ethanporcaro/eric-fulltext-meta huggingface dataset:
Overview and Insight from the China Research Report on the Global Youth Survey of Social and Emotional Skills by the Organization for Economic Cooperation and Development
Author: Zhao, Fengping
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Emotional Learning,Social Development,Emotional Development,Interpersonal Competence,Academic Achievement,Student Surveys,Elementary School Students,Secondary School Students,Student Evaluation,Emotional Intelligence,Evaluation Methods,Soft Skills,Performance Based Assessment

Social and emotional skills are important for students in 21st century study, life, and future work. In 2018, the Organization for Economic Cooperation and Development (OECD) officially launched the first round of social and emotional skills tests for 10-year-old and 15-year-old students worldwide. After 3 years of research, the first round of global data collection ended and at the end of 2019 the OECD published the Social and Emotional Ability Assessment International Report. As one of the participating cities, Suzhou, China, successfully completed the first round of testing and released a series of reports. This article summarizes the research work of the OECD and China on social and emotional capabilities of students and discusses a few insights from the data.
Japan Educational Research Association Webinar Series: &quot;Pandemic and Education: What Should Be Done to Support Learning?&quot;
Author: Kimura, Hajime
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Internet,Seminars,Educational Change,School Closing,Online Courses,Computer Uses in Education,Equal Education,Educational Trends,Class Size,School Role,Technological Literacy,Information Technology,Electronic Learning

As the research work of academic associations faces restrictions and reductions due to the novel coronavirus pandemic, the Japan Educational Research Association launched a jointly held participatory webinar series, &quot;Pandemic and Education: What Should Be Done to Support Learning?&quot; (4 sessions), through the JERA secretariat, Research Promotion Committee, and Public Relations Committee.
How Has the Support Called &quot;Ibasho&quot; Been Discussed?
Author: Otaya, Satoshi
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Asian Culture,Cultural Influences,Social Behavior,Social Support Groups,Interpersonal Relationship,Unemployment,At Risk Persons,Safety,Inclusion,Withdrawal (Psychology),Social Attitudes,Youth Programs

This study focuses on &quot;ibasho&quot; in Japan in the sense of free spaces for people with a history of hikikomori (social withdrawal) who have trouble in finding employment. The paper reviews previous literature on &quot;ibasho,&quot; and attempts to clarify the role that &quot;ibasho&quot; are expected to play in supporting these people. As a result of the analysis, six functions of &quot;ibasho&quot; were extracted. Specifically, (1) shelter and asylum, (2) interpersonal relations, (3) &quot;ibasho&quot; as a safe and secure place, (4) bridge to social independence, (5) resistance to dominant values, and (6) dilemmas with &quot;ibasho.&quot; In conclusion, we noted that &quot;ibasho&quot; is a concept that has immense possibilities in practice, although it needs to be refined before it can be used as an academic concept as it is.
Teachers&apos; Authority in the Postmodern Era
Author: Zamir, Sara
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Role,Power Structure,Foreign Countries,Gender Differences,Caring,Assertiveness,Teacher Student Relationship,Aggression,Competition,Teacher Characteristics,Teaching Experience,Altruism

The authority given to teachers within the school setting is vital to any educational work. According to its most widely accepted meaning, this concept signifies teachers' legal and social right to teach, counsel or guide that derives from a formal recognition of their ability to do so. As a concept, authority in the education system has undergone changes throughout history and is seen as a meaningful part of the educational process. The postmodern era presents us with an erosion of authority within the school system in general and teacher authority in particular. The goal of this study was to evaluate teachers' authority among teachers in Israel and to find out whether there are differences in this authority between distinct groups of teachers. Research was conducted using the quantitative approach. One hundred and eight male and female teachers participated by completing a questionnaire. The data were analyzed statistically, as is customary in quantitative research. The findings show that within the education system teachers display an average amount of authority. A significant difference was found between male and female teachers' ability to wield authority, whereby male teachers displayed greater self-confidence than female teachers in their ability to do so. This finding might be explained by gender viewpoints; namely that female teachers in the classroom use qualities such as caring, concern and sensitivity. In contrast, male teachers use male characteristics such as dominance, assertiveness, ambition, aggressiveness and competitiveness.
Teachers&apos; Perception of ICT Integration in English Language Teaching at Vietnamese Tertiary Level
Author: Nguyen, Lan Thi Huong
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,College Faculty,English (Second Language),Second Language Learning,Second Language Instruction,Technology Integration,Information Technology,Teacher Attitudes,Professional Development,Educational Facilities,Barriers,Gender Differences,Technological Literacy,Foreign Countries

