ethanporcaro/eric-fulltext-meta huggingface dataset:
Reconsidering the Possibilities of Digital Citizenship and Pedagogy: Beyond the &quot;Post-Truth&quot; Dystopia
Author: Sakamoto, Jun
Date: 2023-03-00
Type: Journal Articles
Subjects: Media Literacy,Technological Literacy,Citizenship,Citizenship Education,Misconceptions,Critical Thinking,Educational Theories

In accordance with the development of technology, the disinformation known as &quot;fake news&quot; has become a global issue, leading to the labeling of these times as the &quot;post-truth&quot; era. Discussion of global citizenship education, intended to shape citizens with critical thinking abilities, is thus essential in this era. This paper, with reference to media literacy research on the basis of its close connection to digital citizenship, examines the possibilities of pedagogy toward moving beyond the dystopian society of digital monitoring. [This article was translated by Nadezhda Murray.]
The Effect of Stressful Life Events of Syrian Asylum Seekers on Attitudes towards Seeking Psychological Help: The Mediation Effect of Multidimensional Perceived Social Support
Author: Altinisik, Mustafa Selim
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Attitudes,Help Seeking,Mental Health,Social Support Groups,War,Adults

Purpose: This study aims to understand whether there is a significant relationship between the effects of stressful life events that Syrian refugees are exposed to and their attitudes toward seeking psychological help. The study also aimed to examine the multidimensional perceived social support by Syrian asylum seekers between the impacts of stressful life events they were exposed to and their attitudes towards seeking psychological help in terms of mediating role. Method: The study population of the research consists of Syrian refugees who migrated to Turkey because of the Syrian war. A total of 467 Syrian asylum seekers (187 women, 280 men) aged between 18-65 years participated in the study. The Impact of Life Events Scale, the Attitude Towards Seeking Psychological Help Scale, and the Multidimensional Scale of Perceived Social Support were used as data collection tools. This study analyzed the mediating effect of the multidimensional perceived social support factor between stressful life events and the attitude factor towards seeking professional psychological help using structural equation modeling. Results: It has been observed that social support significantly affects Syrian refugees' attitudes towards seeking psychological help. In addition, it is thought that the negative relationship between stressful life events and social support affects attitudes towards seeking psychological help and reveals self-hiding behavior in this population. In addition, it is believed that a positive attitude toward seeking psychological help may be beneficial if it is accompanied by qualified social support.
Academic Integrity Considerations of AI Large Language Models in the Post-Pandemic Era: ChatGPT and Beyond
Author: Perkins, Mike
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,College Students,Higher Education,Technology Uses in Education,Plagiarism,Integrity,Computer Software,Prompting,Writing (Composition)

This paper explores the academic integrity considerations of students' use of Artificial Intelligence (AI) tools using Large Language Models (LLMs) such as ChatGPT in formal assessments. We examine the evolution of these tools, and highlight the potential ways that LLMs can support in the education of students in digital writing and beyond, including the teaching of writing and composition, the possibilities of co-creation between humans and AI, supporting EFL learners, and improving Automated Writing Evaluations (AWE). We describe and demonstrate the potential that these tools have in creating original, coherent text that can avoid detection by existing technological methods of detection and trained academic staff alike, demonstrating a major academic integrity concern related to the use of these tools by students. Analysing the various issues related to academic integrity that LLMs raise for both Higher Education Institutions (HEIs) and students, we conclude that it is not the student use of any AI tools that defines whether plagiarism or a breach of academic integrity has occurred, but whether any use is made clear by the student. Deciding whether any particular use of LLMs by students can be defined as academic misconduct is determined by the academic integrity policies of any given HEI, which must be updated to consider how these tools will be used in future educational environments.
Proactive Personality and Career Adaptability: The Mediating Role of Career Pessimism
Author: Mercan, Oguz
Date: 2023-00-00
Type: Journal Articles
Subjects: Young Adults,Careers,Negative Attitudes,Personality Traits,Adjustment (to Environment),Work Attitudes,Attitudes,Psychological Patterns,Relationship

This study aimed to evaluate the mediating role of pessimistic views about the working world in the relationship between proactive personality and career adaptability in emerging adulthood. Using a regression analysis based on the bootstrap method, we tested whether pessimistic views about the working world have a mediating role in the effect of proactive personalities on an individual's their career adaptability. The study group consisted of 310 participants who were in the emerging adulthood stage. The results showed that pessimistic views about the working world mediated the relationship between proactive personality and career adaptability. These findings were discussed within emotional factors related to careers. Based on the research findings, theoretical and practical suggestions were presented, especially for career pessimism in emerging adulthood. [Paper presented at the International Psychological Counseling and Guidance Congress (22nd, Mus, Türkiye, Oct 2019).]
A Spectrum of Surveillance: Charting Functions of Epistemic Inequality across EdTech Platforms in the Post-COVID-19 Era
Author: Vetter, Matthew A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Equal Education,Epistemology,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,Learning Management Systems,Higher Education,Videoconferencing,Computer Software,Access to Education,Privacy,Data Collection,Ethics,Collaborative Writing,Encyclopedias

