ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Neural Signal Complexity as a Potential Link between Creative Thinking, Intelligence, and Cognitive Control
Author: Kaur, Yadwinder
Date: 2021-00-00
Type: Journal Articles
Subjects: Creative Thinking,Cognitive Processes,Intelligence,Young Adults,Brain Hemisphere Functions,Inhibition,Correlation,Foreign Countries,Language Fluency,Verbs

Functional connectivity studies have demonstrated that creative thinking builds upon an interplay of multiple neural networks involving the cognitive control system. Theoretically, cognitive control has generally been discussed as the common basis underlying the positive relationship between creative thinking and intelligence. However, the literature still lacks a detailed investigation of the association patterns between cognitive control, the factors of creative thinking as measured by divergent thinking (DT) tasks, i.e., fluency and originality, and intelligence, both fluid and crystallized. In the present study, we explored these relationships at the behavioral and the neural level, based on N = 77 young adults. We focused on brain-signal complexity (BSC), parameterized by multi-scale entropy (MSE), as measured during a verbal DT and a cognitive control task. We demonstrated that MSE is a sensitive neural indicator of originality as well as inhibition. Then, we explore the relationships between MSE and factor scores indicating DT and intelligence. In a series of across-scalp analyses, we show that the overall MSE measured during a DT task, as well as MSE measured in cognitive control states, are associated with fluency and originality at specific scalp locations, but not with fluid and crystallized intelligence. The present explorative study broadens our understanding of the relationship between creative thinking, intelligence, and cognitive control from the perspective of BSC and has the potential to inspire future BSC-related theories of creative thinking.
Professional Competency: Pre-Service Mathematics Teachers&apos; Understanding toward Probability Concept
Author: Sulfiah, Sitti Karimah
Date: 2021-07-00
Type: Journal Articles
Subjects: Teacher Competencies,Preservice Teachers,Mathematics Teachers,Probability,Mathematical Concepts,Foreign Countries,Academic Ability,Student Attitudes

The ability to understand mathematics is a faculty crucial to be possessed by pre-service teachers who will enter into the education sphere. It is one of the professional competencies essential for teachers since satisfactory lessons' delivery engenders more comprehensible instruction in teachers' students. Qualitative research employs a descriptive approach relevant to the research purpose, describing mathematics pre-service teachers' professional competency of understanding the concept toward probability observed based on mathematical abilities; advanced, intermediate, and basic mathematics ability. The subjects are three pre-service teachers having passed discrete mathematics course in a college in Madura. The criteria to select the subjects are the GPA (Grade-point Average) of the last semester and information from the lecturer. It is because unlikely to administer the test due to online learning applied at the college. Findings indicated that the subject with advanced mathematics ability could meet individual concepts, relate concepts and connect concepts with the operations. The subject with intermediate mathematics ability could meet individual concepts, but could not relate to some concepts. However, he could connect concepts with the operations. The subject with basic mathematics ability could not meet individual concepts, relate concepts, and connect concepts with the operations. In terms of the advancement indicator of understanding the concept, the subjects have not attained it since they have not apprehended concept definition well, particularly the probability concept, although the subject with advanced mathematics ability was procedurally prodigious.
Adaptive Intelligence: Intelligence Is Not a Personal Trait but Rather a Person × Task × Situation Interaction
Author: Sternberg, Robert J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Intelligence,Personality Traits,Problem Solving,Learning Processes,Cognitive Ability,Competence,Creativity,Logical Thinking,Intelligence Tests,Interaction,Developmental Tasks,Definitions,Metacognition

This article explores the advantages of viewing intelligence not as a fixed trait residing within an individual, but rather as a person × task × situation interaction. The emphasis in the article is on the role of persons solving tasks embedded in situations involving learning, intellectual abilities, and competencies. The article opens with a consideration of the role of situations in intelligent behavior. The article then discusses how intelligence is more similar to creativity and wisdom, in terms of the role of situations, than many psychologists have realized. Then the article reviews the role of situations in identity-based and irrational thinking and in conspiratorial thinking and cults. Next the article discusses the demonstrated importance of situations in assessment, but also notes the difficulties in sampling situations. Finally, the article draws conclusions, in particular, that, given our lack of situation-based tests, we need to be more modest in our interpretations results from conventional tests of intelligence.
Challenge Accepted: Experiences of Turkish Faculty Members at the Time of Emergency Remote Teaching
Author: Karatas, Faik Özgür
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Experience,Foreign Countries,College Faculty,Emergency Programs,Distance Education,COVID-19,Pandemics,Web Based Instruction,Technological Literacy,Teacher Attitudes,Faculty Development

