ethanporcaro/eric-fulltext-meta huggingface dataset:
Who Engages in Gender Bullying? The Role of Homophobic Name-Calling, Gender Pressure, and Gender Conformity
Author: Ioverno, Salvatore
Date: 2021-05-00
Type: Journal Articles
Subjects: Bullying,Victims,Social Bias,LGBTQ People,Grade 6,Predictor Variables,Social Behavior,Gender Differences,Sexual Identity,Aggression,Middle School Students,Student Behavior,Incidence

This study examines whether bullies' gender conformity, pressure to conform to gender norms (felt pressure), and experiences of homophobic name-calling are associated with a tendency to bully gender conforming victims (GCV) and gender non-conforming victims (GNCV). Longitudinal changes were analyzed on all peer interactions in an entire 6th-grade cohort over two-time points during the academic year (152 girls and 128 boys). Experiencing homophobic name-calling at Time 1 predicted perpetrating bullying against GNCV at Time 2. Only for boys, one's own gender conformity predicted bullying GNCV at Time 2. No significant associations with bullying GCV at Time 2 were found. Bullying GNCV may represent a defensive reaction to demonstrate bullies' own gender conformity. Particularly among male bullies, one's own gender conformity can affect the selection of victims based on their gender conformity. This study has important implications for the development of interventions to reduce aggressive behaviors against GNCV in middle school.
Promoting Time Management and Self-Efficacy through Digital Competence in University Students: A Mediational Model
Author: Galindo-Domínguez, Héctor
Date: 2021-00-00
Type: Journal Articles
Subjects: Time Management,Self Efficacy,Technological Literacy,Foreign Countries,Stress Variables,Self Management,Preservice Teachers,Predictor Variables

It is thought that those students who better manage their time and perceive themselves to be more effective in the tasks they perform are thought to be due, in part, to a stronger understanding and command of digital competence. This competence allows students to know and use a greater number of tools and techniques to respond to the problems that arise in their academic career, favouring the reduction of perceived stress. To test this hypothesis, a total of 200 students from different degrees of Education and universities participated in the study, who answered the &quot;Digital Competence Questionnaire in University Students,&quot; the Spanish version of &quot;Time Management Behaviour Questionnaire,&quot; the &quot;Scale of Perceived Self-efficacy in academic situations,&quot; and the &quot;Scale of Global Perception of Stress.&quot; The results show how the starting hypothesis is fulfilled in that time management and academic self-efficacy function as mediators between digital competence and types of positive or negative stressors. Finally, these findings implications are discussed.
Child-Friendly Teaching Approach for Arabic Language in Indonesian Islamic Boarding School
Author: Akmaliyah
Date: 2021-00-00
Type: Journal Articles
Subjects: Semitic Languages,Muslims,Islam,Foreign Countries,Islamic Culture,Boarding Schools,Second Language Instruction,Values Education,Educational Environment,Teacher Role,Teaching Methods,Cultural Influences,Religious Education,Educational History

Mastering Arabic language is essential for Muslims as the language serves as a fundamental tool to understand and implement Islamic values. It is due to the fact that sources of these Islamic values, as in al-Qur'an and Sunnah, are accessible primarily through Arabic language. Both formal and informal education undertakings to master the language are then encouraged in this community. In connection to the dissemination and internalization of child-friendly values, it is necessary that the teaching of Arabic be carried out within this framework. Using descriptive analysis as the method, this paper discusses how these values may work in an Islamic environment such as Darunajah Islamic Boarding School. Data collection is done through observation, in-depth interviews, library research, and triangulation. In this study, components of Arabic language teaching which include educators, students, material, learning processes and evaluation, are put in relation to child-friendly values. The study shows that formal teaching of Arabic in Darunnajah Islamic boarding school has been in line with the framework of child-friendly values, in the part of educators while dealing and manage their students, also in the part of the textbooks and teaching materials, their contents, oral drills and presentation, also in the part of learning and evaluation processes. Through this study, it is hoped that its implication, and also its recommendation, would be heeded so that child-friendly values may be integrated in the Arabic language teaching, its material and curriculum.
Role of Emerging Technology on Academic Achievement of Students at the University of Cape Coast
Author: Ayite, Desire Mawuko Komla
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Academic Achievement,College Students,Telecommunications,Handheld Devices,Internet,Laptop Computers,Computers,Projection Equipment,Electronic Learning,Laboratory Equipment,Correlation,Electronic Publishing,Books,Online Courses,Calculators,Computer Software

