ethanporcaro/eric-fulltext-meta huggingface dataset:
The Mind Map: A Tool for Exploring Children&apos;s and Teacher Trainees&apos; Conceptions of School, Friendship, and Play
Author: Polat, Özgül
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Children,Cognitive Mapping,Scoring Rubrics,Friendship,Play,Preschool Teachers,Teacher Education Programs,Freehand Drawing,Scores,Phenomenology,Comparative Analysis,Childrens Attitudes,Student Attitudes,Physical Environment,Educational Environment,Teacher Student Relationship,Foreign Countries

Mind Mapping can be used in any discipline as a tool for learning and organizing information. Mind Maps can be created as a group as a means of supporting brainstorming or individually to generate ideas. The aim of the present study was to explore preschool children's and teacher trainees' conceptions of school, friendship, and play through Mind Maps. A phenomenological approach was employed. The participants were 18 preschoolers (M = 65.33 months; 11 girls and 7 boys) and 12 preschool teacher trainees (M = 21.31 years; 10 females and 2 males). The children and the teacher trainees constructed three Mind Maps as a group and each group's Mind Maps were evaluated with a rubric. The results revealed that the children can be as successful as adults in Mind Mapping. The children used drawings more often compared to the teacher trainees. The children and the teacher trainees had similar scores on the Mind Maps for school and friendship. With respect to school, it is evident that teachers and physical environment were quite important to children. For friendship, it seems that the children tend to talk about play and the common activities they do with friends whereas the teacher trainees referred to more abstract and emotional aspects of friendship as expected. Lastly, the children and the teacher trainees' conceptions of play seemed to differ significantly, and the children did not include digital play in their Mind Maps unlike the teacher trainees who referred to digital play with many associations.
Effect of Family, Friends and School Climate on School Adjustment of Middle School Students
Author: Kurt, Dilek Gençtanirim
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Influence,Peer Relationship,Family Relationship,Family Influence,Gender Differences,Educational Environment,Middle School Students,Social Support Groups,Instructional Program Divisions,Age Differences,Student Adjustment,Foreign Countries

In this study, aiming to understand the individual and environmental dynamics underlying school adjustment of students in the middle school period, the target was to reveal the direct effects of family support, peer relationships and gender and their indirect effects mediated by school climate and academic success on the school adjustment of students. The study additionally adapted the school adjustment scale developed by the Fast Track project team for middle school students to Turkish and performed validity and reliability studies. The study was completed with data from two groups. The data obtained from the first study group were used for the adaptation study, while the data obtained from the second study group were used to answer the research question. In the research, the data collection tools of the 'school adjustment scale', 'perceived social support scale', 'peer relationships scale', 'school climate scale' and 'personal information form' were used. With the aim of finding the answer to the basic problem in the research, path analysis was performed for data obtained from 474 middle school students. The results of the study revealed that school climate, academic grade, gender, family support and peer relationships have significant direct effects in explaining the school adjustment of middle school students. Additionally, the gender and family relationships variables mediated by school climate, and the peer relationships variable mediated by academic grade, had significant effects on school adjustment.
Argumentation-Based Inquiry Practices from the Perspective of Teachers Receiving and Implementing Argumentation Training
Author: Memis, Esra Kabatas
Date: 2022-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Inquiry,Teacher Attitudes,Science Teachers,Secondary School Teachers,Foreign Countries,Faculty Development,Training,Planning,Knowledge Level,College Students,Skill Development,Communication Skills,Questioning Techniques,Science Instruction,Teaching Methods,Grade 7

The purpose of this study was to identify the Argumentation-based Inquiry (ABI) process from the perspective of teachers implementing the approach and determine the impacts of the process on both teachers and students. The researchers conducted the study via qualitative research methods. To this end, three science teachers teaching in three different secondary schools in the province of Kastamonu took part in the study. First, the researchers provided an eight-week ABI training to the teachers. Following this training, they asked the teachers to implement the ABI practices on a science unit in the classroom. When the teachers completed these practices, the researchers conducted semi-structured interviews with the teachers. The interview questions were specified with the aim of determining the views of the teachers on the ABI process, as well as its impact on teachers and students. The interviews were recorded and then analyzed. A descriptive analysis was carried out on the data. According to the findings, the teachers stressed the importance of planning the teaching process and being prepared for the subject for the effectiveness of the ABI process. Furthermore, the teachers stated that the questions asked by both teachers and students played a key role in the ABI process. Last but not least, the teachers reported that their knowledge of the field had increased and their skills of asking questions had developed owing to the process, while the knowledge obtained by the students had become permanent and the inquiry and communication skills of the students had developed in the process.
Buffering or Perpetuating: The Perceived Role of Academic Institutions in Chinese International Doctoral Students&apos; Double Pandemics Experiences in the United States
Author: Tang, Yabin
Date: 2022-00-00
Type: Journal Articles
Subjects: Doctoral Students,Foreign Students,Student Experience,Social Environment,Chinese,COVID-19,Pandemics,Social Bias,Educational Policy,Barriers,Adjustment (to Environment)