COVID-19 and the public health policies emerging in response have laid bare a multiplicity of issues related to educational access and knowledge equity on a global scale. Among these, the quick shift to online and hybrid education models led teachers to adapt a plethora of digital platforms to deliver content and sponsor interactions). Such platforms range from institutionally sanctioned (and subscribed) Learning Management Systems (LMSs) to software provided by organizations beyond the institution and can pose a threat to student data and privacy. Data surveillance in educational contexts is not a new issue, nor is it only a strictly digital problem. However, the current milieu of constant and continuing public health crises has led to more frequent, uncritical, and hurried adoption of learning technologies. This article challenges professionals in higher education specifically to take a more critical look at the various EdTech platforms they are, have, and will adopt in the post-COVID-19 era, and the spectrum of surveillance such platforms enact. Through a review of common entities such as LMSs, Google Workspace for Education, and Zoom video conferencing software, this article demonstrates how these technologies place both teachers and students in a relationship to data and learning characterised by &quot;epistemic inequality&quot; or &quot;unequal access to learning imposed by private commercial mechanisms''. By taking a closer look at the problematic surveillance functioning across EdTech, this article makes a case for Commons-based Peer Production communities as equitable, open educational alternatives that have resisted market-based neoliberalism and surveillance capitalism.
Building and Sustaining Undergraduate English Internship Programs during and after the COVID-19 Pandemic
Author: Smith, Allegra W.
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Study,English,Internship Programs,COVID-19,Pandemics,College Faculty,Emergency Programs,Writing Instruction,Student Needs,Change,Adjustment (to Environment),Program Development,Experiential Learning

Experiential learning opportunities (Kolb, 1984; Simons et al., 2012), such as internships, provide valuable real-world learning experiences for undergraduate students. Internships are especially important for students majoring or specialising in writing, who can gain valuable workplace experience and build portfolio pieces from working for a company or organisation. The COVID-19 pandemic and resulting social distancing measures forced internship experiences to shift to remote and hybrid opportunities. In this article, four faculty from three universities in the United States detail the ways that they pivoted their undergraduate writing internship programs to adapt to public health requirements and changing student needs between 2020-2022. We provide information on creating remote and hybrid internship opportunities and courses, building internship program infrastructure, integrating technology and project management tools into student internship experiences, securing funding for otherwise unpaid internships, and supporting students during their internship programmes. The article concludes with future directions in writing student internships and other pre-professional experiences, as well as additional resources for internship coordinators.
Construction and Validation of Mathematical Satisfaction Questionnaire: An Exploratory and Confirmatory Factor Analysis
Author: Capinding, Andie Tangonan
Date: 2023-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Mathematics Education,Student Satisfaction,Factor Analysis,Foreign Countries,Test Reliability,College Students

Mathematics satisfaction can drive students to work harder in math class. Thus, it is vital to assess the satisfaction of learners using an instrument to intervene in the teaching and learning process. There are research studies that have independently developed questionnaires to measure students' mathematics satisfaction, but most of them focused on students' satisfaction with mathematical resources and online mathematics courses. Thus, previously developed instruments had limitations. The purpose of this study was to develop and validate a mathematical satisfaction questionnaire for students. Face validation, content validation, exploratory factor analysis, confirmatory factor analysis, and reliability testing were used in the study to construct and validate the instrument. The initial draft of the mathematical satisfaction questionnaire has 44 items divided into five categories: skill, real-life, academic, praise, and task completion. The study's sample included 317 students from the Nueva Ecija University of Science and Technology -- Gabaldon campus. The content validity of the test was assessed by ten instructors and professors using Aiken's V technique. The construct validity was examined using exploratory and confirmatory factor analysis. Aiken's V coefficient ranged from 0.73-0.87, which is adequate for the content validity index. Every construct has an acceptable reliability coefficient. Eight items were removed following EFA. Construct validation confirmed 36 items distributed among the five mathematical satisfaction constructs. The final instrument is reliable and can be used to assess students' mathematical satisfaction.
A Visualization Approach to Multiplicative Reasoning and Geometric Measurement for Primary-School Students: A Pilot Study
Author: Jain, Sonal
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Logic,Geometry,Multiplication,Elementary School Students,Elementary School Mathematics,Foreign Countries,Grade 5,Instructional Effectiveness

