ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Where Are You &apos;Really&apos; From?&quot;: &quot;Mapping&quot; the South Asian Diasporic through Poetic Inquiry
Author: Patel, Shyam
Date: 2022-00-00
Type: Journal Articles
Subjects: Poetry,Inquiry,Immigration,Social Status,Cultural Influences,Self Concept,Foreign Countries,Asians,Indians

For the South Asian diasporic, questions about (be)longing and identity are almost undeniable. Through a personal reflection, I contour these experiences by way of poetic inquiry, specifically interrogating &quot;performing&quot; Canadian-ness (Alvi, 2020) and the meaning of &quot;home&quot; (Badruddoja, 2006) that are a part of the living pedagogy of immigrant families navigating the &quot;status&quot; of emigration. It is in that intermediary of &quot;straddling cultural divide&quot; (Sharrif, 2008) that words of poetry emerge, tantalizing a processual capitulation of (be)longing and identity formation; that is, the constant trail of navigating the in-between of &quot;here nor there&quot; and the (im)possibilities that this hyphenation offers.
Recognizing Leisure: A Portrait of the Concept through the Educated Self
Author: Ildefonso-Sánchez, Givanni M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Leisure Time,Social Systems,Self Concept,Educational Attainment,Democracy,Educational Philosophy,Educational Practices,Cultural Education

Much of the current available literature on leisure characterizes it as an additional consumer good: a derivative of capitalist society, featured as a commodity and, for the most part, an industry. This paper argues that recovering the concept of leisure from the ancients, with a contemporary focus on culture and the practice of living artfully, will help us create a new understanding of leisure that will break free from the reigning popular focus on &quot;free time.&quot; The concept of leisure (scholé) will here be set against an existential backdrop that will situate it entirely within the realm of education, to reveal important connections to what it means to be an educated self and to lead a flourishing collective life in the form of culture. This discussion will conclude with a portrait of the concept that will be of interest to democracy-oriented educators, as we set the groundwork for actualizing the concept in the practice and lives of teachers and students in today's world.
Creating Space for World Englishes Perspectives in the ELT Classroom: Voices of High School Students in Japan
Author: Aoyama, Ryosuke
Date: 2022-05-00
Type: Journal Articles
Subjects: Language Variation,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Secondary School Students,High School Students,Student Attitudes,Language Attitudes,Language Usage,Attitude Change,Units of Study,Foreign Countries,Educational Policy,Educational Practices

This paper reports on teacher research which explored the practicality and potential of World Englishes (WE)-informed pedagogy in the Japanese secondary education context. Based on qualitative data from written reflections and post-unit individual interviews with seven high school students in Japan, this paper presents students' perceptions of the English language, their learning of it, and its use, detailing the impact the instructional unit had on these students. The data showed that the unit enabled the students to critically reflect on ideologies surrounding the English language, heightening their awareness of the multiplicity and complexity of its use and users. In addition, increased desire to learn about different Englishes and improved perceptions toward students' own English were observed. However, the data also revealed an unexpected effect on one student's perception toward English, implying that the instructional unit might have stressed the significance and power of English over other languages. Drawing from these findings, pedagogical implications as well as future directions for English language education are discussed.
Students and Teachers as Changemakers
Author: Jacobs, George M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Second Language Learning,Second Language Instruction,Language Teachers,Teacher Role,Student Role,Social Change,Transformative Learning,Student Centered Learning,Advocacy,Credibility,Change Agents,Cooperative Learning,Eating Habits,Sustainability,Teaching Methods,Behavior Change,Hunger,Food,Indigenous Populations,Pandemics,Health,Justice,Animals,Animal Husbandry,Conservation (Environment),Fuels

This article argues that language students and teachers are changemakers and that, in keeping with progressivist philosophy and the bottom-up social paradigm, they can play a powerful role in creating a better world. As our understanding of the world continues to increase, both students and teachers can use this increased understanding to initiate changes, so that we can transition to better times. These changes include transformations of all sizes. Small transformations take place within and among individuals, while big transformations involve systems and institutions and thousands or even billions of people, as well as companies, other organizations, and countries. Many in education concentrate on small transformations, and those, no doubt, carry weight. This article encourages us in language education to include contributing to or even attempting to initiate big transformations in a number of areas. In fact, working on all sizes of transformations simultaneously may be the most effective path. Examples are given and suggestions of such varied-sized transformations by language learners and teachers are made in three areas based on a review of research on student-centered learning, collaborative learning, and diet change. This article also suggests that students and teachers as changemakers could start with taking small steps, which then provide them with both the confidence and credibility necessary to advocate for big steps and create impactful changes.
The Effects of Project-Based Blended Learning with Communication Strategy Instruction on English Oral Communication Ability of Undergraduate Engineering Students
Author: Pinphet, Pichai
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Speech Communication,Communication Strategies,Social Media,Second Language Learning,Foreign Countries,English (Second Language),Computer Science Education,Active Learning,Student Projects,Blended Learning,Synchronous Communication,Teaching Methods

