ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of the Features of Words That Influence Vocabulary Difficulty
Author: Hiebert, Elfrieda H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Difficulty Level,English Language Learners,Elementary School Students,Secondary School Students,Instructional Program Divisions,Grade 4,Grade 5,Alphabets,Syllables,Form Classes (Languages),Predictor Variables,Word Frequency,Semantics,Morphemes,Prior Learning,Native Language,Word Recognition,Student Evaluation,Vocabulary Development,Familiarity

The two studies reported on in this paper examine the features of words that distinguish students' performances on vocabulary assessments as a means of understanding what contributes to the ease or difficulty of vocabulary knowledge. The two studies differ in the type of assessment, the types of words that were studied, and the grade levels and population considered. In the first study, an assessment of words that can be expected to appear with at least moderate frequency at particular levels of text was administered to students in grades 2 through 12. The second study considered the responses of fourth- and fifth-grade students, including English learners, to words that teachers had identified as challenging for those grade levels. The effects of the same set of word features on students' vocabulary knowledge were examined in both studies: predicted appearances of a word and its immediate morphological family members, number of letters and syllables, dispersion across content areas, polysemy, part of speech, age of acquisition, and concreteness. The data consisted of the proportion of students who answered an item correctly. In the first study, frequency of a word's appearance in written English and age of acquisition predicted students' performances. In the second study, age of acquisition was again critical but so too were word length, number of syllables, and concreteness. Word location (which was confounded by word frequency) also proved to be a predictor of performance. Findings are discussed in relation to how they can inform curriculum, instruction, and research.
Ecophilosophical Principles for an Ecocentric Environmental Education
Author: Molina-Motos, David
Date: 2019-00-00
Type: Journal Articles
Subjects: Ecology,Environmental Education,Philosophy,Ethics,Feminism,Conservation (Environment),Justice

As environmental slogans have been permeating the social imaginary and permeating the conceptual and axiological dimensions of the different educational currents, Environmental Education has been prompted to define its own specific nature in contrast to the supposedly more integrative educational movements. In contrast to the historical or meta-theoretical strategies of specification and foundation of environmental education, we propose the establishment of some principles derived from genuinely ecological and ecocentric environmental philosophies; the ecophilosophies. This work reviews--in a conciliatory framework and with a pedagogical interest in mind--the most significant contributions of land ethics, deep ecology, social ecology, ecofeminism and the change of paradigm ecologies. The result is a set of facets, key categories and features that offer an integrated and synoptic view of how Ecocentric Environmental Education (EEE) could be based on ecophilosophical principles. In addition, the contrasting features that define those non-ecocentric perspectives of Environmental Education are proposed, and a deconstructive transition of these in alliance with another reconstructive ecophilosophical feature is suggested as the central intention of the Environmental Education methodology. Finally, the value of the theoretical proposal is defended as a foundation and framework for future pedagogical specifications and methodological developments.
Opinions and Expectations of Turkish and Foreign National Students Studying at Northern Cyprus Universities Concerning Multicultural and Inclusive/Integrated Education Settings
Author: Burak Gökbulut
Date: 2019-03-00
Type: Journal Articles
Subjects: Opinions,Expectation,Integrated Curriculum,Foreign Countries,Multicultural Education,Inclusion,Universities,Cultural Pluralism,Turkish,Foreign Students,Student Attitudes,Teacher Attitudes,Comparative Analysis

As of 2018 there are 18 universities active in Northern Cyprus offering education. According to the data provided by the Ministry of Education, there are nearly 93,000 students studying in this country. Approximately 65,000 of these students are of Turkish origin (Republic of Turkey--Northern Cyprus) whereas 27,000 students are foreign nationals. An examination of the universities in Northern Cyprus shows that, in addition to Northern Cyprus nationals, students from various countries, such as Turkey, Egypt, Morocco, Libya, Lebanon, Palestine, Syria, Iraq, Jordan, Iran, Pakistan, India, Bangladesh, Turkmenistan, Kazakhstan, Kyrgyzstan, Azerbaijan, Nigeria, Ghana, Somalia, Sudan, Kenya, Ghana, Brazil, Moldova, Brazil, and Ukraine, are studying in this country. Paying attention to the cultural and social structures of individuals in such a wide student spectrum is an extremely delicate, but essential, topic. Concepts such as race, ethnic origin, language, sexual orientation, age, special needs, social class, religion, and sect are elements of multiculturalism and inclusive/integrated education should be considered at every level of education, including university, thus education settings and curricula should be planned accordingly. In the paper, opinions of Turkish and foreign national students studying at Northern Cypriot universities in &quot;multicultural and inclusive/integrated education settings&quot; are obtained, their expectations are identified and comparisons and recommendations are provided. The conclusions drawn from the research indicate that fundamental expectations of students from multicultural in inclusive/integrated education settings is providing equal opportunity to education whilst making sure that everyone can have the chance for experiencing their culture properly. In addition, other expectations of students include organization of new activities for socialization, development and display of positive and supporting attitudes by lecturers towards different social groups and cultures and being able to easily express their ethnic identities in different settings in universities. Another conclusion obtained from this study is that Turkish students appear to have more positive opinions compared to foreign students in terms of experiencing multiculturalism in university settings in Northern Cyprus.
Financial Literacy Education with an Aboriginal Community: Identifying Critical Moments for Enabling Praxis
Author: Blue, Levon Ellen
Date: 2019-00-00
Type: Journal Articles
Subjects: Money Management,Consumer Education,Indigenous Populations,Praxis,Indigenous Knowledge,Foreign Countries,Workshops,Community Education,Training,Community Attitudes

