ethanporcaro/eric-fulltext-meta huggingface dataset:
Establishing Social, Cognitive and Teacher Presences during Emergency Remote Teaching: Reflections of Certified Online Instructors in the United Arab Emirates
Author: Meda, Lawrence
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Online Courses,School Closing,Distance Education,Teacher Student Relationship,College Faculty,College Students,Learner Engagement,Critical Thinking,Independent Study,Educational Technology,Student Diversity,Student Needs,Interaction,Emotional Response,Feedback (Response),Cooperative Learning,Group Activities

COVID-19 has forced many universities across the globe to implement emergency remote teaching as a preventative measure. Many faculty staff members were not adequately equipped with knowledge and skills of facilitating remote teaching. This made the establishment of social, cognitive and teacher presences difficult for them. The purpose of this study is to examine ways in which certified online instructors established social, cognitive and teacher presences during emergency remote teaching at a university in the United Arab Emirates. The study is guided by one critical question: How did certified online instructors establish social, cognitive and teacher presences in their online classes during the COVID-19 pandemic? The study adopted a qualitative case study within an interpretivist paradigm. Two certified online instructors were purposely selected to reflect on their experiences in establishing social, cognitive and teaching presences in their remote classes. It was found that students' engagement, critical thinking and self-directed learning and continual engagement play an indispensable role in students' remote learning. The study concludes that the establishment of the three components of a community of inquiry enhance students' learning experiences and allow instructors to cater for the diverse learning needs of all students in an online community.
Predictors of Severe Problematic Internet Use in Adolescent Students
Author: Lukács, Andrea
Date: 2021-00-00
Type: Journal Articles
Subjects: Internet,Computer Use,Addictive Behavior,Adolescents,High School Students,Student Characteristics,At Risk Persons,Depression (Psychology),Psychological Patterns,Parent Background,Educational Attainment,Fathers,Physical Activity Level,Student Behavior,Foreign Countries

Recent literature draws attention to the fact that problematic Internet use is a growing health issue among adolescents worldwide. This study aimed to find the potential demographic, physical and psychopathological risk factors associated with severe problematic Internet use of adolescents. A total of 1,347 adolescents (45.1% males) were recruited from five high schools in three settlements. Students completed an online questionnaire and provided data about socio-demographics, physical activity, physical and psychopathological health, as well as about their Internet use habits (Problematic Internet Use Questionnaire). 1.9% of the respondents appeared to be severe, 20.4% moderate problematic Internet users. The complexity of the problem is manifested in the multifaceted relationships of factors. The multinomial regression analysis identified four significant risk factors for severe problematic internet use, namely depressive symptoms, loneliness, low level of father's education level and low level of physical activity. The real severe problematic Internet use is not so common in adolescent students, however, together with moderate problematic Internet users, this number has significance. Psychopathological factors such as elevated depressive symptoms and loneliness should be considered when preventive programs are implemented and more attention should be taken on physical activity as an effective tool against addictive behavior.
School Outcomes of Students with and at Risk for Disabilities in Poverty: An Evaluation of School-Based Interventions in the U.S.
Author: Kim, Sunyoung
Date: 2021-00-00
Type: Journal Articles
Subjects: Poverty,Students with Disabilities,At Risk Students,Intervention,Elementary Secondary Education,Preschool Education,Educational Research,Language Skills,Research Design,Cultural Relevance,Educational Legislation,Federal Legislation,Student Needs,Program Effectiveness

Poverty as a cultural factor affects students' school success and outcomes. In the current literature review, we aimed at providing a comprehensive analysis of intervention research designed to support school outcomes of students aged 3 to 21 years with disabilities or at risk for developing disabilities in high-poverty contexts. Eighteen studies were included in this review (16 group designs, 1 single case design, and 1 group design with embedded single case), with a total of 1782 student participants. Results indicated that most of the research studies designed for students in poverty focused on their language skills (e.g., reading, vocabulary, literacy) with various interventions. Most of the group design studies met the quality indicators (Gersten et al., 2009) with a low standard, although all single case studies met the quality indicators by higher than 80% (Kratochwill et al., 2013). As for the analysis of cultural responsiveness, we found that most studies provided limited information reflecting culturally responsive research (Trainor &amp; Bal, 2014). Discussion and implication for practice and research are provided.
Effects of Morphological Awareness Training on Reading Accuracy in Children with Dyslexia and Its Transfer Effect on Phonological Awareness
Author: Layes, Smail
Date: 2021-00-00
Type: Journal Articles
Subjects: Morphology (Languages),Metalinguistics,Comparative Analysis,Phonological Awareness,Teaching Methods,Program Effectiveness,Semitic Languages,Measures (Individuals),Dyslexia,Elementary School Students,Grade 3,Intelligence Tests,Morphemes,Reading Tests,Intervention,Native Language,Pattern Recognition