This study adopted a systemic perspective to examine the perceived role of academic institutions in responding to Chinese international doctoral students (CIDS) double pandemic experiences. A hermeneutic phenomenological approach was utilized to guide the research process. The results showed the interlocking relations regarding how individual academic experiences interacted with the social-political-institutional environment during this time of crisis. The discussions highlight the systemic influences on CIDS' experiences. The theoretical and practical implications were included in order to inform systemic interventions.
English Language: The Subtle Force behind the Demise of Mozambican Higher Education Academic&apos;s Aspirations
Author: Covele, Ricardo Pinto Mario
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,English (Second Language),College Faculty,Scholarship,Language Planning,Barriers,Language Fluency,Diversity,Communicative Competence (Languages),Social Bias

It is contended that Lusophone universities are to a certain degree deprived access to American and European scholarships in the 21st century. We examine the validity of this statement, focusing on the barriers scholars often face when accessing scholarships using English. To explore the constraints English language imposes on Mozambican lecturers pursuing international scholarships, the study employed qualitative research methods using structured interviews. The sample of interviewees included university lecturers from Eduardo Mondlane University. The discussions of the study were guided by two dominant themes: language coloniality and academic oppression (Lack of accessibility). Participants had their unique experiences while attempting scholarship applications and this study also captured their challenges. Eighty percent of participants could not express themselves fluently in English and the researcher had to switch to Portuguese to get quality responses. The study contributes to International comparative higher education language policy development by presenting the impediments posed by the English language to Mozambican universities seeking European and American scholarships.
The Development of Web-Based Teaching Materials Integrated with Indonesian Folklore for Indonesian Language for Foreign Speakers Students
Author: Yulianeta
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indonesian,Second Language Learning,Second Language Instruction,Internet,Instructional Materials,Folk Culture,Research and Development,Textbooks,Enrichment,Computer Software

Although the preservation of the Indonesian culture is deemed beneficial, the lack of folklore texts readily available for instructional purposes makes teaching and learning the Indonesian culture challenging. This study aims to develop web-based teaching materials, integrated with Indonesian folklore for intermediate-level students of Indonesian for foreign speakers (BIPA). A Research and Development (R&amp;D) method was employed with a 4D research model (Define, Design, Develop, and Disseminate). Four teachers and seven students were purposively selected, based on prior experience in teaching BIPA and ownership of a device and ability to operate a software. A questionnaire, expert validation sheet, users assessment sheet, and interview guide were employed to obtain the expected data. The results of the study revealed that all teachers had used textbooks and the Internet, but not all teachers used enrichment materials from the government. They further stated that they were interested in the development of teaching materials with folklore texts. The expert validation results showed that the developed web-based teaching materials was feasible with a very good predicate. Based on a limited trial (independently) by users, BIPA teachers and students responded that the prototype was feasible with a very good predicate.
Exploring Scholarly Productivity, Supports, and Challenges of Multinational Women Graduate Students during a Global Pandemic
Author: Chance, Nuchelle L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Scholarship,Productivity,Doctoral Students,Females,Foreign Students,COVID-19,Pandemics,Student Attitudes,Student Role,Equal Education,Social Support Groups,Stress Variables,Mentors,Distance Education,Academic Advising,Social Media,Self Management,Peer Relationship,Mental Health

The onset of the COVID-19 pandemic led to shifts in higher education globally. This study reports the tensions multinational women graduate students experienced due to the change in delivery methods caused by the pandemic. Additionally, they examined how the students felt about their changing roles and lived experiences. This study highlights areas that institutions should address along with the type and level of support provided to their graduate student population. The authors recommend that institutions focus on providing equitable resources for graduate students, help to develop a support network, both in-person and online, provide resources to maintain a healthy work-life balance, and provide outlets to reduce the stress involved in graduate study.
Impacts of the COVID-19 Pandemic on First-Generation, Low-Income and Rural Students in Indonesia and Vietnam: A Cross-Cultural Comparative Study
Author: Djita, Rian R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Differences,COVID-19,Pandemics,First Generation College Students,Low Income Students,Rural Schools,School Closing,Well Being,Money Management,Access to Computers,Student Satisfaction,Disadvantaged Youth,Enrollment Trends,Student Characteristics,Undergraduate Students,Paying for College,Costs,Teacher Student Relationship,School Safety,Peer Relationship,Employment Opportunities