The main aim of this study was to find out how emerging technologies influence academic achievement of students at the University of Cape Coast. The study employed ex post facto research design utilizing quantitative approach for data collection. Findings from the data analyzed showed that emerging technologies are available for use in the various departments of the University. For instance, mobile phones (93.8%), internet (88.8%), laptops/desktops (86.8%), projectors (82.1%), electronic books (68.1%), Tablets (62.2%) and online courses (50.4%) were available and accessible to more than half of the respondents. It was also found that mobile phones, laptops/desktops, Intelligent Personal Assistants (IPAs), projectors, e-books, internet, and e-learning lab equipment were evenly distributed across the departments while the rests were not evenly distributed as there were statistically significant differences among their availability across the various departments. In addition, the study found that there is negative relationship on the extent to which respondents use emerging technologies and their academic performance. However, the use of the internet recorded a statistically significant relationship with p-value of 0.040. The study recommends that students must make a conscious effort to use the emerging technologies available in the university in order to be successful in their academic pursuits.
Teacher Candidate Perceptions on Alternative Asynchronous Online Discussion Boards
Author: Carr, Jennie
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Asynchronous Communication,Computer Mediated Communication,Discussion Groups,Teaching Methods,Educational Technology,Video Technology,Instructional Effectiveness

Asynchronous online discussion boards are frequently utilized as a pedagogical tool within traditional, hybrid, and online collegiate courses. Research has found teacher candidates can be disenchanted with the monotonous structure of traditional asynchronous online discussion boards. In educator preparation, we claim to understand teacher candidates learn differently. Yet, traditional discussion boards are not effective for all teacher candidates. Faculty can find ways to differentiate by incorporating alternative asynchronous discussion board platforms. A quantitative survey was used measure 77 teacher candidates perceptions of creativity, demonstrating understanding, enhancing student voice, and usefulness toward learning. Results indicate participants prefer BookSnaps, Flipgrid, and video-response to traditional discussion boards. More specifically when evaluating for enhancing creativity, understanding, student voice, and usefulness participants preferred Flipgrid. It is important to understand the factors, which create a high-quality asynchronous discussion board experience. This research can help faculty to determine how to strengthen the asynchronous online discussion board learning experience.
Teaching and Learning in Resource-Limited Settings in the Face of the COVID-19 Pandemic
Author: Mbiydzenyuy, Ngala Elvis
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Countries,School Closing,Colleges,Coping,Adjustment (to Environment),Educational Technology,Technology Uses in Education,Online Courses,Disease Control,Access to Computers,Distance Education,Barriers,Readiness,Student Evaluation,Evaluation Methods,Conventional Instruction,Curriculum Design,Educational Resources,Costs,Educational Innovation,Technological Literacy,Internet

Although the extent of the damage caused by the COVID-19 pandemic in Africa is unknown, its effect on the socioeconomic and geopolitical spheres is becoming palpable. Its impact on communication and social formations is evident as it has shifted such to a more spatial and virtual sphere. The closure of schools does not only interfere with the traditional patterns of socialization but intercepts the academic sequence and plunges ill-prepared educational systems reminiscent of African universities into a cosmos of teaching and learning uncertainties. How prepared are African universities to cope with the threats to its educational systems and adapt or influence the transition? Despite having a teeming youth birth into technology, are they cognitively and technically adept to teach or be taught within the accredited online e-learning platforms? While the safety measures announced by African governments in relation to the closing of educational institutions and the banning of gatherings have a negative impact on the continuation of teaching, learning and research activities of higher education institutions, it could also be seen as an opportunity.
A Blueprint for In-Service Teacher Training Program in Technology Integration
Author: Kimav, Ali Ulus
Date: 2020-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Language Teachers,English (Second Language),College Freshmen,Public Colleges,Faculty Development,Technology Integration,Technological Literacy,Pedagogical Content Knowledge,Web 2.0 Technologies,Teacher Attitudes,Student Satisfaction,Program Design,Program Effectiveness,Second Language Learning,Second Language Instruction,Electronic Learning,COVID-19,Pandemics,Foreign Countries

