ethanporcaro/eric-fulltext-meta huggingface dataset:
The Presentation of Shoah Events to Students at Various Educational Levels: A Review
Author: Mašát, Milan
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Jews,Death,War,European History,History Instruction,Social Discrimination,Racial Bias,Stranger Reactions,Definitions,Public Schools,Foreign Countries,Interdisciplinary Approach,National Curriculum,Literacy Education

The review study deals with the presentation of methods of acquainting pupils and students with the Shoah events at various levels of institutional education. Based on the opinions and positions of leading experts on the subject, we summarize the most important methods in the field. In the introduction we present the importance of one line of the events of World War II in the 21st century world: the defined phenomenon can be perceived as a warning against certain forms of stigmatization, ostracism or as a warning against the need to protect democratic political order. In the paper we define the terms Shoah, Holocaust, anti-Semitism and racism. We also deal with the Israeli public schools in the area of teaching about the Shoah, with the curricular anchorage of the terms Shoah and Holocaust and with the potential of Literary Education in the field of Shoah presentation. We believe that the educational system of the Jewish state can be a model in the area of implementation of the defined phenomenon for the educational systems of other countries. At the same time, we summarize the most important research surveys dealing with the teaching of the Shoah in Israel. In the area of methods are in more detail introduced &quot;The Survivors´Heritage&quot;, &quot;The Historical Approach&quot;, &quot;Multi-Level Approach&quot; and &quot;An Interdisciplinary Approach&quot;.
Student&apos;s Evaluation of a Classroom Bring-Your-Own-Device (BYOD) Policy
Author: Thomas, Simon
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Ownership,Foreign Countries,College Students,English for Academic Purposes,English (Second Language),Second Language Instruction,School Policy,Student Attitudes,Barriers,Value Judgment,Handheld Devices

A bring-your-own-device (BYOD) policy advocates student's unrestricted classroom access to their own technology devices to assist in the completion of learning objectives. Literature illustrates that implementing BYOD can cause trepidation at the administrative and teaching levels due to the potential negative consequences and distractions that it can cause, despite the benefits that can be claimed. Investigations into the use of BYOD in university level second language education in Japan are limited. Similarly, it is also largely unknown whether students can make the tangible shift to using their own devices in the classroom to assist in completing tasks while remaining task focused. This study illustrates student's evaluations of a BYOD policy in a two-semester Academic English report writing and presentation focused program. It reveals, through a detailed categorization and illustration of qualitative comments, that students made a meaningful and positive shift in opinions. At the conclusion of the program, students placed a high value on the ability to use their own devices to achieve positive task outcomes. This study can build reassurances amongst teachers that student's use of their own devices in the classroom can be targeted, beneficial and motivating.
Exploring Preservice Teachers&apos; Assessment of Students&apos; Understanding of Mathematics
Author: Cunningham, Robert F.
Date: 2020-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Evaluation,Pretests Posttests,Females,Mathematics Skills,Problem Solving,Mathematics Instruction,Cooperative Learning,Scoring,Scoring Rubrics,Learning Activities

This study used a pretest-posttest design to explore the scoring by female preservice teachers (n=25) of student responses to a pattern problem. The treatment consisted of a cooperative activity that required the preservice teachers to assign scores to a rubric intended to enhance careful attention to student reasoning expressed in written explanations. On the posttest, the majority of preservice teachers elevated their scores for written explanations that demonstrated understanding. However, this did not prove sufficient to dissuade some from giving higher scores to correct answers paired with explanation that did not demonstrate understanding.
&quot;Soy Estudiante de Ingles :)&quot; -- A Telecollaborative Approach to Intercultural and Ethnographic Engagement in a Hong Kong University Course
Author: Fuchs, Carolin
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethnography,Computer Mediated Communication,Discourse Analysis,Foreign Countries,Undergraduate Students,Intercultural Communication,Social Networks,State Universities,Case Studies,Social Media,Pragmatics,Outcomes of Education,Research Universities,Writing Instruction,Professional Education,Course Descriptions,Teamwork,Student Attitudes,Prior Learning,Business Communication,Cultural Awareness,Comparative Analysis,Program Descriptions

