ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Democracy and Land Language on Human Development Index
Author: Sheikholeslami, Seyed Mousa
Date: 2021-00-00
Type: Journal Articles
Subjects: Democracy,Language of Instruction,Higher Education,Individual Development,Quality of Life,Foreign Countries

The factors that affect Human Development Index have been investigated extensively in previous researches. These studies consider education as an important factor and focus on the quality of education such as teachers' skills, educational facilities and student conditions. Democracy has also been established as an important factor in HDI. In this study, we examined two variables, the democracy index and the land language index as fundamental variables of the Human Development Index (HDI). The land language index is a new variable created to signify the importance of the medium of instruction in higher education institutes, particularly in the Science, Technology, Engineering and Mathematics (STEM) fields. We performed a multiple-correlation analysis with the available data to find the correlation of these two indices on HDI. We found that together, the democracy index and land language index had a strong correlation to HDI. The results of this study can have a significant impact on social scientists and policymakers and should be considered for further research.
Journey from the Past to the Future in Raising the Ideal Physical Education Teacher: A Metaphor Study
Author: Kaya, Hande Baba
Date: 2021-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Physical Education,College Faculty,Academic Rank (Professional),Teacher Educators,Undergraduate Students,Figurative Language,Comparative Analysis,Personality Traits,Teacher Leadership,Leadership Styles,Physical Characteristics,Teacher Characteristics,Teacher Effectiveness,Foreign Countries

The aim of this research is to examine the ideal physical education profile from the perspective of physical education teacher educators, that is, academicians working in the physical education and sports teaching department of the faculties of sports sciences. Within the scope of this purpose, the views of the academicians about the pre-graduate education, the undergraduate education period and their own teaching were compared with their views on the ideal physical education teacher. In order to express the comparisons more clearly, metaphor was used. The academicians were asked to match the physical education teachers who influenced them the most from their past to the future, their own teaching and their views on the ideal physical education teacher, with the nature metaphor presented to them by the researchers. In the study, which was based on the qualitative research method, the &quot;interview&quot; approach and the &quot;interview form method&quot; were used as the data collection method. According to the stratified sampling method, the participants of the study; taking into account the academic titles of the participants; 3 professors, 3 associate professors, 3 assistant professor and 3 lecturers A total of 12 physical education teacher educators (academics) were determined. As a result of the research, it was observed that while the participants defined their pre-graduate teachers closer to the ideal teacher in terms of their physical characteristics, they defined their undergraduate physical education teachers and themselves as closer to the ideal physical education teacher in the main themes of personality traits, teacher leadership styles and teaching methods.
Common Errors in Writing of EFL Sophomores in the Context of Mekong Delta
Author: Nguyen, Khang Duy
Date: 2021-00-00
Type: Journal Articles
Subjects: Error Patterns,Error Correction,Writing Skills,Form Classes (Languages),English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Writing Evaluation,Knowledge Level,Foreign Countries

Committing errors and feedback in writing are important in the process of language acquisition (Corder, 1975; Foster et al., 1988; Krashen, 1981; Marina et al., 2005; Salehi et al., 2018; Valizadeh et al., 2020). In Vietnam, however, error-analysis in writing in the contexts of EFL students has not been investigated fully. This research study explores and examines common mistakes of second-year English language students in writing English. The research was conducted with different tools including error assessment of some writing assignments, a survey to measure the ability to recognize errors in English writing, and interviews with some participants from an insider's perspective. The results found that the level for each of the written errors in the results varied widely. Certain types of errors were correctly identified by research participants and their ability to correct the issues was demonstrated properly at some points. However, most of them were unable to recognize errors, suggesting inconsistency in the ability to recognize and correct errors. Specifically, the research found a list of types of errors which occur while writing English from the phrase level to the sentence level, among other groups of errors while writing. This study could foster a trend to develop strategies to help students learn English better from both teachers' and students' point of view in today's English training programs.
Role of Learner Autonomy and Students&apos; Perception in Legitimizing China English as a Variety of English
Author: Xin, Xiu
Date: 2021-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Student Attitudes,English (Second Language),Dialects,Foreign Countries,Second Language Learning,College Students

