ethanporcaro/eric-fulltext-meta huggingface dataset:
Tales from the Exam Room: Trialing an E-Exam System for Computer Education and Design and Technology Students
Author: Pagram, Jeremy
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Testing,Computer Science Education,Preservice Teachers,Occupational Safety and Health,Design,Technology Education,Graduate Students,Evaluation Methods,Test Construction,Student Attitudes

The Centre for Schooling and Learning Technologies (CSaLT) at Edith Cowan University (ECU) was asked in 2016 to be the Western Australian arm of a national e-exam project. This project used a bespoke exam system installed on a USB-drive to deliver what would have been traditional paper-based exams in an enclosed computer-based environment that was isolated from the internet and any resources other than those provided by the lecturer. This paper looks at the two exams chosen by the Western Australian group for the trial; a programming exam for pre-service computing teachers and an occupational health and safety exam for pre-service design and technology teachers. Both groups were drawn from the Graduate Diploma in Education course at ECU. The paper looks at the nature of the exam environment and the procedure for creating e-exams. It also outlines the exam procedures used and examines the feedback provided by both the lecturers and students involved. Conclusions are drawn about the suitability of the e-exam system and improvements are recommended as well as a discussion about e-exams and digital assessment more generally.
Twenty-First Century Learning as a Radical Re-Thinking of Education in the Service of Life
Author: Howard, Patrick G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Change,Transformative Learning,Role of Education,Values,Competency Based Education,Creativity,Educational Theories

The education reforms called for in 21st century education initiatives have been characterized as radical. International efforts to reformulate education for 21st century teaching and learning are well-funded initiatives by coalitions including governments, not-for-profit organizations, and large corporations. This article is a critique of the emergence of 21st century learning showing that a preoccupation with competencies and skills can be interrogated for that to which 21st century learning gives voice, but also for that which it silences. The fundamental question of the purpose of education, or for what do we educate, is virtually absent in most discussions of 21st century learning. Finally, I offer an alternative curricular vision to the techno-optimistic belief in progress prevalent in the discourse of 21st century learning. In the call for radical reform, I propose another understanding of the word &quot;radical,&quot; one that includes an ecocentric, life affirming understanding that roots education in a life code of value and in a living community of relations large enough to embrace the multidimensionality, the responsiveness, and responsibility at the heart of the pedagogical relation.
What Kind of Economic Citizen? A Response
Author: Crowley, Ryan
Date: 2018-00-00
Type: Journal Articles
Subjects: Economics Education,Citizenship Education,Civics,Social Justice,Instructional Materials,Citizen Participation,Skill Development

In our previous work (Crowley &amp; Swan, 2018), we extended the three citizenship categories (personally responsible, participatory, justice-oriented) created by Westheimer and Kahne into the realm of economic citizenship. In doing so, we added a fourth citizenship archetype: the discerning economic citizen. In a comment on our original article, Cameron (2018) suggested that the discerning economic citizen is not a distinct archetype, but rather a foundational aspect of all elements of economic citizenship. Herein, we provide greater foundation for our decision to separate out the discerning economic citizen.
How Is Smartphone Addiction Related to Interaction Anxiety of Prospective Teachers?
Author: Konan, Necedet
Date: 2018-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Addictive Behavior,Interaction,Anxiety,Preservice Teachers,Foreign Countries,Gender Differences,Intellectual Disciplines

The main purpose of this research is to determine the relationship between prospective teachers' smartphone addiction and interaction anxiety. For this purpose, quantitative research was carried out within the relational screening model. The population of the research was composed of senior students and pedagogical formation students from Inonu University Faculty of Education in Turkey. The sample consisted of a total of 330 prospective teachers, including 117 Faculty of Education and 213 pedagogical formation students. Data of the study were obtained via The Smartphone Addiction Scale-Short Version (SAS-SV) and The Interaction Anxiousness Scale (IAS). As a result of the research, it was seen that the scores of prospective teachers' on smartphone use was at the lower level and the scores of interaction anxiety were close to the lower level of anxiety. There was also a statistically significant positive correlation between prospective teachers' smartphone addiction and interaction anxiety.
Testing Models and Measurement Invariance of the Learning Gains Scale
Author: Tadesse, Tefera
Date: 2018-00-00
Type: Journal Articles
Subjects: Construct Validity,Measurement,Achievement Gains,Undergraduate Students,Foreign Countries,Goodness of Fit,Correlation,Error of Measurement,Thinking Skills,Student Development,Psychometrics

