ethanporcaro/eric-fulltext-meta huggingface dataset:
The Survival of School Financing Management in COVID-19 Pandemic
Author: Sujasan, Sujasan
Date: 2021-11-00
Type: Journal Articles
Subjects: Educational Finance,Money Management,Sustainability,COVID-19,Pandemics,Educational Quality,Efficiency,Accountability,Educational Malpractice,Foreign Countries

This study aimed to explore the survival of school financing management during the COVID-19 pandemic, to assure the quality of teaching and learning continuously. This study used a qualitative design, and data collection is carried out by observing resource persons and in-depth interviews, analysis or analysis of documentation and a combination of the three as triangulation method. The collected data were analyzed using an interactive model. The results showed that financial management strategies in managing school finances effectively and efficiently, through transparency, accountability and responsibility, are considered to have contributed to the prospects, quality, progress and sustainability of education in the midst of the COVID-19 pandemic. This is based on the fact that many quality and good schools eventually experience setbacks due to the lack of transparency, accountability and responsibility in the management of education funds. Openness in schools can promote accountability and fight corruption in education, if it is implemented effectively and any malpractice is dealt with clear consequences. The implication is the strategies of education financing management in terms of transparency, accountability and accountability need to be carry out consistently to ensure the improvement of school quality runs in a sustainable manner.
Is Less Really More? The Case for Comprehensive Written Corrective Feedback
Author: Falhasiri, Mohammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Evaluation,Feedback (Response),Error Correction,Second Language Learning,English (Second Language),Language Acquisition,Linguistic Input

An underexplored question, and one with potentially far-reaching implications for the practice of written corrective feedback (WCF), is whether to mark a wide range of errors (comprehensive feedback) or to focus on a few error types (focused feedback) in learners' L2 writing. Despite limited evidence, it is argued that comprehensive WCF is unsystematic, inconsistent, confusing, and intimidating; can cognitively and affectively overwhelm L2 learners and may dilute attention to WCF. This paper aims to first respond to and call into question these and other arguments against comprehensive WCF, and then it puts forward some arguments against focused WCF. In doing so, it draws on dominant SLA theories and empirical research findings to lend support to the rebuttals and arguments. Some concrete suggestions are made to help teachers fully exploit the potentials of a comprehensive feedback approach.
Knowledge of Greek and Latin Roots Is Related to Reading Comprehension among French-Speaking Sixth Graders
Author: Whissell-Turner, Kathleen
Date: 2021-00-00
Type: Journal Articles
Subjects: Morphemes,Elementary School Students,Reading Comprehension,French,Grade 6,Latin,Greek,Morphology (Languages),Metalinguistics,Standardized Tests,Language Tests,Vocabulary Development,Reading Fluency,Oral Language,Short Term Memory,Prediction,Correlation,Task Analysis,Foreign Countries,Achievement Tests,Verbal Ability,Intelligence Tests,Vocabulary,Native Language,Second Language Learning

By the end of primary school, students are confronted with expository texts known for their high proportion of domain-specific academic vocabulary words. These words usually comprise Greek or Latin roots in their internal structure. Recent findings showed that knowledge of Greek and Latin roots is related to reading comprehension. However, no study has investigated such a relationship in a francophone context. Therefore, the present study sought to measure Greek and Latin roots' relation to reading comprehension among French 6th graders. To do so, 40 participants were administrated an experimental task on Greek and Latin roots knowledge and a reading comprehension standardized subset test. Variables related to reading comprehension, such as morphological awareness, vocabulary breadth, word reading fluency, oral comprehension, and working memory were also measured. Results showed that knowledge of Greek and Latin roots significantly predicted variation of reading comprehension. This paper discusses scientific and educational implications of this finding.
Tellers, Makers, and Holders of Stories: A Micro-Analytic Understanding of Students&apos; Identity Work in Drama-Based Adult ESL Classrooms
Author: Kim, Won
Date: 2021-00-00
Type: Journal Articles
Subjects: Drama,Teaching Methods,Adult Education,Second Language Learning,Second Language Instruction,English (Second Language),Adult Students,Discourse Analysis,Learning Experience,Classroom Communication,Self Concept,Transformative Learning,Student Empowerment,Foreign Countries

