ethanporcaro/eric-fulltext-meta huggingface dataset:
Inclusive Education for Young Children with Autism Spectrum Disorder: Use of Humanoid Robots and Virtual Agents to Alleviate Symptoms and Improve Skills, and a Pilot Study
Author: Tuna, Ayse
Date: 2022-00-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Robotics,Skill Development,Interpersonal Relationship,Interpersonal Communication,Inclusion,Play,Young Children,Artificial Intelligence

Individuals with autism spectrum disorder often struggle to establish and keep positive relationships with peers and adults due to experiencing communication and social difficulties. It has been shown that humanoid robots and virtual agents can enable interventionists to maximize engagement during instruction and program for generalization. Having employed the humanoid robots as a mediator and therapeutic support tool for children with autism spectrum disorder can help to support inclusive education for young children with autism spectrum disorder. Similarly, the findings obtained in many research studies that have been carried out recently support the use of technology-aided interventions and instruction with interactive virtual agents on children with autism spectrum disorder. Therefore, in this study, first, as a result of a scoping review, the use of humanoid robots and virtual agents for inclusive education is discussed. Then, the information about a pilot study based on single-subject research model is presented. The aim of the pilot study was to evaluate whether children with autism spectrum disorder could benefit from a humanoid robot in improving their symbolic play skills. Because as the related literature confirms a developmentally appropriate curriculum involving symbolic play is necessary for educational activities targeting young children. It was seen that throughout the sessions carried out in the pilot study, the children had high engagement with the humanoid robot and the parents' feedbacks showed that the children benefitted from the humanoid robot in improving their symbolic play skills. Finally, challenges, opportunities and future research directions in the related domains are provided in this paper.
How Generations See Each Other--The Reality of Generation Stereotypes
Author: Szabó, Csilla Marianna
Date: 2022-00-00
Type: Journal Articles
Subjects: Age Groups,Generational Differences,Secondary School Students,Student Attitudes,Adolescent Attitudes,Teacher Attitudes,Stereotypes,Generalization,Technological Literacy,Handheld Devices,Social Media,Computer Mediated Communication,Emotional Response,Safety

Secondary school students are the members of gen Z, while their teachers mostly belong to gen X. Due to multitasking in virtual space, dotcom kids' attention, work memory, and brain activity are changing. Their vision of the future, attitude, and priorities are entirely different from those of earlier generations. The children of gen Z question and reject traditional authority; however, they are creative and innovative. In contrast to this, both the knowledge, the attitude, and the value system of their teachers are significantly different from those of the net generation. The purpose of the research was to map adolescents' opinions about generation stereotypes as well as what their teachers think about them--according to the students. The anonymous digital questionnaire was spread in social media; adolescents assessed frequently mentioned statements about gen Z. According to the results, it can be claimed that there are some stereotypes, especially about the usage of digital tools and lasting concentration, which were proved to be true by adolescents. However, youngsters rejected stereotypes referring to the instability of their future perspective, behaviour on the sites of social media, and the quality of relationships. On the other hand, they believe that their teachers' opinion about them is different in many ways, such as in online communication, emotional attitudes, and digital safety.
Investigating the Effectiveness of Web 2.0-Based Critical Thinking Curriculum Developed for Secondary School Students: A Mixed-Methods Study
Author: Korukluoglu, Pinar
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Web 2.0 Technologies,Critical Thinking,Curriculum Development,Secondary School Students,21st Century Skills,Student Attitudes,Foreign Countries

It is crucial for students to develop their 21st-century skills such as technological literacy and critical thinking skills with various curricula to be updated in accordance with technology integration in education. Therefore, a critical thinking curriculum was designed, implemented and evaluated by using Web 2.0 tools for secondary school students. The research, adopting embedded mixed design [qual+Quan(qual)+qual] research model, was carried out with 21 secondary school students studying at 5th and 6th grades. Before the 8-week implementation process, a needs analysis was carried out, student journals during the implementation were analyzed with content analysis. A significant difference was found, in favor of the post-test, between the pre-tests/post-tests of &quot;Critical Thinking Skills Test&quot; and &quot;Critical Thinking Disposition Instrument&quot; as a result of Wilcoxon Signed Ranked Test analysis while there was no significant difference between the post-tests based on variables of grade and gender in the Mann Whitney-U analysis. In the content analysis of the student interviews carried out after the implementation, it is seen that students found the curriculum entertaining and gained awareness in utilizing critical thinking skills. In addition, students suggested activities embodying more verbal expressions and extracurricular assignments to be more active.
Examination of a Computer-Delivered English Proficiency Test for Flight Attendants: Test-Takers&apos; Experiences
Author: Arslan, Sezen
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Language Proficiency,Language Tests,English (Second Language),Air Transportation,Professional Personnel,Experience,Attitudes,Foreign Countries