We examined the effects of a morphological awareness (MA) training program on the enhancement of word and pseudo-word reading and phonological awareness in Arabic-speaking children with dyslexia. We compared two groups of children with dyslexia from Grade 3, an experimental group (n = 12; mean age = 112.4 months) with a control group (n = 13; mean age = 111.61 months). The training program focused on morphological analysis, derivational morphology and inflexional morphology. Results revealed that the experimental group outperformed controls on all post-training measures for MA, reading words and pseudo-words as well as phonological awareness. Also, the post-training measures were better achieved in the experimental group than pre-training ones, which confirm the efficacy of the morphological training program. We discuss these findings in light of the relationship between morphological awareness and word reading and phonological awareness, and the Arabic orthographic features as a morphological based language.
The Exclusive White World of Preservice Teachers&apos; Book Selection for the Classroom: Influences and Implications for Practice
Author: Adam, Helen
Date: 2021-08-00
Type: Journal Articles
Subjects: White Teachers,Preservice Teachers,Reading Material Selection,Foreign Countries,Preservice Teacher Education,Preferences,Teaching Experience,Disproportionate Representation,Cooperating Teachers

This paper reports on a study of the children's book preferences of 82 Preservice teachers (PSTs) at one Western Australian University. The study found PSTs preferred older books published during their own childhood or earlier. Further, representation of people of colour was limited to only 8 of 177 titles listed by PSTs. Key influences on their preferences were their personal favourite books and those used by mentor teachers during practicum experience. The outcomes of this study have implications for curriculum development and implementation of Initial Teacher Education courses, and in turn, for equitable outcomes of the future students of PSTs.
Triad Role in Shaping Tanzanian Pre-Service Teachers&apos; Experience of Teaching Practice
Author: Mpate, Hawa Mohamed
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Correlation,Teaching Experience,Teacher Education Programs,Student Attitudes,Supervisors,Mentors,Cooperating Teachers,Administrator Attitudes,Teacher Attitudes,Teacher Student Relationship,Teacher Educators,Practicums,Feedback (Response)

This study explores the role of the triad relationship in shaping pre-service teachers' experience during teaching practice. The study is descriptive in nature employing a qualitative approach and data from a sample of five pre-service teachers, five college supervisors, five mentor teachers and three Heads of school. The data were analysed through thematic analysis. The findings revealed that limited triad relationship, limited social and instructional support from mentor teachers and supervisors' limited assessment and feedback provision, negatively impacted pre-service teachers' learning during teaching practice. To achieve a functioning triad the paper suggests that it is important to equally engage supervisors, mentor teachers and Heads of school in formulating appropriate support practices for pre-service teachers. Such practice may include implementing a feedback process where all members of the triad come together.
The Psycho-Social Needs of Displaced Syrian Youth in Turkish Schools: A Qualitative Study
Author: Anis, Rida
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,High School Students,Barriers,Student Attitudes,Parent Attitudes,Administrator Attitudes,Principals,High School Teachers,Peer Relationship,Friendship,Social Integration,Acculturation,Racial Discrimination,Ethnicity,Psychological Patterns,Depression (Psychology),Academic Achievement,Student Needs,Intervention,Cultural Awareness,Educational Environment

This study investigates major challenges encountered by Syrian refugee youth in public high schools in Turkey, focusing on three sources of assessment: the refugee students themselves and their parents and educators. Based on qualitative interpretive research methodology, twenty-three individual semi-structured interviews were conducted. The study simultaneously hears the voices of the Syrian refugee students as well as those of their parents, teachers, and principals. Making friends among Turkish peers, social integration in school and the host society, discrimination, feeling lonely or even depressed, and other displacement problems are the crucial issues identified by this study. While most of the teachers and principals interviewed focused more on academic problems as the main reason for the deterioration of the majority of Syrian youth's education, refugee students and their parents claimed that the psycho-social challenges are more difficult and thus problematic.
The Role of New Literacy and Critical Thinking in Students&apos; Vocational Development
Author: Yasdin, Yasdin
Date: 2021-00-00
Type: Journal Articles
Subjects: Technological Literacy,Information Literacy,Media Literacy,Social Media,Critical Thinking,Thinking Skills,Soft Skills,21st Century Skills,Skill Development,Vocational Education,Vocational High Schools,High School Students,Adolescents,Foreign Countries

