the data collection phase, with limited engagement with how to effectively analyze data once it is collected. This study demonstrates the use of positioning theory, a form of discourse analysis, as a decolonial analytical framework to investigate the micro details of a female school teacher's experiences with care work during COVID-19 in India. The analysis revealed the shifting, often contextual nature of the identities that the participant claimed for herself throughout the narrative, such as a pampered daughter, critical observer, adjusting daughter-in-law, guilty mother, and strategic choice maker. The study ends by making a case for the potential use of positioning theory towards decolonizing feminist research because of its ability to draw attention to the multiple and/or contradictory identities that participants claim for themselves throughout the discursive interaction.
What Is the Political Culture for Young Brazilians? The Process of Political Socialization through Social Networks
Author: Bernardi, Ana Julia Bonzanini
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Networks,Political Attitudes,Student Attitudes,Foreign Countries,Socialization,Secondary School Students,Democratic Values,Democracy,Internet,Social Change,Information Sources,Political Issues,Public Officials,Mass Media

In this paper, we sought to analyze if the internet and social networks usage could be impacting the constitution of an assertive political culture among young people in South Brazil. We hypothesize that although these new socialized agents are widespread among the young, apathy and disinterest in politics remain. To test our hypothesis, we analyzed data from a survey conducted with secondary school students from Porto Alegre in 2015 and 2019 for values related to democracy, feelings about politics, responsiveness, and political efficacy. Results confirm that the political culture of the young remains apathetic, but those socialized by new agents seem to be closer to developing an assertive type of political culture.
Donald Trump&apos;s Denial Speeches of the 2020 United States Presidential Election&apos;s Results: A Critical Discourse Analysis Perspective
Author: Saedeen, Mohammad
Date: 2022-00-00
Type: Journal Articles
Subjects: Presidents,Speeches,Discourse Analysis,Political Attitudes,Elections,Text Structure,Empathy,Voting,Self Concept,Classification,Victims,Language Usage,Literary Devices,Antisocial Behavior

The primary concern of the present study is to provide a critical discourse analysis of Donald Trump's denial speeches of the 2020 United States presidential election's results. Using Van Dijk's framework of critical discourse analysis, this study investigates the linguistic features in five speeches of Donald Trump delivered after announcing the results of the US presidential election. The data analysis is conducted focusing on the use of 25 discursive devices presented by Van Dijk (2006), which represent the micro-level of text analysis to reveal the ideologies of positive self-representation and negative other-representation which represent the macro-level of text analysis. The findings of the study show that Trump made use of the majority of the discursive devices, with a special emphasis on using the following: &quot;lexicalization,&quot; &quot;evidentiality,&quot; &quot;example/illustration,&quot; &quot;number game,&quot; &quot;polarization,&quot; &quot;actor description,&quot; &quot;hyperbole,&quot; &quot;categorization,&quot; &quot;victimization,&quot; and &quot;authority.&quot; Furthermore, the analysis at the macro-level shows that Donald Trump used the ideologies of positive self-representation and negative other-representation, but he relied more on using negative other-representation. The findings also show that Trump used these discursive devices to justify his denial of the election results and gain the empathy of American people by showing a positive image of himself and his supporters while portraying others negatively by emphasizing their bad deeds during the election.