Understanding the concept of area requires an understanding of the relationship between geometry and multiplication. The multiplicative reasoning required to find the areas of regular figures is used in many courses in elementary mathematical education. This paper explores various methods in which multiplicative reasoning is incorporated into the measurement of area. The main goal is to provide tasks that encourage the application of multiplicative reasoning when students are asked to measure the areas of geometric figures. Student performance is analyzed in two pilot studies of the relationship between geometric measurement and multiplicative reasoning.
Views on Mathematical Giftedness and Characteristics of Mathematically Gifted Students: The Case of Prospective Primary Mathematics Teachers
Author: Yazgan-Sag, Gönül
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Academically Gifted,Gifted Education,Student Needs,Student Attitudes,Student Characteristics,Elementary School Mathematics,Foreign Countries,Knowledge Level

Mathematically gifted students are mostly getting their education in mixed classrooms. Teachers should be able to recognize mathematically gifted students to be responsive to those students' needs along with other students in their classrooms. The current study aims to reveal prospective primary mathematics teachers' views about mathematical giftedness and the characteristics of mathematically gifted students. The participants of this qualitative study are 11 prospective mathematics teachers who take their education in a four-year primary mathematics teacher education program at a state university in Turkey. Two focus group interviews are conducted with the participants. The row data were analyzed by using descriptive analysis. The findings reveal that prospective teachers associated mathematical giftedness with various concepts such as social environment and effort. The participants' views on the characteristics of mathematically gifted students have varied in line with the literature. It also concluded that prospective primary mathematics teachers emphasized creative acts like re-formulating problems and finding unique solutions to the problems as indicators of being mathematically gifted.
Image-Text Relations and Interjections in Animated Language-Learning Materials
Author: Huang, Shin-Ying
Date: 2022-00-00
Type: Journal Articles
Subjects: Textbooks,Content Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Dialogs (Language),Illustrations,Animation,Junior High School Students,Teaching Methods,Interpersonal Communication,Emotional Response,Pragmatics,Intercultural Communication,Foreign Countries,Video Technology,Publishing Industry,Nonverbal Communication

This study examined image-text relations in English-as-a-foreign-language textbooks focusing on moving-image animations that accompany verbal dialogues. It also explores how animations support verbal dialogues in the textbooks. Data sources include three major versions of junior high school textbooks locally-produced in Taiwan, each consisting of 6 books, one for each semester. Findings show that animations enter into one specific type of image-text relations with the textual dialogue, i.e., a relation of Complementarity: Augmentation, by providing information that is consistent with and additional to the dialogues in a number of ways. The animations provide the rationale for a particular part of the dialogue not otherwise apparent, they portray another participant in the dialogue in addition to the speaker of the conversation turn, and they reveal a speaker's emotional response that is not expressed verbally in the dialogue. In naturally-occurring conversations, these emotions would usually be expressed through interjections, but are mostly absent from the verbal dialogues in these textbooks. As such, the animations also serve to substitute the pragmatic markers that should have been present in the verbal text. Based on these findings, the article concludes by providing pedagogical recommendations for how animations could be used to guide language learners in exploring the possible communicative functions of appropriate interjections in the textbook dialogues in order to develop learners' pragmatic competence.
The Processes of Rating L2 Speaking Performance Using an Analytic Rating Scale -- A Qualitative Exploration
Author: Thai, Thuy
Date: 2022-00-00
Type: Journal Articles
Subjects: Rating Scales,Speech Communication,Second Language Learning,Second Language Instruction,Evaluation Methods,Interrater Reliability,Decision Making,Evaluators,Protocol Analysis,Novices,Specialists,Scores,Language Tests,Scoring,Language Proficiency,High Stakes Tests,Schemata (Cognition),English (Second Language),Foreign Countries,Guidelines

