ethanporcaro/eric-fulltext-meta huggingface dataset:
Lithuanian Science Teachers&apos; Self-Confidence in Teaching and Their Innovative Work Activities
Author: Peciuliauskiene, Palmira
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,Achievement Tests,International Assessment,Science Teachers,Science Instruction,Self Esteem,Educational Innovation

The study deals with Lithuanian science teachers' self-confidence in teaching science and its role in teachers' innovative activities on the basis TIMSS 2015 data set. The latent construct of science teachers' self-confidence in teaching science was examined using confirmatory factor analysis (CFA). Seeking to disclose the influence of science teachers' self-confidence in teaching science on their innovative work activities, structural equation modeling (SEM) was used. The results of our research revealed that the self-confidence of Lithuanian science teachers in teaching science is more associated with an idea application activity, i.e., applying specific innovation in practice, and less -- with an idea-generating and sharing activity. The analysis of paths coefficients confirmed that science teachers' innovative activities (working together, trying out new ideas, learning more about teaching, encouraging students to express their ideas in a classroom, asking students to decide their problem-solving procedures, and sharing new ideas) is directly and positively associated with science teachers' self-confidence in teaching science.
Intellectual Capital and Competitive Advantages in Higher Education Institutions: An Overview Based on Bibliometric Analysis
Author: Marulanda-Grisales, Natalia
Date: 2022-00-00
Type: Journal Articles
Subjects: Competition,Bibliometrics,Knowledge Economy,Higher Education,Educational Quality,Scientific Research,Meta Analysis,Publications,Databases,Productivity,Stakeholders,Correlation,Reputation,Institutional Characteristics,Innovation

In a knowledge economy, the generation of competitive advantages in Higher Education Institutions (HEIs) is based on intangible assets of Intellectual Capital (IC) such as quality in teaching, research, innovation, image, reputation and relationship with stakeholders. This knowledge area has aroused the interest of HEIs managers and the government. Several studies have been carried out to analyze how IC contributes to the generation of competitive advantages in different contexts. However, few studies have been applied to HEIs. The study aims to fill this gap by providing a knowledge map and evaluating the performance of scientific productions about IC contribution to the generation of competitive advantages in HEIs. Also, we want to establish the scientific evolution of the specialized literature by conducting a bibliometric meta-analysis. We analyzed 104 publications retrieved from the Scopus database. Indicators of productivity (Pareto Law, Lotka Law and Price's Law), quality (Impact, h-index), structure (Co-occurrence and cluster) and historical (Trends, Lexis Diagram) were analyzed. The results propose economic and market valuation for intangible assets in HEIs. Finally, three clusters emerged: competitiveness management; knowledge management and IC; and institutional positioning and relationship with stakeholders.
Cultural Intelligence of English Language Learners and Their Perceived Strengths and Weaknesses in Intercultural Communication
Author: Bal, Nur Gedik
Date: 2022-08-00
Type: Journal Articles
Subjects: Cultural Awareness,English Language Learners,Intercultural Communication,Student Attitudes,Foreign Countries,English (Second Language),Student Surveys,Metacognition,Student Motivation,Student Behavior,Adjustment (to Environment),Language Proficiency,Cultural Education,Gender Differences,Prior Learning,Young Adults,Adults

The ability to adapt and thrive in an unfamiliar cultural context is incrementally becoming vital. Therefore, universities aim to create an environment to enhance students' cultural intelligence (CQ). This study aimed to detect English as a foreign language (EFL) learners' CQ in a state university in Turkey and discern their strengths and weaknesses in intercultural communication. The study employed the CQ scale to detect learners' CQ, and open-ended questions to unearth strengths and weaknesses. SPSS was run for quantitative analysis, whereas MAXQDA was tapped for qualitative data analysis. The results indicated high values for students' metacognitive, motivational, and behavioural CQ, albeit learners' cognitive CQ was moderate. There was no significant difference between the CQ of male and female students. Moreover, the overseas experience did not have a significant influence on their CQ. However, there was a significant difference in the cognitive CQ of students at different proficiency levels. Qualitative analysis revealed learners' strengths, such as communication and adaptation skills, and an interest in diverse cultures. However, learners' scant knowledge of different cultures and low language proficiency were significant problems impeding learners' intercultural communication. The implications of the study might provide insight for stakeholders to raise students' CQ in educational spheres.
Engaging EFL Learners in Reading: A Text-Driven Approach to Improve Reading Performance
Author: Loi, Nguyen Van
Date: 2022-08-00
Type: Journal Articles
Subjects: Reading Skills,Reading Comprehension,Comparative Analysis,Vietnamese People,Learner Engagement,Intervention,Reading Instruction,Reading Tests,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Task Analysis,Student Attitudes,Textbooks,Teaching Methods,Adolescents,Language Tests

