ethanporcaro/eric-fulltext-meta huggingface dataset:
English Language Learning Demotivating Factors for Saudi High School EFL Students
Author: Alyousif, Raneem
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Motivation,Second Language Learning,English (Second Language),Teacher Attitudes,High School Teachers,Language Teachers,Student Interests,Learning Activities,Grammar,Teaching Methods,Teacher Competencies,Educational Technology,Incentives,Positive Reinforcement,Cooperation,Competition

Demotivating factors are one of the sources that can reduce students' motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students' motivation from teachers' perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject-related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students' motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work.
Challenges and Opportunities for Catholic Schools Globally: Insights from OIEC&apos;s World Congress
Author: Cattaro, Gerald M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Barriers,Catholic Schools,International Organizations,Teacher Attitudes,Principals,Administrator Attitudes,Conferences (Gatherings),Humanism,Sustainable Development,Objectives,Inclusion,Equal Education,Lifelong Learning,Educational Opportunities,Churches,Catholic Educators,Preschool Education,Elementary Secondary Education,Institutional Mission

Every four years, the International Office of Catholic Education (OIEC in French) organizes its World Congress as an opportunity for participants -- including school teachers and principals, to share their experiences and achievements, as well as the challenges they face. In June 2019, the Educatio Si Congress took place in New York in partnership with Fordham University. The theme of the Congress was &quot;Educating to fraternal humanism to build a civilization of love.&quot; The closing plenary was held at the United Nations to highlight the contribution of Catholic schools to the fourth Sustainable Education Goal (SDG4), namely ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. This symposium comprises of selected contributions made at the congress, with a focus on the opening plenary at the Church of St Paul the Apostle and the closing plenary at the United Nations.
Feed My Sheep: A Framework for Lay Educator Faith Formation in Catholic Schools
Author: Fussell, Ronald D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Lay Teachers,Catholic Educators,Catholic Schools,Religious Factors,Churches,Institutional Characteristics,Instructional Leadership,Teacher Attitudes,Grounded Theory,Learner Engagement,Teacher Characteristics,Spiritual Development,Reflection,Secondary School Teachers,School Role,Cooperation,Teacher Student Relationship

In this grounded theory study, qualitative data from 11 educators in six diocesan high schools in the New England region revealed an interrelated framework for lay educator faith formation. Dimensions of that framework include the educator's relationship to the Church, interconnected processes of prayerful reflection and personal encounter, formative experiences with the lives of students, and formation in service as an outward expression of Catholic school identity. Participants also identified how occurrences of disruptive transitions and crises can unite and galvanize Catholic school communities in support of a common faith. By understanding how these dimensions relate to one another, Catholic school leaders can develop intentional and engaging faith formation efforts that lead to faithfully authentic Catholic school communities that more accurately reflect Gospel values and provide a setting where students can encounter the risen Christ.
How Education Can Save the World
Author: Muthigani, Augusta
Date: 2021-00-00
Type: Journal Articles
Subjects: Catholic Schools,Barriers,Religion,Religious Factors,Values,Clergy,Religious Schools,School Personnel,Educational Environment,Family Characteristics,Ethics,Child Safety,Educational Research,Socioeconomic Status,Low Income Groups

While issues faced by Catholic schools around the world depend on local context, a number of common challenges are often encountered globally. This article considers eight such challenges: (1) the decline in the depth of faith and values; (2) an inadequate number of clergy and religious serving in schools; (3) a changing scenario for teaching personnel; (4) a changing face of families; (5) ethical and religious pluralism; (6) inadequate child safety mechanism; (7) lack of research, data and documentation; and finally (8) the need for catholic Schools to reach the socio-economically marginalized. Based on an analysis of these challenges, the article suggests step that Catholic schools can take to meet those challenges. The article is adapted with minor modifications from an address at the opening session of the OIEC World Congress held in New York in June 2019.
Criteria of Subjectivity of Master&apos;s Students Instructional Technology and Education Degree Program
Author: Maratovna, Sovetkanova Damira
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Undergraduate Students,Masters Programs,Educational Technology,Student Characteristics,Student Development,Specialists,Foreign Countries,Higher Education

