ethanporcaro/eric-fulltext-meta huggingface dataset:
Vocabulary Learning through Audio-Visual Input of Thai Primary School EFL Students
Author: Lampai, Chowarat
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Linguistic Input,Audiovisual Instruction,Teaching Methods,Foreign Countries,Vocabulary Development,Instructional Effectiveness,Comparative Analysis,Grammar,Grade 6,Language Tests,Receptive Language,Expressive Language,Scores,Student Attitudes

This research aims to improve the vocabulary knowledge of Thai EFL students by using audio-visual aids as instructional tools. Hopefully, this study serves as an initial foundation to develop students' vocabulary knowledge and benefit the pedagogical development in Thailand. Consequently, this research aimed to explore the effectiveness of audio-visual instruction in acquiring vocabulary knowledge, with a specific focus on the form-meaning links in Thai EFL primary school students. Additionally, this study investigated the students' perceptions of audio-visual input in enhancing vocabulary knowledge. The study included one experimental group consisting of 51 sixth-grade students. Two tests were used to measure the reception and production of form-meaning links (L2-to-L1 Translation Test and L1-to-L2 Translation Test). A questionnaire was used to examine the students' perceptions of the form-meaning links of vocabulary knowledge through audio-visual input. The results showed that the participants achieved higher scores on the reception and production tests of form-meaning links in the post-test than in the pre-test, revealing statistically significant differences. Furthermore, the students performed better on the reception test of the form-meaning link than on the production test in both time points, and the reception test was also higher in advancement than the production test. Finally, the reports demonstrated that the instructional intervention of form-meaning links of vocabulary knowledge (audio-visual input) positively benefits the development of students' vocabulary. The findings suggest that students' reception of vocabulary knowledge through audio-visual input is more advanced than their production of vocabulary knowledge. Moreover, the input of students' vocabulary knowledge contributes to acquiring and developing their knowledge.
The Relationship between Physical Education Teacher Candidates&apos; Epistemological Beliefs and Academic Self-Efficacy
Author: Atici, Ali Riza
Date: 2023-00-00
Type: Journal Articles
Subjects: Physical Education,Physical Education Teachers,Preservice Teachers,Teacher Education Programs,Student Attitudes,Self Efficacy,Academic Achievement,Epistemology,Measures (Individuals),Correlation,Likert Scales

The aim of this study was to examine the relationship between physical education teacher candidates' epistemological beliefs and academic self-efficacy beliefs. The research group consisted of a total of 220 preservice physical education teachers (age = 22.32 ± 1.514), 99 female (45%) and 121 male (55%), studying at the Faculties of Sport Sciences of four different universities in the 2022-2023 academic year. A correlational survey model was adopted to examine the relationship between physical education teacher candidates' epistemological beliefs and academic self-efficacy levels. The personal information form and Epistemological Belief Scale that Schommer (1990) developed and Deryakulu and Büyüköztürk (2002) adapted and the Academic Self-Efficacy scale that Ekici (2012) developed consisting of three sub-dimensions and 33 questions were used as data collection tools. It was found that preservice physical education teachers had high levels of epistemological beliefs, and it was determined that the academic self-efficacy levels of the teachers were low.
The Management Guidelines to Strengthen the Education and Knowledge of Members of a Cooperative Credit Union in South Thailand
Author: Chaiyapong, Akkakorn
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperatives,Banking,Guidelines,Administration,Sustainability,Financial Education,Staff Development,Training,Governing Boards,Committees

The aim of this paper is to study the key points of managing cooperative credit unions in south Thailand and how to strengthen the education and knowledge of the management team, staff and members. This paper is based on a qualitative method via in-depth interviews and a focus group with members and committees of cooperative credit unions in south Thailand; data were analyzed using content and descriptive analysis. Results showed that the most problematic issue is a lack of transparency in the management and patronage systems, leading to corruption. In addition, the key points for developing guidelines for this type of credit union include members' understanding and knowledge about the objectives of the cooperative system; updated regulations and legal measures concerning a deposit protection system; revised rules and regulations for loan policies, human resources, and information technology; government policies for strengthening cooperative credit unions; and allocating more budget to educate their staff and members, such as a training course and a visit to another cooperative credit union. In addition, the Cooperative Promotion Department and Cooperative Auditing Department of Thailand should improve the law and auditing method to strengthen and clarify the organization's operations.
Anonymity and Gender Effects on Online Trolling and Cybervictimization
Author: Lee, Gang
Date: 2023-00-00
Type: Journal Articles
Subjects: Gender Differences,Internet,Bullying,Computer Mediated Communication,Victims,College Students,Confidentiality,Computer Use,Probability,Antisocial Behavior,Student Behavior