The developments in the digital age are reflected in foreign language classrooms today, yet, teachers' incompetence resulting from insufficient training about various technologies during their previous education prevent them from integrating technology into their classrooms effectively. Especially with the sudden increasing demand of online teaching due to COVID-19, there is a strong need to handle this issue as teachers continue doing their jobs. However, due to many reasons, in-service teacher training programs have been the subject of criticisms. This paper explains a blueprint for designing and implementing a context-specific in-service teacher training program for using web 2.0 tools in EFL lessons. The participants were 122 English language teachers working at the School of Foreign Languages at Anadolu University. Survey forms were utilized as data collection tools in this design-based study. Eight successive stages were followed in the training program. The feedback gathered both from the learners and the teachers show that both groups appreciated technology integration and the in-service teacher training program. Thus, based on overall findings, this blueprint can be suggested and developed for similar institutions wishing to increase their teachers' competencies in integrating technology into their classrooms.
A Simulation-Based Interactive Learning Multimedia Development for Photosynthesis and Respiration Practicum in Junior High Schools
Author: Putri, Putri
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,Multimedia Materials,Material Development,Science Materials,Science Instruction,Instructional Effectiveness,Scientific Concepts,Natural Sciences,Practicums,Thinking Skills,Skill Development,Junior High School Students,Grade 7,Public Schools,Foreign Countries

A practicum is beneficial in science learning to provide a concrete manifestation of a topic. This study aimed at creating a simulation-based interactive learning multimedia product to assist students' practicum. The product was developed for the topic of cell metabolism process focusing on the energy in living systems. The study employed the Research and Development referring to the Analysis, Design, Development, Implementation, and Evaluation model. During the development process, both product testing and users' response testing were carried out. To reveal the product impact, students' results of the pre-test and post-test were analyzed. The product was developed by using Macromedia Flash 8. The results of Alpha and Beta analysis showed that the results are 'feasible' and 'very feasible' for the product. Furthermore, based on the average value of 39.2 for the initial test and 82.5 for the final test it was obtained an Ngain value of 0.712 with the category of &quot;High&quot;. Therefore, it proved that the developed interactive learning multimedia is effective in increasing students' analytical skills for the Science Learning materials in junior high schools.
Exploring the Use of Self-Assessment to Facilitate Health Students&apos; Generic Skills Development
Author: Sarkar, Mahbub
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Skill Development,Job Skills,Soft Skills,Thinking Skills,Technological Literacy,Professionalism,Social Responsibility,Self Management,Employment Potential,Graduate Students,Undergraduate Students,Value Judgment,Health Sciences,Public Health,Nutrition Instruction,Dietetics,Foreign Countries

Employability skills for health graduates, and many disciplines within higher education, are considered vital to maximising their capacity to cope with the rapidly changing, uncertain and highly competitive labour market. Despite the increasing importance of developing generic skills for employability, there is a dearth of knowledge about how to support health students to develop generic skills as part of their formal education. The main objective of this two-phase study was to engage health students in the process of self-assessment of their generic skills and explore the potential of this process to facilitate their generic skills development. The first phase of this study engaged students in completing a self- assessment questionnaire, incorporating a validated set of industry-demanded skills with associated behaviours. In the second phase a subsection of respondents participated in focus group interviews that explored their perception of the self-assessment process in generic skills development. Students viewed themselves as having some capabilities to perform the generic skills, as well as their university studies contributing to the development of these skills. The qualitative data found that the self-assessment process prompted students to reflect on their abilities and further engage with developing these skills. This study supports the evidence for contextualising and embedding a process of self-assessment of generic skills into the formal curricula to help better prepare health students for their future work.
&apos;...Having People That Will Help You, That Know the Ropes and Have Walked That Road before You&apos;: How Does First in Family Status Impact Graduates in the Employment Field?
Author: O'Shea, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: First Generation College Students,College Graduates,Alumni,Employment Potential,Labor Market,Social Capital,Competition,Disadvantaged,Socioeconomic Background,Knowledge Level,Barriers,COVID-19,Pandemics,Expectation,Foreign Countries

