ethanporcaro/eric-fulltext-meta huggingface dataset:
Canadian Nature-Based Early Childhood Education and the UN 2030 Agenda for Sustainable Development: A Partial Alignment
Author: Boileau, Elizabeth
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Environmental Education,Sustainable Development,Outdoor Education,Educational Practices,Alignment (Education),Educational Objectives,Climate,Conservation (Environment),Indigenous Populations,Civil Rights

In 2015, Canada adopted the UN 2030 agenda for sustainable development and committed to its 17 sustainable development goals aiming to address issues of social, economic and environmental nature (United Nations, n.d.). Although Canada proposed an Indicator Framework with measurable targets to track progress on certain goals, these are still in the initial stage of development and discussion (Government of Canada, 2019). With increased demand for nature-based and outdoor educational programs in North America, exploring how the Sustainable Development Goals (SDG) may or may not align with current educational practices seems prudent. Specifically, we ask: Are the social, economic and environmental issues of concern integrated within outdoor nature-based programming? Could immersive outdoor programs be a viable avenue for helping Canada reach some of the global sustainable development goals? Finally, adopting a critical lens on the SDGs more broadly, are there additional ways in which teaching and learning for sustainability can be implemented within Canadian nature-based programming? In order to examine these questions, we start by briefly exploring the SDGs and the Canadian proposed targets. Utilizing some of the results of a Pan-Canadian large-scale survey study, we delved into survey questions that examined the diversity of the attendees, perceived benefits of programs, and the ways in which sustainability for education are incorporated within programs (e.g., climate change and environmental issues, conservation and stewardship, and Indigenous rights). Findings from the latter study suggest that outdoor nature-based programs can help address several SDGs and promote the development of children's key competencies that could enable them to engage with issues of sustainability. Yet, we contend that further studies are needed to examine how and to what extent outdoor nature-based programs can help equip future generations with a sustainable ethos.
Determining Students&apos; Mental Models about the Sun, Earth and Moon Celestial Objects for Sustainable Learning in Astronomy Education in Libya
Author: Ahmed, Fathia Othman Mohamed
Date: 2021-09-00
Type: Journal Articles
Subjects: Astronomy,Science Instruction,Grade 5,Elementary School Students,Classification,Science Tests,Student Attitudes,Schemata (Cognition),Scientific Concepts,Foreign Countries

The study aims to reveal students' mental models and perceptions regarding the concept of the celestial bodies, for instance, earth, sun, and moon. This research study was conducted as a case study focusing on qualitative data. This study also has used a sample formed of 5th-grade students, in the 2018-2019 academic year; the target sample is formed from 50 students at an elementary school in Libya. This study aimed to use the data collection tool, in addition, a test with three open-ended questions was used. Also, according to primitive, synthesis as well as scientific models, the data classification was used and analyzed. The result of this practical study has demonstrated that all the target samples have a synthesis of mental models that are not sufficiently compatible with scientific knowledge.
Investigation of Secondary School Students&apos; Attitude towards Technology and Their STEM Perceptions: Turkey Sample
Author: Hastürk, Hanife Gamze
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,STEM Education,Educational Technology,Technology Uses in Education,Secondary School Students,Computer Attitudes,Grade 5,Grade 6,Grade 7

STEM (Science, Technology, Engineering, and Mathematics) education is an approach that develops 21st century skills such as career choice in science and engineering, entrepreneurship, innovation, creative and critical thinking. The acronym STEM stands for the disciplines of science, technology, engineering, and mathematics. When looking from the past to the present, it has been observed that there has been an increase in STEM studies. However, there was no study which was conducted on STEM education in Turkey mostly consisted of studies which aimed at determining the interests, attitudes and achievements of students and prospective teachers, and there was no study on the relationship between students' tendencies to technology in STEM education and their STEM perceptions. It is necessary for societies that can rapidly keep up with developing technology and innovations Therefore, in this study, it was aimed to examine the relationship between the perceptions of secondary school students towards STEM fields, determining their attitudes towards technology, students' attitudes towards technology and its use in lessons, and the total perception levels of STEM fields and sub-dimensions. The study was completed in the fall semester of the 2019-2020 academic year. The data of the study were analyzed by quantitative survey model. In the study, 'Attitude towards Technology Scale' and 'STEM Perception Scale' were used as data collection tools. In the tests applied, the data were analyzed using the Independent Sample t-test, ANOVA, Pearson Correlation Analysis and Regression Analysis. According to data analysis and findings, it was determined that there was a moderately significant negative relationship between the students' attitude level towards technology, and the STEM perception level. In the light of the findings, the importance of STEM education was emphasized and recommendations were made to program designers, researchers and practitioners on this subject.
The Effects of 8 Weeks of Exercises Applied to Female Convicts in Prisons on BMI Change, Happiness, Psychological Stability, Hopelessness and Anxiety
Author: Güney, Gamze
Date: 2021-10-00
Type: Journal Articles
Subjects: Program Effectiveness,Exercise,Physical Health,Mental Health,Females,Institutionalized Persons,Correctional Institutions,Psychological Patterns,Anxiety,Foreign Countries,Resilience (Psychology)