The COVID-19 pandemic caught everyone unprepared. Higher education institutions were expected to be the least affected due to their long history of distance education, which has enabled the development of expertise and technical infrastructure, but were they? The present study focuses on faculty members' experiences at the time of emergency remote teaching and afterwards. The survey method was devised to conduct the study. An online questionnaire called the Emergency Remote Teaching Views Questionnaire was developed by the researchers and administered at higher education institutions throughout Turkey. With a combination of convenience and snowball sampling, 351 faculty members from 72 different public and private higher education institutions were reached. The descriptive analysis of the data revealed that almost 62% of the faculty members had never taken any form of training regarding online distance education before the COVID-19 pandemic. Although one fifth of the faculty members indicated that they had had distance education experience three times or more before the pandemic, around 62% of them encountered remote teaching for the first time. Many faculty members indicated that they spent more time on remote teaching than face-to-face teaching; they had trouble following students' development; the students were disinterested in the classes; they had technical problems, but they also received support from their institutions. Although only one fourth of the faculty members reported being unsure about the quality of their remote teaching, three fourths of them believed that it was not as fruitful as face-to-face teaching. This was especially evident in the area of assessment and evaluation. Based on these results, it can be concluded that higher education institutions were caught unprepared, but their adaptation was very quick.
Croatian Mathematics Teachers and Remote Education during COVID-19: What Did They Learn?
Author: Matic, Ljerka Jukic
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Distance Education,COVID-19,Pandemics,Teacher Attitudes,Middle School Teachers,Educational Technology,Cheating,Ethics,Electronic Learning,Teaching Methods

The study reported in this paper aims to show how Croatian lower-secondary mathematics teachers coped with remote education during the lockdown necessitated by the COVID-19 pandemic. The research design refers to the case study of six teachers. On five occasions, the teachers were interviewed about the organisation of their virtual classrooms, forms of assessment, and utilisation of (digital) teaching resources from the beginning of March until the end of June 2020. The study results showed that social parameters were prominent factors in the decision-making of many teachers regarding teaching remotely. For example, the teachers always put students' needs first: they were accessible almost all day to their students, they tried not to overload students and provided daily feedback on their work. In addition, the teachers in the study raised the issue of academic dishonesty in remote education -- the digital environment made cheating easier and meant that the usual assessment formats became unfeasible. Although the findings provide insight into the work of teachers during a pandemic, a larger sample would provide generalisations about the changes in workload that mathematics teachers experienced during remote education.
Digitisation or Digitalisation: Diverse Practices of the Distance Education Period in Finland
Author: Korhonen, Tiina
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Case Studies,Elementary School Teachers,Parent Teacher Cooperation,Secondary School Teachers,Teacher Attitudes,COVID-19,Pandemics,Foreign Countries,Teacher Administrator Relationship,Content Analysis,Educational Change,Teaching Methods,Barriers,School Schedules,Educational Practices,Technological Literacy,Pedagogical Content Knowledge,Educational Planning,Futures (of Society),Educational Innovation,Crisis Management

This case study explores how Finnish primary school teachers orchestrated school days and how teachers and headmasters organised virtual workplace collaboration and collaborated with parents during a period of distance education forced by the COVID-19 crisis in Spring 2020. The data was collected by interviewing primary and secondary school teachers (n = 15) from eight schools in various parts of Finland. Teachers' experiences were analysed with qualitative content analysis. In this study, the school is seen as a Complex Adaptive System (CAS) and the COVID-19 crisis as a disorder forcing teachers to adapt to a rapidly changing environment. Teachers are viewed here as innovators who address both pedagogical and digital challenges under abnormal circumstances. We identify diverse practices at different stages of digitalisation during the distance education period within four domains: (1) structures of school days; (2) forms of teaching; (3) collaborative activities of teachers and headmaster; and (4) forms of home and school collaboration. We also identify three groups of enablers of distance education practices: (1) the use of digital technology; (2) digipedagogical competence of the teachers; and (3) the ability of teachers to act as adaptive innovators. We find that teachers' ability to innovate and to adapt pedagogical and digipedagogical expertise become critical success factors when change is forced upon the educational field. We suggest that the results of this study, portrayed as the enablers and domains of distance education, be utilised in planning post-COVID education. All stakeholders influencing schools at different levels should be included in envisioning and implementing future classroom practices of innovative post-COVID schools.
Language Ideologies at Work: Examining the Linguistic Landscape in Public Spaces of Coventry, England
Author: Faulk, Zeena
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Attitudes,Foreign Countries,Multilingualism,Urban Areas,Semiotics,Language Planning,Cultural Pluralism,Summer Schools,Universities,Geographic Location,Signs,Language Usage,Libraries,Case Studies