Thai undergraduate engineering students seem to have difficulty mastering English oral communication ability. This study investigated the effects of project-based blended learning with communication strategy instruction to develop English oral communication ability of undergraduate engineering students. Four communication strategies, namely asking for clarification, asking for confirmation, circumlocution, and use of fillers and hesitation devices, were taught to 20 undergraduate engineering students inside class. The participants carried out their online tasks and independent project via social platforms (e.g., Facebook, Skype, etc.). Quantitative and qualitative data collection and analyses were conducted. The participants' pretest and posttest scores were compared using the Wilcoxon signed rank test to examine their English oral communication ability development in six aspects (i.e., range, accuracy, fluency, interaction, coherence, and pronunciation) based on the Common European Framework of Reference for Languages (CEFR) 2017. The findings revealed that changes in English oral communication ability took place after the participants were taught communication strategies, thus indicating that project-based blended learning with communication strategy instruction could be used to promote English oral communication ability of language learners.
Perceptions of Social Workers in the School Social Work Project: The Need for Multicultural Education
Author: Akarçay Ulutas, Demet
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Social Work,Caseworkers,Multicultural Education,Attitudes,Migrants,Refugees,Nongovernmental Organizations,Teachers,Social Integration,Children,Intervention,Inclusion

Multicultural education is the key to the development process of culture of living together, emphasising human rights. In the legal sense, the study underlines the importance of school social work practices in terms of ensuring Syrian children to have unrestricted access to education in addition to providing them with equal opportunity in education. In the light of those practices, the motivation of the study is to discover social work academics' perceptions of the path to multicultural education in Turkey and recommendations on how to integrate it into the current educational structure. For this purpose, in-depth interviews were conducted with ten social workers who took part in the &quot;School Social Work Project&quot;. The education structure in Turkey, the attitude towards Syrians, the problems experienced by Syrian individuals and their perspectives on education are summarized as risk factors that affect the participation of Syrian children in education. This study emphasises the importance of establishing cooperation with teachers and nongovernmental organisations. With this cooperation, it seems possible to develop multicultural education by integrating the human focus of social work. Therefore, the use of development resources and social work resources together in the context of school social work practices will provide the change that will show the way to multicultural education. The findings point to recommendations such as ensuring family-teacher interaction, adding classes on culture of living together, and integrating non-governmental organisations systematically in the process of multicultural education.
Evaluation of a Lesson Model in Distance Education of Art Education Basic Design Course
Author: Genç, Mehmet Ali
Date: 2022-09-00
Type: Journal Articles
Subjects: Models,Art Education,Design,Distance Education,College Students,Student Attitudes,Student Participation,Instructional Design,College Faculty,Teacher Attitudes,Foreign Countries

In this study, a lesson model created and applied by the researcher for the distance teaching of the Art Education Basic Design course, which is one of the practice-based courses among higher education courses, is presented. It is aimed to evaluate the results of this proposed lesson model. The case study design was used in the study, which used the qualitative research method. The study group of the research consists of five experts and 16 students who took the Basic Design I-II courses by the lesson model developed within the scope of distance education in the 2020-2021 academic year. The opinions of five field experts who had previously conducted the Basic Design course were taken regarding the lesson model proposed in the research. In addition, the opinions of students who took the Basic Design course through distance education in the proposed model were taken. According to the findings obtained in the research, it is seen that participation of students in the course was high and there was often competition among students. The fact that the lesson model consists of two parts; the evaluation and the subject of the week, meets the course outcomes and the expectations of the students from the course. In the lesson model, regular follow-up of student works was found useful in terms of monitoring the development of the applied work done by the students and making self- and peer-assessments in the study. On the other hand, there are also negative aspects of the proposed course model such as lack of individual application and course connection problems. The study is important because the student participation in the Basic Design course taught online, the students being active in the lessons and ensuring the course gains provide a positive view towards the distance teaching of an applied course.
National Science Curriculum Documents in Türkiye and the United States: Comparison in Terms of Scope and Detail
Author: Yumusak, Güngör
Date: 2022-09-00
Type: Journal Articles
Subjects: National Curriculum,Science Curriculum,Comparative Analysis,Foreign Countries,Science Education,Curriculum Design,Outcomes of Education,Elementary Secondary Education,Standards,Educational Objectives

