ethanporcaro/eric-fulltext-meta huggingface dataset:
Competence of Faculty, Staff, and Administrators in Hispanic Culture: Evidence from Three Surveys of Personnel and Students at Hispanic-Serving Institutions
Author: Preuss, Michael
Date: 2020-00-00
Type: Journal Articles
Subjects: Competence,Hispanic American Culture,Hispanic American Students,Administrator Attitudes,Teacher Attitudes,Student Attitudes,Institutional Characteristics,Student Characteristics,Minority Group Teachers,Access to Information,Employee Attitudes,Social Values,Mexican Americans,STEM Education,Holistic Approach,Community Colleges,Teacher Student Ratio,First Generation College Students,Low Income Students,Student Needs,Cultural Awareness,Educational Practices,Surveys,Data Use

Survey data were gathered from college and university faculty, staff, and administrators at Hispanic-Serving Institutions (HSI) regarding Hispanic culture and Hispanic students as part of an NSF-funded investigation that focused on the characteristics and programming of HSIs as well as the background and experiences of their students. Two surveys of students were also conducted. A minimum of 44 HSIs in Texas, New Mexico, and Colorado were represented in the 393 usable responses gathered from faculty, staff, and administrators. Fourteen HSIs in New Mexico and Texas were represented in student survey data gathered in 2018 and three in north Texas in a survey completed in 2019. Responses from 213 Hispanic students were isolated from the 2018 student survey and 307 from the 2019 data. This material was used to verify and expand on the findings from the survey of faculty, staff, and administrators. A consistent and strong difference of opinion was found between Hispanic faculty, staff, and administrators at the HSIs and their non-Hispanic peers regarding information available to higher education professionals about Hispanic culture, the elements of Hispanic culture, and the characteristics and background of Hispanic students. Survey responses of Hispanic students confirmed, at many points, that the perspective of the Hispanic faculty, staff, and administrators was accurate. It appears, based on this information, that the non-Hispanic employees at the HSIs were less well informed about Hispanic culture and a major portion of their student population than would be desirable. The findings, while from the south-central United States, can inform multiple academic and support services at Hispanic-Serving Institutions and other colleges and universities as they include information about how Hispanic culture is understood by Hispanics, detail gaps in competence regarding Hispanic culture among faculty, staff, and administrators at HSIs, and describe characteristics and the cultural orientation of Hispanic students attending the HSIs in the sample.
Activities to Activate and Maintain a Communicative Classroom
Author: Courtney, David
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Communicative Competence (Languages),Second Language Learning,Second Language Instruction,Linguistic Input,English (Second Language),Student Centered Learning,Language Usage,Learning Activities,Foreign Countries,Freehand Drawing,Task Analysis,Cross Cultural Studies,Cloze Procedure,Elementary School Students

Student-centered instruction is a shared goal in English as a second or foreign language (ESL/EFL) settings that embrace communicative language teaching (CLT) principles (East 2015). Student-centered classrooms create opportunities for learners to have consistent and meaningful interactions--two-way exchanges of ideas--using their second language (L2). Such interactions promote L2 development, as peers provide modified input and speakers are pushed to produce language that their partners understand (Hall 2011). As the popularity of student-centered classrooms has grown, knowledge-based objectives (testing for grammar and vocabulary knowledge) have been overtaken by more-communicative learning objectives (Plews and Zhao 2010). Beyond memorizing grammar or vocabulary for drills or exams, students must show that they can use real-life language to perform speaking and writing activities, often in small groups. This article will first discuss CLT principles and important criteria for communicative activities in the classroom and then describe four successful and engaging activities.
Examining Blended Learning Implementation in Hard and Soft Sciences: A Qualitative Analysis
Author: Vo, Minh Hien
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Foreign Countries,College Faculty,Intellectual Disciplines,Course Objectives,Learning Activities,Cooperative Learning,Teacher Student Relationship,Differences,Course Content,Course Organization,Curriculum Implementation,Integrated Learning Systems,Discussion Groups,Feedback (Response),Teacher Effectiveness