The source of the prospects for the development of an independent state is the education of younger generation. The globalizing world requires particular attention and responsibility in nurture the young generation. That is why the secularism of the education system is a blessing and a necessity. This article discusses the achievements and new challenges in the field of education over the years of independence of the Republic of Kazakhstan. The article presents questions of the criteria and indicators for identifying and studying the subjectivity of future masters. The article analyzes the diversity and multifunctionality of the phenomenon of subjectivity in the context of an interdisciplinary approach. The strategic and practical directions for the development of the student's subjectivity in the educational process of the university are characterized on the basis of highlighting plans for the social and professional life of a future specialist in an education situation.
Extensive Reading: A Multifaceted Panacea for EFL Students at KKU
Author: Assiri, Ahmad I.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Strategies,Reading Comprehension,Vocabulary Development,Language Fluency,English (Second Language),Second Language Instruction,College Students,Anxiety,Teaching Methods,Second Language Learning,Language Skills,Recreational Reading

This research aims to assess the importance of Extensive Reading (ER) in developing reading comprehension, vocabulary development, and speaking fluency among English as a Foreign Language (EFL) students at King Khalid University (KKU). Most EFL students appear to be under pressure and confront anxiety while acquiring English language competency in basic language skills. According to MacIntyre and Gardner (1994, p. 284), language anxiety is the &quot;feeling of tension and apprehension&quot; with language learning, including listening, speaking, and language comprehension. One thought of making language learning an enjoyable activity is to make language acquisition a natural process instead of a forced and external one. According to Day &amp; Bamford (2002), the goal of ER is to help students become fluent, independent, and confident readers. ER encourages L2 learners to explore the English language independently, especially in an EFL environment. ER inherently encourages language acquisition by allowing students to read extensively in a relaxed and natural environment, thus developing the basic nuances of the language effortlessly. This approach is also referred as uninterrupted sustained silent reading (USSR). Two distinct groups of students, namely experimental and control groups, will participate in this study. The results will help measure the effect of ER on students' reading comprehension, vocabulary development and speaking fluency. The experimental group will practice effortless ER for almost 12 weeks. Students' performance in the assigned reading task, vocabulary development, and speaking proficiency will be analyzed using SPSS. Finally, the researchers will suggest efficient measures to implement ER as a teaching methodology at the English department, and will also encourage implementation of an ER club at the faculty of languages and translation, KKU.
Online Proctoring of High-Stakes English Language Examinations: A Survey of Past Candidates&apos; Attitudes and Perceptions
Author: Coniam, David
Date: 2021-00-00
Type: Journal Articles
Subjects: High Stakes Tests,Language Tests,Second Language Learning,English (Second Language),Computer Assisted Testing,Delivery Systems,Test Format,Barriers,Feedback (Response),Family Environment,Language Laboratories,Information Security,Student Attitudes,Student Characteristics,Second Language Instruction,Cheating,Foreign Countries

This paper reports reactions by candidates to the use of online proctoring (OLP), 'invigilation', in the delivery of high-stakes English language examinations. The paper first sets the scene in terms of the move from face-to-face to online modes of delivery. It explores the challenges and benefits that both modes offer, in terms of accessibility, fairness, security and cheating. Evidence is then presented from a survey exploring the reactions to and perceptions of OLP by candidates who had taken an English language examination via OLP. A strong endorsement of OLP was generally recorded. Feedback revealed that respondents perceived OLP to be a more personal as well as a more efficient way of taking a test. Some pertinent negative comments from a smaller number of respondents could be construed as constructive and are also discussed. The results are indicative of a broad acceptance of OLP, pointing to strong future uptake of the OLP mode of test delivery.
A Novel to Method to Measure Food Waste: The Mobile Food Record
Author: Danible, Kaitlin
Date: 2021-00-00
Type: Journal Articles
Subjects: Food,Measurement,Computer Oriented Programs,Extension Education,Prevention,Data Collection,Hunger,Dining Facilities,Student Behavior,Elementary Secondary Education,Higher Education,Wastes

The mobile food record™ (mFR™) is a novel app that allows for the tracking of individual food waste and addresses the limitations of current methods to accurately quantify food waste. Extension educators may use data from the mFR™ to create educational initiatives for food waste prevention and education that may be implemented in settings such as schools and universities. The mFR is an innovative application that simplifies the process of collecting food-based data and accurately quantifying food waste for use in Extension.
The Implementation of Blended Learning to Enhance English Reading Skills of Thai Undergraduate Students
Author: Yudhana, Sudsuang
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,English (Second Language),Second Language Instruction,Reading Skills,Undergraduate Students,Language Skills,Foreign Countries,Reading Instruction,Conventional Instruction,Instructional Effectiveness