The purpose of this study was to investigate the effects of the anonymity of the internet and gender differences in online trolling and cybervictimization. A sample of 151 college students attending a southeastern university completed a survey to assess their internet activities and online trolling and cybervictimization. Multivariate analyses of logistic regression and ordinary least squares regression were used to analyze online trolling and cybervictimization. The results indicated that the anonymity measure was not a significant predictor of online trolling and cybervictimization. Female students were less likely than male students to engage in online trolling, but there was no gender difference in cybervictimization. In addition, the total hours spent on the internet increased the likelihood of the decision of college students to participate in online trolling, but not cybervictimization. Further implications for research related to online trolling and risk factors are discussed.
A Systematic Mapping Study on Gamification Applications for Undergraduate Cybersecurity Education
Author: Weitl-Harms, Sherri
Date: 2023-00-00
Type: Journal Articles
Subjects: Gamification,Undergraduate Students,Information Security,Game Based Learning,Computer Science Education,Literature Reviews,Concept Mapping

Gamification in education presents a number of benefits that can theoretically facilitate higher engagement and motivation among students when learning complex, technical concepts. As an innovative, high-potential educational tool, many educators and researchers are attempting to implement more effective gamification into undergraduate coursework. Cyber Security Operations (CSO) education is no exception. CSO education traditionally requires comprehension of complex concepts requiring a high level of technical and abstract thinking. By properly applying gamification to complex CSO concepts, engagement in students should see an increase. While an increase is expected, no comprehensive study of CSO gamification applications (GA) has yet been undertaken to fully synthesize the use and outcomes of existing implementations. To better understand and explore gamification in CSO education, a deeper analysis of current gamification applications is needed. This research outlines and conducts a methodical, comprehensive literature review using the Systematic Mapping Study process to identify implemented and evaluated GAs in undergraduate CSO education. This research serves as both a comprehensive repository and synthesis of existing GAs in cybersecurity, and as a starting point for further CSO GA research. With such a review, future studies can be undertaken to better understand CSO GAs. A total of 74 papers were discovered which evaluated GAs undergraduate CSO education, through literature published between 2007 and June 2022. Some publications discussed multiple GAs, resulting in a total of 80 undergraduate CSO GAs listing at https://bit.ly/3S260GS. The study outlines each GA identified and provides a short overview of each GA. It also provides a summary of engagement-level characteristics currently exhibited in existing CSO education GAs and discusses common themes and findings discovered in the course of the study.
Centering Youth Voices: An Interdisciplinary and Transdisciplinary Approach to Civic Engagement
Author: Dobbs, Kirstie Lynn
Date: 2022-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Civics,Citizenship Education,Program Design,Partnerships in Education,Middle School Students,Curriculum Development,Curriculum Design,Participatory Research,Action Research,Undergraduate Students,Citizen Participation,Definitions

During the COVID-19 pandemic, many youth felt disconnected from on-the-ground engagement with their peers, their communities, and the wider society. School closures also impeded progress in some students' abilities to write, speak, and express themselves through various media. A team of interdisciplinary and intergenerational faculty and undergraduate students from Merrimack College in Massachusetts sought to investigate and redress these challenges by building young people's interest in engaged citizenship along with their writing, speaking, and team-building skills through a civic engagement program with middle school students, facilitated in collaboration with the local YMCA. In designing and delivering the program, we took an interdisciplinary and transdisciplinary approach that centers the voices of youth in both research and action. Drawing on our team members' disciplines of biology, criminology, education, health sciences, history, human development, and political science, we developed a conceptual framework to co-create a civic engagement curriculum for BIPOC and multilingual youth in a neighboring community that is currently ranked as having the lowest per capita income in Massachusetts. We made a point of incorporating the views of our youngest team members, our students, and also those of the middle school youth we hoped to serve. A focus group that we conducted with the undergraduate students after the first iteration of the program was completed revealed that their understanding of civic engagement and desire and capacity to pursue it were positively impacted as a result of the interdisciplinary, transdisciplinary, and intergenerational collaboration that we describe below.
Case Study: The Impact of Emerging Technologies on Cybersecurity Education and Workforces
Author: Cusak, Austin
Date: 2023-07-00
Type: Journal Articles
Subjects: Internet,Computer Security,Information Security,Labor Force Development,Information Technology,Artificial Intelligence,STEM Education,Problem Based Learning,Elementary Secondary Education,Higher Education,Job Training,Education Work Relationship

