ethanporcaro/eric-fulltext-meta huggingface dataset:
Religiosity/Spirituality, Affective Moral Reasoning, and Generative Altruism: A Study on Students in Muslim Societies
Author: Özkan, Umut Birkan
Date: 2021-08-00
Type: Journal Articles
Subjects: Moral Values,Muslims,Religious Factors,Altruism,High School Students,Grade 9,Grade 10,Grade 11,Grade 12,Predictor Variables,Foreign Countries

The aim of this study was to comparatively investigate the predictability of religiosity/spirituality and affective moral reasoning levels of Muslim and non-Muslim students in Muslim societies on their generative altruism. The data of the study were based on a sample of 6722 students in 9th, 10th, 11th, and 12th grade in 10 countries for which data collection and data entry were performed in Wave 1 of Advancing Education in Muslim Societies 2018-2019 fieldwork. Religiosity/Spirituality Scale, Affective Moral Reasoning Scale, and Generative Altruism Scale for Muslim and non-Muslim students were utilized for data collection. T-test and effect size were used for comparing sample means while the Multiple Linear Regression Analysis method was utilized in the regression analysis. The research results showed the level of generative altruism of Muslim students was statistically significantly higher than their non-Muslim peers. It was concluded with the regression model that religiosity/spirituality and affective moral reasoning levels explained generative altruism of Muslim students by 21% and non-Muslim students by 30%. What was noteworthy in this study was that the affective moral reasoning is a stronger predictor of the generative altruism of both Muslim and non-Muslim students than religiosity/spirituality. In light of these results, recommendations were provided about activities that can be conducted on students' generative altruism and future research.
Aboriginal English and Responsive Pedagogy in Australian Education
Author: Malcolm, Ian G.
Date: 2020-11-00
Type: Journal Articles
Subjects: Indigenous Populations,Pacific Islanders,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,Language Variation,Social Influences,Cultural Influences,Dialects,Culturally Relevant Education,Language of Instruction,Standard Spoken Usage,English,Morphology (Languages),Syntax,Vocabulary,Language Usage,Diachronic Linguistics,Languages

Aboriginal English, the language many Aboriginal and Torres Strait Islander students bring to the classroom, represents the introduction of significant change into the English language. It is the argument of this paper that the linguistic, social and cultural facts associated with the distinctiveness of Aboriginal English need to be taken into account in the English language education of both Aboriginal/Torres Strait Islander and non-Indigenous students in Australia. The paper illustrates seven significant changes of expression which Aboriginal English has made possible in English. It then proposes a &quot;responsive pedagogy&quot; to represent a realistic and respectful pedagogical response to the linguistic, social and cultural change which underlies Aboriginal English, drawing on current literature on second language and dialect acquisition and making frequent reference to materials which have been developed to support such pedagogy. It is implied that only with a pedagogy responding to Aboriginal English as it is, and to its speakers, will a viable English medium education for Aboriginal and Torres Strait Islander people be enabled.
The Effect of a Face-to-Face ScienceReady Preparatory Short Course on University Students&apos; Self-Efficacy
Author: Thalluri, Jyothi
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Program Length,Synchronous Communication,College Freshmen,Health Sciences,Scientific Concepts,Concept Teaching,Anxiety,Self Efficacy,Transitional Programs,Developmental Studies Programs,Urban Universities,Foreign Countries

The ScienceReady preparatory course is an intensive study designed to improve beginning university undergraduate students' understanding of medical/scientific concepts, and reduce their anxiety about studying the science component of their enrolled programs. Its goals are to stimulate students' science curiosity and provide the fundamental scientific content they are expected to know and build further on the knowledge that will feature in their upcoming programs. This article aims to describe the ScienceReady course, discuss the impact of the course on the participants, determine the relationship of the course with self-efficacy, and explain the implications of the results. Students were tested before and after the course to ascertain whether it increased or decreased or not affected selfefficacy. The results of the pre- and post-test surveys were unequivocal. The majority of the individual items for the self-efficacy questionnaire showed a significant increase in self-efficacy post-course.
From the Periphery to the Centre: Securing the Place at the Heart of the TESOL Field for First Nations Learners of English as an Additional Language/Dialect
Author: Angelo, Denise
Date: 2020-11-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Nonstandard Dialects,Indigenous Populations,Language Attitudes,Creoles,Language Variation,Teaching Methods,Student Needs,Student Evaluation,Evaluation Methods,Foreign Countries,Metalinguistics,Content and Language Integrated Learning,Language Proficiency,Language Tests,Cultural Differences,Cultural Awareness,Elementary Secondary Education