Comparative studies around the impact of the COVID-19 pandemic are still limited. This paper explores the question: how has the COVID-19 pandemic affected higher education students, and which ones have been most impacted? Indonesia and Vietnam are our focus. We leveraged a rich set of data collected online from both countries (n = 2600). We used regression analyses to measure students' wellbeing, financial hardships, access to technology, and educational satisfaction. As expected, we found statistically significant differences between both countries except for the wellbeing domain. For within-country comparison, consistent for both countries, low-income students were less likely to access technology and were more likely to experience financial distress than their counterparts. Indonesian first-gen students also showed a similar trend. Lastly, we observed a lower likelihood of satisfaction from rural and low-income students in Indonesia for their education during the pandemic. We provide our policy recommendations for both countries. [This manuscript accompanied a conference presentation at the 50th Annual Conference of Mid-South Education Research Association (MSERA) in New Orleans, Louisiana (November 9-12, 2021).]
Global Universities&apos; Leadership during COVID-19: Synergistic Knowledge Production to Mitigate an Endemic Crisis
Author: Ghosh, Sowmya
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Universities,College Role,COVID-19,Pandemics,Disease Control,Emergency Programs,Knowledge Management,Educational Strategies,Educational Policy,Planning,Interdisciplinary Approach,Scientific Research

The role universities play in advancing COVID-specific knowledge and long-term management of this global crisis is largely unknown. In this comparative perspective study, we document the ways in which members from universities in the US, New Zealand, Italy, South Korea, and China engage in activities to respond to the pandemic. We frame this study with consortium-style emergency management and continuity planning (Friedman et al., 2014; Mann, 2007) and apply the sensemaking knowledge management framework (Choo, 1998) to identify strategies that university members employ to generate new scientific knowledge on COVID-19. Our findings reveal that response to the pandemic varies by university stratification, specifically by size and research capacity. At the time of this study, we identified three distinct lenses by which university members position their leadership and research on COVID. Universities from China utilized a post-pandemic approach. Whereas universities in the US, Italy, New Zealand, and South Korea approach their COVID research activities using an evolving-pandemic anticipatory lens and focus on Synergistic Knowledge Production (SKP) on current and future pandemics by engaging in a range of collaborative and interdisciplinary research activities with members of regional universities. Findings also provide policy implications for university-led responses to global health challenges. [Note: The page range (146-160) shown on the PDF is incorrect. The correct page range is 146-161.]
Impact of Critical Thinking Instruction through Flipped Teaching on Iranian EFL Learners&apos; Listening Comprehension
Author: Shahani, Sara
Date: 2022-04-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Foreign Countries,Flipped Classroom,English (Second Language),Listening Comprehension,Language Tests,Electronic Learning,Educational Technology,Computer Mediated Communication,English Language Learners

The present study investigated the effects of critical thinking instructions through a flipped teaching method on English Language learners' listening comprehension. The sample consisted of 80 Iranian intermediate English language learners that were divided into two experimental and two control groups. The two experimental groups that experienced flipped classrooms were given listening materials before the start of the class. Then cooperative learning took place in a face-to-face learning environment. The two control groups were taught in conventional language classrooms. Besides, one class from each group received instructions during the treatment phase on critical thinking. The International English Language Testing System (IELTS) was used to collect listening comprehension data on pretest and posttest. The Statistical Package for Social Sciences version 25 was used to run statistical analysis and t-tests on the data. The results of the study revealed that the flipped approach was more effective when language learners were given instructions on critical thinking. Language teachers can benefit from critical thinking instruction in flipped teaching to enhance the learners' listening comprehension ability by activating higher-order mental capacities such as critical thinking.
Pandemic Repercussions: The Future of International Education at US Community Colleges
Author: Fischer, Heidi
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Educational Change,Economic Impact,Resource Allocation,Educational Opportunities,Community Colleges,Two Year College Students,Foreign Students,International Education,Enrollment,School Holding Power,Student Mobility