Background/Objectives: China English, distinct from Chinese English or Chinglish, is struggling to get legitimized as a variety of the English language, despite many its users globally. The current study investigated the moderating effect of learner autonomy on the relationship between learner's attitude and learner's perception and China English (CE) as a variety of the English language. Methods/Statistical analysis: A questionnaire-based research design and utilized Pearson correlation analysis to test the hypotheses and SPSS-20 to analyze the data. The sample size was 120 Chinese EFL students who had studied at least one English course. Findings: The findings revealed that learner autonomy is enhanced due to the use of CE in classroom. This positive phenomenon was also noticed in the correlation between learner's attitude and learner's perception resulting in a high acceptance of CE as a variety of the English language. Improvements/Applications: This finding will give a positive thrust to the legitimizing issue of China English as a member of World Englishers. It may also contribute to the critical debate that is ongoing to change CE's status from a foreign language to China's own language and its users as Native speakers. Future studies can explore teachers' attitude towards CE and its influence on L2 teaching in China.
The Identification of Motivational Factors Influencing Community College Enrollment Based on Student Gender, Age at Time of Enrollment, and Familial Level of Educational Attainment
Author: Morgan, Patrice R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Community Colleges,Declining Enrollment,Gender Differences,Age Differences,Educational Attainment,Parent Background,Predictor Variables,College Bound Students,Learning Motivation,Measures (Individuals)

Prospective college students have many options to choose from when deciding which type of higher education institution to attend. What compels potential students to enroll in a community college as opposed to other higher education institutions is unknown. The purpose of the study was to explore the academic motivation of students currently enrolled in a New York City community college using the Academic Motivation Scale College Version. In addition, the study examined the relations between academic motivation and student gender, age at time of enrollment, and familial level of educational attainment. Results from the present study may provide justification for incorporating dimensions of motivation into community college campus life for future students as well as benefit community college recruitment, retention, and completion efforts.
Implementing Guided Inquiry Active Learning in an Online Synchronous Classroom and Its Impact on Test Question Performance
Author: Rands, Vicky F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Online Courses,Cooperative Learning,Anatomy,Community Colleges,Two Year College Students,Science Instruction,Instructional Effectiveness

Guided inquiry is an active learning technique featuring collaborative group learning with a structured set of models and highly structured questions for students to discuss and answer. Moving this technique to an online delivery format presents challenges, leading to questions about the effectiveness of this technique during online instruction. This study looked at the synchronous online delivery of a sliding filament theory guided inquiry activity (Brown 2015) and scores on related exam questions in anatomy classes at Salt Lake Community College. Students who participated in the guided inquiry activity had a median score of 79% on questions related to the sliding filament theory of muscle contraction while those that did not participate in guided inquiry had a median score of 61%, revealing a medium effect on student test scores. This suggests that the guided inquiry activity was successful at improving student understanding and retention when delivered in the online teaching environment.
Students Work in Groups to Create and Peer-Evaluate Newsletters Pertaining to Current Health-Related Topics
Author: Carnegie, Jacqueline
Date: 2021-00-00
Type: Journal Articles
Subjects: Group Activities,Cooperative Learning,Undergraduate Students,Student Satisfaction,Newsletters,Assignments,Peer Evaluation,Soft Skills,Skill Development,Health Sciences,Anatomy,Physiology,Class Size,Foreign Countries

A challenge with large undergraduate classes is the provision of opportunities for students to construct educational documents and to obtain individualized feedback pertaining to their work. Being able to work as part of a group, to clearly express information both orally and in writing, and to self-reflect while providing constructive feedback are soft skills that are valued by employers in the healthcare professions. We describe a two-part assignment in which students first worked in small groups to construct an informative newsletter pertaining to either the gut microbiome or one of four assigned fad diets and then evaluated a newsletter created by a group of their peers. Survey data revealed that most students found the assignments valuable learning exercises and that the opportunity to evaluate a newsletter created by their peers was welcomed. These assignments provide a way for students studying anatomy and physiology to reflect on what they have learned in class and, through self-directed research, apply their new knowledge in a way that will serve them well once out in the workplace.
Competence and Competency in Higher Education, Simple Terms yet with Complex Meanings: Theoretical and Practical Issues for University Teachers and Assessors Implementing Competency-Based Education (CBE)
Author: Holmes, Andrew G. D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Competency Based Education,Higher Education,Competence,Student Evaluation