Indigenous learners of English as an Additional Language or Dialect (EAL/D) have historically not been the central focus of TESOL expertise here in Australia, or overseas. Despite moves towards inclusion increasing over the last two decades, there is an ongoing tendency for Indigenous EAL/D learners to remain on the periphery of current TESOL advocacy, research and practices in Australia. They are still often overlooked, as identification processes and support settings for migrant and refugee services are mismatched to Indigenous EAL/D learning contexts. Indigenous EAL/D learners, especially with un-/under-recognised contact languages (creoles and related varieties), can remain invisible in classrooms with mainstream curriculum and assessment practices (Angelo, 2013; Angelo &amp; Hudson, 2018; Gawne et al., 2016; Macqueen et al., 2019). Hence, we argue that understanding and consideration of Indigenous EAL/D learners' needs should become a priority in TESOL initiatives. This paper aims to place Indigenous EAL/D learners at the centre by alerting the TESOL field to a recent body of research and development on new Indigenous contact languages and whole class EAL/D teaching and assessment practices. Clarifying substantial issues and providing solutions, the paper makes Indigenous EAL/D its central focus, highlighting areas that otherwise result in &quot;forgettings&quot; about needs particular to Indigenous EAL/D learners. Thus informed, the Australian TESOL profession will surely include First Nations EAL/D learners at the heart of future discourse and initiatives.
Remote Indigenous Education and Translanguaging
Author: Wigglesworth, Gillian
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Code Switching (Language),Rural Areas,Languages,English (Second Language),Second Language Learning,Nonstandard Dialects,Phonology,Syntax,Creoles,Language Variation,Semantics,Pragmatics,Educational Environment,Teaching Methods,Language Usage,Language of Instruction,Vocabulary,Native Language,Educational Benefits

Indigenous children living in the more remote areas of Australia where Indigenous languages continue to be spoken often come to school with only minimal knowledge of English, but they may speak two or more local languages. Others come to school speaking either a creole, or Aboriginal English, non-standard varieties which may sound similar to English, which gives them their vocabulary, while differing in terms of structure, phonology and semantics and pragmatics. This paper begins with a discussion of the linguistic contexts the children come from and the school contexts the children enter into before moving on to discuss a potential role for some use of translanguaging techniques in the classroom and discussing the potential benefits and advantages these may have.
Tapping Librarians for a Successful Technology Training Pilot. &quot;A Practice Report&quot;
Author: Biddle, Cori
Date: 2021-00-00
Type: Journal Articles
Subjects: College Freshmen,Academic Libraries,Librarians,Role,Training,Technological Literacy,Technology Uses in Education,Integrated Learning Systems,Program Effectiveness,Educational Technology

This text reports on the early success of a technology training program designed to introduce incoming first-year students to the basics of academic technologies they will use during their undergraduate career on a campus in a U.S institution. The training was built upon existing but independent programs. Their content was consolidated and redesigned for the remote learning environment of Summer and Fall 2020, leveraging the experience of librarians and library staff to facilitate its quick development. The content of this training, its implementation using the campus learning management system (LMS), and the initial assessment results are reviewed, along with thoughts on the next steps to extend the pilot to the Spring of 2021 and beyond.
Teachers&apos; Approaches to the Principles of Critical Pedagogy: A Mixed-Method Study
Author: Özaydinlik, Kevser
Date: 2021-08-00
Type: Journal Articles
Subjects: Critical Theory,Teaching Methods,Teacher Attitudes,Educational Principles,Measures (Individuals),Sociocultural Patterns,Individual Development,Educational Philosophy,Elementary School Teachers,Middle School Teachers,High School Teachers,Barriers,Foreign Countries,Work Environment,Gender Differences,Educational Attainment

Critical pedagogy is a pluralistic approach that emphasizes the individual and his/her creative potential (Freire, 2010). Today's schools are seen far from this process and the need for a renewal process becomes highly evident. The purpose of the current study is to investigate teachers' opinions at different levels of education about the principles of critical pedagogy in terms of other variables. To this end, the study employed the &quot;explanatory sequential mixed design,&quot; one of the mixed-method approaches. In the quantitative dimension of the study, the participating teachers' opinions were elicited by using the &quot;Principles of Critical Pedagogy Scale&quot; developed by Yilmaz (2009). In the qualitative dimension, a semi-structured interview form was used to collect data. While 378 teachers participated in the quantitative dimension of the study, 16 teachers participated in the qualitative dimension. According to the findings of the study, it was found that the participating teachers' level of agreement with the principles of critical pedagogy is low in general. The findings obtained in the qualitative dimension of the current study have revealed that even the teachers positively evaluating the education system in different respects stated that rather than liberating individuals, the education system is an obstacle to their liberation.
Promoting Engagement in a CS1 Course with Assessment for Learning. &quot;A Practice Report&quot;
Author: Liénardy, Simon
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Computer Science Education,Introductory Courses,Student Evaluation,College Students,Foreign Countries,Blended Learning,Academic Achievement