The rise of global migration has significantly changed how multilingualism in urban areas is studied. As such, the field of linguistic landscaping (LL) has been rapidly shifting its focus beyond LL signs to understand the semiotic construction of cityscapes and how multilingual communities share them (see Chik, Benson, &amp; Moloney, 2019). In some cities, however, monolingualism is still preserved as a central identity throughout public spaces. This paper considers the relationship between micro-level language ideologies and the semiotic construction of space through an examination of the linguistic landscape in public spaces in the city of Coventry, UK. Despite official recognition of the high degree of ethnic and linguistic diversity within the city, English is dominant on public and private signage. This paper draws on signage data collected from two central public spaces in Coventry city centre as part of the MultiDiv summer school held at the University of Warwick in 2019. The analysis looks at the relationship between the geographical locations of the signs in selected sites and the languages displayed on them. Coventry Central Library is examined as a case study to show how micro-level language ideologies are manifested in a public place in relation to the spatial location of different categories of language signage. The study finds that English-only signs are more prominent in the city's public spaces while signs displaying English mixed with one or more community languages are pushed to the periphery. These findings contribute to the body of literature on LL in urban areas and public spaces (Shohamy, 2010) and support recent research that calls for new cosmopolitan approaches in examining language presence, use, and acts in urban public spaces (Pietika¨inen &amp; Kelly-Holmes, 2013; Roeder &amp; Walden, 2016; Da Costa Cabral &amp; Martin-Jones, 2017; Edmond, 2017; Hatoss, 2019).
Planning, Implementing, and Evaluating a Non-Essentialist Training Programme for Study Abroad in the Japanese HE Context
Author: Humphreys, Gareth
Date: 2021-00-00
Type: Journal Articles
Subjects: Study Abroad,Cultural Awareness,Second Language Learning,Second Language Instruction,Second Language Programs,English (Second Language),Foreign Countries,Intercultural Communication,Cultural Differences,Action Research,Educational Practices,Program Evaluation,Citizenship,Language Role,Language Variation,Language Usage,Multilingualism,Cultural Pluralism

Short-term study abroad (SA) programmes are often promoted as an effective way of developing English language skills and accessing opportunities for intercultural learning. Whilst pre-departure intercultural training is thought to play an important role in enhancing the potential for meaningful learning, overemphasis on essentialist framings of cultural difference may be counterproductive given the multicultural and multilingual composition of many societies. This paper reports on an action research project triggered by the perceived underdevelopment of SA training and essentialist educational practices observed in a university ELT setting in Japan. The research involved the systematic design, implementation, and evaluation of a non-essentialist SA training e-learning programme informed by research on intercultural awareness, intercultural citizenship, and English as a lingua franca. Findings from a qualitative evaluation of learning on the programme among 22 students revealed some emergent non-essentialist understandings of culture, new awareness of variability in English language use, and a perception that the course was useful for SA training. The paper contributes to understanding of the importance of moving away from essentialist learning in SA training by integrating content which recognises the learning potential of SA experiences in multicultural and multilingual settings.
Educational Policies during the Lockdown: Measures in Spain after COVID-19
Author: Díez-Gutiérrez, Enrique-Javier
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Policy,COVID-19,Pandemics,Emergency Programs,Distance Education,Position Papers,Geographic Regions,Elementary Secondary Education,Foreign Countries

The pandemic has disrupted students' lives, learning, and well-being worldwide and exacerbated existing disparities in education. Countries have unevenly followed policy recommendations to ensure education by non-governmental agencies, and in some cases, political and economic ideology has directly influenced the decisions taken, Spain being a case in point. The instructions and regulations published in April 2020 in Spain are analysed and compared in order to regulate the end of the school year, its evaluation, and the start of the new year, given the situation of suspension of classes during and the confinement of the Spanish population decreed due to the COVID-19 pandemic. The 20 documents published by the Autonomous Communities of Spain are subjected to critical discourse analysis. Their approaches and the aspects they highlight or ignore are examined to identify the different models of education that each region defends in times of crisis. There are significant differences between conservative and progressive regions, the latter being more inclined to implement the recommendations of non-governmental organisations.
Developing English Prosody Using Technology and Pronunciation Reformulation Techniques
Author: Liu, Carla R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Intonation,Suprasegmentals,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Students,International Education,Pronunciation Instruction,Metalinguistics,Feedback (Response),Pretests Posttests,Evaluators,Speech Communication,Speeches,Language Fluency,College Students,Teaching Methods,Audiovisual Aids,Action Research