This study tested the construct validity, factorial validity, and measurement invariance of the learning gains scale based on survey responses of a large sample (n = 536) of undergraduate students in two colleges at a university in Ethiopia. The analyses were performed through structural equation modeling technique using the stata 13 data analysis and statistical software package. The results demonstrate a 3-factor model representing the underlying construct satisfying the different model goodness-of-fit statistics and practical indexes. The observed factor loadings of variables within each factor and the correlations between the factors provide supporting evidence of construct validity. Measurement invariance tests were also confirmed acceptable levels of measurement equivalence between groups. Implications of the 3-factor model in higher education research are discussed.
Ignatian Pedagogy as a Frame for Universal Design in College: Meeting Learning Needs of Generation Z
Author: Pousson, J. Mark
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Age Groups,Instructional Design,Access to Education,College Students,Catholics,Church Related Colleges,Catholic Educators,Religious Education,Educational Technology,Technology Uses in Education

In viewing the principles of Universal Instructional Design (UID), both inside and outside the classroom, a direct connection may be made to the principles of Ignatian pedagogy--a 500-year old tradition of education--in meeting the learning needs of today's college students, Generation Z. The Ignatian pedagogy as a frame for universal instructiosnal design principles can guide instructors to understand how college students can learn best and facilitate that knowledge acquisition to serve the common good. This article addresses Generation Z's experience with digital technology and illustrates how the Ignatian pedagogical model tenets (i.e., context, experience, reflection, action, and evaluation) connect with UID practices in a higher education curriculum. Examples of UID, as it applies to each tenet and to web access, are included.
Social Media Use in Higher Education: A Review
Author: Zachos, Georgios
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Educational Technology,Technology Uses in Education,Learning Processes,Personality Traits,Cognitive Style,Integrated Learning Systems,Higher Education,Teaching Methods,Academic Achievement,Communication Strategies,Cooperation,Computer Mediated Communication

Nowadays, social networks incessantly influence the lives of young people. Apart from entertainment and informational purposes, social networks have penetrated many fields of educational practices and processes. This review tries to highlight the use of social networks in higher education, as well as points out some factors involved. Moreover, through a literature review of related articles, we aim at providing insights into social network influences with regard to (a) the learning processes (support, educational processes, communication and collaboration enhancement, academic performance) from the side of students and educators; (b) the users' personality profile and learning style; (c) the social networks as online learning platforms (LMS--learning management system); and (d) their use in higher education. The conclusions reveal positive impacts in all of the above dimensions, thus indicating that the wider future use of online social networks (OSNs) in higher education is quite promising. However, teachers and higher education institutions have not yet been highly activated towards faster online social networks' (OSN) exploitation in their activities.
&quot;How Real People Really Need Mathematics in the Real World&quot;--Authenticity in Mathematics Education
Author: Vos, Pauline
Date: 2018-00-00
Type: Journal Articles
Subjects: Relevance (Education),Mathematics Education,Student Projects,Foreign Countries,Secondary School Students,Social Problems,Problem Solving

This paper discusses authenticity from the perspective of mathematics education. Often, school mathematics offers students inauthentic word problems, which don't show the authentic usefulness of mathematics in real life. In some tasks, authentic aspects are combined with inauthentic ones (e.g., an authentic context, but the question is artificial and different from what people within that context would ask). Several studies show that students are more motivated by authentic questions than by authentic contexts. Embedding these findings, I discuss issues associated with defining authenticity in education. A first issue is that philosophers use the term to characterize a person's existential expressions (e.g., being true to oneself), whereas in education, we use the term for learning environments, artefacts, etc. Second, some researchers define authentic learning environments according to criteria (being open to different approaches, simulate a real-life activity, etc.), but I will illustrate that inauthentic activities can comply with such criteria as well. Alternatively, I suggest using the term for separate aspects in a learning environment (contexts, questions, etc.), and define authenticity as a social construct rather than as a subjective perception. In this way, a community (teachers, students, out-of-school experts) can reach agreement on the nature of this characteristic. For an aspect to be authentic, it needs to have: (1) an out-of-school origin and (2) a certification of originality (e.g., by bringing artifacts physically into a classroom or by testimony of an expert). This approach is illustrated by a study on students' project work during an excursion to a mathematics research workplace.
Observations of Vocabulary Activities during Second- and Third-Grade Reading Lessons
Author: Sparapani, Nicole
Date: 2018-00-00
Type: Journal Articles
Subjects: Grade 2,Grade 3,Elementary School Students,Vocabulary Development,Reading Instruction,Teaching Methods,Discussion (Teaching Technique)