This practice report discusses the evolution of a CS1 Course taught at the University of Liège, Belgium. Over the last seven years several teaching activities have been thought to complement traditional theoretical courses and exercise sessions in order to promote students' engagement. The result is aligned with (i) the principles of assessment for learning, which consists in leveraging the assessment to improve the students learning, and (ii) the concept of blended learning. This report describes the difficulties the students faced and what we implemented to assist our course evolution. We also present and discuss results showing that, despite a high drop-out rate, we managed to engage students to work on a regular basis and, in some cases, raise their performance levels.
The Adaptation of Newly Arrived Immigrant Students to Education: Evidence from Turkey
Author: Nayir, Funda
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Student Adjustment,Cultural Differences,Language Skills,Student Needs,Elementary Secondary Education,Principals,Assistant Principals,Administrator Attitudes,Academic Support Services,Turkish,Second Language Learning

In general, it can be said that the problems experienced by immigrant students are due to cultural differences. Language problem arising from cultural differences also raises the problem of adaptation. In the report prepared by the European Commission, there are supports that can be stated as language support, academic support, family participation, intercultural adaptation and peer learning. The research aims to determine the adaptation model implemented by Turkey for newly arrived immigrant students. Within the scope of this research, interviews were held with school administrators and the support provided for newly arrived migrant students was determined, and Turkey-specific adaptation model was tried to be established.
How to Cultivate Application-Oriented Undergraduates -- The Growth Path of an Outstanding Graduate on E-Commerce Major
Author: Xinjian, Zhao
Date: 2018-00-00
Type: Journal Articles
Subjects: Internet,Industry,Business Administration Education,Majors (Students),Foreign Countries,Talent Development,Undergraduate Students,Outcomes of Education,College Graduates,Employment Experience,Entrepreneurship,Employment Opportunities

Under the background of the &quot;Internet Plus&quot;, the e-commerce industry is in rapid development, and its demand for talents is increasing. However, the e-commerce major is a new interdisciplinary field, and the colleges and universities are still in the stage of exploration in training and cultivating the talents. For now, the talent training and the social demand are still not well adapted, and the problem of low-quality of employment exists in ecommerce graduates. In recent years, Shenzhen Campus of Jinan University has been building foundation on the improvement of quality of personnel training and committing to the construction of a bridge between the university and the market since more than 10 years ago. It attempts to promote teaching reform by combining teaching with practice and theory with technology to cultivate application-oriented high-skilled talents. The research object selected in this case is one of the first e-commerce graduates of Shenzhen Campus, who is currently the general manager assistant of Invengo Technology Pte. Ltd., Ms. Xu Xiaonan. By analyzing her personal growth trajectory and employment history, the study attempts to analyze the mechanism and system of how individual growth cooperates with the accomplishment of the objective of talents training and takes the case as the referential experience and example for the cultivation of application-oriented talents in e-commerce undergraduates of the universities.
Qualitative Research and Special Education
Author: Alnaim, Mariam
Date: 2018-00-00
Type: Journal Articles
Subjects: Qualitative Research,Special Education,Research Methodology,Educational Research,Case Studies,Ethnography,Barriers,Students with Disabilities,Informed Consent,Ethics

Qualitative research methods constitute the bulk of scientific design in the special education field because of their flexibility, open-ended nature, and the delivered ability to explore a complex reality with more insights and greater detail. To add, the qualitative design has been gaining even more attention in the recent decades, becoming a whole trend in special education literature. Based on the latter, the purpose of this research paper is to trace the usefulness and limitations of the qualitative methodology used in special education research in order to single out those methods which will appear the most applicable and practical in the field. Hence, the study design involves a literature review of five scientific articles devoted to qualitative research methods in special education research. The findings prove qualitative research methods as those which provide coherent, descriptive knowledge, help the researchers to get to the causes of the studied phenomena, structure the received data, and plan their further actions. The research paper also succeeds in defining three major qualitative methods, namely case studies in general, collective case studies, and ethnography, which seem the most hopeful in the special education field. The use of each depends on the specificity of data required, along with the challenges of the participants. At the same time, the study happens to reveal a number of challenges, which a scholar should be aware of in case of employing the qualitative design in special education research. Specifically, the research paper emphasizes various ethical issues that arise when one deals with the participants having special needs. In this case, a researcher should assure the safety and privacy of his or her target population; effective communication strategies are also to be set.
New Challenges Imposed by the Pandemic on a Ukrainian University
Author: Matvienko, Olga
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,English (Second Language),Second Language Instruction,School Closing,Online Courses,Barriers,Educational Technology,Student Attitudes,Technology Uses in Education,Program Effectiveness