Despite a wide-spread pedagogical interest and scholarly conviction in the possibilities of educational drama for creating more contextually-situated, engaging, and multi-modal L2 learning experiences (Piazzoli, 2018; Stinson &amp; Winston, 2011), there is scarce empirical evidence concerning what is actually taking place interactionally in L2 classrooms for adults. This article presents a bottom-up microanalysis of classroom interaction in an ESL class in Canada with over 16 adult learners designed to explore the potential and actual impact of educational drama on classroom discourse and students' L2 learning experiences. Using a discourse analytic approach (Antaki &amp; Widdicombe, 1998; Goffman, 1981), I analyze the dynamic identity work of the class participants. The article presents empirically-grounded research findings that illustrate instances of interaction in and through which drama-based ESL pedagogy contributes to the development of dialogic and democratic classroom discourse and fosters a transformative empowering interpersonal space (Cummins, 2011).
Examination of the Prediction of Person-Job Fit on Person-Organization Fit from the Perspective of Academics
Author: Ermis, Sermin Agrali
Date: 2021-00-00
Type: Journal Articles
Subjects: Personality Theories,College Faculty,Gender Differences,Employment Level,Marital Status,Foreign Countries,Predictor Variables

Educational institutions show their activities in an intense environment and lead the generations that will be the architects of the future. Considering the importance of education, it is important for academics to transfer their knowledge and experience to students by blending them with scientific data in this intense environment. However, in order for educational process to work efficiently, it is thought that the harmony of the person with his job and organization is the main point to be emphasized. In this context, this research aimed to determine the person-organization and Person-Job Fit of academics, to determine the relationship between these two variables, and to determine the predictive role of person-to-job fit on Person-Organization Fit working in the field of education. In this study, which was carried out in the relational screening model, the opinions of 403 academics were taken voluntarily. The &quot;Personal Information Form&quot; created by the researchers as a data collection tool in the research, and the &quot;Person-Organization Fit Scale&quot; developed by Netemeyer et al. (1997) and adapted to Turkish culture by Turunç and Çelik (2012) to measure the Person-Organization Fit and &quot;Perceived Person-Job Fit Scale&quot;, adapted to Turkish culture by Yasar (2009) by benefiting from the researches of Cable and Judge (1996) and Saks and Ashforth (1997) was used to measure perceived Person-Job Fit. As a result of the analyzes made; It has been seen that there is a positive relationship between Person-Organization Fit and Person-Job Fit, and Person-Job Fit is a predictor of Person-Organization Fit. In addition, it was determined that the person-to-work and Person-Organization Fit of the academics were above the medium level. When the scale of Person-Organization Fit is examined, there is no difference in terms of gender, academic title and department of duty, but a significant relationship has been determined according to marital status. When the Person-Job Fit Scale was examined, it was determined that there was no relationship according to gender and the department, and there was a significant difference according to marital status and academic title.
An Investigation of Anti-Black Racism LibGuides at ARL Member Institutions
Author: Piper, Gemmicka
Date: 2021-12-00
Type: Journal Articles
Subjects: Social Justice,Racial Bias,Library Instruction,Instructional Materials,Best Practices,Instructional Design,Information Sources,Instructional Material Evaluation

This study sought to analyze anti-Black racism LibGuides created by ARL member institutions to determine strengths and weaknesses of the guides based on LibGuides best practices. Institutional and LibGuide author demographic information were also gathered to determine correlations or trends, if any. Rubric evaluation of LibGuides found that guides were strongest in areas related to guide design, materials included on the guides, and links to resources. Guides were weakest in areas related to the framing of social justice and pedagogy. Results from this study have the potential to inform the structure and revision of social justice LibGuides at a time when librarianship is grappling with issues of neutrality, racism, and becoming more anti-racist.
BEAM Me Up: Teaching Rhetorical Methods for Source Use and Synthesis
Author: Roach-Freiman, Ashley
Date: 2021-12-00
Type: Journal Articles
Subjects: Teaching Methods,Rhetoric,Authors,Information Sources,Evaluation Methods,Library Instruction,Lesson Plans,College Freshmen,Check Lists,Classification,Information Literacy,Persuasive Discourse

BEAM is a schema for categorizing the rhetorical positions of authors according to the author's intention or purpose of the information. This Innovative Practices piece critiques common methods of teaching source evaluation and proposes that instruction librarians teach BEAM to students who may struggle using a source once they have located it. A lesson plan is included as supplemental materials.
Investigation of Employability Perceptions of Sports Science Students
Author: Yildiz, Nuh Osman
Date: 2021-00-00
Type: Journal Articles
Subjects: Employment Qualifications,Student Attitudes,Athletics,Gender Differences,Departments,Institutional Characteristics,College Students,Second Language Learning,Reputation,Foreign Countries,Employment Level,Self Esteem