This ethnographic case study explores intercultural and ethnographic engagement by undergraduate Hong Kong students enrolled in an Intercultural Communication course at a public research university. Ethnographic projects originated from virtual exchanges with undergraduates in a professional writing course at a private research institution on the East Coast in the US. Using a discourse approach as taught in the course, Hong Kong teams explored, analyzed, and reflected on intercultural communication topics as experienced in social networking sites. Hong Kong teams elicited from their US partners information on their personal, institutional, and professional contexts. Online interactions took place on Facebook over 10 weeks, and Hong Kong teams were encouraged to analyze their online interactions for an ethnographic project, a course requirement. The author investigates Hong Kong students' prior experiences and expectations, and if and how Hong Kong students engaged with counterparts in the US on Facebook to collect information on their topic, and if Hong Kong teams analyzed their Hong Kong-US exchanges. Data triangulation includes a pre- and post-project survey, Facebook interactions, and ethnographic projects. Findings indicate that the majority of Hong Kong teams used their online exchanges for analysis in relation to course themes (e.g., politeness, face systems, corporate ideologies) as well as commented on the cultural exchange as a learning outcome.
In a Spirit of Curiosity, Concern, Collaboration, and Humility: Considering the Work of Middle Grades Education in the Context of a Pandemic
Author: Smith, Kristie W.
Date: 2020-06-00
Type: Journal Articles
Subjects: Middle Schools,Disease Control,Public Health,Disease Incidence,Crisis Management,Personality Traits,Educational Environment,Educational Change,Coaching (Performance),Teacher Educators,Personal Narratives,Student Development,Electronic Learning,Distance Education,Social Development,Equal Education,Access to Computers,COVID-19,Pandemics,School Closing

When we envision the ideals of middle school, we so often think about the importance of physical setting. Physical setting helps to create a material space for so many of the tenets of the middle school mindset. For example, &quot;A successful (middle) school for young adolescents is an inviting, supportive, and safe place -- a joyful community that promotes in-depth learning and enhances students' physical and emotional well-being. In a school (with a material, physical setting), human relationships are paramount.&quot; (National Middle School Association, 2010, p. 33). With the outbreak of COVID-19 and pandemic conditions forcing so many to shelter-in-place, our collective thinking about this ideal has been forced to shapeshift. Without prerequisite planning, the physical setting has become a digital setting. What are the challenges of such a sudden and unexpected shift? What are the trending topics scrolling our personal and professional timelines? What are the solutions? This is the developing story, told in two voices, of middle grades educators reflecting on, living through, and teaching within the current reality of pandemic conditions that have shifted our personal and professional paradigms. In this essay, we will share some of our challenges and in-progress solutions. We consider shifts in our practices and professional mindsets as we seek to thrive and to serve middle grades educators and students in two different contexts. We pose questions that have incomplete answers and share our imperfect thinking as we seek answers. Our mindsets are evolving even as we write. We consider this topic in a spirit of curiosity, concern, collaboration, and humility.
Learning through Participation: A Case Study on the Affordances of Making YouTube Tutorial Videos
Author: Chen, Cheryl Wei-yu
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,Video Technology,Second Language Learning,Second Language Instruction,Teaching Methods,College Seniors,Student Attitudes,Reflection,Essays,Foreign Countries,Web 2.0 Technologies,Media Literacy,Multiple Literacies,Majors (Students),English (Second Language),Student Role,Computer Mediated Communication

The Internet has offered many opportunities for interactions and participation. The current study positioned YouTube as a possible affinity space (Gee, 2003, 2004) for students to showcase their personal talents. The participants were recruited from a group of senior students in a Taiwanese university who volunteered to participate in this study. In their three-minute tutorial videos, students needed to teach the global audience something they were good at and then responded to the comments they might receive. Data were collected from students' reflective essays and transcripts of their group interviews. The data analysis process revealed that this &quot;learning-through-participation&quot; (Merchant, 2009, p. 110) approach was found to provide students with authentic audiences and an engaged learning opportunity (Dabrowski, 2018) for personal expression and community building. Taking the role of a YouTuber was found to be conducive to the participants' learning on technological, educational and social dimensions. Playing the role of content creators and responding to online comments also allowed students to develop a more cautious and responsible attitude towards online speech and etiquette. This paper ends with a few suggestions for continuing related research on helping students to become more capable and responsible citizens of the twenty first century.
The Relationship between Psychological Capital, Job Performance and Job Satisfaction in Higher Education Institutions Offering Sports Education
Author: Biricik, Yunus Sinan
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Job Satisfaction,Team Sports,Physical Education,Measures (Individuals),College Faculty,Teacher Attitudes,Higher Education,Resilience (Psychology),Psychological Patterns,Self Efficacy,Foreign Countries,Teacher Effectiveness