A qualitative case study focused on understanding what steps are needed to prepare the cybersecurity workforces of 2026-2028 to work with and against emerging technologies such as Artificial Intelligence and Machine Learning. Conducted through a workshop held in two parts at a cybersecurity education conference, findings came both from a semi-structured interview with a panel of experts as well as small workgroups of professionals answering seven scenario-based questions. Data was thematically analyzed, with major findings emerging about the need to refocus cybersecurity STEM at the middle school level with problem-based learning, the disconnects between workforce operations and cybersecurity operators, the distrust of Non-Traditional Training Programs, and the need to build digital security generalists' curriculum and training. Recommendations are also made for possible next steps.
Change in Emergent Multilingual Learners&apos; Mathematical Communication: Attending to Language Use and Needs
Author: Horak Smith, Kathy
Date: 2023-00-00
Type: Journal Articles
Subjects: Multilingualism,English Language Learners,Mathematics Education,Language Usage,Elementary School Students,Middle School Students,Grade 5,Grade 8,Attitude Change,Mathematics Tests,Scores,Academic Language,Mathematics Instruction,Teaching Methods,Communication Skills,Constructivism (Learning)

Part of learning a new discipline is learning the language used in the discipline. For mathematics, emergent multilingual learners (EML) must learn English and mathematical symbols in order to make meaning and communicate. The mathematics community's understanding of communication is complex and includes the use of natural language, incorporation of representations (mathematical symbols and visuals), and manipulation of tools and technology. In our research, we use this notion of communication as we examine the way students think about their abilities to communicate in and about mathematics. We specifically ask: (1) How do fifth- and eighth-grade EMLs change in their understanding of mathematics communication with intentional instruction as captured on the Mathematics Communication Inventory (MCI) composite scores? (2) If there is change, how do fifth- and eighth-grade EMLs' scores compare? (3) How does the use of academic language to communicate in mathematics change over time for EMLs with intentional instruction? Two groups of students (15 fifth and 17 eighth graders) enrolled in a newcomers' program informed this research. Data were collected using an open-ended pre- and post-writing assessment. The results strongly suggest that students began to recognize the extent to which they used mathematics for communication, after explicit instruction, to reveal modes of communication in mathematics that are easily and constantly used by students. The change over time was different for the two age groups for total words/symbols and unique words.
Compete to Learn: Toward Cybersecurity as a Sport
Author: OConnor, T. J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Security,Computer Science Education,Gamification,Competition,College Students,Recruitment,Program Evaluation,Training

To support the workforce gap of skilled cybersecurity professionals, gamified pedagogical approaches for teaching cybersecurity have exponentially grown over the last two decades. During this same period, e-sports developed into a multi-billion dollar industry and became a staple on college campuses. In this work, we explore the opportunity to integrate e-sports and gamified cybersecurity approaches into the inaugural US Cyber Games Team. During this tenure, we learned many lessons about recruiting, assessing, and training cybersecurity teams. We share our approach, materials, and lessons learned to serve as a model for fielding amateur cybersecurity teams for future competition.
Primary School Teachers&apos; Noticing Skills Regarding Students&apos; Thinking: The Case of Whole Number Subtraction
Author: Sitrava, Reyhan Tekin
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Observation,Thinking Skills,Subtraction,Mathematics Education,Problem Solving,Learning Strategies,Decision Making,Foreign Countries

This qualitative case study investigates how, and to what extent, primary school teachers notice students' mathematical thinking in the context of whole number subtraction. A task involving a student's invented strategy was used to collect data. Three noticing questions connected to the task were asked to 45 teachers. Their written answers were analyzed to reveal teachers' noticing skills based on attending, interpreting, and deciding how to respond. The study results revealed that most participants provided limited evidence of attending and interpreting skills, and some responses showed a lack of evidence. More specifically, they could not identify the relationship between digits in ones and tens places. Further, their interpretations did not directly focus on students' solutions and consisted of general statements and misconceptions.
A New Philosophy for 21st Century Postgraduate Education
Author: Rashid, Rafi
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Graduate Study,Interdisciplinary Approach,Educational Change,Curriculum Development,MOOCs,Doctoral Students,Alignment (Education),Foreign Countries,Ethical Instruction,Sustainability,STEM Education