Vocabulary instruction is a critical component of language and literacy lessons, yet few studies have examined the nature and extent of vocabulary activities in early elementary classrooms. We explored vocabulary activities during reading lessons using video observations in a sample of 2ndand 3rd-grade students (n = 228) and their teachers (n = 38). Teachers spent more time in vocabulary activities than has been previously observed. In the fall, 28% of their literacy block was devoted to vocabulary in 2nd grade and 38% in 3rd grade. Our findings suggest that vocabulary activities were most likely to take place prior to reading a text--teachers rarely followed-up initial vocabulary activities after text reading. Analysis of teachers' discourse moves showed more instructional comments and short-answer questions than other moves; students most frequently engaged in participating talk, such as providing short, simple answers to questions. Students engaged in significantly more talk during vocabulary activities (including generative talk such as initiating an idea) in the spring of 3rd grade than the spring of 2rd grade. These data contribute descriptive information about how teachers engage their students in vocabulary learning during the early elementary years. We discuss implications for practice and future research directions.
Bridging Countries and Cultures through Accessible Global Collaborations
Author: Duranczyk, Irene
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Education,Access to Education,College Students,Intercultural Communication,Student Centered Learning,Student Projects,Research Projects,Cultural Awareness,Multicultural Education,International Cooperation,Curriculum Development,Global Approach

This paper discusses and provides two case studies on a postsecondary, accessible, global project among students in Russia, China, and the United States. The project design was to engage diverse students in an international conversation to explore their place in the world and envision their future as individuals, innovators, workers, and/or leaders in this globalized world. The three countries chosen, Russia, China, and the United States, are world powers and are pivotal countries for building international bridges. This paper highlights the evolution of the project and students' vision for developing ongoing student-centered international research projects. It is the hope of the authors that educators reading this article will be inspired to embark on other accessible global projects designed to enhance language and cultural competence with and among all college students.
Korea&apos;s Language Policy Responses to Globalization
Author: Chang, Bok-Myung
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Planning,Global Approach,English (Second Language),Second Language Learning,Second Language Instruction,Textbooks,Foreign Countries,Middle School Students,Cultural Awareness,Competition,Content Analysis

This study aimed to investigate that the language policies of Korea have been changed to meet the needs of the globalized world. The purpose of this research was to examine how English language textbooks reflected the goals of the language policies of Korea for promoting the competences of Korea's young generation to participate in a global competition. As for the research methodology, English language textbook analysis was adopted because English language textbooks approved by the Korean government show the essential elements of Korea's globalization policies, as found in the contents of the English textbooks. The nine middle school textbooks published in 2015 and 2017 (one textbook in grades 7, 8, and 9 from 3 different publishing companies) were analyzed, focusing on the topical construction and cultural contents. The results of the textbook analysis showed that the topics of the textbooks were diverse and the cultural contents of English textbooks were varied so that the cultural awareness of Korean students could be expanded. So the language policies of Korea can be evaluated as appropriate for cultivating the young Korean generation's capabilities so as to participate in the globalized world.
Chinese University Students&apos; and Teachers&apos; Perceptions of and Attitudes towards ELF
Author: Zhang, Yanyan
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Official Languages,Cultural Context,College Students,College Faculty,Language Attitudes,Standard Spoken Usage,Native Speakers,Positive Attitudes,Language Teachers,Teaching Methods,Nonmajors,Language Variation

It has been widely acknowledged in the academic field that English is being used as a lingua franca among people from various first language backgrounds. However, the notion of English as a Lingua Franca (ELF) does not seem to have been integrated into English classrooms, especially in China, a country from the Expanding Circle. As China has the largest population of learners of English as a foreign language, the current study aims to investigate university students' and teachers' perceptions of and attitudes towards ELF in the Chinese context. A total of 168 non-English major students and 30 college English teachers from a top university in Mainland China participated in the study. Two questionnaires were distributed to our student and teacher participants, respectively, and a semi-structured interview was organized afterwards. It was found that neither the students nor the teachers have sufficient knowledge about ELF, despite their awareness of the lingua franca function of English. Both the students and the teachers appear to be deeply attached to &quot;Standard English&quot; under the influence of &quot;native speaker norm&quot; in English teaching contents and methods. However, the students hold highly positive attitudes towards ELF and express their willingness to learn about it in class. Therefore, it is of vital importance for English teachers to reconsider their beliefs and teaching practices and try to incorporate an ELF orientation into English teaching.
The Relationship between Writing Tasks in Textbooks and CAN-DO Lists in Terms of Task Difficulty
Author: Oi, Yoko Suganuma
Date: 2018-00-00
Type: Journal Articles
Subjects: Textbooks,High School Students,English (Second Language),Second Language Instruction,Writing Assignments,Writing (Composition),Difficulty Level,Foreign Countries,Textbook Content,Scoring Rubrics