Together with the rapid growth of blended courses implemented in higher education, instructors and researchers are keen on exploring the efficient models of blended learning (BL) to enhance students' achievement. While many BL theoretical models exist, robust empirical evidence confirming instructors' strategies and implementation is still scarce, particularly the possible differences as a function of disciplines. To address this lack of evidence, a qualitative study was conducted among 29 instructors in a large public university in Vietnam. Employing the Content-Construction-Communication framework as the guiding lens, the present study conducted semi-structured interviews to capture how instructors in hard and soft disciplines designed and implemented their blended courses. The findings revealed that instructors from hard and soft sciences shared both similarities and differences in their instructional strategies. Similar aspects included the alignment of course objectives with learning activities design and assessment, recognition of the importance of students' individual learning and collaborative learning, and responsiveness regarding students' questions. Yet, differences were observed in the design of both individual and collaborative online activities and instructors' online facilitation. Thus, the results provide a clear picture of different BL designs, which can be helpful for instructional designers and policies aimed at professional development support for successful BL implementation.
Developing Best Practice for Cooperative and Work-Integrated Education: Lessons from Germany, Australia and South Korea
Author: Reinhard, Karin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Best Practices,Cooperative Education,Field Experience Programs,Universities,Employment Potential,College Graduates

Universities around the world face a common challenge -- producing graduates with the necessary practical skills for employment. Cooperative education and work-integrated learning (WIL) make a valuable contribution to increasing graduate employability, however, there are differences in the level of cooperation from industry and government commitment. A comparative study of WIL in Germany, Australia, and South Korea, focusing predominantly on three universities, showed differences in the approaches to achieving practical experience and increasing graduate employability. The data underlying the research was derived from questionnaires, a focus group session, and the development of a descriptive, multi-case study. This allowed comparisons and contrasts between the three universities to be identified. The results and conclusions outlined in this paper aim to highlight best practice in cooperative education and WIL and provide recommendations for the future development of cooperative education, in order to improve graduate employability.
From Preschool to Elementary 4th Grade: The Follow-Up Study of the Effect of Life-Focused Foreign Language Acquisition Program
Author: Uslu, Banu
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Outcomes of Education,Elementary School Students,Longitudinal Studies,Comparative Analysis,Measures (Individuals),Scheduling,Time Factors (Learning),Language Usage,Teaching Methods,Program Effectiveness,English (Second Language),Foreign Countries

The present study examines the longitudinal effects of the Life-Focused Foreign Language Acquisition Program (LFFLAP) on children who were attending public preschool education. The sample of the study consists of two groups of students studying in a public school in the Selçuklu district of Konya. During the follow-up period, the experimental group children did not receive any other English language education until the 2nd grade. The control group children, who never had any foreign language education, started to learn English in 2nd grade for the first time via the Ministry of National Education Program. The Life-Focused Foreign Language Acquisition Scale was used to assess the level of English language acquisition of students. Non-parametric statistical techniques were used to analyze the data. According to the results of the study, the meaningful differences between the control and experimental group students in the beginning disappeared gradually by the time they reached 4th grade. Based on the findings and results of this research elementary school foreign language classes can be increased from two hours a week to five hours a week (as in one hour a day) and the foreign language teachers can use the target language in their classes instead of the native one.
Supporting Undergraduate University Students through Instrumental Mentoring
Author: Smith, Cindy A.
Date: 2020-01-00
Type: Journal Articles
Subjects: Mentors,Learner Engagement,School Holding Power,Foreign Countries,Preservice Teachers,Research Assistants,Self Esteem,Teacher Student Relationship,Student Motivation,Group Membership,College Faculty,Student Journals,Skill Development,College Environment