The main purpose of this study is to examine the effects of exercise on the individual to preserve and improve the current state of both mental and physical health that women convicts need during the prison process and after release in social life. Beck Hopelessness Scale, Happiness Level Scale, Psychological Resilience Scale, State Anxiety Scale, and demographic information form were used to collect the study's data. A pilates exercise test was applied to female convicts in prison in the study, and measurements were made before and after the experiment. The study was tested using the one-way analysis of variance (OneWay ANOVA) and independent single sample test (T-test). The research population consists of 16 women. Pearson Correlation analysis was used to examine the relationship between continuous variables. SPSS 24.0 statistical package program was used for data analysis, and the statistical significance level was accepted as 0.05. The study results showed a positive change in the scores obtained from the psychological scales applied with the pre-study anthropometric measurements of the female prisoners in the Closed Penitentiary Institution, but when the pre-test and post-test averages were compared, it was observed that there was no significant change.
The Vowel Matrix: Enhancing Literacy Development through an Innovative Approach to Teaching Pronunciation
Author: Playsted, Skye
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Oral Language,Communication Skills,Vowels,Pronunciation,Pronunciation Instruction,English,Language Proficiency,Adult Literacy,English Language Learners,Teaching Methods,Instructional Innovation,Second Language Instruction,Motion,Tactual Perception,Refugees,Phonology,Phonological Awareness,Vocabulary Development

The development of effective oral communication skills is a high priority for beginner-level, adult English language learners, and clear pronunciation is an essential part of this development. The perception and production of English vowel sounds can be a particularly challenging area of pronunciation for beginner-level learners. If adult learners are also preliterate, this aspect of pronunciation may require explicit teaching, as phonological awareness can be linked to literacy development. However, relatively little has been documented on teaching pronunciation to lower-level proficiency learners. Inspired by haptic (movement + touch) pronunciation instruction, this paper describes the Vowel Matrix, an innovative means used to teach aspects of pronunciation to a class of preliterate adult learners from Arabic-speaking backgrounds in Australia. We discuss how the Vowel Matrix can support learners' literacy development by drawing their awareness to short vowel sounds in newly learned vocabulary using gesture, movement, and touch. Following this, practical teaching suggestions are made to enhance literacy development.
Selecting Complex Sentence Structures to Teach in Academic Writing: A Corpus-Based Innovation
Author: Truong, Khoa Dang
Date: 2021-00-00
Type: Journal Articles
Subjects: Sentence Structure,Writing Instruction,Writing (Composition),Grammar,Form Classes (Languages),Instructional Design,Consciousness Raising,Learning Activities,Essays,Error Correction,Semantics

In most academic writing programs worldwide, instruction aims to develop students' awareness of essay types, written language use, and test-taking strategies. However, teachers' instructional practice is often dictated by their knowledge base, perception, and the intuitions they have about language use (Borg, 2006). Such intuitions are not always correct (Cobb &amp; Boulton, 2015) and may not fully reflect how language is used in a particular type of academic writing by native speakers. Thus, the grammatical structures they teach may not correspond well to what is frequently and naturally used in that type of text. On the part of students, because of their limited knowledge of writing conventions, they might end up using a variety of grammatical forms while not considering how appropriate these are. The authors feel that it is imperative for writing teachers to allow for 'data-driven learning' (Johns, 1991, p. 17) whereby students explore language constructions through consulting a purpose-built corpus. Such a corpus exposes students to language features peculiar to a particular written genre, but it can also help them identify which are more frequently and appropriately used than others in the genre. In this article, the authors describe how to identify frequently used complex sentence forms in a corpus of essays written by experts to inform the design and implementation of teaching materials for writing.
Teaching International Students to Analyze Textual-Discursive Categories
Author: Fetsko, Ivanna M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Discourse Analysis,Statistical Analysis,Statistics Education,Foreign Students,College Students,Knowledge Level,Content Analysis,Skill Development,Politics