Blended learning is a pragmatic approach to education, combining online and traditional methods, applied extensively in the fields of English as a first, second and foreign language. The present study examined the effectiveness of the blended learning approach for the development of the reading skills of undergraduate students. Participants were 60 Thai students divided into experimental and control groups. Post-tests of each group were used as the main method of data collection, with a t-test being utilized to examine any differences between post-test scores. Statistically significant differences (t = 32.098; sig = 0.000) were investigated for effect size utilizing a Cohen'd test. Results revealed a significant effect size (Cohen'd = 3.937). The implications of this study suggest that the implementation of blended learning could considerably improve the English language reading skills of undergraduate students studying English as a foreign language.
Arabic as a Foreign Language: Phonological Analysis of Speech Sounds Produced by Students
Author: Alshehri, Awad H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Semitic Languages,Second Language Instruction,Phonology,Phonological Awareness,College Students,Pronunciation,Teacher Attitudes,Student Attitudes,Error Patterns,Barriers,Pronunciation Instruction,Teaching Methods,Listening Skills

The aim of this paper is to expose the potential difficulties encountered by students learning Arabic as a foreign language (AFL) with a focus on sounds production. The research design was descriptive-analytic. The data was obtained using direct recording and interviews. The sample included 27 AFL students at the Arabic Institutes at IMSIU and KSU. The work on this research is twofold: first, the paper reports on teachers' and learners' views on the general difficulties encountered by students learning Arabic, focusing on those in post-secondary school getting ready for tertiary education. Secondly, the paper analyzes their speech for pronunciation errors found in sounds production. The results show that learners generally had no problem expressing themselves, but they had some pronunciation issues with some specific Arabic sounds. The results also show that the students attempt different methods to overcome pronunciation difficulties. Teachers were aware of these difficulties, and they had their own methods to help improve students' pronunciation of unfamiliar sounds. The findings show that traditional ways of teaching Arabic sounds are not enough, and difficulties could still exist, as shown by the phonological analysis of sounds environments. The study suggests that implementing an eclectic approach, leveraging the use of technology, could help AFLs to improve their pronunciation.
4-H Youth Development Programming in Indigenous Communities: A Critical Review of Cooperative Extension Literature
Author: Farella, Joshua
Date: 2021-00-00
Type: Journal Articles
Subjects: Youth Programs,Extension Education,American Indians,Indigenous Populations,Cultural Influences,Culturally Relevant Education,Indigenous Knowledge,Best Practices,Disproportionate Representation,Program Design,Information Dissemination

A literature review was conducted using the key words relating to Native American Youth and 4-H to assess the current state of 4-H youth programming serving First Nation/ Indigenous populations to inform future Extension initiatives. A systematic and qualitative review determined what level of focus the conducted programming efforts placed on broadly accepted elements of cultural identity as noted in the Peoplehood Model. A very small number of articles (N=13) were found pertaining to 4-H and Indigenous Communities. Fewer demonstrated emphasis on the peoplehood elements of language, place, traditional ceremony or calendars, and history. This work investigates a continuing inequity in 4-H PYD--both in service and reporting--and suggests some next steps for creating a more inclusive 4-H program for Native American/First Nation/Indigenous youth.
Latino Family Engagement in a Network of Catholic Bilingual Schools
Author: Oliveira, Gabrielle
Date: 2021-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Family Involvement,Catholic Schools,Bilingual Schools,Principals,Administrator Surveys,Administrator Role,Elementary School Students,Middle School Students,Family School Relationship

In this article, we examine how a Network of Catholic Bilingual Schools (NCBS) serves Latino populations by examining the leadership's narratives of the school services and outreach. By employing a survey with 16 principals in the NCBS, we argue that the rate of engagement is similar between Latino and non-Latino parents, although the nature of the activities varied. Despite the long-held belief that Latino parents are less likely to participate in schooling than non-Latino parents, we found that Latino parents committed their participation in schools across cultural, linguistic, or religious activities. We highlight how principals acknowledge and describe Latino families' involvement as highly invested in their children's education and their aspirations toward proficiency in both languages, Spanish and English as well a deep-rooted commitment to Catholic values.
Rise of Catholic Schools in the Global South and Implications for University Research
Author: Wodon, Quentin
Date: 2021-00-00
Type: Journal Articles
Subjects: Catholic Schools,Kindergarten,Elementary Secondary Education,Self Concept,Educational Trends,Trend Analysis,Enrollment Trends,Developing Nations,Developed Nations,Educational Improvement,Foreign Countries,Catholics,Religious Colleges,Educational Research

