ethanporcaro/eric-fulltext-meta huggingface dataset:
The Social Integration Experiences of International Doctoral Students at Russian Universities
Author: Abdul-Rahaman, Nurudeen
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Integration,Doctoral Students,Doctoral Programs,Foreign Students,Study Abroad,Foreign Countries,Educational Experience,Student Characteristics,At Risk Students,Universities,Identification,Student Attitudes,Student Surveys,Friendship,Interpersonal Relationship,Scores,Doctoral Dissertations,Student College Relationship

Social integration (SI) plays a critical role in doctoral students' success. However, SI experiences could differ depending on the characteristics of students and their programmes. The study investigates differences in the SI of doctoral students at Russian universities and identifies the main groups at risk who have more difficulties with SI. To achieve this, the study utilized data from a cross-institutional online survey of doctoral students conducted in 2021 on behalf of the Russian Ministry of Science and Higher Education. A total of 4,454 doctoral students from 249 universities responded to the survey. Findings from the study indicate international students were less socially integrated in terms of having more friends and having problems interacting with others, either in person or remotely. Generally, no clear and significant difference was observed between their experiences and all aspects of social integration analysed in the study. Secondly, international doctoral students (IDS) are divided into groups (groups with low SI scores and groups with high SI scores) and compared them in terms of their subjective assessment of their chances for defence during the normative period of their studies and their overall satisfaction with the doctoral programme. The results for both variables revealed significant differences between IDS and varying degrees of SI. Significantly, the IDS group with a higher SI score reported high chances of defending their dissertation within the normative period of five years. The study concludes by suggesting that that activities that foster informal communication should be implemented and standardized within all departments in Russian universities to properly absorb all doctoral students into the social and academic cultures of their universities.
Integrated STEM Education: The Effects of a Long-Term Intervention on Students&apos; Cognitive Performance
Author: De Loof, Haydée
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 9,STEM Education,Integrated Curriculum,Intervention,Cognitive Processes,Mathematics Achievement,Technological Literacy,Instructional Effectiveness,Student Characteristics

Integrated Science, Technology, Engineering and Mathematics (iSTEM) education is a promising approach to attracting more qualified and better motivated students to STEM fields. In this study, we respond to one of the salient challenges facing integrated STEM educational research, namely investigating its educational impact. We developed a large-scale intervention where all STEM components are integrated and examined the impact this integrated STEM curriculum has had on cognitive performances regarding physics, mathematics, technological concepts, and integrated physics and mathematics. In total, 859 grade 9 students, distributed across 39 Flemish different schools, participated in a long-term study. The results of multilevel analyses show that iSTEM education had positive effects on cognitive performance in terms of mathematics knowledge and application and technological concepts. Also, differential intervention effects were found with regard to student characteristics. Since the impact was only apparent after two years, we stress the importance of a long-term integrated STEM approach.
Relationship between Intercultural Communicative Competence and L2 Learning: Iranian EFL Learners&apos; Motivation and Achievement
Author: Rezaei, Mahdi
Date: 2022-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Communicative Competence (Languages),Translation,Correlation,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Learning Motivation,Comparative Analysis,Teaching Methods,Undergraduate Students,Language Tests,Student Attitudes,Cultural Awareness,Academic Achievement,Gender Differences,Majors (Students)

This study aimed to scrutinize the measurement of ICC and then investigate the relationship between Iranian L2 learners and their L2 learning motivation, and achievement on the one hand, and the difference between ICC and motivation of EFL learners, on the other. To do this, the participants included 60 B.A. Translation and 60 B.A. non-Translation students in universities in Iran. A test battery including the final version of the ICC questionnaire and an L2-learning motivation questionnaire adapted from Gardner's attitude/motivation test battery was then administered to a random selection of both English and non-English students. The correlation results showed that there was not a significant relationship between L2 learners' ICC and L2-learning motivation. In the meantime, t-test results depicted that there was not a significant difference between English and non-English Iranian EFL learners. The correlations results showed that there was a significant relationship between ICC and achievement of English students. This study can convince the learners to become aware of the significance of ICC and the effect of teaching English on developing this competence.
Career Development Learning in the Curriculum: What Is an Academic&apos;s Role?
Author: Dean, Bonnie Amelia
Date: 2022-00-00
Type: Journal Articles
Subjects: Career Development,Employment Potential,Career Readiness,Core Curriculum,College Faculty,Teacher Role,Knowledge Level,Higher Education,Job Skills,Critical Thinking,Mentors