Psychological capital, which is one of the developing areas of positive organizational behavior, is seen as a psychological resource that can encourage development and performance among employees. In the field of sports education, increasing the psychological capital levels of the employees and increasing the performance and job satisfaction can be effective. The aim of this study is to determine the psychological capital, job performance and job satisfaction levels of academic staff working in higher education institutions offering sports education in terms of various variables and to examine the relationship between them. The study sample consisted of a total of 122 sports science academicians, including 30 female and 92 males, who worked in different regions of Turkey. The Organizational Psychological Capital Scale, Job Performance and Job Satisfaction Scales were used as data collection tools in the study. The data were analyzed using descriptive statistics, t-test, ANOVA, Tukey HSD and correlation test. According to the findings obtained in the research, a high level of positive correlation was found between the psychological capital dimensions and job performance. Again, a moderately positive correlation was found between the psychological resilience, hope and self-efficacy dimensions of the psychological capital and job satisfaction.
Effect of Using Metacognitive Strategies to Enhance Programming Performances
Author: Çakiroglu, Ünal
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Learning Strategies,Programming,Computer Science Education,Problem Solving,Taxonomy,Teaching Methods,Instructional Innovation,Role,Outcomes of Education,Case Studies,Worksheets,Scores,Item Analysis,Scoring Rubrics,Information Technology,Technology Education,Teacher Education,Undergraduate Students,Foreign Countries

Considerable effort has been invested in innovative practices about teaching programming. Although the usefulness of metacognition in learning process is acknowledged, evidence demonstrating how metacognitive strategies effect in the programming classrooms is still very scarce. Given the importance of metacognitive strategies, this study seeks to examine the effect of the strategies to students' performances in programming courses. The qualitative techniques were used to determine the participants' programming performances and explicate their experiences about the role of the strategies. The results indicated that while almost half of the students' programming performances were multistructural the other half was prestructural and unistructural categories of Solo taxonomy. The quality of the programming problems is found to have an important role in the development of both cognitive knowledge and cognitive regulation strategies. Furthermore, the cognitive potentials and problem solving habits of the students were also found to be effective on their metacognitive development. The implications of notable findings and directions for future studies were also discussed.
eLearning Informatics: From Automation of Educational Activities to Intelligent Solutions Building
Author: Ivanova, Malinka
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Learning Analytics,Automation,Information Systems,Information Technology,Innovation,Educational Theories,Instructional Design,Integrated Learning Systems,Models,Visualization,Computation

eLearning is fast progressing scientific field proposing novel and specific approaches in a range of domains. It is well established practice in universities, schools and organizations for delivering interactive, adaptive and flexible training, taking advantage of contemporary and emerging technologies. Informatics is a continuously evolving science presenting its theoretical and practical advances applicable in various research areas, including in eLearning. The paper presents an exploration focused on the symbiotic connection between Informatics and eLearning that leads to contemporary and innovative solutions, facilitating and automating a wide variety of activities at information processing. The term eLearning Informatics is conceptualized and explained as a scientific field outlining the current research achievements and further directions for development. The applied research methodology is based on outlining the main vision in the domain eLearning Informatics through utilization of bibliometric approach and construction of bibliometric networks as well as on detailed examination of topic-related scientific papers.
Stumbling Blocks and Barriers to the Use of ICT in Schools: A Case Study of a Hungarian Town
Author: Buda, András
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Educational Technology,Technology Integration,Barriers,Teacher Attitudes,Attention,Time Factors (Learning),Financial Problems

Most countries attempt to catch up with technological progress and digitise their educational environment, but still there are few teachers that integrate ICT in education adequately. Several factors may hinder this process, whose exploration is important because only after learning about these barriers can efficient counteractions be taken. One of the goals of our surveys in 2009, 2013 and 2016 realised through own-produced, online questionnaires was to disclose the disadvantages of using ICT in school from the perspective of teachers and what these teachers needed to ensure progress, that is, a more frequent and more efficient use of ICT. According to the altogether 1260 respondents, besides a basic lack of devices, Debrecen teachers' use of the new technologies is increasingly hindered by their fear of an attention gap exhibited by students and the related problems. This acts as a kind of cognitive barrier to using the technologies, even though teachers regard these new solutions with less and less animosity.
Effect of Gamification on Students&apos; Motivation and Learning Achievement in Second Language Acquisition within Higher Education: A Literature Review 2011-2019
Author: Boudadi, Nadia Azzouz
Date: 2020-03-00
Type: Journal Articles
Subjects: Student Motivation,Learning Motivation,Databases,Meta Analysis,Academic Achievement,Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Games,Learner Engagement,Educational Benefits,Teaching Methods,Journal Articles,Outcomes of Education,Correlation,Cognitive Processes,Search Strategies

