ethanporcaro/eric-fulltext-meta huggingface dataset:
Paradigms, Distance Learning, Education, and Philosophy
Author: Higgins, Andrew
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Philosophy,COVID-19,Pandemics,Distance Education,Educational Theories,Teaching Methods,Foreign Countries,Social Change,Educational History,Correspondence Study,Information Technology,Social Theories,Online Courses

The premise of this brief opinion piece is that the fundamental paradigm of education appeared with Plato. It is that there is a co-location in time and space of learners, teachers, and resources. The absence of any of these elements can lead to shortcomings in the meaning of the term &quot;to be educated&quot;. Recent events such as COVID-19 demonstrate that the paradigm is subject to challenge but that its premises are firmly established. It is recognised that there are complex philosophical and theoretical arguments surrounding distance education debates. It is not possible in a short article like this to canvass all the possible philosophical positions that affect education. Pointers to these debates are referenced in the article. For the purpose of this article, &quot;philosophy&quot; is taken to mean that department of knowledge or study that deals with ultimate reality, or with the general causes and principles of things. More narrowly, it is the study of general principles of some particular branch of knowledge, experience, or activity--in this case, distance education or flexible learning. &quot;Theory&quot; is taken to mean a scheme or system of ideas or statements held as an explanation or account of a group of facts or phenomena.
Programme Design for an Online Learning Environment: Stories from Designing and Developing the New Zealand Certificate in Early Childhood Education and Care (Level 4) Programme
Author: Nguyen, Nhung
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Design,Program Development,Electronic Learning,Online Courses,Distance Education,Open Education,Teacher Certification,Early Childhood Education,Child Care,Constructivism (Learning),Educational Principles,Biculturalism,Indigenous Knowledge,Inclusion,Pacific Islanders,Teamwork,Foreign Countries,Postsecondary Education,Social Theories,Teacher Qualifications,Teacher Education Curriculum

The New Zealand Certificate in Early Childhood Education and Care (Level 4) programme was designed and developed when a Level 4 early childhood education qualification became mandatory for all educators working with children and families in the New Zealand early childhood education home-based sector. This occurred at a time when Open Polytechnic was undergoing a transformational change programme to ensure ongoing innovation in open distant flexible learning (ODFL). This paper provides insight into the design and development of a fully online, Level 4, early childhood education and care programme. Several &quot;stories&quot; focus on pedagogy that empowers learners in an online flexible distance learning environment, innovative teamwork, and initial feedback from stakeholders. The pedagogy underpinning the development of the programme is informed by the integration of sociocultural and constructivist theories with information communication technology (ICT), as specified by &quot;The Pedagogic Model of Integrating Constructivist and Sociocultural Learning Principles with Information Communication Technology,&quot; key educational design principles, and the assessment approach. In the first phase, work focused on designing at a programme level; work in the second phase developed the three courses that met qualification specifications set by the New Zealand Qualifications Framework (NZQF). The desired pedagogy and innovative teamwork resulted in very positive initial feedback from stakeholders. The paper recommends that feedback from stakeholders be formally collected in the new year.
Cross-Cultural Community Building: Strategies for Improving Interactions in Diverse Educational Settings
Author: Williams-Duncan, Omah M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Differences,Multicultural Education,Teacher Characteristics,Personality,Classroom Techniques,Teacher Behavior,Diversity,Intercultural Communication

Culturally diverse educational settings can be challenging to navigate as participants in these settings risk misinterpreting others from different cultures. This article highlights six strategies school community members can use to foster positive cross-cultural interactions while exhibiting and modeling professional teacher dispositions: (1) Practice Humility and Tact; (2) Active Listening; (3) Question to Learn; (4) Preface Advice to Decrease Emotional Fallout; (5) Offer Opportunity, Not Judgment; and (6) Conduct Dispositional Self-Checks. These strategies come from the literature and real case scenarios experienced by a teacher educator trained in multicultural education and science curriculum and instruction. Understanding how to implement these strategies can help transform what some may call &quot;risky encounters&quot; into learning experiences for participants.
The Permutations of Multicultural Literature as a Tool for Teacher Preparation: A Systematic Review of the Literature
Author: Casto, Amanda R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Teacher Education Programs,Educational Practices,Literature,Preservice Teachers,Global Approach,Prosocial Behavior,Knowledge Base for Teaching,Multicultural Education,Teaching Methods,Service Learning,Authors