Building on a presentation made at the closing plenary of OIEC's World Congress in New York, this paper considers two trends affecting Catholic education globally and their potential implications for university research and programs in support of K12 schools. The first trend is the shift of enrollment in K12 Catholic education towards the global south and especially Africa in terms of the sheer number of students enrolled in schools. The second trend relates to the deepening learning crisis in K12 education affecting much of the developing world, and again especially Africa. These two trends have implications for university research and programs in support of K12 Catholic schools on the continent. The paper argues that apart from discussions related to Catholic identity, which are of course important, more attention should be placed by universities, including in the West, on the related but distinct issue of how to improve basic learning for students enrolled in K12 Catholic schools in the global south.
The Creation of the Regis Jesuit High School Girls Division: Same Sex Education for Young Women in American Catholic Jesuit Secondary Education
Author: Kabadi, Sajit U.
Date: 2021-00-00
Type: Journal Articles
Subjects: Sex Education,Catholics,High School Students,Catholic Schools,Single Sex Schools,Educational History,Coeducation,Women Administrators,Strategic Planning,Females,Role,World History,Equal Education

Findings from a historiographic case study are reported. Qualitative data was collected from a series of interviews and cultural artifacts exploring the history of the creation of the Regis Jesuit High School, Girls Division- the first American all girls Catholic Jesuit high school. The study traces the process of how Regis Jesuit became a co-divisional campus educating both women and men in same sex classes utilizing Ignatian Strategic Planning conceptual framework that emphasizes the Jesuit concept of Magis while exploring its impact on the historical and contemporary role that women play in the Jesuit mission.
&quot;Laudato Si&apos;&quot;: A Prophetic Message
Author: Orobator, Agbonkhianmeghe E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Environmental Education,Ecology,Climate,Natural Resources,Social Justice,Natural Disasters,Religion,Sustainability,Citizenship Responsibility,Global Approach,Catholics

A mounting body of evidence demonstrates that our generation and our civilization teeter on the brink of a man-made disaster of global scale. Climate change stands as the defining question of our century. Calls to global action are as strident and passionate as the enormity of the situation is grave and consequential. Of particular significance is Pope Francis' encyclical letter &quot;Laudato Si'&quot; on the care for our Common Home. This article discusses some of the main messages from &quot;Laudato Si'&quot; including its call for pedagogical models of &quot;ecological education&quot; or &quot;environmental education&quot;. The article is adapted with minor modifications from an address at the opening session of the OIEC World Congress held in New York in June 2019.
The Effect of the POW + C-SPACE Strategy on Writing Skills of Students with Specific Learning Difficulties Attending Classes in the Resource Room
Author: Ögülmüs, Kürsat
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Strategies,Teaching Methods,Writing Skills,Students with Disabilities,Learning Disabilities,Resource Room Programs,Writing Improvement,Instructional Effectiveness

In this study, the POW + C-SPACE (Pick my idea - Organise my notes - Write and say more + Characters - Setting - Purpose - Action - Conclusion - Emotions) strategy shaped on the basis of the Self-Regulated Strategy Development Model (SRSDM) was presented through teachers working in the resource room, to evaluate the effects on story-writing skills of the students with Specific Learning Difficulties (SLD). The study was designed with the multiple probe model with probe phase between subjects. The independent variable of the research is the POW + C-SPACE strategy presented through the teachers working in the resource room. The dependent variable is the story writing levels of the children with SLD who are educated in the resource room. The study group consists of three teachers and their students with SLD in the resource room. The POW + C-SPACE strategy was presented to the students with SLD through the teachers working in the resource room. As a result of the study, it was concluded that when the teachers in the resource room presented the POW + CSPACE strategy, it effectively developed the students' story writing skills.
Validity and Reliability of the Solidarity in Pandemics Scale
Author: Uluman Mert, Müge
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,COVID-19,Pandemics,Adults,Age Differences,Gender Differences,Social Differences,Factor Analysis,Altruism,Test Construction,Social Justice,Foreign Countries

This study developed a measure of solidarity levels during pandemics, the Solidarity in Pandemics Scale (SPS). This was achieved using a study group of 842 individuals aged between 18 and 65 from different segments of society who had experienced the COVID-19 pandemic and differed in age, gender, and socioeconomic status. Exploratory factor analysis was used to establish the construct validity of the scale, producing a 15-item scale with a one-dimensional structure that explained 34.36% of the variance. Confirmatory factor analysis using a different study group revealed that all items have significant t-values, and the model established according to model fit indexes has meaningful and acceptable fit values. The internal consistency of the scale results was calculated using the Cronbach Alpha coefficient, and a reliability of 0.85 in terms of internal consistency was obtained. Test-retest reliability results as another indicator of reliability were found to be 0.85. Scores on the Altruism Scale were compared with those on the SPS to evaluate the scale's criterion validity, and a significant relationship was found between the two scale scores. This analysis indicates that the Solidarity in Pandemics Scale is a valid and reliable psychometric tool.