This paper focuses on a fairly new motivational technique, the so-called Gamification, which consists of introducing game mechanics in non-game environments to promote motivation and engagement. By the turn of the 21rst century, Gamification took off in the business field and soon after became an attractive concept for researchers and professionals in education as it appears to be an increasingly popular method to motivate learners. Nevertheless, it is still a nascent field in terms of empirical evidence available to firmly support its educational benefits. This paper intends to shed some more light on this topic through a comprehensive review of literature published in the most prominent journals. The present study is framed within the field of Second Language Acquisition (SLA) in higher education and Computer-Assisted Language Learning, and focuses on the effects of gamified learning environments on student's motivation and learning. A Meta-analysis method was used to explore relevant empirical research published between 2011 and 2019. After reviewing a corpus of 68 papers drawn from the leading databases Scopus and Web Of Science, and from which only 15 could be included in the study, we can point out two main findings: (i) there is still very limited literature in the field of SLA and, (ii) results seem to be predominantly positive in terms of motivation and engagement but only a few studies confirm clear interconnections with learning outcomes. The results suggest a lack of solid correlations between Gamification, motivation and cognitive processes.
A Cross-Sectional Study of Video Game Play Habits and Graduate Skills Attainment
Author: Barr, Matthew
Date: 2020-00-00
Type: Journal Articles
Subjects: Video Games,College Students,Skill Development,Communication Skills,Adjustment (to Environment),Personality Traits,Student Characteristics,Correlation,Foreign Countries,Cooperative Learning

Using a survey of higher education students (N = 2145), correlations between game play habits and the attainment of certain graduate skills or attributes (communication skill, adaptability and resourcefulness) are presented. Correlations between graduate attribute attainment and a range of demographic and educational factors, including age, gender, level of study and year of study, are also calculated. While it is shown that there is no significant relationship between existing game play habits and graduate attribute attainment, several broad observations are made. Students who do not play video games tended to score best, while those students who play games in a variety of modes (online and local cooperative play, team-based and other cooperative play) also scored better on measures of graduate attribute attainment. Assumptions about the development of graduate attributes over time are also challenged by the data presented here, which suggest there is little correlation between attribute attainment and years spent at university. The work suggests that, while video games may be used to develop graduate skills on campus, there is no strong correlation between existing game play habits and the attainment of certain transferable skills.
A Framework for Mixed Reality Free-Choice, Self-Determined Learning
Author: Aguayo, Claudio
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Determination,Guidelines,Literacy,Independent Study,Information Technology,Intervention,Teaching Methods,Sustainability,Handheld Devices,Telecommunications,Foreign Countries,Learning Experience,Marine Education,Marine Biology,Outcomes of Education,Ecology,Elementary School Students,Partnerships in Education,Museums,Instructional Design

In this article, we present a theoretical framework for mixed reality (MR/XR) self-determined learning to enhance ecological literacy in free-choice educational settings. The framework emerged from a research study in New Zealand which aimed to explore how learning experiences which incorporate mobile technologies within free-choice learning settings can be designed to enhance learner development of marine ecological literacy. An understanding of how mobile technology can be integrated into the teaching and learning of sustainability education that incorporates free-choice learning contexts, such as visitor centres, is of strategic importance to both education outside the classroom and adult learning. Following a design-based research methodology, the framework is presented in the form of a set of design principles and guidelines, informed by key theories in ecological literacy and free-choice learning, heutagogy, bring your own device and self-determined learning. We briefly describe how the framework provided the foundation for an educational intervention. This paper aims to assist researchers and developers of MR/XR immersive learning environments to consider design principles and processes that can enhance learning outcomes within free-choice settings, such as museums and visitor centres.
Connecting Dimensions of School Leadership for Partnerships with School and Teacher Practices of Family Engagement
Author: Jung, Sol Bee
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Family School Relationship,Transformational Leadership,Structural Equation Models,Principals,Parent Teacher Cooperation,Administrator Role,School Community Relationship,Educational Improvement,Teacher Role,Elementary Secondary Education,Partnerships in Education,Administrator Attitudes

This study examined how school leadership for school and family partnerships is related to the percent of teachers in a school that engage families in their children's education. Using data collected from over 380 schools nationwide, we examined the roles principals played to establish school-family partnerships. Structural equation modeling analysis explored the associations of transformational and collaborative leadership for partnerships with the quality of partnership program organization and the extent of teachers' engagement of families. Results indicated that more active engagement of families by teachers was associated with strong transformational leadership for partnerships. Also, principal's strong collaborative leadership for partnerships was related to the quality of partnership program organization, which was then associated with the percent of teachers practicing active engagement of families. The findings suggest that school leaders must consider the multiple domains of their leadership in promoting school, family, and community partnerships to maximize teachers' connections with families.