Background/purpose: British, European and American universities are increasingly adopting competency-based learning, yet, there are different and conflicting definitions of competence, competency, and competency-based learning. Consequently, multiple interpretations and understandings are held by educators in respect of what these terms mean, when applied to their own teaching and assessment practices. Therefore, unless informed and considered discussion has taken place amongst staff about their individual understandings and interpretations, any development of new, competency-based assessment processes and procedures, is necessarily problematic. The main purpose of the paper is to stimulate reflection and discussion, so that teaching staff can arrive at a common understanding and interpretation of what competency-based education is, so that they may develop appropriate, authentic and equitable assessment processes. Materials/methods: The methodology used was a systematic review of literature on competence, competency-based learning and the assessment of competency-based learning. Conclusion: This paper provides an overview of the main issues and tensions involved in clearly defining competency within higher education programmes and assessing competence, along with two clear recommendations for practice. The recommendations have significance for all higher education teaching staff involved in programmes of competency-based learning.
Emergency Remote Teaching Due to COVID-19 Pandemic and Potential Risks for Socioeconomically Disadvantaged Students in Higher Education
Author: Karakose, Turgut
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,College Students,Distance Education,Educational Technology,Disadvantaged Youth,At Risk Students,Access to Computers,Barriers,Equal Education,Technology Uses in Education

Background/purpose: Higher education institutions worldwide rapidly switched to emergency remote teaching with a sustainable quality education approach in response to the global health threat caused by the COVID-19 virus. The sudden and largely unprepared transition to emergency remote teaching placed serious pressures on not only students, but also academics, the families of both, and also other stakeholders as well. This study aims to discuss the potential effects of emergency remote teaching due to COVID-19 on disadvantaged students in higher education. Materials/methods: This study is a review article, which presents a brief literature review on the potential impact of emergency remote teaching due to COVID-19 on disadvantaged students in higher education. Practical implications: This study may help to provide researchers and practitioners with a roadmap for potential future work on the impact of emergency remote teaching in response to the COVID-19 pandemic on disadvantaged groups. From this perspective, the potential effect of emergency remote teaching on disadvantaged students in higher education is examined and recommendations put forwards for solutions aimed at educational administrators and decision-makers. Conclusion: The emergency remote teaching put in place due to the COVID-19 pandemic has led to the widening of the digital divide among higher education students. Therefore, integrating the digital and distance education approach into the higher education system correctly and effectively may both facilitate the achievement of instructional goals and also help to eliminate digital inequality in the higher education student population.
The &quot;Mahaboworn&quot; Model of Social Studies Learning Network Innovation to Develop of Indigenous History Learning Resources in Northern Thailand
Author: Mangkhang, Charin
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Teaching Methods,Indigenous Populations,Indigenous Knowledge,Picture Books,Foreign Countries,Workshops,History Instruction,Material Development,Community Leaders,Clergy,Teacher Attitudes,Administrator Attitudes,Buddhism,Art Products,Validity,Evaluation Methods,Performance Based Assessment,Content Analysis,Local History,Sex Role,Feminism,Leadership,Networks,School Community Relationship,Universities,Religious Education,Educational Philosophy,Multiple Intelligences,Folk Culture,Governance,Politics,Student Attitudes