Conventional financial literacy education (FLE) practices promote individual choice and responsibility for financial circumstances. The untruth connected to conventional FLE is that achieving financial well-being is possible after acquiring financial skills and knowledge and choosing to make effective financial decisions. In this article, I share an exploration of FLE practices with an Aboriginal community that unfolded after a conventional train-the-trainer financial literacy workshop failed to gain traction. Nineteen semi-structured interviews took place with community members to understand their experiences, interest and perceived relevance of FLE. The importance of site-specific FLE was revealed as the tension between individual wealth accumulation practices promoted in conventional FLE collided with Indigenous ways of being, knowing and doing. Identified are critical moments for reflection that may enable praxis in FLE. By enabling praxis an educator moves away from conventional one-size-fits-all approaches to FLE, where participants' needs are assumed, and towards more tailored approaches.
Promoting Young Children&apos;s Interest in Learning English in EFL Context: The Role of Mothers
Author: Choi, Naya
Date: 2019-00-00
Type: Journal Articles
Subjects: Mothers,Parent Role,English (Second Language),Second Language Learning,Parent Child Relationship,Learning Motivation,Preschool Children,Family Environment,Second Language Instruction,Foreign Countries

The purpose of this study was to investigate the effects of a mother's motivation for providing English education to a young child on the provision of English education and the child's interest in learning English. Also, the mediating role of the type of English education provided (English interaction at home and English private lessons) between a mother's motivation and a child's interest in learning English was examined. In total, 414 Korean mothers of 3-to-5-year-olds reported their motivation for providing English education to their child, frequency of English interaction at home, and the duration of English private lessons the child experienced. The degree of a child's interest in learning English was measured by both the child's mother and the teacher. The main results are as follows. First, a mother's integrative motivation had a positive effect on the provision of English education. On the other hand, a mother's instrumental motivation did not have a significant effect on the provision of English education. Also, a mother's integrative motivation had an indirect effect on a child' interest in learning English through English interaction at home. A mother's integrative motivation had a direct effect on a child's interest in learning English as well. This study is theoretically meaningful in that the concept of integrative and instrumental motivation of foreign language learners is extended to the mothers who provide foreign language education to their young children. Also, this study provides practical implications for early childhood mothers by highlighting the importance of integrative motivation and English interaction at home to enhance the child's interest in learning English.
Artificial Intelligence in Higher Education: A Bibliometric Study on Its Impact in the Scientific Literature
Author: Hinojo-Lucena, Francisco-Javier
Date: 2019-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Higher Education,Scientific Research,Bibliometrics,Databases,Research Reports,Journal Articles,Technology Uses in Education

Artificial intelligence has experienced major developments in recent years and represents an emerging technology that will revolutionize the ways in which human beings live. This technology is already being introduced in the field of higher education, although many teachers are unaware of its scope and, above all, of what it consists of. Therefore, the purpose of this paper was to analyse the scientific production on artificial intelligence in higher education indexed in Web of Science and Scopus databases during 2007-2017. A bespoke methodology of bibliometric studies was used in the most relevant databases in social science. The sample was composed of 132 papers in total. From the results obtained, it was observed that there is a worldwide interest in the topic and that the literature on this subject is just at an incipient stage. We conclude that, although artificial intelligence is a reality, the scientific production about its application in higher education has not been consolidated.
Effects of Postural Education and Physical Activity on UCLA Evaluation and Health Status in Adults from Chile: An Intervention Program
Author: Zurita-Ortega, Felix
Date: 2019-00-00
Type: Journal Articles
Subjects: Human Posture,Physical Activities,Adults,Intervention,Foreign Countries,Exercise,Human Body,Control Groups,Experiments,Pretests Posttests,Patients