The ICT integration has a far-reaching consequence to the socio-economic development worldwide. This study contributes to the scientific researches on the teachers' perceptions towards the impact of ICT use on English language teaching. The study used a mixed method approach with primary sources -- a researcher-made questionnaire and semi-structured interviews. The sample population consisted of 357 selective teachers using Slovin formula with the judgemental sample technique (p = 95 %; r = ±5 %) out of 5.000 teachers of English from 3 national and regional universities in Vietnam, namely the north -- Vietnam National University, Hanoi; the centre -- Hue university; the south -- Vietnam National University, Ho Chi Minh city in different parts in Vietnam during the school year of 2020-2021. The results reveal that teachers were fully aware of the importance of ICT implementation and showed their positive perceptions when using ICT for teaching English. They were dissatisfied with the ICT facilities and training instruction on ICT use. Dedicated ICT network and exclusive educational software for English language teaching should be specifically invested. Teachers' training program on ICT use is necessary to be updated periodically. The study results would be served as a useful resource for educational administrators and stakeholders in reforming educational policies on teaching English with ICT integration.
The Assessment of Student Learning Outcomes in Accordance with CDIO Model at the Vietnam National University Ho Chi Minh City
Author: Le, Thi-Phuong
Date: 2021-00-00
Type: Journal Articles
Subjects: Models,College Students,Student Characteristics,Student Attitudes,Outcome Measures,Outcomes of Education,College Environment,Correlation,Universities,Foreign Countries

Student learning outcomes are a critical indicator of the quality of instruction and the competence of faculty members and students in higher education settings. This research explored the students' perceptions, the relationship of student individual characteristics and how educational environment at university influenced on the assessment of their learning outcomes in accordance with CDIO model. To acquire data, the research used questionnaire surveys and documentation. The data in this research was taken from a random sample of 1,107 students from the three member universities of the Vietnam National University Ho Chi Minh City, Vietnam. It was then analyzed by data processing, displaying to reach a conclusion. To obtain the results, methods such as descriptive analyses, independent t-test, the analysis of variance (ANOVA), and multiple regression analyses were used. Three things have come to light as a result of the study. First, the empirical results revealed that the majority of students have a favorable opinion of the assessment of their learning outcomes. In addition, there are variances in the assessment of students' learning results based on their individual characteristics. Finally, the factors associated with the educational environment at the university are significantly linked to the assessment of their learning outcomes under the CDIO model. The results of this study are the basis for stakeholders to develop scientific, accurate and logical sets of criteria for assessing student learning outcomes. The results from this research are to be discussed by managers.
On Intercultural Communicative Competence: Student-Teachers&apos; Accounts of Colombian Cultural Identity
Author: Perez-Gomez, Francisco
Date: 2021-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Communicative Competence (Languages),Learning Processes,Self Concept,Student Teachers,Foreign Countries,Student Teacher Attitudes,Second Language Learning,Second Language Instruction,Teacher Education Programs,Speech Communication,Classification,Computer Software,Nouns,Form Classes (Languages),Personal Narratives,Oral Language,Written Language,English (Second Language),Action Research,Computational Linguistics

In student-teachers' education, it is fundamental to foster the intercultural communicative competence for them to express their views on cultural concepts and phenomena in written and orally, with native and non-native speakers of a foreign language. In the same vein, future foreign language teachers, particularly at an early stage of their learning process, are expected to possess some basic citizen competencies which allow them, amongst other things, to show an understanding of the country they live in, the cultural diversity it has, and the current situation they and their co-nationals are facing (cognitive dimension). Bering in mind the importance of competences mentioned before. This short-scale quantitative study set out to classify the perceptions that a group of student-teachers had on Colombia, their cultural identity, and Colombians' cultural identity in general. To that end, one oral and two written short narratives along with a final questionnaire were collected and analysed using Atlas TI. 8 and Excel spreadsheets. The counting and classification of prominent speech parts that conveyed perceptions (nouns, nouns plus adjectives and adjective per se) unveiled that participants held quite optimistic views on their nation, particularly in cultural, natural, geographic, and culinary aspects. It was also revealed that student-teachers had a high appreciation of themselves culturally speaking, praising their personality and mood as most important features. Furthermore, it was unveiled that participants held a positive view about their compatriots, highlighting their personality, mood, and character. It is important to remark that positive views about own identity were much higher than general views on Colombians.
The Effect of Total Physical Response Method on Vocabulary Learning/Teaching: A Mixed Research Synthesis
Author: Inciman Celik, Tugba
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,Meta Analysis,Models,Academic Achievement,Learning Processes,Instructional Effectiveness,Learning Motivation,Research Reports,Effect Size,Creativity,Vocabulary Development,Cooperative Learning,Elementary Secondary Education,Higher Education