The objective of this research is to: (1) explore historical background through a participatory workshop on the legend of Phra Nang Malika of Wiang Malika in Lanna; and (2) create indigenous history learning resources through mural painting and picture book, the legend of Phra Nang Malika, in Mae Ai Luang Temple Chiang Mai Province. The samples included the following: (1) 22 community leaders, monks, school administrators, teachers, village philosophers, and youth representatives; (2) 8 indigenous technologists; and (3) 5 learning management specialists. Purposive sampling was used to choose a total of 35 individuals. The instruments used in the research were an unstructured interview, a knowledge synthesis form to create murals, and a validity assessment form; and (4) a performance evaluation form for a picture book regarding indigenous history. Quantitative data were examined using statistical software to determine the mean and standard deviation. Qualitative data were analyzed using content analysis and presented in a descriptive format. The findings indicated that: (1) in Mae Ai district, the legend of Wiang Malika and Phra Nang Malika is a legacy of Chiang Mai Province, which is related to the history of Fang, and Phra Nang Sam Pew, which is connected to the Lanna Kingdom's historical growth. In terms of trade, politics, governance, and religion, for example, is considered the role of women as rulers or kings, which exemplifies the notion of feminism throughout history and influencing the development of the Lanna Kingdom's later age; and (2) the outcome of the development of learning resources on indigenous history through murals and picture book at Phra Nang Malika in Mae Ai Luang Temple, Chiang Mai Province, through &quot;the Mahabowon Model of Social Studies Learning Network or CMUR Model&quot; resulting in educational materials on indigenous history that integrate the cooperation of universities, communities, temples, and schools, resulting in high-quality knowledge of indigenous historical record. A summary of the indigenous history picture book is also included. The appropriate sampling value is most suitable ([x-bar]=4.57, SD=0.37).
Twins Are Always Serving Science, What about Their Own Needs? Twins&apos; Need for Social Anxiety Program
Author: Bastemur, Sule
Date: 2021-00-00
Type: Journal Articles
Subjects: Twins,Anxiety,Interpersonal Competence,Program Effectiveness,Adolescents,Intervention

Objective: The effectiveness of the Social Anxiety Program on Adolescent Twins investigated in this study. Method: The study is a mixed-method study using a one-group pretest-posttest design, together with the qualitative method. First, Intraclass Correlation Coefficient used to find out the concordance and differentiation level of the twins' social anxiety. Because monozygotic twins' concordance rate is higher than dizygotic twins, four pair female monozygotic twins aged 17-18 participated in the group. Wilcoxon Single Ranks Test used to analyze the experimental part of the research. Three sessions of focus groups held after the program. Content analysis techniques used as a qualitative analysis. Result: As a result, there was a statistically significant difference between pre/post-program. Since this difference was in favor of initial measurement, the program interpreted as being effective. Themes also supported the quantitative results. Conclusion: Findings obtained from both experimental and qualitative parts discussed. Suggestions provided for future researcher.
Teaching Literary Texts through Cultural Model to EFL Students
Author: Ilyas, Mohammed
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Interdisciplinary Approach,Second Language Learning,Second Language Instruction,English (Second Language),English Literature,Student Attitudes,Applied Linguistics,Personal Autonomy,Learning Motivation,Cultural Awareness,Teacher Attitudes,Literary Criticism,Cultural Context,Grades (Scholastic),Undergraduate Students,Language Teachers

This paper examines how the Cultural Model of teaching literature in the Applied linguistics scenario can adopts a trans-disciplinary approach to teaching of language and skills courses. The premise stated is that it does not focus merely on language learning but also makes an impact on other variables like learners' autonomy and motivation to learn. In the context of EFL, this study also premises that the Cultural Model assists in enhancing the learners' autonomy and learners' motivation as literary texts are directly related to their cultural consciousness. The Cultural Model allows both the teachers and the students to go beyond the lexis and consider the literary aspects of a text as it is culturally closer to their consciousness. A questionnaire (for students) and semi structured interview (for teachers) were designed to study the perception of teachers and students and find the relationship between such variables as Learners' Autonomy and Learners' Motivation with Cultural Model of teaching literature. The study carried out multiple linear regression tests on a sample of 120 EFL respondents. The data was analyzed with SPSS 25.0 to ascertain the influence of predictors and dependent variables. Results showed the evidence of significant relationship between Learners' Autonomy and Learners' Motivation with Cultural Model of teaching literature. This shows that the Cultural Model of teaching literature acted as a predictor to enhance Learners' Autonomy and Learners' Motivation. The study recommends that students should not be passive receivers of the teaching content with undeveloped skills but should build in them autonomy and motivation to read, interpret, evaluate and criticize a literary text. Besides, teachers should also make efforts to make students read literary texts in cultural contexts.