In language performance tests, raters are important as their scoring decisions determine which aspects of performance the scores represent; however, raters are considered as one of the potential sources contributing to unwanted variability in scores (Davis, 2012). Although a great number of studies have been conducted to unpack how rater variability impacts on rating decisions, much still remains unclear about what raters actually do when they assess speaking performances. This paper aimed to extend our understanding of the rating process by analysing think-aloud protocols provided by 13 VSTEP speaking raters while they used an analytic rating scale to assess 15 recorded performances with varying proficiency levels. The data suggested that although all the raters seemed to experience similar stages in the rating process, differences in rating behaviour between novice raters and experienced raters exist. To finalise the scores, the raters used five different strategies of deciding the scores.
The Role of Expert Judgement in Language Test Validation
Author: Coniam, David
Date: 2022-00-00
Type: Journal Articles
Subjects: Specialists,Language Tests,Test Validity,College Faculty,Foreign Countries,Decision Making,Familiarity,Guidelines,Rating Scales,Language Proficiency,Institutional Characteristics,Reputation,Selective Admission,Grammar,Comparative Analysis,Test Items,Item Analysis,Scoring,Standards,Multiple Choice Tests,College Freshmen,English (Second Language),Second Language Learning

The calibration of test materials generally involves the interaction between empirical analysis and expert judgement. This paper explores the extent to which scale familiarity might affect expert judgement as a component of test validation in the calibration process. It forms part of a larger study that investigates the alignment of the LanguageCert suite of tests, Common European Framework of Reference (CEFR), the China Standards of English (CSE) and China's College English Test (CET). In the larger study, Year 1 students at a prestigious university in China were administered two tests--one with items based on China's College English Test (CET), and the other a CEFR-aligned test developed by LanguageCert--the LanguageCert Test of English (LTE). Comparable sections of the CET and the LTE involved sets of discrete items targeting lexico-grammatical competence. In order to ascertain whether expert judges were equally comfortable placing test items on either scale (CET or CEFR), a group of professors from the university in China who set the CET-based test, were asked to expert judge the CET items against the nine CSE levels with which they were very familiar. They were then asked to judge the LTE items against the six CEFR levels, with which they were less familiar. Both sets of expert ratings and the test taker responses on both tests were then calibrated within a single frame of reference and located on the LanguageCert scale. In the analysis of the expert ratings, the CSE-familiar raters exhibited higher levels of agreement with the empirically-derived score levels for the CET items than they did with the equivalent LTE items. This supports the proposition that expert judgement may be used in the calibration process where the experts in question have a strong knowledge of both the test material and the standards against which the test material is to be judged.
Effect of Demographic Variables of University Teachers on Their Perceived Teacher Empowerment
Author: Rafique, Aqila
Date: 2020-12-00
Type: Journal Articles
Subjects: College Faculty,Teacher Characteristics,Teacher Empowerment,Teacher Attitudes,Foreign Countries,Decision Making,Career Development,Professional Autonomy,Gender Differences,Qualifications,Teaching Experience

Teacher Empowerment (TE) is not a broadly investigated idea in Educational studies, therefore, this concept is still under examination and indefinable as ever. It is a vibrant component of effective management in universities. The current research is an endeavor to examine the Teacher Empowerment as perceived by the teachers working in Universities by taking into consideration the demographic variables (Gender, Qualification, experience, Rank and type of job). The study was an action research and descriptive in nature which aimed to determine the current status of teacher empowerment as perceived by the teachers working in universities of the Punjab Province, Pakistan. A survey of 415 respondents was carried out in this regard. The sample was consisted of male and female teachers working in 7 general type universities of the Punjab. The instrument used to collect data was &quot;School Participants Empowerment Scale&quot; SPES (Short and Rinehart, 1992), a scale containing 38 items with five point Likert scale, divided into Six dimensions of empowerment i.e. &quot;Decision Making, Professional Growth, Status, Self-Efficacy, Autonomy and Impact&quot;. Descriptive and Inferential Statistics including, mean, t-test, correlation and ANOVA were applied to analyze the data. Results of the study showed that teachers have a highly perceived empowerment. The difference of mean exists based on demographic variables except qualification.
Curriculum and Learning Designers&apos; Epistemological Views of Learning and How They Inform Design Work in Universities
Author: Lodge, Jason M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Curriculum Design,Instructional Design,Epistemology,Universities,Knowledge Level,Constructivism (Learning),Educational Theories,Evidence Based Practice,Professional Development,Partnerships in Education,Consultants

Universities globally have been increasingly looking to bring in professionals with expertise in learning and curriculum design to help with educational innovation. The aim of this study was to explore the epistemological views of learning that people in curriculum and learning design roles use to inform their practice. In this study, ten learning and curriculum designers were interviewed in depth. The participants demonstrated wide and deep knowledge of learning and teaching, drawing on both established notions of constructivism but also on emerging theories and evidence. Combined with extensive experience, the interviews revealed that these learning designers demonstrate high levels of epistemic fluency, adapting and using processes and practices in a dynamic way as task requirements demand. The findings make a contribution to the limited understanding of the knowledge base that curriculum learning designers draw on to carry out their work. The implications of these findings for universities are also discussed.