The economic, technological, and social effects of the contemporary globalization era have spurred new challenges in education and teacher preparation. As the tapestry of American society shifts and technology rapidly evolves, teachers and teacher educators are finding themselves faced with the pressing need to prepare students for a more tolerant and globally diverse society. Methods for increasing preservice teachers' (PSTs') awareness of--and preparation for--these issues in their classrooms have yet to be widely researched or established in the field. This systematic review seeks to broaden the field's knowledge of multicultural teacher education by exploring one specific multicultural education practice: the employment of multicultural literature in teacher education courses.
Social Portrait of a Pupil of the Simferopol Correctional Shelter for Minors (Late XIX-Early XX Centuries)
Author: Egorov, Dmitriy Olegovich
Date: 2020-09-00
Type: Journal Articles
Subjects: Well Being,Institutionalized Persons,Juvenile Justice,Delinquency,Correctional Institutions,Profiles,Age,Family Characteristics,Literacy,Religion,Social Status,Place of Residence,Crime,Law Enforcement,Foster Care,Punishment,Foreign Countries,History,Recidivism

The article presents a multiple-criteria analysis of the composition of the Simferopol correctional shelter of the late XIX-early XX centuries. The social well-being of a child who showed elements of destructive behavior is assessed, the role of an educational institution in the life of juvenile delinquents is examined. The authors compiled a social profile of the pupil of the Simferopol correctional shelter, based on dominant indicators according to different criteria: the grounds for sending juvenile delinquents to the shelter, their age, the length of stay of juvenile offenders in the correctional institution, the family composition and literacy of the delinquent, religious and social status, place of residence, crimes committed, determining the definition of juvenile delinquents in a shelter, further life after release. The article analyzes the misconduct of foster children in a shelter and considers the system of punishment for juvenile delinquents.
Evaluation of Curriculum Localization Approach in Master&apos;s Degree of Curriculum Planning Filed Based on Klein Model
Author: Esfandiyari, Yadolah
Date: 2020-09-00
Type: Journal Articles
Subjects: Masters Programs,Curriculum Development,Higher Education,Humanities,Interdisciplinary Approach,Models,College Faculty,Teacher Attitudes,Islamic Culture,Learning Activities,Teaching Methods,State Universities,Instructional Materials,Educational Resources,Educational Practices,Program Content,Foreign Countries

In recent years, the evolution plan in the educational system and curriculum has been one of the most important topics in educational circles. This implies that the programs implemented in higher educational system have not been fully achieved for various reasons. One of the most important reasons is &quot;not paying attention to the localization approach in the curriculum&quot;. Curriculum planning is one of the interdisciplines that can play an important role in influencing the curriculum process of humanities. However, the lack of a suitable native curriculum model has made it increasingly dependent on foreign sources and plenty of used terms are imported and translated, resulting in little attention to customs, culture, social, economic and political conditions of society. Although our culture and civilization derive from the most complete and highest order of divine teaching, the educational system has failed to provide an appropriate educational model that is appropriate to cultural conditions throughout the country. The present study has evaluated localization approach of Master's Degree in Curriculum Planning from the viewpoints of faculty members of public universities in Tehran in 2017-2018 academic year. To achieve the research purpose, the main question is &quot;How is desirable of consideration the curriculum localization approach in curriculum planning field based on nine elements of Klein&quot;? This research is descriptive-survey research. The questionnaire has been used for data collection. The statistical population of this study consists faculty members of educational sciences field and have been used Krejcie and Morgan sampling method. Descriptive and inferential statistical methods were used for data analysis. The results of evaluated elements showed that faculty members of Tehran state university ranked elements learning activities, teaching methods, time, materials and resources, grouping, place, and evaluation at a relatively desirable level and target and content elements as undesirable level.
Mobile Technologies in the Process of Teaching Music Theory
Author: Goncharova, M. S.
Date: 2020-09-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Educational Equipment,Handheld Devices,Computer Software,Electronic Learning,Music Theory,Music Education,Musical Composition,Listening,Interaction,Virtual Classrooms,Individualized Instruction,Instructional Effectiveness,Children,Foreign Countries