The processes of educational planning and program development at the local and national levels differ in centralized and decentralized educational systems. In Türkiye, there is a centralized education system, and curricula are created centrally to include all students. In the United States of America, there is a nationally disseminated curriculum framework for science education and a set of standards developed in accordance with these frameworks, while curriculum development continues at the local level based on these two national documents. Seeing how the curricula are designed in the different systems and what details they provide to teachers would be a source for designing curriculum development policies. The purpose of this study is to provide a comparative description of the scope of curriculum documents and the details of the information they contain in two different systems. The research is a comparative, holistic, multi-case study conducted by analyzing curriculum documents at the national level. As a result of the research, national curriculum documents for science education in the United States contain comprehensive descriptions of expected outcomes and content, even as curriculum development continues to occur at the local level. In contrast, Türkiye's science curriculum describes expected outcomes and content in less detail. The outcomes are discussed in terms of curriculum elements, system diversity, and literature.
The Proficiency and Opinions of the Pre-Service Primary Teachers in Performing Hands-On Science Experiments
Author: Aktas, Idris
Date: 2022-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Primary Education,Science Experiments,Student Teacher Attitudes,Ability,Hands on Science,Experiential Learning

It is a challenge to carry out science lessons with experiments both in the conditions that emerged with the COVID-19 pandemic and in schools where there is a shortage of laboratories and materials. This study aims to examine the proficiency and opinions of pre-service primary teachers (PPTs) pertaining to performing hands-on science experiments with simple tools. This case study was carried out with 47 PPTs selected according to the convenient sampling method. Data sources included video recordings of the experiments performed by the PPTs over ten weeks and an open-ended questionnaire. The videos were analyzed with the analytical rubric and presented with descriptive statistics. The open-ended questions were analyzed with content analysis. Results showed that PPTs are sufficient for choosing suitable simple tools for experiments and for applying the experiments gradually, extensively, and correctly, while they need to develop in explaining the concepts and information correctly. In addition, the majority of the PPTs stated that they did not have any difficulties whilst performing the experiments, they could perform science experiments with simple tools, the experiments would reflect positively on the learning outcomes of the students, and they could conduct science lessons with experiments using simple tools and alternative materials, even if there is no laboratory in the school. Future studies should focus on increasing the proficiency of PPTs to give scientific explanations for experiments.
Tendencies towards Computational Thinking: A Content Analysis Study
Author: Kiliç, Servet
Date: 2022-09-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Content Analysis,Teaching Methods,Learning Activities,Elementary Secondary Education,Higher Education

In this research, we analyzed the content of a practice-based research published in SSCI, ESCI and ERIC indexed journals related to Computational Thinking (CT) between 2019 and 2021. For this purpose, we searched Science Direct, Google Scholar and Web of Science databases and examined 97 papers. We evaluated the papers under the headings of development approaches, learning tools, sub-skills, research groups, measurement tools, and prominent findings. According to the results, while for programming, robotics, Science, Technology, Engineering and Mathematics (STEM), development courses and computer science unplugged approaches were adopted in the development of CT, CT was mostly associated with the field of computer science. Programming and robotics software such as Scratch, Lego Mindstorms, M-Bot, Arduino and Bee-Bot are tools with a block-based coding interface. While there was no consensus on the scope and measurement of CT, CT was generally studied within the framework of abstraction, decomposition, algorithmic thinking, and debugging subskills. CT developments were measured through scales and tests consisting mostly of multiple-choice and open-ended questions. The research focused on primary and secondary school students while it was limited on preschool level. In addition, studies stating that gender is an effective factor in the development of CT in different age groups are in the majority. Whilst trying to integrate CT into courses in schools, the number of development courses for pre-service and in-service teachers is increasing. Within the framework of the results obtained from the research, the differences in the scope, development, measurement, and evaluation of CT are discussed.
Distinguishing the Language of Destructive Cults from the Language of Mainstream Religion: Corpus Analyses of Sermons
Author: Palayon, Raymund T.
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Usage,Religious Cultural Groups,Religious Factors,Computational Linguistics,Antisocial Behavior,Clergy,Contrastive Linguistics,Semantics,Information Retrieval,Persuasive Discourse,Discourse Analysis,Christianity,Word Lists