The purpose of the study is to identify how the course that covers the components of the ten-stepwise approach to discourse analysis of political texts helps international students study the political meanings in Ukraine. The study used the structured observation method to collect rather quantitative than qualitative data and observers' reports on the sampled students' performance in the in-class and out-of-class assignments. It also used discourse analysis awareness test, observation report checklist, and assessment checklist to yield the quantitative data. The course that is based on the ten-stepwise approach to discourse analysis of political texts proved to raise the students' overall awareness of analysis of textual-discursive categories and fosters their skills of both discourse analysis and technical skills to use the NVivo 12 software tool. The results of the Discourse Analysis Awareness Test showed that the sampled students' awareness of discourse analysis was generally good. The mean values varied between 0.643 and 0.857, which corresponded to 65-85 grades ECTS. The analysis of the observation reports showed that the five most frequent words used in the corpus of the observation reports of seven experts were as follows: students, contributed, equally, succeeded, managed. All of them evoke a positive idea and feeling and reveal success in meeting goals. The quotes yielded from the reports implied that the course sessions were engaging, challenging, and fruitful in terms of learning how to analyze textual-discursive categories found in political texts. The descriptive statistics drawn from the observation checklist and presented by course topic showed that the observers' mean values improved throughout the course sessions that meant that the students progressed in the discourse analysis.
The Curriculum and Community Enterprise for Restoration Science: Engaging Marginalized Students in STEM Fields through Data Acquisition and Computational Thinking
Author: Birney, Lauren
Date: 2021-00-00
Type: Journal Articles
Subjects: Disadvantaged,STEM Education,Disproportionate Representation,Diversity,Labor Force Development,Employment Qualifications,Statistics Education,Data Analysis,Marine Biology,Marine Education,Conservation (Environment),Educational Innovation,Curriculum Design,Educational Opportunities,Career Exploration,Computer Science Education,Thinking Skills,High School Students,Grade 11,Grade 12,Program Descriptions

In an increasingly data driven world, the need for a qualified STEM workforce is essential. Increasing the diversity of this workforce increases the social and economic possibilities for the individual as well as national economic status and global prominence in innovation and technology. The Curriculum and Community Enterprise for Restoration Science has created a nexus between STEM education and possible college and career pathways in data science through ecological experiences in the classroom and in the field. Focusing on data collection and interpretation, New York City students from underserved communities are exposed to the local marine environment and efforts to restore aquatic species as well as the water quality in New York Harbor. The use of an innovative and motivating curriculum for both students and teachers bolstered confidence in acquired skills and content. By introducing students to these heretofore untapped STEM areas of interest, the BOP CCERS + STEM C Project has created opportunities in college and career options for underrepresented populations and the possibility of growing a more diverse STEM workforce.
Use of Moodle LMS-Based Tests for Enhancing Linguistic Competence of Students Majoring in Foreign Language Philology
Author: Kharchenko, Tetiana
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Computer Assisted Testing,Linguistic Competence,Majors (Students),Philosophy,Language Tests,Oral Language,English (Second Language),Foreign Countries,College Students

The &quot;purpose&quot; of the study is to identify how the speech production component of the linguistic competence, which seems to be a deficiency of using the Moodle LMS in the language training, can be enhanced through the use of the voice-administered language tests. Ten Moodle-based voice-administered language tests were designed, piloted, and employed to influence the stages of speech production component and English language proficiency level both seen as an approach to enhancing the linguistic competence of students majoring in foreign language Philology. The tests assessed the components of linguistic competence such as cohesion and coherence, vocabulary (lexical resource), along with grammar, and accuracy. The course satisfaction survey was used to study the experimental group students' perceptions towards the use of voice-administered language tests to develop linguistic competence. It was found that the designed Moodle-based voice-administered language tests could be considered a feasible and reliable option to enhance the linguistic competence in the students majoring in Foreign Language Philology. The tests had influenced the stages of the speech production component and English language proficiency level, in general. They also improve students' cohesion and coherence, vocabulary (lexical resource), grammar, and accuracy that are seen as components of linguistic competence. Due to the intervention, there was a considerable shift in the EG students' English vocabulary profile. There was a movement to higher levels of proficiency in the use of vocabulary compared to the CG students whose growth was marginal, mostly in the B1 level. It was also found that the EG students were generally satisfied with the intervention, the design and content of the tests, and the effectiveness of the tests in developing linguistic competence.
Co-Creating &quot;Ibasho&quot; at a Part-Time High School in Tokyo: Affirming Immigrant Students&apos; Lives through Extracurricular Activities
Author: Tokunaga, Tomoko
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Part Time Students,High School Students,High Schools,Extracurricular Activities,Immigrants,At Risk Students,Clubs,Cultural Awareness,Cultural Relevance,Student Empowerment,Indigenous Knowledge,Student Needs,Student Diversity,Special Needs Students,Social Influences,Cultural Differences,Student Characteristics,Inclusion