The article's main aim is to highlight the challenges English language education faced in Ukraine after the outbreak of the pandemic. Since Ukrainian education had traditionally been face-to-face before the crisis, and technology integration was slow, the lack of online infrastructure and distance learning methodologies in Ukrainian universities aggravated uncertainty and anxiety regarding learning quality. The authors show how the Vinnytsia State Mykhailo Kotsiubynskyi Pedagogical University (VSPU) withstands the challenge of reflecting on the experience, which might be typical of higher education institutions. The research engages 321 future teachers of English and applies mixed methods. The significance lies in consolidated effort and capacity to modernize that yield positive outcomes, despite insufficient experience and funding. It also states that student opinions count.
Psychological Difficulties during the COVID Lockdown: Video in Blended Digital Teaching Language, Literature, and Culture
Author: Babelyuk, Oksana
Date: 2021-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Video Technology,Blended Learning,Educational Technology,Online Courses,Barriers,Higher Education,Technology Uses in Education,Teacher Competencies,Technological Literacy,Stress Variables,Coping,Student Needs,Mental Health,Anxiety,Stress Management,Student Adjustment,Second Language Instruction,English (Second Language)

The recent COVID-19 pandemic has caused an urgent necessity for higher education institutions and their teaching staff to move the educational process online in the shortest possible time. It should be admitted that higher education worldwide is changing, and institutions face challenges when adapting to the new COVID-19 reality -- blended digital teaching and learning. They are tackling several issues connected with the essence of virtual education, its technical aspect, and students' learning environment. During COVID-19 lockdown, teachers have to prepare and deliver their classes from home, simultaneously coping with numerous professional and technical challenges, often without any appropriate support. In addition to that, they were lack of technology literacy, professional knowledge, and experience needed for successful E-teaching. Besides, a new mode of blended digital teaching and learning also made them consider technical and administrative aspects of the current educational process, namely to use new educational platforms and tools, organize active workflows, and work out critical educational principles to design and facilitate practical online experiences. Along with the challenges that the teachers face in such conditions, they should be able to cope with the stress and psychological disorders of pupils and students. The article emphasizes the abnormal psychology of youngsters (pupils and students) as the result of stress and anxiety that appeared during Covid lockdown -- the application of psychological science to understanding and treating mental disorders -- and the use of video as a productive means of avoiding psychological disabilities. The research objective is to prove that video is an effective educational tool for avoiding psychological difficulties in blended digital learning during COVID-19 lockdown while teaching foreign languages, literature, and culture. Special attention is paid to psychological strategies of overcoming stress during COVID-19 lockdown, as well as to effective ways to students' adapt to a virtual learning environment, development and implementation of anti-stress methods, which heighten their motivation. The article also heads on and explores potential solutions to educational problems that one can encounter in the new educational process at the post-COVID-19 epidemic period, such as the quality of education offered, its cost and availability, internationalization, and employability.
English K-12 Teacher Experiences in Saudi Arabia in the Pandemic Era: A Follow-Up Study of One Khbrat University Program
Author: Daraghmeh, Ahlam
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Elementary Secondary Education,School Closing,Online Courses,Educational Technology,Electronic Learning,English (Second Language),Second Language Instruction,Language Teachers,Technological Literacy,Faculty Development,Teacher Competencies,Barriers,Teacher Attitudes,Teacher Collaboration,Change Agents

A mixed-methods study examines the impact of the pandemic-driven move to virtual learning on K-12 (kindergarten through twelfth grade) English teacher experiences in Saudi Arabia to inform future development of the teaching of English in the country. Research is limited in K-12 English instruction in the country, and it is just emerging on the pandemic's impact on education in the MENA region. The 35 subjects were English educators who completed the Saudi government-sponsored professional development program, Khbrat, at one U.S. university. Contextualized within the literature on technology in instruction, leadership frameworks, and Vision 2030 education reforms, the study explores the convergence of technological, institutional, and socio-cultural factors affecting innovation in English education to address the research question of how the pandemic has impacted Khbrat graduates as EFL teachers and as change agents in their country. Integrated analysis of survey and interview data reveals patterns of both acceleration and constraint. Findings suggest pathways to leverage virtual technology and acquired knowledge and skills of Khbrat English teacher graduates to deliver EFL professional development with a more pedagogical focus and to build coalitions among EFL educators to sustain the forward movement of innovation in English education in post-pandemic Saudi Arabia. The study concludes with recommendations for future applications.