The language of religious leaders expressed in their sermons characterizes the social characteristics of their groups. Over the past decades, most studies into cults specifically destructive cults and mainstream religion have mainly focused on their social-psychological characteristics with limited applicability to other religious groups. In this study, corpus-based methods were applied to the sermons of the leaders of two destructive cults (namely, Peoples Temple led by Jim Jones and Heaven's Gate led by Marshall Applewhite) and the sermons of mainstream religious groups represented by Baptist preachers to distinguish the language between dangerous and beneficial religious groups based on the patterns of key linguistic features. The methodological process includes keyness analyses (namely, keyword analysis, key semantic tag analysis, and key part-of-speech analysis) and multidimensional analysis. The results from a keyness perspective show that the destructive cult sermons promote non-religious concepts with the use of othering, intensification, and strong elaboration. For the mainstream sermons, they uphold religious concepts for life development with the use of personal involvement and moderate elaboration. The results from a text dimension perspective show that the language of destructive cults and the language of mainstream religion displayed in their sermons are both persuasive and elaborative. However, the language of destructive cults is more persuasive and elaborative than the language of mainstream religion. The findings may serve as a basis for how to recognize the potential detrimental and beneficial characteristics of religious groups based on their language.
The Effect of Digital Stories on 3rd Graders&apos; Achievement, Attitudes and Motivation in Science Lesson
Author: Basar, Tarik
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Story Telling,Technology Uses in Education,Academic Achievement,Student Attitudes,Student Motivation,Science Instruction,Control Groups,Learning Processes

This research aimed to determine the effect of digital stories on 3rd grade students' achievement, attitudes, and motivation in science lesson. For this purpose, explanatory sequential design, one of the mixed methods, was used in the research. The study group, composed of primary school 3 rd grade students, was identified via convenience sampling method. The students in the experimental group watched the digital stories prepared by the researcher in the experimental process of the research. 10 cognitive learning outcomes related to the units &quot;Our five senses&quot;, &quot;Let's recognize the force&quot; and &quot;Let's know the matter&quot; included the Primary School Third Grade Science Curriculum of Turkey were taken as the basis during the preparation of the digital stories used within the scope of the research. As a result of the quantitative data obtained from the research, it was concluded that experimental group students' achievement, attitudes, and motivation were higher in the science lesson compared to control group students' achievement, attitudes, and motivation. Based on the results of the qualitative data obtained from the research, it was determined that the students found digital stories entertaining, interesting and intriguing. In addition, it was concluded that digital stories facilitate students' learning process and provide them with the opportunity to associate what is learned in the lesson with daily life. It is recommended to integrate digital stories into the current Science Curriculum in line with the results obtained from the research.
Exploring the Impact of Synchronous, Asynchronous, and Bichronous Online Learning Modes on EFL Students&apos; Self-Regulated and Perceived English Language Learning
Author: Viriya, Chayata
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Asynchronous Communication,Synchronous Communication,English (Second Language),Second Language Learning,Electronic Learning,Self Management,Foreign Countries,Student Attitudes,College Freshmen,Learning Strategies,Goal Orientation,Educational Environment,Time Management,Help Seeking,Self Evaluation (Individuals)

The aim of this mixed method study was to investigate the influences of synchronous, asynchronous, and bichronous learning modes on students' self-regulated and perceived learning in learning English language online. The influential differences among modes were also explored. Three intact groups of first year non-majored undergraduate university students (N = 142) enrolling in the online Foundation English course at a public university in Thailand were assigned to the researcher as the participants of the study. Three different learning modes were appointed randomly to three different groups of students; synchronous (n = 53), asynchronous (n = 42), and bichronous (n = 47) online learning modes over a 5-week of 12-week period. After that, the primary synchronous online learning mode preferred by the university resumed for asynchronous and bichronous learning. As for synchronous learning, the instruction remained the same as it already focused on real-time communication. The Online Self-Regulated English Language Learning Questionnaire (OSELLQ), the Cognitive, Affective, and Psychomotor (CAP) perceived learning scale, and the learning diary were used to collect data. The results revealed that each mode both uniquely promoted and obstructed participants in self-regulated and perceived English language learning, by providing a specific opportunity for the participants to self-control their learning with an expectation of the participants-modes compatibility. This expectation led to a varied level of perceived English language learning in different learning modes.