Increasing competitiveness in the graduate employment field combined with growing numbers of degree bearing applicants means that gaining employment after completing university studies can be a lengthy and complex undertaking. This is even more the case for students who do not have ready access to the social or family capital often required for successful employment, such as those who are first in their family to attend university. This article reveals hidden tensions within the post-graduation employment market when this is negotiated without the benefit of necessary capitals required to do so successfully. Drawing on interview and survey data from recent first in family graduates and alumni in Australia, the ways in which they negotiated employment was explored. This exposed an alternative perspective on graduate employment that highlights the somewhat 'hidden' inequities and unfair expectations within a hyper competitive job market. Participants' written and spoken reflections reveal the ways in which the graduate landscape is far from being an 'even playing field'. The perspectives presented contribute to broader understanding about the difficulties of moving towards desired employment goals or social mobility particularly when intangible relational and personal capitals are needed. Such insights are needed to inform both policy and practice globally, particularly as nation states come to terms with the repercussions of the current health crisis.
The Value of Embedding Work-Integrated Learning and Other Transitionary Supports into the First Year Curriculum: Perspectives of First Year Subject Coordinators
Author: Milliken, Hannah
Date: 2021-00-00
Type: Journal Articles
Subjects: Work Experience,Instructor Coordinators,College Freshmen,Transitional Programs,Adjustment (to Environment),College Readiness,Career Readiness,Preservice Teachers,Primary Education,Academic Support Services,Social Support Groups,Foreign Countries

The first year of university, also known as the first year experience (FYE), is a crucial time for students as they learn a range of new practices that enable them to study and pursue a discipline or profession of interest. The function of this transitionary time however in relation to providing both a successful transition into university as well as an orientation to the profession is under-developed. Work-integrated learning is a leading pedagogy in tertiary institutions to build student's career-readiness by applying theory within work experiences. However, despite the growth of WIL across discipline contexts, little is known about the prevalence and impact of WIL practices within the first year of tertiary study. The purpose of this study was to explore the perspectives of those who design and facilitate first year subjects on the value of embedding WIL and other transitionary supports into the first year curriculum. A qualitative case study was employed, with interviews from ten first-year subject coordinators within a single degree and institution. The findings reveal three crucial areas of transition in the first year: &quot;Transition into learning,&quot; &quot;Transition into being a student,&quot; and &quot;Transition into becoming a professional.&quot; Recommendations centre on benefits of a whole-of-course approach to transition and WIL for developing students with the necessary knowledge and skills to succeed both at university and into the workplace.
Two Sides of the Same Coin? Internationalisation and Employability: Students&apos; Perceptions of Employability and Career Outcomes from International Studies
Author: Mueller, Beate
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Studies,Employment Potential,Student Attitudes,Study Abroad,Education Work Relationship,Undergraduate Students,Second Language Learning,Withdrawal (Education)

The Australian higher education sector has promoted internationalisation opportunities for students, including through international studies (IS) courses that entail language and culture study and international exchange. Educators promote internationalisation for many reasons, including enhanced employability, and international studies degrees are increasingly offered in combination with professional courses. Students, however, do not necessarily share in the belief that international opportunities and language study will increase their employability. A thematic analysis of statements (n=223) supplied on student applications to withdraw from combined international studies courses in favour of single professional degrees, reveals that students fail to see employability benefits and may even perceive their international studies course as a professional liability. Understanding these beliefs can allow educators to more effectively promote the value of not only international studies degrees, but also language and culture study and exchange opportunities, and to counter some of the myths that prevent students from undertaking international opportunities.
An Investigation of the Relationship between Ecological and Materialistic Values of Turkish Teacher Candidates
Author: Özdemir, Nevin
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Values,Ecological Factors,Conservation (Environment),Consumer Economics,Preservice Teachers,Student Attitudes,World Views,Gender Differences,Departments,Instructional Program Divisions,Environmental Education,Foreign Countries,Correlation

Materialistic values are important factors that guide individuals' philosophy of life. For this reason, it is thought that individuals' environmental attitudes and ecological world views may be related to their materialistic values. Therefore, the purpose of this study is to examine whether there is a relationship between the materialistic and ecological values of prospective teachers. The study sample consists of 685 prospective teachers studying in a Faculty of Education at a university in northern Turkey. In the 2016-2017 academic year, prospective teachers who participated in this study were studying in first and last grade level of five different departments: Social Studies (n=115); Science (n=149); primary education (n=151); Mathematics (n=134); and pre-school teaching (n=136). A questionnaire including the New Ecological Paradigm Scale (NEPS), and the Material Values Scale (MVS) was used to gather data. The mean scores of both scales were based on the interpretation of the research findings, and the relationship between materialistic and environmental values of sample and variables such as gender, grade level, the field of teaching, and environmental education were examined. The correlations among materialistic and environmental values and environmental education were also examined. The results of the study demonstrated that prospective teachers have high levels of eco-centric values and moderate levels of materialistic values; also, these values have significant relations with some of the variables. The findings indicated there were negative or positive weak correlations between some variables.