This study, which was conducted to examine the employability perceptions of students studying in the field of sports sciences in terms of gender, department, type of university, work in the field of diploma and level of foreign language knowledge, was designed according to correlational survey and causal comparison methods. In determining the sample of the study, accessible sampling method, which is one of the non-random sampling methods, was used. The sample in question consists of a total of 206 participants, 99 females (48.1%) and 107 males (51.9%). As a measurement tool the &quot;Employability Perception Scale&quot; (IEAS) developed by Rothwell et al. (2008) and adapted into Turkish by Karli (2016), was used in the study. According to the results of the analysis, a significant difference was determined in terms of gender variable in the University Prestige sub-dimension (p &lt; 0.05). No significant difference was determined in terms of other sub-dimensions and variables. As a result, it is possible to state that the employability perception of the students studying in the field of sports sciences is high, that the female participants perceive their university as more prestigious than the male participants, and this contributes positively to their belief that they can be employed in this situation.
Exploring Teaching Librarians&apos; Beliefs about Undergraduate Student Learning
Author: Kogut, Ashlynn
Date: 2021-12-00
Type: Journal Articles
Subjects: Librarians,Academic Libraries,Undergraduate Students,Librarian Attitudes,Learning Processes,Library Instruction

Whether formally articulated or tacitly held, all librarians have beliefs about how undergraduate students learn. Framing learning beliefs as a component of a teaching philosophy, this study explored how librarians described how undergraduate students learned best. Thirteen librarians from three doctoral universities in Texas were interviewed. Teaching librarians in this study believed that students learn in different ways; that students need to interact with others, act, and reflect in order to learn; and that students learn when certain conditions are met. The learning beliefs identified align with learning theories and the science of learning, but the threshold concepts theory underlying the ACRL &quot;Framework&quot; did not appear to influence how librarians conceptualized the learning process. These findings are a starting point for librarians considering how to articulate their own beliefs about learning.
Hopes and Fears of First-Year Freshman College Students during the COVID-19 Pandemic
Author: Andrade, Cláudia
Date: 2022-00-00
Type: Journal Articles
Subjects: College Freshmen,Student Attitudes,Fear,COVID-19,Pandemics,School Closing,Online Courses,Emotional Response,Foreign Countries

The COVID-19 pandemic made the experience of being a first-year freshman college student unique. This study aims to analyze the hopes and fears of these students concerning their current life and future goals. Participating students completed the Hopes &amp; Fears questionnaire. Results showed that students' hopes and fears were mainly connected with domains of education and the global/collective dimension, followed by personal and family members' health. Two new categories emerged, self-fulfillment and solidarity, reflecting the importance of the contextual dimension that these students were navigating. The findings of the current study contribute to the research of college students' hopes and fears towards their future and accounts for the analyses of this topic as we progress to a post-pandemic phase.
Views of Erasmus+ Exchange Students Studying in the Field of Sports in Different Countries Regarding the Programme
Author: Onag, Zeynep
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Exchange Programs,Athletics,Foreign Students,Student Attitudes,Student Participation,Barriers,Cultural Differences,Language Usage,Costs,Course Content,Teaching Methods,Foreign Countries,College Students

This study aims to analyze the views of Erasmus+ Exchange students studying in the field of sports in different countries regarding the programme. In the study, descriptive phenomenology design, one of qualitative study designs, was used. In accordance with this aim, five open ended questions answered by 14 foreign students participating in the Erasmus+ exchange programme in different universities offering sports science programmes in Portugal were analyzed through content analysis. The data obtained from the students were discussed under five themes, which are; reasons for participating in the programme, contribution to the field, challenges faced, similarities and differences with their education and suggestions. The views expressed by the students reveal that their reason for participating in the programme is to experience different cultures; the contribution of the programme to their field is the different course styles; the challenges they face are language and financial challenges; the similarity with the education in their country is the course contents and the difference is the teaching styles; and their suggestion is that the students shouldn't be afraid to participate in exchange programmes.
Examining Technology Acceptance in Learning and Teaching at a Historically Disadvantaged University in South Africa through the Technology Acceptance Model
Author: Ndebele, Clever
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Technology Integration,College Faculty,Teacher Attitudes,Disadvantaged Schools,Integrated Learning Systems,Intention,Beliefs,Usability,Difficulty Level,Value Judgment,Technological Literacy,COVID-19,Pandemics