Shoulder pathologies among the adult population are increasing, causing a high concern in health-educational institutions. The aim of this research is to take a step further and to conduct a detailed study of the relationship between the application of Jackins technique and a postural education program for people affected by shoulder problems. This quasi-experimental study was carried out on 41 adults with shoulder pathologies, with an average age of 58.17±11.75. The main instruments used were the UCLA Test, Thermometer Euroqol of Health, and an ad-hoc questionnaire. In addition, SPSS 22.0 was used for statistical analysis. The results show that the Jackins shoulder rehabilitation program produces significant improvements in participants who it was applied to, causing a positive increase in shoulder evaluation and health status. Similarly, participants who were given a postural education treatment did not experience any modification in these variables. The Jackins program resulted in improvements in reference to shoulder evaluation. Thus, the course of the intervention program based on physical activity (six months) produces functional improvements in shoulder pathology through supervised therapeutic exercises and home intervention in patients with subacromial syndrome.
The Dialogical Turn in Normative Political Theory and the Pedagogy of Human Rights Education
Author: Snauwaert, Dale T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Civil Rights,Teaching Methods,Ethics,Moral Values,Capacity Building,Political Attitudes,Criticism,Citizenship,Educational Philosophy

The purpose of this paper is to explore a capacity-building pedagogical approach to human rights education as a complement to the &quot;declarationist&quot; approach. The basic premise of this philosophical paper is the idea of human rights as justified claims and/or demands; as such, ethical and moral justification is presupposed in the very idea of rights itself. It is argued that a &quot;dialogical turn&quot; in moral and political philosophy, in particular theoretical justifications of principles of justice, such as rights, has taken place. Given that ethical and moral justification is central to the meaning of human rights, the significance of this dialogical turn for the idea of human rights &quot;and&quot; human rights education is explored from within the idea of the logical structure of disciplines of knowledge, a discipline's fundamental ideas and forms of thought (methods of inquiry). From within this perspective, it is argued that the dialogical nature of justification central to rights should structure the pedagogy of human rights education. It is suggested that this pedagogy entails three forms of normative dialogue--ethical, moral, and critical--that can form the normative structure of a pedagogy of human rights education. It is concluded that while awareness and respect are necessary conditions to the realization of human rights, the development of the capacity of future citizens to make, to justify, and to critique human rights claims is also necessary for the realization of human rights.
Exploring Responsible Project Management Education
Author: Silvius, Gilbert
Date: 2019-00-00
Type: Journal Articles
Subjects: Business Administration Education,Social Responsibility,Ethics,Accountability,Global Approach,Sustainable Development,Social Values,Economic Development,Organizational Climate,Innovation

As projects are evolving from tactical level 'tasks' to societally-relevant 'instruments of change', the theories, methods, and practices of project management need to evolve, too. Academic programs on project management, logically, should be frontrunners in this development, which calls for societally-relevant and 'responsible' project management education. Following the model of the United Nations Principles for Responsible Management Education, some first ideas on what Responsible Project Management Education should entail developed. The study presented in this article uses meta-synthesis to explore the meaning and characteristics of responsible project management education. The study concludes nine characteristics that provide a conceptual starting point for more empirical research on the topic.
The Role of Subjective Quality Judgements in User Preferences for Mobile Learning Apps
Author: Uther, Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Handheld Devices,Computer Software,Educational Technology,Users (Information),Role,Acoustics,Video Technology,Audiovisual Aids,Foreign Countries,Finno Ugric Languages,Preferences,Interaction,Audio Equipment,Language of Instruction,Native Language,Graduate Students,Adults,English (Second Language),Telecommunications,Auditory Discrimination

This study investigated whether subjective quality judgements on sound and picture quality across three devices (iPhone, iPad, and iPad mini) affected user preferences for learning applications. We tested 20 native Finnish-speaking users trialing generic audio clips, video clips, and two kinds of learning apps that were heavily reliant on sound. It was found that there was a main effect of the device on perceived sound quality, replicating earlier findings. However, these judgements did not impact on the users' preferences for different devices nor on their preferences for different applications. The results are interpreted as indicating that perceived quality and affordances are less important for users in these contexts than other considerations (e.g., convenience, mobility, etc.).
Engineering Projects in Community Service (EPICS) in High Schools: Subtle but Potentially Important Student Gains Detected from Human-Centered Curriculum Design
Author: Ruth, Alissa
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Student Projects,Service Learning,Engineering Education,Active Learning,Secondary School Curriculum,Student Attitudes,Instructional Effectiveness,STEM Education,Pretests Posttests