Student engagement and retention is a noted concern for universities and may be impacted by many different student factors such as difficulty transitioning to a university setting, inadequate skills or a sense of isolation. This study evaluated an instrumental mentoring program conducted at an Australian University in a program for pre service teachers. Twenty four undergraduate students were engaged as volunteer research assistants and worked with seven academic staff in meaningful writing and research tasks. Qualitative data was collected through focus groups, student journals, and follow up interviews. The data was analysed thematically. Results indicated that through their participation, students experienced and sustained an improved sense of belonging with more understanding and confidence regarding their academic writing and research skills. Implications for program practice, limitations, and future research directions are discussed.
A Comparative Case Study on the Perceptions of Pre-School Teachers on Gender Roles and Practices
Author: Silman, Fatos
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Teacher Attitudes,Sex Role,Teaching Methods,Sex Stereotypes,Gender Bias,Cultural Influences

The aim of this study is to examine the perceptions of preschool teachers on gender roles and classroom practices in a comparative manner. Qualitative research method was used in this study. The participants of the study are preschool teachers working in Turkey and Turkish Republic of Northern Cyprus. In this study, convenience sampling method was used. The study group comprised 21 preschool teachers volunteering to participate and provided written consent. The data were collected through an interview schedule that comprised 9 semi structured questions. The results obtained from teachers in Turkey and Turkish Republic of Northern Cyprus showed teachers showed gender stereotypical behaviors in their classrooms in both countries. According to the teacher perceptions, women are passive, fragile and emotional while men are independent and powerful. It can be concluded that teachers in both countries have practices aimed to prevent the development of gender prejudices in children.
Self-Care Management, Emotional Distress and Self-Efficacy: Relationships with Health-Related Quality of Life among Patients with Type 2 Diabetes
Author: Elkady, Ayman Abdelgalil M.
Date: 2019-08-00
Type: Journal Articles
Subjects: Diabetes,Self Management,Emotional Response,Stress Variables,Self Efficacy,Quality of Life,Adults,Correlation,Foreign Countries

The purpose of this study was to investigate the combined effects of self-care management, emotional distress, self-efficacy on health-related quality of life as well as investigating the relative contribution of self-care management, emotional distress, self-efficacy to health-related quality of life among patients with type 2 diabetes. The sample was composed of 110 patients of the hospital attendants. They aged between 40 and 60 years with a mean of 49.45 and a standard deviation of 8.23. Diabetes Self-Management Questionnaire (DSMQ, Schmitt et al., 2013), Diabetes Distress Scale (DDS, William et al., 2005), The diabetes management self-efficacy scale (Azita and Rahim, 2014) and Quality of Life Instrument for Indian Diabetes Patients (QOLID, Jitender et al., 2010) were employed for data collection. Findings indicated that there were significant correlations between self-care management, emotional distress, self-efficacy and health-related quality of life. The independent variables (Self-Care Management, Emotional Distress and Self-Efficacy) when put together yielded a coefficient of multiple regression (R) of 0.450 and a multiple correlation square of 0.435.
Childhood-Onset Fluency Disorder (Stuttering): An Interruption in the Flow of Speaking
Author: Saad, Mourad Ali Eissa
Date: 2019-12-00
Type: Journal Articles
Subjects: Stuttering,Speech Impairments,Children,Definitions,Etiology,Clinical Diagnosis,Symptoms (Individual Disorders),Child Development,At Risk Persons,Intervention

The Childhood-Onset Fluency Disorder (stuttering) reflects a marked impairment in speech fluency that is not attributable to stroke or another medical condition, and developmental or mental disorder (Birstein, 2015). This article examines Childhood-Onset Fluency Disorder (Stuttering): An interruption in the flow of speaking. The focus is on the Diagnostic Criteria in DSM-5 Diagnostic Criteria, Diagnostic Features, Prevalence and Risk Factors are discussed.
Bangladeshi University Students&apos; Perception on Using Google Classroom for Teaching English
Author: Islam, Md. Sadequle
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,College Students,Student Attitudes,Communication Skills,Internet,Barriers,Program Effectiveness,Reading Skills,Listening Skills,Writing Skills,Speech Skills