Career development learning (CDL) is an approach to developing student employability that enables students to reflect on and plan their future careers through engaging in activities outside or within their degree. Building on literature arguing for the benefits of integrating CDL within curriculum, this study examines academics' perceived roles facilitating CDL. Informed by the principles and processes of Interpretive Phenomenological Analysis (IPA), 55 academics were interviewed from one institution, enabling responses to be examined through a common lens of teaching, policy and governance structures. Findings demonstrate that while some participants broadly understood the value of CDL, the term CDL is not well known. Further, while CDL strategies within teaching contexts occur, they are mostly unplanned or dialogic. This paper presents a taxonomy of current practice, featuring 11 diverse roles for facilitating CDL within curriculum grouped as absent, implicit and explicit approaches. The paper offers recommendations for a university-wide agenda for employability that features CDL strategies embedded across core curricula.
The Impact of Parenting Classes on Incarcerated Mothers
Author: Phillips, Kimberly
Date: 2022-00-00
Type: Journal Articles
Subjects: Mothers,Institutionalized Persons,Correctional Institutions,Correctional Education,Parenting Skills,Parent Education,Mother Attitudes,Family Relationship,Outcomes of Education

With growing public attention to the problem of mass incarceration, many individuals want to know about the vast rise in women's incarceration rates; particularly concerning, the increase of mothers in prison. For many mothers, the only source of hope and motivation they have while involved in the criminal justice system is the connection with their children. This article demonstrates that educational programs focusing on parenting can help incarcerated mothers renew their parental role upon release from prison. The target audience for this article includes, but is not limited to, correctional facility administrators, family counselors, educators, and anyone with an interest in parenting after prison. This article can also serve as a platform to advocate for quality parenting classes for incarcerated mothers.
Effect of Household Income and Expenditure on Tertiary School Enrolment in Nigeria
Author: Ihugba, O. A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Enrollment,Family Income,Expenditures,Expenditure per Student,Economic Factors,Living Standards,College Choice,Tuition,Educational Policy

The bounds testing (augmented autoregressive distributed lag, ARDL) technique to cointegration was used in this study to investigate the effect of household income and expenditure on tertiary school enrolment in Nigeria from 1970 to 2020. The model was employed to estimate the relationship between these three variables while also accounting for interactions with total education expenditure. When the dependent variable is tertiary school enrollment, the bounds tests show that the variables of interest are bound together in the long run. Tertiary education is widely regarded in Nigeria as a path to higher-paying jobs and a better quality of life, so some interesting observations were made. It was discovered that there is a significant negative relationship between GDP per capita, which is a proxy for household income. The findings also show that a household's consumption expenditure provides tertiary education enrollment power; an increase in a household's consumption expenditure increases the tertiary education enrollment ratio. When the variables deviate from their equilibrium values, the speed of adjustment to equilibrium is 128% within a year. The study suggests that the government establish more tertiary institutions and improve the reputation of existing ones by adequately funding them.
Parents&apos; Involvement and Students&apos; Academic Performance in Ryakasinga Centre for Higher Education-Sheema District, Uganda
Author: Mugumya, Duncans
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Participation,Higher Education,Academic Achievement,Correlation,Family Environment,Parent Child Relationship,Foreign Countries,Volunteers,Teacher Attitudes,Student Attitudes,Parenting Styles,Prediction,Parents as Teachers,Likert Scales,Systems Approach

The study examined parents' involvement (PI) and students' academic performance (SAP) in Ryakasinga Centre for Higher Education (RCHE)-Sheema district-Uganda. The objectives were to examine the effect of parenting, learning at home, and volunteering on students' academic performance in RCHE. The study was underpinned by Systems theory. The sample size was 117 with 43 teachers and 74 Form 4 students selected using simple random sampling giving a sample size of 117. The response rate was thus 93.6%. Data were collected using a questionnaire and analyzed using SPSS. The findings revealed positive significant relationships between parenting (r=0.576**), learning at home (r=0.378**), and volunteering (r=0.519**). Regression analysis indicated significant prediction effects of parenting (t = 5.363, p&lt; 0.05), learning at home (t = 3.11, p = 0.003), and volunteering (r=0.519**) on academic performance. The study concluded that communication was a major reason for success in SAP and that a good learning environment positively influences SAP. Recommendations for policy and practice are provided.
WhatsApp Remote Reading Recovery: Using Mobile Technology to Promote Literacy during COVID-19
Author: León, Mariana
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Technology,Low Income Students,Distance Education,Elementary School Students,Reading Instruction,Telecommunications,Handheld Devices,Social Media,School Closing,Program Effectiveness,Foreign Countries,Reading Rate,Reading Skills,Instructional Program Divisions