International Civil Aviation Organization recognizes English proficiency tests for the aviation personnel. Despite this, no universal test has yet to be developed for this purpose. There are only local tests available on the market. Among them is a computerdelivered English proficiency test which is administered for a globally recognized flight company in Turkey. This test is implemented for flight attendants and has important consequences such as suspending flights until the required level of English is achieved in the test. Thus, test-takers' perceptions of the test are significant as they experience these impacts first-hand. This study, therefore, explored flight attendants' test-taking experiences. 26 flight attendants participated in this study. Semi-structured interviews and two focus group sessions were held to collect data and evidence. The findings showed that the respondents had concerns for test administration including the issues such as physical conditions of the setting, timing of the test, and test format. Although they agreed that the test had a representative sampling of the language, they thought it lacked relevant components in accordance with their needs and level. They also reported the test content did not reflect work-related context. The study, therefore, provided implications and suggestions to improve the test considering the aviation context.
The Rights of Children from Gypsy/Traveller and Roma Backgrounds in Scotland
Author: Riddell, Sheila
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Childrens Rights,Children,Treaties,International Law,Federal Legislation,Educational Legislation,Migrant Children,Student Needs,Inclusion,Pandemics,COVID-19,Ethnic Groups,Attendance,Educational Attainment,Emergency Programs

The Scottish Government has a strong commitment to strengthening children's human rights, with the aim of making Scotland 'the best place to grow up and bring up children'. The Education (Scotland) Act 2016 introduced a raft of measures to boost the rights of children with additional support needs (ASN). The programme for government in Scotland, published in September 2020, included a commitment to incorporate the UN Convention of the Rights of the Child into Scottish domestic legislation. In order to examine the extent to which the rights of Gypsy/Traveller children are being respected in practice, this paper draws on an analysis of official statistics conducted as part of an ESRC funded project entitled &quot;Autonomy, Rights and Children with Special Needs: A New Paradigm?&quot; (ES/P002641/1), which ran from 2018 to 2020. In addition, the paper uses findings from an Independent Children's Rights Impact Assessment which was carried out in summer 2020 with a view to investigating the impact of the emergency measures implemented during the COVID-19 pandemic. Under the terms of the Coronavirus Act 2020, schools across the UK were closed, with widespread implications for children and young people, particularly those with additional support needs. The central aim of this paper is to explore the impact of the emergency measures on the recently enhanced rights of children with ASN, with a particular focus on the rights of children from Gypsy/Traveller backgrounds. I conclude that people living itinerant lives experience long-standing exclusion from mainstream schooling and wider society, and their marginal status has been reinforced during the recent pandemic when children's human rights have been side-lined.
Exploring the Motivation of International Students to Learn Hungarian: A Qualitative Study
Author: Stamenkovska, Tatjana
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Motivation,Foreign Students,Hungarian,Foreign Countries,Second Language Learning,Study Abroad,Student Attitudes,Social Integration

In today's globalized, multicultural and multilingual world, diverse social processes and macrocontextual factors are influencing people's motivation to learn a new language. According to OECD, the students' mobility to study abroad has increased more than two times during the past 2 decades, which plays a significant role in the world's future development. This paper aims to obtain a deeper understanding of international students' motivation for learning Hungarian in Budapest, Hungary. To achieve this aim, indepth interviews were conducted with 17 international students who were awarded the Stipendium Hungaricum scholarship and have achieved between A1 and B1 level in Hungarian as a foreign language. The interview guide was adapted from Dörney's L2 Motivational Self System and Taguchi, Magid, and Papi scales. The collected data was analyzed through thematic analysis. The findings revealed that international students have integrative and instrumental motivation for learning Hungarian. However, their integrative motivation purposes are more common than their instrumental motivation.
Social Justice in Education from the Perspective of the Roma in the Czech Republic--A Case Study
Author: Levínská, Markéta
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Migrants,Population Groups,Travel,Migration,Minority Groups,Ethnic Groups,Social Justice,Civil Rights,Equal Education,Laws,Legislation,Racism