Google Classroom is an online learning platform developed by Google which enables both the teachers and learners to engage in 'beyond the classroom' learning in an innovative way. This paper focuses on the prospects of using Google classroom for learning English at the university level in Bangladesh. The prospect includes how the Bangladeshi university students think that this online tool may help them to communicate, as well as develop and organize their work to learn English effectively. Besides, this research tries to find out the challenges the learners face in terms of using Google classroom to learn English. Through this research some technical issues have been traced out which can be eradicated by Google to make Google classroom more user-friendly. Apart from that this paper also shows some challenging issues faced by the Bangladeshi learners while using Google classroom for teaching English.
Change in Approach to Problem of Autism Spectrum Disorders: Towards the Humanistic and Personalistic Perspective of Understanding the Person
Author: Bleszynski, Jacek
Date: 2019-08-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Social Development,Inclusion,Knowledge Level,Consciousness Raising,Adolescents,Adults,Self Concept,Behavior Modification,Behavior Problems,Individual Characteristics,Barriers

Understanding a whole person is said to be the most difficult challenge of social, humanistic, medical and other sciences. It especially concerns the issue of understanding unique individuals, those perceived as different, non-standard (in any meaning of this word), uncommunicative or strange way by the majority of people. To understand these individuals, one can describe them, define them or penetrate their problems which could be effective only via inclusion. In case of individuals with ASD, due to remarkable progress in recent research, which evolved from exclusion, determining patterns and labelling towards an approach of finding common features and approaching individuals with ASD in a holistic way. A number of notable people with ASD are known in history. They fought for their rights and dignity. These people highlighted how important social development is and proved the working power of inclusion. Nowadays, we should listen to this group of citizens and research subjects so commonly excluded from society. There is a plethora of opportunities to learn about autism and try to understand ASD individuals who can teach researchers about their problems.
Teachers&apos; Views on Character/Values Education in Schools
Author: Gündogdu, Kerim
Date: 2019-12-00
Type: Journal Articles
Subjects: Values Education,Citizenship Education,Teacher Attitudes,Secondary School Teachers,Moral Values,Social Values,Ethics,Personality Traits,Teacher Student Relationship,Family Influence,Peer Influence,Mass Media Effects,Interpersonal Communication,Internet,Television,Educational Quality,Teacher Characteristics,Foreign Countries

The purpose of this study is to depict the character/values education in schools through teacher views. This study is mainly based on a descriptive survey model. Quantitative and qualitative data collection techniques were used together in the study. The study group of the study is two public secondary schools in Aydin Province and two public secondary schools in Izmir, in Turkey. A questionnaire was applied to 66 teachers who wanted to participate in the research and semi-structured interviews were conducted with 23 teachers. The percentages, frequencies and averages of the quantitative data were calculated. Qualitative data were analyzed through content analysis. According to the results of the research; the meanings of character/values education are moral development, social benefit, honesty, personality development, love-respect for teachers. The influence of the family is higher than the other factors (media, peer, school and teacher) on character/values education. Family communication is the most effective factor in the family features on the development of character/values. In the media features, the purpose of using the internet and the type of TV programme have the highest effects on the development of the character/values. Educational factors such as the quality of teachers, profession-love, and openness to improvement are the most influential factors on character/values education. Lessons' effects on characater/values education such as Religious Culture and Moral Knowledge, Guidance and Career Planning, Social Studies and Turkish are higher than the other lessons. The achievements related to the character/values education have not been sufficiently achieved. Many values have not been realized in schools although they seem very important.
Egyptian Validation of Smartphone Addiction Scale Short Version for Adolescents (SAS-SV)
Author: Fathalla, Mohammed Mohammed
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Psychometrics,Telecommunications,Handheld Devices,Addictive Behavior,Adolescents,Test Validity,Test Reliability,Middle School Students