A major goal in Engineering training in the U.S. is to continue to both grow and diversify the field. Project- and service-based forms of experiential, problem-based learning are often implemented with this as a goal, and Engineering Projects in Community Service (EPICS) High is one of the more well-regarded and widely implemented. Yet, the evidence based on if and how participation in such programs shapes student intentions and commitment to STEM pathways is currently limited, most especially for pre-college programming. This study asks: How do high school students' engineering mindsets and their views of engineering/engineers change as they participate in project-service learning (as implemented through an EPICS High curriculum)? This study employed a mixed method design, combining pre- and post-test survey data that were collected from 259 matched students (63% minority, 43% women) enrolling in EPICS High (total of 536 completed pre-tests, 375 completed post-tests) alongside systematic ethnographic analysis of participant observation data conducted in the same 13 socioeconomically diverse schools over a two-year period. Statistical analyses showed that participants score highly on engineering-related concepts and attitudes at both pre- and post-test. These did not change significantly as a result of participation. However, we detected nuanced but potentially important changes in student perspectives and meaning, such as shifting perceptions of engineering and gaining key transversal skills. The value of participation to participants was connected to changes in the meaning of commitments to pursue engineering/STEM.
Enhancing the Entrepreneurial and Intrapreneurial Attributes of Engineering Graduates: A Review Proposal for Metallurgy and Materials Engineering Undergraduate Curricula at Two African Universities
Author: Matinde, Elias
Date: 2019-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Metallurgy,Engineering Education,Foreign Countries,Problem Solving,Active Learning,Inquiry,Universities,Comparative Education,Undergraduate Study,Undergraduate Students,College Graduates,Capstone Experiences,Administrative Organization

This paper explores the potential opportunities to enhance the entrepreneurial and intrapreneurial attributes of graduates in the Metallurgy and Materials Engineering curricula at two universities in Zimbabwe and South Africa. Due to the diminishing geographical constraints between Zimbabwe and South Africa, and the strong juxtaposition between the two economies, this paper adopts a simplified comparative education methodology to benchmark education best practices between these two countries. While the reviewed curricula in their present form may be providing learners with opportunities for disciplinary problem solving and inquiry-based learning, this paper proposes a body-centred cubic (bcc) model to integrate a new dimension of entrepreneurial and intrapreneurial education into the teaching and learning space. Based on the 3D bcc lattice with six planes, where the first five planes represent the current curricula, pedagogy practices and desired attributes, the sixth plane is taken to represent the additional dimensions of the desired entrepreneurial and intrapreneurial attributes.
Plant Classification Knowledge and Misconceptions among University Students in Morocco
Author: Maskour, Lhoussaine
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Plants (Botany),Classification,Knowledge Management,Misconceptions,Undergraduate Students,Graduate Students,Student Attitudes,College Science,Biological Sciences,Knowledge Level

This study aims to assess learning outcomes and identify students' misconceptions in plant classification. We conducted a questionnaire survey with undergraduate and master's students. The qualitative analysis of the students' responses made it possible to shed light on the difficulties of assimilation of many notions and also to identify the different misconceptions constructed during their learning courses about plant organisms. The findings indicate that some students are not motivated to take the course on plant classification. This demotivation is reinforced further by students' perceptions of plant classification, especially that it is not important and not useful for learning other biology specialities. The findings also show that more than half of the students who participated in this study consider plant systematics a difficult subject. We also note that some of the students surveyed seem not to have acquired many concepts of plant biology including concepts related to the biology, reproduction and evolution of plants. Thanks to this, we could see different types of problems in plant classification, which constitute misconceptions hindering learning. Initial training in plant biology does not appear to have a significant effect in modifying students' misconceptions related to plant classification.
Refocusing Environmental Education in the Early Years: A Brief Introduction to a Pedagogy for Connection
Author: Barrable, Alexia
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Young Children,Environmental Education,Developmentally Appropriate Practices,Sustainability,Physical Environment,Sustainable Development,Ecology,Child Development,Empathy,Outdoor Education,Prosocial Behavior,Developmental Psychology,Aesthetics,Altruism,Metacognition,Conservation (Environment),Evidence Based Practice

The aim of this article is to introduce an effective, evidence-informed, and developmentally appropriate framework of practice for Environmental Education (EE) in the early years, with the ultimate goal being to achieve environmental sustainability. Initially, the author will briefly examine the current state of EE in the early years, contextualising it within a gradual shift from EE to the more encompassing Education for Sustainable Development (ESD). The article then proposes that there is a need for a refocusing of EE in the early years that has as a central goal--the promotion of nature connectedness, benefiting both the next generation of learners, as well as our planet. A four-point draft of a pedagogy for connection will be outlined that comprises sustained contact, engagement with nature's beauty, cultivation of compassion towards non-human nature, and mindfulness. The latest empirical research from ecopsychology and developmental psychology will be used throughout in order to synthesise this brief initial draft of a pedagogy for connection.