Reading engagement is crucial to motivating EFL learners in reading classes. Recent research has attempted to explore the effect of affective engagement on reading comprehension, but there exists little empirical research regarding the effect of a text-driven approach to task design and development that draws on second language acquisition principles including both emotional and cognitive engagement. The current quasi-experimental study was conducted to investigate its effect on EFL learners' reading comprehension. The study involved 62 Vietnamese EFL teenage learners (aged from 14 to 16) from two intact classes at an English language center in the Mekong Delta of Vietnam. One class with 31 learners was assigned to the experimental group whose reading lessons employed a text-driven framework for adapting tasks from a textbook used by the center. The other class, who followed reading activities provided in the textbook, was treated as the control group. Two reading comprehension tests, a pretest and a posttest, were administered before and after a 13-week intervention. The results showed that the experimental group outperformed the control group on the reading comprehension posttest. In interviews with selected learners, they also reported feeling more engaged and motivated to read.
Improving Speaking Fluency through 4/3/2 Technique and Self-Assessment
Author: dos Santos, Jardel Coutinho
Date: 2022-08-00
Type: Journal Articles
Subjects: Speech Communication,Comparative Analysis,Teaching Methods,Feedback (Response),Learning Processes,Self Evaluation (Individuals),Language Fluency,Scoring Rubrics,Independent Study,Grade 9,Computer Software,Goal Orientation,English (Second Language),Second Language Learning,Second Language Instruction,Action Research,Foreign Countries,Pretests Posttests

This quasi-experimental research aimed to examine if and to what extent the adaptation of the 4/3/2 technique and self-assessment contributes to the improvement of students' speaking fluency. 24 ninth graders ranging from 11 to 13 years old were separated randomly into control and experimental groups, each having 12 participants. The data were obtained by means of two tests (pre and post) and examined using a speaking fluency rubric. The calculation of rubric variables was done using the software Praat and Jwatcher and analyzed using the SPSS. After the implementation of the two techniques, fluency increased in both groups. However, the experimental group showed a significant difference compared to the control group. The use of the 4/3/2 evidenced the importance of planning, practicing, and repeating; and the self-assessment revealed the importance of feedback. Both techniques indicated to students that they could be autonomous in their learning, and they can search for different ways to reach their goals, making them the primary agent of their learning. The implications for teaching/learning and the limitations found during the study are discussed. Some recommendations for future research are presented. This research is addressed to EFL teachers who want to help students improve their spoken fluency.
Tensions: A Grounded Theory of Ethical Practice
Author: Puroway, Andrew W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Advising,Ethics,Grounded Theory,Faculty Advisers,College Faculty,Teacher Attitudes,Problem Solving,Self Management,Trust (Psychology),Guidance,Documentation,Caring,Feedback (Response)

Academic advising is fraught with ethical dilemmas. Advisors' actions are beholden to various and conflicting constituents. Existing literature on ethics in academic advising provides guidance for advisors via normative ethical principles, suggested processes, and statements about how advising ought to be practiced. However, knowledge of advisors' experiences of ethical dilemmas remains limited. This grounded theory study produced a model of how primary-role academic advisors working in large state university systems engage in ethical practice. It includes four cyclical phases: pre-encounter, encounter, discernment, and response. Each phase highlights discrete but interconnected themes grounded in data gleaned from semi-structured interviews with 12 advisors. The grounded theory has implications for advisors, advising administrators, and future research in bolstering ethical practice.
Heuristic Method for Minimizing Distance without Using Calculus and Its Significance
Author: Retamoso, Ivan
Date: 2022-00-00
Type: Journal Articles
Subjects: Heuristics,Calculus,Problem Solving,Geometric Concepts,Problem Sets

A very common Applied Optimization Problem in Calculus deals with minimizing a distance given certain constraints, using Calculus, the general method for solving these problems is to find a function formula for the distance that we need to minimize, take the derivative of the distance function, set it equal to zero, and solve for the input value, that should most of the time, lead to the optimal solution. In this article we provide alternatives for solving some Applied Optimization Problems related to minimizing a distance, without the use of the Derivative from Calculus, and instead, using a &quot;Reflection Principle&quot; based on symmetry, Geometric properties, and heuristic methods.
Noncognitive Factors for Probationary Students Engaged in Academic Recovery Courses: A Preliminary Study
Author: Robinson, Christine
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Probation,Remedial Instruction,Attribution Theory,Psychological Patterns,Resilience (Psychology),Self Concept,Student Attitudes,Gender Differences,Scores,School Holding Power,College Freshmen,At Risk Students