The purpose of this study is to evaluate the psychometric properties of the Egyptian translation of SAS-SV for adolescents. The SAS-SV (Kwon et al., 2013) is a 10 items with a 6-point Likert scale from 1 = strongly disagree, 6 = strongly agree. Total scores typically range from 10-60, with higher score indicating Problematic Smartphone Usage. Item analysis of Smartphone Addiction Scale for the participant students is shown in Table 1. The internal consistency of the scale was adequate. Cronbach's alpha ranged from 0.745 to 0.893 to all items. Reliability coefficient for all the scale was high (alpha = 0.904). Content validity was confirmed by statistically significant differences between heavy and light users (p &lt;0.001). The use of this instrument can be used conveniently in the screening process to determine those who are likely to be labeled &quot; Smartphone Addicted&quot; in Egypt.
Moral Disengagement and Parental Monitoring as Predictors of Cyberbullying among First Year Secondary School Students
Author: Ramadan, Ahmed Thabt Fadl
Date: 2019-08-00
Type: Journal Articles
Subjects: Moral Values,Secondary School Students,Bullying,Computer Mediated Communication,Correlation,Parent Child Relationship,Parenting Styles,Foreign Countries,Student Attitudes,Predictor Variables

The purpose of this study was to investigate the combined effects of two variables, namely, moral disengagement, parental monitoring on one outcome measure, namely, cyberbullying. Moreover, it aimed to investigate the relative contribution of moral disengagement, parental monitoring to cyberbullying among first year secondary school students in Egypt. Additionally, the aim was to find out if there were correlations between and among moral disengagement, parental monitoring and cyberbullying among first year secondary school students. A total of 140 (80 males, and 60 females) students participated in this study. They ranged in age from 15 to 16 years (M = 15.90, SD = 1.03). Quantitative survey research was employed. The Cyberbullying-specific Moral Disengagement Questionnaire (CBMDQ-15) (DAY and LAZURAS (2016), Parental Monitoring Scale (Kerr, Stattin and Burk, 2010) and Revised Cyber Bullying Inventory (RCBI, Erdur-Baker and Kavsut 2007) were employed for data collection. Findings indicated that moral disengagement correlated negatively with parental monitoring. On the other hand, moral disengagement was found to be positively correlated with cyberbullying. As predicted, moral disengagement related positively and significantly to students' cyberbullying. The two independent variables (moral disengagement, parental monitoring), as presented in table 2, when put together yielded a coefficient of multiple regression (R) of 0.631 and a multiple correlation square of 0.626. This shows that 62.6% of the total variance in cyberbullying of those who participated in the study is accounted for by the combination of moral disengagement, parental monitoring.
Forms of Everyday Learning of Parenthood by Physically Disabled Parents in Poland. Study Report
Author: Karpinska, Agnieszka
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Disabilities,Adults,Parenting Styles,Learning Processes,Parents with Disabilities,Experiential Learning,Skill Development,Interpersonal Communication,Computer Mediated Communication,Web Sites,Electronic Publishing

The purpose of the study is the attempt to present the empirical aspects of the issue of everyday learning of parenthood by physically disabled adult parents. The author describes the methodological principles and the organization of her own research. The article discusses the results of the ethnographic research concerning everyday learning of parenthood by 17 parents with physical disability (9 women, 8 men) and describes the process of analysing verbal data with the use of coding and categorization techniques according to Gibbs, which constitutes the answer to the specified research questions. The main research question was: What are the forms of everyday learning of parenthood by physically disabled parents in Poland? The analyses suggest that parents with physical disabilities every day gain parental experience in the various manner in 4 forms as: situational learning, performed self-learning, learning by the dialogue and nonverbal learning.