Pronunciation is challenging for many international students, but particularly important for those going onto college and university level studies where they need to do professional presentations. According to the Institute of International Education [IIE] (2020), California hosted 160,592 students in 2019/2020, and is one of the top destinations for internationals seeking education in the U.S. (IIE, 2020). Given the large number of international students entering California universities each year, viable methods of teaching pronunciation are essential. The authors of this paper undertook a pilot study focused on improving the comprehensibility of English learner pronunciation via raising awareness of underlying prosodic nuances of English. Seven international student participants took part in the study. The authors relied on a noticing-reformulation technique to raise the participants' awareness to prosodic features (Smith &amp; Beckman, 2005). &quot;Audacity&quot; 2.1.2 (Audacity Team, 2020) and &quot;WASP&quot; 1.54 (Huckvale, 2013) were also utilized for audiovisual feedback. To collect data, the authors used a pretest-treatment-posttest methodology. Two non-expert raters conducted a blind analysis of the pretest and posttest impromptu speeches. Additional data was collected from the observations of the classroom teacher. The student participants also provided data by responding to a questionnaire and then elaborating on their responses in a subsequent focus group. The results of the study showed some notable results related to intonation. Furthermore, the participants themselves greatly valued the training on thought groups because it gave them an understanding of how to use slight pausing and intonation to chunk thoughts at natural &quot;phrasal breaks&quot;(Ceke-Murcia, Brinton, &amp; Goodwin, 2010). This process helped them to regulate the speed and flow of their speech. The positive reactions of the participants encouraged the classroom teacher to continue using the approach for subsequent classes.
Foreign Affairs Panelists&apos; Construction of a Scholarly Identity
Author: Leopold, Lisa
Date: 2021-00-00
Type: Journal Articles
Subjects: International Relations,Professional Identity,Credibility,Public Speaking,Discourse Analysis,Syntax,Vocabulary,Language Usage,Language Variation,Speech Communication,Communities of Practice,English for Academic Purposes,Graduate Students,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Students,Public Policy,Expertise,Social Status,Reputation,Computational Linguistics,Role Playing,Linguistic Input,Teaching Methods,Communication Strategies

The purpose of this study is to shed light on the ways in which experts in foreign affairs project their scholarly identities on panel presentations. While previous research has focused on the ways in which researchers in various disciplines assert their scholarly identities in written discourse and in conference presentations, no study has focused on how experts in foreign affairs build credibility when speaking on panel presentations. From a qualitative analysis of 30 panel presentations held at the Brookings Institution, the findings reveal the extensive array of rhetorical strategies panelists in foreign affairs use which appear to build credibility. The study also draws attention to the syntactic, lexical, and register choices the panelists make. Based on these findings, the study offers pedagogical recommendations to help learners make the identity shift from a student to a scholar and become competent members of their discourse communities.
Effective Physical Education Distance Learning Models during the COVID-19 Epidemic
Author: Petrušic, Tanja
Date: 2021-00-00
Type: Journal Articles
Subjects: Physical Education,Instructional Effectiveness,Models,COVID-19,Pandemics,Distance Education,Flipped Classroom,Teaching Methods,Web Based Instruction,Middle School Students,Foreign Countries,Videoconferencing

The COVID-19 epidemic has had a strong impact on the implementation of the entire educational process due to the closure of public life and schools. Physical education (PE) teachers were faced with the challenge of conveying at a distance the learning content that they would otherwise teach in the sports hall. Our research aimed to determine which PE distance learning models proved to be the most effective during the epidemic, resulting in a high level of pupils' activity despite participation from home. In the process of data collection, we included 33 PE distance learning lessons at the lower secondary level, where six pupils (3 girls and 3 boys) wore accelerometers in each lesson (n = 198 pupils). The results showed that the most effective model was the flipped learning teaching model, where pupils were given an overview in advance of the different forms of teacher video recordings. Then they also actively participated with their ideas in the performance of the online lesson. A statistically significantly less efficient version of the flipped learning teaching model had prepared interactive assignments and games. This was followed by a combination of online frontal teaching with station work and frontal teaching. The least effective was independent work carried out by the pupils according to the instructions prepared by the teacher. Although the two flipped learning teaching models were the most effective in terms of exercise intensity, it is very difficult to implement them in practice because they require too much teacher time.