Studies of academic recovery courses (ARCs) focus almost exclusively on academic outcomes, such as postcourse grade point average (GPA) and academic standing. This study explores the role of noncognitive factors--specifically attribution perspective, shame resilience, and academic identity--for students engaged in ARCs. Pre- and postcourse data from ARC students revealed significant correlations between noncognitive factors and academic standing and statistically significant relationships among non-cognitive factors, as well as a significant difference in mean shame scores by gender. Practice implications are presented to guide educators in their retention efforts with probationary students and to encourage future research.
Messaging Matters: The Impact of Advising Micromessages on Student Affect and Behavior across Diverse University Campuses
Author: Buchanan, Tonya M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Advising,Electronic Mail,Language Usage,Communication Strategies,Student Behavior,Positive Attitudes,Beliefs,Self Concept,Student Diversity,Persistence,First Generation College Students,Minority Group Students,Undergraduate Students

Across two experimental university studies, we examined how small changes in language embedded in advising communications influence student outcomes (e.g., support, persistence) and explored the utility of advising micromessages congruent with growth mindset and appreciative advising for diverse student populations. We found that micromessages embedded within hypothetical advisor emails increased anticipated positive student outcomes, including feelings of support and persistence. In line with our hypotheses and attribution-based intervention research with nontraditional and/or marginalized students, the positive effect of micromessaging appears greater for first-generation students and students of color. This research highlights opportunities to shape consequential student outcomes through small, strategic language changes. Empowering advisors with thoughtfully crafted language improves students' sense of support and persistence and may reduce achievement gaps.
Attitudes about Cybersecurity Articulation Agreements and Transfer Students: A Statewide Survey of Faculty Members and Advisors
Author: Payne, Brian K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Information Security,Information Technology,Community Colleges,College Faculty,Universities,Academic Advising,Comparative Analysis,Transfer Policy,College Transfer Students,Counselor Attitudes,Computer Security,State Surveys,Counselor Training,Faculty Development,Teacher Attitudes,Teacher Characteristics,Counselor Characteristics,Computer Science Education,Counselor Teacher Cooperation

In this study, cybersecurity faculty and academic advisors from community colleges and 4-year universities in the southeast region of the United States completed a survey assessing attitudes about and support for articulation agreements and related transfer policies. Hypothesizing that professional structures shape attitudes and experiences, the researchers conducted an exploratory quantitative study with primarily descriptive analyses. The results reveal differences in attitudes between community college and 4-year stakeholders and between faculty and academic advisors. The results of this study are discussed in relation to faculty and advisor training and communication.
L2 Learners&apos; Understanding of Achievement Emotions and Emotion Regulation Strategies: Contributions of a Longitudinal Emotion Regulation Initiative
Author: Karimi, Mohammad N.
Date: 2022-08-00
Type: Journal Articles
Subjects: Second Language Learning,Emotional Response,Psychological Patterns,Self Control,Language Skills,Achievement,Training,Foreign Countries,English (Second Language),Knowledge Level

Developing L2 learners' emotional balance through adaptive regulation is a significant determinant of successful learning. Despite the recent surge of interest in emotion regulation (ER) programs, research on L2 learners' ER strategies is surprisingly underdeveloped. To address this gap, the current qualitative study explored ten L2 learners' understanding of achievement emotions and ER strategies throughout a longitudinal ER-oriented training course. Data were collected from four rounds of semi-structured interviews and diaries at different junctures of time. Data analysis revealed that the most frequent ER strategies in the pre-training phase were distraction and suppression, which showed a gradual decrease in the post-training phases. However, the use of self-regulated learning strategies and reassurance had the lowest frequency, showing a great improvement during the post-training phases. Additionally, the students grew in regulating their emotions across four major areas: (a) sufficient perceived control over negative emotions in high-stakes situations, (b) use of explicit ER strategies, (c) efficient use of competency-oriented strategies, and (d) decreased distraction as a function of negative simulators. The study provides implications for employing ER-based training to transform students' negative emotional experiences into positive emotions.
Role Models and Motivators in English Language Learning in the Japanese High School Context
Author: McCarthy, Andrew
Date: 2022-08-00
Type: Journal Articles
Subjects: Role Models,High School Students,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,Learning Motivation,Student Attitudes,Parent Child Relationship,Teacher Student Relationship,Peer Relationship