This aim of this study is to determine the effect of the TPR method on students' vocabulary learning and the factors affecting the effectiveness of this method by combining the findings obtained from both qualitative and quantitative studies. For this purpose, a primary study with 13 quantitative and 7 qualitative findings was included in this study using mixed research synthesis. The data obtained from the studies with quantitative findings were combined with the meta-analysis method and the studies with qualitative findings were separately combined with the thematic synthesis method. Then, using the analytical themes obtained from the thematic synthesis, the variance among the studies included in the meta-analysis was attempted to be explained. As a result of the meta-analysis, it was determined that instruction based on the TPR Model had a &quot;strong&quot; effect size (ES=1.131, 95% CI: -0.705 to 3.729) on academic achievement. As a result of the thematic synthesis, four descriptive themes were formed: &quot;Learning-teaching process in TPR method&quot;, &quot;Learning outcomes in TPR method&quot;, &quot;motivation&quot; and &quot;Implementation suggestions/requirements&quot;. It has been determined that teaching based on the TPR method has significant contributions to the learning process (increasing active participation, learning by having fun, cooperative learning, etc.) and learning outcomes (word learning, correct use, creativity, etc.), motivation in learning, and some requirements (according to teacher and feature) have been determined. According to the descriptive themes obtained from the thematic synthesis, 10 analytical themes were developed. It was observed that all analytical themes were made in the experimental studies, and two of the 10 analytical themes explained the variance among the studies included in the meta-analysis significantly (p&lt;0.05).
Application of Cohesion Theory in CET-4 Listening Comprehension
Author: Fu, Chunxia
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Language Tests,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Linguistic Theory,Connected Discourse,Listening Comprehension,Grammar

Cohesion is a very important part of learning English. The Cohesion Theory of Halliday and Hasan is of great importance for people to acquire the knowledge of cohesion. This study is aimed at applying this Cohesion Theory in CET-4 listening comprehension which is an important test for Chinese college students. This study uses the test papers of CET-4 in June 2021 as examples to demonstrate that it is obvious that there are certain cohesive relations between the listening materials and the correct answers. It is also practicable to apply the Cohesion Theory in listening comprehension of CET-4. It mainly analyzes the cohesive devices applied in figuring out the correct choices by understanding the cohesive relations between the listening materials with the right answers. It demonstrated obviously that there exists the cohesive relations between the listening materials with the right answers in the test, and both the grammatical device and lexical device are often used interactively. The cohesive devices can serve as the important clues for students to make the right choices. The findings of this study suggest that the application of the Cohesion Theory in CET-4 listening comprehension is practicable and effective. It can not only help the students get good performance in the CET-4 tests, the same approach can also be used in other important tests.
Places of Belonging (&quot;Ibasho&quot;) and Pursuing One&apos;s Dream: The Unstable State of Transition Driven by Youth Culture
Author: Nomura, Hayao
Date: 2021-03-00
Type: Journal Articles
Subjects: Sense of Community,Adjustment (to Environment),Musicians,Goal Orientation,Cultural Influences,Attitudes,Career Development,Young Adults

The purpose of this paper is to examine how life paths toward dreams are selected in relation to &quot;ibasho,&quot; taking the case of rock musicians. Previous studies have focused on the lack of &quot;ibasho&quot; and pointed out various problems such as unstable transitions. In contrast, this paper focuses on the possession of &quot;ibasho&quot; and clarifies the process by which it leads to unstable transitions. The data used was obtained from an interview survey of dream-following musicians. As a result, it was found that musicians have multiple &quot;ibasho&quot; inside and outside school, and choose to pursue their dreams by complying with those &quot;ibasho&quot;; the &quot;ibasho&quot; inside school is club activities, and that outside school is live music clubs. They first started their musical activities through family influence and club activities, developing an &quot;ibasho&quot; inside the school. Then, in order to work in a more legitimate place, their activities overflowed the school. There, they gained new &quot;ibasho&quot; by meeting trusted colleagues and supporters, and chose the path of dream chasing with unstable transitions. Their life paths were strongly driven by the youth culture of rock bands, and their &quot;ibasho&quot; inside and outside school played an important role. In addition, they had the difficulties pointed out in previous studies due to the unstable transitions. However, they willingly took these difficulties upon themselves because they were &quot;doing something they liked.&quot; The above findings show the paradox of not only following an unstable transition because there is no &quot;ibasho,&quot; but also doing so because there is one. The following problems have became clear; their difficulties were invisible and undertaken by themselves due to the characteristic of pursuing dreams. This is where attention should be paid by future youth support policy.
Sign Bilingual Co-Enrollment Programs as Pathways to &quot;Ibasho&quot;
Author: McGuire, Jennifer M.
Date: 2021-03-00
Type: Journal Articles
Subjects: Inclusion,Deafness,Hearing Impairments,Students with Disabilities,Sign Language,Deaf Interpreting,Bilingualism,Interpersonal Communication,Foreign Countries,Program Effectiveness,Identification (Psychology),Barriers