The article provides teaching materials on the use of mobile technologies in the music-theoretical courses of children's art schools. The use of mobile technologies allows teachers to organize their teaching activities (create a portfolio or a website), create an environment for remote support for learners (virtual classroom with assignments, tests, etc.), change the principles of classwork and homework by means of mobile applications and by making training programs personal and individual, adapted to the needs of each student. Tablets and gadgets have always attracted children, therefore, these familiar devices and the element of game and competition (various music applications) can help music-theoretical courses become much more interesting, draw children's attention and energize them.
An Error Analysis of Research Project Abstracts Written by Thai Undergraduate Students
Author: Amnuai, Wirada
Date: 2020-08-00
Type: Journal Articles
Subjects: Writing Skills,Undergraduate Students,English for Academic Purposes,Error Patterns,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Documentation,Error Analysis (Language),Morphemes,Language Usage,Form Classes (Languages),Writing Instruction,Punctuation,Computational Linguistics

Errors in writing are unavoidable while students are trying to develop their writing skills. There have been several studies on identifying writing problems or errors in students' writing. It is believed that identifying students' written tasks is an effective tool to explore the difficulties involved in learning language. This helps teachers' awareness of the serious problems which occur in students' writing and allows them to pay closer attention to their errors. The aim of the present research study is to pinpoint writing errors in English abstracts written by Thai undergraduate students. Forty abstracts of research projects were collected and analysed. The error analysis was conducted at the sentence level, word level, and mechanics aspect. The five most frequent error types ranking from the most frequent to least frequent were word choice, preposition, sentence construction, singular or plural forms and quotation marks. The findings of the present study have shed light on the students' writing ability and give an insight into what the problems students face when writing their abstracts. Also, the errors found in the abstracts in the present study have pedagogical implications concerning English language learning, particularly with writing courses. The findings will be helpful for teachers to develop teaching materials to assist their students from committing errors when writing English abstracts and to improve academic writing skills.
Reading an Other People&apos;s Story: American Teacher Candidates Interpreting a Children&apos;s Story from Japan
Author: Amos, Yukari Takimoto
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teaching Methods,Asian Culture,Childrens Literature,North Americans,Cultural Differences,Authors,Preservice Teachers,Multicultural Education,Student Attitudes,Perspective Taking,Cultural Awareness,Foreign Countries,Imagination,Group Discussion

It has become increasingly apparent that incorporating international stories into the classroom is beneficial for young students. The stories provide vicarious experiences from different countries that help nurture a more tolerant and accepting generation of students. Through reading these stories students gain empathy and understanding for other cultures. To materialize the assumed benefits of using international literature in classrooms, it is essential that teacher candidates develop skills to appropriately interpret stories that originate from countries in which the populations speak different languages, believe in different religions, and hold different values. Otherwise, they will miss the opportunity to engage young minds in the discourse of diversity (Nieto &amp; Bode, 2012; Tschida, Ryan, &amp; Ticknor, 2014). In the current analysis, the authors reenact a scene where the second author, Tiffany (White female), carefully guided the teacher candidates in critical discussions of &quot;Gon, the Little Fox,&quot; a well-known children's story in Japan, as part of a multicultural/international literature course. The teacher candidates cognitively understood that there are cultural differences between the U.S. and Japan with regard to the use of death in children's literature. However, at first they were not able to accept them. Acknowledging differences does not necessarily guarantee acceptance of such differences. Fundamentally, the teacher candidates, at least initially, failed to suppress their own egoistic perspectives and entertain those of others. As long as the teacher candidates were resistant to accepting this particular cultural difference in &quot;Gon, the Little Fox,&quot; it was obvious that they would be unable to interpret the story from a different perspective. Essentially, it was the open and guided dialogue that intentionally led the teacher candidates to use perspective taking, particularly the &quot;imagine other&quot; perspective, that transformed their resistance into acceptance.
Career Anchors of Young People: The Experience of Russian Studies (Overview)
Author: Polyanskaya, Ekaterina
Date: 2020-09-00
Type: Journal Articles
Subjects: Career Choice,Gender Differences,Personality Traits,Family Work Relationship,Career Awareness,Student Attitudes,Job Security,Masculinity,Public Service,Foreign Countries,Career Planning,Life Style,Management Development,Occupational Aspiration,Measures (Individuals),Undergraduate Students