School closures because of the COVID-19 pandemic affected over a billion young people worldwide and presented a threat to long-term learning, particularly for public school students in low socioeconomic situations. This article offers quasi-experimental evidence on a low-cost strategy for distance learning applied in the Republic of Panama to minimize the negative consequences of the pandemic on public elementary school children's reading levels. We conducted a 12-week intervention that utilized mobile phone technology and dissemination of reading material through WhatsApp, a cross-platform messaging freeware service, to maintain and improve children's reading levels during the pandemic school shutdown. The objective was to determine the feasibility of using WhatsApp as a digital tool to facilitate education and inform evolving practice and policy responses. Results among 292 students between the second and sixth grades indicated overall mean gains of up to 10.3% in the number of words read per minute, with statistically significant improvements overall and higher gains among the second and third grades. In addition, the adoption rate was high, with a reported average of 84% completion of the daily readings. The results of this low-tech intervention have immediate and longer-term implications for using mobile technology as a supplemental or complementary learning tool, especially for developing regions and during school closures or school vacations.
Social Studies Teachers&apos; Digital Literacy Levels
Author: Kosdak, Elif
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Studies,Secondary School Teachers,Foreign Countries,Digital Literacy,Technology Integration,Inservice Teacher Education,Self Concept,Generational Differences,Gender Differences,Teacher Attitudes

In this study, which was conducted to determine the digital literacy levels of social studies teachers, explanatory sequential design, which is one of the mixed pattern methods, was used. 543 Social Studies teachers working in secondary schools across Turkey participated in the study in the 2019-2020 academic year. 543 social studies teachers participated in the quantitative part of the study and 32 social studies teachers participated in the qualitative part. The sample of the study was chosen as an easy and accessible sample. The data of the study were collected through the personal information form developed by the researcher, the interview form and the digital literacy scale developed by Sulak, (2019). Quantitative data obtained in the study were analyzed with a statistical program. As a result of the research, it was determined that the digital literacy levels of social studies teachers were at the &quot;I agree&quot; level. Significant differences were found between the digital literacy levels of teachers and the variables of gender, use of technology in the lesson, and in-service training. With the data obtained as a result of the interviews, it was revealed that the teachers themselves have a perception that their digital literacy skill level is below the digital literacy level of today's Z generation. As a result of the findings, suggestions were made to carry out various studies to increase the digital literacy level of social studies teachers and to gain digital literacy skills through in-service/pre-service training.
Teachers&apos; Attitude Scale towards Metaverse Use: A Scale Development Study
Author: Çengel, Metin
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Attitude Measures,Computer Simulation,Technology Uses in Education,Test Construction,Foreign Countries,Electronic Learning,Test Validity,Test Reliability,Factor Analysis,Computer Science Education,Teachers

The metaverse, or virtual universe, is a hypothetical iteration of the internet that supports persistent online 3D virtual environments through traditional personal computers as well as virtual and augmented reality devices. The &quot;metaverse&quot;, which has been on the agenda in recent days, had a great impact both in Turkey and in the world. In other words, a virtual world, represented by a metaverse avatar, where users can shop, socialize, participate in leisure activities and learn. The concept of metaverse, which came to the fore with billions of dollars of investment plans by companies such as Facebook, Microsoft, Roblox and Epic, is seen as the next stage in the development of the internet. It is possible to access this virtual reality universe using VR headsets, augmented reality (AR), smart watches and smart glasses. With the increasing popularity of online learning, educators, trainers, institutions are looking for ways to make distance learning more interesting and interactive. There are 4 important ways that the metadata store can help with this; creating an engaging and life-like online classroom, encourage communication, supporting immersive learning and enriching gamification. Due to the effect of the pandemic on digitalization, many different models have been developed in education methods and three-dimensional models have been focused on, where students' readiness levels and interaction with each other are higher. Metaverse is one of these methods. In this sense, it is important to get opinions from teachers and students, who are the most important stakeholders of education, in the use of metaverse technologies, which make a quick introduction to learning and teaching processes, in educational environments. It is important to determine the readiness levels of students and teachers, especially for the use of metaverse technologies in teaching environments. In the light of all these, this study was based on evaluating the teachers' attitudes towards metaverse technologies by considering the teacher dimension. It is aimed to present a valid and reliable scale that can be developed for the relevant subject. The validity and reliability studies of the scale were carried out on a total of 301 computers teachers working as permanent teachers in a city in Türkiye. The three-factor structure (perceived benefit, readiness and satisfaction) of the scale with an eigenvalue greater than 1 explains 78.42% of the total variance. A scale whose validity and reliability have been proven according to the results of EFA and CFA has been added to the literature. Moreover it is foreseen that the research will be important since it is the first scale developed in Türkiye on the metaverse.
The Ecology of Early Development: Fathers&apos; Home Involvement and Child&apos;s Later Educational Outcomes
Author: Cig, Oguzcan
Date: 2022-00-00
Type: Journal Articles
Subjects: Infants,Fathers,Parent Participation,Cognitive Development,Child Development,Time Perspective,Literacy,Play,Child Caregivers,Preschool Education,Gender Differences,Mathematics Achievement,Children,Young Children,Parent Child Relationship