The purpose of the study was twofold. First, it investigated the kinds of writing tasks in textbooks used by senior high school students in Japan. Second, it examined the Common European Framework of Reference for Languages (CEFR) levels of the writing tasks in English-language textbooks for Japanese senior high school students. The study focused on the authorized &quot;English Expression I&quot; Japanese textbooks. The series of seven &quot;English Expression I&quot; textbooks contains 100 writing tasks, which were analysed to see how their types matched the CEFR criteria. Rasch modelling was then used to assess the difficulty of six selected writing tasks. A total of 158 Japanese senior high school students participated in the main research. They were asked to write six English compositions without using a dictionary and were given twenty minutes to write each composition. The research was conducted over a period of one week. The results of the modelling suggest that writing a self-introduction is more difficult than other writing tasks, such as writing about interests and daily life. More than half of the writing tasks in the textbooks were categorized as writing about &quot;oneself&quot; rather than writing about &quot;others&quot;, and most tasks belonged to the CEFR A1 level.
The Effects of Meta-Cognitive Strategies, Working Memory Capacity and Syntactic Awareness on L2 Reading Comprehension
Author: Shen, Wei
Date: 2018-00-00
Type: Journal Articles
Subjects: Metacognition,Short Term Memory,Cognitive Processes,Syntax,English (Second Language),Second Language Learning,College Students,Reading Comprehension,Reading Skills,Correlation,Foreign Countries

The present study explores the effects of meta-cognitive strategies, working memory capacity (WMC), and syntactic awareness on Chinese EFL learners' L2 reading comprehension. One hundred and sixty-seven Chinese college students who were enrolled in the required English class, aged from 19 to 21 years, participated in this study. A questionnaire related to meta-cognitive strategies, a reading span test, a syntactic knowledge test, and a reading comprehension test were administered to the participants to collect data. Descriptive statistics, one-way ANOVA, a correlation analysis, and a multiple regression were used to analyze the data. Results showed that there were significant differences in meta-cognitive strategy use, working memory capacity, and syntactic awareness among three groups of differing English reading abilities. Syntactic awareness was the most strongly correlated with reading comprehension. The result of a regression analysis indicated that meta-cogitation, WMC, and syntactic awareness all showed a statistically significant prediction for L2 reading comprehension. Accordingly, the results suggest that instruction for developing reading comprehension should prioritize syntactic awareness, and then focus on the activation of WMC together with the use of reading strategies for successful reading comprehension. From the results, some practical implications to effectively improve L2 reading comprehension are provided at the end.
The Relationship between the Depth of Vocabulary Knowledge and Chinese MA Students&apos; Use of Vocabulary Learning Strategy and L2 Contact in a Study-Abroad Context
Author: Liu, Xiaofei F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Vocabulary Development,Factor Analysis,Language Tests,Correlation,Graduate Students,Learning Strategies,Study Abroad,Student Attitudes,English (Second Language),Foreign Countries,Asians,Predictor Variables,Advanced Students,Dictionaries,Test Results,Associative Learning,Masters Programs

The purpose of the study was to investigate the relationship between Chinese MA students' depth of vocabulary knowledge, their use of L2 vocabulary learning strategy (VLS), and the types of L2 contact they encountered while studying abroad. 165 Chinese MA students from a British university participated in the study by filling out the questionnaire which comprised a measure of L2 contact (Freed, Dewey, Segalowitz, &amp; Halter, 2004), a survey of vocabulary learning strategy (Gu, 2005), and a vocabulary test based on the Word Associates Format (WAF) (Read, 2000) used for measuring their vocabulary knowledge depth. Exploratory factor analysis yielded five types of VLS and five types of L2 contact. Results of stepwise regression analysis indicated that strategies related to contextual guessing and using a dictionary as well as L2 contact variables of reading and interacting in English were positive predictors of vocabulary knowledge depth. However, Pearson's correlation coefficients revealed no relationship between the vocabulary test results and the variables of either VLS or L2 contact. Implications of the findings suggested how advanced Chinese ESL learners could maximize their lexical gains by using VLS and engaging L2 contact while studying abroad.