This study aims to illustrate and describe new literacy and critical thinking to support students' vocational development. This is a quantitative descriptive study using a survey approach. The number of respondents was 122 people. The questionnaire was developed to measure student's new literacy and critical thinking. The data analysis technique used was a statistic descriptive method. The results showed: (1) the circulation of information in social media among students is very intensive, (2) the intensification of information on social media encourages students to improve the literacy model in the form of new literacy movements, (3) new literacy encourages the improvement of students' critical thinking, (4) new literacy and critical thinking interact with each other to foster students' vocational development, especially in the formation of soft skills and (5) soft skills related to new literacy and critical thinking, namely, how to obtain, use and disseminate information. Future research requires equity related to the circulation model that can help students predict future needs.
University Students&apos; Understandings, Attitudes and Experiences on Plagiarism
Author: Nguyen, Dan Tam Thi
Date: 2021-00-00
Type: Journal Articles
Subjects: Plagiarism,Student Attitudes,Student Experience,College Students,Foreign Countries,Influences,English (Second Language),Second Language Instruction,Cheating,Ethics

With the speeding spread of the Internet, plagiarism is an emerging issue not only for the academic community but also for all educational and training institutions and organizations. However, this issue has not yet been considered comprehensively and seriously in Vietnam. To raise awareness of plagiarism and improve academic integrity, this study conducted a case study exploring this issue at a private international university in Ho Chi Minh City, Vietnam. Questionnaires were sent to 120 students in the Department of English Language. Results show that students lack appropriate understanding of plagiarism as well as skills to avoid it. The study also points out students' attitudes towards plagiarism which has not been addressed before.
The Factors Influencing Compulsive Social Apps and Its Impact on Technostress among Students
Author: Iskandar, Yulita Hanum P.
Date: 2021-10-00
Type: Journal Articles
Subjects: Social Media,Addictive Behavior,Psychological Characteristics,Influence of Technology,Handheld Devices,Telecommunications,Stress Variables,Anxiety,College Students,Private Colleges,Tactual Perception,Locus of Control,Interaction,Consumer Economics,Foreign Countries

This research aims to analyse the factors and effect of compulsive social apps usage on technostress among students in private higher education institutions in Malaysia. The determinants examined are the locus of control, materialism, need for touch, social interaction anxiety and technostress. This study is conducted on students who are the largest population using digital technologies in their everyday lives. Five hypotheses were constructed to analyse the determinants of compulsive social apps usage on technostress. A total of 285 valid questionnaires that measured factors of compulsive social apps and technostress were collected through the face-to-face method. The data was analysed using partial least squares (PLS) from students of the private higher education institutions. The mean score of compulsive usage of smartphone (M = 3.92) and that of technostress (M = 3.57) were not above the mid-point 4 in our 5-point scale, suggesting that the participants were not serious compulsive users. The results indicate the need for touch and that technostress is a significant effect of compulsive social apps usage. The findings showed that need for touch has the maximum impact on compulsive social apps usage and technostress.
Improvement of Principals&apos; Supervision Competence through Accompaniment in Principal Working Groups
Author: Nurlaili, Nurlaili
Date: 2021-00-00
Type: Journal Articles
Subjects: Competence,Knowledge Level,Principals,School Supervision,Supervisors,Discussion Groups,Elementary Schools,Public Schools,Problem Solving,Program Effectiveness,Mentors,Foreign Countries

A principal's supervision competency affects the improvement in the teaching and learning process; therefore, it needs to be improved. This study aimed to describe the principal working group (PWG) activities and the principal's supervision competencies after being assisted by school supervisor in the PWG at Sangkuang Island, East Kutai Regency. This research used a qualitative method and was conducted at state elementary schools. Data collection used interview, observation and documentation techniques. The data were analysed using Miles and Huberman's model. The results showed that the PWG activities were effective and the principals could exchange ideas and solutions to solve school problems. The school supervisor's assistance in the PWG activities increased the principal's supervision competencies. The principals were able to plan supervision programmes properly, conduct standard supervision and implement follow-up supervision according to the needs. This study implies that a school supervisor's assistance is important to improve the principal's supervision competence and this can be adopted at other area.
Interdisciplinary Art Education and Primary Teaching Students&apos; Self-Confidence
Author: Nalbur, Vicdan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Esteem,Interdisciplinary Approach,Art Education,Elementary School Students,Gender Differences,Age Differences,Institutional Characteristics,High Schools,College Students