Part-time high schools function as an important safety net for marginalized students, including immigrants, who are often excluded from society and mainstream education. Since 2015, drawing on the participatory action research (PAR) approach, I have collaborated with a high school and a Non-Profit Organization (NPO) to develop an extracurricular activity called One World (Multilingual Exchange Club), which aims to create &quot;ibasho&quot; (places where one feels comfortable, safe, and accepted) for and with immigrant youth, given their high dropout rate. This article focuses on this collaborative practice and examines how the club has functioned as an &quot;ibasho&quot; among immigrant students. Given the value placed on students' voluntary engagement under the guidance of supportive teachers during extracurricular activities, immigrant students were able to nurture a space where they could be free from others' eyes, even temporarily. The space also had an elusive culture that validated students' transcultural and hybrid identities, languages, and experiences, which led to their empowerment. By shedding light on the possibilities of the indigenous Japanese concept of &quot;ibasho&quot; and its practice, scholars and practitioners in Japan and abroad can develop critical questions and reimagine mainstream education to nurture immigrant students' sense of belonging.
Conflicts and Deviations between Free Schools and Public Education: Redistribution and Recognition as Seen in the Act on Securing Educational Opportunities
Author: Kato, Miho
Date: 2021-03-00
Type: Journal Articles
Subjects: Free Schools,Nontraditional Education,Public Education,Educational Legislation,Foreign Countries,Supplementary Education,Educational Opportunities,Educational Change,Educational Development,Compulsory Education

As public education faces multiple issues, including the surfacing of children's struggles in society and the formation of capabilities suited to the times, free schools are tasked with expectations for their role as a supplement to public education, leading to a change in the onetime structure of opposition. However, attention must be paid to the risk of forcing free schools into the position of troubleshooters for the issues in public education, given that their position in regard to school education remains unbalanced. Will the Act on Securing Educational Opportunities be able to bring about a &quot;cultural/symbolic revolution&quot; in public education? [This article was originally published, in Japanese, in &quot;Kyoikugaku Kenkyu&quot; (&quot;The Japanese Journal of Educational Research&quot;) v85 n2 2018. It was translated by Nadezhda Murray.]
Development of the &quot;Ibasho&quot; Concept in Japanese Education and Youth Work: &quot;Ibasho&quot; as a Place of Refuge and Empowerment for Excluded People
Author: Tanaka, Haruhiko
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Truancy,Empowerment,Inclusion,Youth Programs,At Risk Persons,Environment,Interpersonal Relationship,Social Influences,Psychology,Childhood Needs,Identification (Psychology),Free Schools

This paper aims to examine the academic significance of the concept of &quot;ibasho&quot; (a place or community one feels at home), which emerged from the problem of truancy in Japanese society in the 1980s. Free schools were created as &quot;places ibasho&quot; for truant children. In the field of youth work, group-work-based youth organizations and youth centers were no longer attracting young people to these organizations. In 1992, the Ministry of Education issued a report on truancy, proposing to make schools &quot;ibasho&quot; for children. Widely studied in psychology, sociology, and architecture, the concept of &quot;ibasho&quot; has three elements: a place where one can feel safe, good relationships, and time factor. In order to clarify the concept of &quot;ibasho,&quot; a comparative study was conducted with the theories of human needs and identity. &quot;Ibasho&quot; is a refuge for the socially oppressed and a foundation for empowerment that enables them to transform society. Therefore, the theory of &quot;ibasho&quot; has been applied beyond youth issues to the fields of social welfare, gender, and community development. Finally, &quot;ibasho&quot; can contribute to social inclusion not only in Japan but also worldwide.
Education-Welfare for Immigrant Children: How Schools Are Involved in the Daily Lives of Immigrants
Author: Homma, Tori
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Japanese,Second Language Learning,Mothers,Language Teachers,Childhood Needs,Child Neglect,Eating Habits,Dietetics,Truancy,Well Being,Teacher Attitudes,Parent Attitudes,Teacher Role,Child Welfare,After School Programs

The purpose of this study is to analyze how immigrant children in Japan are included in the phenomenon of &quot;gakko kino no fukushika&quot; (Kuraishi 2014: 56)--henceforth &quot;welfare-oriented schools&quot;--by using the analytical framework of education-welfare. Fieldwork took place in an elementary school Japanese language class, along with interviews with immigrant mothers, a Japanese language teacher and a Filipino language supporter. The paper focused on three aspects of Filipino immigrants' lives: child neglect, dietary habits, and truancy. As regards education-welfare, this study has illustrated both the possibilities and limitations of teachers taking the &quot;care&quot; roles for immigrant children. Although previous literature has drawn a distinctive line between education and welfare specialists, in this study, the boundary was ambiguous as the Japanese language teacher considered herself a &quot;social worker.&quot; On the other hand, one of the limitations was that the teachers' dominant ideology of a &quot;good&quot; way of living excluded the logic of the immigrants.