This paper addresses the current educational rights of the Roma community (in the Czech Republic). The aim of the paper is to present the educational system, its advantages and disadvantages and the ways in which the legal system supports educational rights. The second part of the paper focuses on the exercising and negotiation of rights in the contemporary social context. The work is based on ethnographic research conducted since 2005 by the Levinska, Bittnerova, &amp; Doubek team in socially excluded localities. The data analysis is based on the theoretical concept of cognitive anthropology and the cultural models theory (D'Andrare, &amp; Strauss, 1992). Cultural models and the ways in which parents, students and teachers negotiate rights are presented. The tension between rationality and morality (Bateson, 1958) is demonstrated by the models' endurance; communication, cognitive and material support; and independence. Although the system itself provides equal opportunities, the prospects that education affords are a fundamental problem. One obstacle is racial bias, which influences members of the dominant group. Another significant obstacle is poverty and the costs of higher education, which are beyond the financial capacity of poor families. A third obstacle is knowledge, which is insufficient in excluded localities and poor families, and that families are unable to give students adequate support in navigating the full scope of student responsibilities.
Asylum Seekers in Higher Education in the United States: Emerging Challenges and Potential Solutions
Author: Popescu, Marciana
Date: 2022-00-00
Type: Journal Articles
Subjects: Refugees,Higher Education,College Students,Socioeconomic Influences,Barriers,Access to Education,Immigrants,Student Needs,Foreign Countries,Practicums

Asylum seekers are generally excluded from welfare provisions, social support, and higher education (HE) in their host countries. The depth and impact of these exclusions is barely known, as this population remains invisible and underserved. This article aims to deepen understanding of the challenges asylum seekers face in accessing HE in Western countries and present potential solutions. Existing literature highlights (1) socioeconomic challenges such as poverty, unrecognition of qualifications, low language proficiency, and mental health issues; (2) institutional barriers; and (3) good practices such as policy advocacy, scholarships, alternative admission paths, staff and faculty training, community collaboration, and asylum seeker involvement in policy and decision-making. We pose critical questions on the role of higher education institutions in addressing migration challenges and facilitating integration through access to education. An ongoing student-run initiative at a private U.S. university serves as a case example to offer further directions for research and practice.
Teachers&apos; Social and Emotional Competence: A New Approach of Teacher Education in Vietnam
Author: Dung, Do Thi
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Social Emotional Learning,Teacher Education,Foreign Countries,Well Being,Student Motivation,Teacher Student Relationship,Classroom Techniques,Instructional Effectiveness,Preservice Teachers

In the last two decades more and more studies have emphasized the central role of teachers' social and emotional competence in their teaching performance. In spite of this, there are not enough programs focused on developing teachers' social and emotional competence that are integrated into teacher education. This is particularly true in Vietnam where the concepts of social and emotional competence (SEC) and social and emotional learning (SEL) are rather new. In the study, we present four main emerging impact aspects of teachers' SEC including teachers' well-being and career motivation, teacher-student relationship, classroom management, and the effectiveness of SEL implementation. The article gives some recommendations for teacher education regarding SEC issue in Vietnam as well. These recommendations would contribute to develop a new approach of teacher education to meet the country's new general education curriculum enacted in 2020.
The Rainbow Shamrock
Author: Cognard, Gaëtan
Date: 2022-00-00
Type: Journal Articles
Subjects: Access to Education,Student Rights,Minority Group Students,Indigenous Populations,Ethnic Groups,Racism,Social Bias,Cultural Differences,Foreign Countries,Educational Policy,Inclusion,Equal Education,Educational Objectives,Educational Attainment,Elementary Secondary Education,Achievement Gap,Dropouts,Disproportionate Representation,Bullying

This article focuses on article 28 (right to education), article 29 (goals of education) and article 30 (children from minority or indigenous groups) of the United Nations Convention on the Rights of the Child (UNCRC) and their implementation in the several national policies of Western Europe, especially the UK and Ireland, and to a lesser extent, France. The present research looked more particularly into the situation of children from two communities: Gypsy, Roma and Travellers (referred to as GRT) and Irish Travellers. Although they are from different backgrounds, the analysis proved relevant because of the bridges that exist between their cultures and lifestyles, and because of their minority status within larger dominant communities, placing their children in the frontline of the UNCRC battle. The text of the UNCRC itself was a starting point. The research was mainly based on a series of reports from governments, from organizations such as the Traveller Movement, on articles from newspapers, and testimonies from GRT children and Irish Travellers. The results showed that the implementation of articles 28 to 30 of the UNCRC was being by and large slowly carried out by the countries under study. Yet, national disparities were evident. Also, their national policies revealed different contexts. Ireland seemed to be paving the way for the inclusion of minorities within the educational system.
The Carnegie Corporation and Philanthropy in Canadian Higher Education: A Case Study on the University of Alberta&apos;s Department of Extension
Author: Peacock, David
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Departments,Extension Education,Outreach Programs,Philanthropic Foundations,Grants,Educational Finance,School Community Relationship,Economic Climate,History,Fine Arts,Foreign Policy,Canada Natives,Retrenchment,Private Financial Support