The purpose of this research is to determine whether the self-confidence of students receiving interdisciplinary arts education in primary school varies according to gender, age and the type of high school they graduated from. The research is designed in survey model. At the stage of determining the sample, the students who were educated at Marmara University Atatürk Faculty of Education and who received interdisciplinary art education were determined and the students to be included in the study were determined by random (random) 112 volunteers selections. The self-confidence scale developed by Akin (2007) was used to determine the self-confidence levels of the students participating in the study. When the research findings are examined; self-confidence scores of the students were found to be quite high. In addition, it was observed that the self-confidence scores of the students did not vary according to gender, age and the type of high school they graduated from.
Developing Intercultural Business Competence via Team Learning in Post-Pandemic Era
Author: Andrienko, ?etiana
Date: 2021-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Cooperative Learning,COVID-19,Pandemics,Business Administration Education,Engineering Education,Interpersonal Competence,Foreign Countries,Active Learning,Student Projects,English for Special Purposes,Undergraduate Students,Student Motivation,Employment Potential,Student Attitudes,Soft Skills

To become successfully competitive in the globalised post-COVID 19 virtual business world, the engineering students, besides learning the English language for Specific Purposes as stipulated by the existing Syllabi, require purposed efforts for the formation of intercultural business communication competencies. This research, conducted successively in the USA and Ukraine combining observational and experimental methodology, aimed at studying the influence of team learning on the development of intercultural business competencies and skills highly desired and valued by employers, such as team building and teamwork, critical thinking, decision making, conflict prevention, and resolution, etc. The results were processed by combining qualitative and quantitative methods. Spanning in time from 2013 to 2020, the study proved the effectiveness of project work in learning teams for the development of intercultural competence and business communication skills. Team learning in virtual teams based on andragogical principles and methodology adapted by the authors to the needs of Ukrainian engineering students resulted in developing team building, teamwork, leadership, goal setting, planning, decision making, time management, creative and critical thinking, problem solving, conflict prevention and resolution, interpersonal and group communication and collaboration skills and competences, necessary for successful integration into the global workforce marketplace. Besides significant enhancement of intercultural business communication competencies, team learning resulted in raising Ukrainian undergraduate engineering students' motivation towards learning ESP, engagement in group and classwork, persistence towards successful graduation and gainful employment, and overall positive learning experiences.
Does Dental Students&apos; Attendance in Classroom Lectures Depend on the Mode of Attendance Tracking?
Author: Mawardi, Hani
Date: 2021-00-00
Type: Journal Articles
Subjects: Dental Schools,Attendance,Attendance Patterns,Classroom Techniques,Student Attitudes,Foreign Countries,Commuting Students,Medical Students

Purpose: The necessity to attend classroom lectures is a disputable topic among dental schools globally. Since there is an ongoing debate on different aspects of this problem in literature, the purpose of this study was to compare students' attitudes toward classroom attendance and investigate if stricter attendance tracking methods could lead to better classroom attendance at two dental schools utilising different modes of tracking students' attendance. Method: This was an observational, cross-sectional survey distributed among dental students enrolled at King Abdul-Aziz University (KAU) and King Saud University (KSU) in Saudi Arabia. The survey included questions on demographics, average travel time, student's attitudes toward classroom lectures and common reasons for absenteeism. Collected data were analysed and summarised as frequencies and percentages and then compared using the Chi-square test for statistical significance. Findings: The study involved 678 participants from KAU and 475 participants from KSU. In general, there was a significant difference in students' attendance between both schools in which 26.8% of KAU dental students skipped 5 or more lectures/month compared to 11.5% of students at KSU. Among the factors affecting classroom lecture attendance, commuting time was a major one reported by students (44.8% of students at KSU and 51.4% at KAU needed 30-60 min to reach their schools). The availability of lectures through online resources and the necessity to study for exams were additional factors reported by students of both schools. Implications for research and practices: Based on the current data, the school's method to track students' attendance may have a role in the pattern of classroom absenteeism.