The disruptions of the COVID-19 pandemic have both short- and long-term repercussions on higher education. To crystallize these impacts in a sector that was particularly vulnerable to the economic effects of the pandemic, this mixed-methods study explores the intersection of international education and community college responses to the pandemic. Findings indicated that due to the pandemic, community college international education programs faced a reallocation of institutional resources, both financial and otherwise, which shapes the educational opportunities available to students and informs the institutional habitus of the US community college. This study's findings have implications in the areas of international student recruitment, limits to higher education access, and impacts on local and regional communities. [Note: The page range (88-103) shown on the PDF is incorrect. The correct page range is 88-104.]
International Recruitment: China Recruiters&apos; Experience during COVID-19 Pandemic
Author: Lee, Tony
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Recruitment,Job Security,Stress Variables,COVID-19,Pandemics,Work Environment,Foreign Students,Outreach Programs,International Education,Norms,Barriers,School Role,Social Support Groups,Institutional Role

The purpose of this qualitative study was to explore the experiences of China recruiters during the pandemic, particularly with their job stress and sense of job security. The study also explored the new norms of Chinese students' recruitment following the post-pandemic crisis. Using qualitative analysis, we found that China recruiters experienced different stressors during the pandemic regardless of their working location. The participants recognized the importance of communication and seeking institutional support to help overcome their stress during the pandemic. They suggested that higher education administrators should be sensitive to the needs of their international recruiters. The participants also suggested several new norms for future recruitment, such as using the hybrid recruitment model, promoting university collaboration, initiating joint programs between US and Chinese institutions, and hiring domestic recruiters. Implications for practice are discussed. [Note: The page range (104-120) shown on the PDF is incorrect. The correct page range is 104-121.]
The Investigation of Mindfulness, Cognitive Flexibility and Mental Symptoms of Teacher Trainess
Author: Gürpinar, Aybala Ceylin
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Cognitive Processes,Mental Health,Preservice Teachers,Foreign Countries,Regression (Statistics),Symptoms (Individual Disorders)

In this study, mindful attention awareness (MAA) and cognitive flexibility (CF) were considered as structures that protect the mental health of teacher trainees. The main purpose of the study is to examine the relationships between mindful attention awareness, cognitive flexibility levels, and mental symptoms of teacher trainees. The sample is consisted of 396 teacher trainees from Turkey. Data were collected by Mindful Attention Awareness Scale, Cognitive Flexibility Inventory, Brief Symptom Inventory. The model was predictive associational survey model. Data analyses were made by Pearson correlation coefficients and multiple linear regression techniques. Significant negative correlations were found between mental symptoms and both mindful attention awareness and cognitive flexibility, especially its control sub-dimension. As a result of regression analysis mindful attention awareness and cognitive flexibility control sub-dimensions together explain 31% of mental symptoms. MAA co-operates with CF as mental health protective structures, and the growth of mindful attention awareness creates positive effects on cognitive flexibility.
The Relationship between Resilience Degree and Perceived Parental Relationship, Cognitive Emotion Regulation and Personality Traits in the Emerging Adulthood
Author: Yilmaz, Lerzan
Date: 2022-00-00
Type: Journal Articles
Subjects: Young Adults,Late Adolescents,Resilience (Psychology),Personality Traits,Parent Child Relationship,Attitudes,Self Control,Cognitive Processes,Emotional Response,Undergraduate Students,Personality Measures,Student Characteristics,Predictor Variables,Foreign Countries

This study examines the relationships between resilience level and perceived parental relationship, cognitive emotion regulation, and personality traits in emerging adulthood. The sample of the research consists of undergraduate students whose age range is 18-25. The study was conducted with 609 people, 317 (52%) female and 292 (48%) male students. Resilience Scale (RS), The Barrett-Lennard Relationship Inventory (BLRI), Cognitive Emotion Regulation Questionnaire (CERQ), Big Five Inventory (BFI) and Demographic Information Form were applied to the participants. One-way ANOVA analysis, Pearson's Correlation Coefficient Analysis and Hierarchical Linear Regression analysis were used to analyse the data. In the study, resilience mean scores of female students were found to be higher than male students. A positive relationship was found between the resilience scores of university students and their perceived parental relationship scores. A significant negative relationship was found with self-blame, which is the sub-dimension of cognitive emotion regulation. A positive and significant relationship was found with the other sub-dimensions of cognitive emotion regulation, respectively; acceptance, rumination, positive refocusing, re-focus on the plan, positive reappraisal, putting into perspective, other-blame and catastrophising. At the same time, a significant positive correlation was found between resilience scores and personality traits dimensions. According to the hierarchical regression analysis findings, it was concluded that perceived parental relationship, especially perceived father relationship, the catastrophising sub-dimension of cognitive emotion regulation, and personality traits predicted resilience. The study findings were discussed according to the relevant field, and recommendations were presented.