This study examined the relationship between young children's cognitive development and fathers' engagement in early childhood. The study examined fathers' home engagement patterns based on literacy, play, and caregiving activities when their children were 9-month-old and these patterns of engagement in 9-month-old were related to children's cognitive development in preschool. Latent class analysis (LCA) procedure was used to create subgroups/classes of fathers based on their actual engagement. The study employed multiple data sources from Early Childhood Longitudinal Study-Birth Cohort (ECLS-B). The data sources include a self-administered resident father survey, direct child assessment, and parent interviews. The results of the study suggested that there were five distinct classes of fathers based on their actual engagement. A total of 6.200 fathers were included in the analysis to create father classes. In the regression analysis, a total of 4.800 children were included. Although father classes were mostly similar, there were two distinct father classes with different actual engagement patterns based on child's gender. Although, the class of fathers with the highest likelihood of engaging their infant girls had a negative effect on girls' literacy and mathematics scale score in preschool, the results regarding children's later educational outcomes were mixed.
Gender and Socio-Economic Background Aspect of Inclusion: A Perspective from Turkey
Author: Kesik, Fatma
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Inclusion,Gender Differences,Gender Bias,Socioeconomic Status,Low Income Students,Equal Education,Access to Education,Educational Policy

This study aims to identify the opinions of teachers about the inclusive education policies and practices regarding the gender and socio-economic backgrounds of students. Phenomenology, as a qualitative research method was used in this study and eighteen teachers selected by criterion sampling technique constituted the sample of this study. The data of the study were collected with semi-structured interview forms and analyzed with content analysis method. As a result of the study, it was identified that although there have been tremendous improvements in ensuring the access of female students and students from disadvantaged socioeconomic backgrounds in the education system, it is revealed that educational inequalities and injustices continue to exist and several female students and students from disadvantaged socio-economic backgrounds are excluded from education system due to several reasons in Turkey. In that regard, it is suggested that the policies and practices towards inclusive education should shift towards an improvement in education system with the aim of increasing inclusion, justice, equity and diversity in all spheres of educational life.
Improvement of Six Competency Skills through the Development of Flipped-Case Project in Era of Education 4.0
Author: Hastuti, Karunia Puji
Date: 2022-00-00
Type: Journal Articles
Subjects: Competence,Flipped Classroom,Case Method (Teaching Technique),Student Projects,Active Learning,College Students,Foreign Countries,Skill Development,Cooperative Learning,Instructional Effectiveness

The lack of research development on 21st-century learning models that can improve the six competency skills of Geography Education students at Universitas Lambung Mangkurat Indonesia and its integration in wetland environment management became the background for developing the Flipped-Case Project Model. This model results from the development of case methods and team-based projects, one of the efforts to improve six competency skills in learning innovation. This development consists of five stages: analysis, design, development, implementation, and evaluation. The results of this study showed that the novelty of the development of this model was seen in the learning syntax, including group formation, determining the topic of wetland management, mini-research, case finding by students, group discussion, presentation of reports, presentation of results, mini lecturers, and evaluation in the form of feedback. The Flipped-Case Project model has been declared feasible and effective for improving six competency skills as a learning model in the study of wetland environment management at the Geography Education Study Program, Universitas Lambung Mangkurat. The implications of this research as an alternative geography learning model that can improve students' six competency skills in the 4.0 education era. In addition, as a guide for further research to be implemented in other courses in higher education.