We provide a case study of how Carnegie Foundation grants to the University of Alberta (Western Canada) during the Great Depression impacted the university's community engagement practices. Previously unutilized archival sources contribute to a historical survey of the university's Department of Extension as Carnegie philanthropy enabled the establishment of a Fine Arts Division within this department. The many benefits to the wider province, however, were laden with imperialist assumptions around race and the European &quot;canon,&quot; and thus contributed to the concurrent development of settler institutions and erasure of Indigenous people's cultures and livelihoods. As Alberta's economy shrinks, unemployment increases, and university funding is cut, it remains unclear whether the desire for new and innovative forms of outreach and engagement seen in the Great Depression still exists today. Concluding, we ask what alternatives to philanthropy we can, as scholars, university employees, and citizens, make available.
The Effect of Anxiety on Foreign Language Academic Achievement
Author: Andrea, Toth
Date: 2022-00-00
Type: Journal Articles
Subjects: Anxiety,Second Language Learning,Academic Achievement,Foreign Countries,Student Attitudes,College Students,Likert Scales

Anxiety has commonly been regarded as one of the most significant affective obstacles in language learning achievement, and has been the subject matter of many second language researches (MacIntyre &amp; Gregersen, 2012; Huang, 2012; Hewitt &amp; Stefenson, 2011; Riasati, 2011; Horwitz, 2001). The primary purpose of the present study is to explore the anxiety levels of a class of students studying at the University of Dunaujv aros and to investigate their attitude towards acquiring a second/foreign language. On the basis of the information gained the study is aiming at revealing some degree of correlation between students' anxiety and their academic achievement. Responses to the Foreign Language Anxiety Scale show that the relatively high levels of anxiety among these participants are related to the worry about (1) the consequences of failing their foreign language class, (2) thinking that the others are better at languages and (3) communication with native speakers of the foreign language. However, the results on the relationship between anxiety levels and academic achievements show no significant correlation between these two variables, which leads us to the conclusion that the participants' anxiety levels do not exceed the level which would have a negative impact on their academic results.
An Experiential Learning Project Using Sentiment Analysis of Twitter Posts
Author: Asay, Joel
Date: 2022-06-00
Type: Journal Articles
Subjects: Experiential Learning,Student Projects,Social Media,Opinions,Discourse Analysis,Spreadsheets,Data Interpretation,Assignments,Information Systems,Introductory Courses,Undergraduate Students,Business Administration Education

In this teaching case, we describe an experiential learning project that allows students to perform sentiment analysis on a set of tweets (posts made on the social media platform, Twitter) by collecting and analyzing posts that include key words selected by the students. Sentiment analysis refers to the process of identifying and categorizing opinions expressed in a piece of text. The project requires students to make edits to an R script, execute the script to save a collection of tweets that contain specific keywords, then open the file and paste the results into a macro-enabled Excel file that is provided. Students then edit the dataset to cleanse the data and write a report to interpret the findings. The assignment requires only a cursory knowledge of programming and Excel. We assign the project to students taking an introductory information systems course but the project could be suitable for courses in business analytics, marketing, social media, computer science, and other subjects.
100 Million Doses in 100 Days: Analyzing the COVID-19 Vaccination Supply Chain
Author: Woodside, Joseph M.
Date: 2022-06-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Immunization Programs,Experiential Learning,Case Studies,Teaching Methods,Supply and Demand,Data Analysis,Learning Activities,Undergraduate Students,Visual Aids,Corporations,Pharmacology,Business Administration Education,Discussion (Teaching Technique)

With the impactful nature of the COVID-19 pandemic, this manuscript describes a teaching case for COVID-19 vaccinations to develop students' knowledge of analytics and supply chain management. The experiential learning activity is developed in the context of an undergraduate upper-level course on descriptive analytics and data visualization. The contributions of this teaching case are an experiential learning activity applied to a real-world current event and an experiential learning activity that allows students to apply and develop their course knowledge. The overall case objectives are to assess the 100 million doses in 100 days US vaccination goal capability and offer additional vaccination supply chain insights and recommendations to policymakers based on the analysis. The COVID-19 pandemic can be utilized as a real-world case study for teaching the next generation of analytics leaders and supply chain managers through an applied vaccine distribution and data analysis scenario.