To confront the major challenges of the 21st century, doctoral students need to be able to think and work across disciplinary boundaries. I have been inspired by the &quot;Interdisciplinary Research: Process and Theory&quot; (2017) textbook, by Allen Repko and Rick Szostak, to reform an interdisciplinary doctoral curriculum in Singapore. For example, in coursework for the degree, I have combined the &quot;Broad Model&quot; of interdisciplinary research, a framework designed to encourage students to articulate and integrate disciplinary insights, with &quot;blended learning&quot; to promote collaboration amongst students from different STEM disciplines. In an interdisciplinary Journal Club, the Broad Model has helped me to demonstrate how an interdisciplinary approach has generated testable hypotheses that transcend disciplinary boundaries. Both in coursework and beyond I have shown how students need to integrate both scientific and philosophical insights to address complex moral dilemmas in STEM research and choose the right course of action. As integration of disciplinary insights is a hallmark of the Broad Model, I have argued that the Model can be used to support ethical decision-making in doctoral courses on research ethics and scientific integrity where such diverse insights need to be integrated. Drawing on these examples and experiences, I recently contributed to major curricular reforms at my institution to align our doctoral program with evolving national educational and research policies. In this article, I will elaborate on how the use of &quot;Interdisciplinary Research&quot; has guided interdisciplinary education and curricular reform at my institution and inspired a new philosophy for postgraduate education in the 21st century.
Building Information Literacy through &quot;Interdisciplinary Research&quot;
Author: Brooks, Benjamin
Date: 2022-00-00
Type: Journal Articles
Subjects: Information Literacy,Interdisciplinary Approach,Capacity Building,Undergraduate Students,Skill Development,Academic Degrees,Knowledge Level,Intellectual Disciplines,Prompting,Assignments

We are living through a very difficult moment in human history where we are having to make almost daily decisions about our health, occupations, environment, economics, and democracy, while being bombarded with disinformation, misinformation, and &quot;alternative facts&quot; relative to those decisions. A highly developed information literacy capacity is a means to critically analyze all incoming information and make sound decisions for ourselves, our families, our communities, and our world (ACRL, 2000). Allen Repko and Rick Szostak's (2021) &quot;Interdisciplinary Research: Process and Theory&quot; aids in building this information literacy capacity in undergraduate interdisciplinary students through its examination of the disciplines students have been studying, while explaining to them the central components of interdisciplinary inquiry. It helps students understand the unique languages of disciplines, unpacks the limitations of individual disciplines in confronting complex, real-world issues, and then aids them in developing the tools and understanding the constructs they need to function as interdisciplinarians. This article will thoroughly explain the concept of information literacy and its value to interdisciplinary learners and demonstrate how &quot;Interdisciplinary Research&quot; can be used to foster student development of this skill. The article will conclude by discussing one specific assignment that engages &quot;Interdisciplinary Research&quot; to begin the process of building information literacy in undergraduate interdisciplinary students so that they may better understand the academic degree they are pursuing and set them on a pathway to apply their course of study in both their careers and the complex, real-world issues they will encounter in their ongoing lives.
Mapping as a Way of Understanding Complexity
Author: Davis, Rhonda
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Interdisciplinary Approach,Concept Mapping,Systems Approach,Textbooks,Problem Solving,Outcomes of Education,Skill Development

This article describes the use of mapping strategies in an interdisciplinary course using &quot;Interdisciplinary Research: Process and Theory&quot; (Repko &amp; Szostak, 2021). The use of interdisciplinary mapping took place in a 300-level undergraduate course and focused on maps presented in the textbook, including the system map (and systems thinking), the research map, the concept or principle map, and the theory map. Mapping strategies guided students in developing a specific complex problem for the senior research project. This article emphasizes systems thinking and system mapping as a strategy to better understand qualitatively oriented complex problems. This discussion also includes examples of student work and an analysis of the impact of the mapping experience on students' experience of interdisciplinary learning.
Pluralism in Teaching Interdisciplinary Research: The Amsterdam Institute for Interdisciplinary Studies Textbook
Author: Keestra, Machiel
Date: 2022-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Research Training,Textbooks,Universities,Teaching Methods,Student Needs,Research Projects,Student Research,Foreign Countries,Higher Education

Immediately after its appearance, we at the University of Amsterdam's Institute of Interdisciplinary Studies enthusiastically adopted Allen Repko's &quot;Interdisciplinary Research: Process and Theory&quot; (Repko, 2008) as it was the first textbook that offered systematic explanation of and guidance through the complexities of an interdisciplinary research project. However, several characteristics of the projects conducted by our students made it an uneasy match for their needs and ours. For one thing, the Repko text targets students doing individual research projects whereas our students typically perform interdisciplinary research in teams. Our students also typically bring more disciplinary expertise to their interdisciplinary work than those whom the Repko text targets. And they often undertake empirical research as part of their projects--and not just the research in relevant literature that is emphasized in the Repko texts. Feeling the need for a textbook on interdisciplinary research that would better support students like ours, we decided to develop our own textbook, &quot;Introduction to Interdisciplinary Research: Theory and Practice.&quot; In this article, we describe the version of the research process we present in our text, emphasizing the many forms of pluralism involved in the process as reconceived to better suit teams of researchers based in different disciplines, and sometimes pursuing empirical work which may involve extra-academic stakeholders.