&quot;Accessibility&quot; features promote inclusive education but do not guarantee it. Communication accessibility, such as sign language interpretation or note-taking, may facilitate the academic inclusion of deaf students in general classrooms but does not necessarily enable their full social inclusion. Whereas in general classrooms deaf students are often the only deaf person present, in co-enrollment programs a &quot;critical mass&quot; of deaf students is educated alongside their hearing peers. These co-enrollment programs may employ a wide range of communication modalities; however, sign bilingualism has the greatest potential to create a socially inclusive environment, because deaf and hearing children can communicate directly without mediation. In this article, I explore the potential of sign bilingual co-enrollment programs as pathways to belonging, or ibasho, in Japanese education. The analysis is based on existing research on co-enrollment practices across the globe, an in-depth interview and ongoing correspondence with one of the founding members of the first co-enrollment program in the world, as well as my long-term fieldwork with deaf communities in Japan. Based on these findings, I argue that sign bilingual co-enrollment environments go beyond cosmetic accessibility to true inclusivity, creating opportunities for peer interactions, meaningful communication, and belonging.
The Structure of &quot;Shuyo&quot; = Cultivation: The Understanding of a Unique Japanese Educational Tradition within Translation
Author: Nishihira, Tadashi
Date: 2021-03-00
Type: Journal Articles
Subjects: Asian Culture,Asian History,Translation,Japanese,Foreign Countries,Educational Philosophy,Moral Values,Politics,Health Behavior,Spiritual Development,Performance,Educational History,Buddhism,Individual Development,Daily Living Skills

Cultivation (shuyo) is not a translated term. However, neither has it been used consistently since the Edo period (1603-1867). Its &quot;depth&quot; is not visible simply from the &quot;shuyo&quot; theory of the Meiji period (1868-1912). This paper structuralizes the Edo and Meiji periods in synchronicity. In addition, it focuses on the translation of Western terms, in particular &quot;cultivation,&quot; and examines the surrounding areas. The points addressed are: (1) relations with politics; (2) relations with morals; (3) differences from care for health (yojo); (4) differences from spiritual exercise (shugyo); and (5) differences from skill and performance (keiko). The practices of &quot;non&quot;-modernity cannot be summed up within the categories of modern education. Hints thereto are found in &quot;discrepancies&quot; within translation. This is an attempt to examine a unique Japanese educational tradition as understood within translation. [This article was translated by Nadezhda Murray.]
Author&apos;s Digression in the English Literary Text Space: Types of Cohesion
Author: Arkhipova, Iryna
Date: 2021-09-00
Type: Journal Articles
Subjects: Authors,English Literature,Semantics,Linguistics,Literary Criticism,Literary Devices,Writing (Composition),Connected Discourse,Grammar

One of the most critical problems of the Linguistics of text is the structure study of the literary text, principles of its organization following the rules of the compositions that suggest splitting the linguistic work into the interconnected parts. In this regard, it is necessary to research the individual compositional and significant elements of the text and their role in forming the whole work. The paper focuses on revealing structural and syntactic properties of the author's digressions, namely, detecting such concepts as integration/non-integration of the author's digressions in the English literary prose. Integrated and non-integrated types of author's digressions into the academic space of the text have been distinguished based on interpretative-textual and compositional analysis. The analysis of the text-forming function of the author's digression contributed to defining the features of the cohesion of the literary text and included in its elements. The analysis results show that the author's digressions can be both integrated and non-integrated. Non-integration of the author's digression lies in their composition-semantic independence, and integrated author's digressions are the ones that the author weaves into the text with different types of cohesion. This research promotes the studies of the cognitive aspect of the author's digression in the different genres literary texts of English and American prose.