The article strives to analyze, systematize and consolidate the findings of empirical research into career orientations of Russian youth through the prism of E. Schein's anchor conception and on the basis of the various versions of his questionnaire. It was revealed that career orientations in adolescence are characterized by low differentiation, declarative nature, low awareness and contradiction. The article shows that youth career anchors are conditioned by such factors as the year of training, gender, training orientation and type of occupation. Female students are generally inclined towards stability, career-family balance and orientation to service, while male students or, in a broader scope, those with masculine-type personality put more value on management.
The Internet and Prospective Engineers: Results Analysis for Studies Conducted during the Pandemic
Author: Soloveva, Rimma A.
Date: 2020-09-00
Type: Journal Articles
Subjects: Internet,Distance Education,Teaching Methods,Pandemics,COVID-19,Universities,Teacher Student Relationship,Career Readiness,Standards,Comparative Analysis,Student Attitudes,College Students,Engineering Education,Geographic Regions,Foreign Countries,Online Courses

The relevance of the study is justified by transition to distance learning that modifies the learning methods and principles during the pandemic to conform to remote training needs of students majoring in Land Management and Cadastres at Arctic State Agrotechnological University (ASAU). of the Republic of Sakha (Yakutia). The study objective was to substantiate the interaction between ASAU students and teachers in remote training organization within the pandemic period using network technologies. The study monitored the educational process dynamics during the pandemic. The study results evidence that during the pandemic, a particular priority in educational process arrangement at ASAU was given to enhancing the professional readiness of students and teachers and building up their competence in organizing their professional activities using the Internet in compliance with the latest requirements of the Federal State Educational Standards. The reference and experimental groups were sampled based on students' interviews during the transition to remote access Internet-based educational process. The practical implications of the study lie in identifying the distinctive features of teachers' and students' educational activities at ASAU during the pandemic. These results can be adapted and implemented in the system of prospective engineers' training in other regional universities in the north-east of Russia.
Being a Teacher in the English Language-Oriented Course
Author: Bakay, Özge
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Grade 11,Grade 12,High School Students,Barriers,High School Teachers,Teacher Attitudes,Curriculum Implementation,Content Analysis,Textbooks,Teaching Methods,College Entrance Examinations

The English language-oriented course (ELOC) corresponds to the 11th and 12th grades of high school and are highly preferred by students. Yet, the implementation of ELOC's curriculum is an issue that is hardly focused on in the field. Although the curriculum developed for all 11th and 12th -grade students by the Ministry of National Education is comprehensively planned, there seem to be some challenges teachers face while implementing it due to its irrelevancy to ELOC. In the present study, it is aimed to reveal how the implemented curriculum is perceived by teachers. The research group includes 31 English teachers from Anatolian high schools in Antalya that have ELOC. The study adopted a qualitative research design. The data were collected from teachers via semi-structured interviews, administered by the researchers, and then examined by utilizing content analysis. The major areas of investigation consist of the teachers' opinions of the overall curriculum implementation, coursebooks, and teaching methods used. In-depth data about this matter are revealed. At the end of the study, an understanding of how the the curriculum of English language-oriented course was being applied was established. It was concluded that almost none of the teachers were satisfied with overall curriculum implementation, coursebooks, and the teaching methods preferred. Many of the teachers pointed out that the university entrance examination directly impacts on teaching methods and curriculum, which also results in disfavour of coursebooks. In consideration of the results of the study, some suggestions were proposed covering the issues of curriculum, coursebook, and teaching methods.
Challenges of Translating Neologisms Comparative Study: Human and Machine Translation
Author: Awadh, Awadh Nasser Munassar
Date: 2020-00-00
Type: Journal Articles
Subjects: Barriers,Translation,English (Second Language),Semitic Languages,Second Language Learning,Language Processing,Accuracy,Comparative Analysis,Test Items,Language Tests,Computational Linguistics,Computer Software,Classification,Foreign Countries,Phrase Structure,Language Usage,Vocabulary,Transfer of Training,College Students,Linguistic Borrowing,Definitions

This study aims at investigating the challenges that Yemeni translation students encounter when translating neologisms from English into Arabic. It also aims at comparing students' translation with outcomes of machine translation (MT). The authors follow the descriptive and comparative methods in conducting this study. To achieve the objective of the study, a test consisted of 24 items was designed to uncover such difficulties and was given to 55 translation students. The same test was applied on three translation applications for comparing the performance of students with MT. The findings show that translating neologisms accurately is hard for most of the Yemeni translation students and also for machine translation as well. It is difficult for them to understand English neologisms or to find the Arabic equivalents for English neologisms. The finding also indicates that only a few translation students can achieve accurate translation. Meanwhile, Translation applications produced poor translation and could not able to achieve accurate translation for most types of neologisms. As a result of the comparison, students produced acceptable translation better than MT. The difficulties are lexical related to the twelve types of neologisms based on Newmark classification (1988).