Role models and motivators can influence young people in a general sense and have a significant effect on their values and beliefs. As part of a larger project, we investigated the presence of L2 (second language) role models and motivators among 12 Japanese high school students (aged between 15 and 18), who took part in one-to-one interviews with the researcher. A thematic analysis of their responses was conducted to examine the extent to which the role models and motivators they mentioned had an influence on their L2 motivation. The results showed that parents were salient L2 motivators, although they did not, for the most part, act as L2 role models in a linguistic sense, as many of them did not speak English. On the other hand, teachers, famous people, and peers were shown to have a more important role, in terms of actual language acquisition, over the participants' motivation in relation to English language learning in the school context. Finally, we propose a pedagogy that utilizes the influence of L2 role models and motivators in the classroom and highlight areas for future research in this area.
Supporting Online Language Teaching: The Use of Zoom and Facebook (Zoom-Booking)
Author: Praditsorn, Pavirasa
Date: 2022-08-00
Type: Journal Articles
Subjects: Online Courses,Second Language Learning,Second Language Instruction,Videoconferencing,Social Media,Educational Benefits,Teaching Methods,Learning Processes,English (Second Language),Universities,COVID-19,Pandemics,Foreign Countries,Language Teachers,Teacher Attitudes,Student Needs,Communities of Practice,Internet,Ethnography,Undergraduate Students,Pharmaceutical Education,Majors (Students)

Integrating social media into classroom language teaching has been argued to be beneficial for both students and teachers. However, little is known about using two social media platforms in one online language class session, especially to support the teaching and learning process during the COVID19 transition to online teaching. This case study explores the use of &quot;Zoom&quot; and &quot;Facebook&quot; (henceforth referred to as &quot;Zoom&quot;-booking) as English language teaching support platforms during the COVID19 online teaching of a general English course by one English as a foreign language teacher (EFL) at a university in Thailand. We adopted the concept of teaching presence and netnography as a perspective. Findings from the online classroom observation, online traces (written text or posts, videos, PowerPoint slides, and images), and interviews revealed that our teacher-participant perceived &quot;Zoom&quot;-booking the online language classroom as personal and institutional. This suggests that while &quot;Zoom&quot;-booking supports teaching presence for synchronous and asynchronous teaching modalities, it also highlights the need for teachers to respond to their language learners' needs. We discuss the implications, and we offer recommendations for future studies.
Moroccan Secondary School Students&apos; Abilities in Classifying Plants
Author: Zghida, Nour Eddine
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Plants (Botany),Classification,Knowledge Level,Identification

Several studies have been carried out regarding secondary school student's abilities in classifying plants in Latin-based countries, but never in the Arabic world. The aim of the current study is to measure Moroccan secondary high school students' abilities in classifying plants. The data were collected by administering a task individually to 230 Moroccan secondary school students aged between 14-16. The students were asked in the written task to determine the class of five plants and to give some commons names of gymnosperms and angiosperms classes. We provided students with an identification key in order to help them. The data was performed from a quantitative perspective in order to detect statistically significant about Moroccan students' abilities in classifying plants. We found that Moroccan secondary school students have poor botanical classification knowledge and serious problems towards botanical identification and recognition of species' morphological characters. Therefore, we conclude that they had difficulties to distinguish between gymnosperms and angiosperms plants and also between mosses and the ferns.
Publication Trends in Biology Education: A Bibliometric Review of 63 Years
Author: Abdullah, Khairul Hafezad
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Research,Science Education,Biology,Bibliometrics,Periodicals,Trend Analysis

Biology is a vital and relevant branch of science that has a significant impact on daily life and the overall development of societies. Many advances in biology education have transformed much pedagogy, particularly learning in the more substantial part of higher education contexts. Thus, bibliometrics can be used to depict and analyze publication trends in updating scientific datasets and knowledge in this field. This bibliometric review scrutinized the progress, trends, and updates in the Scopus database for biology education publications. The total number of publications, citations, and publication patterns over 63 years are among the bibliometric parameters examined in this review. The obtained publication lists were analyzed using VOSviewer software, which displayed the bibliographic data graphically. The current study portrayed that the number of publications on biology education has increased in recent years. This inclination is probable to continue, as evidenced by the current peak of publications trajectories. The examining publications and research areas reveal that efforts to improve biology education cover miscellaneous topics and disciplines. Researchers and educators in biology education may benefit from this bibliometric review because it provides information, concepts, thoughts, and intuitions that can be used to strengthen their theories and practices.