The exponential growth in the use of technology for learning and teaching in the higher education sector has imposed pressure on academics to embrace technology in their teaching. The present study sought to examine factors underlying technology acceptance in learning and teaching at a historically disadvantaged university in the Eastern Cape Province of South Africa. Premised on the mixed methods approach and undergirded by the Technology Acceptance Model (TAM), both a pre-coded and an open-ended questionnaire were used to collect data. Data from the pre-coded questionnaire were analysed through the descriptive statistical approach. The qualitative data from the open-ended questionnaire were analysed through content analysis. The study found that most academic staff believe and see the value that ICTs bring in their teaching and learning practices. In addition, they are aware that technology use in education improves learning and teaching, and they are willing to embrace the use of technology to improve their practices. Based on the findings, we recommend intensification of lecturer training in the use of technology for teaching and learning to enable them to embrace it in their teaching practice. Furthermore, the institution needs to put in place support systems for academic staff to empower them to have continuous access to devices and internet connection for technology integration in teaching and learning. We recommend establishment of e-learning communities of practise in the university that will allow lecturers to assist each other as well as share best practices in the use of technology for teaching and learning.
An Examination of Psychological Resilience and Remembered Parental Care among University Students
Author: Seyrek, Ozgur Demirci
Date: 2021-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Parent Child Relationship,Caring,Gender Differences,Social Differences,Socioeconomic Status,Undergraduate Students,Attachment Behavior,Foreign Countries

In this study, the aim was to examine the relationship between the psychological resilience and remembered parental care of college students in young adulthood and whether this relationship varies according to gender and perceived socio-economic level. A correlational model was used as a research model. For data collection purposes, ''a personal information form,'' the &quot;Psychological Resilience Scale for Adults&quot; and the &quot;Parental Bonding Instrument&quot; were used by the researchers. The age range of individuals involved in the study ranged from 18 to 26. The research results were tested with SPSS 21. A strong positive relationship was found between remembered mother and remembered father care, while a moderately positive relationship was found between psychological resilience and remembered mother and father care. One of the findings is that there was a significant difference between the care of mothers and of fathers as remembered by male and by female participants. In addition, the study found that there was a statistically significant difference in the level of remembered maternal care, remembered paternal care, and psychological resilience in terms of perceived socioeconomic level. Based on these results, it can be argued that perceived socioeconomic status, which refers to the perception of the presence of means one possesses, had an impact on the individual's psychological resilience in a direct proportion. In line with the findings, the significant correlation between remembered mother's care and remembered father's care can be shown as a long-term contribution to the positive effect on children of the rapport between mother and father. Alongside the fact that the remembered mother's and father's care was an important variable in predicting the factors that affected the psychological resilience of undergraduates, it is noted that democratic, caring and warm paternal attitudes are important, rather than the traditional sex-oriented attitudes. Hence, one can argue that it is of importance that fathers and fathers-to-be have increased awareness of their roles in the long-term development of psychologically resilient youngsters, by means of taking on more responsibilities in childrearing.
Determining Misbehaviors Encountered by Physical Education Teachers and Their Opinions about the Methods Used against to Those Behaviors
Author: Mercanoglu, Anil Onur
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Behavior,Behavior Problems,Physical Education,Physical Education Teachers,Teacher Attitudes,Intervention,Positive Reinforcement,Behavior Modification,Foreign Countries,Classroom Techniques

Determining the misbehaviors encountered in physical education classes and the methods used against these behaviors is important both in terms of producing new solutions by revealing the current situation in classroom management and providing a preliminary information for teachers who will just start the profession. The aim of the study is to determine the physical education teachers' views who work at schools in Yenimahalle district in Ankara about student misbehaviors and their opinions about the methods used against those behaviors in physical education lessons. The research group consists of 100 physical education teachers in total who were chosen with convenience sampling method and work at public schools in Yenimahalle district. The questionnaire used to collect data consists of two parts. In the first part, there are items related to student misbehaviors. In the second part, there are items related to the methods used against student misbehaviors. The four-point Likert rating system was applied and the items were rated as &quot;never&quot;, &quot;seldom&quot;, &quot;usually&quot;, &quot;always&quot;. According to the findings, it revealed that the misbehavior most frequently encountered by physical education teachers is &quot;complaining about friends to the teacher&quot; and the misbehavior that they usually meet is &quot;talking in class without asking permission&quot;. It was determined that the methods most frequently used by the physical education teachers in the research group were &quot;rewarding positive behaviors&quot; and &quot;attracting students' attention to the lesson by asking questions about the subject of the lesson&quot;. It can be stated that these results will serve as a guide especially in the preparation process of physical education teacher candidates.